The Change in Prosperos Character Essay Example For Students

The Change in Prosperos Character Essay Prospero is the principal character of Shakespeares The Tempest. Without question, he vaguely bestows a sense of a prevailing authoritarian, using his powers to control the capabilities of others, solely for the purposes of self indulgence and expediency. We see this domineering and overwhelming trait throughout the play. An instance of this can be perfectly supported by the dreaded incident of the king of Naples ship, as Prospero uses his powers to manipulate the winds, causing the ship to capsize. This is just one example of his officious personality. However, there is a staggering change in this behaviour toward the end of Shakespeares prodigious play. He suddenly transforms into a penitent and modest individual, willing to give up all magic and power to become a typical human being.. Prospero was once the Duke of Milan. Loved immensely by the people, his callous brother Antonio grew increasingly covetous of his eminence and supremacy. Despite Prosperos popularity amongst the people of Milan, he consumed most hours within the day to read and study the art of magic and philosophy. We will write a custom essay on The Change in Prosperos Character specifically for you for only $16.38 $13.9/page Order now It is this particular notion that diminished any prospect of Prospero being a threat to Antonio. Never the less, Antonio found that killing Prospero would prove almost impossible, due to his close relationship with the people. As a result, Antonio realises that the only method of disposing of Prospero is to misplace him. He charges a Neapolitan named Gonzalo, to cast Prospero and his daughter, Miranda, out to sea. As an alternative to sentencing them both to death as instructed (by making holes in their boat), Gonzalo provides them with food and warmth. Due to their dire circumstances at the start of the play, we should feel compassion for Prospero. Nonetheless, His possession and use of magical knowledge renders him extremely powerful and not entirely sympathetic. This is shown to a great extent in act 1 scene 2. Prior to this scene, Prospero and Miranda arrived at an island, safe and thankful of their lives. Prospero chances upon an entrapped spirit by the name of Ariel, and a shamefully contorted savage, named Caliban. He willingly frees Ariel, demonstrating his ability to be empathetic. He also shows a certain amount of selflessness regarding Caliban. He shows this by an endeavour to teach him things. However, this scheme becomes swiftly unproductive, followed by Calibans attempt to rape Miranda. It is Prosperos ensuing relationship with Caliban in Act 1 Scene 2, that outlines one of the more disagreeable characteristics. He uses a large amount of exclamation in his tone of voice, usually screaming at Caliban. I believe it is his absolute power over the other characters and his overwrought speeches make him difficult to like, for he appears self important and condescending.

Nuclear Energy And The Environment Essays - Energy Economics

Nuclear Energy And The Environment Essays - Energy Economics Nuclear Energy And The Environment Nuclear Energy and the Environment In our society, nuclear energy has become one of the most criticized forms of energy by the environmentalists. Thus, a look at nuclear energy and the environment and its impact on economic growth. Lewis Munford, an analyst, once wrote, Too much energy is as fatal as too little, hence the regulation of energy input and output not its unlimited expansion, is in fact one of the main laws of life. This is true when dealing with nuclear power. Because our societies structure and processes both depend upon energy, man is searching for the most efficient and cheapest form of energy that can be used on a long term basis. And because we equate power with growth, the more energy that a country uses, - the greater their expected economic growth. The problem is that energy is considered to have two facets or parts: it is a major source of man-made repercussions as well as being the basis of life support systems. Therefore, we are between two sections in which one is the section of resource availability and waste, and the other the continuity of life support systems pertinent to survival. Thus, the environmentalists believe that nuclear energy should not be used for various reasons. First of all, the waste product, i.e. plutonium, is extremely radioactive, which may cause the people who are working or living in or around the area of storage or use, to acquire leukemia and other cancers. They also show how billions of dollars are spent yearly on safety devices for a single reactor, and this still doesn't ensure the impossibility of a melt down. Two examples were then given of Chernobyl and Three Mile Island, in 1979, when thousands of people were killed and incapacitated. Finally, the environmentalists claim that if society wastes less energy, and develops the means to use the energy more efficiency, then there would be a definite decrease in the requirement for more energy producing plants. On the other hand, some business men and economists say that the present conditions should be kept intact, as the other forms of energy, e.g. oil, natural gas and coal, are only temporary, in dealing with surplus, and give off more pollution with less economic growth. Concurrently, countries wanted a more reliable, smokeless form of energy not controlled by OPEC, and very little uranium was required to produce such a high amount of resultant energy. Lastly, they said that renewable energy is (a) unreliable in that the wind, for example, could not be depended upon to blow, nor the sun to shine, and (b) were intermittent in that a 1,000 mega-watt solar farm may occupy about 5,000 acres of land, compared with less than 150 acres of land for a similar capacity nuclear power generation station. Because the energy technology that society employs directly influences the quantity and quality of life, the energy option that is chosen should have the greatest cost- benefit effectiveness as well as maximizing flexibility and purchases. However, those who believe in continuous energy consumption growth, seem to forget that there is only a limited supply of energy in every energy system, and to overdo any resource may provide for an unacceptable impact upon global and regional ecology. Thus, if the business world pushes the environment as far as it can go, Ceribus Paribus, please refer to figure 1. Thus, to use petroleum as a substitute for uranium, which is needed to power the nuclear system, would not be economically or environmentally sensible. I say this because, first of all, there is a major supply of uranium considering it was one of the last energy sources to be found as well as only a small amount of it is required to produce a lot of energy. Secondly, petroleum gives off carbon monoxide which is one of the reasons for ozone depletion; whereas, the uranium does not give off pollution except that it produces plutonium which needs to be buried for more than fifty years to get rid of its radiation. Finally, because so much of the petroleum will be required to power the vast area that nuclear energy can cover, the cost to us as the consumer would be massive! This would mean slower economic growth and/or expansion, especially when compared to nuclear energy. Therefore: Ceribus Paribus - (a) if the cost decreases, the demand increases, and - (b) if the cost increases, the demand decreases. Please refer to figures #2 and #3 respectively. Nuclear plants are now replacing coal burning plants. It will cost

Review Essay Example | Topics and Well Written Essays - 500 words - 14

Review - Essay Example The present day NFL runs on the rule that any player suspected or diagnosed to have gone through a concussion needs to consult a medic with immediacy, and that the medic is supposed to remain with the player till they get better (Boriboon 25). Handling concussions, as can be borrowed from the article, is a collective responsibility from the therapists and the players if the players have to receive the best care and perform for their teams (Boriboon 25). The article by Johnson is a compilation of the concussions that young players face; in this case, focus has been shed on football players (180). The author clearly indicates that high school football players are greatly involved with tackle football which predisposes them to sport- related concussions (Johnson 181). Johnson then proposes the use of Return to play approaches (RTPs) to account for the concussions by the football players by giving an example of 23,000 damages that are football related, which occur annually (183). The author insists that these players are exposed to numerous health risks ranging from brain injuries to trauma amongst others (Johnson 183). Conclusively, it is arguable that RTPs do not provide a lasting solution to concussions by the football players. As Johnson indicates, football players especially the ones in high school can have negative implications on the players not only on their health, but also in terms of the academic and athletic performance (185). It is recommended that the players and their coaches devise a more reliable approach on dealing with concussions as opposed to solely relying on RTPs. Marchi, Nicola., Jeffrey Bazarian, Vikram Puvenna, Mattia Janigro, Chaitali Ghosh, Jianhui Zhong, Tong Zhu, Eric Blackman, Desiree Stewart, Jasmina Ellis, Damir Janigro, and Robert Butler. â€Å"Consequences of Repeated Blood-Brain Barrier Disruption in Football Players.† PLOS ONE 8.3 (2013): e56805. Web.

Dietary analysis project Assignment Example | Topics and Well Written Essays - 1000 words

Dietary analysis project - Assignment Example For example, an oz equivalent of Grains is a 1 slice of bread, or 1/2 cup of rice. An oz equivalent of Protein Foods 1 oz of meat, 1 egg, or 1/4 cup cooked beans. According to the BMI report as provided, I have a BMI of 19.1. This is an implication that my body weight is normal and hence I should strive to maintain the weight by eating a balanced diet and engaging in physical activities. According to the calorie assessment report, I need to intake 2031 calories in order to maintain my current weight. However, my current intake is below the goal. My current average calorie intake is 1065. This implies that I am bound to lose more weight if I maintain my current eating patterns (Veitch 87). There are nutrients that are still deficient and others in excess in the revised diet. The significant nutrients that are still deficient in the revised diet are Calories from saturated Fat and dietary fiber. Perhaps I was unable to get dietary fiber because I did not include foods rich in fiber. In addition, the foods that I included in the revised diet were not fatty and hence the deficiency of fat as noted in the revised diet. On the contrary, the revised diet also had some nutrients in excess. These included proteins, Vitamin B3 - Niacin (mg), Vitamin B12 (mcg), Phosphorus (mg), Vitamin C and Zinc. These statistics came about as a result of the meat, chicken and turkey sausages that I included in the revised diet as having been taking in only one day. Their quantities also contributed to the excess levels of proteins as noted in the bar graph report for the revised diet. As noted in the bar graph report for my diet on that day, I am a poor observant of a balanced diet and for this reason I need to implement corrective measures in order to improve my eating patterns and food types (Veitch 46). It is through this that I will be in a position to not only stay healthy but also maintain my body weight as recommended from the BMI report. As a result, I will take certain

Nursing administration Research Paper Example | Topics and Well Written Essays - 4500 words

Nursing administration - Research Paper Example Several studies have demonstrated the usefulness of Magnet status. Buffington, et al (2012) studied factors in nurses retention and reported they left due to lack of support and recognition. Laschinger, Leitev, Day & Gilin (2009) reported that leaving of experienced nurses caused secondary turnouts due to workforce pressure, and caused lack of job satisfaction. Magnet status takes care of these problems by building an overall professionally sound organisation. The Magnet recognition is a time consuming detailed process involving organizational efforts to develop required systems, procedures and practices. It involves comprehensive development on the part of the organization as well as its units. After detailed appraisal if the organization meets the requirements, site visits are planned followed by public comment. The original Magnet ® research study conducted in 1983 found that those organizations that were successful in recruiting and retaining nurses during the shortages of nurses faced in the 1970s and 1980s had certain characteristics which differentiated them from other organizations. These fourteen characteristics remain known as the ANCC Forces of Magnetism which form the basis of the conceptual framework of ANCC recognition and maintenance of Magnet ® status. These forces of Magnetism available at the website (http://www.nursecredentialing.org/ForcesofMagnetism.aspx) are attributes or outcomes that exemplify or form the basis of nursing excellence. Expression of full forces of magnetism implies high quality professional environment in the organization at every level, where the nursing is guided by a strong and visionary nursing leader. This leader is a senior functionary who advocates and supports excellence in nursing practice, and in turn is also responsible for the continued m aintenance of the organizations Magnet ® status. The Magnet ® recognition program has three basic goals and

Stereotype Threat Is A Phenomenon Psychology Essay

Stereotype Threat Is A Phenomenon Psychology Essay Membership in a stereotyped group is the one condition that must always be present in order for stereotype threat to occur. Everyone is a member of at least one stereotyped group, and is vulnerable to being affected by stereotype threat in different situations. Although greatly contested, women and members of ethnic minorities are not the only groups affected by stereotype threat. Research on stereotype threat has shown that a diverse set of groups can be affected by stereotype threat. Aronson, Lustina, Good, Keough, Steele, and Brown (1999) showed that White males performed worse on a math test when the performance of Asians in mathematics was made salient. In this context, White males are part of the stereotyped group because of the stereotype that White males are worse at math than Asian males. Individuals Who Identify Strongly With Groups Certain individuals are more vulnerable to stereotype threat than others because their memberships are salient to them in many situations. These individuals strongly identify with groups which use gender or ethnicity as inclusive criteria. This strong identification with groups can make stereotypes chronically accessible (what does this mean?). In turn, they will increase stereotype threat more often and in varying situations. Whereas certain individuals need to have their stereotyped group membership made salient, these individuals are always aware of their stereotypes. Marx, Stapel and Muller (2005) found that the performance of women on a math test was inversely proportionate to the degree to which their gender was emphasized. Cole, Matheson and Anisman (2007) found similar results. Higher ethnic identification predicted greater psychological distress and poorer performance for minority students in their first year of college. Stereotype Belief and Knowledge Though stereotype threat can arise in situations where the person is unconsciously aware of the stereotype, it is more easily processed when the person is aware or knowledgeable of the stereotype. Since adults are usually aware of many stereotypes, McKown and Weinstein (2003) conducted a study that examined the knowledge of stereotypes by children and its effects on their performance in domains that produce stereotype threat in adults. The researchers found that children who were aware of stereotypes were more likely to show effects of stereotype threat. Belief of stereotypes is another factor that affects the degree to which a stereotype threat is experienced. In a study by Schmader, Johns, and Barquissau (2004), women who endorsed gender stereotypes about womens math ability did worse on a task in the stereotyped domain when under stereotype threat more so than their counterparts who did not endorse a gender stereotype. Consequences of Stereotype Threat Decreased Performance on Tasks Test performance in academic settings is the context in which most stereotype threat research is conducted. Cole, Matheson and Anisman (2007) found that ethnic minority students at a predominantly White Canadian institution showed increased levels of anxiety and depression compared to the White students, and had lower grades at the end of the school year. Scores on Ravens Advanced Progressive Matrices (APM) task, a task that has been described as being a pure measure of cognitive ability and culture-free, have been shown to be affected by stereotype threat (Brown Day, 2006). Performance on tasks in other domains has also been affected by stereotype threat. Undergraduate female golfers performed more poorly when the stereotype of females being poor golfers was purported either subtly or blatantly (Stone McWhinnie, 2008). The reason for reduced performance when under stereotype threat has been attributed to factors such as anxiety (Max Stropel, 2006), physiological arousal (Blascovic h et al., 2001) and reduced working memory capacity (Schmader and Johns, 2003). Changes in Appraisal of Situations When faced with stereotype threat, individuals use different strategies to account for lapses in their performance. Some individuals attribute internal reasons/causes as to why they failed the task. In a study by Koch, MÃ ¼ller, and Sieverding (2008), participants were asked to find a document on a computer and save it to an external storage device. Participants were told that women perform worse on the task than men (stereotype threat condition for women) or that women perform better on the task than men (stereotype threat condition for men). Women in the stereotype threat condition were more likely to make internal attributions for their failures than men in the same experiment. Self-handicapping is another strategy used by individuals affected by stereotype threat. These individuals erect barriers to performance in order to provide attributions for their failure (Stone, 2002). A specific type of self handicapping is task discounting. Tasks are critiqued in some way in order to ex plain poor performance. A study by Lesko and Corpus (2006) found that women who were taking part in a math task and under stereotype threat were more likely to agree with statements such as this test is not an accurate measurement of my math ability. Reducing Stereotype Threat Reframing the Task Stereotype threat can arise when task descriptions or test instructions make threatened identities and negative stereotypes more accessible. Ergo, stereotype threat can be reduced by reframing a task in such a way that stereotypes are not invoked or made salient. Steele and Aronson (1995) were able to reduce stereotype threat by explicitly stating that a test was not diagnostic in nature. Though this strategy is unrealistic in regular testing situations, other task reframing methods have been shown to be equally effective. Gender stereotypes are common, and affect the performance of women in stereotyped domains (Spencer, Steele Quinn, 1999). However, gender stereotypes and their subsequent effect on test performance can be reduced by reframing the task. For example, Spencer, Steele and Quinn (1999) showed that when both male and female participants completed a mathematics test and were told that there would be gender differences, the males outperformed the females. Contrarily, when the task was reframed and the participants were told that there would be no gender differences, the scores of the male and female participants were equivalent. Another task reframing strategy is addressing the fairness of the task. Good, Aronson and Harder (2008) were able to reduce stereotype threat present on a mathematical ability test by assuring the test takers that this mathematics test has not shown any gender differences in performance or mathematics ability. Even the though the tests outlined in the above studies were diagnostic in nature, reframing the tasks was able to negate potential stereotype threat effects. Task reframing strategies can be employed by testing agencies in order to reduce the potential effects of stereotype threat, which can affect the scores of test takers belonging to certain demographics on standardized tests. De-emphasizing Threatened Identities Stereotype threat can be reduced in situations where the threatened social identities are made less salient. Threatened social identities can consist of gender, ethnicity, socioeconomic status and other domains that are often stereotyped. Stricker and Ward (2004) conducted field studies that examined the effects of asking about ethnicity prior to Advanced Placement (AP) calculus exams. A re-analysis of their data by Danaher and Crandall (2008) found that soliciting identity information at the end of the exam decreased sex differences in test scores by 33% compared to when identity questions were asked at the beginning of the exam. Danaher and Crandall concluded that if the demographic questions were asked at the end of AP calculus exams, 4700 additional female students would receive a credit annually. Stereotype threat can also be reduced if individuals are encouraged to think in ways that reduce the significance of the threatened identity. Ambady, Paik, Steele, Owen-Smith and Mitchell (2004) found that when women were individuated by having aspects of the self made more salient, they performed better on a difficult math test than women who were not individuated. The researchers concluded that individuation allows individuals to distance themselves from the threatened social identity. Emphasizing the similarities between groups has also been shown to reduce stereotype threat. Rosenthal, Crisp and Sue (2007) found that generating similarities between men and women in academic settings led to higher performance expectations and improved performance by women in a stereotyped domain. Rosenthal, Crisp and Sue (2007) selected mathematical ability as the stereotyped domain in which similarities between ingroup and outgroup employment strategies would be tested. Individuals with multiple social identities have a low risk of being affected by stereotype threat. Gresky, Ten Eyck, Lord and McIntyre (2005) examined the role of multiple social identities in undergraduate university students. The participants were instructed to answer questions from what was supposedly a new version of the GRE math exam. Stereotype treat was induced by informing the participants that men usually outperform women on math tests. The participants were then split into three conditions. Before the math test, some subjects were instructed to create a simple self-concept map whereas others were instructed to create a complex self-concept map. Subjects in the control condition did not create a self-concept map. The female participants who did not create a self-concept map or created a simple self-concept map performed poorly on the math test whereas the female participants who were instructed to create a complex self-concept map were unaffected by the stereotype threat ma nipulation. Creating self-concept maps did not have an effect on the scores of the male participants, presumably because they were not affected by the stereotype threat manipulation. Consequently, encouraging stereotype threatened individuals to think of themselves as multifaceted individuals reduces vulnerability to stereotype threat effects. Though all people have multiple identities, some are more vulnerable to stereotype threat than others. This can be explained by the fact that different social identities are highlighted to different degrees in individuals. Having stereotyped social identities that are easily highlighted (not the right word) increases the vulnerability of an individual to stereotype threat. Mcglone and Aronson (2006) demonstrated this effect by instructing participants to complete the Vandenberg Mental Rotation Test (VMRT) in varying conditions of identity salience. This salience was achieved by having participants complete questionnaires that highlighted different social identities. For the male participants, performance on the VMRT was best when gender was made salient and worst when their status as citizens of the Northeast was made salient. The female participants performed the best when their college identity was made salient and performed the worst when their gender was emphasized. Affirming Self-Worth Stereotype threat acts on an individuals fear of confirming negative stereotypes (Steele Aronson, 1995). Self-affirmation can be used as a strategy to protect the self from perceived threats. Self-worth can be increased by encouraging people to think about characteristics, roles and skills that they are proud of or view as important. Schimel, Arndt, Banko and Cook (2004) examined whether self-affirmation and affirming self-worth can protect individuals from stereotype threat. Before completing a math test, female participants were randomly assigned sentence fragments to complete that provided either intrinsic affirmation, extrinsic affirmation or no affirmation. The participants were also placed in either a stereotype threat or control condition. The researchers found that women in the stereotype threat condition who reaffirmed their self worth by completing the sentence fragments that provided intrinsic motivation performed better on the exam in the stereotype threat condition than in the control condition. Conversely, women in the stereotype threat condition who extrinsically self-affirmed performed worse in the stereotype threat condition compared to the control condition. Cohen, Garcia, Apfel and Master (2006) came to similar conclusions when studying seventh grade students in racially diverse middle schools. Students were assigned to self-affirmation conditions and no self-affirmation conditions. The students in the self-affirmation condition were instructed to write an essay that indicated values that were important to them and why they were important to them. Students who did not self-affirm were instructed to write an essay about their least important values and why they were not important. The researchers found that African-American students in the self-affirmation condition performed 0.3 grade points better over the semester compared to African-American students who did not self-affirm. These results are notable because African-American students are the demographic that is usually most affected by stereotype threat in academic settings. As a result, enhancing the individuals internal coping capacity through providing affirmation has shown to improve the performance of individuals that are most susceptible to stereotype threat. Providing Role Models Individuals who focus on outgroup members who perform well on a specific domain have a negative effect on their performance on tasks from that domain. Huguet and RÃ ©gner (2007) showed that the performance of female participants on a math test in a mixed environment was negatively affected by their thoughts about males who performed well in mathematics. This type of stereotype threat effect can be reduced by providing ingroup role models that are proficient in a specific domain. Marx and Roman (2002) examined this effect by providing females with role models who were competent in math. Male and female participants were given a difficult math test to complete. When the experimenter was a male, the female participants performed poorer on the exam than the male participants. However, when the test was administered by a female who embodied subject confidence, the female participants performed equally as well as the male participants. The role models provided do not need to be present in order to reduce stereotype threat. Various studies have shown that stereotype threat can be reduced by providing role models through priming. McIntyre et al. (2005) examined the relation between exposure to positive role models through priming and reduction of stereotype threat effects. Undergraduate students were asked to participate in two studies, and were told that women perform worse than men on math tests. The researchers also manipulated the tasks by having the participants read anywhere from 0-4 essays describing successful women. The researchers found that the performance of the female participants increased as the number of essay read increased, supporting the finding that providing role models decreases stereotype threat effect. Attributing Difficulties to External Factors The effects of stereotype threat can be reduced if difficulties on tasks are attributed to external factors rather than the self. Ben-Zeev, Fein, and Inzlicht (2005) illustrated the effect of attributing difficulties to external factors on stereotype threat. Women who identified highly with mathematics completed a math test in the presence of either 2 males (stereotype threat condition) or 2 females (control condition). Participants were also shown a subliminal noise generator before the test. They were told that the machine would either increase arousal and heart rate or that it would not produce any adverse effects. The female participants in the stereotype threat condition performed worse on the math test only when they were told that the subliminal noise generator would not produce any adverse effects. The participants who were told that the machine would increase arousal attributed their difficulties to the noise generator, and did not experience stereotype threat effects. Provi ding subliminal noise generators are not practical in normal testing situations. However, recent studies have used different techniques to produce the same effect. Johns, Inzlict and Schmader (2008) eliminated stereotype threat effect by telling individuals under stereotype threat conditions that the anxious feelings they were experiencing would not hinder their performance, and might even improve their performance. Attributing difficulties to external factors is a strategy that can be utilized effectively in order to reduce stereotype threat. Conclusion Stereotype threat is highly pervasive and is not restricted to people with certain characteristics or backgrounds. Although it can affect anyone, certain individuals are more susceptible to the effects of stereotype threat than others. The effects of stereotype threat make it a serious problem that needs to be addressed. The literature has revealed that although stereotype threat cannot be completely eliminated, certain cognitive reappraisal strategies can help reduce or attenuate its effects. These strategies include reframing tasks, providing role models, providing external attributions for difficulties and deemphasizing threatened social identities. These strategies have been shown to be effective, and should be considered in situations where stereotype threat is known to be present.

Lorraine Hansberrys A Raisin In The Sun :: essays research papers

One of the first ideas mentioned in this play, A Raisin In the Sun, is about money. The Younger's end up with no money because of Walter's obsession with it. When Walter decides not to take the extra money he is offered it helps prove Hansberry's theme. Her theme is that money can't buy happiness. This can be seen in Walter's actions throughout the play. While Mama is talking to Walter, she asks him why he always talks about money. "Mama: Oh--So now it's life. Money is life. Once upon a time freedom used to be life--now it's money. I guess the world really do change . . . Walter: No--it was always money, Mama. We just didn't know about it." Walter thinks that the world revolves around money. He wants to believe that if his family were rich they would have perfect lives. This isn't true though, and Mama knows it. She knows that no matter how much money Walter has, he will never be happy unless he has a family that loves him. Before Walter goes out to invest in the liquor store he has a talk with his son. "Walter: You wouldn't understand yet, son, but your daddy's gonna make a transaction . . . a business transaction that's going to change our lives. . . ." Walter thinks that this transaction will make their lives better. What he doesn't realize is that he already has a good life and he doesn't need more money to ma ke him happy. He should be grateful for what he has instead of worrying about money. Mama talks to Walter about her fears of the family falling apart. This is the reason she bought the house and she wants him to understand. Walter doesn't understand and gets angry. "What you need me to say you done right for? You the head of this family. You run our lives like you want to. It was your money and you did what you wanted with it. So what you need for me to say it was all right for? So you butchered up a dream of mine - you - who always talking 'bout your children's dreams..." Walter is so obsessive over money that he yells at his mom for not giving him all of it. He doesn't know that what his mom is doing is for the family. He thinks that having money will make the family happy, when in reality the family doesn't need anymore than what they have to be happy.

Green Power

Cleaner electricity generation is on its way for full implementation as many of power consumers are now aware how could avail of it. In the official blog site of the US Environmental Protection Agency, many of its visitors had said in their comments that they had already installed or purchased from a private electric company a way how could they use green power.Some had also leaved a link to the sites of their energy provider that gives them an option for cleaner energy generation. But others still had said that they could not choose to opt to green power because of area and cost constraints.People who had said that they had installed solar panels and/or avail power generated through wind or geothermal admits that they pay more for their electricity consumption as compared when they were not using it. Since conversion into cleaner energy consumption would cost more to the people, they might rather ignore their wish to take part with a cleaner environment. Some even says that going in to cleaner energy generation is just propaganda of electric companies that would mean more profit on their part.Some still had said that they had no choice whether to use green power or not because it’s their individual power provider could only decide. As I had completed browsing all of the comments, I suggest that yes there is a need for a greener electricity generation but the problem is that people where afraid of their initial additional cost. Yes, it cost more than the regular energy we consume from burnt coal but like what one comment had said, people are not aware of the hidden cost the people might suffer if we continue using it because experts says that burning coal adds up to the air pollution.As we enter into the era of information age, ideas are now easy to disseminate through all of the high tech devices and technology the modern day gives such as the computers and the internet. But we should be careful of what would we should acquire of these ideas since some o f them cannot be fully relied on. Support of experts in such field such as EPA could give as a somewhat assurance that what we learn is what we should. References Greenversation, Question of the Week: Why are you or aren’t you buying green power? Retrieved May31, 2008 from http://blog. epa. gov/blog/2008/05/27/qotwgreenpower/

Reading Response to Introduction in Handbook of Race and Ethnic Studies Essay

Upon reading the Collins and Solomos introduction to their Handbook of Race and Ethnic Studies, I soon realized that the field of race and ethnicity is a diverse, living thing that is constantly evolving. The authors make reference to the fact that the civil rights movement has been working for decades and it appears at times that no progress has been made. They make this point by mentioning the nightly newscasts on television that show global atrocities brought on by policies of ethnic cleansing or other forms of hate. This is proof that more work has to be done and we must continue to seek and promote understanding and equality. Collins and Solomos also mention the rise of more right-wing political groups that they refer to as the new right. These groups use the media to promote their ideas of an ideal state. They state that `for the new right` the appeal is by and large no longer to racial supremacy cultural uniformity` and they get around this by  ¨parading under the politics of nationalism and patriotism ¨. This reminded me of my history classes in school where I first learned of Hitler and how he used extreme nationalism as one of his tools to gain influence and power over a economically struggling Germany. There seems to be a great many voices and perspectives out there that may contradict one another at times, but I feel that the study or race and ethnicity must continue to be pursued.

Cosmos Episode 11 Viewing Worksheet

Cosmos Episode 11 Viewing Worksheet   Its movie day! Those are words almost all students like to hear when they enter their classrooms. Many times, these  movie or video days  are used as a reward for students. However, they can also be used to supplement a lesson or topic they are learning about in class.   There are many great science-related movies and videos available for teachers, but one that is entertaining and has great and accessible explanations of science is the Fox series   ​Cosmos: A Spacetime Odyssey hosted by Neil deGrasse Tyson. Below is a set of questions that can be copy and pasted into a worksheet for students to fill out as they view Cosmos episode 11. It can also be used as a quiz after the video is shown. Feel free to copy and it and tweak it as necessary.    Cosmos Episode 11 Worksheet  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Name:______________    Directions: Answer the questions as you watch episode 11 of Cosmos: A Spacetime Odyssey entitled, â€Å"The Immortals†.    1.   How does Neil deGrasse Tyson say our ancestors marked the passage of time?    2.   Where was civilization, including written language, born?    3.   Enheduanna is considered to be the first person to do what?    4.   What is the name of Enheduanna’s poem that an excerpt is read from?    5.   What is the name of the hero in the story of the great flood?    6.   How many years before the Bible was written was this account of the great flood?    7.   In what form does everyone carry the message of life in their bodies?    8.   What kind of molecules may have gotten together in the sunlit pools of water to form the first life?    9.   Where, underwater, could the first life have formed?    10.   How could the first life have â€Å"hitchhiked† to Earth?    11.   What was the name of the village near Alexandria, Egypt where the meteor hit in 1911?    12.   Where was the meteorite that hit Egypt originally from?    13.   How can meteorites be â€Å"interplanetary arks†?    14.   How could life on Earth have survived the large number of asteroid and meteor strikes early in its life history?    15.   How does Neil deGrasse Tyson say a dandelion is like an ark?    16.   How could life travel to very distant planets in outer space?    17.   What year did we first announce our presence to the galaxy?    18.   What was the name of the project that had radio waves bouncing off the Moon?    19.   How long does it take a radio wave sent from Earth to make it to the Moon’s surface?    20.   How many miles do Earth’s radio waves travel in one year?    21.   What year did we begin listening with radio telescopes for messages from life on other planets?    22.   Give one possible thing we could be doing wrong when listening for messages from life on other planets.    23.   What are two reasons Mesopotamia is now a wasteland instead of a thriving civilization?    24.   What did the people of Mesopotamia think caused the great drought in 2200 BC?    25.   What great civilization would be wiped out in Central America 3000 years later when another abrupt climate change happened?    26.   Where was the last supervolcano eruption and how long ago did it happen?    27.   What was the secret weapon the Europeans brought with them that helped defeat the American Natives?    28.   What is the main problem with our current economic systems from when they were made?    29.   What does Neil deGrasse Tyson say is a good measure of intelligence?    30.   What is the greatest hallmark of the human species?    31.   What state does Neil deGrasse Tyson compare giant elliptical galaxies to?    32.   When, on the new year of the Cosmic Calendar, does Neil deGrasse Tyson predict humans will learn to share our tiny planet?

How the western was lost- and why it matters Essay

How the western was lost- and why it matters - Essay Example looking at the West which has been lost in the process of evolution has become felt more and more today – the relatively old Western audience considers Westerns to be the only source of recalling the past. The proof of the mentioned reasons is found in the realities of the present day. Westerns address history, and the history which is written today may be approached from the perspective of the Western genre movies – bad guys destabilize the world, whereas good guys try to make it safer and protect the suffering from global threats. The XXI century becomes more and more dangerous day after day, and there is a growing need of a hero who would save everyone in his courageous effort, just like a cowboy. The relevance of this addressing to the history is that, as any time, the XXI century brings not only success, but also some unpleasant and disturbing situations which cannot be hidden whether we like it or not. From this point of view, Western movies provide a different view on the things that happen in the world and help everyone to define form him or herself who are good and bad in modern

Unit V AAssessment#3 Oxidative Stress Essay Example | Topics and Well Written Essays - 250 words

Unit V AAssessment#3 Oxidative Stress - Essay Example In order to eavaluate thr ability of particulate air pollution to promote oxidative stress, six adult pathogen free Sprague-Dawley rats were obtained from Taconic Farms in New York,USA, and fed with conventional laboratory diet and water ad libium.Three of the rats were exposed to filtered air (control group) and the other three were exposed to concentrated ambient particles (CAPs). Throughout the study, all rats were awake and unrestricted. At 1, 3 and 5 hours, two rats: 1 from filtered air and 1 from CAPs , were removed and analysed. The rats that were exposed to CAPs aerosols for 5 hours showed significant oxidative stress. The rats showed significant increase in lung and heart water content (about 5% , p According to Gurgueira, et al., (2002 p.260), the generation of ROS can induce cellular oxidative stress and biological effects,including DNA damage.In most aerobic cells, electron –transport chains are located in mitochondria and the endoplasmic reticulum . The electron –transport chains are the major source of ROS produced in vivo (Gurjar, et al., 2010: p.190). Gurgueira, S. A., Lawrence, J., Coull, B., Murthy, K. G. G., & Gonzà ¡lez-Flecha, B. ( 2002). Rapid increases in the steady-state concentration of reactive oxygen species in the lungs and heart after particulate air pollution inhalation. Environmental Health Perspectives, 110(8),