Community Created in Night and Persepolis through...

â€Å"One can forgive but one should never forget.† - Marjane Satrapi. A memoir is a collection of unique memories that one may never forget. They tell the story of a person’s life and grasp experiences that may be wonderful or absolutely terrifying. In Persepolis: The Story of a Childhood, Marjane Satrapi narrates her childhood in Iran during the Islamic Revolution and illustrates the devastating effects it had on her life. Similarly, Elie Wiesel narrates his horrifying journey as a Jew who endured the unimaginable cruelty of the Holocaust in his novel: Night. Although these memoirs are narrated in different time periods and locations, the authors are both marginalized because of their race and must battle traditional group barriers with their†¦show more content†¦Despite the political and cultural struggle, her parents help her be a normal teenager by bringing her posters, Nike’s â€Å"and [her] denim jacket with the Michael Jackson button,† (Sa trapi 131). Although she is religious, she feels the need to be a modern and normal teenager. Marji also creates community for herself by having friends who are marginalized. This is portrayed when Marji and her friends stop taking torture sessions seriously and joke with their teacher as a form of escapism. Even though they get suspended, she says, â€Å"We were completely united,† (Satrapi 97). Despite being marginalized by wearing the veil during the Islamic Revolution, Marji overcomes this barrier with the support of her family and friends who were also marginalized. Like Satrapi, Wiesel is also marginalized early on in Night. However, it is not a veil that marginalizes him, but the yellow star that every Jew was forced to wear to distinguish themselves from others. Marginalization is also represented when two ghettos were created for them, they were forbidden to own gold, jewelry, or any valuables and â€Å"[they] no longer had the right to frequent restaurants or cafes , to travel by train, to attend synagogue or to be on the streets after six o’clock,† (Wiesel 11). Although the Germans gave the Jews rules that marginalized them from other nationalities, they created a community where

Effects of Poverty on College Education in the USA Free Essays

string(64) " privilege accompanying the prestige of the competitive course\." Thesis: Poverty not only affects the living standards and lifestyle of people but also affects college education in the United States of America. Introduction An overview of the effect of poverty on college education. Thesis statement. We will write a custom essay sample on Effects of Poverty on College Education in the USA or any similar topic only for you Order Now Effects of poverty on college education. Poor quality of primary education in poverty-stricken areas leads to poor performance in college. People from poverty-stricken areas have less access to good college education as they lack financial resources to meet the college education cost. Poverty affecting college students makes the students juggle between full time jobs and class schedules. Poor professionalism resulting from poverty affects the economic development of the United States. Conclusion Introduction Poverty entails a collection of several factors befalling an individual, family or a group of people that lead to impossibility for such a person, family or group of people to afford the basic human needs. Prolongation of such a state for at least three generations leads to a cycle of poverty, and according to this condition, it is not possible for such people to break out of this situation without external interventions. In this case, the affected people or families have limited or no resources for livelihood and, therefore, end up not being able to afford the basic human needs such as food, clothing, shelter, health care and education. Continued lack of financial resources and education make the poor grow poorer. This problem affects both the developed and developing countries in the world. In the United States, poverty rates range from 10% to 21% depending on one’s political alienation. This implies that even in the developed countries poverty still exists. Low economic status experienced by many people across the world leads to poor education as many cannot afford high cost of education in colleges and universities, hence a lot of people acquire the basic education and avoid the tertiary education (Brandy-Smith, Fauth, and Brooks-Gunn 1). Low education level, on the other hand, propagates the continuation of poverty over the generations as low education level means poor employment and low income. In addition, learning institutions also experience the impact of poverty as the high cost of education would cause low annual registration of students as the cost increasingly becomes higher. It is, therefore, clear that poverty affects not only the living standards and lifestyle of people but also the college education in the United States of America. Effects of poverty on college education â€Å"Simple comparisons between children in poor families and children in non-poor families using national datasets indicate that poor children are more likely to do worse on indices of school achievement than non-poor children are† (Brandy-Smith, Fauth, and Brooks-Gunn 1). Besides, elementary schools in poverty-stricken areas of the United States do not have qualified school tutors, and therefore, the students who graduate from these schools are not qualified enough to join colleges. Due to poverty, â€Å"teachers in city schools are less likely to be certified or to have studied in the areas that they teach, and more likely to leave before the end of the school year. In some years and for some subjects, it is hard to find any teachers at all to fill slots in urban schools† (Hochschild 1). Students with poor elementary background are not satisfactorily qualified to meet the professional challenges even after the college graduation. Low annual registration of new students in colleges leads to a gradual collapse of college education and, therefore, denies citizens an important resource of breaking out of poverty. Because of poverty, even the few who are qualified to join colleges do not fully concentrate on studies due to lack of sustenance. With little or no food in their stomachs, students have little or no focus on studies, and it negatively affects the learning process in colleges. A large number of students in the United States lack financial resources to cover high tuition fees, and therefore, most of them rely on education loans and scholarships. Education loans like any other loans require repayment with some interest after completion of one’s education. The annual increment of tuition fees is between 5% and 8%, and this becomes increasingly difficult for parents and students to afford. The education cost varies from one institution to another, especially from public to private colleges. Private colleges have a relatively higher education cost as compared to public colleges which depend on the government funding. The high education cost levied by the private colleges discourages students with poor background from enrolling in private colleges, and therefore, they opt to enrol in public colleges, thus causing overcrowding there. Actually, MItchel, Fowler and Towle lament that learning conditions in inner-city schools have so poor facilities that â€Å"students share used textbooks and practice typing on handmade, fake keyboards† (Para1). This over stretching of the public college facilities reduces the quality of education offered as the increase of the number of students in class makes it difficult for the tutors to attend to each student’s needs. Poverty affecting college students makes them juggle between full time jobs and class schedules in order to make ends meet. Research shows that juggling between work and education greatly lowers one’s performance, either in academics, at the place of work or both. In addition, juggling between education and work causes severe health problems, especially when such students do not get enough sleep as both tasks are time-consuming. Moreover, poor parents cannot provide an appropriate diet necessary for their children’s learning (Bainbridge and Lasley 1). Poor health status, on the other hand, leads to low concentration in class affecting academic performance, hence students may graduate without the required qualifications. Poverty contributes greatly to graduation of unqualified students as the rate of skipping lessons grows with increase in poverty. Poverty in the US kills college competitiveness of the academic programs; consequently the enrolment levels drastically reduce because of poor performance from secondary schools. The reduction in program competitiveness deprives colleges of the privilege accompanying the prestige of the competitive course. You read "Effects of Poverty on College Education in the USA" in category "Papers" This, therefore, kills the spirit of competition between the students in a particular course, which outrightly leads to poor performance in college. Colleges from a particular region, especially those stricken by poverty, may decide to lower the admission grades for a particular course program in order to accommodate the students of that region. Lowering admission grades of one college can affect other colleges’ enrolment as many students with relatively lower grades may decide to transfer to such colleges. This transfer indeed affects the enrolment in the colleges from which the students are transferring. Moreover, poverty related transfer of students might affect the student’s academic performance as a person needs to take time to acclimatize to the new environment. In the United States, different regions register different number of graduates depending on the poverty level of the regions. People from these areas have relatively less access to good college education as they lack financial resources to meet the college education cost. Statistics show that these areas registered the lowest number of college graduates in 2004 as compared to other states. The statistics below illustrate this fact (Crissey 8): States percentages Mississippi 18,90% Alabama 21,40% Louisiana 20,40% Arkansas 19,30% District of Columbia 47,50% According to Bishaw and Semega, high poverty levels characterize these regions (excluding the District of Columbia) (20). Thus, education is difficult to acquire, hence less college graduates. This results in increase in number of uneducated young people hence perpetuates the growth of poverty across the states. Poverty affects education negatively and poses stress to both students and parents. In the United States, the economic background of citizens determines the college students attend. Families with poor economic background have their children attending local tertiary colleges while those with good economic background have their children attending national and international colleges where they graduate with relatively better qualifications. In this sense, students from poor economic background have a higher chance to transform into poor adults than children from well up families. Mitchell and Houston attribute this to the fact that in the United States, rich families have the capacity to provide good college education to their children, which would mean good qualifications and hence descent employment (Para. 4). On the other hand, poor education due to poverty would lead to employment with meagre salaries. Moreover, high poverty level affects the economic development of the United States as unqualified professionals graduating from colleges would have little knowledge in their fields that in turn results in poor performance in industries. Given that by 1993, there were roughly 13.4 million U.S. children living in poverty (Litcher 988); such a situation translates into economic downfall. In essence, economic progress depends largely on the professionalism of people working in different fields of the economy. Poor professionalism resulting from poverty can compel companies to invest into education of their staff, hence incurring more expenses. Poverty among college students in the United States causes reduction of exposure of these students to the outside world. Attending educational tours, educational excursions and making educational trips help enlighten and open up the minds of college students. Unfortunately, because of poverty, most students in the aforementioned states cannot afford these programs. Given that â€Å"poverty is the single largest factor determining a child’s failure in school† (Zeitlin Para. 14), these students lag behind for they cannot afford such informative exposures. While the rich continue to enjoy the privileges of wealth, the poor remain suffering in the impoverished conditions with little or no external exposure. The benefits of these exposures help the students acclimatize to the job market after college education. Conclusion Although poverty is a state that many people would not want to find themselves in, it is still rampant in both developed and developing countries. Poverty poses a threat not only to the economic, social and political aspects of life, but also to education as a major requirement for sustenance. In the United States, poverty negatively affects college education as it causes a great reduction of the students’ enrolment. Moreover, poverty-stricken students miss numerous classes because of lack of fees. As a result, it influences their grades greatly leading to unqualified graduates. On the other hand, because of lack of finances, some elementary schools cannot sustain enough qualified teachers. This may also lead to poor grades as the available tutors might fail to meet students’ needs, and in the end, the students fail to secure admission to various colleges. To overcome this problem, people decide to juggle between work and study to cater for both their basic and educational needs. People living below the poverty level in the United States can offer a lower college education to their children as compared to those living above the poverty level. Poverty impairs good education in the US, and this also affects other aspects of life. Works Cited Bainbridge, William, and Thomas Lasley. â€Å"Poverty not Race Holds Back Urban Students.† Schoolmatch.com. School Match. 28 July 2002. Web. 14 June 2011.http://schoolmatch.com/articles/poverty.htm; Bishaw,  Alemayehu  and  Jessica  Semega.  Income, Earnings, and Poverty Data From the 2007 American Community Survey, Washington, DC: U.S. Government Printing Office, 2008 Web. 14 June 2011 ;http://www.census.gov/prod/2008pubs/acs-09.pdf; Brandy-Smith, Christy, Rebecca Fauth, and Jeanne Brooks-Gunn. Poverty and Education – Overview, Children, and Adolescents, Education Encyclopedia – StateUniversity.com 2011. Web. 14 June 2011. ;http://education.stateuniversity.com/pages/2330/Poverty-Education.html; Crissey, Sarah R. Educational Attainment in the United States: 2007. Washington, DC: U.S. Government Printing Office, 2009. Washington, DC: U.S. Government Printing Office, 2008 Web. 14 June 2011 ;http://www.census.gov/prod/2009pubs/p20-560.pdf;. Hochschild, L. Janifer. â€Å"Social Class in Public Schools†. Journal of Social Issues. 59.4 (2003) :821-840. Web. 14 June 2011. ;http://scholar.harvard.edu/jlhochschild/publications/social-class-public-schools; Litcher, Daniel. â€Å"Reviewed work(s): Children in Poverty: Child Development and Public Policy by Aletha C. Huston.† American Journal of Sociology 98.4 (1993): 988. Web. 14 June 2011. ;http://www.jstor.org/pss/2781277; Mitchell, Emily, Deborah Fowler, and Lisa H. Towle. â€Å"Do the Poor Deserve Bad Schools?† Time, 14 October 1991. Web. 14 June 2011. ;http://www.time.com/time/magazine/article/0,9171,974025-1,00.html;. Zeitlin, Janine. â€Å"Poverty hinders education†. News-press.com. A Gannet company. 14 Sep. 2010. Web. 14 June 2011. ;http://www.newspress.com/apps/pbcs.dll/article?AID=/201009140110/NEWS0104/9140345;. How to cite Effects of Poverty on College Education in the USA, Papers

Introduction to Human Development Essay Example

Introduction to Human Development Essay INTRODUCTION â€Å"The human being†¦ the most sophisticated, amazing and wondrous creation in this earth. If one would take a peek at what’s inside his human body, he’ll be amazed to see hundreds of bones, miles of blood vessels and trillions of cells, all working together so he could be healthy and in perfect shape. Each organ, each body part, each a miracle†¦ Each a piece of evidence of God’s mighty providence. † This lesson familiarizes you with the principles and stages of human growth, maturation and development. It discusses how humans grow, develop, change and adapt to their environment throughout their life span. Warm-Up Did you know that there are 26 billion cells in a new born baby and about 50 trillion cells in an adult? Cells are responsible for supplying you with the energy you need, transporting oxygen around your body and moving your body parts. Indeed, every single cell in your body helps you maintain vitality and life. BASIC CONCEPTS 1. Human Development refers to the biological and psychological development of the human being throughout the lifespan. It consists of the development from infancy, childhood, and adolescence, adulthood to old age. . Development refers to the qualitative, progressive series of changes in an orderly and coherent fashion leading to maturation 3. Growth refers to quantitative changes in an individual as he progresses in chronological age. 4. Maturation is the process by which heredity exerts its influence long after birth. 5. Genetics is the science of heredity. It originated with the discovery by Gregor Mendel that hereditary characters are determined by f actors transmitted without change and in predictable fashion from one generation to the next. 6. We will write a custom essay sample on Introduction to Human Development specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Introduction to Human Development specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Introduction to Human Development specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Heredity is the passing on of physical or mental characteristics from parents to offspring through the genes. 7. Gene is a unit of heredity; a segment of the DNA which contains the instructions for the development of a particular inherited characteristic. There are about 30,000 genes that contain chemical instructions. The chemical instructions in the genes program the development of millions of individual parts into a complex body and brain. 8. DNA or deoxyribonucleic acid is a nucleic acid which occurs in combination with protein in the chromosomes, which contains the genetic instructions. It consists of four nitrogenous bases (adenine, guanine, thymine, cytosine), a sugar (2-deoxy-D- ribose), and phosphoric acid, arranged in a regular structure- (two chains twisted round each other in the form of a double helix). 9. Nucleic acids are large molecules produced by living cells which store genetic information, and composed of a chain of nucleotides. Two forms are: deoxyribonucleic acid (DNA) which is found primarily in the nucleus and ribonucleic acid (RNA), found in the nucleus and cytoplasm. 10. Chromosomes are threads within the nucleus of a cell which are the carriers of genetic material, consisting of DNA and various types of protein (histones). They occur in pairs a normal human body cell has 46 chromosomes: 22 pairs of autosomes together with one matching pair of X chromosomes in females (the 23rd pair- XX) and one mismatching pair, the X and Y sex chromosomes in males (the 23rd pair-XY) 11. Sex chromosome is the 23rd pair of chromosomes represented differently in the sexes, and responsible for the genetic determination of the sex of an individual. There are 1,000 genes in each chromosome. 12. Gamete is a specialized reproductive cell that fuses with another gamete of the opposite sex during fertilization, to form a zygote. Gametes are usually differentiated into male (sperm) and female (egg, ovum). 13. Sexual Reproduction is the act or process of producing offspring through sexual intercourse or artificial insemination. The Stages of Reproduction: 1. During ovulation period, females release and deposit sex chromosomes in the uterus. In the reproduction process, the male releases sperm cells that contain either X or Y chromosomes. The first male chromosome that meets and unites with the egg determines the gender of the offspring. If Y chromosome from the male first unites with the egg (which is an X chromosome), the offspring is male (XY). But if an X chromosome coming from the male first unites (XX), the gender of the offspring is female. 2. The successful sperm cell penetrates inside the ovum. The tail of the sperm separates to the head during this process. The nucleus of the sperm cell will then unite with the nucleus of the ovum and undergo a process called fertilization. The 23 chromosomes from the sperm cell will pair with the 23 chromosomes from the egg cell and the resulting zygote starts life with 46 chromosomes. . When the zygote is about to divide, chromosome replication and cell division arise wherein chromosomes and genes are doubled. All cells except the reproductive cells receive identical inheritance. The process of cell division continues with the chromosomes being always replicated as described. 4. Sometimes, instead of remaining together as parts of a single organism, the cells separate. Th ey develop to form identical twins. Siamese twins come from an incomplete separation of the two identical cells. 5. However, if two egg cells are fertilized separately, they develop to form fraternal twins. Chromosomal Abnormalities: 1. Turner’s syndrome- is a rare case wherein females may be born with only 1 X chromosome (45 chromosomes instead of 46). They fail to develop sexually at puberty. They show normal intelligence but with cognitive defects like poor performance in math and spatial organization. 2. Down’s Syndrome- a defect which usually stems from a failure of one chromosome of a germ cell to split in the normal way to form a healthy ovum with 23 chromosomes; an ovum with 24 chromosomes is produced, and if this ovum is fertilized, the developing embryo possesses an extra chromosome (47). The condition is named after English physician J L H Down (1828-96), and is sometimes referred to as mongolism. 3. Klinefelter’s Syndrome- a rare case wherein the 23rd chromosome fails to divide properly giving off extra X or Y chromosome (47). An individual with an xxy 23rd chromosome is physically a male but with feminine characteristics like large breasts but with small testes incapable of producing sperms. Male with XYY chromosomes are taller and unusually aggressive than the normal XY. Sex-Linked Genes 1. Sex-Linked Genes bare genes carried on the X and Y chromosomes, and the characteristics they control. In mammals females have two X chromosomes and males an X and a Y chromosome. Women transmit one X chromosome to either sons or daughters, while men pass their X chromosome only to their daughters. a. A characteristic feature of sex-linked inheritance is thus the absence of male-to-male transmission. Most sex-linked diseases in humans are inherited as recessives; with the males the affected sex (e. g. colorblindness, baldness, hemophilia, Duchenne muscular dystrophy). 2. Hemophilia is an inherited disorder of blood coagulation, resulting from a deficiency in one of the proteins responsible for normal blood clotting. STAGES OF HUMAN DEVELOPMENT STAGESAGEHIGHLIGHTS 1. Prenatal Conception to birth Rapid physical development of body and nervous system 2. Infancy Birth to 2 years Motor development. Attachment to primary caregiver. 3. Childhood 2 to 12 years Increasing ability to think logically and reason abstractly. Refinement of motor skills. Peer socialization. 4. Adolescence 13 to 20 years Thinking and reasoning are more mature like. Identity crisis. Socializations to opposite sex. STAGESAGEHIGHLIGHTS 5. Adulthood 21 to 60 years Love, marriage, career and stability. . Old Age 61 to retirement Reflection of accomplishments. Physical and mental health deteriorates. A. Prenatal Stage 1. Prenatal Period- the period from conception to birth, usually encompassing nine months of pregnancy. 2. Pregnancy is a physiological process in which females nurture their developing young within the uterus; also known as gestation. It begins when the fertilized ovum embeds itself in the uterine wall (implantation), and ends with the birth of the offspring (parturition). It lasts on average 38 weeks (9 ? onths or 266 days) from the first day of the last menstrual period, menstruation is absent (in response to circulating hormones), the uterus enlarges, the breasts increase in size in preparation for lactation, and there are other major physiological changes. 3. Fertilization is the union of two gametes to form a zygote, as occurs during sexual reproduction. 4. Zygote a one-celled organism formed by the union of a sperm and egg cell. The zygote undergoes rapid mitotic divisions with no significant growth (a process known as cleavage) and cellular differentiation, leading to development of an embryo. . Cleavage is the process by which a fertilized egg cell (zygote) divides to give rise to all the cells of an organism. The prenatal stages 1. Germinal stage the first prenatal stage that occurs from first to second week of conception. 2. Embryonic stage the second prenatal stage that occurs fr om third to eighth week of conception. 3. Fetal stage the third and final prenatal stage that occurs from ninth week of conception to birth. STAGE AGE (week) SIZE CHARACTERISTICS GERMINAL STAGE or period of zygote (1 to 2 weeks) 1 week 150 cells Zygote attaches to the uterine lining. weeksSeveral thousand cellsPlacental circulation established EMBRYONIC STAGE or period of embryo (3 to 8 weeks)3 weeks1/10 inchMajor systems, organs, and structures of the body develop. 6 weeks? inchArms and legs develop. Jaws form around mouth. 8 weeks1 inch, 1/30 ounceBones begin to develop in limbs. Sex organs begin to form. FETAL STAGE or period of fetus (9 weeks to birth)9 (2. 5 mos. )1 ? inchFormation of brain; Gender can be distinguished. 12 (3 mos. )3 inches, 1 ounceCan smile and frown; Circulatory system working. 16 (4 mos. )6. 5 inches, 4 ounceHeartbeat is strong; Mother feels movement. 0 (5 mos. )10 inches, 5 ounceHiccups begin; hair form 24 (6 mos. )12 inches, 1. 5 lbsVisual and auditory se nses functional; eyes open. 28 (7 mos. )15 inches, 2. 5 lbsBody fat is added; brain specialization. 32 (8 mos. )17 inches, 2. 5 lbsPeriods of sleep and wakefulness. 36 (9 mos. )19 inches, 6 lbsRapid increase in weight; Gains immunity from mother. 38 (9 1/5)21 inches, 8 lbsBirth- 266 days from conception. B. INFANCY. 1. Infancy is the period of human development from birth to two years. 2. Neonate is a newborn child. 3. Capacities of a newborn: a. Newborns have poor vision and cannot see as well as an adult until about age 2. b. Newborns pay attention to sounds particularly to human speech. c. Infants can discriminate different tastes and prefer sweets like breast milk. d. Neonate can identify odors especially that of the mother. e. Infants can learn from the moment they are born and show good memories by 3 months of age. 4. Motor Development refers to the progression of muscular coordination required for physical activities. Stages of Motor Development In Infancy AGE (months)ACTIVITIESAGE (months)ACTIVITIES Lifts head up 11 Stands alone 2. 5 Rolls over 12 Walks alone 3 Sits propped up 14 (1 yr, 2 mos) Walks backward 6 Sits without support 17 (1 yr, 5 mos) Walks up steps 6. 5 Stands holding on 20 (1 yr, 8 mos) Kicks ball forward 9 Walks holding on 10 Stands momentarily 5. Critical Periods are the crucial time periods in a person’s life during which specific events occur if development is to proceed normally. In fetus, t he 6 to 7 weeks is critical for normal development of the sex organs- like deficiency in hormones. Visual corrections are critical up to 7 years old. . Sensitive Periods are periods that are optimal for a particular kind of development. First year of life is a sensitive period for interpersonal attachment. 7. Temperament refers to such mood-related personality characteristics. a. Easy Temperament is a term used to describe a child who is playful, regular in his sleeping and eating patterns, and adapts readily to new situations. b. Difficult Temperament is a term used to describe a child who is irritable, has irregular sleeping and eating patterns, and responds intensely and negatively to new situations. c. Slow to warm up temperament is a term used to describe a child who is relatively inactive, tends to withdraw from new situations in a mild way, and requires more time than easy infants to new situations. 8. Attachment is used to describe an infant’s tendency to seek closeness to particular people (especially the mother) and to feel more secure in their presence. 9. Separation anxiety is a distress among infants when a caretaker is not nearby. 10. Sensitive Responsiveness is a characteristic of a caretaker who responds promptly when the baby cries and behaves affectionately when they pick up the baby. The caretaker also tailors their response to the baby’s needs. C. ADOLESCENCE 1. Adolescence refers to the period of transition from childhood to adulthood covering 13 to 20 years old. It is characterize by a rapid physical growth known as the adolescent growth spurt. 2. Puberty is a period of sexual maturation that transforms a child into a biologically mature adult capable of sexual reproduction, which takes place over a period of 3 or 4 years. a. It starts when a female has a menarche between the ages of 11 to 17 (average is 12) and when a male begin to ejaculate semen between the ages of 12 to 16 (average is 14 1/2). . Secondary sex characteristics like bodily hair patterns, pitch of voice and muscle development are evident for both males and females. c. Changes in the intellectual abilities, body proportions, and sexual urges (together with changing relationships with parents and peers) create enormous challenges. d. Psychological effects of puberty such as moodiness, inn er turmoil, and rebellion are linked directly to the hormonal changes of puberty. D. ADULTHOOD 1. Adulthood is a stage of human development from ages 21 to 60 that is marked by both maturity and change. . It involves transition in the family relationships, including adjusting to marriage parenthood and empty nest. 2. Age-related physical transitions include: changes in appearance; sensory losses (especially vision and hearing), and hormonal changes. Mental speed declines. a. Menopause is the cessation of menstruation that usually occurs between 45 and 50 years. It is often accompanied by physical (sweating, hot flushes, vaginitis) and psychogenic (depression, insomnia, fatigue) disturbances, which generally respond to estrogen therapy. . Mid-life Crisis is a difficult, turbulent period of doubts and reappraisal of one’s life. E. OLD AGE 1. Old age a stage of human development which covers those 65 years old and above. 2. Ageism is discrimination on the basis of age, often res ulting in the denial of rights and services in the elderly. a. Dementia- is a brain disorder that involves losses of cognitive abilities and mental functioning. b. Alzheimer’s disease is a degenerative disorder whose progression cannot be stopped; it is irreversible and ultimately ends in death.

Clauses that need companionship

Clauses that need companionship Clauses that need companionship Clauses that need companionship By Michael Independent clauses can stand on their own, even if they are joined together in one sentence. Subordinate clauses, on the other hand, arent supposed to stand on their own. Because they depend on another clause in the sentence, an independent clause. That last sentence, beginning with because, was a subordinate clause that I forced to stand on its own. It would have fallen flat on its face if you hadnt automatically connected it to the sentence before it. The word because is an example of the kind of word that often introduces subordinate clauses. The word because answers a question and your reader has to know what the question is, or it wont make sense. In informal writing, in conversational writing, you can often get away with putting a period after a subordinate clause, even though it isnt technically a sentence by itself. In fact, its often a good thing to do simply because it makes it sound conversational, as long as our reader understands what the subordinate clause is referring to. In formal writing, however, dont put a period after anything but a sentence. 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 Grammar category, check our popular posts, or choose a related post below:Writing Prompts 101Ten Yiddish Expressions You Should KnowPhrasal Verbs and Phrasal Nouns

Making Sodium Silicate or Water Glass

Making Sodium Silicate or Water Glass You can prepare sodium silicate or water glass from gel beads (silica) and drain cleaner (sodium hydroxide). Sodium silicate can be used to make chemical gardens, like those that result from Magic Rocks, which you can make yourself. Sodium Silicate Materials All you need to make a sodium silicate solution are water, silica, and sodium hydroxide. Silica comes in those little packets labeled Do not eat that you find with electronics, shoes, and other products. Sodium hydroxide is readily available in its pure form or can be found as drain cleaner. 6 g silica gel beads (crushed)4-8 g sodium hydroxide (4 g for water glass, used in the Magic Rock project, or 8 g for the stoichiometric ratio for sodium silicate)10 mL water Prepare Sodium Silicate Wear proper safety gear, which includes gloves.Heat 4 to 8 grams of sodium hydroxide in 10 milliliters of water.Once the sodium hydroxide is dissolved, slowly add 6 grams of crushed silica gel beads. Heat the solution between additions. If the crushed beads wont dissolve, add a little more water to the solution.You now have sodium silicate or water glass. NurdRage has a YouTube video of this procedure if youre interested in seeing how its done.

Institutional Investments Essay Example | Topics and Well Written Essays - 2000 words

Institutional Investments - Essay Example Last part of this article would highlight some of the tactics devised in order to control discount trading of investment trust. Summary at the end of this article would conclude this article. Investment Trusts Investment trusts are those types of companies, which are provided the domicile of United Kingdom such that they are listed in the London Stock Exchange. They mainly invest in the equities and securities of the companies across the world, which are listed in different stock exchanges (Redhead, 2008). These investment trusts are run by the panel of the independent directors who take care of the affairs of the investment trusts. Investment trusts are somehow different with the investment companies such that investment companies are domiciled outside the jurisdiction of UK such as Jersey or Guernsey (Redhead, 2008). Pricing of Investment Trusts The pricing of investment trusts are made based on a conceptual term named as Net Asset Value or NAV. Net asset value is the market value of all the investments held by the investment companies. Therefore, the market value of any investment trust is actually the NAV of the investments (Levy and Post, 2005). In case if the market value of the shares issued by the investment trust exceeds NAV, then this concept refers as the shares of the investment trusts are trading at a premium. ... This means that the shares of the investment trust are trading at discount. Very occasionally, it appears that the investment trust share is trading at a premium. The following discussion entails the factors that cause the investment trust shares trading at a discount. Investment shares trading at a discount can be regarded as one of the integral aspects that operate behind the performance of the investment trust. The measurement of the shares of the investment trusts can be made in two ways. Firstly, the share price of the investment trusts quoted at the stock exchange. Secondly, market value per share of the assets of those companies, which are held by the investment trusts. In this way, discount can be calculated by simply taking the difference between the price per share of investment trusts and net assets value divided by the net assets value. Principally, the discount is regarded as the function of demand and supply mechanism for the shares of the investment trust. However, the discounts, and specifically the fluctuations in discounts are more important and follow some basis rules, which help understand the problem of investment trust shares trading at a discount more consistently. In case if the discount rate increases, this indicates that there are more chances that the discounted shares will be priced higher in future. This suggests that the investment trust shares are quite attractive especially against those investment trust shares, which are currently trading at a premium (Baums and Buxbaum, 1994). However, this mechanism is not as easy and simpler as it appears, had there been such a potential in the discounted investment shares for a possible price increase, the whole market

A project for potential implementation Essay Example | Topics and Well Written Essays - 4500 words

A project for potential implementation - Essay Example per elderly person, the increasing demands can be met only by increasing productivity in health sector, relying more on immigrant health workers, or attracting a larger share of American workers to careers in health care.† (Davis, Karen. 12). Further, in the Fact Sheet of ‘HRSA Nursing Workforce and Education Programs for FY 2007 Appropriations’, the Department of Labor reported that America’s demand for RNs will grow 29 per cent between 2004 and 2014 (HRSA.2). During the last five years of my tenure as Human Resources Manager (HRM) in this hospital I have always been confronted with a major concern of not being able to recruit sufficient number of health care professionals, especially RNs. I also want to draw the attention of the senior management to the fact that we have recently conducted a drive to recruit 50 nurses against some existing and anticipated vacancies. However, we have been able to earmark only 30 candidates even after exhausting all the channels. This is creating a major impediment in our expansion plan which is scheduled for the second half of next year. Under the present circumstances it is unlikely that our HR Department will be able to identify and enlist sufficient number of RNs from the domestic market. From past experience, and an evaluation of relevant dossiers, I understand that nurses from India who constitute about 15% of RNs in this hospital, are very committed, well mannered, and reasonably educated. They are also found to have been consistent in delivering results as emerging through a review of their Key Performance Indicators (KPIs). So, India will be a potential source for recruiting the workforce in this category. However, a constraint arises from the fact that due to the lack of training and orientation facilities, a vast majority of Indian nurses are unable to qualify tests like CGFNS, NCLEX, and IELTS, which are prerequisites for recruitment to US hospitals. In this connection, I have had several rounds of