Dragonflies, Suborder Anisoptera

Dragonflies, Suborder Anisoptera All dragonflies belong to the order Odonata, as do their close cousins, the damselflies. Because there are distinct differences between dragonflies and damselflies, taxonomists divide the order into two suborders. The suborder Anisoptera includes only the dragonflies. Description: So what makes a dragonfly a dragonfly, as opposed to a damselfly? Lets start with the eyes. In the dragonflies, the eyes are quite large, so large in fact they make up the bulk of the head. The eyes often meet at the top of the head, or come close to it. Next, look at the dragonflys body. Dragonflies tend to be stocky. When resting, a dragonfly holds its wings open horizontally. The hind wings appear broader at their bases than the fore wings. Male dragonflies will typically have a single pair of cerci at their hind ends, as well as a single appendage projecting from the underside of the tenth abdominal segment (called an epiproct). Female dragonflies often bear vestigial or nonfunctional ovipositors. Dragonfly nymphs (sometimes called larvae, or naiads) are entirely aquatic. Like their parents, larval dragonflies generally have stocky bodies. They breathe through gills located in their rectums (theres an interesting bit of insect trivia for you), and can propel themselves forward by expelling water from the anus. They also bear five short, spiky appendages at the hind end, giving the nymph a rather pointed appearance. Classification: Kingdom – AnimaliaPhylum – ArthropodaClass – InsectaOrder – OdonataSuborder - Anisoptera Diet: All dragonflies are predaceous throughout their life cycles. Adult dragonflies hunt other insects, including smaller dragonflies and damselflies. Some dragonflies capture prey in flight, while others will glean meals from vegetation. Naiads eat other aquatic insects, and will also catch and consume tadpoles and small fish. Life Cycle: Dragonflies undergo simple, or incomplete, metamorphosis, with just three stages to the life cycle: egg, larva or nymph, and adult. Mating in dragonflies is a fairly acrobatic achievement, and which sometimes begins with the male scooping out his competitors sperm and flinging it aside. Once mated, the female dragonfly deposits her eggs in or near the water. Depending on the species, the eggs may take anywhere from a few days to over a month to hatch. Some species overwinter as eggs, delaying the start of the larval stage until the following spring. The aquatic nymphs will molt and grow repeatedly, a dozen times or more. In the tropics, this stage may last only a month. In temperate areas, the larval stage can be considerably longer, and even last for several years. When the adult is ready to emerge, the larva climbs out of the water and fixes itself to a stem or other substrate. It sheds its exoskeleton one final time, and the adult emerges, looking pale and delicate in its teneral stage. The castoff skin that usually remains affixed to the substrate is called the exuvia. Special Adaptations and Behaviors: Dragonflies operate each of their four wings independently, which enables them to perform sophisticated aerial moves. Observe dragonflies patrolling around a pond, and youll see that they can take off vertically, hover, and even fly backwards. The dragonflys large, compound eyes each consist of about 30,000 individual lenses (called ommatidia). Most of their brainpower goes to processing visual information. A dragonflys range of vision is nearly a full 360Â °; the only place it cant see well is directly behind it. With such keen eyesight and skillful maneuverability in the air, dragonflies can be tricky to catch – just ask anyone who has ever tried to net one! Families in the Suborder Anisoptera: Petaluridae – petaltails, graybacks Gomphidae – clubtails Aeshnidae – darners Cordulegastridae – spiketails, biddies Corduliidae – cruisers, emeralds, green-eyed skimmers Libellulidae – skimmers Range and Distribution: Dragonflies live throughout the world, wherever aquatic habitats exist to support their life cycle. Members of the suborder Anisoptera number roughly 2,800 worldwide, with over 75% of these species living in the tropics. About 300 species of true dragonflies inhabit the U.S. mainland and Canada. Sources: Borror and DeLongs Introduction to the Study of Insects, 7th edition, by Charles A. Triplehorn and Norman F. JohnsonSuborder Anisoptera - Dragonflies, BugGuide.Net, accessed November 23, 2012Anisoptera, University of Wisconsin BioWeb, accessed November 23, 2012Dragonflies and Damselflies, Odonata, University of Florida, accessed November 23, 2012Dragonflies and Damselflies of the West, by Dennis Paulson

Covey essays

Covey essays The Seven Habits of Highly Effective People Dr. Stephen R. Covey published a book that was all the rage a few years ago. His book The Seven Habits of Highly Effective People outline seven traits found in all effective people. In order to see these habits one must undergo a paradigm shift, which is seeing through the eyes of others. A perfect example of a paradigm shift is the story of a subway ride. Covey told the lecture group to Picture yourself on a quiet subway ride home. Everyone is quiet there are several people sleeping while others are reading. At the next stop a man gets on with some children. The children are very disruptive throwing things running into people, just kids behaving rottenly. You turn and say to the man your children are being disruptive maybe you could do something to control them. Then the man turns and says we just came from the hospital their mother just died and I guess they dont know how to handle it, neither do I. and right away you feel bad for the man. Most people would want to know what they could do to help. In order to improve on the seven habits one must undergo a paradigm shift. When you first look at the title you might ask what is meant by effective? Well Covey defines by using the P/PC balance. The PC in this fraction stands for production capability of something that one desires while P stands for what is actually produced. In order for one to be effective one must be very mature, and develop. People develop from dependence, to independence, and finally to interdependence. Also one can ask what exactly is a habit? A habit is a principle that is internalized where attitude, knowledge, and skill overlap. Covey said that all the literature dealt with character ethics or personality ethics separately. Coveys theory deals with both types of ethics at the same time. He uses the iceberg analogy to describe the relation between c...

Public International Law (Extradition) Essay Example | Topics and Well Written Essays - 3000 words

Public International Law (Extradition) - Essay Example Public international law derives its rights from international agreements and may take any form that the contracting parties agree upon. Agreements may be made in respect to any matter except to the extent that the agreement conflicts with the rules of international law incorporating basic standards of international conduct or the obligations of a member state under the 'Charter of the United Nations(" We the Peoples of the United Nations... United for a Better World", UN Charter 1945) In this context, a brief discussion on the Vienna Convention on the law of treaties, 1969 seems to be relevant. The VCLT (Vienna Convention on law of Treaties )was drafted by the International Law Commission (ILC) of the United Nations, which began work on the Convention in 1949 and finished in 1969 with a diplomatic conference held by the UN in Vienna, Austria. The Convention was adopted on May 22, 1969.The Convention entered into force on January 27, 1980. 108 states have ratified the VCLT (May, 2007). The 1969 Vienna Convention defines a treaty as "an international agreement concluded between States in written form and governed by international law, whether embodied in a single instrument or in two or more related instruments and whatever its particular designation". To recognize the ever-increasing importance of treaties as a source of international law and as a means of developing peaceful cooperation among nations, whatever their constitutional and social systems, To Note the principles of free consent and of good faith and the pacta sunt servanda rule are universally recognized, To affirm that disputes concerning treaties, like other international disputes, should be settled by peaceful means and in conformity with the principles of justice and international law, To recall the determination of the peoples of the United Nations to establish conditions under which justice and respect for the obligations arising from treaties can be maintained, To have in mind the principles of international law embodied in the Charter of the United Nations, such as the principles of the equal rights and self-determination of peoples, of the sovereign equality and To recognize and respect independence of all States, of non-interference in the domestic affairs of States, of the prohibition of the threat or use of force and of universal respect for, and observance of, human rights and fundamental freedoms for all, Believing that the codification and progressive development of the law of treaties achieved in the present Convention will promote the purposes of the United Nations set forth in the Charter, namely, the maintenance of international peace and security, the development of friendly relations and the achievement of cooperation among nations, To affirm the rules of customary international law will continue to govern questions not regulated by the provisions of the present Convention, Extradition Treaties: Extradition is the official process by which one nation or state requests and obtains from another nation or state the surrender of a suspected or convicted criminal. Between nation states, extradition is regulated by treaties. Between sub-national

Interview Questions Essay Example | Topics and Well Written Essays - 750 words

Interview Questions - Essay Example I would be looking into valid reasons and even pry on the previous academic records. If previous records indicate that the standard GPA was met (which I assume it was since the student is already a sophomore student and would not have been admitted to the course due to the minimum admission criterion), I would determine the reasons for the apparent decline. Could there be stressful and challenging external factors that could have contributed to the decline other than failure to study or deliberate non- submission of academic requirements? If there are, I would seek the student to submit proof of circumstances that might have contributed to the lack of focus on educational pursuit. Likewise, I would like to know if the student is determined and committed to graduate from the course. If not, I would immediately advise that the student be taken out from the program. If, there is evidence that the student tried hard to attain the standard GPA, but mitigating circumstances that could not have been avoided, I could give the student another chance – provided that the standard GPA would be met next semester. Finally, I would determine what strategies were planned by the student to improve the academic performance in the coming semesters. 2. What role does technology and social media (such as Facebook, instant messaging, video conferencing, blogging, Twitter, podcasts, etc.) have in the adviser/student relationship? How do they help? How do they hinder? In contemporary generation’s academic pursuit, the role that technology and social media plays in the adviser/student relationship is crucial and significant. One strongly believes that both students and educators maintain registered accounts with social networking sites that could be utilized to exchange information, relay academic messages, and be used as a medium for enhancing much needed information, as required from the course. As proven from the research conducted by Lin (2011) and published in the Jo urnal of Online Learning and Teaching, the findings revealed that â€Å"integration of online activities into traditional teacher education courses can shift some of the power, authority, and control from the instructor to the learner while providing the interaction and connection that are central and valuable to traditional classrooms† (p. 99). Thus, technological applications and social media help in fostering a more conducive learning environment by encouraging active interaction and participation of course modules. As emphasized, â€Å"it used technology to increase interaction among students, increase engagement in learning and established a learning community outside of the classroom, while allowing individual contributions to be identified and evaluated† (Lin, 2011, p. 106). On the other hand, these networking sites could also hinder effective academic performance if the adviser or educator fails to provide a more vigilance and pro-active oversight to govern and validate student’s performance. This simply means that educators must have ways and means to discern that it is the students themselves who responded to the required academic requirements. 3. The media landscape is evolving. How do you approach advising a current student to prepare for a job market that is ever changing? As the media landscape was acknowledged to be continually evolving, students who prepare to hunt for job opportunities must exercise

Ernest Hemingways novels Essay Example for Free

Ernest Hemingways novels Essay Ernest Hemingway is an author well known for the common themes in his novels. In his style of writing, Hemingway is able to express the themes of the novel through strong character traits and actions. The common themes in Hemingways novel The Sun Also and A Farewell to Arms are death and loss. The characters in these novels, and many of Hemingways other novels, can relate to these themes. The novels The Sun Also Rises and A Farewell to Arms share many similarities. These of course include the themes of death and loss. The common themes are supported by the war setting in A Farewell to Arms and the post-war setting in The Sun Also Rises. Both novels take place in Europe approximately in the 1920s. Jake Barnes is the main character of The Sun Also Rises and he is struggling through life after having experienced some trauma during the war. Frederic Henry, the protagonist of A Farewell to Arms must make the choice of staying in the army or abandoning his fellow troops to be with his girlfriend. Both novels explore the hardships of love, war, and death.The wound, the break from society, and the code are subjects of Hemingways work (Young 6). These three events are critical in Hemingways novels The Sun Also and A Farewell to Arms. The Wound represents just that, a wound. It can be a physical, mental, or an emotional wound always occurring in the storys protagonist. This relates to the theme of loss because the characters wound is always a loss they suffer. The loss can be physical, for example if the character is injured and loses a body part (which is common in the war settings Hemingway typically uses). The loss can also be emotional, for example if the main character loses a loved one and becomes depressed. In The Sun Also Rises, Jake has been injured in the war and feels like less of a man because he is physically unable to make love to a woman (Magnum 4). This injury leaves Jake psychologically and morally lost. In A Farewell to Arms the main character, Frederic Henry, is wounded in his leg while serving in the war as an ambulance driver in Italy. Jake and Frederics mental and emotional conditions lead to the next part of the Hemingway code; the break from society. The break from society is the next key element in Hemingways work. This disassociation with society is a result of the main characters injury or loss. The character will separate himself from society to cope with his loss. Jakes life has become empty and he fills his time with drinking and dancing. Jake enjoys his life by learning to get your moneys worth and knowing when you had it. (Magnum 4) Another break from society is shown in the story Big Two- Hearted River by Hemingway. The main character, Nick Adams, has experienced a loss. Death has occurred; not literal human death, but death of the land (Magnum 3) which has been destroyed by fire. The fire has consumed and burned all the vegetation surrounding the home where Nick grew up. Nick suffers from the shock of the devastation to the land. He had recalled so many boyhood memories of hunting and fishing on the land where he grew up. Nick goes back into the wilderness on his own to get away form the pain he has suffered. A break from society is a key aspect in Hemingways work that adds to the common themes among his novels. The wound and the break from society lead up to the last key element, the Hemingway Code (Young 8). The code is what Hemingway uses in his novels to show how the character is dealing with the wound and the break from society. For example, in The Sun Also Rises, Jake is dealing with his loss by going out and spending his money on drinks and dancing because this is the only way he can enjoy himself. He cannot fall in love so this is what he does instead to fill the missing gap in his life. He also gets his moneys worth by sending pointless short telegrams to his friends, symbolizing his careless nature. A Farewell to Arms contains another example of the code. Frederic is searching for meaning in life while he is surrounded by death during the war. He chooses not to fill his life with religion or pleasure because these things are meaningless to him. Instead Frederic abandons the Italian Army to be with his girlfriend Catherine, whom he plans to marry. Loving Catherine is the only way Frederic can bring happiness to his life after facing the hardships of war. The subjects of Hemingways work in A Farewell to Arms and The Sun Also Rises are similar, and can relate to the main themes of other works by Hemingway. The themes of death and loss apply to the characters of these  novels. Death occurs often during the wars which take place in both novels. Jake was wounded in a war, and Frederic is currently fighting in a war. Both have suffered a psychological loss which leaves them struggling to bring meaning to their lives. In Big Two Hearted River Nick suffers from the loss of the land. Hemingway has created all of these characters to show weaknesses which result from their losses. That is why each character suffers from the loss they experience. Like Jake, Frederic Henry is wounded in the war and falls in love with a woman.(Magnum 6). These characters suffer losses from the war and soon suffer losses in love. We could have had such a damned good time together, (Hemingway 115) Lady Ashley states after accepting that Jake will never be able to love her. Like Jake, Frederic loses his lover, The arms to which Frederic must finally say farewell are those of Catherine, who dies in childbirth ( Magnum 7) The major differences in the novels The Sun Also Rises and A Farewell to Arms do not occur in the themes of the novels but instead the characters personalities and actions. For example Jake is considered the lost and hopeless character. He spends his time out and about with his friends touring the countryside, drinking, dancing and having a good time. He has lost all his morals and goes about freely without a care in the world. Hemingway had created Frederic as the complete opposite of Jake. He takes a stand for what he believes in and does what he thinks is right. Frederic is faced with, and overcomes, tough decisions during desperate war-filled times. Unlike Jake, he is rational and thinks out his decisions. Although theses characters have opposing personalities they will both encounter the same problem throughout the novels. Both Jake and Frederic experience hardships and internal conflict in The Sun Also and A Farewell to Arms. Jake is in conflict with himself over the love of a woman named Lady Brett Ashley. This is the woman Jake wants to fall in love with but he knows this will never be possible because of his war wound. Jake gives up his hope of finding love by introducing Lady Brett to one of his friends who she falls in love with and plans to marry. The marriage is broken off when a fight breaks out which is caused by Lady Bretts desire to be romantic with several other men. The novel ends right where it began,  with Brett and Jake trapped in hopeless love for each other, (Nagel 108). Frederics internal conflict is similar to that of Jakes. He is lost and confused over the love for his girlfriend, Catherine and his service in the military. After learning Catherine has become pregnant and his troops abandon him, Frederic makes the decision to desert the army and follow his heart. Frederic suffers from the most pain when Catherine dies giving birth. He realized that the love he shared, to try and bring meaning to his life, causes him even more pain when Catherine dies. The internal conflict of both Jake and Frederic leave them faced with tough decisions which affect the way they live ad love. Hemingway has used the character relationship of love and a setting with an atmosphere of war to build on his major themes. The characters were wounded in the war and suffer from the loss of loved ones. Death is used figuratively to describe the emotions and morality of Hemingways characters. Hemingways themes of death and loss are seen through his character portrayal in his novels. Work Cited Coleman, Janice. Ernest Hemingway The World Book Encyclopedia. Hartford, CT: Paddon Publishing, 1992. Hemingway, Ernest. A Farewell To Arms. New York, NY: Charles Scribners Sons, 1929. Hemingway, Ernest. The Sun Also Rises. New York, NY: Charles Scribners Sons, 1926. Magnum, Bryant. Introduction to the Novels of Ernest Hemingway Critical Survey Of Long Fiction. Salem Press Inc. 2000. Nagel, James. Ernest Hemingway. Dictionary of Literary Biography: Volume 9. New York: Gale Research Company, 1981. Stanton, William. 20th Century Novelists. Sacramento, CA: Bantum Books, 1984. Young, Phillip. Ernest Hemingway American Writers: A Collection of Literary Biographies. Volume II. New York: Charles Scribners Sons, 1974

Danny Santiagos Famous All Over Town :: Famous All Over Town

Danny Santiago's Famous All Over Town  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      When I was little I remember driving across country, going to Florida, and past neighborhoods that were anything but mine. They had old houses that looked like they were going to fall down any minute, real trashy looking. In Colorado, my house was nice and always kept up. I sat in the car wondering what kind of people lived in those run down places and what they were like. The answers came to me years later when I read the book, Famous All Over Town, by Danny Santiago. The main character, Chato, is a young Hispanic boy living in a neighborhood like the ones I saw when I was little. After reading the book, although I never thought I would have anything in common with people who lived like that, I learned that Chato and I have do have similarities, but we have more differences. There aren't very many similarities between Chato and I, but there is one, and it's a big one. We both have families that love us. Lena, Chato's sister takes care of him after he gets home from the hospital. Then he begins to think about his family and how glad he is to be home. "Lena loved me, my mom loved me, and my father loved me, it seemed" (45). All of Chato's family loves him and he loves being with them. In my house, you would find the same kind of environment and I can relate to some of Chato's family life. However, Chato's family is not always nice to him. His family has many problems, such as everyone keeping secrets from each other and everyone lieing to each other. For example, Chato's father is having an affair and everyone knows about it, but they all keep it from Chato. When he finds out he is very mad at himself and things he is dumb for not knowing, while everyone else does. "She knew, they knew, the whole damn town knew, except only dumb, stupid me" (l46). In my fa mily, however, everyone is honest and you would never see anyone keeping something that important from the others. Another example of how Chato's family is different, is shown when Chato is having a bellyache and his father things that he is faking it. He tells him, "Shut-up, crybaby-coward" (26). His father is not being very nice to him because he is sick.

Victor Frankenstein Or His Creature English Literature Essay

Frankenstein besides known as the â€Å" Modern Prometheus † a celebrated Gothic novel, foremost published in 1818 by Mary Shelley, born august 30th 1797 and married at 16 to the well known poet: Percy Bysshe Shelley, who published the verse form ; â€Å" Prometheus † in July 1816. A The novel is set around the cultural and historical events that took topographic point during the late 18th and early nineteenth century. Shelley was reflecting on the alterations that she had experienced in her ain life. At the clip Europe was traveling through great alteration: the industrial revolution, civil war, progresss in scientific discipline and doctrine ; a period known as the Romantic Movement. The fresh uses an embedded narrative manner ; it is narrated by three characters. A great adventurer Captain Robert Walton narrates the narrative through letters to his sister: Margaret Saville, who lives back in England. Victor Frankenstein a Swiss scientist who retells the events of his work, where he created a animal from lifeless organic structure parts and in conclusion, the animal, who so seeks retaliation from him after being abandoned and rejected by society. In this essay, I will be discoursing the different techniques that Shelley uses to construct up the reader ‘s understanding for the animal every bit good as understanding for Frankenstein.AMain Body:First, Shelley creates understanding for the animal throughout the fresh utilizing techniques such as linguistic communication, imagination and strategic repeat of the cardinal descriptions of its actions, which largely represent its agony. She shows the reader that the monster has good grounds to be pitied, by disregarding its offenses. A At the beginning of the 5th chapter, when the monster is being created Shelley describes the ambiance as â€Å" a drab dark † making understanding through the usage of â€Å" Hapless false belief † . This evokes different thoughts for the reader proposing that the animal may non be who Frankenstein is anticipating him to be. It is subsequently used in the 16th chapter to mirror the animal ‘s temper: â€Å" nature decayed around me and the Sun became heatless. â€Å" A Shelley uses metaphors: â€Å" conditions and Nature † to bode the coming events. The reader is made to believe that this is true, based on Frankenstein ‘s colored point of position: â€Å" I saw a dull yellow oculus of the animal unfastened † and â€Å" How can I depict my emotions at this calamity†¦ the wretch. Victor is so horrified at what he has created that he decides to run off from taking duty, he describes his work as a waste of â€Å" remainder † and â€Å" wellness † filled with such sorrows: â€Å" but now that I had finished, the beauty of the dream vanished, and dyspneic horror and disgust filled my bosom. † The usage of negative linguistic communication, gives an indicant to the reader that, the so called: â€Å" monster † is really really harmful and should be feared, but at the same clip creates sympathy for its Godhead as his dream has formed a incubus. A Additionally, in the ten percent chapter the reader is introduced to the character of the animal during its confrontation with Victor ; responding to the horror of what he has created he vilifies the monster stating: â€Å" Devil†¦ be gone despicable insect! Or instead stay, that I may tread you to dust! † A Here, although the reader can understand how Frankenstein feels, it is clear that his reaction is inappropriate ; after all he created the animal and should take duty for his actions. The animal bearing no maliciousness aforethought answers merely by saying: â€Å" I expected this response. † Deriving the readers sympathy through its presentation of composure, it shows that no affair how it has been treated by humanity it can still demo the better traits of humanity. A This is emphasised strongly in the undermentioned quotation mark: â€Å" All work forces hate the wretched ; how so, must I be hated, who am suffering beyond all living things! Yet you, my Godhead, detest and reject me, thy animal, to whom thou art edge by ties merely dissolvable by the obliteration of one of us. † Here the animal backs up his statement through the usage of authorization, demoing how confident he is and by saying: â€Å" You purpose to kill me. How daring you sport therefore with life? Make your responsibility towards me, and I will make mine towards you and the remainder of world. If you comply I will go forth them and you at peace ; but if you refuse, I will gorge the trap of decease, until it be satiated with the blood of your staying friends. † The animal is demoing the reader his intelligence by utilizing interesting but complex words: â€Å" oversupply † and â€Å" Maw † which besides creates understanding because it shows that has h ad to larn from his experiences as his Godhead ne'er bothered to learn him anything. Furthermore, understanding is created for the monster throughout chapters eleven to sixteen when the monster is re- stating his experiences to master. In these few chapters the reader gets an penetration of the enduring the animal has endured. The animal negotiations about being deserted by humanity, giving a glance of what has motivated his offenses: † I am an unfortunate and abandoned animal, I look around and I have no relation or friend upon Earth. These good-humored people to whom I go have ne'er seen me and cognize little of me. I am full of frights, for if I fail at that place, I am an castaway in the universe forever. â€Å" The usage of strong affectional linguistic communication emphasises the animal ‘s feelings, he longs to be accepted by humanity, but everyplace he goes no human being seems to understand him. The animal begins to gain this that humans do non understand him, so he turns to nature for comfort: â€Å" The desert mountains and drab glaciers are my safety†¦ these black skied I hail, for they are kinder to me than your fellow existences. If the battalion of world knew of my being, they would make as you do, and arm themselves to for my devastation. Shall I non so detest them who abhor me? I will maintain no footings with my enemies. I am suffering, and they shall portion my misery. † A Here the reader sees two sides to the monster, they start to see hate fury and choler which shows that the animal does hold feelings and has good grounds for perpetrating the offenses ; he has tried to derive society ‘s credence and has failed so the lone option in his point of position is to take â€Å" retaliation † . In chapter 13, the monster erupts with choler and self-pity, as he inquiries his being: â€Å" but where were my friends and dealingss? no male parent had watched my infant yearss, no female parent had blessed me with smilings and caresses. † The subjects of friendly relationship and loneliness represent the animals ‘ bosom desires making understanding ; he longs to be loved and accepted by his Godhead, like a female parent and male parent would make for their kid. In contrast to this, the animal seeks a comrade ; person that can understand and tie in with him: â€Å" ‘I am entirely and suffering: adult male will non tie in with me ; but one as deformed and atrocious as myself would non deny herself to me. My comrade must be of the same species and have the same defects. This being you must make. † Here the animal tries to maintain the peace between himself and Frankenstein by giving him an option between life and decease for both himself and his friends and household, demoing how considerate a being he is despite how Frankenstein has treated him. In chapter 20 four in Walton ‘s last missive, the recount of the monster ‘s words spoken over Victor ‘s organic structure: â€Å" I, the suffering and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on. † Although this quotation mark may arouse the thought of abortion for the monster, who is unwanted and abandoned by his Godhead, it besides the issue that Frankenstein ‘s decease was most evidently caused by the animals pick of actions. The reader may get down inquiry: â€Å" did master deserve to decease this manner? † Additionally, the reader besides Sympathises the animal ‘s Godhead â€Å" master Frankenstein † Through the usage of powerful affectional linguistic communication such as: ‘parched with horror ‘ , ‘shuddering and torment ‘ , ‘anguish ‘ , ‘the agonising enduring that I endured ‘ , ‘my ravings aˆÂ ¦ were atrocious ‘ , ‘the monster by whom I was tormented ‘ and ‘screamed aloud with torment and terror'.A The reader begins to understand that Frankenstein ‘s looks of choler and hatred towards the monster are down to his experience of mental and physical unwellness. A In off, like â€Å" Prometheus † master stole the thought of creative activity from God and used it for his ain unadvised intents and is now get downing to endure the effects. In chapter five, after master has created the animal the reader sympathises on the fact that Frankenstein ‘s dream has now vanished before him: â€Å" For this I had deprived myself of remainder and wellness. I had desired it with an ardor that far exceeded moderateness ; but now that I had finished, the beauty of the dream vanished, and dyspneic horror and disgust filled my bosom. † Victor starts to demo marks of hurt ; mentally and physically, he falls into unwellness directly after his creative activity, bespeaking to the reader that non merely has the state of affairs it destroyed his dream, but it has besides began to destruct his wellness. A Looking back at one of Walton ‘s letters: â€Å" two † , Mary foreshadows the state of affairs Walton is sing to that of Victor: â€Å" I have no friend, Margaret: when cubic decimeter am glowing with the enthusiasm of success, there will be none to take part my joy ; if I am assailed by letdown, no 1 will endeavor to prolong me in dejection. † Associating the two together, the reader is made to sympathize with master, based on the fact that he pushed away all his friends and household to concentrate on his work. Still sing nil, but horror and letdown master narrates: A † Mingled with this horror, I felt the resentment of letdown ; dreamns that had been my nutrient and pleasant remainder for so long a infinite were now become a snake pit to me ; and the alteration was so rapid, the overthrow so complete! † the usage of strong negative feelings shows the reader how despairing Frankenstein feels about get awaying his letdowns ; he merely wants to bury everything but the disappointment supports stalking him. The animal ‘s statement adds on to his hurt: â€Å" Fix! Your labors merely begin. Wrap yourself in pelts and supply nutrient, for we shall shortly come in upon a journey where your agonies will fulfill my everlasting hatred. † A Sympathy is created in this quotation mark, as the animal is given a powerful speaking voice that shows that Frankenstein has no say in the state of affairs, he is being treated as a slave: A â€Å" Slave, I before reasoned with you, but you have proven yourself unworthy of my superciliousness. Remember that I have power ; you believe yourself suffering, but I can do you so wretched that the visible radiation of twenty-four hours will be hateful to you. You are my Godhead, but I am your maestro ; obey! † A The usage of linguistic communication, the repeat of words such as, â€Å" wretched † and â€Å" suffering † show the reader that the tabular arraies have now turned and Frankenstein is left with nil. Last, in chapter 10, Frankenstein is so overwhelmed by his experience that he begins to reflect on the state of affairs, by oppugning the intent of his life in the undermentioned citation: â€Å" We rest ; a dream has power to toxicant slumber. We rise ; one wand'ring idea pollutes the twenty-four hours. We feel, conceive or ground ; laugh or weep, Embrace fond suffering, or project our attentions off ; It is the same: for, be it joy or grieve, The way of its going still is free. Man ‘s yesterday may never be like his morrow ; Naught may digest but mutableness! † This last citation suggests to the reader that, Frankenstein ‘s beginning of doing himself experience better is to speak about his issues even though he knows it would n't alter the fortunes he got himself into.Decision:In decision from what has been presented in this essay, it is rather clear that the writer has created a platform whereas understanding can be attributed to both characters ; Frankenstein and his animal. This is represented in Walton ‘s last missive, when he re-tells the animal ‘s words: â€Å" Still I desired love and family, and I was still spurned†¦ . the suffering and the abandoned, am an abortion, to be spurned at, and kicked, and trampled on. † And: â€Å" I have devoted my Godhead, the choice specimen of all that is worthy of love. † Her usage of composing techniques, such as affectional linguistic communication captures the reader ‘s bosom to sympathize with both characters, which makes the terminal of the narrative more interesting and thought provoking. Personally, although I can sympathize with each character, my paramount feelings thin towards the animal. This is because the animal had no pick in being given life and so be abandoned by his Godhead.

Political Spectrum

The Political Spectrum is a term given to the different ideologies of political parties or organizations. The Young Men's Christian Association is one organization on the left side of the Spectrum. The YMCA provides after school programs for both children and adults. A right wing group is the John Birch Society which dedicates itself to restoring and preserving freedom under the United States Constitution. The Young Men's Christian Society (YMCA) was founded in London to improve the spiritual condition of young men engaged in the drapery and other trades during the 1800s. Today the YMCA appears in over 124 countries and help promotes a healthy, balanced lifestyle regardless of beliefs or gender. This year on, April 27 2007, Durham YMCA held an open house for their new Y-Knot Abilities Programs. This program offers children and youth with physical disabilities access to the YMCA programs. The Y-Knot creates an â€Å"Equal Playing Field† for disabled youth. The Y-Knot Abilities program shall run every Friday from 5:00 to 7:00 pm in the gymnasium. Through the years, the YMCA has setup the YMCA Strong Kids Fundraiser. The money raised helps provides, families YMCA memberships, Children and Youth a chance to go to camp, renovations on community YMCA's and the fees for training new employees. Their goal from the fundraiser is hope on providing children and families with the tool they need to succeed. The YMCA's goal to create a positive attitude both physically and mentally in the community is achieved through a balanced leadership style. The organization creates both fundraisers to decrease membership fees, improve community recreations and increase daily activities to achieve their goal. There is no force by the organization to the community in participating in fundraisers and activities. The John Birch Society (JBS) is a right wing organization established in Indiana in 1958 by a group of twelve â€Å"patriotic and public-spirited† men. The society opposes socialism, communism, Nazism, and fascism, and strongly agrees to a limited federal government under the Constitution of the United States. The JBS plans many campaigns to help preserve freedom for themselves and American families. A recent campaign was called the â€Å"Repeal NAFTA† campaign. Goals are to withdraw U.S. membership form in the North American Free Trade Agreement (NAFTA). The society has dedicated time in creating pamphlets and written articles to approve in the withdrawal of NAFTA. The JBS has also organized the â€Å"JBS Freedom Campaign†. The campaign was designed for all Americans who want to preserve their cherished lives of freedom for themselves and their family. Through this campaign they will have the opportunity to participate with other Americans to help defeat some of the biggest threats to their way of life. The campaign acts like umbrella against issues such as illegal immigration and the North American Union. The JBS goal to preserve freedom for themselves and American families is achieved through an authoritarian leadership style. The society sets campaigns against the government to set regulations or eliminate different acts such as Illegal Immigration and NAFTA. The group forces people to join through riots, publicity and the internet. The YMCA on the spectrum is located at 3 o'clock on the left side due to being a beneficial organization to many communities. YMCA holds programs, clubs, fundraisers and teams to help create a positive attitude physically and mentally in the attitude. The JBS society would be located between 9 o'clock and 10 o'clock along the right side. The JBS is a group against communism and socialism, which are mid. to high left wing characteristics. The society opposed the â€Å"Civil Rights Movement†, an act of equality between colored and whites. Both organizations are clearly opposites due to the way they achieve their beliefs and achieve them.

Essay on Gibbs Nursing Model on Reflection The WritePass Journal

Essay on Gibbs Nursing Model on Reflection Introduction Essay on Gibbs Nursing Model on Reflection ). The Gibbs (1988) model of reflection suggests that the process of reflection is systematic and follows a number of specific steps in order to be successful. This model of reflection is a type of formal reflection, which draws on research and puts forward a theory as to how most effectively put into practice to process of reflection. The process can be broken down into six key steps: Description: this step explores the context of the event and covers fine details such as who was present at the event, where it happened and what happened. Feelings: this step encourages the reflector to explore their thoughts and feelings at the time of the event. Evaluation: this step encourages the nurse to make their own judgement about the event and to consider what went well and what went less well about the event. Analysis: this step delves even deeper into reflection on the event and encourages the nurse to break the event down into smaller episodes in order to facilitate analysis. Conclusions: this step explores the potential alternatives that may be used to deal with the situation that is being reflected upon. Action Plan: this is the final step in the reflection process. The action plan is put into place in order to deal more effectively with the situation if or when it may arise again. The Royal College of Nursing (2012) believes the Gibbs (1988) model of reflection to be particularly superior because emphasises the role of emotions and acknowledges their importance in the reflection process. Nursing can often be an emotionally charged career, especially for nurses working in areas such as psychiatric health and palliative care. Therefore, reflection on these emotions and exploration of how to manage them and improve management of them in the future is of particular importance in the nursing profession.   Case Study Step One (Description) A young male patient aged 16 years came into the clinic around three days ago. He complained of low self-esteem and is feeling fed up and depressed because of pimples and spots on his face. The patient was worried that   Ã‚  girls would not be attracted to him because of the spots. The consultation took place with just myself present, no other nurses were in the room at the time of the appointment. The consultation lasted around half an hour, during which time myself and the patient discussed the history of his problems with his skin and the emotional distress that the spots were causing him. The patient disclosed that he had begun to get spots at around age 14 when he had started puberty and that it had begun to make him feel extremely self-conscious. The patient described the negative effect that the acne was having. For example, he has been bullied at school and is feeling apprehensive about starting sixth form in September because he believes that he will be the only sixth form er with spots. Based on the reasonably lengthy history of the acne, the presence of acne on the face and the negative emotional effect that the acne was having, a three month dosage of oxytetracycline was prescribed for the patient. Step Two (Feelings) During the consultation I had a number of feelings. Primarily I felt sympathy for the client because his situation reminded me of my own time as a teenager. I suffered from bad skin from the ages of 14 to about 20 and it severely affected my own self-esteem. In a review of the literature, Dunn, O’Neill and Feldman (2011) have found that patients suffering from acne are more at risk of depression and other psychological disorders. However, the review also found that acne treatment may lead to improvement of the psychological disorder that are so often co-morbid. This made me feel re-assured that prescribing oxytetracycline had been the right thing to do. My own experiences of acne also meant that I was able to relate well to the patient. I also felt some anger during the consultation. This anger was directed at the patient’s peers who had been cruel enough to taunt and tease the patient because of his acne. I also felt regret and guilt. I regretted not referring the pati ent onwards for emotional support and for not exploring the psychological impact of the acne in more detail. I also felt a sense of pride that this young man had the courage to come to the clinic by himself to seek help for his acne. I remembered how upsetting acne was as a teenager and I remembered that I would have been too embarrassed to have ever gone to a clinic or to have sought help from an adult. In turn, I also felt happiness. I felt happy that this young man had come to the clinic and I felt happy that I was able to help him. Step Three (Evaluation) On evaluation, the event was good in a number of ways. Firstly it added to my experience of dealing with young people and in dealing with the problems that are unique to this population of patients. I have not had many young patients during my nursing career and I welcome the opportunity to gain experience with this group. Furthermore, it re-affirmed my career choice as a nurse. During your career you always have doubts as to whether you have chosen the correct path. However, there are points in your career when you feel sure that you have made the right choice. However, there were also some negative elements. Firstly, the appointment was quite short and I am worried that this may have made the patient feel rushed and uncomfortable. After the consultation I did some research into the effects of acne in young people. Purvis et al. (2006) have found that young people with acne are at an increased risk of suicide and that attention must be paid to their mental health. In particular, the authors found that directly asking about suicidal thoughts should be encouraged during consultations with young people. This information only served to make me feel more anxious and I wished that I had bought this up with the patient. Step Four (Analysis) On reflection, being able to relate to the patient increased my ability to deal more effectively with the situation. I feel that the patient was able to open up more to me because he sensed my sympathy for him and his situation. Randall and Hill (2012) interviewed children aged between 11 and 14 years about what makes a ‘good’ nurse. It was found that the ability to connect to them was extremely important and so I think this is why the patient felt comfortable opening up to me. On reflection, I am also now convinced that the patient coming to see me was a very positive event. The patient could have chosen to go on suffering and could have chosen not to open up and talk about the problems his acne was causing. In a review of the literature, Gulliver, Griffiths and Christensen (2010) found that young people perceived embarrassment and stigma as barriers to accessing healthcare. Therefore, it could have been very easy for the patient to have avoided coming and seeking help. I felt a range of both positive and negative emotions during the consultation, and I think this re-affirmed for me that I enjoy nursing and enjoy helping others. It is important to genuinely care about patients and to provide them with the best care possible. This would be hard to do if you did not feel empathy for patients. The experience also helped me realise that I need to actively search out training and learning opportunities regarding working with young people with mental health issues. Step Five (Conclusion) If the same situation was to arise again I think that I would approach it in a slightly different way. In particular, I would have offered to refer the patient to further support services. During the consultation the patient mentioned that he felt that the spots on his face made him unattractive to the opposite sex. In addition to providing medication to get to the biological and physiological roots of the problem, on reflection I think it would have been beneficial to the patient to have provided information about charities that offer self-esteem and confidence building. Such charities that offer these services include Young Minds (youngminds.org.uk/) and Mind (mind.org.uk/). In retrospect, I also believe that I should have given the patient a longer consultation time in order for us to have explored the psychological impact of his acne in more detail. Coyne (2008) has found that young people are rarely involved in the decision-making process when it comes to their consultations. Th erefore, giving the patient more time to discuss his problems may have improved his sense of wellbeing as he felt more involved in his care process. Step Six (Action Plan) There are a number of elements to my action plan. Firstly, I will make sure that in the future the consultation room has leaflets and information pertaining to mental health problems in young people. This way, young people can access the information if they perhaps feel too embarrassed to talk about it. Hayter (2005) has found that young people accessing health clinics put a high value on a non-judgemental approach by health staff. Therefore, in future I would be sure to be aware of my attitude and make sure that either subconsciously or consciously; I am not making any judgements about the patient. Hayter (2005) also found that young people had serious concerns regarding confidentiality, especially during busy times at the clinic. Therefore, in the future I would be certain to reassure young people that their details and consultations are kept completely confidential. To re-assure young patients, I may ask them to sign a confidentiality form, which I will also sign in front of them. Furthermore, my action plan will include improving my knowledge and awareness of working with young people as a nursing professional. This will allow me to increase the tools and skills I have for dealing with young people with complex needs. During the consultation I felt anger toward the patient’s peers who had teased him. In the future, I will focus on being more objective when dealing with a patient who has been the victim of bullying. References Coyne, I. (2008) Children’s participation in consultations and decision-making at health service level: A review of the literature. International Journal of Nursing Studies, 45(11), pp. 1682-1689. Dunn, L.K., O’Neill, J.L. and Feldman, S.R. (2011) Acne in adolescents: Quality of life, self-esteem, mood and psychological disorders. Dermatology Online Journal, 17(1). Available at: http://escholarship.org/uc/item/4hp8n68p [Accessed 20 October 2013]. Gibbs, G. (1988) Learning by Doing: A guide to teaching and learning methods. Oxford: Further Education Unit. Gulliver, A., Griffiths, K.M. and Christensen, H. (2010) Perceived barriers and facilitators to mental health help-seeking in young people: a systematic review. BMC Psychiatry, 10(1), pp. 113. Hayter, M. (2005) Reaching marginalised young people through sexual health nursing outreach clinics: Evaluating service use and the views of service users. Public Health Nursing, 22(4), pp. 339-346. Paget, T. (2001) Reflective practice and clinical outcomes: practitioner’s views on how reflective practice has influenced their clinical practice. Journal of Clinical Nursing, 10(2), pp. 204-214. Purvis, D., Robinson, E., Merry, S. and Watson, P. (2006) Acne, anxiety, depression and suicide in teenagers: A cross-sectional survey of New Zealand secondary school. Journal of Paediatrics and Child Health, 42(12), pp. 793-796. Randall, D. and Hill, A. (2012) Consulting children and young people on what makes a good nurse. Nursing Children and Young People, 24(3), pp. 14. Royal College of Nursing (2012) An exploration of the challenges of maintaining basic human rights in practice. London: Royal College of Nursing.

Word Choice Explicit vs. Implicit - Proofeds Writing Tips

Word Choice Explicit vs. Implicit - Proofeds Writing Tips Word Choice: Explicit vs. Implicit Its always vital to make the correct word choice in an academic paper. In todays blog post, then, were going to explain the difference  between two regularly-confused words: explicit and implicit. Both of these terms describe the way in an idea is expressed, yet they are also opposites of one another. As such, it is very important to use them correctly! Read on below to find out how to avoid errors with these terms. Explicit (Fully and Clearly Expressed) Explicit means clear and unambiguous. For example, if someone has clearly and fully explained their position, you could say that: Jones views in this paper are explicit. This means that Jones views are clearly stated. Dont get confused with the other use of explicit, which indicates material of an adult nature! Implicit (Implied or Expressed Indirectly) Implicit means indirectly expressed. For example, if you read another paper by Jones and decided that some of her views were only implied rather than clearly stated, you could say: Jones current ideas were implicit in her earlier work, but not yet fully developed. Sometimes, implicit can also mean unquestioned or unreserved: My implicit trust in the news media means I am often misled by Rupert Murdoch. In both of these cases, the idea is that something remains unstated. Implicit or Explicit? The correct term to use in any given situation will depend on the context. If you are describing something that is clear and unambiguous, the word to use will be explicit. On the other hand, if youre describing something that is merely implied, rather than clearly and fully expressed, the correct term will be implicit. Remember: Get Your Paper Professionally Proofread If you are interested in having your paper proofread professionally, why not submit a 500-word sample to be proofread for free today?

Pathway Essay Example | Topics and Well Written Essays - 750 words

Pathway - Essay Example ed on the study of Global and Cultural Environment of Business and how this is created a cross a level of study options that defines improved communication strategy in more than 100 operating firms globally. Accordingly therefore I was able to learn and conclusively gather knowledge in international business process that reflects improved performances which also feature Anderson and Neary, (1) and specific indicators that healthier work places are motivated by a universal link that is operationally rolled to increase productivity. Ideally, I learnt from Anderson, (2) that the relevance of global environment is identified through a well connected system that involves marketers, management and the global financial models. In order to develop this position, a number of stages are put into consideration. The attributes of these stages illustrate that a positive phenomenon would truly encourage need for change. As a consequence therefore, the effectiveness of the international trade factors as explored by Baldwin, (6) offer strategic market approaches that create a comprehensive consumer attraction. I also learnt that the marketing strategies provide an analytical platform necessary to set core the global market designs which help to enhance market competence and create an overhaul in brand management. My studies also focused on Bahrman, (4) and how his focus on the linking patterns of consumers are established by personal traits, reflecting the changing consumer behavior in an environment that value preferences, elegance and the global market . The theoretical assumptions of Anderson and Neary, (1) gave me a personalized illustration of purchase intentions reflected among consumers. The extensive international market development which formed a larger part of my study gives a positive convergence where the consumers make selections which reflect their personal intentions, and equally typic ally make specific advantageous product search. The global market characteristics

Stem Cell Legislation in the US Essay Example | Topics and Well Written Essays - 1250 words

Stem Cell Legislation in the US - Essay Example Since 1998, when the scientists in University of Wisconsin isolated cells for the first time from the inner cell mass of the early human embryo, called the blastocyst, and developed the first human embryonic stem cell lines, an enhanced research is being done to understand therapeutic potential of stem cells. Moreover, the interest of scientists is increasing in regenerative medicines so that the stem cell therapy can be brought to clinics. Research efforts have focused on spinal cord injury, multiple sclerosis, Parkinson's disease, Alzheimer's disease, diabetes, and other diseases or conditions. Scientists hope to use specialized cells to replace dysfunctional cells in the brain, spinal cord, pancreas, and other organs. The stem cells are obtained from 2-8 days old embryo created by in vitro fertilization (IVF), 5-9 weeks old foetuses aborted by elective abortion, embryos created by IVF or somatic cell nuclear transfer for research purposes and from adult tissues like bone marrow. U sually the concern is over the removal of stem cells from early stage embryos, because the embryo is killed to extract these cells from their inner cell mass. These cells have the highest potential to give rise to any cell type than the adult stem cells. Prior to President Bush's stem cell announcement in 2001, federal law had prohibited HHS from funding human embryo research. No federal funds were given to support research on stem cells derived from human embryos. Research was done through private funding. Bush announced that federal funds would be available to support limited human embryonic stem cell research (HESC). A detailed history of 107 to 111 Congress House Bills and Senate Bills are summarized in the table below. Congress Bills Description 107 House 1. HR 2059-The Stem Cell Research Act, 2001 2. HR 2096-The Responsible Stem Cell Research Act, 2001 3. HR 2747-To codify Clinton Administration's guidelines governing research using human pluripotent stem cells 4. HR 2838-To require NIH to conduct human embryonic stem cells (HESC) and repeal the human embryonic research ban contained within the labour HHS, and Education Appropriations Act 5. HR 2863-To require the establishment of an additional FDA advisory committee to make recommendation on the field of cell development, including HESC and therapeutic cloning Senate 1. S 723- HESC generation and research 2. S 1359-To maintain a stem cell donor bank containing stem cells derived from adult tissue, placentas and umbilical cord blood 108 House 1. HR 534-Human Cloning Prohibition Act of 2003 2. HR 801-Cloning of Humans (to prohibit reproductive cloning but allow therapeutic cloning) 3. HR 916-Human Cloning Research Prohibition Act of 2003 4. HR 938-Human Cloning Prevention Act of 2003 Senate 1. S 245-Human Cloning Prohibition Act of 2003 2. S 303-Human cloning ban and Stem Cell Research Protection Act of 2003 109 House 1. HR 162-Use of Federal Fund to Research an HESC 2. HR 222-Prohibition of Federal Funding for Research on the Cloning of Humans 3. HR 810-The Stem Cell Research Enhancement Act of 2005 4. HR 1357-The Human Cloning Prohibition Act of 2005 Senate 1. S 471- Stem Cell Research