Judaism Essay Example For Students

Judaism Essay The religions of Judaism, Hinduism, and Buddhism all have there own convictions. These convictions assume a major job in a people regular day to day existence, and impact parts of their way of life, for example, occasions, diet, social structure, workmanship, and music. In Judaism, they accept that the Sabbath day ought to be kept blessed, and that you ought to follow the Ten Commandments, the laws of G-d. Their weight control plans comprise of fit food, and have there own New Year, Rosh Hashanah. Hindus have confidence in Brahman and Karma, which are both a piece of the pattern of birth, passing, and resurrection. Theyre veggie lovers, and have a genuinely intricate social structure called the station framework. Buddhists put stock in Buddhas lessons of the Four Noble Truths. These lead to there confidence in following the Eightfold Path so as to arrive at nirvana. Their craft comprises of sculptures of the Buddha, each part having its own importance. Their music was for the sanctua ry and they had their own uncommon method of singing. Two fundamental convictions in the religion of Judaism are that the Sabbath is blessed, and that you ought to follow the Ten Commandments. Sabbath, or Shabbat in Hebrew methods stop or halt. It happens from nightfall on Friday until dusk on Saturday, and you are denied from accomplishing any work, except if it seriously impacts your life or wellbeing. The special lady of the house lights two white candles and says a gift. An Omeg is held after Friday night or Saturday evening administrations, where theres generally rewards, melodies, and talks. It took G-d six days to make the world, and on the seventh day he rested. At the point when G-d gave the Ten Commandments to Moses, he asked that the individuals additionally lay on the seventh day of the week. The Ten Commandments are the laws of G-d given to Moses at Mount Sinai. They express that: (1) You will have no other g-ds before me, (2) I am the main g-d, (3) You will not malign the Lords name, (4) Remember the Sabbath day and keep it heavenly, (5) Honor your Father and Mother, (6) You will not kill, (7) You will not submit infidelity, (8) You will not take, (9) You will not exposed bogus observer against your neighbor, and (10) You will not pine for (be envious of) your neighbor. The initial four are contracts among you and G-d, and the last six are among you and others. The Ten Commandments were composed on two stone tablets by G-d, and are in the Old Testament of the Bible. It is accepted that Moses, in anger of seeing individuals ignoring G-d, tossed down and annihilated them. Nobody knows where the tablets remain today. Jewish individuals eat legitimate food, and praise the occasion of Rosh Hashanah. Fit, which means fit or legitimate is utilized to allude to food in understanding to Jewish dietary laws. The creatures must bite their cud and have cloven hooves. Fish must have unmistakable scales and blades (no shellfish). The food must not be gotten from creatures, flying creatures, or fish restricted in Leviticus 11 or Deuteronomy 14, meat must be butchered by the strategy for shehitah, the meat must be salted and doused to dispose of all blood, and milk won't be blended in with meat. An extraordinary method of getting ready and butchering the meat (shehitah) additionally applies. Initial, a confirmed (by a rabbi) shohet says a petition over the creature. Utilizing an amazingly sharp, scratch free blade, a quick breadth is made over the throat, making the creature oblivious. All blood is then depleted from the creature. Numerous Jewish individuals keep a fit home each day and on vacations like Rosh Hashanah. This is the Jewish New Year, and means, leader of the year in Hebrew. It is additionally now and then alluded to as Yom Ha-Zikkaron (the day of recognition), or Yom Teruah (the day of the sounding of the shofar). It happens on the first and second of Tishrei (Jewish schedule), and is one of the most heavenly days of the year. Its commending the production of the world, and a few customs are the blowing of the shofar and plunging apples into nectar. The shofar, or rams horn, is sounded after help, and its notes require a profound arousing. Plunging apples (or bread) into nectar is to remind us to have a sweet new year. This is a period for self-assessment, and to think back on the mix-ups youve made in the previous year. It is the first of ten days of contrition, and you compensate for botches that youve made, and admit sins. It closes with the occasion of Yom Kippur, the most recent day you are judged. .u34de8f3ee90c72bc76ab309491f1fca3 , .u34de8f3ee90c72bc76ab309491f1fca3 .postImageUrl , .u34de8f3ee90c72bc76ab309491f1fca3 .focused content zone { min-stature: 80px; position: relative; } .u34de8f3ee90c72bc76ab309491f1fca3 , .u34de8f3ee90c72bc76ab309491f1fca3:hover , .u34de8f3ee90c72bc76ab309491f1fca3:visited , .u34de8f3ee90c72bc76ab309491f1fca3:active { border:0!important; } .u34de8f3ee90c72bc76ab309491f1fca3 .clearfix:after { content: ; show: table; clear: both; } .u34de8f3ee90c72bc76ab309491f1fca3 { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; murkiness: 1; progress: haziness 250ms; webkit-progress: obscurity 250ms; foundation shading: #95A5A6; } .u34de8f3ee90c72bc76ab309491f1fca3:active , .u34de8f3ee90c72bc76ab309491f1fca3:hover { darkness: 1; change: mistiness 250ms; webkit-progress: obscurity 250ms; foundation shading: #2C3E50; } .u34de8f3ee90c72bc76ab309491f1fca3 .focused content region { width: 100%; position: relativ e; } .u34de8f3ee90c72bc76ab309491f1fca3 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; text-design: underline; } .u34de8f3ee90c72bc76ab309491f1fca3 .postTitle { shading: #FFFFFF; text dimension: 16px; text style weight: 600; edge: 0; cushioning: 0; width: 100%; } .u34de8f3ee90c72bc76ab309491f1fca3 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt range: 3px; text-adjust: focus; text-beautification: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: total; right: 0; top: 0; } .u34de8f3ee90c72bc76ab309491f1fca3:hover .ctaButton { foundation shading: #34495E!important; } .u34de8f3ee90c72bc76a b309491f1fca3 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .u34de8f3ee90c72bc76ab309491f1fca3-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .u34de8f3ee90c72bc76ab309491f1fca3:after { content: ; show: square; clear: both; } READ: Steroids EssayIn Hinduism, they put stock in Brahman, Karma, and don't eat meat. Brahman is the Supreme Hindu G-d. All other g-ds and goddesses are parts of Brahman. Truth be told, everything on the planet is a piece of Brahman. He devastates, reproduces, keeps up and makes in samsara, which is the pattern of birth, passing, and resurrection once more. It is a Hindus primary objective in life to arrive at Brahman, and by following ones dharma (rules and guidelines one must follow beginning during childbirth), ones soul may inevitably be joined with him. By following your dharma, you may likewise have a decent next life and be renewed into a higher social class. The all out awful and great deed a human spirit conveys starting with one life then onto the next is karma. The quantity of good and awful deeds you do likewise influences your next life, regardless of whether youre human/creature, rich/poor, glad/miserable, and things you may involvement with this next life. They accept that despite the fact that your body kicks the bucket, your spirit is taken into another body. Hindus abstains from food comprise of just vegetation, since they accept that an individual in one life could be a creature in another. Along these lines, on the off chance that you executed a creature, it would resemble killing a human. So you would deny them of the opportunity to ever arrive at their objective throughout everyday life (arriving at Brahman). That is the reason they treat creatures and individuals as equivalents. Hindu social structure is broken into unique gatherings dependent on birth (youd have a place with your folks gathering), called standings. The stations, or varnas, were sorted out from most noteworthy to least in the accompanying request: ministers/Brahmans, warriors, landowners/vendors/herders, hirelings/laborers, and the untouchables. Each had its own arrangement of rules in regards to cooking, diet, marriage, home, apparel, work, contact, and considerably more. For instance, you could just wed individuals from a similar class, and a higher Varna couldn't come into contact with an individual of a lower Varna. The most noteworthy position was viewed as profoundly spotless, so when they interacted with the lower, they were not, at this point thought about unadulterated. This is likewise why Brahmans/clerics must be the cooks. Every standing had various employments that were resolved during childbirth. In 1947, Gandhi dismissed the station framework, when India got free. Convictions of the religion of Buddhism are the Four Noble Truths and the Eightfold Path. The four sections to the Four Noble Truths are: (1) Life is enduring (Dukka). This perceives there is continually enduring throughout everyday life, may it be maturing, passing, affliction, misery, or partition from friends and family. (2) Desire causes enduring (Samudaya), on the grounds that when you pine for things, you become avaricious, and cant consistently get what you need. (3) Suffering can be finished (Nirodha), in light of the fact that once you quit needing things, you quit languishing. (4) Following the Eightfold Path prompts dismissal of want/enduring (Magga), and arriving at nirvana, which is flawless harmony. The Eightfold Path says that you have right: view and thought which is the nature of knowledge (panna); discourse, activity, and employment which is the nature of ethical quality (sila); and exertion, care, and focus which is the nature of contemplation (samadhi). All are si gnificant so as to arrive at nirvana. In workmanship, the Buddha is unique, and each piece of it has a significance. His hands are consistently in one of a few positions (mudras). At the point when his hand is on his knee (bhumisparsha), he is calling early creatures to be observer

English-language films Essay Example for Free

English-language films Essay My preferred amusement park is Hershey Park, with energy your heart begin dashing as soon you make pass the doors needing to perceive what is past that point. As I strolled inside I saw the most fabulous rides that I have appropriately never observed. Similarly as you pass the entryways you see corn popping, cutting candy being spun, and lemonade tenderly pressed to flawlessness. Your eyes broaden with fervor realizing that you at long last made it to Hershey Park. simply pass the entryway the recreation center covers a huge territory, In the separation you see rides, water parks, and a lot other action simply hanging tight for you to hop directly in. energy you run along to arrive at one of the ride, that you need to jump on in light of it Fahrenheit, alongside the steepest thrill ride you have never observed. You hold up in accordance with many individuals energized and frightened to ride the steppes crazy ride under the blasting sun. At that point the opportunity arrives when I climbed the line only a moment of me getting in the ride, my heart began beating as I stroll inside the ride destined my safety belt holding on to be sent off. At that point we were sent off the precarious slope and on with the remainder of the ride with bend and turns. At the point when it was over I could feel the adrenalin run down my blood need me to go for another ride on the liner. At that point I moved to the following roller coast the tempest sprinter yet time the line way shorter it was not frightful as the last exciting ride. I needed to sit I front of numerous individuals trusting that the ride will take off, similar to electrical jolt we took off as the commencement gets the opportunity to zero. There are numerous thrill rides like the bear holder, in this crazy ride that really thunders like a bear while its moves it has bend and turns that causes you to feel like letting everything out you had for lunch. The will be the kissing tower were you could invested energy with your cherished one, the pinnacle goes up in the sky at that point pivots in the sky, and afterward withdraw. Following an energizing day you had in the recreation center it’s time to return home. Hershey was fun since I needed to go on all the thrill rides, most completely had their classy treats.

Using Research Essay Topics To Write A Great Essay

Using Research Essay Topics To Write A Great EssayUsing research essay topics and using it well is vital to good writing. However, using it improperly can also affect your academic performance and cause your essay to be rejected. Therefore, you need to learn how to use research essay topics properly.Using a topic that focuses on Native American history is a great idea. You can use a time line or even a specific event in Native American history to fit the research essay topic into the given timeline. You can also use specific Native American events to relate to other events in other cultures. You can also use them to show Native American history from a different perspective, as well.One of the benefits of using Native American research topics is that you can use them in a chronological format as well. However, you will need to make sure that you tie each section of the essay to the main topic. You will need to start at one part of the timeline and go through the entire thread to the e nd.If you decide to use a time line to focus on Native American history, you need to know the major eras that the culture falls under. A good way to do this is to list each era, as well as the dates and what happened during the times. You will also need to have an idea of what the individual regions were like. It is best to do a short article on each region to get a general idea of what is going on.Using Native American history to talk about modern-day situations is something that works great. You can use a list of modern-day problems to relate to the problems of a specific time period. Even if you are writing a research essay about cooking recipes, you can use what people today eat and how they live their lives to explain what happened in the past. Using a time line to talk about Native American history is a great way to set the scene. You will need to provide a small paragraph that talks about what happened in that region. In addition, you will need to mention in that paragraph wh at different things the people today eat.You can use research essay topics in any way that you want. You can talk about an old war, or the battle of Little Big Horn. You can talk about how they were first used or what different pieces were used to create them. Even if you choose to use the time line to discuss specific events, you will need to talk about the impact they had on the culture.The other benefit to using these topics is that you can simply talk about the specific event or the person who was involved with the event. However, if you feel that the person or event has enough interest in it, you can talk about the story behind it. However, you should make sure that you are not talking out of turn and it is not just a historical background.

The Health Issues Of Hiv / Aids - 2570 Words

Communicable disease are massively important in global burden of disease and in â€Å"2001 accounted for about 40 percent of the disease burden in low and middle class income countries. Every year, HIV/AIDS kills about 1.8 million, TB kill about 1.7 million and malaria kills 1 million especially among children in poor countries like sub Saharan Africa and south Asia. These diseases â€Å"disproportionally’’ affect the poor. The better off people or families have the awareness and the income to protect themselves from the spread of disease. (S. Richard 2012). In Nigeria HIV/AIDS, TB (tuberculosis) and malaria are still main public health issues facing the country today. Nigeria is the most populous country in Africa with more than 169 million†¦show more content†¦The number of TB cases that has been notified in the country has increased from 31, 264 in 2002 to 90, and 133 in 2010 and 200 in 2013 and has resulted in 3.5 percent of death among Nigerian population (Global health data: 2013). The unresolved or rapid rise of TB in Nigeria is further compounded by the ongoing HIV/AIDS epidemic and the emergence of multi drug resistant tuberculosis (MDR-TB). The TB-HIV interface is a very crucial public health issue in the term of TB transmission and morbidity and mortality for both TB and HIV. The high risk of a HIV negative person developing active TB 10 %, however, the annual risk of developing active TB is 10%; but in 8 years’ time, the HIV positive person or individual has an 80% percent chance of developing active TB. Nigeria been a populous country have the second highest TB burden in Africa, women are most likely affected by TB than men; women have the mortality rate of 3.23% while men have 1.71% of total death (mortality rate). The main risk factors for TB among individuals are exposure to a person infected with TB, living in a country like Nigeria with a population of more than 163 million people, individuals or families from poor region tend to live in an overcrowded (overcrowding) houses or circumstances, under nutrition, HIV, inadequate health care and other conditions that affect the immune system.

Writing Descriptions for a Patent Application

The description, together with the claims, is often referred to as the specification. As this word suggests, these are the sections of the patent application where you specify what your machine or process is and how it differs from previous patents and technology. The description starts off with general background information and progresses to more and more detailed information about your machine or process and its parts. By starting with an overview and continuing with increasing levels of detail you guide the reader to a full description of your intellectual property. You must write a complete and thorough description as you cannot add any new information to your patent application once it is filed. If you are required by the patent examiner to make any changes, you can only make changes to the subject matter of your invention that could be reasonably inferred from the original drawings and description. Professional help may be of benefit to ensure maximum protection for your intellectual property. Be careful not to add any misleading information or omit relevant items. Although your drawings are not part of the description (drawings are on separate pages) you should refer to them to explain your machine or process. Where appropriate, include chemical and mathematical formulae in the description. Examples - Looking at Other Patents Helps You With Yours Consider this example of a description of a collapsible tent frame. The applicant begins by giving background information and quoting previous similar patents. The section then continues with a summary of the invention which provides a general description of the tent frame. Following this is a listing of the figures and a detailed description of each element of the tent frame. The description of this patent for an electrical connector is divided into the description of the background of the invention (including the field of the invention and prior art), a summary of the invention, a brief description of the drawings {bottom of page}, and a detailed description of the electrical connector. How to Write the Description Below are some how-to instructions and tips to help get you started writing the description of your invention. When you are satisfied with the description you can begin the claims section of a patent application. Remember that the description and claims are the bulk of your written patent application. When writing the description, use the following order, unless you can describe your invention better or more economically in another way. The order is: TitleTechnical fieldBackground information and prior artDescription of how your invention addresses a technical problemList of figuresA detailed description of your inventionOne example of intended useA ​sequence listing  (if relevant) To begin, it might be helpful to just jot down brief notes and points to cover from each of the above headings. As you polish your description into its final form, you can use the outline suggested below. Begin on a new page by stating the title of your invention. Make it short, precise and specific. For example, if your invention is a compound, say Carbon tetrachloride not Compound. Avoid calling the invention after yourself or using the words new or improved. Aim to give it a title that can be found by people using a few keywords during a patent searching.Write a broad statement that gives the technical field related to your invention.Continue by offering background information that people will need to: understand, search for, or examine, your invention.Discuss the problems that inventors have faced in this area and how they have attempted to solve them. This is often called giving the prior art. The prior art is the published body of knowledge that relates to your invention. It is at this point that applicants frequently quote previous similar patents.State in general terms how your invention solves one or several of these problems. What you are trying to show is how your invention is new and different.List the drawings giving the figure number and a brief description of what the drawings illustrate. Remember to refer to drawings throughout the detailed description and to use the same reference numbers for each element.Describe your intellectual property in detail. For an apparatus or product, describe each part, how they fit together and how they work together. For a process, describe each step, what you start with, what you need to do to make the change, and the end result. For a compound include the chemical formula, the structure and the process which could be used to make the compound. You need to make the description fit all the possible alternatives that relate to your invention. If a part can be made out of several different materials, say so. You should aim to describe each part in sufficient detail so that someone could reproduce at least one version of your invention.Give an example of an intended use for your invention. You should also include any warnings of commonly used in the field that would be necessary to avert failure.If relevant to your type of invention, provide the sequence listing of your compound. The sequence is part of the description and is not included in any drawings. One of the best ways to understand how to write a patent for your type of invention is to take a look at already issued patents. Visit the USPTO online and do a search for patents issued for similar inventions to yours.

Sustainability Analysis The Rain Forrest Alliance And...

Justin Murray-Frank NTRES 1011 Group 2 Sustainable Confusion Governments, environmental agencies, and corporations alike have utilized the term â€Å"sustainability† in order to convey their respective agendas for general sustainability in environmental, social, and economic realms. In spite of their initiatives, there has yet to be a generally agreed upon, uniform definition for â€Å"sustainability.† This lack of semantic clarity has promoted skepticism among some parties, skepticism primarily focused in the legitimacy of sustainability agendas, as well as the idea of sustainability in itself (Context Development, 1992). This essay seeks to inspect the concepts of sustainability generated by two†¦show more content†¦The RFA (Rain Forest Alliance will be denoted as â€Å"RFA† from this point on) explicitly expresses its efforts to uphold the sustainability pillar of environment with its stated efforts to â€Å"conserve biodiversity† and â€Å"transforming land-use practices.† Additionally, RFA conv eys implicit undertones of an allegiance to the social pillar of sustainability with its mention of working to â€Å"ensure sustainable livelihoods.† Lastly, the organization touches upon the economic pillar of sustainability with a conveyance of its work to transform â€Å"business practices and consumer behavior.† Thus, evidently, RFA’s idea of sustainability is in great alignment with the three pillars of sustainability – the prominent framework for sustainability. As an eco-certifying organization, is not surprising that RFA has an unambiguous, holistic, but thorough idea of sustainability. It must set lofty ideals for corporations and companies to strive towards, in order for said organizations to receive RFA’s eco- certification. RFA’s ideals and assumptions about sustainability seem to be rooted in its notion that â€Å"the health of the land is inextricably connected to the well-being of those who depend on it for their livelihoodsà ¢â‚¬  (â€Å"About Us | Rainforest Alliance,† n.d.). The sustainability of the environment, the vitality of the economy, and the maintenance of a prosperous and satisfied society are valid expansions of RFA’s aforementioned notion, and they most certainly resonate

Enzyme Activity Essay Sample free essay sample

We performed these experiments to detect the effects of enzymes on the rate of reactions. We tested and compared the activity of the enzyme catalase on the substrate H2O2 in assorted provinces and per centums. and observed the soaking up values of the enzyme-substrate relationship at different concentrations. Our consequences show that the more substrate available. the quicker the reaction will go on except in one trial. which might intend that a balanced concentration of the two is most good. Introduction The aims of these experiments were to detect the effects of the enzyme-substrate relationships and to enter our findings. Enzymes increase the rate of reactions by take downing the energy needed to trip the reaction ( McNeil et al. 2013 ) . Enzymes will work with substrates to bring forth reactions and merchandises and they will adhere together at an active site. They will merely bond to with peculiar molecules and environmental factors can besides impact their productiveness. We will write a custom essay sample on Enzyme Activity Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They are proteins. and proteins are made up of many aminic acids ( Brian et al. 2013 ) . We used the enzyme catalase that occurs of course in many beings to analyze the qualitative and quantitative consequences of enzymatic activity. My hypothesis is that the findings in these experiments will demo that the enzyme catalase will increase the rate of reaction with the substrate. Methods In Activity 1 Procedure A. we had four trial tubings filled with different constituents. The tabular array below shows each tube’s constituents. In each trial tubing. we added 5. 0 mL 3 % H2O2. We recorded initial observations and checked often for alterations. Table 1.Tube # | Contents|1| 1 milliliter H2O|2| ? ? ?† murphy regular hexahedron |3| 1 milliliter Enz. |4| 1 milliliter Enz boiled for 5 proceedingss. so cooled| In Activity 1 Procedure B. we prepared two more trial tubing with different substrates. In each empty tubing we put 1 milliliter of enzyme. To that. we added the same substrate with different per centum degrees. What we added to the trial tubing is depicted in the chart below. We recorded our observations of these tubings and compared observations ab initio with those of proceedingss 4-5. Table 2.Tube # | Contentss |A| 1 milliliter Enz. + 5. 0 mL1. 5 % H2O2|B| 1 milliliter Enz. + 5. 0 milliliter. 75 % H2O2| In Activity 2 Procedure C. we filtered the catalase used in Procedures A and B with # 4 filter paper. We made a black solution without the catalase and another with it to be compared in the spectrophotometer. The contents of the space and cuvette # 1 are shown below. We observed optical density degrees at 470 nanometers and measured the space to deduct its values from those of cuvette # 1. We measured the optical density every minute for 5 proceedingss and recorded our observations. After the 5 proceedingss we removed them and observed differences. Table 3.Cuvette # | Contentss |Blank | 6. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2|1| 1. 0 mL catalase + 5. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| In Activity 2 Procedure D. we followed the same processs as we did in Procedure C ; nevertheless. the contents of the space and cuvette were changed. The alterations are shown in the tabular array below. Table 4.Cuvette # | Contentss |Blank | 5 milliliter dH2O + . 100 uL guaiacol + . 300 uL H2O2|1| 1. 0 mL catalase + 4. 0 mL dH2O + . 100 uL guaiacol + . 300 uL H2O2| These methods came from the Biology 183 Introductory II Lab Manual. ConsequencesThe presence of an enzyme speeds up chemical reactions and is affected by the concentration of the substrate. We found that the consequences of reaction were much greater and happened faster with the presence of a greater sum of substrate and enzyme until there was excessively much substrate in relation to enzyme. In Activity 1 Procedure A. we found that the more available substrate nowadays. the faster the reaction would go on. More merchandise was observed when there was increased substrate surface country. The tabular array of consequences is depicted below. Table 5.Tube # | Contents| What Happened? |1| 1 milliliter H2O + 5. 0 mL 3 % H2O2| No reaction |2| ? ? ?† murphy regular hexahedron + 5. 0 mL 3 % H2O2| Bubbling and foaming occurred but non much| 3| 1 milliliter Enz. + 5. 0 mL 3 % H2O2| More froth and bubbles than in previous| 4| 1 milliliter Enz boiled for 5 proceedingss. so cooled + 5. 0 mL 3 % H2O2| Barely any mark of reaction| In Activity 1 Procedure B. we found that the concentration of substrate affects the activity of the enzyme. The solution with a higher concentration of substrate produced greater consequences. Table 6.Tube # | Contentss | What Happened? |A| 1 milliliter Enz. + 5. 0 mL1. 5 % H2O2| Foamed and bubbled rapidly ; much more than B| B| 1 milliliter Enz. + 5. 0 milliliter. 75 % H2O2| Foamed and bubbled less and at a slower rate. | In Activity 2 Procedure C. we discovered that our solution with catalase formed merchandises and the solution without did non. The spectrophotometer collected informations for us to demo this. Table 7.Cuvette # | Contentss | What Happened? |Blank | 6. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| No change| 1| 1. 0 mL catalase + 5. 0 mL dH2O + . 100 uL guaiacol + . 150 uL H2O2| The colour of the solution changed. It got darker. | Table 8.Absorbance Data Collection of Cuvette Containing Catalase| Time ( min ) | 0| 1| 2| 3| 4| 5|Optical density at 470 nm| 1. 200 A| 1. 449 A| 1. 673 A| 1. 872 A| 2. 056 A| 2. 223 A| In Activity 2 Procedure D. our consequences showed us that the concentration of substrate can be excessively high for a same merchandise in enzyme activity when compared with the tabular array in Procedure C. A tabular array of the consequences of Procedure D and a graph comparison Procedures C and D are depicted below. Table 9.Cuvette # | Contents| What Happened? |Blank | 5 milliliter dH2O + . 100 uL guaiacol + . 300 uL H2O2| No Change| 1| 1. 0 mL catalase + 4. 0 mL dH2O + . 100 uL guaiacol + . 300 uL H2O2| The colour of the solution changed. Got darker but non every bit dark as Cuvette 1 in Procedure C. | Table 10.Absorbance Data Collection of Cuvette Containing Catalase| Time ( min ) | 0| 1| 2| 3| 4| 5|Optical density at 470 nm| . 428 A| . 673 A| . 876 A| 1. 063 A| 1. 228 A| 1. 377 A| Figure 1. Figure 1. DiscussionThe consequences found in our experiments supported the hypothesis that enzymes would increase the rate of reaction. In one instance. nevertheless. it was found that if the concentration of substrate is excessively high. the enzymatic relationship will be thrown away. We observed noticeable merchandises more rapidly with the enzyme nowadays in both experiments in Activity 1. Our experiment in Activity 2 Procedure D shows that with a higher per centum of substrate. less visible radiation was absorbed. This was unexpected because we thought that with more substrate. the reaction would take topographic point more rapidly. Our findings supported that enzymes increase the rate at which reactions occur. If this experiment was repeated. we might acquire a few fluctuations in consequences. The measurings of some substances might hold been a small off and the clip that we took to set some of the cuvettes might hold been excessively long and affected the consequences.

5 Bad Ways to Demonstrate Your Interest in a College

5 Bad Ways to Demonstrate Your Interest in a College Demonstrated interest is an important and often overlooked piece of the college admissions puzzle (read more: What Is Demonstrated Interest?). Colleges want to admit students who are eager to attend: such students help the college get a high yield from their pool of admitted students, and students with strong demonstrated interest are less likely to transfer and more likely to become loyal alums. For some good ways to succeed on this dimension of your college application, check out these eight ways to demonstrate your interest. Unfortunately, many applicants (and sometimes their parents) who are over-eager to demonstrate interest make some bad decisions. Below are five approaches you should not use to demonstrate your interest. These methods could hurt your chances of getting an acceptance letter rather than help. Sending Material the College Did Not Request Many colleges invite you to send in whatever supplemental materials you want to share so that the school can get to know you better. This is especially true for liberal arts colleges with holistic admissions. If a college opens the door for extra materials, dont hesitate to send along that poem, performance recording, or short athletic highlights video. That said, many colleges and universities specifically state in their admissions guidelines that they will not consider supplemental materials. When this is the case, the admissions folks can get annoyed when they receive that package with a draft of your novel, that letter of recommendation when the school doesnt consider letters, or that album of photos of you traveling through Central America. The school is likely to discard these items or waste valuable time and resources mailing them back to you. What You Think Youre Saying: Look at me and how interesting I am! Im so eager to attend your school that I sent you a giant envelope full of extra stuff! What You Are Actually Saying: Look at me! I dont know how to follow directions! Also, I dont respect your time. Im sure you can spend an extra 45 minutes on my application! Trust me, when schools say they wont consider supplemental materials, they are telling the truth and you should follow their admissions guidelines. Calling to Ask Questions Whose Answers are Readily Available Some students are so desperate to make a personal contact in the admissions office that they come up with weak reasons for calling. If you have a legitimate and important question that is not answered anywhere on the schools website or admissions materials, then you can certainly pick up the phone. But do not call to ask if the school has a football team or honors program. Dont call to ask how big the school is and whether or not students live on campus. This type of information is readily available online if you take a few minutes to look. What You Think Youre Saying: Look how interested I am in your college! Im taking the time to call and ask questions! What Youre Actually Saying: Look at me! I dont know how to research and read! The admissions folks are remarkably busy people in the fall and winter, so a rather pointless phone call is likely to be an annoyance, especially at selective schools. Harassing Your Admissions Representative No applicants deliberately harass the person who holds the key to their admission, but some students inadvertently behave in ways that are unwelcome if not uncomfortable from the perspective of the admissions staff. Do not email the office daily with well wishes or fun facts about yourself. Do not send gifts to your admissions representative. Do not show up at the admissions office frequently and unannounced. Do not call unless you have a truly important question. Do not sit outside the admissions building with a protest sign that says Admit Me! What You Think Youre Saying: Look how persistent and clever I am! I really, really, really, really want to attend your college! What Youre Actually Saying: Look at me! I enjoy disrupting your day, and Im also a bit creepy with stalker-like tendencies. Having a Parent Call for You This one is common. Many parents have the admirable quality of wanting to do all they can to help their kids succeed. Many parents also discover that their kids are either too shy, too disinterested, or too busy playing Grand Theft Auto to advocate for themselves in the college admissions process. The obvious solution is to advocate for them. College admissions offices often get more calls from parents than students, just as college tour guides often get grilled more by the parents. If this type of parent sounds like you, just keep in mind the obvious: the college is admitting your child, not you; the college wants to get to know the applicant, not the parent. What You Think Youre Saying: Let me ask questions to demonstrate how interested my child is in your college. What Youre Actually Saying: My kid is so disinterested in college that Im doing all the work of choosing a school and applying. My child lacks initiative. A parents role in the admission process is a challenging balancing act. You need to be there to motivate, support, and inspire. The application and questions about the school, however, should be coming from the applicant. (Financial issues can be an exception to this rule since paying for school is often more of a parents burden than the students.) Applying Early Decision When a College Isnt Your First Choice Early Decision (as opposed to Early Action) is a binding agreement. If you apply through an Early Decision program, you are telling the college that it is your absolute first choice school, and that you will withdraw all other applications should you be admitted. Because of this, Early Decision is one of the best indicators of demonstrated interest. You have made a contractual and financial agreement indicating your unquestionable desire to attend. Some students, however, apply Early Decision in an effort to improve their chances even when they arent sure if they want to attend the school. Such an approach often leads to broken promises, lost deposits, and frustration in the admissions office. What You Think Youre Saying: Look, youre my first choice school! What Youre Actually Saying (if you break your ED contract): Im dishonest and selfish, and you might want to contact competitor colleges to inform them of my breech of contract. A Final Word Everything Ive discussed herecalling the admissions office, applying Early Decision, sending supplemental materialscan be a helpful and appropriate part of your application process. Whatever you do, however, make sure you are following the colleges stated guidelines, and always put yourself in the shoes of an admissions officer. Ask yourself, do your actions make you look like a thoughtful and interested candidate, or do they make you appear inconsiderate, thoughtless, or grasping?

What Youll Do and Can Expect From a Teaching Assistantship

What Youll Do and Can Expect From a Teaching Assistantship Graduate school is expensive, and the prospect of incurring more debt is never appealing. Many students instead seek opportunities to work for at least a portion of their tuition. A teaching assistantship, also known as being a TA, offers students opportunities to learn how to teach in exchange for tuition remission and/or a stipend. What Compensation to Expect  From a Teaching Assistantship As a graduate teaching assistant, you can typically expect to receive a stipend and/or tuition remission. The details vary by graduate program and school, but many students earn a stipend between roughly $6,000 and $20,000 annually and/or free tuition. At some larger universities, you may be eligible for additional benefits, such as insurance. In essence, you are paid to pursue your degree as a teaching assistant. Other Benefits The financial rewards of the position are only part of the story. Here are several other benefits: It is only through teaching a subject that you really come to understand it. Youll explain complicated concepts in your field and develop a more sophisticated understanding of them.You also will  gain valuable experience in and out of the classroom and have the opportunity to interact closely with faculty members in your department.The relationships you develop with your professors are crucial to your future success, so youll be able to interact with them closely. Many TAs become more well known by faculty and develop a few close relationships that can lead to important opportunities in the future including helpful recommendation letters. What Youll Do as a Teaching Assistant Teaching assistants duties will vary depending on the school and discipline, but you can expect to be responsible for one or more of the following: Teaching or assisting with one or more sections of a courseRunning laboratory sessionsGrading undergraduate student papers and examsHolding regular office hours and meeting with studentsConducting study and review sessions On average, a teaching assistant is required to work about 20 hours per week; a commitment that is certainly manageable, especially as the work helps to prepare you for your future career. Just remember, its very easy to find yourself working well beyond the planned 20 hours each week. Class prep takes time. Student questions absorb more time. During busy times of the semester, like midterms and finals, you might find yourself putting in many hoursso much so that teaching can threaten to interfere with your own education. Balancing your needs with those of your students is a challenge. If you plan to pursue an academic career, testing the waters as a teaching assistant can prove to be an invaluable learning experience where you can gain some practical on-the-job skills. Even if your career path will take you beyond the ivory tower, the position can still be excellent way to pay your way through grad school, develop leadership skills and get some great experience

What Is Meant By Smart Power And How Does Its Application By The Obama Essay

What Is Meant By Smart Power And How Does Its Application By The Obama Administration Differ From The Use Of Hard Power By The Bush Administration - Essay Example These terms are descriptions of the way that American governments deal with other states, especially those states which do not agree with American views. Hard power is the use of forceful tactics such as military actions or economic sanctions. It shows how strong America is, and imposes American views on other people. If the other countries involved are weak, then this can be very effective and President Bush used this kind of approach at the beginning of his first term of office. The invasion of Iraq is a classic example of hard power at work. This tough line was also an important part of President Bush’s election campaign in 2004: â€Å"the Bush administration achieved a greater advantage over Democrats in general and Senator John Kerry in particular on this issue than on any other in the 2004 presidential race.† (Campbell and O’Hanlon: 2006, p. 119) After the 9/11 attack on New York, it was possible to present hard power as a defence tool, not necessarily an a ct of aggression. This made it more acceptable to the American public. Sometimes, however, the opposite of hard power, i.e. soft power is a better approach. People know that America is strong, but they might be more impressed by gentle approaches like aid and support, with diplomatic summits and exchanges of views. America’s culture and image are also aspects of soft power.

Financial Risk (Masters Level) Coursework Example | Topics and Well Written Essays - 3000 words

Financial Risk (Masters Level) - Coursework Example It indicates the highest possible loss amount, which some portfolio will likely lose within a given time period at specified confidence level. A good example would be 95% daily VaR for $1 Million, could mean the likely hood for the same portfolio to lose over a million dollars within a worst day happens to be below 5%. In no way does this mean that such portfolio may not lose over a million dollars. The truth is that over one hundred days, the portfolio would be expected to lose over $1 million for five time approximately. In addition, this does not mean that an individual would not collectively loose significantly more along a longer horizon. Banks, mutual funds, hedge funds as well as other financial service companies or even brokers can utilize value at Risk. Most of such firms use VaR in prediction of size of outlying losses of the future, or even gains that their portfolios or those of their clients might experience (Ran & Jin, 2008: p 1). Most firms make use of VaR in the determination of needed collateral from an execution customer for some margin loan utilized in trading financial instruments, for instance. Buy-side entities like hedge funds make use of VaR in determining whether the allocation of a portfolio does exceed investment mandate or a current risk tolerance (BPL, 2015, 2). Despite the fact that VaR was not used broadly before mid-1990s, the measure’s origin date further back in time. Markowitz Harry and others developed the mathematics, which underlie VaR in portfolio theory context (Glyn, 200:p 32). However, their efforts aimed at a different destination (devising equity investors’ optimal portfolios). Specifically market risk focus as well as the co-movements effects in such risks are core to the manner in which VaR is computed (Ronald, Kees, & Rachel, 1999: P 2). The Motivation for VaR measures utilization, though, arose from the crises, which affected financial service firma through time as well as supervisory responses to such

The History of Algebra

The History of Algebra The dissertation will discuss about history of algebra, which is one of most important branch of arithmetic, the founder of algebra, meanings of algebra and its benefit in our daily life, how we can learn and teach in the best way? What is Algebra? Algebra is a branch of mathematics, as we know maths is queen of science, it plays vital role of developing and flourishing technology, we use all scopes in past and newly, the algebra is not exceptional the maths. Algebra is one of the main areas of pure mathematics that uses mathematical statements such as term, equations, or expressions to relate relationships between objects that change over time. Here is a list of names who have contributed to the specific field of algebra. Algebra is seen by much arithmetic with letters and a long historical precedent the textbooks, stretching back of the 14th century. As such it deepens upon experience and facility with arithmetic calculations. It provides student with skill to carry out algebraic manipulations .many of the which parallel arithmetic computation. At the very least ,school algebra is a collection of mathematical practices and procedure to be internalised and integrated into learners functioning ,at the very most in its tradition form its afford glimpse of a powerful tool for modelling and thus resolving problems, (page 559 jifa cai) Word Algebra The word algebra is a shortened misspelled transliteration of an Arabic title al-jebr wal-muqabalah (circa 825) by the Persian mathematician known as al-Khwarizmi [words, p. 21]. The al-jebr part means reunion of broken parts, the second part al-muqabalah translates as to place in front of, to balance, to oppose, to set equal. Together they describe symbol manipulations common in algebra: combining like terms, moving a term to the other side of an equation, etc. In its English usage, in the 14th century, algeber meant bone-setting, close to its original meaning. By the 16th century, the form algebra appeared in its mathematical meaning. Robert Recorde (c. 1510-1558), the inventor of the symbol = of equality, was the first to use the term in this sense. He, however, still spelled it as algeber. The misspellers proved to be more numerous, and the current spelling algebra took roots. Thus the original meaning of algebra refers to what we today call elementary algebra which is mostly occupied with solving simple equations. More generally, the term algebra encompasses nowadays many other fields of mathematics: geometric algebra, abstract algebra, Boolean algebra,s-algebra, to name a few. Algebra is an ancient and one of the most basic branch of mathematics, invented by Muhammad Musa Al-Khwarizmi, and evolve over the centuries. The name algebra is itself of Arabic origin. It comes from the Arabic word al-jebr. [1] http://www.cut-the-knot.org/WhatIs/WhatIsAlgebra.shtml The English invented the world (Kelly 1821-1895) algebra of matrices and the research (Paul 1815-1864) may have emerged since 1854 and from this research Boolean algebra, also appeared in 1881 forms of art to illustrate the Boolean algebra, (availablhttp://www.jeddmath.com/vb/showthread.php?t=5330/15/052011). History of algebra In history, we find some following mathematicians who have great contributions in development of algebra. Cuthbert Tunstall Cuthbert Tunstall (1474 -1559) was born in Hackforth, Yorkshire, England and died in Lambeth, London, England. He was a significant royal advisor, diplomat, and administrator, and he gained two degrees with great proficiency in Greek, Latin, and mathematics. In 1522, he wrote his first printed work that was devoted to mathematics, and this arithmetic book De arte supputandi libri quattuor was based on Paciolis Suma. Robert Recorde Robert Recorde (1510-1558) was born in Tenby, Wales and died in London, England. He was a Welsh mathematician and physician and in 1557, he introduced the equals sign (=). In 1540, Recorde published the first English book of algebra The Grounde of Artes. In 1557, he published another book The Whetstone of Witte in which the equals sign was introduced. John Widman John Widman (1462-1498) was born in Eger, Bohemia, currently called Czech Republic and died in Leipzig, Germany. He was a German mathematician who first introduced + and signs in his arithmetic book Behende und hupsche Rechnung auf Allen kauffmanschafft. Thomas Harriot Thomas Harriot (1560 -1621) was born in Oxford, London and died in London England. He was an astronomer and mathematician, and founder of the English school of algebra. William Oughtred William Oughtred (1575-1660) was born in Eton, Buckinghamshire, England and died in Albury, Surrey, England. He was one of the worlds great and formally trained mathematicians. Oughtred, in his book Clavis Mathematicae included Hindu-Arabic notation, decimal fractions and experimented on many new symbols such as ÃÆ'-,::, >, and John Pell John Pell (1611-1685) was born in Southwick, Sussex, England, and died in Westminster, London, England. Pells work was mostly based on number theory and algebra. Pell published many books on mathematics such as Idea of Mathematics in 1638 and the two page A Refutation of Longomontanuss Pretended Quadrature of the Circle in 1644. Reverend John Wallis John Wallis (1616-1703) was born in Ashford, Kent, England and died in Oxford, England. In 1656, Wallis published his most famous book Arithmetica Infinitorum in which he introduced the formula /2 = (2.2.4.4.6.6.8.8.10)/ (1.3.3.5.5.7.7.9.9). In another of his works, Treatise on Algebra, Wallis gives a wealth of information on algebra. John Herschel John Frederick William Herschel (1792-1871) was born in Slough, England and died in Kent, England. He was a great astronomer who discovered Uranus. In 1822, he published his first work on astronomy, a small work to calculate the eclipses of the moon. In 1824, he published his first major work on double stars in the Transactions of the Royal Society. Charles Babbage Charles Babbage (1791 -1871) was born in London, England and died in London, England. In 1821, Babbage made the Difference engine to compile tables of mathematics. In 1856, he invented Analytical Engine, which is a general symbol manipulator and similar to todays computers. Sir Isaac Newton Sir Isaac Newton (1643-1727) was born in Lincolnshire, England and died in London, England. He was a great physicist, mathematician, and one of the greatest scientific intellects of all time. In 1672, he published his first work on light and color in the Philosophical Transactions of the Royal Society. In 1704, Newtons works on pure mathematics was published and in 1707, his Cambridge lectures from 1673 to 1683 were published. ( http://www.barcodesinc.com/articles/algebra-history.htm) How is Algebra used in daily life? Every day in our life and all over the world we use Algebra many places as well as finances, engineering, schools, and universities we cant do most scopes without maths.( It is actually quite common for an average person to perform simple Algebra without realizing it. For example, if you go to the grocery store and have ten dollars to spend on two dollar candy bars. This gives us the equation 2x = 10 where x is the number of candy bars you can buy. Many people dont realize that this sort of calculation is Algebra; they just do it). (http://wiki.answers.com and http://wiki.answers.com) Other Definitions Algebra is the parts of mathematics where numbers and letters are used like A B or X and Y, or other symbols are used to represent unknown or variable numbers. For examples : in A +5 = 9, A is unknown, but we can solve by subtracting 5 to both sides of the equal sign (=), like this: A+5 = 9 A+ 5 5 = 9 5 A +0 = 4 A = 4 3b+12=15 subtract both sides 12 3b+12-12=15-12 3b=3 divide both sides 3 to get the value of b which is 1 and so on 5x/5x=1 if you substitute x any number not zero the equation will be true (Algebra is branch of mathematics that substitutes letters for numbers. An algebraic equation represents a scale, what is done on one side of the scale with a number is also done to the other side of the scale. The numbers are the constants. Algebra can include real numbers, complex numbers, matrices, vectors etc. Moving from Arithmetic to Algebra will look something like this: Arithmetic: 3 + 4 = 3 + 4 in Algebra it would look like: x + y = y + ) artical http://math.about.com/cs/algebra/g/algebradef.htm Terminology used in algebra to make algebra easy or any other branches of maths, we must understand well all basic sign in all operations and use it right way, these signs are , subtractions ,division, addition ,multiplication. variable is also called an unknown and can be represented by letters from the alphabet letters. Operations in algebra are the same as in arithmetic: addition, subtraction, multiplication and division. An expression is a group of numbers and variables, along with operations. An equation is the equality of two expressions. (Polynomials are often written in descending order, in which the terms with the largest powers are written first (like 92 3x + 6). If they are written with the smallest terms appearing first, this is ascending order (like 6 3x + 92). equation An equation is a mathematical statement that contains an equal sign, like ax + b = c. exponent An exponent is a power that a number is raised to. For example, in 23, the exponent is 3. expression An algebraic expression consists of one or more variables, constants, and operations, like 3x-4. Each part of an expression that is added or subtracted is called a term For example, the expression 42-2x+7 has three terms. factor The factor of a number is a number that divides that number exactly. For example, the factors of 6 are 1, 2, 3 and 6. formula A formula shows a mathematical relationship between expressions. fraction A fraction is a part of a whole, like a half, a third, a quarter, etc. For example, half of an apple is a fraction of an apple. The top number in a fraction is called the numerator; the bottom number in a fraction is called the denominator. inequality An inequality is a mathematical expression that contains an inequality symbol. The inequality symbols are : > greater than (2>1) à ¢Ã¢â‚¬ °Ã‚ ¤ less than or equal to à ¢Ã¢â‚¬ °Ã‚ ¥ greater than or equal to à ¢Ã¢â‚¬ °Ã‚   not equal to (1à ¢Ã¢â‚¬ °Ã‚  2). integer The integers are the numbers , -3, -2, -1, 0, 1, 2, . inverse (addition) The inverse property of addition states that for every number a, a + (-a) = 0 (zero). inverse (multiplication) The inverse property of multiplication states that for every non-zero number a, a times (1/a) = 1. matrix nth operation An operation is a rule for taking one or two numbers as inputs and producing a number as an output. Some arithmetic operations are multiplication, division, addition, and subtraction. polynomial A polynomial is a sum or difference of terms; each term is: a constant (for example, 5) a constant times a variable (for example, 3x) a constant times the variable to a positive integer power (for example, 22) a constant times the product of variables to positive integer powers (for example, 2x3y). monomial is a polynomial with only one term. A binomial is a polynomial that has two terms. A trinomial is a polynomial with three terms. prime number A prime number is a positive number that has exactly two factors, 1 and itself. Alternatively, you can think of a prime number as a number greater than one that is not the product of smaller numbers. For example, 13 is a prime number because it can only be divided evenly by 1 and 13. For another example, 14 is not a prime number because it can be divided evenly by 1, 2, 7, and 14. The number one is not a prime number because it has only one factor, 1 itself. quadratic equation A quadratic equation is an equation that has a second-degree term and no higher terms. A second-degree term is a variable raised to the second power, like x2, or the product of exactly two variables, like x and y. When you graph a quadratic equation in one variable, like y = ax2 + bx + c, you get a parabola, and the solutions to the quadratic equation represent the points where the parabola crosses the x-axis. quadratic formula The quadratic formula is a formula that gives you a solution to the quadratic equation ax2 + bx + c = 0. The quadratic formula is obtained by solving the general quadratic equation. radical A radical is a symbol à ¢Ã‹â€ Ã… ¡ that is used to indicate the square root or nth root of a number. root An nth root of a number is a number that, when multiplied by itself n times, results in that number. For example, the number 4 is a square root of 16 because 4 x 4 equals 16. The number 2 is a cube root of 8 because 2 x 2 x 2 equals 8. solve When you solve an equation or a problem, you find solutions for it. square root The square roots of a number n are the numbers s such that s2=n. For example, the square roots of 4 are 2 and -2; the square roots of 9 are 3 and -3. symbol A symbol is a mark or sign that stands for something else. For example, the symbol à · means divide. system of equations A system of equations is two or more independent equations that are solved together. For example, the system of equations: x + y = 3 and x y = 1 has a solution of x=2 and y=1. terms In an expression or equation, terms are numbers, variables, or numbers with variables. For example, the expression 3x has one term, the expression 42 + 7 has two terms. variable A variable is an unknown or placeholder in an algebraic expression. For example, in the expression 2x+y, x and y are variables. +, (www.EnchantedLearning.com) Learn algebra Symbolizes the number in the account to a group that contains that number of things, for example, No. 5, always stands for a set containing 5 things. In algebra, the symbols may be replaced by numbers, but it is possible to solve the number one or more replace one icon. To learn algebra, we must first learn how to use symbols replace the numbers. And then how to create a constraint for strings of numbers. Groups and variables. There is a relationship between the symbols in algebra and groups of numbers. It is certain that each of us has some knowledge of groups of objects, such as collections of books, collections of postage stamps, and groups of dishes. And groups of numbers are not different for these groups a lot. One way to describe sets of numbers in algebra is that we are using one of the alphabet, such as the name of her p.. Then half of the numbers of this group Bhzaretha brackets of the form {}. For example, can be expressed set of numbers from 1 to 9 as follows: A = {1, 2.3, 4, 5.6, 7, 8.9}. The group of odd numbers under 20 are: B = {1.3, 5, 7.9, 11, 13.15, 17, 19}. These examples demonstrated the models of the groups used in algebra. Suppose that the age of four persons were respectively: 12, 15.20, 24. Then can be written in this age group numbers. A = {12.15, 20, 24}. How is the age of each of them after three years? One way to answer this question is that we write 12 +3.15 +3.20 +3 and 24 + 3. We note that the number 3 is repeated in each of the formulas  ¸ à ¢Ã¢â€š ¬Ã‚ ¢ four. In algebra we can express all previous versions form a single task is m + 3 where m is any number of numbers of a group. That is, it can replace any of the numbers 12, 15, 20 or 24 m are indicated. Is called the symbol m variable, called the group a field of this variable, but No. 3 in the formula m+3 is called hard because its value is always one. Known variable in algebra as a symbol can be compensated for the number of one or more belongs to a group. We can replace any names lead to correct reports or reports the wrong variable. For example: Hungary is bordered by the State of the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ Report of the wrong, as in fact can not be like this report is correct only if compensated by the variable r one of the States: Bulgaria or Romania, or Turkey. The report shall be  ¸ Turkey is a country bordered by the Black Sea à ¢Ã¢â€š ¬Ã‚ ¢ for example, the right one called the compensation that makes the report and called the right roots group consisting of all roots with a solution. The solution set is the previous example. {Bulgaria, Romania, Turkey}. And in reparation for not use the names to compensate for variables, but we use the numbers. Equations known as the camel sports is equal to reflect the two formats. Phrase: Q +7 = 12 For example, an easy equation  ¸ mean the sum of the number 7 with the number equal to 12 à ¢Ã¢â€š ¬Ã‚ ¢ To solve this equation, we can do to compensate for different numbers of Q until we get a report of the equation makes the right one. If we substitute for x the equation becomes number five report is correct, and if we substitute for x any number of other reports, the equation becomes wrong. So to solve this equation set is {5}. This group contains only one root. It is possible that the equation more than one root: X  ² + 18 = 9 o. No. 2 highest first variable x means that the number of representative variable Q is the number of box, that number multiplied by itself once. See: box. In this equation, we can make up for X number 3: 3 ÃÆ'- 3 + 18 = 9 ÃÆ'- 3 9 + 18 = 27 27 = 27 We can also compensate for X number 6: 6 ÃÆ'- 6 + 18 = 9 ÃÆ'- 6 36 + 18 = 54 54 = 54 Any other compensation for making the equation Q report wrong. Then 3 and 6 are the root of the equation. Thus, the solution set is {3.6}. There are also equations having no roots: X = + 3 If we substitute for x any number, this equation becomes a false report, and a solution is called the group of free and symbolized by the symbol {}. and some of the equations, an infinite number (for high standards) from the roots. (X + 1)  ² = x  ² + 2 x +1 In this equation if we substitute for x any number we get the right report, the Group resolved to contain all the numbers http://nabad-alkloop.com/vb/showthread.php?t=38762 What is best way to learn and teach algebra? Step-by-step equations solving is the key of teaching and learning. To find fully worked-out answers and learn how to solve math problems, one step at a time. Studying worked-out solutions is a proven method to help you retain information. Dont just look for the answer in the back of the book; There are five laws basic principles of math governing operations: multiplication addition subtract and expressing the variables and can be compensated for any number Algebra is an essential subject. Its the gateway to mathematics. Its used extensively in the sciences. And its an important skill in many careers. Many people think, it is a nightmare and causes more stress, homework tears and plain confusion than any other subject on the curriculum but that is not true. The importance of understanding equation Connotation and denotation on extension of a concept two opposite yet complementary aspects is clarified the extension is defined vice versa understanding the concept equation includes its connotation and denotations. This session of observed lessons will show the essential nature or the equation is consolidated by designing problem variation putting emphasis on clarifying the connotation and differentiation the boundary of the set of object in the extension. (Page 559 Jifa cai) Whats the best formula for teaching algebra? Immersing students in their course work, or easing them into learning the new skills or does a combination of the two techniques adds up to the best strategy? Researchers at the Centre for Social Organization of Schools at Johns Hopkins are aiming to find out through a federally funded study that will span 18 schools in five states this fall. The study, now in its second year of data collection, will evaluate two ways to teach algebra to ninth-graders, determining if one approach is more effective in increasing mathematics skills and performance or whether the two approaches are equally effective. Participating schools in North Carolina, Florida, Ohio, Utah and Virginia will be randomly assigned to one of two strategies for the 2009-2010 school year; to be eligible, students must not have previously taken Algebra I. Twenty-eight high schools were studied during the 2008-2009 school year. One strategy, called Stretch Algebra, is a yearlong course in Algebra 1 with students attending classes of 70 to 90 minutes a day for two semesters. This approach gives students a double dose of algebra, with time to work on fundamental mathematics skills as needed. The second strategy is a sequence of two courses, also taught in extended class periods. During the first semester, students take a course called Transition to Advanced Mathematics, followed by the districts Algebra I course in the second semester. The first-semester course was developed by researchers and curriculum writers at Johns Hopkins to fill gaps in fundamental skills, develop mathematics reasoning and build students confidence in their abilities. The question is, Is it better for kids to get into algebra and do algebra, or to give kids the extra time so the teacher can concentrate more on concepts started in middle schools? said Ruth Curran Neild, a research scientist at Johns Hopkins and one of the studys principal investigators. Teachers using both strategies will receive professional development. Mathematics coaches will provide weekly support to those who are teaching the two-course approach; the study will provide teacher guides and hands-on materials for students in Transition to Advanced Mathematics. Johns Hopkins researchers will be collecting data throughout the school year. Findings are expected during the 2010-2011 school year. http://gazette.jhu.edu/2009/08/17/calculating-the-best-way-for-teaching-algebra/ Learn Algebra, the easy way The key to learn and understand Mathematics is to practice more and more and Algebra is no exception. Understanding the concepts is very vital. There are several techniques that can be followed to learn Algebra the easy way. Learning algebra from the textbook can be boring. Though textbooks are necessary it doesnt always address the need for a conceptual approach. There are certain techniques that can be used to learn algebra the fun and easy way. Listed below are some of the techniques that can be used. Do some online research and you will be surprised to find a whole bunch of websites that offer a variety of fun learning methods which makes learning algebra a pleasant experience and not a nightmare. But the key is to take your time in doing a thorough research before you choose the method that is best for you, or you can do a combination of different methods if you are a person who looks for variety to boost your interest. 1. ANIMATED ALGEBRA : You can learn the basic principles of algebra through this method. Animation method teaches the students the concepts by helping them integrate both teaching methods. When the lessons are animated you actually learn more ! 2. ALGEBRA QUIZZES : You can use softwares and learn at your own pace best of all you dont need a tutor to use it. What you really need is something that can help you with your own homework, not problems it already has programmed into it that barely look like what your teacher or professor was trying to explain. You can enter in your own algebra problems, and it works with you to solve them faster make them easier to understand. 3. INTERACTIVE ALGEBRA : There are several Interactive Algebra plugins that allows the user to explore Algebra by changing variables and see what happens. This promotes an understanding of how you arrive at answers. There are websites that provide online algebra help and worksheets. They also provide interactive online games and practice problems and provide the algebra help needed. It is difficult to recommend better methods for studying and for learning because the best methods vary from person to person. Instead, I have provided several ideas which can be the foundation to a good study program. If you just remember all the rules and procedures without truly understanding the concepts, you will have difficulty learning algebra. (http://www.ehow.com/how_4452787_learn-algebra-easy-way.html)

Steroids :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Steroids were first developed in the 1930's. The Germans first experimented on dogs and then on their own soldiers in the World War II, as well as used them on their prisoners to help them stay healthy because they suffered from significant malnutrition. Then in the 1950's many Russian and European athletes began to find that steroids were very beneficial to their goals and soon after began dominating the sport of power lifting, crushing previous world records. In the mid 1950's it was proven that testosterone was the reason behind the improved athletic ability by Dr. Ziegler. Soon after he and his labs were producing Dianabol or Methandrostenolone. A few years later, steroids were available on the market. At that time both athletes and doctors were using them alike on a regular basis. On March 1st 1991, the Federal Anabolic Control Act was in effect. This put anabolic steroids on the schedule III of the Controlled Substance Act, making them an illegal substance without a prescription. Today, there are clinics that will prescribe testosterone and HGH to qualified patients. HGH is also known as Human Growth Hormone. Because of this act, the only other way to get steroids is on the black market.   Ã‚  Ã‚  Ã‚  Ã‚  There are many reasons why people take steroids. Before you look at the side effects of steroids, they seem as a great advancement in medicine. Steroids increase muscle mass, strength, endurance, and recovery rates. They also heighten aggression, improve performance in sports and on the job, increase muscle definition and leanness, and they maintain your appearance while aging. Although steroids help you greatly in muscular development, it has terrible side effects. The major side effects from abusing steroids can include liver tumors and cancer, yellowish pigmentation of skin, tissues, and body fluids, fluid retention, high blood pressure, increases in the bad cholesterol, and decreases in the good cholesterol. Other side effects include kidney tumors, severe acne, and trembling. In addition, there are some gender and age specific side effects.   Ã‚  Ã‚  Ã‚  Ã‚  Men may experience the shrinking of the testicles, reduced sperm count, infertility, baldness, development of breasts, and increased risk for prostate cancer. However woman may experience growth of facial hair, male-pattern baldness, changes in or killing of the menstrual cycle, enlargement of the clitoris, and a deepened voice. Adolescents who use steroids may have their growth halted prematurely through premature skeletal maturation and accelerated puberty changes.   Ã‚  Ã‚  Ã‚  Ã‚  There have been many reports of steroid users demonstrating violent behavior.

Producer Protection, Prior Market Structure and the Effects of Government Regulation

Producer Protection, Prior Market Structure and the Effects of Government Regulation Assignment on Regulatory Economics 1/5/2012 ? INTRODUCTION The direct economic regulation of business by independent government commissions has a one-hundred year history on the North American continent. It is generally asserted that the purpose of such commissions is to protect consumers from exploitation by limiting the economic powers of certain firms having pervasive effects on the public interest (for example, transportation companies and public utilities). However, the findings of the relatively few em-pirical studies of the economic effects of regulation indicate that important differences actually do exist in these effects. The disparities in these findings raise the question of why the actual economic effects of regulation differ among industries despite the supposedly common, avowed purpose of regulation. They also question whether a single hypothesis is adequate to explain the diverse effe cts of regulation. THREE HYPOTHESES REGARDING REGULATION 1. Consumer-Protection Hypothesis: This is the most popular of existing hypotheses. It implies that regulation will protect consumer interests by reducing prices until they equal marginal costs, by preventing discriminatory pricing, by improving service quality (at existing prices), by encouraging the entry of firms that are more efficient or that offer more preferred price/product combinations, and by reducing industry profits to the market rate of return. they often appear to promote the interests of regulated firms to the disadvantage of consumers. Despite the real purpose of regulation, the regulated industries have managed to pervert their regulators until the commissions become the protectors of the â€Å"regulated† rather than of consumers. 2. No-effect Hypothesis: This hypothesis implies that regulation has no effect on regulated industries (other than to impose certain costs in the performance of regulatory procedures). This situation could result if †¢an already powerful industry is able to control its regulators (the supplementary perversion hypothesis). †¢if the market structure prior to regulation were competitive and the actual effect of regulation is to obtain competitive performance †¢the prior market structure were monopolistic and the actual effect of regulation is to yield monopoly performance 3. Producer-Protection Hypothesis: It says that the actual effect of regulation is to increase or sustain the economic power of an industry. Such a situation could result if regulation converted a formerly competitive or oligopolistic industry into a cartel (that is, if regulation helped previously independent producers form an agreement to act together9), if it increased the effectiveness of an existing cartel, or if it maintained an existing monopoly (or cartel) where rival firms would otherwise enter to provide competition in response to the growth of markets or the development of new technology. Under this situation, one would expect to find regulation doing such things as increasing prices, promoting price discrimination, reducing or preventing the entry of rival firms, and increasing industry profits. The no-effect hypothesis does not appear to be generally descriptive of the effects of government regulation. The implications of the consumer-protection hypothesis also have a problem of reconciliation with available evidence and are quite inconsistent. The implications of the producer-protection hypothesis do turn out to be consistent with much of the available evidence regarding the effects of government regulation, once recognition is given to the effects of the prior (non-regulated) market structures of various industries. The obvious way to test the ability of the producer-protection hypothesis to explain the apparently diverse effects of regulation within the context of prior market structure is to classify regulated industries into two groups on the basis of their non-regulated market structures, and then investigate the impact of regulation on industries within each group. One group should include those industries whose prior market structure was a natural monopoly. This group would include electric utilities, natural gas pipelines, local gas distribution companies, telephone companies, etc. The second group should consist of industries having oligopolistic or competitive market structures prior to the implementation of regulation, for example, airlines, motor carriers, railroads, and water carriers. If the producer-protection hypothesis is descriptive of the fundamental effects of regulation, one would expect to find regulation having little or no effect on the first group, whereas the second group would experience substantial changes following the effective implementation of regulation. ? NATURAL MONOPOLY INDUSTRIES Among other things, effective monopolies are characterized by relatively high price levels, by extensive price discrimination, and by rates of return on investment exceeding those attainable if the firm operated in a competitive market structure. Thus, the producer-protection hypothesis implies that following the implementation of regulation over natural monopolies, the price level will be essentially unchanged and will be above marginal costs, price discrimination will continue to be widely practiced, and rates of return will remain above those which would exist under competition. Price level At least three studies have been made regarding the effects of regulation on electric utility price levels. Taken together, these three studies indicate that regulation has had a limited effect on lowering electric utility rates and that most of its benefits have been enjoyed by commercial and industrial consumers rather than the more numerous residential consumers. Also, it seems relevant that it took about 25 years for state regulation to be associated with any reduction in commercial and industrial rates, and around 45 years for it to be reflected in lower prices for residential consumers. Davidson presented the price relatives of average gas rates charged by the Consolidated Gas Electric Light and Power Company of Baltimore from 1910. During the 43 years covered by these data, rates decreased from 1910 to 1918, then increased until mid-1923, decreased and then generally remained constant to 1947, increased sharply in two steps in 1947 and 1949, and then fell again in 1950. The Company was more active than the Commission in granting rate decreases, while the two instituted the same number of increases. Furthermore, it can be seen that the industrial users enjoyed proportionally more rate decreases than their proportional share of rate increases. Evidence shows that Company originated changes resulted in net rate decreases for all nine user categories with the major beneficiaries being the medium and large domestic users, and the large industrial users. In comparison, the Commission ordered or negotiated rate changes resulted in net rate increases for small and medium domestic users, and small commercial users, while the major beneficiaries of Commission actions were the large commercial and the small and medium industrial users. Overall, the largest users enjoyed the greatest rate reductions during the 43-year period, while the smallest users either had small increases or decreases. This leads to the conclusion that factors other than regulation were important in these rate reductions. And the above evidence shows that the Commission's regulation did not always result in lower rates, and that the Company was more active than the Commission in instigating rate decreases. Price Discrimination The literature regarding public utility pricing is unanimous in agreeing that discrimination is widely practiced by electric utilities, natural gas pipe-lines, local gas distribution companies, and telephone companies. Stigler and Friedland found that in 1917 and 1937 both the regulated and the nonregulated electric utilities discriminated against domestic (residential) consumers in favor of industrial consumers, with no difference existing in the degree of price discrimination after allowance was made for the relative consumption of electricity by the two classes of consumers in the various states. Thus, they concluded that regulation had no detectable effect on price discrimination. Some studies indicate that in those years price discrimination might have been even greater under regulation. Since price discrimination is a matter of price structure, it is clear that, regulation has had little or no effect on any price discrimination. . The existing studies all indicate that regulation has not significantly decreased the power of natural monopolies to practice extensive price discrimination. Thus, the producer-protection hypothesis seems to be more applicable in describing this situation than the consumer-protection hypothesis with its implication of a reduction in or absence of price discrimination. It is not surprising to find discriminatory pricing consistently practiced by natural monopolies, be they regulated or non-regulated. So long as economies of scale result in decreasing long-run average costs, marginal costs will lie below average costs, and equating a single price for all customers to marginal cost will result in the eventual bankruptcy of the firm and the termination of service. Even given the usefulness of discriminatory, multi-part pricing in sustaining a natural monopoly without subsidy, it should still be possible for regulatory commissions to reduce the price discrimination practiced by regulated natural monopolies relative to that practiced by those that are not regulated. The available evidence indicates that this has not been achieved. Rates of Return There is some evidence that regulation has not significantly altered the rates of return of privately-owned electric utilities. Specifically, Stigler and Friedland found no effect of regulation on stock prices of electric utilities from 1907 to 1920. Continuing plant growth and continuing flows of investment funds should be proof-of-pudding tests that the Commission restrictions have not yet become excessive constraints. The success of utilities in general in selling bond and common stock issues, and the lack of bankruptcies in â€Å"recent years† are evidence that the rates of return of regulated utilities have been at least equal to the market rates of return. The regulated rates of return have been high enough to attract the capital necessary for rapid expansion by the electric, gas pipeline, and telephone utilities, but there is no indication of how much different the rates of return or the growth rates of these utilities would have been without regulation. OLIGOPOLISTIC INDUSTRIES The producer-protection hypothesis implies that regulated industries whose natural market structures were oligopolistic or competitive prior to regulation will experience substantial changes following the implementation of regulation. There should be significant increases in price levels, price discrimination should be greater, and rates of return improved. Perhaps crucially important, the producer-protection hypothesis implies that effective regulation will also restrict or delay entry into the industry in order to prevent new suppliers from capturing some of the regulatory benefits gained by existing producers. Price levels Airline passenger fares within California have been subject to regulation by the California Public Utilities Commission (PUC), but, in contrast to the complete regulation of both fare decreases and increases, through 1965 the regulation was limited to automatically approving all proposed fare decreases while imposing brief delays on the implementation of requested fare increases. The result of these differences in regulation was that coach fares within California were consistently lower than such fares in similar regulated markets. The available evidence regarding the effects of regulation on price level for formerly oligopolistic industries is consistent and unambiguous. Regulatory actions and procedures have allowed the carriers in each industry to reach agreements regarding prices and to enforce adherence to these agreements. The result has been substantial increases in price levels for the interstate airlines, the freight motor carriers, and the railroads. Without regulation prices would be from 9 to 50 per cent lower than they are with regulation, with many reductions in the long-run exceeding 30 per cent. Price Discrimination A consistent pattern also emerges regarding price discrimination by these three transport modes. Large differences have been found in the extent to which price discrimination has been practiced by the CAB-regulated interstate airlines (with their much higher price levels) compared with the relatively non-regulated California intrastate carriers. The time honored use of the value-of-service method of pricing in establishing rates, the adjustment of the resulting rates in response to intermodal competition, the relatively low marginal costs of movements combined with large fixed costs, the extensive joint production and common costs, and the application of commodity rates to 85 per cent of all rail freight traffic, have combined to make the use of discriminatory pricing the norm among the railroads. Over 100 years of development have resulted in a marvel of complicated discriminatory pricing. Given the pervasiveness of price discrimination in rail and motor transportation, the question arises whether regulation has significantly changed the degree and amount of discrimination. it does appear that personal discrimination has been reduced. Due to the usefulness of the regulation in sustaining rail-road rates, the need for personal discrimination was largely eliminated. Its demise is not therefore surprising. Since regulation provides such rate control, it appears to have made possible the pervasive and long-lived commodity price discrimination practiced by the railroads and to have supported their extensive use of locational discrimination. An even greater effect on price discrimination has resulted from the application of regulation to the motor carrier industry. Since monopoly power is a necessary condition for price discrimination, and since regulation appears to be necessary for monopoly to exist in the motor carrier industry, it follows that regulation has been the primary cause of price discrimination in this industry, and that much less discrimination would exist without regulation. In total, the above analysis shows that regulation has been the essential ingredient for long-term price discrimination in those transportation industries whose nonregulated market structures would be oligopolistic or competitive. Rate of Return It proved difficult to estimate whether public utilities have been able to obtain higher than market rates of return under regulation. This is also the case for the transportation industries. Since regulation has clearly resulted in increased price levels and greater price discrimination among the airlines, motor carriers, and railroads, one would expect increased rates of return to be a result. Data indicate that railroad profits did increase during the period that effective regulation was being developed, and prior to the beginning of the railroad's decline. This conclusion is supported by the history of the railroad's rates of return on book investment from 1890 to 1968. Just as monopoly power is no guarantor of excess profits, it can be seen that regulation does not guarantee the achievement of greater than market rates of return by an industry, especially one that is in secular decline. from 1956 to 1965, the most successful of the California intrastate carriers (Pacific Southwest Airlines) had returns on stockholder equity of from 0. 0 to 227. 2 per cent, with most returns being between 30 and 45 per cent. 4 On the face of it, this indicates that while the CAB has approved liberal rates of return and that such returns have been achieved in some years by the regulated airlines, the most successful non-regulated airline has enjoyed generally higher returns. Overall, the above evidence is quite inconclusive regarding whether regu-lation has raised the rates of return for these regulated industries. Entry Control There was no need to con sider entry control in the case of the public utilities since, as natural monopolies, only one firm can operate efficiently in any market. Therefore, the most regulation can do is to decide which one of several alternative firms should be allowed to provide the desired service in various markets. Assuming comparable operating efficiency, this is a matter of a wealth transfer between individual firms with little effect on fundamental economic results. Wherever two or more firms can survive in a market, how-ever, entry control is vitally important for the maintenance of a monopoly or cartel. Without such control, any larger than normal profits will attract new suppliers to the industry, thereby reducing the benefits available to the exist-ing producers. Thus, an indication of producer protection by regulatory com-missions is their effectiveness in limiting entry into an industry. It is important to note, however, that while regulation has served to re-strict entry and hold down the number of regulated airlines and motor carriers, it has failed to limit the inflow of resources into these industries because of two fundamental imperfections in the regulatory framework. The first imper-fection results from there being little or no control over the amounts of re-sources each existing carrier can bring into the industry. The second stems from the fact that the CAB and the ICC have no power to assign specific market shares to individual carriers where two or more carriers are authorized to provide comparable service. Since regulation prevents the carriers from utilizing price rivalry to obtain larger market shares, they turn to service-quality rivalry in their endeavors to obtain increased shares of the cartel benefits available in each market. The result is chronic over capacity despite (or because of) regulation. CONCLUSION The evidence presented above has not always been clear and unambiguous, but the essential thrust has been consistent with implications derived from the producer-protection hypothesis, once the effects of prior market structure were taken into consideration. In important respects, regulation has not had significant impact on public utilities (whose non-regulated market structures are natural monopolies), whereas it has substantially influenced the transportation industries (having oligopolistic or competitive non-regulated market structures). With regard to price level, regulation has clearly increased the prices charged by airlines, railroads, and freight motor carriers. In contrast, it ap-pears to have had only limited and long-delayed effects in lowering electric utility rates, with most of the few regulatory benefits going to industrial and commercial consumers, that is, to the consumers who already possess consider-able market power and whose large use of electricity makes it worthwhile to seek to influence regulatory decisions. In addition, the evidence from one local utility shows that gas rates were increased and decreased by both regulatory and company actions, with no clear pattern of regulatory effects. There was a similar pattern of effects regarding price discrimination. Little change in this practice resulted from regulating the natural monopolies, except for those cases where discriminatory prices appeared. On the other hand, industries whose prior market structures were oligopolistic or competitive were able to practice extensive price dis-crimination with regulation, while they had difficulty doing so without it. The evidence regarding rates of return is quite inconclusive. Overall, remarkably little of the available evidence suggests that consumers are protected by regulation. The producer-protection hypothesis yields implications that, by and large, are consistent with what is found to have occurred as a result of regulation. It follows that wherever substantial monopoly power exists in a non-regulated market structure, regulation should have relatively little impact; and, where there is little or no monopoly power in the prior market structure, regulation should have an important impact by help-ing formerly independent producers form a cartel for their benefit and protection. It is probably incorrect to conclude that the producer-protection hypothesis is the most predictive of all possible hypotheses regarding the effects of government regulation.

Doing Gender - How Society Creates Differences Between...

In this essay I discuss that doing gender means creating differences between girls and boys and women and men.... (West Zimmerman 2002:13) I am concentrating on the female perspective, how societyputs forth expectations of what is natural or biological even though, in some cases, it can be quite demeaning and degrading. I am using some examples from the local media and also a few childhoodexperiences that have helped me to now strongly suspect that the quote from Simone Beauvoir (1972) One is not born a woman, but rather becomes one most likely has quite a bit of truth to it. There is continuing controversy about the differences between girls and boys, men and women, the biological make-up and also how men and women grow up in†¦show more content†¦The bodyparts beingthose of women, of course. Catherines older sister Karin was the same age as me, 12 years old. Her parents had the latest mod cons shipped out from the USA and her bedroom was decked out with hot pink shag pile carpet and a white fourposter bed with gold trimming and pale pink floral fabric, which flowed delicately in all the right places. My bedroom had the bare necessities, which was all I really needed or wanted. My bedroom was very basic with no signs of femininity and I was okay with that. I also didnt like wearing frills or lace. I thought it was rather lame. What I initially found very fascinating about Karin was thatshe had boobs, which she was particularly proud of, and I was very flat chested. Id never met anyone my age with boobs before. She convinced me that thats what boys like, and also emphasized the greatimportance of being liked by boys. She persuaded me to wear one of her old training bras and stuff it with tissues. I was so in awe of her that I complied. There were only a couple of older boy s on the mission station and they were actually teenagers, so their approval of our maturing young bodies, well... hers in particular, was very important. Before Karin had arrived the thought of attracting the attention of a boy didnt even register in my mind seeing as I was just one of them, mostly. I grew up with two brothers and mostly all male cousins so taking part in boyish activitiesShow MoreRelatedThe book I choose to read was Delusions of Gender: How Our Mind, Society, and Neurosexism Create1200 Words   |  5 Pageswas Delusions of Gender: How Our Mind, Society, and Neurosexism Create Difference by Cordelia Fine. There are three parts to the book: â€Å"Half-changed world†, â€Å"Half-changed minds†, Neurosexisam, and Recycling Gender. The reason I choose this book was because it dealt with gender and how in society and our mind we create the differences that are used against us. I thought that by reading it I would understand more from a psychologistâ€℠¢s point of view how our thought process creates what we perceive asRead MoreGender Bias On The Classroom1112 Words   |  5 PagesGender Bias In The Classroom Gender roles are widely accepted societal expectations about how males and females should behave (Rathus, 2010, pg. 447). Gender roles create a difference in the way that masculine and feminine behaviors are accepted among society. Gender roles are often depicted as just a part of who a person is and help better define the difference between male and female. When society begins to use these gender roles as norms we often see those who don’t fit into the correct roleRead MoreYou May Ask Yourself, By Sociologist Dalton Conley955 Words   |  4 Pagesaddressing how â€Å"gender is a social construction† that is so normal for society to think how a man or woman should act towards the public. Society often categorizes roles that females and males are suppose to play in, but not only are they categorized they are also being taught what their gender role is suppose to do. The beginning of gender socialization can start with a child who is not born yet by simply having the pa rents purchase items that are all pink if its expected to be a girl, but if itsRead MoreBoys And Girls : Why Do They Behave So Differently?1301 Words   |  6 PagesBOYS GIRLS – WHY DO THEY BEHAVE SO DIFFERENTLY? Firstly let’s define psychology as we don’t want to read the whole essay without a real understanding of what it’s all about. Wikipedia defines it in short as ‘the study of mind and behaviour.’ Defining clear differences between girls and boys is a complex and extensive exercise, since each child is an individual and different to all the others, however there are many similarities between us all, some of which I’ll discuss in the following paragraphsRead MoreEssay On Gender Socialization1574 Words   |  7 Pages Gender Socialization and Children’s Retail Children are known for absorbing information from the world around them. Therefore, what children are exposed to while they are growing is important, as they learn a lot from the world around them. In this paper, the process of gender socialization will be discussed and examined. In specific, how retail marketed for young children may have an effect on their development, especially as they distinguish gender. Socialization is general the processRead MoreToy Story1455 Words   |  6 Pagesa daily basis. What if toys could talk? What information would they give us? What would they tell us? Recently I set out on a quest to better understand what information I could get just by looking at the toys in my local neighborhood toy store and how they shape the mind of kids from a young age. Unfortunately for me, the day I went to the toy store there were not many people shopping, so this made my research a little harder to complete. I wandered around the store for several hours, going throughRead MoreA Critical Analysis of the Educational Gender Gap Essay1246 Words   |  5 Pagesbehavioral differences between boys and girls have often been linked as a result of attributed responses from neuro-biological dissimilarities. Essentially, behavioral variances between males and females result from biological differences that remain unaddressed in a classroom setting. Biologically, boys have less se rotonin and less oxytocin than girls – the chemicals that are primarily responsible for human bonding. This makes it more likely for boys to be more physically impulsive than girls. GirlsRead MoreThe House On Mango Street1201 Words   |  5 PagesWhen children are born the difference between whether the baby is a girl or boy depends on their chromosomes. The difference is that girls chromosomes are 46XX and boys are 46XY. This does not give boys any more authority in society than women, yet many women still feel inferior to men. In The House on Mango Street, Cisneros when writing, creates a separation between men and women in society. She focuses on how the men feel as though they have more authority over women. Cisneros takes each womanRead MoreIs Gender Identity the Result of Biology?946 Words   |  4 Pagesdevelop a strong sense of being male and female, the human behaviour of being a man or a woman is called gender identity. The characteristics of being a man or a w oman involve biological, psychological, and sociological factors. People from all cultures have acted in relationships in different ways that are influenced by their cultural traditions and laws about sex. Human sexuality and how males and females act within the relationship can be considered as physically influenced by biology, forRead MoreInequality is a Fact of Life and Yet Condemned as an Offense to Civilized Society1253 Words   |  5 Pagesoffence to civilised society. The debates associated with inequality have changed over time and have been portrayed in different contexts. Inequalities can be distinguished in terms of whether they are inequalities of opportunity, inequalities of outcome, inequalities of access or inequalities in entitlement (Platt 2011). Inequality is also differentiated as to whether they are just or unjust, avoidable or unavoidable, or naturally or artificially sustained. These uses often create contradictions or