The Great Gatsby Essays (1085 words) - The Great Gatsby,

The Great Gatsby Psychological evaluation Patient: Nick Carraway Session: 1 Time: 5:00 Wednesday Toady a new patient came in named Nick Carraway. Carraway is a struggling bond salesman that just moved next to that big place on the island, Gatsbys place. He seems to like his new home, but he often talks about how the homesickness he feels is relating back to his fathers conduct. Reserving judgments is a matter of infinite hope. I am still a little afraid of missing something if I forget that, as my father snobbishly suggested and I snobbishly repeat, a sense of fundamental decencies is parceled out unequally at birth(Fitzgerald 6). It kind of struck me how Carraways attitude could be shaped by a simple code of conduct. He began to talk about how this person eluded some moral standards. I wanted to no more riotous excursions with privileged glimpses into the human heart . Only Gastby, was exempt from my reaction(6). He said that he gave this a reason because Gatsby was, basically, everything Carraway hoped to be. I thought a while before I gave my reply. I explained to him that li fe was about how rich a man was in experience, not how much material he has. He kind of shrugged it off like it was a cheap psychiatrist line. The more he told me about Gastby, it seemed the more he felt he needed to emulate him. He then began to talk of a Mr. Tom Buchannan. Tom was not to Carraways liking. He seemed harsh and too masculine to have any relation in Nicks life. Nick is simple, innocent, and he is just starting out. From what he has told me about him, Tom seems to be a bigot of sorts, not to fond of Nicks existence in this side of town at all. How does tom fit in to all this, I asked myself. Tom is Daisys husband; Daisy is Nicks cousin. Kind of confusing, eh? Carraway started to finish up the session with a story of how he and Tom took a trip to Manhattan. On the way they stopped at Wilsons Gas Station to meet Toms girl. I was shocked by this finding. Nick carried a new burden upon his shoulders. Should he tell Daisy about they affair? I told him not to worry and to wa it until next week. Session: 2 Time: 5:00 Wednesday (a week later) The session began usually how all others do. Some preliminary banter settled the mood; however, Carraway quickly rose to the point that had been troubling him. The same point that ended the conversation last week. What can I do? He asked. I mean do I tell Daisy or not. Its kind of importanther well being I mean. If tom isnt happy she should know, right? I cant tell you what to do, I retorted however I can help you with options. He sat there with a blank face. What I mean is this, I began again maybe you dont have to tell Daisy. It is not your job to get into their affairs, but family is family. Please continue about Toms girl. Shes Wilsons wife, correct? Yes, he answered. She is in her middle thirties. And faintly stout, but she carries her surplus flesh sensuously as some women can(29). Continue, I asked him. Her name is Myrtle. Thats really about it. Well maybe you could help Tom realize what he is doing. He is supposed to love Daisy. From what you told me Tom is the kind of person that will do the good if good is called for. Will he? he answered. He broke Myrtles nose that afternoon. I asked Carraway about his relationship with Gastby. He told me it really hadnt changed. Parties become more and more frequent. Session: 3 Time: See above time (two weeks later) Nick seemed more troubled than before. He had told he that the man that held his hopes and his dreams in the palm of his hand let him down. Gatsby, that man, was a bootlegger. A lot of people have been bootleggers. Im not justifying the behavior Im just saying it was the thing to do, I told him People say One time he killed a man(65). He explained to me that Gatsby is an Oxford man. Nick

SPEECH-MUHAMMAD ALI Essays - Islam, Sahabah, Free Essays

SPEECH-MUHAMMAD ALI Essays - Islam, Sahabah, Free Essays SPEECH-MUHAMMAD ALI "I hated every minutes of training, but I said. Don't quit, suffer now and live the rest of your life as a champion" - Muhammad A li. Can you guess this inspirational quote is from whom ? It was from the Greatest o f All Time Muhammad Ali. At first he was known as Cassius Clay before he converted to Islam and changed his name. Ali has touched upon so many lives, and such a diverse group of people, shows that even now, nearly 35 years after his retirement, Ali still inspires us all of us athlete or not, young or old, white or black. The reason why he's the Greatest of All Time is not because of what he did in the ring, which was unbelievable. It's what he did outside of the ring, what he believed in, what he stood for. H e is a great inspiration, he fights racism in the world and he is involved in many humanitarian groups . In 1975, Ali says he threw his gold medal in the Ohio River after not being served at a "whites only" restaurant . As he said "Service to others is the rent you pay for your house on earth." Ali gave me the great deal of confidence and deep down in the belief that's there's no one that can stop us from doing what we wanted to do. F or Example , Muhammad A li was diagnosed with his longtime battle with Parkinson's disease in mid-1980. He lost the ability to speak as his illness is getting worse, but he still helping raising millions of dollar for charity and inspiring of entire community. Muhammad Ali was also known for his public stance against the Vietnam War . I admired the fact that he was concerned about people. In 1960 he refuses an Army call-up . He was given two alternatives either goes to jail or war, but he said there is another alternative which is justice. Islam is peace, He refuse to kill innocent people because Islam are against killing and violence. He inspired me and gave me a voice. He told us that we mattered. He humanized our Muslims' story. His confidences were equally matched with his humility and compassion in his later life. He taught me to love hu manity w hether you are black, white, Jewish, Christian, Muslim, poor or rich. He is celebrated not only for his remarkable athletic skills but for his willingness to speak his mind and his courage to challenge the status quo. He has inspired us and the world to be the best version of ourselves. To be the best you must believe with yourself, Speak what you want to speak , tell yourself you a re the greates t , be confident you can do it . Specific purpose To explain or inform the audience about a man, Muhammad Ali who is stro ng and very outspoken person that inspire us to never give up in anything or whatever we wanted to do in life. He trying to bring peace and prosperity to the world. Therefore, Muhammad Ali influences a lot of people to strive to be the best. Central ideas Muhammad Ali, a famous and very inspiring boxing champion that has touched upon so many lives, and such a diverse group of people. During his career, his influence on the world of boxing changed the sport forever. He fights racism in the world and he is involved in many humanitarian groups. He gave me the great deal of confidence and deep down in the belief that's there's no one that can stop us from doing what we wanted to do. Ali was diagnosed with his longtime battle with Parkinson's but he still helping raising millions of dollar for charity. He also refuse d an Army call-up to kill innocent people because Islam are against killing and violence. He taught us to love humanity whether you are black, white, Jewish, Christian, Muslim, poor or rich. Until the end, his name will always reflects on our lives.

Conjugation of Conocer

Conjugation of Conocer Conocer, a verb that usually means to know in the sense of knowing a person or place, is sometimes irregularly conjugated in its present tenses and the imperative mood. The stem, conoc-, changes to conozc- when it is followed by an -o or -a. Other verbs following this pattern include agradecer, complacer, crecer, desconocer, desobedecer, florecer, merecer, nacer, obedecer, ofrecer, perecer, pertenecer, preconocer, and reconocer. Irregular forms are show below in boldface. Translations are given as a guide and in real life may vary with context. Infinitive of Conocer conocer (to know) Gerund of Conocer conociendo (knowing) Participle of Conocer conocido (known) Present Indicative of Conocer yo conozco, tà º conoces, usted/à ©l/ella conoce, nosotros/as conocemos, vosotros/as conocà ©is, ustedes/ellos/ellas conocen (I know, you know, he knows, etc.) Preterite of Conocer yo conocà ­, tà º conociste, usted/à ©l/ella conocià ³, nosotros/as conocimos, vosotros/as conocisteis, ustedes/ellos/ellas conocieron (I knew, you knew, she knew, etc.) Imperfect Indicative of Conocer yo conocà ­a, tà º conocà ­as, usted/à ©l/ella conocà ­a, nosotros/as conocà ­amos, vosotros/as conocà ­ais, ustedes/ellos/ellas conocà ­an (I used to know, you used to know, he used to know, etc.) Future Indicative of Conocer yo conocerà ©, tà º conocers, usted/à ©l/ella conocer, nosotros/as conoceremos, vosotros/as conocerà ©is, ustedes/ellos/ellas conocern (I will know, you will know, he will know, etc.) Conditional of Conocer yo conocerà ­a, tà º conocerà ­as, usted/à ©l/ella conocerà ­a, nosotros/as conocerà ­amos, vosotros/as conocerà ­ais, ustedes/ellos/ellas conocerà ­an (I would know, you would know, she would know, etc.) Present Subjunctive of Conocer que yo conozca, que tà º conozcas, que usted/à ©l/ella conozca, que nosotros/as conozcamos, que vosotros/as conozcis, que ustedes/ellos/ellas conozcan (that I know, that you know, that she know, etc.) Imperfect Subjunctive of Conocer que yo conociera (conociese), que tà º conocieras (conocieses), que usted/à ©l/ella conociera (conociese), que nosotros/as conocià ©ramos (conocià ©semos), que vosotros/as conocierais (conocieseis), que ustedes/ellos/ellas conocieran (conociesen) (that I knew, that you knew, that he knew, etc.) Imperative of Conocer conoce (tà º), no conozcas (tà º), conozca (usted), conozcamos (nosotros/as), conoced (vosotros/as), no conozcis (vosotros/as), conozcan (ustedes) (know, dont know, know, lets know, etc.) Compound Tenses of Conocer The perfect tenses are made by using the appropriate form of haber and the past participle, conocido. The progressive tenses use estar with the gerund, conociendo. Sample Sentences Showing Conjugation of Conocer and Verbs Following the Same Pattern Me encontraba trabajando a tiempo completo y no pude conocer personalmente a los chicos. (I found myself working full-time and wasnt able to get to personally know the boys. Infinitive.) Ha merecido la pena el viaje hasta aquà ­. (The trip to here has been worth the bother. Present perfect.) Esta ciudad no es muy grande, pero todavà ­a no la conozco bien. (This city isnt very large, but I still dont know it well. Present indicative.) Estoy ofreciendo mucho ms que la paz. I am offering much more than peace. Present progressive.)  ¿Alguna vez has querido saber en quà © dà ­a de la semana naciste? (Have you ever wanted to know which day of the week you were born on? Preterite.) Antes los padres mandaban y los chicos obedecà ­an; hoy sus roles estn invertidos. (Before, the parents gave orders and the children obeyed; today, their roles are reversed. Imperfect.) Solo florecemos si nuestras necesidades emocionales estn atendidas. (We will only flourish if our emotional needs are attended to. Future.) No te reconocerà ­a si nos encontrsemos. (I wouldnt recognize you if we were to run into each other. Conditional.)  ¿Cà ³mo reparo algo que pertenezca a otro? (How can I repair something that belongs to someone else? Present subjunctive.) Hubo una gran variedad de penas aplicables a toda persona que desobedeciera el decreto imperial. (There was a great variety of punishments applicable to everyone who disobeyed the imperial degree. Imperfect subjunctive.)  ¡No desobedezcas creyendo que todo estar bien! Dont disobey believing everything is going to be OK! Imperative.)

English Composition Essay Example | Topics and Well Written Essays - 500 words - 6

English Composition - Essay Example They are country people who are happy living on the edge of the country which is shown when a cow pokes around the backyard. Maggie is content with the idea that she will be marrying an unattractive but dependable man who she doesn’t really love but who she is comfortable with. He also lives in their small town so she won’t need to move too far away from her mother. When she was little, she was trapped in a fire that caused scarring on her arms and legs. Her own ugliness makes her shy and withdrawn. This idea is carried through the story as Maggie seems to only hover around the edges of her sister’s visit. In her interests and activities, Maggie is more like her uneducated mother. Although she tries to read to her mother in the evenings like Dee did, â€Å"she stumbles along good-naturedly but can’t see well. She knows she is not bright.† She is used to doing things the same way her ancestors did which is made clear when it’s mentioned that s he understood the â€Å"small sinks; you could see where thumbs and fingers had sunk into the wood† of the butter churn’s dasher. While she values the family’s cultural treasures, she values them on a number of levels. Maggie enjoys her heritage from a lived experience. Dee, on the other hand, is known for her good looks, her outgoing charm and her ‘refusal to be denied.’ Her mother talks about how she’s had a charmed childhood. She was always able to get her way with other people. She had and still has natural charm and good looks. She is also intelligent which made it possible for her to reach a higher level of education than the rest of her family. Although her mother doesn’t know whether or not Dee’s married to the man she travels, but Mama is afraid to ask. Overall, Dee’s attitude is very much like a middle class urban woman. This life doesn’t seem to be completely satisfying though since she spends her visit desperately

Issues in Multicultural Education Essay Example | Topics and Well Written Essays - 1000 words

Issues in Multicultural Education - Essay Example For instance, cultural diversity in the US public schools is growing at rapid pace in the present decade. As a result, the teachers are facing intense problem to deliver education facilities to a culturally diverse classroom. A common problem identified by teachers in this context is the successful understanding of the needs of the each diverse student and providing education assistance effectively. As argued by Fullan (1991), the teachers should be capable of understanding the uniqueness of each student and successfully control the diversities to improve the students both academically as well as behaviorally within a diverse classroom. (2) Who is involved? (A) As part of the problem? The problem of cultural diversity in the classroom is especially faced by students and teachers, which result in poor performance of the learners in their curriculum. Generally teachers and students face significant problems to convey the intended information to each other, which in turn causes significant miscommunication problems. Additionally, differences between the cultural backgrounds of the students and the teachers, also raises the proper identification of students’ values (Worrell, n.d.). ... (3) What is the proposed solution? Identifying the Key Student Differences Each student in the classroom is unique in relation to their behavioral traits, learning capabilities and styles, feelings as well as responsiveness. These distinctive parameters for any specified child becomes more apparent in a diverse environment. Therefore, teachers should be capable to meet successfully with the ‘point of need’ of every child to provide efficient guidance as per their requirements (Worrell, n.d.). In this regard, lessening the teacher and student ratio within a classroom setting shall provide with greater opportunity to teachers in monitoring the needs of every student distinctively and more critically. Improve Co-Relation with the Students’ Families For the better understanding of the students’ societal and cultural background, the school authorities should increase communication with the students’ parents or legal guardians. This method undoubtedly woul d support the teachers to understand the background of the student and modify the teaching process accordingly (Worrell, n.d.). Introduce School-Wide â€Å"Cultural† Alliance Effective communication among the students of several cultures along with successful collaboration through cultural programs and activities shall assist teachers to meet the requirements of the both ends (London, Gurantz & Norman, 2011). Culturally Responsive Teaching Method To enhance cultural responsiveness throughout the teaching method, teachers should be research oriented for better understanding of the capabilities of each student. Teachers should be capable to identify the deficiencies and also the

Different Approaches to the Meaning of Life Essay Example for Free

Different Approaches to the Meaning of Life Essay The question what is the meaning of life? is often treated as a paradigmatic head in the clouds sort of philosophical question that more practical people shouldnt have the time for, but its actually a question of tremendous practical importance. Further, it is a question to which most people, even those who claim to have no interest in such questions, answer implicitly with the lives they chose to lead. So if you don’t want to bother with such questions, and just want to enjoy yourself, you are effectively saying that enjoyment is the ultimate point of human life. If you spend your life pursuing one of, say, money, power, pleasure, or religious understanding, then you implicitly commit yourself to such organizing principles representing what is really important in life. The choices we make in our lives are often governed by such implicit conceptions of what is most important to us, and while it may be that, say, being happy is the most important thing, it may take a certain amount of reflection on these larger questions to become clear about this. Some might think that thinking about questions like the meaning of life is itself the most important thing for us to do, but even if we don’t, we can still see that it is very important to spend at least some time doing, since such organizing principles are too important for us to accept without reflecting on them at all. Further, if there really is a point or meaning to our lives, and we live our lives according to a different principle (say if we live for enjoyment when serving God is the real purpose of life, or (conversely) if we spend our lives in prayer when enjoying life is its real purpose) then we may have literally wasted our lives. Since that is something we shouldnt want to do, it seems that, if life does have a purpose, we would do well to know what it is. On the other hand, if life doesnt have a purpose, it might be good to know that rather than spending it serving some illusory ideal, though this latter point is more controversial. If life did have no meaning, and there was no point to anything we did, then it might seem better not to investigate this topic at all, since looking in to it would only cause us distress. (Though if life really were meaningless, the fact that we were so distressed would not really matter. ) 2. Four Approaches to the question of life’s meaning. While the authors covered in the class give many varied answers to the question of what the meaning of life is, and some dont give a clear answer to it at all, they all fall into one of four groups when it comes to thinking about that kind of answer the questions should have. That is to say, there are four different approaches to the question: What is it that determines the meaning of our lives? 1 I. Radical Objectivists. This first group (which includes Plato, Epictetus, Schopenhauer, as well as James and Tolstoy in their post-crisis periods) take what really matters to be determined by factors that are completely independent of us (be it God, Reason, Nature, the Form of the Good or just the way things are). Its our responsibility to live up to these standards, but there is no sense in which these standards come from us. (Schopenhauer, while he denies that God exists, has a touch of this when he insists that a life of intellect just is objectively better (and not just happier) than a life of passion and willing). This might, of course, seem to make lifes purpose too remote from our actual lives, which might lead one to become one of the II. Theorists of Human Nature In this second group we can include Aristotle, Marx and Epicurus. Like the radical objectivists they take the purpose of life to be something given, that is, its an objective fact that we arent at liberty to change, but unlike the radical objectivists, they think that this fact is grounded in objective facts about our own natures. Our shared human nature is what determines what is the best life for all of us. Still, it may be hard to defend this sort of view unless one were already a radical objectivist, since without such an overarching framework, its much harder to think of humans as having a such a fixed essence or nature, which might lead one to become one of the III. Constructivists This third group (which includes Nietzsche, Sartre, Hare, and Nagel (from his more subjective perspective)) ground the purpose of our lives in our own drives, desires and wants. However, unlike the theorists of human nature, they dont take such drives to be objective in the sense of being independent of our attitudes towards them. For these philosophers, the drives etc. that ground the purpose of our lives can change, and are (to a certain extent) under our (not always conscious) control. Because of this, the meanings of our lives, such as they are, are things that we make. Unfortunately, one might doubt that transient creatures like ourselves are up to the task of making such meanings, in which case one might become one of the IV. Nihilists This last group (which includes Camus, Nagel (from his more objective perspective) and James Tolstoy (when they were in crisis mode)) agree with the constructivists that there are no objective facts which could determine a purpose to our lives, but also believe that something as ephemeral as our passing desires and drives is not enough to make a life really meaningful. Consequently, in the absence of any objective meaning, life must ultimately have no meaning at all, and there is, ultimately, no ‘point’ in doing anything. This final spot is not a happy one to be in, and its perhaps not surprising that James and Tolstoy both bounce from #4 back to #1 when the prospect of living with #4 becomes too bleak. Still, while it can seem natural to slip from 1 to 2, from 2 to 3 and from 3 to 4, and 4 to despair, lots of people have argued that the slide can be stopped at various points along the way. 1 As a result, every point on the spectrum has it supporters, though no position on it seems completely stable, which is why the question will probably always continue to be debated. 1 H a r e , f o r in s ta n c e , c a n b e u n d e r s to o d a s a r g u in g th a t th e th r o u g h th a t 3 le a d s to 4 c o m e s f r o m a c o n f u s io n a b o u t w h a t it is to m a tte r .

Shakespeare’s Henry V :: Journalism Essays

Shakespeare’s Henry V Imagine†¦chivalry between the kings of England and France clashing like a jouster’s lance slamming into the shield of its opponent. The impact may or may not have thrown the knight of his horse, but the King’s College production of Shakespeare’s Henry V knocked me of my seat. It was the most captivating college performances I’ve ever experienced. Not only did it impress me, the production sucker punched my doubts about college plays. Shakespeare’s Henry V is based on the story about England’s successful campaign to conquer France. Written in 1599, the play is still being reproduced by play-rights and actors alike. Perhaps it’s the plays legendary theme of patriotism or the dramatic courage of King Henry that keeps the masterpiece alive. Either or Shakespeare had shaped the structure of theater and developed a marvelous way of entertainment for telling a story. Director J. Gerald Godwin rendition bought about the traditional perspective of Henry V close to perfection. Due to the brilliant use of the dynamic stage which drew attention from the audience on seven angles, Godwin set not only the mood of the dark ages but also brought the audience back to the future. The well-planed compositions of the thrust stage and meticulous selection of the magnificent cast forced it to set the ton. Al Vota fit the stereotypical medieval King of England with his clean-cut beard beneath his pointy noise. Was it his powerful voice projecting forcefully or his cocky attitude towards his mighty men—wearing ridiculously snug tights—making him outshine the rest of the cast? A remarkable scene with Cassie Westover (Princess Katherine of France) and King Henry clashing with their distinct language barrier also stands out in my mind. The two matched each other’s level of performance and made an impressive pair. Needless to say, Al Vota’s performance may have been the greatest factor that harnessed the attention of the audience. Cassie’s uncanny ability to speak French fluently—without previous education—is an impressive approach to capture her character properly. Her tone of voice and face expressions spoke enough. It’s bazaar that you can understand what a person is trying to say even with broken English. Her ability to perform effectively drew the magical twist of romance within the masculine theme of war and violence. Another great performer that showed an impressive talent on acting his part is Daniel J.

Cardiovascular Review Sheet Essay

The following questions refer to Activity 1: Studying the Effect of Flow Tube Radius on Fluid Flow. 1. At which radius was the fluid flow rate the highest? 6.0 mm 2. What was the flow rate at this radius? 1017.2 mmHg 3. Describe the relationship between flow rate and radius size. The relationship between the flow rate and the radius size is direct with the formula flow rate=radius to the fourth power. 4. What happens to blood vessels in the body if increased blood flow is needed? The blood vessels dilate to increase the flow to where the blood is needed in the body.  The following questions refer to Activity 2: Studying the Effect of Viscosity on Fluid Flow. 5. At what viscosity level was the fluid flow rate the highest? 1.0 6. Describe the relationship between flow rate and viscosity. The relationship is inversed; meaning a fluid that has a high viscosity has a slow flow because it resists the flow. Fluid that has a low viscosity will flow faster because it is less resistance to the flow. 7. Was the effect of viscosity greater or less than the effect of radius on fluid flow? Why? Less, the radius of blood vessels effect flow more because the large blood vessels allow more blood to flow through regardless of viscosity. 8. What effect would anemia have on blood flow? Why? The effect would cause a decrease in blood flow because anemia causes the blood vessels to constrict. The following questions refer to Activity 3: Studying the Effect of Flow Tube Length on Fluid Flow. 9. At what flow tube length was the flow rate the highest? 10mm 10. Describe the relationship between flow tube length and fluid flow rate. The relationship between flow tube length and fluid flow rate is when the tube length is shorter the faster the flow. 11. What effect do you think obesity would have on blood flow? Why? When blood vessels lengthen, they cause a flow of blood to decrease, because there is only roughly 7 miles of blood vessel for every 1 pound of fat. When someone gains weight, the body has to produce more blood vessels which lead to decreased blood flow and high blood pressure. The following questions refer to Activity 4: Studying the Effect of Pressure on Fluid Flow. 12. What effect did increased pressure have on the fluid flow rate? The effect that increases pressure have on the fluid flow rate is that the greater the pressure the faster the flow. 13. In the body, where does the driving pressure for fluid flow come from? The driving pressure for fluid flow comes from the heart. Pump Mechanics The following questions refer to Activity 5: Studying the Effect of Radius on Pump Activity. 14. What happened to the flow rate as the right vessel radius was increased? When the right vessel radius was increased the flow rate increases. 15. What happened to the rate (strokes/min) as the right vessel radius was increased? Why did this occur? Stroke rate increased as the right vessel radius increased because the beaker emptying time decreased. The following questions refer to Activity 6: Studying the Effect of Stroke Volume on Pump Activity. 16. At what stroke volume tested was the pump rate the lowest? 120 17. Describe the relationship between stroke volume and pump rate. The relationship between stroke volume and pump rate is that as stroke volume increases, the pump rate decreases. This happens because this is an inverse relationship. 18. Use the relationship in question 17 to explain why an athlete’s resting heart rate would be lower than that of a sedentary individual. An athlete has a higher stroke volume than a sedentary individual, meaning the athlete needs fewer heart beats to achieve the same cardiac output. The following questions refer to Activity 7: Studying Combined Effects. 19. How did decreasing the left flow tube radius affect pump chamber filling time? Hint: Look at the change in flow rate and relate this to filling time. When decreasing the left flow tube radius to affect the pump chamber filling time is by decreasing the left flow tube caused by an increase in the pump chamber filling time. 20. When the left beaker pressure was decreased to 10 mm Hg, what happened to the filling time? After the left beaker pressure was decreased to 10mm Hg, the filling time increased in response to decreased pressure in the left beaker. The following questions refer to Activity 8: Studying Compensation. 21. With the right flow tube radius decreased to 2.5 mm, what conditions did you change to bring the flow rate back to normal? The conditions that I changed to bring the flow rate back to normal were the increase left flow tube radius, increase pump pressure, increase left baker pressure and decrease right beaker pressure. 22. A decreased tube radius is analogous to atherosclerosis (plaque formation in vessels). Describe the effect this would have on resistance in the arterial system and how the human heart might compensate for this change. Atherosclerosis causes an increased atrial resistance which causes the heart to compensate by increasing pumping pressure.

An Analysis of Prue By Alice Munro Essay

â€Å"Prue† is the main character of the story and is described by the narrator as a woman who aims to become the real person that she wants to be despite all the situations that she is actually involved with at present. Her understanding of her role as a woman is shown through the different experiences that she had to deal with in her life. It starts with her being divorced from her first husband with whom she bore children to. Her children I the story are already grown an are self sufficient, making her appear as a woman who is trying to suffice her own needs through working as a dining room hostess in Britain and currently a Toronto clerk. She is a woman of good sense of humor who is able to handle life’s challenges in a much positive approach that makes her more extraordinary than other women of her age. Considering this particular fact, it is undeniable that she has carried on with her life issues with much positivism and strength in handling her dreams in balance with what she has at the moment. Her involvement with Gordon, a man with a wife of his own though, gave her a rather unstable status with regards her emotional standing and her relationship with the said man. Considerably, such issues have not been shown by the character of Prue as something that is directly affecting her and her growth as a woman. Instead of actually being deeply involved, she then takes several souvenirs that are neither expensive nor too much worthless from the man that she adores and kept them in a tobacco tin where she kept other mementos from her past experiences and other people she met with in her life. Theme Statement (a) Women are subjected to many challenges in life and as individuals; they have different approaches in facing such issues. For Prue, hiding her emotions was likely her process of facing life. Complexities of the Story Women are known for their capability of handling multiple tasks at the same time. Serving the people that they love and still being the person that they ought to be is one of the primary things that women are mostly concerned of. In the story of Prue though, the said characterization of women has been much focused on making a known identification of how women strive to become sufficient for themselves as they grow apart from their children to whom they owe responsibility. Understandably, such status in life makes the character of Prue rather shows a woman who is able to survive life through disregarding some of the basic things that she has to do like writing letters to her children so as to make a connection to them even though they have all grown and are already having a time of their own lives. The author, Alice Munro actually presented the story with some explanations regarding the characterization of Prue missing within the plot of the story. Likely, this complication is not at all accidental. The author primarily wants the readers to fill themselves in, into the shoes of Prue and thus be able to realize the kind of person that she is in their own way of understanding. It is through this that the author could actually involve the personality of the readers within the character portrayed by Prue within the story. Element identification The element of emotion has been casually omitted from the explanations of the different situations that Prue had to deal with as she trod the journey of her life. Munro has naturally made the story more complex in terms of explaining what is already obvious within the plot. Furthermore, Munro used the different elements of womanhood to actually show the different issues that are involved with women dealing with the real situations in life that they are faced with. Relationships and responsibilities actually shape the personality of women all around the world. The description of Prue’s character in the story cold actually be noted to have a direct effect on the manner by which Alice Munro herself wants to help the readers understand the characterization of women altogether. She then aims to let the readers know that women are individuals who are in need of their own identity that separates them from the others. Unlike an average woman of her own, it could also be noted that Prue’s character in the story point out an extraordinary individual who could use humor to cover up what she really feels about a certain situation that has been presented to her by life. Her involvement with Gordon has been treated by Prue as a worthwhile experience that has developed her growth and understanding of relationships. Although it has been so much complicated considering that Gordon has a wife and still undergoing divorce proceedings, she still managed to get the best out of such personal and intimate involvement with a man. Prue’s character insists in presenting a kind of woman who is able to handle the difficulties in life with so much optimism in mind. It is through this particular process that the woman trying to grow within Prue’s personality began to reveal as the story progresses towards the end. Understandably, such an issue is presented through the ways by which she uses humor to hide her emotions. It could be observed that through the establishment of the character of Prue in that particular state, she has become an epitome of a woman who tries to become the real person that she wants to be despite all the experiences that she has to face with in her life. The regularities of the different challenges that she meets with everyday, at work, with her relationship with her children, with her relationship with the man she adores, her character stands out to be someone who is able to control her emotions and still grow out of the fact that she feels pain inside her. She knows that all these events are a part of life that is supposed to make her grow towards the person that she aims to become. Considerably, Prue’s character is presented as a regular individual who have had chances of dealing with their mistakes and their limitations in life with the use of optimism and supposed wisdom in understanding life as it presents a lot of challenges along the way. Through this, Prue’s character mirrors the capability of humans to use humor and optimist to survive life’s issues as they come every now and then. Understandably, the different effects of relationships and emotional attachments as well as responsibilities upon the personal development of women could actually be understood through the narration of how Prue actually met with the different issues that she had to handle in her life as a woman, as a mother, as a worker and as a lover who wishes for nothing but the best for her and for those whom she loves.

Difference Between Atomic Radius and Ionic Radius

Difference Between Atomic Radius and Ionic Radius You cant simply whip out a yardstick or ruler to measure the size of an  atom. These  building blocks  of all matter  are much too small, and, since  electrons  are always in motion, the diameter of an atom is a bit fuzzy. Two measures used to describe atomic size are  atomic radius and  ionic radius. The two are very similar- and in some cases, even the same- but there are minor and important differences between them. Read on to learn more about these two ways to measure an atom. Key Takeaways: Atomic vs Ionic Radius There are different ways to measure the size of the atom, including atomic radius, ionic radius, covalent radius, and van der Waals radius.The atomic radius is half the diameter of a neutral atom. In other words, it is half the diameter of an atom, measuring across the outer stable electrons.The ionic radius is half the distance between two gas atoms that are just touching each other. This value may be the same as the atomic radius, or it may be larger for anions and the same size of smaller for cations.Both atomic and ionic radius follow the same trend on the periodic table. Generally, radius decreases moving across a period (row) and increases moving down a group (column). Atomic Radius The atomic radius is the distance from the atomic nucleus to the outermost stable electron of a neutral atom. In practice, the value is obtained by measuring the diameter of an atom and dividing it in half. The radii of neutral atoms ranges from 30 to 300 pm or trillionths of a meter. The atomic radius is a term used to describe the size of the  atom, however, there is no standard definition for this value. Atomic radius may actually refer to the  ionic radius,  as well as the  covalent radius, metallic radius, or  van der Waals radius. Ionic Radius The ionic radius is half the distance between two gas atoms that are just touching each other. Values range from 30 pm to over 200 pm. In a neutral atom, the atomic and ionic radius are the same, but many elements exist as anions or cations. If the atom loses its outermost electron (positively charged or cation), the ionic radius is smaller than the atomic radius because the atom loses an electron energy shell. If the atom gains an electron (negatively charged or anion), usually the electron falls into an existing energy shell so the size of the ionic radius and atomic radius are comparable. The concept of ionic radius is further complicated by the shape of atoms and ions. While particles of matter are often depicted as spheres, they arent always round. Researchers have discovered chalcogen ions are actually ellipsoid in shape. Trends in the  Periodic Table Whichever method you use to describe atomic size, it displays a trend or periodicity in the periodic table. Periodicity refers to the recurring trends that are seen in the element properties.  These trends became apparent to  Demitri Mendeleev  when he arranged the elements in order of increasing mass. Based on the properties that were displayed  by the known elements, Mendeleev was able to predict where there were holes in his table, or elements yet to be discovered. The  modern periodic table  is very similar to Mendeleevs table but today, elements are ordered by increasing  atomic number, which reflects  the number of protons  in an atom. There arent any undiscovered elements,  although new elements  can be created that have even higher numbers of protons. Atomic and ionic radius increase as you move down a column (group) of the periodic table because an electron shell is added to the atoms. Atomic size decreases as you move across a row- or period- of the table because the increased number of protons exerts a stronger pull on the electrons. Noble gasses are the exception. Although the size of a noble gas atom does increase as you move down the column, these atoms are larger than the preceding atoms in a row. Sources Basdevant, J.-L.; Rich, J.; Spiro, M. Fundamentals in Nuclear Physics. Springer. 2005. ISBN 978-0-387-01672-6. Cotton, F. A.; Wilkinson, G. Advanced Inorganic Chemistry (5th ed., p.1385). Wiley. 1988. ISBN 978-0-471-84997-1.Pauling, L. The Nature of the Chemical Bond (3rd ed.). Ithaca, NY: Cornell University Press. 1960Wasastjerna, J. A. On the Radii of Ions.  Comm. Phys.-Math., Soc. Sci. Fenn.  1  (38): 1–25. 1923

American Government Journal Topics

American Government Journal Topics Journal topics can be another method  for students to learn about American Government. The following topics can be used in Civics and American Government courses: Democracy to me means†¦An alien has just landed. Explain to that alien the purpose of government.Identify a need in your school that you believe should be addressed. Write in your journal what changes you believe should be made as if you were presenting this to your principal.Describe what you believe life would be like in a dictatorship.What questions would you specifically like to ask the President of the United States?Taxes in this country are†¦If I could add an amendment to the constitution it would be†¦Capital punishment is†¦Which is more important to your daily life: local government, state government, or federal government? Explain in our journal why you answered as you did.The state of _____ (fill in your state) is unique because†¦I consider myself (republican, democrat, independent) because†¦Republicans are†¦Democrats are†¦If you could step back in time, what questions would you ask the founding fathers?Which Founding Father or Foundin g Mother would you most like to meet? Why?What three words would you use to describe America? Explain how you plan to participate in government as you grow older.Public opinion polls are†¦Imagine that the school board has decided to eliminate your favorite program from school. For example, they might have decided to do away with art classes, band, track and field, etc. What could you do to protest this move?A president should be†¦

Consequences of Upward Mobility Research Paper Example | Topics and Well Written Essays - 2250 words

Consequences of Upward Mobility - Research Paper Example The paper states that societies shape the way a person behaves, how they view themselves and others, how they perceive their surroundings and how well they cope with misfortunes. (Surowiecki 443) agrees that whenever the community mourns, they come together to seek solutions. However, within families, societies, and communities, there is differentiation, and so, a member of a family or a community may feel different from others for many reasons including financial status, gender, socialization, and upbringing. (Serano 395) portrays an example of these differences in the coming out story of a transsexual woman. Serano explains that contempt and fear have shaped the society’s attitudes towards sexuality, gender, and women as whole. With these, there is a link between Surowiecki and Serano’s perception of culture and society. The whole society, through the media, reacted towards Serano’s coming out, maybe as an attempt to understand or find a solution to the queer k nowledge of her sexuality. Serano gives an account of her experiences through a culture that stereotypes transsexuals. (Nathan 234) also offers insight into diversity and community. She says that people always want to meet people from dissimilar backgrounds but when they do, they get uncomfortable and in turn, prefer people who are like them. This is also portrayed in Serano’s story. Understanding an individual’s behavior or tendency of making decisions requires a background understanding of the person’s psychological and physiological processes, their social systems, and the role of nature and nurture in their behavioral pattern. Societies have a great influence on the decisions people make because of the expectations it places on its members. People are therefore inspired to make decisions that agree with the expectations of society and more so, our decisions are socially shaped. Serano decided to keep her sexuality a secret before the coming out because she w as trying to be like everyone else in society. To maintain normality, she remained in the closet before deciding to come out. This is not always the case. Other factors are also very important in decision making, for instance, social experiences, cognitive maturity, and personality types play a role in one’s decision-making tendencies. Probably Serano’s experiences forced her to come out and change herself. To understand the importance of community and society, (Nathan 230) says that members of a community must have similarities, which permits them to relate to each other. The similarities are values, which are instilled in members and this helps them function together, just as Surowiecki explains in the functionality of the community, the community uses teams to solve problems. These teams are bound together with unified values and similarities. Together with the values, experiences of community members are also important in enabling them function and get along well. During difficulties, they rely on each other’s experience to cope and find solutions.