War Upon A Plant

War Upon A Plant The War Upon A Plant Within the last century our government has established laws against certain substances and chemicals labeled drugs. These drugs are often used for recreational use and can have dangerous side affects. Substances within this category include cocaine, methamphetamines, heroin, lsd, and marijuana. Marijuana being illegal is a controversial subject with many advocates petitioning for legalization. Many countries around the world have made marijuana legal and accessible. In Holland marijuana and hashish (a product made of concentrated marijuana into a brown hard chunk which is smoked or eaten) are openly sold in shops and restaurants. Canada and Austria have made laws prohibiting the production of marijuana for sale, allowing for personal consumption. I personally have been to shops in Europe where seeds for personal cultivation are sold. I also have a friend in Salzburg who grows his own marijuana plants but does not sell the product. I am one person who does not agr ee with the laws that prohibit the marijuana plant.English: Four ounces of low-grade marijuana, usual...If marijuana were legalized our country would experience many positive side effects with few negative concerns.The plant known as marijuana has been used among human cultures for thousands of years. Marijuana has been used in many forms: eaten, smoked, used in clothing and rope productions, and even religious rituals and ceremonies. Marijuana is considered a recreational drug, often compared to alcohol and tobacco. When consumed marijuana often has mental and physical affects upon the consumer, causing relaxation and inducing hunger. The side effects of marijuana are not many, long term use has show to decrease memory and in some cases harm the lungs and liver. In certain cases, when marijuana is smoked, the user can experience slow reaction in thought and loss of decisive capabilities. Marijuana is not proven to have any cancer causing...

The 28 Critical SAT Math Formulas You MUST Know

The 28 Critical SAT Math Formulas You MUST Know SAT / ACT Prep Online Guides and Tips The SAT math test is unlike any math test you’ve taken before. It’s designed to take concepts you’re used to and make you apply them in new (and often strange) ways. It’s tricky, but with attention to detail and knowledge of the basic formulas and concepts covered by the test, you can improve your score. So what formulas do you need to have memorized for the SAT math section before the day of the test? In this complete guide, I'll cover every critical formula you MUST know before you sit down for the test. I'll also explain them in case you need to jog your memory about how a formula works. If you understand every formula in this list, you'll save yourself valuable time on the test and probably get a few extra questions correct. Formulas Given on the SAT, Explained This is exactly what you'll see at the beginning of both math sections (the calculator and no calculator section). It can be easy to look right past it, so familiarize yourself with the formulas now to avoid wasting time on test day. You are given 12 formulas on the test itself and three geometry laws. It can be helpful and save you time and effort to memorize the given formulas, but it is ultimately unnecessary, as they are given on every SAT math section. You are only given geometry formulas, so prioritize memorizing your algebra and trigonometry formulas before test day (we'll cover these in the next section). You should focus most of your study effort on algebra anyways, because geometry has been de-emphasized on the new SAT and now makes up just 10% (or less) of the questions on each test. Nonetheless, you do need to know what the given geometry formulas mean. The explanations of those formulas are as follows: Area of a Circle $$A=Ï€r^2$$ Ï€ is a constant that can, for the purposes of the SAT, be written as 3.14 (or 3.14159) r is the radius of the circle (any line drawn from the center point straight to the edge of the circle) Circumference of a Circle $C=2Ï€r$ (or $C=Ï€d$) d is the diameter of the circle. It is a line that bisects the circle through the midpoint and touches two ends of the circle on opposite sides. It is twice the radius. Area of a Rectangle $$A = lw$$ l is the length of the rectangle w is the width of the rectangle Area of a Triangle $$A = 1/2bh$$ b is the length of the base of triangle (the edge of one side) h is the height of the triangle In a right triangle, the height is the same as a side of the 90-degree angle. For non-right triangles, the height will drop down through the interior of the triangle, as shown above. The Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a right triangle, the two smaller sides (a and b) are each squared. Their sum is the equal to the square of the hypotenuse (c, longest side of the triangle). Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has two sides that are equal in length and two equal angles opposite those sides. An isosceles right triangle always has a 90-degree angle and two 45 degree angles. The side lengths are determined by the formula: $x$, $x$, $x√2$, with the hypotenuse (side opposite 90 degrees) having a length of one of the smaller sides *$√2$. E.g., An isosceles right triangle may have side lengths of $12$, $12$, and $12√2$. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle describes the degree measures of the triangle's three angles. The side lengths are determined by the formula: $x$, $x√3$, and $2x$ The side opposite 30 degrees is the smallest, with a measurement of $x$. The side opposite 60 degrees is the middle length, with a measurement of $x√3$. The side opposite 90 degree is the hypotenuse (longest side), with a length of $2x$. For example, a 30-60-90 triangle may have side lengths of $5$, $5√3$, and $10$. Volume of a Rectangular Solid $$V = lwh$$ l is the length of one of the sides. h is the height of the figure. w is the width of one of the sides. Volume of a Cylinder $$V=Ï€r^2h$$ $r$ is the radius of the circular side of the cylinder. $h$ is the height of the cylinder. Volume of a Sphere $$V=(4/3)Ï€r^3$$ $r$ is the radius of the sphere. Volume of a Cone $$V=(1/3)Ï€r^2h$$ $r$ is the radius of the circular side of the cone. $h$ is the height of the pointed part of the cone (as measured from the center of the circular part of the cone). Volume of a Pyramid $$V=(1/3)lwh$$ $l$ is the length of one of the edges of the rectangular part of the pyramid. $h$ is the height of the figure at its peak (as measured from the center of the rectangular part of the pyramid). $w$ is the width of one of the edges of the rectangular part of the pyramid. Law: the number of degrees in a circle is 360 Law: the number of radians in a circle is $2Ï€$ Law: the number of degrees in a triangle is 180 Gear up that brain because here come the formulas you have to memorize. Formulas Not Given on the Test For most of the formulas on this list, you'll simply need to buckle down and memorize them (sorry). Some of them, however, can be useful to know but are ultimately unnecessary to memorize, as their results can be calculated via other means. (It's still useful to know these, though, so treat them seriously). We've broken the list into "Need to Know" and "Good to Know," depending on if you are a formula-loving test taker or a fewer-formulas-the-better kind of test taker. Slopes and Graphs Need to Know Slope formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the slope of the line that connects them: $$(y_2 - y_1)/(x_2 - x_1)$$ The slope of a line is the ${\rise (\vertical \change)}/ {\run (\horizontal \change)}$. How to write the equation of a line The equation of a line is written as: $$y = mx + b$$ If you get an equation that is NOT in this form (ex. $mx-y = b$), then re-write it into this format! It is very common for the SAT to give you an equation in a different form and then ask you about whether the slope and intercept are positive or negative. If you don’t re-write the equation into $y = mx + b$, and incorrectly interpret what the slope or intercept is, you will get this question wrong. m is the slope of the line. b is the y-intercept (the point where the line hits the y-axis). If the line passes through the origin $(0,0)$, the line is written as $y = mx$. Good to Know Midpoint formula Given two points, $A (x_1, y_1)$, $B (x_2, y_2)$, find the midpoint of the line that connects them: $$({(x_1 + x_2)}/2, {(y_1 + y_2)}/2)$$ Distance formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the distance between them: $$√[(x_2 - x_1)^2 + (y_2 - y_1)^2]$$ You don’t need this formula, as you can simply graph your points and then create a right triangle from them. The distance will be the hypotenuse, which you can find via the Pythagorean Theorem. Circles Good to Know Length of an arc Given a radius and a degree measure of an arc from the center, find the length of the arc Use the formula for the circumference multiplied by the angle of the arc divided by the total angle measure of the circle (360) $$L_{\arc} = (2Ï€r)({\degree \measure \center \of \arc}/360)$$ E.g., A 60 degree arc is $1/6$ of the total circumference because $60/360 = 1/6$ Area of an arc sector Given a radius and a degree measure of an arc from the center, find the area of the arc sector Use the formula for the area multiplied by the angle of the arc divided by the total angle measure of the circle $$A_{\arc \sector} = (Ï€r^2)({\degree \measure \center \of \arc}/360)$$ An alternative to memorizing the â€Å"formula† is just to stop and think about arc circumferences and arc areas logically. You know the formulas for the area and circumference of a circle (because they are in your given equation box on the test). You know how many degrees are in a circle (because it is in your given equation box on the text). Now put the two together: If the arc spans 90 degrees of the circle, it must be $1/4$th the total area/circumference of the circle because $360/90 = 4$. If the arc is at a 45 degree angle, then it is $1/8$th the circle, because $360/45 = 8$. The concept is exactly the same as the formula, but it may help you to think of it this way instead of as a â€Å"formula† to memorize. Algebra Need to Know Quadratic equation Given a polynomial in the form of $ax^2+bx+c$, solve for x. $$x={-b ±Ã¢Ë†Å¡{b^2-4ac}}/{2a}$$ Simply plug the numbers in and solve for x! Some of the polynomials you'll come across on the SAT are easy to factor (e.g. $x^2+3x+2$, $4x^2-1$, $x^2-5x+6$, etc), but some of them will be more difficult to factor and be near-impossible to get with simple trial-and-error mental math. In these cases, the quadratic equation is your friend. Make sure you don't forget to do two different equations for each polynomial: one that's $x={-b+√{b^2-4ac}}/{2a}$ and one that's $x={-b-√{b^2-4ac}}/{2a}$. Note: If you know how to complete the square, then you don't need to memorize the quadratic equation. However, if you're not completely comfortable with completing the square, then it's relatively easy to memorize the quadratic formula and have it ready. I recommend memorizing it to the tune of either "Pop Goes the Weasel" or "Row, Row, Row Your Boat". Averages Need to Know The average is the same thing as the mean Find the average/mean of a set of numbers/terms $$\Mean = {\sum \of \the \terms}/{\number \of \different \terms}$$ Find the average speed $$\Speed = {\total \distance}/{\total \time}$$ Probabilities Need to Know Probability is a representation of the odds of something happening. $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ Good to Know A probability of 1 is guaranteed to happen. A probability of 0 will never happen. Percentages Need to Know Find x percent of a given number n. $$n(x/100)$$ Find out what percent a number n is of another number m. $$(n100)/m$$ Find out what number n is x percent of. $$(n100)/x$$ Trigonometry Trigonometry is a new addition to the new 2016 SAT math section. Though it makes up less than 5% of math questions, you won't be able to answer the trigonometry questions without knowing the following formulas. Need to Know Find the sine of an angle given the measures of the sides of the triangle. $sin(x)$= Measure of the opposite side to the angle / Measure of the hypotenuse In the figure above, the sine of the labeled angle would be $a/h$. Find the cosine of an angle given the measures of the sides of the triangle. $cos(x)$= Measure of the adjacent side to the angle / Measure of the hypotenuse In the figure above, the cosine of the labeled angle would be $b/h$. Find the tangent of an angle given the measures of the sides of the triangle. $tan(x)$= Measure of the opposite side to the angle / Measure of the adjacent side to the angle In the figure above, the tangent of the labeled angle would be $a/b$. A helpful memory trick is an acronym: SOHCAHTOA. Sine equals Opposite over Hypotenuse Cosine equals Adjacent over Hypotenuse Tangent equals Opposite over Adjacent SAT Math: Beyond the Formulas Though these are all the formulas you’ll need (the ones you’re given as well as the ones you need to memorize), this list doesn't cover every aspect of SAT Math.You’ll also need to understand how to factor equations, how to manipulate and solve for absolute values, and how to manipulate and use exponents, and much more. These topics are all covered here. Another important thing to remember is that while memorizing the formulas in this article that aren't given to you on the test is important, knowing this list of formulas doesn't mean you're all set for SAT Math. You also need to practice applying these formulas to answer questions, so that you know when it makes sense to use them. For instance, if you're asked to calculate how likely it is that a white marble would be drawn from a jar that contains three white marbles and four black marbles, it's easy enough to realize you need to take this probability formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ and use it to find the answer: $\text"Probability of a white marble" = {\text"number of white marbles"}/{\text"total number of marbles"}$ $\text"Probability of a white marble" = 3/7$ On the SAT math section, however, you will also run into more complex probability questions like this one: Dreams Recalled During One Week None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 The data in the table above were produced by a sleep researcher studying the number of dreams people recall when asked to record their dreams for one week. Group X consisted of 100 people who observed early bedtimes, and Group Y consisted of 100 people who observed later bedtimes. If a person is chosen at random from those who recalled at least 1 dream, what is the probability that the person belonged to Group Y? A) $68/100$ B) $79/100$ C) $79/164$ D) $164/200$ There's a lot of information to synthesize in that question: a table of data, a two-sentence long explanation of the table, and then, finally, what you need to solve for. If you haven't practiced these kinds of problems, you won't necessarily realize that you'll need that probability formula you memorized, and it might take you a few minutes of fumbling through the table and racking your brain to figure out how to get the answer- minutes that you now can't use on other problems in the section or to check your work. If you have practiced these kinds of questions, however, you'll be able to quickly and effectively deploy that memorized probability formula and solve the problem: This is a probability question, so I'll probably (ha) need to use this formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ OK, so the number of desired outcomes is anyone in Group Y who remembered at least one dream. That's these bolded cells: None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 And then the total number of possible outcomes is all people who recalled at least one dream. To get that, I have to subtract the number of people who didn't recall at least one dream (36) from the total number of people (200). Now I'll plug it all back into the equation: $\text"Probability of an outcome" = {11+68}/{200-36}$ $\text"Probability of an outcome" = {79}/{164}$ The correct answer is C) $79/164$ The takeaway from this example: once you've memorized these SAT math formulas, you need to learn when and how to use them by drilling yourself on practice questions. What's Next? Now that you know the critical formulas for the SAT, it might be time to check out the complete list of SAT math knowledge and know-how you'll need before test day. And for those of you with particularly lofty score goals, check out our article on How to an 800 on the SAT Math by a perfect SAT-Scorer. Currently scoring in the mid-range on math? Look no further than our article on how to improve your score if you're currently scoring below the 600 range. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Third World War-- the Cold War Essay Example | Topics and Well Written Essays - 1000 words

The Third World War-- the Cold War - Essay Example During the cold war period, the third world suffered more than those two countries. Beginning of the Cold War After the end of the World War II, there was a race between the United States and the Soviet Union to be the superpower in the whole world. This conflict started from 1945 onwards and it lasted for over 45 years till 19911. This is known as the Cold War. The two superpowers tried their best to dominate the world in their own way which suited their interest. As a result, when both these countries confronted each other in any part of the world, there was a sense of tension between them. This was mainly due to the fact that both of them were aware of each other’s power. However, both the US and the USSR never broke into any kind of a direct war. And since there was no â€Å"hot† war between them, it is known as the cold war2. The cold war had impact on more parts of the world than the World War II. There were real wars in many parts of the world due to the cold war . With the use of the nuclear weapons during the World War II, many people had this fear that this might lead to the third world war, which did not happen fortunately. Otherwise, with the nuclear weapons available to both these nations, they are capable of destroying the whole world, not once but many times. During the Second World War both these countries joined their hands and were able to defeat the Germans. But after this, the quest to become the superpower of the world started between these two nations. Interestingly, they were very much familiar with each other’s power. As a result, none of them did actually break down into a direct state of war. Truman Doctrine and the role of containment On March 12, 1947, the president of the U.S. gave a speech to a joint session of congress. He addressed the state of global affairs while he did not discuss anything regarding â€Å"containment† being a strategic concept3. He pointed towards the economic need of Greece and Turk ey. This proposal for economic assistance was termed as â€Å"Truman Doctrine†. The Greek government has asked for an urgent help from the U.S., both financially and economically. Greece, being not a rich country was under tremendous economic pressure. As a result of the invasions by the foreign nations they were in a state of bother. They were in such a condition that they did not have funds for food, cloth and shelter. Same was the case with Turkey, but it was somehow in a better position than Greece4. The main objective of the foreign policy of the U.S. was to create such conditions so that they can be in a state of harmony with other nations. For this reason, the U.S. participated in an immense way in the creation of the United Nations. The main objective of the United Nations was to arrange freedom for all its members5. It started a new relationship with the Soviet Union and the world. The Truman Doctrine described urgency on the part of the U.S. to help Greece and on th e same hand, to stop the spread of communism. With this foreign policy the U.S. was trying to earn the support of their people showing their mercy character towards others. Eventually it was also a way towards making them a leader in front of the world. Great Britain being unable to help out Greece and Turkey, the U.S. had taken this opportunity to look for extending their help to other poor nations with sole motive of acquiring them. U.S. accomplishments The United States has a very interesting history regarding the invasions it made in the past. There was a

Old Smoke Essay Example | Topics and Well Written Essays - 750 words

Old Smoke - Essay Example Thus, the best thing Charles Renfold should do would be to first ask Frank and Alice if they would not mind smoking at another area and bring up Darlene’s concern about the smell of old smoke and being under the weather. If they would not mind doing so in relation to the knowledge of the report being urgent and Darlene not feeling quite well, then the case is closed. However, if Frank and Alice pushes for their right while Darlene confesses how she cannot stand it, then it would be best for Charles to do it on his own if he wishes to reach the deadline. With this situation causing a delay in work outputs that are asked of each employee, I think there is a need to implement a specialized rule on smoking within their company. Aside from allocating an area for smokers to smoke, it would be good to know if there are employees who might be sensitive to old smoke fumes. If there are, including Darlene, it would be wise to transfer them into a nonsmoker room wherein they would not get distracted or feel ill about inhaling old smoke that affects their productivity at work. This decision is wise as it does not only respect the rights of nonsmokers but at the same time for smokers as well, thus, preventing rallies or ill feelings in the office. This case of Darlene being given a leeway for reaching deadlines or being assigned to a certain job output is reasonable because of a health related reason which associates the smell of old smoke to her feeling ill. We all know that even though Darlene does not inhale direct smoke coming from Alice and Frank’s cigarettes, the smoke fume that sticks to their bodies or clothes can still cause this uncomfortable feeling for nonsmokers especially Darlene. However, if what bothers Darlene is not old smoke but the smell of Alice’s perfume or Frank’s body odor, then it is a whole different story. This is

Student visas problem Essay Example for Free

Student visas problem Essay Abstract American by no means is the world’s superpower. The country is very advanced in many aspects like education, technology, business and Research with prestigious learning institutions like the renowned Harvard University. For these reasons student across the globe strive to come to the US and get their education from here. In most cases the various graduates of the American colleges and Universities always stand a higher chance of getting employment into their careers. Graduates from the American educational system are highly regarded as extremely qualified and can also be integrated by employers anywhere in the world. (http://www. hothousemedia. com) Unfortunately most foreign students who come to the US on student Visas end up not pursuing education but take advantage of the various loopholes to remain in the country illegally. With the increased issue about terrorism, most terrorist have taken advantage of the student visas to gain entry into the American Soil where they pursue their own terrorist activities that endanger the lives of the Americans: for example one of the terrorist involved with the 9/11 attack is said to have been a student on such a Visa. For this particular reason the authorities in American have tightened the rules and regulations that govern the acquisition of these Visas. To acquire a student visa today is extremely difficult than before and many aspiring students are denied the opportunity to study in the US because of these restrictions. However, from the American point of view it is justifiable because the security of the country comes first before anything else. (www. unitedstatesvisas. gov). The students on the other hand are not able to understand these issues, and more or less view it as one of the hindrance of them acquiring the much sought after American Education. To acquire the student visas the American immigration department has comprehensively undertaken the task of educating the â€Å"would-be American students† of the requirements for one to acquire the visas. Unfortunately the students do not sometimes understand the requirements thus fail in acquiring these important items. The students may not also know the laws governing the student visas; the immigration rules in the US are rated as some of the strictest and specific, thereby shutting out many aspiring students. Introduction Millions of foreign students are always fighting to get a place in the American academic institutions. The quality of education in the US is highly regarded across the globe which assures anyone a very promising career development. Prior to the September 11 attack, the acquisition of the American student visa was not as difficult as it is today, which has become a nightmare not only for students but businessmen and women including tourists. (http://www. businessweek. com) Most of the challenges that the students face come from the lack of clear understanding of the rules and regulations surrounding the visas. However, the regulations that govern the visa application are extremely punitive and innocent students are left out. This paper is going to discuss some of the difficulties faced by these students. The application process The first major challenge the students face in acquiring the Visa are the various rules and regulations that one has to understand before applying. Students are required to pay a non-refundable fee of $131, which does not necessarily guarantee one of getting the Visa in the first place. This fee is very prohibitive because not so many students can be able to afford it especially bearing in mind it is never refunded if the visa application is not successful. (http://www. businessweek. com) Part of the Visa application process involves an interview with the US Embassy or consulate where further screening is done on the students to ascertain the authenticity of their application. To secure the interview posses greater challenges, this is because depending on the months that one is applying, one is bound to get appointments that might jeopardize the scheduled dates of joining the university or college. It requires the students to start making the applications very early because the appointments can be as far as one month depending on the applications made. Even after acquiring the appointment the students go through various screening processes that maybe dehumanizing especially to the innocent students. Such screening processes include frisking, and finger printing, besides the interview itself. Many students fail to acquire the visa because they fail on various technicalities that they were not clearly made aware of. Sometimes it is extremely difficult to clearly understand the criteria used to award visas, in fact most of the time one considers him/herself lucky to pass the interview. Thus it is not what one has but the mood of the interviewer that matters. There are many cases where students with almost similar backgrounds have varied outcomes on the application; while one may get the other may miss out. The student is never given the opportunity to lobby for a consideration as the word of the interviewer is regarded as final. Therefore the visa application process is always shrouded in mystery, where there are no clear guidelines on who gets the visa or who doesn’t. Therefore one is not really sure that they will pass or fail. Many students after failing the rigorous tests become very discouraged and they are affected psychologically because of the high expectations they had. (Mashiur Rahaman) One of the best solutions for this problem is to educate the students on the visa application process; thereby the students are fully aware of the various pitfalls that they need to overcome and every single detail that is required for the visa process to be successful. To secure an appointment for an interview in a particular embassy is not necessarily a difficult task because all this can be done on-line. However the embassies get busy in July through August and most students may miss out because of the schedules that are fixed by the embassies. ( http://www. bridgeport. edu ) The students who fail in these interviews end up losing the $131 fee and to secure another interview they require a similar amount. This is a very big challenge and the fee should be refundable or just a part of it so that the students can secure other appointments. Students from poor families end up losing their lively-hoods yet they don’t acquire the much-sought document. The U. S embassies should have clear and specific guidelines on the criteria used which should never be shrouded in any form of mystery where a student can out rightly tell if they are qualified or not. (http://www. cnsnews.com). Another challenge that the students undergo in the visa application process, is the requirement that they should provide proof that they will not go to the U. S for other purposes and that they are capable of supporting themselves when they get there. The students or guidance are required to show proof of there bank accounts which are supposed to hold a certain amount of money for a period of time. Many instances students are able to finance there own education by working part time. In any case this requirement means that only the rich stand the chance of getting the American education. Because of the many restrictions students end up cheating in their documents and providing incorrect information. ( http://www. bridgeport. edu ) Once a student has successfully acquired the visa, another problem sets in; one needs to pay for the visa. The amounts are very prohibitive bearing in mind that one needs to pay for the education, airfare, accommodation, and other important materials. Therefore by the time one settles down in the U. S, if you are lucky enough you are poorer than you came in. (http://www. cnsnews. com) Once in the U.S, to ever get the opportunity to go back home to be with your family is almost next to impossible. This is because the chances of ever being accommodated back are very slim. There are many cases of students being delayed for up to 1 year when they want to come back for what is termed as security screening. Students from the Muslim world have to go through harrowing experiences for them to ever go back to the U. S after their holidays. (http://www. cnsnews. com) It is often advisable to stick in the U. S for as long as you are in college unless you want to waste time and money with the immigration. One should forget for a long while of ever going back home for up to 4 years. Students with tight family ties end up suffering a lot. (http://www. cnsnews. com) Conclusion The terrorism issue has gone a long way in making it harder for innocent students to pursue their dreams in the U. S. It is quite understandable of the strict rules that the visa application processes attract, because any loophole would be greatly exploited by the terrorists who do not discriminate in there harmful activities. Students have to bear the brunt of terrorism. It also important for the students to be fully aware of the visa requirements before starting the process, this will enable them avoid any eventual disappointment. Works Cited Fred Lucas: CNSNews. com Staff Writer: 10,000 Saudi Students on US Campuses Retrieved on 17th May 2008 from http://www. cnsnews. com/ViewNation. asp? Page=/Nation/archive/200702/NAT20070216a. html February 16, 2007 UnitedStatesVisas. gov: Studying in the U. S: Retrieved on 17th May 2008 from www. unitedstatesvisas. gov/studying. html US Visas: Retrieved on 17th May 2008 from: http://www.hothousemedia. com/etm/etmbackissues/septetm04/septetm04feature. htm BusinessWeekOnline: Foreign MBA. Students Beware: Retrieved on 17th May 2008 from http://www. businessweek. com/bschools/content/dec2001/bs2001126_8956. htm December 6, 2001 Applying for a Student Visa (useful tips):Retrieved on 17th May 2008 from http://www. bridgeport. edu/pages/2342. asp Mashiur Rahaman: Malaysia offers UK and US degrees at half the cost: Retrieved on 17th May 2008 from http://www. dailytimes. com. pk/default. asp? page=2007%5C09%5C26%5Cstory_26-9-2007_pg7_26.

Solutions to Poverty: Its Time To Deport The Homeless Essay -- Soluti

The homeless population is growing in America. There are more and more Americans living in boxes, sleeping on park benches and panhandling on the streets each day. These people tend to make us, the non-homeless, feel uncomfortable and unsafe. They are also placing increasing stress on the nation's economy. In short, the homeless are a burden on the rest of society. There needs to be action taken against them. "I shall now humbly propose my own thoughts, which I hope will not be liable to the least objection (Swift.)" I propose that all of the homeless be relocated to foreign third world countries. They can then be hired in American factories producing shoes, automobiles and other various goods at less than one dollar per hour. This will solve many of the problems that are mentioned in Marin’s â€Å"Helping and Hating the Homeless" and Michael Moore’s films â€Å"Roger and Me,† â€Å"Pets or Meat: The Return to Flint,† and â€Å"The Big One.† These problems include both safety and economic issues. The homeless have the ability to make the non-homeless feel threatened and unsafe (Marin.) â€Å"They are homeless, are strangers, alien and therefore a threat (Marin.)† The threat and danger that homeless pose to American society could easily be eradicated by shipping all of them to other countries. We would then no longer have to deal with them on a day to day basis. Yet another problem that could easily be solved by relocating the homeless is that of unemployment. American companies...

System Thinking and Action Research

System Theory and Action Research Susan M Ross Dr. Tyler Zerwekh September 15, 2012 Abstract Public health practices and policies are largely influenced by the population involved and seek to improve the overall health of the public. Achieving success in systems thinking requires making strategic decisions about what processes will best achieve the public health goals. Systems Theory Information Technology Systems Theory evaluates the relationship between information systems, and information technology, and people.Action Research is used in the field of public health to alleviate adverse conditions in communities by addressing the determinants of health, community-wide interventions, and health promotion. Examples of Action Research evaluate the computer usage and health information technology and health collaboration groups as well as promotion of information health management techniques. An emphasis on relationship is the heart of systems orientation.Systems thinking involving huma ns require an understanding of the nature of the system and its dynamics requires and an understanding of the people involved and the interaction with each other in the applicable network of the system. Action Research is a participatory, democratic process concerned with developing practical knowledge in the pursuit of worthwhile human purposes, theory and practice, in participation with others in the pursuit of practical solutions to issues of pressing concern to people, and more generally the flourishing of individual persons and communities. Reason & Bradbury, 2001). This paper will present a demonstration of a thorough analysis of a systems theory, action research, and an action research proposal to analyze the theory in relation to Caucasian socio-economic group. Systems Theory Fundamental systems-thinking perspectives and approaches that are shared across different fields are: (1) increased attention to how new knowledge is ained, managed, exchanged, interpreted, integrated, and disseminated; (2) emphasis on a network-centric approach that encourages relationship-building among and between individuals and organizations across traditional disciplines and fields in order to achieve relevant goals and objectives; (3) the development of models and projections, using a variety of analytic approaches in order to improve strategic decision making; and (4) systems organizing in order to foster improvements in organizational structures and functions (Leischow, et. al, 2008).Achieving success in systems thinking requires making strategic decisions about what processes will best achieve the public health goals for the designated population and how new discoveries can be disseminated effectively, and what structures and functions are needed to deliver the new knowledge. Effective knowledge flow results in better network performance, which allow for the achievement of systems-level change. Systems organizing have evolved from traditional management theory to a learn ing organizational theory, or an adaptive-systems perspective within other systems environments.Information Technology Systems Theory Information Systems (IS) theory is de? ned as concepts that speculate on social and technical relationships between Information Technology, Information Systems and social outcomes. Much IS theory originated in other disciplines and has been re? ned or applied to examine IT/IS issues. IS theory would also be classified as to include the technology acceptance model (TAM) and structuration theory and IT productivity models as applied to IS/IT phenomena (Chiasson, Davidson,2004) . Over the past years public health systems have evolved significantly.As personal computers became more powerful and operating systems became more usable with the advent of Microsoft Windows, Computer information systems were updated to make use of more modern features, capabilities and software. Public health agencies began to recognize that information technology was a legitima te target for investment to improve their ability to perform core public health functions. As agencies began to upgrade replace or create new systems that were more robust and specialized using modern database management systems and tools on more reliable platforms, and the Internet began to come into its own.The Center for Disease Control promoted its first System wide area communication and system integration projects through its Information Network for Public Health Officials (INPHO) initiative in 1993. (Artz, Salkowitz, 2007). Computer technology moved fairly quickly from the glass confines of the dedicated computer room to the general-purpose office. Over the past thirty years standards for technology have become an important fixture of organizational computing life.Enforcement of standards also varies greatly depending on the political support for Information Technology (IT). As applications became more network-aware and network dependent, the need to leverage network investme nts became critical. Public health agencies became more ambitions as technology became more enabling. Computer Information Technology has a lot to offer Public Health agencies: existing data sets may be consolidated and population-based, including experiences negotiating data sharing agreements and memoranda of understanding.With advancing technology national and international standards are being quickly developed to guide this functionality. (Artz, Salkowitz, 2007). Standards with compliance for patient information data sharing among different agencies, and back-up systems in the event of system failure and crisis are also among the concerns for globalizing Information Systems. Action Research Action research is a collaborative approach to research that provides people with the means to take systematic action in an effort to resolve specific problems.Action research focuses on methods and techniques of investigation that take into account the study population’s history, cult ure, interactive activities and emotional lives. Although action research makes use of many traditional data-gathering strategies, its orientation and purpose are slightly different. The basic action research procedural routine involves four stages; (1) identifying the research question (s), (2) gathering the information to answer the questions (s), (3) analyzing and interpreting the information and (4) sharing the results with the participants (Berg, 2004).Action Research is used in the field of public health to alleviate adverse conditions in communities by addressing the determinants of health, community-wide interventions, and health promotion. Indeed, action research is less a methodology and more a set of guidelines for the roles of the researcher and collaborators, interweaving theory and action and the function of the research knowledge.There are many subtle variations and iterations of action research, but a gross distinction could be made between action research that is co nducted by a researcher implementing an intervention at a community level for the dual purposes of change and knowledge outcomes versus community based participatory action research where those affected by the change and other important stakeholders participate in all stages of the research from design, implementation, and data gathering to analysis.Participatory action research approaches often have the additional goal of promoting critical consciousness where through cyclical stages of dialogue participants attain a greater understanding of their situation, which in turn may result in political or major social change (Mullett, Fletcher, 20). Critics of Participatory Action Research (PAR) have questioned whether the reality of participatory research is ideal for promoting a healthy community.The language of participation in health promotion research, and the inattention to gender, social and cultural (as in the use of universal terms like â€Å"the oppressed†) differences in participation in research processes do not always comport with the outcome values of PAR. Further, while participatory approaches can stimulate capacity building and community development, they can also bring unequal players to an uneven table to participate in difficult predetermined decision making (Minkler, 2000).Action research also called participatory research is an alternative philosophy of social research. Three particular attributes are often used to distinguish participatory research from conventional research: shared ownership of research projects, community-based analysis of social problems, and an orientation toward community action. Critical action research expresses a commitment to bring together broad social analysis—the self-reflective collective self-study of practice, the way in which language is used, organization and power in a local situation, and action to improve things.Critical action research is strongly represented in the literatures of educational action research, and there it emerges from dissatisfactions with classroom action research that typically does not take a broad view of the role of the relationship between education and social change. Critical action research has attempted to take account of disadvantage attributable to gender and ethnicity as well as to social class in its initial point of reference (Kimmis, McTaggart, 2007). Examples of Action Research Lau and Hayward (1997) used an action research approach in a study to explore the structure of Internet-based collaborative work groups.Over a two-year period, the researchers participated as facilitators in three action research cycles of problem-solving among approximately 15 instructors and project staff, and 25 health professionals from various regions striving to make a transition to a more community-based health program. The aim was to explore how Internet-based communications would influence their evolution into a virtual collaborative workgroup. The first phase was taken up with defining expectations, providing the technology and developing the customized workgroup system.The next phase saw the full deployment of the system, and the main lesson learned was that the steepness of the learning curve was severely underestimated, with frustrations only minimally satisfied by a great deal of technical support provided by telephone. The final cycle saw the stabilization of the system and the emergence of the virtual groups. The interpretations of the study suggest that role clarity, relationship building, information sharing, resource support, and experiential learning are important aspects in virtual group development.There was also a sense that more research was needed on how group support systems can help groups interact with their external environment, as well as on how to enhance the process of learning by group members. Comstock and Fox (1995) have written about their experiences in integrating computer conferencing into a learning co mmunity for mid-career working adults attending a Graduate Management Program at Antioch University in Seattle. Their findings relate to establishing boundaries to interaction, creating a caring community, and building collaborative learning.Students were expected to use the system for collaborative learning using three forms of conversation – dialogue, discussion and critical reflection. Dialogues were enjoined as a result of attempts to relate classroom lessons to personal situations at work, with a better understanding provided by multiple opinions. Discussions, distinguished by the goal of making a group decision or taking an action, required a fair degree of moderation, insofar as participants found it difficult to reach closure.The process of reflecting critically on ideas was also difficult – participants rarely took the time to analyze postings, preferring a more immediate, and more superficial, conversational style. The authors conclude with four recommendatio ns: 1) be clear about the purpose of the computer conference and expectations for use; 2) develop incentives for widespread and continuous participation; 3) pay attention to affects of the software on the way the system is used for learning; and 4) teach members of the community how to translate face-to-face collaborative processes to the on-line environment (Reason, & Bradbury, 2001).Action Research Proposal The Affordable Care Act calls for a greater reliance on the internet as a means of communicating health and coverage information, yet variations in the current usage of the internet by some populations have important implications for implementation. Based on the results of The Washington Post, the Kaiser Family Foundation, and Harvard University Race and Recession  Survey(2011),  six in 10 adults overall say they have ever used the Internet to access health information, and access differs by race and  income.Forty-three percent of Hispanics report having ever used the Int ernet to access health information, while 56 percent of blacks and 65 percent of whites report doing so. The differences are even more striking among those with lower incomes. Just three in ten Hispanics with incomes under $40,000 say they have ever used the Internet to access health information, compared with 44 percent of blacks and half of whites with similar incomes. More than 70 000 websites disseminate health information; in excess of 50 million people seek health information online, with likely consequences for the health care system.The Internet offers widespread access to health information, and the advantages of interactivity, information tailoring and anonymity. However, access is inequitable and use is hindered further by navigational challenges due to numerous design features (e. g. disorganization, technical language and lack of permanence). Increasingly, critics question the quality of online health information; limited research indicates that much is inaccurate. Meag er information-evaluation skills add to consumers' vulnerability, and reinforce the need for quality standards and widespread criteria for evaluating health information (Kline, Haynes, 2001).An action research project evaluating the effects of the information technology theory on Caucasians over a period of time would be helpful in providing evidence based research for the Information Technology Systems Theory. The research project would review a group of Caucasian males and females in the same age range, the same level of computer skills and education. The focus of the research is to determine if the majority of access to healthcare was through the use of Information Technology would it create a healthier group then a group with minimal access to healthcare period.The group would be evaluated for a year. During the time frame the group would have an in-person visit with a doctor once every six months except for an emergency. The visit would include a complete physical and required wellness checks. Follow-up visits would be via Skye or video-conferencing. The group would be deemed physically and mentally fit excluding family history of health issues. The group would be given a pass to a fitness center for a year to maintain their health, and would have to maintain contact with a nutritionist and their physician via the computer e-mail o a regular basis.The group would also have access to the Internet anytime they want for the evaluation time. The rest of the environmental and social aspects would be determined by each participate of the research project, meaning that each participates could be local or global as long as there is consistent monitoring of the all of the participates. The evaluation would incorporate Action Research and Critical Action research as some instances would take into account the social economic status of the participants. Given that the largest percentage of whites used the computer and there is a large portion of people that lack acce ss to healthcare in all races.Minimizing variables, such as computer knowledge and education levels and providing all necessary tools to maintain a healthy lifestyle. Researchers would have options to focus the variable changes if there are any on the social economic condition of the individual participants. In conclusion Systems thinking involving humans require an understanding of the nature of the system and its dynamics requires and an understanding of the people involved and the interaction with each other in the applicable network of the system.Public health agencies began to recognize that information technology was a legitimate target for investment to improve their ability to perform core public health functions. Computer Information Technology has a lot to offer Public Health agencies: existing data sets may be consolidated and population-based, including experiences negotiating data sharing agreements and memoranda of understanding. Action research approaches can stimulat e capacity building and community development in designated social status groups if the focus is correctly designated. References Arzt, N. H. Salkowitz, S. M (2007), Evolution of public health information systems: Enterprise-wide approaches, p4-6, 11-13, 18-22. Berg, B. L. , (2004), Qualitative research methods for the social sciences, retrieved on August 23, 2012, from http://digilib. bc. edu/reserves/sc210/piat/sc21007. pdf Chaisson, M. W. , Davidson, E. , (2004), Pushing the contextual envelope: developing and diffusing IS theory for health information systems research, Elsevier Ltd. pg 157, retrieved on September 13, 2012, from http://www. butlercommonplace. org/thoughts/images/d/d0/Chiasson_et_al_2004__Info_and_Org. df Comstock, D. , ; Fox, S. , (1995),  Ã‚   Computer conferencing in a learning community: opportunities obstacles. †Ã‚  Ã‚   http://www. seattleantioch. edu/VirtualAntioch/DRAFT7HT. HTM (14/04/1998). Kemmis, S. , McTaggart, R, (2007), Participatory action r esearch, Communicative action and the public sphere, retrieved on September 13, 2012, from http://www. corwin. com/upm-data/21157_Chapter_10. pdf Cline, R. J. W. , & Haynes, K. M. , (2001) Consumer health information seeking on the Internet: the state of the art, Oxford Journals, Volume, 16, Issue 6, pp671-692, etrieved on September 13, 2012, from http://her. oxfordjournals. org/content/16/6/671. long Lau, F. , and Hayward, F. (1997). â€Å"Structuration of Internet-based collaborative work groups through action research. Retrieved on September 13, 2012 from   http://search. ahfmr. ab. ca/tech_eval/gss. htm (11/4/1998). Leischow, S. J (2008), Systems thinking to improve the public’s health, American Journal of Preventive Medicine, retrieved on September 9, 2012, from http://dccps. nci. nih. gov/brp/scienceteam/ajpm/SystemsThinkingImprovePublicsHealth. pdf. Mullett, J. Fletcher, S. , (2011), Action research in public health, Oxford Index, retrieved on September 13, 2012, fr om http://oxfordindex. oup. com/view/10. 1093/obo/9780199756797-0018 Minkler, M. , (2000) Using participatory action research to build healthy communities, Public health reports, Focus on healthy communities. Retrieved on September 13, 2012, from http://www. ncbi. nlm. nih. gov/pmc/articles/PMC1308710/pdf/pubhealthrep00022-0089. pdf Reason, P. , ; Bradbury, H. (2001). Handbook of action research: participative inquiry and practice. London: SAGE. Retrieved on September 7, 2012

Hershey’s Entry Into Turkey

Turkey is a country poised between Asia and Europe. This country of 71 million people is crucial to economic developments as it lies between producers and consumers, supply and demand. While seen as a bridge between the East and West, this majority Muslim country is also torn between both worlds. Its secular government has a long history of struggles between those who feel their country’s identity lies in the Middle East, those who desire full accession to the European Union (EU), and all those in between. The Turkish government’s main foreign policy goals are to make Turkey an integral part of the European Union The Turkish government has, in recent years, worked on reforms to liberalize Turkey’s trade relationships and open its markets. Turkey’s main export commodities are apparel, foodstuffs, textiles, metal manufactures, and transport equipment. Its main export partner is Germany, who receives 11. 3% of Turkey’s exports, followed by the United Kingdom, Italy, the United States, France, and Spain. On the import side, it receives the most products from Russia, at 12. 8% of total imports, followed by Germany, China, Italy, France, the United States, and Iran. Turkey’s trade with Iran, the other great economic power in the region, is of special interest to those in the United States and elsewhere who are concerned about Iran’s intentions and Turkey’s ability to hedge against Iran in the region. Turkey has a dynamic and complex economy that has seen strong growth since a devastating economic crisis in 2001 but still faces several major vulnerabilities. The country has used its mindset of modernization to develop competitive commerce and industries in the country, yet struggles to maintain equity between the urban and rural areas. An exceptionally high 35% of its population is still employed in the agricultural sector (compare to 2. 8% in Germany, 8. 5% in Russia, 0. 6% in the United States, etc). The country has seen decreased inflation and strong economic growth in the last five to seven years, largely due to renewed investor interest in emerging markets, tightened fiscal policies, and International Monetary Fund backing. Its economy, however, is still vulnerable because of high external debt and a high current account deficit. Despite strong growth, Turkey’s economy is still relatively small in comparison to its main trading partners. Comparisons can be made by examining countries’ gross domestic product, which is the value of all final goods and services produced within a nation in a given year. In 2007 Turkey had an estimated GDP of $667. 7 billion, with a GDP per capita (purchasing power per individual) of approximately $9,400. The United States, the largest economy in the world and one of Turkey’s major trading partners, had an estimated GDP in 2007 of $13. 86 trillion, with a GDP per capita of $46,000. Three of Turkey’s other main trading partners are Germany, Italy, and France. Germany had an estimated 2007 GDP of $2. 33 trillion, with GDP per capita at $34,400; Italy had a GDP of $1. 8 trillion, with GDP per capita of $31,000; and France had a GDP of $2. 067 trillion, with a GDP per capita of $33,800. Thus, while large in comparison to its neighbors (Armenia, GDP $16. 83 billion; Greece, GDP $326. 4 billion; etc. ), Turkey still has much room for growth and competitive development in co mparison to its major trading partners. When compared to Turkey, The people of France are among the healthiest, wealthiest, and best-educated people in the world. The country is highly urbanized with more than 75 per cent of the people living in cities. The French are known for their sophistication, their culture, the beauty of their spoken language, and their diverse accomplishments in literature, arts, and sciences. Even French cuisine and apparels have long been a source of national pride. The economy of France is one of the highly developed economies in the European Union (EU). The country is the leading manufacturer of goods such as automobiles, electrical equipments, machine tools, and chemicals. Apart from this, France is also the European Union's most important agricultural nation and ships cereals, wine, cheese, and other agricultural products to the rest of Europe and the world. However, today, the economy in France is determined by services industry, which includes banking, retail and wholesale trade, communications, health care, and tourism. With its culture, France has been able to influence the entire Western world, particularly in the areas of art and literature. French literary and artistic contributions during the Renaissance and the Age of Enlightenment deeply influenced the path of Western cultural development. It was during the Middle Ages that France attained cultural prominence in Europe. The 16th, 17th, and 18th centuries saw many of Europe's most talented artists and artisans being attracted to Paris. The 20th century was considered to be the ‘cinema era,' with French cinema assuming a leading world position, particularly in the 1960s. World-renowned French cultural figures include philosophers, writers, painters, sculptors, architects, composers, playwrights, and film directors. Based on the country analysis, it is clear that Turkey is a market whose economy is rapidly growing, and the government of Turkey’s new foreign trade policies are open market business friendly. Kraft has been aggressively pursuing to enter the French market by acquiring Cadbury by preparing to bid as much as 18. billion. Given this high competition in the French market and the possible over load of the market with Kraft’s products, it would not be of Hershey’s best business interest to compete and enter into the French Market at this time. Therefore, I recommend that Hershey should enter the markets of Turkey first before it ventures into opportunities in France. This means, pop ular companies such as Hershey can take advantage of the new open market policies of the Turkish government to explore entrepreneurial opportunities to deploy its popular products. One of the Entrepreneurial opportunities to explore is to expand product platforms that suite the local market and strengthen the route to market through local partnerships and acquisition. I would recommend exporting as an initial market entry approach followed by joint ventures and contract manufacturing. Reference: 1. Country Analysis Report – Turkey. August 2009. Market Research. com 2. www. economist. com Country briefings – France 3. France24. com. Jan, 2010. Hershey eyes $ 17. 0 billion bid for Cadbury.

Green Algae (Chlorophyta)

Green Algae (Chlorophyta) Chlorophyta are commonly known as green algae and sometimes, loosely, as seaweed. They grow primarily in freshwater and saltwater, although some are found on land. They may be unicellular (one cell), multicellular (many cells), colonial (a loose aggregation of cells), or coenocytic (one large cell). Chlorophyta convert sunlight to starch that is stored in cells as a food reserve. Green Algae Characteristics Green algae have dark- to light-green coloration that comes from having chlorophyll a and b, which they have in the same amounts as higher plants- the plants, including seed plants and ferns,  that have  well-developed vascular tissues that transport organic nutrients. Their color is determined by the amounts of other pigmentation, including beta-carotene (yellow) and xanthophylls (yellowish or brownish). Like higher plants, they store their food mainly as starch, with some as fats or oils. In fact, green algae might have been the progenitors of the higher green plants, but that is the subject of debate. Chlorophyta belong to the kingdom Plantae. Originally, Chlorophyta referred to a division within the Plantae kingdom comprising all green algae species. Later, green algae species living predominantly in seawater were classified as chlorophytes (i.e., belonging to Chlorophyta), while green algae species thriving mainly in freshwater were classified as  charophytes  (i.e., belonging to  Charophyta). The AlgaeBase database lists about 4,500 species of  Chlorophyta, including 550 species of Trebouxiophyceae  (mostly on land and in freshwater), 2,500 species of Chlorophyceae  (mostly freshwater), 800 species of Bryopsidophyceae (seaweeds), 50 species of Dasycladophyceae  (seaweeds), 400  species of Siphoncladophyceae (seaweeds), and 250 marine Ulvophyceae (seaweeds). Charophyta include 3,500 species allocated to five classes. Habitat and Distribution of Green Algae The habitat of green algae is diverse, ranging from the ocean to freshwater. Rarely, green algae can also be found on land, largely on rocks and trees, with some appearing on the surface of snow. They are common in areas where light is abundant, such as shallow water and tide pools, and less common in the ocean than brown and red algae, but they can be found in freshwater areas. Invasive Species Some members of Chlorophyta are invasive species. Cladophora glomerata bloomed in Lake Erie in the 1960s because of phosphate pollution. The rotting algae washed up on beaches and produced an odor so foul that it discouraged the public from enjoying the lakes. It became so offensive in sight and smell that it was confused for raw sewage. Two other species, Codium (also known as dead mans fingers) and Caulerpa, threaten native plant life in coastal California, Australia, the Atlantic Coast, and the Mediterranean Sea. One invasive species, Caulerpa taxifolia, has been introduced into nonnative environments because of its popularity in aquariums. Green Algae as Animal and Human Food and Medicine Like other algae, green algae serve as an important food source for herbivorous marine life, such as fish, crustaceans, and gastropods, including sea snails. Humans use green algae as food, too. and it has long been part of the cuisine of Japan. There are more than 30 species of edible seaweed, which is naturally rich in minerals such as calcium, copper, iodine, iron, magnesium, manganese, molybdenum, phosphorous, potassium, selenium, vanadium, and zinc. Edible types of green algae include sea lettuce, sea palm, and sea grapes. The pigment beta carotene, found in green algae, is used as a food coloring. Carotene also has been shown to be very effective in preventing some cancers, including lung cancer. Researchers announced in January 2009 that green algae could play a role in reducing carbon dioxide from the atmosphere. As sea ice melts, iron is introduced to the ocean. This fuels the growth of algae, which can absorb carbon dioxide and trap it near the ocean floor. With more glaciers melting, this could reduce the ​effects of global warming. Other factors, however, can reduce this benefit; if the algae are  eaten, the carbon can be released back into the environment.​​​​ Fast Facts Here are some quick facts about green algae: Green algae are also referred to as Chlorophyta and, sometimes, seaweed.They convert sunlight to starch that is stored as a food reserve.Green algaes color comes from having chlorophyll.Green algaes habitat ranges from the ocean to freshwater and sometimes to land.They can be invasive, with some species fouling beaches.Green algae are food for sea animals and humans.Green algae are used in cancer treatment.They could help reduce carbon dioxide in the atmosphere. Sources: seaweed.ie/algae/chlorophyta.php https://www.reference.com/science/characteristics-phylum-chlorophyta-bcd0eab7424da34 seaweed.ie/algae/chlorophyta.php https://eatalgae.org/edible-seaweed/

How to Give Teenagers Advice Lesson for ESL

How to Give Teenagers Advice Lesson for ESL In this lesson plan, students will have the opportunity to practice offering advice to teenagers. This can be an especially fun activity to do with high school students. Lesson Plan - Giving Advice to Teenagers Aim: Building reading comprehension and advice giving skills / focus on modal verb should and modal verbs of deduction Activity: Reading about teenage problems followed by group work Level: Intermediate - Upper Intermediate Outline: Start off the lesson by asking students to suggest what type of problems teenagers typically may have.Use one of the problems mentioned and inductively review modal verbs of deduction by asking questions such as, What must have happened to the boy?, Do you think he might have lied to his parents?, etc.Ask students for advice on what the person should do (reviewing the modal verb should).Have students get into small groups (four or five students).Distribute the handout with the various teen problems taken from real life. Assign one (or two) situations to each group.Have the students answer the questions as a group. Ask students to use the same forms as given in the questions (i.e. What might he have thought? - ANSWER: He might have thought it was too difficult.)Students should then use the sheet to report back to the class actively using the modal verb should to give advice.As a follow-up exercise or homework:Ask students to write about a problem they have had.Students should not writ e their names on their short problem descriptionDistribute the problems to other studentsHave students answer the questions about the situation described by on of their classmatesAsk students to verbally give recommendations Teenage Problems - Giving Advice ​ questionnaire: Read your situation and then answer the following questions What might the relationship be between the person and his / her parents?How must he / she feel?What cant have happened?Where might he / she live?Why might he / she have this problem?What should he / she do? (Give at least 5 suggestions) Teenage Problems:Sample Texts Should I Marry Him? I have been with my boyfriend for almost four years, We are going to get married next year but, there are a couple of concerns I have: One is the fact that he never talks about his feelings - he keeps everything inside of him. He sometimes has trouble with expressing his excitement about things. He never buys me flowers or takes me out to dinner. He says that he doesnt know why, but he never thinks of things like that. I dont know if this is a side effect of depression or, maybe, he is sick of me. He says that he loves me  and that he wants to marry me. If this is true, what is his problem? Female, 19 For Friendship or Love? Im one of those guys who have the quite normal problem: Im in love with a girl, but I dont know what to do. I have already had a crush on some girls, never with any success, but this is something different. My problem is actually that Im too cowardly to tell her anything. I know that she likes me and were very, very good friends. Weve known each other for about three years, and our friendship has constantly become better. We often get into quarrels, but we always make up. Another problem is that we often talk about problems with each other, so I know she is having problems with her boyfriend (who I think is no good for her). We meet almost every day. We always have a lot of fun together, but is it really so difficult to love someone who has been a good chum until now? Male, 15 Please Help me and My Family My family doesnt get along. Its like we all hate each other. Its my mom, my two brothers, a sister, and I. I am the oldest. We all have certain problems: My mom wants to quit smoking so she is really stressed out. I am really selfish - I just cant help it. One of my brothers is too bossy. He thinks he is better than the rest of us, and that he is the only one who helps my mom. My other brother is kind of abusive and depressed. He always starts fights and hes really spoiled. My mom doesnt yell at him for doing things wrong and when she does, he laughs at her. My sister - whos 7 - makes messes and doesnt clean them up. I really want to help because I dont like being upset all of the time and having everyone hate everyone else. Even when we start to get along, someone will say something to upset someone else. Please help me and my family. Female, 15 Hates School I hate school. I cannot stand my school so I skip it almost every day. Luckily, I am a smart person. Im in all of the advanced classes and dont have a reputation as a rebel. Only the people who really know me know about my strange feelings. My parents dont care - they dont even mention it if I dont go to school. What I end up doing is sleeping all day and then staying up all night talking to my girlfriend. I get behind in my work and, when I try to go back to school, I get a bunch of crap from my teachers and friends. I just get so depressed when I think about it. I have given up on trying to go back and am considering dropping out altogether. I really dont want to do that because I realize it would ruin my life. I dont want to go back at all, but I also dont want it to ruin my life. I am so confused and I have really tried to go back and just cant take it. What should I do? Please help. Male, 16

Cultural Superstition Essay Example | Topics and Well Written Essays - 1000 words

Cultural Superstition - Essay Example I will discuss the myth associating the number 13 to bad luck, and even more recently extending it to Friday the 13th being unlucky (Vyse 21). Even people and societies who claim not to have superstitious inclinations are prone to do some things they cannot explain, like hanging on to the fear of the number 13. It is such a widespread phenomenon that has its own name; triskaidekaphobia (Weisstein 1). I learned of the superstition as a child in the junior school through narratives and story books. I also encountered it practically on a public transport bus. The passenger seats were numbered from one to 62, but without any explanation, there was no seat number 13. As expressed in numerology, the number 12 is viewed as a symbol of completeness. Going forth to number 13 is seen as an irregular transgression. This can be shown in examples such as the 12 gods of Olympus, 12 months of the year, 12 tribes of Israel, 12 hours of the clock, 12 Disciples of Jesus, 12 signs of the Zodiac and Muh ammad’s successors in Shia Islam (Wilson and Reill 31). Among the many origins of the superstition, some date back to the biblical days of Jesus Christ and His 12 disciples (Turcan 10). In Christian theology, there were 13 people at the Last Supper before Jesus Christ was betrayed. Further linking the misfortunes of number 13 to Friday, after the betrayal, Jesus Christ died on a Friday. Ironically, Judas Iscariot, who was the betrayer, was the 13th person to take his place at the dinner table. This myth is still held today that if there at 13 people having a meal together, it will lead to the death of one of them (Turcan 12). Still on Biblical times, even before the birth of Jesus Christ, there were only 12 tribes of Israel, which bears His ancestry (Turcan 12). In the Norse mythology, 12 benevolent gods were sitting in a gathering in a hall (Vyse 29). Then the evil, uninvited god, Loki, turned up and attacked them. Loki happened to be the 13th person to arrive at the gatheri ng, and his attack led to the death of the god named Balder. Balder’s death eventually resulted to the deaths of several other gods, a chain of natural disasters and the abolition of all things on earth except for two humans who survived. Although this is only a myth, it emphasizes the swing of misfortunes that followed the arrival of the 13th person at an otherwise peaceful gathering (Wilson and Reill 14). History also has records that the superstition is also upheld by the high in society. Among these dignitaries was American President Franklin D. Roosevelt. He was rather fearful of the number 13, that he took extensive measures to steer clear of hosting a meal that had 13 guests. He would invite his secretary, even though not necessary to non state functions, to increase the number from 13 to 14 (Vyse 25). In the traditional Roman Empire, there were 13 steps of the stairs leading up to the gallows. The legend also offers that the hangman’s noose traditionally had 13 turns. These two notions present a direct link to death with number 13 (Turcan 12). Further on the connection of 13th to Friday, in the year 1307, there occurred a mass arrest followed by executions of the Knights Templar on Friday, October 13th (Weisstein 1). The arrests, which took place in France, were allegedly financially motivated by the royal bureaucracy under Philip IV to raise the prestige associated with the crown. Although it is widely accepted that this is a relatively recent observation,