Colonial Americas without the Indians - 1566 Words

One may believe that the information in one’s history textbook is accurate, but this is not always the case. The definition of history is the study of past events, â€Å"the branch of knowledge that records and analyzes past events†, according the Merriam-Webster Dictionary. One may â€Å"regard the native Americans-if we regard them at all-as exotic or pathetic footnotes to the main course of American history†, according to Axtell. (Axtell, James.981) One may believe this because of what textbooks say. When mentioning Indians, History textbooks often infer the Indians do â€Å"nothing, resist†¦ [or make] obstacles to the white settlement [and or] victims of oppression†. The truth is the Indians play a huge part in American history regardless to†¦show more content†¦Especially since the British had become more experienced as well in Scotland at the time in counterinsurgent warfare. The Indians gave the colonist an opponent to perhaps â₠¬Å"train or practice† on along with gaining knowledge. The history of the colonial American fighting tactics would be undoubtedly different without the Indians to introduce the new fighting strategy known as guerrilla warfare. It is possible this may have been helpful to the colonist when they won the revolutionary war. (Axtell.994) Furthermore the economy would have been utterly different without the Indians in place when the colonial Americans arrived. It is easy for one to see how the agriculture would have been similar but not the same without the Indians. Axtell stated that the mainstay of colonial life would have been farming either for â€Å"family subsistence or for capitalist marketing and accumulation. Because of the Indians existence before the Colonial Americas an extensive amount of land was cleared by the Indians which made the farming process somewhat easier for the Colonial Americas. The Indians were able to clear to clear the grub and make â€Å"meadows an d park- like woods by seasonal burning†. (Axtell.988) Because of the previous clearing work the Indians had done large corn fields and villages were formed. It was relatively easy for the colonist to obtain clear Indian land by â€Å"trading a few fathoms of trading cloth, someShow MoreRelatedNative Americans By James Axtell990 Words   |  4 Pagesâ€Å"The Indian presence precipitated the formation of an American identity† (Axtell 992). Ostracized by numerous citizens of the United States today, this quote epitomizes Axtell’s beliefs of the Indians contributing to our society. Unfortunately, Native Americans’ roles in history are often categorized as insignificant or trivial, when in actuality the Indians contributed greatly to Colonial America, in ways the ordinary person would have never deliberated. James Axtell discusses these ways, as wellRead MoreEuropean Exploration And Conquest Of Latin America1277 Words   |  6 PagesEuropean exploration and conquest in Latin America the indigenous people lived off the land working mainly to support themselves. Despite having conflicts of their own, most Latin American tribes would coexist peacefully relative to what was to come. Some, more advanced civilizations, such as the Aztec, did have conditions somewhat similar to those that would soon spread to the rest of Latin America. When European settlers started to take over the Americas, however, conditions got markedly worse. WithRead MoreThe French and Indian Wars Impact on America Essay examples1198 Words   |  5 PagesThe French and Indian Wars Impact on America At the peak of Britains prominence, it was said that the sun never sets on the British Empire. Many were enthralled under its wing of mighty protection and dare a country stand up to Britain and face the consequences. In 1755 the last of the great conflicts between the Britain and France broke out. Although initially proving its superiority, one of the main facets of the British Empire headed for a major transformation. So that is why I say theRead MoreThe Causes And Results Of Bacon s Rebellion1499 Words   |  6 PagesThe causes and results of Bacon’s Rebellion had a significant impact on Virginia politics. It was the part of the continuing struggle to define between the Indian and white lands in Virginia. There were numerous disagreements on policies toward the natives. It revealed the bitterness of the competition between eastern and western landowners. Moreover, it was the potential for instability in the colony’s large population of free, landless men, who were f ormer indentured servants that were propertylessRead MoreThe Seven Years War617 Words   |  3 PagesThe Seven Years’ War, also known as the French and Indian War in the colonies, was the beginning of outward conflict between the British and French over North American colonies. Most Europeans viewed the Indians as a means to get something they wanted; they were pawns during this struggle in North America. During the 18th century, there were many alliances and discord among the Indians and the Europeans. The demise of many alliances was the lack of trust and suspicions of betrayal. The EuropeansRead MoreNative Americans And American History Essay969 Words   |  4 PagesAmericans, or Indians, as they were mistakenly called, have been the â€Å"pathetic footnotes to the main course of American history† (Axtell 981). But James Axtell, the author of Colonial America without the Indians: Counterfactual Reflections, would beg to differ. He says that instead, Indians pl ayed a key role in making America great. James Murray gives another term to describe America’s greatness: America’s â€Å"exceptionalism.† Throughout his article Axtell makes many points as to why Indians played a vitalRead MoreLethal Encounters Englishmen And Indians During Colonial Virginia By Alfred Cave1474 Words   |  6 PagesSpeech). Lethal Encounters Englishmen and Indians in Colonial Virginia by Alfred Cave is a book that extensively describe Britain’s and Spain’s initial colonization of America. The book mainly focuses on the facts and primary entries of Native Americans and pioneers, and their initial thoughts thoughts about each other. Albert Caves book, Lethal Encounters Englishmen and Indians in Colonial Virginia, discussed many issues between those indigenous to America and the pioneers, including; racism, imperialismRead MoreThe Crucial Role of Native Americans Essays740 Words   |  3 PagesAmerican history, the Indians have b een viewed and portrayed as dimwitted, helpless victims that aimlessly stood by while the Europeans conquered their land, but this view has recently come under fire and has been overturned, as it was determined to be misleading and inaccurate. Two historians that have questioned the legitimacy of past beliefs regarding the Indians are Charles Mann and James Axtell. Each has made it plainly clear in their articles that the actions of Indians should no longer be treatedRead MoreThe Tactics Of British Rule Increased Between 1763 And 1776850 Words   |  4 PagesTo show the tactics the British used to force colonist into the republican values and how colonial resistance to British rule increased between 1763 and 1776. The resistances grew due to the policies imposed by the British, the colonies reactions to these policies, and republican ideas. These strict policies were implemented to get Britain out of their war debt, which came after the French and Indian war. During the seven year war American colonist sold and traded goods with the French in the WestRead MorePotosi1599 Words   |  7 Pagesof Potosi in the colonial society? Discuss the importance of Potosà ­ as a mining center, large urban setting, and a land of opportunities for Europeans and Amerindians in the sixteenth and seventeenth centuries. 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Tamara Johnson. Mr. Migues. Honors English 3. 13 February

Tamara Johnson Mr. Migues Honors English 3 13 February 2015 Human Trafficking Human trafficking,the illegal practice of trading in human beings for the purpose of prostitution, forced labor, or other forms of exploitation, is a crime that affects the most vulnerable citizens of society. After drugs, it the largest criminal activity globally! The victims must be the primary concern for all law enforcement units. Human trafficking in the world can be diminished and possibly erased through teachings, government intervention, and awareness. Human trafficking has been present for thousands of years. Beginning with the ancient Greek and Romans to the medieval times today, humans have been exposed to both physical and sexual slavery. Even†¦show more content†¦They could not escape due to barbed wire (Yong 1932). To address the issue of women becoming victims, the United States held the fourth World Conference in 1995. After these actions began to take place and rehabilitation institutions were provided for social, medical, psychological nee ds to victims (Yong 1995). Due to a case in Taipei, Taiwan, numbers of young females were brought to the US illegally using fake passports. The women were discovered by National Immigration Agency and the U.S. Department of Homeland Security. A total of seventy-four victims were brought in for investigation (Yong 2009). In today time, more people are in slavery now. Over one million people are being trafficked within the US and the number continues to grow. Eighty percent of those victims are females (Surprising Facts). President Obama has announced January to be Human Trafficking Awareness Day for individuals to try to increase awareness and about human trafficking among the general public (Yong 2011). Although citizens need to be aware, it is the government that needs to be doing their jobs. The government is the most important factor in the global effort to contest human trafficking (Government Corner). Congress needs to pass a law that children are not criminals. Because the chi ldren are forced into prostitution, they should be treated as victims not criminals

Independent Man1 Essay Example For Students

Independent Man1 Essay Growing up in a dysfunctional family is a hard thing for a child to endure. As a child my classmates and I lived average lives. On occasion I would hear stories, from friends at school, how dysfunctional their families were. It was not until my sophomore year of high school that I had a friend that was from a dysfunctional family. Through my best friend I learned that growing up in a dysfunctional family builds a child’s personality in numerous positive ways. I saw, in James Smith, that being raised in a dysfunctional family made him an independent man. James was born and raised in Houston, Texas. At a young age James’ parents divorced. Due to the divorce James has two younger half brothers. One from each biological parent and their second spouse. The older of the two brothers is 16 and serving time in a state correctional facility for boys because of burglary charges. The younger of the two is about 9 years old and lives with James’ estranged ex-stepmother. James’ biological father is very ill with the HIV virus and James is unsure of his health or where he currently lives. James worries if his father is well or even still alive. His mother and stepfather, whom he lived with until he was 12, are currently trying to kick their heroine addiction. Throughout the 20 years of James’ life he has lived with multiple family members and a friend, which is I. He currently, has a two-bedroom apartment, in a very exclusive area of Houston, with a co-worker. James has been working at Compaq Computer Corp. for almost a year. He works 40 to 48 hour weeks as a computer technician earning $14.50 due to his vast knowledge in the computer field. James is a very unique person. He is 5’5 and weights about 150 lbs. making him slightly stout. His jolly round face is set on his manila colored skin. While accompanied by hair, as brown as the wet sand on a beach, cut in a military style. However when it gets long it curls and resembles a shaggy dog. The whites of his mocha brown eyes have a blue tint to them as a result of James having Osteoporosis. A past leg injury has left him with a slight stagger when he jogs or runs. When he walks he always seems to keep his hand right at his sides. As if he were walking straight toward a destination he is completely focused on. James’ personality is surrounded by a multitude of characteristics. The one that stands out like a single star in a pitch-black sky is his sense of independence. James has never let anyone or anything stop him from doing what he thinks is best for him. He has taken complete control of every situation that has been set before him. He does not let the actions of others have an influence on his own decisions. Throughout the years James has been constantly surrounded by the bad habits of others and never picked them up. After the divorce James’ mother was given custody of him. By the time he was 10 years old his mother and stepfather were using drugs, such as marijuana, in front of him and his younger half brother. Two years went by and now James was 12 and his parent were selling any and everything they could get their hands on to support their crack cocaine addiction. James decided that this was an unnatural as well as unhealthy environment for him to grow up in any longe r. He moved out at the age of 12 in fear that his parents drug use would have an influence on him. To me James showed more independence, as a 12-year-old boy, than most adults have ever shown. .u1942bca938c0e4b79686150fe48286a6 , .u1942bca938c0e4b79686150fe48286a6 .postImageUrl , .u1942bca938c0e4b79686150fe48286a6 .centered-text-area { min-height: 80px; position: relative; } .u1942bca938c0e4b79686150fe48286a6 , .u1942bca938c0e4b79686150fe48286a6:hover , .u1942bca938c0e4b79686150fe48286a6:visited , .u1942bca938c0e4b79686150fe48286a6:active { border:0!important; } .u1942bca938c0e4b79686150fe48286a6 .clearfix:after { content: ""; display: table; clear: both; } .u1942bca938c0e4b79686150fe48286a6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1942bca938c0e4b79686150fe48286a6:active , .u1942bca938c0e4b79686150fe48286a6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1942bca938c0e4b79686150fe48286a6 .centered-text-area { width: 100%; position: relative ; } .u1942bca938c0e4b79686150fe48286a6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1942bca938c0e4b79686150fe48286a6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1942bca938c0e4b79686150fe48286a6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1942bca938c0e4b79686150fe48286a6:hover .ctaButton { background-color: #34495E!important; } .u1942bca938c0e4b79686150fe48286a6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1942bca938c0e4b79686150fe48286a6 .u1942bca938c0e4b79686150fe48286a6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1942bca938c0e4b79686150fe48286a6:after { content: ""; display: block; clear: both; } READ: The Presidency Of Andrew Jackson EssayAfter I met James and heard about his life from him and his parents, who I eventually met before they fell off the face of the Earth. I realized that even though he went through events that most of us just read or hear about, does not mean he became a product of environment. As a matter of fact he became just the opposite. He does not believe in the use of drug or affiliate himself with those who use drugs. James has shown me that the best thing he got out of his dysfunctional family life was his sense of independence. James Smith could not be more independent if you wrote him his own personal Constitution. Bibliography:

This Boys Life Close Reading Prompt free essay sample

The vice principal’s anger and righteousness frightened Jack to the point where he had stomach cramps and had to go to the nurse. Soon the vice principal forcefully brought him to his office as he strongly suspected Jack of violating school property, the law, and decency. While Jack kept lying and saying he was innocent, the nurse called his mother to the school and his mother strongly protected him. When the issue couldn’t be resolved by the vice principal, the principal had to step in. Being a milder mannered man who did not like confrontations, the principal spoke more about how he gave up smoking and ultimately let Jack get away without any punishment. Even though Jack avoided punishment, he continued to have the cramps. 2. ) â€Å"I got scared. Even more than his anger, his righteousness scared me to the point where my stomach cramped up. † (Wolff 77) This section resonated with me because when my mom is mad at me for not telling her everything, it’s not the anger that she expresses that scares me, but the feeling that I failed the expectation of honesty and integrity, which I learn at home and school. We will write a custom essay sample on This Boys Life Close Reading Prompt or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Taylor and Silver and I sometimes hung out in the bathroom during lunch hour. We smoked cigarettes and combed our hair and exchanged interesting facts not available to the general public about women. † (Wolff 76). This section resonated with me because in India, my family there complains about how hard it is to quit smoking. It reinforces that smoking is a bad habit and it becomes a dependency. â€Å"’My mother looked over at me. I saw how tired she was, and she must have seen the pain I was in. I shook my head. † (Wolff 79). This section resonated with me because somehow, my mother can sense if there’s anything wrong with me, and she’s always there next to me, helping me, no matter how tired she may be. It also resonated because like Jack’s mother, my mother trusts me completely and I can never do something to betray her. 3. ) When the author writes, â€Å"The more I insisted on it the angrier he got, and the angrier he got the more impossible it was for me to believe that I had done anything to deserve such anger† (Wolff 78), I am struck with the similarities between Jack’s confliction and Yann Martel’s Pi (from Life of Pi). The most obvious connection is when Pi is hiding the fact that he is practicing three religions, he gets in trouble for deceiving everyone and he believes that he did nothing wrong and Jack is having the same feeling. When Jack writes the obscene words without any fear of punishment, it reminded me of the movie Slumdog Millionaire where a child abductor kidnaps Jamal, the main character, and intends to blind him so he can steal money from people. The abductor doesn’t follow the law and believes he can get away with it. The most obvious connection between these two is that they have no respect for authority. 4. ) â€Å"Silver howled. The other guys were also manifesting signs of disbelief. â€Å"Fuck you, Silver,† I said †¦ I scratched FUCK YOU into the soft paint and once more told Silver, â€Å"Fuck you. † (Wolff 79). This section intrigues me because it seems like Jack has issues with self-confidence and self-esteem, and he has to show off to get attention. If he doesn’t get the attention he wants, he becomes enraged and will go to any length, including violating school policies, and not caring about the repercussions. Do some people who have Jack’s issues become criminals? â€Å"My mother turned to me and asked if they were telling the truth. ‘No ma’am. ’ ‘He doesn’t lie to me,’ my mother said. † (Wolff 82). This section confused me on how Jack’s mother believes that Jack didn’t do anything. She knows Jack’s previous, delinquent behavior, yet she didn’t question him more. Jack would do what any boy his age would do: lie to not get in trouble. 5. ) I wonder how Jack was feeling when he continued to lie and pretend he didn’t do it and taking advantage of his mother’s trust in him. I wonder because if he cared about his mother’s trust, would he have changed for the better or continued lying? If Silver and the other boys had believed his story of killing the story, would Jack have still written obscenity in the bathroom? Also, I wonder if Jack’s mother tells him she believes whatever he says so he doesn’t get mad. That could be why he overreacted when Silver didn’t believe him. When Jack and his mother, Rosemary, were in questioning, if Rosemary hadn’t believed Jack, would Jack have indefinitely gotten suspended and possibly expelled? How would Rosemary have treated Jack during the rest of the story? 6. ) In my passage, there were four new words: stratagem which means a plan or scheme, hangdog which means to have a guilty appearance, placidity which means not easily upset or excited, and whey which means the watery part of milk.

U.S. President Mckinley Assassinated

U.S. President Mckinley Assassinated On September 6, 1901, anarchist Leon Czolgosz walked up to U.S. President William McKinley at the Pan-American Exposition in New York and shot McKinley at point-blank range. After the shooting, it first appeared that President McKinley was getting better; however, he soon took a turn for the worse and died on September 14 from gangrene. The daylight assassination attempt horrified millions of Americans. Greeting People at the Pan-American Exposition On September 6, 1901, U.S. President William McKinley spent the morning visiting Niagara Falls with his wife before returning to the Pan-American Exposition in Buffalo, New York in the afternoon to spend a few minutes greeting the public. By about 3:30 p.m., President McKinley stood inside the Temple of Music building at the Exposition, ready to begin shaking the hands of the public as they streamed into the building. Many had been waiting for hours outside in the heat for their chance to meet the President. Unbeknownst to the President and the many guards who stood nearby, among those waiting outside was 28-year-old anarchist Leon Czolgosz who was planning to kill President McKinley. At 4 p.m. the doors to the building were opened and the mass of people waiting outside were forced into a single line as they entered the Temple of Music building. The line of people thus came up to the President in an organized fashion, with just enough time to whisper a Nice to meet you, Mr. President, shake President McKinleys hand, and then be forced to continue along the line and out the door again. President McKinley, the 25th president of the United States, was a popular president who had just started his second term in office and the people seemed clearly glad to get a chance to meet him. However, at 4:07 p.m. Leon Czolgosz had made it into the building and it was his turn to greet the President. Two Shots Rang Out In Czolgoszs right hand, he held a .32 caliber Iver-Johnson revolver, which he had covered by wrapping a handkerchief around the gun and his hand. Although Czolgoszs swaddled hand was noticed before he reached the President, many thought it looked like it covered an injury and not that it was hiding a gun. Also, since the day had been hot, many of the visitors to see the President had been carrying handkerchiefs in their hands so that they could wipe the sweat off their faces. When Czolgosz reached the President, President McKinley reached out to shake his left hand (thinking Czolgoszs right hand was injured) while Czolgosz brought up his right hand to President McKinleys chest and then fired two shots. One of the bullets didnt enter the president - some say it bounced off of a button or off the presidents sternum and then got tucked into his clothing. The other bullet, however, entered the presidents abdomen, tearing through his stomach, pancreas, and kidney. Shocked at being shot, President McKinley began to sag as blood stained his white shirt. He then told those around him, Be careful how you tell my wife. Those in line behind Czolgosz and guards in the room all jumped on Czolgosz and started to punch him. Seeing that the mob on Czolgosz might easily and quickly kill him, President McKinley whispered either, Dont let them hurt him or Go easy on him, boys. President McKinley Undergoes Surgery President McKinley was then whisked away in an electric ambulance to the hospital at the Exposition. Unfortunately, the hospital was not properly equipped for such a surgery and the very experienced doctor usually on premises was away doing a surgery in another town. Although several doctors were found, the most experienced doctor that could be found was Dr. Matthew Mann, a gynecologist. The surgery began at 5:20 p.m. During the operation, the doctors searched for the remains of the bullet that had entered the Presidents abdomen, but were unable to locate it. Worried that continued searching would tax the Presidents body too much, the doctors decided to discontinue looking for it and to sew up what they could. The surgery was completed a little before 7 p.m. Gangrene and Death For several days, President McKinley seemed to be getting better. After the shock of the shooting, the nation was excited to hear some good news. However, what the doctors did not realize was that without drainage, an infection had built up inside the President. By September 13 it was obvious the President was dying. At 2:15 a.m. on September 14, 1901, President William McKinley died of gangrene. That afternoon, Vice President Theodore Roosevelt was sworn in as President of the United States. The Execution of Leon Czolgosz After being pummeled right after the shooting, Leon Czolgosz had been arrested and taken to police headquarters before nearly being lynched by the angry crowds that surrounded the Temple of Music. Czolgosz readily admitted that he was the one who had shot the President. In his written confession, Czolgosz stated, I killed President McKinley because I done my duty. I didnt believe one man should have so much service and another man should have none. Czolgosz was brought to trial on September 23, 1901. He was quickly found guilty and sentenced to death. On October 29, 1901, Leon Czolgosz was electrocuted.

How does Tennessee Williams use dramatic techniques to devel essays

How does Tennessee Williams use dramatic techniques to devel essays Cat on a hot tin roof is a play about the convention in society, which tries to dictate the lives of people. Consequently, Tennessee Williams imminently introduces the audience to the subject of mendacity and its malignancy. This is not only shown on a familial level, but on a personal one too (e.g. the affects of Bricks relationship with Skipper). Instantaneously, it seems the family are a rich landed gentility with strong Southern values: ... feed those precious little things with an oilcloth cover... Ohhh nooo! On Big Daddys birthday? Ostensibly, the Pollits are the embodiment of the American dream (health, wealth and happiness). However, in the overcharged circumstances of the plays familial crisis, many truths are revealed: the desperate fear of death, hidden guilt, isolation, the inability to face the truth and materialism. The latter is most notably symbolised by the many no-neck monsters Mae and Gooper have produced. Due to this, Williams inevitably exposes the hidden tru th (i.e. the Pollits are merely examples of a failed American Dream). Aristotles three classical unities (time, place, action notable in the text before Act II and III: There is no lapse of time and plastic theatre help to intensify the drama. Historically, the Pollits in Southern America, an area that once dominated America both financially and politically. However, after the defeat to the North many factors, including the financial wealth and slave trade of the district, had decreased rapidly. The financial power had swung to the North, who notably have many businessmen and lawyers who posses lateral thinking, this is symbolised by Goopers profession. The defeat was a complete embarrassment to the Southerners and they had been stigmatised to a certain extent. Thus, the strong &ap...

The reasons why the British, from Parliament to the Expeditionary Essay

The reasons why the British, from Parliament to the Expeditionary Forces, were defeated by a less trained and weaker American army in the American Revolutionary - Essay Example How could a group of colonies spread out over a vast region with no central government or treasury and an army that was inadequately trained and equipped possibly defeat the British who were the most powerful military force at that time? Britain had ruled over the thirteen colonies in America for more than 200 years prior to the Revolution. By the beginning of the Revolution, the wars against France fought on both sides of the Atlantic had burdened Britain with a massive national debt. To ease the national debt, Parliament imposed taxes on the colonists believing it only fair that they bear part of the expenses incurred by the British military in protecting them from Indian attacks and French invasions. The Stamp Act taxed paper goods sent to the colonies. It was the first of these laws while, with the tea tax, was one of the most infamous of these laws. The colonists thought taxation without representation in the British government to be unjust and openly protested these laws which led to hostilities between British troops and the Massachusetts Minutemen in 1775. This and other conflicts with the ‘Red Coats’ led to colonists forming the Continental Congress which immediately created the Continental Arm y and in 1776, signed the Declaration of Independence (The American Revolution, 2006). The Americans, outmatched by more than three-to-one, were predictably defeated in the majority of battles that occurred during the war’s first year. However, the Americans’ fortune began to change following the victories at Saratoga and Germantown in 1777. These important first triumphs gave increased credibility to what had previously been widely considered as an unorganized, minor uprising certain to be vanquished by the mighty British army. By 1778, France had become convinced that Britain stood the chance of being defeated. Wanting nothing more than this,

Science Questions Essay Example | Topics and Well Written Essays - 1000 words

Science Questions - Essay Example Living systems in a region may contain wetlands, prairies, coral reefs, rainforests, tundra, or the canopy of an old growth forest. Ecosystem services would comprise the capability of nature to assimilate waste, turn sunlight into edible plants, and create oxygen. With in this natural source we can be able to come up of a natural income. There are lots of natural capitals that can be a source of natural income. An example of natural capital is the water get from springs which are then processed and purified and be sold as mineral or distilled water. This kind of natural capital and natural income can be able to sustain resource by preserving the natural resource itself. The company that sells this drinking water can put up their business site where they get their water. They can make strategies to put up the building in such a way that it will also look like a resort to customers. They will take care of the trees and the water flowing there so that it can replenish itself. Cleanliness should also be maintained and the owner should establish ecological ethics to refrain from any environmental issues that may lead to the downfall of the business. In this way, it will be attractive for customers to come along and buy the product. According to Wikipedia (2006), primary production is is the fixation of light energy into chemical compounds (the construction of sugars from CO2 and water; photosynthesis). Gross primary production then refers to the total amount of energy fixed by plants (the primary producers). This energy can then be used by plants to generate new biomass; growing. While net productivity according to Kimball’s Biology Page (2004) refers to the amount of energy trapped in organic matter during a particular interval at a given trophic level. The quantity of the trapped energy of the plants (net productivity) will then be processed (H2O, CO2, and sunlight) by plants into starch is called primary gross. Biodiversity has been

Audit Consultant Essay Example for Free

Audit Consultant Essay The Science of Scientific Writing If the reader is to grasp what the writer means, the writer must understand what the reader needs George D. Gopen and Judith A. Swan* *George D. Gopen is associate professor of English and Director of Writing Programs at Duke University. He holds a Ph. D. in English from Harvard University and a J. D. from Harvard Law School. Judith A. Swan teaches scientific writing at Princeton University. Her Ph. D. , which is in biochemistry, was earned at the Massachusetts Institute of Technology. Address for Gopen: 307 Allen Building, Duke University, Durham, NC 27706 Science is often hard to read. Most people assume that its difficulties are born out of necessity, out of the extreme complexity of scientific concepts, data and analysis. We argue here that complexity of thought need not lead to impenetrability of expression; we demonstrate a number of rhetorical principles that can produce clarity in communication without oversimplifying scientific issues. The results are substantive, not merely cosmetic: Improving the quality of writing actually improves the quality of thought. The fundamental purpose of scientific discourse is not the mere presentation of information and thought, but rather its actual communication. It does not matter how pleased an author might be to have converted all the right data into sentences and paragraphs; it matters only whether a large majority of the reading audience accurately perceives what the author had in mind. Therefore, in order to understand how best to improve writing, we would do well to understand better how readers go about reading. Such an understanding has recently become available through work done in the fields of rhetoric, linguistics and cognitive psychology. It has helped to produce a methodology based on the concept of reader expectations. Writing with the Reader in Mind: Expectation and Context Readers do not simply read; they interpret. Any piece of prose, no matter how short, may mean in 10 (or more) different ways to 10 different readers. This methodology of reader expectations is founded on the recognition that readers make many of their most important interpretive decisions about the substance of prose based on clues they receive from its structure. This interplay between substance and structure can be demonstrated by something as basic as a simple table. Let us say that in tracking the temperature of a liquid over a period of time, an investigator takes measurements every three minutes and records a list of temperatures. Those data could be presented by a number of written structures. Here are two possibilities: t(time)=15’, T(temperature)=32? , t=0’, T=25? ; t=6’, T=29? ; t=3’, T=27? ; t=12’, T=32? ; t=9’; T=31? time (min) 0 3 6 9 12 15 temperature(? C) 25 27 29 31 32 32 Precisely the same information appears in both formats, yet most readers find the second easier to interpret. It may be that the very familiarity of the tabular structure makes it easier to use. But, more significantly, the structure of the second table provides the reader with an easily perceived context (time) in which the significant piece of information (temperature) can be interpreted. The contextual material appears on the left in a pattern that produces an expectation of regularity; the interesting results appear on the right in a less obvious pattern, the discovery of which is the point of the table. If the two sides of this simple table are reversed, it becomes much harder to read. temperature(? C) 25 27 29 31 32 32 time(min) 0 3 6 9 12 15. Since we read from left to right, we prefer the context on the left, where it can more effectively familiarize the reader. We prefer the new, important information on the right, since its job is to intrigue the reader. Information is interpreted more easily and more uniformly if it is placed where most readers expect to find it. These needs and expectations of readers affect the interpretation not only of tables and illustrations but also of prose itself. Readers have relatively fixed expectations about where in the structure of prose they will encounter particular items of its substance. If writers can become consciously aware of these locations, they can better control the degrees of recognition and emphasis a reader will give to the various pieces of information being presented. Good writers are intuitively aware of these expectations; that is why their prose has what we call shape. This underlying concept of reader expectation is perhaps most immediately evident at the level of the largest units of discourse. (A unit of discourse is defined as anything with a beginning and an end: a clause, a sentence, a section, an article, etc. ) A research article, for example, is generally divided into recognizable sections, sometimes labeled Introduction, Experimental Methods, Results and Discussion. When the sections are confusedwhen too much experimental detail is found in the Results section, or when discussion and results interminglereaders are often equally confused. In smaller units of discourse the functional divisions are not so explicitly labeled, but readers have definite expectations all the same, and they search for certain information in particular places. If these structural expectations are continually violated, readers are forced to divert energy from understanding the content of a passage to unraveling its structure. As the complexity of the context increases moderately, the possibility of misinterpretation or noninterpretation increases dramatically. We present here some results of applying this methodology to research reports in the scientific literature. We have taken several passages from research articles (either published or accepted for publication) and have suggested ways of rewriting them by applying principles derived from the study of reader expectations. We have not sought to transform the passages into plain English for the use of the general public; we have neither decreased the jargon nor diluted the science. We have striven not for simplification but for clarification. Reader Expectations for the Structure of Prose Here is our first example of scientific prose, in its original form: The smallest of the URF’s (URFA6L), a 207-nucleotide (nt) reading frame overlapping out of phase the NH2-terminal portion of the adenosinetriphosphatase (ATPase) subunit 6 gene has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. The functional significance of the other URF’s has been, on the contrary, elusive. Recently, however, immunoprecipitation experiments with antibodies to purified, rotenone-sensitive NADH-ubiquinone oxido-reductase [hereafter referred to as respiratory chain NADH dehydrogenase or complex I] from bovine heart, as well as enzyme fractionation studies, have indicated that six human URF’s (that is, URF1, URF2, URF3, URF4, URF4L, and URF5, hereafter referred to as ND1, ND2, ND3, ND4, ND4L, and ND5) encode subunits of complex I. This is a large complex that also contains many subunits synthesized in the cytoplasm. * [*The full paragraph includes one more sentence: Support for such functional identification of the URF products has come from the finding that the purified rotenone-sensitive NADH dehydrogenase from Neurospora crassa contains several subunits synthesized within the mitochondria, and from the observation that the stopper mutant of Neurospora crassa, whose mtDNA lacks two genes homologous to URF2 and URF3, has no functional complex I. We have omitted this sentence both because the passage is long enough as is and because it raises no additional structural issues. ] Ask any ten people why this paragraph is hard to read, and nine are sure to mention the technical vocabulary; several will also suggest that it requires specialized background knowledge. Those problems turn out to be only a small part of the difficulty. Here is the passage again, with the difficult words temporarily lifted: The smallest of the URF’s, and [A], has been identified as a [B] subunit 8 gene. The functional significance of the other URF’s has been, on the contrary, elusive. Recently, however, [C] experiments, as well as [D] studies, have indicated that six human URF’s [1-6] encode subunits of Complex I. This is a large complex that also contains many subunits synthesized in the cytoplasm. It may now be easier to survive the journey through the prose, but the passage is still difficult. Any number of questions present themselves: What has the first sentence of the passage to do with the last sentence? Does the third sentence contradict what we have been told in the second sentence? Is the functional significance of URF’s still elusive? Will this passage lead us to further discussion about URF’s, or about Complex I, or both? Information is interpreted more easily and more  uniformly if it is placed where most readers expect to find it. Knowing a little about the subject matter does not clear up all the confusion. The intended audience of this passage would probably possess at least two items of essential technical information: first, URF stands for Uninterrupted Reading Frame, which describes a segment of DNA organized in such a way that it could encode a protein, although no such protein product has yet been identified; second, both APTase and NADH oxido-reductase are enzyme complexes central to energy metabolism. Although this information may provide some sense of comfort, it does little to answer the interpretive questions that need answering. It seems the reader is hindered by more than just the scientific jargon. To get at the problem, we need to articulate something about how readers go about reading. We proceed to the first of several reader expectations. Subject-Verb Separation Look again at the first sentence of the passage cited above. It is relatively long, 42 words; but that turns out not to be the main cause of its burdensome complexity. Long sentences need not be difficult to read; they are only difficult to write. We have seen sentences of over 100 words that flow easily and persuasively toward their clearly demarcated destination. Those well-wrought serpents all had something in common: Their structure presented information to readers in the order the readers needed and expected it. Beginning with the exciting material and ending with a lack of luster often leaves us disappointed and destroys our sense of momentum. The first sentence of our example passage does just the opposite: it burdens and obstructs the reader, because of an all-too-common structural defect. Note that the grammatical subject (the smallest) is separated from its verb (has been identified) by 23 words, more than half the sentence. Readers expect a grammatical subject to be followed immediately by the verb. Anything of length that intervenes between subject and verb is read as an interruption, and therefore as something of lesser importance. The reader’s expectation stems from a pressing need for syntactic resolution, fulfilled only by the arrival of the verb. Without the verb, we do not know what the subject is doing, or what the sentence is all about. As a result, the reader focuses attention on the arrival of the verb and resists recognizing anything in the interrupting material as being of primary importance. The longer the interruption lasts, the more likely it becomes that the interruptive material actually contains important information; but its structural location will continue to brand it as merely interruptive. Unfortunately, the reader will not discover its true value until too late-until the sentence has ended without having produced anything of much value outside of that subject-verb interruption. In this first sentence of the paragraph, the relative importance of the intervening material is difficult to evaluate. The material might conceivably be quite significant, in which case the writer should have positioned it to reveal that importance. Here is one way to incorporate it into the sentence structure: The smallest of the URF’s is URFA6L, a 207-nucleotide (nt) reading frame overlapping out of phase the NH2-terminal portion of the adenosinetriphosphatase (ATPase) subunit 6 gene; it has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. On the other hand, the intervening material might be a mere aside that diverts attention from more important ideas; in that case the writer should have deleted it, allowing the prose to drive more directly toward its significant point: The smallest of the URF’s (URFA6L) has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. Only the author could tell us which of these revisions more accurately reflects his intentions. These revisions lead us to a second set of reader expectations. Each unit of discourse, no matter what the size, is expected to serve a single function, to make a single point. In the case of a sentence, the point is expected to appear in a specific place reserved for emphasis. The Stress Position It is a linguistic commonplace that readers naturally emphasize the material that arrives at the end of a sentence. We refer to that location as a stress position. If a writer is consciously aware of this tendency, she can arrange for the emphatic information to appear at the moment the reader is naturally exerting the greatest reading emphasis. As a result, the chances greatly increase that reader and writer will perceive the same material as being worthy of primary emphasis. The very structure of the sentence thus helps persuade the reader of the relative values of the sentence’s contents. The inclination to direct more energy to that which arrives last in a sentence seems to correspond to the way we work at tasks through time. We tend to take something like a mental breath as we begin to read each new sentence, thereby summoning the tension with which we pay attention to the unfolding of the syntax. As we recognize that the sentence is drawing toward its conclusion, we begin to exhale that mental breath. The exhalation produces a sense of emphasis. Moreover, we delight in being rewarded at the end of a labor with something that makes the ongoing effort worthwhile. Beginning with the exciting material and ending with a lack of luster often leaves us disappointed and destroys our sense of momentum. We do not start with the strawberry shortcake and work our way up to the broccoli. When the writer puts the emphatic material of a sentence in any place other than the stress position, one of two things can happen; both are bad. First, the reader might find the stress position occupied by material that clearly is not worthy of emphasis. In this case, the reader must discern, without any additional structural clue, what else in the sentence may be the most likely candidate for emphasis. There are no secondary structural indications to fall back upon. In sentences that are long, dense or sophisticated, chances soar that the reader will not interpret the prose precisely as the writer intended. The second possibility is even worse: The reader may find the stress position occupied by something that does appear capable of receiving emphasis, even though the writer did not intend to give it any stress. In that case, the reader is highly likely to emphasize this imposter material, and the writer will have lost an important opportunity to influence the reader’s interpretive process. The stress position can change in size from sentence to sentence. Sometimes it consists of a single word; sometimes it extends to several lines. The definitive factor is this: The stress position coincides with the moment of syntactic closure. A reader has reached the beginning of the stress position when she knows there is nothing left in the clause or sentence but the material presently being read. Thus a whole list, numbered and indented, can occupy the stress position of a sentence if it has been clearly announced as being all that remains of that sentence. Each member of that list, in turn, may have its own internal stress position, since each member may produce its own syntactic closure. Within a sentence, secondary stress positions can be formed by the appearance of a properly used colon or semicolon; by grammatical convention, the material preceding these punctuation marks must be able to stand by itself as a complete sentence. Thus, sentences can be extended effortlessly to dozens of words, as long as there is a medial syntactic closure for every piece of new, stress-worthy information along the way. One of our revisions of the initial sentence can serve as an example: The smallest of the URF’s is URFA6L, a 207-nucleotide (nt) reading frame overlapping out of phase the NH2-terminal portion of the adenosinetriphosphatase (ATPase) subunit 6 gene; it has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene. By using a semicolon, we created a second stress position to accommodate a second piece of information that seemed to require emphasis. We now have three rhetorical principles based on reader expectations: First, grammatical subjects should be followed as soon as possible by their verbs; second, every unit of discourse, no matter the size, should serve a single function or make a single point; and, third, information intended to be emphasized should appear at points of syntactic closure. Using these principles, we can begin to unravel the problems of our example prose. Note the subject-verb separation in the 62-word third sentence of the original passage: Recently, however, immunoprecipitation experiments with antibodies to purified, rotenone-sensitive NADH-ubiquinone oxido-reductase [hereafter referred to as respiratory chain NADH dehydrogenase or complex I] from bovine heart, as well as enzyme fractionation studies, have indicated that six human URF’s (that is, URF1, URF2, URF3, URF4, URF4L, and URF5,  hereafter referred to as ND1, ND2, ND3, ND4, ND4L and ND5) encode subunits of complex I. After encountering the subject (experiments), the reader must wade through 27 words (including three hyphenated compound words, a parenthetical interruption and an as well as phrase) before alighting on the highly uninformative and disappointingly anticlimactic verb (have indicated). Without a moment to recover, the reader is handed a that clause in which the new subject (six human URF’s) is separated from its verb (encode) by yet another 20 words. If we applied the three principles we have developed to the rest of the sentences of the example, we could generate a great many revised versions of each. These revisions might differ significantly from one another in the way their structures indicate to the reader the various weights and balances to be given to the information. Had the author placed all stress-worthy material in stress positions, we as a reading community would have been far more likely to interpret these sentences uniformly. We couch this discussion in terms of likelihood  because we believe that meaning is not inherent in discourse by itself; meaning requires the combined participation of text and reader. All sentences are infinitely interpretable, given an infinite number of interpreters. As communities of readers, however, we tend to work out tacit agreements as to what kinds of meaning are most likely to be extracted from certain articulations. We cannot succeed in making even a single sentence mean one and only one thing; we can only increase the odds that a large majority of readers will tend to interpret our discourse according to our intentions. Such success will follow from authors becoming more consciously aware of the various reader expectations presented here. W e cannot succeed in making even a single sentence mean one and only one thing; we can only increase the odds that a large majority of readers will tend to interpret our discourse according to our intentions. Here is one set of revisionary decisions we made for the example: The smallest of the URF’s, URFA6L, has been identified as the animal equivalent of the recently discovered yeast H+-ATPase subunit 8 gene; but the functional significance of other URF’s has been more elusive. Recently, however, several human URF’s have been shown to encode subunits of rotenone-sensitive NADH-ubiquinone oxido-reductase. This is a large complex that also contains many subunits synthesized in the cytoplasm; it will be referred to hereafter as respiratory chain NADH dehydrogenase or complex I. Six subunits of Complex I were shown by enzyme fractionation studies and immunoprecipitation experiments to be encoded by six human URF’s (URF1, URF2, URF3, URF4, URF4L, and URF5); these URF’s will be referred to subsequently as ND1, ND2, ND3, ND4, ND4L and ND5. Sheer length was neither the problem nor the solution. The revised version is not noticeably shorter than the original; nevertheless, it is significantly easier to interpret. We have indeed deleted certain words, but not on the basis of wordiness or excess length. (See especially the last sentence of our revision. ) When is a sentence too long? The creators of readability formulas would have us believe there exists some fixed number of words (the favorite is 29) past which a sentence is too hard to read. We disagree. We have seen 10-word sentences that are virtually impenetrable  and, as we mentioned above, 100-word sentences that flow effortlessly to their points of resolution. In place of the word-limit concept, we offer the following definition: A sentence is too long when it has more viable candidates for stress positions than there are stress positions available. Without the stress position’s locational clue that its material is intended to be emphasized, readers are left too much to their own devices in deciding just what else in a sentence might be considered important. In revising the example passage, we made certain decisions about what to omit and what to emphasize. We put subjects and verbs together to lessen the reader’s syntactic burdens; we put the material we believed worthy of emphasis in stress positions; and we discarded material for which we could not discern significant connections. In doing so, we have produced a clearer passagebut not one that necessarily reflects the author’s intentions; it reflects only our interpretation of the author’s intentions. The more problematic the structure, the less likely it becomes that a grand majority of readers will perceive the discourse in exactly the way the author intended. T he information that begins a sentence establishes  for the reader a perspective for viewing the sentence as a unit. It is probable that many of our readersand perhaps even the authorswill disagree with some of our choices. If so, that disagreement underscores our point: The original failed to communicate its ideas and their connections clearly. If we happened to have interpreted the passage as you did, then we can make a different point: No one should have to work as hard as we did to unearth the content of a single passage of this length. The Topic Position To summarize the principles connected with the stress position, we have the proverbial wisdom, Save the best for last. To summarize the principles connected with the other end of the sentence, which we will call the topic position, we have its proverbial contradiction, First things first. In the stress position the reader needs and expects closure and fulfillment; in the topic position the reader needs and expects perspective and context. With so much of reading comprehension affected by what shows up in the topic position, it behooves a writer to control what appears at the beginning of sentences with great care. The information that begins a sentence  establishes for the reader a perspective for viewing the sentence as a unit: Readers expect a unit of discourse to be a story about whoever shows up first. Bees disperse pollen and Pollen is dispersed by bees are two different but equally respectable sentences about the same facts. The first tells us something about bees; the second tells us something about pollen. The passivity of the second sentence does not by itself impair its quality; in fact, Pollen is dispersed by bees is the superior sentence if it appears in a paragraph that intends to tell us a continuing story about pollen. Pollen’s story at that moment is a passive one. Readers also expect the material occupying the topic position to provide them with linkage (looking backward) and context (looking forward). The information in the topic position prepares the reader for upcoming material by connecting it backward to the previous discussion. Although linkage and context can derive from several sources, they stem primarily from material that the reader has already encountered within this particular piece of discourse. We refer to this familiar, previously introduced material as old information. Conversely, material making its first appearance in a discourse is new information. When new information is important enough to receive emphasis, it functions best in the stress position. When old information consistently arrives in the topic position, it helps readers to construct the logical flow of the argument: It focuses attention on one particular strand of the discussion, both harkening backward and leaning forward. In contrast, if the topic position is constantly occupied by material that fails to establish linkage and context, readers will have difficulty perceiving both the connection to the previous sentence and the projected role of the new sentence in the development of the paragraph as a whole. Here is a second example of scientific prose that we shall attempt to improve in subsequent discussion: Large earthquakes along a given fault segment do not occur at random intervals because it takes time to accumulate the strain energy for the rupture. The rates at which tectonic plates move and accumulate strain at their boundaries are approximately uniform. Therefore, in first approximation, one may expect that large ruptures of the same fault segment will occur at approximately constant time intervals. If subsequent main shocks have different amounts of slip across the fault, then the recurrence time may vary, and the basic idea of periodic mainshocks must be modified. For great plate boundary ruptures the length and slip often vary by a factor of 2. Along the southern segment of the San Andreas fault the recurrence interval is 145 years with variations of several decades. The smaller the standard deviation of the average recurrence interval, the more specific could be the long term prediction of a future mainshock. This is the kind of passage that in subtle ways can make readers feel badly about themselves. The individual sentences give the impression of being intelligently fashioned: They are not especially long or convoluted; their vocabulary is appropriately professional but not beyond the ken of educated general readers; and they are free of grammatical and dictional errors. On first reading, however, many of us arrive at the paragraph’s end without a clear sense of where we have been or where we are going. When that happens, we tend to berate ourselves for not having paid close enough attention. In reality, the fault lies not with us, but with the author. We can distill the problem by looking closely at the information in each sentence’s topic position: Large earthquakes The rates Therefore one subsequent mainshocks great plate boundary ruptures the southern segment of the San Andreas fault the smaller the standard deviation Much of this information is making its first appearance in this paragraphin precisely the spot where the reader looks for old, familiar information. As a result, the focus of the story constantly shifts. Given just the material in the topic positions, no two readers would be likely to construct exactly the same story for the paragraph as a whole. If we try to piece together the relationship of each sentence to its neighbors, we notice that certain bits of old information keep reappearing. We hear a good deal about the recurrence time between earthquakes: The first sentence introduces the concept of nonrandom intervals between earthquakes; the second sentence tells us that recurrence rates due to the movement of tectonic plates are more or less uniform; the third sentence adds that the recurrence rates of major earthquakes should also be somewhat predictable; the fourth sentence adds that recurrence rates vary with some conditions; the fifth sentence adds information about one particular variation; the sixth sentence adds a recurrence-rate example from California; and the last sentence tells us  something about how recurrence rates can be described statistically. This refrain of recurrence intervals constitutes the major string of old information in the paragraph. Unfortunately, it rarely appears at the beginning of sentences, where it would help us maintain our focus on its continuing story. In reading, as in most experiences, we appreciate the opportunity to become familiar with a new environment before having to function in it. Writing that continually begins sentences with new information and ends with old information forbids both the sense of comfort and orientation at the start and the sense of fulfilling arrival at the end. It misleads the reader as to whose story is being told; it burdens the reader with new information that must be carried further into the sentence before it can be connected to the discussion; and it creates ambiguity as to which material the writer intended the reader to emphasize. All of these distractions require that readers expend a disproportionate amount of energy to unravel the structure of the prose, leaving less energy available for perceiving content. We can begin to revise the example by ensuring the following for each sentence: 1. The backward-linking old information appears in the topic position. 2. The person, thing or concept whose story it is appears in the topic position. 3. The new, emphasis-worthy information appears in the stress position. Once again, if our decisions concerning the relative values of specific information differ from yours, we can all blame the author, who failed to make his intentions apparent. Here first is a list of what we perceived to be the new, emphatic material in each sentence: time to accumulate strain energy along a fault approximately uniform large ruptures of the same fault different amounts of slip vary by a factor of 2 variations of several decades predictions of future mainshock Now, based on these assumptions about what deserves stress, here is our proposed revision: Large earthquakes along a given fault segment do not occur at random intervals because it takes time to accumulate the strain energy for the rupture. The rates at which tectonic plates move and accumulate strain at their boundaries are roughly uniform. Therefore, nearly constant time intervals (at first approximation) would be expected between large ruptures of the same fault segment. [However? ], the recurrence time may vary; the basic idea of periodic mainshocks may need to be modified if subsequent mainshocks have different amounts of slip across the fault. [Indeed? ], the length and slip of great plate boundary ruptures often vary by a factor of 2. [For example? ], the recurrence intervals along the southern segment of the San Andreas fault is 145 years with variations of several decades. The smaller the standard deviation of the average recurrence interval, the more specific could be the long term prediction of a future mainshock. Many problems that had existed in the original have now surfaced for the first time. Is the reason earthquakes do not occur at random intervals stated in the first sentence or in the second? Are the suggested choices of however, indeed, and for example the right ones to express the connections at those points? (All these connections were left unarticulated in the original paragraph. ) If for example is an inaccurate transitional phrase, then exactly how does the San Andreas fault example connect to ruptures that vary by a factor of 2? Is the author arguing that recurrence rates must vary because fault movements often vary? Or is the author preparing us for a discussion of how in spite of such variance we might still be able to predict earthquakes? This last question remains unanswered because the final sentence.

To Kill A Mockingbird Essays: Doing the Right Thing :: Kill Mockingbird essays

To Kill a Mockingbird "I simply want to tell you that there are some men in this world who were born to do our unpleasant jobs for us. Your father's one of them." – Miss Maudie The quote above states that Atticus Finch was a man who did unpleasant things, but this quote is false. Miss Maudie had every good intention when she told Jem and Scout this and her point was taken in the way she intended it to be taken by the children. Her point could have been better worded if the portion that reads "our unpleasant jobs" were replaced with "what is right." Atticus did unpleasant things only because he knew that they were the right thing to do. Miss Maudie told the children about their father in this way only to avoid saying that the rest of the town was wrong. Atticus remained a pillar of righteousness in a town whose moral foundation was weak to say the least. When Atticus took Tom Robinson's case, he didn't treat the case differently from any other he might take on. He knew that there was no way that Tom would be saved from death no matter how well he defended him. From opening to closing statements, Atticus remained vigilant in his defense of Tom. Another consequence of defending Tom Robinson in court, aside from being known as a "nigger lover" and opening himself to several other forms of racial hatred from the good people of Maycomb, Atticus was also arguing against a man who was known to be a violent drunk. Bob Ewell was a frightening man and it was noble of Atticus to put himself in a position of opposing such an unstable individual. Atticus remained a gentleman when Ewell confronted him at the post office. Most men in his position would have violently lashed out at Robert E. after being spat upon. Atticus did the right thing and remained a gentleman throughout the confrontation. Miss Maudie's statement is true in that the right things he did were sometimes unpleasant, I think Aunty Alexandra's stay with the Finch Family was one of those things. Even if Aunty's stay wasn't entirely his idea, Atticus tolerated her stay and her a treatment of the children because he knew that in some ways she was good for the children. Scout needed to have a female influence in her life and unfortunately that meant having a sometimes cold and stern woman living with them. To Kill A Mockingbird Essays: Doing the Right Thing :: Kill Mockingbird essays To Kill a Mockingbird "I simply want to tell you that there are some men in this world who were born to do our unpleasant jobs for us. Your father's one of them." – Miss Maudie The quote above states that Atticus Finch was a man who did unpleasant things, but this quote is false. Miss Maudie had every good intention when she told Jem and Scout this and her point was taken in the way she intended it to be taken by the children. Her point could have been better worded if the portion that reads "our unpleasant jobs" were replaced with "what is right." Atticus did unpleasant things only because he knew that they were the right thing to do. Miss Maudie told the children about their father in this way only to avoid saying that the rest of the town was wrong. Atticus remained a pillar of righteousness in a town whose moral foundation was weak to say the least. When Atticus took Tom Robinson's case, he didn't treat the case differently from any other he might take on. He knew that there was no way that Tom would be saved from death no matter how well he defended him. From opening to closing statements, Atticus remained vigilant in his defense of Tom. Another consequence of defending Tom Robinson in court, aside from being known as a "nigger lover" and opening himself to several other forms of racial hatred from the good people of Maycomb, Atticus was also arguing against a man who was known to be a violent drunk. Bob Ewell was a frightening man and it was noble of Atticus to put himself in a position of opposing such an unstable individual. Atticus remained a gentleman when Ewell confronted him at the post office. Most men in his position would have violently lashed out at Robert E. after being spat upon. Atticus did the right thing and remained a gentleman throughout the confrontation. Miss Maudie's statement is true in that the right things he did were sometimes unpleasant, I think Aunty Alexandra's stay with the Finch Family was one of those things. Even if Aunty's stay wasn't entirely his idea, Atticus tolerated her stay and her a treatment of the children because he knew that in some ways she was good for the children. Scout needed to have a female influence in her life and unfortunately that meant having a sometimes cold and stern woman living with them.

The Allure of Drugs

The allure of drugs is one that many people cannot resist. We all know someone who has been affected by drug addiction. It may be a teenager at school who is using marijuana for the first time or a friend you know who has become addicted to meth. Whatever the circumstance, there are many things you can do to help someone sober up from drug addiction. Teens are under a lot of pressure to try drugs whether it comes from their curiosity their friends and peers or television and movies. They are also generally easy to obtain in schools and areas around schools.This makes the barrier to entry for these drugs very small for many teenagers. Teenagers often do not fully think through their decisions and the consequences. There are 8 common reasons why teenagers use drugs. The first one is their surroundings. The people they hang out with. They want to seem cool with their peers. Some do it because they see how their family uses it for fun. So they think there is nothing wrong with it. Some t eenagers see drugs and alcohol in TV. They see how the people they want to be use it all the time.There is a show called â€Å"True Life: I am an addict† In this episode they show different people and their drug addictions. Many of these people say they tried drugs at a very young age and that their reason was because of their peers. A young girl at the age of 18 says she uses alcohol to feel pretty, to get attention from other people, and because she enjoys the feeling. Teenagers are very emotional. They use drugs to escape from any pain they are feeling. They drink or do drugs to not feel any pain at all. Some teenagers consume such things to escape the real world. Some teenagers consume because they are bored.Being bored is something every teenager feels everyone in a while. They don’t know what to do so they get anxious and curious to try new things. So they try to have fun by trying and experimenting new things. Some teenagers don’t get much attention at ho me. They want to rebel and make their parents pay attention to what they are doing. They feel like the more they rebel the more they get to feel that their parents are going to be there showing they care. Unfortunately smoking and drinking are widely promoted as habits enjoyed by sophisticated, fun-loving, attractive and sexy people.What most teens want to become. If drug use wasn’t pleasurable, it would be relatively easy to keep kids and harmful substances separated. But the reality is that many teens enjoy the way they feel on drugs, at least for a while. Wayward children may engage in smoking, alcohol and drug use as a show of independence from family norms and valves. For many people life is just plain tough and normal waking can brings a constant stream of unpleasant sights, smells, sounds and sensations. The prospect of a chemical â€Å"timeout† may look very attractive.Even when a person has plenty of creature comforts, the prevailing emotional whether can stil l be turbulent: Kids and teens often feel anxious, angry, depressed oppressed, stressed, bored or unfulfilled. Many teenagers and young adults are prone to aware their own invulnerability or immortality make shortsighted decisions, or shrug off the most fervent warnings about life’s pitfalls and perish with a smirk or the defiant pronouncements â€Å"I don’t care† shedding this perspective, learning to weight consequences and adopting a long range view of life are normal parts of maturing into adulthood.Unfortunately some who become deeply involved in drug use remain stuck in an immature, self-destructive mind set. Teen’s drug abuse can have a number of negative consequences, including. Driving under the influence including Driving under the influence of any drug can impair driver’s motor skills, reaction time and judgment putting the driver, his or her passengers and others on the road at risk. Teens who abuse drugs are more likely to have poor ju dgment, which can result in unplanned and unsafe sex. Teens who abuse drugs are at risk of serious drug us later in life.Drug use may lead to love interests in or become indifferent about what happens at school or in other areas of his or her life. Use of drugs, such as marijuana, may affect the parts of the brain that control memory, motivation attention and learning, making it more difficult to learn and perform complex tasks. It can be difficult to talk to teens about drug abuse. Start by choosing a comfortable time and setting. Share feelings with the teen. When discussing teen drug abuse. Listen to your teens opinions which may differ from your own. Ask questions about drug use.Encourage them to talk by asking open ended questions. Avoid scare tactics. Emphasize how drug use can affect things important to your teens such as sports, driving, health and appearance. Explain that even a teen can develop a drug problem. Talk about what your teen has seen or heard. Don’t be af raid that talking about teen drug abuse will plant ideas in any teens head. Conversations about drugs won’t tempt them to try drugs. Instead talking about drug abuse lets teens know your views and understand what you expect of him or her. American Academy of child and Adolescent Psychiatry (AACAP), March 2011. Web.

Intro To Exercise Science Notes

Movement of the body Adaptations to movement How has EXECS evolved? Role of Pays DE Harvard Fatigue Laboratory Krause-Weber test results Professional associations American College of Sports Medicine (CACM) Developed as a â€Å"unique blend of physical education, medicine, and physiology† Provides significant public outreach Works to shape public policy Disseminates scholarly research Broad-based coursework Anatomy and physiology Biological sciences Chemistry and biochemistry Human development and psychology Mathematics and statistics PhysicsNervous System Primary functions Control systems of the body Primary component – neuron Responds to acute challenges of the body Important consideration in: Disease conditions (e. G. Cerebral palsy) Sport performance (e. G. Controlling movement) Afferent Nerves: send signals to the brain Efferent Nerves: send signals from brain to the organ/muscle Muscular System Primary function: Provide movement Primary component Types of muscle: S keletal Cardiac Smooth – muscle fiber Hypertrophy: increase in size of muscle Atrophy: decrease in size of muscleSkeletal System Primary functions: Structural framework for the body Protects underlying organs and tissues Provides a lever system for movement Serves as a storage area for minerals Primary component – minerals and cells bone Osteoporosis is a serious disease condition: bones get brittle/weak Estonian: when bones get soft Cardiovascular System Transporting oxygen, nutrients, hormones, electrolytes, and drugs Removing waste products from the body Primary component – heart, blood vessels, and blood Urinary System Elimination of waste productsRegulation of fluid volume, electrolyte composition, and pH Primary component – kidney Hypertension can be influenced by increasing the amount of fluid removed by the kidneys Endocrine System Regulation of physiologic function and systems of the body Primary components – endocrine glands Development o f insulin resistance leads to a disease condition known as metabolic syndrome Go over the clustering of metabolic syndrome risk factors Exercise Physiology: Study of the functional and physiologic responses and adaptations that occur during and following physical activity and exercise.

Business Management and Leadership

Business Management and Leadership The following essay will entail an overview of the application of business management and leadership in a process of recruiting a manager to a service division of a newly found organization.Advertising We will write a custom research paper sample on Business Management and Leadership specifically for you for only $16.05 $11/page Learn More For any recruitment process to be successful, the company should build good relationships among the recruiters right from its foundation since the recruitment process should not be undertaken by a single individual (Clark, 2009; Amos, 2004). Now that our organization is new, it should start creating a firm foundation to ensure its recruitment program maintains quality through its future. Our client is new and very fast growing organization that is seeking to engage a dynamic and result oriented individual to oversee the operations of its service division that will lead to excellent customer services. The service division i s a new division in our organization and requires a dedicated person who will lay a strong foundation for the future of our organization. The suitable candidate to fill this position should be conceptual to enable him have a general overview of the organizations so that he can solve the problems facing the service division in manner that will benefit the organization (Higgins, 1994). The service division deals with customer issues, thus the individual should possess excellent communication skills to ensure efficiency when communicating with the clients. Communication is just one among the various interpersonal skills that we are looking for in the suitable candidate to fill this position. The manager will be having subordinate staff that without interpersonal skills, he may not be able to conduct this division as we want. Thus the manager should be the role model to his/her juniors through leading and motivating them as well as inspiring them, and creating trust among them. Above al l, the manager should be effective in his line of duty so that the rest may be equally productive since they are led without biasness (McNamara, 2011). Applicants for this position must have experience in the following areas.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Planning: This is required to enable the individual to come up with the organizations goals, missions and objectives and find means to accomplish them (Higgins, 1994). Organizing: Experience in organization will enable the manager to establish an organizational structure in this division. This will give him a better ground to distribute authority to his subordinates, so that he can be able to coordinate tasks and information within the department (Higgins, 1994). He should have experience in leadership since this will be the topmost position in this division and it will require quality leadership. Lead ership skills will enable the individual lead the staff into high productivity towards the company as they continue building their careers (Higgins, 1994). Controlling: This will enable the candidate always direct people towards firm objective, evaluate performance regularly and be able to take the necessary corrective and preventive measures (Higgins, 1994). The following are some of the questions that will be used in the interview to help identify the right candidate for this position Tell me something about yourself When working as a manager, do you prefer to be liked or feared? What relevant experience do you have in this field? Has anything ever irritated you at workplace and how did you handle it? Have you ever suggested something and it was implemented? Tell me something about team work In conclusion, the above preparation was very important in this process of recruiting since it will enable me settle down on the best candidate in this position. References Amos, J. (2004). Handling Tough Job Interviews: Be Prepared, Perform Well, and Get the Job. London, Oxford: Oxford. Clark, C. (2009). Creative Nursing Leadership and Management. Canada, Ontario: Jones Barlet. Higgins, J. (1994). Management Excel Teaching: The management Challenge. Ohio: Macmillan. McNamara, C. (n.d.). Organizational Change and Development. Retrieved from https://managementhelp.org/organizationalchange/index.htm

Advanced French Verb Conjugation

Advanced French Verb Conjugation Conjugation refers to the five possible inflections of a verb: Person, Number, Mood, Tense, and Voice. Once youve made a choice from each of these five, you have a conjugation or inflection. For example:Verb - parlerPerson - first personNumber - singularMood - indicativeTense - presentVoice - active je parleVerb - allerPerson - third personNumber - pluralMood - subjunctiveTense - presentVoice - active quils aillentWhen conjugating a French verb, the first things to figure out are the tense and mood, which work hand-in-hand. All moods have at least two tenses (present and past) out of the possible 8 (only the indicative has all 8). The verb timeline lists moods horizontally and tenses vertically.The indicative is the most common mood and is normally not stated. When you talk about the passà © composà ©, the imperfect, or the present tense, for example, you mean of the indicative mood. Its only with other moods like subjunctive and conditional that the mood is stated explicitly.All m oods have a present tense, which is again not made explicit except in the indicative and participle (parentheses indicate what normally goes unsaid): present (indicative)(present) conditional(present) subjunctive(present) imperative(present) infinitivepresent participle So for example, the imperfect (indicative) and the imperfect subjunctive are two different moods of the same tense. On the other hand, the (present) conditional and the past conditional are two different tenses of the same mood. The verb timeline can help you understand this, because it lines up moods and tenses so that you can see how they all fit together. X axis Y axis verb form and basis of individual conjugations. Voil - now that you understand the basics of French verb conjugation, study the lessons on individual tenses and moods (linked from the verb timeline) to learn more, or visit my French grammar glossary. Tricky Subjects When you understand subject pronouns, tenses, moods, and how to conjugate  French verbs, youre in great shape. There are however some grammatical subjects which make conjugation a bit more difficult. Multiple Subjects When you have more than one subject, you have to figure out which  subject pronouns  would replace that group and then conjugate the verb accordingly. For example,  toi et moi  would be replaced by  nous, as would  David et moi.  Toi et lui  and  Michel et toi  would be replaced by  vous.  Lui et elle  or  Marc et Anne  would be replaced by  ils. The trick is to make this replacement in your head without actually saying it out loud, as denoted by the (parentheses):  Ã‚  Ã‚  Toi et moi (nous) pouvons le faire  Ã‚  Ã‚  You and I can do it  Ã‚  Ã‚  Paul, Marie et moi (nous) mangeons  Ã‚  Ã‚  Paul, Marie, and I are eating  Ã‚  Ã‚  Toi et elle (vous) à ªtes en retard  Ã‚  Ã‚  You and she are late  Ã‚  Ã‚  Sophie et toi (vous) devez partir  Ã‚  Ã‚  You and Sophie have to leave  Ã‚  Ã‚  Luc et sa femme (ils) sont arrivà ©s  Ã‚  Ã‚  Luc and his wife have arrived  Ã‚  Ã‚  Lui et elle (ils) lisent beaucoup  Ã‚  Ã‚  He and she read a lot Subject +Object Pronoun In a construction with an  object pronoun, usually  nous  or  vous, there is sometimes a tendency to conjugate the verb according to it, rather than to the  subject pronoun, because the object directly precedes the verb. Though this tends to be a careless mistake made orally rather than a lack of understanding, its included here just as a little reminder.  Ã‚  Ã‚  Je vous ai donnà © la liste  Ã‚  Ã‚  I gave you the list  Ã‚  Ã‚  xx Je vous avez donnà © la liste xx  Ã‚  Ã‚  Vous nous avez menti  Ã‚  Ã‚  You lied to us  Ã‚  Ã‚  xx Vous nous avons menti xx Cest... qui The construction  cest  Ã‚  stressed pronoun  Ã‚  qui  makes many people - including at times native French speakers - want to use the third person singular verb conjugation because of  qui. But this is incorrect; in fact, the conjugation has to agree with the pronoun.  Ã‚  Ã‚  Cest moi qui ai gagnà ©Ã‚  Ã‚  Ã‚  Its me that won  Ã‚  Ã‚  xx Cest moi qui a gagnà © xx  Ã‚  Ã‚  Cest vous qui avez tort  Ã‚  Ã‚  Youre the one whos wrong  Ã‚  Ã‚  xx Cest vous qui a tort xx  Ã‚  Ã‚  Cest nous qui allons le faire  Ã‚  Ã‚  Were the ones who are going to do it  Ã‚  Ã‚  xx Cest nous qui va le faire xx Pronoun + Qui Similar to the  cest... qui  construction is a subject or  demonstrative pronoun  Ã‚  qui. Again, the  qui  makes people want to use the third person singular, but once again the conjugation has to agree with the pronoun.  Ã‚  Ã‚  Vous qui avez mangà © pouvez partir  Ã‚  Ã‚  Those of you who have eaten may leave  Ã‚  Ã‚  xx Vous qui a mangà © pouvez partir xx  Ã‚  Ã‚  Ceux qui veulent aider doivent me voir  Ã‚  Ã‚  Those who want to help need to see me  Ã‚  Ã‚  xx Ceux qui veut aider doivent me voir xx  Ã‚  Ã‚  Je cherche celles qui à ©tudient  Ã‚  Ã‚  Im looking for the ones who are studying  Ã‚  Ã‚  xx Je cherche celles qui à ©tudie xx Collective Subjects Collective subjects can take the third person singular or plural:   Ã‚  Ã‚  Un tas de fleurs sont mortes / Un tas de fleurs est mort  Ã‚  Ã‚  A bunch of flowers died  Ã‚  Ã‚  Un grand nombre de livres ont disparu / Un grand nombre de livres a disparu  Ã‚  Ã‚  A large number of books disappeared Adverbs of Quantity Adverbs of quantity  take the third person singular or plural, depending on the number of the noun that follows:   Ã‚  Ã‚  Beaucoup dà ©tudiants sont arrivà ©s  Ã‚  Ã‚  A lot of students have arrived  Ã‚  Ã‚  Peu de pluie est tombà ©e  Ã‚  Ã‚  Little rain fell  Ã‚  Ã‚  Combien de livres y a-t-il  ?  Ã‚  Ã‚  How many books are there?Also see ...dentre... below. Indefinite Pronouns Indefinite pronouns  always take a third person conjugation (either singular or plural, depending on the number of the pronoun).  Ã‚  Ã‚  La plupart a dà ©cidà ©Ã‚  Ã‚  Ã‚  Most have decided  Ã‚  Ã‚  Plusieurs sont perdus  Ã‚  Ã‚  Many are lost  Ã‚  Ã‚  Tout le monde est l  Ã‚  Ã‚  Everyone is thereAlso see ...dentre... ...dentre... When an  adverb of quantity  or  indefinite pronoun  is followed by  entre  Ã‚  personal pronoun, many non-native French speakers (including myself) want to conjugate the verb according to the personal pronoun. But this is incorrect - in this construction, the verb has to be conjugated to agree with what comes before  entre, not what comes after.  Ã‚  Ã‚  Certains dentre vous ont oublià ©Ã‚  Ã‚  Ã‚  Some of you forgot  Ã‚  Ã‚  xx Certains dentre vous avez oublià © xx  Ã‚  Ã‚  Beaucoup dentre nous sont en retard  Ã‚  Ã‚  Many of us are late  Ã‚  Ã‚  xx Beaucoup dentre nous sommes en retard xx  Ã‚  Ã‚  Chacun dentre vous peut le faire  Ã‚  Ã‚  Each one of you can do it  Ã‚  Ã‚  xx Chacun dentre vous pouvez le faire xx

Networks and how they work ----- See below Essay

Networks and how they work ----- See below - Essay Example A client/server network makes use of one or more dedicated machine (that is known as a server) to share the printers, files, and applications. On the other hand, a peer-to-peer network allows its users to share files using any other user and does not necessitate a central, dedicated server (TechsChange, 2010; Nash, 2000; Turban, Leidner, McLean, & Wetherbe, 2005). In the same way, the Internet is a huge network of networks. It connects all the networks so that they could receive and send data and information. For this purpose, the Internet uses a communication protocol that is known as TCP/IP (Transfer Control Protocol/Internet Protocol) (TechsChange, 2010; Nash, 2000; Turban, Leidner, McLean, & Wetherbe, 2005). This paper presents an overview of TCP/IP network structure and its working. This paper will discuss some of the important aspects of the TCP/IP framework and how this arrangement has enabled the expansion of the Internet into a worldwide network. This paper also outlines some issues regarding these networks. TCP/IP based network management operations are normally associated with a protocol accountable for applying those processes. This protocol is known as the  SNMP (Simple Network Management Protocol). In fact, the majority of IT people are aware of SNMP as it is common for SNMP to determine â€Å"the† method that network management is carried out in TCP/IP. Basically, the SNMP protocol is an element of a higher-level network management policy known as  the Internet Standard Management Framework. Thus, in order to actually identify how SNMP works, we fulfill some conditions of the method that this network is controlled all together (Kozierok, 2005). In addition, open protocol standards are freely accessible and developed autonomously from some particular computer hardware or operating system platform. In view of the fact that the TCP/IP is extensively supported, thus it is perfect for connecting different hardware and software,

Question 33 & 34 Essay Example | Topics and Well Written Essays - 500 words

Question 33 & 34 - Essay Example From this, criminologists developed the term victim precipitation, which refers to murders that result from provocations by the victims. People act on purpose, before doing something; one makes a decision a process that involves the effective coordination of all the senses within the human system. It therefore becomes practically impossible to kill strangers or people, one can be a stranger but his murderer must obtain some prior information maybe from his contractor incases where one is paid to kill the other. In brief, Wolfman argued that murders result from interactions and the actions of the victims. Some murder victims instigate the conflicts that eventually result in their deaths (Simon &Yochanan, 1996). Tedeschi and Richard Felson who avow that the interaction between the victim of murder and his murder is normally to blame borrow the ideas of Wolfman to develop the theory of coercive actions. School bullies are among a group of victims who purposely coerce others into violent attack that may result in their own deaths. The two asserts that in violent attacks, males are normally more likely to injure their victims while females more likely to be the victims. To this, they allude that gender is never a determinant of the violent attacks but physical strength is (Zachary, Patricia &Paul, 1994). With the understanding that people engage in crimes purposely, Ronald Clarke and Derek Cornish developed the rational choice theory, which assert that people make decision to engage in crimes after considering a number of factors. One of these is the need to maximize pleasure and minimize pain (Zachary, Patricia &Paul, 1994). According to this theory, people engage in crimes that are likely to maximize benefits for them, such crimes on the other hand should present as minimal risks as possible, the benefits thus constitute the pleasure while the absence of risks infers to the reduced pain. Additionally, people are more motivated to engage in criminal

Hypothyroidism vs Hypertheriodism Essay Example | Topics and Well Written Essays - 250 words

Hypothyroidism vs Hypertheriodism - Essay Example On the other hand, the symptoms of hyperthyroidism include palpitations, nervousness, goiter, tachycardia, increased sweating, and hypersensitivity to heat. Other signs are weight loss, weakness, increased appetite, and bowel motion. The eye symptoms related to hyperthyroidism include a moderate level of conjunctival injection, lid lag, staring and lid retraction (Parangi & Phitayakorn, 2011). To test for Hypothyroidism and Hyperthyroidism, a TSH and FT4 blood tests are carried out. In this procedure, a radioimmunoassay test is conducted to measure the serum TSH levels. The tests results are the ones used to differentiate between the two disorders. In the case where the TSH level is above 4.5 mU/L and FT4, result is below nine Ï mol/L then illness is diagnosed as hypothyroidism. On the other hand, if the FT4 is above 25 Ï mol/L and the TSH level is below 0.4 mU/L then the patient suffers from hyperthyroidism (Higgins, 2012). In conclusion, both hypothyroidism and hyperthyroidism are illnesses that affect the thyroid gland. Regular use of drugs that contain high iodine levels causes hypothyroidism or hyperthyroidism in individuals with a condition like autoimmune illness (White, Garber, & Harvard Medical School,

Environmental issues Essay Example for Free

Environmental issues Essay Nowadays, environmental issues are rapidly raising concerns and awareness to the society. It is good to know that problems involving environmental neglect and degradation are a problem of environmentalists no more, but also of politicians and ordinary citizens as well. Say, we should analyze a hypothetical problem regarding the issuance of business license in a local western coast, where two pre-dominant businesses already exist, a bait fish fishery of pilchards and an oyster lease. There are two promising businesses vying for the license, a Tuna Cage Farm and a Dolphin Swim Tourism Project. Both of the new establishments would create added benefits and disadvantages to the area and the pre-existing businesses, so the choice should be carefully examined. Primarily, the bait fishery in the western coast consists of pilchards. Pilchards are any of various small marine fishes especially the commercially important edible species. These pilchards are caught throughout the year, mostly during the night, using purse seine nets. The nets are pursed and drawn to an area adjacent to the vessel, and fish are removed from the net with pumps and placed in the hold of the boat. In layman’s term, pilchards have a wild capture. Unlike the wild pilchard capture, the tuna harvest is spawned in floating cages. Since it is a controlled environment, the unutilized feed components in the cages usually accumulate in the ambient water columns and substantially alter the benthic environment for the fishes. The toxic wastes from tuna cages caused massive pilchard mortalities, as shown in 1995 and 1998 incidents. Furthermore, the toxic wastes spread far at a rapid pace, about 500 km in 20 days, as shown in graph. The Dolphin Swim project, on the other hand, would introduce more boats that might disrupt the spawning season of the pilchards. There is also a probability that dolphins would consider the pilchards as prey. But aside from that, the dolphins can co-exist peacefully with the pilchards. The benthic area is preserved and the probable food cycle is just a natural process. Moreover, the industry in the coast will be promoted. Comparatively, it is evidently more harmful to facilitate a tuna cage farm with a co-existing pilchard industry; thus, the Dolphin Swim project should be favored. The decision was based on two significant aspects; which business is economically efficient while remaining ecologically sustainable. The Dolphin Swim Industry fulfilled these criteria.

Benefits and Hazards of Immunizations Essay -- Science Scientific Pape

Benefits and Hazards of Immunizations Although science and technology have been very beneficial to us a lot of people are misinformed about its procedures. I myself am a bit fearful about how technologically advanced we're getting in such a short period of time, but this is because I don't understand science. I guess most people that fear science feel that way because of the horrible things that science may bring about. When reading Mary Shelley's "Frankenstein" one begins to wonder what if scientists do create a monster and like Dr. Frankenstein did, can no longer undo the creation. It is actually a very scary thought. But then on the other end of the spectrum you have J. Michael Bishop who defends scientists against people's critiques. Bishop is correct in his argument that scientists have done great things. According to him, people begin to lose faith in science because they don't see results as fast as they would like to but as Bishop states research may take years and even then, there may not be a concrete answer. T he important thing is that they are working towards one and people should not expect miracles, they should allow scientists to do their work and only hope for a quick solution. When dealing with a situation of whether science has benefited or troubled the population we can talk about immunizations. Immunizations have saved many children's lives. The epidemic of polio is hardly heard of thanks to immunizations. Measles and chicken pox don't affect children half as much if they've had the immunizations either. So one can say that immunizations have been a benefit to the population because most, if not all, children in the United States have gotten the required vaccines and nearly all of them go away from the... ...ants everybody to get the vaccine, because as statistics show, the majority of the children are perfectly fine after immunizations. The problems that are arising with vaccines shouldn't be blamed on scientists, for they've come up with a solution to the mentioned illnesses. The problem may be in the way doctors are combining vaccines, or implementing them. Works Cited Bishop, J. Michael. "Enemies of Promise." The Presence of Others 3rd edition. Bedford/St. Martins, New York. (2000) : 237-243. Shelley, Mary. "Frankenstein." The Presence of Others 3rd edition. Bedford/St. Martins, New York. (2000) : 231-236. Schumacher, Karin. "Autism & Vaccines: A New Look At An Old Story." (2001). http://www.909shot.com/NVICSpecialReport.htm. (19 May 2001). Schumacher, Karin. "Diabetes Following MMR Shots." (2001). http://www.909shot.com/dicasee.htm. (19 May 2001). Benefits and Hazards of Immunizations Essay -- Science Scientific Pape Benefits and Hazards of Immunizations Although science and technology have been very beneficial to us a lot of people are misinformed about its procedures. I myself am a bit fearful about how technologically advanced we're getting in such a short period of time, but this is because I don't understand science. I guess most people that fear science feel that way because of the horrible things that science may bring about. When reading Mary Shelley's "Frankenstein" one begins to wonder what if scientists do create a monster and like Dr. Frankenstein did, can no longer undo the creation. It is actually a very scary thought. But then on the other end of the spectrum you have J. Michael Bishop who defends scientists against people's critiques. Bishop is correct in his argument that scientists have done great things. According to him, people begin to lose faith in science because they don't see results as fast as they would like to but as Bishop states research may take years and even then, there may not be a concrete answer. T he important thing is that they are working towards one and people should not expect miracles, they should allow scientists to do their work and only hope for a quick solution. When dealing with a situation of whether science has benefited or troubled the population we can talk about immunizations. Immunizations have saved many children's lives. The epidemic of polio is hardly heard of thanks to immunizations. Measles and chicken pox don't affect children half as much if they've had the immunizations either. So one can say that immunizations have been a benefit to the population because most, if not all, children in the United States have gotten the required vaccines and nearly all of them go away from the... ...ants everybody to get the vaccine, because as statistics show, the majority of the children are perfectly fine after immunizations. The problems that are arising with vaccines shouldn't be blamed on scientists, for they've come up with a solution to the mentioned illnesses. The problem may be in the way doctors are combining vaccines, or implementing them. Works Cited Bishop, J. Michael. "Enemies of Promise." The Presence of Others 3rd edition. Bedford/St. Martins, New York. (2000) : 237-243. Shelley, Mary. "Frankenstein." The Presence of Others 3rd edition. Bedford/St. Martins, New York. (2000) : 231-236. Schumacher, Karin. "Autism & Vaccines: A New Look At An Old Story." (2001). http://www.909shot.com/NVICSpecialReport.htm. (19 May 2001). Schumacher, Karin. "Diabetes Following MMR Shots." (2001). http://www.909shot.com/dicasee.htm. (19 May 2001).