why barbarossa was expected essays

why barbarossa was expected essays Why was the German invasion of Russia to be expected? On June 22, 1941, the armies of Nazi-Germany stood on a two thousand kilometer long Front, preparing to attack Soviet-Russia. The inevitable assault on Russia was to finally satisfy an obsession of Adolph Hitler, the Nazi Fhrer. As for Joseph Stalin, the knowledge that three million men were standing on his front step about to break down his door should have come as no surprise. One of a number of acts by Hitler that should have alerted Stalin to possible invasion was the signing of the Nazi-Soviet non-aggression pact. The Fhrer signed simply to give his armies time to further prepare for war. Hitlers history of pact breaking, as demonstrated by the absolute dismantling of the Treaty of Versailles and his disregard for the non-aggression pact with Poland was indication enough that Hitler could not be trusted. In addition, as Germany absorbed more and more land it should have become obvious to Stalin that the next move on the part of the Nazis would be in the direction of Russia. Hit lers long standing desire for Russias industries and agricultural lands as part of his belief in lebensraum or living space, had been public knowledge since he wrote Mein Kampf some seventeen years before. The Fhrers obsession did not end at lebensraum though; his anti-Communist feelings were an important indicator of his desire to obliterate the degenerate Slavs and their Communist government. When Stalin signed the Nazi-Soviet Non-aggression Pact, he was at a point of almost desperation. He had tried again and again to convince Britain and France to open a second front and all he had received was a few mild mannered brush-offs. So instead of a second front he got a promise from the one person he was afraid of, that Russia would not be invaded. But what Stalin failed to see was the Hitler had no intension of keeping his promise. Hitler had a lo ...

How to Help Kids Learn Digraphs in Spelling and Sounds

How to Help Kids Learn Digraphs in Spelling and Sounds Digraphs are two letters that make a third letter sound, when combined, such as ch or sh. Many sight vocabulary words use digraphs, which may provide a springboard for exploring these letter pairs when helping students learn to read new and unfamiliar vocabulary.   When considering a spelling program and how to best help children learn the sounds of the English language, you will need to choose words that help them understand all of the 44 sounds. Part of those 44 sounds include the digraphs. It is also important to distinguish letter digraphs from letter blends, which are letters commonly paired whose individual sounds are created in concert, such as sl, pl, pr, sr, etc.  Often, children with disabilities have difficulty hearing and distinguishing letter blends, but consonant digraphs are easier because even the voiced and unvoiced digraphs (th) are made in the same way, with tongue placement in the same place. Often, students who have problems with identifying and/or hearing digraphs are also struggling with hearing (hard of hearing) or articulating (apraxia) the letter sound.  Students with these difficulties should be referred to audiologists or speech-language pathologists for assessment and/or services. The consonant digraphs are: ch, sh, th, ng (final sound) ph, and wh. Strategies for Teaching Common Words With Digraphs Introducing the Sound Use decodable books with consonant digraphs to introduce the sounds.  Use picture cards (chew, chop, chin, etc.)  to introduce the sounds.Use a double ch letter card with other letter cards to build words.  Have students build the same words with an individual pocket chart. Practicing the Sound Word Sorts:  Put lots of words with paired initial sounds in squares.  Have them cut out the words and paste them under the consonant digraph, i.e. chs include chip and ship, shop and chop.   Sounds Sound: ch as in chew Initial ch sound:  chew, chop, chips, choice, chance, chain, champ, chase, cheer, cheek, cheat, chase, chalk, choose Final ch sound: touch, each, reach, coach, ditch, ouch, beach, teach, ditch, lunch Sound: sh like in shy or rush Initial sh:  shadow, shade, shine, shop, shell, shout, shrub, shut, share, shower Final sh:   push, rush, fresh, wish, wash, fish, dish, trash, ash, rash Sound: the unvoiced th as in this the, then, they, there, their, this, them, these, that, though Sound: the voiced th as in thin thin, think, thick, thank, theft, thumb, tooth, truth, with, width Sound: wh as in why why, where, what, when, while, wheel, white, which, wheat, whistle Final Sound ng as in ring sing, sang, wing, bang, clang, bong, dung, sung, mung, clung, cling Sound:  ph as in phone Phillip, phantom, phonics, phase, phlox

Effects of Food Pricing on Low and Middle Class Americans Essay

Effects of Food Pricing on Low and Middle Class Americans - Essay Example There is a growing the consensus about food prices increase, has been primarily occasioned by three key elements. Firstly, the changes in climatic conditions have been blamed for decreasing farmer's production in the United States. Because of global warming and environmental degradation, the extreme weather conditions have resulted in poor harvest due to reduced rains, harsh snowy conditions that destroy crops and inhibit dairy production in the North America. Consequently, food prices have continued to rise due to fundamental shifts in demand and supply in global markets. The increase in genetically modified foods has resulted in an increase of prices due to expensive technology employed. Besides, many food-processing companies have laid down expensive groundwork leading to high prices of canned food items (French, 841S). In America’s social life, the lower-middle class families are struggling just as the families living in poverty since they cannot be able to afford sufficient diet meals due to increasing pricing on such commodities. With the families not able to purchase enough food for the entire family, it results in food insecurity. Food security is widespread in any American societies living in lower-middle class and who have children (Grossmann and Varnum, 81). Since food price is an essential determinant of diet, it is then likely that these families are unable to feed on balance diet, and their nutritional status is compromised. It is not surprising that these families are only able to access, and buy lowest cost diets and these diets are the least unhealthy in the market. With high food prices in the market, such families are not able to meet their costs hence fail to buy the nutrients dense diets that they need. In the market, the diets that are composed of low energy density rich food products are expensive compared to the ones composed if refined grains with added sugars and fats (Powell and Chaloupka, 229). The increase in food pricing thus creates a barrier for the lower-middle income class of American citizens to access the nutrients dense diets.  

Charateristics of the Gifted Learner Essay Example | Topics and Well Written Essays - 1000 words

Charateristics of the Gifted Learner - Essay Example The discourse presented by the National Association for Gifted Children (NAGC) defines gifted students according to one which is stipulated in the Elementary and Secondary Education Act, to wit: â€Å"Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities† (National Association for Gifted Children, 2008, par. 1). With manifested innate and extraordinary talents and skills, these gifted students need academic interventions that would further develop their capabilities to maximum levels. In this regard, the current essay would use two constructive and two non-constructive characteristics of the Gifted Learner from the graphic organizer and provide definitions of the characteristics and a discussion of their impact on instruction. ... Constructive Characteristics Gifted learners have generally manifested characteristics which could be grouped according to: â€Å"(a) the diversity of areas in which performance may be exhibited (e.g., intellectual, creative, artistic, leadership, academic), (b) the comparison with other groups (e.g., those in general education classrooms or of the same age, experience, or environment), and (c) the use of terms that imply a need for development of the gift (e.g., capability and potential)† (Johnsen, 2006, par. 6). From among the constructive characteristics of gifted learners, two would be expounded in the current paper: (1) they may show keen powers of observation and a sense of the significant; they have an eye for important details; and (2) they often have a large storage of information about a variety of topics, which they can recall quickly. Keen powers of observation, the ability to sense the significant details and possessing an eye for important details fall under exem plary intellectual ability. Appendix A shows details of general intellectual abilities of gifted learners which are products of diverse researches from different scholars. From the list enumerated by Johnsen (2006), the following parallels showing keen powers of observation and focus on significant and important details, in addition to their ability to store and recall large amounts of information: Has an extensive and detailed memory, particularly in an area of interest. Is able to identify the important characteristics of new concepts, problems. Has a broad base of knowledge—a large quantity of information. Understands abstract ideas and complex concepts. Observes relationships and sees connections. Works conscientiously and has a high degree of concentration in areas of interest.

Are Teen Age Years The Best Essay Example for Free

Are Teen Age Years The Best Essay Are Teenage year the best of your life? The teenage years are considered the best years of your life that is what magazine. Im going to tell you why they are not. First you are always looked at to succeed by your parents, the lack of freedom we get and last but not least we are considered lairs and criminal among todays society. One of the disadvantages of being a teenager is that we are always looked to succeed in school so you can do and be better then them. They also say if we fool around the future for us is going the extinguished. Other disadvantage of being a teen is the lack of freedom we get. Sure we might live in a free country but are we all free? The freedom that Im talking about is staying up late, working and school. Staying up late I dont know about you but I have to get home before my parents I cant even be in front of my house to the wee hours of the morning. Working is another one we another one we cant work on weekdays because my Dad says it will effect my school work how will he know if he doesnt give it a chance. School is the worst of all we cant even wear earrings because its not part of the uniform I understand that but the shaving is just stupid how could you order someone to do something that comes in naturally. It is like telling someone you have to get a hair cut every week. Its violating our freedom of expressing. The worst part of being a teenager is that we are considered lairs and criminals among our society. For example if a bunch of teens walk into a variety store the owners automatically think we are going to rob them but the only thing we want is a little snack. The other thing is lying adults never believe teens why you ask? I dont really know. For example a teacher and a student get into an argument and its the teachers fault the principle is going to believe the teacher because they dont tell lies. So with the facts that I just stated that is why I have to say the teenage years are not what people say they are.

Symbols and Symbolism in Conrads Heart of Darkness Essay -- Heart Dar

Symbols and Symbolism in Conrad's Heart of Darkness      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Symbolism has long been a tool of the storyteller, finding its origins in the folklore of our earliest civilizations. In more recent years, however, symbolism has taken on a new role, forming the skeleton upon which the storyteller builds the tales of his or hers thoughts and adventures. Knowing the power of this element, Joseph Conrad uses symbols to help the reader explore dark interiors of men. The symbols become a vehicle that carry the audience from stop to stop, the ride becoming an evaluation of the darkness contained inside the hearts of mankind. Through the use of Dark Africa as an overpowering symbol, Conrad's Heart of Darkness tells a story that evaluates man's tendencies to fall back on barbaric methods when not protected by civilization.      Ã‚  Ã‚  Ã‚  Ã‚   As Marlow proceeded through the jungle towards the uncivilized world of Kurtz, he said, of the men they passed , "They passed me within six inches, without a glance, with that complete, deathlike indifference of unhappy savages"(Conrad, 80).   Marlow's advancements into the jungle, acted parallel with my discovery: In our deepest nature, all men are savages. Marlow connects with the very backbone in which constitutes Conrad's theme "The shade of the original Kurtz frequented the beside of the hollow sham, whose fate it was buried presently in the mold of primeval earth.   But both diabolic love and the unearthly hate of the mysteries it had penetrated fought for the possession of that soul satisfied with primitive emotions, avid of lying fame, of sham distinction, of all the appearances of success and power"(... ...his goals have not been met; he died and so did his society.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marlow and Kurtz could be considered as two conditions of human existence, Kurtz representing what Man could become if left to his own intrinsic devices outside protective society. Marlow, then, representing a pure untainted civilized soul who has not been drawn to savagery by a dark, alienated jungle. According to Conrad, the will to give into the uncivilized man does not just reside in Kurtz alone. Every man has inside himself a heart of darkness. This heart is drowned in a bath of light shed by the advent of civilization. No man is an island, and no man can live on an island without becoming a brutal savage. Inside his heart lies the raw evil of untamed lifestyles. Work Cited Conrad, Joseph. Heart of Darkness, New York: Dover, 1990.

Moral achievements during adolescents Essay

The adolescent period is marked by a number of physical and emotional changes for individuals. During this period, an individual strives to move from the identity that is dependent on parental and societal influence in to one that is determined by the individual. The purpose of this paper is to review the moral developments during this period of identity formation, and whether it is an entirely free process. To do this, the paper will rely on selected literature to study the various dimensions related to the issue. Introduction One of the hallmarks of adolescence is the search for identity. At this stage of human development, the individual attempts to cultivate a personal identity that will act as the basis for person’s future life. Consequently, this stage is mostly marked by defiance and general non conformity, which happens as one tries to explore practices that are not necessarily in line with both societal and familial norms and expectations. Although important, the search for identity may be a source of discord between an individual and the family or society. The discord may become a source of antagonism between the individual and the society, but more importantly, it may lead to a realization of moral consciousness for the adolescent. In the context of this paper, the word moral shall be taken to be what one perceives right or wrong based on personal conscience. In that regard, moral achievement refers to positive changes in conscience one undergoes during the adolescent period. The paper will be based on selected literature available on the subject. It is however worth noting that the subject under discussion is a multidimensional one, and for that reason, the paper will confine itself to those dimensions covered in the literature as a way of ensuring systematic coverage. The paper will study coping socialization agents, drug use, parental influence on school disposition and identity problems. These are some of the dimensions related to moral achievements. However, even though an individual is supposed to develop a personal identity during this period, the resulting identity is always influenced by external factors such as that from peers, societal and parental influence. Coping Coping refers to an individual’s ability to appropriately react to situations as they arise. Adolescents, like all the other human beings experience adjustments and extensive stressors. According to (Garcia, 2009), some of these stressors and adjustments include dealing with peer relationships, physical and emotional changes that an individual experiences during the period, family dynamics, poverty and crime. Proper coping means that the adolescents must be able to deal with these challenges with resilience and show positive health outcomes (Garcia, 2009). An adolescent achieves cognitive and moral development in a set of three stages. According to (Garcia, 2009), these stages are assimilation, accommodation and equilibration. In addition to these strategies, the adolescent develops critical thinking and information processing, which enables for gradual development of the mind in an adult like thinking one. Guided by the newly acquired traits of critical thinking and information processing, the individual moves away from what they conceive as parental influence and set out to develop their own way of approaching life. At this stage the individual is torn between peer influences and conformity with parental expectations. According to (Garcia, 2009), a well coping individual should be able to develop a healthy identity, which is one developed by the individual as opposed to one imposed by peers or parents. An important element related to coping developed during the adolescent period is the coping strategy. Most prominent of these strategies, according to (Garcia, 2009) is problem solving or help seeking. In other words, during this period, the adolescent will develop coping strategies. In the study, (Garcia, 2009) undertook a study of literature related to the general subject of coping. The study identified coping as coping as one of the key pillars in the health of adolescents. The study found that unhealthy coping strategies lead to unhealthy mental health states such as depression and exhaustion. It is therefore important that during adolescence one develops appropriate coping strategies towards various stressors and adjustments. Religion, peer pressure and drug use These issues are related to search for identity. At this stage, the individuals experiment with new religions, try different types of drugs, which may all be a result of succumbing to influences from peers. According to a survey reported by (Bahr & Hoffman, 2008), 22% of youths admitted having used cigarettes, while another 45% had used alcohol, with another 30% reporting being drunk and 18% acknowledged using marijuana. This was a survey done on high school seniors, most or all of who are in the adolescent stage. The finding is a pointer to how life is volatile for the adolescent. (Bahr & Hoffman, 2008) further notes that there is a negative correlation between religiosity and drug use. In a way, the report endorses religion as a way of reducing drug use because youths with religious affiliations showed less affinity to drug use. To justify this correlation, the study uses social control theory. According to the theory, deviance is more of a natural act while conformity is not. It then follows that religiosity brings in prosocial controls that encourage individuals to conform. Without it, the individuals would follow their natural instincts, which would mean becoming defiant. The other theory used by the report is social learning theory. From the perspective of social learning theory, the religious groups take precedence over friends and family on matters concerning drug use so that instead of individuals picking this habit from them, they are taught by the church (Bahr & Hoffman, 2008). After establishing theories to explain correlations, the study of (Bahr & Hoffman, 2008) notes some control variables such as gender and race and then goes ahead to carry out a survey to validate the hypothesis. The result found a negative correlation on religion measured against cigarettes, heavy drinking and marijuana. The results on other illicit drugs were inconsistent and therefore inconclusive. From the study however, it clear that adolescents can, to an extent, be protected from drug use by being encouraged to take up religiosity. Socialization for adolescents Within an adolescent’s life, there are several agents of socialization. Among these are school, family, peer groups (friends) and community. (Arnon, Shamai, & Ilatov, 2008) did a research in which peer pressure was examined and its effects compared with those of the other agents such as family, school and community. The researchers’ decision to focus on peer influence is premised on the fact that as people approach adolescence, they tend to move away from parents, religious institutions and other official socialization institutions within the community. That therefore leaves peers as the most significant influences at this point because the youths will tend to spend more time with them at the exclusion of the other socialization agents. The study also relies on social theory to explain the influences of peer groupings. Although the study notes the negative influence of peers, it nevertheless notes that it is important for peers to move away from parents for them to develop an independent identity. What the study finds negative is the tendency of the peers to move from parental influence in to conformity towards peer expectations. The identity so obtained will not be a healthy one according to the earlier noted definition. From the study, it emerged that peer groups were the most influential followed closely by family. Other agents, notably school and community only provided secondary influence. It is therefore clear that adolescents submit themselves to be influenced by peers and other socialization agents. Taking in to account the context of this paper, one can conclude that an adolescent’s moral achievement will largely be dictated by the kind of socialization agents in play during the period. Identity problem symptoms in adolescents (Berman, Weems, & Petkus, 2009) defines identity disorder as the inability of an individual to accept aspect oneself. A person is deemed to an identity disorder if for one reason or another, the individual cannot accept certain or all aspects related to his persona. Consequently, the individual becomes predisposed to self denial leading to a form of distress, which may manifest itself in a number of ways. Some of the areas of concern related to this problem, as listed by (Berman, Weems, & Petkus, 2009), include career choice, sexual orientation, friendship and religious identification. The research underscores the importance of identity disorder by citing the fact that the problem is listed Diagnostic and Statistical Manual of Mental Disorders (DSM IV) criteria for mental disorders. The importance of identity formation is identified by Erik Erikson as crucial process in young adults because it does provide one with a future direction while at the same time giving a sense of continuity from the past (Berman, Weems, & Petkus, 2009). Adolescent’s search for identity is characterized by two dimensions; exploration and commitment. The two dimensions can be combined by the individual differently so as to come up with differing identity statuses. For instance, one of the statuses is known as achievement. An individual with this kind of status has a high exploration and commitment tendencies. Such kinds of individuals tend to be less predisposed to identity disorders. The aim of the study was to show that trouble with identity fit the definition necessary for them to be termed as disorder. Currently, issues related to identity crisis are classified as problems and not disorder, and have consequently been downgraded within the DSM hierarchy. The downgrade is symbolic because the hierarchy is used by various medical stakeholders such as insurance companies and medical practitioners to determine priority in terms of coverage and treatment. The study found that 14. 3% of the sample met DSM IV criteria for identity problem (Berman, Weems, & Petkus, 2009). It goes to show that the current classification of the problem is unfair because it underestimates its effects. The study then attributes the rise in the identity problem to increased globalization and immigration, which has subsequently led to more clashes between different cultures and more confusion. Moral achievement in as far as identity formation is therefore dependent on how the youth is able to cope with the increase cultural diversity (or clashes) and globalization. Parental influence and its role in on student’s attitude towards school Parents have a role to play in influencing the attitudes children adopt towards schooling. (Annear & Yates, 2010) did a study on how parents influence the children’s disposition towards school. The study drew from a number of aspects of parenting related to schooling such as perceptions of a child’s potential, monitoring and control, level of affect and focus on a child’s ability. The study takes the view that authoritarian kind of parenting was likely to result in lower grades as opposed to parents who allowed their children to undergo the normal process of socialization. It refers to the authoritarian type of parenting as restrictive parenting while for the more liberal parenting, the term used in autonomy support. The study used a sample made up of both parents and students to come up with its findings. The only variable within the study was whether the parent in question was a mother or father. Generally, the study found that autonomy support to have favorable results both in terms of grades and disposition. Further to that, the study found additional side effects of restrictive parenting as sadness, depression and loneliness. Conclusion From the foregoing, it clear that extraneous factors are more responsible at determining an individual’s moral achievement during adolescents. Ultimately, an individual will be responsible for shaping the direction life will take after breaking free of childhood dependencies and parental influence. It however emerges from the paper that even as one breaks free of these influences in search of individual identity external influence is not extinguished, rather, it is just transferred from one entity to another. Implied here is the fact that freedom from childhood dependencies does not mean complete freedom. In an ideal situation, approaching adulthood would mean that one gets to chart the future devoid of external influences so that the individual can claim full credit for the personality developed thereafter. However, that postulation is invalidated by the paper. Theories such as social learning and social control theory would have no place in an adolescent’s world or an adult’s world was that assumption to hold water. This paper limited itself to the adolescent ages between 12 and 18 years, and may not have sufficient grounds to make any inferences concerning post adolescent life. However, this matter can also be extrapolated, to some extent. Given that individuals at adolescence have partially entered adulthood, it also follows that adolescent behavior is not far from adult behavior. For that reason, it is safe to assume that adult behavior will also be subject to influences from external sources, and especially, socialization agents. Bibliography Annear, K. D. , & Yates, G. C. (2010). Restricitve and supportive parenting: Effects in children’s school affect and emotional responses. The Australian Educational Researcher , 63-82. Arnon, S. , Shamai, S. , & Ilatov, Z. (2008). Socialization agents and activities of young adolescents. San diego: Libra publishers. Bahr, S. J. , & Hoffman, J. P. (2008). Religiosity, peers, and adolescent drug use. Journal of Drug Issues , 743-770. Berman, S. L. , Weems, C. M. , & Petkus, V. F. (2009). The Prevalence and Increamental Validity of Identity Problem Symptoms in a High School Sample. Child psychiatry and human development , 183-195. Garcia, C. (2009). Conceptualization and measurement of coping during adolescence: A review of the literature. Journal of Nursing scholarship , 166-185.

Affects of Physical Activity on the Heart Rate And Blood Pressure Essay

Purpose: The lab prepared will teach you how to measure blood pressure. Learn where systolic and diastolic pressure begins. Next observe venous return, heart rate, and blood pressure in three different scenarios including: normal range, resting rate, and increased exercise. Research: In the circulatory system lab, students observed how physical activity affects blood pressure and heart rate. With a partner, one student’s pressure was recorded at basal (normal) rate, lying down, and after exercising. Normal blood pressure is systolic 120 and diastolic 80. A normal heart rate is 60 beats per minutes. Systolic pressure is the pressure of blood during contraction and would be considered as the first twitch of the stethoscope. Diastolic pressure is the pressure in the blood vessels in between heartbeats at a relaxation point and would be the last twitch before the needle drops completely on the stethoscope. These points are considered as lub & dub. Lub or S1 is the first heart beat and the closing of the tricuspid & bicuspid valves. The second heart beat, s2 is dub, the closing of semilunar valves. Blood pressure and heart rate increase after physical activity due to the fact that the body uses more oxygen and releases higher volumes of carbon dioxide. In our experiment the test subject needed more oxygen while exercising. The 25 jumping jacks preformed increased blood pressure and heart rate. If the test was preformed on a different test subject results may change, depending on  body mass, weight, height, male or female. Hypothesis: If physical activity increases, then blood pressure and heart rate will rise. Materials: †¢Stethoscope †¢ Test subject †¢Watch †¢ Administer †¢Sphygmomanometer (Blood pressure cuff) Procedure: See† Lab 4: The Circulatory System† 2013 eScience Labs, LLC, 10/21/2014. Data/Results: Table 2: Blood Pressure and Pulse Reading Activity Blood Pressure (mmHg) Systolic/Diastolic Pulse (beats/minute) Basal (Normal) 120/75 60 Lying down 120/60 56 After exercise 140/80 68 Lab Questions: 1. What is systolic pressure? Systolic blood pressure is the pressure when the heart ventricles contract and pump blood out of the heart. This is the highest pressure in the blood vessels. 2. What is diastolic pressure? Diastolic pressure is the pressure between heart beats when the heart ventricles are resting and filling with blood. This is the lowest pressure in blood vessels 3. Why is pressure a sensible reading to circulatory health? Because through pressure, people can determine how much blood are pumped out of the heart in a single contraction. A person with a healthy circulation‘s blood pressure should be at the normal level. 4. Explain the â€Å"lub-dub† sounds of the heartbeat? â€Å"Lub-Dub† is the first and second heart sounds that are clearly heard with a stethoscope. These sounds are the closing of the heart valves. †¢The first heart sound, know as â€Å"lub† starts when the ventricles contract. The atrioventricular valves are closed and the blood is pumped out of the heart. The second heart sound, known as â€Å"dub†, starts when the ventricles relax. The semilunar valves are closed and the ventricles are filled. 5. Why do blood pressure and heart rate change after exercise? The muscles in the body need more oxygen during exercise. The heart then pumps more blood to the lungs for gas exchanging. Since the heart needs to contract harder, the blood pressure and heart rate will be increased. 6. How might the results in Table 2 change if someone else performed the activities? Why? The results in Table 2 would be lower or higher if someone else performed the activities because the sex, height, weight, and health could also affect the results. 7. Why is it important for blood to flow in only one direction? Every part of human body needs oxygen in order to perform works properly. Oxygen-rich blood supplies oxygen needed to every part of the body and oxygen-poor blood needs to flow to the lungs to exchange gas. If blood flows backward, the body will not get the oxygen it needs to maintain normal homeostasis therefore it will be under a serious threatening. Conclusion/Discussion: In this experiment, we saw that the blood pressure and heart rate significant increased after the subject exercised. From table 2, we saw that the blood pressure increased from 120/75 to 140/80 and the pulse increased from 60 beats /minute to 68 beats /minute after exercised. The rate of blood pressure and pulse were lowest when the subject lied down, which only 120/60 mmHg for blood pressure and 56 beats/minute for the pulse. Since the blood pressure and heart rate raised as body movement increased, we concluded that this is a statistically significant result. Theory: Blood pressure measurements generally reflect arterial blood pressure. The high and low points of blood pressure are expressed in millimeters of mercury (mmHg). The normal blood pressure in healthy individual is 120/80(mmHg). Blood pressure is usually measured with the sphygmomanometer (blood pressure cuff) which normally composed of a cuff with an inflatable bladder and a mechanical manometer with a rubber bulb.

How-To Essay Topics for a Process Essay

How-To Essay Topics for a Process Essay Your first challenge in writing a how-to essay is deciding on a topic. If youre like many students, you might feel as though you dont know anything well enough to teach others. But thats not true! All people have something that they can do so well that they dont even think about how to do it anymore- they just do it. Choosing the Right Topic When you read over the list below you will realize that you do know many things in depth, well enough to teach. Typically, your inspiration will be based on lateral thinking. For example, from the list below, you may decide to write an essay on how to cook a Scottish egg after you see Crack an egg in the list. Or you may decide to write about how to make an Excel spreadsheet with all of your homework listed, after seeing Organize your homework on the list.   Narrow your choices to a few topics, and then brainstorm for a few minutes about each topic. Determine which one has the most potential because it can be divided into five to 10 clear paragraphs that you can explain well. Writing Tips Some topics are easier than others to explain. Straightforward processes versus ones with lots of contingencies will be much less complicated to write out, for instance. If you find that youve chosen a topic thats just too broad, pick one portion of it to explain. Remember, you want your reader to be able to follow your instructions to successfully complete the process. In your drafting, err on the side of too much detail and description rather than too little. (Its easier to cut material that you dont need than to add in it later.) If youre not allowed to use images with your instructions, choosing a topic that is aided by visuals makes writing the instructional process much more challenging, so take your assignment parameters into consideration as you choose what to write about. If you know your topic so well that it comes naturally to you, it may be tough to write instructions for a beginner who has no knowledge of the topic, because you forget how much you didnt know when you first started. Have a partner try out your instructions during the drafting or revision phase (or both) to see what youve left out or what isnt explained clearly enough. How-To Topics for a Process Essay   Raccoon-proof your campsiteMake an obstacle course for squirrelsSet a tableMake a pet costumeEarn $100Start a bandMake a pià ±ataMake an omeletMilk a cowStart beekeepingRead palmsMake a quiltWash a carDecorate a bedroomMake a podcastBurn a CDStart a recycling programCollect stampsClean a bedroomMake a pizzaMake a volcanoOrganize your homeworkPlay the guitarMake a sock puppetMake a doll dressWrite a letter to the editorWrite a complaintPlan a partyPlant a treeCreate a cartoon characterImprove your spellingBake a layer cakeChange a tireDrive a stick shiftMake a Christmas stockingLearn to dancePlay chessDo a magic trickGo bird watchingMake a music videoMake a candleMake soapPaint a pictureCreate art with crayonsCreate a web pageStay safe on the InternetWrite a songWrite a poemMake a handbagTie a scarfMow the lawnMake a hamburgerMake pancakesMake a pillowPlay footballMake a sculptureMake a lampMake shadow puppetsMake a boxCare for petsBuild a tree housePlay tagPlay hide and seekPaint fi ngernails Make homemade slippersTie macramà © knotsMake a sandwichMake chocolate milkMake hot chocolateMake a pot of coffeeMake a milkshakeBraid hairSell old toysSkateboardEat crab legsBecome a vegetarianMake a saladDesign a jack-o-lanternRide a horseRace turtlesCatch lightning bugsMake a wildflower bouquetCut paper dollsEat an ice cream coneChange a diaperMake fruit punchMake a campaign posterFrame artMake a fake tattooInterview a celebrityCatch a fishMake a snowmanMake an iglooMake a fanWrite a newsletterCrack an eggMake a necklaceTie a necktieRide the subwayWalk like a modelRide a motorcyclePitch a tentFind something youve lostCurl your hairSaddle a horseMake a sandcastleBob for applesGo hikingApply for a jobDraw stick figuresOpen a bank accountLearn a new languageAsk for a later curfewBehave at a fancy dinnerAsk somebody outPose for a pictureWake up in a good moodSend Morse code messagesMake a kiteHem your jeansPitch a fastballBe a ghost hunterMake string artFly aloneShaveMop a floorPeel an apple String popcornRemix a songWalk a tightropeStand on your headFind the Big DipperWrap a giftRoast a marshmallowClean a windowMake a campfireHave a yard saleCreate a carnival in your yardMake balloon animalsPlan a surprise partyWear eye makeupInvent a secret codeRecognize animal tracksTrain a dog to shake handsMake a paper airplaneSwat fliesPull a toothCreate playlistsPlay rock, paper, scissorsHula danceFloss your teeth

The Space Shuttle Challenger Disaster

The Space Shuttle Challenger Disaster At 11:38 a.m. on Tuesday, January 28, 1986, the Space Shuttle Challenger launched from the Kennedy Space Center at Cape Canaveral, Florida. As the world watched on TV, the Challenger soared into the sky and then, shockingly, exploded just 73 seconds after take-off. All seven members of the crew, including social studies teacher Sharon Christa McAuliffe, died in the disaster. An investigation of the accident discovered that the O-rings of the right solid rocket booster had malfunctioned. Crew of the Challenger Christa McAuliffe (Teacher in Space)Dick Scobee (Commander)Mike Smith (Pilot)Ron McNair (Mission Specialist)Judy Resnik (Mission Specialist)Ellison Onizuka (Mission Specialist)Gregory Jarvis (Payload Specialist) Should the Challenger Have Launched? Around 8:30 a.m. on Tuesday, January 28, 1986, in Florida, the seven crew members of the Space Shuttle Challenger were already strapped into their seats. Though they were ready to go, NASA officials were busy deciding whether it was safe enough to launch that day. It had been extremely cold the night before, causing icicles to form under the launch pad. By morning, temperatures were still only 32 ° F. If the shuttle launched that day, it would the coldest day of any shuttle launch. Safety was a huge concern, but NASA officials were also under pressure to get the shuttle into orbit quickly. Weather and malfunctions had already caused many postponements from the original launch date, January 22. If the shuttle didnt launch by February 1, some of the science experiments and business arrangements regarding the satellite would be jeopardized. Plus, millions of people, especially students across the U.S., were waiting and watching for this particular mission to launch. A Teacher on Board Among the crew on board the Challenger that morning was Sharon Christa McAuliffe. McAuliffe, a social studies teacher at Concord High School in New Hampshire, had been chosen from 11,000 applicants to participate in the Teacher in Space Project. President Ronald Reagan created this project in August 1984 in an effort to increase public interest in the U.S. space program. The teacher chosen would become the first private citizen in space. A teacher, a wife, and a mother of two, McAuliffe represented the average, good-natured citizen. She became the face of NASA for nearly a year before the launch, and the public adored her. The Launch A little after 11:00 a.m. on that cold morning, NASA told the crew that launch was a go. At 11:38 a.m., the Space Shuttle Challenger launched from Pad 39-B at the Kennedy Space Center at Cape Canaveral, Florida. At first, everything seemed to go well. However, 73 seconds after lift-off, Mission Control heard Pilot Mike Smith say, Uh oh! Then people at Mission Control, observers on the ground, and millions of children and adults across the nation watched as the Space Shuttle Challenger exploded. The nation was shocked. To this day, many remember exactly where they were and what they were doing when they heard that the Challenger had exploded. It remains a defining moment in the 20th century. Search and Recovery An hour after the explosion, search and recovery planes and ships searched for survivors and wreckage. Though some pieces of the shuttle floated on the surface of the Atlantic Ocean, much of it had sunken to the bottom. No survivors were found.  On January 31, 1986, three days after the disaster, a memorial service was held for the fallen heroes. What Went Wrong? Everyone wanted to know what had gone wrong. On February 3, 1986, President Reagan established the Presidential Commission on the Space Shuttle Challenger Accident. Former Secretary of State William Rogers chaired the commission, whose members included Sally Ride, Neil Armstrong, and Chuck Yeager. The Rogers Commission carefully studied pictures, video, and debris from the accident. The Commission determined that the accident was caused by a failure in the O-rings of the right solid rocket booster. O-rings sealed the pieces of the rocket booster together. From multiple uses and especially because of the extreme cold on that day, an O-ring on the right rocket booster had become brittle. Once launched, the weak O-ring allowed fire to escape from the rocket booster. The fire melted a support beam that held the booster in place. The booster, then mobile, hit the fuel tank, causing the explosion. Upon further research, it was determined that there had been multiple, unheeded warnings about the potential problems with the O-rings. The Crew Cabin On March 8, 1986, just over five weeks after the explosion, a search team found the crew cabin; it had not been destroyed in the explosion. The bodies of all seven crew members were found, still strapped into their seats. Autopsies were done but exact cause of death was inconclusive. It is believed that at least some of the crew survived the explosion, since three of four emergency air packs found had been deployed. After the explosion, the crew cabin fell over 50,000 feet and hit the water at approximately 200 miles per hour. No one could have survived the impact.

The Impact of Oil spills on our Eco-system Essay

The Impact of Oil spills on our Eco-system - Essay Example The blowout preventer which was expected to alert and prevent the release of oil into the natural environment, failed to activate thus causing disastrous environmental consequences (BBC News, 2012). Furthermore, according to reports, the miss management at BP and its inability to control or prevent the damage is held accountable as one of the key reasons of this huge environmental disaster. The report presented by the Oil Spill commission, stated BP had relatively little knowledge regarding the geology of the site in question, which is perhaps the main underlying cause of the disaster. Apart from that there were several other factors such as oversight and the inability of the management to ensure effective implementation of proper safeguards to prevent such an event from happening. The report also stated that over and above the failure to predict the unfortunate event, BP also failed to implement adequate safety and control measures to prevent the damage (Oil Spill Commission Report, 2011). 2. Describe the risk factors associated with this incident/accident. Apart from the loss of lives of the workers and employees working on the rig, the oil spill has lead to several ecological, social, financial as well as environmental consequences. ... oard), BP was aware of the significant safety issues, well before the explosion occurred but still implemented cost cuts of about 25 per cent during the years 1998 and 2000. This measure on the part of the management led to a significant negative impact on the maintenance and infrastructure expenditures at the refinery (Regester and Larkin, 2008). Also the design of the cement used to seal the bottom of the well was flawed and ought to have been repaired promptly to avoid the dangerous consequences. The management failed to analyze the problem with the seal, and incorrectly validated the test result by approving it, despite the apparent fault. The workers hired on site, failed to foresee the looming disaster, and alert the concerned management regarding the same, which resulted in the blowout (BBC, 2011). 5. What were the short-term effects of this incident/accident on the surrounding environment? Any disaster of this magnitude and scale is likely to result in threatening consequence s which reach beyond the routine issues faced by organizations in their day to day operations. The short term effects of the BP Oil spill are listed below: Source: BBC News (2011) - Impact on the marine life: The oil spill underwater affects the marine environment causing damage to the aquatic life. The site of the oil spill is home to a wide variety of rich and diverse marine life including cold-water corals, fish, etc. Furthermore it is also reported that the endangered sperm whales frequent this water bed in search of giant squid and other prey. The oil spill destroyed the natural habitat of these species and affected their life cycles in the process. Since the marine species are highly interdependent, the food web is completely destroyed. - The environment: As many as 60,000 sea birds