Nuclear Power Is The Best Efficient Power Production Method

Introduction: Over the years there has been controversy over whether nuclear power is the most efficient power production method in the world for the future. As global warming is increasing, the amount of carbon dioxide emitted into the air is also increasing, and a global concern is arising about whether the current power production methods using fossil fuels such as coal, oil and gas are long term, as these power production methods are seen as temporary because these recourses are becoming abundant. The most widely thought concern of the population is how long the systems we are currently are going to last before the fuel for power runs out. There have been successful attempts to use ecological systems such as hydropower, wind energy,†¦show more content†¦Similarly, there are ethnic concerns about the production of atomic bombs, as these are a form of fission but are an uncontrolled chain reaction unlike the controlled chain reaction of fission that provides energy in nuclear reactors. Nuclear energy allows one to produce energy without increasing the atmospheric carbon dioxide or other greenhouse gases and does not stimulate global warming. There are two ways that this can be achieved, either through nuclear fission or through nuclear fusion. Fission is known as the splitting of large nuclei such as Uranium-235, resulting in a loss of mass and hence a release in energy in the form of heat. This energy is used to produce steam, making a turbine spin, and then providing the power for electricity to be produced. It is currently one of the strongest substitutes for power production methods using fossil fuels as nuclear fuels could potentially last for about 2000 years. Nuclear fusion, or the fusing together of light nuclei to form larger ones can create another form of nuclear energy. Essentially, it is the exact reaction that occurs in the sun, as the sun’s heat is created by the bombardment of hydrogen atoms creating helium and a neutron during which energy is

Laziness caused by Technology Free Essays

More and more in this time, all I can see is people being lazy. Children do not want to play outside. Instead of playing outside children sit inside all day playing on their videogame systems, tablets, computers, and phones. We will write a custom essay sample on Laziness caused by Technology or any similar topic only for you Order Now Adults are just as bad sitting around glued to whatever tech toy they have. Technology is making people lazy. People hardly have to leave their homes to do anything anymore. Technology has made it so easy for people to get virtually anything and everything they could possibly want or need at the touch of a few buttons. No longer do people have to walk around a store and haul their own things in and out of their cars. All people have to do is go online and those things will be delivered right to their front door. When people do leave their homes to go to work, a lot of them are going to jobs where they sit behind computers all day. Even students staring in elementary school do a lot of school work, tests, and school projects behind a computer or tablet now. Many college students are picking careers to do with technology and can even get their education all online. Don’t get me wrong, technology is not all bad. Technology has helped our culture in the fields of medicine and science greatly, but our society is letting technology take over. People are not being active enough anymore. Laziness is spreading like a disease. Being so lazy and depending so much on technology is causing health issues of its own. Technology is ok in moderation. People need to stop letting technology take over their lives. Sitting at home in their pajamas ordering what they want and need instead of getting out and being active is just plain lazy. With everything so readily available with a few clicks of a button technology is winning. Technology is definitely making people lazy. How to cite Laziness caused by Technology, Papers

Use of Cloud Computing in Enterprises †MyAssignmenthelp.com

Question: Discuss about the Use of Cloud Computing in Enterprises. Answer: Introduction Different Approaches to Provide Office Automation in Regional Gardens Prototype Approach The prototype approach is a method of systems development. In this kind of approach, a prototype of the original system is built, tested within a small group of users and then sent for rework if any such changes are necessary within the original system. This kind of model is extremely useful when the entire requirements of the project is known in full details to the developers of the service. It is a kind of trial and error process, which mainly takes place between the developers and the users (Durand Paolella, 2013). Benefits of Prototype Approach This approach involves the users who are engaged in the development. The users are able to get a better understanding of the entire system as a working model is already provided. In this approach, the errors could be easily detected. The feedback of the users is available quickly in order to provide better solutions. The functions that are missing could be recognized easily. Issues with Prototype Approach This kind of approach firstly leads to implement the system and then repairs the faults within the system. This kind of methodology might be able to increase the complication of the system. The analysis of the system could remain incomplete as the complete application is not sent for testing. Structured Approach In this kind of approach, a study is conducted on the existing system. The study is based on the overall objective of the previous existing system and then changes are made if there is a necessity in order to enhance the operation. The structured approach is helpful in designing structured diagrams such as logical flowcharts, business process flowcharts, data flow and entity-relationship diagrams, control logic flowcharts and many others. Benefits of Structured Approach The customers and suppliers are able to share a common terminology of a project. This approach helps in the timely delivery of a product or service within the estimated budget while mitigating the risks associated with the project. This kind of approach could be applied to small and large projects. With the help of this approach, the tasks can be arranged easily. Issues with the Structured Approach During the life cycle of the development of the model, there would be no working software. There are a major amount of uncertainty and risks. This approach is not suitable for such type of projects whose requirements are at a risk of changing. Recommendations Based on the two different kinds of approaches to provide automation within the office premises, it would be recommended that the Prototype approach would be suitable for Regional Gardens. With the help of the prototype approach, the Web infrastructure could be tested within a small group of users. Based on the conclusions of the users after reviewing the services, a decision could be made whether they should use the prototype approach or not. Differences between IaaS Provider and PaaS provider Infrastructure as a Service (IaaS) Provider The Infrastructure as a Service is a model of cloud computing that is able to provide virtualized resources of computing with the help of internet. IaaS is one of the major categories of the services provided by cloud computing along with the Software as a Service (Saas) and Platform as a Service (Saas). In this kind of model, the cloud service provider is able to host the infrastructure components in a traditional way. This includes the servers, networking hardware and storage. The IaaS provider is also able to supply a varied range of services, which can include the detailed monitoring, billing, clustering, load balancing and security features (Zuo, Zhang Tan, 2014). Platform as a Service (PaaS) Provider This is a model of cloud computing where the third party provider would be able to deliver the tools of hardware and software. These tools are mainly needed for development of an application with the help of internet. A PaaS provider is able to host the software and hardware on their own infrastructure. The PaaS provider does not replace the entire IT infrastructure of a business but instead the business depends on the providers of PaaS services for their essential needs, which includes hosting of different applications. The products of PaaS are dedicated towards development of the software. They offer various computing services and infrastructure for the storage, editing of the text, compiling and testing services, management of the version of the software in a quick and efficient way. Comparison between the Two Services The PaaS services is one of the major categories of the services of cloud computing. The PaaS provider is able to offer much more application stack than the IaaS providers, add new operating systems, databases and other services to the cloud environment. The IaaS service provider is capable of supplying the basic necessities of computing, network infrastructure and storage. In this kind of system, the users should be able to create their own virtual machines, install their operating systems, which would support their data and applications. They would also handle the entire management and configuration that are associated with the tasks. Differences between IaaS, PaaS and SaaS Software as a Service In this kind of service, the web browsers are able to provide the access point to the software that are running on the servers. The main purpose of SaaS service is to manage the software and deploy the service to third party services. The most familiar applications of SaaS applications for the purpose of business are the management of customer relationship based applications such as Salesforce and other productivity suites such as Google Apps, Dropbox and many others. Platform as a Service This kind of model is lower than SaaS model. This kind of service provides a platform where the software could be developed and then deployed. The providers of PaaS services are able to abstract much work with the deal with the servers and thus they provide their clients a suitable environment where the operating system and the server software are taken care. Businesses are able to acquire resources when there would be a need based on the scale of demands, rather than investing their capital in the hardware (Kolb Wirtz, 2014). Infrastructure as a Service The IaaS services is composed of high level automated systems and accessible resources of computing. The providers are able to offer the cloud servers with the help of APIs. The clients of IaaS have direct access to the storage and servers. It is the supplest model of cloud computing, which would allow automated server deployment, power of processing, networking and storage. Recommendation of the Model Based on the discussion on the different models, it can recommended that Regional Gardens should make use of the PaaS model. This model is mostly suitable for businesses like Regional Gardens. They would be able to use the resources from the cloud when there would be a requirement. They would also be able to scale their demands based on their usage of services. Regional Gardens would be moving their Web based infrastructure to the public cloud. Hence, the PaaS model would be suitable for them as they would be provided to deal with the servers and hence provide their clients with a working environment. Problems with the Recommended Service The problems that could arise if Regional Gardens would use PaaS services are: In this kind of service, the customizations that would be developed on the cloud environment of a vendor would not be able to migrate to another cloud environment. There could be a problem that might arise for the development of applications, deployment and operation in the business processes. The PaaS services is available at a certain price range and there are some restrictions on the usage of the services. Another problem, which may arise while building the internet application is that there would be many plugins, widget and modules. These would be used within the application development. The tools of PaaS would not be able to work with the entire set of tools. Hence in order to avoid these problems with the PaaS services, Regional Gardens should deeply focus on a testing and deployment tool, availability of the necessary services, balancing of the loads or HTTP Routing, monitoring of the web based application and collaboration with the working team. References Durand, R., Paolella, L. (2013). Category stretching: Reorienting research on categories in strategy, entrepreneurship, and organization theory.Journal of Management Studies,50(6), 1100-1123. Kolb, S., Wirtz, G. (2014, April). Towards application portability in platform as a service. InService Oriented System Engineering (SOSE), 2014 IEEE 8th International Symposium on(pp. 218-229). IEEE. Zuo, X., Zhang, G., Tan, W. (2014). Self-adaptive learning PSO-based deadline constrained task scheduling for hybrid IaaS cloud.IEEE Transactions on Automation Science and Engineering,11(2), 564-573.

Lord of the Flies (Savagery vs. Civilisation) Essay Example

Lord of the Flies (Savagery vs. Civilisation) Essay In the allegorical novel, Lord of the Flies, written by William Golding at the end of WWII, the writer communicates the main issue warning that given the right set of circumstances, human beings care capable of savagery. This issue in the novel is developed by the tracking of a struggle between the forces of good and evil or of civilisation versus savagery by using the symbols of the conch, the signal fire and the two characters Ralph and Jack.Becoming marooned on a deserted island with no adult supervision, a group of young boys decide to form their own civilisation with rules and regulations. Things start off well, but the longer the boys stay on the island the children’s innocence starts to give way to the savagery that lurks in them. Firstly, by using the symbol of the conch, Golding communicates the main issue of civilisation versus savagery by creating the conch with a sense of democratic power. When Ralph and Piggy discover the conch shell they use it to summon the othe r boys.When the boys gather they then use it for civilisation and order by letting he who holds it speak, just as the man with the megaphone did. But as the story progresses, the conch loses its power as the island’s civilised manner is lost because the boys descend into savagery. â€Å"The rock struck Piggy a glancing blow from chin to knee; the conch exploded into a thousand white fragments and ceased to exist. † With the conch being destroyed we know that the civilisation that was left has also been destroyed, this is one of the most memorable parts of the novel.As the boys rampage through the island, I believe that the author is implying that humans have the natural tendency to descend into/revert to savagery and cruelty once all civilisation is lost. Secondly, the symbol of the signal fire was used to represent the connection to civilisation that the boys had. We see in the beginning of the novel that when the boys start the fire they use it to attract any passing ships with the hope of being rescued. By maintaining the fire it is a sign that the boys would like to be rescued and returned to society.But as the fire starts to die out so does the boys desire to be rescued. We see this when the two characters Ralph and Piggy are discussing the issue of the dying fire, â€Å"’We can’t keep one fire going. And they don’t care. And what’s more†¦Ã¢â‚¬â„¢ says Ralph. ‘Whats more, I don’t sometimes. Supposing I got like the others†¦ Not caring. What ‘ud become of us? ’† We see that Ralph is taking concern over what is happening, but he still has that ‘uncaring’ attitude just as the other boys. This is when we realise that the boys start to accept savagery into their lives.The signal fire is really a measurement of how strong the sense of civilisation is that remains on the island. Lastly, since Lord of the Flies is an allegorical novel, many of its characters symbolis e important ideas or themes. For example, between the two characters Ralph and Jack, we see that Ralph represents order, leadership and civilisation. Where as Jack symbolises savagery and the desire for power. We see this when Ralph declares that a leader should be appointed, ‘he lifted the conch. Seems to me we ought to have a chief to decide things. † Then Jack goes to say, â€Å"I ought to be chief,† said Jack with simple arrogance, â€Å"because I’m chapter choirist and head boy. I can sing C sharp. † Golding shows us through these two characters’ conflict that while Ralph was chief that civilisation was high amongst the group. But as Jack starts to influence the boys as the story goes on, he begins to take charge and the other boys start to look to Jack instead of Ralph and thus begins the social deterioration and fragmentation of the group.This is how the author portrays that savagery among the boys starts to exceed the civilised life th at was first intended on the island. The main issue of civilisation versus savagery was shown through the symbols of the conch, the signal fire and the two characters Ralph and Jack. Golding used these symbols to illustrate how he believes that by being put in a situation like the choir boys with no society or authority, that you will naturally be opened to the innate evil and savagery that has always existed in oneself. Rather than peace and civilisation that is bestowed on you. Lord of the Flies (Savagery vs. Civilisation) Essay Example Lord of the Flies (Savagery vs. Civilisation) Essay In the allegorical novel, Lord of the Flies, written by William Golding at the end of WWII, the writer communicates the main issue warning that given the right set of circumstances, human beings care capable of savagery. This issue in the novel is developed by the tracking of a struggle between the forces of good and evil or of civilisation versus savagery by using the symbols of the conch, the signal fire and the two characters Ralph and Jack.Becoming marooned on a deserted island with no adult supervision, a group of young boys decide to form their own civilisation with rules and regulations. Things start off well, but the longer the boys stay on the island the children’s innocence starts to give way to the savagery that lurks in them. Firstly, by using the symbol of the conch, Golding communicates the main issue of civilisation versus savagery by creating the conch with a sense of democratic power. When Ralph and Piggy discover the conch shell they use it to summon the othe r boys.When the boys gather they then use it for civilisation and order by letting he who holds it speak, just as the man with the megaphone did. But as the story progresses, the conch loses its power as the island’s civilised manner is lost because the boys descend into savagery. â€Å"The rock struck Piggy a glancing blow from chin to knee; the conch exploded into a thousand white fragments and ceased to exist. † With the conch being destroyed we know that the civilisation that was left has also been destroyed, this is one of the most memorable parts of the novel.As the boys rampage through the island, I believe that the author is implying that humans have the natural tendency to descend into/revert to savagery and cruelty once all civilisation is lost. Secondly, the symbol of the signal fire was used to represent the connection to civilisation that the boys had. We see in the beginning of the novel that when the boys start the fire they use it to attract any passing ships with the hope of being rescued. By maintaining the fire it is a sign that the boys would like to be rescued and returned to society.But as the fire starts to die out so does the boys desire to be rescued. We see this when the two characters Ralph and Piggy are discussing the issue of the dying fire, â€Å"’We can’t keep one fire going. And they don’t care. And what’s more†¦Ã¢â‚¬â„¢ says Ralph. ‘Whats more, I don’t sometimes. Supposing I got like the others†¦ Not caring. What ‘ud become of us? ’† We see that Ralph is taking concern over what is happening, but he still has that ‘uncaring’ attitude just as the other boys. This is when we realise that the boys start to accept savagery into their lives.The signal fire is really a measurement of how strong the sense of civilisation is that remains on the island. Lastly, since Lord of the Flies is an allegorical novel, many of its characters symbolis e important ideas or themes. For example, between the two characters Ralph and Jack, we see that Ralph represents order, leadership and civilisation. Where as Jack symbolises savagery and the desire for power. We see this when Ralph declares that a leader should be appointed, ‘he lifted the conch. Seems to me we ought to have a chief to decide things. † Then Jack goes to say, â€Å"I ought to be chief,† said Jack with simple arrogance, â€Å"because I’m chapter choirist and head boy. I can sing C sharp. † Golding shows us through these two characters’ conflict that while Ralph was chief that civilisation was high amongst the group. But as Jack starts to influence the boys as the story goes on, he begins to take charge and the other boys start to look to Jack instead of Ralph and thus begins the social deterioration and fragmentation of the group.This is how the author portrays that savagery among the boys starts to exceed the civilised life th at was first intended on the island. The main issue of civilisation versus savagery was shown through the symbols of the conch, the signal fire and the two characters Ralph and Jack. Golding used these symbols to illustrate how he believes that by being put in a situation like the choir boys with no society or authority, that you will naturally be opened to the innate evil and savagery that has always existed in oneself. Rather than peace and civilisation that is bestowed on you.

Free Essays on Dance Toward Happiness

, too, can cross barriers, build bridges, and touch our hearts; and like beautiful music, a good story is timeless. In Persuasion, Austen uses music to define Anne’s character, to show her connectedness to people or her lack of it, and to show her gradual reawakening to life and to love. Anne’s great depth of character is illustrated by her appreciation of books and music, two things that give her deep and lasting pleasure. When confronted by Mary for being tardy in coming to her, Anne mentions that she had â€Å"a great many things† (41) to do in getting ready to leave Kellynch Hall. Most of her preparations are for her father and Elizabeth, but when talking about preparing her own possessions to be moved, the only items she mentions specifically are her â€Å"books and music† (41). Anne’s regard for books and music is also seen as Anne compares herself to the Miss Musgroves. The Miss Musgroves use music, but for purposes other than the purely artistic appreciation of it. They have a â€Å"grand piano forte and a harp,† but their time is not invested in playing them, but in arranging the piano and harp, along with â€Å"flower stands and little tables,† around â€Å"the old-fashioned square parlor† for the lates t fashionable effect: â€Å"the proper air of confusion† (42). In contrast, for Anne, playing the piano is a way to give â€Å"pleasure . . . to herself† (48) and... Free Essays on Dance Toward Happiness Free Essays on Dance Toward Happiness In Persuasion Jane Austen tells the story of Anne, a young woman who suffers terrible losses yet does not let these losses embitter her. But the death of her mother during Anne’s youth and the loss of her true love in her early adulthood certainly leave their mark on Anne. She survives with great strength of character, yet she withdraws from life. But Anne does not withdraw alone; she takes her music with her. Music has been called the language of the heart. It has an enduring quality, and it can cross barriers and build bridges. Music moves us. Words, too, can cross barriers, build bridges, and touch our hearts; and like beautiful music, a good story is timeless. In Persuasion, Austen uses music to define Anne’s character, to show her connectedness to people or her lack of it, and to show her gradual reawakening to life and to love. Anne’s great depth of character is illustrated by her appreciation of books and music, two things that give her deep and lasting pleasure. When confronted by Mary for being tardy in coming to her, Anne mentions that she had â€Å"a great many things† (41) to do in getting ready to leave Kellynch Hall. Most of her preparations are for her father and Elizabeth, but when talking about preparing her own possessions to be moved, the only items she mentions specifically are her â€Å"books and music† (41). Anne’s regard for books and music is also seen as Anne compares herself to the Miss Musgroves. The Miss Musgroves use music, but for purposes other than the purely artistic appreciation of it. They have a â€Å"grand piano forte and a harp,† but their time is not invested in playing them, but in arranging the piano and harp, along with â€Å"flower stands and little tables,† around â€Å"the old-fashioned square parlor† for the lates t fashionable effect: â€Å"the proper air of confusion† (42). In contrast, for Anne, playing the piano is a way to give â€Å"pleasure . . . to herself† (48) and...

Italian Past Perfect Tense - Trapassato Prossimo

Italian Past Perfect Tense - Trapassato Prossimo In English, the past perfect tense (trapassato prossimo) is formed with the auxiliary had plus the past participle of the main verb. In Italian, the trapassato prossimo, a compound tense, is formed with the imperfetto of the auxiliary verb avere or essere and the past participle of the acting verb. The students were tired because they had studied until late. He didnt go to the theater because he had already seen the film. The past perfect tense (trapassato prossimo) is used when two actions happened at different times in the past. Here are a few examples of the trapassato prossimo: Gi erano partiti quando sono arrivato. (They had already left when I arrived.)Avevo chiuso le finestre quando à ¨ cominciato a piovere. (I had shut the windows when it started to rain.)La macchina sbandava perchà © aveva piovuto. (The car was sliding because it had rained.) Using Auxiliary Verb Avere The appropriate tense of avere or essere (called the auxiliary or helping verbs) and the past participle of the target verb forms the verb phrase. Avere is used in a myriad of grammatical and linguistic situations. Learning the many conjugations and uses of the verb is crucial to the study of the Italian language. In general, transitive verbs are conjugated with avere. Transitive verbs express an action that carries over from the subject to the direct object: The teacher explains the lesson. The past participle is invariable when the passato prossimo is constructed with avere. Today Anna isnt working because she worked yesterday.  Oggi Anna non lavora perchà ¨ ha lavorato ieri. The others worked yesterday too.  Anche gli altri hanno lavorato ieri. When the past participle of a verb conjugated with avere is preceded by the third person direct object pronouns lo, la, le, or li, the past participle agrees with the preceding direct object pronoun in gender and number. Avere is an irregular verb (un verbo irregolare); it does not follow a predictable pattern of conjugation. Using Auxiliary Verb Essere When using essere, the past participle always agrees in gender and number with the subject of the verb. It can therefore have four endings: -o, -a, -i, -e. In many cases, intransitive verbs (those that cannot take a direct object), especially those expressing motion, are conjugated with the auxiliary verb essere. The verb essere is also conjugated with itself as the auxiliary verb. Some of the most common verbs that form compound tenses with essere include: andare- to goarrivare- to arrivecadere- to fall, to dropcostare- to costcrescere- to growdiventare- to becomedurare- to last, to continueentrare- to entermorire- to dienascere- to be bornpartire- to leave, to departrestare- to stay, to remaintornare- to returnuscire- to exitvenire- to come Conjugating Italian Verbs in the Past Perfect With Avere and Essere PARLARE CREDERE ANDARE USCIRE io avevo parlato avevo creduto ero andato(-a) ero uscito(-a) tu avevi parlato avevi creduto eri andato(-a) eri uscito(-a) lui, lei, Lei aveva parlato aveva creduto era andato(-a) era uscito(-a) noi avevamo parlato avevamo creduto eravamo andati(-e) eravamo usciti(-e) voi avevate parlato avevate creduto eravate andati(-e) eravate usciti(-e) loro, Loro avevano parlato avevano creduto erano andati(-e) erano usciti(-e)

Research and Report on a Current Online University Assignment

Research and Report on a Current Online University - Assignment Example The aspects include different leadership theories and knowledge of ethical leadership among others (Education Portal, 2013). Brief Analysis of the Course Based on Different Principles as well as Benchmarks and Improvement of the Course On the basis of different principles as well as benchmarks, it can be affirmed that the course of Ed.D. in Organizational Leadership tends to assist the students in providing them with effective ideas for solving different problems within a workplace. The course generally concerns the usage of various scientific research based techniques that deliberately trains the students to become an effectual business leader. Moreover, the different topics of the course relating to various leadership philosophies, ethics along with styles of personal leadership and conflict ultimately raise the benchmark of the course. Contextually, the course can be improved by appointing a broad range of faculties belonging to diverse educational as well as professional backgrou nds so that the students can be provided with greater ideas about the perception of organizational leadership especially in K-12 business settings and become a successful business leader in their future endeavors. Apart from appointing experienced faculties, the course can also be enhanced by introducing more helpful topics such as strategic planning, organizational behavior, leadership theory as well as practice relating to e-learning and statistical methodologies among others (Michigan State University, 2011). Evaluation of the Selected Course in Determining the Learning Needs and Expectations of the Learners The different topics or subject areas included in the course of Ed.D. in Organizational Leadership effectively determines the learning requirements as well as the expectations of the learners with due significance. In relation to the learning needs and the prospects of the learners or the students, it can be stated that the completion of this course would ultimately support t hem in obtaining the skills required for superior leadership positions in the current day business sectors and to efficiently train others in performing different leadership roles successfully. The various significant topics of the course would also help the learners in acquiring a detailed idea about solving conflicts or disputes, conducting any strategic planning and making any effective developmental policy required to deal with the situation. In other words, it can be stated that the course would eventually aid the learners in successfully dealing with the complex situations commonly faced within a workplace and therefore holding superior leadership positions as compared to others (Education Portal, 2013). Hence, it can be affirmed that the course designed is effective enough to address the learners’ expectations and needs with efficiency. Benchmarks and Principles of Doctor of Business Administration - Management Course The course of Doctor of Business Administration und er Grand Canyon University provides its students with the prospect to raise their knowledge about different theories of business. This particular course has been structured in a way so that the learners or the students can acquire a comprehensive idea about various aspects that include execution of business management theories relating to global economy and implementation of

Life science Essay Example | Topics and Well Written Essays - 500 words - 1

Life science - Essay Example Keeping this technology in view we can assume that moving ahead with such green and environment friendly technologies we will be able to see better, sound and environmentally effective environment in the future. More and more emphasis is given to the environmental effects of every technology and process, this further leads to an expectation that the upcoming 25 years might bring a lesser harmful environment for the living beings. Use of Fossil fuels within the next 25 years will be reduced to minimal (Environment911). Tynan and Print (2008) suggest that in the next 25 years it is expected that technology will be extremely integrated in the devices that â€Å"deliver information and entertainment to our homes and our hip pockets, in sensors that monitor our environment from within the walls and floors of our homes, and in chips that deliver medicine and augment reality inside our bodies.† With such advancements in the technological field, living without technologies would become more and more impossible. People will become highly reliant on the inventions made and lesser physical exertion will be noticed. The physical activities will either diminish or become less popular than they are today. Health problems like diabetes, cardiac diseases and obesity related issues will be more common affecting the overall health of people around the world. However, the vaccines are supposed to eliminate the risk of the most serious disease like AIDS and others (The observer 2011). Modern military environment is already making use of unmanned vehicles and equipment. A considerable improvement can be made by using the BCI technology in the military field. Army and security forces may employ BCI by using it with the unmanned vehicles. The most crucial matter regarding the unmanned vehicles and equipment is the lack of situational awareness and critical thinking about the incident or conditions prevailing at the

How to Write a Good Dental School Essay Example for Free

How to Write a Good Dental School Essay This article was created by a professional writer and edited by experienced copy editors, both qualified members of the Demand Media Studios community. All articles go through an editorial process that includes subject matter guidelines, plagiarism review, fact-checking, and other steps in an effort to provide reliable information. By WayneS, eHow Contributor Writing a good dental school essay may may be the difference between being accepted and rejected. An important part of applying to dental schools is writing a personal essay. The essay provides applicants with a chance to relate the attributes they would bring to the school and show their commitment to the field. It also offers applicants a chance to demonstrate how dental school will fulfill their professional and personal goals. Essays can be a deciding factor when schools make admission decisions, so applicants should put a lot of careful time and effort into writing them. Instructions Devote a lot of time to brainstorming. A clear understanding of exactly what you want to say is a necessary step when writing a compelling and effective dental school essay. While brainstorming, keep the three major goals of the essay in mind. First, establish exactly why you want to be a dentist. Second, think of any personal experiences that will prove helpful in dental school. Finally, search for qualities that would make you a good dentist. These can include schoolwork, clinical experience and community activities. Think of personal stories that will show you can be successful in dental school and dentistry. These stories should demonstrate the compassion needed to be a good dentist and identify experiences and skills youwill bring to dental school. Start the essay by using one of these stories. This will draw the reader into the essay more effectively than a list of accomplishments. Organize the essay. Determine the major points that you need to make in the essay and organize stories and information around those points. Instead of just relating all the stories at one time, organize the essay by topics. One topic can be how you have enthusiasm for the field. Then, use stories and information to demonstrate that enthusiasm. Â  Write the essay so it reflects the way you speak. It should flow naturally and be easy to read, not pedantic and full of jargon. The purpose is to sell yourself to show how you would be a great asset to the school and the field of dentistry. Â  Avoid cliches and worn-out themes. Use stories and practical examples to show the why the school should admit you. Do not just say that the you are committed or enjoy helping people. Provide practical examples of this commitment and desire to help. Have someone with a solid journalism or English background proofread the essay. Typos and misspellings can make you appear unprofessional and increase the chances of rejection.

Introspective Knowledge and Displaced Perception :: science

Introspective Knowledge and Displaced Perception "Dretske remarks that there are ‘two important differences between introspective knowledge and other forms of displaced perception’ (p. 60). What are these differences? Are they enough to call into question his view of introspective knowledge as displaced perception?" The second chapter of Naturalizing the Mind is in the main an attempt to provide an account of introspective knowledge consistent with the Representational Thesis. Dretske takes introspective knowledge to be a given and proceeds by trying to explain how such knowledge is possible without appealing to an ‘inner sense’, an idea that seems to conflict with the Thesis’s commitment to externalism about the content of mental states. To this end, he proposes that introspection is a species of displaced perception. However, he highlights two important differences between introspective knowledge and other forms of displaced perception that seem to suggest that introspective knowledge cannot in any relevant sense be viewed as an instance of displaced perception. As a result, Dretske fails to explain how introspective knowledge is possible and therefore fails to provide a compelling alternative to the ‘inner sense’ account of introspective knowledge. Introspective knowledge is "knowledge the mind has of itself" (p. 39). For example, knowing, when I perceive a yellow box, that I am having a certain experience (namely an experience of a yellow box) is, for Dretske, an instance of introspective knowledge. This knowledge is not about the box’s being yellow or indeed about the box at all, it is knowledge about myself, knowledge that I am having a certain experience (on Dretske’s view, knowledge that I am representing a, perceived, box as yellow). Introspective knowledge seems to have some strange properties. "Natsoulas defines one form of consciousness—reflective consciousness—as a privileged ability to be non-inferentially aware of (all or some of ) one’s current mental occurrences. We seem to have this ability. In telling you what I believe I do not have to figure this out (as you might have to) from what I say or do. There is nothing from which I infer that A looks longer than B. It just does." (p . 39) Dretske take! s the notion that humans have introspective knowledge as a given. His interest in the matter arises when one attempts to "explain how we come by such knowledge and what gives us this first-person authority"(p. 40) Dretske wants to reject one possible explanation, namely the idea that introspective knowledge is garnered by the mind perceiving its own workings.

Dickinson’s Poetry Is Startling and Eccentric Essay

Perhaps one of the aspects that draw us to the poetry of Dickinson is its eccentricity and startling nature. In her poetry, Emily Dickinson explores a number of different themes including death, hope, nature, pain and love. The trademark signs of a Dickinson poem are her hallmark dashes she uses. Her dashes suggest that there is more to the story than she is writing down. Another characteristic of Dickinson’s poetry is the capitalization of random words throughout her poems. This could suggest importance of the words that she is highlighting. A large number of Dickinson’s poetry revolves around the theme of death; both psychological and physical. She makes the reader question what our place in the universe is. Her sharply contrasting moods and her laconic images make her poems appealing to scrutinize. Evidence of Dickinson’s unique and unusual style strikes us in ‘I Felt a Funeral in my Brain’. We’re given a comprehensive look at her delicate state of mind through her magnificent imagery. Here, Dickinson compares her psychological deterioration to the rites of a funeral. The opening stanza of the poem divulges that she is in a coffin and ‘’mourners’’ are going ‘’to and fro’’. The ‘’treading – treading’’ of the mourners as they move ‘’to and fro’’ combined with the ‘’beating – beating’’ of the ‘’Service like a drum’’ emphasizes her inner turmoil. The depth of her vulnerability astonishes us as she says her world is reduced to ‘’And Being but an ear,’’ She likens herself to a ‘’strange race’’. We can clearly sense her isolation. I felt this was very abstract. It reminded me almost of a Picasso painting. We are left in no doubt of her deepening crisis with her startling image of the coffin crashing downwards as a ‘’plank in reason, broke. And I dropped down and down—‘’. I heard a Fly buzz—when I died—†¦ † was equally eccentric and startling. Once again the imagery played a significant role in evoking this idea. The poem opens to a vibrant image of Dickinson lying in her bed surrounded by her nearest and dearest. ‘’The eyes had wrung them dry, / And breathes were gathering sure’’. I was struck by the startling contrast created here when she compares the stillness in the room to ‘’the air/ Between the Heaves of Storms’’ The poem strikingly describes the mental distraction posed by irrelevant details at even the most crucial moments—even at the moment of death. The poem then becomes even more bizarre and more macabre by transforming the tiny, normally disregarded fly into the figure of death itself, as the fly’s wing cuts the speaker off from the light until she cannot â€Å"see to see. † One of the most peculiar aspects of ‘‘I heard a Fly buzz—when I died—†¦ † is the odd introduction of the fly into this environment. Again, the imagery plays a significant role. Flies can often be associated with death and decay and I think that is the message Dickinson was trying to convey by using the image of the fly in this particular poem. It is a poem that examines what is possible with hope and how far hope can carry a person. The poem uses a bird as a symbol to define the feeling that hope can give an individual. ‘’Hope is the thing with feathers That perches in the soul,  Ã¢â‚¬ËœÃ¢â‚¬â„¢ This proves that Dickinson is eccentric as most people would never compare hope to ‘the Thing with Feathers’. What is striking about the poem is its absolute simplicity, both in structure and in the words the poem presents. The idea of hope in the â€Å"chillest land/And on the strangest sea,† is a quite philosophical way of viewing the world. There is a contrast within the poem between hope, represented with words like â€Å"warm,† â€Å"Soul† â€Å"sweetest† and the pain of life shown in words like â€Å"storm† â€Å"gale† â€Å"chillest†. There is a battle between hope and the pain of life; it is clear which one comes out on top as hope can still be found through gales and storms. I think the poem is trying to convey that even though things can seem bleak, hope can always pull you through it. Dickinson’s poem ‘I Could Bring You Jewels — had I a mind to –‘ is similar to ‘Hope is the Thing with Feathers’ in regards to the tone of the poem. It is a joyful, optimistic poem. In ‘I Could Bring You Jewels’, Dickinson is corresponding with an unknown person in a coy, teasing tone. This poem is very different to most of Dickinson’s poetry because unlike many of her other poems she is not discussing death or loneliness and is instead, conversing with someone and seems to be enjoying herself. She is talking to this person about what gift she is going to buy him/her. ‘I could bring You Odors from St. Domingo – Colors — from Vera Cruz — Berries of the Bahamas –‘ Although I would not consider Emily Dickinson to be my favourite poet, I found her work intriguing and uniquely eccentric. This could be because of the contrast between each of her poems and the different themes she uses in each poem. It may be as a result of its bleak, distressing nature. I personally felt that her fixation with physical and psychological death was quite shocking to be honest. The imagery Dickinson uses in her poetry could definitely be interpreted as very eccentric and startling. You would not expect all of the pain and hurt that is expressed in her poetry to be coming from a young woman from a well-to-do family who lived a very privileged existence.

The Indigo Spell Chapter Fifteen

MS. TERWILLIGER WAS WAITING in the lobby when Julia and I returned to the dorm. â€Å"Seriously. Do you have a tracking device on me?† I asked. Julia took one look at our teacher's serious expression and quickly made an exit. â€Å"Just excellent timing,† Ms. Terwilliger replied. â€Å"I understand you have news.† â€Å"Surprisingly, yes.† Ms. Terwilliger's face was hard as she led me back outside to more privacy and yet another top secret outdoor meeting. These days, she hardly resembled the scattered, hippie teacher I'd met when I first started at Amberwood. â€Å"Tell me the news,† she ordered. I told her about Alicia's call, and her dismayed expression didn't really inspire me. I'd kind of hoped she'd reveal some amazing, foolproof plan she'd secretly been concocting. â€Å"Well, then,† she said once I'd finished. â€Å"I suppose I'll have to go out there.† â€Å"I'll go out there,† I corrected. She favored me with a small smile. â€Å"You've done more than enough. It's time I step up and deal with Veronica.† â€Å"But you sent me to that place before.† â€Å"When we weren't even sure where it was or what she was doing there. This time, we have an eyewitness confirming she's there right now. I can't waste this opportunity.† She glanced at a clock near the door and sighed. â€Å"I'd go tonight if I could but haven't made the necessary preparations. I'll start working on them now and go in tomorrow evening. Hopefully I won't miss her again.† â€Å"No.† The defiance in my voice surprised even me. I didn't contradict teachers – or any kind of authority – very often. Okay, never. â€Å"She eluded us before. Let us scout it out. You don't want to tip your hand yet, just in case something goes wrong. You'll be ready tomorrow night? Then let us go in the day . . . I mean, provided someone could get me out of school. . . .† A little of that tension faded, and she laughed. â€Å"I suppose I could do that. I hate that I keep putting you in danger, though.† â€Å"We passed that point a long time ago.† She couldn't argue against that logic. I made arrangements for Adrian to pick me up the next day – after first scolding â€Å"Jet† for giving out â€Å"Taylor's† number. When morning came, Ms. Terwilliger was true to her word. I'd been excused from classes for a â€Å"research trip.† The thing about being a star pupil was that none of my teachers had any problems with me skipping classes. They knew I'd get the work done. I probably could've taken the rest of the semester off. During the drive, I told Adrian that I'd managed to score a trip to St. Louis in order to pursue Marcus's daunting task. Adrian's expression grew darker and darker, but he stayed silent on the matter. I knew what a conflict it was for him. He didn't like Marcus. He didn't like me taking on this potentially dangerous mission. However, he also trusted me to make my own decisions. Contradicting me or telling me what to do wasn't in his nature – even though he secretly may have wanted to. His only comment was one of support. â€Å"Be careful, Sage. For God's sake, be careful. I've seen you pull off some crazy shit, but this is extreme, even for you. You're probably the only one who can manage this, but still . . . don't let your guard down, even for a moment.† When I told him about how I was hoping to use Ian to get more in-depth access, Adrian's troubled look turned to one of incredulity. â€Å"Hold on here. Let me make sure I'm following this. You're going to seduce some guy to help you with your espionage.† Seduce Ian? Ugh. â€Å"Don't jump to conclusions,† I warned. â€Å"I'm just going to try to use his feelings for me to get what I want.† â€Å"Wow. Cold, Sage. Very cold.† â€Å"Hey, now.† I felt a little indignant at the accusation. â€Å"I'm not going to promise to marry him or something and then dump him later. He wrote me about going to dinner when I'm there. We'll have a nice time, and I'll try to talk him into letting me tour the facility. That's it.† â€Å"And ‘talking him into it' doesn't involve putting out?† I glared at him and hoped he could see me in his periphery. â€Å"Adrian. Do I really seem like the kind of person who'd do that?† â€Å"Well – † He stopped, and I suspected he'd held back from some snarky comment. â€Å"No, I suppose not. Certainly not with a guy like him. Did you get a dress?† Here we were again, Adrian randomly jumping topics. â€Å"For dinner and the service? I've got plenty.† â€Å"I guess that answers my question.† He seemed to wage a great mental battle. At last, he said, â€Å"I'm going to give you some advice.† â€Å"Oh no.† He looked over at me again. â€Å"Who knows more about male weakness: you or me?† â€Å"Go on.† I refused to directly answer the question. â€Å"Get a new dress. One that shows a lot of skin. Short. Strapless. Maybe a push-up bra too.† He actually had the audacity to do a quick assessment of my chest. â€Å"Eh, maybe not. But definitely some high heels.† â€Å"Adrian,† I exclaimed. â€Å"You've seen how Alchemists dress. Do you think I can really wear something like that into a church service?† He was unconcerned. â€Å"You'll make it work. You'll change clothes or something. But I'm telling you, if you want to get a guy to do something that might be difficult, then the best way is to distract him so that he can't devote his full brainpower to the consequences.† â€Å"You don't have a lot of faith in your own gender.† â€Å"Hey, I'm telling you the truth. I've been distracted by sexy dresses a lot.† I didn't really know if that was a valid argument, seeing as Adrian was distracted by a lot of things. Fondue. T-shirts. Kittens. â€Å"And so, what then? I show some skin, and the world is mine?† â€Å"That'll help.† Amazingly, I could tell he was dead serious. â€Å"And you've gotta act confident the whole time, like it's already a done deal. Then make sure when you're actually asking for what you want that you tell him you'd be ‘so, so grateful.' But don't elaborate. His imagination will do half the work for you. â€Å" I shook my head, glad we'd almost reached our destination. I didn't know how much more I could listen to. â€Å"This is the most ridiculous advice I've ever heard. It's also kind of sexist too, but I can't decide who it offends more, men or women.† â€Å"Look, Sage. I don't know much about chemistry or computer hacking or photosynthery but this is something I've got a lot of experience with.† I think he meant photosynthesis, but I didn't correct him. â€Å"Use my knowledge. Don't let it go to waste.† He seemed so earnest that I finally told him I'd consider it, though I had a hard time imagining myself wearing anything like he'd described. My answer satisfied him, and he said no more. When we reached the bed-and-breakfast, I put on the brown wig so that we could be Taylor and Jet again. I braced myself as we approached the door. â€Å"Who knows what we're walking into?† I murmured. I'd been very brave while speaking to Ms. Terwilliger, but the reality that I might be going right up to an evil sorceress was sinking in. I had yet to develop the ability to sense magic in others, so I could very well be taken by surprise if she had a way to hide her appearance too. All I could do was have faith that Adrian's spirit and Ms. Terwilliger's charm would mask me. If Veronica was there, we'd just seem like an ordinary couple. I hoped. Alicia was reading another magazine when we walked in. She still sported the same hipster glasses and clutter of gaudy necklaces. Her face lit up when she saw us. â€Å"You're back.† Adrian's arm immediately went around me. â€Å"Well, when we heard Veronica was in town again, we wanted to come see her right away. Right, honeydew?† â€Å"Right,† I said. At least he was going with healthier nicknames today. â€Å"Oh.† Alicia's sunny smile dimmed a little. â€Å"She just left.† â€Å"You have got to be kidding,† I said. How could our luck be this bad? â€Å"So, she checked out?† â€Å"No, she's still renting out the Velvet Suite. I think she was just running errands. But. . . .† She turned sheepish. â€Å"I may have, uh, ruined the surprise.† â€Å"Oh?† I asked very carefully. I felt Adrian's hold on me tense, but there was nothing romantic about it. â€Å"I couldn't resist. I told her she might have some unexpected visitors soon. Good visitors,† she added. â€Å"I wanted to make sure she didn't stay out too long.† â€Å"That's very nice of you,† said Adrian. His smile looked as strained as mine felt. In trying to â€Å"help† us, Alicia might very well have ruined everything. What did we do now? I was saved from an immediate decision when a middle-aged woman walked through the door. â€Å"Hello,† she told Alicia. â€Å"I wanted to get some information about hosting a wedding here. For my niece.† â€Å"Of course,† said Alicia, glancing back and forth between all of us. She looked a little flustered over who to help, and I was quick to jump in. â€Å"Hey,† I said. â€Å"Since we're here, can we look at the Bunny Suite again? We can't stop talking about it.† Alicia frowned. â€Å"I thought you were going to the coast for your anniversary?† â€Å"We were,† said Adrian, following my lead. â€Å"But then Taylor was thinking about Cottontail the other night, and we thought we should reconsider.† I had to give him credit for jumping in and going along with the story I was making up on the spot. Of course, you'd think he'd remember the name of the fake rabbit he had created. â€Å"Hopper,† I corrected. â€Å"Is the Bunny Suite still vacant?† he asked. â€Å"We can just take a quick peek in while you help her.† Alicia hesitated only a moment before handing over a key. â€Å"Sure. Let me know if you have any questions.† I took the key and headed toward the stairs with Adrian. Behind us, I could hear the woman asking if it'd be okay to set up a tent in the backyard and how many hot plates the inn could hold before it became a fire hazard. Once we were on the second floor and out of earshot, Adrian spoke. â€Å"Let me guess. You want to go prowl through the Velvet Suite.† I rewarded him with a grin, pleased that he'd guessed my plan. â€Å"Yup. Pretty good idea, huh? Hopefully Alicia will be distracted for a while.† â€Å"I could have just compelled her,† he reminded me. â€Å"You're using too much spirit already.† I found the Velvet Suite and put the key in the lock, hoping Alicia had given us the master key and not one specifically for the Bunny Suite. When she had shown us around last time, she'd only used one key. A click told me we'd lucked out and wouldn't have to use any metal-burning chemicals today. We'd seen the Velvet Suite during our last visit, and for the most part, it looked the same. Velvet bedding, velvet-covered furniture, and even velvet-textured wallpaper. Only, this time, the room wasn't in the pristine and unoccupied state as before. Signs around the room showed recent use. The bed was unmade, and the scent of shampoo from the bathroom indicated a shower not too long ago. â€Å"Alicia might have been wrong about Veronica checking out,† said Adrian. He opened drawer after drawer and found nothing. In the closet, he discovered high-heeled shoes tucked into a corner and a belt on a hanger – things that might be easily missed with frantic packing. â€Å"Someone left here in a hurry.† My hopes plummeted. In accidentally revealing our â€Å"surprise,† Alicia had apparently scared Veronica into skipping out on the room. We found no sign that Veronica would actually return, and as Adrian had said, she seemed to have taken off quickly, based on the kinds of easy-to-forget things that were left behind: a razor in the shower, a bottle of perfume on the bathroom counter, and a stack of takeout menus on the nightstand. I sat on the bed and sifted through the menus, not really convinced they'd tell me much. Chinese, Indian, Mexican. Veronica had diverse tastes, at least. I reached the bottom of the stack and threw them on the ground. â€Å"She left,† I said. I couldn't hide from the truth any longer. â€Å"That idiot Alicia tipped her off, and now we've lost her again.† Adrian sat down beside me, his face mirroring my dismay. â€Å"We'll find her. We've slowed her down by hiding the others. Maybe it'll buy us time until the next full moon so you can scry again.† â€Å"I hope so,† I said, though I wasn't optimistic. He brushed aside the wig's hair and turned my face toward him. â€Å"Everything's going to be okay. She doesn't know about you.† I knew he was right, but it was hollow comfort. I leaned my head against his shoulder, wishing I could fix everything. That was my job, right? â€Å"All that means is that someone else could suffer in my place. I don't want that. I need to stop her once and for all.† â€Å"So brave.† He gave me a small smile. His fingertips slid down from my face, lightly stroking the line of my neck, down toward my shoulder. Everywhere he touched, a trail of goose bumps appeared. How did he keep doing this to me? Marcus – who made every girl in the world swoon – had zero effect on me. But one whisper of a touch from Adrian completely undid me. â€Å"You could give Castile a run for his money,† he added. â€Å"Stop that,† I warned. â€Å"Comparing you to Castile?† â€Å"That's not what I'm talking about, and you know it.† His hands were too dangerous, as was being with him on a bed. Terrified I might be kissed again, I jerked away, and the sudden movement caught him by surprise. His fingers got tangled in my hair, as well as in my two necklaces, which resulted in him snapping both chains and nearly pulling off the brown wig. I quickly caught the garnet before it could fall off, but the cross slipped away. Thank God I'd kept the important one on. â€Å"No more kissing,† I warned. I refastened the charm and straightened the wig. â€Å"You mean no more kissing unless it's a romantic place,† he reminded me. â€Å"Are you saying this place doesn't scream romance?† He nodded around to our tacky velvet surroundings. He then picked up the small cross and held it in the air, growing thoughtful as he studied the way the light played off the gold surface. â€Å"You gave this to me once.† â€Å"And you gave it back.† â€Å"I was angry.† â€Å"And now?† He shrugged. â€Å"Now I'm just determined.† â€Å"Adrian.† I sighed. â€Å"Why do you keep doing this? The touching . . . the kissing . . . you know I don't want it.† â€Å"You don't act that way.† â€Å"Stop saying that. It's obnoxious. Next you'll be saying I'm ‘asking for it.'† Why did he have to be so infuriating? Okay . . . I hadn't really sent a clear message back at the sorority. Or Pies and Stuff. But this time I'd done better. â€Å"I just pulled away. How much more direct do I have to be?† â€Å"It's not your actions, exactly† he said. He still clutched the cross in his hand. â€Å"It's your aura.† I groaned. â€Å"No, no, not that. I don't want to hear about auras.† â€Å"But I'm serious.† He shifted over and stretched out on the bed, lying on his side. He patted the bed near him. â€Å"Lie down.† â€Å"Adrian – â€Å" â€Å"I won't kiss you,† he said. â€Å"I promise.† â€Å"How stupid do you think I am?† I said. â€Å"I'm not falling for this.† He gave me a long, level look. â€Å"Do you really think I'd assault you or something?† â€Å"No,† I said quickly. â€Å"Of course not.† â€Å"Then humor me.† Warily, I lay down on my side as well, facing him with only a few powerful inches between us. An enraptured, slightly distracted look appeared in his eyes. He'd given himself over to spirit. â€Å"Do you know what I see in you now? The usual aura. A steady golden yellow, healthy and strong, with spikes of purple here and there. But when I do this. . . .† He rested a hand on my hip, and my whole body tensed up. That hand moved around my hip, slipping under my shirt to rest on the small of my back. My skin burned where he touched me, and the places that were untouched longed for that heat. â€Å"See?† he said. He was in the throes of spirit now, though with me at the same time. â€Å"Well, I guess you can't. But when I touch you, your aura . . . it smolders. The colors deepen, it burns more intensely, the purple increases. Why? Why, Sydney?† He used that hand on me to pull me closer. â€Å"Why do you react that way if I don't mean anything to you?† There was a desperation in his voice, and it was legitimate. It was hard for me to talk. â€Å"It's instinct. Or something. You're a Moroi. I'm an Alchemist. Of course I'd have a response. You think I'd be indifferent?† â€Å"Most Alchemist responses would involve disgust, revulsion, and holy water.† That was an excellent point. â€Å"Well . . . I'm a little more relaxed around Moroi than most Alchemists. Probably this is just some purely physical response driven by hormones and years of evolution. My body doesn't know any better. I'm as susceptible to lust as anyone else.† There was probably a book about that or at least an article in Cosmopolitan. The hint of a smile played over his lips. He was fully in tune with me again. â€Å"No, you aren't. I mean, you are, but not without reason. I know you well enough to realize that now. You're not the kind of person who's ‘susceptible to lust' without some emotion to back it.† He moved his hand back to my hip, sliding it down my leg. I shuddered, and his face moved closer to mine. There was so much in his eyes, so much desire and longing. â€Å"See? There it is again. My flame in the dark.† â€Å"Don't kiss me,† I whispered. It was the only defense I could muster. If he kissed me, I'd be lost. I closed my eyes. â€Å"You said you wouldn't.† â€Å"I won't.† His lips were only a breath away. â€Å"Unless you want me to.† I opened my eyes, ready to tell him no, that it didn't matter what my aura allegedly said . . . this couldn't keep happening. There was no emotion backing this desire, and I tried to cling to my earlier argument. I was so comfortable around Moroi now that clearly some primal part of me kept forgetting what he was. This was a base instinct. I was simply having a physical reaction to him, to his hands, to his lips, to his body. . . . He caught hold of my arm and rolled me over. I closed my eyes again and wrapped my arms around his neck. I felt his lips touch mine, not quite a kiss, just the barest brush of – The door opened, and I flinched. Alicia stepped inside, gasped, and put a hand up over her mouth to cover a shocked squeal. â€Å"O-oh,† she stammered. â€Å"I'm so sorry . . . I . . . I didn't realize . . .† Adrian and I jerked away and sat up. My heart was ready to beat out of my chest, and I knew I was blushing. I quickly patted my wig and was relieved to feel it was still in place. He recovered his voice more quickly. â€Å"Sorry . . . we kind of got carried away. We started checking out the other rooms and decided to, uh, try them out.† Despite his sheepish words, there was a smug look on his face, the kind you'd expect from a guy who'd just made a conquest. Was it part of the act, or did he really think he'd gotten away with something? Alicia looked as uncomfortable as I felt. â€Å"I see. Well, this room's occupied. It's – † She frowned and did a double take. â€Å"It's Veronica's. It looks like she left.† I finally managed to speak. â€Å"That's why we thought it was empty,† I said hastily. â€Å"There was nothing in here.† Alicia thankfully seemed to have forgotten about our compromising position. â€Å"That's weird. She didn't formally check out. I mean, she paid in advance in cash, but still. It's so strange.† We made a hurried escape of our own after that, once again feeding Alicia lines about how we'd be in touch. Neither of us spoke much when we got in the car. I was lost in my own thoughts, which were equal parts frustration over Veronica and confusion over Adrian. I refused to acknowledge the latter, though, and opted for my usual tactic. The sooner that moment was forgotten, the better. I was pretty sure I could keep telling myself that. Some part of me – nearly as snarky as Adrian – suggested I pick up a book on denial the next time I was in the self-help section. â€Å"Another dead end,† I said once we were on the road. I texted Ms. Terwilliger: V's gone. No need for action. Her response came a few minutes later: We'll keep trying. I could practically feel her disappointment through the display on my phone. She wasn't the only one. Adrian seemed particularly melancholy on the drive back. He responded whenever I spoke, but it was clear he was distracted. When he dropped me off at Amberwood later that night, I found everything mercifully quiet. No crises, no dangerous missions. It felt like it had been ages since I had a moment to myself, and I curled up on my bed, taking solace in the ordinary tasks of homework and reading. I fell asleep with my face on my calculus book. I experienced one of those nonsensical dreams that everyone has. In it, my family's cat could talk, and he was driving Adrian's Mustang. He asked me if I wanted to take a road trip to Birmingham. I told him I had a lot of homework to do but that if he wanted to go to Fargo, I'd consider it. We were in the middle of negotiating who'd pay for gas when the dream suddenly dissolved to blackness. A cold feeling swept over me, followed by a feeling of dread that rivaled the time Adrian and I had faced down Strigoi in his apartment. A woman's laughter rolled around me, foul and sickening, like some sort of toxic smoke. A voice came out of the darkness, echoing in my mind. She's kept you well hidden, but it can't stay that way forever. You can't conceal power like yours forever. I've caught your trail. I'll find you. Hands suddenly reached out of the darkness for me, wrapping around my throat and cutting off my air. I screamed and woke up in my own bed, surrounded in books. I'd left the light on, and it chased some of the dream's terror away. But only some. Sweat poured off me, making my shirt stick to me. I touched my neck, but there was nothing wrong with it. The garnet hung in place but not my cross. No need to fear a dream, I thought. It didn't mean anything, and really, with everything going on lately, it was a wonder I didn't have nightmares more often. But thinking back on it, I wasn't so sure. There had been something so terrible and real about it, a horror that seemed to reach into my very soul. I didn't want to sleep after that, so I made a cup of coffee and tried to read again. It worked for a while, but somewhere around four, my body couldn't take it anymore. I fell asleep on my books again, but this time, my sleep stayed dream free.

Gerunds

Gerunds Gerunds Gerunds By Maeve Maddox Like the word grammar itself, the grammatical term gerund is often mentioned with a shudder. If you already understand all about gerunds, this post is not for you. If you’d like to review the concept, read on. A gerund is a verbal. If you’ve read previous posts about present and past participles, you know that a verbal is one of the principal parts of the verb that retains some verb functions at the same time it is being used as a different part of speech. A gerund is an -ing verb form used as a noun. Like a verb, a gerund can take objects and be modified by adverbs and adverbial phrases, but its function in a sentence is to serve as a noun–a noun that ends in -ing. What do nouns do? Nouns are used as the following parts of a sentence: 1. Subject 2. Direct Object 3. Subject Complement 4. Object of a Preposition Anything a noun can do, a gerund can do–because a gerund is a noun. A gerund is a noun that ends in -ing. Gerunds may be used alone or as part of a phrase. 1. Gerund as the subject of a sentence Reading is her favorite pastime. (Reading is a gerund used alone as the subject of the sentence.) Studying English has its rewards. (Studying is a gerund that has a direct object, â€Å"English.† The gerund phrase functions as the subject of the verb â€Å"has.†) Picnicking in the woods has its downside. (Picnicking is a gerund modified by a prepositional phrase, â€Å"in the woods.† The gerund phrase is the subject of the verb â€Å"has.†) 2. Gerund as a direct object My Aunt Rose loves traveling. (Traveling is a gerund used alone as the direct object of the verb â€Å"loves.†) After a week in the wild, we appreciate sleeping inside. (Sleeping is a gerund modified by the adverb â€Å"inside.† The gerund phrase is the direct object of the verb â€Å"appreciate.† Farhad enjoys singing in the shower. (Singing is a gerund modified by a prepositional phrase, â€Å"in the shower.† The gerund phrase is the direct object of the verb â€Å"enjoys.† 3. Gerund as a subject complement My cats’ favorite occupation is sleeping. (Sleeping is a gerund that completes the being verb â€Å"is.† Jack’s daily exercise is running laps. (Running is a gerund that has a direct object, â€Å"laps.† The gerund phrase completes the being verb â€Å"is.† Hester’s hobby is gardening on her rooftop. (Gardening is a gerund modified by a prepositional phrase, â€Å"on her rooftop.† The gerund phrase completes the being verb â€Å"is† and restates the subject. 4. Gerund as the object of a preposition His parents punished him for stealing. (Stealing is a gerund functioning as the object of the preposition â€Å"for.†) The search party rescued the child by climbing a cliff. (Climbing is a gerund that has a direct object, â€Å"cliff.† The gerund phrase functions as the object of the preposition â€Å"by.† Falstaff attempts to flee by hiding in a laundry basket. (Hiding is a gerund that has a prepositional phrase, â€Å"in a laundry basket.† The gerund phrase â€Å"hiding in a laundry basket† is itself the object of a preposition: â€Å"by.†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar 101 category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire You50 Idioms About Meat and Dairy Products13 Theatrical Terms in Popular Usage

Top 5 Mistakes to Avoid with Personal Pronouns

Top 5 Mistakes to Avoid with Personal Pronouns Top 5 Mistakes to Avoid with Personal Pronouns Top 5 Mistakes to Avoid with Personal Pronouns By Maeve Maddox Among the oldest words in English are the personal pronouns I, you, he, she, it, we, and they. Two of the personal pronouns, you and it, have only one form that is used as either subject or object: See that goat? It bit me. (It is the subject of the verb bit.) I hear a bee. Do you see it? (It is the object of the verb see.) There’s a poisonous spider. Step on it! (It is the object of the preposition on) You agree with Charlie on everything. (You is the subject of the verb agree) That car just missed you. (You is the object of the verb missed.) This information must remain between you and me. (You is the object of the preposition between.) Five of the personal pronouns have two forms each: a subject form (I, he, she, we, they) and an object form (me, him, her, us, them). The most common errors occur when subject and object forms are reversed. Two additional errors that seem to be increasing are 1.) replacing a personal pronoun with a pronoun ending in -self and 2.) using a personal pronoun in a context that calls for a possessive adjective. Mistake #1: Object form used in place of subject form Incorrect: In the next several weeks, my colleagues and me will be discussing the appropriate way to do that. (Jay Inslee, Congressional Record) Correct : In the next several weeks, my colleagues and I will be discussing the appropriate way to do that. The subject forms I, he, she, we, and they are used as the subject of a verb. Here are models of correct usage: We went to New Orleans for Mardi Gras. (subject of the verb went) The children and I had a lovely time. (subject of the verb had) My colleagues and I will be discussing the plan. (subject of the verb will be discussing) Mistake #2: Subject form used in place of object form following a preposition Incorrect: She made each child feel special by taking pictures and spending quality one on one time with they and the dog. (A testimonial written by a person who has an M.A. degree) Correct : She made children feel special by taking pictures and spending quality one on one time with them and the dog. When the object of a preposition is a pronoun, the object form is required. Reminder: Prepositions include such words as with, to, in, on, under, and between. Here are two examples of correct usage: The butterfly alighted on her. (object of the preposition on) She gave the horse to Jack and me. (object of the preposition to) In the sample sentence, a social worker made children feel special by spending time â€Å"with them.† Misake #3 Subject form used in place of object form following a transitive verb Incorrect: Rodgers then followed she and her daughter out of the grocery store. (New York Daily News) Correct : Rodgers then followed her and her daughter out of the grocery store. When the direct object of a transitive verb is a pronoun, the object form is required. Here is an example of correct usage: The supervisor commended him for his contribution. (direct object of the verb commended.) The transitive verb followed requires the object form her. Mistake #4 Subject form used in place of the corresponding possessive adjective Incorrect: Susan announces she and her husband’s plans to divorce in front of Atticus’s family. (Downtown Abbey site) Correct : Susan announces her and her husband’s plans to divorce in front of Atticus’s family. Note: The personal pronouns have corresponding possessive forms. The possessive adjective forms are my, your, his, her, its, our, and their. They stand in front of the noun that is â€Å"possessed.† For example: Jack is his friend. (possessive adjective that corresponds to personal pronouns he and him) Sally is her friend. (possessive adjective that corresponds to personal pronouns she and her) She is a subject form and cannot be used as a possessive adjective. Susan announces plans for the impending divorce. They are â€Å"her husband’s plans.† They are â€Å"her plans† as well. Mistake #5 Reflexive pronoun used in place of personal pronoun Incorrect: Both  my wife and myself felt  so much happier after watching this movie. Correct : Both  my wife and I felt  so much happier after watching this movie. Pronouns that end in -self or -selves are called â€Å"reflexive pronouns† or â€Å"emphatic pronouns.† Here are examples of their correct use: The boy cut himself with the hedge clippers. (reflexive pronoun) The mayor herself delivered my newspaper today. (emphatic pronoun) There may be occasions when the emphatic form is wanted for a rhetorical flourish, but in ordinary speech, replacing a personal pronoun with one ending in -self or -selves is nonstandard usage to be avoided. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Common Mistakes category, check our popular posts, or choose a related post below:Writing Prompts 101For Sale vs. On SaleForming the Comparative of One-syllable Adjectives

Capital structure Research Paper Example | Topics and Well Written Essays - 2500 words

Capital structure - Research Paper Example ure of an organization; however, the uptake of debt has several implications to a business, first, debt leads to an organization having to increase the business risk. The enterprise’s business risk goes up due to its high contribution to the enterprise, in this case, the high contribution of debt such as in option one leads to the debt holders having a high control of the enterprise. As a result, the organization or investment becomes vulnerable for takeover, if the business does not meet the interest payments, as goes into bankruptcy. Secondly, reduces the stake of the enterprise shareholders in that they have to work on servicing the debt at the expense of making profits, which a business’s prime objective(Martin & Baker, 2013). In the consideration of debt options, it is important to consider the debt period, in most cases, long-range debts are highly favorable since the organization utilizes the funds for a long period before repaying the sum value of the bond. Hence, the organization is able to enjoy a return on the investment and even re-invest the excess funds or paid dividends to equity and other shareholders in the business. Short time range bonds such as option three, four and five negatively affects business shareholders, this is because, the business is forced to source for funds and pay the creditors irrespective of whether it has generated profits or not, the bottom line is that the business has a responsibility to repay the funds within the agreed period. Given the long-term nature of projects, the funding requirement leads to complications, as the return may not be realized in good time to pay the sum value as per that date. When this situation arises, the business becomes ripe for takeover according to the provisions of business law. In the light of these, careful considerations have to be made before the business can settle on certain kinds of financing and the activities upon which funding is needed. Careful evaluation can give the

Clinical Audit Research Paper Example | Topics and Well Written Essays - 2500 words

Clinical Audit - Research Paper Example Between September 20th 2010 and September 22nd 2010, 21 surgical procedures were to be carried out on 21 patients. 11 elective patients were to receive Co-Amoxiclav. While some of them were to receive only Co-Amoxiclav others were to receive combinations that included Co-Amoxiclav. While 12 procedures out of 21 complied with guidelines the rest was of a diverse character such as non compliance, unavailability of guidelines and antibiotics being out of compliance guidelines. According to this analysis it is clear that antimicrobial prophylaxis was to be given to elective patients either a few hours before or during the procedure. Though the level of compliance was considerable there was no proper indication as to how much such compliance produced qualitative and quantitative positive results by way of increasing the degree of response by patients to antimicrobial prophylaxis. Between September 23rd 2010 and September 25th 2010, 14 surgical procedures were to be carried out on 14 patie nts. 7 elective patients were to be given Co-Amoxiclav. Only 4 patients out of 7 were given Co-Amoxiclav while others were given combinations that included Co-Amoxiclav. Only 9 procedures out of 14 complied with guidelines and the other procedures were of a different character. While some of them were to receive only Co-Amoxiclav others were to receive combinations that included Co-Amoxiclav. From September 29th 2010 to October 01st 2010, 25 surgical procedures were carried out on 25 patients.... According to this analysis it is clear that antimicrobial prophylaxis was to be given to elective patients either a few hours before or during the procedure. Though the level of compliance was considerable there was no proper indication as to how much such compliance produced qualitative and quantitative positive results by way of increasing the degree of response by patients to antimicrobial prophylaxis. Between September 23rd 2010 and September 25th 2010, 14 surgical procedures were to be carried out on 14 patients. 7 elective patients were to be given Co-Amoxiclav. Only 4 patients out of 7 were given Co-Amoxiclav while others were given combinations that included Co-Amoxiclav. Only 9 procedures out of 14 complied with guidelines and the other procedures were of a different character. For example there were cases of non compliance and therefore the efficacy of antimicrobial prophylaxis could not be determined. Between September 26th 2010 and September 28th 2010, 19 surgical procedures were to be carried out on 19 patients. 10 elective patients were to receive Co-Amoxiclav. While some of them were to receive only Co-Amoxiclav others were to receive combinations that included Co-Amoxiclav. For example Teicoplanin, Gentamicin, Metronidazol were other antibiotics received by the patients. 14 procedures were complied with the guideline out of 19 procedures while the other procedures did not comply with the guidelines due to various reasons such as missing guidelines, antibiotics being out of compliance guidelines and procedures being cancelled. From September 29th 2010 to October 01st 2010, 25 surgical procedures were carried out on 25 patients. 11 elective patients were given

Energy Use, Ethics, and Global Climate Change Term Paper

Energy Use, Ethics, and Global Climate Change - Term Paper Example Nevertheless, the forbearance array is not equal in all species, and thus, disclosure to environmental conditions at the maximum limit of a certain being's tolerance scope symbolizes environmental stress (Anil, 35). Environmental studies refer to the research and analyses made regarding environment, its degradation levels, and the appropriate ways to maintain or better its current status. This paper seeks to analyze the current energy policies in all levels, and the various ways and effects of constructing and developing an appropriate lifestyle through the environment. The science of climate change This refers to the study concerning the planet’s climate system, and how it has been undergoing various changes over time. The earth’s climate structure has always been experiencing change. The universal climate change is the varying, in the long-term, of the climate outline that typifies the various parts of the world (Anil, 56). Earth’s climate has forever been chan ging in regard to temperature, as proved by the great fluctuations in hotness. Since about 150000 years ago, the mean worldwide temperature dipped for approximately 15000 years, and then started to augment stridently for close to 10000 years. After that, it dropped again, and then remained comparatively constant, though it continued to alter by about 1 to 2 degrees. The mean temperature then dipped sharply roughly 80000 years ago, and then upped again, sub sequenced by an additional 35000 years of relatively steady temperature. Soon after, the temperature dropped progressively till approximately 15000 years ago, then began to rise drastically, while only showing a small decline in the speed of increase in the precedent 2000 years. Though the pace of change decreased slightly throughout the past 5000 years, the universal average temperature is still rising (Joseph, 58). Nonetheless, temperature is not the lone climatic aspect that is currently changing swiftly. The concentration of c onservatory gases in the air has increased rapidly over the precedent two centuries, and this, in reality, the main reason behind the increase in the mean global temperature. The present rate of alteration in the level of carbon dioxide in the air is an issue that has raised much worry among scientists. Globally, the concentration of CO2 has amplified from just about 280 parts per million (0.028%) to about (0.0365%). even though the swell may seem to be inconsequential, the increase implies that approximately 3 billion metric tons of CO2 are injected to the atmosphere every year. Scientifically, this increase is in the region of about 30.4%. This figure exhibits the extent of effect in progress. As CO2 soaks up heat, more CO2 being injected into the atmosphere implies that the globe’s temperature will tend to rise in concurrence with the increases in the level of concentration of CO2 in the air. Climatologists have noticed a minute but sturdy increase in the international ave rage temperatures over the past years (Denis, 94). Given the current tempo of change, and the potential insinuations they could have on the present world, the world, through scientists, is justified in being alarmed about the particular rate of vary, instead of the said changes. The reason behind this is that changes on a trivial level would have a negligible effect.

Study on the Effects of Methyl Mercury

Study on the Effects of Methyl Mercury KOLIANDRIS Damianos EHS 519 Introduction Methyl mercury is ranked in the top ten groups of chemicals listed as environmental problem globally and is significant associated for public health issues8, 10. Published literature suggests that methyl mercury is suspected to have negative effects brain development and the consumption of this compound pregnant woman may eventually lead significant neurological defects in newborns13. We will identify the adverse effects (if any) of methyl mercury by examining major epidemiological and animal studies and using the mean levels of exposure, we will assess the level of exposure of methyl mercury and work out the BMDL and RfD. Hazard Identification We will study Mercury. Mercury exists in different forms, either in elements (or metals) as inorganic form (occupational exposure); and organic form such as methyl mercury (dietary exposure) 1. Mercury, a natural element in water, soil and air, is considered by WHO as one of the top 10 groups of chemicals of major public health concern1. Methyl Mercury primarily targets the nervous system during its early development1. That is why foetuses and young children are mostly vulnerable to Methyl Mercury’s adverse health effects. Methyl Mercury is oxidised in the brain and causes chronic diseases 2,3,4,5. Specifically, in the Faroe Islands, people consume whale meat at very high rates. The population was found to be highly contaminated and the researchers associated europsychological deficits at 7 years of age Developmental delays with the methylmercury exposures6. The Faroe Islands and New Zealand studies provide evidence of a negative association between methylmercury in seafood consumed by pregnant women and the neurodevelopmental capabilities of the siblings at the age of 4 and 6-7 years old. Even in low concentrations of methylercury, the effects are small but still there 6,8 The Seychelles study did not detect any significant associations between developmental tests and methylmercury exposure. The study measured concentration of hair mercury in pregnant mothers and then evaluated the development capabilities of children at 6.5, 19, 29 and 66 months of age7. From the study there is no evidence about the association of MeHg exposure and DDST-R where was showed in pilot study7. The New Zealand study associated exposure to Methyl mercury with mental development of children at the age of 4 and 6-7 years old8. The study shoes a high exposure group consisted of 200 children (mean exposure = 9ÃŽ ¼g/g) at the age of 6 to 7 years old, lower mental capabilities were observed as opposed to the Control group with lower exposure rates. Nevertheless, JEFCA posed several methodological questions on this study1, 7. Exposure assessment Various epidemiological studies were conducted in which researchers assed the level of exposure of the mothers of the children. Noteworthy attention is given in the study in the Faroe Islands6, in Seychelles7 and in New Zealand8. The studies we examined 6,7,8 and the report for WHO1, suggest that the population is primarily exposed through seafood consumption. Since methylmercury oxidises in the brain during early development stages, the adverse effects are apparent to foetuses and young children where cognitive capabilities are mainly affected. The population of Faroe Islands is not more than 50,000 people and the New Zealand is roughly 4.5 million. It is evident that population that resides in islands and fish consumption is highly observed, and then the exposure is of high rates. Typical levels of fish consumption vary between 1ÃŽ ¼g/g and 9ÃŽ ¼g/g (Faroe) and sometimes higher (10ÃŽÅ"g/g in New Zealand). The Joint FAO/WHO Expert Committee on Food Additives (JECFA) determined that a steady-state daily ingestion of methylmercury of 1.5 ÃŽ ¼g/kg body weight/day would result in the concentration in maternal blood estimation1. Table 1: GUIDANCE FOR IDENTIFYING POPULATIONS AT RISK FROM MERCURY EXPOSURE, August 2008, Issued by UNEP DTIE Chemicals Branch and WHO Department of Food Safety, Zoonoses and Foodborne Diseases Dose-Response Analysis The population in Faroe Islands was found to be highly contaminated of about 2 mg methyl mercury/kg6. The results were also (statistically) significant even when they excluded children whose mothers exceed 10 ÃŽ ¼g/g 6. This study included many neuropsychological tests such as Finger Tapping, Hand-Eye Coordination, an Intelligence scale (Wechsler), Similarities, and Block Designs, Visual and verbal tests by Bender6. The 3 studies (Faroe, N. Zealand and Seychelles) were used by the US EPA to derive an RfD of 0.11 ÃŽ ¼g/Kg boy weight per day for methyl mercury. The benchmark dose was derived with an uncertainty factor of 10 and based on the 95% confidence levels of the 3 studies1. The Joint FAO/WHO Expert Committee on Food Additives concluded pregnant women exposure to methyl mercury neurotoxic effects were the most sensitive health outcome of the 3 studies. Original BMDLs of 17–24mg/kg were produced. Nevertheless, a single observation in the New Zealand study (86ÃŽ ¼g/Kg) seemed to inflate this BMDL, and when omitted a BMDLs of 7.4–10mg/kg was derived. Minor adverse effects are expected when the threshold of 0.056ÃŽ ¼g/l is not exceed1. This threshold was obtained by dividing a maternal hair-mercury concentration of 14mg/kg by the hair: blood ratio of 250. In humans, the steady state concentration of mercury in blood can be related to average daily intake using a one-compartment model that incorporates refinements to the original WHO formula, as follows: [u1] Using this equation, the Committee determined that a steady-state daily ingestion of methyl mercury at 1.5 mg/kg of body weight per day would result in a maternal blood-mercury concentration that would have no appreciable adverse effects on offspring in these two study populations. Potential human variability was taken into account by the application of adjustment or uncertainty factors such as â€Å"inter individual variation in pharmacokinetics† Risk Characterisation Mercury, a natural element in water, soil and air, is considered by WHO as one of the top 10 groups of chemicals of major public health concern1. Exposure to mercury – even small amounts – causes major health problems, and is treated for the development of the child in utero in early years. The studies have shown that people, who consume fish and shellfish, are more likely to be exposed to methylmercury1. References WHO. (2006). Exposure to Mercury: A major public health concern. Preventing Disease Through Healthy Environments, 4. http://doi.org/10.1016/j.ecoenv.2011.12.007 Kanai, Y. et al (2003): Functional properties of multispecific amino acid transporters and their implications to transpoter-mediated toxicity. Journal of Toxicological Sciences. 28 (1): 1-17 Kerper et al (1992), Methylmercury transport across the blood-brain barrier by an amino acid carrier. American Journal of Physiology Regulatory Integrative and Comparative Physiology. 262 (5): 761-765. Mottet et al, (1985), Health risks from increases in methylmercury exposure, , Environ Health Perspect. Nov;63:133-40. Sakamoto et al (2004), Maternal and fetal mercury and n-3 polyunsaturated fatty acids as a risk and benefit of fish consumption to fetus, Environ Sci Technol. Jul 15;38(14):3860-3. Grandjean et al (1997), Cognitive deficit in 7-year-old children with prenatal exposure to methylmercury, , Neurotoxicol Teratol. Nov-Dec;19(6):417-28. Myers, G. J., Davidson, P. W., Shamlaye, C. F., Axtell, C. D., Cernichiari, E., Choisy, O., †¦ Clarkson, T. W. (1997). Effects of prenatal methylmercury exposure from a high fish diet on developmental milestones in the Seychelles Child Development Study. Neurotoxicology, 18(3), 819–829. Kjellstrom at al (1986), Physical and mental development of children with prenatal exposure to mercury from fish. Stage 2:Interviews and psychological tests at age 6. Report 3642, National Swedish Environmental Protection Board Castoldi, A. F., Onishchenko, N., Johansson, C., Coccini, T., Roda, E., Vahter, M., †¦ Manzo, L. (2008). Neurodevelopmental toxicity of methylmercury: Laboratory animal data and their contribution to human risk assessment. Regulatory Toxicology and Pharmacology, 51(2), 215–229. http://doi.org/10.1016/j.yrtph.2008.03.005 Stern, A. H., Smith, A. E. (2003). An assessment of the cord blood: Maternal blood methylmercury ratio: Implications for risk assessment. Environmental Health Perspectives, 111(12), 1465–1470. http://doi.org/10.1289/ehp.6187 Gilbert, S. G., Grant-Webster, K. S. (1995). Neurobehavioral effects of developmental methylmercury exposure. In Environmental Health Perspectives (Vol. 103, pp. 135–142). http://doi.org/10.1289/ehp.95103s6135 Grandjean, P., Herz, K. T. (2011). Methylmercury and brain development: Imprecision and underestimation of developmental neurotoxicity in humans. Mount Sinai Journal of Medicine, 78(1), 107–118. http://doi.org/10.1002/msj.20228 UNEP DTIE Chemicals Branch, WHO Department of Food Safety, Z. and F. D. (2008). GUIDANCE FOR IDENTIFYING POPULATIONS AT RISK FROM MERCURY EXPOSURE. Exposure.

Divided Nations :: essays papers

Divided Nations Introduction In this essay, I will discuss both the cultural factors in divided nations encountered in the book â€Å"The Violence Within: Cultural and Political Opposition in Divided Nations†, edited by Kay B. Warren, and the methods by which the contributors to this volume have collected their data. The broad array of conflict and opposition encountered in the book are inclusive to countries such as Northern Ireland, Israel, Egypt, Iran, South Africa, The Philippines, Guatemala, and Brazil. A variety of authors have lent their interpretations and experiences in and of these cultures. The methods of data collection are wide ranging, including participant observation, representative, and the accounts of professionals in the same or similar fields. First, I will describe the cultural factors contributing to unrest in each of these nations, and then the methods by which the authors have collected their research material. Cultural Factors in Northern Ireland There is a long history of opposition to British colonialism in Northern Ireland and historically, colonialism creates a special case which carries characteristic cultural effects in the opposition. Colonialism, as Begona Aretxaga (223) points out, â€Å"not only exploits and despoils, it also creates meanings and shapes feelings.†. He further suggests that it is this creation of meanings and shaping of feeling that sets colonialism apart from other forms of political opposition. It is this effect which has laid the cultural framework for the political defiances of the Irish. The major cultural vessel used to express dissent has historically been seen in the form of hunger strikes by political prisoners. This practice has a far-reaching cultural basis which can be found in Gaelic tradition. The hunger strike has also gained significant meaning from the Catholic religion, drawing from the symbolism therein. Whereas this type of non-violent protest has often been associated with the precedent set by Ghandi, here it has a rich historical background and was used to rally and unify the Irish people. From the British perspective, what made colonialism acceptable to the masses was a cultural infusion, painting a picture of the Irish as savages. Their religion was deemed pagan. This religious dissimilarity has permeated through the years, and been the main source of difference as seen between these two entities. Next, I will document the cultural components contributing to the conflict in Israel. Cultural Factors in Israel The rather significant cultural