Drug Use On Young College Students - 1079 Words

Drug Use in Adolescence Introduction In 2013, more high school seniors regularly used marijuana than cigarettes as 22.7 percent smoked pot in the last month, compared to 16.3 percent who smoked cigarettes. Sixty percent of seniors don t see regular marijuana use as harmful, but THC (the active ingredient in the drug that causes addiction) is nearly five times stronger than it was 20 years ago. One-third of teenagers who live in States with medical marijuana laws get their pot from other people s prescriptions. The United States represents 5 percent of the world s population and 75 percent of prescription drugs taken. Sixty percent of teens who abuse prescription drugs get them free from friends and relatives. The purpose of this study is to explore drug use in adolescent students, focusing on young college students. For the purpose of this study, a drug is defined as a habit forming substance that directly effects the brain and the nervous system. It is a chemical substance that affects mood, perceptions, bodily fun ctions, or consciousness that has potential for misuse as it may be harmful to the user (p. 524) This study will contribute both the knowledge and social impacts of the situation as it faces us today. Back in the Ronald Reagan era, the campaign of â€Å"Just say No† never gained traction, and America is facing a crisis once again. By understanding first-hand experiences from a young adult, light will be shed on the inter thoughts and struggles young peopleShow MoreRelatedAlcohol And Drug Use Among College Students960 Words   |  4 PagesAlcohol and drug use among college students is viewed as innoxious fun which students take part in to get away from the stress of being a student. What begins as innocent fun can quickly lead to a self-destructive path. While often referred to as substance abuse, The Diagnostic and Statistical Manual of Mental Disorders-5 redefined it as; Substance Use Disorders and explains it to be as a cluster of cognitive, behavioral and physiological symptoms which indicate that an individual continues to use a substanceRead MoreKyle Craig and his Abuse on Adderall1698 Words   |  7 PagesNearly five years ago, Kyle Craig, a well-rounded and bright student at Vanderbilt University, took his life at the young age of 21. Kyle was described to be a â€Å"confident, but not arrogant† young man. He had a solid 3.5 grade point average and was extremely active in his fraternity. His parents said he was, â€Å"†¦a thrill a minute, focused, happy, achieving and social† (James). Kyle, in short, seemed to have it all together. What no one knew is that Kyle illegally looked to Adderall to keepRead MoreIs It Right For College? Essay1143 Words   |  5 Pagesit right Individuals going to college can be a great experience and helping individuals get closers to their optimum goal. With every advantage of college there is also a disadvantage and it can really take a toll on an individual physically and mentally. College can even consume them if they do not take precaution, and remember their main focus as to why they are in school. The College student population is where you would see a lot of young and adventurous young adults getting together to haveRead MoreThe Effects Of Drug Use On College Students1266 Words   |  6 PagesCollege students have many challenges including grades, money, and other social activities. An obstacle to the success of students in all of these areas is drug use. Most of college students’ problems streamline from their problems with drugs. Grades steadily start to decrease due to a college student’s neglect towards school and more towards their wanting to party. A student that uses drugs often does not kno w how to interact with others while sober. Also, they act as if they have an antic dispositionRead MoreAlcohol Is The Drug Of Choice Among Youth1692 Words   |  7 PagesCan a person be too young to become addicted to alcohol and drugs? Or why is age of first use of alcohol is critically important? There are many questions raised on consumption of alcohol when it comes on drinking at early age. Alcohol often has a strong effect on people and throughout history, we have struggled to understand and manage the power of alcohol. However, we hardly think how much alcohol is too much for us, unless we get into any kind of trouble or shows some physical or mental effectsRead MoreEssay about drugs1091 Words   |  5 Pages Throughout history, America has been fighting against drug and alcohol abuse in teens and adults. Many ways companies and anti drug groups try to prevent drug and alcohol abuse is through education in school systems and out of school systems. They teach young students about drugs and alcohol before they risk being around them, and they teach older students about drugs while they are around in their daily lives. Are these education programs really necessary? That’s the question many people ask,Read Moredrugs and alcohol on college students1105 Words   |  5 PagesBrews Drugs and alcohol, do they have a significant impact on the lives of college students or just the ones that fall short to the influence? There is a major problem with students using and abusing these substances, not only does it have negative effects on the user, but on the user s friends and family as well. A lot of drugs and alcohol become easily available to college students over the course of their college years. What can be done to help prevent students from abusing drugs and alcoholRead MoreDrug Abuse and Prevention1510 Words   |  7 Pagesidea of prevention is to limit the availability of drugs (Hart Ksir, 2011, p. 400), but this is not essentially the best way. Addiction affects everyone. According to the National Institute on Drug Abuse (NIDA), substance abuse cost our nation â€Å"more than $484 billion dollars (The National Institute on Drug Abuse ).† So although you might not be directly impacted by drug abuse, as a whole your tax dollars are spent on fighting the war on drugs. Currently there are several different types of substanceRead MoreA Research Study On Prevention1432 Words   |  6 Pagesde-romanticize the drinking experience by having Al anon speakers, speak about the dangers. Real life experiences are proven to hold a greater impact on an audience rather than just some literature. There are 37 states so far to require some sort of drug and alcohol prevention in the classrooms. Although in theory this is a good idea, lack of resources and teacher education on the subject cause the idea to fall short. In a paper wrote for the Hazledon Betty Ford Foundation, Join Together, a nonprofitRead MoreUnderage Alcohol And Alcohol Abuse1597 Words   |  7 Pagesconcerning drug and alcohol abuse in schools whether its at the high school or college level. Not only does drug and alcohol consumption effect your overall health, it can effect your academic performance as well. In this paper I am going to be talking about the problems with drug and alcohol abuse, preventions, risks, costs and much more. We are going to dissect the problems with drug alcohol consumption amongst young adults, from high school to college, and I will be talking about how students are getting

Inmates and Organ Transplants An Ethical Dilemma Essay

In today’s medical field there is a profuse amount of room for ethical questioning concerning any procedure performed by a medical professional. According to the book Law Ethics for Medical Careers, by Karen Judson and Carlene Harrison, ethics is defined as the standards of behavior, developed as a result of one’s concept of right and wrong (Judson, Harrison, 2010). With that in mind, organ transplants for inmates has become a subject in which many people are asking questions as to whether it is morally right or wrong. In the ABC News article entitled Death-Row Inmates Seeks Organ Transplant by Bryan Robinson, the issue of a death-row prisoner in Oregon, by the name of Horacio Alberto Reyes-Camarena, receiving priority over a†¦show more content†¦With the state funding health care for prisoners and the Supreme Court’s ruling, this does however cause a problem for physicians who are ethically bound to help all patients. â€Å"[It also causes frustratio n among physicians because budget cuts are knocking arguably more deserving donor recipients off the transplant list, and allowing prisoners like Reyes-Camarena to receive priority]† (Robinson). Not only is the dilemma of inmates receiving organ transplants affecting physicians, but it affects all citizens equally, as well. It costs taxpayers ten and hundreds of thousands to millions of dollars to provide one prisoner with a transplant operation (â€Å"Organ transplants for,† 2011). â€Å"Efforts to ensure prisoner rights have compromised the lives of law-abiding taxpayers who are the state’s main source of income when it comes to paying for inmates’ medical bills† (Robinson). The issue of inmates receiving priority over deserving law-abiding citizens when it comes to organ transplants could possibly be resolved satisfactorily. One of the ways this could happen is by having the Supreme Court make amends to its original ruling by going more in depth about the health-care criteria inmates are entitled to. Another way to resolve this issue, would be to have each individual state come up with various health care plans in which inmates’ would be able to sign up and pay for with the money on their accounts, or having family members or friends pay forShow MoreRelatedEssay about Organ Transplants for Prisoners1411 Words   |  6 PagesIn the article â€Å"Wanted, Dead or Alive? Kidney Transplants in Inmates Awaiting Execution†, Jacob M. Appel argues that, despite the criminal justice system’s view that death-row inmates deserve to die, they should be given the same opportunity to extend their life as anyone else. â€Å"The United States Supreme Court has held since 1976 that prison inmates are entitled to the same medical treatment as the free public† (645). â€Å"When it comes to healthcare, ‘bad people’ are as equal as the rest of us† (646)Read MoreShould Scientists Create Artificial Living Things?1939 Words   |  8 Pageskeep them running for so long without maintenance. In humans organisms, they will typically renew their parts until death (Douglas, et.al,2013). The creation of artificial living things need to be designed to benefit others for it to be considered ethical. Depending on your belief can help define what is the meaning of life(Zemp,2012). We as humans were made by God whereas God helps us live an eternally joyful life if we establish a relationship with him. With artificial living things, scientists haveRead MoreLogical Reasoning189930 Words   |  760 Pages..................................................................................... 250 Straw Man Fallacy.............................................................................................................................. 251 False Dilemma Fallacy....................................................................................................................... 253 Fallacy of Faulty Comparison .....................................................................................Read More_x000C_Introduction to Statistics and Data Analysis355457 Words   |  1422 Pageseffects are not confounded with those of the experimental conditions (treatments). Replication Ensuring that there is an adequate number of observations for each experimental condition. To illustrate the design of a simple experiment, consider the dilemma of Anna, a waitress in a local restaurant. She would like to increase the amount of her tips, and her strategy is simple: She will write â€Å"Thank you† on the back of some of the checks before giving them to the patrons and on others she will write nothing

The reconstruction Essay Example For Students

The reconstruction Essay The reconstruction Essay-Era: A High Price for Freedom The Reconstruction-era offered numerous opportunities to African-Americans, by attempting to secure the rights for ex-slaves, but the opportunities presented even more obstacles to them. The thought of freedom intrigued the African-Americans at first, but many of them quickly changed their minds after experiencing it. Henry William Ravenel, a slaveowner, proclaimed, When they were told they were free, some said they did not wish to be free, and they were silenced with threats of being shot (Firsthand 24). The Reconstruction-era effected the white settlers and their crops, as well, posing yet more obstacles for the already-struggling African-Americans. The hardships endured throughout this period of history were very immense and the struggle toward freedom and equality held a heavy price for all. After the Civil War, many of the ex-slaves moved away from their masters with their families in hopes of owning their own land, but very few found success. Many of the slaves found that they had a harder time being free than they did during slavery. The African-Americans now had to fend for themselves but most lacked the money, land, and jobs to do so. Some of the ex-slaves decided to stay and work for their masters for money, food, and shelter, but many were not fortunate enough to have that option. Many African-Americans died because they could not support themselves or their families on their own. The ex-slaveowners were also in a bad position at this point because they lack the manpower to manage their land. Henry William Ravenel, a former slaveowner, stated Our Finances are in such a condition that universal discontent and real suffering exists (Firsthand 21). The suffering endured by the white settlers provoked rage in a number of them and soon a group by the name of the Ku Klux Klan came into existence. The Ku Klux Clan was a group consisting of white settlers that committed hate crimes against African-Americans, including acts such as hangings, lynching, and overall abuse of African-Americans. Some said the purpose of the Klan was to keep the negroes from rising, keep fusses down and colored men and white women apart (Firsthand 15). A man by the name of Jim Williams, the captain of a black militia unit, was brutally hung by members of the Ku Klux Klan in 1871 and this act led to the arrests of many Klan members, and the prosecution of Klan leaders (Firsthand 3). The arrests opened the publics eyes to these atrocities resulting from Reconstruction and the existence of the Ku Klux Klan. Throughout the Reconstruction period, there are recurring recollections of the Ku Klux Clan murdering and beating African-Americans but the significance of the murder of Jim Williams is that it exposed this hateful congregation of men and their intentions, helping to alleviate the African-Americans position at that point. Aside from the Ku Klux Klan, other White Southerners did not support the idea of Reconstruction either. One White Southerner, named Caleb G. Forsey, stated, I think freedom is very unfortunate for the negro; I think it is sad; his present helpless condition touches my heart more than anything else I ever contemplated, and I think that is the common sentiment of our slaveholders (Firsthand 37). Caleb G. Forseys statement illustrates the helplessness of the ex-slaves to live and function on their own and shows that some of the ex-slaveowners felt slight compassion for their former slaves. Other white settlers held much different views of the Reconstruction period, however, which lead to disputes between the two races. Reverend James Sinclair, another White Southerner, stated, The poor whites are to-day very much opposed to conferring upon the negro right of suffrage; as much so as the other classes of whites. They believe it is the intention of government to give the negro rights at their expenseas the negro is elevated, they must proportionately go down (Firsthand 39). This quote helps to emphasize the struggle African-Americans encountered living in society. The African-Americans safety was in question among white settlers holding the belief of being overrun by the African-Americans. Even during the final stages of the Reconstruction-era, lynching of African-Americans was still taking place. .u3e13aa3a9bb3a9a30057f877aef7124a , .u3e13aa3a9bb3a9a30057f877aef7124a .postImageUrl , .u3e13aa3a9bb3a9a30057f877aef7124a .centered-text-area { min-height: 80px; position: relative; } .u3e13aa3a9bb3a9a30057f877aef7124a , .u3e13aa3a9bb3a9a30057f877aef7124a:hover , .u3e13aa3a9bb3a9a30057f877aef7124a:visited , .u3e13aa3a9bb3a9a30057f877aef7124a:active { border:0!important; } .u3e13aa3a9bb3a9a30057f877aef7124a .clearfix:after { content: ""; display: table; clear: both; } .u3e13aa3a9bb3a9a30057f877aef7124a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3e13aa3a9bb3a9a30057f877aef7124a:active , .u3e13aa3a9bb3a9a30057f877aef7124a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3e13aa3a9bb3a9a30057f877aef7124a .centered-text-area { width: 100%; position: relative ; } .u3e13aa3a9bb3a9a30057f877aef7124a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3e13aa3a9bb3a9a30057f877aef7124a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3e13aa3a9bb3a9a30057f877aef7124a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3e13aa3a9bb3a9a30057f877aef7124a:hover .ctaButton { background-color: #34495E!important; } .u3e13aa3a9bb3a9a30057f877aef7124a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3e13aa3a9bb3a9a30057f877aef7124a .u3e13aa3a9bb3a9a30057f877aef7124a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3e13aa3a9bb3a9a30057f877aef7124a:after { content: ""; display: block; clear: both; } READ: The Italian - gothic conventions Essay It is recorded that there were two hundred fifty people lynched .

With Its Long Slender Body The Snakes Probably The Funniest Shaped C Essay Example For Students

With Its Long Slender Body The Snakes Probably The Funniest Shaped C Essay With its long slender body the snakes probably the funniest shaped creature you will ever encounter. There are many points about this wonderful Reptile that make it a high asset to the world. It has been said that people are always afraid of whats different, afraid of what they dont know. Well, in less than 10 min, I promise you will know all the answers to all the questions that you have ever had about snakes. From questions like what is a Thamnophis sirtalis, to were the butt is located. First of all, lets dispel any of the rumors that are around about these guys. Despite popular belief, the snake does not swallow there young to protect them from harm the stomach would start to digest them. Snakes do not milk cows (thank goodness for the cow snakes teeth are sharp). This one came around from fear and adrenaline, but snake cannot crawl faster than a human can run. The tongue of the snake is not a stinger (though they do tickle). And, snakes are not slimy,Now that we have started uncovering the truth about these reptiles we can start at the top. In the world today there are about 2,500 known species of snakes belonging to more than 10 families. In the U.S. there are about 127 species, with 38 species found within Kansas (with 5 venomous ones). We will write a custom essay on With Its Long Slender Body The Snakes Probably The Funniest Shaped C specifically for you for only $16.38 $13.9/page Order now Most people wonder what will happen to them if they do happen to encounter a snake. Will I get bitten, is it venomous, will I die, is someone going to have to suck the poison out of there, is it trying to kill me, should I try to kill him? Allot of things are happening at this point, well more than likely the snake is just trying to defend himself. And he has all the right to do so. First of all you disrupted the snake, it did not disrupt you. How would you feel if A 5 to 6 foot thing with two legs and hair growing on it almost stepped on you and you were a only a half foot off the ground, you would be pretty scared to. More than likely the snake is a harmless one. If by chance the snake is a venomous or dangerous snake just simply stop, and walk slowly away from it. Do not threaten it or try to kill it, just back away. With all this talk about confrontation and how to avoid the snake, I would be good if I mentioned the size of what to stay on the look out for. Snakes come in all sizes from super small and sleek to large and cumbersome. Most snakes on the other hand are an average of two to eight feet. Snake have been recorded to having reached up to 36.5 feet. And there are certain breeds that are found to only grow to 1 to 1.5 feet. The diversity of snakes is almost comparable to none. The size of A snake effects the number of vertebrae that it would have. All snakes have A minimum of 100 vertebrae, some up to 400. The human body only has 32. With the ribs of a snake attached through ligaments and muscles the snake has much more allowance for movement and expandability of the ribcage. The human body is less flexible because our bones are directly connected one another. Above Right: the skeleton of a snake. Left: A snake starting its shedding, it does this by rubbing its nose against a rock or another rough surface. Some people believe that the snake is a slimy creature. This could not be any farther from the truth! The snakes skin is made out of a hard, dry material called keratin(num. 2/A). .u00f9e8549bf7fed613c896a346d5edca , .u00f9e8549bf7fed613c896a346d5edca .postImageUrl , .u00f9e8549bf7fed613c896a346d5edca .centered-text-area { min-height: 80px; position: relative; } .u00f9e8549bf7fed613c896a346d5edca , .u00f9e8549bf7fed613c896a346d5edca:hover , .u00f9e8549bf7fed613c896a346d5edca:visited , .u00f9e8549bf7fed613c896a346d5edca:active { border:0!important; } .u00f9e8549bf7fed613c896a346d5edca .clearfix:after { content: ""; display: table; clear: both; } .u00f9e8549bf7fed613c896a346d5edca { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u00f9e8549bf7fed613c896a346d5edca:active , .u00f9e8549bf7fed613c896a346d5edca:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u00f9e8549bf7fed613c896a346d5edca .centered-text-area { width: 100%; position: relative ; } .u00f9e8549bf7fed613c896a346d5edca .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u00f9e8549bf7fed613c896a346d5edca .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u00f9e8549bf7fed613c896a346d5edca .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u00f9e8549bf7fed613c896a346d5edca:hover .ctaButton { background-color: #34495E!important; } .u00f9e8549bf7fed613c896a346d5edca .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u00f9e8549bf7fed613c896a346d5edca .u00f9e8549bf7fed613c896a346d5edca-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u00f9e8549bf7fed613c896a346d5edca:after { content: ""; display: block; clear: both; } READ: Dylan Thomas EssayDepending on the snake, it can shed every 20 days to once a year(3). The reason for this is. The skin of a snake can not expand and grow with the snake as it is maturing. When they outgrow themselves they form a new skin layer and shed the old one off. Snakes do put wear and tear on the skin to at times to. So they may shed a layer even after the snake is done growing. If you look closely at a snake that is preparing to shed its skin you can tell that its color has faded and the eyes are clouded over. This is caused when the snake is growing the new layer of skin, and the older, worn layer is ready to come off. The snake will usually start to remove the skin by rubbing the nose on a rock or other rough object. When the snake is finished the outer body is completely rid of its outer layer eyes and all are replaced. The excess shedding is usually all in one piece. Have you ever wondered why a snake sticks its tongue out, is it because it thinks youre ugly? No, what its doing is smelling, and tasting at once. The snake continuously flicks out its forked tongue to collect scent particles from the air and the ground. When the tongue draws back into the mouth, the forked tips fit into cell-lined pockets in the Jacobsons organ, which detects the odors of the particles it receives. This system is keenly sensitive, and snakes rely on it to locate both mates and prey(3). Jacobsons Organ; An extrasensory organ in the roof of a snakes mouth sharpens its sense of smell. Called Jacobsons organ, it consists of two hollow, highly sensitive saclike structures. The snakes acute odor perception allows it to track both prey and potential mates. How about ears can they hear? Well, no, and yes. The snake does not have eardrums and the snake is not designed to do allot of hearing. But it is found to have low-frequency bones in their head to help sense vibrations in the water or on the ground(3). Surprisingly the snake in general has very good vision. Witch helps them to strike their prey accurately and safely. Pit vipers, boas, and pythons all use heat sensitive pits located where you would guess the nose would be located at. These pits give them the ability to sense heat waves in the air, put off by other animals. This sense is highly tuned and gives the snake the ability to pick up heat fluxuations by half a degree(4). There is a saying, slithering like a snake well, witch way? I bet most people do not know that the snake can move in more than one way. In fact there are four different ways a snake can move , serpentine locomotion, a simple crawl, is the most common and the fastest. The snake contracts its muscles to produce a series of waves in its body, pushing from the back of each wave to move forward. Snakes also use serpentine locomotion to swim. In rectilinear, or caterpillar, movement, a heavy snake uses enlarged belly scales to grip the ground. A third method in which the snake pulls itself forward by bunching and lengthening its strong muscles in a springlike manner, are useful for climbing(3). The least common kind of locomotion is that of some desert-dwelling snakes. Called sidewinding, this motion involves lifting a loop of the body clear of the ground as the snake moves sideways. Sidewinding keeps the snake from slipping in loose sand. When there is a wide variety of snake in the world, You must not be surprised that they have such a wide variety of prey. Depending on the snake they can eat anything from slugs to crocodiles. Some snakes eat eggs, they have special modified teeth for breaking the shell. most pythons when young start by feeding on small prey like rats but when they start to mature they can eat monkeys, wild pigs, and small deer. Since Snakes are carnivores, they eat anything that is roughly there size. .u9b7aa0e03a6a2c5a1708dae88fb2d638 , .u9b7aa0e03a6a2c5a1708dae88fb2d638 .postImageUrl , .u9b7aa0e03a6a2c5a1708dae88fb2d638 .centered-text-area { min-height: 80px; position: relative; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 , .u9b7aa0e03a6a2c5a1708dae88fb2d638:hover , .u9b7aa0e03a6a2c5a1708dae88fb2d638:visited , .u9b7aa0e03a6a2c5a1708dae88fb2d638:active { border:0!important; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 .clearfix:after { content: ""; display: table; clear: both; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9b7aa0e03a6a2c5a1708dae88fb2d638:active , .u9b7aa0e03a6a2c5a1708dae88fb2d638:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 .centered-text-area { width: 100%; position: relative ; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9b7aa0e03a6a2c5a1708dae88fb2d638:hover .ctaButton { background-color: #34495E!important; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9b7aa0e03a6a2c5a1708dae88fb2d638 .u9b7aa0e03a6a2c5a1708dae88fb2d638-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9b7aa0e03a6a2c5a1708dae88fb2d638:after { content: ""; display: block; clear: both; } READ: Own Story EssayMost snakes are constrictors meaning that when attacking prey the snake would first bite there prey to hold it while quickly wrapping its self around the prey, squeezing the victim every time the prey exhales to take in another breath the snake constricts even more. slowly the victim dies from loss of oxygen. Or the snake is so much more powerful than its prey that is crushes its internal organs. Other methods of catching food is to inject venom into the prey. From there the venom depending on the snake will go to youre heart or the central nervous system. If the venom flows to the heart, it would be pumped throughout the body. First you will feel weak, this being a sign that youre muscles are starting to deteriorate and then the victim would die, half digested before the snake eats you. which ever one is used they will do about the same amount of harm. Caution; This is a copperhead snake, the most commonlyfound venomous snake in Kansas. Though snakes is widely misunderstood and feared. People should understand there importance in nature. To me they are a silent warrior in some respects, gone unrecognized in there vital role they play. However youre feelings are on this topic, either good or bad its youre opinion, either way I still get a good grade on this assignment! I believe Obi-Wan from Star Warssaid it well, in reference to snakes of course. You and the snake form a cymbian circle what effects one will effect the other.Its funny to me that something so feared, and hated by society is needed for our survival. BibliographyBibliographyBy Bryce Wilson1Collins, Joseph. (1998). A guide to great snakes of Kansas. Lawrence: University Press of Kansas. 2Snake quiz. (2000, April, 26), http://www.snakequiz.com/fragor1.cgi. 3Microsoft Encarta 2000 (1993-1999). . Redmond, WA: Microsoft Corporation. 4Anacondas www.wf.net/snake/anaconda.htm. 5The timber rattlesnake www.mpm.edu/collect/vertzo/herp/timber/factsne1.html.

Book Report Form Key Marks of Book Report Formatting

Book Report Form Key Marks of Book Report Formatting How to Write a Book Report? A book report is considered to be an easy assignment, requiring its author to come up with a plot and character summary, and also state brief author information. This kind of writing doesnt typically require in-depth analysis. For this  reason,  this type of assignment is considered to be associated with K-12  academic level (high school). BOOK REPORT FORMAT If a beginner were to write a simple book report, he or she would inevitably be looking for some kind of pattern or form to rely on. One of such helpers in book report writing is a book report template or a book report form. This is a standardized form that resembles a table with a set of questions in it. You simply fill out each section to obtain a book report that will be adequate for most educational purposes. Of course, book report forms will differ as there is no universally accepted book report format. Every teaching institution and even every teacher will have his/her own requirements and will grade your book report against those criteria. For this  reason,  you should always bear in mind the assignment criteria received from your teacher and follow them closely. TOP 25 BOOK REPORT IDEAS Below you will find a sample book report that you are free to use while working on your book report. The main point of this book report form is to make sure that all the required information has been mentioned. You are free to shuffle it around the way you want to achieve a coherent and well-flowing book document. If you have a book report to write, feel free to use any of our resources posted here. In case you need the  assistance  of a professional writer, please feel free to contact us directly or place an order and we will be happy to help you through your assignment.

Cloze Tests to Determine Reading Comprehension

Cloze Tests to Determine Reading Comprehension When teachers wish to measure how well a student comprehends a reading passage, they often turn to Cloze tests. In a Cloze test, the teacher removes a certain number of words that the student then needs to fill in as they read through the passage. For example, a language arts teacher might have their students fill in the blanks for the following reading passage: _____ mother is upset with _____ because I got caught  _____ a rainstorm. Sadly, I ______ my umbrella at home. _____ clothes got soaked. I ______ I wont get sick. Students are then instructed to fill in the blanks for the passage. Teachers are able to use the student’s answers to determine the reading level of the passage. Why Readability Formulas Are Not Enough While readability formulas can tell teachers how complex a reading passage is based on vocabulary and grammar, it does not reveal how difficult a passage might be in terms of reading comprehension. For example: He waved his hands.He waived his rights. If you were to run these sentences through readability formulas, they would have similar scores. However, it is obvious that while students might easily understand the first sentence, they might not comprehend the legal implications of the second. Therefore, we need a method to help teachers measure how difficult a particular passage is for students to comprehend. History of the Cloze Test In 1953, Wilson L. Taylor researched closure tasks as a method to determine reading comprehension. What he found was that having students use context clues from the surrounding words to fill in the blanks as in the example above has a high correlation with how readable the passage is for the student. He called this procedure a Cloze Test. Over time, researchers  have tested the Cloze method and found that it does indeed indicate reading comprehension levels.   How to Create a Typical Cloze Test There are a number of methods that teachers use to create Cloze tests. Following is one of the most common methods used: Replace every fifth word with a blank. This is where the students are to fill in the missing word.Have students write only one word in each blank. They are to work through the test making sure to write a word for each missing word in the passage.Encourage students to guess as they go through the test.Tell students that they do not need to worry about spelling errors as these will not be counted against them. Once you have administered a Cloze test, you will need to ‘grade’ it. As you explained to your students, misspellings are to be ignored. You are only looking for how well students understood what words to use based on contextual clues. However, in most instances, you will only count an answer as correct if the student answers with the exact missing word. In the example above, the correct answers should be:   My mother is upset with me because I got caught  in a rainstorm. Sadly, I left my umbrella at home. My clothes got soaked. I hope I wont get sick. Teachers can count up the number of errors and assign a percentage score based on the number of words that the student guessed correctly. According to Nielsen, a score of 60% or more indicates reasonable comprehension on the part of the student. Using Cloze Tests There are a number of ways that teachers can use Cloze Tests. One of the most effective uses of these tests is to help them make decisions about reading passages that they will be assigning to their students. The Cloze procedure can help them determine what passages to assign students, how long to give them to read specific passages, and how much they can expect students to comprehend on their own without additional input from the teacher. Note, however, that Cloze tests are diagnostic. Since they are not standard assignments testing a student’s understanding of  the  material that has been taught, the student’s percentage score should not be used when figuring out their final grade for the course. Source Jakob Nielsen, Cloze Test for Reading Comprehension. Nielsen  Norman  Group, February 2011

Human Rationalism by Aristotle Research Paper Example | Topics and Well Written Essays - 750 words

Human Rationalism by Aristotle - Research Paper Example The soul is not kind of body, but cannot exist independently without a body. According to Aristotle, reason is inborn and exists in human beings through an induction process that begins with a sense experience. For instance, Aristotle demonstrates that experience grants medical practitioners the capability to carry out accurate medical diagnosis when compared with medical theorists of layman. Thesis statement: rationalism leads reason which is the source of knowledge while rational soul strives to attainment of happiness which is the ultimate life goal. Reason is the cornerstone of knowledge while sensations are restricted. Reason deals with ideal aspects of knowledge while senses deal with the material aspects of phenomena. Aristotle recognizes that active reasons lead to objective thoughts while passive reasons receive objects of thought. Reasons support intelligent world thus many reasons are connected to the human being soul. Aristotle asserted that knowledge exists through the i nduction process. Human knowledge is derived from three forms that include sensation, thoughts and desires. Sensation is a passive state of the soul to be changed by external objects while thoughts entail active changes of forms without contact with external objects (Dawn 6). Thoughts entail a common sense without the involvement of sensory parts of the body. In addition, all senses lead to information, knowledge must be acquired rationally through the sense information. Through the use of reason, the universal truths can clearly be discovered and facilitate the deduction of other sciences. In ethics, the fundamental moral virtues are innate in human beings and moral principles can be evident to the rational faculty (Warne 34). Aristotle provides three aspects of the soul that include nutritive soul that cannot experience pleasure or pain. The sensitive soul that occurs when fetus starts to move thus can experience pain and pleasure. The third and important aspect of soul is the rat ional soul that is present in gods and human beings only. The rational soul includes all other soul forms and has the capacity to analyze and make a reasoned decision (Aristotle 3). The rational soul assists human beings in understanding different forms of relationships thus contributing to the knowledge process. According to Aristotle Nicomachean ethics, the rational soul consists of the theoretical part and deliberative part. The theoretical part entails faculty reasons or scientific reasoning activities, while the deliberative part is associated with human decisions. The rational soul is actuality of the body since it has the capability to behave and fulfill desires. The human function follows rational principle and entire soul acts with reason. Reason originates in rational soul since animals do not exhibit moral sense. Moral actions combine both character and intellect that entail development of the desires. According to Aristotle, the three goods which human beings try to atta in include goods of the soul such as virtues, goods of the body such as physical strength and good health and also external goods that entail political power, friends and wealth (Aristotle 8). However, Aristotle concludes that happiness is the last good that human rationalism strives to attain at the end of life. In addition, happiness entails having a good spirit and not simply being amused. It is the possession of a virtue and not sensation and some contributors of happiness include attainment of one’

International Human Resource management Essay Example | Topics and Well Written Essays - 1250 words

International Human Resource management - Essay Example The range of markets served by InterContinental Hotels Group span along the regions of America, Europe, American-European-African Nexus or AMEA and also encompasses Greater China. Total number of hotels encompassed by IHG in the global context range to 4,542 operating based on different brand portfolios (IGH-a, 2012). Current Global Position Pertaining to Global Ranking or Position IHG was found firstly to gain the award of Gifted Ranking in an evaluation made by the Digital IQ Index. The same Index related the hotel company to the Sixth Rank in comparison to around 52 other competing hotel brands (IHG-b, 2012). IHG’S Approach to Human Resource Management HRM in Hospitality IndustryThe recruitment of the people in the hospitality industries undergoes a process of evaluation of the personality traits and attributes of the individual to work in a challenging job atmosphere. Moreover the individual is subjected to different types of psychometric tests to understand the individual ’s problem-solving and team building abilities. Similarly different types of amenities and benefits related to work-time flexibility along with bonuses and increments are rendered to motivate the individual. Opportunities for growth are framed through incorporation of training programs in the work culture along with encouraging the people to intercommunicate amongst each other. Moreover incorporation of a 360 Degree Appraisal Process coupled with Empowering Individuals to take managerial and strategic decisions and rewarding.

Destiny, Fate and Free

Destiny, Fate and Free Will Essay Really an entity such as destiny or fate that exists? Does each and â€Å"everyone† of us have a destiny, â€Å" A set of predetermined events within our lives that we take an active course in shaping† Or a fate, â€Å"The preordained course of your life that will occur because of or in spite of your actions,† and as you/one would expect, the obvious existence of our own free will, â€Å"The power of acting without the constraint of necessity or fate; the ability to act at one’s own discretion. † Here, in a conversation between Forrest Gump and his Momma, we get an authentic and ordinary question about destiny and fate that most of us in all likelihood would ask. Not only in the question, â€Å"What’s my destiny,† but also in the statement, â€Å"Death is just a part of life,† it illustrates that the two are connected with each other. The choices you make are your destiny, and will ultimately lead you through the path to meet your death, (fate). As Forrest stands there looking down, wondering how sick his Momma is. He queries. â€Å"Why are you dying momma? † She looks up at him, and with a great expression of love. She expresses. â€Å" It’s my time. It’s just my time. Oh now, don’t you be afraid, sweetheart. Death is just a part of life. It’s 2 something we’re all destined to do. I didn’t know it, but I was destined to be your momma. I did the best I could. † As he responds with an acceptable assertion. â€Å" You did good, Momma. † â€Å" Well, I happened to believe you make your own destiny. † â€Å" What’s my destiny, Momma? † â€Å" Life is like a box of chocolates, Forrest. You never know what your going to get. † (Winston Groom) Destiny is more complex to come by than fate, because it involves the inner working’s of ones psyche. We advance on the road to our destiny when we tread the path of individuation. Destiny can involve choices that make no sense; risks that we’d rather not take; challenges that make us want to squirrel away under a rock; and certain moments in time that push us past our limits. Just as in the comment that Momma say’s to Forrest, â€Å"Life is like a box of chocolates. You never know what your going to get,† Is a good paradigm of the choices that we must all make. As we delve into the conversation between Forrest and his Momma. We begin to understand that the choices we make are part of our destiny which leads us to our fate’s end. Most of us believe in a higher power greater than ourselves; that something else is in control of our lives, and as we explore into the undeniable emergence of our fate. â€Å"The inescapable destiny of man. † We are compelled to go back millennia, to the times of mythological gods, and look at the Moirai. The Moirai were the three mythological goddesses of fate, They directed the symbolic thread of life of every mortal from birth to death. Clotho, â€Å"The spinner† spun the thread of life from her distaff onto her spindle. Lachesis, â€Å"The allotter† or drawer of lots, measured the thread 3 of life allotted to each person with her measuring rod. Atropos, â€Å"The inevitable† was the cutter of the thread of life. She chose the manner of each persons death; and when their time was come, she cut their life-thread with, Her abhorred shears. † The Moirai were autonomous, even though they had command of one’s fate appointed to them by the perpetual laws. They were responsible for making sure that fate would take it’s sequence in life without hindrance. They did not abruptly interfere in the matters of man, even man himself, in his freedom was allowed to exercise a certain amount of influence in his fate by the choices he makes. As a man’s fate end’s with his death, the goddesses of fate essentially become the goddesses of death. â€Å"Each player must accept the cards life deals him or her. But once they are in hand, he or she alone must decide how to play the cards in order to win the game. † (Voltaire) Within this quote made prominent by the prolific writer Voltaire. It conveys to us that this game of life is full of choice’s, and how we make the decision’s of witch path to follow define’s the measurement of our success in the game of life. Just as the Moirai do not interfere with our life, but allow us to make our own choice’s. Even though the two words are used in similar manners, fate and destiny can be distinguished. Paradoxically when the two words are used to mean the same thing, fate often assumes a negative association as is emphasized by the similar words â€Å"fatal,† â€Å"fateful,† and â€Å"fatalism. † Destiny traditionally suggests a more positive conclusion, such as people being more in control of their destinies. As we take in the considerations of destiny and fate; now we must consider the aspect of free will, â€Å"The power of acting without the constraint of necessity or fate; the ability to act at 4 one’s own discretion. † What free will tries to account for, is our introverted belief that we are in control of many of our choices, and thus our destiny-that we are free to think and choose for ourselves. We consciously make choices and decisions that are far more independent than that of nature and nurture than any animals. We have the conscious ability to think of the consequences of our choices, whether good or bad. These are the meaningful differences that lead to the idea of free will. I wear the chain I forged in life. I made it link by link, and yard by yard; I girded it on of my own free will, and of my own free will I wore it. (Charles Dickens) In conclusion, fate is predestined. Everyone’s life is fated to it’s termination; to meet his maker; to finally be judged; and even though we cannot conquer fate, we can accept the fact that our future lies within our own selves and not within the hands of fate. We do not let fate decide our future. We have the power to make choices by being the creator and writer of our own destiny. We have the power of free will. The way you wear the chain that you have forged link by link, and yard by yard is completely up to you. Just remember that you girded it of your own free will, and it is you solely that will have to wear it.

Power Struggles in Capitalist Democracies and the Fate of American Labo

Power Struggles in Capitalist Democracies and the Fate of American Labor Unions To some, "capitalistic democracy" conjures up the picture of a utopia where the free market is accompanied by individual liberty and social justice. To others, however, the term is more like a paradox—despite tremendous economic power, the advanced industrial nations are not immune from the evils of socio-political inequality as well as economical disparity. Amongst the capitalist democracies of the world, it is an established and well-known fact that when compared with the advanced industrial countries in Europe, the United States has the worst condition of economical-political inequality and social injustice. Its government is the least progressive, and its social inequalities the most deplorable. To explain the condition in the U.S. today, both the universality of capitalistic democracies and the peculiarities the American system employs—as well as this system's political and historical development—must be examined and explored. As Joshua Cohen and Joel Rogers articulated in On Democracy, a capitalist democracy is one that "if [it] is not just capitalism, still less is it just democracy" (Cohen 50). Indeed, despite the apparent political equality in a system that nowadays guarantees universal suffrage, the dominate socio-political structure in the United States and most western European countries does not allow—neither by intention nor in practice—free and equal competition between the capital and labor. Cohen and Rogers theorize that at the heart of this disparity lies what they call "the demand constraint" and "the resource constraint". In summation, the demand constraint states that because of the fact that the entire capitalistic econom... ...rlett, Donald L and James B. Steele. "Fantasy Islands". Time. November 16, 1998. Ideas & Institutions in American Society Course Reader, New York University. Spring 2001. Clawson, Dan and Alan Neustadtl, Denise Scott. Money Talks: Corporate PACs and Political Influence. 1992. Cohen, Joshua and Joel Rogers. "Structure". On Democracy. New York: Penguin, 1983. "Government." Encyclopedia Britannica. Web ed. http://www.britannica.com Indiana Historical Society. "Eugene V. Debs". 22 April 2001. http://www.indianahistory.org/heritage/evdebs.html Judis, John. The Paradox of American Democracy. New York: Pantheon, 2000. Lane, Charles. "Kohl Train". The New Republican Online. 18 February 2001. 20 April 2001. http://www.thenewrepublic.com/021400/lane021400.html Piven, Frances Fox and Richard A. Cloward. Why Americans Don't Vote. New York: Pantheon, 1989.

Play Report: Our Lady of 121st Street

Immediate Responses: -Easy read -Incredibly funny -Characters are so unlike one another -The relationships all linked together somehow -Very disappointed by the way they found Sister Rose -Loved the simple flow of the dialogue -Had to re-read several things in order to keep the sequence straight due to the jumping around of the scenes and time. Basic Conflict: The basic conflict of the play is the unsettling fact that somebody has stolen the corpse of their beloved nun Sister Rose. Major Events: -Somebody stole Sister Rose’s corpse Balthazar tells Vic a story about a man who didn’t care that his son had died -Rooftop goes to confession with Father Lux for the first time in 30 years. -Inez is Rooftop’s ex wife -Gail’s and Flip’s relationship is established. Gail is an actor. -Flip denies his relationship with Gail in front of Inez -The interrogation of Norca by Balthazar -Edwin’s and Pinky’s relationship is established -Edwin sends Pink y out for Yodels at 10:30 in the morning -Marcia’s asthma attack. Edwin takes care of her. Marcia tries hooking up with Edwin. -Norca and Inez speak in the bar for the first time since Norca slept with Rooftop, Inez’s ex husband. Balthazar takes Rooftop out of his confession. * Pinky kisses Father Lux * Pinky returns from getting yodels over 12 hours later. * He admits to Edwin that he spent time with Norca * Marcia expresses her concerns that Edwin will turn into her alcoholic grandfather * Marcia wants to marry Edwin who doesn’t want to leave Pinky alone. * Flip kisses Gail in public * Balthazar confesses that he was the guy who decided to watch a game on television over going to his son’s death sight. Major Theme: The major theme/lesson of the play is to always put somebody else before you. If you do than you will learn more about yourself in long run. Environment: The environment of our scene is a bar and grill on 121st street at 2 a. m. in the morning. Sitting in the bar I can see the smoke from the kitchen as it passes the lights on the ceiling. I can smell the fantastic aroma of fried food being cooked out back. I can taste the cold, salty, and seasoned French fries as I bite into them off of Marcia’s plate. I can hear the faint jazz music from the jukebox in the corner behind me. I can feel the cool air conditioning coming from the vents as I stand under them when I get warm. Character My character is Edwin Velasquez. Edwin is a super for a building on 121st street and has a great relationship with some of his tenants. Edwin dresses incredibly mainstream and boring. He hasn’t shaved in 3 months, so his scruff is quite visible and doesn’t waste time doing his hair. Edwin loves to eat Yodels with whole milk, and smoke. Edwin’s not the smartest 32 year old and he had to re-do 2nd grade 3 times. He is a very happy person who has taken on a huge burden that causes him to be on edge almost all of the time. Some people may see this as a bad attitude, but it’s simply a result of always worrying. Edwin has to take care of his little Brother, Pinky, by himself due to the fact that their parents are dead. Pinky is mentally challenged, and it just so happens that it’s Edwin’s fault which really weighs down on his shoulder’s 24/7. He threw a brick through a window after being yelled at by his parents for calling Pinky a retard, and the brick hit Pinky on the head causing permanent damage. Edwin’s most important relationship is the one with his brother Pinky. Their parents passed away several years ago. Social Services insisted on taking Pinky into custody, but Edwin would not let that happen, so he took full responsibility for Pinky. He feels that he owes it to his parents to be the best possible parental figure he can be for Pinky. Edwin’s overall need or desire throughout his life is to be certain Pinky is happy and safe at all times. Edwin does extremely well trying to protect Pinky and know exactly where he is at all times, but Pinky makes it incredibly difficult to do so. In our scene he does not achieve it because Pinky was out for over 12 hours and did not tell Edwin where he was going to be which worried Edwin to death, but it was truly out of his hands.

India, China, and Japan History Essay

Early offers from the west – The west wanted to trade with china but they rejected it. They had all the stuff they needed and didn’t need any outside help Self-Reliance – China thought they didn’t need any help from the outside Trading limitations – China was self-reliant, so it didn’t tend to trade with other countries. But then again the European countries wanted to trade with them. They set limits on which they would trade with. Opium/Opium war of 1839 – Opium was the cash crop in China, there was a war between the British and the China, China lost and British declared a treaty Treaty of Nanjing – China lost and British declared the Treaty of Nanjing which states that British get Hong Kong Extraterritorial Rights – Is when foreigners do not have to ‘follow’ the rules of that country in a place Taiping Rebellion – Peace war with the peasants Dowager Empress – Cixi was the last emperor of China, and was overthrown by her nephew Sphere of Influence – Another foreign country control your economic powers Open Door Policy – They opened the ‘doors’ to other countries, Doors as in trading Boxer Rebellion – The boxer rebellion was 1900 revolt that was aiming to end foreign rule over parts of their country 1905 World Tour – Where the Chinese went to other countries to study their ways and copy some Constitution – Wrote their constitution based off of Germany Kuomintang – Nationalist party; led by Sun Yixian; a forerunner of the party, overthrew the last emperor of the Qing Dynasty (1644) in 1912 Sun Yixian – 1st great leader of the Kuomintang; wanted a government based on the â€Å"three principles of the people† (nationalism, people’s right, people’s livelihood); lacked authority and military support to fufill his goal; turned over presiden cy to Yuan Shikai (a powerful General) Treaty of Versailles – The treaty of Versailles gave some of China’s land to Japan May 4th Movement – 5000 students plus many farmers, workers, and peasants protesting against Treaty of Versailles Mao Zedong – An assistant librarian at Beijing University; one of the founders of the Chinese Communist Party in Shanghai; one of China’s greatest leaders Chiang Kai-Shek – Son of a middle-class merchant; followers were bankers and business people; feared that social economy is like the USSR; peasants did not support Jiang, Communists; became president of the Nationalist Republic of China Nationalist Republic of China – The national republic of china was a government-kind-of-thing that was lead by the Kuomintang â€Å"Swimming in the peasant sea† – Said by Mao Zedong because he took lenin’s idea but changed them a little bit because he believe the peasants could be revolutionaries†¦ The Long March – Communists fled and hid from the Nationalists led by Jiang, 100,000 communists fled, thousands died from hunger, hypothermia, etc, communists were only one step ahead from Jiang’s forces Unity VS Japan India British East India Company (1600-1858) History- Inside 3 cities: Bombay, Madras, Calcutta; Sir Robert Clive defeats Indian & French army; Leading power in India; Used British officers and Sepoy soldiers (Indian) Sepoy- Soldiers from India Jewel in the Crown† (Benefits of British Rule)- India has the 3rd largest railroad system, modern roads, telephone lines, damn, bridges, irrigation canals, sanitation/public health, schools/colleges, ended local welfare, brought relative peace Negatives of British Rule- British had political/economic power, restricted Indian-owned industries, emphasis on cash crops for Britain (reduced food production/famine), racial attitudes from British to Indians Sepoy Mutiny (1857) – Rumor of British smearing beef & pork lard on cartridges (religious issues); 85/90 people refused and sent to jail May 10, 1858- Sepoys rebelled, took over Delhi; British takes over, end of BEIC, start of RAJ, RAJ was British rule under India, Queen Victoria rewarded those who supported BEIC, and killed those who didn’t Ram Muhum Roy- Began a campaign to move India away from tradition (No caste sy stem and no child marriages) Indian National Congress- Founded in 1885 at Bombay, separates Hindus and Muslims in 1905, Muslim league formed in 1906 Swaraj- Self-Rule Amritsar Massacre (1919)- Indians protested against the Rowlatt Acts, 10,000 Indians protested by praying and fasting, the British fired into the crowd Gandhi – The massacre sets the stage for Gandhi to take over, people boycotted British shops and merchandise. One day, Indians marched 240 miles to the ocean to make their own salt, 60,000+ arrested including Gandhi Raj – (1858-1947) Partition – Had everything separate onto 2 countries; 10 million relocated, 1 million died in the process August 15th, 1947- India is the world’s largest democracy under Prime Minister Jawaharlal Nehru Japan Prior to the Meiji Era Shoguns- Top people in the Japanese military Contact to the outside world- No contact to the outside world for peasants and workers Commodore Perry (Treaty of Kangawa) – Arrives in 1853 at Tokyo harbor scaring the Japanese with warships delivering a letter from US President Fillmore; US wanted free trade with Japan (Japan also trades with China and the Dutch), more coaling stations, more trading partners, a haven for ship-wrecked sailors; the Treaty of Kangawa in 1854 opened 2 ports for the US, in 1860, the US were allowed to trade, traditionalist did not like the plan Meiji Revolt (1868) – Samurai overthrew the Shogun The Last Shogun- The last shogun was Emperor Mutsuhito who ruled for 45 years, he wanted Japan to modernize; Mutsuhito sent diplomats to Europe and the US Meiji Reforms – Abolition of feudal system, land redistribution, westernize the school system (USA), modernize the army (Germany), modernize Navy (British), Emperor worship, human rights, religious freedom, written constitution (Germany), m odern banking system. In 1890, Japan was the strongest military in Asia, decided to show how strong they are by attacking other countries Sino-Japanese War (1894-1895) – In 1885, China and Japan decide to leave Korea alone. In the month of June in 1894, Korea asks China for help, Japan protested against the help and sent in their military, in only a few months, Japan takes down the entire Chinese Navy. Treaty of Shimonseki (1895) – Japan start having colonies in Korea and Japan Russo-Japanese War (1904-1905) – In 1903, Japan asks if Russia stays out of Manchuria, Russia refuses and they star fighting. Treaty of Portsmouth (1905) – In 1905, the US comes in and used the Treaty of Portsmouth to end the R-J war. They gave Japan its territory and forced Russia out of Manchuria Annexing of Korea – In 1905, Japan made Korea protectorate (sent advisors). In 1907, the Korean king quits and in 1910, Japan annexes Korea.

Mussolini and the intervention crisis essays

Mussolini and the intervention crisis essays Mussolini and the intervention crisis Benito Mussolini was born in Predappio, near Forli, in Romagna, on July 29, 1883. Like his father, Benito became a fervent socialist. He qualified as an elementary schoolmaster in 1901. In 1902 he emigrated to Switzerland. Unable to find a permanent job there and arrested for vagrancy, he was expelled and returned to Italy to do his military service. After further trouble with the police, he joined the staff of a newspaper in the Austrian town of Trento in 1908. Expelled by the Austrians, he became the editor at Forli of a socialist newspaper, La Lotta di Classe (The Class Struggle). His early enthusiasm for Karl Marx was modified by a mixture of ideas from the philosophy of Friedrich Nietzsche, the revolutionary doctrines of Auguste Blanqui, and the syndicalism of Georges Sorel. In 1910, Mussolini became secretary of the local Socialist party at Forli.When Italy declared war on Turkey in 1911, he was imprisoned for his anti-war propaganda . Appointed editor of the official Socialis t newspaper Avanti, he moved to Milan, where he established himself as the most forceful of all the leaders of Italian socialism. At this stage in his life, his political views were anti-militarist and anti-war however throughout the intervention crisis his views altered dramatically and became opposite of what they were before. On June 28 the Archduke of Austria Franze Ferdinand, Hapsburg heir to the throne of Austria-Hungary, was assassinated in the Bosnian capital of Sarajevo. The death of the heir was greeted with relief and joy because he once stated publicly that he wanted to declare war on Italy, but also because Italys relations with Austria had became increasingly tensed since the war in Tripoli. As the war began to take shape on the horizon, Italy found itself in an undesirable position. Under the leadership of Antonio di San Giuliano, the Foreign Minister, the nation had become increasingly tied to ...

Energy From Wavelength Example Problem

Energy From Wavelength Example Problem This example problem demonstrates how to find the energy of a photon from its wavelength. Key Takeaways: Find Photon Energy From Wavelength The energy of a photo is related to its frequency and its wavelength. It is directly proportional to frequency and inversely proportional to wavelength.To find energy from wavelength, use the wave equation to get the frequency and then plug it into Plancks equation to solve for energy.This type of problem, while simple, is a good way to practice rearranging and combining equations (an essential skill in physics and chemistry).Its also important to report final values using the correct number of significant digits. Energy from Wavelength Problem - Laser Beam Energy The red light from a helium-neon laser has a wavelength of 633 nm. What is the energy of one photon? You need to use two equations to solve this problem: The first is Plancks equation, which was proposed by Max Planck to describe how energy is transferred in quanta or packets. Plancks equation makes it possible to understand blackbody radiation and the photoelectric effect. The equation is:E hÃŽ ½ whereE energyh Plancks constant 6.626 x 10-34 J ·sÃŽ ½ frequency The second equation is the wave equation, which describes the speed of light in terms of wavelength and frequency. You use this equation to solve for frequency to plug into the first equation. The wave equation is:c ÃŽ »ÃŽ ½ wherec speed of light 3 x 108 m/secÃŽ » wavelengthÃŽ ½ frequency Rearrange the equation to solve for frequency:ÃŽ ½ c/ÃŽ » Next, replace frequency in the first equation with c/ÃŽ » to get a formula you can use:E hÃŽ ½E hc/ÃŽ » In other words, the energy of a photo is directly proportional to its frequency and inversely proportional to its wavelength. All that remains is to plug in the values and get the answer:E 6.626 x 10-34 J ·s x 3 x 108 m/sec/ (633 nm x 10-9 m/1 nm)E 1.988 x 10-25 J ·m/6.33 x 10-7 m E 3.14 x -19 JAnswer:The energy of a single photon of red light from a helium-neon laser is 3.14 x -19 J. Energy of One Mole of Photons While the first example showed how to find the energy of a single photon, the same method may be used to find the energy of a mole of photons. Basically, what you do is find the energy of one photon and multiply it by Avogadros number. A light source emits radiation with a wavelength of 500.0 nm. Find the energy of one mole of photons of this radiation. Express the answer in units of kJ. Its typical to need to perform a unit conversion on the wavelength value in order to get it to work in the equation. First, convert nm to m. Nano- is 10-9, so all you need to do is move the decimal place over 9 spots or divide by 109. 500.0 nm 500.0 x 10-9 m 5.000 x 10-7 m The last value is the wavelength expressed using scientific notation and the correct number of significant figures. Remember how Plancks equation and the wave equation were combined to give: E hc/ÃŽ » E (6.626 x 10-34 J ·s)(3.000 x 108 m/s) / (5.000 x 10-17 m)E 3.9756 x 10-19 J However, this is the energy of a single photon. Multiply the value by Avogadros number for the energy of a mole of photons: energy of a mole of photons (energy of a single photon) x (Avogadros number) energy of a mole of photons (3.9756 x 10-19 J)(6.022 x 1023 mol-1) [hint: multiply the decimal numbers and then subtract the denominator exponent from the numerator exponent to get the power of 10) energy 2.394 x 105 J/mol for one mole, the energy is 2.394 x 105 J Note how the value retains the correct number of significant figures. It still needs to be converted from J to kJ for the final answer: energy (2.394 x 105 J)(1 kJ / 1000 J)energy 2.394 x 102 kJ or 239.4 kJ Remember, if you need to do additional unit conversions, watch your significant digits. Sources French, A.P., Taylor, E.F. (1978). An Introduction to Quantum Physics. Van Nostrand Reinhold. London. ISBN 0-442-30770-5.Griffiths, D.J. (1995). Introduction to Quantum Mechanics. Prentice Hall. Upper Saddle River NJ. ISBN 0-13-124405-1.Landsberg, P.T. (1978). Thermodynamics and Statistical Mechanics. Oxford University Press. Oxford UK. ISBN 0-19-851142-6.

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

Whistleblowing - Essay Example Flexibility- Flexibility is another characteristic of the whistleblower that ensures the company or organization is not going against the law (Vaughn, 2013). Tenacity- The whistleblower use stubbornness as a competing curiosity that must be in due course used as a tool to make a defined and right decision for the business (Gramling, 2014). Sensitivity- Most of the large business organizations have large number of employees across the country; hence, sensitivity as a characteristic of a whistleblower is important because it acts as an eye to the business (Gramling, 2014). Within the last 12months, U.S Supreme Court has been identified to protect the employees through the voice of whistleblower. The instance to protect employees of publicly company’s contracts March 6, 2014. This was noted to be the first time in the United State of America Supreme Court protected sub-contractors and contractors under Lawson v FMRLL, 571 U.S (2014) (Gramling, 2014). Jonathan M Zang and Jackie Hosang Lawson had different case to the court, alleged retaliation unlawful under act 806 that was against the FMR LLC while the others interrelated to the private company the so-called FMR. The funds were mutually raised to provide fidelity to the family as persuaded by the contract. The two of them commenced the unlawful action in a federal district court where the private mate was moved to dismiss plaintiff’s issues. The claims supported that they were not covered as employees under the act 1514A (Vaughn, 2013). The plaintiff therefore, took forth both employees of public company and the employees of the contract and sub-contract. After complains were filed with the health administration and occupational safety, Zang and Lawson began the action of de novo in a court. The court examined the statute text and found that FMR’s interpretation was quite presentable because there was

Business organisation Essay Example | Topics and Well Written Essays - 2000 words

Business organisation - Essay Example 2007)†. Scientific management principals and tools were developed by emphasizing on extensive research and studies to provide a management solution to the managers who are considered as major stakeholders in the wellbeing of an organization. Fredrick W. Taylor is considered the pioneer in developing scientific management theories. He worked on the application of scientific methods to the labour management to improve their productivity. â€Å"He spent more than two decades passionately pursuing the ‘one best way’ for each job to be done (Robbins & Coulter, 2002)†. Scientific management call for the need of application of maximization of worker’s productivity by the application of appropriate and efficient work methodologies in the light of science, especially ergonomics. The industries at that time were production oriented and mass production, Fordism, and they required practices and procedure that were scientifically designed to optimize their work activities. Fredrick Taylor, who is called the father of scientific management, was a self-made man with his professional career spent in working within a labour intensive environment. Prior to scientific management, â€Å"Taylor worked as an apprentice to a pattern-maker, and as a machinist. He later joined the Midvale steel company as a labor rising in eight years to chief engineer (Hartman S.W. 2007)†. He worked in that environment observing efficiencies in work practices and thus created a desire to work upon the improvement of working methods. Taylor worked for years to develop optimal work methods and developed four principles, called principles of scientific management. Later Gantt and Gilbreth made some alterations in his theory but the basic theme remained the same. In addition, the idea was to break the tasks into simple and small parts and each part to be assigned to a particular person who has the capability and

Roman Architecture Essay Example | Topics and Well Written Essays - 5000 words

Roman Architecture - Essay Example It could hold 45-50,000 spectators who would queue for tickets days in advance. There would have been a wooden floor covered in sand to soak up the blood (Augent 25). The underground corridors of the Colosseum The arena floor measured 228 feet by 177 feet (crystalinks 3). A wooden construction had existed from the year 29 BC but it was burnt down in the fire of 64 AD (Caggia 1). Nero had not been interested in listening to the demands of his people and following the fire he built a huge palatial palace, known as the Golden House (Domus Aurea), on large expanses of Roman land. After Nero's death Vespasian wanted to offer the Roman people a gesture and set about draining a large lake near the site of Nero's palace and knocking down the great Golden House for its rich source of materials for the amphitheater (Caggia 1). It is understood by historians that the name Colosseum actually referred to the 'collosus', (crystalinks 2) due to a huge statue of Nero that once stood nearby which was 130 foot high (crystalinks 2). A Spectators view of the arena The class system was used to determine the seating arrangements of the audience. The 'first level, called the podium, was for the Roman senators' (crystalinks 3) and the seating would have been quite lavish with cushions and marble coverings. Above this on the 'maenianum primum' (crystalinks 3) there would have been Roman aristocracy and then above them the 'maenianum secundum' (crystalinks 3) was split into two separate areas; the wealthy people in the lower section and the poor citizens on the upper section. Domitian had a further wooden section added at the highest position for the very poor and lower class women (crystalinks 3). The entrance would have been on the... Exterior walls of the Colosseum showing the many arches within the Construction Concrete were a good material to use, as it is stronger in resisting compressive stresses whereas it is very weak when dealing with tensile stress. Spanning an open space or doorway, where forces on the arch are not vertical would provide the most suitable circumstance to use an arch, as it would be at its strongest. The correct formwork had to be used to ensure that the structure would remain intact. Wood was built in a frame to support the underside of the arch and form its basic structure. The Romans used a ‘Voussoirs’ technique, which involved the placing of a stone at the uppermost point of the center of the arch. It was understood that they learnt this technique from the Etruscans; however, they were the first to adopt the structures for above ground use as previously they had been used for drainage systems and vaults underground. The technique was not the strongest of the arch types, however, it was simple for them to build. There were eighty arches on every floor of the building; each of the arches was numbered and divided by half columns of a different style on each floor. There was a Doric style on the ground floor where the arches measured 13’9’’ in width and 23’1’’ in height, followed by Ionic on the second and Corinthian in the third where the arches were lower at 21’2’’ in height. The upper wooden flo or had windows with panels separated by Corinthian style columns at every second panel.

Detecting Autoantibodies in Human Sera Samples using ELISA

Detecting Autoantibodies in Human Sera Samples using ELISA Introduction Autoimmunity is a series of immune responses that is made against an organisms own cells and tissues due to inability to recognise own cells and tissues as self (Mandal, 2014). Diseases can arise as a result of autoimmunity. This includes lupus (SLE). Lupus (SLE) arises because of immunological mechanisms. With tolerance to antigens is lost and production of autoreactive lymphocytes the process of autoantibody is produced. Continuous production of autoantibodies from autoantibody producing cells results in formation of immune complexes. (Bolland and Ravetch, 2000). There are many factors which influence the susceptibility and development of lupus (SLE). These include hormonal, environmental, and genetic factors (Lisnevskaia et al, 2014). Genes involved in lupus (SLE) include MHC loci, tumor necrosis factor alpha, components of the complement factor and the mannose binding protein (Tsao and Grossman, 2001). Environmental triggers have influence on expression for lupus (SLE) such as vi tamin D deficiency. Vitamin D has an important role in order for the immune system to function properly because receptors of vitamin D are found in the cells of the immune system such as T lymphocytes, monocytes and dendritic cells. Also reduced vitamin D intake due to photosensitivity is associated with lupus (SLE). Thus, deficiency in vitamin D has a major consequence for the immune system and can create autoimmune diseases (Albishri et al, 2015). Hormones have a role in acting as chemical messengers in the immune response (Csaba, 2014). These chemical signals produced from hormones are disrupted especially between the brain and target cells which is an important factor in lupus (SLE) (Pick, n.d.). Because of this disrupted balance of hormone production certain hormones are more prevalent which cause lupus (SLE). High estrogen concentrations have been linked to lupus (SLE) due to it causing autoimmunity and with patients having a fast conversion of androgens to estrogens. Patients with joint pains are linked with lupus (SLE) and also have a high concentration of estrogen (Lupusinternational.com, n.d.). Diagnosis of lupus (SLE) include the lupus band test which detects for the presence of antinuclear antibodies. This is done using immunofluorescence. By looking at the florescence pattern the type of antibody can be detected. For a person to be positive for lupus (SLE) IgG and other complement depositions will be found at the dermoepidermal junction. To be specific there will be a bandlike deposit along the epidermal basement membrane due to the presence of IgG. Also a bandlike deposit will be present in the nucleus of the epidermal cells. A high concentration of anti-dsDNA antibody from titers also shows the presence of SLE due to anti-dsDNA antibody having a high specificity for SLE (Gill et al, 2003). Diagnosis can also be made using the SLICC criteria. For a patient to have SLE, at least four criterions need to be met including one clinical criterion (Petr i et al, 2012). There is currently no cure for SLE but a number of treatments are available. Prognosis for SLE has improved significantly since the 1950s with people diagnosed it living for less than five years. Now ninety percent of people with SLE live over ten years. The effect of SLE is more evident in men and children than in women. Causes of early death has been due to failure of organs and infections. Because of improved survival rate other factors have come in to play for the death of SLE patients. Cardiovascular disease is one factor and it is important to prevent this from being developed (Doria et al, 2006).       The ELISA test is a diagnostic test used to measure the concentration of certain antibodies or antigens present in a sample from a disease patient. ELISA is unique due to the separation of specific and non-specific interactions during serial binding to the multiwell plate. At the end of ELISA, a coloured product is produced that is associated with the amount of antibody or antigen present in the solution sample (Bio-Rad, n.d.). The first step of ELISA is coating, where a layer of antigen or antibody is adsorbed to the wells on the plate. After coating, blocking and detection are the next steps. Several washes are needed between each ELISA step to remove unbound materials. During this process excess liquid is removed in order to prevent dilution of the solutions added in the next stage (Bio-Rad, n.d.). For detection of SLE in the patient, the patients serum sample undergoes the ELISA test to detect the concentration of anti-dsDNA-antibodies which is specific for patients with SLE. A h igh concentration of anti-dsDNA-antibodies will indicate that the patient has SLE (Wigand et al, 1997). The aim of this experiment is to measure the concentration of anti-dsDNA-antibody present in both of the serum samples using the ELISA test by binding to the complimentary antigen double stranded DNA in the wells. The samples come from a female patient known to be suffering from SLE. Sample A was obtained when she was feeling relatively well and sample B was collected on the day of the practical. By comparing the yellow colour intensity at the end of the ELISA test for both samples and compared to the controls and using the standard curve the concentration of anti-dsDNA antibodies can be obtained and correlated to the relevant SLE prognosis level. An assay result above the laboratory reference range for the anti-dsDNA-antibody at a particular prognosis level will show that the patient is positive for SLE and the level of SLE prognosis. Based on the level of SLE prognosis suitable treatments will be given to the patient. Results On each strip the first three wells were labelled the positive controls, the next three labels were measured the negative controls and the remaining wells were labelled sample A and B (three for each sample). In the first stage 50 µl of purified antigen was added to each well of the microplate strip. The strip was incubated for two minutes at room temperature to allow time for the antigen to bind to each plastic well. A layer of antigens was present in each well once incubation had finished. After incubation the wells were washed using a wash buffer to remove excess liquid. In stage three 100 µl of blocking buffer was added into each well and incubated for two minutes to remove unbound sites. The wells were washed again to remove excess liquid. In the next step 50 µl of the positive controls, negative controls and the test autosera samples were loaded into the relevant wells. The strip was then incubated for 10 minutes at room temperature. After incubation for 10 minutes the we lls were washed to remove the unbound antibodies. Once the wash was done 50 µl of secondary antibody was added to the wells. Then the wells were incubated for 5 minutes at room temperature. The washing procedure was repeated again to remove any unbound secondary antibodies. In stage nine 50 µl of the HRP enzyme substrate was added to the wells. The strip was incubated for 5 minutes at room temperature. This allowed sufficient time for the HRP enzyme which is conjugated to secondary antibodies to metabolise the TBT substrate. The metabolisation of the TBT substrate produced a blue-coloured product. Each well turned blue fairly quickly during the incubation and the final strip is shown in figure 1. The intensity for the positive control was six, negative control was zero, and sample A and sample B was five. Figure 1. The micro plate strip showing the blue-coloured product after the enzyme substrate was added and then incubated for 5 minutes. For the final stage of the ELISA test the reaction was stopped by adding 50 µl of stop solution, (10% (v/v) phosphoric acid/ddH2O) into the wells. The blue solution turned yellow on addition of the stop solution. This is seen in figure 2. The intensity for the positive control was six, negative control was zero, sample A was one and sample B was two. Figure 2. The micro plate strip showing the yellow-coloured product after the addition of the stop buffer to the blue-coloured product. Absorbance measurements were obtained using a plate reader for the controls and samples. The absorbance relates to the concentration of anti-dsDNA antibodies present in the samples. The data is shown in table 1. Table 1. The absorbance data for the controls and samples. +ive controls -ive controls Sample 1 Sample 2 1 2 3 Avg 1 2 3 Avg 1 2 3 Avg 1 2 3 Avg 0.660 0.717 0.655 0.677 0.063 0.053 0.084 0.067 0.139 0.139 0.141 0.140 0.287 0.255 0.236 0.259 Discussion The antigen that coated the wells of the microplate strip was double stranded DNA. Two epitopes were present. During the reaction when the control and the autosera samples are loaded, the antibodies present are being detected which is complementary to the antigens coated in the wells. The antibodies need to be diluted using a blocking buffer for prevention of non-specific binding of proteins in the antiserum on the well specifically the solid phase. The antibodies in the serum will bind to the complementary antigens during incubation. Any unbound antibodies are removed by washing. After this, secondary antibodies are added in order to detect the primary antibodies. During incubation the secondary antibodies binds to the primary antibodies (Vlab.amrita.edu, 2011). Looking at figure 1, in the positive control samples, the intensity of the blue coloured product was six due to a known amount of anti-dsDNA antibodies present in the sample. This is used to show the procedure is working. The negative control had a blue colour intensity of zero due to no antibodies present in the sample. The intensities of both sample A and B were similar on the scale of five. From figure 2, looking at the positive control sample the intensity of the yellow coloured product is five due to the high amount of known antibodies present which a patient with SLE should have. The mean absorbance value from table 1 for sample 1 is lower than sample 2 which correlates to the colour intensity which is lower than sample 2. This means that sample 1 is from the patient when she was feeling relatively well due to a very low amount of anti-dsDNA antibodies present. Sample 2 has a higher absorbance value than sample 1 with a colour intensity which is also higher at two. Because of t his result sample 2 comes from the patient when she was feeling unwell. Also this level of intensity shows that the patient has a low level for SLE because of low level detection. The experiment was successful because the results obtained were precise and accurate. The only issue during the experiment was that the intensity of the blue-coloured product was the same for both sample A and B when the enzyme substrate was added. Sample 1 had the lowest concentration of anti-DNA antibodies whereas sample 2 had the higher concentration of anti-dsDNA antibodies. This is because of the colour intensity of the final product where sample 1 is low and sample 2 is higher. The mean absorbance value for sample A is 0.14. The laboratory reference range value for sample A is -0.02. Based on the laboratory reference value this means that when the patient was feeling relatively well she was negative towards SLE. The mean absorbance for sample B is 0.26. The laboratory reference value for sample B is 0.13. The absorbance value is higher than the reference value meaning it is positive for a disease prognosis level which is a low level. This means that the patient is mainly disease free but with periods where low disease activity occurs. ELISA is a procedure used to measure the concentration of antigen present in the sample. The estimate of the analyte concentration is as a result from the construction of a standard curve. The standard curve is constructed from the making of several serial dilutions of a known concentration of the analyte across the range of concentrations close to the expected unknown concentration. The unknown samples concentration is derived by interpolation which needs a standard curve which has been properly generated (Natarajan and Remick, 2008). As the intensity yellow colour in the end result has a value of only two we can say that the patient has a very low level of anti-dsDNA present which means the disease is likely to be calm but with a few periods of low disease activity (Kirkbride, 2015). These low disease activities include cutaneous manifestations, musculoskeletal manifestations and serositis which can be treated with nonsteroidal anti-inflammatory drugs (NSAIDS) or immunosuppression medications which have a low potency on top of the already taken hydroxychloroquine and corticosteroids (Mosca et al, 2001). Bibliography Albishri, J., Alsubai, K. and Alsubai, H. (2015). Vitamin D in systemic lupus erythematosis. World journal of pharmacy and pharmaceutical sciences, 5(1), pp.455-462. Bio-Rad. (n.d.). ELISA Procedure | Bio-Rad. [online] Available at: https://www.bio-rad-antibodies.com/elisa-procedure.html [Accessed 19 Dec. 2016]. Bio-Rad. (n.d.). What is ELISA? An Introduction to ELISA | Bio-Rad. [Online] Available at: https://www.bio-rad-antibodies.com/an-introduction-to-elisa.html [Accessed 19 Dec. 2016]. Bolland, S. and Ravetch, J. (2000). Spontaneous Autoimmune Disease in FcÃŽÂ ³RIIB-Deficient Mice Results from Strain-Specific Epistasis. Immunity, 13(2), pp.277-285. Csaba, G. (2014). Hormones in the immune system and their possible role. A critical review. Acta Microbiologica et Immunologica Hungarica, 61(3), pp.241-260. Doria, A., Iaccarino, L., Ghirardello, A., Zampieri, S., Arienti, S., Sarzi-Puttini, P., Atzeni, F., Piccoli, A. and Todesco, S. (2006). Long-Term Prognosis and Causes of Death in Systemic Lupus Erythematosus. The American Journal of Medicine, 119(8), pp.700-706. Gill, J., Quisel, A., Rocca, P. and Walters, D. (2003). Diagnosis of systemic lupus erythematosus. American Family Physician, 68(11), pp.2179-2186. Kirkbride, G. (2015). Understanding Laboratory Tests and Results for Systemic Lupus Erythematosus (SLE). [Online] Hospital for Special Surgery. Available at: https://www.hss.edu/conditions_understanding-laboratory-tests-and-results-for-systemic-lupus-erythematosus.asp [Accessed 20 Dec. 2016]. Lisnevskaia, L., Murphy, G. and Isenberg, D. (2014). Systemic lupus erythematosus. The Lancet, 384(9957), pp.1878-1888. Lupusinternational.com. (n.d.). Hormones and SLE Lupus International. [Online] Available at: http://www.lupusinternational.com/Living-With-Lupus/Pregnancy-and-Lupus-/Hormones-and-SLE.aspx [Accessed 19 Dec. 2016]. Mandal, A. (2014). What is Autoimmunity?. [Online] News-Medical.net. Available at: http://www.news-medical.net/health/What-is-Autoimmunity.aspx [Accessed 16 Dec. 2016]. Mosca, M., Ruiz-Irastorza, G., Khamashta, M. and Hughes, G. (2001). Treatment of systemic lupus erythematosus. 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Cause Effect Essay - Consequences of Too Many Cats -- Expository Cause

Cause Effect Essay - Consequences of Too Many Cats We have five cats that live in our house. This was not our original plan, but it turned out that way. My family got two tortoiseshell-colored kittens, Kit-Fat and Minkie when I was nine and my sister was seven. Two years later, we were preparing to move to the country, and our pastor's daughter had three kittens to give away. Our pastor convinced us that we needed cats outside in the country. At that age, Risa and I were greatly in love with kittens. Subsequently, three tabby kittens named Duff, Muff, and Buff came to live with us. But alas, our move was delayed and these adorable fluff balls lived inside for the next six weeks. When we finally moved, the whole family was too attached to these kittens to out them outside and subject them to the dangerous world. Therefore, we became a household with five cats. To this day, we are still reaping the consequences of that choice. Occasionally, there is an article in the newspaper about a house where the people have many cats and do not care for them. The cats are allowed to take over the home and a severe mess results. This is obviously the extreme result of having too many inside cats. However, even in households where the cats are well taken care of, problems can result from a profusion of inside cats. The biggest problem with a multiple cat household is the interaction between the various cats. Many problems stem from this interaction. Cats can be very territorial creatures. In a multi-cat situation, there is also a pecking order and a dominant cat. We have four females and only one male, so our male naturally became the dominant cat. This caused a problem because before Duff came, our oldest female was dominant. Du... ...l, we love our cats, and they are an important part of our daily family life. There have been times alone the way that we have been tempted to get rid of them, but we knew that we could never do it. This is due to the positive effects that our cats have upon our home. Cats can be very affectionate and loving creatures. They constantly provide us with amusement as each one has his own personality. With several cats, each family member has a favorite or favorites, and everyone has a cat friend. Cats provide happiness, despite all the work required to care for them and manage them. Nevertheless, I still would not recommend that anyone have more than one or two cats in a house. Too many cats in one house causes too many problems and negative effects. We made a mistake, but we have dealt with the circumstances, and through it all have learned many important lessons.

References for Assessment in Special Education Essay

Bendak, L. (2011). The role of individual educational plans in helping cycle one students with dyslexia to become better readers. Middle East Journal of Family Medicine; Nov2011, Vol. 9 Issue 9, p42-47, 6p. Retrieved January 18,2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=16696efa-2beb-42868b5ec73dca138979%40sessionmgr12&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The purpose of this study is to highlight the importance and role of Individual Educational Plans (IEP) in helping students with Dyslexia, ages six to nine at cycle one of their elementary education. This study emphasizes the need for special education departments in schools where special education teachers can enhance the educational development of students with Dyslexia through the IEPs that identify the individual points of strength and weakness of the student with Dyslexia. The results of this study showed that the efficacy of the IEP on the development of the reading level varied depending on the initial level of difficulty of the student. [2] Burns M. K. , Jacob S. , Wagner A. R. (2007) Ethical and legal issues associated with using response-to-intervention to assess learning disabilities. Journal of School Psychology 46 (2008) 263–279. Retrieved January 18, 2013 from http://faculty. winthrop. edu/armisteadl/SchoolPsychologyResources/attachments/Burnsi_ M_K__Ethical_a. pdf Abstract The Individuals with Disabilities Education Improvement Act of 2004 allows schools to use a child’s response to research-based intervention (RTI) as a part of procedures to identify students with learning disabilities. This paper considers whether RTI-based assessment models meet ethical and legal standards for acceptable assessment practices. Based on a review of available research, it was concluded that RTI based assessment practices, when carefully crafted and implemented, have the potential to be multifaceted, fair, valid, and useful. Threats to acceptable RTI-based assessment practices include: the lack of research-based interventions appropriate for diverse academic domains, ethnic groups, grades K12, and students with limited English proficiency; uncertainty regarding how to determine when nonresponse to intervention warrants formal referral for evaluation of special education eligibility; difficulty translating scientifically sound RTI practices to the local school level; and inadequate staff training and poor treatment fidelity. Suggested directions for future research are included. [3] Capizzi, A. M. (2008) From assessment to annual goal. Teaching Exceptional Children; Sep/Oct2008, Vol. 41 Issue 1, p18-25, 8p. Retrieved January 19, 2012 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=66b5e959-686e-482bb3e7ead5ad631980%40sessionmgr11&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The article discusses the process of writing individualized education plans (IEPs) for special needs students and the decision making process that is involved to find and implement meaningful teaching methods and activities. It is noted that present levels of academic achievement and functional performance (PLAAFP) and other evaluation data must be utilized in the IEP plan. The impact that the U. S. Individuals with Disabilities Act (IDEA) has on IEPs demonstrates that the measurement of academic progress is a central goal of any IEP. [4] Dunn, Michael W. (2007) Diagnosing reading disability: Reading recovery as a component of a response-to-intervention assessment method. Learning Disabilities: A Contemporary Journal, v5 n2 p31-47 2007. Retrieved January 18, 2013 from http://www.eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ797663&ERICExtSearch_SearchType_0=no&accno=EJ79766 3 Abstract There is growing evidence that the current method of identifying students with a learning disability (LD) is ineffective. The wait-to-fail model of assessing students after second/third grade as well as conceptual problems in using intelligence tests for identification result in students not receiving the assistance they need during the earlyelementary school years. The educational community is discussing response to intervention (RTI) as an alternative assessment method. This study explored the assessment components of the Reading Recovery (RR) program as part of a future RTI model. By means of a discriminant-function analysis, a retrospective study of thirdthrough fifth-grade students who participated in RR during first grade investigated assessment elements (beginning text level, ending text level, and number of weeks’ participation in RR) of this program. The results showed that RR assessment elements were significant predictors of first-grade students who were later identified as having a reading disability. Ending text level was consistently the largest predictor of students later classified as having a reading disability or not. (Contains 4 tables. ) [5] Dykeman, Bruce F. (2006) Alternative strategies in assessing special education needs. Education, v127 n2 p265-273 Win 2006. Retrieved January 18, 2013 from http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ765825&ERICExtSearch_SearchType_0=no&accno=EJ76582 5. Abstract The conventional use of standardized testing within a discrepancy analysis model is reviewed. The Response-to-Intervention (RTI) process is explained, along with descriptions of assessment procedures within RTI: functional assessment, authentic assessment, curriculum-based measurement, and play-based assessment. Psychometric issues relevant to RTI and standardized testing are discussed. [6] Dykeman, Bruce F. (2009) Response to Intervention: The Functional Assessment of Children Returning to School with Traumatic Brain Injury. Education, v130 n2 p295-300 Win 2009. Retrieved January 18, 2013 from http://www. eric. ed. gov/ERICWebPortal/search/detailmini. jsp? _nfpb=true&_&ERICExtSe arch_SearchValue_0=EJ871665&ERICExtSearch_SearchType_0=no&accno=EJ87166 5 Abstract Children with Traumatic Brain Injury (TBI) face many demands when completing their rehabilitation and returning to school. Although the prognosis can be favorable for many children, the course of recovery poses unique challenges for children and staff alike. To this end, a functional assessment of TBI children within a Response-to-Intervention (RTI) model provides a comprehensive strategy of easing transition to the school and charting progress throughout the course of recovery. Literature is reviewed and applicability to the RTI model is discussed. [7] Fabiano, G. A. et. al. (2010) Enhancing the effectiveness of special education programming for children with attention deficit hyperactivity disorder using a daily report card. School Psychology Review; 2010, Vol.39 Issue 2, p219-239, 21p. Retrieved January 19, 2013 from http://0web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=639450fe-4a86-49fa-858914d34d130ecc%40sessionmgr4&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ% 3d%3d. Abstract Children with attention deficit hyperactivity disorder (ADHD) make up a considerable proportion of students who receive special education services in schools. The present study aimed to enhance the outcomes of students with ADHD in special education settings by using a daily report card (DRC). Thirty-three children with ADHD in special education placements were randomly assigned to an intervention condition wherein behavioral consultants worked with the teacher and parent to construct and implement a DRC based on the child’s individualized education plan goals and objectives. These children were compared to 30 children in a business as usual control condition. Results indicated positive effects of the DRC on observations of classroom functioning, individualized education plan goal attainment, and teacher ratings of academic productivity and disruptive behavior in the classroom. Further, a greater percentage of children with ADHD in the DRC group were normalized on measures of disruptive behavior and impairment. The intervention did not result in incremental improvement in academic achievement, teacher ratings of ADHD symptoms or impairment, or the student-teacher relationship. The implications of these results for working with children with ADHD in special education settings are discussed. [ABSTRACT FROM AUTHOR] [8] Grigorenko E. L. (2010). Dynamic assessment and response to intervention: Two sides of one coin. Journal of Learning Disability 42 [2] 111-132. Retrieved January 18, 2013 from http://ldx. sagepub. com/content/42/2/111. full. pdf+html Abstract This article compares and contrasts the main features of dynamic testing and assessment (DT/A) and response to intervention (RTI). The comparison is carried out along the following lines: (a) historical and empirical roots of both concepts, (b) premises underlying DT/A and RTI, (c) terms used in these concepts, (d) use of these concepts, (e) evidence in support of DT/A and RTI, and (f) expectations associated with each of the concepts. The main outcome of this comparison is a conclusion that both approaches belong to one family of methodologies in psychology and education whose key feature is in blending assessment and intervention in one holistic activity. Because DT/A has been around much longer than RTI, it makes sense for the proponents of RTI to consider both the accomplishments and frustrations that have accumulated in the field of DT/A. [9] Haydon T. (2012). Using functional behavior assessment to match task difficulty for a 5th grade student: A case study. Education Treatment of Children, 35 [3], 459-476 Abstract We used an AB design with a control condition to examine the effects of an academic strategy on a student with a learning disability during a 5th grade math class. During baseline the student had high rates of disruptive behavior, low percentages of intervals of on-task behavior, and low percentages of correct responses. An antecedent-based intervention was developed to target the student’s escape-maintained behavior during independent seatwork. The intervention consisted of matching task difficulty with the student’s level of performance based on his success in a special education resource room. During intervention the targeted student demonstrated lower rates of disruptive behavior, higher levels of on-task behavior, and higher percentages of correct responses. The student’s positive results were compared to his performance in a special education resource room. A discussion on study limitations, implications, and future research directions is included. [10] Kern L. (2007). Functional Assessment-Based Intervention for Selective Mutism. Behavioral Disorders; Feb2007, Vol. 32 Issue 2, p94-108, 15p. Retrieved January 19, 2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=652066c08587-4865-a2d7fd85e2d7e7c5%40sessionmgr11&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ %3d%3d Abstract The process of functional assessment has emerged as an essential component for intervention development. Applications across divergent types of problem behavior, however, remain limited. This study evaluated the applicability of this promising approach to students with selective mutism. Two middle school students served as participants. The functional assessment included indirect and direct methods as well as a specially designed student interview that did not require speech. Individualized interventions were developed and experimentally evaluated. Results indicated that the assessment-based interventions effectively increased speaking in school contexts. [ABSTRACT FROM AUTHOR] [11]. Lynch, S. & Adams, P. (2008) Developing Standards-Based Individualized Education Program Objectives for Students With Significant Needs. Teaching Exceptional Children; Jan/Feb2008, Vol. 40 Issue 3, p36-39, 4p. Retrieved January 19, 2013 from http://0-web. ebscohost. com. lib1000. dlsu. edu. ph/ehost/detail? sid=ca2e5664-4ebc-4a20800f8331f3bca0c6%40sessionmgr4&vid=1&hid=11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ% 3d%3d.