Hula Auana vs. Hula Kahiko essays

Hula Auana vs. Hula Kahiko essays In the year 1893, the Hawaiian monarchy was overthrown, marking the divergence of two styles of traditional hula. Both forms of the dance, the ancient Hula Kahiko and the modern Hula Auana, are choreographed to interpret a poetic text called mele. Although the two dances are both a form of hula, Hawaiis most popular art form, the two dances have many differences. The older, more indigenous form of hula, Hula Kahiko, is danced to chants in Hawaiian, which tunes tend to not be too melodious. The instruments are older indigenous percussive pieces, drums such as a ipu heke (a double gourd) and hula pahu (drum made of sharkskin and the trunk of a coconut). The hand motions describe the story which is told by the chants, and are simple, vigorous gestures. The feet in this form of hula are also very simple, basic movements, and facial expressions are more ritualistic. The modern form of hula, called Hula Auana, is the transformation of hula into general entertainment due to the huge rise in tourism. Hula Auana is in general a more flowing form of the dance, as compared to Hula Kahiko, the more stiff form. This modern form is danced not to chants, but to more lighthearted songs sung in either Hawaiian or English, which have a much more melodious tune than the chants.. The instruments are stringed instruments such as ukuleles and guitars. The hand gestures are embellished and tend to look more like swaying movements than precise formations. Feet movements are not only limited to simple steps but unrestricted, and facial expressions are more animated and dramatic according to the context of the song. Although both forms of this dance are very beautiful to watch, if I had to chose one to watch, I would chose Hula Kahiko, the older more traditional form. I have visited Hawaii a few times and each visit many Luaus offer shows with the modernized hula form Hula Auana, and it is hard ...

What Is the IB Curriculum What Are IB Diploma Requirements

What Is the IB Curriculum What Are IB Diploma Requirements SAT / ACT Prep Online Guides and Tips If you're reading this article, I assume you know a little bit about the International Baccalaureate (IB) program. If not, I encourage you to read our other article What is the International Baccalaureate (IB) Program? before reading this article. As a brief refresher, the IBO started this program in the 1960s to be a rigorous, internationally recognized diploma for entry into universities that students all around the world could earn. In the US today, there are 873 IB Diploma Programme High Schools. At these schools, some students complete the full IB curriculum in pursuit of an IB Diploma (which I will explain in-depth below). At some of the schools, students are allowed to take a couple of IB classes without being enrolled in the full IB curriculum (ask your local IB school’s IB coordinator if this is permitted, find their contact information in our article Complete List of IB Schools in the USA, by State). As an IB Diploma Recipient, I'll discuss what it entails to complete the full IB curriculum and receive your IB Diploma. What Are the Main Components of the IB Diploma Programme Curriculum? There are two main components of the IB Curriculum: the class requirements and the core. The Class Requirements: To earn an IB diploma, you have to take courses from six subjects, one each from groups 1-5, and either one from group 6 or a substitute from one of the other groups. Group 1: Language A: literature, Language A: language and literature, and Literature and performance. Group 2: Classical languages, Language B, and Language ab initio Group 3: Business management, Economics, Geography, History, Information technology in a global society, Philosophy, Psychology, Social and cultural anthropology, World religions, and Global Politics Group 4: Biology, Chemistry, Computer Science, Design Technology, Environmental systems and societies, Physics, and Sports, exercise and health science Group 5: Mathematical Studies SL (known as Math Studies), Mathematics SL, Mathematics HL, and Further Mathematics HL Group 6: Dance, Film, Music, Theatre, and Visual Arts For a full list of courses from each group with descriptions, check out our article on The Complete List of IB Courses and Classes. You must take at least 3 at a higher level (study 250 hours instead of 150 hours). Each class culminates in an exam. IB tests are graded on a scale of 1-7 with a 4 considered passing. For more information on this grading scale/score criteria, check out the IBO’s website. The Core To complete your diploma programme, you also need to complete what is known as the core in addition to the class requirements above. The core consists of 3 components: a class known as Theory of Knowledge, an essay known as the Extended Essay, and a project known as Creativity, Action, Service. Theory of Knowledge/TOK: This is a class that is a mix of philosophy, and IB says that the class "encourage[s] students to reflect on the huge cultural shifts worldwide around the digital revolution and the information economy." This class makes you think about what is important to you and think about big world issues. I LOVED this class! I think your teacher is critical to enjoying the class, and Mr. Fresco, you are the best! For the class, there is no exam. Instead, you write a paper and give an oral presentation. You can take it online through Pamoja Education. Extended Essay/EE: A 4,000-word mini-thesis. You choose a topic that needs to be approved by IB (which is not very difficult). You get an advisor (an IB teacher preferably at your school, although you can also get access to one at another school through the Pamoja Education). Write about something you enjoy because you will be spending a lot of time on it. I loved British theatre and ended up writing mine about a revolution in post-WWII British theatre. #theatrenerd. I really encourage anyone who pursues an IB Diploma to take the Extended Essay seriously. I ended up receiving a full-tuition merit scholarship to USC’s School of Dramatic Arts program, and in my interview for the scholarship, I spoke passionately about my Extended Essay. I genuinely think my Extended Essay helped me get my scholarship. Creativity, Action, Service/CAS: A three-part project that forces you to get involved in extracurricular activities. Creativity, getting involved in something creative, learning an instrument, acting in a play, writing a short story, etc. As long as you can argue it is creative (since you have to do a report), you can use it as your creativity part. I acted in a few plays, which counted for my creativity hours. Action: Generally sports-related activity, sports in a wide sense (could be anything outdoorsy like rock-climbing or hiking). I played on my school’s varsity tennis team and that counted for my activity hours. Service: Think of this as traditional community service, you can volunteer to feed the homeless, host a fundraiser for brain cancer research, host a drive to collect prom dresses for Becca’s Closet, etc. Are Those All the Requirements to Get Your IB Diploma? No, you also need to hit certain score markers on your exams in order to get the diploma. You must score 24 points or more between all of your IB exams to get a diploma. If you score 24 points or more, you will receive your diploma if: All CAS requirements have been met. There is no "N" awarded for theory of knowledge, the extended essay, or a contributing subject. There is no grade E awarded for theory of knowledge and/or the extended essay. There is no grade 1 in any subject/level. There are no more than two grade 2s awarded (SL or HL). There are no more than three grade 3s or below awarded (SL or HL). Overall, there are no more than three grades 3 or below. At least 12 points have been gained on higher level subjects (for candidates who register for four higher level subjects, the three highest grades count). At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level). The final award committee has not given the candidate a penalty for academic misconduct. How Difficult Is It to Meet These Standards? Well, the international IB Diploma Rate (The Diploma Rate is determined by the percentage of the students who receive IB diplomas out of those who were diploma candidates) is only 80%. So, about 20% of students, who complete the IB Curriculum outlined above, do NOT receive an IB Diploma. Also, the IB Diploma Rate varies drastically between schools (some have 95% diploma rates while others have less than 5% diploma rates), so I recommend contacting the IB school you are considering attending to find out their specific diploma rate. For more information on this, check out our article on Complete List of IB Schools in the USA, by State. What’s Next? Trying to figure out what extracurricular you should do? Learn more about participating in Science Olympiad, starting a club, doing volunteer work, and joining Student Government. Studying for the SAT? Check out our complete guide to the SAT. Taking the SAT in the next month? Check out our guide to cramming. Not sure where you want to go to college? Check out our guide to finding your target school. Also, figure out your target SAT score or target ACT score. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Reasons why scientist believe the global climate is in the state of Essay

Reasons why scientist believe the global climate is in the state of crisis - Essay Example Earth’s energy budget constitutes the shortwave radiation net flow into the earth from the sun and the long wave radiation out to space. The weather and climate experienced on Earth are determined by the amount and distribution of incoming radiation from the sun. For an equilibrium climate, outgoing long wave radiation (OLR) necessarily balances the incoming absorbed solar radiation (ASR). However, there is a great deal of fascinating atmosphere, ocean, and land phenomena that couple the two. Greenhouse gas warming is caused by a shift in this balance where OLR is reflected back to the surface by the atmosphere. This reflection is due to the presence of heat-trapping gases (greenhouse gases) in the atmosphere. These gases include: carbon dioxide, methane and nitrous oxide. Naturally this reflection helps maintain the life sustaining surface temperature of the earth. Human activities have however increased the concentration of these gases; specifically carbon dioxide. Carbon dioxide concentration in the atmosphere has been building up since the advent of the industrial revolution in the mid-1700s, mainly due to the burning of fossil fuels (coal, oil, and natural gas) and the cutting down of forests. Human activities have also increased the emissions of other greenhouse gases, such as methane, nitrous oxide, and halocarbons. Halocarbon emissions come from the release of certain manufactured chemicals to the atmosphere. Examples include chlorofluorocarbons (CFCs), which were used extensively in refrigeration and for other industrial processes before their presence in the atmosphere were found to cause stratospheric ozone depletion. Methane concentration has increased mainly as a result of agriculture; raising livestock (which produce methane in their digestive tracts); mining, transportation, and use of certain fossil fuels; sewage; and decomposing garbage in landfills. About 70%

Analysis of Surveillance Systems Essay Example | Topics and Well Written Essays - 1250 words - 7

Analysis of Surveillance Systems - Essay Example The views are largely others’ views and The Economist, to a large extent, engages in reporting and discussing the features of the developments rather than criticising the systems. The other article discussed in this paper is â€Å"Trading Liberty for Illusions† by Wendy Kaminer published in the 2nd issue of the 22nd volume of the Free Inquiry Magazine. The focus of the article is broader than The Economist’s as it argues in general about all security measures and systems. The article rejects security systems as illusions and builds a strong argument against security systems on the basis that they are invasive and repressive and threats to civil liberties. The strategies used by The Economist makes its article argumentative to some extent and descriptive and expository to a large extent, whereas those employed by Kaminer makes her article more an argument. To illustrate, The Economist’s article on surveillance systems is largely a detailed account of the various developments in the ICT enabled surveillance systems, their features and how they promise to deliver greater and more effective security systems. An example it gives is of security systems capable of studying biometric features or physiological posture and movements. Another is of a system that can identify not only suspicious behavior but also correlate them to their contexts to help determine whether a particular action or a person is actually a threat. However, Kaminer uses examples of various security systems, both historical and current, not to focus on their description and development, but to use them as evidence to support her thesis and advance her argument tha t security measures have been only illusions and tramped on liberties.

Competition Bikes Inc. Storyline Essay Example for Free

Competition Bikes Inc. Storyline Essay To: Vice President The following is a summary report to recommend whether Competition Bikes should change its traditional costing method to activity based costing, and an analysis of the breakeven point with regards to sales units and dollars for both CarbonLite and Titanium bikes. It also discusses the impacts to the breakeven point. The cost-volume-profit evaluation and the traditional vs activity based costing method overhead analysis were used for the review and analysis. Traditional Based Costing vs Activity Based Costing Traditional Based Costing Method (TBC). TBC uses one rate, the overall cost of production, to estimate costs based on the revenue production created. Unlike ABC, manufacturing costs in TBC are only assigned to sold merchandises and do not account for nonmanufacturing costs such as administrative costs. This method is general not as accurate as ABC as it does not account for costs specifics to the level of products. For Competition Bikes, the company can see its manufacturing overhead is $239,020 for the Titanium bikes, and $232,380 for the CarbonLite bikes for a total of $471,400 in overhead costs. This means the unit cost for each is $713 for Titanium bikes, and $1359 for the CarbonLite bikes. Activity Based Costing Method (ABC). ABC determines and allocates cost by activities a company executes. This generally happens in four steps: identify each activity and its associated costs, both total and indirect; estimated cost driver and quantity; allocation computation; and cost allocation to the respective activity. ABC refines the way indirect costs are allocated to production and focuses on the costs of each individual activity. Costs are also further assigned to each product within the activities and each activity has its own cost driver. Because of the  specificity, active based costing provides a more accurate picture of the true costs. Direct material (DM), and direct labor (DL) are the same for each bike in using TBC or ABC. However, in using ABC, the company can break out the manufacturing overhead into factory setups, quality control, engineering services, product movements, utilities and services, and depreciation. The total for each bike using the ABC method is $590,715 for Titanium bikes, and $729,985 for CarbonLite bikes. Although the total is still the same $471,400 in overhead costs, the ABC method allows Competition Bikes to see that the Titanium bikes depreciate much faster than the CarbonLite and that it takes more utilities and services to make those bikes. Factory setups and quality control are much higher for CarbonLite bikes than those for Titanium ones. Per unit, the Titanium Bikes cost $656 each and the CarbonLite bikes cost $1460. Recommendation. It is recommended to use ABC to determine true costs associated with activities and products. This will give the company more knowledge of its finances and spending and in return by seeing a clearer picture of costs, make better decisions on funding and budget, and gain cost savings. Activity based management in Competition Bikes can use ABC to make decisions that increase profits while still meeting customer needs. Understanding where costs are going will help Competition Bikes to remove unnecessary costs and set fair price for the products. Overpricing products causes a lost in market sharing while underpricing products diminishes revenue. Better prices for consumers means more business for the company. With activity based costing, Competition Bikes will be able to determine the optimum sales units required with the sales mix of 9 Titanium bicycles produced for every 5 CarbonLite bicycles that will produce the bikes at San Diego at breakeven. The company will also be able to reevaluate activities on a regular basis to reduce future costs as well. Evaluating activities and setting sales prices are part of value engineering. Currently the company thinks it costs $1359 to make a CarbonLite bike and have set the selling price accordingly. In reality, the bikes cost $1460 to make. With a $101 difference, the company may want to adjust their selling price in future months. Using ABC also allows the company to use the Just in Time (JIT) system. This system allows ensures materials are purchased just in time to produce the products, and products are completed just in time for delivery. JIT uses the demand-pull system to receive the order, schedule production, delivered materials, and finished product delivered to the customer. This lessens the amount of excess parts and inventory saving the company money as well. Breakeven Point This analysis will evaluate the breakeven point for Competition Bikes Inc. Sales units and sales dollars will be identified for the breakeven point. These sales units and dollars will be broken down between CarbonLite and Titanium bikes. The breakeven point is used my companies to prevent loss. The Cost Volume Profit (CVP) is the tool in which to capture the breakeven point. Sometimes it is referred to as the breakeven analysis. The CVP assists the company in identifying future operation need, production costs, and expansion possibilities based on estimating costs, prices, and volumes. This profit response can help Competition Bikes determine the amount of needed sales, what products to manufacture, pricing policies, marketing strategies, and how much profit is actually needed. In this analysis we will assume that the fixed and variable costs remain constant, and that the number of units produced equals the number of units the company sells. CVP is defined by the equation Total Revenues – Total Costs = Profit. The breakeven point is the point in which the CVP equals zero or, Revenues – Expenses = 0. Meaning, the revenues cover all the costs, fixed and variable. Therefore, the CVP can be further broken down into Total Revenue – Total Fixed Costs – Total Variable Costs = Total Profit. The contribution margin is then identified by Total Revenue – Total Variable Costs (leaving out the fixed costs). Contribution Margin is important to identify the differences in each product’s profits. For Competition Bikes, the contribution margin for the Titanium bikes is $900-$679=$221. The  CarbonLite Bikes yield $1495-$1384=$111 each. Using the 450 Titanium bikes and 250 CarbonLite bikes sold, the total combined contribution margin for Competition Bikes is $127,000. That’s broken down like this: Titanium Bikes contribution margin of $221 per unit, 450 units equals $221*450, or $99,450. CarbonLite bikes contribution margin of $111 per unit, 250 units equals $27,750. Contribution margins $99,450 + $27,750 = $127,200 Total Contribution Margin. To determine the profits in more detail, we use the equation (Selling Price (per unit) * Quantity Sold) – (Variable Costs (per unit) * Quantity Sold) – Fixed Expenses = Breakeven Point (Zero). The fixed costs are the units sold * the weighted average contribution margin. The weighted average contribution margin is used to find the breakeven point and is essentially the average of contribution margin amounts per unit. The equation is Total Contribution Margin / Total Quantity Sold. For Competition Bikes, our combined weighted average contribution is $181.71. That’s $127,200/ 700 units sold (450 Titanium and 250 CarbonLite bikes) = $181.71. To establish the breakeven point, we also need to know the combined revenue and costs as well. So we calculate total revenue as the following. Titanium bikes are $900 each and 400 units sold, equals $405,000. The CarbonLite bikes are $1495 each and 250 sold which equals $373,750. Combine the $405,000 + $373,750 = $778,750 Total Combined Revenue. The variable costs for each are Titanium bikes: $679 in costs, 450 sold, which equals $305,550 or $679*450 = $305,550. CarbonLite bikes: $1384 in costs, 250 sold, which equals $346,000, or $1384*250= $346,000. The two together, $305,550 + $346,000 = $651,550 Total Combined Variable Costs. The total combined margin can also be calculated by taking $778,750 subtracting the $651,550 and it equals the same $127,200 Total Combined Margin we calculated earlier. We use this as a check and balance system here. To determine the breakeven units, we look at the fixed costs and weighted average contribution margin discussed earlier. The fixed cost for the company is $400,000. Divided by the weighted average contribution margin  181.71, we get the breakeven units for the product sales mix of 2201. The contribution margin ratio is the percentage of contribution margin to revenue. To find the contribution margin ratio, we divide the total combined margin by the total revenue. This tells us by how much the price per unit exceeds the variable cost per unit. In this scenario, Total Combined Margin $127,000 divided by Total Revenue $778,750 which is .163, or $127,000 / $778,750 = .163 Contribution Margin Ratio. Since the bikes are not equal, we must calculate a product mix in addition to the weighted average. Using the weighted average, we can calculate the breakeven point in a proportionate way using sales units and sales dollars. For sales units, we take the breakeven units for the product sales mix and multiply it by the ratio of units sold divided by the total number of unit sold. So for Titanium, the sales units at the breakeven point is [450 / 700] * 2201, or 1415 units. For CarbonLite, [250 / 700] * 2201 = 786 units. To calculate the sales dollars, we multiply the sales units by the sales price. In this instance, Titanium is 1415 units multiplied by $900 cost for each unit or, 1415 * $900 = $1,276,500. CarbonLite is 786 units multiplied by $1495 price for each unit, or 786 * $1495 = $1,175,070. The combined total sales dollars is $2,451,570 To break even, the profit must be zero. Gains and losses are equal. For Competition Bikes, the breakeven point is 1415, or $1,276,500 in Titanium bikes, and 786 CarbonLite bikes, or $1,175,070. Impacts of the Breakeven Point A2b. Based on an evaluation of cost-volume-profit, Prepare a summary report that describes the impacts to the breakeven point if company management needed to increase the cost of direct materials by 10% cost increase and needed to add $50,000 in fixed costs to the production facility. Company management has asked for a report on the impacts of increasing the  cost of direct materials by 10% and fixed costs by $50,000 in relation to the breakeven point. The contribution margin and weighted average are based in part on direct materials, or variable costs. Raising the costs by 10% is significant and will have a great impact on the company. Total Revenue is $778,750 and variable costs now $681,800. This increase is broken down by variable cost per unit to $709 for Titanium bikes, and $1551 for CarbonLite. The Contribution Margin per unit is now 191 and 44 respectively lowering the total combined contribution margin to $96,950. CarbonLite bikes contribution margin decreased from $111 to $44 per unit, over a 60% decrease. Calculated by dividing the Total Combined Contribution Margin $96,950 by the Total Units of 700, the 138.50 weighted average contribution margin per unit also dropped by 24% from 181.71. This shows how significant a 10% can be to the contribution margin. Ten percent in one area can mean much larger impact in other areas. With an increase in fixed costs to $450,000 that now brings the breakeven units for the product sales mix to 3249. We calculate this by $450,000 fixed costs divided by the lower weighed average contribution margin 138.50. This continues to affect numbers as we calculate sales units and sales dollars. Titanium bikes sales units are 450 units divided by 700 total units, multiplied by the weighted average 3249 for 2089 units. CarbonLite bike sales units are 250 units divided by the 700 total units, multiplied by the weighted average 3249, totaling 1160 sales. Sales dollars are calculated as Titanium bikes 2089 units * $900 = $1,880,100 and CarbonLite bikes as 1160 units * $1495 = $1,734,200 for a total $3,614,300. The breakeven point is now increased. Sales for Titanium bikes is now up to 2089 units, or $1,880,100 and CarbonLite bikes up to 1160 units, or $1,734,200. By raising direct costs 10% and fixed costs 13%, Competition Bikes now has to sell 674 more Titanium bikes, and 374 CarbonLite bikes to break even. That’s a 48% increase. Based on this analysis, it would be in Competition Bikes best interest to try to keep costs low. Variable and fixed costs show that a small increase can significantly impact the company’s breakeven point. Variable costs have a higher impact than fixed costs. Direct costs per unit should be specifically addressed in reducing costs as well as increasing sales.

Education Philosophy Essay -- Educating Educational Teacher Teaching E

Education Philosophy The purpose of public education is to enable students to be contributing members of society. Without it, the world would not be as we know it today in a very intelligent and complex society. Education is important in very many ways, probably too many to be listed. But I believe that among all other things that it allows students, by being educated, to live their lives in a way in which they can be successful in whatever they do. By learning about the trials and errors of those who came before us permits students to make well thought out decisions later on in their life. I personally hope to be able to better my students' lives by educating them about the overall curriculum and standards brought about today and also relating the curriculum to real life situations that they might one day take part in. I hope that my students will understand that it is necessary to complete their assignments and get an education in order to have a happy and successful life. Because using the same routine day after day can cause a loss of interest in students, I will be flexible in my ways of teaching. I will try to use many different types of learning techniques such as group work. As far as discipline in the classroom I plan on being a teacher that when a student breaks the rules he/she will be punished for it accordingly. I believe that by doing this it will help them once they are in the real world. Hopefully I will be able to install that there...

Respiratory System Mechanics Essay

1.) When you forcefully exhale your entire expiratory reserve volume, any air remaining in your lungs is called the residual volume (RV). Why is it impossible to further exhale the RV (that is, where is this air volume trapped, and why is it trapped?) This â€Å"dead space† of air needs to stay in your lungs constantly; otherwise the lung will completely deflate. If the lung has every bit of air sucked out of it, it will collapse and need to be re-inflated. 2.) How do you measure a person’s RV in a laboratory? By the air remaining in the lung 3.) Draw a spirogram that depicts a person’s volumes and capacities before and during a significant cough. Additional Questions for Activity 1. The following questions refer to Activity 1: Measuring Respiratory Volumes and Calculating Capacitates 1.) What would be an example of an everyday respiratory event the ERV button Stimulates? forced expiration 2.) What additional skeletal muscles are utilized in an ERV activity? abdominal-wall muscles and the internal intercostal muscles contract 3.) What was the FEV1 (%) at the initial radius of 5.00 mm? 73.9% 4.) What happened to the FEV1 (%) as the radius of the airways decreased? How well did the results compare with your prediction? FEV1 (%) decreased proportionally with the radius 5.) Explain why the results from the experiment suggest that there is an obstructive, rather than a restrictive, pulmonary problem. The FEV1 (%) decreased proportionally as the radius decreased, characteristic of an obstructive pulmonary problem Activity 2 Comparative Spriometry Chart 2: Spirometery Results Patient Type TV (ml) ERV (ml) IRV (ml) RV (ml) FVC (ml) TLC (ml) FEV1 (ml) FEV1 (%) Normal 500 1500 3000 1000 5000 6000 4000 80% Emphysema 500 750 2000 2750 3250 6000 1625 50% Acute asthma attack 300 750 2700 2250 3750 6000 1500 40% Plus inhaler 500 1500 2800 1200 4800 6000 3840 80% Moderate exercise 1875 1125 2000 1000 ND 6000 ND ND Heavy exercise 3650 750 600 1000 ND 6000 ND ND 1.) Why is residual volume (RV) above normal in a patient with emphysema? The lungs empty slower than normal. 2.) Why did the asthmatic patient’s inhaler medication fail to return all volumes and capacities to normal values right away? The smooth muscle in the bronchioles didn’t return to normal plus mucus still blocks the airway. 3.) Looking at the spirograms generated in this activity, state an easy way to determine whether a person’s exercising effort is moderate or heavy. The more rapid the lines the more heavier the exercise. Additional Questions for Activity 2. The following questions refer to Activity 2 Comparative Spirometry 1.) What lung values changed (From those of the normal patient) in the spirogram when the patient with emphysema was selected? Why did these values change as they did? How well did the results compare with your prediction? ERV, IRV, RV, FVC, FEV, and FEV1 (%) all changed; these are due to the loss of elastic recoil 2.) Which of these two parameters changed more for the patient with emphysema, the FVC or the FEV1? FEV1 decreased significantly more 3.) What lung values changed (from those of the normal patient) in the spirogram when the patient experiencing an acute asthma attack was selected? Why did these values change as they did? How well did the results compare with your prediction? TV, ERV, IRV, RV, FVC, FEV1, and FEV1 (%) all changed; due to restriction of the airways 4.) How is having an acute asthma attack similar to having emphysema? How is it different? Similar because obstructive diseases characterized by increased airway resistance; Different because more difficult to exhale with emphysema that with asthma 5.) Describe the effect that the inhaler medication had on the asthmatic patient. Did all the spirogram values return to â€Å"normal†? Why do you think some values did not return all the way to normal? How well did the results compare with your prediction? Returned to normal were TV, ERV, FEV1 (%); smooth muscles in the bronchioles didn’t return to normal blue mucus still blocks the airway 6.) How much of an increase in FEV1 do you think is required to be considered significantly improved by the medication? 10-15% improvement 7.) With moderate aerobic exercise, which changed more from normal breathing, the ERV or the IRV? How well did the results compare with your prediction? IRV changed more with moderate activity 8.) Compare the breathing rates during normal breathing, moderate exercise, and heavy exercise. TV increased over normal breathing with both moderate and heavy exercise. Activity 3. Effect of Surfactant and Intrapleural Pressure on Respiration Chart 3: Effect of Surfactant and Intrapleural Pressure on Respiration Surfactant Intrapleural pressure left (atm) Intrapleural pressure right (atm) Airflow left (ml.min) Airflow right (ml/min) Total Airflow (ml/min) 0 -4 -4 49.69 49.69 99.38 2 -4 -4 69.56 69.56 139.13 4 -4 -4 89.44 89.44 178.88 0 -4 -4 49.64 49.64 99.38 0 0.00 -4 0.00 49.64 49.69 0 0.00 -4 0.00 49.69 49.69 0 -4 -4 49.69 49.69 99.38 1.) Why is normal quiet breathing so difficult for premature infants? They don’t have much surfactant. 2.) Why does a pneumothorax frequently lad to atelectasis? If the lungs are broken down mechanically, then the chances of developing increased. Additional Questions for Activity 3 The following questions refer to Activity 3: Effect of Surfactant and Intrapleural Pressure on Respiration 1.) What effect does the addition of surfactant have on the airflow? How well did the results compare with your prediction? AIrflow increases because resistance is reduced 2.) Why does surfactant affect airflow in this manner? It decreases surface tension in the alveoli making it easier for the alveoli to increase surface area for gas exchange. 3.) What effect did opening the valve on the left lung? Why does this happen? The lung collapses because the pressure in the pleural cavity was less than the intrapulmonary pressure; air flows from the lungs, causing it to collapse 4.) What effect on the collapsed lung in the left side of the glass bell jar did you observe when you closed the valve? How well did the results compare with your prediction? It caused the lung to collapse because the pressure in the pleural cavity is less than the intrapulmonary pressure. Air flows from the lungs causing the collapse of the lung. 5.) What emergency medical condition does opening the left valve simulate? A collapsed lung (pneumothorax) is a buildup of air in the space between the lung and the chest wall (pleural space). As the amount of air in this space increases, the pressure against the lung causes the lung to collapse 6.) In the last part of the activity, you clicked the Reset button to draw the air out of the intrapleural space and return the lung to its normal resting condition. What emergency procedure would be used to achieve this result if these were the lungs in a living person? A chest by insertion of tube to draw air out of pleural cavity and restore the pressure gradient 7.) What do you think would happen when the valve is opened if the two lungs were in a single large cavity rather than separate cavities? If both lung were in a single large cavity rather than separate cavity when valve was open the entire lung will collapse and there will be no extra lung to breath with and death would occur much sooner.

The Truth Without All The Facts

The main problem with A Doomsday Reader: Prophets, Predictors, and Hucksters of Salvation, edited by Ted Daniels, is that this work is intended as a guidebook or compendium of sorts for a reader concerned with prophecy and Christian salvation. However, Daniels consigns his work to the inferior status of the lofty dissertation, or more accurately, an extensive annotated bibliography for a term paper, of this contentious subject by his choice of style and configuration.This main hindrance, which appears to actually have been purposeful, comes from the format for which Daniels chooses to present information to his reader and openly excludes any contradictory statements to further support or refute his assembled facts.To begin with, Daniels constructs Doomsday as a three-parter, with Part One highlighting the religious and political philosophies behind secular enlightenment, Part Two illustrating the evil lurking within those political and religious realms, and Part Three relating the tr agic results, all well-known and controversial events, and how chaos originated by the all-consuming, apocalyptic movement known as the Revelation.In the Introduction, Daniels spends a few discerning pages explaining his definition, literally and figuratively, for the critical terms a reader might come across when researching Christian prophecy and Revelation. Then, after a short explanation of his theory â€Å"that apocalypticism†¦is inherently political and that [a reader] might come to understand it better by taking that aspect of it fully into account† (Daniels 15), the book begins with his collection of essays and carefully constructed footnotes on his topics.However, Daniels’ theory is more or less left behind as the reader becomes disoriented by the essays and assembled information. His thesis, which he shrewdly never states in its entirety has a fundamental problem that he attempts to ignore by presenting his information as pure fact, with nothing to dispu te, deny, or, for that matter, confirm. And, because he offers no further insight into his claim, it can only be accepted as is, as fact, and while his chapters do provide a focus on his theory, they do nothing to prove anything other than to illustrate that he is more than adept in compiling facts to suit his purpose.For example, in Part One, Daniels highlights two main examples of leaders, Karl Marx and Adolf Hitler, who politically enforced their ideals for secular millenarianism, or, as Daniels has chosen to refer to it, the apocalyptic movement. Daniels uses Marxism to show how â€Å"like earlier apocalyptic ideologies†¦the interaction of opposing forces—in this case, labor and capital—drives events in the world† (56).It is a deceitful method of relating the truth, because apocalyptic ideologies, which he defines in his Introduction as â€Å"a struggle between the forces of good and evil† (4) focus on spirituality and redemption, not jobs and mo ney, but he is clever not to mention this again because Marxism would then have nothing to do with his point at this moment. Now, the facts cannot be denied that Hitler was indeed a bad man, but in truth, his position was one of purification, of ridding the world of the tainted race, the â€Å"ape-men† (65) and was not about religious enlightenment.Daniels gets around this fact by offering that â€Å"Hitler’s program combined two related elements common to many apocalyptic movements: revenge and purity† (70). With that said, a reader can be led to believe, because of Daniels’ previous definition for apocalypse as basically anything or any movement that has the potential to destroy the world, that Hitler could be very much an averted anti-Christ. With no other testimony or evidence contrary to this, a reader is forced to accept Daniels’ claim as fact.Now, the biggest problem with his thesis comes from his claim that the apocalyptic nature inherent i n all people is caused or, more succinctly, manufactured, by politics. By saying this, Daniels is expunging the reality and responsibility from people who knowingly commit suicide thinking that their salvation is at hand if they choose to follow the best salesman. To follow, dumbly and blindly without question because someone believes glory comes with a sacrifice like suicide (which is ironically the greatest of all sins, according to Christian religion) is not something that can be placed in the broad category of political maneuvering.It can be orchestrated by a political mastermind, yes; but that political mastermind is also very nearly as blind and dumb as the herd of sheep they lead to slaughter because they too believe, without question, that their own redemption or whatever freedom they are seeking comes from controlling the lives of others, and how well they manage at the task. While this can be defined as apocalyptic nature, because it is utterly destructive, it is not inher ently political—it is inherently human.But to say that the apocalypse and the movement that will one day revolutionize the world is inherently human is perhaps too extreme for a book of this sort to delve into. Daniels is most certainly aware of the controversial nature of his subject and understands, too, how people read and react to this subject when taken as a whole. If he focused on the problem and the ultimate destruction of the world as originating from being human, a large segment of his audience would close the book in disgust because they are, instinctively, because of the nature of the topic, seeking answers.And, with an efficiency to be admired, Daniels is cleverly able to grant those answers—even if it means skipping a measure of the truth. But, with any decent argument or frankly, any decent production of information, the fact and the fiction of the accumulated information need to be presented side by side so that the fact, if it truly is fact, will stand on its own because, by its nature, fact has more power and authority than any fabrication ever will. With this method, information can be highlighted and validated at the same time.While this may work in the Encyclopedia Britannica, Daniels, is not an authorized authority on the subject and therefore requires room in his work, or at the very least, acknowledgement, for such interpretation. Otherwise, the reader is being led into the exact trap that Daniels expresses is responsible for sending cults off to commit suicide for a holy comet in Part Three. In this way, Daniels actually forbids a reader to consider their options, and instead, ironically commits the very same sin that he compiled Doomsday Reader to argue about: herding the people with cunningly used portions of fact.And, with his choice of format, Daniels also neatly removes himself from any sort of literary or spiritual criticism because he assigns himself as the editor of this work, and does not hold the mantle of the au thor. Moreover, as is his way, every chapter ends with a â€Å"Notes† section in which all sources and facts gleaned from weblogs, news, and the Bible are posted in the standard APA citation style. While this is not unusual in a reference book of this sort, it becomes a bit disconcerting when every chapter ends with two pages of sources to review.At that point, a reader is left to wonder how much, if any, of the information came from Daniels. Or, more importantly, why he chose the facts he did to illustrate whatever version of the truth he hopes to prove. But with a topic this controversial and completely emotional and sacred for a great deal of the religious community, fact needs to be presented with disconcerting arguments as well, or at least offer in his extensive Works Cited, since he took the time to make it happen, authors or websites that offer some form of skepticism.In this manner, Daniels is able to present all of the related information on this subject without eve r being forced to declare his position or specify an exact opinion. But, more importantly, Daniels never offers any information to refute his truths either, so for that reason alone, Daniels is removing himself and his information from interpretation because the method he uses presents everything as fact. His sources, as they are quoted, are to be accepted and believed as fact, no questions asked, no tokens granted.Overall, while Daniels attempted to compile a compendium of information for the reader interested in prophecy or the Revelation, his theories and ideas are hardly presented at all, unless a reader gives the same weight to the slightly audacious Introduction, which offers his brief, indeterminate premise for creating and organizing his work. And, by choosing so specific a format for assembling his work, his information can be taken no other way, especially because every chapter, and very nearly every paragraph, ends with a footnote, and not an opinion.It is his chosen form at that lends to an attitude of distrust from a reader because Daniels cannot be taken fully and with complete authority on such a controversial theme. If anything, Doomsday Reader serves more as a tidy and eloquent annotated bibliography for a term paper than as the foremost guidebook for understanding prophecy and the terms required by the Bible for Christian salvation. Works Cited. Daniels, Ted, Ed. A Doomsday Reader: Prophets, Predictors, and Hucksters of Salvation. New York: New York UP, 1999.

quot;Identifying Misleading Information In An Argumentquot; Coursework

quot;Identifying Misleading Information In An Argumentquot; Coursework Identifying Misleading Information In An Argument – Coursework Example Identifying Misleading Information Affiliation Identifying Misleading Information From the arguments presented, the information and statistics used are accurate. The topic on the effects of drugs on the American society can be researched as the same statistics presented can be emulated. In addition, the statistics are obtained from credible sources. Beins & Beins (2012) assert that the source of statistical data depict the validity and accuracy. Consequently, the arguments presented has effectively persuaded me. This is based on both the structure and argument of the argument. The argument commences with the stating on the dire effects of drug abuse on the society. The argument is then supported by the provision of reliable statistics. The effects of drug abuse are further stated as well statistics supporting the idea provided. This allows for the reader to understand the scope of the argument in an accurate statistical presentation. In my position, the validity of my arguments are determined by my ability to provide statistics to support the ideas. Beins & Beins (2012) are of the assumption that to increase the ability on an audience to positively perceive an argument, the speaker should be able to provide arguments that can be statistical supported. For instance, I was provided with the responsibility of providing argument on the negative ideas of taking prescribed medical drugs. My audience could only agree with the argument provided after the provision of supporting statistics. In addition, from the obtained statistics one is able to develop the research based on the conclusion derived from accurately obtained data.ReferenceBeins, B. & Beins, A. (2012). Effective Writing in Psychology: Papers, Posters and Presentations. New York: John Wiley & Sons.

How to Write a Proposal

How to Write a Proposal How to Write a Proposal How to Write a Proposal By Mark Nichol Writing a proposal is similar to but not exactly the same as crafting a persuasive essay or producing a report. Here are suggestions for developing a proposal, including some pertinent to its specific purpose. 1. A proposal should define a problem and describe a solution that will persuade busy, thrifty, skeptical readers to support it. 2. Employ facts, not opinions, to bolster the argument for approval. Research similar plans or projects and cite them, emphasizing their successes and/or how your proposal resolves the weaknesses, omissions, or mistaken priorities apparent in them. 3. Analyze your plan or project, demonstrating possible outcomes. If possible, model a small-scale version of the plan or project, report on the results, and extrapolate how the full-scale plan or project will turn out based on the test. 4. Any discussion of financial or other resources should be conducted carefully and should present a realistic picture of the expense required. 5. Be meticulous in writing, editing, and design of the proposal. Revise as necessary to make it clear and concise, ask others to critique and edit it, and make sure the presentation is attractive and engaging as well as well organized and helpful. A proposal should include the following elements: Executive Summary: State the rationale for putting the proposal into effect, and summarize the proposal. (This allows a decision maker to quickly get the gist of the proposal, hence the name.) Statement of Need: Detail why the plan or project the proposal recommends is necessary. Project Description: Explain specifics of the plan or project, and how it will go into effect and how it will be evaluated. Budget Analysis: Provide and explain how the plan or project will be financed and categorize and annotate operating expenses. Organization Details: If the proposal is being submitted to an outside party, provide information about the beneficiary organization, including its mission, its stakeholders and who its serves, and the scope of its programs and services. Conclusion: Summarize the proposal’s main points. 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 Business Writing category, check our popular posts, or choose a related post below:Inquire vs EnquireUsing the Active Voice to Strengthen Your WritingHonorary vs. Honourary

Revelation by Flannery O'Connor Essay Example | Topics and Well Written Essays - 500 words

Revelation by Flannery O'Connor - Essay Example Additionally, the Christian nature of Mrs. Turpin expects her to be a caring people, but real Mrs. Turpin is someone who cares only for herself. To this extent, she is expected to show some concern to Mary Grace due to her health condition. On the contrary, the real Mrs. Turpin shows a high degree of inconsistency with her Christian faith. This is well illustrated when she asks Mary what she thought she was. Moreover, through Mary, Mrs. Turpin is reflected a naturally self-absorbed person. Instead of showing some concern on the health condition of the girl, Mrs. Turpin only recognizes the attitude and actions of Mary Grace towards her. The first turning point is when Mary Grace challenges Mrs. Turpin’s ability to communicate with God or God’s message and asks her to go to hell. At this point, Mrs. Turpin shouts the name of Jesus; Mary’s eyes got violent. As the conversation continued, Mary Grace began to lose patience with Mrs. Turpin and her mother. She suddenly slams her book shut and looked at Mrs. Turpin violently. Mary Grace’s eye is compared to an unnatural light that is lights night road signs. The comparison of road signs in the night is a reflection the ability of Mary Grace to send some guiding revelation message to Mrs. Turpin. At this time, Mrs. Turpin how it is useless to help people like the white trash woman. Her mind ransacks of this issue, Mary’s eyes are still glued at her, and they reflected some agency of some actions lingering in her mind. Immediately, Mary’s eyes stopped rolling and focused on Mrs. Turpin. They were now much brighter than before. Mary Grace’s eyes are just compared with a tightly closed door that has opened to admit air and light. Nonetheless, the openness described in Mary Grace’s eyes allows Mrs. Turpin to realize that there was a need for relation. This encounter and Mary’s action and reaction to Mrs. Turpin are a turning point in Mrs. Turpin’s life since it goes