Tuesday, November 26, 2019
Human Body Project Ideas for Biology and Behavior
Human Body Project Ideas for Biology and Behavior Human body science projects and studies allow us to get a better understanding of the human body. Not only do we gain an improved knowledge of anatomical functions, but we gain a greater understanding of human behavior as well. The following human body project ideas provide suggestions for topics that can be explored through experimentation. Behavioral Project Ideas Does your sense of smell alter your sense of taste?Which sense (taste, smell, touch) is best for identifying foods?Does music affect blood pressure?Does fear affect blood pressure? (Fear Science Project - Sample)How does caffeine affect the body?Does exercise affect memory retention?Does music affect hand-eye coordination?Does the weather affect a persons mood?Does playing video games affect a persons heart rate?Do colors affect a persons mood? (Colors and Mood Project - Sample)Does gender affect reaction time?Is yawning contagious?Does smiling affect a persons mood?Does human behavior change during a full moon?Does room temperature affect concentration?Does sight affect the ability to determine sound direction? Biological Project Ideas Does a persons BMI affect blood pressure?Do all people have the same normal body temperature?Which type of exercises increases muscle growth the most?How do various types of acid (phosphoric acid, citric acid, etc.) affect tooth enamel?Do a persons heart rate and blood pressure vary during the day?Does exercise affect lung capacity?Does blood vessel elasticity affect blood pressure?Is calcium necessary for bone strength?Does light intensity affect peripheral vision?Does eye color affect a persons ability to distinguish colors?Do different stressors ( heat, cold, etc.) affect nerve sensitivity?Do food smells affect saliva production? Human Body Information Need additional information about the human body for your project? These resources will help you get started: The human body is made up of several organ systems that work together as one unit. Find out what you need to know about organ systems.Have you ever wondered why certain sounds make you cringe? Learn about your five senses and how they work.The brain is a fascinating organ that directs a multitude of functions in the body. Discover how sweets can alter your brain, why swinging makes you fall asleep faster, and how video games affect brain function.Want to learn some interesting facts about the body? Discover 10 Fascinating Facts About Your Heart, 12 Facts About Your Blood, 10 Facts About Cells, and 8 Different Types of Body Cells. More Science Project Ideas For more information and ideas for science projects, see 30 Ideas for Animal Experiments and Projects, 22 Ideas for Science Experiments Using Plants, 8 Types of Biology-Based Science Fair Projects, Scientific Method Steps, and How to Write a Bibliography for a Science Fair Project. Science Models Constructing models is a fun and exciting way to learn about science. Try making a model of the lungs or making a DNA model using candy. It is important to note that just constructing a model is not an experiment. Models should be used to enhance your science project.
Friday, November 22, 2019
How to Say Want or Desire in Japanese
How to Say Want or Desire in Japanese There are many ways to express wants or desire in Japanese depending on the situation. Are you in want of an object or an action? Are you speaking to a superior or a peer? Are you telling a statement or asking a question? Each scenario will require a different way to express to want or to desire in Japanese. Lets go through them! Involving a Noun When what one desires requires a noun, such as a car or money, hoshii (to want) is used. The basic sentence structure is someone) wa (something) ga hoshii desu. Note that the object of the verb to want is marked with the particle ga, not o. Here are some sample sentences: Watashi wa kuruma ga hoshii desu. ç § 㠯è »Å ã Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want a car. Watashi wa sono hon ga hoshii desu. ç § 㠯ã 㠮æÅ" ¬Ã£ Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want that book. Watashi wa nihonjin no tomodachi ga hoshii desu. ç § 㠯æâ€" ¥Ã¦Å" ¬Ã¤ º ºÃ£ ®Ã¥ ‹é â€Ã£ Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want a Japanese friend. Watashi wa kamera ga hoshii desu. ç § 㠯ã‚ «Ã£Æ' ¡Ã£Æ' ©Ã£ Å'æ ¬ ²Ã£ â€"㠄㠧㠙。 - I want a camera. Involving a Verb There are times when people dont want a material object but instead desire an action, like eating or buying. In such a case, to want in Japanese is expressed as ~tai desu. The basic sentence structure is (someone) wa (something) o ~tai desu. Here are a few sample sentences: Watashi wa kuruma o kaitai desu. ç § 㠯è »Å ã‚’è ² ·Ã£ „㠟㠄㠧㠙。 - I want to buy a car. Watashi wa sono hon o yomitai desu. ç § 㠯ã 㠮æÅ" ¬Ã£â€šâ€™Ã¨ ª 㠿ã Ÿã „㠧㠙。 - I want to read that book. When you want to emphasize a subject, the particle ga is used instead of o. For instance, Boku wa sushi ga tabetai desu. Ã¥Æ'•ã ¯Ã£ ™ã â€"ã Å'é £Å¸Ã£ ¹Ã£ Ÿã „㠧㠙。 - I want to eat sushi. Informal Setting When speaking in informal situations, ~ desu 㠧ã â„¢ can be omitted. The following are examples of more casual sentences: Watashi wa okane ga hoshii. ç § 㠯㠊金ã Å'æ ¬ ²Ã£ â€"ã „。 - I want money. Watashi wa nihon ni ikitai. ç § 㠯æâ€" ¥Ã¦Å" ¬Ã£ «Ã¨ ¡Å'ã ã Ÿã „。 - I want to go to Japan. Watashi wa eigo o benkyou shitai. ç § 㠯è‹ ±Ã¨ ªÅ¾Ã£â€šâ€™Ã¥â€¹â€°Ã¥ ¼ ·Ã£ â€"ã Ÿã „。- I want to study English. When to Use ~Tai Since ~tai expresses a very personal feeling, it is usually used only for the first person, and in a question for the second person. Note that ~ tai 㠟㠄) expression is not normally used when asking about the desire of ones superior. Nani ga tabetai desu ka. ä ½â€¢Ã£ Å'é £Å¸Ã£ ¹Ã£ Ÿã „㠧㠙㠋。 - What do you want to eat? Watashi wa kono eiga ga mitai desu. ç § 㠯ã “㠮æ˜ 熻ã Å'㠿ã Ÿã „㠧㠙。 - I want to watch this movie. Watashi wa amerika ni ikitai desu. ç § 㠯ã‚ ¢Ã£Æ' ¡Ã£Æ' ªÃ£â€š «Ã£ «Ã¨ ¡Å'ã 㠟㠄㠧㠙。 - I want to go to America. Third Person When describing a third persons desire, hoshigatte imasu æ ¬ ²Ã£ â€"ã Å'㠣㠦ã „㠾ã â„¢) or the stem of the verb ~ tagatte imasu ã Ÿã Å'㠣㠦ã „㠾ã â„¢ are used. Note that the object of hoshii 㠻ã â€"ã „ is marked with the particle ga ã Å', while the object of hoshigatte imasuÂ æ ¬ ²Ã£ â€"ã Å'㠣㠦ã „㠾ã â„¢ is marked with the particle o ã‚’. Ani wa kamera o hoshigatte imasu. 兄㠯ã‚ «Ã£Æ' ¡Ã£Æ' ©Ã£â€šâ€™Ã¦ ¬ ²Ã£ â€"ã Å'㠣㠦ã „㠾㠙。 - My brother wants a camera. Ken wa kono eiga o mitagatte imasu. Ã¥ ¥Ã£ ¯Ã£ “㠮æ˜ 熻ã‚’è ¦â€¹Ã£ Ÿã Å'㠣㠦ã „㠾㠙。 - Ken wants to watch this movie. Tomu wa nihon ni ikitagatte imasu. ãÆ'ˆãÆ' 㠯æâ€" ¥Ã¦Å" ¬Ã£ «Ã¨ ¡Å'ã ã Ÿã Å'㠣㠦ã „㠾㠙。 - Tom wants to go to Japan. Desire to Have Someone Do Something for You Hoshii is also used to express a desire to have someone do something for him or her. The sentence structure will be ~te (verb te-form) hoshii, and someone is marked by the particle ni. Here are some examples: Masako ni sugu byouin ni itte hoshii n desu. é›…å 㠫ã ™ã çâ€"…é™ ¢Ã£ «Ã¨ ¨â‚¬Ã£ £Ã£ ¦Ã¦ ¬ ²Ã£ â€"㠄ん㠧㠙。 - I want Masako to go to the hospital right away. Kore o kare ni todokete hoshii desu ka. ã “ã‚Å'ã‚’å ½ ¼Ã£ «Ã¥ ±Å 㠑㠦æ ¬ ²Ã£ â€"㠄㠧㠙㠋。 - Do you want me to deliver this to him? The same idea can also be expressed by ~ te moraitai. Watashi wa anata ni hon o yonde moraitai. ç § 㠯ã ‚㠪㠟㠫æÅ" ¬Ã£â€šâ€™Ã¨ ª ん㠧もらã „ã Ÿã „。 - I want you to read me a book. Watashi wa Yoko ni unten shite moraitai desu. ç § 㠯æ ´â€¹Ã¥ 㠫é ‹è » ¢Ã£ â€"㠦もらã „ã Ÿã „。 - I want Yoko to drive. This pattern can be used when stating ones desire for someone of a higher status to do something. In this case, itadaku which is the humble version of morau is used. Watashi wa Tanaka-sensei ni kite itadakitai. ç § 㠯熰ä ¸ å…ˆçâ€Å¸Ã£ «Ã¦ ¥Ã£ ¦Ã£ „ã Ÿã ã ã Ÿã „。 - I would like Professor Tanaka to come. Watashi wa shachou ni kore o tabete itadakitai desu. ç § 㠯ç ¤ ¾Ã©â€¢ ·Ã£ «Ã£ “ã‚Å'ã‚’é £Å¸Ã£ ¹Ã£ ¦Ã£ „ã Ÿã ã 㠟㠄㠧㠙。 - I want the president to eat this. Invitations Although in English, expressions like do you want to~ and dont you want to~ are informal invitations, Japanese questions with ~tai cant be used to express an invitation when politeness is required. For example, Watashi to isshoni eiga ni ikitai desu ka is a straightforward question, asking if one wants to go to a movie with the speaker. It is not meant to be an invitation. To express an invitation, negative questions are used. Watashi to isshoni eiga ni ikimasen ka. ç § 㠨ä ¸â‚¬Ã§ ·â€™Ã£ «Ã¦Ëœ 熻㠫è ¡Å'ã 㠾㠛ん㠋。 - Dont you want to go with me? Ashita tenisu o shimasen ka. 明æâ€" ¥Ã£Æ'†ãÆ'‹ã‚ ¹Ã£â€šâ€™Ã£ â€"㠾㠛ん㠋。 - Wont you play tennis tomorrow?
Thursday, November 21, 2019
Epistemology Essay Example | Topics and Well Written Essays - 3000 words
Epistemology - Essay Example First and foremost, this paper also deals with how theories are studied so that people may interpret and understand information, and develop them to form their own research studies. This is known as hermeneutics, and phenomenology would refer to how individuals study the philosophies of the world and what exactly it means to them. For this study, it is important to understand that without these theories, human beings would be lost when it comes to how they understand the world. Knowledge has to come from somewhere and this is illustrated in this paper through the mention of various research methodologies and approaches, dispositions and cognitive theories. As the study declares qualitative and quantitative approaches are two main approaches when it comes to research methodology. At this point it is important to first understand both qualitative and quantitative approaches in order to understand how research studies are brought about, as well as the epistemology and ontology approaches when it comes to research work. In a qualitative study, the researcher is not so interested in obtaining a set of facts, but rather is more interested in gaining insight into a perspective (Johnson, 1984). The philosophy of the qualitative approach is that knowledge and facts are subjective and that problems cannot be fully understood in isolation. In this light, should problems arise, they should be viewed as part of a complex pattern of links and relationships.
Tuesday, November 19, 2019
Tourism Operations Management Essay Example | Topics and Well Written Essays - 3750 words
Tourism Operations Management - Essay Example Task 1(L01) Tour operations sector In travel and tourism, tour operators are the ones which combine two or more businesses in a package which is ultimately offered to the consumer as a holiday package. In UK there are two kinds of tour operators- mainstream tour operators and specialist tour operators (Meyers, n.d, pp.8-9). Mainstream tour operators are the ones who sell mainstream tour packages like air, sea, sand sun to the customers while the niche tour operators serve highly specified tour packages like beaches but of a lower standard. The major mainstream companies in UK are Thompson or Thompson Holidays, Thomas Cook, Airtours and First Choice. The products offered by them are the beaches in locations like the Caribbean, Thailand and Malaysia. A number of specialist tour companies have also come up in UK as there is little competition among the specialist tour operators. Major tour operators- introduction Thompson or Thompson Holidays is a part of TUI travel PLC (Cruiseship rati ngs and reviews all cruises with operator Thompson Holidays, n.d). The company known originally as Thompson Tour Operations was renamed as Thompson Holidays in 1997. It was floated in the London stock exchanges in 1998. Thomas Cook was started in 1841 by a person named Thomas Cook. He floated his company commercially in 1845 for the first time. A travel brochure was also provided by it for the first time (Thomas Cook history, n.d). Airtours is well known for providing innovative tour packages to its customers according to the changing lifestyles. It targets the cheap or lower budget market but because of the high level of innovation and ideas it has become one of the top market leaders in UK. (Airtours, n.d). First Choice is the fourth largest tour operator in UK. It was established in the beginning of the 1970s when two companies named Continental Air Brokers and Economy World Travel decided to merge and form Owners Abroad (Wholesale) Ltd. in 1973. Later, the company decided to cha nge its corporate name and in 1994 the company was renamed as First Choice Holidays (First Choice Holidays PLC History, n.d). Since mid-1997, these four players occupy 53% of the holiday market in UK in 2000 (Pender, Sharpleyfirst, n.d, pp.48). Market Segmentation UK travel and tourism market is more oligopolistic in nature because of the presence of only four major players. The process of dividing the consumer base on the basis of common needs is known as market segmentation. The British travel market is divided into the following five segments. These five segments are categorized on the level of experience they have in traveling and the attitude and comforts they seek from the travel experiences. †¢ Self-Challengers †¢ Comfort Adventurers †¢ Cocoon Travelers †¢ Pushing Boundaries †¢ Taste & Try Self-Challengers are the groups who are more affluent economically and are highly educated. They are most likely to be unmarried and between 18 to 75 years of age. Australia seems to be the favorite holiday destination amongst the self challengers. They are the travelers who go to holidays with a learning quest. Comfort Adventurers are the ones who have the curiosity to visit the places before they are visited by the local market. They do not compromise with safety and comforts. Cocoon Travelers are the ones who take inspiration from newspapers and experiences of others. They are basically married, having
Saturday, November 16, 2019
Human Resources and Organizational Behavior for Health Care Leadership in Health Care Management Essay Example for Free
Human Resources and Organizational Behavior for Health Care Leadership in Health Care Management Essay There are people that need a strong leader in order to thrive in their job. There are also people that dont need a strong leader because they have the drive to be successful but may need a push every now and then. When it comes to an organization and the dynamics of it, managers be charismatic because of dealing with so many different personalities in the group. Being a charismatic leader requires self-confidence and trust in his/her subordinates. Showing trust in huge as it instills confidence in that employee and tells them they dont have to look over their shoulders. They can do their jobs freely which can lead to more production in the organization. Conflicts are a natural part of human interaction and its inevitable. Part of being a good leader is having effective conflict management skills. When conflicts arise, managers must know how to manage them so that bigger problems dont grow. There are so many aspects of being a manager and leading. Employees in the organization depend on good leadership and if that need is not met, it can lead to workplace disfunction. Keywords: Charismatic, Conflict, Leadership, Dynamics, Management When the management job is talked about, leadership often comes to mind. It takes a strong minded, organized, and determined individual to do this job. Over seeing a number of different employees can at times not be the easiest job. Leaders must be willing to accept and meet challenges that come for the betterment of patient healthcare. Not everyone can lead a group of people in an organization. It takes the type of person that has people skills as well as the knowledge of his/her job to lead effectively. Leading Creatively Usually when healthcare leaders have a question they take a rational approach until the right or wrong answer has made it up the chain of command. This approach can be effective in some cases but in healthcare thing are always changing. A regular leader loves to avoid mistakes which all mistakes are not avoidable. Someone who is creative loves to learn from mistakes as it can give them more ideas to choose from. Today, the healthcare environment is even more complex as reform and market forces transform the way healthcare is delivered and managed. Belief systems, values and attitudes are shifting. Creative thinking and agile, adaptive leadership will be required to make hospitals, health systems and networks sustainable as the healthcare delivery landscape transforms (http://www. ccl. org/leadership/landing/healthcare/index. aspx). As a leader in healthcare, managers must show their employees that they are willing to be innovative and let their ego go as group collaboration becomes the norm. By modeling this, the employees will be more willing to work together for the good of the organization and the patients. The Center for Creative Leadership (CCL) has developed a model that health systems can use to adapt and thrive in uncertain times by creating direction, alignment and commitment. There are six essential organizational capabilities that are a prerequisite for success: Collaborative Patient Care Teams- The team will extend to include clinicians outside the hospital environment which will place a much greater emphasis on higher-order collaboration skills. Resource Stewardship- Requires individual ownership and accountability for the decisions that will ultimately allow the system to thrive and manage its resources judiciously. Talent Transformation- Leaders will need to hire and develop talented individuals who can see the next wave of plausible solutions and innovations and lead transformational change. Boundary Spanning- Leaders draw on networks and relationships as they work systemwide to meet the mission of healthcare. Capacity for Complexity, Innovation and Change- Effective leaders move populations from old established processes to new models of effectiveness and understand the underlying emotional impact of change and how it varies by individual. Employee Engagement and Well-being- Employees are most productive and committed to their organization when they are engaged emotionally, mentally and physically. (http://www. ccl. org/leadership/landing/healthcare/index. aspx). These organizational methods are the essential keys for managers to not only lead their workplace to the way of the future but also helping to lead other organizations. The collaboration aspect is key as it will require everyone to be cohesive and understanding. Power and Influence Power is a defined as having behavioral or fate control over the behavior of another. It exists only when there is an unequal relationship between two people and where one of the two is dependent upon the other (Borkowski, 2011). Power can be a trap for some managers which can lead to abusing it. When employees see and experience this happening they pull away and lose respect for that manager. This can be the downfall of an organization as it can cause employees to lose motivation, commitment, and creativity. There are five bases of social power: reward power, coercive power, legitimate power, referent power, and expert power. An individual is not limited to just one source of power. Reward power is the ability to give rewards, something that holds value to another individual. Coercive power is the ability to punish either by administering a punishment or by withholding something that an individual needs or wants. Legitimate power is given to an individual on the basis of a given role or position. Referent power stems from Ps affective regard for, or identification with, O. The greater the attraction, the greater the identification. Expert power exists when P awards power to O on the basis of Ps perception of Os knowledge within a given area (Borkowski, 2011). In class discussion the general consensus was managers that had the trust and respect of their employees, had the most power. A manager is an expert of the knowledge he/she has over a subordinate. When managers use that expert power in the right way, which is to teach his/her subordinates, they will feel that the manager is wanting them to expand their knowledge for their success as well as the organization. This in turn continues to build trust and deep respect for the manager. As an educator, this is modeled for us by our administration. Our superintendent and principal have both been teachers in the classroom but have since moved into the roles that they have now so they are the experts when it comes to some of the issues that come up. They attend countless meetings of changes that may happen either with our district or state so that then they can inform us. Once we have a good grasp of what is going to take place we can then inform our students. The expert power that our administration had has been passed to the teaching staff so that then we can pass that knowledge to the students. Decision Making Decision making is an everyday part of our lives whether we realize what type of decision we make or not. Sometimes we make decisions rationally and sometimes intuitively. The fact is, we want to make the right decision but that is not always going to be the case because we can never see what the outcome of that decision will be and we have to live with that. As in any decision model we use, there are pros and cons of each. In the rational decision making model it brings logic and order to decision making. This approach also can help ensure discipline and consistency. Here are the sequence of steps used to rationally develop a solution: Identifying a problem or opportunity, gathering information, analyzing the situation, developing options, evaluating options, selecting a preferred alternative, and acting on the decision. A strength of this model is that it provides structure and discipline to the decision making process. A weakness of this model is the time that is needed to go through this process (http://www. the-happy-manager. com/articles/rational-decision-making-model/). Another decision making model that is used often is intuition. Intuition can make you a much more effective decision maker, especially when you deal with non-standard situations or in expedient decision making. However there are points that need to be considered for instance, when you need to use intuition, can it be effective, and how this decision model ranks versus rational analysis (http://www. time-management-guide. com/intuition-decision-making. html). In class discussion, classmates used a few different models most notably the two mentioned above. There were a few that used both or weighed heavily on just one. I was one that used both rational and intuitive. There are times in coaching when I use the rational approach to make a decision concerning practice. For example, if I need to set up teams that are equal in talent as opposed to starting five and bench, I have to think about who matches up better with who, or what drills are going to be the most beneficial and productive on a given day. My intuitive approach is used during game situations. For example, when to utilize timeouts, when to substitute players, what play to run, or when to switch defenses. Either way, decisions ometimes dont work out the way you envision but you learn to live with it and move on. Conflict-Conflict Management Another aspect of being a leader in management is conflict and conflict management. Some situations are easier to handle than others but a manager that has effective conflict management skills can diffuse a bad situation before it gets worse. Interpersonal conflict is a natural outcome of human interaction that involves two or more individuals who believe that their attitudes, behaviors, or preferred goals are in opposition (Borkowski, 2011). This type of conflict is probably one the most common in the workplace simply because there are personal characteristics and issues, interactional difficulties and perspective and perceptive differences. As a result of the diversity of todays workplace, an extensive range of differences exists between personal and cultures. When dealing with groups of people, many interpersonal conflicts involve role confusion. If a person doesnt understand their expectations it can intensify the conflict leading to unhealthy relationships. As a result, reactions such as aggression and hostility can take place. There are many strategies we can use in conflict situations whether we use some more often than others or not. Its important that the strategy we do use is appropriate for that particular situation even if its not the strategy we habitually use (Williams, n. d. ). Some strategies we can use for conflict management are; Forcing, Accommodating, Avoiding, Compromising, and Collaborating. When forcing, the manager is using formal authority or other power that he/she possesses to satisfy their concerns without regard to the concerns of the party they are in conflict with. Accommodating is allowing the other party to satisfy their concerns while neglecting your own. Avoiding is not paying attention to the conflict and not taking any action to resolve it. Compromising or attempting to resolve a conflict by identifying a solution that is partially satisfactory to both parties, but completely satisfactory to neither. Lastly, there is collaborating or cooperating with the other party to understand their concerns and expressing your own concerns in an effort to find a mutually and completely satisfactory solution (Williams, n. . ). When leading an organization, understanding how conflict arises is helpful for anticipating situations that may become conflictual. This was something that was talked about in our class discussion. Another idea that was mentioned was that seeing all sides of a situation makes a good manager because it helps the employees develop trust. A situation that stands out to me is looking up from speaking with another student and witnessi ng a student get hit with a ball by another student. We will call the student that got hit (A) and the student that threw the ball (B). Obviously student (A) was not happy about getting hit so the first thing he does is run to confront student (B). Some pushing was done by both and then I intervened. Not seeing student (B) throw the ball just the outcome, I calmed them both down and I asked student (B) why he hit student (A) with the ball. He said he was trying to throw it to someone else but that student (A) stepped in at the wrong time and got hit so it was a just an accident. After student (A) heard the story he understood and apologized for pushing student (B) and student (B) also apologized. The strategy I used was collaborating as we all came to an understanding to what happened. Conclusion Not everyone can lead a group of people in an organization. It takes the type of person that has people skills as well as the knowledge of his/her job to lead effectively. Managers are pulled in so many different directions and they must be able to adapt. Being a leader in an organization is not easy, however being a leader period is not easy. A manager must be aware of what is happening in their organization to lead effectively. Not everyone has the same expectations but part of being a charismatic leader is showing that trust and confidence in his/her employees shows them that even though you are the manager, you trust what they are bringing something positive to the organization. Managers relationship with his/her employees is important as the day to day operations depend on the behaviors of everyone. The relationship connectedness between subordinates and managers is key to productivity in the workplace.
Thursday, November 14, 2019
Failure and Destruction of a Romantic Ideal in Fitzgerald’s The Great G
The Great Gatsby and the Destruction of a Romantic Ideal    In The Great Gatsby, F. Scott Fitzgerald tells the story of a romantic ideal and its ultimate destruction by the inexorable rot and decay of modern life. The story is related by Nick Carraway, who has taken a modest rental house next door to Jay Gatsby's mansion. Jay Gatsby is a young millionaire who achieves fabulous wealth for the sole purpose of recapturing the love of his former sweetheart, Daisy Fay Buchanan. Five years prior to the principal events of the story, Daisy broke off with Gatsby and married the vulgar and arrogant Tom Buchanan because he was rich and came from a respectable family. In the years since, Gatsby turns his memory of Daisy into a near-religious worship. He places her on a pedestal and transforms her into his own romantic ideal. In the process, he also transforms himself. He changes his name from Gatz to Gatsby; he invents a past, saying he was from a wealthy family and studied at Oxford; he affects the speech patterns of an English aristocrat ("ol d sport"), and stages parties that resemble theatrical productions.  The irony is that Gatsby's extreme pursuit of materialism is just an elaborate facade that allows him to pursue his enchanted spiritual vision. All of the trappings of his wealth have a sense of the unreal, as having no weight or substance. Our first sense of this occurs in Chapter 3, when Gatsby invites Nick to one of his parties. In Gatsby's library Nick encounters a drunken guest who announces that Gatsby's books are actually real:  "What do you think?" he demanded impetuously. "About what?" He waived his hand toward the book-shelves. "About that. As a matter of fact you needn't bother to... ..., boats against the current, borne back ceaselessly into the past."   Works Cited and Consulted: Bruccoli, Matthew J. Some Sort of Epic Grandeur: The Life of F. Scott Fitzgerald. New York: Carrol and Graf, 1993. Hobsbawm, Eric. The Age of Extremes. New York: Pantheon, 1994. Mizener, Arthur, ed. F. Scott Fitzgerald: A Collection of Critical Essays. Englewood Cliffs, NJ: Prentice-Hall, 1963. Posnock, Ross. "'A New World, Material Without Being Real': Fitzgerald's Critique of Capitalism in The Great Gatsby." Critical Essays on Scott Fitzgerald's "Great Gatsby." Ed. Scott Donaldson. Boston: Hall, 1984. 201-13. Raleigh, John Henry. "F. Scott Fitzgerald's The Great Gatsby." Mizener 99-103. Trilling, Lionel. "F. Scott Fitzgerald." Critical Essays on Scott Fitzgerald's "Great Gatsby." Ed. Scott Donaldson. Boston: Hall, 1984. 13-20.
Tuesday, November 12, 2019
Influence of Fast Food on Children
â€Å"You are what you eat†, is a well known saying. Its message really means that if you eat healthy foods, you are most likely to be healthy. The good and healthy foods which include fresh fruits, green vegetables, fibre rich grains, pulses etc are considered old fashioned. Kids and teenagers today are opting for a greasy burger and a bag of fries, with a soda included to complete the meal. It is the age of fast-food. Eating fast-food means instant gratification. And eating fast-food much of the time can seriously injure the health of anybody, especially growing children and teenagers. Everywhere they are lamenting that obesity is on the rise, especially amongst children. Blame it on salt or sugar. Call it the fast-food disaster, but a meal at a fast-food restaurant could expose a child to unnaturally high levels of salt. The daily recommended dosage of salt is no more than 6gm per day for an adult and 3gm per day for a child. Studies have shown that Fast-Food meals can easily contain four times that amount of salt for a child. Moreover, these fast-food meals are extremely high in calories. Eat a small amount and you will be packing on the pounds rapidly. Besides, an excess of salt in the body can send children’s blood pressure soaring, thereby putting them at the risk of both stroke and heart disease. The consequences of bad eating are many. From skin problems to obesity, poor digestion, an inability to think clearly, a general lack of energy, constant mood swings and blood sugar inconsistencies. The excess sugar in the fast foods leads to diabetes in children. I have a personal experience related to this. One of my classmates in IV std had bad eating habits. His lunch box was almost always packed with burgers, fried chicken or French fries. Added to this he was always seen drinking colas. Due to this he was overweight and physically inactive. Unfortunately, during the same year he was diagnosed as diabetic. Doctors placed all the diet restrictions for him and medications to take for the remaining life. It was a sad thing to happen at such a young age. My advice to all of the young friends, please cultivate a habit to consume Good Food which includes fresh fruits, green vegetables, milk, fibre rich grains, pulses, fish etc to be healthy and fit. Thank You
Saturday, November 9, 2019
Learning Natural Resources and Energy Essay
A Paper on the Ecosystem and on the Biodiversity General Questions – General General Questions Write a 1,400- to 1,750-word paper on natural resources and energy. Include the following:  · Choose a specific ecosystem, such as a forest, a grassland, or a marine or freshwater aquatic ecosystem.  · Identify and discuss the effects that a growing human population may have on that ecosystem’s resources, including loss or harm to populations of wild species.  · Discuss one management practice for sustainability and conservation of natural resources in that ecosystem.  · Identify the risks and benefits of extracting or using one type of nonrenewable and one type of renewable energy resource from that ecosystem, or in areas near that ecosystem. Include at least two outside references. Format your paper consistent with APA guidelines. You can have a ton of fun in college, but it also involves a lot of work. Stay focused on the end result: a diploma. There will be many roadblocks along the way, and how you choose to approach them is important. Use the tips you have seen here to make college work on your behalf. This pack of SCI 256 Week 3 Learning Natural Resources and Energy Paper contains: A Paper on the Ecosystem and on the Biodiversity General Questions – General General Questions Write a 1,400- to 1,750-word paper on natural resources and energy. Include the following:  · Choose a specific ecosystem, such as a forest, a grassland, or a marine or freshwater aquatic ecosystem.  · Identify and discuss the effects that a growing human population may have on that ecosystem’s resources, including loss or harm to populations of wild species.  · Discuss one management practice for†¦ To download this tutorial follow the link – https://bitly.com/1oJKyIe You can have a ton of fun in college, but it also involves a lot of work. Stay focused on the end result: a diploma. There will be many roadblocks along the way, and how you choose to approach them is important. Use the tips you have seen here to make college work on your behalf. General Questions – General General Questions Write a 1,400- to 1,750-word paper on natural resources and energy. Include the following:  · Choose a specific ecosystem, such as a forest, a grassland, or a marine or freshwater aquatic ecosystem.  · Identify and discuss the effects that a growing human population may have on that ecosystem’s resources, including loss or harm to populations of wild species.  · Discuss one management practice for sustainability and conservation of natural resources in that ecosystem.  · Identify the risks and benefits of extracting or using one type of nonrenewable and one type of renewable energy resource from that ecosystem, or in areas near that ecosystem. Include at least two outside references. Format your paper consistent with APA guidelines.
Thursday, November 7, 2019
African American Heritage In Chicago Essays - United States
African American Heritage In Chicago Essays - United States African American Heritage In Chicago A History of African American Heritage in Chicago The massive exodus to the north began in 1915; a population of people weary of pervasive hostility and constraint in their former lives, fleeing a social system comprised of miserable oppression and repeated violence. The primary cities for resettlement became New York and Chicago, metropolises humming with the vigor of big-city life and the excitement of a new beginning. When the Chicago Commission asked African American migrants in interviews on Race Relations in 1922 why they came to Chicago, responses were similar. Im looking for better wages. I wanted to get away from the South, and to earn more money. I wanted to better my living conditions. One man, when asked what his first impression of Chicago was, responded When I got here and got on the street cars and saw colored people sitting by white people all over the car I just held my breath, for I thought that any minute they would start something, then I saw nobody noticed it, and I just thought this was a real place for colored people. And life was good; if not ideal it was better than the disparaging environment of their prior residence in the South. This migration coincided with the War. Job opportunities sprang up everywhere as demand increased for more goods and services, and suddenly in 1920 the Negro population of Chicago had soared from 44,103 in 1915 to 109,594. The Illinois Central Railroad brought hundreds on free transportation, on the premise that they would employ their company. The Negro employment rate skyrocketed; the most popular jobs lying within the iron foundries, food products manufacturing, the tanneries, and the mail order industry. The majority of blacks coming from the south settled in a limited area known as the South Side. Named the black belt of the city, it was the most concentrated area of the African American population of the time. The difficulty of finding residence in the other parts of the city and the abundance of vacant houses aided in this settlement of the South Side. However, as deep-seated racial prejudice was still running rampant throughout the nation, loud protests erupted and whites quickly abandoned residential areas populated by blacks. Underlying racial hostility between blacks and whites was unfortunately gaining momentum. On July 27, 1919, this animosity was demonstrated in a terrible week of rioting beginning with the drowning of African-American youth Eugene Williams off a Lake Michigan beach. This event was a catalyst for a weeklong violent, bloody warfare. As black workers walked or rode the streetcars west and arrived to begin their shifts at the Stockyards, they were met by angry mobs of white gangs and workers, who attacked them mercilessly and drove them off. The mobs were beyond control. African American community members armed themselves and prepared to defend themselves and their homes against armed white gangs who tore into their neighborhood. The end of the week concluded in death tolls of 23 blacks and 15 whites, 157 persons being injured. The Chicago Commission on Race Relations was established soon after these staggering race riots, to study the roots and causes of the conflict. Their report on Chicago in 1992, with interviews of hundreds of black Chicago citizens, provided an insightful window into the race problem in the North, which attention was being drawn to due to the Great Migration. States the Chicago Commission on Race Relations in the document The Negro in Chicago, Both races need to understand that their rights and duties are mutual and equal, and that their interests in the common good are identical: that relations of amity are the only protection against race clashes; that these relations cannot be forced, but will come naturally as the leaders of each race develop within their own ranks a realization of the gravity of this problem and a vital interest in its solution, and an attitude of confidence, respect, and friendliness toward the people of the other race. The conflicts between blacks and whites have since subsided a great amount, but residue from the memories of violence and hatred still prevails. It will be a momentous day when we can be united
Tuesday, November 5, 2019
Vitamins May Hurt Your Health
Vitamins May Hurt Your Health MSN ran a feature about ConsumerLab.coms investigation into the purity of multivitamins. The lab looked at 21 brands of multivitamins for sale in the U.S. and Canada and found only 10 of these brands met the labeled claims or otherwise met quality standards. That doesnt have to mean anything earth-shattering. It could have been the other brands were close to meeting standards or had minor problems. However, the quality issues were ones that could actually hurt your health. The Vitamin Shoppe Multivitamins Especially for Women were found to be contaminated with lead. Now, lets put this in perspective. Several calcium supplements run the risk of lead contamination, because lead and calcium participate in many of the same chemical reactions and are difficult to separate. That trace amounts of lead would be present might be expected. However, ConsumerLab.com reported a daily dose of this mulitvitamin contained a whopping 15.3 micrograms of lead (more than ten times the amount permitted without a warning in California). To make matters worse, though you got some bonus lead for your bucks, you only got 54% of the stated levels of calcium. Another vitamin posed a different risk. Hero Nutritionals Yummi Bears, a kids multivitamin, contained 216% of the labeled amount of vitamin A in the retinol form [5,400 International Units (IU)], which is considerably higher than the upper limit set by the Institute of Medicine of 2,000 IU for kids ages 1 to 3 and 3,000 IU for kids ages 4 to 8. Vitamin A is one of the vitamins where more is not better. Instead, too much vitamin A can weaken bones and cause liver damage. Are these quality control issues? Yes, but I would have been surprised if the lab had found the vitamins met their stated claims. Why? For two reasons. First, vitamins arent regulated by the same standards as medicine. They are considered supplements and not drugs. Your best defense against this is to buy a product from nationally-recognized reputable source with an interest in protecting its good name. The other reason I wouldnt expect vitamins to contain exactly what is listed on the label is simple chemistry. Vitamins, by their very nature, are reactive. The quantities listed in a product will change over the course of its shelf life. Your main protection here is to not take vitamins past their expiration date. Should you take a multivitamin? Ask yourself whether the potential benefit outweighs the risk. If you are taking a major name brand multivitamin, you are probably getting approximately what is listed. Even then, expect some variation within the product and some degree of heavy-metal contamination with products that include minerals. These vitamins generally are safe, but dont take them automatically assuming they will help you.
Saturday, November 2, 2019
Commodity Risk Management Essay Example | Topics and Well Written Essays - 4000 words
Commodity Risk Management - Essay Example Commodities with higher price volatility subject the consumer or the producer to greater probability of incurring loses or attaining gains on the future sales and buying of the product. Commodities with greater share in enterprise earning or production costs are faced with greater exposure to price risks. Various commodity risk management instrument are available and are mostly used by large producing firms, large consuming firms, trading firms, marketing firms or departments and other business ventures. The current market trends have led to the limitation of middlemen and traders and the transactions between the producer/ manufacture and final consumer have increased considerably. When the world commodity prices fall, the producer is at risk as he is not able to cover for his production costs. Also, a commodity dealer who buys products and keeps them in a warehouse is faced by the risk of not recovering his original purchasing costs. Those who process the goods are faced by double r isks due to the inputs and outputs. The final consumer only experiences the problem of increased prices. Price risks also affect traders, importers and exporters (Rutten and Blarel, 1996) The are several methods that are adopted for the management of commodity price risks, These include the adoption of marketing strategies that help time sales and purchases, Forward contracts, futures long term contracts, the use of over the counter markets. Commodity linked bonds and the use of swaps (Kolb, 1991).The choice of the instrument to use is difficult as the over the counter market is not open and transparent. The price determination depends on the bargaining strength and the availability of vital information. There is also the counterpart risk if he fails to fulfill the obligations imposed on him. Types of instruments used Forwards contracts; this involves the formation of an agreement to deliver a given quantity of goods at a given future date. The agreed forward price is paid when the product is delivered. The contract contains the price of the commodity and the quantity specified for delivery at a given date in the future. The 'long position' or the buyer receives the commodity and pays the forward price and the 'short position' or the seller delivers the commodity (UNCTAD, 1998). Futures contract: this is an agreement to deliver a given commodity in the future. The price is paid at a specified future date and at a future price payable at the time of delivering the commodity. They differ from the forward markets since they are 'marked to the market' this means that the contracts are settled each trading day. Future prices are either greater or less than the forward price. Due to the evaluation of the prices per given trading day, future contracts are usually preferred. Forward contacts are usually traded in exchanges. Futures may require settlement on daily basis if the are market to market. They are safer because the clearing house guarantees the fulfillment of the contract terms by all parties (Morgan, 1992) Cash market The behavior of most commodities in the market is determined by the cash and storage markets. The term spot price is used to refer to the immediate purchase of commodities. That means the products are bought and delivered at that time. The cash market is greatly
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