A study of Athol Fugard

A study of Athol Fugard Athol Fugard, who was born in Middleburg, South Africa in 1932, is a well known realist playwright. He has written many plays which reflect his extreme opposition to the Apartheid system. Two such plays are Boesman and Lena (1969) and My Children! My Africa! (1989). Both plays are set in apartheid South Africa and demonstrate the cruelty of those years in South Africa as well as the current issues surrounding them. Athol Fugards work in both of these plays is therefore a reflection of the times and society in which he was writing. The plays socio-political contexts and his intentions in them can be individually discussed as well as compared to each other. Boesman and Lena is set in Apartheid South Africa and is a play about a young, non-white couple who are truly facing difficulties and struggling during this time. The play opens with the couple on a journey, walking from place to place, after being forcefully removed from their home. As they are travelling, Lena tries to recount where they have been. They can only bring the belongings with them that they can afford to carry on their backs and so they are exposed to the elements around them. Because the couple are homeless, Boesman decided that in order to survive he needs to build a shelter out of scrap iron and other materials that he has found. Once the shelter is built, he is the only one to enter it. Lena not only tends the fire but also tends to sit outside of the shelter for the entire play. The desperate circumstances that they are in emphasize their lonely, isolated and impoverished place in the world. Boesman and Lena was written in 1965 which is a mere 17 years after the start of apartheid. The play clearly shows the harshness of this time period relating to the Forced Removals and Group Areas Acts, which were passed by the government in order to draw a line by fully separating racial groups. Boesman and Lena perfectly represent the millions of non-whites who suffered during Apartheid. The forced removals from homes and dispersal of communities led to social breakdown and widespread poverty in South Africa. Non-whites were not given the opportunity to really settle down in any environment whatsoever, and this caused them to be depressed and feel as if they had no meaning whatsoever in their lives. This alienation can be noted when Lena is distraught after she has just been forcefully removed from her own home. At the beginning of the play, an old man called Outa appears at their campsite. The way Boesman acts around Outa and shows his feelings towards him show the incredibly racial tensions between the many different non-white groups. Boesman believes he is superior to Outa. He is frustrated by the situation in South Africa and he vents this frustration on other non-whites. Outa, being very frail and unresponsive, is an easy target for Boesman, and this is evident in the way he treats Outa. [Mtvass] Boesman and Lena, as well as their actions, can be interpreted as symbols. Boesmans violence towards Lena represents the violence white South Africans inflict on citizens of colour. Lena represents hope and life. She is optimistic and believes things will change in the future. She is also very compassionate (as with the old man, Outa). Boesman is mostly bitter and jealous, trying to destroy any hope and life that she has. Fugard has recorded many of his ideas in his notebooks. In one entry, Fugard describes that he had many encounters with the poorer South Africans. He notes that these encounters all contributed to the creation of Boesman and Lena. He also reports back on the day he came into contact with a particular woman which influenced him to begin writing the play. He says in Athol Fugard: Notebooks 1960-1977: On a hot August day in 1965, Fugard and two friends were driving along a rural road when they saw an old woman trudging along with all of her worldly possessions tied up in a bundle on her head. They stopped and offered her a ride. She cried at their unexpected kindness, and during the fifteen-mile trip to a farm up the road, she told them about the death of her husband three days earlier and her nine missing children. If Fugard and his companions hadnt stopped to offer her a ride, she would have followed her plan to sleep in a stormwater drain that night and continue her long journey the next day. [E-notes 2010] He also gives his impression of the woman. He writes , In that cruel walk under the blazing sun, walking from all of her life that she didnt have on her head, facing the prospect of a bitter Karoo night in a drain-pipe, in this walk there was no defeat-there was pain, and great suffering, but no defeat. Athol Fugard: Notebooks 1960-1977. The walk that this woman went on was the walk that Boesman and Lena are on throughout the play as it inspired him to come up with this idea in the first place. Because Fugard passionately abhorred apartheid, his intentions in writing this play were to show what was going on in South Africa at the time and to expose the effects of apartheid. He used symbolism-for example representing the violence white South Africans inflict on citizens of colour through Boesmans violence towards Lena as well as themes. The main theme of Boesman and Lena is violence and cruelty which reflects the state of apartheid at the time. In the 1960s, when the play was written, people of colour had absolutely no power and could not do anything about how they were treated. Basically, in this play, Fugard portrayed severe real situations and displayed the struggling and suffering of the characters and thereby projected a true representation of what was going on at this cruel time in South Africa. Fugard wrote My Children My Africa about 20 years after Boesman and Lena was published. At this time, there was an immense amount of racial tension and ongoing violence, both within various black communities and violence perpetrated by the white security police and military apparatus. Life was not the same in South Africa as it had previously been in the 60s and things were coming to a head. There were many anti-apartheid movements and international censure because of this. Although the confrontational violence between the government and forces of liberation had escalated in Apartheid South Africa, the underlying themes of exploitation and human suffering were still the same. As historian Alistair Boddy-Evans summarized: During the 1970s and 80s Apartheid was reinvented a result of increasing internal and international pressures, and worsening economic difficulties. Black youth was exposed to increasing politicisation, and found expression against Bantu education through the 1976 Soweto Uprising. Despite the creation of a trilateral parliament in 1983 and the abolition of the Pass Laws in 1986, the 1980s saw the worst political violence by both sides.[Boddy-Evans] My Children! My Africa! is a play which depicts a time when friendship and cooperation across the colour line were extremely rare. Such relationships were strictly frowned upon and actively discouraged by apartheid officialdom. This was because they represented a potential threat to the elaborately constructed and legislated racial barriers. In My Children! My Africa! (an emphatic title indeed) Fugard constructed a very powerful dramatic work which explores the possibility of such interracial connections despite the human and professional risks involved. His thrust is that mere skin colour should in no way be a significant barrier to friendship and cooperation. The play involves a white schoolgirl and black schoolboy whose teacher must take risks in sending the black boy to a mixed-race team in a literary competition. They have different viewpoints in how to challenge the system. The schoolboy, Thami, has adopted an attitude of violent confrontation, whereas the teacher is more in favour of a conciliatory and gradual approach to change, hoping optimistically that violence can be avoided. The schoolgirl, Isabel is besieged with white liberal guilt. The play reflects varying attitudes to the best approach to achieving inevitable change. As it turned out it was the destabilising threat of violent confrontation that ultimately counted in effecting change in South Africa. The play was in fact written in 1985 foreshadowing the unbanning of the ANC and the subsequent release of Nelson Mandela some 5 years later. Fugard was an active supporter of the Anti apartheid movements and endorsed international boycotts of segregated audience theatre in South Africa. In fact he was vilified, harassed and put under security police surveillance. To avoid further trouble with the authorities Fugard had his plays produced and published outside of the country [Alan McIver :2010] Fugard was accorded wide international recognition. His compelling and impressive body of work surely contributed in a significant way to international awareness of the dire developing situation in South Africa. To me he is an inspiring figure, whose realistic depictions of the devastating human consequences of an evil system opened audiences eyes to cruel and unsustainable realities. Fugard once said: [My] real territory as a dramatist is the world of secrets with their powerful effect on human behaviour and the trauma of their revelation. Whether it is the radiant secret in Miss Helens heart or the withering one in Boesmans or the dark and destructive one in Gladys, they are the dynamos that generate all the significant action in my plays[Fugard]. We can gather from this, that his plays are always individually and contextually significant and he intends to display and uncover and bring to light deeper issues within them. Using the two plays discussed above as evidence , one can not only tell that Fugard really cares about his work and his country but also that his work is an accurate reflection of the times and society in which he was writing. [Words: 1655]

EarthQuakes Essay example -- essays research papers fc

Earthquakes Earthquakes, one of the most destructive natural phenomena, consist of rapid vibrations of rock near the earth's surface. Because of their unpredictable occurrence and enormous capacity of destruction, they have brought fear to mankind since ancient times. A single shock usually lasts no more than a few seconds, but a series of smaller quakes may last for as long as five minutes. The quake felt on the surface is always the result, not the cause of some underground geologic process, and in many cases the damage done is immense. The Greek word for shaking, and (when applied to the earth) earthquake, is seismos. Therefore, the science of earthquakes is called seismology (World Book Dictionary 1985). Earthquakes have been recorded as early as 526 A.C., but seismology is comparatively new. Until the 18th century, few accurate descriptions of earthquakes were recorded, and little was known about what caused them. When seismology was introduced it was learned that many earthquakes are the result of sea floor spreading, but most are caused by volcanic eruptions and plate tectonics. The plate tectonic theory explains that the earth is made up of 20 different plates that are always moving slowly past each other. This action pulls and compacts the plates, creating intense forces that cause the plates to break. This, in turn, causes earthquakes. The energy released then travels along fault lines in seismic waves (World Book Encyclopedia). Seismic waves are either P-waves (primary), or S-waves (secondary). P-waves create a relatively low wave train and arrive at the surface first. On the surface they create a push-pull effect, thus moving the surface up and down. Their low amplitude and vertical movement create an effect much like a dangling slinky. S-waves arrive second and are much more damaging. The high amplitude of S-waves, combined with their horizontal movement cause crippling effects on the earth’s surface and man made structures (Watkins, Bottino, and Morisawa 30-32). Earthquakes occur around us all the time. Most are too small to notice and cause little to no damage. However, every so often large earthquakes do occur. Large earthquakes leave catastrophic damage a... ...On shifting ground p.17-19) Earthquakes that occur in the area surrounding the Pacific Ocean, at the edges of the Pacific plate, are responsible for an average of 80 percent of the energy released in earthquakes worldwide. Japan is shaken by more than 1000 tremors greater than 3.5 in magnitude each year. The western coasts of North and South America are very also active earthquake zones, with several thousand small to moderate earthquakes each year. (U.S.G.S.) Intraplate earthquakes are less frequent than plate boundary earthquakes, but they are still caused by the internal fracturing of rock masses. The New Madrid, Missouri, earthquakes of 1811 and 1812 were extreme examples of intraplate seismic events. Scientists estimate that the three main earthquakes of this series were about magnitude 8.0 and that there were at least 1500 aftershocks. (The ocean of truth p.67-69) Bibliography "Earthquake† World Book Encyclopedia. Vol. 6. 1987. "Seismos." World Book Dictionary. Vol. L-Z. Ed. Barnhart, Clarence L., and Robert K. Barnhart. 1987 Watkins, Joel s., Michael L. Bottino, and Marie Morisawa. Our Geological Environment. Philadelphia: W.B. Saunders Company, 1975.

Illustrative Essay

In society today we look at magazines and movies and strive to be just like the people we see. The guys in these magazines have six packs and arms with muscles the size of Mt. Everest. And the girls are all size double zeros with no meat anywhere on their bodies. A lot of Americans work out and diet to accomplish the goal of having these body types, but some go to drastic measures to get it. Many eating disorders and their side effects are taking over the lives of Americans every day. Anorexia Nervosa is the number one eating disorder in America. One in every one hundred woman suffers from this disorder.Anorexia is where you deprive your body from any food. This can create many problems with the body. In the beginning, minor problems can occur like fatigue, dizzy spells, and weakness. But later on, you can do so much as to give yourself certain heart diseases and some women even lose their menstrual cycles. Anorexia has controlled the lives of many celebrities like Karen Carpenter (w ho actually died from it), Mary Kate Olsen, and Tara Reid. Another eating disorder wide spread through the United States in Bulimia. Three in every one hundred woman suffer or have suffered from Bulimia.This disorder is where you still eat, but you cause yourself to vomit. Statistics show that many women will turn to this disease because it is â€Å"less threatening† than anorexia. Bulimia can cause slight abdominal pain and bloating. Long term side effects of this disorder can be broken blood vessels in your eyes, rotting of your teeth, and even some types of colon and throat cancers. The last eating disorder that is an issue in the USA is obesity. Many people don’t think obesity is an eating disorder, but in fact it is. Everyone’s standard of obesity is obviously ifferent, but on a national scale PBS says that seventy three percent of Americans are overweight or obese. Obesity can cause diabetes, strokes, heart attacks, and high blood pressure which are all li fe threatening problems. In conclusion, many eating problems are taking over America. There are healthier ways to get the body image you want. Don’t put your body at risk just to be what society wants you to be. You should be healthy, but you should become healthy, in a healthy manner. If you or anyone you know is struggling from an eating disorder, you should seek help as soon as possible.

Laboratory Techniques and Measurements

Name: Kensley Shelley|Date: 9-17-12| Exp 2: Laboratory Techniques & Measurements|Lab Section: 0000| Data Tables: Step 1: Length and Measurements Object Measured|Length in cm|Length in mm| Key|5. 15 cm|51. 5 mm| CD|12. 0 cm|120. 0 mm| Fork Spoon|18. 05 cm 16. 30 cm|180. 5 mm 163. 0 mm| Step 2: Warm Temperature Measurements Hot tap water temperature49. 50_? C Boiling water temperature __immediately:104. 5; after 5 minutes: 103. 0__? C Step 3: Cold Temperature Measurements Cold tap water temperature_24. 5_? C Ice water temperature after 1 min:4. 5, after 5 min:1. 0 ? C Step 4: Volume MeasurementsVolume of half filled graduated cylinder__12. 5__mL Volume of completely filled small test tube __n/a__mL Number of drops in 1 mL___14_drops Volume of the micro pipet __28__ drops_2___mL Step 6: Density Measurements Part A Mass of empty graduated cylinder_16. 9_g Mass of graduated cylinder and water 21. 1_g Net mass of the water __4. 2_g Density of the water_0. 84_ g/mL Part B Mass of graduated cylinder and alcohol _20. 4_g Net mass of the alcohol __3. 5_g Density of the alcohol__0. 7__ g/mL Part C Mass of graduated cylinder and salt solution ____g Net mass of the salt solution____gDensity of the salt solution____ g/mL Part D Volume of half filled graduated cylinder__8. 0__mL Volume of half filled graduated cylinder and metal bolt_9. 1__mL Volume of the metal bolt_1. 1_mL Mass of the metal bolt __7. 2__g Density of the metal bolt__6. 55__g/mL Part E Mass of half filled beaker__89. 0__g Mass of water displaced by metal bolt__90. 1__g Volume of the metal bolt__1. 1__cc Density of the metal bolt__6. 55__g/cc Mass of half filled beaker__89. 0__g Mass of water displaced by magnet__89. 8__g Volume of the magnet _0. _cc Mass of the magnet __4. 0_g Mass when dropping the magnet in the beaker__92. 9__g Density of the magnet__5. 00__g/cc Calculated volume of the magnet using dimensions of length x width x height__0. 78__cc Density of magnet using the calculated volume_5. 13___g/cc C onclusion: Questions and Problems: A. Which method of determining density is more accurate, the water displacement method in Part D or Archimedes’ principle method in Part E? Why? For the metal bolt, I received the same answer for both experiments, so I would say both were equally accurate in my experiment.B. What is the relationship between mL and cm3? They equal each other; mL = cc C. Everyone knows that water is supposed to boil at 100 ° C. Why did your water sample boil at a different temperature? Water boils at different temperatures depending on the altitude. The higher pressure in the air keeps the molecules from escaping as easily. D. To help you get a feel for metric measurements, you need to know the relative magnitude of a few basic measurements. For example: 1 mm = thickness of a dime, a penny weighs 2 ? grams, and 20 °C = normal room temperature. Determine the following: . What is the mass in kilograms (kg) of a person who weighs 143 lb? 64. 86 kg 2. What wei ghs approximately 1 g? dollar bill, paper clip 3. What is approximately 1 cm long, wide or thick? fingernail is 1 cm wide 4. What weighs about 100 g? 20 nickels, 40 pennies 5. What weighs about 1000 g? 1 liter of water Conclusion: The experiment was designed to help acquaint the student with proper laboratory measurements and techniques. This was done by allowing the student to use the different lab tools in a variety of ways, such as: heating, measurements, volume, and density.In completing this lab, I am better aware of the different tools which will be used and how to properly use them, because a slight mistake in measuring can skew your data. I witnessed this in the density calculations in that the wrong mass or volume could greatly skew the results of the density. I first recorded 7. 6 g as the mass for the metal bolt, but on second glance I realized it was only 7. 2 g. While this may not seem significant at first, having a difference of 0. 4 g is very significant in determinin g the correct density. I also observed how important it is to account for one uncertain digit.When measuring items using the cm side of the ruler, I had to account for an uncertain digit when it measured in between two lines. Accounting for this uncertain digit helps to gain a more accurate reading. Also, reading at the bottom of the meniscus is also very important when measuring. When I first used the beaker, I did not get down to eye level and therefore I could not properly see the meniscus, but after putting it to eye level, I could see that I was slightly off on my measurement. I also learned how to determine the mass of certain objects that are not easily measured.I did so by first measuring the cylinder's mass and then measuring the mass of the cylinder with the liquid in it. I was then able to subtract the two and get a good measurement of the mass of the liquid. Another technique practiced was using displaced water to determine the volume and subsequently the density of an o bject. By putting the object on a string and placing it in the water, I was able to record the mass of the displaced water (90. 1 g), which i was then able to convert to the volume of the object (1. 1 mL). This number along with the mass of the object (7. g), could then be converted to the density of the object (6. 55 g/cc). There were a few potential errors that could have occurred while preforming the experiments. First, when calibrating my at home scale, I had to place an object that was 500 g on the scale. While I believe the object I placed on it was close to that mass, it could have been off slightly which could have skewed my results. Also, there is always the possibility of miscalculations when I was determining the volume of the magnet using the ruler. There is always the chance of miss counting something which can led to inaccurate results. Laboratory Techniques and Measurements Measurement:Length, Mass, Volume, Density, and Time Peter Jeschofnig, Ph. D. Version 42-0267-00-01 Lab RepoRt assistant This document is not meant to be a substitute for a formal laboratory report. The Lab Report Assistant is simply a summary of the experiment’s questions, diagrams if needed, and data tables that should be addressed in a formal lab report. The intent is to facilitate students’ writing of lab reports by providing this information in an editable file which can be sent to an instructor. Data Table 1: Estimation of various measurements| Measurement| Estimated| Actual| % Error| Length (m)| | | | Time (s)| | | |Mass (g)| | | | Data Table 2: Measurement of an object using various instruments| | Length(cm)| Width(cm)| Height(cm)| Volume(cm3)| Object Being Measured:| | | | | Hand (hand units)| | | | | Hand (cm)| | | | | Ruler| | | | | Meter tape| | | | | Data Table 3: Measurement of an object using various instruments| | Length(cm)| Width(cm)| Height(cm)| Volume (cm3)| Object Being Measured:| | | | | Hand (hand units)| | | | | Hand (cm)| | | | | Ruler| | | | | Meter tape| | | | | Data Table 4: Measurement of an object using various instruments| | Length(cm)| Width(cm)| Height(cm)| Volume(cm3)| Object Being Measured:| | | | |Hand (hand units)| | | | | Hand (cm)| | | | | Ruler| | | | | Meter tape| | | | | Data Table 5: Determination of ? | Object| DiameterD(cm)| CircumferenceC(cm)| Slope| % Error| | | | | | | | | | | | | | | | | | | | | | | | | | Data Table 6: Density measurements| Method| Volume of water in graduated cylinder (mL)| Volume of water+ bolt(mL)| Volume of bolt (mL)| Mass of bolt in air (g)| Mass of bolt in water (g)| Mass of bolt â€Å"lost† in water (g)| Density orS. G. ofbolt(g/mL)S. G. =unitless| Water- displacement method| | | | | | | | Archimedes’ principle method| | | | | | | | Data Table 7: Time measurements using visual cues| Drop time (s)| Trial 1| | Trial 2| | Trial 3| | Average| | Data Table 8: Time meas urements using auditory cues| | Drop time (s)| Trial 1| | Trial 2| | Trial 3| | Average| | Questions Exercise 1: Estimation of Various Measurements A. Why is it important to correctly estimate length, time, and mass? Exercise 2: Measuring Using Instruments of Varying Degrees of Precision A. Can you think of an occasion when it would be adequate to use your â€Å"hand† measurement? B. What would happen to your volume calculations if the length, width and height measurements were off a little? Exercise 3: Graphing data and the determination of ?Object Description| Diameter (cm)| Circumference (cm)| Measuring Device| Penny| 1. 90  ± 0. 01| 5. 93  ± 0. 03| Vernier caliper, paper| â€Å"D† cell battery| 3. 30  ± 0. 02| 10. 45  ± 0. 05| Vernier caliper, paper| PVC cylinder A| 4. 23  ± 0. 02| 13. 30  ± 0. 03| Vernier caliper, paper| PVC cylinder B| 6. 04  ± 0. 02| 18. 45  ± 0. 05| Plastic ruler, paper| Tomato soup can| 6. 6  ± 0. 1| 21. 2  ± 0. 1| Plastic ruler, paper| 5. Graph C vs. d using a computer spreadsheet program. 7. What is the slope of the line? What does it represent? 8. Calculate the percent error of your value from the true value of pi.Exercise 4: Density Measurements A. Which of the two volume determinations will be more accurate? Why? B. Research the Archimedes’ principle method. Write one paragraph explaining why it is called Archimedes’ principle Exercise 5: Time Measurements A. Which is more accurate, the individual times or the average? Explain. B. Sometimes many trials are run and recorded. Then the highest and lowest data points are disregarded when taking the average. Could this technique help in this experiment? How? C. Explain any differences that occurred between recording the data visually and aurally.

Addressing Inequality in the “Land of Opportunity”

The meaning or definition of what America is, was, or could become is the main subject that the two opposing voices relate in Langston Hughes’ poem Let America be America Again. Both voices acknowledge America is not the America that was envisioned by its founders/architects – i.e. a state built on the principles of freedom and equality, a land of opportunity for all. However, while the first voice simply calls for a recovery of the ideal America, the second voice, through articulations of the reality of social inequalities in America, argues for a reexamination of the said ideal, with the desired effect of making America  Ã‚   â€Å"The land that never has been yet–/And yet must be–the land where every man is free.† (lines 19-20) â€Å"Let America be America again† (line 1) , the first speaker begins. To him, America was a dream of dreamers, a â€Å"great strong land of love† (line 7), where â€Å"opportunity is real, and life is free/equality is in the air we breathe†. (line 13) He assertively states his notions of what America ought to be. However, he fails to identify what America has become instead. He also does not specify who the dreamers that dreamed America are, nor does he clarify who the â€Å"we† for whom equality. The choice of word â€Å"again† and the first speaker’s c onstant use of it suggest that to put America to its right direction, one needs to reacquaint the state to the glories it once had. However the assertion of the second speaker of America as the â€Å"never was† contrasts the difference of position of the two speakers. The second speaker contests the possibility that America had been the place where equality once reigned as he mumbles back to the first speaker that   Ã¢â‚¬Å"(There's never been equality for me/Nor freedom in this ‘homeland of the free.’) (lines 15-16) The disillusionment or discontentment in the tone of the second speaker who claims he is one of â€Å"the people† who built America challenges the first speaker’s idealization of America’s past. Also read: Was the American West a Land of Opportunity? The first speaker talks of freedom, equality for all but he/she could not even realize that there could be an opposition or challenge to his/her claims so he/she asks â€Å"Say, who are you that mumbles in the dark? /And who are you that draws your veil across the stars?† (lines 17-18) when he/she hears mumbles as he/she spoke. The first speaker addresses the person as if their existence were hardly thought of as he/she talked about America’s past and future. The second voice introduces himself: â€Å"I am† as the first voice is unable to recognize the second voice, who represents disenfranchised classes in America, the very reason America is not his ideal America, shows the first speaker's position in the society he seeks altered: he is an observer, not immersed in the reality of inequality and selective granting of rights, which the second voice knows first-hand.     Further on, he states that he (they) originated the dream of America. He briefly details America's founders – immigrants all, seeking escape from serfdom in the Old World, desiring a â€Å"home of the free’. According to the second voice, as America was founded by immigrants, and its industries and agriculture were built and maintained by laborers, these members of American society have a historically-supported claim to the freedom and equality deprived of them. The second speaker calls for a collective action of the people to rebuild America to be a place for the people, the dreamers who could call it â€Å"the land of the free† and not just for the few privileged people. The contesting ideas of the two voices/speakers in the poem about America stress that America as a country, as a word and even as a symbol for freedom and equality is a space of struggle between those who have the luxury to contemplate an abstract America and those who are immersed with the reality of how oppressive America is to the working classes and the ones with racial distinctions. To one, America is the dream of vague dreamers meant for an unspecified mass. To the other, America is a state built by people wishing to escape oppression in their nations of origin. America could not just be painted in the perspective of one person and that discussion of freedom and equality could not be easily hoped for a country until one recognizes the problems faced by all sectors of the society.

Chlamydia Essay Example | Topics and Well Written Essays - 500 words

Chlamydia - Essay Example In order to do so it is essential to recognize the symptoms of Chlamydia, diagnose the victim, and provide treatment immediately. Chlamydia is spread by having unprotected oral, vaginal, or anal sex with an infected person. A person remains infected until they have finished their treatment regardless of whether they have or not have symptoms. It can spread from a woman to her fetus during pregnancy. When the baby is born it might have an eye infection or pneumonia due to Chlamydia. Chlamydia is diagnosed for men by a urine sample. (Cates, 1771-1781) This can take up to more than ten samples because it is harder to find a test that has the germ in it. This can mean they have Chlamydia ,but the test says they do not. A diagnosis for women is by taking a swab of MPC out of the cervix. The most likely ways of getting Chlamydia is people who have a number of different sex partners, people who have sex partners who have a number of different sex partners, people who don't use condoms, and people who have a history of other STDs. Chlamydia can only be prevented by protected sex or total abstinence. Chlamydia isn't a typical pathogen. It is very small in size like a virus and has some characteristics like a bacteria. The only problem with this microorganism is that it cannot make energy for itself like the way a virus and bacteria can.

Legal Aspects of Human Resource Management Essay

Legal Aspects of Human Resource Management - Essay Example t is of indefinite duration, the employer can terminate the employee for good cause, bad cause, or no cause at all.† However, even the ‘at will’ employees are entitled to a number of legal protections against unlawful discrimination with regard to the termination of an employee. These are known as exceptions of the at-will employment. While discussing the exceptions of at-will employment recognized by the United States, there are three major types of exceptions commonly found in the states. First of all, there are public policy exceptions to employment at will through which the termination of an employee is considered wrongful if it violates the well-established public policies of the state. For instance, an employer cannot terminate an employee if the latter refuses to break the law at the request of the employer. Public policy exceptions are the most widely exceptions that are recognized in most of the states in the US. Then there are implied contract exceptions where the employer cannot terminate the employee if an implied contract is formed between the two even without a written instrument. In case the employer terminates an employee in violation of an implied employment contract, then possibilities are that the employer will be found liable for breach of contract. It is important to note that implied employment contracts can be created by the employer’s oral or written assurances regarding job tenure or disciplinary procedures. However, it is often found that the fired employee has to bear the burden of proof. The third type of exceptions are the covenant of good faith and fair dealing exceptions. Under this exception, an employer cannot terminate the employee in bad faith or motivated by any personal hatred. Courts that recognize such exceptions are found to have recognized two types of contracts - a) covenants implied in fact and b) covenants implied in law. For example, covenants implied in fact include repeated promotions and pay increases