Maybe Theyre Magic Essays - Maybe, Stephen Sondheim, Magic

Maybe They're Magic Maybe They're Magic Stephen Sondheim, in my opinion, is one of the most gifted lyricist and songwriters of all time. He uses many witty comparisons, beautiful allusions, and variations of tempo to give each song a uniqueness and identity of its own. This identity is also created for each individual character through the songs, and tactfully conveys their inner feelings. The song Maybe Theyre Magic is one small example of these classic Sondheim characteristics. Sung by the baker and his wife, the song is about their struggle to achieve what they want: to have a child. Discretely, though, each character's sense of self, and inner thoughts are communicated by the movement of the song; the way the characters bicker exhibits the gravity of the matter, and the audience can actually hear the thoughts in their minds. This matter of not being able to bear children is not a simply answered problem, and although this problem is very specific, the language used is very open-ended. This makes it easier for the audie nce to relate this story to obstacles in their own lives, and keeps them interested. Throughout the song the wifes dialogue is stressing that one must do whatever is needed to survive, and whatever it takes to get what one wants. She quotes, Everyone tells tiny lies, whats important, really, is the size. This song shows the realistic attitude, and stubbornness of the wife's character. She is also a character that is very persistent; her husband is pleading with her to go home, and trying to take her mind off the matter at hand, and she continues with her words. Finally, the bakers wife wins at her strategy to get her husband to cheat just a little bit to reach their goal, and so they're off to tackle the obstacle. A lot is also revealed about the baker in the song Maybe Theyre Magic; he does not say much during the song, but his few words show how he is struggling inside with the beliefs that his wifes opinion is wrong, and that he doesnt want to consider her opinion. This draws him out to demonstrate the era, as well, because he thinks that the woman's place is in the home, struggles with listening to his wife's opinion, and holds the position that he can do everything himself. The end of the song is quite funny, because it's final words are If the end is right, it justifies the beans! If taken at face value, this means that the action prior (tricking a boy into trading a cow away for some magic beans) will be justified. But it is also possible to read further into this comment and think none of this is really going to be important later, or That our lives aren't really important in the grand scheme of the world. thus another reason why Sondheim is a wonderfully creative writer. Music

An Analysis of the Conclusion to Wuthering Heights Essay Example

An Analysis of the Conclusion to Wuthering Heights Essay Example An Analysis of the Conclusion to Wuthering Heights Paper An Analysis of the Conclusion to Wuthering Heights Paper Essay Topic: Wuthering Heights Wuthering Heights Conclusion As we learned in class from the group presentation, the purpose of gothic literature is to evoke emotions of terror and horror, as well as break social norms. Typical image and imagery include specters, ghosts, and demons, along with dim lighting or eerie settings. Themes of gothic literature include uncertainty and the examination of the nature of power, law, society, family and sexuality that usually build to a great climax. Wuthering Heights is a great example of all of those aspects, but unlike most Gothic romances, I do not think that Wuthering Heights builds to an intense and violent climax before its ending. Instead, I think the tension in the novel unfolds as the inner conflict within Heathcliff slowly dissolves, as his love for Catherine lessens his longing for revenge on his dead oppressors children. Although the novels happy ending is not possible until Heathcliffs death, his authority becomes less threatening in the days that precede his death. As time passes, Heathcliff becomes increasingly bsessed with his dead love Catherine, and finds constant reminders of her everywhere he turns. He begins conversing with her ghost, and, after his climactic night on the moors he is overcome with a sudden sense of cheer, and he has a happy premonition of his own impending death. This part of the novel makes me very suspicious about what occurred at the moors to cause Heathcliffs change of attitude. The text frequently compares Heathcliff to the Devil, but he does not believe in Hell. His forced education of religion as a child caused him to deny the existence of Heaven, and his lack of religious beliefs seemed to cause him not fear death. I think death for Heathcliff symbolizes one thing: the beginning of his reunion with Catherine. I think the thought of this reunion with Catherine even sparks excitement for Heathcliff, which gives him the happy premonition of death. I think the marriage between Cathy and Hareton, symbolizes the start of a new life and the end of depression and disparity in the novel. I also think the marriage symbolizes the ower love has to overcome hardships and prevail. The marriage between Cathy and Hareton leading to a happy ending is also foreshadowing of the idea that had Catherine and Heathcliff been allowed to marry, the violence and revenge seen in the second half of the novel may not have occurred. I think that the reunion of Catherine and Heathcliffs ghosts is a fitting piece to the happy ending of the novel, demonstrating again that true love prevails, for better or for worse. An Analysis of the Conclusion to Wuthering Heights By Bmpegram

White Privilege and the Myth of Meritocracy-Diversity in Organizations Essay

White Privilege and the Myth of Meritocracy-Diversity in Organizations - Essay Example The discussion is also made in the additional contexts of the questions that are required to be answered relating to white privileges that have relevance with regard to organizational diversity; white privileges from the vantage point of non-white minority groups; how discrimination fosters white privileges and whites’ perception of their own capabilities and merits; the use of the terms qualified minorities, qualified whites, and qualified women; gender-based privileges; the relationship between wealth and privileges (Bell, 2011; pp. 223-256; McIntosh, 1990; McIntosh, 2009; McNamee and Miller, 2004; Unz, 2012). Discussion Whites here refer to the ethnic groups that fall under the umbrella of non-Hispanic white and have roots in Europe, or else are from North Africa or the Middle East. They include those who self-report being white, or else report themselves to be one or other of the following: Arab, Irish, Polish, Lebanese, Italian, German, or from the Near East. This is also the definition espoused by the US Census Bureau, and forms the basis of the definition for the paper (Bell, 2011, p. 225). By white privileges is meant those privileges that accrue to Whites in America by virtue of the social conventions that work on either positively discriminating whites based on their color to confer special work, consumption, and other social privileges, or to negatively discriminate against non-whites to effectively put whites in positions of economic, social and political power, and in other relevant aspects of social and cultural life in the country. The myth of meritocracy, meanwhile, posits that whites earned their privileges and positions of dominance and power, and that conversely other minority groups effectively have not earned power and therefore are unable to rise into similar positions as whites. The myth of meritocracy also exists as divisions in â€Å"earned† power and privileges along gender lines, with white women being in inferior positi ons at work for instance due to white males having earned their positions through the merits of their own work and capabilities. While there are parties that assert that reverse discrimination exist, and documented in the courts, the reality is that white privilege persists as a social force acting in ways that reinforce those privileges at the expense of women and minorities, even as whites themselves in significant numbers have historically worked for more egalitarian social arrangements among races, viewing diversity in organizations as sources of strength and advantage that lift all in turn (Bell, 2011; pp. 223-256). Answering the first question, McIntosh presents many of the subtle ways by which white privilege presents itself in daily life, and it is easy to imagine that in the context of organizational diversity, many of those presentations are relevant, especially with regard to not being racially profiled for a host of activities including participating in race-based discus sions and in discussions on promotions, and with regard to the impact of subtle segregation rules in the choice of housing for employees that may work against drives by organizations to foster greater racial diversity in its employee pools. In promotions discussions, if majority of upper management is white too, then ingrained social forces operating within an organization would work against greater ethnic diversity in the management ranks too, to cite another example (McIntosh, 2009; McIntosh, 1990). To answer question two, If I were a member of a minority ethnic group, the white privileges relating to natural social tendencies to promote and enhance the power of whites over

Digital Marketing Techniques Essay Example | Topics and Well Written Essays - 3500 words

Digital Marketing Techniques - Essay Example Apart from this, the report will also try to illustrate a suitable communication strategy by which the company can satisfy its needs through the use of digital media. Table of Contents Table of Contents 3 Introduction 5 Market Analysis 6 Market Research 6 Competitors Comparison 8 Target Segmentation 9 Management Issues of Mobgets 10 Communication Strategy and Rational 11 Brand Awareness 13 Driving web traffic 13 Conversion 13 Budget Breakdown and timeline 14 Conclusion 15 References 16 Bibliography 21 Appendix 1 24 Appendix 2 25 Appendix 3 26 Appendix 4 27 Introduction Digital marketing can be defined as the process of marketing by which the product is placed on the digital platform and making it available for the millions of users. In other words, digital marketing way of promoting products and services via online distribution channels to attain the customers cost-effective and timely manner (Mobilestorm, n.d.). It is also known as internet marketing (Miller, 2012, what is digital m arketing). The world of digital media is revolutionizing at an inconceivable velocity. It is transforming the way we intermingle and communicate with each other (Jones & Ryan, 2012, p.viii). People are accepting the digital technology in order to communicate in ways and are flawlessly integrating it into their daily lives. In digital marketing companies promote their brands by making the use of social media, Television. Internet, radio, search engines and other forms as well. In the context of smartphones, they are also mobile phones but built on a mobile computing platform (Artilib, 2011). Smartphones are characterized by the advanced ability of computing and strong internet connectivity (Psypost, n.d.). Companies hugely make use of the digital marketing in order to sell the applications of a smartphone. A mobile application is a software which is used by the operators for different applicative functions (Reif, Wang & Nieto, 2009, p.194). Mobile applications generally help the user s by linking them to internet services. In order to do a market analysis of the company SWOT will be used as the tool to showcase the present market situation of the company as it offers many benefits (Hartline & Ferrell, 2012, p.122). Market Research Marketing Research is a procedural design, collection, evaluation and presenting the data and findings into a meaningful information (Dutka, Breen & Blankenship, 1998, p.7).

Microsoft's Business Strategy Essay Example | Topics and Well Written Essays - 750 words

Microsoft's Business Strategy - Essay Example Google has revolutionized the aspect of using a range of online sources such as books, journal, directories and others. Even it has the first mover advantage due to technological leadership in the search engine category and Google’s employees are always suggesting innovative ideas for enhancing the firm’s performance in the market so that it can remain competent and a market leader. It is evident from the case that Microsoft has undertaken a range of initiatives for giving a tough competition to the players in the search engine domain. Despite all of its efforts, it has been unable to offer the services in alignment with the demands of the customers. However, it is still considered to be the dominant company in hardware and software category as it is the pioneer of developing Operating Systems for providing a diverse range of tools to the customers. In order to excel in the search engine market, Microsoft tried to distinguish the Live Search feature so that it can meet the expectations of the customers effectively. Some of the efforts undertaken by the company comprised of integrating internal search service with Microsoft Encarta Encyclopedia, changing the service name from ‘MSN Search’ to ‘Live Search’, development of Live Search Club, Live Search provided the advertisers an opportunity of gathering information about user’s demographics in addition to the query, creation of ‘Opinion index’ for providing reviews about the latest products, introduction of cashback program and many more. The ongoing endeavors of Microsoft’s development team shows that it is keen towards dominating the search engine market, however, it is lagging behind due to rapid advancements done by Google. As it is evident that the users develop loyalty with the companies having first mover advantage, Microsoft will have to look for avenues which are untouched by the market leader. Even the

Role of Clinical Psychologists in Valuing People

Role of Clinical Psychologists in Valuing People What role should clinical psychologists play in implementing the recommendation of â€Å"Valuing People†? Clinical psychologists, in general, work in various settings diagnosing, through assessment and treating mental health disorders. In 2001 the ‘Valuing people’ project started as a governmental initiative and strategy with certain performance indicators in order to address the needs of people with learning disabilities by improving the quality of their lives and that of their families and carers. According to the (2001) white paper on valuing people, although it is difficult to provide accurate statistics on the number of people with learning disabilities in England, in 1999 it was estimated that about 210,000 people have ‘severe and profound’ learning disabilities and 1.2 million people have ‘mild / moderate’ learning disabilities. Further, amongst the 210,000 people with severe and profound learning disabilities the majority (i.e. 120,000) is working age adults; 65,000 are youth and 25,000 are elderly people (available on: www.archive.officiald ocuments.co.uk/document/cm50/5086/5086.pdf). Clinical psychologists are mentioned in this white paper alongside other learning disability specialists engaged with the project towards improving the health of people with learning disabilities. This essay focuses on the roles of clinical psychologists in terms of acheiving the following project objectives: (1) disabled children and young people; (2) transition into adult life; (3) more choice and control; (4) supporting carers and (5) good health. These five objectives contribute to the overall aims of valuing people to protect the rights of those with learning difficulties as citizens, to ensure their full inclusion in their local communities, to expand the range of life-options available and to increase their independence. Children and people with severe learning disabilities might be unable to describe complicated internal feelings and a diagnosis can only be reached by behavioural observation and functional analysis, which the clinical psychologist can provide. In general there is a high rate of behavioural problems among people with a learning disability (Debb et al., 2001). Emerson (1995) postulates that between 30%-50% of people with a learning disability tend to demonstrate a variety of challenging behaviours. Nevertheless, challenging behaviour is not a formal psychiatric diagnosis, but rather a broad social construction (Emerson, 1998). It can, however, be taken as a sign of a mental illness – or it can mask i t. Clinical psychologists can assess challenging behaviours, understand their causes and then offer appropriate interventions (including the services of other health care specialists such as social workers) in order to eliminate them. In terms of the first objective about disabled people and young adults, clinical psychologists play a key role in identifying and accurately diagnosing their disability. A person with a learning disability is from early years likely to experience stressful and adverse life events that will create vulnerability for mental health problems (Bouras et al., 2000). That is so because in addition to cognitive problems and psychosocial stressors, genetic and biochemical factors tend to increase the probability for both challenging behaviour and mental illness (Bouras et al., 2000). The possible combination of these factors can make assessments and diagnosis extremely difficult. Correct diagnosis of disability is crucial for providing appropriate health and social care to the person with disability; while clinical psychologists work in a multi-disciplinary team of learning disability specialists who inform both the disabled person and their family about all support services available to them. Clinical psychologists are important in monitoring the progress that young people with disability make, when receiving health treatment alongside suitable family support services, in order to modify their treatment and the provision of support services to address any changes in their needs. This implies that clinical psychologists need to assess regularly the quality of health care these people receive and to ensure that disabled children and young people are getting appropriate health care in order that they are and feel included in education, family life and their local community. In the second objective of ‘transition into adult life’ again clinical psychologists have a key role working in multidisciplinary teams of learning disability specialists (e.g. in settings such as the Connexions partnership) towards providing appropriate and continuous health and social care support to young people, who are becoming adults, and their families in order that adults with disability can be included in education, training, employment and their local community. Clinical psychologists can help young people with disability to understand their growth into adulthood and its psychological and practical implications. In this it is useful having consistency in attending the same person with disability from their youth into adulthood because then the disabled person will tend to trust more the clinical psychologist and his interventions. The development of young people with disability into adults is associated with the third objective of the valuing people project which is about providing more choice and control. Mental health problems can be a major factor in limiting not only quality of life but also successful community interaction and adaptation (Reiss, 1994). There is a general consensus regarding the prevalence of mental disorder in adults with a learning disability (Turner Moss, 1996). A review of relevant research revealed a prevalence range of mental disorder in adults with a learning disability from 14.3 % to 67.3 % (Campell Malone, 1991). Clinical psychologists with their person-centred approach have a valuable contribution to make in enriching the choices disabled people have through involving these people in the planning of suitable services for them and increasing public awareness of what these people can do and their rights in our society. In addition, clinical psychologists are significant contributors in the achievement of objectives (4) ‘supporting carers’ and (5) ‘good health’ because of their knowledge, skills and experience as health care specialists they can assess the needs of carers providing appropriate solutions to support them and their disabled people to access good health care services regardless of their ethnic background. Therefore, clinical psychologists should work to reduce health care inequalities and increase access for all carers and disabled people to health care. Moreover, clinical psychologists have to support and encourage the development of NHS’s services and provisions of specialist learning disability services that address holistically the needs of disabled people through the work of multi-disciplinary teams of disability specialists. To summarise, clinical psychologists can play several and important roles in implementing the recommendations of the valuing people project, especially in order to achieve its first five project objectives. Furthermore, in collaboration with other professionals in multidisciplinary teams of disability specialists clinical psychologists need to get involved in more proactive work. Having knowledge of human development, learning theories and aetiology of mental health illnesses clinical psychologist could play also an important role in preventive work on individual basis as well as in service development suitable for proactive adaptation and assimilation of people with disabilities in education, employment, their community and in the society. References: Campbell, M., Malone, R.P. (1991). Mental retardation and psychiatric disorders. Hospital and Community Psychiatry, 42, 4. Department of Health. (2000). Valuing People: a new strategy for learning disability for the 21st century. (Retrieved 05/11/06 and it is available on www.archive.officialdocuments.co.uk/document/cm50/5086/5086.pdf>). Emerson, E., Moss, S. C. Kiernan, C. K. (2000). The relationship between challenging behaviour and psychiatric disorders in people with severe intellectual disabilities. In Psychiatric and Behavioural Disorders in Mental Retardation (ed. N. Bouras), 38-48. Cambridge: Cambridge University Press. Emerson, E. (1995). Challenging behaviour: analysis and intervention in people with learning disabilities. Cambridge: Cambridge University Press. Emerson, E. (1998). Clinical psychology and people with intellectual disabilities. London: Wiley Sons. Thomas, D. M. Bright, C. (2001). Mental disorder in adults with intellectual disability. The Journal of Intellectual Disability Research, 25, Part 6, 506-514. Turner, S. Moss, S. (1996). The health needs of adults with learning disabilities and the Health of the Nation strategy. Journal of Intellectual Disability Research, 40,  438-450.

Human Variations in High Altitude Populations :: Tibet Himalayans Adaptation Essays

Human Variations in High Altitude Populations Thesis:The purpose of this paper is to describe the high altitude stresses and the general adaptations made by the Tibetan population in the Himalayas and the Quechua in the Andes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  I Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   II Background   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A Quechua People   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B Tibetan People   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   III General Adaptations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  A Physical   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1 Growth   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2 Development   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3 Core temperature   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   4 Extremity temperature   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B Non- Physical   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1 Clothing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   2 Houses   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3 Schedule   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  V Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Some ten to twenty-five million people (that is less than 1% of the earth’s population) currently make it[high altitude zones] their home(Moran,143).† The adjustment high altitude populations must make are firstly physical and secondly cultural. Although most people adapt culturally to their surroundings, in a high altitude environment these cultural changes alone aren’t enough. Many physical adaptations that reflect â€Å"the genetic plasticity common to all of mankind(Molinar,219)† have to be made to survive and even more than that thrive in this type of environment. In this paper I will describe the high altitude stresses. Along with adaptations made by the populations living in them. The two high altitude populations which I will examine in this paper are the Tibetan people of the Asian Himalayas and the Quechua of the South American Andes. The Quechua are an Indian people who inhabit the highlands of Peru and Bolivia. They speak Quechua, which is a branch of the Andean-Equitorial stock. They show many remnants of Inca heritage by their houses, music, and religion which has pagan rites under the Roman-Catholic surface. Their villages consist of kin groups . Their marriage partners are taken from within each village. Agriculture is the dominant subsistence pattern in the central Andean region but the Nunoa region where the Quechua reside can only support a few frost-resistant crops. Which include bitter potato, sweet potato, and a few grain crops of quinoa and canihua. The rest of the fruits and vegetables of the Quechua come from the eastern mountains on it’s way to the markets. The most important subsistence pattern for the Quechua is stock raising. Which is limited to the few animals that do well in the high altitudes. Their stock include alpacas,llamas and sheep.   Ã‚  Ã‚  Ã‚  Ã‚  In the Himalayas only â€Å"5% of the geographical area(Baker,36)† can be used for agriculture. The main crops are barley, wheat and buckwheat. The crops are grown between 3,500 and 4,300 meters. These few crops are threatened by drought, hail, frost, snow and erosion. The Himalayas also have extensive pasture areas which are used by the nomadic and sedentary peoples. The higher regions have pastures where yak, sheep, and goats are the main animals used.

Depth first-aid and the branches of it Essay

First Aid, emergency care for a victim of sudden illness or injury until more skillful medical treatment is available. First aid may save a life or improve certain vital signs including pulse, temperature, a patent (unobstructed) airway, and breathing. In minor emergencies, first aid may prevent a victim’s condition from worsening and provide relief from pain. First aid must be administered as quickly as possible. In the case of the critically injured, a few minutes can make the difference between complete recovery and loss of life. The First aid measures depend upon a victim’s needs and the provider’s level of knowledge and skill. Knowing what not to do in an emergency is as important as knowing what to do. Improperly moving a person with a neck injury, for example, can lead to permanent spinal injury and paralysis. Despite the variety of injuries possible, several principles of first aid apply to all emergencies. The first step is to call for professional medical help. Determine that the scene of the accident is safe before attempting to provide first aid. The victim, if conscious should be reassured that medical aid has been requested, and asked for permission to provide any first aid. Next, assess the scene, asking bystanders or the injured person’s family or friends about details of the injury or illness, any care that may have already been given, and preexisting conditions such as diabetes or heart trouble. The victim should be checked for a medical bracelet or card that describes special medical conditions. Unless the accident scene becomes unsafe or the victim may suffer further injury, do not move the victim. First aid requires rapid assessment of victims to determine whether life-threatening conditions exist. One method for evaluating a victim’s condition is known by the acronym ABCs, which stands for: A — Airway–is it open and unobstructed? B — Breathing–is the person breathing? Look, listen, and feel for breathing. C — Circulation–is there a pulse? Is the person bleeding externally? Check skin color and temperature for additional indications of circulation problems. Once obvious injuries have been evaluated, the injured person’s head should be kept in a neutral position in line with the body. If no evidence exists to suggest potential skull or spinal injury, place the injured person in a comfortable position. Positioned on one side, a victim can vomit without choking or obstructing the airway. Before treating specific injuries, protect the victim from shock–a depression of the body’s vital functions that, left untreated, can result in death. Shock occurs when blood pressure (pressure exerted against blood vessel walls) drops and the organs do not receive enough blood, depriving them of oxygen and nutrients. The symptoms of shock are anxiety or restlessness; pale, cool, clammy skin; a weak but rapid pulse; shallow breathing; bluish lips; and nausea. These symptoms may not be apparent immediately, as shock can develop several hours after an accident. To prevent shock, the victim should be covered with blankets or warm clothes to maintain a normal body temperature. The victim’s feet should be elevated. Because of the danger of abdominal injuries, nothing should be administered by mouth. Asphyxiation occurs when air cannot reach the lungs, cutting off the supply of oxygen to circulating blood. This can cause irreparable damage to the brain. Among the causes of asphyxiation are drowning, gas poisoning, overdose of narcotics, electrocution, choking, and strangulation. Victims may collapse, be unable to speak or breathe, and have bluish skin. Most people will suffer brain death within four to six minutes after breathing ceases unless first aid is administered. In the case of choking, a procedure known as the Heimlich maneuver can be used to clear the windpipe of food or other objects. In this procedure quick upward thrusts are applied to the victim’s abdomen to eject the object blocking the windpipe. For victims of other types of asphyxiation, the most practical method of artificial respiration is the mouth-to-mouth technique in which the first-aid provider forcefully exhales air into the victim’s lungs after first clearing the airway of any obstruction. The provider tilts the victim’s head backward by placing one hand under the victim’s chin and lifting while the other hand presses down on the victim’s forehead. At this point, the mouth and airway can be checked for foreign objects, which can be removed with the fingers. In cases of drowning, artificial respiration should be attempted even if the victim appears dead. People submerged in cold water for more than 30 minutes who appeared blue have responded to first-aid efforts and recovered with no brain damage. The presence of blood over a considerable area of a person’s body does not always indicate severe bleeding. The blood may ooze from multiple small wounds or be smeared, giving the appearance of more blood than is actually present. The rate at which blood is lost from a wound depends on the size and kind of blood vessel ruptured. Bright red, spurting blood indicates injury to an artery while welling or steadily flowing, dark red blood indicates injury to a vein. Welling or spurting blood is an unmistakable sign of severe bleeding. If a major artery ruptures, a person may bleed to death within a minute. Injuries to veins and minor arteries bleed more slowly but may also be fatal if left unattended. Shock usually results from loss of fluids, such as blood, and must be prevented as soon as the loss of blood has been stopped. A poisonous substance introduced into the body through the mouth or nose causes symptoms such as nausea, cramps, and vomiting. Poisons include toxic medications, herbicides, insecticides, rodenticides, household disinfectants, and noxious gases. In a case of poisoning, the first-aid provider should remove the victim from a toxic environment, then contact the poison control center listed in most  United States phone books. If the number is unavailable, the provider should call a physician or hospital emergency department. If possible, the provider should try to identify the poison, either by questioning the victim or searching for suspicious containers. Containers of many poisonous substances list the antidote, or remedy, on the label. Burns or stains on the skin or a characteristic odor on the breath may also help the first-aid provider recognize the poison. Unless instructed to do so by the poison control center, the first-aid provider should never give a poisoning victim anything to eat or drink. Vomiting should not be induced unless the poison control center recommends it. If the victim vomits, the first-aid provider should turn the individual on the side and clear the airway. Before clearing the victim’s mouth of any obstructions, however, the provider should first put on clean first-aid gloves or wrap a cloth around his or her fingers. If the person who ingested the poison is unconscious, the airway, breathing, and circulation should be checked and CPR started if necessary.

Lewis Structure Definition and Example

Lewis Structure Definition and Example Lewis structures go by many names, including Lewis electron dot structures, Lewis dot diagrams, and electron dot structures. All these names refer to the same sort of diagram, which is intended to show the location of bonds and electron pairs. Key Takeaways: Lewis Structure A Lewis structure is a diagram that shows the covalent bonds and lone electron pairs in a molecule.Lewis structures are based on the octet rule.While Lewis structures are useful for describing chemical bonding, they are limited in that they do not account for aromaticity, nor do they describe magnetic behavior accurately. Lewis Structure Definition A Lewis structure is a structural representation of a molecule where dots are used to show electron position around the atoms and lines or dot pairs represent covalent bonds between atoms. The purpose of drawing a Lewis dot structure is to identify the lone electron pairs in molecules to help determine chemical bond formation. Lewis structures may be made for molecules that contain covalent bonds and for coordination compounds. The reason is that electrons are shared in a covalent bond. In an ionic bond, its more like one atom donates an electron to the other atom. A Lewis structure is named for Gilbert N. Lewis, who introduced the idea in the article The Atom and the Molecule in 1916. Also Known As: Lewis structures are also called  Lewis dot diagrams, electron dot diagrams, Lewis dot formulas, or electron dot formulas. Technically, Lewis structures and electron dot structures are different because electron dot structures show all electrons as dots, while Lewis structures indicate shared pairs in a chemical bond by drawing a line. How a Lewis Structure Works A Lewis structure is based on the concept of the octet rule in which atoms share electrons so that each atom has 8 electrons in its outer shell. As an example, an oxygen atom has 6 electrons in its outer shell. In a Lewis structure, these 6 dots are arranged so an atom has two lone pairs and two single electrons. The two pairs would be opposite each other around the O symbol and the two single electrons would be on the other sides of the atom, opposite each other. In general, single electrons are written on the side of an element symbol. An incorrect placement would be (for example), four electrons on one side of the atom and two on the opposite side. When oxygen bonds to two hydrogen atoms to form water, each hydrogen atom has one dot for its lone electron. The electron dot structure for water shows the single electrons for oxygen sharing space with the single electrons from hydrogen. All 8 spots for dots around oxygen are filed, so the molecule has a stable octet. How to Write a Lewis Structure For a neutral molecule, follow these steps: Determine how many valence electrons each atom in the molecule has. Like for carbon dioxide, each carbon has 4 valence electrons. Oxygen has 6 valence electrons.If a molecule has more than one type of atom, the most metallic or least electronegative atom goes in the center. If you dont know the electronegativity, remember the trend is that electronegativity decreases as you move away from fluorine on the periodic table.Arrange electrons so each atom contributes one electron to form a single bond between each atom.Finally, count the electrons around each atom. If each has 8 or an octet, then the octet is complete. If not, proceed to the next step.If you have an atom that is missing dots, re-draw the structure to make certain electrons form pairs to get the number on each atom to 8. For example, with carbon dioxide, the initial structure has 7 electrons associated with each oxygen atom and 6 electrons for the carbon atom. The final structure puts two pairs (2 sets of 2 dots) on each ox ygen atom, two oxygen electron dots facing the carbon atom, and two sets of carbon dots (2 electrons on each side). There are 4 electrons between each oxygen and carbon, which are drawn as double bonds. Sources Lewis, G. N. (1916). The Atom and the Molecule, J. Am. Chem. Soc., 38 (4): 762–85. doi:10.1021/ja02261a002Weinhold, Frank; Landis, Clark R. (2005). Valency and bonding: A Natural Bond Orbital Donor-Acceptor Perspective. Cambridge: Cambridge University Press. p. 367. ISBN 0-521-83128-8.Zumdahl, S. (2005) Chemical Principles. Houghton-Mifflin. ISBN 0-618-37206-7.

Belonging in Society essays

Belonging in Society essays Belonging is important for our growth to independence; even further, it is important for our growth to inner freedom and maturity. It is only through belonging that we can break out of the shell of individualism and self-centredness that both protects and isolates us. However, the human drive for belonging also has its pitfalls. There is an innate need in our hearts to identify with a group, both for protection and for security, to discover and affirm our identity, and to use the group to prove our worthiness and goodness, indeed even to prove that we are better than others. It is my belief that it is not religion or culture at the root of human conflict, but the way in which groups use religion or culture to dominate one another. Let me hasten to add that if it were not religion or culture that people use as a stick with which to beat others, they would just use something else. Are human beings basically evil? The French philosopher, Jean-Paul Sartre, maintained that love is only one person's freedom eating up another's freedom. Are we all called to live and die in conflict? Do all our generous acts merely conceal the need to be superior to others? Sartre leads me to my main point: What is the need to belong? Is it only a way to deal with personal insecurity, sharing in the sense of identity that a group provides? Or is this sense of belonging an important part of everyone's journey to freedom? Is the sense of belonging akin to the earth itself, a nurturing medium that allows plants and trees to grow and to share their flowers and fruits with all? A group is the manifestation of this need to belong. A group can, however, close in on itself, believing that it is superior to others. But my vision is that belonging should be at the heart of a fundamental discovery: that we all belong to a common humanity, the human race. We may be rooted in a specific family and culture, but we come to this earth open up to others, ...

To answer questions Essay Example | Topics and Well Written Essays - 250 words

To answer questions - Essay Example s of courage (Detmer 76).For both of Sartre’s existential concepts, I both agree that the level of courage that one has also determines his or her ability to experience freedom and authenticity. This is exemplified through various ways, and can be as simple as disagreeing to what other people say and standing up for what one believes or just agreeing even if the inner self experiences conflicts such as resentment or disbelief to what others say. Visualization and visioning may have similar principles such as forming ideas or mental images inside one’s mind, but what sets the two apart is the purpose of creating these ideas or images. In the visualization process for example, people would just generally create a mental image without any other purpose other than its creation, and after sometime this mental image is allowed to disappear without any emotional attachments to it. However, with regards to visioning, the creation of mental images or ideas is built with a purpose, and that these mental images are much more deeply-connected to what a person aspires or wants (Bennet 274). Further differences can be explained through examples: for visualization, more often than not the mental images are created at random or as deemed necessary by other people through suggestions, and a person’s feelings may or may not in effect helped create it in any way. However, if this same person tries to create a vision for the self , this mental image gains associations to a person’s emotions, in such a way that these thoughts can describe what one likes or does not like based on what emotions that these mental images can evoke (â€Å"The Secret†). In a way, visioning is a much stronger mental exercise than visualization since aside from the mind, the emotions also become involved in creating mental images, further engaging a person to this activity and

Microbiology Essay Example | Topics and Well Written Essays - 500 words

Microbiology - Essay Example These findings established an association between the â€Å"questioning† microbes and disease. Indicating that disease is caused due to the attack by tiny micro-organisms. This formed the basis for further research. Whereas, Robert Koch in 1890, physician and bacteriologist further, confirmed this microbial association with the disease. Based on his constant research he established that: a. The bacteria must be present in every disease. b. The bacteria must be isolated from the host suffering from the disease and should be grown in the pure culture. c. The disease must be repeated and reproduced if organism from the pure culture is inoculated into a healthy host. d. Again the same bacteria should be revered from the infected host. All these systematic postulation were not laid by Bassi and Pasteur. Although these postulates do not work when there is no animal model available to test a specific bacteria. Moreover a few bacteria cannot be grown in pure culture in the laboratory conditions, e.g. Mycobacterium laprae the causal organism of leprosy cannot be grown in pure culture. In certain cases virulence or disease causing ability is acquired, so the postulate does not hold true. In certain cases the microbe gains access via trauma, injury or through surgery, then also Koch's postulate are not valid.