Macbeth Essays (1214 words) - Characters In Macbeth,

Macbeth THE NATURE OF EVIL How does the play portray evil as a perversion of human nature? Show how Macbeth and Lady Macbeth have to go against their own natures in order to kill Duncan. Trace the effect the betrayal of human nature has on each of them. How does the imagery of disease function in Macbeth? Trace the way in which evil works on Macbeth and on Scotland like a sickness. Find imagery to support the idea that Malcolm and Macduff heal the country by overthrowing Macbeth. What makes Macbeth susceptible to evil? Explore the nature of Macbeth's ambition, and show how it overrides his sense of right and wrong. Evil within vs. evil without. Is evil an outside force, or does it come from within a person? Find instances in the play to support either theory, or both. How is Macbeth destroyed by evil? Trace the path of Macbeth's downfall and show how it happens as a consequence of his murdering Duncan. As Macbeth becomes more evil, how do his feelings change? Start by exploring how his feelings at the beginning of the play are much like anybody else's. Trace the way in which his feelings about people and his responses to events become twisted and abnormal. Trace how Lady Macbeth is destroyed by evil. Show how she renounces all human feeling in Act I and seems to be successful. After the murder, follow her downward course into madness and death. How does evil work by deception? Contrast what Macbeth and Lady Macbeth believe they are gaining through murder with what they actually get. Do they deceive themselves, or are they deceived by others? How can evil be avoided? Macbeth gives in to temptation. Take several characters who maintain their integrity and investigate what the play says about how they do it. How does Shakespeare establish the atmosphere of evil which pervades Macbeth? Start with the witches, and show how their presence reflects on all the events of the play. Give examples of how the imagery in the language creates a feeling of evil. Also examine the setting. THE SUPERNATURAL How does Macbeth's changing attitude toward the supernatural reflect the change in his character? Contrast Macbeth's reaction to the witches when he first sees them with his attitude toward them in Act IV. Supernatural events occur throughout the play. Discuss their dramatic function. Each time Macbeth encounters something supernatural- the witches, the floating dagger, a ghost- he moves more deeply into evil. List the supernatural events and comment on how each marks a step in Macbeth's downfall. Do the supernatural events really occur, or are they projections of Macbeth's inner state? Some readers believe that the floating dagger, Banquo's ghost, and even the witches are products of Macbeth's imagination. Explore that possibility. Point out in what way, if any, the meaning of the play is changed by accepting or rejecting the reality of the supernatural. How do the witches' predictions influence Macbeth's actions? Analyze what they tell Macbeth at the beginning of the play. How do they win his confidence? Why do those particular prophesies have such an effect on him? Do the same for the second set of predictions. Nature itself reacts to some of the events in a super-natural manner. Explore how the theme of good vs. evil is supported by such occurrences. Good in the play is not relative; it is absolute. Give examples in which nature itself seems to be condemning an evil action. THE CHARACTERS Describe the way Macbeth and Lady Macbeth influence each other in the play. What effect does Lady Macbeth's determination to kill Duncan have on her husband? After the murder, how does Macbeth change, and how does that affect Lady Macbeth? Contrast Macbeth's imaginative nature with Lady Macbeth's pragmatic nature. Compare their attitudes toward Duncan's murder, both before and after the deed. Throughout the play, give instances of his poetic description of feelings and situations and her prosaic, practical way of thinking and expressing herself. Compare Malcolm, the rightful king, with Macbeth. What motivates each of them? Does Malcolm care about his people? Does Macbeth? Compare the way Macbeth manipulates the two murderers for his own purposes and the way Malcolm temporarily deceives

A sound mind in a sound body - Smart Custom Writing Samples

A sound mind in a sound body - Smart Custom Writing GregorThe Metamorphosis by Franz Kafka's is a characteristic in the genre of investigational symbolic fiction that came about in the early 20th century. The central character of the story, Gregor Samsa, is the epitome of the numbing of the soul amidst the rising of the industrial revolution. An irony in The Metamorphosis is that Gregor Samsa experiences a metamorphosis in the corporeal sense only; philosophically was always a bug and turning out to be one physically has no consequence on his satisfaction in life. According to Karl Marx, the laborer's "work is external to the worker, i.e., it does not form part of his essential being so that instead of feeling well in his work, he feels unhappy, instead of developing his free physical and mental energy, he abuses his body and ruins his mind" (Bloom 107).   Gregor is the perfect symbol for what Marx is arguing about; he is estranged from the product he endeavors to generate for the reason that he doesn't own it. Further, he is actually not even laboring to earn a wage; his wages are going to settling his father's sum unpaid. When Gregor body transforms into the bug he was philosophically all alone, his alienation and isolation turns out to be complete. â€Å"Gregor Samsa's transformation into vermin presents self-alienation in a literal way,not merely a customary metaphor become fictional fact...no manner more drastic could illustrate the alienation of a consciousness from its own being than Gregor Samsa's startled and startling awakening† (Bloom 105). Lastly, Gregor's estrangement from his humankind is totally realized and physicalized: â€Å"That is to say, Samsa, having been a successful salesman, was once the pillar of his family, but now, being helpless, his sister assumes in the eyes of his parents the role of leadership and reassuring strength that he had once occupied† (Scott 37). Just like an insect is a small participant in the grander system of nature and not anticipated to experience things such as ambition or content, so does Gregor ultimately give over completely to a scheme m eant to obliterate those key workings of humanity. Bloom, Harold, ed. Franz Kafka's the Metamorphosis. New York: Chelsea House, 1988. Scott, Nathan A. Rehearsals of Discomposure: Alienation and Reconciliation in Modern Literature: Franz Kafka, Ignazio Silone, D. H. Lawrence . New York: King's Crown Press, 1952. Kafka, Franz. "The Metamorphosis." The Norton Anthology of World Literature, Vol. F: The Twentieth Century. 2nd Edition. Ed. Sarah Lawall. New York: W.W. Norton Company, 2003.

Congress and The Presidency Essay Example | Topics and Well Written Essays - 1000 words

Congress and The Presidency - Essay Example While the House and the Senate enjoy equal status in most matters, there are some special powers granted to one chamber only. Here, it is interresting to note that for matters pertaining to the confirmation of presidential nominations to high-level executive and judicial positions, and for the ratification of treaties, there is a requirement for the Senate's advice and consent. On the other hand, it is important for bills in lieu of raising revenue to originate in the House of Representatives, apart from any proceedings that have to do with the process of impeachment. Before proceeding, it is important to point out that from 1952 to 1994, there was a lull in the any activity from the Republican side where the Congress was concerned. But after the Republicans made a sweep with the 1994 mid term elections by capturing a whooping 54 seats in the House of Representatives and eight seats in the Senate , the Congressional corridors were dominated basically by the Republicans who have made various changes in the Congress for the last twelve years before the Democrats took over. In this regard, the first aspect we will study in this paper is that of policy making as regards the power of the institutional heads in the Republican quarters. Here, the Republicans are vastly different from their Democrat counterparts in the sense that the typical Republican is a staunch believer of the fact that law making is an activity that occurs strictly in the legislative and judicial province where the judges are the end all and be all as far as law making and asserting the same is concerned. This began to show in the Congress with a strict segregation of law and policy making practices followed by the Senate and the House. With the adevnt of the Republican, both wings now had seperatist attitudes towards the activities and tasks that were to be carried out by them.This was a major change launched by the Republican majoirty. With further Republican contact, there were changes that took place where the power of campiagn contributors were concerned as well. With different groups having their own varied interests, it was seen that the pattern of campaign contributors changed to open invitations for all kinds of people instead of being restricted to the most righteous as it was in the Democratic past. Fruther, if one is take a closer look at the policy making process as far as ignoring the national interest to pay more attention to the character of local interest was concerned, it will be clearly seen that the Iraq war was one such instance where the natinal interest was hardly paid heed to. In the name of "democracy", the Bush government went all out to satisfy the instigations of a personal set of Republican lobbyists. If instead of the theoretical pretense of "democracy" (as in "exporting democracy to Iraq"), one were to closely examine the actually existing practice of "democracy," it would have been more accurate to say that what we have today is oligarchical rule by and large for a plutocracy -- so-called "conservatism" in theory (small government, fiscal conservatism, isolationist foreign policy) boils down in practice to no-holds-barred greed - pursued where possible in an authoritarian manner. As far as influencing

Matrices and function Coursework Example | Topics and Well Written Essays - 1000 words

Matrices and function - Coursework Example 0.0072 = 0.9928 are alive at the end of the year. Some of this number will have reached the age of 15 during the 1 year and become adults. We shall assume that15 of the surviving juveniles become adults. So the proportion of juveniles still alive and still juveniles at 14 the end of the year is . (b) The network model above can be written as a matrix equation of the form where M is a 2 x 2 matrix. Write down the matrix M (c) (i) Edit the matrix M, and the vector whose entries are the initial subpopulation sizes J0 and A0, in a copy of a worksheet so that the worksheet shows the predicted changes in population size for the country considered in this question. Set N = 50, so that the worksheet covers 50 years. Here we have: For n=0, For n= 2, As the value is influenced by the previous value the table has the accurate calculation: Table below shows the juvenile population, Adult population and total population, while the first column shows the increase in the years startind from 2007 an d ending at 2057. n Jn An Tn 0 8.3 30.1 38.4 1 8.82254 30.09562 38.91816 2 9.306561 30.12591 39.43247 3 9.756194 30.18769 39.94388 4 10.17515 30.2781 40.45324 5 10.56675 30.39457 40.96132 6 10.93398 30.53483 41.46882 7 11.27954 30.69682 41.97636 8 11.60582 30.87871 42.48453 9 11.91499 31.07884 42.99384 10 12.209 31.29576 43.50476 11 12.48958 31.52816 44.01774 12 12.7583 31.77485 44.53315 13 13.01658 32.03479 45.05137 14 13.26567 32.30705 45.57272 15 13.50671 32.59079 46.0975 16 13.74073 32.88526 46.626 17 13.96865 33.18981 47.15846 18 14.19129 33.50384 47.69513 19 14.40939 33.82683 48.23623 20 14.62363 34.15832 48.78195 21 14.83461 34.49789 49.3325 22 15.04287 34.84518 49.88805 23 15.2489 35.19987 50.44877 24 15.45315 35.56167 51.01482 25 15.65601 35.93033 51.58634 26 15.85784 36.30564 52.16348 27 16.05896 36.68741 52.74637 28 16.25968 37.07546 53.33514 29 16.46026 37.46966 53.92992 30 16.66093 37.86989 54.53083 31 16.86193 38.27604 55.13797 32 17.06344 38.68802 55.75146 33 17.26566 39.10576 56.37142 34 17.46873 39.5292 56.99793 35 17.67283 39.95829 57.63112 36 17.87807 40.393 58.27108 37 18.0846 40.8333 58.9179 38 18.29252 41.27917 59.57169 39 18.50195 41.7306 60.23254 40 18.71297 42.18758 60.90056 41 18.9257 42.65013 61.57582 42 19.14019 43.11825 62.25844 43 19.35655 43.59195 62.9485 44 19.57484 44.07126 63.6461 45 19.79512 44.55621 64.35133 46 20.01747 45.04681 65.06428 47 20.24195 45.54311 65.78506 48 20.46861 46.04513 66.51374 49 20.69751 46.55292 67.25044 50 20.92871 47.06652 67.99523 51 21.16224 47.58598 68.74822 (ii) What behaviour does the model predict for the total population size over 50 years? Find the sizes of the total population predicted by the model for the years 2032 and 2057, giving your answers to the nearest thousand. The population of the juveniles and the adults in total is increasing by the ration of 1.013 and the population is increasing in the geometric manner. The size of the population in the year 2032 will be at 51.58634 million w hich is approximately 1.343 times the total population in the year 2007. In the 2057, the total population of juveniles and adults will be 67. 99523 million, which is 1.77 times the population in the year 2007. (iii) What does the model predict for the ratio of successive total populations over the 50 years? Your answer should include both a description of behaviour and numerical information. Years Tn Ratio Tn/Tn-1 2007

Narration Essay Example | Topics and Well Written Essays - 1000 words

Narration - Essay Example The physically challenged have also shown the rest of humanity that they can deliver beyond expectation. This paper will give a narration on which I tap my inspiration from, the individual’s life story and that incidence that made me choose them as my inspiration. Moreover, this paper will discuss the significance that this personality has in my life and in the lives of others in the realization of the goals and achievements otherwise perceived to be unattainable. Oprah Winfrey, the most powerful and influential woman in America is my source of inspiration. She is the owner of a vast business empire whose net worth estimation is in billions and billions of dollars. Not all this came easy as she built her economic empire through sweat and a lot of hard work. She was born Oprah Gail Winfrey on January 29, 1954 in Kosciussko in the state of Mississipi (Fry 1). Her love for books stated at a very tender age and the age of five, she could read the bible before starting kindergarten . She stayed with her grandmother, Hattie Mae Lee who in turn nurtured the book reading culture that Oprah had developed. In addition, her idea of one day becoming a great person was highly influenced by her love for television at the age of seven. However, her smooth childhood had it twists as her nineteen-year-old cousin who had to watch over her and her siblings defiled her. In the years after she was also sexually abused by her uncle and by a family friend. She kept silent over the abuses as the abusers told her to keep the incidences a secret. Despite the sexual abuse hurdles that she had to overcome, Oprah had an astounding performance in high school that led her into joining an all white high school. Ironically, her good behavior soon changed, as she got pregnant at the age of fourteen because of running away from home. Her mother, not knowing the reason for her rebellion, sent Oprah to her father in Nashville. Her early labor at the seventh month resulted in her delivering a boy who lost his life after two weeks of living. Surprisingly, this experience in her life made her change her ill ways and decided to concentrate on her books and her public speaking ability. Additionally, in 1971 she became the first woman of color to gain a beauty title. Her public speaking prowess also landed her a four-year tertiary institution scholarship while working as a part time newsreader. Later, she became a student at Tennessee State University and got an offer to work for a local television as a reader for evening news. Eventually, her star began to shine in 1976 when she shifted to Baltimore for a Major role in the media industry. She hosted her first talk show in 1984 after her move to Chicago and she has never looked back since then. She also exhibited acting ability and got her first acting job in the movie, The Color Purple, in the year 1985 (Fry 2). Currently, her business empire has made her become one of the richest women of our time. Though childless, she co nsiders the girls she helps educate by financing their needs as her daughters. Notably, she was the driving force behind President Barak Obama’s election bid in 2008. She also has a book club where she does book reviews with and for her worldwide audience. Exceptionally, she is an advocate for the girl child and her rights all over the continent.

Diagnosing Diabetes Mellitus

Diagnosing Diabetes Mellitus Introduction In this practical, enzymatic assays were used to determine the glucose concentration of patients in plasma samples. The use of enzymes as a marker for analytical analysis of plasma samples are very reliable due to the high specificity, reproducibility and sensitivity of enzyme assays (glucose HK assay kit). The first assay used is a glucose oxidase assay, this assay measures the glucose levels in plasma by using enzymes such as glucose oxidase to catalyse the oxidation of D-glucose which is present in plasma into D-Gluconic acid. The reaction is coupled to another chemical reaction where a reduced form of o-Diansidine is oxidised to an oxidised form of o-diansidine. This occurs in combination with a formation of hydrogen peroxide. The hydrogen peroxide is then broken down and reacts with H2SO4 to form a coloured compound that can be spectrophotometrically detected at a wavelength of 540nm. Another popular glucose measuring assay is the hexokinase assay. This assay catalyses the phosphorylation of glucose present in the sample in presence of adenosine triphosphate (ATP) by using hexokinase to form glucose-6-phosphate (G6P). G6P is then oxidised in the presence of nicotinamide adenine dinucleotide (NAD) to form 6-phospho-gluconate, this reaction is catalysed by the presence of glucose-6-phosphate dehydrogenase (G6PDH). While this reaction is undergoing, the NAD is reduced to NADH. This creates a colorimetric signal that can be detected at a wavelength of 340nm by a spectrophotometer. These assays are two of many assays used to measure glucose in patients. They are commonly used to determine if the patient is diabetic or for routine uses to monitor patients who are already diagnosed with diabetes. Glucose Oxidase assay Materials Pipette and tips Eppendorf tubes Potassium phosphate Glucose oxidase (1U/ µl) Peroxidase (0.01U/ µl) O-Diansidine hydrochloride Patient samples x6 (2 for each patient) Stop solution (Sulphuric acid H2SO4) 96 well plate Plate reader Method Firstly, 3ml of glucose oxidase reagent was prepared by adding 60 µl of glucose oxidase, 30 µl of peroxidase and 60 µl of o-diansidine hydrochloride in 2,85 ml of 0.1 potassium phosphate to create a solution at a pH of 7.5. Calculations: Glucose Oxidase (1U/ µl) => (1000 U/ml)/(20 U/ml) =50 (3ml)/50=0.06ml =60 µl Peroxidase (0.01 U/ µl) => (10 U/ml)/(0.1 U/ml) = 100 (3ml)/100 =0.03ml =30 µl O-Diansidine hydrochloride => 1:50 dilution needed 3ml=3000 µl 3000/50=60 µl Then, a set of 6 standards were prepared by diluting a 0.1M stock glucose solution in water as followed: Table 1. Preparation of standards volumes Final concentration (mM) 0.1 stock glucose solution ( µl) Purified water ( µl) 0 0 200 5 10 190 10 20 180 15 30 170 20 40 160 25 50 150 Then, 50 µl of the samples (provided) and standards were added in duplicate on a 96 well plate as shown below (See Table 2.). Table 2. 96 well plate distribution 1 2 3 4 5 6 7 8 9 10 11 A 25 QC4 Patient 1 T=1 Patient 2 T=1 Patient 3 T=1 25 QC4 Patient 1 T=1 Patient 2 T=1 Patient 3 T=1 B 20 QC7 Patient1 T=2 Patient 2 T=2 Patient 3 T=2 20 QC7 Patient 1 T=2 Patient 2 T=2 Patient 3 T=2 C 15 QC11 15 QC11 D 10 10 E 5 5 F 0 0 Then 100 µl of the assay reagent prepared earlier was added to each well. After 30 minutes of incubation at 37 °C, the reaction was stopped by adding 100 µl of sulphuric acid to each well. The plate was then read at 540nm on a plate reader. Results After reading the plate at 540nm on the plate reader, the following results were obtained: Table 3. Sample Absorbance 1 2 3 4 5 6 7 8 9 10 11 A 0.640 0.126 0.160 0.099 0.087 0.686 0.129 0.082 0.090 0.093 B 0.545 0.193 0.141 0.139 0.087 0.567 0.204 0.176 0.113 0.041 C 0.442 0.266 0.410 0.303 0.104 D 0.261 0.283 E 0.193 0.144 F 0.049 0.048 Results highlighted in red were omitted from further calculations due to preparation errors. 200 µl instead of 100  µl of assay reagent was added to well A9, this diluted the signal creating an inaccurate result. The well was re-prepared in well C9 but the time interval between the substrate and stop solution was unequal to the duplicate in well A3, therefore, the result of well C9 was omitted from further calculations. Finally, the result of well B11 was omitted from further calculations since the assay reagent was not added to the well, therefore there was no chemical reaction (same value as blank). Table 4. Standard Absorbance Standards (mM) 0.000 5.000 10.000 15.000 20.000 25.000 Absorbance Date: 25/01/2017 0.049 0.144 0.291 0.442 0.545 0.640 Date: 25/01/2017 0.048 0.193 0.283 0.410 0.567 0.686 Mean 0.049 0.169 0.287 0.426 0.556 0.663 Standard deviation (n=2) 0.001 0.035 0.006 0.023 0.016 0.033 CV % (n=2) 1.458 20.563 1.971 5.312 2.798 4.906 Table 5. Standards mean absorbance recapitulative Standards Concentration (mM) Abs 1 0 0.049 2 5 0.169 3 10 0.287 4 15 0.426 5 20 0.556 6 25 0.663 A standard curve can be plotted using the results generated by the wells containing the standards. Figure 1. Standard curve of the Absorbance versus concentration The precision of the standard curve can be determined by calculating the coefficient of variation (CV% where CV=standard deviation (SD)/mean) for each standard as shown below: Figure 2. Comparison of the coefficients of variations percentages of the standard duplicates          Results are usually rejected if the difference in values is greater than 20% for more than 75% of the calibration standards. In this case, the precision of the curve is acceptable since all the CVs of the points (except from 1) are below 20 % (EMEA or Desilva). The accuracy and the precision can be further analysed by the quality controls (QCs) which were ran in duplicate on the plate. Table 6. Quality control results Absorbance Results QC (4 mM) QC (7 mM) QC (11 mM) 0.126 0.193 0.266 0.129 0.204 0.303 Mean 0.128 0.199 0.285 Standard deviation (n=2) 0.002 0.008 0.026 CV % (n=2) 1.664 3.918 9.196 As shown above, the CVs of the QCs are below 20% meaning that the precision of the duplicates is acceptable. By extrapolating the mean absorbance from the QCs, the corresponding concentrations can be determined. QC performances are determined by calculating the precision and accuracy of these. The precision is determined as a CV% (CV%, where CV = SD/mean) and the accuracy as absolute bias (% RE, where relative error [RE] = [measured value actual value]/ actual value). If these are between  ±20% ( ±25% for low QC and high QC) and the target total error (sum of these two values) is below 30% (40% for low QC and high QC), then the results generated from the standard curve are acceptable (De silva EMEA). Table 7. Quality control precision and accuracy QC (4 mg/ml) QC (7 mg/ml) QC (11 mg/ml) Absorbance 0.128 0.199 0.285 Concentration 3.29 6.13 9.57 CV % (n=2) 2.595 5.092 10.958 Bias % 17.8583547 12.48608 13.03319986 Total error 20.453 17.578 23.992 Following the results shown above, it can be determined that the precision and accuracy of the results are acceptable for each control. Once this has been determined, the results generated from the samples can be analysed reliably. Finally, by extrapolating the absorbance generated from the samples on the standard curve, a corresponding concentration can be determined as shown below: Table 8. Sample results Patient1(t=1) Patient 1 (t=2) Patient 2 (t=1) Patient 2 (t=2) Patient 3 (t=1) Patient 3 (t=2) absorbance 0.130 0.159 0.095 0.126 0.09 0.087 Concentration (nM) 3.37 4.53 1.97 3.21 1.77 1.65 Hexokinase assay Due to time constraints, the hexokinase assay was not performed. Despite this, some results were provided to determine the glucose concentrations of the 3 patients. Results Table 9. Standards, quality controls and samples results provided Standards: Glucose concentration mM Absorbance 0 0.048 5 0.154 10 0.366 15 0.496 20 0.725 25 0.854 Samples and quality controls: Sample Absorbance IQC1 0.162 IQC2 0.260 IQC3 0.393 Patient 1 sample 1 0.269 Patient 1 sample 2 0.411 Patient 2 sample 1 0.196 Patient 2 sample 2 0.303 Patient 3 sample 1 0.206 Patient 3 sample 2 0.236 A standard curve can be plotted using the standard results provided: Figure 3. Standard curve of absorbance over concentration By extrapolating the absorbance from the quality controls and samples, the corresponding concentrations can be determined as shown below: Table 10. Quality control results QC (4) QC (7) QC (11) Absorbance 0.162 0.26 0.393 Concentration (nM) 4.27 7.16 11.10 Bias % 6.68430505 2.347304 0.871558008 The bias calculated is within the 20% range meaning that the assay is accurate and the results generated are validated. Finally, by extrapolating the provided absorbance of the samples on the standard curve, a corresponding concentration can be determined. Table 11. Sample results Patient1 (t=1) Patient 1 (t=2) Patient 2 (t=1) Patient 2 (t=2) Patient 3 (t=1) Patient 3 (t=2) absorbance 0.269 0.411 0.196 0.303 0.206 0.236 Concentration (nM) 7.43 11.63 5.27 8.44 5.57 6.45 Discussion The results obtained by the glucose oxidase assay are very different from the hexokinase assay, even though the accuracy and precision of both assays are acceptable. Meaning that there must have been an error in preparation of the samples, standards or controls of one of these assays. It has been predetermined that a preanalytical error was made during the storage of the patient samples prior to their use in the glucose oxidase assay. The samples were thawed and not kept on ice which degraded the samples, this explains the low values for the patient concentrations.   Due to the abnormal results obtained in the glucose oxidase assay (t=1 and t=2 decrease in glucose concentrations for patient 3), the results were omitted from further clinical interpretation. The results provided in the hexokinase assay seem to be more correct (increase in glucose concentrations from t=1 to t=2). Taking this into account, the results obtained from the hexokinase assay were used for the clinical interp retation of the patients. The paired samples which were ran on the assays were samples collected during a glucose tolerance test.   A glucose tolerance test (commonly called GTT or OGTT) is performed on a patient to help diagnose diabetes. It is used to help diagnose disorders such as pre-diabetes, insulin resistance, gestational diabetes (for pregnant women) and reactive hypoglycaemia for example. The test involves the administration of a glucose dose (usually 75g in liquid form) to a fasting patient. Blood is taken before the ingestion of the dose and 2 hours later. The results from the blood glucose levels help determine glucose disorders(ref). GTT is a widely-used tool for diagnosing gestational diabetes. It is offered to women who are 24-28 weeks pregnant and present a risk factors such as an elevated BMI, family history of diabetes or a previous pregnancy of a large baby. Patient 1 is a 36-year-old female who is 28 weeks pregnant. She was offered a routine GTT following the last pregnancy since the baby was large. Her fasting glucose was 7.43 mmol/L and her blood glucose levels after 2 hours was 11.6mmol/L. In the UK, according to the National Institute for Health and Care Excellence (NICE) guidelines, a fasting glucose greater than 5.6 mmol/L and/or a 2-hour blood glucose level greater than 7.8mmol/L for pregnant women is considered diagnostic for gestational diabetes (NICE guidleines). Therefore, the patient in question is diagnosed with gestational diabetes. Patient 2 is a 67 year old female, she was referred for a GTT following the results of her fasting plasma glucose to be 5.6mmol/L at a routine GP check-up. According to the results from the hexokinase assay, her fasting glucose was 5.27mmol/L and her 2-hour plasma glucose levels were 8.44mmol/L. These results indicate that the patient has an impaired glucose tolerance (fasting glucose less than 7mmol/L and 2-hour plasma level between 7.8 and 11.1mmol/L). This diagnosis is given when the results do not indicate diabetes but are still abnormal. Further check-ups need to be planned to routinely check for diabetes. Patient 3 is a 24 year old male. He is affected by cystic fibrosis which requires annual pancreatic function tests such as GTTs. His fasting blood glucose levels were 5.57mmol/L and the 2-hour blood glucose levels were 6.45mmol/L following these results it is safe to say that this patient is healthy (fasting plasma levels less than 5.5mmol/L and plasma glucose levels at 2-hours less than 7.8mmol/L). Conclusion By using an enzyme assay, blood glucose levels from patients can be monitored. These assays are reliable due to the specificity, reproducibility and sensitivity of the enzymes. By measuring the glucose levels of samples before and after the administration of an oral dose of glucose, the results can help diagnose several types of diabetes such as gestational diabetes in pregnant women. There are a variety of available assays that can measure glucose from serum samples, but they all function on the same principle of catalysing a reaction to produce a detectable signal that is correlated to a concentration. The use of internal quality controls is an indispensable way of testing the reliability of the results.

The Constitutionality of the Patriot Act Essay -- Patriot Act vs US Co

Since the terrorist attacks on September 11, 2001, Americans fear that another attack is imminent. To ease these fears, lawmakers created the USA Patriot Act which stands for Uniting and Strengthening America by Providing Appropriate Tools Required to Intercept and Obstruct Terrorism. This lengthy bill allows the justice department a great deal of power in criminal cases especially in those dealing with terrorism. While, according to lawmakers, the Patriot Act is aimed at ending terrorism, it is arguable that the Patriot Act is aimed at beginning a Big Brother-type society. For the government of the United States to enforce a law that encourages the obstruction of the 1st, 4th, 5th and 6th Amendments and other civil liberties is highly hypocritical and quite un-American. The documentary Unconstitutional, directed by Nonny de la Pena, follows the evolution of the Patriot Act with interviews from senators who passed the bill, lawyers fighting the bill, and residents of the United States who have come under attack because of the bill. One of the positive points of the act that many like to point out was the bi-partisan support it had. However, former Representative Robert Barr, a republican from Georgia, and Representative Peter A. DeFazio, a democrat from Oregon, both claim that the act was very different from the one that was voted on. The night before the bill was to be voted on it was changed last minute and printed at 3:45 am that morning. The new bill included provisions that had already been denied on the floor. ï ¿ ½No member of Congress read this legislation before us voting on it,ï ¿ ½ says DeFazio (Unconstitutional). Lawmakers passed a bill that they had not read and now the public is paying for it. A childrenï ¿ ½s educational mag... ...http://galileo.usg.edu>. Losely, Lauren E. ï ¿ ½Universities Express Concern About the USA Patriot Act.ï ¿ ½ Academe Sep/Oct 2004: 4. Academic Search Premier. EBSCOHost. GALILEO. Odum Lib., Valdosta State University, GA. 10 April 2005 . ï ¿ ½Patriot Act Overview.ï ¿ ½ Congressional Digest Nov. 2004:258-88. ï ¿ ½Patriot Games.ï ¿ ½ Current Events 17 October 2003. Ridge, Tom. ï ¿ ½Using the PATRIOT Act to Fight Terrorism.ï ¿ ½ Congressional Digest Nov. 2004: 266-68. Sekhon,Vijay. ï ¿ ½The Civil Rights of ï ¿ ½Othersï ¿ ½: Antiterrorism, The Patriot Act, and Arab and South Asian American Rights in Post-9/11 American Society.ï ¿ ½ Texas Forum on Civil Liberties and Civil Rights 8.1 (2003): 117-148. Unconstitutional. Dir. Nonny de la Pena. Public Interest Pictures, 2004. Zeljak, Cathy. ï ¿ ½The USA Patriot Act and Civil Liberties (Part II).ï ¿ ½ Problems of Post-Communism 51.3 (2004): 69-71.

Bilingual education issue Essay

While the position of education officials is one of inclusion for all learners, irrespective of ethnic, national, religious, sexual, social, linguistic or other varying backgrounds, there seems to be little collaboration between policy and practice. Though the state government sets the official standard for the way particularly governmental educational facilities are operated, several problems that different ethnic and language groups face in the educational setting go counter to laid-down guidelines. It is my position that, though non-native speakers of the English language should be assimilated into the culture and language of the country as far as possible, it is still essential that attempts be made to retain the students’ native language. Assimilation into the culture will necessarily involve immersion into the local language but that has to go along with plans and procedures that sample the students’ varying cultures and providing meaningful experiences via the classroom setting for all learners as far as possible. Therefore the position to retain the students’ native tongue within the classroom setting, rather than overshadowing it with the English language, must be adopted by educational officials if the educational goals of the institutions are to be realized for all students in the system. Furthermore, Good & Brophy (1995) agree far too often educators are too quick to disregard the individual differences and characteristics of students and attempt to deliver curriculum as if their students were a purely homogenous group. They suggest that â€Å"teachers need to engage all students in social and academic tasks that are meaningful to students†(p. 555). Therefore, it is the duty of the teacher to ensure that the learning environment is one of inclusion and not exclusion for the multiplicity of individual differences that may exist in any given classroom. It is agreed that correlation, communication and cooperation between the home and the school, between parents and teachers is an essential recipe for a student’s success in the classroom. Often for bilingual students, particularly recent immigrants, there is no continuity between the stress on English and the American culture between the home and the school. Language specialists have long noted that parents are often less likely to learn the new language than their children. Therefore when there is a decided stress on the removal of the native language from the classroom, this is counteracted by its use in the home and communities from which these students come. This conflict between the goals of the school and the goals of the home cannot continue. I believe that if more schools attempt to be linguistically inclusive, encourage expression in the native language then parents may be more inclined to work along with the school in helping to assimilate their children into the American culture. The government’s position on the issue is quite clear. In Title VII of the Elementary and Secondary School Education Act of 1968, official laid out the policy of the government to support, even financially, program that aimed to develop and implement creative methodology that would meet the needs of these special set of students (Cited in Rodriguez, 1999). Though this position does not explicitly support the use of the native language in the classroom, it implies inclusive rather than exclusive and hostile methodology. I am in no way suggesting that the learning of the English language is not important. In fact it is absolutely necessary for these students to be accommodated into special programs that aim at facilitating their immediate induction into the use of the English language. What I am advocating however, is that the ties to the native country, which is often maintained primarily through language, should not be so readily attacked by the educator seeking to homogenize the classroom. The curriculum must, in all respects, seek to meet the needs of all learners including those who are not very proficient in the use of the English language. As Good and Brophy (1995, P. 555), mention â€Å"although learning English is a part of the program, it is only a part. † REFERENCES Good, T. L. & Brophy, J. E. (1995). Contemporary Educational Psychology. (5th ed. ). New York: Longman Publishers. Rodriguez, Luis. (1999). Discretion and Destruction: the Debate over Language in California’s Schools. Texas Forum on Civil Liberties and Civil Rights, 4(189), 189-233.

Help Others Too Professor Ramos Blog

Help Others Too Allison Hepburn 12/10/2018 English 010 @3pm Help Others Too Award Winning movie â€Å"The Help† based in Jackson, Mississippi during the 1960’s is primarily about the relationships between black maids and their white employers. It starts with Skeeter, played by Emma Stone, A young white female who is a recent college graduate trying to pursue her dream as a writer. Skeeter is Surrounded by friends and family who have a sense of â€Å"white entitlement†.   She secretly befriends two black nannies† Aibileen† played by Viola Davies and â€Å"Minnie† played by Octavia Spencer learning abo ut their time working in white households and puts their stories in her book, giving them a voice. Many of the nanny’s stories included taking care of white family’s children while the white didn’t, having to go to the restroom outside in the rain, not eating at the same table and so much more hardships.   Throughout the movie you will see the struggles that many African Americans had to endure in their everyday lives in the 1960s.Some moments hard to watch, some are definitely sad, but also has spurts of humor that will make you laugh. This was the time when the Jim Crow Law was in effect.   Jim Crow was the name of the racial segregation system, which operated mostly in southern and border states, between 1877 and the mid-1960s(Pilgrim2).It was a way of life(Pilgrim2). Under Jim Crow, African Americans were given the status of second-class citizens. In the movie â€Å"The Help† there are many scenes where the nannies in the white household are treated less than and gives you an actual idea of how life was for them when this was in effect. Jim Crow helped to make anti-black racism appear right Pro segregation politicians gave persuasive speeches on the great danger of integration: the destruction of the purity of the white race (Pilgrim2). The Jim Crow system was based on the following beliefs: whites were superior to blacks in all important ways, including but not limited to intelligence, morality, and civilized behavior; relationships between blacks and whites would produce a mongrel race which would des troy America; treating blacks as equals would encourage interracial relationships between men and women; any activity which suggested social equality encouraged interracial sexual relations; if necessary, violence must be used to keep blacks at the bottom racial level (Pilgrim2) . The following Jim Crow etiquette norms show how inclusive and pervasive these norms were: A black male could not offer his hand (to shake hands) with a white male because it implied being socially equal. Obviously, a black male could not offer his hand or any other part of his body to a white woman, because he risked being accused of rape. Blacks and whites were not supposed to eat together. If they did eat together, whites were to be served first, and some sort of partition was to be placed between them. Under no circumstance was a black male to offer to light the cigarette of a white female that gesture implied intimacy. Blacks were not allowed to show public affection toward one another in public, especially kissing, because it offended whites. Jim Crow etiquette required that blacks were introduced to whites, never whites to blacks. For example: Mr. Peters (the white person), this is Charlie (the black person), that I spoke to you about. Whites did not use courtesy titles of respect when referring to blacks, for example, Mr., Mrs., Miss., Sir, or Maam. Instead, blacks were called by their first names. Blacks had to use courtesy titles when referring to whites, and were not allowed to call them by their first names. If a black person rode in a car driven by a white person, the black person sat in the back seat or the back of a truck. motorists had the right-of-way at all intersections. (Pilgrim2). Many of these disturbing laws you will see during this movie. As you could imagine these nannies were very hesitant about telling their stories about these white families and what they have seen and went through while working there, worrying they might get into trouble or something might happen to them. One of the best parts about this film is you have Skeeter (a white woman) who is genuinely trying to help these women and doesn’t seem to look at them as any different or any less then herself, nor does she care about what her other friends who don’t approve think. The friendship and trust that they build Is amazing to watch and really captures your heart. This Film had many amazing top Actresses such as; Emma Stone, playing the character Skeeter, Won 1 Oscar. Another 58 wins 120 nominations, playing a humble character who wants to give these women a voice (IMDB); Viola Davis an Oscar winner 84 wins and 111 nominations, including this movies, a brave black woman telling her hardships for the first time to a white person (IMDB); Octavia Spencer Won 1 Oscar. Another 32 wins 65 nominations playing a spit fire Nannie taking life into her own hands (IMDB). These Actresses really brought this movie to life and gave amazing performances that just might bring a tear to your eye. This movie gives you the perfect view of the different situations that are at the same time educational to people who want to know exactly how it was like be an African American in the southern states during the 1960’s.And a friendship and relationship that was surprising to many at the time. This Movie has countless awards and is a must watch, I give â€Å" The Help† a 10 out of 10. Annotated Bibliography Imdb, https://www.imdb.com/name/nm1297015/awards?ref_=nm_ql_2 IMDb.com, Inc. 1990-2018 This is a constantly updated site about actors achievements, awards and movies I will us this source in my review to give credit to the actresses in the movie â€Å"The Help†. Pilgrim, David. What Was Jim Crow?. Ferris State University 16 (2000): 2007. I will use this source in my paper to describe the Jim Crow Law and how life was for African Americans in the south This is a credible source coming from Ferris State University. â€Å"The Help† Directed by Tate, Taylor, performances by Emma Stone, Viola Davis, Octavia Spencer Dream Works Studio, 2011. I am writing about â€Å"The Help† in my essay because it is about African American maids and their hardships in Jackson, Mississippi in the 1960’s This is a DreamWorks movie produced in 2011.

European influence in Africa essays

European influence in Africa essays Describe the factors that enabled European corporations to accumulate huge profits from their enterprises begun in Africa between 1885 and 1914. Several factors enabled European corporations to accumulate huge profits from their enterprises between 1885 and 1914. These events include the Berlin Congress laying ground rules to annex Africa, the economic depression in Europe that lasted from 1873 until 1898, and the expansion of the transport networks linked to Europe. In 1884 the Berlin Congress laid the ground rules to annex land in Africa is seen as the event that kicked of the Scramble for Africa. A few countries in Europe started to claim grounds in Africa and thus a meeting of the European nations interested in Africa had an international conference. They discussed grievances about land in Africa and also future conduct among each other to avoid wars. Some of these countries, Britain and Germany, started to divide up the land south of the Congo. The majority of all the fertile land in Africa was taken up ad claimed by one of the powerful countries in Europe. Some of the land didnt come easy. Blood shed wasnt an uncommon thing in the Scramble for Africa. In the end only 3 great powers controlled the bigger share of Africa. Britain, Germany, and France controlled the new grounds. Another factor that lead to European corporations to large profits comes from the economic depression that lasted from 1873 to 1898. Many capitalists that had surplus capital didnt want to invest in Europe because return profits would be too small. This created a bit of pressure on the governments to annex rich, fertile, land that would yield high investments. Many capitalists around Europe put their money towards more secure places such as the railways in Argentina and Canada. It wouldnt be long though, until these investors would notice the booming copper mining industry in...

Research on the major developments that contributed to the modern Paper

On the major developments that contributed to the modern model of health insurance - Research Paper Example Major developments in health insurance include but are not limited to the Hill-Burton Act of 1946 and the HMO Act of 1973. The Hill-Burton Act of 1946 is directed at offering loans and federal grants in order to improve the physical plant of the hospital system in the nation. Another name for the Hill-Burton Act is the Hospital Survey and Construction Act. Since their start, the Democrats and the Republicans designed the HMOs with a view to eliminating the individual health insurance. The HMO Act was proposed by President Nixon and was passed by the Congress in 1973. The HMO Act of 1973 established new and more cost effective health coverage which had constituted only a little portion of the market until then. The only main HMO till 1969 was Kaiser Permanente most of whose members would join only through unions (Holleran, 1999). The HMO Act together with Medicare ultimately eradicated the affordable individual health insurance

Industrialization Essay Example | Topics and Well Written Essays - 750 words - 1

Industrialization - Essay Example They could not meet all their needs. The standards of living remained low, especially the areas of residents that were mere shelters. The workers remained at work for long hours and were exposed to workplace injuries since they were not provided with protective clothing. Accidents could occur and many of them succumbed to injuries. There was no compensation for injuries in the workplace. However, a worker could sue the employer, an action that many avoided since the chances of winning such law suits were slim. The workers usually took with them their children to work, and child labor was pronounced in the turn of the 20th century. Due to the law wages, they would combine their earnings with that of their children for them to meet their family needs. Even with the long hours of work that used to be as many as 53 hours per week, there was no assurance that the workers could remain in employment for many days. There was no continuity of employment throughout the year and therefore they could move from one industry to the other. The industrial revolution largely affected the average American worker’s leisure time especially as most of the time was spent try to meet high output. They had little control of their time as the employers are the ones who controlled the number of hours to be worked per day. This largely affected the work-life balance of the workers as they could not have enough time for their families. In general, the industrial revolution in the turn of the 20th century had a negative impact on the lives of the average American workers. Many changes were involved in moving from an agricultural to an industrial economy. Many of the people were farmers, which was the major economic activity. The major change that occurred was to transform the population from farming activities to workers in the upcoming industries. This was accomplished by mechanizing agriculture and