Nuclear Energy Essays (1847 words) - Radioactivity,

Nuclear Energy Nuclear Energy Radioactive wastes, must for the protection of mankind be stored or disposed in such a manner that isolation from the biosphere is assured until they have decayed to innocuous levels. If this is not done, the world could face severe physical problems to living species living on this planet. Some atoms can disintegrate spontaneously. As they do, they emit ionizing radiation. Atoms having this property are called radioactive. By far the greatest number of uses for radioactivity in Canada relate not to the fission, but to the decay of radioactive materials - radioisotopes. These are unstable atoms that emit energy for a period of time that varies with the isotope. During this active period, while the atoms are 'decaying' to a stable state their energies can be used according to the kind of energy they emit. Since the mid 1900's radioactive wastes have been stored in different manners, but since several years new ways of disposing and storing these wastes have been developed so they may no longer be harmful. A very advantageous way of storing radioactive wastes is by a process called 'vitrification'. Vitrification is a semi-continuous process that enables the following operations to be carried out with the same equipment: evaporation of the waste solution mixed with the borosilicate: any of several salts derived from both boric acid and silicic acid and found in certain minerals such as tourmaline. additives necesary for the production of borosilicate glass, calcination and elaboration of the glass. These operations are carried out in a metallic pot that is heated in an induction furnace. The vitrification of one load of wastes comprises of the following stages. The first step is 'Feeding'. In this step the vitrification receives a constant flow of mixture of wastes and of additives until it is 80% full of calcine. The feeding rate and heating power are adjusted so that an aqueous phase of several litres is permanently maintained at the surface of the pot. The seco nd step is the 'Calcination and glass evaporation'. In this step when the pot is practically full of calcine, the temperature is progressively increased up to 1100 to 1500 C and then is maintained for several hours so to allow the glass to elaborate. The third step is 'Glass casting'. The glass is cast in a special container. The heating of the output of the vitrification pot causes the glass plug to melt, thus allowing the glass to flow into containers which are then transferred into the storage. Although part of the waste is transformed into a solid product there is still treatment of gaseous and liquid wastes. The gases that escape from the pot during feeding and calcination are collected and sent to ruthenium filters, condensers and scrubbing columns. The ruthenium filters consist of a bed of condensacate: product of condensation. glass pellets coated with ferrous oxide and maintained at a temperature of 500 C. In the treatment of liquid wastes, the condensates collected contain about 15% ruthenium. This is then concentrated in an evaporator where nitric acid is destroyed by formaldehyde so as to maintain low acidity. The concentration is then neutralized and enters the vitrification pot. Once the vitrification process is finished, the containers are stored in a storage pit. This pit has been designed so that the number of containers that may be stored is equivalent to nine years of production. Powerful ventilators provide air circulation to cool down glass. The glass produced has the advantage of being stored as solid rather than liquid. The advantages of the solids are that they have almost complete insolubility, chemical inertias, absence of volatile products and good radiation resistance. The ruthenium that escapes is absorbed by a filter. The amount of ruthenium likely to be released into the environment is minimal. Another method that is being used today to get rid of radioactive waste is the 'placement and self processing radioactive wastes in deep underground cavities'. This is the disposing of toxic wastes by incorporating them into molten silicate rock, with low permeability. By this method, liquid wastes are injected into a deep underground cavity with mineral treatment and allowed to self-boil. The resulting steam is processed at ground level and

The Bell X-1 and Breaking the Sound Barrier

The Bell X-1 and Breaking the Sound Barrier Bell X-1E Specifications: General Length: 31 ft. Wingspan: 22 ft. 10 in. Height: 10 ft. 10 in. Wing Area: 115 sq. ft. Empty Weight: 6,850 lbs. Loaded Weight: 14,750 lbs. Crew: 1 Performance Power Plant: 1 Ãâ€" Reaction Motors RMI LR-8-RM-5 rocket, 6,000 lbf Range: 4 minutes, 45 seconds Max Speed: 1,450 mph Ceiling: 90,000 ft. Bell X-1 Design Development: Development of the Bell X-1 began in the waning days of World War II as the interest in transonic flight increased. Initially contacted by the US Army Air Force and the National Advisory Committee for Aeronautics (NACA - now NASA) on March 16, 1945, Bell Aircraft began designing an experimental aircraft dubbed the XS-1 (Experimental, Supersonic). In seeking inspiration for their new aircraft, the engineers at Bell elected use a shape similar to a Browning .50-caliber bullet. This was done as it was known that this round was stable in supersonic flight. Pressing forward, they added short, highly-reinforced wings as well as a movable horizontal tailplane. This latter feature was included to give the pilot increased control at high speeds and later became a standard feature on American aircraft capable of transonic speeds. In the interest of retaining the sleek, bullet shape, Bells designers elected to use a sloped windscreen in lieu of a more traditional canopy. As a result, the pilot entered and exited the aircraft through a hatch in the side. To power the aircraft, Bell selected an XLR-11 rocket engine capable of around 4-5 minutes of powered flight. Bell X-1 Program: Never intended for production, Bell constructed three X-1s for the USAAF and NACA. The first began glide flights over Pinecastle Army Airfield on January 25, 1946. Flown by Bells chief test pilot, Jack Woolams, the aircraft made nine glide flights before being returned to Bell for modifications. Following Woolams death during practice for the National Air Races, the X-1 moved to Muroc Army Air Field (Edwards Air Force Base) to begin powered test flights. As the X-1 was not capable of taking off on its own, it was carried aloft by a modified B-29 Superfortress. With Bell test pilot Chalmers Slick Goodlin at the controls, the X-1 made 26 flights between September 1946 and June 1947. During these tests, Bell took a very conservative approach, only increasing speed by 0.02 Mach per flight. Dismayed by Bells slow progress towards breaking the sound barrier, the USAAF took over the program on June 24, 1947, after Goodlin demanded a $150,000 bonus for achieving Mach 1 and hazard pay for every second spent over 0.85 Mach. Removing Goodlin, the Army Air Force Flight Test Division assigned Captain Charles Chuck Yeager to the project. Familiarizing himself with the aircraft Yeager made several test flights in the X-1 and steadily pushed the aircraft towards the sound barrier. On October 14, 1947, less than a month after the US Air Force became a separate service, Yeager broke the sound barrier while flying X-1-1 (serial #46-062). Dubbing his plane Glamorous Glennis in honor of his wife, Yeager achieved a speed of Mach 1.06 (807.2 mph) at 43,000 feet. A publicity boon for the new service, Yeager, Larry Bell (Bell Aircraft), and John Stack (NACA) were awarded with the 1947 Collier Trophy by the National Aeronautics Association. Yeager continued with the program and made 28 more flights in Glamorous Glennis. The most notable of these was on March 26, 1948, when he reached a speed of Mach 1.45 (957 mph). With the success of the X-1 program, the USAF worked with Bell to build modified versions of the aircraft. The first of these, the X-1A, was intended to test aerodynamic phenomena at speeds above Mach 2. First flying in 1953, Yeager piloted one to a new record speed of Mach 2.44 (1,620 mph) on December 12 of that year. This flight broke the mark (Mach 2.005) set by Scott Crossfield in the Douglas Skyrocket on November 20. In 1954, the X-1B began flight testing. Similar to the X-1A, the B variant possessed a modified wing and was used for high speed testing until it was turned over to NACA. In this new role, it was used until 1958. Among the technology tested on the X-1B was a directional rocket system that was later incorporated into the X-15. Designs were created for the X-1C and X-1D, however the former was never built and the latter, meant for use in heat transfer research, only made one flight. The first radical change to the X-1 design came with the creation of the X-1E. Constructed from one of the original X-1s, the X-1E featured a knife-edge windscreen, new fuel system, a re-profiled wing, and enhanced data collection equipment. First flying in 1955, with USAF test pilot Joe Walker at the controls, the aircraft flew until 1958. During its final five flights it was piloted by NACA research pilot John B. McKay who was attempting to break Mach 3. The grounding of the X-1E in November 1958, brought the X-1 program to a close. In its thirteen-year history, the X-1 program developed the procedures that would be used in subsequent X-craft projects as well as the new US space program. Selected Sources NASA: Bell X-1 National Air Space Museum: Bell X-1

11 Pros and Cons of Using Movies in Class

11 Pros and Cons of Using Movies in Class Showing a film in class may engage students, but engagement cannot be the only reason for showing movies in the classroom. Teachers must understand that the planning for viewing a film is what makes it an  effective learning experience for any grade level. Before planning, however, a teacher must first review the schools policy on the use of film in class. School Policies There are film ratings that schools may adopt for movies shown in class. Here are a general set of guidelines that could be used: G-rated films: No signed permission form is necessary.PG-rated films: A signed parental permission form is required for students under age 13. At the elementary school level, the principal will ask a committee to review the use of the film prior to granting permission.PG-13-rated films: A signed parental permission form is required for students under age 14. No use of PG-13 films is typically allowed at an elementary school level. In a middle school, the principal will ask a committee to review the use of the film prior to granting permission.  R-rated: A signed parental permission form is required for all students. The principal will ask a committee to review the film before granting permission. Film clips are preferred for R-rated films. No use of R-rated films is typically allowed in middle or elementary schools. After checking on the film policy, teachers design the resources for the film to determine how it fits in a unit with other lesson plans. There may be a worksheet to be completed as the movie is being watched that also provides the students with specific information. There may be a plan to stop the film and discuss specific moments. Film as Text The Common Core State Standards for English Language Arts (CCSS) identify a  film as a text, and there are standards specific to the use of film in order to compare and contrast texts. For example, one ELA standard for Grade 8 states: Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from the text or script, evaluating the choices made by the director or actors.   There is a similar ELA standard for grades 11-12 Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist). The CCSS encourage the use of film for higher levels of Blooms Taxonomy including analysis or synthesis. Resources There are websites dedicated to helping teachers create effective lesson plans for use with film. One major consideration is the use of film clips as opposed to an entire film. A well-chosen 10-minute clip from a film should be more than adequate to launch a meaningful discussion. Pros of Using Movies in Class Movies can extend the learning beyond the textbook. Sometimes, a movie can really help students get a feel for an era or an event. For example, if you are  a STEM teacher,  you might want to show a clip from the movie ​Hidden Figures  that  highlights the contributions of black women to the space program of the 1960s.Movies can be used as a pre-teaching or interest-building exercise. Adding a movie can build interest in a topic that is being learned while providing a small break from normal classroom activities.Movies can be used to address additional learning styles.  Presenting information in numerous ways can be the key to helping students understand topics. For example, having students watch the movie Separate But Equal can help them understand the reason behind the court case Brown v. Board of Education beyond what they can read in a textbook or hear in a lecture.Movies can provide teachable moments. Sometimes, a movie can include moments that go beyond what you are teaching in a lesson and allow you to highlight other important topics. For example, the movie Gandhi provides information that can help students to discuss world religions, imperialism, non-violent protest, personal freedoms, rights and responsibilities, gender relations, India as a country, and so much more. Movies can be scheduled on days when students could be unfocused.  In day-to-day teaching, there will be days when students will be focused more on their homecoming dance and the big game that night, or on the holiday that starts the next day, rather than on the topic of the day. While there is no excuse to show a non-educational movie, this could be a good time to watch something that complements the topic you are teaching. Cons of Using Movies in the Classroom   Movies can sometimes be very long. A showing of a film such as  Ã¢â‚¬â€¹Schindlers List  with every 10th grade class (with their parents permission, of course) will take an entire week of classroom time. Even a short movie can take up two to three days of classroom time. Further, it can be difficult if different classes have to start and stop at different points in a movie.The educational part of the film may only be a small portion of the overall movie. There may be only a few parts of the movie that would be appropriate for the classroom setting and truly provide an educational benefit. In these cases, it is best to just show the clips if you feel that they truly add to the lesson you are teaching.The movie may not be completely historically accurate.  Movies often play with historical facts to make a better story. Therefore, it is important to point out the historical inaccuracies or students will believe that they are true. If done properly, pointing out the issues with a movie can provide good teachable moments for students. Films do not teach themselves. Showing a movie such as Glory, without putting it in the  historical context  of African-Americans and their role in the Civil War or providing feedback throughout the movie is little better than using the television as a babysitter for your children.There is a perception that watching movies is a bad method of teaching. That is why it is key that if movies are part of a curriculum units resources that they are selected purposefully and that there are properly-created lessons that highlight the information the students are learning. You do not want to get a reputation as the teacher who shows full-length movies which serve little to no purpose, other than as a reward within the classroom setting.Parents might object to specific content within a movie. Be upfront and list the films you will show during the school year. If there are any concerns at all about a movie, send home permission slips for students to return. Include the parents to talk about any concerns they might have before the showing. If a student is not allowed to watch the movie, there should be work to complete in the library while you are showing it to the rest of the class. Movies can be an effective tool for teachers to use with students. The key to success is to choose wisely and create lesson plans that are effective in making the film a learning experience.   Source English Language Arts Standards  » Reading: Literature  » Grade 11-12  » 7. Common Core State Standards Initiative, 2019. English Language Arts Standards  » Reading: Literature  » Grade 8. Common Core State Standards Initiative, 2019. Hidden Figures – Curriculum Discussion Guides. Journeys in Film, April 10, 2017.

CELLULAR PATHOLOGY- Staining protocols Essay Example | Topics and Well Written Essays - 1000 words

CELLULAR PATHOLOGY- Staining protocols - Essay Example Several tissue components can be demonstrated by this stain. It is an important diagnostic tool in most clinical settings. Substances that consist of glycol groups or alkylamino and amino derivatives are normally oxidized to form. An insoluble pink/magenta chromogen is later formed after these dialdehydes Periodic acid combines with the Schiff’s reagent. In tissue sections PAS positive substances include: Amyloid, cartilage, collagen, mucins, glycogen, and basement membranes among others, together with some organisms such as fungi. Method: As per the hand-out Results: Figure 1: shows Glycogen detection in the liver with PAS Figure 2: Shows PAS stain with diastase in the Hepatocytes Detection of the liver with glycogen storage disease. Figure 3: Represents mucins PAS stain (Intestine Alcain Blue). Figure 4: Shows Kidney tissue section, with Bowman’s capsule. Discussion i) Glycogen Most carbohydrates are broken down by the body from the foods we eat; it is further convert ed to a sugar type referred to as glucose. The main fuel source for the cells is glucose. When glucose is no longer needed by the body for energy, it is stored in the muscles and liver. The glucose stored consists of many connected glucose molecules referred to as glycogen. When a quick energy boost is required by the body in cases where the body is not receiving any glucose from food, there is break down of glycogen that results to glucose release into the bloodstream to generate fuel for the cells.( Knebelmann et al,1996) Glycogen demonstration in tissue sections, for example for the liver section tissues, it can be used to differentiate between normal liver tissue and the abnormal liver tissue by looking at the morphology. The liver is the main organ that stores glycogen. Any observation made after staining of the liver tissue that is different from typical liver tissue staining will indicate that the tissue is not normal hence diseased. For example, liver and fatty liver cells, scar tissue (fibroblasts) can be used to differentiate between normal and abnormal liver tissues( hepatocytes) after staining because of the absence of glycogen in normal cells. The diastase use in enzymes digestion of glycogen acts as a control. Hence, two slides comparison can show an area occupied by glycogen. PAS Stains glycogen but there can be pre-digestion of tissue with diastase in order to remove glycogen. Clinical Implication of PAS Stain of Glycogen We have various GSD types.   Individuals with GSD are born with it.   In GSD, there is storage of abnormal glycogen amount in the liver. For an individual with GSD: The liver is not able to regulate the use of glucose and glycogen. Certain enzymes involved in the regulation of the conversion of glucose into glycogen or glucose release from glycogen are not present.  Ã‚   At least 10 different GSDs types do exist. These types are placed in categories based on the missing enzyme. The GSD forms that are most common includes : types I, III and IV. One in every 20,000 individuals can have a type of GSD. GSD I, also referred to as von Gierke condition: Is caused by enzyme Glucose-6-Phosphatase deficiency.   GSD III, also referred to as Cori disease:  Is caused by debrancher enzyme deficiency. This leads to the body forming molecules of glycogen with abnormal structure. This unusual structure prevents the breakdown of glycogen into free glucose as well.   GSD IV also referred to as amylopectinosis:   increased glycogen amount in the tissues is not experienced. Instead, the building up

Visual Analysis Essay Example | Topics and Well Written Essays - 750 words

Visual Analysis - Essay Example However, a tiger soon mauls him as they wander about the jungle, leaving the woman alone. The initial parts of the storyline depict a confused woman left alone too face all the horrors of the jungle. The directors employ visuals to take the audience through the stages of struggles for survival up to a point where the woman realizes the power within her to be the master of the jungle. As such, one can conduct a visual analysis of the music video using thesis statement that human beings are the masters of their environments as long as they are ready to overcome their challenges. A visual analysis of the music video confirms this assertion as shall be indicated below. To begin with, a visual analysis of the music video reveals a lot about the woman and her interaction with the jungle. The directors used color, shape and line to bring out her turmoil. As one may see (Roar 00:00:55), a visual analysis of the music video depicts the woman as scared, confused and as in torment. The form and shape of her face reveals a reaction to something scary. She is either screaming or completely disoriented about something. Use shape and form also reveals that spiders are attacking her. This gives her creeps and sends cold chills up her spine. One may also observe that the use of color and background light have also been employed to bring out the situation in this context as Patterson (48) observes in visual analysis. Use of fading dark colors in the background confirms that she is out by herself in the jungle at night. Such an understanding enables the audience to put themselves in her situation and possibly comprehend her reactions. It also serves as a precursor to the later development in other scenes. Color and light are very instrumental in sending a message about the sub-theme depicted, which is fear on this case. Such visuals are critical for various analyses as Block (79) indicates. However, she starts to be acquainted with the world around her as depicted in this caption . In this scene, one may observe that the woman is now starting to be acquainted with the jungle. At scene 00:02:27, a visual analysis of the music video now depicts the woman in a different way. The directors have contrasted this scene with the previous ones where the woman was in total shock and fear. The use of warm colors with cool green colors in the background now brings out the woman as quite comfortable in her environment. She has made clothing from leaves and other branches. Shape has been used to bring out a calm and confident face while color values and tone confirm that she is better than before. She comes out as an emerging champion as far as adapting to an environment is concerned. He apparent ease with herself and confidence as she swings on a presumably huge hanging root of a tree may be taken to imply her progress in mastering her environment. Another visual feature that the music video employs is space. Although the woman in the music video has mastered her environ ment quite well, the reality is that she is all alone with the animals in the jungle. She wishes to be home. When she stand on a branch and sends a shout-out to her animal friends, one may say that she is also trying to find out if some help could be forthcoming (Roar 00:02:40). A visual analysis reveals an empty space on her sides and in front of her. This is the space of separation after the air crash that has seen her as the only survivor in the thick jungle. Like in many visual depictions, the directors have

Large Corporations Essay Example for Free

Large Corporations Essay Large corporations such as Wal-Mart or Home Depot often come under criticism for putting mom-and-pop shops out of business. While this may be a valid criticism, the consumers neglect to realize that they play the biggest part in shutting these businesses down. Consumers across the country are always looking for the best deals or the lowest prices, and in most cases the larger corporations are where products can be found at the lowest price. Many small business owners and the populations of small towns dislike large corporations moving into the area because they believe it negatively effects the local economy. In reality, we should embrace large corporations moving into our communities because they boost the local economy, they lower prices on products we use every day, and they create hundreds of jobs. Some believe that large corporations harm the local economy. While this is true in some cases, studies have shown that placing a Wal-Mart in an area actually increased sales for businesses in or around the area. In a study conducted in 2002 by Jim Simmons, a retired University of Toronto geography professor, the professor states: â€Å"We tried to see if there was a substantial sales decline in the nearby areas, but it was difficult to find,† said Mr. Simmons. â€Å"We couldnt find any situation where people lost sales or went out of business.† (Shaw, H. 2002). This is just one of the many findings from the study. In an effort to further boost the local economies of the areas new Wal-marts are opened in, Wal-Mart has implemented a Locally Grown program that has been enacted since 2008. Pam Kohn, who is a senior vice president and general grocery merchandise manager, had this to say about the program. At Walmart we are committed to increasing our locally grown offerings and the number of local small farms we work with. Through this program we are able to cut shipping costs and decrease food miles, but most importantly we are offering our customers an opportunity to support their local farmers without worrying about the impact on their wallets. (Economics Week, 2008) This means that not only are they benefitting the stores around the area, but also the farmers in the area as well. This leads to a stronger local economy, and ultimately a thriving community. Stores like Wal-Mart are famous for keeping their prices so low. This is one reason why they are able to maintain a grip on the consumers of an area. They accomplish this by keeping the cost to produce and transport the goods low. In January, a study by the Los Angeles County Economic Development Corp. found that, â€Å"an individual family could save $589 a year on groceries by shopping at a supercenter. Overall, shoppers could save $3.76 billion in merchandise nationwide.† (Blazier, A, 2004) A major reason they can keep prices lower than mom-and-pop run businesses is their ability to buy merchandise in bulk. Buying in bulk works the same way it does for a consumer. The more of a product that is purchased, the less the cost is per unit. Consumers see this every day when they go to stores like Sam’s Club or Costco. When they buy their merchandise in bulk, they are able to offer it to the consumer at a lower price. (Kale, 2011) This is what could eventually drive the mom-and-pop owned businesses out of the area, and draw a negative criticism from the public. The interesting thing about this criticism is that the public complains about Wal-Mart driving these smaller businesses out, yet continue to shop at the Wal-Mart to save money. It would seem as though all that would be needed to be done would be to stop shopping at Wal-Mart and start shopping at the locally owned businesses. On the topic of jobs, there is a general increase in the availability of jobs after a large corporation moves in. Going back to the Wal-Mart example, a study was conducted to show how Wal-Mart affected job creation. In a study conducted by University of Missouri-Columbia professor Emek Basker, Wal-Mart creates a net value of 50 jobs more than it â€Å"destroys.† In her study, she presents these findings: â€Å"I find that immediately after entry, retail employment in the county increases by approximately 100 jobs; this figure declines by half over the next five years as some small and medium-sized retail establishments close. Wholesale employment declines by approximately 20 jobs over five years. Restaurant employment increases slightly; there is no change in employment in manufacturing or in automobile dealerships and service stations.† (Basker, 2005) In addition to the new jobs that are created, most Wal-Mart employees can enroll in health benefit programs, whether part time or full time workers. This means that smaller communities where health insurance options may have been limited will now have jobs where health insurance is a benefit. Also the low income families who can not afford pricey health insurance have the opportunity to receive benefits. Another benefit of having a Wal-Mart move into a community is the money it brings into the area. As with all businesses, large corporations have to pay taxes that go to local governments in the area they operate. In a bi-monthly publishing by the Department of Agriculture and Resource Economics, Mitch Renkow writes, â€Å"Wal-Mart generates substantial sales tax and property tax revenues for the county in which it locates. This could potentially be of great benefit to the fiscal well-being of the local government in the town or county where the Wal-Mart is located.† (Renkow, 2005) This means that there is more money being generated for local spending, With all of the business that Wal-Mart can do, that is that much more money for the local area, much more than any mom-and-pop shops could provide. We should embrace bigger corporations moving into the area because it ultimately creates a stronger local economy. These corporations bring in products from around the world to communities that would have never gotten a chance to purchase them. They also keep the prices low so that low income families can afford them. Through job creation, slashing prices, and the attention to the area that comes with a big store such as Wal-Mart, it can be said that local economies benefit from these new stores opening in the area. WORKS CITED: Shaw, H. (2002). Wal-mart boosts local economies: Study: Finding shows retail behemoth benefits neighbouring stores. National Post. Retrieved from http://search.proquest.com/docview/329926525?accountid=32521 Sailee, Kale (2011) How Does Walmart Keep Its Prices So Low? Retrieved from: http://www.business-online-news.com/how-does-walmart-keep-its-prices-so-low.html Blazier, A. (2004, Apr 15). Study concludes Wal-Mart creates more jobs than Retail chain chases away. Retrieved from http://search.proquest.com/docview/464131659?accountid=32521 Matthews, C. (2012, 07). Ten Ways Wal-Mart Changed the World. Retrieved from http://business.time.com/2012/07/02/ten-ways-walmart-changed-the-world/#ixzz2IYS1yFFm Renkow, M. (2005). N.C. State Economist. Department of Agriculture and Resource Economics. retrieved from: www.ag-econ.ncsu.edu/VIRTUAL_LIBRARY/ECONOMIST/novdec05.pdf Basker, Emek, (2005) Job Creation or Destruction? Labor-Market Effects of Wal-Mart Expansion. Review of Economics and Statistics, Vol. 87, No. 1, February 2005. retrieved from SSRN: http://ssrn.com/abstract=371102 or http://dx.doi.org/10.2139/ssrn.371102

Extreme Jealousy in Shakespeares Othello, the Moor of Venice Essay

Extreme Jealousy in Othello, the Moor of Venice      Ã‚   Aristotle's Poetics laid out the definition of tragedy: unlike comedy, the purpose of tragedy is not merely to instruct and delight an audience. Rather, its aim is to allow a cathartic release as a result of the heightened emotional state caused by the events of the tragedy. This idea assumes that the average person can experience these intense emotions vicariously. In Psyche and Symbol in Shakespeare , Alex Aronson contends that the characters in Shakespearean tragedy have the power to affect us because they tap what Carl Jung called the collective unconscious , the "omnipresent, unchanging, and everywhere identical condition or substratum of the psyche per se" (14). Othello, the Moor of Venice, attempts to achieve the requisite level of harrowing emotion by treating the audience to a spectacle of passionate delusional jealousy and the murder that follows. The playwright, according to Rolf Soellner, framed his Moorish general?s fall in terms of Passion warring with Patience (both 'the will' and rationality of action) -- drawing on the prevalent Senecan and Stoic conventions of the baroque period in which he was writing (239-58). Unfortunately, the modern tendency to 'psychoanalyze' the words and actions presented in Othello reduces the audience?s experience from cathartic to metaphoric. In either case, the Moor?s over-reaction can be viewed as a lesson counseling against indulgence in the excesses of emotion without a balancing leaven of self-control. As most of Othello ?s fictional characters have been psychoanalyzed in absentia , I hoped to find a reasonable psychological explanation for Othello?s breakdown. The journal American Imago (co-founded by Freud) has publ... ...as truly such a destructive force.    Works Cited and Consulted Aronson, Alex. Psyche and Symbol in Shakespeare . Bloomington, IN: Indiana UP, 1972. Bell, Millicent. ?Othello?s Jealousy.? Yale Review 85 (April 1997): 120-136. Driscoll, James P. Identity in Shakespearean Drama . East Brunswick, NJ: Assoc. UP, 1983. Faber, M. D. ?Othello: Symbolic Action, Ritual and Myth.? American Imago 31 (Summer 1974): 159-205. Holland, Norman N. Psychoanalysis and Shakespeare . New York: McGraw, 1966. Kovel, Joel. ?Othello.? American Imago 35 (Spring-Summer 1978): 113-119. Reid, Stephen. ?Othello?s Jealousy.? American Imago 25 ( Fall 1968): 274-293. Shakespeare, William. Complete Works of Shakespeare . Ed. David Bevington. 4th ed. NY: Longman, 1997. Soellner, Rolf. Shakespeare?s Patterns of Self-Knowledge . N.p.: Ohio State UP, 1972.    Extreme Jealousy in Shakespeare's Othello, the Moor of Venice Essay Extreme Jealousy in Othello, the Moor of Venice      Ã‚   Aristotle's Poetics laid out the definition of tragedy: unlike comedy, the purpose of tragedy is not merely to instruct and delight an audience. Rather, its aim is to allow a cathartic release as a result of the heightened emotional state caused by the events of the tragedy. This idea assumes that the average person can experience these intense emotions vicariously. In Psyche and Symbol in Shakespeare , Alex Aronson contends that the characters in Shakespearean tragedy have the power to affect us because they tap what Carl Jung called the collective unconscious , the "omnipresent, unchanging, and everywhere identical condition or substratum of the psyche per se" (14). Othello, the Moor of Venice, attempts to achieve the requisite level of harrowing emotion by treating the audience to a spectacle of passionate delusional jealousy and the murder that follows. The playwright, according to Rolf Soellner, framed his Moorish general?s fall in terms of Passion warring with Patience (both 'the will' and rationality of action) -- drawing on the prevalent Senecan and Stoic conventions of the baroque period in which he was writing (239-58). Unfortunately, the modern tendency to 'psychoanalyze' the words and actions presented in Othello reduces the audience?s experience from cathartic to metaphoric. In either case, the Moor?s over-reaction can be viewed as a lesson counseling against indulgence in the excesses of emotion without a balancing leaven of self-control. As most of Othello ?s fictional characters have been psychoanalyzed in absentia , I hoped to find a reasonable psychological explanation for Othello?s breakdown. The journal American Imago (co-founded by Freud) has publ... ...as truly such a destructive force.    Works Cited and Consulted Aronson, Alex. Psyche and Symbol in Shakespeare . Bloomington, IN: Indiana UP, 1972. Bell, Millicent. ?Othello?s Jealousy.? Yale Review 85 (April 1997): 120-136. Driscoll, James P. Identity in Shakespearean Drama . East Brunswick, NJ: Assoc. UP, 1983. Faber, M. D. ?Othello: Symbolic Action, Ritual and Myth.? American Imago 31 (Summer 1974): 159-205. Holland, Norman N. Psychoanalysis and Shakespeare . New York: McGraw, 1966. Kovel, Joel. ?Othello.? American Imago 35 (Spring-Summer 1978): 113-119. Reid, Stephen. ?Othello?s Jealousy.? American Imago 25 ( Fall 1968): 274-293. Shakespeare, William. Complete Works of Shakespeare . Ed. David Bevington. 4th ed. NY: Longman, 1997. Soellner, Rolf. Shakespeare?s Patterns of Self-Knowledge . N.p.: Ohio State UP, 1972.   

Ethanol Fuel

Ethanol fuel  is  ethanol  (ethyl alcohol). Ethanol, also called  ethyl alcohol,  pure alcohol,  grain alcohol, or  drinking alcohol, is a  volatile,  flammable, colorless liquid. A  psychoactive drug  and one of the oldestrecreational drugs  known, ethyl alcohol produces a state known as  alcohol intoxication  when consumed. Best known as the type of  alcohol  found in  alcoholic beverages, it is also used in  thermometers, as a  solvent, and as a  fuel. In common usage, it is often referred to simply as  alcohol  or  spirits. he same type of  alcohol  found in  alcoholic beverages. It is most often used as a  motor fuel, mainly as a  biofuel  additive for  gasoline. World ethanol production for transport fuel tripled between 2000 and 2007 from 17 billion to more than 52 billion litres. From 2007 to 2008, the share of ethanol in global gasoline type fuel use increased from 3. 7% to 5. 4%. In 2011 worldwide ethanol fuel prod uction reached 22. 36 billion  U. S. liquid gallons  (bg) (84. 6 billion liters), with the United States as the top producer with 13. bg (52. 6 billion liters), accounting for 62. 2% of global production, followed by Brazil with 5. 6 bg (21. 1 billion liters). Ethanol fuel has a â€Å"gasoline gallon equivalency† (GGE) value of 1. 5 US gallons (5. 7  L), which means 1. 5 gallons of ethanol produce the energy of one gallon of gasoline. Ethanol fuel is widely used in  Brazil  and in the  United States, and together both countries were responsible for 87. 1% of the world's ethanol fuel production in 2011. Most cars on the road today in the U. S. an run on  blends of up to 10% ethanol, and ethanol represented 10% of the U. S. gasoline fuel supply in 2011. Since 1976 the Brazilian government has made it mandatory to blend ethanol with gasoline, and since 2007 the legal blend is around  25% ethanol and 75% gasoline  (E25). By December 2011 Brazil had a fleet of 14 . 8 million  flex-fuel automobiles and light trucksand 1. 5 million flex-fuelmotorcycles  that regularly use neat ethanol fuel (known as  E100). Bioethanol is a form of  renewable energy  that can be produced from agriculturalfeedstocks.It can be made from very common  crops  such as  sugar cane,  potato,  maniocand  corn. There has been considerable debate about how useful bioethanol will be in replacing gasoline. Concerns about its production and use relate to  increased food pricesdue to the large amount of arable land required for crops,  as well as the energy and pollution balance of the whole cycle of ethanol production, especially from corn. Recent developments with  cellulosic ethanol production and commercialization  may allay some of these concerns.

Uses of Radiation in Medical Industry

Uses of Radiation in the Medical Industry Although scientists have only known about radiation since the 1890s, they have developed a wide variety of uses for this natural force. Today, to benefit humankind, radiation is used in medicine, academics, and industry, as well as for generating electricity. In addition, radiation has uses in such areas as agriculture, space exploration, law enforcement, geology and many others. However, in the medical industry, radiation is used for x-rays, therapeutic uses, and in nuclear medicine procedures.The most common of these medical procedures involve the use of x-rays — a type of radiation that can pass through our skin. When x-rayed, our bones and other structures cast shadows because they are denser than our skin, and those shadows can be detected on photographic film. The effect is similar to placing a pencil behind a piece of paper and holding the pencil and paper in front of a light. The shadow of the pencil is revealed because most li ght has enough energy to pass through the paper, but the denser pencil stops all the light.The difference is that x-rays are invisible, so we need photographic film to â€Å"see† them for us. This allows doctors and dentists to spot broken bones and dental problems. X-rays and other forms of radiation also have a variety of therapeutic uses. When used in this way, they are most often intended to kill cancerous tissue, reduce the size of a tumor, or reduce pain For example, radioactive iodine is frequently used to treat thyroid cancer, a disease that strikes about 11,000 Americans every year.While it's killing the cancer, radiation therapy also can damage normal cells. The good news is that normal cells are more likely to recover from the effects of radiation. Doctors take precautions to protect a person's healthy cells when they're giving radiation treatments. Although most therapeutic uses of radiation involve the treatment of cancer, therapeutic doses may also be used to tr eat conditions such as clogged blood vessels. In addition, hospitals and radiology centers perform approximately 10 million nuclear medicine procedures in the United States each year.Nuclear medicine procedures record radiation emitting from the patient's body rather than emit radiation that is directed through the patient's body. In such procedures, doctors administer slightly radioactive substances, called radiopharmaceuticals, to patients, which are attracted to certain internal organs such as the pancreas, kidney, thyroid, liver, or brain, to diagnose clinical conditions. Nuclear medicine is primarily used for diagnosis of diseases, but it can be used to treat disease as well.Therapeutic uses include treatment of hyperthyroidism and pain relief from certain types of bone cancers. There are many uses of radiation in medicine. X-rays, therapeutic uses, and nuclear medicine are just some ways radiation is used in the medical industry. The most well known is from of radiation is usi ng x rays to see whether bones are broken. However, radiation therapy is also well-known for the treatment of disease or cancer. Lastly, radiation in nuclear medicine is used to identify abnormalities very early in the progress of a disease.

3 Clarifications Thanks to Commas

3 Clarifications Thanks to Commas 3 Clarifications Thanks to Commas 3 Clarifications Thanks to Commas By Mark Nichol The omission of commas in a sentence can damage its comprehensibility. Employed according to the statement’s structural requirements, they clarify the syntax and therefore the meaning. Here are three sentences repaired with the assistance of one or two of these punctuation marks. 1. â€Å"Egyptian boys held posters of Ahmed Hussein Eid who was fatally stabbed by three bearded men during his funeral procession.† One might misread this photo caption and come away with the impression that the victim was stabbed during his funeral procession. However, the subject of the image is boys in a funeral procession carrying posters of the victim; the explanation of the victim’s fate is parenthetical nonessential to the sentence and should thus be set off by commas: â€Å"Egyptian boys held posters of Ahmed Hussein Eid, who was fatally stabbed by three bearded men, during his funeral procession. 2. â€Å"Several job schedulers like Quartz and Flux are available on the market.† This sentence reads as if Quartz and Flux have already been mentioned, which is not the case. Because they are being introduced, the phrase in which they are mentioned should be parenthetical: â€Å"Several job schedulers, like Quartz and Flux, are available on the market.† Better yet, though like is often interchangeable with â€Å"such as,† in this case, the latter choice is the preferable one. 3. â€Å"The State Senate voted 29 to 5 to approve a revised version of the deal, and a few hours later, the State Assembly also passed the updated legislation by a vote of 54 to 12.† This sentence is contradictory: It states that that one legislative body passed a bill by a particular vote, and then adds that another group did the same thing passed a bill with a certain split of yes and no votes but then provides a different vote result. The statement thus needs to be amended to indicate that the simple outcome passage of the bill was replicated, but that the initial vote was not. The solution? Insertion of a comma that changes the meaning by setting the second vote count off from the rest of the sentence: â€Å"The State Senate voted 29 to 5 to approve a revised version of the deal, and a few hours later, the State Assembly also passed the updated legislation, by a vote of 54 to 12.† Or, more elegantly, transform the appended parenthetical phrase into an interjected one by moving it to an earlier position: â€Å"The State Senate voted 29 to 5 to approve a revised version of the deal, and a few hours later, the State Assembly also passed, by a vote of 54 to 12, the updated legislation.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business EmailsConfusing "Passed" with "Past"Epidemic vs. Pandemic vs. Endemic

Major Wars and Conflicts of the 20th Century

Major Wars and Conflicts of the 20th Century The 20th century was dominated by wars and conflicts that often altered the balance of  power around the globe. The 20th century saw the emergence of total wars, such as World War I and World War II, which were  large enough to encompass nearly the entire world. Other wars, like the Chinese Civil War, remained local but still caused the deaths of millions of people. The reasons for the wars varied from expansion disputes  to  upsets in government to the  intentional murder of an entire people. However, they all shared one thing: an extraordinary number of deaths. Which Was the Deadliest War of the 20th Century? The largest and bloodiest war of the 20th century (and of  all time) was World War II. The conflict, which lasted from 1939 to 1945, involved most of the planet. When it was finally over, more than 60 million people were dead. Of that enormous group, which represents about 3 percent of the entire world population at the time, the huge majority (well over 50 million) were civilians. World War I was also bloody, with 8.5 million military deaths plus an estimated 13 million more civilian fatalities. If we were to add in the deaths caused by the  1918  influenza epidemic, which was spread by returning soldiers at the end of  World War I,  the WWI total would be much higher, since the epidemic alone was responsible for  50 to 100 million deaths. Third in the list of bloody wars of the 20th century is the Russian Civil War, which caused the deaths of an estimated 9 million people. Unlike the two world wars, however, the Russian Civil War did not spread across Europe or beyond. Rather, it was a struggle for power following the Russian Revolution, and it pitted the Bolsheviks, headed by Lenin, against a coalition called the White Army. Interestingly, the Russian Civil War was over 14 times deadlier than the American Civil War, which saw the deaths of 620,000. The American Civil War was by far the deadliest war in history for United States soldiers. The second deadliest war in terms of American deaths was World War II in which 405,399 Americans died. The List of Major Wars and Conflicts of the 20th Century All of these wars, conflicts, revolutions, civil wars, and genocides shaped the 20th century. Below is a chronological list of the major wars of the 20th century. 1898–1901 Boxer Rebellion1899–1902 Boer War1904–1905 Russo-Japanese War1910–1920 Mexican Revolution1912–1913 First and Second Balkan Wars1914–1918 World War I1915–1918 Armenian Genocide1917 Russian Revolution1918–1921 Russian Civil War1919–1921 Irish War of Independence1927–1937 Chinese Civil War1933–1945 Holocaust1935–1936 Second Italo-Abyssinian War (also known as the Second Italo-Ethiopian War or the Abyssinian War)1936–1939 Spanish Civil War1939–1945 World War II1945–1990 Cold War1946–1949 Chinese Civil War resumes1946–1954 First Indochina War (also known as the French Indochina War)1948 Israel War of Independence (also known as the Arab-Israeli War)1950–1953 Korean War1954–1962 French-Algerian War1955–1972 First Sudanese Civil War1956 Suez Crisis1959 Cuban Revolution1959–1975  Vietnam War1967 Six-Day War1979–1989 Soviet-Afgha n War1980–1988 Iran-Iraq War1990–1991 Persian Gulf War1991–1995 Third Balkan War1994 Rwandan Genocide

Models and Frameworks for Adult Care Essay Example | Topics and Well Written Essays - 2500 words

Models and Frameworks for Adult Care - Essay Example Furthermore care plan is constructed adopting holistic approach for each problem. Moreover, it is also explained how various interventions work together for the achievement of final goals. Mr. A, who is 37 years old adult, was facing acute back pain because of his daily activities. He was a businessman who used to sit for several hours. This was the basic reason why Mr. A was facing acute low back pain. John Popp has defined low back pain in his book named A Guide to the Primary Care of Neurological Disorder as an acute problem affecting the population all around the world. This problem is considered the most common cause of disability in the individuals at the age of 40 years and plus. The reasons behind acute low back pain may differ from one individual to another. It may occur spontaneously or because of trauma event. In an online publication put forward by Baylor College of Medicine, acute low back problems are defined as the situation when activities and daily lifestyle routine limits due to lower back problem or the symptoms less than of 4 weeks. Mr. A was also facing difficulties in carrying out daily activities in a normal way. However, it is a fact that acute low back pain is diagnosable. About 90% of patients of acute low back problems recover within 1 month. Furthermore, Low back pain can be divided into different categories. For example, none radiating, radiating, loss of motor functions, spinal fractures and infections. Mr. A was losing motor functions and developed internal infections because of acute low back pain issue. Peter A. Rives, MD., Alan B. Douglass, MD. 2004 divided low back pain into acute and chronic conditions. Mr. A was passing through acute low back pain issue. The website of European Guidelines for the Management of Acute Nonspecific Low Back Pain in Primary Care defines acute low back pain as duration of pain less than 6 weeks. While low back pain is defined as a pain or discomfort below the costal portion, with or