Write a research paper creating an experiment using the cultivation Proposal

Compose a paper making an analysis utilizing the development hypothesis - Research Proposal Example TV being the most well known sort of broad communications is viewed as a typical medium among American youth. As the obvious actuality, the United States is driving the world with regards to family TVs activity, with a normal of over eight hours of the day (The Economist, 2007). As per Kubey and Csikszentmihalyi (2003), individuals who sit in front of the TV to an extreme, can show side effects which are equivalent to that of substance reliance. The impacts of TV have been read by researchers for a considerable length of time, whereby they for the most part centered around relationship of watching savagery on TV and being brutal, all things considered (Berkowitz, 1964). Less focus be that as it may, has been given to the essential charm of the little screen. A few people concede how they despise habitually lazy people, seeing oneself inundated into their couches dealing with and controlling the remote control for extended periods. Guardians all the more frequently grumble about their children's' every day overwhelming TV seeing. Larson (2001) of the University of Illinois found t... Guardians all the more frequently whine about their children's' day by day substantial TV seeing. Larson (2001) of the University of Illinois found that, television is once in a while utilized for positive formative encounters and that review is related with formative liabilities. In addition, some prominent that, to much TV utilization (expected to be over four hours every day) is identified with weight, lower grades, changed sexual standards and furthermore negative impacts in understanding execution (Neuman, 1988). Others report , that bigger measures of TV utilization has negative impacts in resting examples, recurrence and nature of family dinners, and mental self view (Van nook Bulck, 2000). This examination is focusing on the impacts of substantial TV viewing to the physical and social wellbeing of youths in certain regions of Florida. Criticalness of the Study The discoveries of the examination would be useful to the respondents and the remainder of the teenagers. It will advance mindfulness on the advantages they get from TV, simultaneously will make them mindful of the negative impacts TV may bring to their physical and social wellbeing measurements. Legitimate mediation on their wellbeing will be prescribed which can result to improvement of their personal satisfaction and feeling of prosperity. The investigation can fill in as an eye opener to families, especially to guardians, who may have neglected the impacts of TV according to the strength of their youngsters. Fitting correspondence, discipline styles and house rules usage can be talked about at home with their kids. The aftereffects of the investigation would like to add to the whole network, since

Biological molecules Essay Example | Topics and Well Written Essays - 1250 words

Organic atoms - Essay Example The two strands of the helix run in inverse ways (1 up and 1 down). The internal edges of the helices are framed by the nitrogenous bases and they run two by two. Adenine sets with thymine with 2 hydrogen bonds and cytosine sets with guanine with 3 hydrogen bonds (Murray et al, 2007). DNA is available in the chromosomes of the majority of the living creatures. The human genome roughly has 3 billion base sets of DNA which are organized in the 23 sets of chromosomes. Succession bits of DNA structure qualities which convey fundamental data. The hereditary data is accomplished by integral base blending. Transmission, interpretation and interpretation are the means associated with transmission of hereditary data. As of now, DNA is utilized in the field of hereditary designing for the treatment of numerous illnesses (Murray et al, 2007). RNA or ribonucleic corrosive is like DNA with the exception of that it is single abandoned and the sugar present in it is ribose sugar. RNA comprises of rehashing units of nucleotides which are comprised of a nitrogenous base, a ribose sugar and a phosphate. The pyramidines are guanine and cytosine and the purines are adenine and uracil. RNA is deciphered from DNA by the protein called RNA polymerase. There are essentially 2 kinds of RNA: coding RNAs and non-coding RNAs. Delivery person RNA (mRNA) is a coding RNA. There are numerous non-coding RNAs. These incorporate ribosomal RNA (rRNA), move RNA (tRNA) and others. Capacities: mRNA conveys data from DNA to the ribosome which is the site of blend for proteins. The amino corrosive grouping in the protein depends on the coding arrangement of the mRNA. tRNA and rRNA are associated with the procedure of interpretation. Numerous other non-coding RNAs are engaged with RNA preparing, quality guideline, catalysis of synthetic responses, cutting and ligation of other RNA particles, catalysis of peptide bond development in the ribosomes and different jobs (Murray et al, 2007). Sugars Structure: Sugars are natural exacerbates that are either ketones or aldehydes with numerous hydroxyl bunches included. These hydroxyl bunches are included one every carbon iota that isn't a piece of either the aldehyde or the ketone gathering. In this manner the general recipe of a sugar can be assigned as (C'H2O)n. Here n is any number more prominent than 3. There are numerous sugars like uronic acids and fucose which don't have this recipe in their structure. Likewise, all synthetic substances which have this structure don't fall into the classification of starches. The fundamental sugar units are monosaccharides. These are additionally ordered dependent on the quantity of carbon molecules, the position of the carbonyl gathering and the chiral handedness. Monosaccharides with the carbonyl gathering aldehyde are known as aldoses, those with carbonyl gathering ketone are known as ketoses, those with three carbon particles are known as trioses, those with four are called tetroses, five are call ed pentoses and six are hexoses. Every carbon molecule with a hydroxyl gathering (aside from the first and last carbon iotas) is assymmetric making them stereocenters with either right-side setup or left-side design. Accordingly numerous isomers can exist for some random monosaccharide equation. Glucose, galactose and fructose are monosaccharides. Monosaccharides can connect together from numerous points of view to shape disaccharides and poly-saccharides. One or

Teaching Kids How To Spell Makes You Realize How Lucky You Are

Teaching Kids How To Spell Makes You Realize How Lucky You Are I recently picked up a part-time job tutoring elementary schoolers from low-income homes in English Language Arts. I was given a Student Learning Plan for each child. The usual suspects were on these lists of expectations: students need to know the difference between adjectives and adverbs, be able to identify synonyms and antonyms as well as prefixes and suffixes, and be able to make graphic organizers and break down essays into main ideas and supporting details. Heres where things get complicated. I need to make sure my students learn all these basics so they can pass the multiple choice post-test theyre going to take in a few months. At the same time, I need to somehow teach these children how to spell. Because they cant spell. They really, really, really cant spell. Teaching someone how to read and write in English makes a person realize exactly how fed up the modern English written language actually is. Working with someone who cant spell makes your long for the Elizabethan Age, back before the written language was standardized, back when there was ONLY creative spelling. Now we live in an English-language world where the classic Sound it out will get you out the gate, but barely. When my students ask me why person is spelled with an o instead of a u (But the u makes the uh sound!) or why people has an o in it (But it only has an ee sound, it doesnt have an oh sound, why is the oh in there?), I have to give them the most dreaded of grown-up responses: Because. I hate being the grown-up who says Because. I never wanted to be the grown-up who said Because. But I only have a limited amount of time to teach them spelling, I have to devote the bulk of our afternoons and evenings together to drumming reading and writing comprehension concepts into their brains, making sure they can take effective notes on written passages and pass multiple choice tests. Still, my heart drops into my stomach when I go through the sentences they write and correct the mistakes. Seeing a perfectly spelled sentence with these kids feels like finding the holy grail. Its the rare sentence where only two or three words are misspelled. Its terrible how often I come across a sentence where EVERY word is misspelled. Those sentences feel like a punch to the gut and face. Reading out loud is no less a challenge for them. They stumble and stop and start. I can see their little faces turn red. Theyre tired of stumbling. They want to skate through sentences. They dont want to hate reading or writing. But how can they not hate it a little bit? How can you not hate climbing a mountain when you never seem close to getting to the top? Its something I havent thought about often enough, how lucky I was to be born into a reading household. It is a privilege to come from a family with bookshelves in almost every room, a family that regularly visited bookstores and libraries, a family where both my parents regularly read to me before bed. Ive been a reader for so long I forget sometimes that I didnt come straight out of the womb with my nose buried in a book. I forget that I was taught, because I was taught at such an early age and in such an organic way that I cant remember the learning being a struggle. I remember struggling through my multiplication tables and Spanish verbs, but I never remember struggling with reading. I want so much for the kids I work with. I want them to be able to pick up A Wrinkle in Time or From The Mixed-Up Files Of Mrs. Basil E. Frankweiler  and be able to dive into the pages as easily as they would cannonball into a swimming pool. I want them to rock their college admissions essay and I want them to go to a great school and read great books and write great essays about those books. I have gargantuan dreams for my students, but we have to take miniature steps to cross the great divide between where they are now and where I hope theyll someday be. So heres something to be grateful for today. Be grateful if reading feels like breathing and be grateful if you can write a sentence without wondering if all the words are spelled correctly. Its so easy to forget that being literate isnt a give-in, its a privilege we have so, so, so many people in our pasts to thank for.

The Theme of Deception in Hamlet by William Shakespeare Essay

The Theme of Deception in Hamlet by William Shakespeare One must always be weary of the truth because it is quite often manipulated to serve the needs of any person who requires that the truth be on their side. Quite often, the only way to discern the truth from the fiction is by way of a deceptive act, because an act of deception always exposes both its self and the truth to be two quite different things. Nowhere is this more true than in William Shakespeares, Hamlet. One of the major themes in the play is in fact, deception. This central theme is expressed throughout the play in three major forms: the fear of being deceived, the act of deception, and the ultimate result of the deceptive act. The first facet of the deceptive†¦show more content†¦To learn the truth of Hamlets actions, Claudius entreats upon Rosencrantz and Guildenstern (two of Hamlets oldest friends) to investigate the situation: Some little time; so by your companies To draw him on to pleasures, and to gather So much as from occasions you may glean, Whether augh t to us unknown afflicts him thus That, opened, lies within our remedy. (II:2, ll 14-18) Claudius, at this early point in the play, is slightly nervous of Hamlets state of mind. Although Hamlet has not yet done or said anything that distinctly proves that he knows of Claudius wrongdoing, Claudius is still suspicious. Ironically, he is worried about being deceived by Hamlet, so he sends two of his friends to spy him to learn what is bothering him. Laertes expresses a further example of the fear of deceit in his conversation to Ophelia regarding Hamlet: His greatness weighd, his will is not his own; For he himself is subject to his birth. He may not, as unvalued persons do, Carve for himself, for on his choice depends The safety and health of his whole state, (I:3, ll 17-21) Laertes fears that Hamlet is not sincere in his love for Ophelia. He tells her that since he is of royal blood, he is not free to choose his own wife. The court and other royals must decide who is the best choice to be queen, for the safety of Denmark. Hamlet knows this to be true, and therefore, any sign of love that he gives her must be false.Show MoreRelatedDeception And Deception In Hamlet1681 Words   |  7 Pages Throughout Shakespeare’s plays, deception is used to grant the characters the ability to attain social status and success. Deception comes from the root word â€Å"deceive,† which can be defined as, â€Å"to mislead by a false appearance or statement,† or â€Å"to mislead or falsely persuade others† (â€Å"Deceive†). When attempting to deceive another person, the characters must be able to understand the consequences one may face when manipulating another through deceit. Two plays that strongly showcase Shakespeare’sRead MoreWilliam Shakespeare s Hometown Of The English Language And The World s Best Dramatist1266 Words   |  6 Pages Although many knew him as a keen businessman in his hometown of Stratford, William Shakespeare is recognized as the greatest writer in the English language and the world s best dramatist. (www.goodreads.com) He wrote hundreds of songs, plays, books, and poems. During his time, his plays were well under-appreci ated and a lot of his work did not appear until seven years after his death. Without Shakespeare, the English language would have never expanded at the rate it did, erasing many common wordsRead More Reality, Illusion, Appearance, and Deception in Shakespeares Hamlet1279 Words   |  6 PagesReality, Illusion, Appearance, and Deception in Shakespeares Hamlet   Ã‚  Ã‚  Ã‚   As appearances play an important role in todays society, so they also play an important role in William Shakespeares play Hamlet. From the first scene to the last, Shakespeare elaborates on the theme of appearance versus reality through plot and character.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The plays plot is full of incidents and events that are not what they appear to be. One such incident is Ophelias ambiguous death. When,Read MoreAct 1 as an Effective Opening to Hamlet by William Shakespeare987 Words   |  4 PagesOpening to Hamlet by William Shakespeare The play Hamlet is a dramatic love story written by William Shakespeare. It is set in the late sixteenth century. Most scenes take place in the grounds of the Danish castle at Elsinore. The play has many characters, and the main ones are members of the royal family or were close to them. It is a very long, complicated story that twists into a tragic end. The main characters are Hamlet, Gertrude, Claudius, King Hamlet, PoloniousRead MoreWilliam Shakespeare s Hamlet - The Framework Of Deceit1301 Words   |  6 Pagesinfluential role in the play Hamlet by William Shakespeare. However, when looking closely at the play, it can be argued that the central theme of this tragedy is acting. How Shakespeare presents and lays out the actors and acting makes it a framework for madness and spying. Shakespeare points out the theme of in the dissimilarities of his characters, the deceits that individuals take for granted and the presentation of the `play within a play . This intertwined deception allows certain charactersRead MoreEssay On Cunning And Deception In Hamlet1714 Words   |  7 PagesThis research paper’s theme is the characters’ cunning and deception, which leads to the thesis statement: â€Å"The Shakespeare play Hamlet, is a story about cunning and deception.† The reason why I came out with the idea is because throughout the class discussions and personal readings, several instances were perceived how the characters are being untruthful. They play their roles cunningly and deceptively to stay in their own games for personal gain. The root of conflict in the play and the seriesRead MoreHamlet : William Shakespeare s Hamlet1259 Words   |  6 PagesOmar Sancho Professor Christopher Cook English 201-0810 Hamlet Paper 23 May 2016 Hamlet Character Analysis â€Å"There is nothing either good or bad, but thinking makes it so.†(Act 2, Scene 2, 239-251) Hamlet by William Shakespeare is one of the most famous plays written that conveys a multitude theme. But most predominant is the presence of Hamlet s obsession with philosophy of life, throughout the play Hamlet philosophy reviles his point of view love, loyalty, the importance of family and friendsRead MoreWilliam Shakespeare s Hamlet - Appearance Vs. Reality819 Words   |  4 Pagesneither given nor received any aid on this assignment. -MLM Appearance vs. Reality in Hamlet William Shakespeare’s Hamlet, reveals a consistent theme of appearance versus reality throughout the character’s actions. In many situations, honesty and sincerity appear to be present; however, in reality, dishonesty and deception are usually the character’s true intentions. Specifically, Rosencrantz and Guildenstern, Hamlet, and Claudius demonstrate the disconnect between appearance versus reality. ThroughoutRead MoreHamlet Is A Theater Performance Of The Shakespeare Play1715 Words   |  7 PagesEssay 2 The play Hamlet is written by William Shakespeare whereby he uses a combination of poetry and prose. The film, Hamlet is a theater performance of the Shakespeare play. The play is written in blank verse offering an insight into the state of mind of the character as well as a reaction to the ongoing actions in the stage. The style is reserved for the nobles and informal situations like courts. Figurative language is used to express the actions and feelings of the characters have been evidencedRead More Reality and Illusion in Shakespeares Hamlet - Appearance and Reality1313 Words   |  6 PagesAppearance and Reality in Hamlet    In today’s society, appearance is everything. What brand do you wear? What hairstyle do you have? What color is your skin? Are you fat? Are you â€Å"cool†? However, appearances are often deceiving, and sometimes first impressions are anything but accurate. The deceptive quality of appearance plays a major role in Shakespeare’s play Hamlet. Throughout the entire play, Shakespeare addresses the theme of appearance versus reality through plot and characterization

Jews Were Complacent During The Holocaust - 1670 Words

It is a common misconception that Jews were complacent during the Holocaust. For most people, the only knowledge, if any, about Jewish resistance during the Holocaust comes from a fictional movie, Inglourious Basterds. While certainly based on facts, Inglourious Basterds is not a good way of expelling a myth. In actuality, and despite popular belief, Jews were not complacent during the Holocaust. They performed both violent and non-violent resistance against the Nazis, such as spiritual resistance, forming partisan groups, and starting uprisings and riots in many ghettos and concentration camps. Spiritual resistance is defined as â€Å"attempts by individuals to maintain their humanity, personal integrity, and sense of civilization in the face of Nazi attempts to dehumanize and degrade them† by the United States Holocaust Museum (Spiritual). Spiritual resistance was highly regarded by many Jews, and most actually considered it to be the purest form of resistance because it was non-violent, and kept their spirits from being broken, even while facing horrible degradation. Examples of spiritual resistance include conducting religious services while in ghettos or concentration camps, keeping covert libraries of Jewish works, and establishing secret archives to report about daily life in the ghettos. The continuation of religious practices while in ghettos was most commonly conducted by Orthodox Jews because they heavily opposed violence, but religion continued in almost all ghettosShow MoreRelatedConstantines Sword Essay953 Words   |  4 Pagesdream that they were his legs under the bandages and when he would wake up he would think he was the one who couldnt walk. He learned early, what suffering was. Later on in life he would be reminded of his brothers legs. 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In the case of the Holocaust, the train car Read MoreHitler s Political And Foreign Policy1263 Words   |  6 Pagesinformed by their mentors that college is important for getting a good job and providing for a family. Many German children joined Hitler Youth because, through propaganda, this organization seemed like a fun way to become powerful over the bad guys: the Jews. In Germany, the depression of the early 1930’s was an extreme event that caused democratic parties to lose support. The poor economy influenced people to turn to the radical Nazi party, which offered seemingly easy and quick solutions to all of theirRead MoreTreatment of Race in the Hobbit by J.R.R. Tolkien1151 Words   |  5 PagesThe Hobbit is a novel about a complacent hobbit named Bilbo Baggins accompanying a group of thirteen dwarves - as their burglar - on a journey to regain the dwarves’ treasure from the vast, beastly dragon, Smaug. Along the adventure, Bilbo starts becoming the brave adventurer he was meant to be. While the story is a fun, adventurous tale, the stereotypes and racism of/in the character races could be seen as a reflection of discrimination in the early 1900s and modern days. The way character groupsRead MoreWhy Common Germans Took Part Of The Holocaust2222 Words   |  9 PagesThis investigation evaluates why common Germans took part in the Holocaust. In order to assess why common Germans took part in the Holocaust the investigation focuses on the participation and complacency of the German people during the Holocaust, specifically the extermination of the Jewish people, and the reasoning behind it. Different explanations for the German actions developed by a ran ge of historians will be presented. The conventional reasons, like psychological and cultural, and the nonconventionalRead MoreThe World Of The Holocaust1940 Words   |  8 Pagesan event in history known as the Holocaust. The Holocaust was a genocide, in which the Nazi’s, with Adolf Hitler as their leader, killed about 6 million Jews. This occurrence took place in Germany and German occupied territories across Europe. January of 1933 was the start of the Nazi’s gaining power in Germany. The Nazi’s were known as the culprits who committed the mass killing of Jews across Europe. The Holocaust started because Adolf Hitler felt that Jews were ruining Germany. He stated in hisRead MoreNight Study Questions2598 Words   |  11 Pagesgradually reduced the Jews to little more than things which were a nuisance to them. Discuss at least three specific examples of events that occurred which dehumanized Eliezer, his father, or his fellow Jews. Dehumanization played a significant role throughout Elie Wiesels Night. In many historic references to the Holocaust the killing of the Jews were described as methodical and systematical(The Jewish Outreach Institute), though this is true, these heinous crimes were made even worse byRead MoreAdolph Eichmann And The Nazi Party2972 Words   |  12 PagesHitler, Heinrich Himmler, and Joseph Goebbels, Eichmann physically did not resemble the stereotypical tall, blonde, Aryan male, and due to his darker complexion, brown hair, and brown eyes Eichmann was teased as a child and derisively called the â€Å"little Jew.† As a young man in the 1920s Eichmann never held a steady job, working as a traveling salesman, a day laborer, and an office worker. In 1932 at the age of 26, at the suggestion of a friend, Ernst Kaltenbrunner, Eichmann became a member of the rapidlyRead MoreTriump in The Scarlett Letter by Nathiel Hawthorne2558 Words   |  10 Pagesupper class’ superficiality, but also to provide more insight into characters’ personalities. Nick’s cousin, Daisy Buchanan, is a perfect representation of what Fitzgerald believes is the mentality of the upper class. High class women such as Daisy were expected to be the trophy wives of rich husbands, and she was considered quite the catch. Though Daisy seems airy and oblivious on the surface, she is actually quite aware of her position in society. She chooses Tom over Gatsby because she is certain

The Secret Circle The Power Chapter Sixteen Free Essays

â€Å"Are you okay?† Cassie asked Suzan, whom she happened to be lying on. â€Å"Is everybody okay?† The Circle was lying scattered over the vacant lot as if some giant hand had dropped them. But everyone was moving. We will write a custom essay sample on The Secret Circle: The Power Chapter Sixteen or any similar topic only for you Order Now â€Å"I think my arm’s broken,† Deborah said, rather calmly. Laurel crawled over to her to look at it. Cassie stared around the lot. The house was gone. Number Thirteen was a barren piece of land again. And the light was changing. â€Å"Look,† Melanie said, her face turned up. This time there was joy and reverence in her voice. The moon was showing silver again, just a thin crescent, but now the crescent was growing. The blood color was gone. â€Å"We did it,† Doug said, his blond hair disheveled more wildly than Cassie had ever seen it. He grinned. â€Å"Hey! We did it!† â€Å"Cassie did it,† Nick said. â€Å"Is he really gone?† Suzan asked sharply. â€Å"Gone for good this time?† Cassie looked around again, sensing nothing but brisk air and the endlessly moving sea. The earth was quiet. There was no light but moon and stars. â€Å"I think he is,† she whispered. â€Å"I think we won.† Then she turned quickly to Adam. â€Å"What about the hurricane?† He was fumbling at his belt with the radio. â€Å"I hope it’s not broken,† he said, and put the headphones on, listening. Limping and crawling, they all gathered around him, and waited. He kept listening, shaking his head, flicking the channels. His face was tense. Cassie saw Diana beside her, and reached out to take her hand. They sat together, hanging on. Then Adam sat straight suddenly. â€Å"Gale force winds on Cape Cod . . . storm moving northeast. . . northeast! It’s turned! It’s heading out to sea!† The Henderson brothers cheered, but Melanie hushed them. Adam was talking again. â€Å"High tides . . . flooding . . . but it’s okay, nobody’s hurt. Property damage, that’s all. We did it! We really did it!† â€Å"Cassie did it – † Nick was beginning again, irritably, but Adam had leaped up and grabbed Cassie and was whirling her in the air. Cassie shrieked and kept shrieking as he swooped her around. She hadn’t seen Adam this happy since †¦ well, she couldn’t remember when she’d seen Adam this happy. Since the beach on Cape Cod, she guessed, when he’d flashed that daredevil smile at her. She’d forgotten, in their months of trouble, that grimness wasn’t Adam’s natural state. Like Herne, she thought, when she was deposited, breathless and flushed, back on her feet. The horned god of the forest was a god of joyful celebration. Chris and Doug were trying to dance with her now, both together. Adam was waltzing Diana. Cassie collapsed, laughing, just as something large and furry hit her and rolled her over. â€Å"Raj!† Adam said. â€Å"I told you to stay at home!† â€Å"He’s about as obedient as all of you,† Cassie gasped, hugging the German shepherd as his wet tongue lapped her face. â€Å"But I’m glad you came. All you guys, not the dog,† she said, looking around at them. â€Å"We couldn’t just leave you in there,† Sean said. Doug snickered, but he slapped the smaller boy on the back. â€Å"‘Course not, tiger,† he said, and rolled his eyes at Cassie. Cassie was looking at Faye, who had been sitting a little apart from everyone else, the way Nick used to do. â€Å"I’m glad you came to join us too,† she said. Faye didn’t look anything at all like a stenographer. Her mane of pitch-black hair was loose over her shoulders, and the black shift exposed more pale honey-colored skin than it covered. She looked a little bit like a panther and a lot like a jungle queen. Her heavy-lidded golden eyes met Cassie’s directly, and a small smile tugged at the corners of her lips. Then she looked down. â€Å"I can do my nails red again, anyway,† she said lazily. Cassie turned away, hiding a smile of her own. That was probably as much acknowledgement from Faye as she was ever going to get. â€Å"If you guys are all finished yelling and dancing,† Laurel said, in a carefully patient voice, â€Å"can we go home now? Because Deborah’s arm is broken.† Cassie jumped up guiltily. â€Å"Why didn’t you say so?† â€Å"Aw, it’s nothing,† Deborah said. But she let Nick and Laurel help her up. As they walked back, Cassie was struck by another thought. Her mother. Black John was dead, the hurricane was detoured, but what about her mother? â€Å"Can we take Deborah to the crones?† she asked Diana. â€Å"That’s the best place, anyway,† Diana said. â€Å"They know the most about healing.† She looked at Cassie with understanding in her green eyes, then she took Cassie’s hand and squeezed it. I’ve got to prepare myself, Cassie thought as they approached Number Four. I’ve got to be ready. She could be dead. She could be just the same as when I left there . . . lying on that bed. She could stay that way forever. Whatever happens, I kept my promise. I stopped Black John. He won’t ever hurt her again. Cassie glanced up at the moon before stepping up to Melanie’s house. It was a thick crescent now, a fat happy moon. She took it as a good omen. Inside, candles flickered. Cassie wondered for one wild instant if the three old ladies were still dancing around sky-clad, and then she saw the parlor. Great-aunt Constance was sitting as stiff as a ramrod on the rounded seat of a chair, immaculately dressed and looking very proper as she served tea by candlelight to her three guests. To her three guests . . . â€Å"Mom.'† cried Cassie, and she ran forward, knocking over one of Great-aunt Constance’s fragile chairs as she went. The next minute she was holding her mother, hugging her wildly on Aunt Constance’s couch. And her mother was hugging back. â€Å"Good heavens, Cassie,† her mother said a few minutes later, pulling away slightly to look at her. â€Å"The way you’re dressed . . .† Cassie felt for the diadem, which had fallen askew. She settled it on her head and looked into her mother’s eyes. She was so happy to see those eyes looking back at her, and seeing, that she forgot to answer. Deborah’s voice came from the hallway, tired but proud. â€Å"She’s our leader,† she said. Then: â€Å"Anybody got an aspirin?† â€Å"Well, obviously it isn’t just temporary,† Laurel said, looking nettled. â€Å"I mean, we elected you.† â€Å"And you came through,† Deborah said, taking a large bite out of an apple with the hand that wasn’t in a cast. It was the next day. There was no school, because of minor storm damage and the disappearance of the principal. The Circle was enjoying the unseasonably mild weather by having a picnic in Diana’s backyard. â€Å"But we’ve got two leaders now,† said Chris. â€Å"Or is Faye unelected?† â€Å"Hardly,† Faye said, with a withering glance. Melanie shifted thoughtfully, her gray eyes considering. â€Å"Well, other covens have had more than one leader. The original coven did; remember, Black John was only one of the leaders. You could share with Faye, Cassie.† Cassie shook her head. â€Å"Not without Diana.† â€Å"Huh?† said Doug. Nick directed an amused glance at her. â€Å"Diana might not want the honor,† he said. â€Å"I don’t care,† Cassie said, before Diana could say anything. â€Å"I won’t be leader without Diana. I’ll quit. I’ll go back to California.† â€Å"Look, you can’t all be leaders,† Deborah began. â€Å"Why not?† Melanie asked, sitting up. â€Å"Actually, it’s a good idea. You could be a triumvirate. You know, like in Roman times; they had three rulers.† â€Å"Diana might not want to,† Nick repeated, with rising inflection. But Cassie got up and went over to her anxiously. â€Å"You will, won’t you?† she said. â€Å"For me?† Diana looked at her, then at the rest of the Club. â€Å"Yeah, go on,† Doug said expansively. â€Å"Three’s a good number,† Laurel added, smiling impishly. Faye sighed heavily. â€Å"Oh, why not?† she grumbled, looking in the other direction. Diana looked at Cassie. â€Å"All right,† she said. Cassie hugged her. Diana pushed a strand of fair hair back. â€Å"Now I’ve got something for you to do,† she said. â€Å"As a leader, you’re not a junior member of the coven anymore, Cassie, but nobody else can do this. Will you please go and dig up that box I gave you on the night of Hecate?† â€Å"The trust festival box? Is this the time to unbury it?† â€Å"Yes,† Diana said. â€Å"It is.† She was looking at Melanie and Melanie was nodding at her, obviously sharing some secret. Cassie looked at both of them, puzzled, but then she went down the road to get the box, accompanied only by Raj, who trotted along behind her. It was wonderful to be alone, and to know that nothing was out to get her. She dug in the sand near the big rock where she’d buried it that night, and pulled the damp box out. The sea flashed and sparkled at her. She brought it back to Diana’s house, breathless from the walk, and presented it to Diana. â€Å"What’s in there? More Master Tools?† Doug said. â€Å"It’s probably some girl thing,† said Chris. Diana bent over the box, an odd expression on her face. â€Å"You didn’t open it,† she said to Cassie. Cassie shook her head. â€Å"Well, I know you didn’t,† Diana said. â€Å"I knew you wouldn’t. But I wanted you to know. Anyway, it’s yours; and what’s inside it, too. It’s a present.† She blew drying sand off the box and handed it back to Cassie. Cassie looked at her doubtfully, then shook the box. It rattled lightly, as if there were something small inside. She glanced at Diana again. Then, hesitantly, with an almost scared feeling, she opened it. Inside, there was only one object. A little oval of rock, pale blue swirled with gray, embedded all over with tiny crystals which sparkled in the sunlight. The chalcedony rose. Every muscle frozen but her eyes, Cassie looked at Diana. She didn’t know what to do or say. She didn’t understand. But her heart was beating violently. â€Å"It’s yours,† Diana said again, and then, as Cassie just crouched there, immobile, she looked at Melanie. â€Å"Maybe you’d better explain.† Melanie cleared her throat. â€Å"Well,† she said, and looked over at Adam, who was sitting as still as Cassie. He hadn’t said much all morning, and now he was staring at Diana wordlessly, riveted. â€Å"Well,† Melanie said again. Adam still wouldn’t look at her, so she went on anyway. â€Å"It was when Adam was telling us about how he met you,† she said to Cassie. â€Å"He described a connection – what you called a silver cord. You remember that?† â€Å"Yes,† said Cassie, not moving otherwise. She was looking at Diana now too, searching Diana’s face. Diana looked back serenely. â€Å"Well, the silver cord is something real, something in the old legends. The people it connects are soul mates – you know, meant to be together. So when Diana and I heard about it, we knew that’s what you and Adam are,† Melanie finished, sounding glad to be done explaining to people who wouldn’t look at her. â€Å"That was why I was surprised about Nick, you see,† Diana said to Cassie, gently. â€Å"Because I knew you could only love Adam. And I was going to tell you at the very beginning, but then you were asking me to give you another chance, to let you prove you could be faithful . . . and I thought that was a good idea. Not for me, but for you. So you’d know, Cassie, how strong you are. Do you see?† Cassie nodded mutely. â€Å"But – Diana – † she whispered. Diana blinked, her emerald eyes misting over. â€Å"Now you’re going to make me cry,† she said. â€Å"Cassie, with all the unselfishness that’s been going on around here, do you think I’m not going to do my part? You two have been waiting for months because of me. Now you don’t have to wait anymore.† â€Å"There’s nothing anybody can do about it,† Melanie put in, sympathetically but pragmatically. â€Å"You and Adam are linked, and that’s it. There isn’t anyone else for either of you, so you’re stuck together for this lifetime. Maybe for a lot of lifetimes.† Cassie, still frozen, shifted her eyes to Adam. He was looking at Diana. â€Å"Diana, I can’t just †¦ I mean, I’ll always – â€Å" â€Å"I’ll always love you, too,† Diana said steadily. â€Å"You’ll always be special to me, Adam. But it’s Cassie you’re in love with.† â€Å"Yes,† Adam whispered. Cassie looked down at the rough little stone in her palm. It was sparkling crazily and she felt very dizzy. â€Å"Go on, go over to him,† Diana said, pushing her gently. But Cassie couldn’t, so he came to her. He looked a bit dazed, but his eyes were as blue as the ocean in sunlight, and the way he smiled at her made her blush. â€Å"Go on, kiss her,† Chris said. Laurel smacked him. The rest of the Circle looked on with great interest. Adam glared at them and kissed Cassie formally on the cheek. Then, under cover of the groans, he whispered â€Å"Later,† to her in a way that made her pleasantly nervous. Can I handle Herne? she wondered, looking up at his hair that was so many colors: dark like garnet and bright like holly berries, threaded with gold in the sunshine. I guess I’m going to have to, she thought. For a lifetime, Melanie had said; maybe a lot of lifetimes. For some reason that made her look at Faye and Diana. She didn’t know why, and then she had a flash of memory. Sunlight. Golden sunlight, the smell of jasmine and lavender, a laughing voice singing. Kate. Kate’s hair had been the impossible fair color of Diana’s. But, Cassie realized now, Kate’s laughing, teasing eyes had been Faye’s. An ancestress of both of them, Cassie thought. After all, they’re cousins; they’ve got most of their ancestors in common. But something deep inside her seemed to smile, and she wondered. Was Melanie right; was it possible to have more than one life? Could a soul keep coming back to Earth? And if so, could a soul ever – split? â€Å"I think,† she said suddenly to Diana, â€Å"that you and Faye are going to have to learn to get along. I think you two . . . need each other.† â€Å"Of course,† Diana said, as if it were something everybody knew. â€Å"But why?† It was probably a crazy theory. Cassie wouldn’t tell her about it, or at least not right now. Maybe tomorrow. â€Å"I’m going to do a picture, I believe,† Diana was saying thoughtfully, â€Å"to add to my collection. What do you think of the Muse, with the moon and stars around her, looking inspired?† â€Å"I think it’s a good idea,† Cassie said unsteadily. â€Å"What we really have to talk about,† said Melanie, â€Å"is what we’re going to do with the Master Tools now. We have power; the coven has power, and we need to decide what to do with it.† â€Å"Naw, what we need to do is party,† Doug said. â€Å"To make up for all the birthdays that we missed. Chris and me didn’t get a real party, and neither did Sean or Laurel†¦Ã¢â‚¬  â€Å"Environmentalist!!,† Laurel was saying firmly to Melanie. â€Å"That should be our first cause.† â€Å"I didn’t get a party either,† Suzan pointed out, delicately peeling the wrapper off a Twinkie. Faye examined her nails, jewel-red, in the sunlight. â€Å"I know some people I want to hex,† she said. Cassie looked at them all, her coven, laughing and arguing and debating with each other. She looked at Nick, who was leaning back, looking amused, and he caught her eye and winked. Then she looked at Diana, whose clear green eyes shone at her for a moment. Then, â€Å"Yes, environmentalism is good,† Diana said, turning to Laurel. â€Å"But we have to think about how to improve relations with the outsiders, too †¦Ã¢â‚¬  Cassie looked at Adam and found him looking at her. He took her hand, closing it in his own, both of them holding the chalcedony rose. Cassie looked down at their intertwined fingers, and it seemed that she could see the silver cord again, wrapping around their two hands, connecting them. But not just them. Filaments of the cord seemed to web out and touch the others of the group, linking them together with silver light. They were all connected, all part of one another, and the light shone around them to touch the earth and sky and sea. Sky and sea, keep harm from me. Earth and fire, bring my desire. They had. And they would in the future. With her inner vision, Cassie saw that the Circle was part of something bigger, like a spiral that went on and on forever, encompassing everything, touching the stars. â€Å"I love you,† Adam whispered. From the center of the Circle, Cassie smiled. How to cite The Secret Circle: The Power Chapter Sixteen, Essay examples

Influence Of Nationalism And Communism On The Non

Introduction Nationalism is defined as the advocating of national interest, independence or national independence. It is understood as the consciousness of nationalism of an individual group. It is the awareness of distinguishing characteristics of individual nations like language, culture, customs and traditions. During the 19th century, all countries of the globe had been brought together by the single world system; this system linked people and regions both economically, socially and politically.Advertising We will write a custom essay sample on Influence Of Nationalism And Communism On The Non-Western World specifically for you for only $16.05 $11/page Learn More During this period, the world was dominated by the countries of Western Europe and North America. In colonized worlds, nationalist groups began challenging the European control due to the inspirations of the democratic traditions of Western Europe and America or the fascism and communism of east Europe. In India, for example, there was the emergence of the nationalist congress that supported liberation. Nationalism and Communism in Asia In countries like Japan, class mantra was the order of the day in the areas that were controlled by communists, the CCP which was the main political party was against agrarian radicalism and hence abandoned the class oriented war and its policy of compulsory acquisition and allocation of property. All this effort was centered on national salvation, and it resulted in land lords lowering their rent rates, and the interest rates though the peasants had to work for them. These programs of the Mao and the CCP resembled those of the KMT where the landless population was considered the real force behind Red Revolution through the political eminence in the Communist Party. Indeed, there was a clear-cut relationship between Japanese invasion and the expansion of communism since it was motivated by the desire to create nations where none existed or to streamline the already existing states (Duiker and Spielvogel 563). During the 20th century, countries such as China, India and Vietnam which were old societies were swept by the aspirations of nationalism and convulsions. This was largely motivated by a national feeling since the overriding tactic emphasized by Lenin as instruments of communist’s revolutionary was the desire to forge ahead and devise a united front with nationalistic movements. With regards to a country like Korea, Russia due to its ability in machinery started training and installing a communist government and placed it under the leadership of Kim 11-Sung, and this led to the division of south Korea into two namely: the Peoples Republic of North Korea and the Republic of South Korea. Eastern Asia is the region that bore the brunt of pro and anti communism battle. During the period of 1920, nationalism and not communism was the main driving force and there were several nationalist groups in Vietnam, B urma, Indonesia and Malaysia. It was as a result of the nationalisms that the sympathy for communism slowly developed.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The threat of communism was indoctrinated by satellite media stations that were dominated by the USA, and it was concentrated in South-East Asia and particularly Vietnam and Cuba or Western hemisphere as well as Africa. Just like communist revolutions in Europe, nationalism was the powerful political instrument that characterized revolutions in Africa, and it was spearheaded by African Marxists and Kremlin communists. Various nationalist leaders had rejected egalitarian or a classless society but when they managed to overthrow the imperialists. The communist’s parties turned against their allies in liberations to execute power and to perpetuate socialist revolution. USSR was considered to be the epitome and an advocate of nationali sm. Lenin had the strategy of fanning communism all over the world or beyond the boundaries of Europe, according to him; this was to be realized through his policy of communist international or shortened as Comintern. Comintern was an organization of communist parties that was oriented towards the advancement of world revolution. The headquarters of Comintern was in Moscow where communist agents were trained on the concept behind communism, and they were sent back to their countries to form or establish Marxist parties that would promote the cause of social revolution. Communism did not command a lot of influence in the Middle East and only appealed to communist minorities like Armenia and Jews. The main proponents of Marxism in the non-western world were rootless intellectuals who were motivated by patriotism or egalitarian communism reasons to join the movement (Duiker and Spielvogel 564). In Confucian societies like China and Vietnam, communism had a great impact because the trad itional belief systems had failed to counter the westerns challenge. In Buddhist and Muslim societies, communism recorded minimal success due to the existence of traditional cohesive religions. Communism and Marxism had a strong impact in China as evidenced in the formation of the Chinese Communist Party (CCP) by a group of young radical Chinese as consequences of the 1911 failed revolution. By 1920, there existed nationalism-communism alliance that threatened to eliminate any central authority in China.Advertising We will write a custom essay sample on Influence Of Nationalism And Communism On The Non-Western World specifically for you for only $16.05 $11/page Learn More This period was characterized by the emergence of two competing political forces namely: the nationalist party that sought to solicit international assistance to facilitate its national revolution and the CCP that was aligned towards the strategies of Lenin (Duiker and Spielvogel 524). Nationalism and Communism in Sub-Saharan Africa The degree of communism influence on African nationalism is a subject of debate. It can be true to posit that indeed communism influenced African nationalism since nationalists sought for aid from the communists powers to overcome the capitalism that was tied to colonialism. It is indubitable that agents of communism were critical in nurturing the infant African nationalist movements regardless of the fact that there existed philosophical and ideological incongruence. The communists support for FRELIMO for several years resulted in a Marxist Mozambique. The collapse of Portuguese colonialism which was the weakest of all the European domination in African led to the emergence of communists governments like Angola that joined other socialist elites like Tanzania, Guinea and Congo. Nationalism originated from the west, and the nationalism in the non-western world is a pirated version of the western type of nationalism. The industrializat ion that took place in the west is what determined nationalism since it began spreading to other parts of the world. In sub-Saharan Africa, the strategies and the tactics of the Soviet Union worked. African nationalists derived their ideologies from the theses that were titled: the socialist revolution and the right of nations to self-determination as well as a form the second congress of the communist international. Communist side did not place a lot of interest on Africa not until the Second World War, but they target India and China but world war tow placed USSR in a better position to influence affairs outside Europe. The victory of Mao was considered as a victory for communism. Countries like Germany, Poland, Czechoslovakia and Bulgaria also upped their efforts to introduce communism in Africa and their interest appeared to parallel those of the USSR only that they lacked an elaborate strategy. The commercial ventures and their political activities in the sub-Saharan Africa fel l under the elaborate network of the Soviet policy. The one party state structure and the absence of official opposition that dominated the African politics is a characteristic of communism.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More In countries lime Indonesia, the influence of Marxist and communism was aimed at maintaining neutrality towards Islam, in this regard the nationalist opponents emphasized the atheism of communism, but this was not enough to deter community coup in Indonesia. Countries of Latin America experienced hard economic problems due to their heavy reliance on export and there was also increased hostility between the Latin America countries and the USA, and they began modeling their governments along the fascist regimes of Germany and Italy (Duiker and Spielvogel 532). Nationalism and Communism in Middle East The Arab nationalism which was a nationalist ideology was motivated by the desire to end western and European domination in the Arab world and the overthrow of those governments that heavily dependent on the western world. The nationalist individuals considered themselves as the descendant of Ottoman Empire and Damascus was chosen to be the coordinating centre of the nationalism. This hap pened following the establishment of France and British mandate. Various parts of Asia and Africa experienced some rise in movements that championed for national independence, and it was spearheaded by native leaders who had obtained education in western and European countries. The civil disobedience of Mahatma Gandhi was instrumental in freeing India of British rule. There was also the emergence of communist movements in parts of Asia, and it was considered an alternative way of overthrowing western powers and eliminating imperialism (Duiker and Spielvogel 532). Work Cited Duiker, William and Spielvogel, Jackson. World History: Volume Two: Since 1500 (5th ed). New York, NY: Cengage Learning, 2006. Print. This essay on Influence Of Nationalism And Communism On The Non-Western World was written and submitted by user Tianna Lopez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Comparitive Interviews essays

Comparitive Interviews essays In this report the main focus of my interviews was to find out how two people from different age groupings and backgrounds have spent their musical careers throughout the years. Focusing on all kinds of Rock music, I have asked questions and plan to see if the answers given relate someway to theories learnt in lectures. My interviewees for this report were Graham (19) and Ian (46). Starting with a question on why choose the Rock genre over all others, the answers were unsurprisingly different with Graham answering that because there is not set sound to rock music, it is a very diverse genre with the likes of Deep Purple and Iron Maidens Heavy Metal genre from the 1970 - 80s to make you dance and the easy listening diversity of many other artists work such as The Beatles and Elvis Presley all classed in the same genre. Another factor was that if you look back over time, successful artists have been rock influenced or in rock bands themselves. Showing that popularity in the past can still influence popular culture today. Ian answering that he never really chose the Rock genre over any others noting that its not a mutually exclusive choice and asking what is rock anyway?. He goes on to tell me that as time and music changed his tastes also changed with the music, firstly being into Heavy Metal, then Progressive Rock and finally Punk music. This question reveals that while one person can be influenced by history, liking what people have perceived to be good over a number of years, another person can be critical of being put into a certain genre. Taking if you look back over time, successful artists have been rock influenced or in rock bands themselves from Grahams answer I noticed a pattern that seems to agree with theorist Theodore Adorno. He states th...

Narrative, Plot, and Story

Narrative, Plot, and Story Narrative, Plot, and Story Narrative, Plot, and Story By Mark Nichol What’s the difference between narrative, plot, and story? Not much, but enough that it matters. Here are the distinctions, explained with aids of analogy, plus some details: Narrative is the structure of events the architecture of the story, comparable to the design of a building. Story is the sequence of events, the order in which the narrative occurs the tour through the building. Plot is the sum of the events, told not necessarily in sequential order, but generally consistent with the story and often considered synonymous with the narrative the building itself. But these similar and even overlapping components of composition are further affected by the narrative mode the techniques the author employs to tell the story. Among these strategies are narrative point of view and narrative voice. Narrative Point of View A first-person narrator relates the story by using the pronoun I (or, rarely, if two or more narrators are telling the story simultaneously, we). This device enables the reader to know the narrator’s internal thoughts and feelings as well. This narrative style may indicate that the narrator may or may not consciously be aware of a reading audience. Also, the first-person narrator is not necessarily the main character, or even central to the story. Second-person narrative, rare in literature, is that in which the narrator refers to a character as â€Å"you.† The most frequent mode, third-person narrative, involves reference to characters as â€Å"he,† â€Å"she,† â€Å"they,† or â€Å"it.† Variety is achieved by the author’s decision to narrate subjectively, revealing characters’ thoughts and feelings, or objectively, without internal insight into any of the characters, as well as choice of omniscient or limited point of view: The author either knows all that is occurring in the story or is restricted to sharing only what is known to the focal character. Narrative point of view can vary within the same story, either by section or chapter or even within the same passage. Narrative Voice Narrative voice is the style in which the narrative is presented for example, a character’s recounting of events, or a privileged window into the character’s thoughts and feelings. A narrator may be a participant, a character in the story who describes events, or a nonparticipant, an objective (but not necessarily accurate) observer who is not integrated into the story. Another technique is to feature an unreliable narrator, one whose narrative is initially or ultimately suspect because it contradicts what the reader learns from nonnarrated exposition or other points of view. For instance, in the Japanese film Rashomon, based on two short stories, four characters give conflicting accounts of an event. In Adventures of Huckleberry Finn, the title character’s naivetà ©, a plot device enabling author Mark Twain to demonstrate his gift for social satire, makes him an unreliable narrator. Note that narrative applies to nonfiction as well as fiction, and even plot and story have a place in nonfiction, as reporters and authors often manipulate an account by constructing a narrative more sophisticated than the who, what, when, where, and why formula of traditional journalism. There’s even a term for this approach: creative nonfiction. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:12 Types of LanguagePeace of Mind and A Piece of One's MindDozen: Singular or Plural?

Password Management Protocol vulnerabilities Essay

Password Management Protocol vulnerabilities - Essay Example Many users use autocompleting in their browser and this main threat for the password security and we will show It on the example of one non-malicious software called â€Å"WebBrowserpassview†. We will analyze the password storage protocol used in the browser like Google Chrome, Opera, Firefox Mozilla, Seamonkey. These browsers store their passwords almost equally and their passwords can be revealed to the hacker with the help of the tool we mentioned above. Because mechanism of the encrypting passwords is very weak and even the simplest applications can retrieve them from their register, moreover, this application has good interface and getting passwords can present problem for the hacker, because it needs physical contact with the target computer, however, there are thousands modifications of this software which have hidden interface and after the running can send all passwords on the email or FTP-server of the hacker. Therefore saving of the passwords in the browser is quite doubtful method of password storage (10 Most Popular Password Cracking Tools 2014). Here we can see good interface for the passwords viewing and various operations with them. This application allow user to save them to the file. This file can be copied to other emails and then used in malicious activities like the accessing some bank-accounts without the two-step authorization that requires special key that system sends to the cell-phone of the user or to the email. There are many ways to protect computer from such attacks. The first way – avoiding downloading some software, regardless from the content and specifications written on the site, if the site is not Microsoft.com or other associated site to the OS user use. Creators of the password storage systems can use special encrypting protocols which will help to defend passwords from retrieving with some application. Moreover, developers can use key file that will give access to the passwords, we mean any file in the system that will be

Painful Ankle Medical Treatment Case Study Example | Topics and Well Written Essays - 500 words

Painful Ankle Medical Treatment - Case Study Example Medications: The patient has been on analgesics broad-spectrum antibiotics regimen that ended three days ago; provided at the clinic. No other medication currently.Allergies: The client has a specific protein food allergies, cannot eat eggs. There is no known drug allergies.Immunisation: Tetanus injection immediately after the cut (one week ago) scheduled for a repeat (booster) in three weeks’ time (Greaves and Johnson 2002, p.38).SH: the patient is married, living with the wife and two children. He is a farmer while his wife owns a grocery shop. Does not smoke but occasionally takes alcohol.His hobbies include reading, listening to music and tending the flowers.O/E: Stable general outlook. Not sick-looking. NAD on examination of the head, Neck, back, chest. Hands.Left foot: The ankle joint is swollen. The patient reports painful joint and cannot walk well.ROM: ROM: Active: Flexion- Cannot flex the ankle due to pain on anterior aspect Extension- full range; with minimal pain o n movementAbduction- painful Adduction- painfulMedial Rotation- painful Passive: Flexion- full range; with pain on anterior aspect the ankleExtension- full range; painful Abduction- full range; painfulMedial Rotation- painfulResistive: Flexion-with intense pain on anterior aspect of ankleExtension- painful Abduction- painfulMedial Rotation- painfulImpression: Ankle sprain

Permeability of Plasma Membranes

Permeability of Plasma Membranes Introduction Plasma membranes are bi-layered membranes made up of amphiphillic molecules (having charged polar heads tending to be hydrophillic and uncharged fatty acid tails tending to be hydrophobic) that selectively allow entrance of certain large molecules into the cells cytosol and through which water and small non-polar molecules may freely diffuse. This experiment seeks to understand limited aspects of the permeability of the plasma membrane using the Elodea leaf membrane as model organism. Some of the factors upon which permeability of the plasma membranes of biological organisms depend are differences in pH on opposite sides of the membrane, temperature, osmolarity, expression of certain membrane receptors and the concentration gradients of various molecules. This experiment is very limited in scope and seeks to answer only the question of what is the time dependence for permeability of glycerol through the cell membrane. Other experiments have answered many of our questions regarding this and have resulted in mathematical equations describing these results. This experiment will use one of the formula derived from these prior experiments, the Ether:Water partition coefficient for alcoholsiii as a means of hypothesizing what the outcome of this present experiment will be. I have hypothesized that within seconds of exposure to a 0.3M (molar) hyper-tonic solution of glycerol, dissolved in an isotonic deionized water (dH2O)/sucrose solution, the Elodea leaf will plasmolyze irreversibly-an assumption I believe is supported by the fact that glycerols ether:water partition coefficient is only 0.00066iii. Further support for this supposition is the fact that glycerol has a relatively bulky chemical structureviii-owing to its three large, highly polar hydroxyl groups-and a large molecular weight of 92.0938 grams per mole. Alternatively, it may be hypothesized that the glycerol-being an aliphatic alcohol (see diagram in section IV(i) infra) which, itself makes up a part of the plasma membranevi-will be capable of more easily diffusing across the plasma membrane as compared to the sucrose, which cannot diffuse across the membrane, in which case not only will there be no severe plasmolysis but there may, instead, be a build up of turgor pressure inside the cell due to the inward movement of the alcohol and its confinement in the central vacuole. Methods In order to discover what molar concentration of sucrose will be needed in an aqueous solution to create a solution that is isotonic to the leafs cytosol I shall perform a bifurcated experiment in which the first part shall be to determine this concentration. Part two of this experiment will be to determine the period of time it takes for glycerol to diffuse across the plasma membrane. In order to determine which molar solution of sucrose is isotonic to the cytosol of the Elodea cell I labeled 6 micro-centrifuge tubes with the markings: 0.2M, 0.3M, 0.4M, 0.5M, 0.6M and isotonic respectively and using an adjustable pipette placed 1000 ÃŽÂ ¼L of premixed sucrose solution of each of the indicated molarities into the respective tubes. In each of these tubes I placed an Elodea leaf and allowed them to sit for approximately five minutes [my observations of plasmolysis along with photographs of leaves in similar states to what I observed are provided in table 2 of the Table of observations of plasmolysis and photographs #2-#6 in the Photograph table which can be found in sections III(A) (B) respectively.] While awaiting the leaves to finish soaking I viewed a dry mounted Elodea leaf under a microsocpe using 20X and 40X objectives with 10X ocular so as to have a better idea of what a normal Elodea leaf looks like for comparison to the viewing of the wet mounts [photo of a leaf in similar state to what I observed is provided as photo #1 in the Photograph table of section III(B).] I then labeled 6 microscope slides using the same concentrations I used when labeling the micro-centrifuge tubes. After five minutes I prepared an individual wet mount of an Elodea leaf by placing a leaf from a micro-centrifuge tube onto a microscope slide, bearing its respective molarity, with the upper surface of the leaf face up. I placed a cover slip over the leaf and gently tapped the cover slip so as to seat it onto the slide and to remove any excess solution. I then viewed the wet mount-searching for indications of plasmolysis-under a microscope using the same 20X and 40X objective lenses and the 10X ocular lens I had viewed the dry mount and recorded my observations then repeated this process for each of the leaves in the remaining tubes. I was unable to obtain photos of my observations but I have included photos downloaded from the internet which were similar to what I had observed and provided them in tables 1-6 of section III(B). Having established which molarity of sucrose solution was isotonic with the cytosol of the cell (see table in section III(A)) I calculated the quantities of sucrose, glycerol (test solution) and 1-Propanol (counter test solution) I would need for the second part of this study. In those calculations I used the data presented in table 1 below. My calculations are presented in the Table of Calculations, table 3 of section III(C) infra. I plugged the results I obtained from table 3 into the formula C1 x V1 = C2 x V2 so that I may calculate the volumetric quantity of each of these chemicals I would need to add to each of my two 1 x 103 ÃŽÂ ¼L test solutions, my calculations for each may be found in Table 4 of section III(C). Using those calculation I then added the quantities of sucrose to each of the other two chemicals and subtracted the sum from the final volume of solution (1000 ÃŽÂ ¼L) I would be creating so that I will know the volume of deionized water (dH2O) I would need. Those calculations are shown in table 5 of section III(C). Using these calculations I then prepared 5 new micro-centrifuge tubes as follows: 3 tubes each containing a 1000 ÃŽÂ ¼L isotonic (0.4M) sucrose solution (one of which is to be used as a negative control); the fourth containing an aqueous solution of isotonic (0.4M) sucrose and 0.3M glycerol mixtures; and the fifth containing an aqueous solution of isotonic (0.4M) sucrose and 0.3M 1-Propanol mixtures (counter control). I placed one Elodea leaf into each of the 3 isotonic solutions and allowed them to soak for approximately five minutes. After five minutes I prepared a wet mount of the first of the 3 leaves as previously described. After viewing the first leaf (the negative control) I placed the second leaf on a slide and added 2 drops of the 0.3M glycerol/Sucrose solution to the slide then viewed and recorded my observations. I then prepared the third leaf using 2 drops of the 0.3M glycerol/Sucrose solution and viewed to be certain I obtained the same result as the last slide then after approximately 30 seconds added 2 drops of 1-Propanol/Sucrose solution (the counter test solution) to see if this would have an effect opposing that of the glycerol/Sucrose solution and recorded my observations which I describe next. Results A. Table of observations of Plasmolysis Table 2: Plasmolysis observations within five minutes of Elodeausing different sucrose solutions. Sucrose concentrations Plasmolysis observed (Y/N) Sucrose concentrations Plasmolysis observed (Y/N) B. Photograph tables (Photographs of Elodea leaves in various solutions): 1. Normal leaf (similar observation as prior to placing in solution) 2. Hypo-tonic solution (similar to observation as seen in 3. Isotonic solution (similar observation as in the isotonic solution and the ~0.4M-0.5M sucrose solutions) 4. Hyper-tonic solution (similar observation as seen in the 0.6M sucrose solution) 5. Plasmolysed leaf (similar observation as would have been seen in hyper-tonic solutions) 6. Plasmolysis Recovery (did not observe any recovery events but this is what I would also have been looking for had plasmolysis recovery taken place) C. Tables of Calculations: Table 3: Calculations for concentration of 0.3M glycerol/Sucrose solution. Amount of sucrose needed: [.137g] x V = 0.4M x .001 L V = (.0004g/L) / (0.137g) = 0.002919 L or 2.91 x 103mL Amount of glycerol needed: [0.028g] x V = 0.3M x .001 L V = (.0003g/L) / (0.028g) = 0.01071 L or 10.7 x 103mL Amount of 1-Propanol needed: [0.018g] x V = 0.3M x .001 L V = (.0003g/L) / (0.018g) = .01667 L or 16.7 x 103mL Table 4: Calculations of volumetric quantities of each chemical needed to make 1000 ÃŽÂ ¼L of each solution. 2.92 ÃŽÂ ¼L sucrose+ 10.7 ÃŽÂ ¼L glycerol + x(dH2O) = 1000 ÃŽÂ ¼L 13.62 ÃŽÂ ¼L + x(dH2O) = 1000 ÃŽÂ ¼L x(dH2O) = 1000 ÃŽÂ ¼L 13.62 ÃŽÂ ¼L x(dH2O) = 986.38 ÃŽÂ ¼L 2.92 ÃŽÂ ¼Lsucrose + 16.7 ÃŽÂ ¼L 1-Propanol + x(dH2O) = 1000 ÃŽÂ ¼L 19.62 ÃŽÂ ¼L + x(dH2O) = 1000 ÃŽÂ ¼L x(dH2O) = 1000 ÃŽÂ ¼L 19.62 ÃŽÂ ¼L x(dH2O) = 980.38 ÃŽÂ ¼L Table 5: Calculations of amounts to add to each solution. Discussion At first viewing I did not quite understand what was happening as I had not previously seen an Elodea leaf that presented without its large central vacuole let alone one that presented with chlorophyll throughout the entire cytosolic space. Having consulted with my fellow researchers (one of which obtained findings similar to mine in her experiment), none of whom had explanations for this result, I shall instead provide a summary of what I observed and what I had expected to observe. I had expected my first hypothesis to be borne out regarding the outward movement of water across the membrane and toward the hyper-tonic glycerol solution providing a sighting as in photograph 5, however what I discovered was an Elodea leaf showing absolutely no sign of plasmolysis. Instead of the expected I saw what was a leaf that appeared to be in a state of iso-osmolarity with its environment which would have been expected only in an isotonic solution as in photograph 3. There, also, was no turgor pressure as would have been seen in photograph 2 had the alternative hypothesis of inward movement of glycerol across the plasma membrane been borne out. Finally, had there been a plasmolysed cell the addition of the counter test solution of 1-propanol should have caused recovery as seen in photograph 6 but being I was unable to obtain a plasmolysed cell I was also unable to observe recovery of such cell. The results of this experiment has left me unable to either accept or reject either of the two hypotheses provided above.

A Good Man Is Hard to Find – Reflection Paper

Character as Reflection in O’Connor’s, â€Å"A Good Man is Hard to Find† In O’Connor’s â€Å"A Good Man is Hard to Find,† the grandmother is faced with her own moral beliefs. Throughout the story, she proves to be self center and hypocritical. Although her family wants to go to Florida for vacation, she tries to persuade them to go to Tennessee because she wants to see her â€Å"connections. † She uses scare tactics and guilt as tools. Appearances are also important to her, she believes she is judged by her appearance and she judges other by theirs.She dresses well so others will know she â€Å"is a lady. † She presents herself as a good, Christian woman, but as the plot unfolds, her true colors are exposed. When she is confronted with the Misfit, her only concern is herself. For instance, when her family is taken into the woods to be killed, she tells the Misfit that he is â€Å"a good man† and because she is a lady, he wouldn’t shoot her. Also, trying to save herself, she frequently tells him he should pray. Ironically, she doesn’t pray for herself. Similar essay: Reflection Paper Martial LawInstead, The Misfit seems to question the existence of God. He doesn’t admit to his crimes and, therefore, doesn’t feel he should be punished for them. He states he doesn’t remember doing them and this is the reason he now signs his name, for proof. Similarly, the grandmother doesn’t take responsibility for her actions. She doesn’t say she is sorry for placing the family in this situation. As she continues to discuss The Misfits salvation, her own faith is shaken and she is forced to question her own beliefs.She questions whether Jesus raised the dead. The Misfit states that if he had seen Jesus raise people from the dead, his life would be different. This is a pivotal moment for the two. They make a connection and the grandmother realizes they are more alike than she thought, neither is truly good and both are misfits. Connor Flannery. â€Å"A Good Man is Hard to Find† Short Fiction Classic and Cont emporary. Sixth ed. Pearson Prentice Hall X. J. Kennedy. Dana Gioia. Longman, New York 2000. 330-346.

Questions On E Commerce Policy - 1685 Words

E-COMMERCE POLICY Table of Contents 1. Introduction 2. Return Policy 3. Delivery Policy 4. Service Policy 5. Privacy Policy 1. Introduction: E-commerce is acronym for Electronic commerce , transaction that are involves any type of business activities are known as E-commerce. we must ensure that all these transactions are safe and secure by making them done through proper rules and regulated gateways protected by firewalls, because all these are crucial transactions and involves in highly confidential data such as credit card information of customers. the policies taken up the company, will protect them not only from the intruders, hackers but also from unauthorized access by the competing companies to know the inventory base levels,†¦show more content†¦You can send the product you consider deficient to: 440 Terry Ave N, Seattle, WA 98109 Only after the complete examination of the item you sent, within 3 days, we will inform you through email of our receipt whether you are qualified for the exchange. If you are qualified for the exchange, we will send you the substitution product. Certain items are not exchangeable and not refundable. Those include: Groceries, Cosmetics, Bakery items DELIVERY To return back the product you bought, please mail it to: 440 Terry Ave N, Seattle, WA 98109 Refunds exclude any delivery charges appeared on the receipt. Delivery charges for all returns must be prepaid and protected by you. If any damage and loss during delivery, the person responsible is yourself. There is no guarantee we will receive your returned product. Delivery charges are not refundable. The refunded sum excludes the expense of delivery. 3. Delivery Policy INFORMATION All orders are liable to item availability. On the off chance that a product is not in stock during your order submission, we will let you know through email and will refund your money to your method of payment. LOCATION At present, we deliver products only in Washington State. We are not currently serving any regions outside of the aforementioned addresses. TIME Once your order is submitted, the expected delivery date is notified to you. Delivery times are liable

Leadership Is Not A Position - 1819 Words

ohn C. Maxwell once said, â€Å"A leader is someone who knows the way, goes the way and shows the way.† Leadership is not a position, a title or being the boss, it’s about creating leaders amongst your followers. My point of view on leadership comes from a perfect example in the New Testament â€Å"Jesus Christ.† In Matthew 4:18-22, Jesus choose his first disciples. They had one thing in common, they were all fishermen (skills approach). Then, that strong foundation lead to the calling of those of a different character such as Matthew, who worked in Rome in the collection of Roman taxes and Simon the Zealot who was an ardent Jewish nationalist (Transformational Leadership). Next, throughout the new testament we see Jesus take every crisis head on†¦show more content†¦leadership) depends on three basic personal skills: technical, human and conceptual. Technical skill is knowledge about a proficiency in a specific type of work. In Mark 6:3, it tells us tha t Jesus was a carpenter. Here we see a clear example of a learned skilled. Joseph, Jesus step-father was also a carpenter with that said, Jesus could have learned everything he knew about carpentry from his step-father. In Genesis 1:27 it says, God created man in his own image, in the image of God he created him; male and female he created them. Without a doubt that God also create Jesus in his imagine, it is not clear that he created him a carpenter just like Him which leads me to believe that skills can be learned. Next, Human skill is knowledge about and ability to work with people. Jesus was a people person, he walked along side people all day every day. We also see his example as he worked alongside his disciples. Leaders of human skill adapt their own ideas to those of others. When Jesus saw Peter fishing he said, â€Å"Follow me and I will make you fishers of men.† He used his own idea (fishers of men) into the skill of others (fishermen). 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