Betrayal in the City by Francis Imbuga

Betrayal in the City by Francis Imbuga


A sample Question.

‘What goes round comes around.’ Write an essay to show the validity of this statement using the character of Mulili in Betrayal in the City, for illustrations.

Answer

Mulili is one of the characters who uses his position in the government to oppress, intimidate and even eliminate those who cross his path. In the end, he gets a dose of his own medicine.

He denies the old couple the right to conduct a shaving ceremony after their son was brutally killed during a demo. When they insist on the ceremony the two are eliminated at his behest and he later brags to Boss about it.

As a member of the committee organizing for the entertainment of the visiting head of State, he attends a meeting during which Kabito differs with him on many issues.

Mulili tells him that he will pay dearly for it and he makes good his threat when he goes to Boss and tells him many lies about how Kabito was defaming him. Boss tells him to eliminate Kabito.

All he had done to the people comes back to him during the rehearsal for the entertainment play. Mosese, Jere and Jusper take advantage of Tumbo’s ignorance to stage a coup d’etat. The props are not ready and Boss suggests that they use real guns to avoid wasting time.

Jusper seizes the gun from Boss and aims it at Mulili, who tries to defend himself by saying that boss is the one who is responsible for all the ills in the country and he is only a distance cousin of his. Mulili pays for all his sins with his life.

 

 

 

Community Assessment Judsonia AR

Community Assessment Judsonia AR

Topic: Type of Document
Community Assessment Judsonia AR   Other (Not listed)

 

Subject Area: Academic Level
  Nursing   Ph. D.

 

Number of Pages:
2 Pages Double Spaced (approx 275 words per page)  

 

Writing Style: Number of sources/references
APA   1

AVIATION AUTOMATION

 

How is  the Aviation Automation  helping in the improvement of the aviation efficience and safety?

According to Wise et al. (1994) there has been an effort to improve aviation efficiency and safety by promoting automation of various procedures at the cockpit. The automation has aimed at reducing the occurrence of errors and violations by the flight crew. Automation has indeed yielded the expected results in many cases but has also failed in some cases. Merritt and Klinect (2006) define error as actions or inactions by the flight crew that make the crew to deviate from initial intentions with reduced safety margins and increased probability of unfavorable operational events during flight or on the ground.  There are three categories of errors: communication, procedural and aircraft handling errors. Communication errors result from miscommunication among pilots, flight crew and external agents, procedural errors are due to the flight crew deviating from the requirements of the flight manual, regulations or standards of airline operational procedures while Aircraft handling errors are due to aircraft configuration, speed and direction related deviations.

According to Airbus (2005) in aviation, an error is an intentional action or inaction that fails to achieve its intended outcome. An error in itself cannot be intentional although the original action that led to the error is intentional. Movements beyond the control of the actor in the error context such as reflexes are therefore not considered errors. Moreover, factors beyond the control of the actor do not determine the outcome. Errors are in two categories: slips and lapses; and mistakes. Slips and lapses result from failure to execute intended actions, that is, actions that fail to proceed as planned are slips while memory failures are lapses. Mistakes are when a plan of action fails, that is, even with the correct execution of the plan; the intended action is not achieved. If a plan leads to mistakes, it may be because it is either deficient, clumsy, an inappropriate good plan or dangerous.

A violation is an intentional action or inaction which goes against known procedures, rules or norms. Whereas violations are deliberate, errors are not. Simply put, a violation is committed out of a conscious decision while errors happen despite an actor’s intention to avoid them. It is important to note that, a person who ends up committing a violation is not necessarily anticipating the negative consequences that may follow due to the violation. In some cases, the situation remains under control despite the violation. Slips and lapses occur at skill-based performance level, while violations at skill-based performance level are normally part of the actor’s automated routines. Mistakes occur from conscious decisions hence they occur at both knowledge-based and rule-based performance levels (Airbus, 2005).

In the earlier times, aircraft accidents were associated with adverse weather conditions, systems or engine failures. During investigations into the causes of accidents, attention was only paid to the technical aspects. When the commercial jet transport became common in the nineteen seventies, technology matured and there was a subsequent decline in the number of accidents due to mechanical failures (Leiden, Keller & French, 2001). High profile accidents could occur and the cause of the accident found out not to involve any mechanical problems. To increase aviation safety, there was need to research on the contribution made by human factors in aviation errors that led to accidents. Between 1970 and 1997, human factors contributed to sixty nine percent of the causes of aircraft accidents. Human errors and violations are seen to originate from causal factors such as incapacitation, fatigue, lack of experience or proper training and poor crew management (Karwal, Verkaik & Jansen, 2000).

Reason (1990) argued that there are four levels of human failures by human beings that lead to aviation accidents. Each one of the levels influences the next. The levels are as follows: organizational influences leading to unsafe supervision which leads to conditions favoring unsafe acts and finally the unsafe acts by the aircraft operators. The unsafe acts are responsible for aviation accidents due to human error. Shappel and Wiegmann (2000) categorized human errors in three categories which include decision errors which occur due to either not making the correct choices or not following the required procedures appropriately. Secondly, skill-based errors which mostly affect flight crew skills that occur without significant conscious thought. Skill-based actions are therefore vulnerable to attention failures leading to errors. The third category of human errors is the perceptual error which results due to degraded perception like visibility at night or in weather conditions that are visually impoverished.

Despite automation improving aviation safety, it has also introduced safety issues (Young, 2007). As a result of problems resulting from automation of the flight deck, Billings (1991) suggested that flight deck designs must include designs for automated agents and human roles and they to be explicitly supported. Inadequate consideration of the integration of automated systems has been found to be new sources of error. After an extensive study, for example, it was found out that the interface (control display unit) for the flight management system introduced a new form of error (Abbot, 1996). There was a need therefore to develop adaptive displays in order to have the flight crew in control of highly automated aircraft systems.

According to NATO (2002) the problem of aviation automation is better approached from the view point of providing an assistant or an electronic crew member. However, it is noted that, the approach is only successful in situations which are non-time-pressured, that is, situations in which the control crew has time to review and understand proposed actions. The systems have been unsuccessful in time-pressured situations hence falling short of the promise that they would interact and show human like intelligence. Instead of emulating an electronic crew member, Schutte & Goodrich (2006) suggested a complimentary automation strategy in which human beings and the machine work together in a symbiotic dependence. In this strategy the human operator provides general intelligence, knowledge of common sense and creative thinking. On the other hand, the machine provides resistance to fatigue, precise and swift control and encyclopedic memory. Generally the human is in charge of decisions and actions that of significant consequences on the overall safety while the machine performs the more deterministic, tedious, repetitious and time constrained activities that require a great level of precision. This greatly simplifies user interaction with the system while lowering the chances of error and the subsequent failure.

There have been reported cases in which individuals monitoring automated systems remain unaware of changes in the system (Ephrath & Young, 1981). Failures that arise in Monitoring have been associated with simple tasks according to Parasuraman (1987). However, he notes that humans are poor monitors of passive activities of automated systems regardless of the level of complexity associated with such events. Billings (1991) has it that there are higher chances of human failure in monitoring automated systems especially when the systems behave in a reasonable manner even though it is incorrect or when the operators are not alert to the state of the system. There is a major impediment to the implementation and operation of automated systems since many operators experience difficulty in understanding the system even when the systems are functioning properly as designed. This may be due to the complexity of the system, poor design of the interface or insufficient training on the system. In such circumstances, there exists a high risk of human error brought about by automation (Endsley 1996).

In an accident case involving airbus 320 in January 1992, no mechanical failure was identified as a probable cause of the accident. The voice recorder in the plane did not register any state of panic among the passengers immediately before the accident. Even though the situations surrounding the air crash were inevitably complex, De Keyser and Javaux (1996) agree that the accident was caused by inappropriate entry into the autopilot mode. The cockpit crews had been denied permission to land upon first request and were under assistance from air traffic control to make a second attempt. Both the pilot and the co-pilot were very busy in a bid to correct the lateral course, deploy the landing gear, check the pre-descent checklist and enter a suitable descent rate. Using the bimodal dial system, the pilot entered a descent speed of 3300 feet per meet in the place of 3.3 degrees descent angle hence the plane crushed.

Automation in aviation has also resulted in error situations due to imperfections such as false alarms, incorrect recommendations and missed alerts. Consequently, the level of automation should be varied accordingly during system automation; a process called adaptive automation. Too much reliance on automation by the human actor results in diminished situation awareness and skill degradation hence higher possibilities of error occurrence (Wickens & Dixon 2007). Decision aids are mostly imperfect. Since automated systems cannot be 100 percent depended upon especially in decision making functions, the costs and error possibilities involved with such systems should be critically analyzed. Crocoll and Coury (2003) found out that the cost of imperfect advice from automated systems was high in situations that involved decision making and than in situations where the automated system was involved in giving mere information. However, Rovira et al. (2007) found out that reliable automation reduces error levels by a huge margin and increases the level of accuracy both in the battlefield decisions on engagement and in aviation for high, medium and low levels of automation. However, when the incorrect advisory was provided, the accuracy significantly reduced as indicated below.

Decision accuracy under different forms of automation support for correct and incorrect advisories (Rovira et al. 2007).

In conclusion, automation in the aviation industry is done mainly to reduce the workload on the flight crew and increase the levels of accuracy especially in overly complex and critical processes. As much as automation has an impact that may lead to error, most errors that result from automated processes originate from human errors. It is however not possible to completely do away with the human factor since there is need for human control even for aircrafts that fly without human pilots. A bigger percentage of aviation errors are due to human and only a small percentage are mechanical.

References

Abbott, K. (1996). The Interfaces Between Flight crews and Modern Flight Deck Systems, Federal Aviation Administration

Airbus, (2005). Flight Operations Briefing Notes: Human Performance Error Management. FOBN Reference: FLT_OPS – HUM_PER – SEQ 07 – REV 01.

Billings, C. (1991). Human-centered aircraft automation: A concept and guidelines NASA TM

103885, NASA, Washington DC.

Crocoll, W.M., and Coury, B.G. (2003). Status or recommendation: Selecting the type of information for decision aiding. In Proceedings of the Human Factors Society, 34th Annual Meeting. Santa Monica, CA. 1524–1528

De Kayser, V. and Javaux, D. (1996). Human factors in Aeronautics. Design, Specification & Verification of Interactive Systems

Endsley, M. R. (1996). Automation and situation awareness. Texas Tech University.

Ephrath, A. R. and Young, L. R. (1981). Monitoring vs. Man-in-the-loop Detection of aircraft control failures. New York: Plenum press.

Karwal, A. K., Verkaik, R. & Jansen, C. (2000). Non-Adherence to Procedures: Why Does it

 

Happen? The University of Texas

Leiden, K., Keller, J. and French, J. (2001). Context of human error in commercial aviation.

NASA: System-Wide Accident Prevention Program Ames Research Center Moffett Field, CA 94035-1000

Merritt, A and Klinect, J. (2006). Defensive Flying for Pilots: An Introduction to threat and

 

 error management. The University of Texas

 

 

Parasuraman, R. (1987). Human-Computer monitoring: Human factors 29 (6), 695 – 705

Reason, J. (1990). Human Error. New York: Cambridge University Press

Research and Technology Organization (RTO) of NATO, (2002). Tactical Decision Aids and Situational Awareness. RTO/NATO BP 25, 7 rue Ancelle, F-92201 Neuilly-sur-Seine Cedex, France.

Rovira, E.,   K. McGarry, and Parasuraman, R. (2007). Effects   of imperfect automation on decision making in a simulated command and control   task. Human Factors 49:   76–87.

Shappell,   S. and Wiegmann, D. (2000). The Human   Factors Analysis and

 

Classification System (HFACS). Federal Aviation Administration, Office of

Aviation   Medicine Report No. DOT/FAA/AM-00/7. Office of Aviation Medicine:

Washington,   DC.

Schutte,   P. and Goodrich, K. (2006). The   naturalistic Flight Deck System: An

 

Integrated System Concept for Improved   Single-Pilot Operations. NASA TM   (in

Review),   NASA, Washington DC.

Wiegmann,   D. and Faaborg, T. (2005). Human Error and General Aviation

 

Accidents: A   Comprehensive, Fine-Grained Analysis Using HFACS. Civil

Aerospace   Medical Institute Federal Aviation Administration Oklahoma City, OK

73125

Wise, J. A., Tilden, D. S., Abbott, D. W., Dyck, J. L. and Guide, P. C. (1994). Managing Automation in the Cockpit. Orlando: University of Central Florida.

Young, S. D. (2007). Aviation Safety Program: Integrated Intelligent Flight Deck;

Technical Plan Summary. NASA

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SIDS- informative speech

SIDS- informative speech

Discipline: – Nursing

Type of service: Speech

Spacing: Single spacing

Paper format: Not applicable

Number of pages: 2 pages

Number of sources: 2 sources

Paper details:

hello this is for my public speaking class. any questions please ask me. I need as much information as possible its for a 10 min speech. Please follow the format. thank you . please include the 4 slides for my powerpoint presentation. ( its just pictures) thank you!

Informative speech

Your ideas about the topic

Introduction, body of content and a conclusion

–           Introduction – ask a question, provide a startling statistic. Make it a strong start!

–           Body of content – balance of ideas and research. I want to hear your ideas and explanation related to the research.

–           Conclusion – resources? Provide resources related to your topic.

Some research to support (70% your ideas, 30% research in 10 minutes). This is just informative to your audience.

You can also include personal connection to the research, if applicable (10 to 15% of the 10 minutes). You do not have to connect personal experience to the research.

Find research to show on screen – 1 or 2 visuals on 2 slides.

Leave the listener with something to think about in the conclusion (not persuasive)

Avoid the urge to convince, just inform.

please give me states on how many deaths per year and age range. ( I need to provide a powerpoint of at least 4 slides ( pictures – please include that as well. ( for example how a Babys bed should be and shouldn’t , a stat slide of deaths, and other important pictures you feel I should inform the listeners about

 

Calling for Freedom

Calling for Freedom

Discipline: English

Type of service: Essay

Spacing: Single spacing

Paper format: Other (add to details)

Number of pages: 1 page

Number of sources: 0 source

Paper details:

Compare and Contrast essay on 2 poems “sympathy” by Dunbar and “caged bird” by Maya angelou and a song “caged bird” by Alicia keys. how are they similar? how are they different?

 

Crna admission

Crna admission

Discipline: – Nursing

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 3 pages

Number of sources: 5 sources

Paper details:

a clear statement of your goals and expectations for entering the program;

your understanding of the role of a Certified Registered Nurse Anesthetist (applicants are encouraged to shadow a CRNA)

include at least one article supporting your understanding of the role of a Certified Registered Nurse Anesthetist, cited according to APA Format standards

The Clash of Demands between Great Power Competition and Transnational Challenges

The Clash of Demands between Great Power Competition and Transnational Challenges

Discipline: Political Science

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 6 pages

Number of sources: 0 source

Paper details:

Project 2 addresses course outcomes 1, 3, 4 and 6. For Project 2, you will consider a contrast between two major themes in the course:

  1. The post-Cold War world has been marked by a global context of expanding transnational threats demanding increased cooperation among nation-states; and
  2. The years since the end of the Cold War are characterized by a diffusion of power and, especially in the past few years, increased rivalry and tension between the United States and competing powers China and Russia.

You are asked in this assignment to address whether cooperation on the transnational challenges we have covered thus far threaten national power, interests and sovereignty. You have reviewed transnational challenges from economic globalization, terrorism, renewed great power rivalry, and now, infectious diseases and climate change. In this essay you will address yourself to a central policy conundrum – can the leading states cooperate on matters vital to all of humanity at acceptable costs to themselves and everyone else?

Before beginning this assignment, be sure to read the Module Notes and the required readings and viewings for all of the modules, especially Module 2 and Modules 4–7. Your assignment is to evaluate the tension between the cooperation required to deal effectively with transnational challenges and the competition among the great powers that sometimes impedes such cooperation. Pay special attention to the extra set of questions and essay length required of POL351 Students will write a 6 page essay.

Required Essay Questions for POL 351 Students Students:

  • Choose any two of the global policy challenges coming from terrorism, economic globalization, infectious diseases or climate change, and evaluate how national security and global security are interdependent.
  • Why are terrorism, globalization, diseases, or climate change multifaceted in terms of how they are defined as policy problems? Specifically, how are they viewed as economic, political, and/or environmental policy problems, and also security ones? Explain these dimensions for your set of two challenging policy problems.
  • Do you find a clash between the interests of sovereign states and the demands of fully addressing your two policy problems (i.e., terrorism, globalization, diseases, or climate change)? How might these tradeoffs be resolved to find effective global solutions to your policy problems, and what, in your opinion, is the likelihood of effective cooperation on your two policy problems?

To successfully complete Project 2, you will need to organize your responses to these specific questions and then craft formatted essays. Your essays will be evaluated in terms of how thoroughly you: answer the questions; use resources to document your main points; and properly cite referenced work. Your essays should address all of the questions assigned.

POL 351 Student essays should consist of at least 1,500 words of text (at least 6 pages of double-spaced and 12-point font of text).

Citations and a bibliography will likely make up an additional 1–2 pages. Each essay should include each of the following attributes:

  1. A title page;
  2. Well-developed introductory paragraph explaining the purpose of the essay and briefly referencing some of the main points/contentions offered in the essay;
  3. The body of the essay should consist of your effort to best answer the primary questions from the assignment prompt and should consist of the required length of words of text (at least 6 pages of double-spaced and 12 point font of text for POL 351 students, and 10 pages of double-spaced and 12 point font of text for MLS 551 students). MLS 551 student papers should also reflect a broader range of readings and depth of analysis. Though the method by which the paper is written is largely up to you, it is essential that the responses to the questions in the prompt be based upon scholarly readings and should remain at all times defensible (in an academic sense). You have a great deal of information to draw from in creating your essay, including the assigned readings and hyperlinked sources in the module notes. As is the case with every assignment in POL 351/MLS 551, presenting any unsubstantiated, illogical, or indefensible position will have an adverse effect on the final grade. Please direct any questions regarding these expectations to the instructor;
  4. A concise concluding paragraph that briefly restates both the purpose of the essay as well as some of the primary argument offered by you, the essay’s author. Be sure the concluding paragraph does not introduce new information;
  5. A list of all sources consulted the preparation of the essay. The essay should be formatted according to APA-style documentation(Links to an external site.)Links to an external site.. This includes the format of the list of references.

Possible Sources

Analysis of ELL speech

Analysis of ELL speech

Discipline: English

Type of service: Essay

Spacing: Double spacing

Paper format: APA

Number of pages: 2 pages

Number of sources: 0 source

Paper details:

ANALYSIS OF ELL SPEECH

The Analysis: For this assignment you will need to obtain an oral language sample of an English language learner. You could record an interview you do with an actual person or obtain the sample from the internet. The sample should be at least 10 minutes long in order to adequately address all of the features I am asking you to analyze. It will also be helpful if the person is at an intermediate or low-intermediate level of proficiency. If his/her proficiency is too low, you may not get an adequate language sample because a beginner will probably not be able to engage in extended conversation. If his/her proficiency if too high, there may be few issues with syntax, morphology, etc. Thus, there is little to analyze in the sample. It may also be helpful to integrate an unfamiliar topic into the conversation. For example, begin by asking about his/her family and then ask them something more academic. You should also look for this if you are selecting a sample online.

You will analyze their speech in the areas listed below. I suggest you listen to the sample multiple times, focusing only on one area at a time.

  • Pronunciation – For example, what particular phonemes and/or what areas of prosody (intonation, etc.) does he or she struggle with? It will be helpful to consult class material on phonology for this section.
  • Morphology – For example, does the ELL struggle with past tense morphemes, etc.? It will be helpful to consult class material on morphology for this section.
  • Syntax – For example, how is the ELL’s word order different from that of a native speaker? Look at the complexity of the sentence structure. It will be helpful to consult class material on syntax for this section.
  • Word choice – For example, does the ELL overuse words like stuff or struggle to find the words needed to discuss a particular topic? It will be helpful to consult class material on semantics and the lexicon for this section.

The Paper: In the paper, you will present the result of your analysis in each of the areas. Then, I would like to you to prioritize any errors the ELL made based on what you believe to be the most important to focus on. For example, if an ELL tends to omit the subject pronoun, you may want to focus on this. Subject pronouns must be stated in English because the verb does not contain this information. Next, I would like you to briefly discuss how you teach this to ELLs. I am looking for only a couple of sentences related to teaching this point. The paper should be at least 2-3 pages, but it may be longer. The structure is open-ended. However, I don’t want you to worry that the paper doesn’t “flow.” In other words, it is okay to divide it into sections rather than trying to come up with transitional phrases.

 

Perspectives on the Constitution

Perspectives on the Constitution

Discipline: Political Science

Type of service: Essay

Spacing: Double spacing

Paper format: MLA

Number of pages: 2 pages

Number of sources: 1 source

Paper details:

You need to compare and contrast it with Brown vs. Board and not the other options it gives.

Book Review of D.K. Fieldhouse, Western Imperialism in the Middle East 1914-1958, Oxford,. Oxford University Press, 2006

Book Review of D.K. Fieldhouse, Western Imperialism in the Middle East 1914-1958, Oxford,. Oxford University Press, 2006

Discipline: History

Type of service: Book Review

Spacing: Double spacing

Paper format: MLA

Number of pages: 10 pages

Number of sources: 0 source

Paper details:

the first file (pdf) is the instructions from the professor on how to write the book review all the instructions are given and explained in detail.

the second file (word) is an example of the previous submission and the student got 15/20.

So you the instructions and one example I would like you to do a better job than the example and get 20/20