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Consumer Society Gives People Choice free essay sample

In the previous thirty years we as a social society have moved from being classed as an Industrial Society, where everything was focused on what our identity depended on our job to a Consumer Society, where we are no longer idea of regarding what we do, however more by what we are into and how and why we expend the manner in which we do. The utilization of merchandise and recreation administrations is viewed as one of the most significant social exercises. The Consumer Society we live in today offers us as buyers a wide and shifted decision. Decisions not just of where and when to shop at our own comfort yet in addition decisions of what we need to buy. The vast majority of the shopping in the UK today is done at the away Supermarket or Retail Park, where you can buy pretty much anything from food supplies to cameras, garments to family unit furniture. We will compose a custom paper test on Customer Society Gives People Choice or on the other hand any comparable theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page The High Street anyway is still famous among the individuals who like or can't go away and there is additionally the alternative of list and on line shopping. What we do buy can be viewed as a marker of who we seem to be. Most of utilization is tied in with communicating who we are as people as opposed to really purchasing things for their utilization. Individuals purchase certain products since they have importance to them or in light of the fact that they need to have a place or fit in. Individuals feel they are estimated by their garments, their vehicles and even by their homes. Take cell phones for instance; an ordinary modest telephone sections the new architect telephone that incorporates all the additional items, the two telephones fill a similar need, both have a camera, mp3 player and the most recent games. The thing that matters is the sticker price. Individuals purchase these costly telephones to flaunt to other people, as they accept telephone says something regarding what their identity is. This conduct is better referred to by Social Scientists as Conspicuous Consumption. In his book The Theory of the Leisure Class, 1899, Thorstein Veblen considered the shopper propensities for the rich towards the finish of the nineteenth century. Veblen expressed that, â€Å"luxury things that were purchased were put in plain view in their homes, so visitors would see the trappings of accomplishment on display†. (Hetherington 2009, p. 32) Even however this was seen over a hundred years prior, it can at present be seen today with individuals flaunting their vehicles, occasions and extravagance family things, for example, TVs and PC games comforts. Childhood and training can likewise impact our choices, as can salary and the manner in which merchandise are publicized. We as a Consumer Society are very allured by the intensity of promotion. In the event that products or relaxation administrations are publicized in the correct manner out consideration is gotten and the promoting offices know this. The utilization of somebody popular advancing the most recent fragrance or sporting gear appears to work, and we as shoppers will in general surge out to purchase the most recent elegant things on offer. We are persuaded that we make the way of life that coordinates our character. Customer Society offers individuals decision, anyway not every person has a similar decision. Not every person can expend similarly, a few of us have low paid employments or basically no enthusiasm for being up to speed in the game. The Consumer Society of today is a lot of a Divided Society. This is appropriately because of limitations between the old and the youthful, the utilized and jobless. The jobless can't devour similarly as those with high paid occupations, the old and those without vehicles won't have the option to visit the enormous Retail Parks. A lot of this comes down to Zygmunt Bauman’s 1988 hypothesis of the Seduced and the Repressed. Bauman partitions Consumer Society into two classifications, the Seduced who can devour successfully as they have the methods and the social conditions are in support of them and the Repressed who shockingly are not in the situation to expend as the Seduced do, due it be to absence of cash, physical or versatility challenges. Because of this, a gathering of companions may reject a youngster without an occupation from going out evening clubbing with them. The decisions we have about where we shop are now and then affected by a portion of the enormous Supermarkets. The large Supermarkets and Retail Parks consistently appear to be full. Regardless of whether individuals like or abhorrence doing their week by week schedule shop, a great many people will decide to shop there as they offer a wide scope of merchandise at low costs, and they are seen by most to be a protected and advantageous method of shopping contrasted with the regularly overrated High Street. General stores have developed in force and size in the previous forty years and they impact our decisions corresponding to what and where we purchase. Some would state that Tesco hold the Monopoly in the UK; they presently have more than 2000 stores across the nation and are expanding their piece of the overall industry. Around 33% of the UK’s shopping for food is done at Tesco’s. Asda, Sainsbury’s and Morrison’s intently follow behind. Most our shopping is generally done in one of these huge four, which implies, customers don't generally have that much decision over where to shop, as each of the four sell similar items at pretty much a similar cost, so it is to a greater degree an individual decision over which one of the enormous four we pick instead of the decisions they offer us. There are numerous contentions for and against Supermarkets, a few people will decide not to shop there, for reasons, for example, they can't help contradicting what they speak to. These will in general be green-disapproved of individuals who care increasingly about nature, so they decide to shop at their nearby natural road markets and bolster their neighborhood ranchers. These kind of individuals depict an alternate message about what their identity is contrasted and somebody purchasing the equivalent more affordable merchandise from one of the large Supermarkets. Many avoid Supermarkets as some vibe that they offer twitter costs to the detriment of powerless specialists at home and abroad. While others contend that it is better that these individuals have work instead of no activity by any means. Whichever way the discussion between the two is still on going. Helen Rimmer from the ‘Friends of the Earth’, states that the development of the huge four Supermarkets has made it amazingly hard for the littler shops on the High Street to endure, and â€Å"approximately fifty little shops close every week†. She additionally states â€Å"around the nation there’s developing worry about the strength of Supermarkets on our High Streets and our town centres†. Proof in the Social Sciences (2009) CD 1). Conversely, Richard Dodd from the ‘British Retail Consortium’ differs and contends for the Supermarkets, expressing that the costs draw in clients, â€Å"Ninety percent of individuals really utilize one of the large four Supermarkets at any rate once per month and welcome what Supermarkets do and use them regularly†. (Proof in the Social Sciences (2009) CD 1). Buyer Society appears to support those with cash and the individuals who wish to be a piece of the part of society worthy of anyone's attention. Retail Parks and Shopping Centers are turning out to be increasingly more well known as individuals like to do their shopping in one spot and in light of the fact that they offer progressively decision at better costs and on the grounds that they feel more secure than on the High Street, this anyway is as yet an open finished conversation.

Grounding Exercises for Borderline Personality Disorder

Grounding Exercises for Borderline Personality Disorder BPD Living With BPD Print Grounding Exercises for Borderline Personality Disorder By Kristalyn Salters-Pedneault, PhD Kristalyn Salters-Pedneault, PhD, is a clinical psychologist and associate professor of psychology at Eastern Connecticut State University. Learn about our editorial policy Kristalyn Salters-Pedneault, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on July 19, 2017 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on September 18, 2019 Frederic Cirou/Brand X Pictures/Getty Images More in BPD Living With BPD Diagnosis Treatment Related Conditions If you have  borderline personality disorder (BPD), you may benefit from grounding exercises. These techniques are helpful during dissociation, panic, anxiety, strong impulsive urges, flashbacks,  and intense emotional distress. Learning and practicing grounding exercises can help you soothe your emotions and manage your BPD symptoms.   How Grounding Works Grounding exercises are designed to help you focus your attention on the present moment. Theyre helpful whenever youre having an experience thats causing you a lot of anxiety or that feels overwhelming or all-consuming because they force you to concentrate on the right now instead of the past, your upsetting feelings, and/or the what if. There are a variety of exercises that have been developed for grounding and different ones can be used to target different situations. For example, some of the exercises can be done in public whereas others are more suitable for a private setting, for example, when youre having very intense dissociative experiences. Practice a variety of these exercises  so that you have several to draw on when you need them, and to figure out which ones suit you the best. Visual and Auditory Grounding Exercises Visual and auditory grounding exercises rely on using your senses of sight and hearing to ground you into the present moment. To conduct a visual grounding exercise, take a deep breath, and then start to mentally catalog the things you see around you. Look for even the mundane details like the color of electrical outlets or a frame thats crooked. To do an auditory grounding exercise, listen to the sounds you hear around you. Dont  just notice the obvious sounds, but notice the layers of sound, such as a dogs whine before it howls. Notice how sounds rise and fall, their pitch, intensity, and timbre. The good news is that these exercises are suitable for any environment. In other words,  you dont need to be able to see or hear anything special to be able to practice them. In fact, these exercises can be particularly useful for times when youre in public, as no one will even know what you are doing. You can then stop the exercise whenever youre feeling reconnected to the current moment. Other visual and auditory grounding exercises you can try include: Sing or hum your favorite song.Read your favorite poem, childrens book, or song lyrics out loud.Call someone.Whisper or say out loud, I am safe, or I am calm, or whatever emotion you are trying to capture. Repeat it until you feel grounded.Put on a funny YouTube video or watch an episode of your favorite sitcom. Or watch a scary movie.Find an app that plays nature sounds ahead of time. Pick your favorite one and play it when you need grounding. Tactile Grounding Exercises Tactile grounding exercises use your sense of touch to ground you. One commonly used tactile grounding exercise is to grab an ice cube out of the freezer and hold it in your hand until it starts to cause some mild discomfort. Dont hold onto it for too long or it can cause pain. Many people find that the discomfort helps them reconnect with the current time. Here are some other examples of tactile grounding exercises to try: Take a cool shower or run your hands under cool water. Or do the opposite and take a hot bubble bath.Gently snap a rubber band on your wrist.Rub some scented lotion on your hands, focusing on the way it feels and smells as you work it into your skin.Use a water mister to spray your face and/or chest.Pick a hand and tap each finger with your thumb, starting with your index finger and continuing down. Go back and forth until you feel grounded.Keep a bead, pebble, stress ball, a small piece of cloth, or another object of your choice in your pocket and roll it around in your hand(s) when you need to get grounded. You can also use a bracelet or necklace.Run your hand slowly and gently over the carpet or the fabric of a piece of furniture or clothing and notice how it feels when you rub it in one direction versus the other.Put a piece of chocolate in your mouth. Experience the texture, flavor, and feel as it slowly melts.Stretch your arms up over your head as high as you can, then out to y our sides, finally pulling your elbows back as far as you can behind your back. Repeat. Think about your muscles flexing and feel their strength.Hug your favorite stuffed animal, a comfy blanket, or a pillow.Take off your shoes and push your toes into the floor or ground. Other Grounding Exercises If none of the above work for you, be creative and make up your own grounding exercises. Coming up with your own may be especially helpful since only you know what will work best for your situation. What senses are most powerful for you? Smell? Taste? Touch? Might a combination of exercises work best, like putting on your favorite song while you stretch your muscles? Here are more techniques to try or that you can use as a springboard to come up with your own twist: Take a whiff of peppermint from a bottle of essential oil or very strong mints.Bite into a lemon or take a sip of lemon juice.Find something in the room that starts with A, then B, then C, and so on.Count backward from 100.Put on your favorite song and really concentrate on the words, the music, and the way it all makes you feel.Write how youre feeling in a journal thats designated for grounding and use your favorite pen. Notice how the pen feels in your hand and the smoothness of how it writes on the paper.Play a game on your phone or computer.Breathe in through your nose slowly and deeply until your lungs are full. Slowly exhale through your mouth until your lungs are empty. Repeat, concentrating on the feeling of your lungs expanding and contracting.Pull a mental picture into your mind of your favorite place and imagine youre there. Think about what youd be doing if you were really there.Go outside and smell the air or the flowers, trees, or leaves.Jump up and down. Practice Try different grounding techniques until you find a few or a combination that works for you. Practice them over and over, preferably before you need to use them. The more you practice, the easier itll be to remember how to ground yourself when the time comes. Its also good to practice using your grounding exercises right away when you start to feel anxious, distressed, impulsive, or panicky before your emotions get the best of you. You may also want to discuss grounding exercises with your therapist or doctor, as he or she may be able to provide additional guidance on which exercises would be most effective for you.  A loved one may have helpful input too. Popular Relaxation Techniques for Anxiety

The Basic Difference Between Anatomy and Physiology - Free Essay Example

Sample details Pages: 20 Words: 5921 Downloads: 10 Date added: 2017/09/19 Category Health Essay Type Narrative essay Tags: Anatomy Essay Did you like this example? Week 1 Chapter 1 1. What is the basic difference between anatomy and physiology? (p. 2) ANSWER: Anatomy (a-NAT-o-me; ana- = up; -tomy = process of cutting) is the science of structure and the relationships among structures. Physiology (fiz? -e-OL-o-je; physio- = nature, -logy = study of) is the science of body functions, that is, how the body parts work. 2. Define each of the following terms: atom, molecule, cell, tissue, organ, system, and organism. (p. 6) ANSWER: AtomUnit of matter that makes up a chemical element; consists of a nucleus (containing positively charged protons and uncharged neutrons) and negatively charged electrons that orbit the nucleus. Molecule (MOL-e-kul)The chemical combination of two or more atoms covalently bonded together. CellThe basic structural and functional unit of all organisms; the smallest structure capable of performing all the activities vital to life. TissueA group of similar cells and their intercellular substance joined together to pe rform a specific function. OrganA structure composed of two or more different kinds of tissues with a specific function and usually a recognizable shape. SystemAn association of organs that have a common function. Organism (OR-ga-nizm)A total living form; one individual 3. How are negative and positive feedback systems similar? How are they different? (p. 9) ANSWER: A negative feedback system reverses a change in a controlled condition. Consider one negative feedback system that helps regulate blood pressure. Blood pressure (BP) is the force exerted by blood as it presses against the walls of blood vessels. When the heart beats faster or harder, BP increases. If a stimulus causes BP (controlled condition) to rise, the following sequence of events occurs (Figure 1-3). The higher pressure is detected by baroreceptors, pressure-sensitive nerve cells located in the walls of certain blood vessels (the receptors). The baroreceptors send nerve impulses (input) to the brain (control c enter), which interprets the impulses and responds by sending nerve impulses (output) to the heart (the effector). Heart rate decreases, which causes BP to decrease (response). This sequence of events returns the controlled condition—blood pressure—to normal, and homeostasis is restored. This is a negative feedback system because the activity of the effector produces a result, a drop in BP, that reverses the effect of the stimulus. Negative feedback systems tend to regulate conditions in the body that are held fairly stable over long periods, such as BP, blood glucose level, and body temperature. A positive feedback system strengthens a change in a controlled condition. Normal positive feedback systems tend to reinforce conditions that dont happen very often, such as childbirth, ovulation, and blood clotting. Because a positive feedback system continually reinforces a change in a controlled condition, it must be shut off by some event outside the system. If the a ction of a positive feedback system isnt stopped, it can â€Å"run away† and produce life-threatening changes in the body. The basic difference between negative and positive feedback systems is that in negative feedback systems, the response reverses a change in a controlled condition, and in positive feedback systems, the response strengthens the change in a controlled condition. 4. Describe the anatomical position and explain why it is used. (p. 15) ANSWER: The language of anatomy and physiology is very precise. In the study of anatomy, descriptions of any part of the human body assume that the body is in a specific stance called the anatomical position (an? -a-TOM-i-kal). In the anatomical position, the subject stands erect facing the observer, with the head level and the eyes facing forward. The feet are flat on the floor and directed forward, and the arms are at the sides with the palms turned forward (Figure 1-4 on page 11). In the anatomical position, the body is upright. Descriptions of any region of the body assume the body is in the anatomical position, in which the subject stands erect facing the observer, with the head level and the eyes facing forward, the feet flat on the floor and directed forward, and the arms at the sides, with the palms turned forward. 5. What are the various planes that may be passed through the body? Explain how each divides the body. (p. 15) ANSWER: A sagittal plane (SAJ-i-tal; sagitt- = arrow) is a vertical plane that divides the body or an organ into right and left sides. More specifically, when such a plane passes through the midline of the body or organ and divides it into equal right and left sides, it is called a midsagittal plane. If the sagittal plane does not pass through the midline but instead divides the body or an organ into unequal right and left sides, it is called a parasagittal plane (para- = near). A frontal plane or coronal plane divides the body or an organ into anterior (front) and post erior (back) portions. A transverse plane divides the body or an organ into superior (upper) and inferior (lower) portions. A transverse plane may also be called a cross-sectional or horizontal plane. Sagittal, frontal, and transverse planes are all at right angles to one another. An oblique plane, by contrast, passes through the body or an organ at an angle between the transverse plane and a sagittal plane or between the transverse plane and the frontal plane. Chapter 2 6. Compare the meanings of atomic number, mass number, ion, and molecule. (p. 29) ANSWER: The atomic number, the number of protons, distinguishes the atoms of one element from those of another element. The combined total of protons and neutrons in an atom is its mass number. An atom that gives up or gains electrons becomes an ion—an atom that has a positive or negative charge due to having unequal numbers of protons and electrons. A molecule is a substance that consists of two or more chemically combine d atoms. The molecular formula indicates the number and type of atoms that make up a molecule. 7. What functions does water perform in the body? (p. 40) ANSWER: 1. Water is an excellent solvent. 2. Water participates in chemical reactions. 3. Water absorbs and releases heat very slowly. . Water requires a large amount of heat to change from a liquid to a gas. 5. Water serves as a lubricant. Water is the most abundant substance in the body. It is an excellent solvent, participates in chemical reactions, absorbs and releases heat slowly, requires a large amount of heat to change from a liquid to a gas, and serves as a lubricant. 8. Why is ATP important? (p. 40) ANSWER: Adenosine triphosphate (ATP) (a-DEN-o-sen tri-FOS-fat)The main energy currency in living cells; used to transfer the chemical energy needed for metabolic reactions. ATP consists of the purine base adenine and the five-carbon sugar ribose, to which are added, in linear array, three phosphate groups. Chapter 22 9. What are the functions of electrolytes in the body? (p. 550) ANSWER: Electrolytes control the osmosis of water between fluid compartments, help maintain acid–base balance, carry electrical current, and act as enzyme cofactors. 10. What are the major physiological effects of acidosis and alkalosis? (p. 552) ANSWER: The major physiological effect of acidosis is depression of the central nervous system through depression of synaptic transmission. If the systemic arterial blood pH falls below 7, depression of the nervous system is so severe that the individual becomes disoriented, then becomes comatose, and may die. A major physiological effect of alkalosis is overexcitability in both the central nervous system and peripheral nerves. Neurons conduct impulses repetitively, even when not stimulated; the results are nervousness, muscle spasms, and even convulsions and death. Week 2 Chapter 3 11. What is meant by selective permeability? (p. 47) ANSWER: Selective permeability (per? me- a-BIL-i-te)The property of a membrane by which it permits the passage of certain substances but restricts the passage of others. 12. What is the key difference between passive and active transport? (p. 52) ANSWER: Active Processes Movement of substances against a concentration gradient; requires cellular energy in the form of ATP. Active Transport Transport in which cell expends energy to move a substance across the membrane against its concentration gradient aided by membrane proteins that act as pumps; these integral membrane proteins use energy supplied by ATP. Passive Processes Movement of substances down a concentration gradient until equilibrium is reached; do not require cellular energy in the form of ATP. Movement of a substance by kinetic energy down a concentration gradient until equilibrium is reached. 13. How does diffusion through membrane channels compare to facilitated diffusion? (p. 52) ANSWER: Simple diffusion Passive movement of a substance through the lipid bil ayer of the plasma membrane. Facilitated diffusion Passive movement of a substance down its concentration gradient aided by ion channels and carriers. In simple diffusion, lipid-soluble substances move through the lipid bilayer. In facilitated diffusion, substances cross the membrane with the assistance of ion channels and carriers. 14. Why is the nucleus so important in the life of a cell? (p. 58) ANSWER: 1. Controls cellular structure. 2. Directs cellular activities. 3. Produces ribosomes in nucleoli. The nucleus contains most of a cells genes, which are located on chromosomes Nucleus Consists of nuclear envelope with pores, nucleoli, and chromatin (or chromosomes). Contains genes, which control cellular structure and direct most cellular activities. Chapter 4 15. Define a tissue. What are the four basic types of body tissues? (p. 73) ANSWER: A tissue is a group of similar cells, usually with a common embryonic origin, that function together to carry out specialized activiti es. 1. Epithelial tissue (ep? -i-THE-le-al) covers body surfaces; lines body cavities, hollow organs, and ducts (tubes); and forms glands. 2. Connective tissue protects and supports the body and its organs, binds organs together, stores energy reserves as fat, and provides immunity. 3. Muscular tissue generates the physical force needed to make body structures move. . Nervous tissue detects changes inside and outside the body and initiates and transmits nerve impulses (action potentials) that coordinate body activities to help maintain homeostasis. 16. What are the functions of muscular tissue? (p. 90) ANSWER: muscular tissue produces motion, maintains posture, and generates heat. 17. Name the three types of muscular tissue. (p. 90) ANSWER: skeletal, cardiac, and smooth. Chapter 5 18. What structures are included in the integumentary system? (p. 101) ANSWER: Skin and structures associated with it, such as hair, nails, and sweat and oil glands. 9. What are the three pigments found in the skin, and how do they contribute to skin color? (p. 101) ANSWER: Skin color is due to the pigments melanin, carotene, and hemoglobin. Melanin, hemoglobin, and carotene are three pigments that impart a wide variety of colors to skin. The amount of melanin causes the skins color to vary from pale yellow to reddish-brown to black. Melanocytes are most plentiful in the epidermis of the penis, nipples of the breasts, the area just around the nipples (areolae), face, and limbs. They are also present in mucous membranes. Because the number of melanocytes is about the same in all people, differences in skin color are due mainly to the amount of pigment the melanocytes produce and transfer to keratinocytes. In some people, melanin accumulates in patches called freckles. As a person grows older, age (liver) spots may develop. These flat blemishes look like freckles and range in color from light brown to black. Like freckles, age spots are accumulations of melanin. A round, flat, or ra ised area that represents a benign localized overgrowth of melanocytes and usually develops in childhood or adolescence is called a nevus (NE-vus), or a mole. Exposure to UV light stimulates melanin production. Both the amount and darkness of melanin increase, which gives the skin a tanned appearance and further protects the body against UV radiation. Thus, within limits, melanin serves a protective function. Nevertheless, repeatedly exposing the skin to UV light causes skin cancer. A tan is lost when the melanin-containing keratinocytes are shed from the stratum corneum. Albinism (AL-bin-izm; albin- = white) is the inherited inability of an individual to produce melanin. Most albinos (al-BI-nos), people affected by albinism, do not have melanin in their hair, eyes, and skin. In another condition, called vitiligo (vit-i-LI-go), the partial or complete loss of melanocytes from patches of skin produces irregular white spots. The loss of melanocytes may be related to an immune sy stem malfunction in which antibodies attack the melanocytes. Dark-skinned individuals have large amounts of melanin in the epidermis. Consequently, the epidermis has a dark pigmentation and skin color ranges from yellow to red to tan to black. Light-skinned individuals have little melanin in the epidermis. Thus, the epidermis appears translucent and skin color ranges from pink to red depending on the amount and oxygen content of the blood moving through capillaries in the dermis. The red color is due to hemoglobin, the oxygen-carrying pigment in red blood cells. Carotene (KAR-o-ten; carot = carrot) is a yellow-orange pigment that gives egg yolk and carrots their color. This precursor of vitamin A, which is used to synthesize pigments needed for vision, accumulates in the stratum corneum and fatty areas of the dermis and subcutaneous layer in response to excessive dietary intake. In fact, so much carotene may be deposited in the skin after eating large amounts of carotene-rich foods that the skin color actually turns orange, which is especially apparent in light-skinned individuals. Decreasing carotene intake eliminates the problem. 20. In what two ways does the skin help regulate body temperature? (p. 106) ANSWER: Body temperature regulation. The skin contributes to the homeostatic regulation of body temperature by liberating sweat at its surface and by adjusting the flow of blood in the dermis. In response to high environmental temperature or heat produced by exercise, sweat production from eccrine sweat glands increases; the evaporation of sweat from the skin surface helps lower body temperature. In addition, blood vessels in the dermis of the skin dilate (become wider); consequently, more blood flows through the dermis, which increases the amount of heat loss from the body. In response to low environmental temperature, production of sweat from eccrine sweat glands is decreased, which helps conserve heat. Also, the blood vessels in the dermis f the skin constrict (become narrow), which decreases blood flow through the skin and reduces heat loss from the body. 21. In what ways does the skin serve as a protective barrier? (p. 106) ANSWER: Protection. Keratin in the skin protects underlying tissues from microbes, abrasion, heat, and chemicals, and the tightly interlocked keratinocytes resist invasion by microbes. Lipids released by lamellar granules inhibit evaporation of water from the skin surface, thus protecting the body from dehydration. Oily sebum prevents hairs from drying out and contains bactericidal chemicals that kill surface bacteria. The acidic pH of perspiration retards the growth of some microbes. Melanin provides some protection against the damaging effects of UV light. Hair and nails also have protective functions. Week 3 Chapter 6 22. Give several examples of long, short, flat, and irregular bones. (p. 114) ANSWER: Long bones have greater length than width and consist of a shaft and a variable number of ends. They are usually somewhat curved for strength. Long bones include those in the thigh (femur), leg (tibia and fibula), arm (humerus), forearm (ulna and radius), and fingers and toes (phalanges). Short bones are somewhat cube-shaped and nearly equal in length and width. Examples of short bones include most wrist and ankle bones. Flat bones are generally thin, afford considerable protection, and provide extensive surfaces for muscle attachment. Bones classified as flat bones include the cranial bones, which protect the brain; the sternum (breastbone) and ribs, which protect organs in the thorax; and the scapulae (shoulder blades). Irregular bones have complex shapes and cannot be grouped into any of the previous categories. Such bones include the vertebrae and some facial bones. 3. What are the four types of cells in bone tissue? (p. 118) ANSWER: 1. Osteogenic cells (os-te-o-JEN-ik; -genic = producing) are unspecialized stem cells derived from mesenchyme, the tissue from which almo st all connective tissues are formed. They are the only bone cells to undergo cell division; the resulting cells develop into osteoblasts. Osteogenic cells are found along the inner portion of the periosteum, in the endosteum, and in the canals within bone that contain blood vessels. 2. Osteoblasts (OS-te-o-blasts? ; -blasts = buds or sprouts) are bone-building cells. They synthesize and secrete collagen fibers and other organic components needed to build the extracellular matrix of bone tissue. As osteoblasts surround themselves with extracellular matrix, they become trapped in their secretions and become osteocytes. (Note: Blasts in bone or any other connective tissue secrete extracellular matrix. ) 3. Osteocytes (OS-te-o-sits? ; -cytes = cells), mature bone cells, are the main cells in bone tissue and maintain its daily metabolism, such as the exchange of nutrients and wastes with the blood. Like osteoblasts, osteocytes do not undergo cell division. Note: Cytes in bone or any other tissue maintain the tissue. ) 4. Osteoclasts (OS-te-o-clasts? ; -clast = break) are huge cells derived from the fusion of as many as 50 monocytes (a type of white blood cell) and are concentrated in the endosteum. They release powerful lysosomal enzymes and acids that digest the protein and mineral components of the bone extracellular matrix. This breakdown of bone extracellular matrix, termed resorption, is part of the normal development, growth, maintenance, and repair of bone. (Note: Clasts in bone break down extracellular matrix. ) 24. What is bone remodeling? Why is it important? (p. 123) ANSWER: Bone remodeling is the ongoing replacement of old bone tissue by new bone tissue. It involves bone resorption, the removal of minerals and collagen fibers from bone by osteoclasts, and bone deposition, the addition of minerals and collagen fibers to bone by osteoblasts. Thus, bone resorption results in the destruction of bone extracellular matrix, while bone deposition results in the formation of bone extracellular matrix. Remodeling takes place at different rates in different regions of the body. Even after bones have reached their adult shapes and sizes, old bone is continually destroyed and new bone is formed in its place. Remodeling also removes injured bone, replacing it with new bone tissue. Remodeling may be triggered by factors such as exercise, sedentary lifestyle, and changes in diet. Old bone is constantly destroyed by osteoclasts, while new bone is constructed by osteoblasts. This process is called remodeling. 25. What are some of the important functions of calcium in the body? (p. 123) ANSWER: In addition, most functions of nerve cells depend on just the right level of Ca2+, many enzymes require Ca2+ as a cofactor, and blood clotting requires Ca2+. The role of bone in calcium homeostasis is to â€Å"buffer† the blood calcium level, releasing Ca2+ to the blood when the blood calcium level falls (using osteoclasts) and depositing Ca2+ back in bone when the blood level rises (using osteoblasts). 26. What types of mechanical stress may be used to strengthen bone tissue? (p. 124) ANSWER: Weight-bearing activities, such as walking or moderate weightlifting, help build and retain bone mass. Adolescents and young adults should engage in regular weight-bearing exercise prior to the closure of the epiphyseal plates to help build total mass before its inevitable reduction with aging. However, the benefits of exercise do not end in young adulthood. Even elderly people can strengthen their bones by engaging in weight-bearing exercise. 27. How does aging affect the brittleness of bone and the loss of bone mass? (p. 147) ANSWER: Bone brittleness results from a decrease in the rate of protein synthesis and in the production of human growth hormone, which diminishes the production of the collagen fibers that give bone its strength and flexibility. As a result, inorganic minerals gradually constitute a greater proportion of the bone extracellular matrix. Loss of bone mass results from demineralization Chapter 7 28. What factors determine movement at joints? (p. 157) ANSWER: The functional classification of joints relates to the degree of movement they permit. Functionally, joints are classified as one of the following types: Synarthrosis (sin? -ar-THRO-sis; syn- = together): An immovable joint. The plural is synarthroses. Amphiarthrosis (am? -fe-ar-THRO-sis; amphi- = on both sides): A slightly movable joint. The plural is amphiarthroses. Diarthrosis (di? -ar-THRO-sis = movable joint): A freely movable joint. The plural is diarthroses. All diarthroses are synovial joints. They have a variety of shapes and permit several different types of movements 29. Define each of the movements at synovial joints and give an example of each. (p. 163) ANSWER: 1. In a gliding movement, the nearly flat surfaces of bones move back-and-forth and side-to-side. This can be illustrated between the clavicle and acro mion of the scapula by placing your upper limb at your side, raising it above your head, and lowering it again. 2. In angular movements, there is a change in the angle between bones. Examples are flexion–extension, hyperextension, abduction–adduction, and circumduction. Examples of flexion include bending the head toward the chest (Figure 7-4a); moving the humerus forward at the shoulder joint as in swinging the arms forward while walking (Figure 7-4b); moving the forearm toward the arm (Figure 7-4c); moving the palm toward the forearm (Figure 7-4d); moving the femur forward, as in walking (Figure 7-4e); and bending the knee (Figure 7-4f). Extension is simply the reverse of these movements. 3. In rotation, a bone moves around its own longitudinal axis. An example is turning the head from side to side 4. Special movements occur at specific synovial joints in the body. Examples are as follows: elevation–depression, protractionretraction, inversion–eve rsion, dorsiflexion–plantar flexion, and supination–pronation Elevation (el? -e-VA-shun = to lift up) is the upward movement of a part of the body, such as closing the mouth to elevate the mandible (Figure 7-8a) or shrugging the shoulders to elevate the scapula. Depression (de-PRESH-un = to press down) is the downward movement of a part of the body, such as opening the mouth to depress the mandible (Figure 7-8b) or returning shrugged shoulders to the anatomical position to depress the scapula. Protraction (pro-TRAK-shun = to draw forth) is the movement of a part of the body forward. You can protract your mandible by thrusting it outward (Figure 7-8c) or protract your clavicles by crossing your arms. Retraction (re-TRAK-shun = to draw back) is the movement of a protracted part of the body back to the anatomical position (Figure 7-8d). Inversion (in-VER-zhun = to turn inward) is movement of the soles medially so that they face each other (Figure 7-8e). Eversion (e-VER -zhun = to turn outward) is movement of the soles laterally so that they face away from each other (Figure 7-8f). Dorsiflexion (dor? -si-FLEK-shun) is bending of the foot in the direction of the dorsum (superior surface), as when you stand on your heels (Figure 7-8g). Plantar flexion involves bending of the foot in the direction of the plantar surface (Figure 7-8g), as when standing on your toes. Supination (soo? -pi-NA-shun) is movement of the forearm so that the palm is turned forward (Figure 7-8h). Supination of the palms is one of the defining features of the anatomical position (see Figure 1-4). Pronation (pro-NA-shun) is movement of the forearm so that the palm is turned backward (Figure 7-8h). Opposition (op-o-ZISH-un) is the movement of the thumb at the carpometacarpal joint (between the trapezium and metacarpal of the thumb) in which the thumb moves across the palm to touch the tips of the fingers on the same hand (Figure 7-8i). This is the distinctive digital movemen t that gives humans and other primates the ability to grasp and manipulate objects very precisely. 30. Which joints show evidence of degeneration in nearly all individuals as aging progresses? (p. 167) ANSWER: knees, elbows, hips, and shoulders. It is also common for elderly individuals to develop degenerative changes in the vertebral column Chapter 8 31. Which features distinguish the three types of muscular tissue? (p. 173) ANSWER: Skeletal muscle tissue is mostly attached to bones. It is striated and voluntary. Cardiac muscle tissue forms most of the wall of the heart. It is striated and involuntary. Smooth muscle tissue is located in viscera. It is nonstriated and involuntary. 32. What are the general functions of muscular tissue? (p. 173) ANSWER: Producing body movements. Stabilizing body positions. Storing and moving substances within the body. Producing heat. 33. What is a sarcomere? What does a sarcomere contain? p. 175) ANSWER: Sarcomere (SAR-ko-mer)A contractile unit in a striated muscle fiber (cell) extending from one Z disc to the next Z disc. A bands 34. Explain how a skeletal muscle contracts and relaxes. (p. 180) ANSWER: Muscle contraction occurs when myosin heads attach to and â€Å"walk† along the thin filaments at both ends of a sarcomere, progressively pulling the thin filaments toward the center of a sarcomere. As the thin filaments slide inward, the Z discs come closer together, and the sarcomere shortens. Two changes permit a muscle fiber to relax after it has contracted. First, the neurotransmitter acetylcholine is rapidly broken down by the enzyme acetylcholinesterase (AChE). When nerve action potentials cease, release of ACh stops, and AChE rapidly breaks down the ACh already present in the synaptic cleft. This ends the generation of muscle action potentials, and the Ca2+ release channels in the sarcoplasmic reticulum membrane close. Second, calcium ions are rapidly transported from the sarcoplasm into the sarcoplasmic ret iculum. As the level of Ca2+ in the sarcoplasm falls, tropomyosin slides back over the myosin-binding sites on actin. Once the myosin-binding sites are covered, the thin filaments slip back to their relaxed positions. Figure 8-7 summarizes the events of contraction and relaxation in a muscle fiber. 35. What is the importance of the neuromuscular junction? (p. 180) ANSWER: At the NMJ, a motor neuron excites a skeletal muscle fiber in the following way Release of acetylcholine. Activation of ACh receptors. Generation of muscle action potential. Breakdown of ACh. The neuromuscular junction (NMJ) is the synapse between a motor neuron and a skeletal muscle fiber. It is where the axons of motor nerves meet the muscle transmit messages from the brain which cause the muscle to contract relax. 36. Define the following terms: myogram, twitch contraction, wave summation, unfused tetanus, and fused tetanus. (p. 185) ANSWER: A record of a contraction is called a myogram. It consists of a latent period, a contraction period, and a relaxation period. A twitch contraction is a brief contraction of all the muscle fibers in a motor unit in response to a single action potential. Wave summation is the increased strength of a contraction that occurs when a second stimulus arrives before the muscle has completely relaxed after a previous stimulus. When a skeletal muscle fiber is stimulated at a rate of 20 to 30 times per second, it can only partially relax between stimuli. The result is a sustained but wavering contraction called unfused (incomplete) tetanus (tetan- = rigid, tense; Figure 8-10c). When a skeletal muscle fiber is stimulated at a higher rate of 80 to 100 times per second, it does not relax at all. The result is fused (complete) tetanus, a sustained contraction in which individual twiches cannot be detected (Figure 8-10d). 37. What characteristics distinguish the three types of skeletal muscle fibers? (p. 185) ANSWER: Slow oxidative (SO) fibers or red fib ers are small in diameter and appear dark red because they contain a large amount of myoglobin. Because they have many large mitochondria, SO fibers generate ATP mainly by aerobic cellular respiration, which is why they are called oxidative fibers. These fibers are said to be â€Å"slow† because the contraction cycle proceeds at a slower pace than in â€Å"fast† fibers. SO fibers are very resistant to fatigue and are capable of prolonged, sustained contractions. Fast oxidative–glycolytic (FOG) fibers are intermediate in diameter between the other two types. Like slow oxidative fibers, they contain a large amount of myoglobin, and thus appear dark red. FOG fibers can generate considerable ATP by aerobic cellular respiration, which gives them a moderately high resistance to fatigue. Because their glycogen content is high, they also generate ATP by anaerobic glycolysis. These fibers are â€Å"fast† because they contract and relax more quickly than SO fibe rs. Fast glycolytic (FG) fibers or white fibers are largest in diameter, contain the most myofibrils, and generate the most powerful and most rapid contractions. They have a low myoglobin content and few mitochondria. FG fibers contain large amounts of glycogen and generate ATP mainly by anaerobic glycolysis. They are used for intense movements of short duration, but they fatigue quickly. Strength-training programs that engage a person in activities requiring great strength for short times produce increases in the size, strength, and glycogen content of FG fibers. 38. Explain how the characteristics of skeletal muscle fibers may change with exercise. (p. 186) ANSWER: Although the total number of skeletal muscle fibers usually does not increase, the characteristics of those present can change to some extent. Various types of exercises can induce changes in the fibers in a skeletal muscle. Endurance-type (aerobic) exercises, such as running or swimming, cause a gradual transform ation of some FG fibers into fast oxidative–glycolytic (FOG) fibers. The transformed muscle fibers show slight increases in diameter, number of mitochondria, blood supply, and strength. Endurance exercises also result in cardiovascular and respiratory changes that cause skeletal muscles to receive better supplies of oxygen and nutrients but do not increase muscle mass. By contrast, exercises that require great strength for short periods produce an increase in the size and strength of FG fibers. The increase in size is due to increased synthesis of thick and thin filaments. The overall result is muscle enlargement (hypertrophy), as evidenced by the bulging muscles of body builders. 39. Why does muscle strength decrease with aging? p. 188) ANSWER: due to decreased levels of physical activity. Week 4 Chapter 9 40. What are the functions of the dendrites, cell body, axon, and synaptic end bulbs of a neuron? (p. 230) ANSWER: Dendrite (DEN-drit)A neuronal process that carries el ectrical signals toward the cell body. The cell body contains a nucleus surrounded by cytoplasm that includes typical organelles such as rough endoplasmic reticulum, lysosomes, mitochondria, and a Golgi complex. Most cellular molecules needed for a neurons operation are synthesized in the cell body. Axon (AK-son)The usually single, long process of a nerve cell that propagates a nerve impulse toward the axon terminals. Synapse (SYN-aps)The functional junction between two neurons or between a neuron and an effector, such as a muscle or gland; may be electrical or chemical. 41. Which cells produce myelin in nervous tissue, and what is the function of a myelin sheath? (p. 230) ANSWER: formed by Schwann cells and oligodendrocytes Like insulation covering an electrical wire, the myelin sheath insulates the axon of a neuron and increases the speed of nerve impulse conduction. 2. What are the meanings of the terms: resting membrane potential, depolarization, repolarization, nerve impulse , and refractory period? (p. 234) ANSWER: Resting membrane potentialThe voltage difference between the inside and outside of a cell membrane when the cell is not responding to a stimulus; in many neurons and muscle fibers it is –70 to –90 mV, with the inside of the cell negative relative to the outside. depolarizing phase, the negative membrane potential becomes less negative, reaches zero, and then becomes positive. epolarizing phase, the membrane polarization is restored to its resting state of -70 mV. Nerve impulse is a wave of physical and chemical excitation along a nerve fiber in response to a stimulus, accompanied by a transient change in electric potential in the membrane of the fiber. During the refractory period, another action potential cannot be generated. For a brief time after an action potential begins, a muscle fiber or neuron cannot generate another action potential. This time is called the refractory period. Chapter 10 43. What is the significance of the blood-brain barrier? (p. 254) ANSWER: The blood–brain barrier (BBB) limits the passage of certain material from the blood into the brain. 44. Why is the hypothalamus considered part of both the nervous system and the endocrine system? (p. 263) ANSWER: The hypothalamus controls the release of several hormones from the pituitary gland and thus serves as a primary connection between the nervous system and endocrine system. 45. Where are the primary somatosensory area and primary motor area located in the brain? What are their functions? (p. 263) ANSWER: Cerebral Cortex The primary somatosensory area (so? -mat-o-SEN-so-re) is posterior to the central sulcus of each cerebral hemisphere in the postcentral gyrus of the parietal lobe (Figure 10-13). It receives nerve impulses for touch, proprioception (joint and muscle position), pain, itching, tickle, and temperature and is involved in the perception of these sensations. The primary somatosensory area allows you to pinpoin t where sensations originate, so that you know exactly where on your body to swat that mosquito. The primary visual area, located in the occipital lobe, receives visual information and is involved in visual perception. The primary auditory area, located in the temporal lobe, receives information for sound and is involved in auditory perception. The primary gustatory area, located at the base of the postcentral gyrus, receives impulses for taste and is involved in gustatory perception. The primary olfactory area, located on the medial aspect of the temporal lobe (and thus is not visible in Figure 10-13), receives impulses for smell and is involved in olfactory perception. Chapter 11 46. What happens during the fight-or-flight response? (p. 280) ANSWER: 1. The pupils of the eyes dilate. 2. Heart rate, force of heart contraction, and blood pressure increase. 3. The airways dilate, allowing faster movement of air into and out of the lungs. 4. The blood vessels that supply nonessen tial organs such as the kidneys and gastrointestinal tract constrict, which reduces blood flow through these tissues. The result is a slowing of urine formation and digestive activities, which are not essential during exercise. 5. Blood vessels that supply organs involved in exercise or fighting off danger—skeletal muscles, cardiac muscle, liver, and adipose tissue—dilate, which allows greater blood flow through these tissues. 6. Liver cells break down glycogen to glucose, and adipose cells break down triglycerides to fatty acids and glycerol, providing molecules that can be used by body cells for ATP production. 7. Release of glucose by the liver increases blood glucose level. 8. Processes that are not essential for meeting the stressful situation are inhibited. For example, muscular movements of the gastrointestinal tract and digestive secretions decrease or even stop. 47. Why is the parasympathetic division of the ANS considered the rest-and-digest division? ( p. 280) ANSWER: the parasympathetic division enhances â€Å"rest-and-digest† activities. Parasympathetic responses support body functions that conserve and restore body energy during times of rest and recovery. In the quiet intervals between periods of exercise, parasympathetic impulses to the digestive glands and the smooth muscle of the gastrointestinal tract predominate over ympathetic impulses. This allows energy-supplying food to be digested and absorbed. At the same time, parasympathetic responses reduce body functions that support physical activity Chapter 12 48. Which senses are â€Å"special senses†? (p. 286) ANSWER: special senses, which include smell, taste, vision, hearing, and equilibrium (balance). 49. Why is it beneficial to your well-being that nociceptors and proprioceptors exhibit very little adaptation? (p. 290) ANSWER: The lack of adaptation of nociceptors serves a protective function: If there were adaptation to painful stimuli, irreparable tiss ue damage could result. Proprioceptive sensations also allow us to estimate the weight of objects and determine the muscular effort necessary to perform a task. Because proprioceptors adapt slowly and only slightly, the brain continually receives nerve impulses related to the position of different body parts and makes adjustments to ensure coordination. 50. What is referred pain, and how is it useful in diagnosing internal disorders? (p. 290) ANSWER: In many instances of visceral pain, the pain is felt in or just deep to the skin that overlies the stimulated organ, or in a surface area far from the stimulated organ. This phenomenon is called referred pain (Figure 12-2). In general, the visceral organ involved and the area in which the pain is referred are served by the same segment of the spinal cord. For example, sensory neurons from the heart, the skin over the heart, and the skin along the medial aspect of the left arm enter spinal cord segments T1 to T5. Thus, the pain of a h eart attack typically is felt in the skin over the heart and along the left arm. Don’t waste time! Our writers will create an original "The Basic Difference Between Anatomy and Physiology" essay for you Create order

The Differences Between Chinese and Western Food - 5179 Words

éÆ'‘å ·Å¾Ã¥ ¤ §Ã¥ ­ ¦Ã¦ ¯â€¢Ã¤ ¸Å¡Ã¨ ® ºÃ¦â€"‡ é ¢Ëœ ç› ®Ã¯ ¼Å¡The Differences Between Chinese and Western Food Cultures ä ¸ ­Ã¨ ¥ ¿Ã© ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€"Ã¥ · ®Ã¥ ¼â€š Ã¥ ­ ¦Ã§â€Å¸Ã¥ §â€œÃ¥  Ã¯ ¼Å¡ 刘æâ€" °Ã¦â€" ­ Ã¥ ­ ¦Ã¥  ·Ã¯ ¼Å¡ 20060130220 æÅ'‡å ¯ ¼Ã¦â€¢â„¢Ã¥ ¸Ë†Ã¯ ¼Å¡ èÆ' ¡Ã¥ ¤ ©Ã¦  © è Å'ç § °Ã¯ ¼Å¡ è ® ²Ã¥ ¸Ë† Ã¥ ¹ ´ ç º §Ã¯ ¼Å¡ 2006 é™ ¢Ã§ ³ »Ã¯ ¼Å¡Ã¦Å" ºÃ¦ ¢ °Ã¥ · ¥Ã§ ¨â€¹Ã¥ ­ ¦Ã©â„¢ ¢ ä ¸â€œ ä ¸Å¡Ã¯ ¼Å¡ è‹ ±Ã¨ ¯ ­Ã¯ ¼Ë†Ã¥ Å'Ã¥ ­ ¦Ã¤ ½ Ã¯ ¼â€° ç  ­Ã§ º §Ã¯ ¼Å¡ 1 2010Ã¥ ¹ ´5æÅ"ˆ The Differences Between Chinese and Western Food Cultures Liu Xinxu As Partial Requirements For the Bachelor’s Degree of Arts in English Supervised by Hu Tian-en School of Foreign Languages Zhengzhou University May, 2010 ä ¸ ­Ã¨ ¥ ¿Ã© ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€"Ã¥ · ®Ã¥ ¼â€š 摘è ¦  é ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€"æ˜ ¯Ã¤ º ºÃ§ ± »Ã¦â€"‡åÅ'â€"çš„é‡ Ã¨ ¦ Ã§ »â€žÃ¦Ë† Ã©Æ' ¨Ã¥Ë†â€ Ã¯ ¼Å'Ã¥ ®Æ'ç› ´Ã¦Å½ ¥Ã¥â€¦ ³Ã§ ³ »Ã¥Ë† °Ã¤ º ºÃ§ ± »Ã§Å¡â€žÃ¨ º «Ã¥ ¿Æ'Ã¥  ¥Ã¥ º ·Ã£â‚¬â€šÃ¤ ¸ ­Ã¨ ¥ ¿Ã¦â€"‡åÅ'â€"ä ¹â€¹Ã©â€" ´Ã§Å¡â€žÃ¥ · ®Ã¥ ¼â€šÃ¥ ¯ ¼Ã¨â€¡ ´Ã¤ ºâ€ Ã¤ ¸ ­Ã¨ ¥ ¿Ã© ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€"çš„å · ®Ã¥ ¼â€š,è€Å'è ¿â„¢Ã§ § Ã¥ · ®Ã¥ ¼â€šÃ¦  ¥Ã¨â€¡ ªÃ¤ ¸ ­Ã¨ ¥ ¿Ã¤ ¸ Ã¥ Å'çš„ä » ·Ã¥â‚¬ ¼Ã¨ §â€šÃ£â‚¬ Ã¦â‚¬ Ã§ » ´Ã¦â€" ¹Ã¥ ¼ Ã¥â€™Å'Ã¥ ¤â€žÃ¤ ¸â€"æâ€" ¹Ã¥ ¼ Ã£â‚¬â€šÃ¦Å" ¬Ã¦â€"‡å ¯ ¹Ã© ¥ ®Ã© £Å¸Ã¨ §â€šÃ¥ ¿ µÃ£â‚¬ Ã© ¥ ®Ã© £Å¸Ã§ »â€œÃ¦Å¾â€žÃ¥â€™Å'é ¤ Ã¦ ¡Å'ç ¤ ¼Ã¤ » ªÃ¤ ¸â€°Ã¦â€" ¹Ã©  ¢Ã§Å¡â€žÃ© ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€"内æ ¶ µÃ¨ ¿â€ºÃ¨ ¡Å'ä ºâ€ Ã§  â€Ã§ © ¶,Ã¥ ¹ ¶Ã¥Ë†â€ Ã¦Å¾ Ã¤ ºâ€ Ã¤ ¸ ­Ã¨ ¥ ¿Ã© ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€"çš„å ¯ ¹Ã§ «â€¹Ã§ »Å¸Ã¤ ¸â‚¬Ã¦â‚¬ §,ä » ¥Ã¥ Å Ã¤ ºÅ'者ç› ¸Ã¤ ºâ€™Ã¨Å¾ Ã¥ Ë†Ã§Å¡â€žÃ¨ ¶â€¹Ã¥Å  ¿Ã£â‚¬â€šÃ¤ ºâ€ Ã¨ § £Ã¤ ¸ ­Ã¨ ¥ ¿Ã© ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€", Ã¥  ¯Ã¤ » ¥Ã¦  Ã© «ËœÃ¦Ë†â €˜Ã¤ » ¬Ã§Å¡â€žÃ¨ · ¨Ã¦â€"‡åÅ'â€"ä º ¤Ã©â„¢â€¦Ã¦â€ž Ã¨ ¯â€ Ã¥â€™Å'èÆ' ½Ã¥Å â€ºÃ¯ ¼Å'Ã¥  ¯Ã¤ » ¥Ã©  ¿Ã¥â€¦ Ã¨ · ¨Ã¦â€"‡åÅ'â€"ä º ¤Ã©â„¢â€¦Ã¨ ¿â€¡Ã§ ¨â€¹Ã¤ ¸ ­Ã§â€ ±Ã¤ ºÅ½Ã¤ ¸ Ã¥ Å'çš„é ¥ ®Ã© £Å¸Ã¦â€"‡åÅ'â€"å’Å'è §â€šÃ¥ ¿ µÃ¨â‚¬Å'ä º §Ã§â€Å¸Ã§Å¡â€žÃ§Å¸â€ºÃ§â€º ¾Ã¥â€™Å'å† ²Ã§ ª ,Ã¥ ¢Å¾Ã¨ ¿â€ºÃ¥ Å'æâ€" ¹Ã§Å¡â€žÃ¤ ºâ€ Ã¨ § £Ã¥â€™Å'æ ²Å¸Ã©â‚¬Å¡Ã£â‚¬â€šÃ¢â‚¬ ¦show more content†¦Differences of food cultures in different countries are a phenomenon of cross-cultural communication. Studying these differences can train people’ adaptability in cross-cultural communication. Cross-cultural communication in the situation of globalization makes the different food cultures complementary and integrated. II. Main Differences Between Chinese and Western Food Cultures A. Conceptual Differences Differences between American and Chinese food culture reflects two different food concepts and values. Chinese people are always upholding â€Å"People regard food as their heave, taste is the essence of food† .the eight major cuisines of china reflect the rich connotations of Chinese food culture. From this, we can know that the food is in a very important position in minds of Chinese people. Chinese food culture concerns the meaning of material and has a trend of achieving a mental need. Chinese food culture’s great sentiment is well established, so it has the very high prestige in the world. The Chinese people think that it is reasonable to eat three meals a day. Eating can relieve thirst and appease hunger, but it has some meanings. For example, when a child comes into the world, the relatives often eat the red-painted eggs. These kinds of eggs contain their wishes and their expectations. Life can be continued and the great expectations can be passed down from gener ation to generation. When a child is one year old, their family will hold a partyShow MoreRelatedDifferences Cultural in Chinese Food and Western Food1648 Words   |  7 PagesThe Cultural Differences between Chinese and Western Food Cheng Hoi Man Upper Iowa University Term 4 2012 – 2013 COMM 221(DT) – Intercultural Communication Ms. Jamie Ku 9th June 2013 The Cultural Differences between Chinese and Western Food Abstract Food is one of the most enjoyable aspects of cultures to share. Every place has its own culinary delights to discover. Food culture can reflect the indication of human social development and improvement. 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Program Planning and Evaluation Free Essays

Program planning is the starting blue prints or structure of a new program or even used to improve a program already in place. Program planning involves research, making goals, setting up objectives in order to meet goals and gathering information. Program planning also includes information about the budget such as how much it will cost in order to provide the services intended by the program. We will write a custom essay sample on Program Planning and Evaluation or any similar topic only for you Order Now Program planning tells us what the problem is, who the program targeted population is, where are the targeted population demographically located, and why there is a problem. Program planning involves a lot of thought and information collected by the staff and where available the clients as well. Program planning determines what obstacles the program may encounter along the way and plans to work around the obstacles. Program planning should be done carefully and thoroughly because as a blue print for a program we would like the finishing product to be very well built and organized with a great finished product. Program evaluation is the ongoing collection of data which the staff of the program can take into consideration when making changes for necessary improvements or for future planning of the program. Program evaluations show the staff the strong points of the program they may wish to leave alone and also the weak points of the program they may need to make stronger. Program evaluation is important because it helps to keep the program running smoothly in order to meet their goals and provide sufficient services to the community and clients that the program serves. Program planning and program evaluations work together in order to make a program effective and efficient. Program planning does not stop just because a program is up and running since there will always be changes that need to be made as the program grows and needs to meet the demands of more clients and becomes a bigger part of the community it serves. Therefore program evaluations continue to help keep the program planning on a proper level and help the staff make decisions needed in order to meet demands and still plan goals and objectives successfully. The scenario I have chosen to work with this year is the PEACE Domestic Violence Agency. I believe that both program planning and program evaluation interrelate in this scenario because there is a growing problem with violence in the city of Portland and without action it will probably become worse. There needs to be a program in place in order to give any means of help to the community that can be offered and that will require program planning. The continuous changes of needs, and the need to ensure effectiveness is going to require the implementation of program evaluations in order to help measure the success and continue make the success rates higher. The technical aspects of program planning should consist of inputs to outputs that would in turn provide the community the social justice needed. I believe that the technical aspects are to make a crisis hotline available which would provide 24 hour access to a staff member who can help. I believe that there should be qualified counselors staffed within the program in order to help the individual to identify needs and also to obtain protection orders if necessary. I think that having a shelter or an affiliated shelter would be helpful because some clients are going to need a place to stay and receive a chance at a fresh start through transitional housing. Further I believe that technical aspects would be to also get some community awareness started about violence and ways to prevent it. This can be a fun community activity during which individuals learn to look out for one another instead of hurting one another or turning the other way while someone else is hurt. On the other hand there needs to be rehabilitation for the individuals who act violently. Enabling them to lead a better life and teaching them to protect others instead of causing harm. Aspects that can affect the program planning and evaluation process are that there might be some people still too afraid to come forward and fight for the changes that benefit them. They might have their doubts that the program will work because the violence rates are so high and so many people have failed to fully help them. A person who has been a victim might be inclined to move on but become victim again. A person hurting others may be inclined to feel there is no need for them to get help. The way these aspects can affect the program planning and program evaluation are because they are obstacles that would prevent the program from becoming successful and promoting a better outcome for individuals and the community. In order to prevent hindering the program we have to find other ways to get through and rebuttal the situations. Political aspect of the program planning and evaluation would be to ask for harder punishment for those who are on the violent side of the fence. I would also ask for more police involvement in the community and if needed be the hiring of more police authority in the area to help in lowering the amount of time it takes to get to a situation involving violence. I would ask for education about violence to be implemented through school systems and jail or prison facilities to raise the possibility of positive changes. I would ask for cameras to be placed at stop lights and in other areas where road rage was the worst in order to help in providing proper apprehending of drivers who have a problem. These aspects could affect planning and evaluation of the program because political authorities might not feel there is enough violence to take action. It also could affect the planning and evaluation because the political authorities might not have the funds to provide the help needed. The political authorities might agree to the needs but on lesser terms. This would mean that in order to have success rates we are looking for we need to find other ways to get the help needed. How to cite Program Planning and Evaluation, Papers

Pythagoras Essays - Pythagoreans, Ancient Greek Philosophers

Pythagoras Pythagoras of Samos is often described as the first pure mathematician. He is an extremely important figure in the development of mathematics yet we know relatively little about his mathematical achievements. Unlike many later Greek mathematicians, where at least we have some of the books which they wrote, we have nothing of Pythagoras's writings. The society which he led, half religious and half scientific, followed a code of secrecy which certainly means that today Pythagoras is a mysterious figure. We do have details of Pythagoras's life from early biographies which use important original sources yet are written by authors who attribute divine powers to him, and whose aim was to present him as a god-like figure. What we present below is an attempt to collect together the most reliable sources to reconstruct an account of Pythagoras's life. There is fairly good agreement on the main events of his life but most of the dates are disputed with different scholars giving dates which differ by 20 years. Some historians treat all this information as merely legends but, even if the reader treats it in this way, being such an early record it is of historical importance. Pythagoras's father was Mnesarchus ([12] and [13]), while his mother was Pythais [8] and she was a native of Samos. Mnesarchus was a merchant who came from Tyre, and there is a story ([12] and [13]) that he brought corn to Samos at a time of famine and was granted citizenship of Samos as a mark of gratitude. As a child Pythagoras spent his early years in Samos but travelled widely with his father. There are accounts of Mnesarchus returning to Tyre with Pythagoras and that he was taught there by the Chaldaeans and the learned men of Syria. It seems that he also visited Italy with his father. Little is known of Pythagoras's childhood. All accounts of his physical appearance are likely to be fictitious except the description of a striking birthmark which Pythagoras had on his thigh. It is probable that he had two brothers although some sources say that he had three. Certainly he was well educated, learning to play the lyre, learning poetry and to recite Homer. There were, among his teachers, three philosophers who were to influence Pythagoras while he was a young man. One of the most important was Pherekydes who many describe as the teacher of Pythagoras. The other two philosophers who were to influence Pythagoras, and to introduce him to mathematical ideas, were Thales and his pupil Anaximander who both lived on Miletus. In [8] it is said that Pythagoras visited Thales in Miletus when he was between 18 and 20 years old. By this time Thales was an old man and, although he created a strong impression on Pythagoras, he probably did not teach him a great deal. However he did contribute to Pythagoras's interest in mathematics and astronomy, and advised him to travel to Egypt to learn more of these subjects. Thales's pupil, Anaximander, lectured on Miletus and Pythagoras attended these lectures. Anaximander certainly was interested in geometry and cosmology and many of his ideas would influence Pythagoras's own views. In about 535 BC Pythagoras went to Egypt. This happened a few years after the tyrant Polycrates seized control of the city of Samos. There is some evidence to suggest that Pythagoras and Polycrates were friendly at first and it is claimed [5] that Pythagoras went to Egypt with a letter of introduction written by Polycrates. In fact Polycrates had an alliance with Egypt and there were therefore strong links between Samos and Egypt at this time. The accounts of Pythagoras's time in Egypt suggest that he visited many of the temples and took part in many discussions with the priests. According to Porphyry ([12] and [13]) Pythagoras was refused admission to all the temples except the one at Diospolis where he was accepted into the priesthood after completing the rites necessary for admission. It is not difficult to relate many of Pythagoras's beliefs, ones he would later impose on the society that he set up in Italy, to the customs that he came across in Egypt. For example the secrecy of the Egyptian priests, their refusal to eat beans, their refusal to wear even cloths made from animal skins, and their striving for purity were all customs that Pythagoras would later adopt. Porphyry in [12] and [13] says that Pythagoras learnt geometry from the Egyptians but it is likely that he was already acquainted with geometry, certainly after teachings from Thales

Facts and History of North Korea

Facts and History of North Korea The Democratic Peoples Republic of Korea, commonly known as North Korea, is one of the most talked-about yet least understood nations on Earth. It is a reclusive country, cut off even from its nearest neighbors by ideological differences and the paranoia of its top leadership. It developed  nuclear weapons  in 2006. Severed from the southern half of the peninsula more than six decades ago, North Korea has evolved into a strange Stalinist state. The ruling Kim family exercises control through fear and personality cults. Can the two halves of Korea ever be put back together again? Only time will tell. Capital and Major Cities Capital: Pyongyang, population 3,255,000Hamhung, population 769,000Chongjin, population 668,000Nampo, population 367,000Wonsan, population 363,000 North Koreas Government North Korea, or the Democratic Peoples Republic of Korea, is a highly centralized communist country under the leadership of Kim Jong-Un. His official title is Chairman of the National Defense Commission. The President of the Supreme Peoples Assembly Presidium is Kim Yong Nam. The 687-seat Supreme Peoples Assembly is the legislative branch. All members belong to the Korean Workers Party. The judicial branch consists of a Central Court, as well as provincial, county, city and military courts. All citizens are free to vote for the Korean Workers Party at the age of 17. The Population of North Korea North Korea has an estimated 24 million citizens as of the 2011 census. About 63% of North Koreans live in urban centers. Nearly all of the population is ethnically Korean, with very small minorities of ethnic Chinese and Japanese. Language The official language of North Korea is Korean. Written Korean has its own alphabet, called Hangul. Over the past several decades, the government of North Korea has attempted to purge borrowed vocabulary from the lexicon. Meanwhile, South Koreans have adopted words such as PC for personal computer, handufone for mobile phone, etc. While the northern and southern dialects are still mutually intelligible, they are diverging from one another after 60 years of separation. Religion in North Korea As a communist nation, North Korea is officially non-religious. Prior to the partition of Korea, however, Koreans in the north were Buddhist, Shamanist, Cheondogyo, Christian, and Confucianist. To what extent these belief systems persist today is difficult to judge from outside the country. North Korean Geography North Korea occupies the northern half of the Korean Peninsula. It shares a long north-western border with China, a short border with Russia, and a highly-fortified border with South Korea (the DMZ or demilitarized zone). The country covers an area of 120,538 km sq. North Korea is a mountainous land; about 80% of the country is made up of steep mountains and narrow valleys. The remainder is arable plains, but these are small in size and distributed across the country. The highest point is Baektusan, at 2,744 meters. The lowest point is sea level. The Climate of North Korea North Koreas climate is influenced both by the monsoon cycle and by continental air masses from Siberia. Thus, it was extremely cold with dry winters and hot, rainy summers. North Korea suffers from frequent droughts and massive summer flooding, as well as the occasional typhoon. Economy North Koreas GDP (PPP) for 2014 is estimated at $40 billion US. The GDP (official exchange rate) is $28 billion (2013 estimate). The per capita GDP is $1,800. Official exports include military products, minerals, clothing, wood products, vegetables, and metals. Suspected unofficial exports include missiles, narcotics, and trafficked persons. North Korea imports minerals, petroleum, machinery, food, chemicals, and plastics. History of North Korea When Japan lost World War II in 1945, it also lost Korea, annexed to the Japanese Empire in 1910. The U.N. divided administration of the peninsula between two of the victorious Allied powers. Above the 38th parallel, the USSR took control, while the US moved in to administer the southern half. The USSR fostered a pro-Soviet communist government based in Pyongyang, then withdrew in 1948. North Koreas military leader, Kim Il-sung, wanted to invade South Korea at that point and unite the country under a communist banner, but Joseph Stalin refused to support the idea. By 1950, the regional situation had changed. Chinas civil war had ended with a victory for Mao Zedongs Red Army, and Mao agreed to send military support to North Korea if it invaded the capitalist South. The Soviets gave Kim Il-sung a green light for invasion. The Korean War On June 25, 1950, North Korea launched a ferocious artillery barrage across the border into South Korea, followed hours later by some 230,000 troops. The North Koreans quickly took the southern capital at Seoul and began to push southwards. Two days after the war began, US President Truman ordered American armed forces to come to the aid of the South Korean military. The U.N. Security Council approved member-state assistance to the South over the objection of the Soviet representative; in the end, twelve more nations joined the US and South Korea in the U.N. coalition. Despite this aid to the South, the war went very well for the North at first. In fact, the communist forces captured nearly the entire peninsula within the first two months of fighting; by August, the defenders were hemmed in at the city of Busan, on the southeastern tip of South Korea. The North Korean army was not able to break through the Busan Perimeter, however, even after a solid month of battle. Slowly, the tide began to turn against the North. In September and October of 1950, South Korean and U.N. forces pushed the North Koreans all of the way back across the 38th Parallel, and north to the Chinese border. This was too much for Mao, who ordered his troops into battle on North Koreas side. After three years of bitter fighting, and some 4 million soldiers and civilians killed, the Korean War ended in a stalemate with the July 27, 1953, cease-fire agreement. The two sides have never signed a peace treaty; they remain separated by a 2.5-mile wide demilitarized zone (DMZ). The Post-War North After the war, North Koreas government focused on industrialization as it rebuilt the battle-torn country. As president, Kim Il-sung preached the idea of Juche, or self-reliance. North Korea would become strong by producing all of its own food, technology, and domestic needs, rather than importing goods from abroad. During the 1960s, North Korea was caught in the middle of the Sino-Soviet split. Although Kim Il-sung hoped to remain neutral and play the two larger powers off of one another, the Soviets concluded that he favored the Chinese. They cut off help to North Korea. During the 1970s, North Koreas economy began to fail. It has no oil reserves, and the spiking price of oil left it massively in debt. North Korea defaulted on its debt in 1980. Kim Il-sung died in 1994 and was succeeded by his son Kim Jong-il. Between 1996 and 1999, the country suffered from a famine that killed between 600,000 and 900,000 people. Today, North Korea relied on international food aid through 2009, even as it poured scarce resources into the military. The agricultural output has improved since 2009 but malnutrition and poor living conditions continue. North Korea evidently tested its first nuclear weapon on October 9, 2006. It continues to develop its nuclear arsenal and conducted tests in 2013 and 2016.   On December 17, 2011, Kim Jong-il died and was succeeded by his third son, Kim Jong-un.

Italian Verbs Conjugated With Two Pronominal Particles

Italian Verbs Conjugated With Two Pronominal Particles Italian pronominal verbs (verbi pronominali) are verbs conjugated with two different pronominal particles (particelle pronominali). In the infinitive, these verbs frequently end in -sene (such as tornarsene or vergognarsene) or else have other pronominal  particles attached (such as mettercela or squagliarsela). Oftentimes these verbs are used idiomatically. Intransitivi Pronominali There are several pronominal verbs which are intransitive. Examples include curarsene and partirsene, in which the reflexive pronoun si is used to emphasize the concept or describe a reciprocal action and the pronoun can mean about it, any, some, or from there. Note that the pronoun si becomes se when followed by another particle (partirsene and not partirsine). Below is a list of some common intransitivi pronominali: approfittarsene: to take advantage of something or somebodycurarsene (or prendersene cura): to be cured ofdirsene di tutti i colori: to call one another namesfregarsene: not to care (colloquial; to be avoided in formal situations)- Me ne frego.guardarsene: to beware, to avoidinfischiarsene: not to care (colloquial; to be avoided in formal situations)- Me ne infischio.intendersene: to be an expertinvaghirsene: to become infatuated; dated, but can be still encountered in written speech- Narciso vide il suo viso riflesso nellacqua e se ne invaghà ¬.lavarsene (le mani): to wash ones hands of somethingoccuparsene: to take care of somethingpentirsene: to regret somethingsbattersene : not to care (colloquial; to be avoided in formal situations)- Me ne sbatto.tornarsene: emphatic for - Basta! Me ne torno da mia madre! Andarsene The verb andarsene (to go away- used emphatically) is a frequently encountered Italian pronominal verb and can serve as a model for conjugating similar verbs. Here are some examples of the verb andarsene used in a sentence: Vattene, non ti voglio pià ¹ vedere! (go away, I dont want to see you again)Me ne vado (Im going away)Perchà © ve ne andate?(Why are you going away?)Se ne stava tutta sola in un angolo† (she was sitting in a corner all by herself); Note, when conjugating the imperative and gerund of andarsene and similar verbs that have two pronominal  particles that both are appended to the conjugated verb (Andatevene!; Vattene!; Andiamocene!), while in other moods and tenses the pronoun ne, as well as the particles mi, ti, si, ci, and vi precede the verb. In addition, the particles make a phonetic change to me, te, se, ce, and ve. Two Pronominal  Particles In addition to the ending -sene, some Italian pronominal verbs are formed with the reflexive particle sà © plus a pronome oggetto (object pronoun), or else a combination with the particles ci and ne. These verbs frequently have idiomatic meanings also. More Italian Pronominal Verbs / Verbi Pronominali avercela: to be angry withcavarsela: to get out of a difficulty- Siamo riusciti a cavarcela.darsele: to come to blows- Carlo e Giacomo se le sono date per lei.darsela a gambe: to run awaydormirsela: to sleep soundly- Io lavoro e lui se la dorme! farcela: to manage- Scommetto che ce la farai a superare l’esame.filarsela: to beat it- Potrebbero sorprenderci, à ¨ meglio filarsela.godersela: to have a good time- Lui sà ¬ che se la gode!intendersela: to have an affair- Sai con chi se la intende? Se la sono intesa per un anno e poi si sono lasciati.mettercela tutta: do ones bestprendersela: to take offenseprendersela (comoda): to take ones time- Prenditela pure comoda, non cà ¨ fretta.squagliarsela: to sneak away- Ce la siamo squagliata per non incontrarli.svignarsela: to sneak away- Appena possibile ce la svignamo.trovarcisi: to find oneselfvedercisi: to see oneself doing somethingvedersela brutta: to fear the worst

Critical thinking exercise 6-3 Essay Example | Topics and Well Written Essays - 250 words

Critical thinking exercise 6-3 - Essay Example Start-up capital requirements and funding – The exact amount of capital to start the business and its sources should be identified. Services to be offered – Mike should specify what services he will offer in his shop and how much he will charge per service. Will there be specific cars only that he will work on? How many service bays will he have? Inventory – Mike should determine the inventory of car parts that he will keep, if any. He should also have a list of equipment and tools that he will need and where he plans to purchase these items. He must decide how he intends to purchase these items, whether it be cash or on credit. Target market – Mike should decide where to locate his shop, whether to rent or buy the place. Most important is for him to determine who is his target market, is it the middle or upper income class or will he work directly with a towing service? Marketing strategy – Mike should come up with a marketing strategy taking into account the 4Ps namely product, price, place and promotion. This marketing strategy should also consider his strengths, weaknesses and the opportunities and threats in the environment. Salaries – Having a list of personnel is not enough.

Answer Case Study Question Assignment Example | Topics and Well Written Essays - 500 words

Answer Case Study Question - Assignment Example It would also be appropriate for the firm to reserve enough funds for speculative purposes so as to grab any investment opportunities that may come up the countries where they start up their new branches. Funds to cover any calamities that may arise are also vital for the firm. The company should put into consideration the cost of labour in the countries where they plan to start branches. There are countries where the trade unions and government policies place very high minimum wages for labourers making the cost of labour high. There are also countries where the governments provide some amount of money for the unemployed. In such countries, people tend to only accept jobs that pay beyond certain amounts. These issues make cost of labour relatively high and the company should not invest in such countries. Availability of raw materials required by the firm for its production process is also an important factor. In countries where the raw materials are readily available, production will be much cheaper compared to countries where the raw materials have to be outsourced from elsewhere. In outsourcing raw materials, transportation costs and custom duty are incurred thereby increasing the cost of production. Where the resources are relatively scarce, the forces of demand and supply tend to raise their prices increasing the cost of production. The firm should also consider the economic status of the countries where they plan to start new branches. Countries facing recessions have low per capita income translating to lower purchasing power of its citizens. This may bring about low demand for goods and services leading to the company making losses due to poor sales of its products. In counties with stable economies, the chances of making profits are much higher hence more attractive for firms planning to go global. The company should also consider the level of technology in the various countries.

Essay on Fate in Beowulf, Grendel, and Macbeth -- comparison compare c

Fate in Beowulf, Grendel, and Macbeth      Ã‚  Ã‚  Ã‚  Ã‚   Fate plays a significant role in the Old English epic poem Beowulf and William Shakespeare's play Macbeth.. The major events of the poem, such as the three killings by Beowulf and his own death, are said to have been predestined. In Macbeth, fate is so significant that it is personified by the Weird Sisters, who drive the action of the play. But if predestination exists, then there must be an agent that determines destiny. In Beowulf, God plays this role, and fate is generally accepted as God's will. In John Gardner's Grendel, a novel which serves as a commentary on the poem, fate is totally predetermined, and is the will of no being. By contrast, Macbeth's agents of fate are the Witches, who generally go against God's will.    In all three works, fate plays a powerful role, as it did in many prescientific cultures. Fate is a necessary element in these people's lives so that they can have some means of justifying aspects of their existence. However, the fatal agents in the works differ; in looking at this, one must keep in mind that the three works were written in vastly different time periods, for different audiences, and for different purposes. Beowulf was intended to convert people to Christianity. It cannot be a true story, since it takes place in the sixth century (Raffel, 150), four centuries before Christianity came to Scandinavia. (Creed, 141) Most scholars agree that it was written by a Christian, in order to show how the belief in God can overcome evil. Shakespeare wrote Macbeth in 1606 for a Christian audience, perhaps in an attempt to impress the new king, James I. Since King James was an expert on witchcraft, Shakespeare gave the Witches a significant role in ... ...t P. and Stanley B. Greenfield, Old English Poetry: Fifteen Essays, Providence, RI: Brown University Press, 1967 Epstein, Norrie. The Friendly Shakepeare, New York, Viking Publishing, 1993. Demmick, Donald. "Alienation and the Process of Individuation." http://www.nautis@arches.uga.edu (16 February 1997). Gardner, John. Grendel. 1971; rpt. New York: Vintage Books, 1989. Raffel, Burton. and Alexandra H. Olsen Poems and Prose from the Old English, (Yale University Press)Robert Bjork and John Niles, A Beowulf Handbook (University of Nebraska Press) Schucking, Levin L. "The Ideal of Kingship in Beowulf." In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963. Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚   Essay on Fate in Beowulf, Grendel, and Macbeth -- comparison compare c Fate in Beowulf, Grendel, and Macbeth      Ã‚  Ã‚  Ã‚  Ã‚   Fate plays a significant role in the Old English epic poem Beowulf and William Shakespeare's play Macbeth.. The major events of the poem, such as the three killings by Beowulf and his own death, are said to have been predestined. In Macbeth, fate is so significant that it is personified by the Weird Sisters, who drive the action of the play. But if predestination exists, then there must be an agent that determines destiny. In Beowulf, God plays this role, and fate is generally accepted as God's will. In John Gardner's Grendel, a novel which serves as a commentary on the poem, fate is totally predetermined, and is the will of no being. By contrast, Macbeth's agents of fate are the Witches, who generally go against God's will.    In all three works, fate plays a powerful role, as it did in many prescientific cultures. Fate is a necessary element in these people's lives so that they can have some means of justifying aspects of their existence. However, the fatal agents in the works differ; in looking at this, one must keep in mind that the three works were written in vastly different time periods, for different audiences, and for different purposes. Beowulf was intended to convert people to Christianity. It cannot be a true story, since it takes place in the sixth century (Raffel, 150), four centuries before Christianity came to Scandinavia. (Creed, 141) Most scholars agree that it was written by a Christian, in order to show how the belief in God can overcome evil. Shakespeare wrote Macbeth in 1606 for a Christian audience, perhaps in an attempt to impress the new king, James I. Since King James was an expert on witchcraft, Shakespeare gave the Witches a significant role in ... ...t P. and Stanley B. Greenfield, Old English Poetry: Fifteen Essays, Providence, RI: Brown University Press, 1967 Epstein, Norrie. The Friendly Shakepeare, New York, Viking Publishing, 1993. Demmick, Donald. "Alienation and the Process of Individuation." http://www.nautis@arches.uga.edu (16 February 1997). Gardner, John. Grendel. 1971; rpt. New York: Vintage Books, 1989. Raffel, Burton. and Alexandra H. Olsen Poems and Prose from the Old English, (Yale University Press)Robert Bjork and John Niles, A Beowulf Handbook (University of Nebraska Press) Schucking, Levin L. "The Ideal of Kingship in Beowulf." In An Anthology of Beowulf Criticism, edited by Lewis E. Nicholson. Notre Dame, IN: University of Notre Dame Press, 1963. Shakespeare, William.   Tragedy of Macbeth . Ed. Barbara Mowat and Paul  Ã‚   Warstine. New York: Washington Press, 1992.  Ã‚  Ã‚  

Criminal Justice Paper Essay

The purpose of this Preparation Guide is to provide you with some general direction concerning the content, process, and structure of your class project paper. In the sections below are proffered some helpful information that will prove valuable with respect to facilitating your completion of a course project reflective of the high standards of quality work and personal learning that should be the aim of each participant in the course. Research Students must conduct research to obtain information from which the paper will be written. Sources of information may be classified as being â€Å"primary† or â€Å"secondary†. Primary sources include articles in scholarly/peer reviewed journals, court decisions, statutes, personal memoirs/interviews, government review articles, and so forth. Secondary sources include professional magazines in a related field of study, newspaper articles, book chapters, etc. The student will be graded in part on the depth and thoroughness of the research. For a 8 to 10 page paper, the student should develop approximately 10 sources. It is important that you work on this paper throughout the session and not procrastinate. Getting Started Select any ONE of the following six (6) Research Paper Topics. Other topics may be considered with prior instructor approval, but they must be directly related to a criminological theory for approval. * ONE: CONCEPTS OF CRIME, LAW, AND CRIMINOLOGY 1. Profile a county in your state on the basis of social, economic, and criminological factors. For the social picture the students may want to include such items as population size, rural versus urban area, rate of college graduates, divorce rate, etc. For the economic picture the students may want to include such items as percentage below poverty, average family income, percentage unemployed, rate of home ownership, etc. Census data are useful for the social and economic variables. Criminological factors, such as crime rates, arrest rates, number of officers, etc., can be obtained from  your state crime information center. The focus of the written assignment, then, is to tie the various social and economic forces operating within the county to the levels and types of crimes identified. 2. There are thousands of agencies with the mission of providing services to victims of crime. Complete an in-depth investigation into a specific agency at the local, state, or national level. The paper should include an historical look at the agency, provide statistics on the number and type of victims they assist, offer descriptions of the services provided, give an explanation of the philosophy of the agency, discuss funding sources, and provide information on the location of the agency. You may even want to include a personal interview with a representative of the agency. Try to apply a specific criminological theory. TWO: THEORIES OF CRIME CAUSATION Select a recent crime from a local newspaper. Spend a short amount of time laying out the facts of the case; attach the article to their final paper. Then define and apply one criminological theory that does a good job explaining this type of offense and one criminological theory that does a bad job explaining this type of offense. Integrate facts from the article to support your argument. This paper works best if you apply a specific criminological theory, like Routine Activities Theory, rather than a more â€Å"umbrella† theory, like Social Disorganization Theories. THREE: CRIME TYPOLOGIES 1. Select one type of crime. Provide the legal definition for the offense, incidence rates at both the state and national levels, and clearance rates at both the state and national levels. To what extent does this crime in your state reflect nationwide trends? Try to apply a specific criminological theory. 2. Street crimes (violent and property), enterprise crimes, and public order crimes vary in definition, incidence level, and how society views them. You  may either compare and contrast across these three large crime classifications or select one crime from each of the three categories to use as a representative of that group of offenses. Then discuss how not all crimes are alike or viewed as such. Try to apply a specific criminological theory. FOUR: THE CRIMINAL JUSTICE SYSTEM There are hundreds of treatment and rehabilitation programs for offenders that have been utilized in the past or are currently in favor. Identify one such program and provide an analysis of it. Specific topics to be discussed include the type of offender the program targets, the history of the program, its breadth of use across various facilities, its level of success, the length of the program, the structure of the program, etc. Try to apply a specific criminological theory. NOTE: You are encouraged to use the resources of the DeVry University online library and campus library resources. If you are unable to locate source material at the campus library, you should request the material via â€Å"inter-library loans†. Writing Style In this course you are expected to demonstrate writing proficiency. Pay careful attention to paragraphing, sentence structure, quotation conventions, spelling, punctuation, citation protocol, and other aspects of grammar. Remember to proofread, correcting any typing or printing errors. All papers written for this course should follow the standards that are applicable in the business environment. This includes a business-appropriate writing style and no misspelled words or grammatical errors. Presentation and organization, while not as important as content, will impact your grade. Always write as if the reader is unfamiliar with the material you are presenting. It is important that you learn to catch mechanical errors in your writing. Research has shown that they can make a bad impression. In 2001, Larry Beason published a study of how business persons react to minor writing  errors–â€Å"Ethos and Error: How Business People React to Errors† College Composition and Communication. 53(1), 33-64. He found that â€Å"For some readers, simple accidents or certain errors have little impact, while other readers see the same errors and create a damning portrait of the writer.† Many of the business persons in his study interpreted mechanical errors as evidence that the writer was a poor business person–a faulty thinker, not a detail person, a poor oral communicator, and/or a poorly educated person. Some also interpreted mechanical errors as evidence that the writer was hasty, careless, uncaring, and/or uninformed.† A direct quotation will be indicated by quotation marks (followed by the page number where the quote was taken). Direct quotes longer than three lines, will be indicated by indenting the entire quote and typing it double-spaced (followed by the page number). Unless the style or manner of presentation of the information in the quote is important to the paper, the material will be substantially paraphrased, rather than quoted. The student is reminded that the use of a direct quote or paraphrase without proper citation of the source of the material amounts to plagiarism. Physical Preparation of the Paper See the Course Paper in the Course Home section of our class. Submission Deadlines and Point Value: All submission deadlines will be noted in the class syllabus. See the Course Paper link under Course Home. Citing Work in the Body of the Paper This paper will be written using the latest publication manual of the American Psychological Association (APA). There are two steps in the APA style of documentation: (1) works are cited, in an abbreviated form, in the body of the paper (in-text citation), and (2) full information about all works cited in the text provided at the end of the paper in a section entitled â€Å"Reference Page.† When you need to document the source of your information, you will provide, within the text the paper, the last name of the author(s) of the work (or a short title if the author is unknown), followed by the date the material was published. This can be done in a variety of methods, depending upon the flow of the sentence. For instance, A Check List and a Few Reminders: Did you: * Proof-read your paper * Use quotation marks (hopefully you did not use many, if any, quotes) for any direct quote (complete with page number where quote was taken)? * Check to make sure that all sources used in the text match with the reference page (including correct spelling of authors and dates)? * Review reference page to insure that all sources are complete and in proper order (e.g. alphabetical by author’s last name)? * Number all pages * Write the cover page with the following information: Title of paper, your name, email, Course title, The University, and Due date. * Keep your paper gender neutral? (Do not assume the masculine voice when writing – use â€Å"police officer† rather than â€Å"policeman† or use he/she rather than he). * Keep the tense the same throughout your paper? (should be in past tense – such as, â€Å"research revealed†). * Insure that you have at least 2 complete sentences for a paragraph? (One sentence paragraphs are not accepted in formal writing). * NEVER use a personal pronoun in your paper (such as â€Å"I†, â€Å"my†, etc.). You are not experts in the field. While your opinion is encouraged during classroom discussion, it does NOT belong in a research paper. Plagiarism DeVry University is committed to the highest standards of academic honesty. Acts of academic dishonesty include plagiarism, cheating, bribery, academic fraud, sabotage of research materials, the sale of academic papers, the purchase of academic papers, and the falsification of records. An individual who engages in these or related activities or who knowingly aids another who engages them, is acting in an academically dishonest manner and will be subject to disciplinary action in accordance with the bylaws and procedures of DeVry University (See Student Handbook). Each member of the academic community is expected to give full, fair, and formal credit to any and all sources that have contributed to the formulation of ideas, methods, interpretations, and findings. The absence of such formal credit is an affirmation that the work is fully the writer’s. The term â€Å"sources† includes, but is not limited to, published or unpublished materials, lectures, lecture notes, computer programs, mathematical and other symbolic formulations, course papers, examinations, theses, dissertations, and  comments offered in class or informal discussions. The representation that such work of another is the writer’s represents plagiarism. Care must be taken to document the source of any ideas or arguments. If the actual word of a source is used, it must appear within quotation marks. In cases that are unclear, the writer must take due care to avoid plagiarism. The source should be cited whenever: 1. A text is quoted verbatim   2. Data gathered by another are presented in diagrams or tables/charts 3. The results of a study conducted by another are used   4. The work or intellectual effort of another is paraphrased by the writer. Since the intent to deceive is not a necessary element (strict liability), careful note taking and record keeping is essential in order to avoid plagiarism. In other words, it is like being a little bit pregnant (you either are or you are not). One cannot have â€Å"accidental/unintentional† plagiarism! Students should consult members of the faculty for clarification of the definition and substance of this policy on plagiarism as it applies to their particular discipline. (Source: City University of New York – Proposal on Plagiarism).