Animal Rights The Wolf Pack - 947 Words

Animal Rights Animals deserve their rights because they are living, breathing, and capable of feeling just like human beings. Animals are vital to sustain our ecosystem and the effects of the mismanagement in the commercial and gaming industries further devastate our environment. The wolf species, a top predator in the environmental ecosystem, naturally balances the animal population in our landscapes and, the order of the wolf pack is much like the order of the human species family unit. The social order of the wolf pack parallels to that of the human species in that the alpha male and alpha female keep order among the pack and work in harmony to cooperate in their roles to sustain the pack. Likewise, the male and female roles in the human species family unit maintain order and harmony to sustain the family emotionally, physically, and mentally. Much like the humans, the wolves’ attitude is a constant visualization of success whereby the term â€Å"work hard, play hard† is their way of life. In the wolf pack, when a wise adult wolf dies it not only devastates the entire wolf pack but jeopardizes them also. The absence of a wise wolf means the sacrifice of the years of experience, knowledge and leadership ability among the pack. In the sam e way, when the patriarch or matriarch of the family, or a great leader such as Martin Luther King whom affected change on humanity, and Einstein’s impact on a higher order of thinking, the society suffers. The wolf pack consists ofShow MoreRelatedWolves: The Things You Didn’t Know 875 Words   |  4 Pagesfor the â€Å"North American Wolf†. A meat eating mammal with the capability of weighing up to 180 pounds and reaching a height of sixty-three inches, the wolf is easily the largest member of the canine family. Over 500,000 wolves once lived in harmony, roaming the Northern Americas alongside the Native American tribes and the rest of the ecosystem. Wolves live in packs, a pack essentially being a family. While the average size of a pack is six to ten, the largest confirmed pack recorded in North AmericaRead MoreWolves: Keeping Nature in Balance Essay1057 Words   |  5 Pageskilling our livestock, taking the best deer. Having a wolf hunting season seems li ke a no brainer, right? But what if that’s not how wolves are, what if they are innocent, so to say. Should they be hunted? The short answer is no. There should not be a wolf hunting season because many of the thoughts on wolves are incorrect; hunting would compromise wolf studies, and the population is already suffering. We have all heard of the Big Bad Wolf, stalking children and spreading fear and chaos. It commitsRead MoreEssay on The Gray Wolf640 Words   |  3 Pages This report is all about the gray wolf. Its scientific name is Canis Lupis. Canis is the Latin word for dog. The genus also includes jackals and coyotes. Lupis is the Latin word for wolf. Gray wolves look similar to German shepherds, but the wolf has longer legs and bigger feet. The color of a gray wolf can range from black to white, but shades of gray are the most common. A unique feature about gray wolves is that the farther north you find them, the larger they are. Males can range from (nose-to-tail)Read MoreEvolution Of Dogs And The Wolf Dog Theory1153 Words   |  5 PagesThe theories in regards to the evolution of dogs and the Wolf-Dog theory have recently been brought into question. The Wolf-Dog theory originally formed our theory, study and practice of dog psychology, behavior and training. This major shift in how we p erceive dog evolution has impacted the way we observe dog behavior, our psychology theories and training of dogs is due to new research into the evolution of the dog and the consequences of those changes. It has been reported that dogs evolvedRead MoreThe Origin Of Moral Sense By Charles Darwin1529 Words   |  7 Pages1871 book, Charles Darwin explains the origin of morality through studying the behavior of various species. In his essay, â€Å"Origin of the Moral Sense† Charles Darwin uses his theory of evolution to explain the origin of morality through the study of animals, specifically mammals. Darwin’s main theory of the â€Å"Origin of the Moral Sense† is that humans have natural social instincts which in turn gives them a sense of naturally occurring morality. Darwin’s ideas surrounding morality and a natural socialRead MoreThe Company Of Wolves, By Peter Steinhart Essay1571 Words   |  7 Pageswolves are not simply subjects of study, but unique, individuals as well. Over the course of their observations, these men and women recognize that the individual characteristics and actions of these wolves suggest that there are certain aspects of wolf beh avior that science can neither fully prove nor disprove, which questions and puts an emphasis on the limitedness of human knowledge. This limitedness develops a necessity to imagine and romanticize various explanations for such behaviors. This experienceRead MoreEssay on Training A Dog Properly1240 Words   |  5 Pageshealth concerns (Right). Choosing the right breed will ensure that the owner and dog are compatible with one another. It is vital for your dog to understand that you are his or her pack leader. The instinct of wanting to be part of a pack is part of a dog’s natural psychology. In a dog’s mind, inclusion in his pack is a significant part of him. It represents his status not only to the dogs around him, but to any other dog he meets. It is in his primal instinct to belong to a pack, to keep it stableRead More The Yellowstone Wolf Controversy Essay1466 Words   |  6 Pageswere the ranchers who made a living in the areas surrounding the park. During 70 years of absence from the Rockies, the Grey Wolf had been protected under the Endangered Species Act that was passed in 1973. Since the wolf is under the protection of Endangered Species Act a person could be punished with up to a $100,000 fine and up to 1 year in jail for killing a wolf. Back in the 1850s there was a major population increase of the wolves in America, this was due to settlers moving west. TheseRead MoreSummary Of The Mexican Gray Wolves 1103 Words   |  5 PagesLuz Medina English 1101 Research Essay 9 December, 2016 Mexican Gray Wolves In fifth grade I was heavily obsessed with wolves. I had a wolf backpack, socks,shirts, you name it. I would constantly draw pictures of them. One day I checked out a book on wolves at my school library. After reading the book ten year old me learned that my favorite species of wolves were endangered. I felt bad because I didn’t want them to disappear. So I went onto the website wwf.worldwildlife.org, an organizationRead MoreWhy Wolves And Dogs Are Considered As A Sub Species Of The Wolf Species2879 Words   |  12 Pagesspecies or not. Recently dogs were reclassified from â€Å"canis familiaris† to â€Å"canis lupus familiaris† what means they are considered as a sub-species of the wolf species â€Å"canis lupus†. However, they are extremely close relatives and genetic studies prove that both share a common ancestry. We can consider a dog like tamed or domesticated form of a wolf. Even if they have a lot of similarities in common, there are also a few differences. Domestication often implies retention of juvenile characteristics

Major Depression A Disabling Illness - 1569 Words

Major Depression: a Disabling Illness or a Tool of Greatness Around one time in everyone’s life, they will suffer from depression, whether it’d be a short amount of time, or the complete opposite. Mentally the effect of depression are scarring, but when a depression victim finally sees the light of day from the withered dark forest, nothing could feel greater. Once the melancholy thoughts are overcome, a victim can grow as a person, appreciate the life they’ve been given, gain some maturity, and make sure they take the proper steps to never suffer from depression again. Most people suffer from Major Depression, and it exists largely in our community today, not just in the celebrities heard of over the news, but by many citizens in modern†¦show more content†¦Major depression is a mood disorder that causes people to feel dejected and have a great sense of despondency. This, in turn, affects the person’s ability to communicate with others, and thei r overall sense of the value of their own life. But there are people who don’t submit to major depression easily. Through the help of professional counseling, and even anti-depressants, major depressive disorder could be significantly reduced. And those who have suffered from, or may even still suffer today from MDD, are some of the most memorable authors and artists and celebrities citizens know of in modern society. Some of these irreplaceable giants include: Mark Twain, Stephen King, Vincent Van Gogh, and Robin Williams. All of them are good men and all have left their mark on American citizens today. Most of them didn’t have help with their illness and that soon led to their own demise. But some spirits can only take so much pain before they’ll finally snap. They were all strong for lasting this long, and leaving their mark on society. There is no shame in what they did, they chose their path, but not all people have to follow them blindly. Humans still have a chance to look back and assess things in their own eyes. See if they can fix the problem.

Dynamic Characters In A Tale Of Two Cities Essay Example For Students

Dynamic Characters In A Tale Of Two Cities Essay Dynamic Characters in A Tale of Two Cities. Charles Dickens is an influential writer in his time. Charles Dickens is born on February 7, 1812 in England. Many of the books he writes are classics. One of the his classics is A Tale of Two Cities. A Tale of Two Cities is about a group of people who get stuck in France at the time of the revolution and only a very dear friend saves them from living lives of sadness. In A Tale of Two Cities, Charles Dickens uses dynamic characters that change drastically from the beginning to the end of he book. One example of a dynamic character is Sydney Carton. He is one of the idlest and most unpromising of men (83). Dickens also describes Carton as a problem or carelessness and recklessness (200). Carton is unpromising and reckless because the other characters in the book see him as a man who drinks too much and cant take care of himself. While sitting in Mr. Lorrys office with John Barsad and Jerry Cruncher Sydney Carton fills another glass with brandy, pours it slowly upon the hearth, and watches it as it drops (296). Sydney Carton spills the brandy to signify that he wont be a drunken man any more. Carton also changes in the aspect that he feels love towards Lucie. After Darnays first trial in England Carton treats Darnay to dinner at a local tavern. During their conversation Darnays love, Lucie, is mentioned. Carton feels no love towards Lucie at that time. He says, I am a disappointed drudge, sir. I care for no man on earth, and no man on earth cares for me (82). Soon after Sydney Carton finds himself falling in love with Lucie Manette. Carton says, For you and any dear to you I would do anything . . . . I would embrace any sacrifice for you and those dear to you . . . . think now and then that there is a man who would give his life to keep a life you love beside you! (147 148). Sydney Carton obviously changes his opinion on loving and caring. Sydney Carton is an example of a main character that is dynamic in A Tale of Two Cities. Dr. Manette is a second example of a dynamic character in A Tale of Two Cities. When Lucie, Mr. Lorry, and Monsieur Defarge meet Dr. Manette for the first time after his imprisonment, Dr. Manette is so weak that his voice is like the last feeble echo of a sound made long and long ago (38). Dr. Manette has a haggard, faded surface of face (187) from being in a prison cell for so long. Dr. Manettes features make him appear as an old man in the worst possible mental state. Over time and with love from his daughter, Lucie, Dr. Manettes mental state improves greatly from the time that he met his daughter. When he is reminded of his eighteen years in prison he relapses. During his relapses he cobbles. Cobbling is a profession he learned in prison and only practices when he is depressed; His shirt was open at the throat as it use to be when he did that work cobbling in prison; even the old, haggard face has come back to him. He works hard impatiently as if in some sense of being interrupted (187). Dr. Manette has been interrupted because he hasnt cobbled in a long tine. His mental state is changing for the better because he is cared for by the people he loves most. Near the end of the book Dr. Manette is trying to save Charles Darnay. At this point in time, Dr. Manette thinks little about his time in prison and the worst eighteen years of his life. The Doctor walks with a steady head: confident in his power, cautiously persistent in his end, never doubting himself (266). Dr. Manette was a dynamic character because he changes from a man who doesnt know his own name to a very confident man. .uc5c0fd7e0d5782fb1f18c9f1e371b801 , .uc5c0fd7e0d5782fb1f18c9f1e371b801 .postImageUrl , .uc5c0fd7e0d5782fb1f18c9f1e371b801 .centered-text-area { min-height: 80px; position: relative; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 , .uc5c0fd7e0d5782fb1f18c9f1e371b801:hover , .uc5c0fd7e0d5782fb1f18c9f1e371b801:visited , .uc5c0fd7e0d5782fb1f18c9f1e371b801:active { border:0!important; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 .clearfix:after { content: ""; display: table; clear: both; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 { 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; } .uc5c0fd7e0d5782fb1f18c9f1e371b801:active , .uc5c0fd7e0d5782fb1f18c9f1e371b801:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 .centered-text-area { width: 100%; position: relative ; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 .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; } .uc5c0fd7e0d5782fb1f18c9f1e371b801:hover .ctaButton { background-color: #34495E!important; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc5c0fd7e0d5782fb1f18c9f1e371b801 .uc5c0fd7e0d5782fb1f18c9f1e371b801-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc5c0fd7e0d5782fb1f18c9f1e371b801:after { content: ""; display: block; clear: both; } READ: The Fury of Achiles in Homer's Illiad and Ovid's MetamorphosesJerry Cruncher is a third example of a dynamic character in A Tale of Two Cities. Jerry Cruncher hates

Thomas Kuhns Scientific Revolution

This paper looks into four major ideas that are at the centre of Kuhn’s ‘Structure of Scientific Revolution’. The four basic concepts are paradigm, normal science, crisis and Inconsumerability. Through discussing the given concepts, the paper will delve into Kuhn’s belief with regards to progress in science.Advertising We will write a custom essay sample on Thomas Kuhn’s Scientific Revolution specifically for you for only $16.05 $11/page Learn More Kuhn is credited for having changed the general understanding of progress in science. Traditionally, science was understood to involve a progressive linear movement or accumulation of insights. Contrarily, Kuhn illustrates that science is marked by dramatic shifts that are akin of violent revolution. It is only after a revolution that a stable phase follows; a conceptual world that is radically different from the initial one (Andersen, 2001, p. 25). Kuhn successfully challenge d the common notion that science is always objective. Scientific inquiry is not a purely independent venture (Ladyman, 2002, p. 98). Science is not purely objective because scientific inquiry does not happen in a vacuum. The scientists operate in a given setting and are affected or determined by their circumstances. Further, their work is based on established theories and facts whose truthfulness is accepted on trust. For example, a researcher in ecology has to have certain assumptions. The methodology he or she adopts was developed basing on given assumptions. Further, as an individual, the researcher has influences on self and from the environment that impact on his or her interpretation of study results (Ladyman, 2002, p.122). The researcher has to be clear about what he or she wants. Then, he or she chooses methods that will guarantee that he or she gets what he or she wants. There is a general bias in the working of the scientist; his or her efforts are geared towards ensuring he or she gets what he wants. This kind of concern changes the researcher from an impartial subject to a subject that is influencing towards achieving a given kind of result. The different phases or conceptual states are what Kuhn referred to as paradigms. Scientists in a given paradigm hold to a given set of collective beliefs or agreements (Robert, 1952, p. 132). They share in a perception or general approach to problems or challenges that they tackle. Each scientific undertaking happens in the context of a given theoretical frame work. There are certain assumptions that inform scientific inquiry or work. The assumptions or collective beliefs guide or form basis for kind of methodology adopted, data interpretation framework and general analysis schema. For example, psychologists researching on human behavior base their inquiry on given assumptions. If a researcher based the research on a behavioral as opposed to psychoanalytic approach, the data they collect and the basis on which the same is analyzed would definitely lead to different results or theories (Godfrey-Smith, 2003, p. 80).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Kuhn, it is the implicit paradigm assumptions that help distinguish sciences from other areas of study (Hoyningen-Huene, 1993, 169). The implicit assumptions of a paradigm act as criterion that is used in study or to validate study. The changes in the implicit assumptions lead to a paradigm shift. All paradigm shifts, according to Kuhn, happen through a revolutionary process. The hall marks of scientific revolution are a radical shift in theory and fact bases. A paradigm shift is a radical change in the way science as a study and criterion for accepting scientific findings is modeled. The phase between two revolutions or paradigm shifts is what Kuhn referred to as a normal science phase. Normal science according to Hoyningen-Huene (1993, 165) did not receive much attention or scrutiny until Kuhn developed his ‘structure of scientific revolutions’. During the normal science phase, scientists’ efforts are geared towards the consensus in assumptions (Hoyningen-Huene, 1993, 169). All theories and established facts support the status quo and deviating findings are considered out rightly wrong. In common practice, any findings that do not conform to established consensus or that contradict the basic paradigm assumptions are ignored. Instead of occasioning or triggering further research, such findings are considered as erroneous. Galileo’s findings, for example, were considered out rightly wrong because the basic assumptions based on Ptolemy’s theory was in line with the sun going around the stationary earth. Normal science is often shrouded in tradition and protected with a vengeance (Nickles, 2003, p. 143). Changing the status quo meets a lot of resistance because people generally fear the unknown. Therefore, a shift from a science paradigm also meets a lot of resistance. The resistance is occasioned by the fact that new paradigm often goes against expectations (Hoyningen-Huene, 1993, 177). The tension resulting from choice between maintaining status quo and charting new ground causes was referred to, by Kuhn, as scientific crisis. Science seeks to answer questions; however, scientific inquiry is ignited by a puzzle. The puzzle is a problem or incidence that can not be explained by existing assumptions. However, it is on the basis of the existing assumptions that the problem is analyzed. This paradox i.e. a problem that established assumptions have no explanations for but being investigated on the basis of the established assumption, is what Kuhn identified a crisis in scientific research (Nickles, 2003, p. 152).Advertising We will write a custom essay sample on Thomas Kuhn’s Scientific Revolution specifically for you for only $16.05 $11/page Learn More Crisis in science occurs when occurrences, incidences or discoveries no longer fit into the schema of established theories (Godfrey-Smith, 2003, p. 83). Scientists can either use established assumptions to come up with a convincing explanation, the problem can be left for later scientists to deal with it or a paradigm shift occurs. A paradigm shift means that new assumptions that challenge old assumptions are created. The old assumptions have become like the common sense and thus challenging them is like challenging the obvious. The majority will see the proponent of a new paradigm as either insane or really foolish. If the new paradigm garners a critical few; a paradigm war is in the offing. A battle in supremacy or over which view is right ensures. The battle is supposed to be intellectual but in some instances it goes physical. Kuhn further raised objections against test by falsification; a method of testing theory that had been developed by Karl Popper . Popper’s view was that if a theory did not fit into existing schema or assumptions, then it was to be rejected. Theorists aimed at establishing theories or findings that would be universally accepted (Hoyningen-Huene, 1993, p. 170). However, as Kuhn argues, such a method is inconclusive and non-rational. As already indicated, science investigates into puzzles that current theories do not explain. If the current theories and assumptions can not explain the puzzle, then it would not make sense to discard findings that would warranty departure from already established assumptions (Nickles, 2003, p. 144). Rather than discarding, it makes more sense to investigate further into the given findings. Kuhn’s other contribution to the debate on progress in science was his rejection of ‘incrementalism’ (Robert 1952, p.132). He believed that scientific inquiry or progress does not necessarily lead to establishment of ultimate truths. It is latently and occasionally i mplied in discourses that developments in science have led to discovery or establishment of the ultimate truth. However, looking into the array of gray areas and contradictions in science, one can not be convinced so. Ultimate truths are far from being established in many areas of scientific interest. Commensurability in science refers comparability of theories (Ladyman, 2002, p. 117). If a theory can be compared thus judged conclusively based on established assumptions, the theory is commensurable. If a theory can not compare with established theories or guiding assumptions, such a theory is considered as incommensurable. According to Kuhn, scientific paradigms are not commensurable (Robert, 1952, p. 142).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Paradigm’s incommensurability is occasioned by the fact that change in paradigm is change in world view. Therefore, people in different paradigms can not compare their views because they base their theories on different world views. Secondly, often when paradigm shifts occur in science, methodology is also affected (Bird, 2004). If a study is done basing on a different methodology, there is not much ground for comparing it with another done based on some other methodology. Further, even the jargon or concepts used by different paradigms differ in a big way. The way concepts are related in one paradigm does not resemble another paradigm due to change in assumptions. Finally, Kuhn expressed that paradigm shifts happen after sometime. When a paradigm shift occurs, scientists’ training and even experience changes, which makes paradigms incomparable (Bird, 2004). From the foregoing paragraphs, it is clear that Kuhn’s ideas were in themselves seeds for a paradigm shif t. Traditionally, it was believed that science is progressive with one idea leading to another successfully until ultimate truths are established. Kuhn championed a shift in paradigm. The new paradigm challenges the claimed objectivity in sciences and obsession with comparability with established theories or knowledge. According to Kuhn, science progresses in a revolutionary way. The resistance to change due to established consensus and expectations make change or shift in paradigm very hard. Those who seek new ways or acknowledge unpopular findings that do not support established assumptions are met with insurmountable resistance. Reference List Andersen, H. (2001). On Kuhn, Belmont CA: Wadsworth. Bird, A. (2004). Thomas Kuhn. Stanford Encyclopedia of Philosophy Retrieved from file:///C:/DOCUME~1/Owner/LOCALS~1/Temp/thomas-kuhn.htm Godfrey-Smith, P. (2003). Theory and Reality. Chicago: University of Chicago Press. Hoyningen-Huene, P. (1993). Reconstructing Scientific Revolutions: T homas S. Kuhn’s Philosophy of Science. Chicago: University of Chicago Press. Ladyman, J. (2002). Understanding Philosophy of Science. New York: Routledge Nickles, T. (2003). Thomas Kuhn. Cambridge: Cambridge University Press Robert, K. (1952). Introduction to Philosophy of Science. Oxford: Oxford University Press. This essay on Thomas Kuhn’s Scientific Revolution was written and submitted by user Madeline B. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How to Find the Stated Main Idea

How to Find the Stated Main Idea How to Find the Stated Main Idea First of all, before we get into the stated main idea strategies and tricks, you have to know what the main idea is in the first place. What does it mean when a professor or teacher asks you to determine the main idea of a paragraph, essay, chapter or even a book?  The main idea of a paragraph, essay, or chapter is the point of the passage, minus all the details.  The main idea is the big picture. Its what you tell people when they ask you what you did last Saturday. You might say, I went to the movies, instead of saying, I hopped on the train to go to see Channing Tatums new movie where he blows up the planet and teams up with his long-lost love to start a new life on Pluto. I ate popcorn, used the restroom, washed my hands, then left the theater and went back to my apartment. The main idea is the general  instead of the specifics.  Ã‚     Its the Solar System vs. the planets. Its the football game vs. the fans, cheerleaders, quarterback, and uniforms. Its the Oscars vs. actors, the red carpet, designer gowns, and films. So, how do you find the  stated  main idea? The good news? Its really easy compared to figuring out the implied main idea. Read on for the details.   More info on how to find the main idea What Is a Stated Main Idea? Sometimes, a reader will get lucky and the main idea will be a stated main idea, which is the easiest to find in a passage. It is written directly in the text. Authors sometimes come right out and write the main idea in the passage for a variety of reasons – they dont want you to miss the point, they are new writers and have not figured out the art of subtlety, they like clear, informational writing. Whatever the reason, its there waiting for you; you just need to find it.   How To Find the Stated Main Idea Read the passage of textAsk this question to yourself: What is this passage mostly about?In your own words, explain the answer in one short sentence. Do not includes details or examples from the text. Do not extend your idea beyond what is written in the text, even if you know a ton about the topic. It does not matter for this exercise.  Look for a sentence in the text that most closely fits with your brief summary. Stated Main Idea Example:Because the Internet exists in a world that is already regulated with policies and laws, government officials, upholders of current laws and the voice of the people, should be ultimately responsible for the regulation of the Internet. With this responsibility comes the enormous task of managing the protection of First Amendment rights along with honoring social and public interests across the world. That being said, the ultimate responsibility still rests in the hands of Internet users who vote – they, along with the officials elected to serve them, make up the global community. Voters have the ability to elect responsible individuals to the appropriate posts, and the elected officials have the responsibility to act on the will of the people.. The main idea here is †¦government officials†¦should be ultimately responsible for the regulation of the Internet. That is a stated main idea because it is directly written in the text. The sentence fully encapsulates the passages meaning as a whole. It does not go beyond the text making inferences outside the scope of the passage, nor does it use the specifics of the passage inside it, either.   How to Find an Implied Main Idea Main Idea Practice Want to flex those main idea muscles? Here are some worksheets to practice!

Making the Most of Palindromes

Making the Most of Palindromes Making the Most of Palindromes Making the Most of Palindromes By Guest Author Anyone can come up with a list of palindromes. The real challenge is to use them intelligently in published writing. Can a writer incorporate palindromes (words or phrases that read the same backwards and forwards) in any meaningful and credible way? Or will they remain nothing more than amusing stand-alone oddities? Here are five suggested uses for palindromes in fiction writing: 1. Place them in the mouth of a social misfit. Anyone who quotes palindromes incessantly in real life (â€Å"Go hang a salami, I’m a lasagna hog†) is clearly a person to be pitied. Waiting their moment to spring their new-found witticism upon the unsuspecting audience (â€Å"We panic in a pew†), the palindrome bore will never create one of his own and is always oblivious to the drooping eyelids on his hapless victims. If your novel contains such a nerd, stick a palindrome or two in his mouth and let your readers wince. 2. Use in crime or supernatural genres as a means of filling out a character’s profile. A serial killer who leaves palindromes as his calling card, for instance, may be more memorable than one who merely cuts a lock of the victim’s hair. â€Å"Borrow or rob† seems a possible option for such a criminal. Or, perhaps, â€Å"Dennis and Edna sinned†, for a nasty double murder. 3. Incorporate into historic works especially those set in the ancient world. Both Greek and Roman cultures used palindromes. The Sator Square, for instance, confounds scholars to the present day, with over fifty published books or academic articles seeking to explain this four-ways Latin palindrome: ROTAS OPERA TENET AREPO SATOR The words literally mean, â€Å"The farmer Arepo uses his plough as his form of work†, and have been discovered etched onto several Roman buildings across Europe. Some have suggested that the graffiti is evidence of an early Christian household the letters, stretched out, make the phrase PATER NOSTER (â€Å"Our Father†) in the shape of a cross, with a spare A and O (representing Alpha and Omega). Alternatively, it has been described as a piece of magical incantation, used in Greek-inspired mystery religion. The word Abracadabra was used in a similar way in the second century as a triangular chant believed to posses healing properties. Whatever the meaning, the graffiti shows that palindromes were part of the culture of the classical civilizations. Writers locating their stories in those worlds could do worse than slip in the odd back-to-front phrase   if they can create or find one. 4.   Throw into a comedy, or use as part of a comic interlude. Hammy, Pythonesque work may best suit a character tasked with the immortal lines, â€Å"Satan, oscillate my metallic sonatas†, or, â€Å"Ten animals I slam in a net†. Perhaps a suitable palindromic name (Mike Kim, for instance) might also be appropriate for this individual. 5. Create palindrome poetry. We are indebted again to the ancients, who occasionally came up with such verse. Greek, Sanskrit and Hebrew palindromes have all been discovered mostly in the form of proverbs or short poems. Surely, the mother of all niche literature would be to publish your own palindrome poetry, create the blog and monetize the experience through a palindrome product store. Mugs engraved with â€Å"A nut for a jar of tuna† (and your logo) are guaranteed to enliven any office. Perhaps not. The challenge for the palindrome poet, of course, is to get beyond the one-line Napoleons Lament, â€Å"Able was I ere I saw Elba.† The English languages first full-length palindrome novel would, of course, take the art form to the ultimate level and ensure that the writer’s memory would never fade. A reviewer of such a ground-breaking work may, themselves, be tempted to lapse into palindromic praise: â€Å"Are we not drawn onward, we few, drawn onward to new era?† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Good At, Good In, and Good With"Certified" and "Certificated"While vs. Whilst

Askweek3 Essay Example | Topics and Well Written Essays - 250 words

Askweek3 - Essay Example your son might not be so committed to steer ahead the company, and this could probably be in terms of not being active in the organization, perhaps because the organization belongs to the father, or on the other hand, he may work hard to improve the status of the organization to please the father. With such deliberations, how would you ensure your son is in the right course? Another way through which your organization may deem appropriate to solve its challenges is through adoption of a more fractal system approach. What does this approach entails? What are challenges accrued from the use of this approach? According to Stacey (2011, pp. 491-493), people embracing the concept of complex adaptive systems might go about â€Å"rethinking the roles of leaders and managers†. In this regard, do you find this being applicable in your organization? If you were given an opportunity to advise your senior managers on ways through which their behaviors can help improve the status of your organization, what advice would you give? Leaders who fall into the neurotic forms of leadership fails to meet the long-term goals of the organization. Their behaviors exhibit short term strategic thinking. In this regard, and given an opportunity recommend the best strategies to oversee realization of long-term goals of your organization, what strategies would you

IT In Financial Organizations Essay Example | Topics and Well Written Essays - 2500 words

IT In Financial Organizations - Essay Example Various technologies have been invented to automate certain business functions of an organization. The type of technology depends totally on the type of operation and the organization's infrastructure support. The financial institutions have adapted to various advanced technologies so as to enhance the services they provide to the customers dependent on the upgraded business processes. Many financial institutions collect the information related to individual customers such as their personal details and their financial details associated with the institutions and various businesses carried out over a period of time. This is information is then processed and then certain data can be obtained automatically by implementing certain technologies. Asset Management serves the investment needs of institutions, governments and government agencies around the world. An asset can be defined as anything owned by an individual that has a cash value, including property, goods, savings, and investments. Asset management, therefore, refers to the management of the assets by money managing teams. Though the major emphasis is on managing the investment portfolios of a company, asset management also includes management of physical assets such as money, equipment and property, as also the non-tangible assets such as information and the workflow processes (ittoolkit, 2007). Assets, in any commercial set up, include the monetary investments, plants, infrastructure and its human resources. Asset management is, therefore, a process that aims at the optimum utilization of resources for maximum returns at the minimum investment or costs. The first priority of any asset management team is to identify the company's 'assets' or resources. Once these are identified, the team can then focus on the business process or, in other words, understand the functioning of the tangible or non-tangible assets (netsimplicity, 2005). Preparing the monetary investment portfolios is an important aspect of asset management. The investment portfolios give a clear picture of the income- expenditure ratio, as well as the financial status of a company. Based on the study, the asset management team can remove deficiencies, or modify the investment structure to maximize returns. Property, plant, and equipment are the tangible assets of the company. Asset management involves the study and analysis of the actual property on which the plant is built and all the equipment that is required to run the business. Plant and equipment need effective management. Their depreciation values needs to be studied. Their analysis helps the team to arrive at a decision whether to repair or replace machinery in order to reduce running costs. Human Resources include the non-tangible resources of the company. Managing human resources involves studying individuals, departments; divisions, planning for improvement of skills, improving comfort level and security, and, thereby evolving a policy for maximum output by the employees (Cole, 2006). Ensuring accurate tax and paying for these on time is also one of the ways which companies consider an attractive option rendered by asset management. Depreciation, amortization,

Causes and Effects of Smoking Essay Example for Free

Causes and Effects of Smoking Essay â€Å"Smoking is bad for health†. It is a very familiar slogan that you can easy to see in all pack of cigarettes and in public places. However, there is a fact that, despite knowledge about smoking damage, the number of people who smoke is increasing day by day. Smoking causes many negative effects than people think. It affects not only health but also environment and society. First, smoking affects health of both smoking person and people around him. There are many dangerous disease germs in tobacco, so that health of people who smoke is threatened a lot when they smoke. According to World Health Organization (WHO), there are 200 toxic chemicals per 4000 chemicals in tobacco, and in these 200 toxic chemicals, there are about 40 chemicals cause cancer such as nicotine, monoxide carbon, benzene, ammoniac, etc. These chemicals have bad effect on nervous system, blood vessel and are the main reason of heart disease, cancer, memory damage. A study of WHO also shows that each day, average 5 million people die because of tobacco and this figure could rise to 10 million by 2020 if countries don’t have effective solution to restrict smoking. In addition, smoke is easy to spread in the air, therefore not only smoking people but also people around them are affected. That mean, when a person smokes, he is harming both himself and many people especially children. These people are call â€Å"passive smoking† people. Because immunize system of children doesn’t complete, they are easy to be affected by harmful factors from smoke. That’s why the threat of disease cause by smoke in children is higher than others. Some statistics in Vietnam show that about 60 -80 per cent children under 5 are affected by smoke. They are also easy to get some diseases like asthma, pneumonia, bronchitis if they usually contact with smoke. Smoking also has bad effect on environment. The tobacco manufacture releases an amount of waste including a lot of toxic chemicals such as oils, plastic, ethylene, glycol, nicotine, etc. These chemicals make water and soil as well as air in surrounding areas is contamination. In USA, tobacco manufacture is rank 18th in toxic industries. Each year, tobacco manufacture of the World releases about 300 million kilograms nicotine, one of toxic chemicals causes cancer and heart disease. Moreover, do you know that 95 per cent filter of cigarette made of plastic cellulose acetate? This chemical is very difficult to decompose and can’t recycle, so that it takes several years to disappear. In this time, this chemical may cause many effects on soil, water, even animal because some kind of birds and small animals confuse filter of cigarette as their food. Chemicals in cigarette filter make animals can’t digest and they may be killed by these chemicals. Not only health and environment but also society is affected a lot by smoking. First, smoking restrains economic development. Because of tax, tobacco is not cheap. In Vietnam, tax on tobacco is accounted of 45 per cent retail tax. It is supposed that a pack of cigarettes costs 10 thousand VND, so if a person smokes one pack a day; he has to pay 300 thousand VND a month for smoking. However, in fact, this is maybe much more money because some kinds of cigarette have higher price and with addicted people, a pack of cigarettes a day is not enough. For person got married, wasting a lot of money for smoking a month affects much on economics of family, especially poor family. Consequently, economics of a country cannot develop when economics of family doesn’t develop. In addition, another problem of smoking is medical burden. Smoking causes many diseases and also kills a lot of people. In Vietnam, each year, there are about 40,000 people die because of diseases related to tobacco. This figure is three times as much as people die because of traffic accident. Furthermore, each year, government has to spend a lot of money for health service in general and for treating diseases cause by tobacco in particular. In fact, expense for treating diseases cause by tobacco in Vietnam increases rapidly from 429, 8 billion in 2004 to 1160 billion in 2006, and in the future this expense maybe higher. It makes a big burden for government to solve smoking problem. There are not any benefits of smoking but serious effects in health, environment and society. It’s very important for people to realize the danger of smoking and give up it. That’s why WHO choose the day 31/5 is World No Tobacco Day. All of us join together to make a world without smoke.

Loves Labours Lost Essay -- Plays Shakespeare Papers

Love's Labour's Lost The Elizabethans thought of it merely as "a wittie and pleasant comedie" ; Samuel Johnson remarked that "all the editors have concurred to censure [it]" ; and William Hazlitt opined, "If we were to part with any of the author's comedies, it should be this." It was not until well into the twentieth century that Love's Labour's Lost really came into its own, and this fact alone may be enough to make a case for it as Shakespeare's most forward-looking play. It is its ending in particular, an unexpectedly grim conclusion in which nothing is actually concluded, that has appealed to modern sensibilities and made Love's Labour's Lost the Shakespeare play for the twentieth century. Trevor Nunn makes this point emphatically in a recent National Theatre production that presents Love's Labour's Lost as a tale of society's passage out of the nineteenth century in the devastation of World War I. Though neither this idea nor any other aspect of his production is entirely novel, it emerges as possi bly the darkest interpretation of the play yet presented, taking the disturbing qualities that have so delighted modern audiences and pressing them to their limits and beyond. Reading the play now, it seems hard to believe that the unusualness of the ending could have gone apparently unnoticed for so long. With the stage set for the usual comedic ending of multiple marriages, the news of the Princess's father's death comes as a complete shock: Marcadà © enters at a moment of such carefree mirth that the Princess playfully chides him, "thou interruptest our merriment" (5.2.712). A moment later, his news is told and the atmosphere of the play has noticeably changed, as Berowne himself acknowledges when he says, "The scene begin... ...ns. Ultimately, Nunn succeeds in making his dark vision of Love's Labour's Lost convincing, and in using the play to make the usual points (the fleeting nature of happiness and happy endings, the necessity of confronting difficult realities, the inevitability of death) with exceptional force. But these triumphs come at the price of two priceless aspects of Shakespeare's ending: its unanticipated overthrow of audience expectations and its startlingly modern open-endedness. Bibliography Gilbert, Miriam. Love's Labour's Lost. Shakespeare in Performance Series. Manchester and New York: Manchester University Press, 1993. Holland, Peter. English Shakespeares. Cambridge: Cambridge University Press, 1997. Peter, John. "Growing Pains," Sunday Times, Feb. 2003, p. 19. Woudhuysen, H. R., ed. Love's Labour's Lost. 3rd series. London: The Arden Shakespeare, 1998.

Htrl – Notes

7/5/12 Notes – How To Read Literature by Thomas C. Foster Introduction: How'd He Do That? 1. Interpreting Literature A. Same Story, Different Theory, Why? The Professor is a lot more experienced than his students â€Å"We don't get it. And we think you're making it up. † – His mind is open to different theories and situations, making him somewhat optimistic. While they're pretty much closed minded only viewing situations from one point of view. They're not using the same method of thinkingThey don’t have the same â€Å"language of reading,† the students aren’t applying the same rules and strategies that the professor has learned to apply over time Putting aside the age difference, simply, people don’t think alike B. Grammar of Literature Novels, poems, plays, movies, etc. all have patterns. After the pattern is complete the audience is either pleased or not. Memory, symbol, and pattern are interpreted differently, separating professori al reading from everyone else Memory – After watching a great movie, it sticks to you.So when reading a book that the same events somewhat relates to the characters actions in the movie, one will automatically apply what they saw in the movie to the characters action which opens up another view or interpretation of what’s going on. Symbol – Professors read symbolically, opening their minds to different ideas and comparisons between different things that a student, for example, wouldn’t be able to find alike any way, shape, or form. Pattern – Observing a pattern of literature has a lot to do with mechanism 2.Every Trip Is a Quest (Except When It's Not) A. When It's Not? The story with the young teenager didn’t seem like a quest but in fact was because it had the same characters and actions that a quest has, it's a quest in disguise. A quest consist of five things and the story had those five exact things, it just wasn’t so obvious The quester is usually young and inexperienced The quester usually fails the stated task In a quest, there’s always challenges and trials 3. How, Where Have I Seen This Before? A. Connecting the dotsAfter studying and practicing literature for so long, a person begins to recognize patterns and concepts Studying literature is mostly practice After studying one thing and read others, you begin to connect the two and think â€Å"where have i seen this before† 4. It's Greek to Me A. Myths Myths show sacrifice and lost or heroism and loyalty Authors use myths to have a nice plot We sometimes use myths in our daily language, for comparisons Most myths function in the same manor Every myth have a hero with a dangerous and difficult goal that they either achieve or don’t achieve B.Underworld The underworld is a setting for final battle Conflicts in the story is made clear in the underworld 5. Is That A Symbol? A. Symbolism Sometimes an author would use allegories instead of symbols Allegories shows a specific message just as an item can be symbolic, so can an action Imagination, instincts, and past experiences is used to find symbolism in literature 6. Does He Mean That? A. 7. †¦ So Does The Season A. â€Å"†¦ writers can work magic with the seasons† Famous authors have used seasons as an advantageAuthors use seasons as different symbols for different things For example: age, moods, life, and death Not only do they use seasons but they also use holidays 8. One Story 9. Don't Read With Your Eyes A. Perspective You shouldn’t read from your point of view When reading certain things to fully understand and get a clear vision it is important to sometimes feel sympathy or even empathy Reading from another perspective helps you to better understand the text When reading something from a different culture one doesn’t have to accept the idea, just sympathy

To what extent did Russia undergo economic

To what extent did Russia undergo economic and political reform in the years 1906-14? After the 1905 revolution Russia was in need of reforms both economically and politically, to allow it maintain its role of a great power and to prevent another revolution occurring the answer to this was the October Manifesto. However, due to the stubbornness of the Tsar who was determined not to relinquish his autocratic powers, what may have appeared as reforms were largely superficial making little change in particular to the Russian political system. In early 1906 the OctoberManifesto was published as a result of the 1905 revolution and as a way to appease the peasants and appear as a revolutionary change, when truly very little was changed by this. Political activity was now legal so political parties now no longer needed to remain secrets; freedom of speech was also introduced along with the introduction of a state elected Duma. Most of these changes were made as a bid to make the peasants co ntent and prevent the chances of another revolution; however this also banned trade unions and newspapers. The introduction of the first Duma was short lived due to to the disapproval of the Tsar, who dissolved it under theFundamental Law, after only 73 days. This was due to the number of members that were revolutionaries, who wanted to push through more moral ideas and reforms than the Tsar was willing to do, only 2 out of 391 made it into the law. This then led to the Wborg manifesto, which was a group of frustrated Duma members teaming up to go against the Tsar's action of raising taxes – unfortunately this backfired, leading to all 200 members being banned from standing in the next Duma. The next Duma followed a similar suit, Just with the gaining of the Social Revolutionaries and theSocial Democrats gaining seats, it was the third and fourth Dumas that raised the most change within Russian society, but this may have been due to the Electoral Reform. In order to make sure that the government gained the best support, voting was restrained to the wealthy, meaning that only 30% of Russia could vote. This meant that the majority of the revolutionaries supporters could not vote, leading to to mostly pro-government parties winning the vote. The Duma was never seen as political institution and was never meant to be, it was supposed to be a simple forum o please the masses and make them believe that the autocracy was listening.The Third ; Fourth Dumas managed to make some successful reforms as the government were more inclined to listen to them, they managed to replace the biased Land Captains, introduced universal primary education, create health and accident insurance programmes and made improvements to the army and navy. Despite the fact that the Duma were never supposed to be parliamentary, they still successfully managed to have the Duma debates reported in the press, meaning that the reformers and radicals participating managed to influence public opi nion egitimately – something that had been denied to them previously.This reform had helped helped create political reform, as it had created a space where a forum for political debate could be taken note ot, and could be published without being censored. It meant that political parties had been established legally, and despite the fact that the Third and Fourth Dumas thwarted many reforms, they helped too, as not all of the seats in this institution had been pro-government. Another factor affecting the amount of political change over the years is the use of Peter Stolypin, the Russian Prime Minister from 1906- 1911.It is hard not to see Stolypin as a reformer, as he evidently saw what policies and laws needed to be changed or created in order to vanquish any repeat of the revolution, as he brought great changed to the Russian countryside, giving peasants the freedom to leave their communes, offering them cheap land in Siberia, or helping them to own their pieces of land thro ugh the redistribution of peasant wealth through the Land Bank.This had a big impact, as it lead to 50% of peasants having ownership of land, and agricultural production had risen from 45. 9 million tonnes to 61. 7 million tonnes in 1913. It is said by historians hat had war not broken out, Russia could have developed a more stable, loyal and prosperous peasantry, as Stolypin envisaged. On the other hand, despite the rise on crop yields and production, not much was done about the living and working conditions of Russia's industrial workers.This was definitely shown after his assassination, where a plague of Russian unrest came around again, only leading to the Lena Goldfield massacre of 1912 in Siberia, which led to strikers being killed by the police. This was then a tipping point for more strikes and demonstrations, reminiscent of the 1905 revolution, to take place, showing that despite the fact Stolypin had helped reform a little economically, it was immediately undone by the wra th of popular unrest amongst the lower classes once more.From these two arguments it is very easy to see points helping question the extent of the Russian economic and political changes over the years, but I believe that the true tipping point comes to the Fundamental Law. This Fundamental Law, created in 1906, created the constitution of the Russian Empire, creating a national parliament with the lower house (the Duma), being elected. This all sounds very good, and sounds like political eforms were in their heights in 1906 – but this was completely changed in Article 87.This gave the right for the Tsar to govern by decree, thereby ignoring his faithfully created' parliament. This basically meant that the creation of the Duma was practically pointless, as the Tsar could still change his mind as to what laws he wanted created, and which laws he would go against, putting incredible restrictions on how much could be done within the Russian Empire. Therefore, I find that the exte nt to which the Russian Empire underwent economic and political changes were the smallest possible, as Nicholas was not willing to create any reforms.

Platos allegory of the cave Essays

Platos allegory of the cave Essays Platos allegory of the cave Paper Platos allegory of the cave Paper Platos theories about reality involve the allegory, in which Plato expresses something of his beliefs about learning, and his beliefs about the relation between the world of appearances and the world of Reality. Plato suggests that there was a difference between intellectual knowledge, gained through reason, and the knowledge gained through using the senses. He thought that knowledge gained through the senses was no more than opinion, because the senses can be mistaken; but knowledge gained through philosophical reasoning was certain. Platos philosophy is his Theory of Forms, sometimes called the Theory of Ideas. He believed that, as well as the material world in which we live and which we experience, there is also another, eternal world of concepts or Forms. This eternal world is more real than the world we experience through the senses, and it is the object of knowledge, not opinion. Plato believed that this material world cannot reveal the certain truth. He stated that the material world can only present appearances, which lead us to form opinions, rather than knowledge. The truth is to be found elsewhere, on a different plane, in the non-material world of ideas or forms. According to Plato because we have concepts of the ideal forms, without having experienced them, our souls must have known the forms before we were born. This leads him to the belief that people must therefore have immortal souls. Plato also explained that in the world of forms there is an ideal everything created by god. The things we see in our every day lives are just copies and inferior to the ideal form. The ideal form is eternal and is the object of knowledge, not opinion. The most important form / most perfect forms are the form of the good, which is the ultimate principal. As Plato realises that the general run of humankind can think, and speak, etc., without any awareness of his realm of forms. The allegory of the cave is supposed to explain this. In the allegory, Plato likens people untutored in the theory of forms to prisoners chained in a cave, unable to turn their heads. All they can see is the wall of the cave. Behind them burns a fire. Between the fire and the prisoners there is a parapet, along which puppeteers can walk. The puppeteers, who are behind the prisoners, hold up the puppets that cast shadows on the wall of the cave. The prisoners are unable to see these puppets, the real objects, which pass behind them. What the prisoners see and hear are shadows and echoes cast by objects that they do not see. The prisoners therefore mistake appearance for reality. They think the things they see on the walls are real. Though obviously they are wrong and Platos point is that they would be taking the terms in their language to refer to the shadows that pass before their eyes, rather than to the real things that cast the shadows. Platos point is that in terms of our language are not names of the physical objects that we can see. They are actually names of things that we cannot see, things that we can only grasp with the mind. This statement refers back to Platos theory upon what we presume is reality is in fact mere the opposite. When the prisoners are released, they can turn their heads and see the real objects. Then they realise the error. Platos aim is to describe what is necessary for us to achieve this reflective understanding. But even without it, it remains true that our very ability to think and to speak depends on the forms. The prisoners may learn what certain objects are as they would have seen the shadows of them but if they referred back to a certain object thinking of the shadows they would be mistaken. Likewise, we may acquire concepts by our perceptual experience of physical objects. But we would be mistaken if we thought that the concepts that we grasp were on the same level as the things we perceive. Also referring back to the perfect form, the form of good in the story the cave is the sun as the good illuminates the other forms. The allegory of the cave overall, suggests that people are philosophically ignorant, and are like the prisoners chained to the floor of the cave. They can only see the shadows playing on the back of the cave. They assume that these shadows are in fact the whole of reality. The world outside represents the world of the forms. The prisoner who escapes is like the person who achieves philosophical enlightenment. Platos, forms are sorts, kinds or types of things. They were not created, and they do not do anything. They are simply there. The forms are timeless, unchanging and beyond space. The created world, by contrast, is made of contingent, imperfect, stuff, which has been subjected to change and also decay.

How Runoff Primaries Work in US Politics

How Runoff Primaries Work in US Politics Runoff primaries are held in nearly a dozen states when no candidate in a race for their partys nomination for state or federal office is able to win a simple majority of the vote. Runoff primaries amount to a second round of voting, but only the two top vote-getters appear on the ballot - a move that ensures one of them will win support from at least 50 percent of voters. All other states require the nominee to win only a plurality, or the most number of votes in the race.   This requirement that you have a majority vote is hardly unique. We require the president to get a majority in the  Electoral College. Parties have to get majorities to choose presidents. As John Boehner can explain, you also need to have majority support in the  House  to become  speaker, Charles S.  Bullock III, a political scientist at the University of Georgia, said during a 2017 panel discussion held by the National Conference of State Legislatures. Runoff primaries are  most common in  the South and date back to single-party rule. The use of runoff primaries is more likely when there are more than two candidates seeking the nomination for a statewide seat such as governor or U.S. senator. The requirement that party nominees win at least 50 percent of the vote is seen as a deterrent to electing extremist candidates, but critics argue holding second primaries to achieve this goal is costly and often alienates large swaths of potential voters.   10States That Use Runoff Primaries The states that require nominees for state and federal office to win a certain threshold  of votes and hold runoff primaries when that doesnt happen, according to FairVote and the National Conference of State Legislatures, are: Alabama: Requires nominees to win at least 50 percent of the vote.  Arkansas:  Requires nominees to win at least 50 percent of the vote.  Georgia:  Requires nominees to win at least 50 percent of the vote.  Louisiana:  Requires nominees to win at least 50 percent of the vote.  Mississippi:  Requires nominees to win at least 50 percent of the vote.  North Carolina:  Requires nominees to win at least 40 percent of the vote.  Oklahoma:  Requires nominees to win at least 50 percent of the vote.  South Carolina:  Requires nominees to win at least 50 percent of the vote.  South Dakota:  Requires certain nominees to win at least 35 percent of the vote.  Texas:  Requires nominees to win at least 50 percent of the vote.   History of Runoff Primaries The use of runoff primaries dates to the South in the early 1900s, when Democrats held a lock on electoral politics. With little competition from Republican or third parties, the Democrats essentially chose their candidates not in the general election but the primaries; whoever won the nomination was guaranteed electoral victory. Many southern states set artificial thresholds to protect white Democratic candidates from being toppled by other candidates who won with mere pluralities. Others such as Arkansas authorized the use of runoff elections to block extremists and hate groups including the Ku Klux Klan from winning party primaries. Justification forRunoff Primaries Runoff primaries are used for the same reasons today: they force candidates to achieve support from a broader portion of the electorate, thereby reducing the chance voters will elect extremists. According to Wendy Underhill, an expert on  elections and redistricting,  and researcher  Katharina Owens Hubler: The requirement for a majority vote (and thus the potential for a primary runoff) was intended to encourage candidates to broaden their appeal to a wider range of voters, to reduce the likelihood of electing candidates who are at the ideological extremes of a party, and to produce a nominee who may be more electable in the general election. Now that the South is solidly Republican, the same issues still hold true. Some states have also moved to open primaries to try to reduce partisanship. Downsides of Runoff Primaries Turnout data show that participation declines in runoff elections, meaning those who do turnout might not fully represent the interests of the district as a whole. And, of course, it costs money to hold primaries. So taxpayers in states that hold runoffs are on the hook for not one but two primaries. Instant Runoff Primaries An alternative to runoff primaries growing in popularity is the instant runoff. Instant runoffs require the use of ranked-choice voting in which voters identify their first, second and third preferences. The initial count uses every voters top choice. If no candidate hits the 50-percent threshold to secure the party nomination, the candidate with the fewest votes is dropped and a recount is held. This process is repeated until one of the remaining candidates gets a majority of votes. Maine became the first state to adopt ranked-choice voting in 2016; it uses the method in state races including those for​ the legislature.

Mitosis, Meiosis, and Mutation Assignment Example | Topics and Well Written Essays - 500 words

Mitosis, Meiosis, and Mutation - Assignment Example Select each sample with your mouse and â€Å"drag† it to the virtual microscope in order to observe the cells in each sample. It was observed that 90 percent (nine cells) of the normal cells were in the anaphase stage of mitosis in the first sample while only 10 percent was in prophase. In the second sample, 90 percent of the cells were in anaphase while only 10 percent of the cells were in the telophase stage of mitosis. These two observations showed than in normal cells, only 10 percent of the cells were actively dividing at any given time. In sample 3, which was a cancerous tissue, 70% of the cells (7 cells) were in the interphase stage while 20 % (2 cells) were in the prophase stage. 10 % (1 cell) was in the anaphase stage. Similarly, in sample 4, 70 % of the cells were in interphase while 10% (1 cell) was in prophase, metaphase and telophase stages of mitosis. These findings showed that cancer cells have an abnormally higher rate of division and proliferation. Therefore, the results of the experiment were in line with the expected observations of the experiment. These findings suggest that a general approach to combat cancer is preventing the abnormal multiplication of cancerous cells. One such way is through eliminating the cancerous cells, which can be achieved through chemotherapy as well as radiation therapy. Chemotherapy involves the use of chemical agents that target certain stages in the cell cycle of cancerous cells (Priestman, 2012). In addition, anticancer drugs work against certain proteins that are vita in the survival of cancer cells. Radiotherapy, on the other hand, is the utilization of high-energy radiations to eliminate malignant cells (Reilly, 2010). The two methods may be used concurrently. Another treatment option is the surgical removal of the malignant cells. Though the mode of action of the various methods may differ, all cancer treatment methods aim at eradicating

UltraSound - Current Disruptive Innovation and Theories Essay

UltraSound - Current Disruptive Innovation and Theories - Essay Example However, disruptive technologies generally refer to mechanisms and equipment by which simpler and cheaper products are created. Disruptive technologies assist in the creation of new markets and product value networks, in the process interfering with the established or existing markets and value networks. That is, with the emergence of a disruptive technology, a given market or value of a product is changed in a manner the market does not expect (Scott et al., 2008). For instance, a disruptive technology could create a new class of customers through processes that lower product prices. Disruptive technology thus opposes sustaining technologies, which do not create new value networks or markets. Although most disruptive technologies may be cited to relate to computers and the associated products, such as desktop publishing, microcomputers, gps, smartphones, and the social media, other industries such as education and health care are also awash with disruptive technologies, which have c reated new markets, value networks, and customer classes. Ultrasound as Disruptive Technology The market disrupted by the ultrasound technology is the radiography, in which the X-ray imaging technology has been disrupted. One of the features of the disruptive technology that ultrasound has is its creation of a new market, interfering with the market advantages enjoyed by X-ray companies, which never participated in ultrasound until much later, after they acquired some major ultrasound equipment manufacturing firms (Tribikram, 2004). According to Professor Clayton Christensen of Business Administration at the Harvard Business School, the emergence of ultrasound in clinical applications is a good example of disruptive technologies that address certain inefficiencies in modern health care standards. For instance, comparatively, ultrasound is simpler, less expensive, and more convenient than other modern imaging systems. Therefore, according to Christensen, healthcare should be more dis ruptive, flexible, and simpler to meet the divergent needs of patients. Similar to the case of other disruptive technologies, ultrasound entered the healthcare market and immediately won a big chunk of customers who had hitherto used other technologies. Although other technologies such as CT, MRI and PET imaging earlier introduced had displaced the X-ray, ultrasound is obviously more disruptive than the CT, MRI, and PET (Christensen, 1997). Moreover, ultrasound allows mere caregivers and technologists to take imaging to patients rather than the more expensive specialists. Interestingly, those behind the ultrasound invention and manufacture are small companies such as the Ultrasonix, which are rather new to the industry, and not the long-established healthcare multinationals. In fact, Ultrasonix designs, develops, and manufactures different diagnostic ultrasound systems that make ultrasound technology easier to apply in several areas of patient care (Christensen, 1997). With their la rge monitors and image quality, these ultrasound systems are quite ideal for guiding interventional procedures. According to Adner and Snow (2010), disruptive technologies such as the ultrasound are met with skepticism from some stakeholders who, instead of embracing a new technology, would rather continue with, or

ENVIRONMENTAL POLICY Essay Example | Topics and Well Written Essays - 2000 words

ENVIRONMENTAL POLICY - Essay Example This is a significant environmental issue that has raised debate across the country and the increasing use of technology by the developed nations is one of the major threats that prompted the signing of the Montreal protocol. The agreement also sought to tighten the ban on trading some substances like methyl due to its great contribution to the ozone depletion with dire climatic consequences on Earth. b. Implementation schedule. Since 1987 when this protocol was observed after the Vienna convention, there has been a series of meetings among the parties and there is as steady implementation and amendment of some of the policies. The initial meeting was meant to address the mode of mitigating the emission of ozone depletion substances with particular focus to the chlorofluorocarbon compounds (Reitze, 2001). Further meetings have been occasioned by assessment of the implementation process with the last meeting of the open-ended working group emphasizes the strict adherence to the protoc ol rules and regulations which is now backed up by licensing of various manufacturers and their nations on the limit of the producing the specified ozone depletion process (United Nations Environment Programme,2006). Implementation schedule was spread over years that spans from the protocol’s inception to 2013. c. Number of participants and the reasons for the level of participation. The Protocol currently has 197 parties who are assigned various legal obligations to undertake. The members participation is determined by the economic status since this highly gives the estimated volume of industrial production which in turn explains the production of ODS (Reitze, 2001). The developed member states have been found to be the major polluters as compared to the less developed countries and this explains why their participation is more of concern. The developing countries are most involved in promoting environmental care campaign in their respective nations. d. Compare the success o f the Montreal Protocol to that of the Kyoto Protocol and address the reasons for any differences in terms of National Interests of those that elected to participate and those that have not. The two protocols have a common denominator in the form of reducing the exponential rate of ozone layer depletion emissions. It is worth to note that US has been at the center stage as the global economic powerhouse in respect to the control of this climate menace issue. On the basis of cost benefit analysis US realized that it has more to lose from Kyoto protocol and therefore vehemently opposed it. On the other hand Montreal protocol was seen to be relatively friendly and proved to be acceptable by many countries. One of the issues that dogged Kyoto protocol was its monetary compensation mechanism which did not go down well with US and other nations. The conflicting interests of various participants arose from the cost/benefit analysis of the monetary consideration of Kyoto protocol against th e licensing of Montreal protocol (Oberthu?r & Ott, 1999). On aggregate many participants promoted adoption of Montreal protocol as being effective and economical to implement. 2. United Nations Convention on the Law of the Sea (UNCLOS): a. Discuss the issue of â€Å"Property Rights† as it relates to UNCOLS The United Nations Convention on the Law of the Sea (UNCLOS) provides a legal framework that empowers various countries bordering sees and oceans on how to manage them (Sands, 2003). It is important to

A reflective analysis | Learning with ICT

A reflective analysis | Learning with ICT This part of the assignment is a reflective analysis of my learning with ICT on this module. I am going to review my experience in collaborative learning on this module drawing my attention to the learning experience from the face to face sessions on the unit compared to the classroom sessions. Collaborative Learning Experience There are many ways that people learn in their everyday lives. Learning can take place anywhere at any time wherever you may be. Joel (2003) stated that Learning is a change in behaviour that results from the learners interaction with the environment. Joels statement is linked into the two environments experienced on this module. This module the teaching and learning consisted of face-to-face classroom sessions and online VLE discussions held on a weekly basis for one hour. The topics that were covered in this module are the way you can learn in different ways. Students participated in these discussions about various experiences and reinforced the information to promote further discussion. These discussions were mostly set in groups where we had to work together to complete various tasks. This type of collaborative learning is when two or more people are in a situation to learn something together Dillenbourg (1999). This occurred on two occasions in this module, one was creating a mi ndmap (online) and one was marking a past assignment (face-to-face). Both were instances of learning something new and we were in groups of more than one. Harding (1993) also suggested that collaborative learning usually works when students group together to create a knowledge and understanding of a certain situation. This in my understanding is communication amongst the group. Computer-supported collaborative learning (CSCL) is a concept within collaborative learning where it uses technology in the learning environment to facilitate group interactions Mitnik (2009). In my understanding on this module collaborative learning is the completion of any given project or task. According to Miller (1998) successful collaborative tasks have characteristics such as the problem being solved are example of the types of problems found in normal everyday life. Millers statement here links in with the past and current experiences of all students on the course where they have discussed the topic i n hand relating them to their own personal experiences. Miller (1998) also went onto explain that the problem can be solved by a small number of students who have not got the current knowledge and understanding to solve the problem alone but can contribute to it amongst a team. When working with my peers on the collaborative learning tasks I firstly felt as I am the youngest I wont know as much knowledge as the rest of them. However it gave me the opportunity to develop a higher level thinking skill to show my peers I am interested in the subject that we are going to discuss. The task was a positive learning experience which was very active, involved and insightful. When the mind map task was being developed I found that I was learning mostly from the facilities of the software that were available to me. Thanasis (2009) said that the role of the computer is to support users to communicate and structure the learning activity. This was the case in the collaborative task I completed in this module and the use of collaboration here is the idea of learning taking place when peers interact to achieve task outcomes (Thanasis 2009). This collaboration activity of the module was a challenging task as many of us had different ideas. However I felt that we all put our ideas together to find the best outcome. Smith (1992) suggested that this sort of collaborative learning process is not beginning with facts and ideas and then finding out the problem but it begins with the problem to find out the facts and ideas in the first place. We as a group didnt meet up altogether initially but I discussed the task before hand to a member of my peer and just went over what we would want to do. This pre-process helped as I went away and did my own research to find out some ideas I could share. By working in this environment we could cover more ground and get the task done at a quicker pace than doing it individually in which can help by sharing resources and ideas. With my teaching ex perience in my previous school, students working in smaller groups enable them to increase their knowledge and widen their understanding of the task in hand. The task which is given to the students is structured in a way to accomplish the learning objectives set. Giving students individual responsibilities gives a lively and energetic vibe to the classroom and the thought of competition amongst other students seemed common. Stahl (2002) suggested that when using technology to support collaborative learning it enhances peer interaction and facilitates the distribution of knowledge and expertise amongst the group. The different collaborative Learning strategies I used in the classroom were that I created different tasks and activities that were necessary for the group to work together and be dependent on each other. If certain individuals do really well and shine through, it created a more motivated establishment in the group. Communities of practise My experiences of group interaction relates to the work of Jean Lave and Etienne Wenger Communities of Practise (CoP) which we covered in our module. Wenger (1991) defines CoP as a passion of learning something and sharing it amongst a group of people and then establishing how it was done. This is a way of promoting new ideas, developing social means, facilitating and spreading knowledge within a group (Wenger 1991). Wengers definition relates to the module task we worked on. The process of social learning that occurred when a group of students came together to discuss a task was something that we were interested in and collaborated with. Wenger went onto explaining that CoP had 3 main components to it which were domain, community and practice. A domain of interest is a specific subject area, which in our case the multiple intelligence theories. The community is where students gathered together and shared ideas and information about Gardner in the module. The practise is members of t he group who are already helpful in the resources and give common experience encountered. These components were explored more in Part 1 Websipration unit on Microworlds. Effective classroom interaction needs to be managed to help student generate a deeper understanding of the lesson. Harry (1993) describes Moores theory (1984) that this type of management involving three types of learning. Interaction with resources, teachers and peers. With the face to face sessions we encountered on the course I learnt to work with different types of people from different backgrounds. During our lecturers the small group discussions allowed us to reflect and act upon discussions and responses when certain questions were raised by the tutor. These small group interactions on a weekly basis allowed us to have a better understanding on our peers point of view. Downes (1998) states the idea is that learning is not paced so much by the teacher, as it is by the students own capacity to acquire the mater ial. Downes statement is exactly how our module is routined. The tutor has a certain role in the classroom but it is up to the student to obtain and research the necessary information to be prepared enough for the upcoming discussions. This collaboration experience in the classroom and online allowed different students give different responses and established a range of different perspectives on the topic discussed. In MacGregors view he states that Knowledge is shaped, over time, by successive conversations MacGregor (1990). The ability to relate to other students in the face to face session is helpful for other students who find it difficult to communicate in front of others and can benefit their own social skills. However the same goes for the online learning sessions on the module where the learning is catered to individual students and their different learning styles (Downes 1998). As Downes suggested the student can adapt the materials and discussions thrown at them and can re spond in a learning style that suits them. These different learning styles online without seeing peoples faces becomes a centre of excitement and motivation that we all can feel throught the discussions. Maslows theory of motivation describes how human actions are directed toward goal attainment. The esteem needs from Maslows hierarchical pyramid shows a link to the online learning sessions that as students we need the confidence, self-esteem and achievement when working and expressing our views online. To add to this experience it has a deeper impact on me when I answer a question and others respond to it. This built my own self esteem which is described by Maslows theory of motivation as the others were responding to my ideas and encouraged me to give more to the discussion. At times from the online session it was hard getting the topic discussion together as many in the small group didnt want to manage the talk. Gunawardena (1995) suggested that online learning lacks social inter action between students and teachers, as well as within peer groups themselves. I agree with Gunawardenas statement here because it was hard getting everyone to agree with a certain responsibility which slowed down the discussion process. It is difficult to recognise that our group needs a little help and guidance in our conversation but this is not established by the tutor as they are mainly floating between group discussions. I also found that in many of our discussions even though we had a small group, 1 or 2 members would not say anything at all. This then leaves the discussion on 2 people who are the most dominating of characters end up having a conversation between themselves and others are simply sitting and reading. With the online discussions weekly discussions are uploaded on the VLE before the group get together. If the online conversation becomes slow and undirected, I tend to look at a group discussion they placed on the VLE and give my own options on it. This tends to gear the conversation back up and others tend to join in. These posts at times gives me ideas that I hadnt thought of and enables me to respond to their posts so the other students know that other students have acknowledged them. Through the experiences on the online chats I have noticed that this type of interaction allows the opportunity for students to share their own reflections, give critical feedback and comment openly about the topic. If a question is asked from the tutor in lesson its apparent that the same 3 or 4 confident students (including me) will raise their hands and continually answer. The answers are spontaneous commonly on the spot with limited time that we have to discuss. However on the online environment, if the same question is answered its opens a new dimension of read, review and respond method that we have encountered on the course. This VLE learning and online discussions encourage the use of other resources such as internet links, course materials, discuss ions boards at my convenience to help elaborate group discussions. Evaluation ICT has changed dramatically from when ICT as an A level in my experience was simply reading, copying out of a book and then taking the exam. This module has developed my understanding of the intensity of ICT and how ICT can be differentiated in many ways through the range of different virtual worlds software packages. The different activities we entailed in the module were across the board where as I discussed before even different students from different backgrounds could explore. Calongne (2008) explains in his article that Virtual worlds support different learning styles and give students opportunities to explore, discover, and express their understanding of the subject. However the tools capabilities do not guarantee a great learning experience. This was the case on the module, even though there were different virtual softwares we experimented with some were not interesting at all. Only the software I felt I learned the most from were described in part 1 of this report even thou gh most of the software activities were similar to each other. I have learnt a lot about the resources available that I didnt know about and how it can be used in Learning. Applying for my Masters I was worried that I would not have the confidence or techniques to stand up in the classroom again however this module has given me more resources to help me in the future to enhance my lessons using different learning materials. I have always been interested in ICT choosing it at GCSE and A LEVEL and then following it through into my degree and PGCE course. ICT has impacted learning so much that everything is now based around PCs. The online lecturers which were part of the module were accessed at any convenient time and place. This enabled students in the UK and abroad to approach the module without any limitation and express ideas at a pace convenient to them. Online learning as experienced on this module has brought a new dimension to learning and allows the student to engage with oth er members of my class outside the university environment which helps build confidence amongst the group when we got together. The flexibility of not writing quick short hand notes in lecturers but the detail of discussion remains and I can easily read back anything I may have missed. The tutor in this instant can be seen as a guide to the discussions and gives us students the opportunity to express our opinions and comments on other comments. The classroom interactions are more for the students who prefer to gain more knowledge from other people but also establishing new friendships amongst the group and direct contact with the tutor. Within the learning environment from face to face sessions which are rather brief in my experience however it becomes at times a great ice breaker for those who tend to be the much shy students. Our tutor being the certain point in both the face to face and online sessions gives them plenty of experience to help avoid any future drawbacks from these s essions. This enables tutors to grip the potential of collaborative learning and pull together information from the module evaluations to improve the course as a whole. Conclusion Online learning can always have its advantages and disadvantages but technology is there as a tool for learning which is combined with the different teaching methods. It is the way the students respond, review and reflect which was a key aspect of learning in this module. Students explore education in many different ways and the course has allowed us to do this online and face to face. These are only 2 types of learning but more technology will be introduced and more ways of learning will be introduced. This can change how we learn today through the use of student social collaboration methods. As cited in Gibson (2007) Visions without action is a dream; action without vision, nightmare. If only there was a virtual simulation that can visualise the future of education and how a learning environment would look like which could give us an indication of how rapidly technology is changing.

Death Penalty Essay -- essays research papers

Death Penalty   Ã‚  Ã‚  Ã‚  Ã‚  When turning on the television, radio, or simply opening the local newspaper, people are bombarded with news of arrests, murders, homicides, and other such tragedies. I believe murder, including the death penalty, is the worst thing that anyone could do. Since Hammurabi first introduced the notion of â€Å"An eye for an eye, a tooth for a tooth†, people have been arguing over whether this is just punishment. Those in favor of the death penalty argue that people should pay for the crimes they do. For them, death is the only fit punishment in some cases. This is not the case. The death penalty is, rather, unethical and wrong. A death for another death does nothing but satisfy one's need for revenge. How often do these concepts creep into the public’s mind when it hears of our ‘fair, trusty’ government taking away someone’s breathing rights? I am strongly against the death penalty because it violates God’s rules, costs the tax payers too much money, and the possible â€Å"wrongly accused.†   Ã‚  Ã‚  Ã‚  Ã‚  I do not support having the death penalty because it violates religious beliefs. Many religions, such as my own, Catholicism, follow the rules that God sent to us through the Ten Commandments. One of the most important of those ten state, â€Å"Thou shall not kill.† If someone is executing an individual, that clearly violates this commandment. Most of the people today are supposed to live Christian lives, but they don’t mind people getting killed. I am pretty sure if it were som...

Bacillus Cereus

B cereus has been discovered since 1955 as a cause of food poisoning (Luna etal 2007). 52 cases of food borne diseases connected with B cereus were reported in the interval between 1972 and 1986 and only two cases were reported in 2003 which represent about 2 % of the actual cases due to underreporting and many of the case go undiagnosed(Benenson 1990) . According to the south Carolina department of Health and Environmental control and CDC,close to 25% of state public health laboratory do not carry out B cereus testing routinely (Kramer& Gilbert 1989).The Centre for Disease Control estimates that 97% of all cases of food poisoning come from improper food handling; 79% of cases result from food prepared in commercial or institutional establishments and 21% of cases result from food prepared at home (Terranova & Blaker 1978). The most common etiologies are as follows: (1) leaving prepared food at temperatures that allow bacterial growth, (2) inadequate cooking or reheating, (3) cross-c ontamination, and (4) infection in food handlers (Blaker 1978).Cross-contamination may occur when raw contaminated food comes in contact with other foods, especially cooked foods, through direct contact or indirect contact on food preparation surfaces. Bacteria cause approximately 75% of the outbreaks of food poisoning and for 80% of the cases with a known cause in the United States (Blaker 1978). As many as 1 in 10 Americans has diarrhea due to food-borne infection each year. The 2 syndromes associated with B cereus food poisoning include short incubation or emetic syndrome with I.C=1-6 hours and the long incubation or Diarrhea syndrome with I. C=6-24 hours (Kramer 1989). Fried rice is the leading cause of emetic syndrome in the US (Bean 1990; Terronova 1978). Heat stable emetic toxin (ETE) is responsible for the short incubation period syndrome while the heat labile enterotoxin is responsible for the long incubation syndrome (Bean etal 1990) Syndrome Types of Bacillus Cereus food poisoning Bacillus cereus food poisoning has two varieties namely the emetic syndrome as well as the diarrhea syndrome types. B.cereus has some toxins responsible for its pathology and such toxins produces diseases that tally more with intoxication than absolute food poisoning. The emetic type can usually be confused with staphylococcal food poisoning due to its short incubation period (Luna etal 2007). However staph aureus being an important cause of food poisoning produces infection following growth in protein and carbohydrate foods. The enterotoxins of S aureus are super antigens and are heat stable making them resistant to the action of gut enzymes .As small as 25 microgram of enterotoxin B can produce diarrhea and nausea (Luna etal 2007). The emetic effect of this toxin is believed to be as a result of central nervous effect following the action of the toxins on the gut neural receptors (Ficker etal 2007). Some strains of staph aureus produce enterotoxins during their developme nt in meat, dairy foods and other food products and characteristically, this food usually has been recently prepared but has not been properly refrigerated. Almost 6 distinct types of staph enterotoxins exist.Following the swallowing of the preformed toxin, it is taken in by the gut mucosa and subsequently stimulates neural receptors and this stimulus is transferred to the vomiting centre in the brain and this projectile form of vomiting usually occur after few hours and it is less frequently associated with diarrhea and staph food poisoning is regarded as the commonest form. The food poisoning due to staphylococcus are usually associated with a smaller incubation period when compared with B cereus (from 1 to 8 hours).It is also associated with a very violent, copious nausea, diarrhea and vomiting all occurring in the absence of fever(Benenson 1990). It should be noted that with the emetic type where the incubation period is 2-8 hours, the prominent symptom is vomiting whereas in th e diarrhea type with incubation period of 8-16 hours the prominent symptom is diarhoea. Other species of bacillus are infrequently associated with human pathologies and difficulty arises in differentiating superficial contamination with B cereus from the authentic disease caused by this same organism .About 5 species of the Bacillus are aetiologic agents in insects and they include: B larvae, B lentimorbus,B sphericus,B papillae and B thurigiences and some of them have been taken advantage of by their use as insecticides(Fricker etal 2007) . Incorporation of the gene from B thuringiesis into some commercial plants has been recently achieved and this subsequently has generated a lot of controversies among the activists on environmental issues about the safety of these genetically fashioned food and plants products (Guerrant and Bobac 1991).Food types associated with food poisoning While the emetic type is associated with foods like fried rice and in fact the leading cause in the US ( Black low &Greeberg 1991), the diarrhea syndrome is associated with the likes of sauces and meat. The short incubation type is linked with fried rice that is cooked and kept warm for many hours and is also often associated with Chinese foods. A previous outbreak has revealed macaroni and also cheese from milk being the source of the bacterium.Incubation Period of the two syndromes of B. cereus that causes Food poisoning In the emetic type the diarrhea usually last for about 24 hours and it usually start 1-5 hours after the ingestion of the food substance like rice and it may also follow the ingestion of pasta foods. Food poisoning of the long incubation period i. e. 10 to 24 hours is the diarrhea type and this type may be confused with clostridia food poisoning. Mechanism of action ETE-forms small molecules, channels and holes in membranes.HBL-stimulates intestinal fluid secretion by various mechanisms including activation of adenylate cyclase and pore formation. Toxin of B-cereus i nclude emetic toxin (ETE), Nhe and EntK. Only 2 of the 3 enterotoxins participate in the causation of food poisoning and they consist of 3 different protein substitute acting together. HBL is a haemolysin while Nhe is not . EntK is a single component protein and not associated with food poisoning (Terranova&Blaker 1978). The 3 enterotoxins of B cereus have cytotoxic effect and they act on cell membranes forming holes and channels in them.People at risk of developing food poisoning The high risk population for food poisoning includes the older adults and this is due to the fact that as you get older, your immune system may not respond as quickly and as effectively to infectious organisms as when you were younger (Blacklow & Greeberg 1999). The Similar explanation goes for Infants and young children because of the immaturity of their gastrointestinal tract and also their immune systems haven’t been so fully developed.People with chronic diseases are also at risk of food poisoni ng because having a chronic condition, such as diabetes or AIDS, or receiving chemotherapy or radiation therapy for cancer reduces your immune response. Clinical features The clinical symptoms produced by the emetic type include abdominal pain, vomiting, nausea and self limiting type of diarrhea. The clinical symptoms of the diarrhea or long term incubation syndrome include fever and vomiting in rare cases but most prominent symptoms are profuse diarrhea and abdominal pain.The intestinal toxin is usually preformed but it can be produced inside the intestinal tract (Kramer &Gilbert 1989). To make a meaningful diagnosis of this organism, one will require that a load of about 105 of the organism is present in the feaces and just the presence of the organism not up to this maximum concentration is not enough to diagnose. Also importantly, B cereus is an important aetiologic agent of eye diseases such as panopthalmitis, endopthalmitis and infection of the cornea too .This organism during a traumatic event is usually inoculated into the eye and it usually does this via the foreign body introduced into the eye. Both local and system problems have been reported associated with B cereus and it’s been associated with medical foreign devices such as braces, prosthetic valves, and some invasive procedures like passage of urinary catheter, nasogastric tube and chest tubes. Some of the associated systemic problems caused by the organism include meningitis and encephalitis, pneumonia, osteomylitis, as well as endocarditis.The use of intravenous drugs also predisposes to infections by B cereus (Bean &Griffith 1990). The organism lives inside the soil and it is a common finding that it contaminates foods like rice (Jones and Blicslayer 2002). The toxins production usually occur when large amount of rice is prepared and then allowed to cool down which subsequently lead to the growth of the spores and the vegetative form now synthesize the toxins and all these occur in th e log phase growth period or during the process of sporulation.Clostridium is the third leading cause of bacteria food borne epidemics following salmonella and staphylococcus aurues The enterotoxin it produces causes a self resolving gastroenteritis and it does this by binding to the brush border membrane receptor and therefore binding to abdominal wall mucosa, interrupting the exchange of ion and the resultant effect is the loss of ions and low molecular weight metabolic products (Benenson 1990). The time of onset of the clinical manifestation is usually between 8 and 16 hours i.e. earlier than that of B cerues and it follows the ingestion of the organism itself. Although it is also associated with abdominal pain and diarrhea but less commonly with systemic problems. Another species of the clostridium family is clostridium difficile is usually associated with over 25% of antibiotic associated diarrhea and 95% cases of psedomembraneous enterocolitis and the organism produces two ent erotoxins (exotoxin A&B). Some of the precipitant antibiotics include clindamicin and ampicillin.However the diarrhea of B cereus infection does not follow antibiotics use. The clinical picture of C difficile diarrhea includes nausea, vomiting, abdominal pain as well as greenish voluminously large amount of diarrhea (Blacklow and Greeberg 1991). Protoscopy will show pseudo membranes and microabscesses with an erythematous mucosa and the diagnosis is confirmed by demonstrating toxins in the stool and the current treatment of choice includes oral metronidazole (Fricker etal 2007). Other aetiologic agents of food poisoningOther bacteria organism toxins that have been implicated to cause food poisoning include those of Vibro cholera, Yersina enterolitica, and Aeromonas species. However the exact role of the organism and their toxins in pathogenesis is not well delineated except for V cholerae. C perfirigens is another aetiologic agent responsible for food poisoning (Jones&Blikslaker 200 2). Case Study 1 Father, mother and 2 children with respective ages 34, 28, 6 and 4 presented in a hospital because of passage of watery stool and fever all of 6-12 hours duration.There was history of eating green salad beans, ground meat and tortillas prepared by someone else in an encampment because they are migrant farm worker family. It was also found out later that another 7 month old child in the family had not taken the food and was found to be well. The children started having abdominal discomfort, diarhoa and fever 24 hours later and the symptoms have been continuous since the previous 12 hours and both affected children have been having bloody stool.The parents also started having similar symptoms 5 and 7 hours ealier excluding visible bloody stool. There was history that some other persons in the encampment had similar symptoms in the past 2 weeks and that the camp’s hygienic state is poor. Both children are warm to touch on examination as well as the parents and h ave increased heartbeat and the children also appeared to lack fluid . A mount of their stool revealed white cells that fight infections and the faeces of the children were blood stained. Comments and explanationGenerally speaking, vomiting, nausea, fever abdominal pain and diarrhea are the major key symptoms of infection of the gastrointestinal tract and the main symptom will depend on the cause whether it is a toxin or invasive or a combination of the two (Guerrant &Bobak 1991). Usually, nausea and vomiting are often related with preformed toxins in food. For instance, B cereus and staph aureus can generate enterotoxins in food and this usually happen few hours after the ingestion of the food substance (Guerrant &Bobak 1991).The likes of enterotoxins of enterotoxigenic E coli and Vibrio Cholera usually affect the superior aspect of the bowel to cause watery and massive diarhoea. As in the above scenario, invasive bacteria penetrate the colonic mucosal and cause abdominal pain with blood and mucous associated with fever and dehydration and this constellation of symptoms are regarded to as dysentery and the implicated aetiologic are for dysentery are:Entamoeba histolytica,Clostridium difficile ,enteroinvasive E. coli,salmonella ,campylobacter jejuni.The above children were admitted in the hospital and treated and parents were also treated as outpatients with fluids and drugs and this is followed by public health sanitary measures in the camp. In conclusion, food poisonings are very common most especially in the developing parts of the world with high morbidity and mortality most especially among infants and children (Kramer &Gilbert 1989). Therefore of value are public health preventive measures by the provision of good water supply as well as sanitary and hygienic water and food supply.(Guerrant RL, Bobak DA: Bacterial and protozoa gastroenteritis. N Engl J Med 1991; 325:32). Case study 2 A reported incidence of acute gastrointestinal infection occurred in Ju ly 21, 1993 among the members of staff as well as the pupils of a co-owned child day care school after a catered lunch. This lunch was served for eating to 82 pupils of the day care centre to children between the age of 6 and less and the children are 82 in number along with 9 staff members. Past dietary history was gotten from 80 individuals and 67 were said to participate in the lunch.An individual at the day care made a case definition of vomiting. Among those served and who ate at the lunch, 21 %( 14) became sick and 13 did not. The symptoms observed ranged from diarrheal in 14 %,pain in 30% case and nausea in 71% case. 12 out of the 14 instances occurred among the children from ages 2. 5-5 and 2 other members of staff. Stastical analysis reveals that the median incubation period was 2 hours(the range is 1. 5-3. 5 hours). The resolution of symptoms took place over median interval of 4 hours following the onset(range 1. 5-22 hours).Among the dishes served in the local restaurant, only chicken fried rice was linked with notable illness and the problem occurred among 14(29%) out of the 48 individuals who ate the chicken fried rice in comparison to none of the 16 individuals who did not eat. The implicated rice was prepared the night preceding the incidence on July 20 under room temperature before it was refrigerated. The report also confirms that the rice was heated in oil with the slices of the cooked chicken on the morning of the lunch, then handed over to the daycare centers at around 10:30 am without refrigeration and served at noon without rewarming it.As a subsequence to the outbreak the advice by the health personnel to the restaurant officials and daycare staff was to stop the custom of cooling of rice or any other food at room temperature henceforth and that food should be kept at appropriate temperature of 5 degree or above 60 degree and that the temperature should be confirmed by a thermometer. Analysis of the case study 2 This short incubation syn drome variety of the disease which featured in this outbreak is overseen by highly stable toxin that can withstand enzymatic effect as well as extremes of temperature and PH.The diarrhea syndromic type is mediated on the other hand by an acid and heat labile intestinal toxin affected by the effect of the proteolytic enzymes like pepsin, trypsin etc. To make a diagnosis of Food poisoning, it is essential to isolate more than 10 5organisms per gramme from the epidemiologically implicated food substance . The self resolving as well as the lack of severity in most cases account for the reason B cereus is underreported(qtd in Todar 2004). Moreover recent research reveals that close to 20 % public health laboratory do not have the facility for the routine test for B cereus.In the United States, the leading cause of the emetic syndrome type or the â€Å"Short incubation syndrome† type of B. cereus is fried rice. As discussed before that B cereus more often than not is found in uncoo ked rice where the heat resistant spores also withstand and survive cooking. The survival of the vegetative form is a possibility after cooked rice is placed in an incubator as it generates heat stable toxin substance which can withstand heating(Kramer &Gilbert 1989). In this described scenario, the vegetative form must have proliferated at the food joint and also at the day care centre while the rice was being kept at room temperature.The problem is the unawareness of the restaurant food workers that certain danger is associated with cooked rice potentially. It’s imperative from the report the need to properly inform food handlers about fundamental rules and customs for hygienic healthy and safe food management and handling (Benenson 1990). Web Review of Todar's Online Textbook of Bacteriology. â€Å"The Good, the Bad, and the Deadly†. (SCIENCE Magazine- June 4, 2004 – Vol 304: p. 1421). 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