DAG in Nephron Research Paper Example | Topics and Well Written Essays - 250 words

DAG in Nephron - Research Paper Example pathway that can be activated by many of the metabolic and hemodynamic factors involved in the pathogenesis of diabetic nephropathy† (Schrijvers, Vriese & Flyvbjerg, 971).   1) Bertorello, Alejandro M., â€Å"Diacylglycerol activation of protein kinase C results in a dual effect on Na + ,K -ATPase activity from intact renal proximal tubule cells†, Journal of Cell Science, (1992) 101, 343-347, September 4, 2010 from: http://jcs.biologists.org/content/101/2/343.full.pdf 2) Cerbon, Jorge & Rosa del Carmen Lopez-Sanchez, â€Å"Diacylglycerol generated during sphingomyelin synthesis is involved in protein kinase C activation and cell proliferation in Madin–Darby canine kidney cells†, Biochemistry Journal, (2003) 373, 917-924, September 4, 2012 from: http://www.biochemj.org/bj/373/0917/3730917.pdf 4) Jung, Kwang-Mook et al, â€Å"Diacylglycerol Lipase-ÃŽ ± and -ÃŽ ² Control Neurite Outgrowth in Neuro-2a Cells through Distinct Molecular Mechanisms†, Molecular Pharmacology, (2011) 80.1, 60-67, September 4, 2010 from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3127538/ 5) Nogaroli, Luciana et al, â€Å"Diacylglycerol kinase activity in puriï ¬ ed basolateral membranes of kidney tubules I. Evidence for coupling with phospholipase C†, The International Journal of Biochemistry & Cell Biology, (2005) 37, 79-90, September 4, 2010 from: http://artigocientifico.uol.com.br/uploads/artc_1152842008_32.pdf 6) Schrijvers, Bieke F., Vriese, An S. De & Allan Flyvbjerg, From Hyperglycemia to Diabetic Kidney Disease: The Role of Metabolic, Hemodynamic, Intracellular Factors and Growth Factors/Cytokines, The Endocrine Society, (2004) 25.6, 971, September 4, 2012 from:

Destruction of our environment

Destruction of our environment Deforestation Issues in Brazil In recent years one of the biggest threats the world as a whole faces is the destruction of our environment. The destruction of the Brazilian rainforest is probably the most important issue that should be taken into consideration because it is the cause of other major ecological problems we are facing such as: global warming, the depletion of our ozone layer, and noticeable climate changes around the world. Brazils deforestation problem has turned into earths deforestation problem. Experts say that not too long ago 14 % of the earth was covered with rainforests. Today only 6% remains and everybody focuses their attention on Brazil because 30% of the remaining rainforests are found in that country (Rain-tree). Deforestation is so dangerous because much of the carbon dioxide that all countries produce is turned into oxygen in the rainforest through the process of photosynthesis. Experts say that 20% of the earths oxygen is produced in the Brazilian rainforest. It is estimated that 90% of all animal and plant species live in the Brazilian rainforest so extinction is another major issue (Rain-tree). The money that deforestation brings to the Brazilian government is a huge motivator since it is a developing country. There are several ways and reasons for which rainforests are destroyed. The major cause of deforestation is logging. The forest is most valuable for its timber so its preservation would cost a lot of money. Commercial loggers destroy huge parts of the forest to reach the trees they want. Trees are brought down and along with them their vines and lianas, which are connected to other trees. When these come down, along come large canopies of green formed above the ground by these vines and lianas. The removal of the trunks cause extra damage since they are carelessly pulled out of the rainforest, destroying and damaging anything in their path. The large machinery compacts the fragile soil with their large tracts, making it very difficult to regenerate. Noise pollution and the destruction of the zone frighten animals living in the area, making them flee to other parts. Commercial loggers make roads to reach other parts of the forest easier. A road connecting point A to point B will disru pt plant and animal life anywhere near it. The roads are then used continuously and animals are forced elsewhere. What most hurts the forest about logging is local people without land that build their homes next to these roads, they are called ‘shifted cultivators (Hect 115). Shifted cultivators usually result when peasants land is ‘stolen by the government because large corporations or companies unjustfully buy the land. These ‘land less people then build their homes inside the rainforest and plant food in order to survive. The Brazilian government blames these people for 60% of the deforestation (Hect 210). In Brazil over 40% of land that is good for cultivating is owned by only 1% of the population (212). Another major cause of the deforestation problem is agriculture. When areas of rainforest are destroyed, ranchers or crop growers move in and clear the entire area. Cattle grazing is very common. Ranchers move in with their livestock and use it to graze until the land is completely barren and stripped of nutrients. After destroying a section, they simply move to a different area and repeat the process. Crops that are grown on rainforest land bring the same consequence; barren, unfertile soil. The problem results when farmers plant crops on the land and begin using pesticides and machinery on the soil. The pesticides alone cause extreme damage to the rainforest. After cultivating their crops farmers leave the useless land and, like the ranchers, move to a different area. These are the major causes for the rainforest destruction but there are many more. Mining in the forest is also a contributor because of large machinery that disrupts life in the area, moves native tribes elsewhere and contaminates the air. For example, Brazil built several hydroelectric dams because they feared an energy shortage. Large sections of the rainforest were cleared to build the dams. This caused erosion problems around the area and animals and tribes living close to the dams had to move. The dams caused several water borne diseases that contaminated the area. According to a World Bank report, Brazil had enough energy to supply to its entire people without having to have had built any of the dams (Causes ). Practices like these, which bring in quick money but leave irreparable damage are drastically reducing the rainforests size. An example of this is how the Atlantic coastline of Brazil has been reduced to 1.7 % of its original state because of cattle grazing (Rain-tree). Experts estimate that in one day 137 plant, insect, and animal species become extinct, equating to 50,000 species each year (Rain-tree). 2.5 acres of rainforest can be the home of over 750 different trees, while a single pond in Brazil can hold more fishes than all of the rivers in Europe (Rain-tree). It is hard to imagine but the Brazilian rainforests has about 3,000 different types of fruits, when only 200 of these are used in the Western World (Hect 110). Rainforests contain half of all animal species living on earth (Rain-tree). Because of human intervention in these rainforests animal species are disappearing about 1000 times faster than they would on their own natural rate. When one species disappears the whole ecosystem is changed and other species that depended upon the first begin to die out until they also become extinct. This chain reaction has wiped out thousands of different species of animals. Most indigenous people living in the rainforest depend on the animals for food and some are believed to be sacred because they are part of their beliefs. When species become getting extinct these peoples lives are affected tremendously. Clear cutting, mining, and dam building are all form of intervention that result in endangered species. The introduction of foreign species into the rainforest further develops the problem since this throws the ecosystem off balance and the different species struggle to fit in, sometimes by killing off others. The poaching of wild animals in the rainforest is another major problem. Furs and exotic birds are very popular among richer countries. Poaching has become more and more common and the extinction rates sore higher each year. Because of economic necessity most poor families living in the rainforest recur to this act by setting traps and capturing animals that are popular on the international market. Animals are sold for very low prices and resold in other countries for much more higher prices. International wildlife trading is a business that makes between 2 3 billion dollars a year so one can see why many local Brazilian people are tempted into it (Rain-tree). Extinction does not only affect animals. Each year thousands of plants in the rainforest become extinct. One fourth of our pharmaceutical medicines in the Western world come from the rainforest. Local people in Brazil use rainforests plants medicinal values greatly. Most indigenous tribes use plants as medicine. Examples of the importance of these plants: Over 70 percent of the plants which are attributed to having anti-cancer properties are found in the rainforest (Hect 139). Unfortunately the Madagascar Periwinkle, a rainforest plant, increased the chances of survival for children with leukemia from 20 percent to 80 percent (Rain-tree). This equates to 8 out of 10 children who are now living thanks to the properties of a single plant found in the rainforest. The Madagascar Periwinkle is now extinct in the wild because of deforestation. The sale of medicines that are plant-based topped 40 billion dollars in 1996 in the United Sates alone (Rain-tree). Forests are destroyed by the second and very few, only 1 percent, of the plants are tested for medicinal properties. Scientists believe that if a cure for AIDS exists it is probably hiding in some rainforest plant (Rain-tree). Most of the plants that are know to have medicinal properties were discovered by indigenous people who have been using them for years in the rainforest. Another major problem is that shamans, or medicine men, who have hundreds of ingredients to plant properties are very elder and if that person dies without passing his knowledge to younger generations everything he knows is lost. As if the extinction of plants and animals were not enough, deforestation has been the cause of many indigenous tribes living in the rainforest to be ‘wiped out. From over 6 million indigenous people inhabiting the rainforest of Brazil in 1500, only 250,000 still exist today (). Mining, ranchers, corporations among others have quickly been killing off tribes in a gruel fight for territory and interest. There are dozens of different tribes living in Brazil. Each with different customs and traditions but they all share certain characteristics. They are all dependent upon the Brazilian rainforest to survive. They kill wild game for food, live in small areas in the forest planting crops for food and live very secluded from ‘civilization and the rest of the world. Indigenous tribes have taught us that earth and man can live in peace. Not only are they threatened by outsiders interested in the land but by their younger generations who move out to the city and thus, lose the val uable information that the elders want to pass on, especially medicinal values of plants found in the rainforest. Indigenous people usually lose their land when they are moved because ranchers, miners, or logging companies decide they would like to purchase the territory. The intruders usually begin ‘slashing and ‘burning the territory they want and expect any tribe nearby to move to a different location. Many times the military is called in and the tribes are forced out of their land. Their human rights are usually ignored by the government and invasion of territory usually end up in bloody conflicts with the ‘intruders. These people depend on the rainforest to survive. The problem, as can be seen, is not only dangerous on a national level but worldwide. Another of these major ecological problems whose main cause is deforestation is global warming. Let us examine how global warning occurs: the sun releases heat which is absorbed into earths atmosphere. Earth then returns some of that heat in the form of radiation waves, part of the heat is absorbed by gases in the earth such as carbon dioxide and methane. This process keeps the earth warm. Trees absorb the carbon dioxide and through the process of photosynthesis convert it to oxygen. As we keep reducing the size of our rainforests, which are responsible for 20% of the oxygen produced in earth and as we keep releasing more and more ‘greenhouse gases, which are carbon dioxide, methane, chlorofluorocarbons, and nitrous oxide into out atmosphere each year, the ecosystem is thrown off balance. These gases make earths climate warmer each year and so produce global warming (Global Warming). Global warming could bring catastrophic results to the planet in general. Sea levels would rise, causing an ecosystem unbalance plus the relocation of people living near the coasts. Countless animals and plants that would become extinct because of climate change. Species would have to migrate elsewhere causing unbalance in their lives. Agriculture would be affected tremendously since climate would change throughout the world, causing serious droughts and floods that would cost billions of dollars a year in lost revenue. Above the earth is a thin layer that helps keep atmospheric gases inside earth and acts as a shield from harmful rays emitted by the sun. The greenhouses gases mentioned above are deteriorating this protective layer, they are burning holes in it which permit the suns rays to enter our atmosphere easily. The sun rays that are entering the atmosphere are so strong that they act as radiation hitting us everyday. Skin cancer is becoming more and more common in recent years because of the ultraviolet rays that enter through the depleted ozone layer. People suffering from respiratory illnesses such as asthma are also on the rise, because of the high levels of pollution we are suffering from large cities. ‘Why keep destroying? you might ask, after reading all the negative effects deforestation might produce. The answer can be given in one word: money. Brazil is a country that is in a stage of development and deforestation is the main source of revenue. Logging is extremely profitable for companies. The wood is used to make furniture, materials, and other wood products. Charcoal comes from the rainforest as well as paper. The United States, Great Britain, Belgium, and Japan are the biggest ‘customers (Solutions). Another sad thing about this is that these companies pay extremely low prices per acre and making billions in profits. The government is selling their property for prices incredibly low prices compared to the amount other countries are making off them. On the other hand, if Brazil was not selling the rainforest then it would have very little, if any, source of revenue. Many economists say that the destruction of the rainforest is inevitable and only ‘natural. Brazil needs more ‘room for its people since the population keeps increasing each year according to them. Economists also argue that if Brazil was n ot selling its rainforest then the country would be sunk in extreme poverty, crime, and they argue that we would still be losing it. According to Bjorn Lomborg, author of The Skeptical Environmentalist, everything we are fed by the media about the problem of deforestation is a lie. Bjorn states that pessimist news sells so therefore the media exaggerates the truth greatly. According to him the rainforests are not disappearing as fast as we think and the problem is not ominous. â€Å"80 percent of the original forest cover is still in place then just about 20 percent of all tropical forests have disappeared† (Lomborg 114). On the issue of global warming Bjorn presents interesting information. According to the author â€Å"plants produce oxygen by means of photosynthesis, but when they die and decompose, precisely the same amount of oxygen is consumed† (115). Trees neither produce or consume oxygen according to his hypothesis since it is an equal distribution of give and take. He criticizes disinformation presented by other sources because according to him they have no grounds or bases for their allegations. In his book, he reminds us of when President Carter warned us that we would have very little, if any, rainforest by the year 2000 in his Global 2000 environmental report (113). Rapid destruction or slow destruction of our planets rainforests the problem is there. There are many things we all can do in order to protect our forests from further deforestation. According to experts the rainforest will yield more profits if it is used for its fruits, nuts, oil and medicinal plants than if it is destroyed now for short term gains. The labeling of timber to be sold would be a giant help against deforestation. Labels indicating â€Å"sound wood† would be sold and customers with a more open and aware conscious would purchase timber that is not endangering any ecosystem. Another huge solution to the problem is paper. If we consumed less paper thousands of acres of rainforest timber would be spared. Through another perspective, Brazils government needs to help fight its overpopulation problem since that is a giant factor with deforestation (Solutions ). The government needs to educate its people and make them aware of the present problem and the magnitude its c onsequences can bring. Without an educated, aware society no plan or agreement will work. The fact that Brazils rainforest is disappearing is undeniable. Whether it is going in slow or fast pace does not matter very much. We, as a society need to help protect the rainforests not only because of their beauty but because of the importance in this planets balance with nature. As stated before, the problem does not affect Brazil only, it is a delicate issue whose consequences affect every living thing on this planet. Unless we take action today tomorrow might be too late.

The Glass Ceiling Phenomenon :: Business Management Studies

The Glass Ceiling Phenomenon ‘The Glass Ceiling’ is a barrier to prevent women rising to the highest positions in an organization as a result of informal exclusionary practices (cited in Giddens 2002, pg, 552). These practices include sexual harassment, sexual discrimination and pregnancy discrimination. Explanations for the ‘glass ceiling’ phenomena derive from the stereotype of women into traditional roles. Many men still carry the attitude despite living in this modern day and age that women are not capable of higher managerial roles and that their place rightfully belongs at home along with the house-hold chores. There is also the point that many corporate firms think twice before employing women for the top position, in terms of their level of commitment, for it is inevitable that every woman will want to have a child at some point in their life. However maternity leave is viewed upon as an expense in terms of money and the valuable time that is wasted in order to fill the vacant position. The organisational structure is another barrier that women have to contend with for it is evident that most firms are male dominated and huddle together when it comes to after work social activities, thus leaving the woman to feel as an out cast. An article published in The Guardian 25/09/2002 backs ‘The Glass Ceiling’ phenomena as it shows that women are still not making it to the top of their professions, despite thirty years of equal opportunities policies in the public and voluntary sectors. While there may be some women higher up in management it can be argued that these are just ‘token’ positions so that the corporate management cannot be accused of discrimination. Those few who are successful in making it are then dealt the blow of being paid substantially less

Balagtasan Essay

The Dynamic Crust, Earthquakes and the Earth’s Interior Why is the Earth’s crust described as being dynamic? Crust- solid rock outer zone of Earth The crust is part of the lithosphere. The Earth’s crust is dynamic which means constantly changing. Earthquakes Volcanoes Crustal movements along fault zones Other evidence indicates that parts of the Earth’s crust have been moving to different locations for billions of years. Describe pieces of evidence that suggest minor changes in the Earth’s crust. Displaced & Deformed Rock Strata Sedimentary rocks appear to form in horizontal layers. However, observations of the Earth’s surface indicate that the original formations of rock have changed through past movements. Tilting Earth movement resulting in a change in the position of rock layers, â€Å"rocks at an angle† Folded Strata Bend in the rock layers produced during the mountain building process Faulting Movement of rock along a crack (fault) in the crust Displaced Fossils Displaced means â€Å"moved.† Marine fossils- remains or imprints of once living ocean organisms such as coral, fish, etc. found in sedimentary rock Marine fossils found in layers of sedimentary rock in mountains, often thousands of feet above sea level. These marine fossils found at high elevation suggest past uplift of rock strata. Sinking or settling of rock strata Rock layers that have been moved. Horizontal Displacement (Faulting) Earth shifts sideways along a transform fault in the crust Vertical Displacement (Faulting) Portion of Earth’s surface is either uplifted or subsides along a fault or crack. Benchmark Permanent cement or brass marker in ground indicating a measured elevation. Isostasy Condition of balance or equilibrium in Earth’s crust. Since the upper mantle acts like a very dense fluid, the crustal plates float on top of it. Any change in one part of the crust is offset by a corresponding change in another part of the crust. Example of Isostasy If a piece of crust loses some of its material due to erosion, it becomes lighter and floats higher in the mantle. When the eroded material gets deposited, the crust is weighted down causing that area to sink lower into the mantle. Another isostatic example. The deposition of 2 miles thick ice on NY during a glacial ice age caused the area to subside slightly. This forced other areas to rise higher in response to the settling under the ice. Later after the ice receded or melted, the region responded with gradual uplift causing minor seismic activity or earthquakes. Give examples of crustal activity and explain where the zones of crustal activity are located. Areas of Crustal Activity Crustal activities such as earthquakes and volcanoes occur for the most part in specific zones or regions of the Earth. These regions are usually along the borders of continents and oceans. These zones mark boundaries or edges of large pieces of the Earth’s crust called crustal boundaries. ESRT p.5 What is an earthquake? Explain the difference between an epicenter and a focus of an earthquake. Describe properties of the 3 types of earthquake waves and tell the difference between a seismograph and a seismogram. I. Earthquakes Sudden trembling or shaking of ground usually caused by movement along a break or a fault releasing built up stress When an earthquake occurs, seismic waves are created and move out in all directions from the focus or point of origin. The earthquake’s focus or point of origin is usually deep below the Earth’s surface. The point on the Earth’s surface directly above the focus is called the epicenter. Describe properties of the 3 types of earthquake waves and tell the difference between a seismograph and a seismogram. II. Earthquake Waves Seismograph: Instrument that detects and records seismic waves. Earthquakes generate several kinds of seismic waves that can be detected by a seismograph. 3 types of seismic waves are p, s, & l waves. L waves Long waves Do not pass through the Earth. Ripple along the surface of the Earth Create the damage associated with earthquakes P waves Primary waves Also called compressional because they cause the material through which they pass to vibrate back and forth (compress) in the same direction as the wave is traveling. Called primary because they move quickly through the Earth with a greater velocity than secondary waves and therefore are the first waves to reach a distant location. S waves Secondary waves Also called shear waves because they cause the material through which they pass to vibrate at right angles (up & down) to the direction in which the wave is traveling III. Velocities of Waves When traveling in the same material, primary waves travel at a greater velocity than secondary waves. So a seismograph will read the primary waves before the secondary waves arrive. A single seismogram showing the arrival times of p & s waves may be used to determine the distance to the earthquake and its time of origin. The greater the difference in arrival times of the primary and secondary waves, the greater the distance to the earthquake epicenter. Finding the Distance to an Earthquake’s Epicenter To find out how far an epicenter was away from a location, a seismograph reading or seismogram is necessary that shows the arrival of both p and s waves. Determining the Exact Location of an Earthquake’s Epicenter Epicenter location is found by the comparison of differences in travel time of p & s seismic waves. Knowing the separation time between arrival of both p & s waves gives the distance to the point on the Earth’s surface directly above the earthquake called the epicenter. Since only the distance to epicenter and not direction is known, a circle is drawn with the radius equal to the distance. The epicenter is on the circle. To find the actual location of the epicenter you must find the distance from 3 different seismograph stations. Why not 2? Draw 3 circles around the 3 seismograph stations and where they intersect is the earthquake’s epicenter. The earthquake occurred at a point somewhere below the epicenter and that internal point is called the focus. Scientists wanting to improve accuracy of finding the true epicenter will find the distance from more than 3 seismograph stations. Compare and contrast the 2 scales for determining the strength of an earthquake. a) The Modified Mercalli Scale Based upon the damage inflicted by an earthquake. This intensity scale ranges from I to XII with I being felt by few people to XII resulting in total devastation. Modified Mercalli Scale Continued Although this scale is still used, it is not very precise. Why? Damage inflicted by earthquakes depends on many factors besides the strength of the earthquake such as location, type of land, building design & structure, etc. b) The Richter Scale A Magnitude scale used to describe the amount of energy released by an earthquake. Richter scale magnitudes range from 0 to 9. Each number step up the scale indicates a release of 32 times more energy than the previous step. Earthquakes that are less than 2.5 are not usually felt by people. Approximately 20 major earthquakes in the magnitude 7.0-7.9 occur every year and each 5-10 years an earthquake of 8.0 or more will devastate a portion of Earth. Give examples of dangers to humans from volcanic and earthquake activity. Dangers to Humans from Earthquakes and Volcanoes Tell at least 4 of these hazards. Fires (Ruptured gas or power lines) Collapsing buildings/Falling Debris Broken bridges and roads Tsunamis (Seismic Sea Waves) Lava flows melt and burn Volcanic ash & poisonous gases make it difficult to breathe Large submarine (under water) earthquakes or those that occur along a coastline may result in tsunamis or seismic sea waves. Describe differences between p and s wave transmission through the Earth and how it creates a shadow zone. VII. Transmission of Earthquake Waves The velocity of an earthquake wave varies according to density of the material through which it is traveling. The greater the density of the material, the greater the velocity. As seismic waves travel through materials of different densities, the velocity of the seismic waves will change. This change in velocity of the wave causes the wave to be bent or refracted. Since the density of the Earth gradually increases with depth, seismic waves tend to increase in their velocity and continually refract (bend) as they travel down into the Earth. Difference in P and S Wave Transmission Compressional or p waves are transmitted through all phases of matter; solid, liquid or gas. However, shear or s waves are only transmitted through solids. This difference provides valuable information for scientists about the composition and interior structure of the Earth. S waves that penetrate the Earth to the depth of the outer core disappear. Since these waves are not transmitted by the outer core, the material of the outer core is assumed to be liquid. Earthquakes generate p & s waves that move out from the earthquake through the Earth in all directions. Seismographs that are located within 102 degrees from the epicenter record both p & s waves. Those seismograph stations that are farther away than 102o do not record any s waves because they are not transmitted through the core. A band that runs approximately 102o to 143o away from the epicenter records neither p nor s waves. Describe a model of the Earth’s crust and interior. Describe characteristics of both the crust and interior. Crust & Interior Properties There are 4 major Earth zones, three solid ones and one liquid. The 3 solid zones are the crust, mantle and inner core. The only liquid zone is the outer core. See ESRT p.10 Crustal Thickness The crust of the Earth compared to other zones is relatively thin, only a few kilometers in average depth. The average thickness of the continental crust is greater than the average thickness of the oceanic crust. Crustal Composition The continental crust is composed mainly of felsic igneous rock like granite that is low in density. The oceanic crust is composed mainly of mafic igneous rock like basalt that is high in density. Interior Structure Crust sits on top of mantle. Mantle accounts for the greatest part of the volume of the Earth. The crust-mantle boundary is called the Mohorovicic Discontinuity or the Moho. Below the mantle is the liquid outer core and the solid inner core. Interior Composition Evidence from the behavior of seismic waves and metallic meteorites suggests that the inner portion of the Earth is a high density combination of the metallic elements iron (Fe) and nickel (Ni). Characteristics of Earth’s Interior The density, temperature and pressure of the Earth’s interior increases with depth. (ESRT p.10). The density ranges from 2.7g/cm3 for the continental crust and 3.0g/cm3 for the oceanic crust to 12.7 g/cm3-13.0g/cm3 for the inner core. Compare theories of continental drift and plate tectonics. Give evidence that support the idea that continents have moved. I. Plate Tectonics Theory Theory that Earth’s lithosphere is made of a number of solid plates that move in relation to each other. ESRT p.5 Continental Drift Theory that continents are now, as well as in the past, shifting positions. Wegener noted that the present continents appear to fit together as fragments of an originally larger landmass, much the same way the pieces of a jigsaw puzzle fit together. This is especially true if the edges of the continental shelves are used as the boundaries. However, over the years new evidence has been collected that indicates that approximately 200 million years ago, the major continents were connected and since that time the continents have been moving generally apart. The following diagrams show the Inferred Positions of the Continents over the last 458 million years. Label the Geologic Period for each diagram. Diagrams found in ESRT on page 9. Evidence to Support Idea that Continents Have Moved Many rock layers and fossils can be correlated across ocean basins. Rock types along with mineral composition and the fossils found in those rocks match up. A good example of this are rocks and fossils found on the east coast of South America match those found along the west coastline of Africa. Diamonds found in eastern Brazil are very similar to those found in western Africa. More Evidence for Continental Movement Some mountain chains appear to be continuous from continent to continent. Example: Appalachians and Caledonian More Evidence for Continental Movement Rock and fossil evidence indicates ancient climates much different from those of today. Examples: glacial deposits in tropical regions or coal deposits in Arctic More Evidence for Continental Movement Rocks of the ocean basins are much younger than continental rocks. The most conclusive evidence comes from the ocean basins. Explain evidence for sea floor spreading from both igneous ocean rocks and the reversal of magnetic polarity. Evidence to Suggest Sea Floor Spreading There is much evidence to indicate that the ocean floors are spreading out from the mid-ocean ridges. The two major pieces of evidence are related to the age of igneous ocean materials and the reversal of magnetic polarity. a) Igneous Ocean Rocks The ocean crust is made up mainly of basalt that is formed when magma (molten rock) rises, cools, solidifies and crystallizes into igneous rocks of the mid-ocean ridges. Evidence shows that igneous rocks along the center of the mid-ocean ridge is younger (more recently formed) than the igneous rock found farther from the mid-ocean ridge. The age of igneous rock has been accurately determined using radioactive dating techniques. This suggests that as new ocean crust is generated at mid-ocean ridges, the ocean floor widens. Reversal of Magnetic Polarity The strips of basaltic rock that lie parallel to the mid-ocean ridge show matched patterns of magnetic reversals. Check out this animation! Over thousands of years, the magnetic poles of Earth reverse their polarities. The magnetic north pole changes to the magnetic south pole and vice versa. When the basaltic magma flows up in the middle of the ridge and begins to cool, crystals of magnetic minerals align themselves with the Earth’s magnetic field. This alignment of minerals in the rock leaves a recording of magnetic polarity for the Earth at the time of rock formation. When the Earth’s magnetic field is reversed, the new igneous rocks formed during the reversed polarity period have their minerals aligned in an opposite direction from the previously formed rocks. These changes in magnetic orientation are found in rock on both sides of the mid-ocean ridge, indicating that the development of the ocean floor is form the center of the mid-ocean ridges outward. Describe the 3 types of plate motion. Identify plate boundaries. Lithospheric Plates and Plate Boundaries Three kinds of plate motion are associated with plate boundaries; convergent, divergent and transform. a) Convergent Plate Boundaries Convergent Plate Boundaries- plates collide with each other Ocean Plate Meets Continental Plate If an oceanic plate collides with a continental plate, the denser ocean plate made of basalt dives down (subducts) into the mantle forming a subduction zone with an ocean trench formed at the surface. At the subduction zone, old crust is consumed by the mantle to create more molten material. The overriding continental plate made of granite forms mountains. An example is the Andes of South America. Ocean Plate Meets Ocean Plate If two oceanic plates converge, the older, denser plate will subduct also forming a trench on the surface along with a chain of islands called an island arc. An example of this convergent subduction zone is the Northern and Western boundaries of the Pacific Ocean. Continental Plate Meets Continental Plate If a continental plate collides with another continental plate, the edge of both plates are crumpled up forming folded mountains. An example of this type of convergent boundary is the Himalayas of India. b) Divergent Plate Boundaries Divergent Plate Boundaries- plates move apart A divergent boundary allows heat and magma to flow up from below forming parallel ridges made of new crustal material. An example of a divergent plate boundary like this is any mid-ocean ridge. c) Transform Plate Boundary Transform Plate Boundary- plates grind slowly past each other At this type of boundary, crust is neither formed nor consumed. An example is San Andreas Fault in California. Shallow focus earthquakes are very common at transform boundaries. Plate Tectonic Map (ESRT p.5) Although plate motion is only a few centimeters a year, the interactions of the boundaries result in earthquakes, volcanoes and mountain building on a grand scale showing that the Earth is a dynamic system. Explain how mantle convection cells are thought to be the method for moving crustal plates. Mantle Convection Cells Although forces exist within the Earth that are powerful enough to move the lithospheric plates, the scientific community is not in total agreement on the specific mechanism (method) involved. Convection cell- stream of heated material that is moving due to density differences Evidence suggests that convection cells exist within a part of the mantle called the asthenosphere because of the occurrence of heat flow highs in areas of  mountain building and heat flow lows in areas of shallow subsiding basins. These convection cells may be part of the driving force which causes continents to move. What are hot spots? How are they formed? Hot Spots Hot Spots- places on Earth’s surface with unusually high heat flow Most hot spots occur along active plate margins but some are found within the plates. Hot spots are thought to be caused by magma rising up from the mantle producing sites of active volcanism. Wow! That was Dynamic! Prepare for Chapter Test†¦Good Luck!!! * EartHquakes * Sub-topics: * How strong is an earthquake? Do you live near an active fault? Earthquake and tsunami What is inside the earth? * What is an Earthquake? * An earthquake is a shaking of the ground caused by the sudden breaking and movement of large sections (tectonic plates) of the earth’s rocky outermost crust. The edges of the tectonic plates are marked by faults (or fractures). Most earthquakes occur along the fault lines when the plates slide past each other or collide against each other. * The shifting masses send out shock waves that may be powerful enough to alter the surface of the Earth, thrusting up cliffs and opening great cracks in the ground and †¢ cause great damage †¦ collapse of buildings and other man-made structures, broken power and gas lines (and the consequent fire), landslides, snow avalanches, tsunamis (giant sea waves) and volcanic eruptions. * How strong is an Earthquake * Earthquakes are measured in two different ways: 1.) Magnitude 2.)Intensity * Earthquake magnitude * Earthquake magnitude is a measure of the energy released by an earthquake, or its â€Å"size†. Because earthquakes vary a lot in size, earthquake magnitude scales are logarithmic. For a one-step increase in magnitude the amount of energy released increases about 32 times. So a magnitude 7 earthquake is 32 times bigger than a magnitude 6 earthquake, and a magnitude 8 earthquake is 1000 bigger. * Earthquake intensity * Earthquake intensity describes how much ground shaking occurred, or how â€Å"strong† an earthquake was, at a particular location. Earthquake waves weaken as they travel away from the earthquake source, so an earthquake generally feels less strong the further away from the source you are. * Earthquake intensity * The intensity of an earthquake is determined by observing the effects of the earthquake in different places. Houses, buildings, and other structures are inspected. People are interviewed about what they saw (the cabinet fell over), how they felt (I was frightened), or what they did (I ran out of the house). * The Modified Mercalli (MM) intensity scale * MM 1Not felt. * MM 2Felt by peeple at rest on upper floors of buildings. * MM 3Felt indoors, like a small truck passing; hanging objects swing slightly. * MM 4Felt indoors by many, like a heavy truck passing; hanging objects swing, windows rattle. * MM 5Felt outdoors, sleepers awakened, small objects and pictures move. * MM 6Felt by all, crockery breaks, furniture moves, weak plaster cracks. * The Modified Mercalli (MM) intensity scale * MM 7Difficult to stand, noticed by car drivers, furniture breaks, weak chimneys break at roof line, plaster, loose bricks and tiles fall. * MM 8Driving is difficult, ordinary masonry is damaged, chimneys and towers fall, some liquefaction. * MM 9General panic, poor masonry destroyed, ordinary masonry and foundations damaged, liquefaction and landslides. * MM 10Most masonry structures destroyed. Some well-built wooden structures and bridges destroyed. Dams and embankments damaged, large landslides. * MM 11Few buildings left standing. * MM 12Damage nearly total. * FAULTS * What is a fault? * A fault is a break in the rocks that make up the Earth’s crust, along which rocks on either side have moved past each other. * The direction of movement along the fault plane determines the fault type. * 3 Major Faults * Normal * Reverse * Strike-slip * Do You Live Near an Active Fault? * An active fault is one that has moved in the past and is expected to move again. Put in another way, an active fault has generated earthquakes before and is capable of causing more in the future. * Scientists use different ways to find out if a fault is active. One is by checking the country’s historical records. Historians always write about destructive events such as earthquakes. * Another is by studying the vibrations, past and present, that come from faults. Still another way is by observing the surroundings. For example, a fault may cross a road and because of that, the road is displaced. * Do You Live Near an Active Fault? * Or a fault may cut across a stream and the stream channel is then shifted. Or a fault may slice through mountains and form cliffs. This is not to say that anyone can spot an active fault. Scientists need a lot of training to do that. * But along some faults, the effects may be dramatic. Suppose a house was built on a fault. As the ground shifts little by little, parts of the house will be affected. The floor will crack, doors will not close, and the roof may start to leak. * Obviously, it is important to know the location of active faults. As far as possible, no important structures should be built near or on them. Tsunami * What is a tsunami? * A tsunami is a series of waves usually caused by an undersea earthquake that displaces the ocean floor. But a tsunami is not really a â€Å"wave† that moves up and down; it’s actually the ocean moving sideways as a massivesurge or a wall of water. It’s also knownas a tidal wave. The Japanese word tsunami means â€Å"harbor wave.†A tsunami can generate waves for 12 to 24 hours. And the first wave is not always Japan, 2011 The Boston Globe the biggest! A tsunami travels across the open ocean at over 500mph, the speed of a jet airplane. As it reaches shallower water and approaches shore, it slows down but grows in height. A tsunami can happen at anytime of day or year. How do earthquakes generate tsunamis? * Tsunamis can be generated when the sea floor abruptly deforms and vertically displaces the overlying water. Tectonic earthquakes are a particular kind of earthquake that are associated with the earth’s crustal deformation; when these earthquakes occur beneath the sea, the water above the deformed area is displaced from its equilibrium position. Waves are formed as the displaced water mass, which acts under the influence of gravity, attempts to regain its equilibrium. When large areas of the sea floor elevate or subside, a tsunami can be created. * What is a Tsunami Earthquake * A tsunami earthquake is an earthquake that triggers a tsunami of a magnitude that is very much larger than the magnitude of the earthquake as measured by shorter-period seismic waves. Such events are a result of relatively slow rupture velocities. They are particularly dangerous as a large tsunami may arrive at a neighbouring coast with little or no warning. a tsunami earthquake is that the release of seismic energy occurs at long periods (low frequencies) relative to typical tsunamigenic earthquakes. Earthquakes of this type do not generally show the peaks of seismic wave activity associated with ordinary events. A tsunami earthquake can be defined as an undersea earthquake. * What is inside the Earth? * Earth’s Layers * CrustThe crust is the first layer of the earth. It is split up into two parts the continental crust, and the oceanic crust. * Mantle The mantle is the second layer of the earth. It is split up into two different parts, the lithosphere (which is the top part) and the asthenosphere (which is the bottom part). * Earth’s Layers * Outer coreThe outer core is a liquid made up of iron and nickel. The depth of the outer core is 2, 890. This is one of thethree layers that is putting pressure on the inner core. * Inner coreThe Inner crust is the second thinnest layer. The inner core is hotter than the surface of the sun. The inner core is made out of iron and nickel. It is 5159 to 6378 km thick. * Earth’s Layers * The Earth is formed of three concentric layers: the core, the mantle and the crust; these are separated by transition zones called discontinuities. * Mohorovicic discontinuity * Gutenberg discontinuity * How the seismic waves travel * The shaking starts from the focus and spreads out. You can get an idea of how this happens by throwing a pebble into a pond. See the ripples that move out in circles? The vibrations from the focus are something like that. * The vibrations are more properly called seismic waves. As seismic waves travel through the body of the Earth, they behave in different ways, depending on what they encounter along way

Mozart Piano Sonata No. 3

In B flat major and the third of the set Mozart composed, the Piano Sonata (K. 281) opens with an Allegro in sonata form. Almost immediately after the restatement of the four-measure theme begins, Mozart moves away from the tonic toward the dominant, F major. An insistent repeated-note figure is the main feature of the secondary theme, which quickly gives way to a trilled closing motive. After a harmonically daring development section we hear one of Mozart's most predictable recapitulations, tracing the exposition in full and resolving everything to the tonic before closing without a coda. Marked Andante amoroso, the slow movement is in sonata form with a brief development. A large leap at the beginning of the secondary theme contrasts with the descending scale that makes up the first theme. Trills and sudden dynamic contrasts inject intensity into an otherwise serene atmosphere that pervades the entire movement. As in the Allegro, the recapitulation follows exactly the path of the exposition, except for the modifications necessary to remain in the tonic, E flat major. The movement closes without a coda. The concluding Rondeau (or rondo is infused with elements of sonata form. The first episode (section B) is on the dominant, F major, thus preparing the way for the first (and only partial) return of the rondo theme. In the manner of a recapitulation, this same episode returns nearly in full and resolved to the tonic just before the last statement of the rondo and the close of the movement.

Stonehenge1 essays

Stonehenge1 essays Behind every great structure in the world, there are the people who made them, and who took the time and effort to design them. Those who made Stonehenge succeeded in creating an incredibly complex and mysterious structure that lived on long after its creators were dead. The many aspects of Stonehenge and the processes by which it was built reveal much about the intelligence and sophistication of the civilizations that designed and built the monument, despite the fact that it is difficult to find out who exactly these people were. They have left very little evidence behind with which we could get a better idea of their everyday lives, their culture, their surroundings, and their affairs with other peoples. The technology and wisdom that are inevitably required in constructing such a monument show that these prehistoric peoples had had more expertise than expected. The planning and assembling of Stonehenge took a very long time (about one thousand years, from 2800 BC to 1500 BC*), and not one but many different groups of people were involved in the process. How they came about plays an important role in understanding them. Some of the first men to come to England that are connected to the Stonehenge builders came when the ice blocking Britain and France melted around 10,000 BC (Souden, 104). After them, many more groups of people came from the mainland, and had great influence on those already living there. The first group involved in the building of Stonehenge was the Windmill Hill people. These people were semi nomadic farmers, mainly just keeping their flocks of cattle, sheep, goats, pigs, and dogs, and growing wheat, who had arrived as some of the last Neolithic (or New Stone Age, 4300 2200 BC) newcomers in England. Not only were they farmers they also hunted, mined flint, made and traded axes, and could almost be called industrialists. The Windmill Hill people had a very strong religion with a great respect...

Shakespeare Essays - Shakespearean Tragedies, William Shakespeare

Shakespeare Essays - Shakespearean Tragedies, William Shakespeare Shakespeare William Shakespeare William Shakespeare was a great English playwright, dramatist and poet who lived during the late sixteenth and early seventeenth centuries. Shakespeare is considered to be the greatest playwright of all time. No other writer's plays have been produced so many times or read so widely in so many countries as his. Shakespeare was born to middle class parents. His father, John, was a Stratford businessman. He was a glove maker who owned a leather shop. John Shakespeare was a well known and respected man in the town. He held several important local governmental positions. William Shakespeare's mother was Mary Arden. Though she was the daughter of a local farmer, she was related to a family of considerable wealth and social standing. Mary Arden and John Shakespeare were married in 1557. William Shakespeare was born in Stratford in 1564. He was one of eight children. The Shakespeare's were well respected prominent people. When William Shakespeare was about seven years old, he probably began attending the Stratford Grammar School with other boys of his social class. Students went to school year round attending school for nine hours a day. The teachers were strict disciplinarians. Though Shakespeare spent long hours at school, his boyhood was probably fascinating. Stratford was a lively town and during holidays, it was known to put on pageants and many popular shows. It also held several large fairs during the year. Stratford was a exciting place to live. Stratford also had fields and woods surrounding it giving William the opportunity to hunt and trap small game. The River Avon which ran through the town allowed him to fish also. Shakespeare's' poems and plays show his love of nature and rural life which reflects his childhood. On November 28, 1582, Shakespeare married Anne Hathaway of the neighboring village of Shottery. She was twenty-six, and he was only eighteen at the time. They had three children. Susana was their first and then they had twins, Hamnet and Judith. Hamnet, Shakespeare's son, died in 1596. In 1607, his daughter Susana got married. Shakespeare's other daughter, Judith, got married in 1616. In London, Shakespeare's career took off. It is believed that he may have become well known in London theatrical life by 1592. By that time, he had joined one of the city's repertory theater companies. These companies were made up of a permanent cast of actors who presented different plays week after week. The companies were commercial organizations that depended on admission from their audience. Scholars know that Shakespeare belonged to one of the most popular acting companies in London called The Lord Chamberlain's Men. Shakespeare was a leading member of the group from 1594 for the rest of his career. By 1594, at least six of Shakespeare's plays had been produced. During Shakespeare's life, there were two monarchs who ruled England. They were Henry the eighth and Elizabeth the first. Both were impressed with Shakespeare which made his name known. There is evidence that he was a member of a traveling theater group, and a schoolmaster. In 1594, he became an actor and playwright for Lord Chamberlain's Men. In 1599, he became a part owner of the prosperous Globe Theater. He also was a part owner of the Blackfriars Theater as of 1609. Shakespeare retired to Stratford in 1613 where he wrote many of his excellent plays. There are many reasons as to why William Shakespeare is so famous. He is generally considered to be both the greatest dramatist the world has ever known as well as the finest poet who has written in the English language. Many reasons can be given for Shakespeare's enormous appeal. His fame basically is from his great understanding of human nature. He was able to find universal human qualities and put them in a dramatic situation creating characters that are timeless. Yet he had the ability to create characters that are highly individual human beings. Their struggles in life are universal. Sometimes they are successful and sometimes their lives are full of pain, suffering, and failure. In addition to his understanding and realistic view of human nature, Shakespeare had a vast knowledge of a variety of subjects. These subjects include music, law, Bible, stage, art, politics, history, hunting, and sports. Shakespeare had a tremendous influence on culture and literature throughout the world. He contributed greatly to the development of the English language. Many words and phrases from Shakespeare's plays and poems have become part of our

ACT English Prep The Best Methods and Strategies

ACT English Prep The Best Methods and Strategies SAT / ACT Prep Online Guides and Tips Preparing for the ACT English section can feel overwhelming. This section covers a lot of material that is often not taught in school, and the format is probably different from that of any other test you’ve taken. Even more confusing, there are a ton of differentsources forACT English prep. How do you decide which ones to use? How do you make the most efficient use of your study time? What should you do to prepare for ACT English to reach your target score? In this article, I will break down the best way to prepare for ACT English. I've arranged my tips by how important I feel they are to ACT English success, but you need to follow them all if you want to be fully prepared on test day. By following these tips, you can have a more disciplined, focused approach to your ACT prep, and you can be more confident in the methods you’re using to prepare. #1: Comprehensively Learn the Grammar Rules on the ACT Understanding the grammar rules the ACT tests isessential to doing well on the ACT English section. The ACT tests the same grammar rules repeatedly; if you can master these rules, you'll be well on your way to reaching your ACT English target score. On the PrepScholar blog, we have written articles on the grammar rules and errors that appear on the ACT. Each article provides real examples, explanations, and strategies for answering related questions: Subject-Verb Agreement Verb Tense and Forms Comma Rules Punctuation Pronoun Agreement Pronoun Case Wordiness and Redundancy Idioms Run-On Sentences/Sentence Fragments Parallelism Faulty Modifiers Adjective and Adverb Errors Relative Pronouns Word Choice/Diction Focus your studying on the rules that are most commonly tested, but ultimately you should be familiar with all the rules, especially if you're targeting a 36. Check out this article on the distribution of appearance of the grammar rules on the ACT. #2: Review the Types of Rhetorical Skills Questions and Strategies for Answering Them Many of the rhetorical skills questions differ greatly from the grammar questions, as theytest your reading comprehension andyour ability toanalyze the passage rather than your knowledge of conventions. To tackle these questions,you need to be able to identify what you're being asked and know how to find the correct answer. On the PrepScholar blog, there are articles on each type of rhetorical skills question, examples, and strategies for correctly answering each type of question. Here are links to these articles: Macro Logic Transitional Logic Relevance Add/Delete Author Main Goal Author Technique Formality Understanding the content and questions that appear on ACT English is imperative to doing well. However, if you want to prepare yourself fully, you need to repeatedly test your understanding by doing practice problems. #3: Do Tons of Practice Problems and Understand Every Mistake Doing tons of practice problems will make you more confident with the material and increase your comfort level with the unique format of the ACT English section. Make sure you keep doing practice problems consistently. Use official practice tests, when possible, because the problems on those tests are most representative of what you're likely to see on the ACT. I highly recommend you follow the advice in this post on the best sources for ACT English practice.Additionally, PrepScholar has over 1500 practice problems customized to each skill. It's important to note, however, that just doing practice problems isn't enough. Why You Need to Understand Your Mistakes Even though doing a ton of practice problems will be beneficial to your ACT English preparation, if you keep repeating the same mistakes, your score won't improve. You have to understand why you're getting questions wrong so you can address your weaknesses and continue raising your score. Students often neglect to take the necessary time to understand their mistakes and figure out how to correct them in the future. Understanding your mistakes can be more difficult than just doing practice problems, but it's an extremely important step in the preparation process. How to Understand Your Mistakes Fully understanding your mistakes takes time and effort. Here is the process I recommend you use to comprehend why you made each mistake and know how to improve your deficiencies. This process is somewhat rigorous, but it's the best way to prepare for ACT English. On every practice test andproblem set you do, circleevery question onwhichyou're even 20% unsure what the answer is. When you grade your test or quiz, carefully review eachquestion you circledor answered incorrectly. This way you'll be reviewing bothyour missed questions and the questions that you got right by guessing. On your computer or in a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Create different sections for each grammar rule and type of rhetorical skills question. Try to determine why you got questions wrong on your own. However, if you're having trouble figuring out why you made mistakes, the ACT website has a test with explanations and The Real ACT Prep Guide has 5 tests with explanations. Take notes on what you specifically missed and how to improve in the future. Be as thorough and specific as possible. For example, don't just write that you missed a comma question. Did you add a comma unnecessarily? Did you forget that you should put a comma before and after an appositive phrase? What resources will you use to learn this rule and ensure that you don't make the same mistake again? Also, don't just take notes on your content issues. Write down any information about your careless errors and what steps you'll take to prevent repeating them. Did you forget to read the whole sentence? Do you need to look at the answer choices more closely? You want to really dig into why you're missing questions and focus on specific ways to improve. #4: Identify Your Weaknesses and Drill Them As long asyou do a thorough job of categorizing your missed questions, you should be able to easily determineyour weaknesses. Spendadditional time practicing the areas in whichyou're struggling. Maybe there's a specific grammar rule like pronoun agreement or parallelism that's causing you difficulties. Maybe you struggle with a specific type of rhetorical skills question like author main goal or macro logic questions. Do extra content review and practice problems related to those types of questions. We thinkPrepScholar is a great resource for this type of practice because it's designed to customize your ACT prep to focus on your weaknesses.If you'd prefer to try something else, the best ACT prep books and websitesalso have real and realistic practice problems for each type of ACT English question. Additionally, you should continue reviewing all the questions you missed and marked. Focus your studying on the areas where you're having problems. If you spend the majority of your time practicing stuff you already know, you're not using your time effectively. #5: Determine If You Have a Time Management Issue and, If So, Address It How to Determine if You Have Time Management Issues Find an official ACT and take the ACT English section. Use a timer and treat it like a real test. If time runs out and you're not finished, keep going,but for every new answer or answer you change after the allottedtime, mark it with a note as "Extra Time." Grade your test, but we want two scores: 1) The Realistic score you got under normal testing conditions and 2) The Extra Time score. If the difference is more than 4 raw points, then you need to address your time management issues. How to Fix Time Management Issues Generally, time management improves as you become more familiar and confident with the content. If time management is a lingering issue, you may have to change how you approach ACT English passages. Also, you may need to monitor your time spent per question. Easier grammar questions should take around 15-20 seconds. Big picture rhetorical skills questions can take up to a minute. I recommend never spending more than a minute on any individual question. Keep in mind that you have an average of 36 seconds per question in ACT English. While some of you may struggle completing the ACT English section, others may find that they're rushing. This is an equally serious problem. If you're finishing the section with more than 5 minutes left and you're getting more than a couple of questions wrong, you need to slow down. Reread the previous sentence. Slow down! Read the questions more carefully, take a closer look at the answer choices, and spend time reviewing your answers. Don't Rush. #6: Build Your Test Endurance The ACT can be mentally draining and it's easy to lose focus during the test. Fortunately, the ACT English section is always first, so you should have plenty of energy. On the other hand,you won't have time to ease into the test. Before test day, take at least 3 official tests simulating test-taking conditions. Mimic the test day experience as closely as possible. Use a timer. Bubble in your answers. Only take the ACT-allowed breaks. Turn off your cell phone. Yes, you read that correctly. Turn off your your cell phone! I know that will probably be scary and cause you anxiety, but you have to turn off your cell phone during the ACT, so you might as well practice going a few hours without posting an Instagram pic. If you follow all these tips, I guarantee you'll be ready for the ACT English section when test day arrives. You'll know the content, be comfortable with the format, and be confident that you can successfully complete the section. What's Next? As you continue your ACT English prep, I encourage you to study this post on the 5 critical concepts you must understand to ace ACT English. If you're striving for a perfect score, learn how to get a 36 on ACT English from a perfect scorer. You'll also find helpful advice in this article on my top tips for ACT English success. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Visual Literacy in Business Essay Example | Topics and Well Written Essays - 250 words - 5

Visual Literacy in Business - Essay Example They totally stand out from the rest. TV commercials are composed of visual graphics accompanied with verbal explanations of the same. The commercials are effective in drawing attention because of the appealing mode of presentation. Application of audio-visual graphics in the commercials emphasizes what is seen by relating it the relevant audio information. The new trends in graphic design have extensively improved the manner in which TV commercials are portrayed (Gkiouzepas & Hogg, 2011). Billboards are quite big and easily noticeable. Therefore, the size of the billboards is the initial reason for their effectiveness because it is hard to ignore them. The incorporation of attractive pictorial illustrations of whatever is being advertised also makes billboards stand out. Most of them are located along busy streets and high ways and the messages are encrypted in a simple and understandable format. The use of visual communication in the media today displays an ever-changing trend. The visual graphics that were being used in past have been elevated to a higher quality that is more appealing. Recent billboards are digitized, in that; they have screens that display visuals like any other appliance with a screen. The use of effective forms of visual communication would increase the coverage scope of business marketing messages. The information is effectively relayed to the target group. Visual communication can be complemented by verbal communication when advertising on platforms such as televisions and internet

Cultural Awarenesss for the country of Germany Essay - 1

Cultural Awarenesss for the country of Germany - Essay Example However, practices such as the shaking of hands, mode of dressing, feeding habits and religious practices represent cultural practices. Consequently, these practices are not inborn; thus, they have to be developed based on various influences upon a person’s life. Culture is Social. This represents another characteristic of culture. It implies that culture cannot be isolated or individualized (Levine 6). Thus, culture is a collective and societal affair that involves socializing and interacting with different sets of people and communities. As a result, such interaction may result in the emergence of new cultural practices; thus, reinforcing the fact that culture is learnt and not inherited. Moreover, in regards to the sociological context, culture has to be shared. Hence, the beliefs, values and morals are shared by a group of people. Culture is Transient. This refers to the fact that culture has always been transferred from one generation to another. Accordingly, this can be achieved through various processes. For instance, children are able to learn numerous cultural traits from their parents through imitation (Philpott 206). This explains why those children who are brought up in abusive families often end up leading similar lives in their adulthood. Consequently, other modes of transmission of culture include use of language, poetry, literature and various forms of art. Culture is Continuous and Cumulative. This is owed to the fact that culture exists in a progressive state. Consequently, this phenomenon of culture changing with time contributes to its cumulative nature (Philpott 206). This is owed to the fact that human beings have the tendency to discover new inventions with the lapsing of time. Consequently, this results in the development of new cultural skills and knowledge; thus, creating a cumulative cultural process. For instance, during its

Journal Essay Example | Topics and Well Written Essays - 250 words - 41

Journal - Essay Example Indeed, how he hated people and their foolishness. As the man entered his home, he thought about the burden of being a teacher, having to deal with ignorance and human incompetency as a regular daily obligation. He shuddered with contempt at the very idea. As he chewed these thoughts in his mind, he turned toward the television and clicked it to the local news. Glancing at the clock, he noticed that it was approaching 11am; almost time for lunch. For a moment, he watched as the excited woman dressed in a blue uniform smiled profusely and waved frantically at the camera, clearly excited to be a part of her newsworthy adventure. Jealous of her happiness, he clicked off the television. As the man reached into the mayonnaise jar to coat his favorite sandwich concoction, he formulated his last thought on Earth as his ceiling suddenly exploded onto his head, crushing the life out of him forever. In 30 minutes, as rescue workers began a frantic search for survivors, neighbors grimaced as a hunk of steel painted with one remark was resurrected from the debris. As if a prophetic vision of human justice, the word â€Å"Challenger† was quite

Emotional Intelligence and Emotional Competence Research Paper

Emotional Intelligence and Emotional Competence - Research Paper Example Saarni states that an emotionally competent person is able to perform according to his moral values in â€Å"emotion-eliciting† situations that demand his â€Å"self-efficacy† (1999, p.2). Such a person is aware of his emotional state and of others and is able to work accordingly. Comparison and Contrast EI improves our ability to learn EC. The two concepts cannot be separates. Scholars define EC as a learned ability of an individual resulting from EI which enables him to show outstanding performance in every field of life and, more specifically, job. For example, to show skill in conflict resolution with customers, it is important that the individual knows EI basics like relationship management. However, if he has mastered in EI basics like relationship management, that that does not guarantee that he has also mastered in conflict resolution. He has only gained potential to learn EC by learning EI. To make a contrast, EI involves tackling emotional situations in all wa lks of life while EIs are specially job skills based on EI. References Matthews, G., Zeidner, M., & Roberts, R.D. (2004). Emotional Intelligence: Science and Myth. USA: MIT Press. Saarni, C. (1999). The Development of Emotional Competence. USA: Guilford Press.

Speach Term Paper Example | Topics and Well Written Essays - 2500 words

Speach - Term Paper Example "Empathy is the key" (Howland, 2007). Please do not put value judgments on your differences and that your diversity is what makes each of you special and unique (Howland, 2007). As close as we may believe we are, in an effort to communicate, you will find at times, barriers that will affect the ability to communicate with one another. I sincerely believe that each of you deeply respects each other and because of that, I will offer the following advice. John and Jane, barriers we find in everyday things that we do. Communications of any kind come from the simplest of things for example what we feel, smell, see, taste, and touch. This interpersonal communication course taught me that people continue to study this. Maslow developed a model of needs in 1968. Maslow said that interactions with others help to satisfy personal needs (Maslow, 1968). Through these needs, we learn to communicate with each other. Continued respect for each other will help each of you determine when the barriers are semantic, emotional, or psychological. Semantic barriers often include symbols that may have different meanings. Because both of you come from different cultures symbols that each of you use frequently may mean different things. Semantic barriers are avoidable. Symbols differences are a fact because of the cultural diversity you share. Discuss these symbolic differences with each other during the process of your engagement to avoid misunderstandings. Semantics errors lead to poor expression of the actual message you wish to share with each other. Semantic errors also lead to faulty and unnecessary translations. Semantic errors will deliver un-clarified assumptions that lead to uncomfortable situations. Emotional and psychological barriers in the process of communication may lead to both of you feeling hurt, acting inattentive or loss of the actual translation (Janasz, 2002). This communication process is a shared equal process. Each of you must always remember that communicatio n is the process of sending and receiving of messages that comes from two very individual people. That each of you continue to recognize that each of you comes from different cultures, backgrounds, education, interests, experiences, attitudes, and that John and Jane each of you need to be cognizant that when you send and receive information from each other do not let barriers interfere with the message. Noise and other distractions are everywhere. If the subject is one that can lead to a barrier, take the time to listen to one another (Janasz, 2002). John and Jane, at times it is a matter of assessing ones personal communications. Conversations with others help us to assess our own personal communication style. Through these conversations with one another is a way to connect with each other and help build on this relationship. In an ability to improve your communication competencies, I offer the following advice. Interpersonal communication is a way to satisfy the social and esteem needs you may each require. It is also a way to give and obtain affection. We all have communication habits. These habits help us to connect and interact with others (Sole, 2011). However, those same habits can be a negative to the relationship. I learned in my intercommunication class that we have four key concepts that it is important to be cognizant of throughout your enjoyed relationship. It is important to recognize and incorporate the qualities that each of you possesses through your confidence,

Comprehensive Doctoral Review Examination Question #1 Theory with the Term Paper

Comprehensive Doctoral Review Examination Question #1 Theory with the concept (when contractors preform inherently governmental functions it puts the U.S. Government at risk) - Term Paper Example Additionally, the research conducted on the based on the different available evidences enhances the relevance of the research and further develops their acceptability. Similarly, the different theories that are available in the specific fields enhance the approach towards the present research question (Houser & Oman, 2011). In this regards the issue related with the inherent operations of the management that puts the governmental functioning at risk. The performances of the contractors are majorly involved with the performances of the government as the performances of the individual contractors affect the overall performances of the federal government. Several technical complexities affect the different operational motives of the government and hinder the ability of the government to perform effectively. Furthermore, the contractors performs the functions that are intimately related with public interest hence if the contractors fails to meet with the different needs of the public it is most likely to affect the overall government functions. With this regard, the paper elaborates on the functioning of the contractors that in turn puts the government operations at risk. Theories have been authentic evidences that support the research and enhance the relevance of the same. The different theories that are available in the specific fields provide a guideline for conducting the research and enhance the acceptability of the study. The word theory has a several number of meanings and is interpreted by the different theorist in several manners. Furthermore, the different theorists have elaborated on the different concepts that are appropriate for the different situations and different problems. The following sections project the different concepts that are most important for developing a generalisabilty of the research and develop the relevance of the

Speach Term Paper Example | Topics and Well Written Essays - 2500 words

Speach - Term Paper Example "Empathy is the key" (Howland, 2007). Please do not put value judgments on your differences and that your diversity is what makes each of you special and unique (Howland, 2007). As close as we may believe we are, in an effort to communicate, you will find at times, barriers that will affect the ability to communicate with one another. I sincerely believe that each of you deeply respects each other and because of that, I will offer the following advice. John and Jane, barriers we find in everyday things that we do. Communications of any kind come from the simplest of things for example what we feel, smell, see, taste, and touch. This interpersonal communication course taught me that people continue to study this. Maslow developed a model of needs in 1968. Maslow said that interactions with others help to satisfy personal needs (Maslow, 1968). Through these needs, we learn to communicate with each other. Continued respect for each other will help each of you determine when the barriers are semantic, emotional, or psychological. Semantic barriers often include symbols that may have different meanings. Because both of you come from different cultures symbols that each of you use frequently may mean different things. Semantic barriers are avoidable. Symbols differences are a fact because of the cultural diversity you share. Discuss these symbolic differences with each other during the process of your engagement to avoid misunderstandings. Semantics errors lead to poor expression of the actual message you wish to share with each other. Semantic errors also lead to faulty and unnecessary translations. Semantic errors will deliver un-clarified assumptions that lead to uncomfortable situations. Emotional and psychological barriers in the process of communication may lead to both of you feeling hurt, acting inattentive or loss of the actual translation (Janasz, 2002). This communication process is a shared equal process. Each of you must always remember that communicatio n is the process of sending and receiving of messages that comes from two very individual people. That each of you continue to recognize that each of you comes from different cultures, backgrounds, education, interests, experiences, attitudes, and that John and Jane each of you need to be cognizant that when you send and receive information from each other do not let barriers interfere with the message. Noise and other distractions are everywhere. If the subject is one that can lead to a barrier, take the time to listen to one another (Janasz, 2002). John and Jane, at times it is a matter of assessing ones personal communications. Conversations with others help us to assess our own personal communication style. Through these conversations with one another is a way to connect with each other and help build on this relationship. In an ability to improve your communication competencies, I offer the following advice. Interpersonal communication is a way to satisfy the social and esteem needs you may each require. It is also a way to give and obtain affection. We all have communication habits. These habits help us to connect and interact with others (Sole, 2011). However, those same habits can be a negative to the relationship. I learned in my intercommunication class that we have four key concepts that it is important to be cognizant of throughout your enjoyed relationship. It is important to recognize and incorporate the qualities that each of you possesses through your confidence,

Business Plan. It's about Pet shop Essay Example | Topics and Well Written Essays - 1250 words

Business Plan. It's about Pet shop - Essay Example The company faces a threat to competitor, but its mission of employing professionally provides the company with an edge to outdo another firm in the market. The company aims to earn more revenue in training and grooming of pets as well as selling to new customers. Pet Shop is a partnership business that involves itself in pet fashion and beautification. Just like celebrities, pets have attracted an increased attraction among the citizen of the country. This gives Pet Shop a ready market for pet training, grooming and partnership in fashion shows and magazines. Pet Shop recruits experts and professional staff to improve service delivery to promote firm products in the market. The company recognizes the power of it suppliers and hold them at higher esteem to deliver on the target of the company. Pet Shop believes in happy and healthy families and thus encourages people to have one or two pet in their homes. Pet Shop aim at promoting the pet industry. The company has the strategy of training home pet as well as advocating fashions shows and partner selection to ensure the procreation of pets in their new homes. This would attract a lot of audience in the show business and guarantee a source of revenue for the company. Pet Shop prospect to partner with entrainment fashion show and magazine producers to sell it services to the public. This is a long term strategy. Therefore, because people love their cats and dog so much, Pet Shop promise to make people home a beautiful with smart pets around them. Pet Shop aim to attract more than 100 million customer in it five years in the business. This would be achieved by constant expansion of market from within the country to oversee and introduction of pets business in countries that do not practice pet ownership. The fashion industry is dominated by human and introduction of pets to fashion participant will be a game changer in the industry. This will attract celebrities to groom themselves as

Characterising the Atmosphere of Proxima B

Characterising the Atmosphere of Proxima B 1.Intro As of April 2016, 582 extrasolar planets have been discovered (NASA) using Doppler spectroscopy, a method for detecting extrasolar planets by deducing their radial velocity from the Doppler shifts in the spectrum of the planets parent star. Using this method, Anglada-Escude et al (2016) recent observations have revealed a 1.3 Earth mass planet orbiting the red dwarf Proxima Centauri. Although Earth-like planets arent uncommon, the recent discovery of Proxima b is particularly exciting as at a distance of 1.3 parsecs it is our closest potentially habitable star. Where previous studies were stunted by the distance of the host star to the Earth, Proxima b may within reach of Earth and space based telescopes giving us the ability to better judge its characteristics. While Proxima b is in the goldilocks zone, meaning it has potential to have water and perhaps even life, it is subject to intense radiation and solar wind. The habitability of Proxima Centauri b and Prospects for characterising the atmosphere of Proxima Centauri b question whether Proxima has an atmosphere, with the primary focus being whether Proxima b can maintain liquid water on its surface. The former does this by estimating the current high-energy irradiance of the planet and show that the orbit is likely to be in either a synchronous or 3:2 spin-orbit resonance. The latter article considers measuring the variation in thermal emission with orbital phase as a method for characterizing Proxima bs atmosphere. 2. The habitability of Proxima Centauri b 2.1 SummaryIn this paper the authors work through a number of factors that could affect the potential habitability of Proxima b. While noting there is a surplus of Earth like planets (Kepler), the authors need question whether Proxima lies within the Habitable Zone, where a stellar flux is low enough to maintain surface water but high enough to maintain the planetary surface as defined by Kasting et al. Due to a stellar input of ~65% than of the Earth Proxima b lies within these limits. High Energy IrradiationHigh-energy emissions including X-rays through to far-UV (FUV) and particle winds are known to influence atmospheres of rocky planets. A particular issue when estimating the XUV fluxes is that Proxima is a flare star (haish et 1983) meaning its HE emissions can vary significantly. The work in the paper was built from X-ray emission observations via ROSAT and XMM that report log LX = 27:2 erg sà ´Ã¢â€š ¬Ã¢â€š ¬Ã¢â€š ¬1 g and LX = 27:4 erg sà ´Ã¢â€š ¬Ã¢â€š ¬Ã¢â€š ¬1 respectively (Haish 1999). To generalise the overall dose on the planetary atmosphere, the authors consider the average XUV luminosity over an extended timescale while accounting for flare variation. Using XMM-Newton observations, the strongest flare has an energy of about 210^31 erg. CN Leo has a similar X-Ray luminosity and thus can be used to model flare distribution for Proxima. Audard el state a power law with the form N(> E) = 3:7 _ 1037Eà ´Ã¢â€š ¬Ã¢â€š ¬Ã¢â€š ¬1:2, where N is the number of flares per day, and E is the total (integrated) flare energy in erg . This shows CN Leo has flares with energies greater than about 2 _ 1031 erg over a timescale of 1 day.This is found to be in agreement with the XMM-data set, consolidating this is a reliable representative of the daily flux. Thus giving (between 0.65 and 3.8nm) a time integrated average flux of 87 ergss_1cm^-2 . To account for more energetic flares a calculated extra 22 ergs s^-1 cm^-2 is added, totalling at 109 erg s^-1cm^-2 . Flux estimates (including flare contribution) were calculated over a range of wavelengths, as listed below: ROSAT observations for the 3.8nm to 10nm range produced an X-Ray dose of 163 erg s^1 cm^2 EUVE spectrum for the extreme UV 10nm to 40nm range produced a flux value of 111 ergs^1cm2 FUSE observations for the far UV 92-118nm range produced a flux value of 20 egs HST/STIS for the 118-170nm range produced a flux value of 130 ergs Therefore between 0.6 and 118nm, the total integrated flux today that is a fair representative of HE radiation on the atmosphere of Proxima b is of 307ergs^1. For comparison purposes, the XUV flux at Earth is calculated to be 5.1 ergs, showing Proxima b to receive 60 times more XUV flux. This data is illustrated in fig. -Probability of capture: The authors remark on the poor parameterizations of previous work on tidal dissipation of rocky planets (Darwin 1880, love 1909, goldreich 1963), their primary issue being models would always predict an equilibrium rotation rate where tidal torque would vanish. The authors use the Andrade model as tailored by Efromsky 2012 and Eq 10 of Marakov 2012. The Andrade time was set to be equal to the Maxwell time of tm=500yr for simplicity. The results for 3:2 resonance capture probability are shown in fig. Curve a) indicates where tidal torque at the lower boundary of the separatrix is negative and greater than the maximum restoring torque. b) indicates tidal torque at the lower boundary of the separatrix is positive and (c) indicates where maximal tidal torque inside the resonance is greater than the maximum triaxial torque. Regions above (c) and/or (b) (white regions) leads to certain capture due to tidal torque, whereas below (c) and (a) (black region) capture is impossible as triaxial torque is too weak. The implication for climate would be that liquid water is possible depending on the rotation. If the planets orbital eccentricity is 0.06 it is likely Proxima will have a tropical belt. -water loss It is undeniable how estimates of volatile loss are poorly constrained, due to the lack of key data e.g. evolution of atmospheric composition, stellar wind properties, photochemistry of the upper atmosphere etc. The authors take a moment to discuss an alternative approach for determining Proxima bs volatile loss: Comparing Earths early development with Proxima bs. By considering how Earth built by a multitude of moon size protoplanets across 10Myr, the authors argue the XUV irradiation and stellar wind experience on proto-Earth is comparable to that of Proxima b. lamer et al modelled volatile losses of early Earth showing significant loss caused by hydrodynamic escape of hydrogen and strong stellar wind exposure. Due to the fact the runaway phase of Proxima is only longer than the Earths by a small factor 12 um. Finally, to determine how tightly the albedo and heat redistribution can be constrained, an MCMC fit was trailed on the simulated LRS spectrum from Fig 2 using the emcee package (Foreman-Mackey et al) The fit was run with redistribution, F, and albedo, A, as free parameters, from the fit one can measure F=0.07 and albedo A=0.13 to be well constrained. The authors conclude that a MIRI phase curve is sufficient means to determine the existence of an atmosphere on Proxima b. A then turn their attention to the feasibility of detecting an ozone absorption feature from Proxima b at 10um. Key motivation being this is a prominent feature of Earths IR emission spectrum and acts a potential evidence of present life. Bond albedo was set to A=0.3 to match Earths and an isothermal temperature arrangement is assumed. Using a modelling calculated by Rugheimer, that assumes an Earth-like atmospheric composition irradiated by a GJ 1214b-like star, it is noted that the ozone feature does not vary with planet orbital phase but is detectable from a very high signal-to-noise spectrum. The predicted feature amplitude was less than 1ppm. To illustrate how much observation time would be required to detect said feature, fig shows a simulated spectrum co-added from 60 days. The absorption feature at 9.8um corresponds to an ozone band and the dip at 8 is due to methane. 3.2 Implication/ImportanceA major concern would be that detecting modulations with JWST would be extremely challenging due to Proxima Centauri s stellar variability and flares. To estimate how feasible it would be to detect Proxima bs thermal emission, the JWST Exposure Time Calculator (ETC) was used to estimate signal-to-noise ratios for MIRI observations of Proxima Cen. Using a model spectrum, the ETC produced the expected count rate, which also correlated with the S/N predictions from Cowan et al. Although it feeds back good results, the paper highlights the need to test the precision of the MIRI detector. A general issue with this paper is calculations are simply based on possible observations with the James Webb Space Telescope, as opposed to actual recorded data. Realistically, conclusions drawn about phase variation for Proxima arent definitive, though the paper shows potential of the MIRI could do and show. Other recent paper including à ¢Ã¢â€š ¬Ã‚ ¦.., have a general agreement that the JWST could be used to infer exoplanets rotation periods and dissipation rates. In theory, measurement using the MIRI (which covers the wavelength range of 5 to 28 microns) at different wavelengths could be used to find atmospheric signatures, constrain the radius, the albedo and the inclination of Proxima b, as well as its rotation. This paper consolidates this idea. 3.3 Assessment In the introduction many issues that could affect Proxima bs atmosphere are mentioned, for example Proxima bs evolutionary history, but these topics werent covered in the body of the article. The introduction also states three methods available to characterize the planets atmosphere. The last (measure variation in thermal emission with orbital phase) is the focus of this paper, however the first two (directly image the planet, measure variations in reflected starlight with orbital phase) were perhaps unreasonably undiscussed. The quality of the results is difficult to assess, on the one hand an abundance of assumptions were used, to the extent that all of Section Five of this paper lists assumptions about the planetary system used in the their analysis. In many cases decisions were poorly explained. For example an albedo of 0.1 is used in the climate model while commenting Proxima bs atmosphere would likely have a higher albedo (perhaps 0. Like Earths), however dont they elaborate on why they settled with 0.1. On the other hand many of the assumptions were heavily based on previous work by a variety of researchers. The need for atmosphere case with moderate distribution F=0.35 was driven by a plethora of research ((e.g., Joshi et al. 1997; Merlis Schneider 2010; Heng et al. 2011a, 2011b; Pierrehumbert 2011; Selsis et al. 2011; Leconte et al. 2013; Yang et al. 2013, 2014; Koll Abbot 2015, 2016; Turbet et al. 2016).) which have shown how the presence of an atmosphere can reduce the amplitude of IR phase v ariation by a factor two or more. This made decisions feel more reliable and justified. Yet, without having read referenced work, certain aspects were hard to follow. Some of their most significant work on simulated spectrum is noted to be built upon the work of selsis et al, however there is no indication of what work Sel actually conducted. The paper in general couldve done with a more substantial amount of explanation for this made for a frustrating read. 4. Comparison In terms of writing style, It is apparent anglada had done a more extensive amount of research, Work is important as it highlight the value of using a combination of space and ground telescopes and In terms of research, both papers take a focus on the effects of different eccentricities on a tidally locked planet and its atmosphere. K considered this when creating a climate model and simulated a measurement of the thermal phase variation whereas anglada deduced it is likely Proxima is in a 3:2 rotation and considered the implication of the HE radiation Proxima b would receive. Generally, the authors draw the same conclusion, that Proxima b could have an atmosphere, perhaps capable of supporting life. In the case of no heat redistribution or having synchronous rotation, Proxima b having an atmosphere is improbable. In the case or heat redistribution or asynchronous rotation, one could infer that an atmosphere or ocean is present. Theres a consensus that defining planet habitability is not straightforward, there are vast limitations on calculations that can be done and any modelling is not strongly representative of Proxima bs characteristics. Both papers also make use of modelling Earths past and current state as a forecast for Proxima bs development. Using the Earths past to give us more information to further determine Proxima bs atmosphere and potential habitability was fairly clever and intuitive concept. Future work, perhaps after the launch of the JWST, could consider this concept in more detail for a more well-rounded understanding of Proxima bs characteristics.In conclusion, both papers were particularly insightful, encourage future missions similar to Kepler, and will hopefully drive new research.

A Small, Good Thing, by Raymond Carver Essay -- Raymond Carver

The short story, "A Small, Good Thing" by Raymond Carver tells of two American parents dealing with their son's hospitalization and death as the result of a hit-and-run car accident. The insensitive actions of their local baker add to their anger and confusion, yet by the end of the story, leave them with a sense of optimism and strength. With such content, Carver runs the risk of coming across as sentimental; however, this is not the case, and the anguish of the parents and their shock at the situation is expressed with dignity and understatement. It is a story with a broad appeal: the simple prose makes it accessible to a wide audience, while the complex themes and issues make it appealing to the educated reader. Written in Carver's characteristically minimalist style, the story poignantly evokes not only the trauma of the death of a child, but also the breakdown of communication and empathy in society. The plain and direct narrative style suits the content, conveying the lack of c ommunication that is central to the narrative - between the parents, between the hospital staff, and with the baker. Critically, it is generally considered one of Carver's strongest short stories. It is a tale of isolation and of grief, but also of hope, and, with its fluid, pared-down style, clearly demonstrates why Carver is widely regarded as one of the greatest writers of the late 20th century. On the surface, the story of A Small, Good Thing is simple and universal. Thirty-three-year-old Ann Weiss orders a cake for her son's Scotty's eighth birthday and is a little put off by the baker's cold attitude - "(he) was not jolly. There were no pleasantries between them, just the minimum exchange of words, the necessary information." However, she soo... ...- emotional yet not melodramatic; sparsely written yet still complex; a human story which explores the arbitrary nature of fate. The writing style is fresh and invigorating; the characters well-drawn, the narrative driving, the themes thought-provoking. While some readers are likely to be frustrated by the limited exposition and the abruptness of the actions, most could be expected to find it well worth their attention. A Small, Good Thing has become a minimalist classic, and a close reading should clearly demonstrate why Carver is regarded as one of the strongest short-story writers in recent times. Bibliography Clarke, Graham. "Investing the Glimpse: Raymond Carver and the Syntax of Silence." The New American Writing: Essays on American Literature Since 1970. Ed. Graham Clarke. New York: St. Martin's, 1990. 99-122. http://cai.ucdavis.edu/enl3/minimalism.htm

Realistic Dual Natures in Louisa May Alcotts Little Women Essay

Realistic Dual Natures in Alcott’s Little Women â€Å"Everyone carries a shadow, and the less it is embodied in the individual†²s conscious life, the blacker and denser it is† - Carl Jung Each of us has the capacity for virtue or vice, and our daily actions reflect the combination of both.   In literature, however, people are sometimes depicted as being completely one or the other, giving us inaccurate views of human nature.   We identify better with characters who are more like us--neither completely good nor bad.   Meg, Jo and Amy March in Alcott’s Little Women do not flatly portray complete good or complete evil, but their realistic dual natures increase their believability and intensify their moral influence on us.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This character duality is first evident in Margaret, the eldest sister, as we receive a description detailing her looks and countenance.   Meg is â€Å"very pretty† with â€Å"large eyes, plenty of soft, brown hair, a sweet mouth, and white hands, of which she was rather vain† (Alcott[1] 5).   This description leads the reader through sweetness and innocence, finishing with a flaw.   From the beginning, her vanity glares at us as her most obvious fault.   Yet, in â€Å"spite of her small vanities, Margaret had a sweet and pious nature, which unconsciously influenced her sisters† (LW 16).   Contrasting the negativity in Meg’s personality is a kind and remarkable side.   Both vanity and kindness represent themselves throughout the novel as we evaluate the effects this duality has upon our judgment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leading the novel, Meg’s vanity manifests itself in her desires for Christmas.   Times are difficult and money is tight, yet Meg has ideals of her own regarding the Christmas money.   She explains to ... ...  Ã‚  Ã‚  Ã‚   The implications of the novel may not fully impact us until later, after we take the time to examine the flaws and strengths we see in Meg, Jo, and Amy.   Like us, these three March girls are completely human--possessing dual natures of both good and evil--and because of their realistic natures, they have a greater moral influence on us.   Once we fully examine the characters, we examine ourselves and have the responsibility to act on the characters’ influence.   We can learn willingly from these characters and use their experiences to recognize our faults, like the March girls who are always quick to note their own shortcomings. Note: 1 All further references to Alcott’s Little Women are to the edition listed in the Works Cited and will be labeled simply LW followed by page numbers. Work Cited Alcott, Louisa May. Little Women. New York: Signet, 1983. Realistic Dual Natures in Louisa May Alcott's Little Women Essay Realistic Dual Natures in Alcott’s Little Women â€Å"Everyone carries a shadow, and the less it is embodied in the individual†²s conscious life, the blacker and denser it is† - Carl Jung Each of us has the capacity for virtue or vice, and our daily actions reflect the combination of both.   In literature, however, people are sometimes depicted as being completely one or the other, giving us inaccurate views of human nature.   We identify better with characters who are more like us--neither completely good nor bad.   Meg, Jo and Amy March in Alcott’s Little Women do not flatly portray complete good or complete evil, but their realistic dual natures increase their believability and intensify their moral influence on us.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This character duality is first evident in Margaret, the eldest sister, as we receive a description detailing her looks and countenance.   Meg is â€Å"very pretty† with â€Å"large eyes, plenty of soft, brown hair, a sweet mouth, and white hands, of which she was rather vain† (Alcott[1] 5).   This description leads the reader through sweetness and innocence, finishing with a flaw.   From the beginning, her vanity glares at us as her most obvious fault.   Yet, in â€Å"spite of her small vanities, Margaret had a sweet and pious nature, which unconsciously influenced her sisters† (LW 16).   Contrasting the negativity in Meg’s personality is a kind and remarkable side.   Both vanity and kindness represent themselves throughout the novel as we evaluate the effects this duality has upon our judgment.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leading the novel, Meg’s vanity manifests itself in her desires for Christmas.   Times are difficult and money is tight, yet Meg has ideals of her own regarding the Christmas money.   She explains to ... ...  Ã‚  Ã‚  Ã‚   The implications of the novel may not fully impact us until later, after we take the time to examine the flaws and strengths we see in Meg, Jo, and Amy.   Like us, these three March girls are completely human--possessing dual natures of both good and evil--and because of their realistic natures, they have a greater moral influence on us.   Once we fully examine the characters, we examine ourselves and have the responsibility to act on the characters’ influence.   We can learn willingly from these characters and use their experiences to recognize our faults, like the March girls who are always quick to note their own shortcomings. Note: 1 All further references to Alcott’s Little Women are to the edition listed in the Works Cited and will be labeled simply LW followed by page numbers. Work Cited Alcott, Louisa May. Little Women. New York: Signet, 1983.