Cat on a Hot Tin Roof Essay

Cat on a hot tin roof is a tragicomedy. There is a deep meaning shielded by bits and pieces of humor which best symbolizes how actual day to day activities come to pass. In every day life we will laugh about things that hurt in order to keep an experience of normalcy. An example of this is when Big Daddy calls out the minister on his obvious attempt to gain assets for the church. The key issues faced in Cat on a hot tin roof are homosexuality, control, love and facing death. Brick, which is an appropriate name for him considering he is a brick of a man, is an alcoholic who will not face the fact that he has homosexual desires. He is the atypical American man, the personification of the American dream if you will. A football star who has a ridiculous amount of money through his father, a wealthy plantation owner. Brick has a history of not accepting they way things are. After not making it to the pros he and his â€Å"friend† created a football team in order to deny the realiza tion that they were not good enough. As in most dramas there is a lot of symbolism. The most profound that I came across was when Mamma and Maggie were arguing over what went wrong in the marriage between Maggie and Brick. Mamma points to the bed and states that the bed is the problem. At first I took it at face value as though the problem was that Brick wasn’t â€Å"getting any† but later we find out that the bed they slept on was the same one shared by the two gay lovers that previously owned the plantation. Also the title, â€Å"Cat on a hot tin roof†, the characters within the play are constantly torn between continuing to hide the secrets they keep, or confessing which would mean certain exile. Big Daddy and Brick are so similar there is no way that they would be able to coexist with one another. Both are cold and calm as far as appearance is concerned, but both have a guard that no one can penetrate unless by the other. An example of this is when Big Daddy trys to have a heart to heart with his son. Even though he appears to have his guard down they really don’t have a conversation until Brick trys to leave, then they get to the more important issues. Brick and Big Daddy also treat there woman the same. Big Daddy says for the last how ever many years he has wanted to find a  different lover because he has never enjoyed having sex with his wife. The same goes for Brick as he said he was made to marry Maggie and uses the imagery of two cats humping on a fence post. It took the fact that Brick was drunk and Big Daddy was on his death bed to finally initiate a conversation of importance between the two. Though the play hit controversial topics and had a little bit of humor I was not a big fan of it. One of main arguments was every thing was so jumbled and clustered together. It wasn’t as if there many underlying plots or anything, it was the way the story was put together that made it an agitating read. For example when Maggie is trying to have a conversation with brick, why the croquet out side or the screaming of the children. I can see where it might be important that the other brother is discussing the matter of his fathers death and the fact that nether of them seemed to concerned with the actual death but for the money, but all in all the are just too many distractions. Also with all the stage directions it was hard for me to imagine anything. When I read a book or play I want to be able to allow my imagination to run wild with it. It is amazing how a book or play becomes your own if you are allowed to play with it in your mind.

Mustard Gas

Mustard Gas During World War I LOST was the original name for mustard gas, it was named after Lommel and Steinkopf. They were the first people who proposed this gas to the military to use as a weapon in 1916. Although mustard gas could possibly been developed as early as 1822 by a French chemist, Cesar-Mansuete Desperetez. Thirty-two years later Alfred Riche repeated this reaction of the sulfur dichloride and ethylene, but both Riche and Desperetez did not note any harsh properties. In 1860, Frederick Gutherie synthesized and described the characteristics of the compound and it’s irritating properties.Another chemist known as a pioneer in cocaine chemistry, Albert Nieman repeated the reaction, and recorded blistering formations. Meanwhile, a published paper written by Victor Meyer in 1866, explained the reaction of 2-chloroethanol and an aqueous potassium sulfide that formed phosphorous trichloride. The purity of this compound was higher and there was much more severe health e ffects. He also tested this compound on rabbits and noted that they died. An English chemist Hans Thacher Clarke did this reaction in 1913. When performing the experiment the flask broke, and Clarke was in the hospital for two months for burns.Clarkes partner Emil Fischer reported the accident to the German Society, which put Germany on the chemical weapons track. Sulfur mustard is an organic compound with the molecular formula of C4H8Cl2S. Mustard gas can be reacted with different compounds, but still have the same major organic product. These are the different reactions to make sulfur gas: Deperetez: SCl2 + 2 C2H4 > (Cl-CH2CH2)2S Meyer: 3(HO-CH2CH2)2S + 2PCl3 > 3(Cl-CH2CH2)2S + 2P(OH)3 Meyer-Clarke: (HO-CH2CH2)2S + 2HCl > (Cl-CH2CH2)2S + 2H2O Other chlorinating agents that have been used are trionyl and phosgene.Chemists know mustard gas by bis(chloroethyl) sulfide or dichlorethylsulphide, but it has been called senfgas, yellow cross liquid, yperite, distilled mustard and mustard T-mixture. The name Yperite originates by the Germany army, when used near the city o Ypres. Mustard gas appears colorless if pure, but when impurities are present the color ranges from pale yellow to dark brown. There is a small odor garlic or horseradish. Mustards gas is actually not a gas; it is a volatile, very thick liquid. Mustard gas has a molecular weight of 159. 08 grams/mole, a density of 1. 7 grams/mL; melts at 144? C, and boils at 217? C. Mustard agents are regulated under the 1933 Chemical Weapons Convention. Mustard gas was formed in large amounts during World War I and II. Mustard gas was first used in World War I, but was used in the war Iran-Iraq war in 1884-1988. By 1977, the United States Secretary of Defense was told to dispose of all the fatal chemical agents, like mustard gas. When mustard gas comes into contact to skin, blistering and burns occur. These agents may cause brutal damage to the eyes, the respiratory system, and internal organs.The symptoms donâ₠¬â„¢t occur immediately, they usually appear from two hours to twenty-four hours after contact. By the time the symptoms become apparent, severe cell damage has already occurred. Mustard gas is strongly carcinogenic and mutagenic. Mustard agents are lipophilic, meaning it can dissolve in fats, oils, and non-polar solvents. Therefore people can unknowingly be exposed to mustard gas. Mustard gas is classified as a vesicant, which means it leaves lesions and burns on the skin and respiratory tract. Mustard gas can damage deoxyribonucleic acid (DNA).The compound eliminates a chloride ion by intramolecular nucleophilic substitution, which forms a cyclic sulfonium ion. This reactive intermediate tends to permanently alkylate the nucleotide in DNA strands. Cellular death and cancer can occur from this alkylation. Mild toxicity has symptoms of lacrimation, eye pain, irritation of the mucus membrane, hoarseness, swelling of the skin, sneezing, and coughing. Severe toxicity’s symptoms include blindness, blistering, vomiting, nausea, and respiratory complications. Lung injury was the leading cause of death after the exposure of mustard gas. Lung injuries start with mild symptoms, and lowly increase into chemical pneumonia, and pulmonary edema. Within twenty-four hours of exposure to skin, victims are itchy and skin irritation, which lead to yellow filled blisters. Five to ten days after the exposure of large amounts of mustard gas, there is a drastic reduction in white blood cells. The decrease of white blood cells, affect the bone marrow and lymphatic tissue to look as if the person was exposed to radiation. The best treatment is decontamination. The German Army was the first to use mustard gas effectively against the British soldiers in 1917, near Ypres in World War One.Mustard gas was dispersed as aerial bombs, mortar rounds, artillery shells, land mines, as an aerosol, and rockets. Mustard gas was only lethal in about one percent of cases. Soldiers wore gas ma sks, but this didn’t protect them from the gas, since the gas could be absorbed through their clothes. Mustard gas would stay the stay in the environment for days, and continue to cause sickness. Also, if a soldier were to be contaminated by the gas, other soldiers that came into contact with would become contaminated too.The Geneva Protocol of 1925 prohibited chemical warfare, and the Chemical Weapons Convention of 1993 prohibited the development, production, and stockpiling of chemical weapons. The mustard gas found after World War I in Germany was dumped in the Baltic Sea. Mustard gas structure: Gas mask worn to protect from inhaling mustard gas the wounds conflicted from mustard gas http://www. firstworldwar. com/weaponry/gas. htm http://en. wikipedia. org/wiki/Sulfur_mustard http://www. bt. cdc. gov/agent/sulfurmustard/basics/facts. asp http://www. diggerhistory. info/pages-weapons/gas. htm

How to Succeed in College Essay

For many students, transitioning from high school to college can be a nightmare; however, it does not have to be that way. Many high school students do not know what to study or where to study. In addition, they have many more questions about this academic process and how to succeed in their college career. Students need to know that college life is just like a marathon, which begins prior the first year of college, so they will need to prepare themselves before this new academic adventure begins. Thus, if students want to succeed in college, it is imperative to pay attention and follow some simple advice to make it happen. First, it is very important to discover and understand about yourself. Discovering and understanding your interests, skills or talents, and personality are keys to choose an academic major and institution. Students usually do not know what to study or what college to go to while they are in the last year of high school and one step away from college. If that is the case, you ought to seek for careers that have subjects which are related to your interests and skills, so you do not get frustrated when taking college classes. You need to remember that the best way of learning and succeeding is enjoying what you do. Once you have chosen your academic major, it is time to look for a college or university that is convenient for you. When deciding on a college, you should take a few key points in consideration as: how prestigious is the education of the college or university? How far is it from your home? Does the college or university have financial aid available? After you chose your academic major and college, you are ready to get to know your campus. You should get a map and a catalog of the campus, so you can find out where classrooms, labs, libraries, offices, and services are located. It is not in vain when they say, â€Å"School is your second home!† Therefore, you need to know the environment and culture of your college as your own home. Students sometimes do not realize that if they get to know their institution, they would feel more connected to it. Furthermore, knowing your college has many more advantages because you would know where to go when you have a problem or questions. Throughout this journey, you can also have the opportunity to meet helpful and very interesting people who will make your academic life easier and more enjoyable. Once you have gotten to know your institution, it is time to get started with your academic life. You will need to develop educational habits in this new world of college. You must remember that college is like a marathon, and every good athlete has to train everyday in order to succeed. For that reason, you will have to incorporate some academic habits in your life during college to nourish and make easier the learning process. Therefore, you always have to go to class even though it may sound tedious. Also, if a topic is not clear when attending classes, you need to ask all the questions necessary until you understand it. Do not feel ashamed of asking questions. Students usually keep their questions because they are afraid of asking in front of their classmates. It is also essential to find a place without distractions where you can actually study and spend quality time with your books and notes from your classes. In addition, reading and doing your homework everyday have to be part of your educational life. Likewise, you should spend more time on the classes or subjects that are more difficult for you. You ought to remember that what you put into your educational life is what you will get as a result. Consequently, your effort is quite important in this stage of your career. Also, you need to quit procrastinating homework or college activities, so you do not get overwhelmed by trying to do everything at once at the last minute. Being consistently organized and disciplined with your academic agenda will give you control over your academic life. After incorporating and developing positive habits, you need to keep in mind not to get obsessed or excessively concerned with your grades because academic success will happen in a natural manner. College is a remarkable stage of your life, so you should live in the moment. College education is once in a lifetime, so you should enjoy this learning experience along with everything that comes with it. You only need to pack your best attitude and get ready to enjoy the best time of your life during this journey. Finally, it is important to take good care of yourself if you want to perform well academically. You take care of yourself when you have a balanced life. You need to get enough sleep, eat healthy food, and exercise frequently; so that your academic performance does not get affected. Keep in mind that your body and mind are directly connected to each other, so you need to take care of both appropriately to be successful in college. If you follow this simple guidance, your experience in college would be exceptional. These valuable suggestions combined with your skills and best efforts will effectively help you to succeed in your college career. Take your nicest outfit and get ready to embark on the journey of your life! You can really love this new educational world and reach your academic goals while learning!

Reflective Learning - Knowledge Management Term Paper

Reflective Learning - Knowledge Management - Term Paper Example The researcher states that the course of knowledge management now generates interest in him and appeared to be very helpful. It is not surprising because in our contemporary changing world knowledge management represents an innovation thus the researcher considers such course to be very valuable. Adaptation of new knowledge management solutions is a very good opportunity for many organizations. The process of learning was encouraging from the very beginning. Some information was easy to understand and other caused problems and required more efforts. However, the instructor explained the material and helped overcome the difficulties. For a great number of organizations employee turnover causes serious expenses. The researcher studied a lot about employee turnover to find out more about this phenomenon in order to find the solution. The researcher analyzed great number of factors, which in their turn may arise both from employees and their bosses. Compensations, organization’s s uccess and performance are crucial determinants of employee turnover rate. It is then concluded that knowledge management is very important first of all for human resource management of the organization as it offers self-service. An employee receives an access to his personal data, to his personal plans and itinerary and human resource managers have more time to plan training schedule and implement other more important tasks instead of looking for the material to answer the questions employees have to them every day.

Case One (Stephen) (Refusal of treatment) Essay

Case One (Stephen) (Refusal of treatment) - Essay Example It will also be important to examine case law in this area to see when the courts have overridden the wishes of an individual and how this has been achieved. Through examining case law and with reference to legislation it should be possible to determine whether a doctor would have the power to override Stephen’s refusal of treatment. As there is no mention of the age of Stephen or whether he has any mental health issues, it will be necessary to consider the impact of the Children Acts and the Mental Health Acts, to determine whether these would assist Stephen in his refusal or whether a doctor would be entitled to force him to have treatment, irrespective of his wishes. The issue of consent has been encompassed into Art 5 and 8 of the Human Rights Acts (1998) (HRA), with the intention of giving respect to the autonomy of the patient. It has been noted by researches that doctors in general see consent as a legal requirement (Kessel, 1994). Human rights supporters have argued th at the protection offered to adults should also apply to mature minors, which appears to have been addressed to a minor degree within the HRA (Hagger, 2003). In order for consent to be recognised as valid the principle of informed consent has developed. Informed consent centres on the giving of sufficient information to a patient with regard to the complications that might ensure following the treatment, so that they can make an informed decision about the treatment. Actions for negligence have been successful in cases where the patient did not give informed consent (Faden and Beauchamp, 1986). An example of this is Sidaway v Bethlem RHG and others [1984]1, in which the patient had not been told of all the potential risks of the operation, and would not have given consent if they had known of these risks. Davis (2005) has argued that there should be a change in the law in relation to such matters, and that patients should be given the option as to how much information they would lik e to know about the procedure. Implied consent has occurred in situations where a patient has willingly allowed the medical professional to administer medication or injections. However, implied consent can be problematic as simple attendance at the surgery or hospital does not mean that the patient is consenting to treatment. Autonomy is important in the decision making process and many legislative changes have been made in order to ensure the autonomy of the patient. Researchers such as Faden and Beauchamp (1986) believe that a patient has to be fully informed of the probable outcomes of the treatment in order to reach an autonomous decision. They were concerned that on some occasions persuasion and coercion might be used by the medical profession or the family of the patient to appeal to the patient’s sense of reason. Internationally the Nuremberg Code 1947 and the World Medical Association Declaration of Helsinki 1964 have been established as a means of increasing patient autonomy. As mentioned earlier the HRA has also enshrined protection of the rights of adults and adolescents into the Articles, thereby increasing autonomous levels (Hewson, 2000). Many of the issues surrounding autonomy have been centred on the rights of the child, as evidenced by the United Nations Convention on the Rights of the Child 1991 where the aim was to give children the same rights as

Inclusion of Sen into mainstream schools Essay Example | Topics and Well Written Essays - 1000 words

Inclusion of Sen into mainstream schools - Essay Example Education shall be free, at least in the elementary and fundamental stages. Elementary education shall be compulsory. Technical and professional education shall be made generally available and higher education shall be equally accessible to all on the basis of merit (n.d.)" Though there are tribes that are unaware of any formal educational system, still knowing and learning the culture that they have and the important skills to subsist and to live harmoniously with his country can be considered education. Included in the kinds of persons that have the right to be educated are those who have learning and other kinds of physical and psychological impairments. These are students with learning disabilities that require special educational needs for them to be educated. They are students with special education needs or simply SEN students. The Education Act of 1996 considers a child has "special education needs" if he has a learning difficulty. In this case, a child has learning difficulty if "he has a significantly greater difficulty in learning than the majority of children of his age," and "he has a disability which either prevents or hinders him from making use of educational facilities of a kind generally provided for children of his age in schools within the area of the local education authority" (Education Act of 1996). Students with Special Education Needs (SEN) have difficulties in l... Examples of students that needs special attention are those having known disabilities like: Attention Deficit (Hyperactivity) Disorder (ADD/ADHD), Aspergers, Autistic Spectrum Disorders, Cerebral Palsy, Down's Syndrome, Emotional Behavioural Difficulties, etc. (Types of Special Needs 2003). Evidences have backed up the necessity of SEN inclusion. Foremost of these are the reports submitted by the Alliance for Inclusive Education and Disability Equality Into Education that shows the feasibility and effectiveness of inclusive education for disabled children with different impairments (British Council of Disabled People 2005, p.2). The paper submitted by 2020 campaign laid down the advantages supporting the claim of SEN advocates that inclusion is beneficial for disabled students. Through this system, they have been given the opportunities to make friends, to improve their social and academic skills and to initiate a change in this world (Inclusion is Working, 2005, p.1). Also statistics reveal that children from special schools "do less well in exams, have higher rates of unemployment and are often more socially isolated as they grow older than their peers in the mainstream (Inclusion is Working 2005, p.2)." With these papers backing up the inclusion of SEN into mainstream education, the Special Education Needs and Disability Act 2001 has been legislated to provide a revised statutory framework for inclusion. It empowers SEN students to attend a mainstream school, unless their parents choose otherwise. Audit Scotland and HMIE released a report of the findings made by the commission. These organisations found out that to make mainstreaming pupils with SEN work, schools should have time to join their headteachers and

Huntington Disease Essay Example | Topics and Well Written Essays - 1500 words

Huntington Disease - Essay Example Autosomal dominant alteration (mutation) in any of the tow copies of an individual’s gene known as Huntington. Thus each child of the affected person usually has 50% chances of inheriting the Huntington’s disease. The physically apparent Huntington’s disease may develop at any age from birth to the death, but commonly they show up between the period of 35 to 44 years of age (Purdon et al., 1994). Clinical features Physical examination of an individual often in combination with psychological examination may help in the determination of the beginning of the onset of the Huntington’s disease. Extreme unplanned movements of body part are frequently the grounds for attempting medical consultation. Moreover, if these movements are disconnected and have haphazard distribution and timing, they propose the diagnosis of Huntington’s disease. Psychiatric or cognitive symptoms are seldom the initial diagnosed but they are commonly only distinguished in apprehen sion or when they grow further. The level of progression of disease can be gauged using a unified HD rating scale which renders an overall scoring system based on behavioral, motor, functional and cognitive assessments. Medical imaging, like MRI (magnetic resonance imaging) and CT (computerized tomography), can reveal caudate nuclei’s atrophy in the earlier stages of the disease but these alterations does not provide diagnostic of the disease. Cerebral atrophy is evident in the progressed stages. Functional neuroimaging methods such as PET and fMRI can reveal alterations in brain activity prior to the onset of symptoms (physical) but are used for experimental purposes and thus are not employed clinically (Jang-Ho Cha and Young, 2000). Huntington’s disease is characteristically a grownup onset disorder qualified by insidious onset of psychiatric as well as neurologic symptoms (Harper, 1996; Ranen et al., 1996). Within the U.S., about 25,000 individuals are impacted by H D (almost 10 out of 100,000 population) and roughly 150,000 individuals have 50% risk for the Huntington’s disease because of bearing an affected parent (Jang-Ho Cha and Young, 2000). The symptoms typically commence in the period between 35 to 45 years of age while disease onset may range from as immature as 2 years or as aged as 80 years. Early symptoms consist of personality change and the continuing emergence of small spontaneous movements (Harper, 1996). Symptoms develop, with chorea turning more incapacitating and obvious. Over existence, motor symptoms deteriorate such that difficulty in walking increases as do eating and speaking. Weight loss is general, to some extent because of the extra energy needed for extrinsic movements but also to heightened expenditures of quiescent basal energy. the majority HD patients ultimately surrender to aspiration pneumonia, due to swallowing difficulties (Purdon et al., 1994). Around 10% cases of HD initiate prior to the age of 20. Th e Westphal variant (juvenile form) exhibits more parkinsonian nature. Instead of chorea, the eminent features are rigidity, bradykinesia and tremor. The juvenile onset may contain seizures. Juvenile onset typically consequences from transmission from father (Nance and Myers, 2001). Among individuals who produce symptoms prior to 10 year’s age, it has been seen that greater than 90% possess father with the same disease (Ranen et al., 1996). This propensity for anticipation of onset in younger age within following generations is

Classification and division essay on types of colleges (ex. Public,

Classification and division on types of colleges (ex. Public, Private, State or University) - Essay Example Moreover, it only offers a two-year associates degree after the completion of which, it is to the discretion of the student to transfer to another college or work based on the degree provided by the community college. However, many students have been opting for a baccalaureate degree after completing a two-year program at the community college (Bridget, & Kurlaender, pp. 1-5). However, a liberal arts college is different. The basic focus is to polish the students’ abilities in terms of writing and analysis. It does not delve too much into the intricacies of specialized teaching or learning. Liberal arts colleges offer a bachelors degree at the completion of the four-year program (Aldrich, pp. 29-35). The college does not offer any program beyond the bachelors level, but it creates too interactive an environment for the limited population of students it caters to. Side by side, the United States offers public as well as private colleges. The local governments run public colleges by the taxes they collect. This is their major source of funding, and by virtue of it, they can afford a significantly lower fees than privately run colleges. Moreover, due to the lower cost it accrues to the student, it attracts many people and public colleges generally have a bigger student body than state colleges. Private colleges, on the other hand, depend on self-generated money for operating and so have a higher cost. However, the higher cost is often associated with better facilities for students and staff as well (Aldrich, pp. 49-58). Moreover, public and private universities offer courses ranging from sciences to liberal arts. Students from a broader background tend to attend these due to the diversity of offered courses at the institutions. In addition, the degrees offered are of Master’s and PhD level too. The different types of colleges discussed have been unique in one aspect or the other. The system of education

More Efficient Software System for the University Research Proposal - 1

More Efficient Software System for the University - Research Proposal Example Apart from direct cost implications, the current system forces the University personnel to work overtime in an effort to clear up work baggage. This unfolding is not only inconveniencing to the staff but also results in additional costs of labor for the overtime work. In line with the above challenges facing the current computer system used in the University, I have opted to present a proposal of that, if implemented, will see the entire system replaced with a more efficient software system. The new system targets to improve efficiency in all University departments by minimizing on the cost of maintenance, enhance the rate and quality of service delivery and minimize the instances that University staff is forced to work overtime (Miner, J. T., and Miner, L. E., 2008). The Problems Related to the Previous System The University has in recent years seen an unprecedented rise in the number of students enrolled for various programs. According to the records from the admissions department, the total number of in-session students at any moment is estimated to stand at 10,000. In relation to the system used to serve these students, it is undeniable that its capacity is by far being outstretched. The current system was installed when the university was starting implying it was meant to serve just but a few numbers of the students in the University at the time. As such, the current system has become exceedingly slow thanks to the high number of records it has to keep. This has resulted in unnecessary and frequent delays in most of the departments. The consequence is that both the students and staff end up wasting their precious time which could otherwise be utilized in some constructive businesses. Secondly, it is not unusual for a student to visit the finance department only to be informed that the system has either crushed or developed delays and, therefore, they should come sometime later. The cumulative impact of these cases results in excessive commotion when the ex am period approaches as students scramble to get clearance from the accounts department. It is also at such moments when errors are magnified and the system could end up breaking completely. Suggested Solutions To resolve the almost perennial challenges experienced in most of the University departments, it is imperative for the University to totally overhaul the entire computer and software system and replace it with a more efficient system. Therefore, I propose that the University considers replacing the current computer system with new hardware as well as software. I further propose that the new computerized system is purchased from Systemic Company. Systemic Company is one of the renowned and dealers in computer hardware and software. If the system is installed, the University would be guaranteed of better returns with minimum cases of hiccups. To facilitate stable operational activities and processes in the University Finance department, an efficient and trust worth the computer system needs to be implemented. Such a system could be in form of application software that permits the management, tracking, and reporting of all processes that takes places in the department. Systemic Software is designed to achieve this purpose.

Quantitative finance and methods ( masters degree) Statistics Project

Quantitative finance and methods ( masters degree) - Statistics Project Example at return on capital employed and retained earnings/total assets have a very high correlation (0.6), it would be advisable to remove both of them in order to avoid the problem of problem of multicollinearity. Regarding whether to remove either retained earnings/total assets or return on capital employed based on the likelihood ratio tests, it will depend on their respective p-values. The one with its p-value approaching 1 than the other should be removed, as that implies that it is irrelevant. (e) From the coefficients of the original logistic regression, and ignoring the likelihood ratio tests, is it generally true that firms with a higher current ratio are more likely to go into liquidation? Explain. (6 marks) Firms with a higher current ratio are more likely to go into liquidation. This is because if we were to carry out a comparative analysis between the original logistic regression and Firm X statistics, it is apparent that the lower the returns of a firm, the higher the current ratio. Furthermore, it is a common knowledge that the firms with lower returns are the ones with the highest possibility if of going into liquidation. since we have concluded that firms with a higher current ratio are more likely to go into liquidation, the p-value must be less than 0.05, which shows that the model is statistically significant at the 95% confidence level. Whether the above two results are statistically significant, at the 95% level of confidence will depend on the p-value generated from the computer. If p-value is less than 0.05, the two results are statistically significant, at the 95% level of confidence. Q2. In evaluating the default risk of bank customers, two approaches are used, namely, multiple discriminant analysis and conventional methods. From a sample of 460 customers, observed results and predicted results of good and bad loans are summarised below. Q3. You are working on a research project on capital structure. You

Scholarships for African American Students Essay Example for Free

Scholarships for African American Students Essay Even if you do not have a college-aged child at home, please share this with someone who does, and to anyone and everyone that comes to mind. Though there are a number of companies and organizations that have donated money for scholarships to African Americans, a great deal of the money is being returned because of a lack of interest or awareness. Take the initiative to get your children involved. Money shouldnt be returned to donating companies because we fail to apply for it Please pass this information on to family members, nieces, nephews, friends with children etc. We must get the word out that money is available. If you are a college student or getting ready to become one, you probably already know how useful additional money can be. (If clicking on the link doesnt work, then type in the Web site address manually.) 1) BELL LABS FELLOWSHIPS FOR UNDER REPRESENTED MINORITIES http://www.bell- labs.com/ fellowships/ CRFP/info. html See more: how to write a scholarship essay for study abroad 2) Student Inventors Scholarships http://www.invent. org/collegiate http://www.invent. org/collegiate/ 3) Student Video Scholarships http://www.christop hers.org/ /vidcon2k.html 4) Coca-Cola Two Year College Scholarships http://www.coca- colascholars. org/programs. html 5) Holocaust Remembrance Scholarships http://holocaust. hklaw.com/ 6) Ayn Rand Essay Scholarships http:/ /www.aynrand. org/contests/ 7) Brand Essay Competition http://www.institut eforbrandleaders hip.org/IBLEssay Contest-2002Rule s.htm 8) Gates Millennlum=20 Scholarships (major) http://www.gmsp. org/nominationma terials/read. dbm?ID 9) Xerox Scholarships for Students http://www2. xerox.com/ go/xrx/about_ xerox/about_ xerox_detail. jsp 10) Sports Scholarships and Internships http://www.ncaa. org/about/ scholarships. html 11) National Assoc. of Black Journalists Scholarships (NABJ) http://www/..nabj.org/html/ studentsvcs. html 12) Saul T. Wilson Scholarships (Veterinary) http://www.aphis. usda.gov/ mb/mrphr/ jobs/stw. html 13) Thurgood Marshall Scholarship Fund http://www.thurgood marshallfund. org/sk_v6. cfm 14) FinAid: The Smart Students Guide to Financial Aid scholarships) http://www.finaid. org/ 15) Presidential Freedom Scholarships http://wwwnational service.org/ scholarships/ 16) Microsoft Scholarship Program http://www.microsof t.com/college/ scholarships/ minority. asp 17) WiredScholar Free Scholarship Search http://www.wiredsch olar.com/ paying/scholarsh ip_search/ pay_scholarship_ searc h.jsp 18) Hope Scholarships Lifetime Credits http://www.ed. gov/inits/ hope/ 19) William Randolph Hearst Endowed Scholarship for Minority Studentshttp://www.apsanet. org/PS/grants/ aspen3.cfm 20) Multiple List of Minority Scholarships http://gehon. ir.miami. edu/financial- assistance/ Scholarship/ black..html 21) Guaran teed Scholarships http://www.guarante ed-scholarships. com/ 22) BOEING scholarships (some HBCU connects)http://www.boeing. com/companyoffic es/educationrela tions/scholarshi ps 23) Easley National Scholarship Program http://www.naas. org/senior. .htm 24) Maryland Artists Scholarships http://wwwmaef. org/ 26) Jacki Tuckfield Memorial Graduate Business Scholarship (for AA students in South Florida )http://www.jackituc kfield.org/ 27) Historically Black College University Scholarships http://www.iesabroa d.org/info/ hbcu.htm 28) Actuarial Scholarships for Minority Studentshttp://www.beanactu ary.org/minority /scholarships. htm 29) International Students Scholarships Aid Help http://www.iefa. org/ 30) College Board Scholarship Searchhttp://cbweb10p. collegeboard. org/fundfinder/ html/fundfind01. html 31) Burger King Scholarship= 20 Program http://www.bkschola rs.csfa.org/ 32) Siemens Westinghouse Competition http://www.siemens- foundationorg/ 33) GE and LuLac Scholarship Funds http://www.lulac. org/Programs/ Scholar.html 34) CollegeNet s Scholarship Database http://mach25. collegenet. com/cgi-bin/ M25/index 35) Union Sponsored Scholarships and Aid http://www.. aflcioorg/ scholarships/ scholar.htm 36) Federal Scholarships Aid Gateways 25 Scholarship Gateways from Black Excelhttp://www.blackexc el.org/25scholar ships.htm 37) Scholarship Financial Aid Help http://www.blackexc elorg/fin- sch.htm 38) Scholarship Links (Ed Finance Group) http://www.efg. net/link_ scholarship. htm 39) FAFSA On The Web (Your Key Aid Form Info) http://www.fafsa. ed.gov/ 40) Aid Resources For Reentry Students http://www.back2col lege.com/ 41) Scholarships and Fellowships http://www.osc. cuny.edu/ sep/links. h tml 42) Scholarships for Study in Paralegal Studies http://www.paralega ls.org/Choice/ 2000west. htm 43) HBCU Packard Sit Abroad Scholarships (for study around the world)http://www.sit. edu/studyabroad/ packard_nominati on.html 44) Scholarship and Fellowship Opportunities http://ccmi. uchicago. .edu/schl1. html 45) INROADS internships http://www.inroads. org/ 46) ACT-SO bEURoeOlympics of the Mind A Scholarshipsttp://www.naacp. org/ work/actso/ act-so.shtml 47) Black Alliance for Educational Options Scholarshipsttp://www.baeo. org/ options/privatel yfinanced. jsp 48) ScienceNet Scholarship Listingttp://www.sciencenet. emory.edu/ undergrad/ scholarships html 49) Graduate Fellowships For Minorities Nationwidettp://cuinfo. cornell. edu/Student/ GRFN/list. phtml?category= MINORITIES 50) RHODES SCHOLARSHIPS AT OXFORD ttp://www.rhodesscholar. org /info.html 51) The Roothbert Scholarship Fund ttp://www.roothbertfund. org/scholExpanding your horizons Motivating young women in science and mathematics On January 29th from 8:00-1:00 pm the Central New Mexico Community College will be hosting an event to get girls in grades 5-9 excited about science For more information and to register for this free event by Jan. 14th: www.expandingyourhorizons.org/conferences/Albuquerque/ 505-750-8131 [emailprotected]

Descriptive Essay Essay Example for Free

Descriptive Essay Essay There are few moments in a person’s life in which they can take a step back from their conscious minds and realize a change in â€Å"direction† or change of â€Å"purpose† within their paths. Most of life seems like a continuous flow of a journey, an ever speeding ride that starts and finishes as the sun’s journey through our day light. We are, when you get down to the core of it, simply a combination of our past experiences and memories. But some of us, few and far between, have experienced a brief moment in history in which we felt the tides of our own oceans turning. The moment is brief. The moment is sometimes small. Yet the moment is forever fleeting. Like a cool breeze that suddenly crosses over the hot sands of our minds, we suddenly are swept up from something that finally brings a new sense of understanding into our lives – ultimately changing us forever. This moment came for me when I was rather quite young. In fact, I was in the middle of my third year of elementary school. Before we go any further down this recollection trip of ours, I will have you know a little about my past. In my younger days, I had been branded as what you may refer to as a â€Å"liar†, but the reality wasn’t found in the sense of that word. Instead of â€Å"lying† in modems of deceit, I simply and honestly believed with all my being that if something was conceived within my thoughts and plopped out of my mouth that it was systematically true. It probably sounds absurd, simply believing in something and taking it as true when there was no evidence behind its conception other than my frivolous thoughts. But that’s how it was, or so I thought, in my world of being. In fact, I vividly remember telling my brother one day that I was actually not his sister, rather a lost princess in need of finding her way home. Where from the cosmos did that idea originate from? Well, since I can’t even tell you, God would be the only one to know. With the daisy chain I labored at making for hours around resting atop my curly locks and birds singing every which way I turned, I was a princess. Nothing that â€Å"reality† presented to me was truer than that. And so time went on. I was a royal princess. I did not eat the last cookie. I had magical powers. Just no one else knew about it yet. Imagination was the all-powerful and ruling force of my world – the seams of reality and dream forever muddled and intertwined. It was like I had not really been born yet, like I was not actually alive, rather just stuck in purgatory of pre-life and had not yet taken the steps into the real universe yet. And then came  third grade. It was Mrs. Alley’s class she was a rather â€Å"persnickety† as she liked to call it lady who absolutely wouldn’t let anyone get away with anything. She was nice though, I could tell she had a warm heart and I liked her better than my last teacher. All the other kids had done and finished their detailed map of the California state, all colorful and bright from crayons wax. But then there was me – perfectionist who would draw four pencil etchings and then erase five. Mrs. Alley announced that everyone that was done could go outside and begin a game of â€Å"kick ball†, which was the absolutely best part of any school day. I was put in between a rock and a hard place. As everyone else started fileling out of the room, a silence began to pervade the place. Eventually I was alone, sitting in a desk with a half lightly drawn potion of California on my paper. Eventually I just put my pencil down and started to look around the class room. It’s truly amazing how the absence of sound and souls can change a place. As the clock ticked onwards, my mind came to recollect the perfectly printed version of the California map that was resting in the pages of my history section of my binder. One envisioned, there was no turning back. I ran to the other side of the class room and tore my binder from the top shelf, turned the history tab and found my booty. It didn’t take long, the copying of the whole thing and the end product was rather magnificent if I have the right to admit so myself. By the time I was finished though I could hear little third grader feet beginning to scuff on the outside stairs. With the zip of a zipper and a scurry across the room, all proof of the occurrence had been erased†¦ or so it appeared. When everyone had come back in, Mrs. Alley announced that there would be a contest for whoevers map looked the nicest. As she walked around she gave nods and smiles to the other children, but when she came to peer over my shoulder she stopped. With perfect lines and strait edges my map probably seemed like a masterpiece of Van Gogh’s proportions compared to everyone else’s. It all happened rather quickly. The asking, the removing of the binder from the book shelf, the  hol ding of the map up to the window against the original, but all throughout this process a thought formed from within my head and there was no point of return: I had not traced it. I had done it all by myself with my own hands. For all I could have known in that moment I could have been outside the whole time with the rest of my class, but the history of the past hour was completely erased from my mind. It seems odd really, even for me to talk about the thought that I gave myself subject to and belief in, as if almost I am only recalling memories from another world or a half remembered dream. All I can remember from that moment is that from the whole moment is my whole body and being screaming â€Å"No† from every angle, every corner of the depths of my being. But she did not give in, she did not even falter. Eventually we sat alone in her room, fists clenched, face red, and eyes wet and still neither giving in. And then she turned to me and said â€Å"Ok Courtney† with the most unsatisfactory unbelieving persona that I have ever have witnessed in my life. As the car wised by the pine and cedar trees I could still feel the heat of anger come off my face. Why didn’t she believe me? My mom crying from the driver’s seat tried to lecture and yell sense into me. She was a good mom, is and always will be. Neither she nor my father had ever taught me to â€Å"lie† or let me get away with it. The sting of getting spanked had often been upon my bum in my younger years. But I honestly didn’t know what I was doing wrong. The â€Å"lies† I was accused of making were simply given truths in my mind. And then it hit me. Like a hail storm sent from the Greek gods that fell and tore away the bond between me and my fuzzy pink fog of fantasy, the memory. The remembrance of what had really occurred in the class room a couple hours ago. My world wasn’t real, or at least the one I had been creating wasn’t in the least. The bands of the horizon in my life slowly started to unravel and integrate in front of my very eyes. All of a sudden, from the very depths of somewhere in my being, a very distant kind of concrete place that resides behind my head, I heard a voice. Sweet and low, comforting yet powerful I heard a voice that was not of my own in my head. And it seemed to bend down and pull me close as a parent does to their kids after a thunder storm has just passed as it whispered somewhere within me, â€Å"BE ALIVE†. I started to cry, in fact rather mentally break down. And through my tear I finally gained sight of the light of day that penetrated and wished all the fuzzy thick fog of my fantasy  world away.

Modified Radical Mastectomy for Contralateral Breast Cancer

Modified Radical Mastectomy for Contralateral Breast Cancer Abstract Breast cancer is the most common malignancy in women worldwide. With improving survival figures and early breast cancer detection, treatment related long term adverse effects of radiotherapy have become a concern. Contralateral breast cancer due to scatter radiation from during radiotherapy of diseased breast is one of them. This prospective clinical study was conducted to measure the dose received by the contralateral breast and compare the different techniques which influence this dose. It was found that in post mastectomy patients, treatment with telecobalt medial tangential field contribute more dose to contralateral breast compared to supraclavicular field and lateral tangential fields. The mean dose received by contralateral breast during irradiation of chest wall was 168.29 cGy which 3.36 percentage of the prescribed dose. Key Words; contralateral breast dose, breast malignancy, thermoluminescent disc, scattered radiation Introduction Breast cancer is the most common malignancy among the women worldwide. [1] With improved survival figures due to early breast cancer detection and multimodality treatment, long term adverse effects in the form of second malignancy of contralateral breast (CLB) has become a concern. In patients getting radiotherapy to the affected breast, CLB also receives radiation in the form of scattered radiation due to scattered from primary. Second malignancy is a late sequel of radiation appearing at an interval of 10-15 years. [2, 3, 4, 5, 6, 7] Since breast is highly radiosensitive structure this dose to CLB is a major concern especially in younger women and patients with longer life expectancy. Although radiation induced malignancy is a stochastic effect but the intensity increases linearly with increase in dose. [8] Studies have measured CLB dose on phantom and patients and have observed that the dose to CLB is more for medial tangential (MT) than supraclavicular field (SCL) field and later al tangential (LT) field. In our centre 22% of female patients are suffering from breast cancer and majority of them belong to low socio economic status and presented with advanced disease. In the present study we measure the dose to CLB in patients receiving radiotherapy following modified radical mastectomy (MRM). The radiation dose to CLB were measured with the help of CaSO4: Dy thermoluminescent discs (TLD). The TLD are highly sensitivity and can measure even very small doses. Materials and methods Measurement of CLB was done in 25 patients undergoing for EBRT by cobalt teletherapy machine (THERATRON 780 C and E) following MRM. Precalibrated TLD (9mmÃâ€"13mm) were placed on the surface of CLB. Total three discs were placed one at the nipple and other vertically on either side of nipple 3 cm apart. We tried our best to place the TLD on the same position each time. Skin tattooing was done to demarcate the exact position at the first sitting and this was used subsequently to replicate the position. After delivery of radiation dose for a particular field the discs were removed and another set of three discs were placed for next reading. In this way total six discs were used daily, three for SCL field and three for MT or LT field as MT and LT fields were treated on alternate days and SCL field was treated daily. For MT and LT fields breast cone was used for half beam block. Total dose delivered was 50 Gy in 25 fractions, 2 Gy per fraction, 5 fractions per week in 5 weeks. The expos ed TLD were stored in radiation free zone and the readings were taken after 24 hours and within 7 days after exposure because after seven days the TLD start to loose electrons. The scattered dose received by TLD were measured on NUCLEONIX TL 10091 TLD reader. After one set of measurement, the discs were annealed by heating 400 degree celcius and then used for next measurement. For each patient, measurements were carried out at first week, third week and last week, total three times during the course of treatment. Statistical Analysis Mean dose calculation received by CLB. Total dose received by CLB, this was calculated by multiplication of mean dose to number of fractions. The percentage of radiation dose received by CLB with respect to the prescribed dose to diseased breast (Total doseÃâ€" 100 / prescribed dose to diseased breast). We also stratified data based on gantry angle at which EBRT was delivered (≠¤50 degree and > 50 degree). The statistical software SPSS version 20.0 was used for the data analysis. Results The age wise distribution of patients and the mean dose received by CLB is shown in table 1. 19 out of 25 patients in our study were 50 years or younger. 52% patients had left sided breast cancer. Table 2 shows the contribution of SCL, MT and LT field dose with the gantry angle at which the radiation dose was delivered. Total dose received by CLB varies from 1.22% to 5.82% of the prescribed dose of 50 Gy to the affected breast. Mean total dose received by CLB was 105.55 cGy with MT field followed by SCL field, (33.96 cGy) and LT field {(28.97 cGy) as shown in table 2. This data shows that the maximum contribution of dose to CLB was with MT field followed by SCL field and LT field. Mean dose with all three fields received by CLB was 168.48 cGy with SD  ±62.23 which corresponds to 3.36% of prescribed dose to affected breast. 11 patients were treated on cobalt unit with gantry angle ≠¤ 50 degree having 3.00% contribution of CLB dose (table 3). 14 patients treated with gantry angl e > 50 degree had 3.79% contribution of CLB dose (p=0.199). The mean, median and range were 3.66, 3.34 and 4.60 respectively. Discussion It is well known that exposure to ionizing radiation causes carcinogenesis in healthy tissues. Although it is a stochastic effect having no threshold dose but the intensity increases with increase in radiation dose. CLB must be considered as an organ at risk during radiotherapy planning for treatment of cancer breast. Many previous studies conducted to calculate the dose received by CLB, were based on patients, phantom or treatment planning system. Boice et al analyzed the record of 41109 patients of cancer breast and they found the mean CLB dose was 2.82 Gy. [9] They also hypothesized that there was increased relative risk of CLB malignancy due to exposure to ionization given to diseased breast. The relative risk was 1.19 for all patients, however the relative risk was more (1.49) for younger patients who were less than 45 years old. In our study, the maximum dose received by CLB in women below 40 years which was 3.93 percentage (196.437 cGy) of prescribed dose. The minimal dose was received in patients who were above 60 years of age {(1.96 %) (97.875 cGy)}. The possible reason could be the increased laxity of breast tissues in older women cause more lateral shifting of CLB away from the radiation at the time of exposure. Half beam block technique is routinely used while irradiating the breast with tangential beams. [10, 11] Kelly et al measured CLB dose on Alderson Rando phantom using TLD with four different techniques of breast cancer treatment using 6 MV photon beam on linear accelerator. [12] The used half beam block with asymmetrical jaws, custom blocks and symmetrical collimator jaw. Another technique used was isocentric method with non divergent posterior border. They observed highest dose to CLB in MT field with wedge. In our study radiation was delivered using half beam block with breast cone. The dose to CLB was maximum with MT field because in half block beam, the breast cone is placed near to surface of breast which cause increased dose due to secondary collimator scattering. Bhatnagar et al compared dose to CLB during EBRT to chest wall irradiation using conventional tangential technique and intensity modulated radiotherapy (IMRT). [13] They observed 20 percentage reduction of dose to CLB using IMRT. According to a study by Chougule, the average contralateral nipple dose was 152.5-254.75 cGy and the percentage was 3.05-6.05% for a dose of 5000 cGy in 25 fractions for post mastectomy breast cancer. [14] In our study, the measured mean contralateral nipple dose on was 171.88 cGy (55.5-303.80 cGy) which accounts to 3.47% (1.11%-6.07%) of prescribed dose (table 2). Dose to CLB were higher for dose calculated at the level of nipple as compared to dose received by whole CLB. This may be due to TLD at level of nipple being closest to the radiation source. According to Rankel et al with high gantry angle the beam will be closer to the surface leading higher dose to the CLB. [15] In this study, it was found that with gantry angle >50 °, more dose was delivered to the CLB though the difference is not statistically significant (p=0.199). Conclusion In our patient cohort, higher inadvertent CLB dose was delivered in younger patients with MT field; overall, dose being 3.36 percentage of prescribed dose.

Symbolism in Lord of the Flies, by William Golding Essay -- essays res

Symbolism in Lord of the Flies, by William Golding In his classic novel, Lord of the Flies, William Golding uses many elements of symbolism to help the readers gain a greater understanding of his message. Symbolism can be anything, a person, place, or thing, used to portray something beyond its self. It is used to represent or foreshadow the conclusion of the story. As one reads this novel, he or she will begin to recognize the way basic civilization is slowly stripped away from the boys as conflict between civilization and savagery arises. The conch shell represents power and authority. Whoever has the shell has the power to talk. The conch shows how people use objects to give power, like a crown. "Conch?" "That's what this shell's called. I'll give the conch to the next person to speak. He can hold it when he's speaking (pg.33)." This shows that whoever holds the conch during meetings gets to speak At these meetings a sense of order is instilled because the boys have to wait until they hold the conch to speak. The conch becomes a powerful symbol of civilization. "By the time Ralph had finished blowing the conch the platform was crowded." (Golding, 32) Ralph shows his leadership abilities as he recognizes the use of the conch. Ralph begins to take leadership over the boys by setting rules as using the conch to let everyone have a turn to speak. Another symbol of strength and command is the fire. As long as the fire is well maintained, the b...

How I Learned to Love Community Service :: Essays on Volunteering

"He who wishes to secure the good of others, has already secured his own." - Confucius "Caring has the gift of making the ordinary special." - George R. Bach Filing. The word itself made me shudder. The hours spent kneeling at the cabinet searching for folders, the monotony of sorting hundreds of papers into piles, and the sharp sting of pain as my finger hit the edge of a peer at the wrong angle – it was tortuous on so many levels. It had only been 3 months since I’d started volunteering at the hospital, and already I was sick of it. The copious amounts of paper cuts I’d compiled, the long drab hours of staring at the clock, the days of filing, filing and more filing – this was community service? This was not helping anyone – it was busywork. The more time I spent filing, the more my attitude became sullen and negative. Two weeks later, I was sent to work at the pediatric ward. Instead of the usual papers, I was handed a baby! Gently, the nurse said that the baby was ill and never had any visitors – in order to get better, he needed to be held, and would I mind holding him for a few hours? So it happened that I spent four hours rocking a newborn baby, scared that I would somehow accidently break him. In those hours of feeling the warmth of a neglected child, of looking into his innocent, pleading eyes, I realized that this was the essence of community service: helping those who couldn’t help themselves and giving time to those who truly needed it. The satisfaction and contentment that washed over me were worth every minute I had spent filing, every paper cut that I had ever received. My mind more open, I understood that even filing helped people, and as such, hadn’t been a waste of time. Since that bout of epiphany years ago, my volunteering has expanded. I hold a weekly class at my church teaching children about the bible. This experience has transformed nearly every aspect of my life. Designing craft lessons has increased my creative sense – something that I’d sorely lacked before. My planning and organizational skills augmented due to the time management that’s required. My presentation and speaking skills have drastically improved – from being an awkward, mumbling speaker, I have become more eloquent and confident.

Importance of Nothing in Shakespeares King Lear Essay examples -- Kin

Importance of Nothing in William Shakespeare's King Lear    The Tragedy of King Lear has many important themes. One major theme concerns "nothing." The main focus around the discussion of "nothing" is that "nothing" is a many things. Nothing is what binds everything. The first mention of "nothing" is when King Lear asks his daughters to profess how much they love him. The eldest daughters shower compliments upon him tickling his ears. Yet the Lear's favorite daughter Cordelia will only speak the truth. When asked what she can say to gain her a portion of land better than her sisters, she replies, "Nothing, my Lord" (1.1. ) He exclaims, "Nothing!" (1.1. ) and she responds, "Nothing" (1.1. ). Lear's answers, "Nothing will come of nothing" (1.1. ) As he voices this, he has made something of nothing. Lear takes offense in a true and honest answer. Cordelia's "nothing" will blossom into something tremendous. This is the cause of Kent's banishment and her hasty marriage to the Prince of France. In 1.4, the Fool rattles off a teaching to Lear. Kent (in disguise) says his spee...

Cargo Ship

Unitized Cargo Ship The concept of utilization is not a new one; it was used by the USA army in the second world army war to provide its forces fighting in Europe with weapons and ammunition. Unitization since that time has been used and developed to comprise all modes of maritime transport, as well as air and land transport modes. Definition: Utilization is a grouping together of two or more (Usually of a homogeneous nature) and securing with banding, glue, shrink-wrap, slings or permanent (e. g. lover leaf), to form a unit which, together with a Base (skids, pallets, etc. ) Or a permanent sling allows Mechanical handling equipment (e. g. tynes of a fork Life truck) to lift and transport the unit. In addition, Unitized cargo can aslo be defined as the grouped cargo that is carried aboard a ship in pallets, containers, wheeled vehicles, and barges or lighters. In other words, unitization of cargo is the process of grouping products and loading them onto a pallet once the products are properly packed.In other words, the whole process starts with packaging of products into individual packages before being put into an outer pack before they’re shrinking wrapped and loaded onto a pallet. Advantages of unitization: * Ease of tallying. * Reduced breakage. * Reduced pilferage * Faster speed of working between ship and shore (and on ship or shore). * Reduced labour requirements when handling between interfaces. * May make more effective use of vertical storage space in sheds and holds by stacking 4,5 or 6 units high.Disadvantage of unitization: * Loss of spaces below decks where the ship of the vessel is compatible with the space of the unit. * Loss of spaces caused by the shape of the package beginning unitized, e. g. drums on pallets. * Collapsed or crushed units requires labour intensive efforts to rectify, handle and store. * An element of extra cost involved in the pallet, slings , skids, shrink-wrap, strapping , etc.

Boethius’ Consolation of Philosophy Essay

Hundreds of philosophers existed thousands of years ago. It was a time when the only leisure you could probably do was think, theorize, analyze and discover things. Obviously, two thousand years can change the habit of people and these days, thinking would take a lot of effort. The discovery of new things never stop as people have that urge to continue improves lives. In history and philosophy classes, great thinkers and philosophers were often studied. It is pretty amazing to read their works and come up with such incredible thoughts at that time. Often, they talk about leadership and politics. It was a time when countries are still developed and lands are yet to be discovered so a great leadership was very important. Although we would still analyze and review the philosophers’ works, more often their teachings cannot be applied to the current times. Sometimes change does not only involve technology and advancement, it can also apply to leadership and certain philosophical views. A great factor would involve the changing times. The lifestyle and the culture of the people are much different thousands of years ago. It was a time that women were limited to do domestic chores. Philosophers like Plato and Aristotle, wrote about what they of women during that time. It was probably a time when the role of women in the society is not defined. Of course, women nowadays are powerful and strong. They have created their mark in the society and gender bias in a lot of major industries is non-existent. That is why a lot of rules and laws cannot be applied to the world today. However, there are still some teachings that can be used up to now. These are the teachings that involve a great perspective in life. Sometimes, an illustrious perspective on life makes a person great. Anyway, the brain is the most powerful organ that is why the mind should take control of one’s lives. Teachings about life are very important that is why some philosophers and great thinkers are idolized and people formed a religion to continue preaching their teachings. One of the members of the long list of philosophers is Boethius. Although not as familiar as Aristotle and Plato, Anicius Manlius Severinus is the real name of this Roman philosopher but he was more famously known as Boethius. Boethius was born from a wealthy and educated family and like any other kids during that time; he studied poetry, mathematics and philosophy. Theodoric, the Gothic King ruling from Italy to Rome, appointed him court minister. Soon, his two sons became court ministers as well. He was a bold and brave man, with thoughts envied by a lot of people. His boldness is what brought him down as he became the object of vengeance of those oppressed. Boethius was known to check in the oppressions of some leaders. He was then accused of treason and was stripped of his dignities. In 524, he was executed in Pavia. While in prison, Boethius immersed himself in writing and there he wrote his greatest work. His masterpiece, The Consolation of Philosophy, talks about random thoughts about nature, justice and evil doings. The Consolation of Philosophy is a work mixed of prose and verse. It is a copy of Boethius conversation with Philosophy during the lonely years of the prisoners’ life. The work was theistic overall but it did not indicate whether the writer was Christian or not. In the Consolation of Philosophy, Philosophy showed Boethius how uncertain earthly fortune is and there is nothing more secure than virtue. Boethius was the last great Roman writer who translated Aristotle’s work. His translations were the sole means of studying Greek philosophy for a long time. His manuals on geometry, music, philosophy, arithmetic and astronomy were used in medieval schools. It may seem that Boethius may be having apparitions in his prison, but these visions came with a great message and a deeper insight. Boethius saw the reason behind his imprisonment and his conversations with Philosophy ended his misery and opened his eyes to better things, better perception. There was more to a great fortune and earthly things. It was probably some of the great things that Philosophy advised him that can still be applied up to the modern times. The first part of the book opens with Boethius having some afternoon thinking and writing when all of a sudden a woman appears in front of her. He described the woman as very beautiful and having a very powerful presence. He distinctively described her dress having embroidered the Greek letter Pi at the bottom and on the top hem, Theta. There was a ladder in between the two letters. She was holding books to her right hand and a scepter in the left. She was the Muse of Poetry. Boethius was currently having one of his many melancholy moments. Tears were trickling down Boethius’ eyes when the Muse of Poetry became angry. She was questioning the existence of sluts in Boethius’ place. She says that they only provide him temporary happiness that will not help him in his condition but instead will worsen it. The Muse of Poetry then pushed away the girls and they left in dismay. Boethius was teary-eyed as they left but eventually the Muse will explain why she did such thing (O’Donnell 21). The first part of the book shows how deserted Boethius feelings was in the prison that he tries to enjoy his self from getting temporary happiness. Apparitions or not, the Muse of Poetry shooed away the cause of all these but Boethius couldn’t help but feel terrible of her act he even questioned her authority. This lesson can still be applied to modern times. Often, when people have problems they are pushed to do band-aid solutions that will give them a short term solution to their problem. It is such an emotional thing to do that people do not even think of the long term effect or even the long term solution to their problem. A concrete example would be poverty. It is a sad fact that poor people are often pushed to do the bad thing. When a person is desperate to get food, he often steals. This solution just makes things more complicated as that person ends up ruining his life by spending it in jail. It is one of the many things that emotions take over and the mind stays behind. People often think of short-term solutions to their problems without considering the long-term consequences of these short-term solutions. The next stanza talks about how the Muse of Poetry consoled Boethius grieving soul. It was very well written with descriptions of how miserable Boethius has been. She assured Boethius that everything was going to be okay and that it was a time of healing not grieving. The Muse narrated how he brought up Boethius—being the great man that he is now. And although his situation may seem to be not bright, these too shall pass for the Muse is there to protect him and assure him that his virtues will prevail in this hardship (O’Donnell 24). This stanza was definitely was of the most touching part of the book. Really, this was the consolation of philosophy and one can’t help but feel for Boethius suffering. He was deprived of the life he deserved yet his imprisonment didn’t stop him from writing wonderful works. The second stanza also hints on the probable religion of the Philosopher—Christianity. The Muse somehow reminds me of Mother Mary and how she would protect her son from danger. It also signifies that the philosopher believes in a supernatural being that is more powerful than the earthly soul. Like any other human being, Boethius was going through probably the toughest battle in his life. And every human goes through that. No matter how driven or optimistic we are in our lives, there will always come a point that we want to give up. What the Muse was trying to communicate was that Boethius was born and made greater than his problems. And that does not exempt us. This made be theistic, but God won’t give us a problem that we could not bear. It is just normal that we feel like giving up at times especially when all hope’s lost but all we have to do is to stick to that goal and the universe will conspire to make life better for us. The next stanza talks about how the night ended and the day started with Boethius describing his physician examining him. The physician turned out to be Philosophy and she narrated how she has been with Boethius all along. She narrated how she started with Plato and Socrates and how she has turned out to be what she is now. She explained to Boethius how she has been taking care of him all throughout his life. The next stanza narrates his conversation with Philosophy. She tested him of the things he knew and welcomed him of her questions. The first thing that Philosophy asked him was if believed that life is full of chances. And he bluntly answered that God governs his creations and everything happens for a reason and he will never abandon His creation. The Philosophy then asked him why he was in such grief when he believes that God knows the best for him. By then, the writer was dumbstruck for he did not know the answer. The Philosophy knew something was missing and she was right. Boethius soon confessed that he was overpowered by grief. He knew the answer but he was just miserable to realize that the answer was just right in front of him. Philosophy then declared that the reason of his sickness is his grief and it was he who created all of those (O’Donnell 28). The following lines were so powerful that one cannot help but relate to Boethius’ situation. Pretty sure every one has gone through that pain. It was a feeling of emptiness and pity. It was as if the world has gone against us and everything is so not going our way. At the back of our minds, we know that something great is lurking around. We just have to be patient as good things come to those who wait. It was also just a matter of believing and working for whatever it that we want. It was a matter of realizing that we are in control of our lives—through God’s guidance that is. In general, the teachings of Philosophy can definitely still be applied to modern times. We all go through trials no matter what time or age we may be. It is just a matter of perspective. And although Boethius didn’t have any material thing left for him, it was his virtue that was more important than anything else. And that applies to all of us as well. Work Cited O’Donell, J. Life of Boethius. Pennsylvania: University of Pennsylvania. Pages, 1996.

Koko the Gorrilla

Jocelyn bolanos Anthropology 118 22 October 2012 Koko the Gorrilla Koko is an extraordinary gorilla that is able to communicate to humans by the use of American Sign Language. Although there may be many linguists who discredit this notion, AOl chat was able to provide transcripts between penny, who is Koko’s translator, and Koko the gorilla through the use of American Sign Language The transcripts provide evidence of gestures, behaviors, and thoughts that Koko does through her conversation with penny.To begin with, Koko’s symbolic behavior lacks compared to that of penny and AOL behaviors, but let us take into consideration that we, as humans have developed language as part of culture for several centuries and as for Koko the gorilla she has only been train for only a couple of years, I suspect. Through out the transcript Koko shows gestures and behaviors that to many would believe can symbolize her way of understanding and comprehending rationalized ideas. For example, when penny asked Koko if she believed people loved her, Koko responded by saying, â€Å"Love no. (headshake). This simple yet sophisticated answer can provide evidence that Koko is able to communicate with humans even if the form of the sentence is not correct the way people would assume it to be. However, because Koko has her own grammar system of rules it allows for the combination of those words into meaningful sentences. This could also be seen in human language, if the sentence formatting was wrong we would still be able to decipher what the message is trying to saying. Another example that can be seen of a symbolic behavior of language is when Koko says, â€Å" people apple give me. Penny recognizes the signs that Koko gives, therefore both have an understanding for each other’s sign even if the sign are arbitrary. Furthermore, I would consider Koko a speaker of language. A language is the capacity of acquiring and using complex systems of communication. All language s rely on the process of semiosis to relate sign to particular meanings. There are many examples in the transcript that show Koko relying on language as a way to convey a message. For example, when Koko says, Browse for there hurry,† Koko is relying conveying an action to relate to a sign which is food to convey a eaning, which is for penny to hurry up and give her food. Human language is thought to convey of two parts; one is lexicon and second is grammar. Koko is able to communicate with her translator penny with her own lexicon, which would be 1000 words of sign language and who also understand over 2000 words of spoken English. Koko is able to convey her thoughts into sign that penny is able to understand. For example, when Koko says, â€Å" mouth give me. † Koko uses sign to communicate with penny, telling her to give her food.Because linguistic signs are arbitrary, Penny and Koko both had to have an understanding with each other, they both had to agree to assign a valuable meaning on that specific sign. Language separates us from others and because we cannot determine whether animals have â€Å"thought,† many people can say that penny is interpreting small gestures and actions into a series language that many not actually be within Koko’s intellectual capacity. I still believe that Koko is a speaker because language is a natural organism, that grows and evolves in accordance with fixed laws and not determinable by the will of humans.Since Koko is able to form her own sentence using her lexicon, I would consider her to a speaker of language. Language is not a function of the speaker, but it is passively assimilated, that too could mean the same to for Koko. In addition, I believe that these transcripts do not provide sufficient evidence to decide whether Koko is a speaker of language or not. Although I believe Koko is understandable of human language there are further question to address. Koko could just be one in a million chan ce that is able to comprehend human language or it could all be sign and actions misinterpreted into a so called language.To further conclude that this is not the case, I would need to have more information on other cases of gorillas that can also speak in American Sign Language. His could further prove that Koko is just not an extraordinary case but it is seen in other gorillas. I would also like more information on Koko’s life and if she chosen for any specific reasons as for learning Sign Language. Did she show more intellectual capacities than other gorillas? I would also like to know if Koko only uses American Sign Language as the only form of communication with others or does she resort to her natural way of communication with humans and other gorillas.I would also like to know the process of teaching her American Sign Language and how she interacted back in the process of learning. This information could give me a clear understanding for the reasons why she was she and give me evidence that she was actually thought something and was not misguided or misinterpreted into something that it truly was not. In conclusion, Koko is a very special gorilla that I believe is a speaker of language because she is able to understand and comprehend rational ideas.Language is always changing, words are always being added, Koko has her own language that is understood through her translator Penny, she is not only able to communicate but one is led to believe she is capable of rationalize thoughts and comprehension of sign language. Although her ideas may not be clear she has an understanding of the human language that is clear enough for the human to interpret what it is she is trying to say. Koko has her own lexicon and grammar to which in turn provides a meaningful sentence that not only she can understand but to Penny as well.

Love Obedience Duty Essay

The themes love, obedience and duty do not only run strongly throughout Romeo and Juliet, they are the main themes of the play and are essential motives for the many of the events that occur in the course of this play. These themes are of highly significant importance to the events that unfold in the play, the development of characters and the general ideas and values Shakespeare presents to the audience. The theme love is undoubtedly one of the most important, possibly most, themes in the play. It is because Romeo and Juliet fall in love with each other that most of the subsequent events occur. In Act II Scene II, the balcony scene, the two lovers express their romantic feelings for each other leading to their engagement (Lines 143-148: â€Å"If that thy bent of love be honourable†¦And follow thee my lord throughout the world†). Through this love the audience is able to see the hardships of love that the two unexperienced lovers go through, separation and ultimately death. The two characters are infatuated with each other and this drives them to become hasty with decisions. The development of both Romeo and Juliet’s characters links to the romantic love that they share. Romeo, at the beginning of the play feels he will never love again as Rosalind does not return his love (Act I Scene I Lines 221-222: â€Å"She hath forsworn to love, and in that vow Do I live dead that live to tell it now†) although this changes when he see Juliet. Juliet appears to be obedient and loyal to her family, promising to give Paris a chance (Act I Scene III Lines 97-99: â€Å"I’ll look to like†¦Than your consent gives strength to make it fly.†), until her love of Romeo tears her loyalties apart. It is not only this type of love (romantic) that this play explores. Loves such as dutiful love is displayed through Paris, who loves Juliet dutifully while Juliet is expected to do so to Paris (Paris shows this in Act V Scene III, bringing flowers to Juliet’s grave). Conditional love is shows through Juliet’s parents, who arrange her marriage, seemingly unjust, but arguably with her best interests at heart (Act III Scene IV Lines 12-17: â€Å"Sir Paris, I will make a desperate tender Of my child’s love†¦on Wednesday next†). The  friendship between Mercutio, Benvolio and Romeo is another example of love that leads to events in the play. For instance, the death of Mercutio leads Romeo to seek revenge for his death (Act III Scene I Lines 122-129: â€Å"Alive in triumph, and Mercutio slain†¦Either thou, or I, or both, must go with him.†). The fatherly relationship Friar Laurence and Romeo share can be a reason for the friar’s involvement in the play. Love connects the characters of the play to one another as they share some form of love in some way for another person. Love thus plays a significant role in the play. Obedience is a key theme in the play although it is less wide spread across characters. This theme is mostly relevant towards Juliet but it can be applied to Romeo as well. The issue of family honour versus personal gain is brought up by the way Juliet is required to listen to her father and marry Paris although she is in love with Romeo (Act III Scene V Lines 120-123: â€Å"I pray you, tell my lord and father†¦These are news indeed!†). The same can be applied to Romeo and his father. The two lovers are compelled to take their families side in this â€Å"civil brawl† and cannot be together. Thus, this theme provides the play with the complication and can therefore be said to be important. The theme of duty is one of great significance. Most characters belong to either the Montague or Capulet household so the theme is tied in. The idea presented is that one has a duty to follow the beliefs and values of your family even though you do not believe in them. Romeo is one such case. This is an important issue addressed, as Shakespeare could be satirical of society in this manner. Romeo and Juliet are able to break away from this and love one another even though they know it would not be approved of. This is a vital point in the play (Act II Scene II). Another form of duty is similar to obedience. It is the duty of having to obey, for instance Juliet is torn because she has a duty to obey her father and family values but she also has a duty to be loyal to her husband, Romeo (Act III Scene II Lines 73-85: â€Å"O serpent heart†¦In such a gorgeous palace.†). Duty, like the other two themes play just as important a role in the play. The three themes, love, obedience and duty, are obviously linked to one another. Obedience and duty are very much similar. Obedience and duty are connected to love because they prohibit and constrict it in many ways. Romeo and Juliet’s obedience and duty for their family made a barrier for their love. The play is simply about that. Thus, the importance and significance of all three themes together is apparent. Love, obedience and duty are the fundamental themes of the play Romeo and Juliet. The plot and story is based around these three themes and without them there would be no story. These three are also crucial in shaping the characters personalities as their feelings towards these three issues show the audience what they’re like. Love, obedience and duty are also important in the overall meaning of the play, addressing the problems and giving a coda or message. The above stated points draw a conclusion that the themes love, obedience and duty play significantly important roles in the play Romeo and Juliet.

In the play Capulet wants Juliet to have a good life Essay

Romeo and Juliet is a tragic 16th century Shakespearean love story set in the Italian city of Verona. The life of a father and daughter in our lifetime at the moment would vary considerably from the one Capulet and Juliet lead in the play. In the 16th century women were expected to do many things for men. Men’s expectations for women in the 16th century were that they cleaned the house looked after the children and were treated as second class citizens. Men expected women to obey them and do anything they say if the women disobeyed the men they would subject to punishment in the version of getting hit in those days because there wasn’t strict law and order in those days. So if a women married a man they would become the sole property of their husband. In the 16th century the father was the man of the household who would finalise everything. When they’re daughter was around 14 the father would chose who she would be married to, but as in the play some daughters didn’t feel that their fathers choice was correct and if they turned down his offer they would also be subject to punishment. The rejection of their father’s choice would also make their fathers feel hurt because his daughter had rejected his offer of happiness, the father also feels that his daughter is not proud of her parents and doesn’t thank them. In the play Capulet wants Juliet to have a good life and thinks he’s chosen the right type of man for his daughter . He believes that Paris will give her a stable life. Increase the reputation of his family because Paris has class and is a well-known celebrity who when people know he is part of the Capulet clan and Capulet’s son in law they will like Capulet better. As well as that and the money that Paris earns he believes that Paris is a respectable man of society. That he will also take care of his daughter, e. g. if she is sad he will make her happy and comfort her if she is scared, he will make her feel safe and secure in her home and environment. So all in all he thinks that he has chosen a peach of a man who is respected in aspects of his criteria for his daughter. I believe that in the play Capulet wants his daughter to marry Paris because he feels out of love for his daughter that he has found the right person for his daughter who will take care of her and tend to her when she is sick. Plus love her like he does, but as well as this he also chose Paris who is a very wealthy and popular well-known business man, rather than that his family is at war with the Montague family and would like a celebrity backing to increase his chance of winning. Capulet feels it is tradition at the time for him to select supposedly the lucky man to marry his daughter and when he does this he also expects Juliet to be pleased that he has chosen her such an admirable husband. He hopes that Juliet will feel the same way he does and that it is someone who will care for her and make sure she is given the best love and affection around. In parts of Romeo and Juliet you see the examples of Capulet being a loving and caring father. One of these parts is in Act 1, Scene 2, line 7-11 when Capulet says † My child is yet a stranger in the world, she has not seen the change of 14 years, let two more summers wither in her pride ere we may think her ripe to be a bride†. This shows that he is loving because he is saying to Paris she is only young and just turned 14 give her two more years and you can marry her. Although he says this to Paris when his daughter disagrees with his choice he doesn’t accept her reason or anything he just keeps having a go at her. Whatever reason Juliet gives her father will not accept her reason and keeps forcing her to chose Paris. In conclusion I believe that in the 16th century daughter, father relationships were very different from nowadays. Nowadays the daughter has the freedom to do as she pleases apart from in some certain religions where the marriage is organised between 2 people before they can walk. So in most of the world today women have a free right but in some areas they have stuck to the old fashion way of arrange marriages.

Evaluating the Research Process Essay Example | Topics and Well Written Essays - 1500 words

Evaluating the Research Process - Essay Example The third hypothesis holds that pregnant teenagers have higher self-esteem than those who are not pregnant. Finally, Robinson & Frank (1994) theorize that higher self-esteem levels are reported among male teenagers that have fathered children as compared to those who have not fathered any children. The literature review section of this research is not biased as it covers both the literature that supports the hypotheses and other literature that is against the hypotheses. For example, Robinson & Frank (1994) are of the opinion that current measures being used to fight teenage pregnancies are not effective. In fact, a study by Hepfer (1998) is cited as having proved that interventions such as sex education are not effective in reducing teenage pregnancy, thus the need for programs focusing on teenage self-esteem. The hypothesis that sexually active teenage males and those who have fathered a child have more self-esteem than non-sexually males and those who have no fathered children is also supported by literature. According to Robinson & Frank (1994) research by Friedman & Castiglia (1990) shows that males tend to assert their masculinity by being sexually active and fathering children. However, a research by Dilorio & Riley (1998) found no relation between low self-esteem, loneliness, and pregnancy. To support this finding further, Robinson & Frank also cite Meyer (1991) who found no relationship between self esteem, fathering of children and sexual activity among teenage males. The study sampled 287 participants drawn from two high schools that were university-affiliated and sixteen teenagers who were pregnant. The records were sourced from the office of the local obstetrician. The research used the qualitative method of data collection whereby a personality test, the Coopersmith Self-Esteem Inventory, comprising of 25 items was used as the main data gathering device. The test was in form of questionnaires which required the participants to

Nursing -improper identifacation of non pressure wound Research Paper

Nursing -improper identifacation of non pressure wound - Research Paper Example Nurses often fail to recognize non-pressure ulcers and document them as pressure ulcers, thus leading to confused and suboptimal treatments and devastating consequences to the patient. In diabetic ulcers, delayed and inappropriate treatment increases the risk of amputation. Thus, it is very important to identify and documents ulcers appropriately. In this essay, improper identification of non-pressure wounds will be discussed through review of appropriate literature. Evaluation and improper identification and documentation of non-pressure wounds The first step in the evaluation of a patient with ulcer is taking appropriate medical history and hence this aspect is very important to ascertain whether the ulcer is pressure or non-pressure type. History should include age and sex of the patient and presenting complaints. The chronology of events, whether the onset of the wound was traumatic or spontaneous, the treatments taken for the wounds and the outcomes of the treatments must be enq uired. The history should also include whether the ulcer is associated with pain and if present, whether the pain is sudden in onset, and whether it is nocturnal or present when the leg has been in the dependent position for a long time. Other details to be included in the history are history of any chronic disease like diabetes and hypertension, occupational history, history of varicose veins, previous history of lower limb wounds/ulcers/gangrene, history of amputations and history of any other surgeries. Family history of similar ulcers also must be enquired into (Kunimoto, 2001). Influence of biological and social factors also must be assessed. The next step in assessment is to determine the etiology and risk factors of the wound. Age, malnutrition, collagen disease and drugs like steroids inhibit wound healing (Kunimoto, 2001). After medical history, physical examination of the wound must be undertaken. Physical examination gives valuable information especially in the elderly wh o cannot recall history details. One of the aims of physical examination is to differentiate between venous leg ulcers and non-venous leg ulcers. Venous leg ulcers occur in the distal medial third of the lower extremity and they are shallow without punched margins. The amount of granulation tissue and its color must also be assessed. Nurses are often confused here. Differences in documentation of the quantity and color of granulation tissue by the nurses have been reported (Frank-Stromborg et al, 2001). Decreased granulation tissue or bluish hue color of this tissue are indicators of bacterial infection. The drainage from the wound must be examined as to whether it is serous, purulent or serosanguinous. There is evidence that there is no homogeneity among nurses and other health professionals in ascertaining the type of secretion from wound (Stremitzer et al, 2007) and this aspect plays a very important role in wound evaluation and diagnosis. Purulent discharge is an indicator of ba cterial infection. The length, depth and width of the ulcer must also be assessed. Surrounding skin examination gives a valuable clue to differentiate between venous and non-venous ulcers. Peripheral arterial circulation assessment is a must in ulcer evaluation. Palpation of the dorsalis pedis artery is useful for this purpose. However, it is absent in about 10% of people. Color and perfusion are other markers for arterial sufficiency. Nurses must be aware of

EMF and Internal Resistance Lab Report Example | Topics and Well Written Essays - 1750 words

EMF and Internal Resistance - Lab Report Example This paper describes electric current as the manner in which the electric charge flow in a circuit in order to transfer energy portions to regions of resistance like resistors, buzzers, or bulbs) in the circuit. The circuit gets the energy at the start of the circuit where dry cells are producing electrical energy from chemical energy. The batteries available in today’s markets are mostly constructed from materials that possess negligibly small internal resistance. Real batteries do not only provide voltage to the circuit but they also offer some internal resistance. Any device that produces the voltage purely is called an electromotive force (E.M.F.) Which battery is the total energy that is changed electrical energy during the passage of a unit charge through the production point? It forms a voltage and reflects the total amount of energy supplied through the circuit. The terminal voltage a battery produces at a point without the flow of current is the EMF. The units for mea suring EMF is volts. All batteries/cells lose energy as heat when they are dissipating current because of the presence of their internal resistance. The voltmeter is used in the circuit to get the emf values. The addition of a resistor in the circuit drops the reading on the voltmeter voltage, v. Meanwhile, voltage does not experience full transfer in the circuit but a portion of it is wasted due to the presence of internal resistance within the battery. The dry cell only possesses internal resistance which converts the energy present into heat. The dry cells EMF together with its internal resistance can alternatively be calculated by other methods. A plot of terminal voltage versus current can help achieve the above. V varies inversely with changes in I to produce a straight line graph. The line equation of y=mx+c, is applicable to the formula of electromotive force, E= Ir.

An act of kindness that you did for someone Essay - 1

An act of kindness that you did for someone - Essay Example When I entered into high school, my parents insisted that I begin to learn how to work in order to earn extra income for things that were not covered by my allowance. It was important to them that i learn the value of money and how to spend it wisely. Since I wanted to buy myself a tablet, I decided that I would take up my parents offer and help out at our family store after school and on weekends. I was really looking forward to buying my tablet sooner rather than later. But apparently the universe had other plans for me. I had to do something for others before I could get what I wanted. Tina, our house help, approached my parents and I over breakfast one day and told us that her son was in need of medical care. She had been taking him to the free clinic in town and she was told that he a cancerous tumor on the bridge of his nose and that he needed an immediate operation that was going to cost her $570. Somehow there was something about the diagnosis that did not sit well with me. It seemed not thorough and lacking in analysis. My parents also agreed that the boy should be brought to another doctor for a second opinion. But Tina did not have the money to go to a paid doctor. I had already saved up a little money from the token salary my parents were giving me for helping in the business, a total of $100. Obviously I was inching my way closer to my dream of a tablet. But I felt that Tinas son needed the medical help more than I required the tablet. So I offered my savings to her. I told her to take it and, along with the donations of my parents, take the boy to a specialist for a second opinion. It turned out that the boy was misdiagnosed. The second opinion revealed that he did not have a cyst or tumor at the bridge of his nose. A simple x-ray, according to Tina, showed that the boy had a protruding forehead bone. From the outside, it did look and feel like a cyst because it had a cavity between the forehead and the boys nose, muscle

Inquiring Minds want to know Case Study Example | Topics and Well Written Essays - 750 words

Inquiring Minds want to know - Case Study Example The information being sought touches on the private lives of the individuals participating in the study and this is a great challenge to the study as this is likely to raise many ethical issues. In the modern information age, protecting the personal and private information of an individual is extremely important. Yet, as is seen in this case, there are a number of issues which must be looked at in order to ensure that the privacy of the individual is well protected. Confidentiality Confidentiality refers to the fact that the information of the individuals will not be revealed to other people. It also loosely refers to the fact that the information collected for one purpose will not be used for other purposes. This is extremely important in order to help in protecting the privacy as well as other interests of the individual. In this particular study, there is the risk of the confidentiality of the individuals in at least two ways. First, the data used in the background research is dat a that was collected many years ago and for different purposes. For instance, according to Schindler (2011), data from the early 90s which was collected using reader service cards was used to determine how the technology had affected the way the people were using information. This may be a violation to confidentiality of the people to whom this information belongs. Secondly, the information being collected through the questionnaires may also bring about the issue of confidentiality if it is used in the wrong way and this must be looked at in a critical way. Confidentiality is very important and any research carrying out a research where individuals are involved will have to only assure the participants that their confidentiality will be protected but also do also everything that they can in order to guarantee that the confidentiality of the study will be guaranteed. In this case, there are a number of issues which must be looked at in order to protect the participants. Informed cons ent Informed consent refers to the fact that the participants of the study are clearly informed about the study, its purposes and how the information they will provide will be used. It also refers to the fact that the participants have wilfully agreed to participate in the study even after knowing exactly what the study will be used for. In this particular study, it is necessary for the participants to know exactly how the data they are providing will be used and how this will affect them. After this, they will need to give their informed consent and agree to participate in the study. This is especially important with regard to the privacy of the participants especially due to the fact that the individuals will be providing information which is quite personal with regard to their private life or their professional life. In this regard, it will be necessary for the person carrying this study to make sure that apart from guaranteeing confidentiality of the study, they will also help t he participants to understand clearly what the study is about and that the participants will willingly agree to participate in the study. Protecting the interests of the participants This has to do with the first three issues discussed above, that is, privacy, informed consent, and confidentiality which are all geared towards protecting the inte