An Ordinary Outlook Essays - Lake Forest, Illinois,

An Ordinary Outlook The movie Ordinary People directed by Robert Redford is a very real life movie set in the suburbs of Illinois in the late 1970's. The movie begins early December and ends what seems to me like the following spring. I think the significance of the seasons is that December, representing a dreary lifeless mood, at least for the northwest region, symbolizes death. During this time, Conrad experiences many confrontations with this matter. He has recently witnessed the death of his brother and is struggling to make his appearance seem ?normal?. When the weather begins to get warmer, setting a more renewed atmosphere, Conrad begins to understand his emotions and, therefore, deals with the circumstances of his brother's death better. Conrad Jarrett, the protagonist, is a seventeen-year-old student attending a public high school. Conrad represents more of a heroic figure in this story because he has begun to overcome the overwhelming obstacles of life. This complex individual realizes that love gives one the strength to endure life. However, Con must struggle to cope with the drastic changes occurring in his life. His struggle against these obstacles is the antagonist in the story. Other important characters include Con's mother, Beth; Con's father, Calvin; Con's psychiatrist, Dr.Berger; his friend Karen, and his somewhat girlfriend Jeannine. Beth, a determined perfectionist, is constantly concerned with the way people view her and her family. She wishes for everyone to view her family as ?normal?. She buried all her love with Buck and, therefore, neglects Conrad because she no longer understands how to love. Beth feels that Con had intended to hurt her as much as himself when he had tried to commit suicide. She can only see things in terms of how they affect her, a very selfish mindset. Beth thinks that everyone feels this way and that perhaps she is simply more honest about it. At one point of the movie, Beth states that she does not hate Con for what he has done, but she cannot forgive him for it. In a way, it seems she can not forgive him for surviving. On the flip side of the movie, Calvin or Cal, struggles to understand how he should react to his son's fe elings and actions. Cal feels as if Beth and Con are drifting away in opposite directions, and he doses not know which direction to follow. Con's self confident psychiatrist, Dr.Berger, helps con to express his feelings and encourages him to do what he wants instead of what people expect him to do. Berger is unorganized and spontaneous which works to the benefit of Conrad. Con finds comfort in Berger's friendship and his willingness to listen. Karen is also a valued friend of Conrad. She was in the hospital at the same time he was, and they helped each other get through the hard times. When Con left the hospital, they lost contact until he called her one-day and they met in a restaurant. When talking with Conrad, Karen displays a false sense of enthusiasm for the coming years. Later on in the movie Conrad is shocked when he finds out Karen has committed suicide. This event causes Con to release all his suppressed anguish and let down his shield to his emotions. Jeannine is Conrad's somewhat girlfriend who is there for him and allows him to feel needed, a feeling Con cant seem to find even in his friends at school. She is the only person who really asks Con about what he had felt when he tried to commit suicide. The major conflict in the movie is an internal one between Con and himself. Conrad struggles to cope with the drastic changes occurring in his life. He wants to please everyone. Con will not allow himself to feel or express emotion for fear of becoming vulnerable. There are many other minor conflicts that occur within the story. One example is an external conflict between Conrad and Beth. Con and his mother find it hard to communicate for the fact that both are too unwilling and stubborn to forgive each other. Also, Beth and Calvin experience an external conflict because of the circumstances have caused them to grow apart, and question their love for

Motivation in Education Essays

Motivation in Education Essays Motivation in Education Essay Motivation in Education Essay I was doing these classes mainly during the evening when I was coming back home or most of the time on the weekends when I had most of my spare time. I think in the classes that I completed, there was a sense of easy topics compared to the other ones. As such, they were necessary skills compared to the other ones. I could see myself growing fast in it because I could go from 0 to 100 in few hours of learning. In this case, the coursers that I completed were not so extraordinarily time-consuming. As such, I was spending no more than 3 or 4 hours per week. The homework and the projects that I was doing were easy and fascinating. For instance, in the python one, every week you had to create some programs, video games like space invaders, which are also kind of fun. Indeed, it was cool to see the output of the results. The above quotation was taken from the interview made to Francesco, and it is an interesting example since it explained his personal experience when he completed a courser. Additionally, it makes it possible to understand how the main categories represented in the conceptual model affected his motivation while he was enrolled. One of the main advantages in the context of Coursera is that users can choose when to study. This enables them have a higher flexibility with regard to how they structure their work. This characteristic was also found in the research of Liu et al. (2015) where users indicated that one of the advantages of the platform was its flexibility. Users feel gratified when they realize how they can progress during their experience. Specifically, users are more motivated to continue the path of learning when they can understand the content of the course and master the skills learned through their experience. As discussed at the beginning of this section, users have different reasons and motivations for enrolling in a course. In this regard, they are not only triggered by their curiosity to learn something new and related to their academic or work background but also by their hobbies and interests. These results evidence that users access the content mostly for their personal interests as opposed to some extrinsic factors. Specifically, users get the content to have a wider understanding in the areas that are more relevant to them. Thus, they are more intrinsically motivated to enrol in a course and probably complete it. In my perspective, these results make sense because, first, most of the MOOC learners already have a degree- either bachelor or master, and some of them already have a job; therefore, they access Coursera to either add or explore new skills. As such, the primary interest and motivation for Coursera learners are to master new skills and add them to their toolbox that they use at work or in their personal lives. From this assumption, we can find a correlation between what users do in Coursera and what the CEO stated regarding the difference between learning in Coursera and traditional universities. He said that if anyone intended to master any content, Coursera was a great tool. Additionally, if they wanted to explore the forming relationships that will be very critical for them, for their entire lives and learn the soft skills and interpersonal competencies and skills of leadership and teamwork that they required in life, there was nothing like these great universities (Bill Snyder, 2014). These results also find consistency in other study findings like Kop and Fourier (2011) where they sta ted that users who are intrinsically motivated are more likely to engage in the course and be participants that are more active. In a study conducted by Yale University, however, Wang et al. (2015) found that there are no substantial differences in mastery goal orientations between completer and non-completer users. From this assumption, it is reasonable to believe that while a user is enrolled in a course, his/her initial motivations and goals may be affected by any changes during his/her learning path. Indeed, one of the reasons why users drop out is because they fulfil their needs before completing the course. Notably, Users may enrol to a course and focus only on one part of the compendium, which they believe, is more valuable to their needs. Specifically, a user may be motivated to master further skills, but he/she might be interested only to follow one lesson of the entire course without any reason to complete the assignments. As such, it is rational to assume that both completers and non-completer learners are motivated to master new skills albeit having different priorities in what they need to learn. The priorities of each user may be based on how they perceive the knowledge that they acquire while they are enrolled in a course. In specific, it is important that some coursers are more relevant for users to learn in a particular range of time. Additionally, the skills that a user wants to learn have a different priority about the tasks that he/she is doing that moment. For example, while Agne was explaining the reasons why she completed the course in English grammar, she stated that it was easy and because at that moment, she found it useful to complement those skills that matched with her voluntary job. She stated Effective writer one was easier to complete. The assignments were very clear; you did not need to do a lot of background work, and it was most of about the writing itself. At that moment, I was doing a lot of writing also from my volunteering, as such; it was complementing my actual work. The skills that she wanted to learn were complementary to her task that she was i nvolved in at that moment. This aspect also makes the course more relevant to the user and, therefore, more critical. The relevance of the course and the value of the skills that a user wants to acquire are based on the outcome. It is critical to take into consideration time perceived from learning because most of the users accesses Coursera to fulfil short-term goals and complement their skills that they think are more relevant to a particular range of time. If users perceive that the time taken to acquire the knowledge is too long, or the effort requested to complete the course is not contingent on the outcome, then they will be less motivated. It is also reasonable to make a consideration about the value of the certificates that Coursera offers and how users perceive the value of them. From the results obtained in the previous chapter users, they view the certificate as useless. Since most of the users already possess a degree, either bachelors or masters, and some of them have even more advanced degrees, they have stated that they do not aim to add further levels to their background, but they are more focused to acquire new skills and knowledge. Moreover, it is possible to follow coursers free, and this means that most of Coursera learners do not have any incentive to buy a certificate. Indeed, while discussing with the participants about the reasons why they do not purchase a certificate, they were referring their grounds in job interviews and the perspectives of the employers. Specifically, those taking part explained that in their interview experiences, firstly, companies do not know what Coursera is and secondly, busi nesses are interested in hiring people that have the right skills to do a task; they do not care if a possible candidate possesses a certificate. Moreover, users stated that the skills learned through a courser were added to their CV, and, therefore, they did not have any reason to buy a certificate.

The history of American technology Research Paper - 1

The history of American technology - Research Paper Example Some of the key brands that the company produces include Coke, Sprite, Coffee, Dazani, Coke Zero, Fanta and Sprite among others. Being headquartered in Atlanta US; the company operates in more than two hundred countries. One of the primary aspects that have made Coca-Cola Company to enjoy strong customer support is the use of effective methods of advertisement. John Pemberton was the pharmacist behind the invention of Coke brand back in 1886 and up to now the company still produces the same brands. Coca Cola is a brand that most of people prefer and have strong loyalty towards it. Due to its well organized market strategies and advertisements, the brand still survives and competes with other companies soft brands stiffly. The Coca-Cola Company always relies on extensive advertisement to market its brands thus making it to attain a competitive edge in the market. This paper seeks to discuss how advertising technology for Coca-Cola has evolved. Technology use in Coca Cola Company adver tisements Coca-Cola Company has high value of technology not only in its production process but also in its advertisement strategies. The company realizes that based on the extensive use of technology by its competitors including Pepsi and Starbucks among others, the company has to emulate extensive technology in order to remain competitive in the international market. The company constantly changes, rebrands, and advertises the products in order to keep sales consistently high (Dev and Don, 2005). Since the start of social networking and the ability to stay inline with internet marketing, Coca Cola Company has invested heavily in new technology so as to further their brand awareness campaigns. Greener bottles Coca Cola Company introduced the technology of greener bottles and packaging and it was able to produce almost 2.5 billion products using less petroleum. The technology was successful and other companies were attracted to it since it was not expensive. One of the companies tha t borrowed the idea was Heinz which was known for food processing. The production of 2.5 billions represented four percent of the Coca Cola packaging and this makes billions of Coca Cola products to be exported globally each year. Social networking Coca Cola Company maintains good appearance in social networking sites like face book and twitter, attracting over 35 millions people in social networking thus effectively spreading the its new brands in the international market. Coca Cola Company have been campaigning, inviting people to play games to win its products. Through the use of the social networking technology, the company products always enjoy the support of young consumers who are technology savvy. Online advertising Coca Cola Company uses effective online advertising and this makes consumers to feel like the product is the only company dealing with soft drink beverage in the market. The company uses extensive advertisements on its websites that means that coca cola has a gre ater control in the market and this make the product to be top in market. Evolution of coca cola company advertisement strategies Coca Cola is among the best known brands in the world today. Dated back in 1886, the company used to offer free drinks to the customers as mode of advertisement. For instance, the company used marketers like Asa Candler to advertise its products and the budget estimate was about $12,000. Asa

Marketing mix Essay Example | Topics and Well Written Essays - 2750 words

Marketing mix - Essay Example Constantinides described from many research scholars the weaknesses and the possible propositions to modify this marketing mix. Several marketing mix have been proposed to be used by practitioners in a bid to improve the total influence that they impact on the total sales (Constantinides, 2006). Among the marketing mixes that have been proposed, is the traditional 4Ps which still stand out as a framework that is used by many marketing practitioners. The research showed that indeed many scholars have been raising their concerns about the unsuitability of 4ps framework being used in the marketing strategies by companies or corporations or business entities wishing to capture the 21st century customers’ attention. His conclusions agreed with his initial assessment and prediction of the same. It is however, noticeable that much of the propositions he relies on have not been tested but are just personal recommendations of the other previous scholars. Nevertheless, the case study gave an insight into the very much argued topic about the appropriate marketing mix that should be used in today’s ever dynamic business world. This whole work again makes it a critical issue to even want know whether the 4ps of marketing is currently applicable to the customers as a way of marketing strategy. The author Efthymios Constantinides is a well experienced person as a lecturer and an expert in the corporate world with a doctorate degree in Virtual marketing. He therefore, is well versed with the required knowledge to write on a topic like this. The doctor according to the way he writes, probably targeted the marketing practitioners as his audience in this publication as well as fellow researchers evidenced at the end of his conclusion remarks where he recommends that further research should be done on the same field. It is also true that these were not the only target audience to Mr. Constantinides going by the

Patterns of Inheritence in Drosophila Melanogaster

Patterns of Inheritence in Drosophila Melanogaster The Fruit Flies of Melanogaster Introduction:    Many simple patterns of inheritance follow the laws of Mendel. Dominant traits will always be expressed when present, and recessive traits will only be expressed when two recessive alleles are present. When crossing a pure homozygous dominant trait with a pure homozygous recessive trait as the P generation, it is expected that all the offspring in the F1 generation will express the dominant trait, since every offspring will receive one copy of the dominant allele from one parent and one copy of the recessive allele from the other. In the F2 generation, the expected outcome will be a 3:1 phenotypic ratio of dominant to recessive, and a 1:2:1 genotypic ratio of homozygous dominant to heterozygous to homozygous recessive (Campbell et al. 268). This simple inheritance pattern explains many of the inheritance phenomena exhibited in nature, but some inheritance patterns go beyond Mendel’s laws of genetics. In incomplete dominance, neither allele is dominant over the other so the outcome is a blend of both traits. In codominance, both traits are expressed separately. In mitochondrial inheritance, all offspring will receive specific genes from the mother. In X-linked recessive traits, the alleles are located on the X chromosome, and these conditions frequently appear in males because they only have one copy of the X chromosome (â€Å"Inheritance Patterns†). When the exact inheritance pattern is unknown in a cross, the ratios of each type of offspring help to determine if the inheritance pattern follows Mendel’s laws or if it is one of the above varieties. In fruit flies, the red and brown genes for eye color are located on autosomes. However, a mutation on the white gene in fruit flies on the X chromosome prevents any eye color from developing at all (â€Å"The Genetics of Eye Color†). The gene for white eye color is epistatic to the red and white eye genes. This is how fruit flies are able to have three different eye colors when the white mutation is not present, there will be a simple inheritance pattern between red and sepia eyes. When the mutation is present, the red or sepia eyes will not be expressed because they will be masked behind the white mutation. Drosophila melanogaster were used in this procedure because they reproduce very quickly and are easily manageable. All their food and water needs are taken care of by the substance called media in the bottom of the vial. They are a convenient size because they are not too big, but they are small enough to easily distinguish traits under a microscope (â€Å"The Fruit Fly and Genetics†). The life cycle of the flies begins as eggs. From the eggs emerge the larvae, which look like tiny worms. The larvae grow through three stages until they reach the pupal stage. The pupae mature and darken in color for three to four days until they break forth from the pupal case to become adult flies (â€Å"Development†). In this experiment, three crosses were performed between different varieties of the fruit fly Drosophila Melanogaster. Cross 1 was between a sepia eyed female and a wild type male, Cross 2 was between a white eyed female and a wild type male, and Cross 3 was between a red eyed, vestigial winged female with a sepia eyed, normal winged male. In Cross 1, a simple pattern of Mendel’s laws is predicted to be expressed. Wild type flies with red eyes is the dominant phenotype over sepia colored eyes. Sepia colored eyes are a result from a recessive gene, and only result when two sepia-eyed flies mate or when two heterozygous flies mate. Furthermore, sepia colored eyes is not dependent on the sex of the fly, so in the case of this cross all flies in the F1 generation should have red eyes, but be carriers for the sepia colored eye trait. In the F2 generation when the heterozygous flies mate, the predicted phenotypic ratio will be 3:1, where for every three red eyed flies there would be one sepia colored fly. The related genotypic ratio of homozygous dominant to heterozygous to homozygous recessive will be 1:2:1. Our hypothesis for Cross 1 is if there are no mutations and the cross follows Mendel’s laws of independent assortment, then the ratio of red to sepia eyed flies will be 3:1 for the F2 generation. In cross 2, sex linked inheritance plays a role. The mutation for white colored eyes is X-linked recessive. When the white eyed female is crossed with a red eyed male, all the males in the F1 generation should exhibit the mutation, and all the females should have red eyes. This is because the males can only accept a recessive allele from the mother and the Y chromosome from the father which does not carry the mutation for white eye color. The females will receive the red gene from the father’s X chromosome which will cover the white gene from the mother. The F2 generation produced by the white eyed male and heterozygous female will thus have a genotypic ratio of 1:1:1:1. Therefore, our hypothesis for Cross 2 for the F2 generation is that if the gene for the white eye mutation is located on the X chromosome, then the phenotypic ratio will be 1:1:1:1 if sex is considered. In cross 3, the focus shifted from just looking at eye colors to looking at eye colors and wing type. The fruit flies could either have normal wings or exhibit vestigial wings, which are shortened. Flies with vestigial wings have a defect in their vestigial gene located on the second chromosome. So, a dihybrid cross will be used to determine the predicted phenotypes and genotypes of the F1 and F2 generation. A dihybrid cross uses two traits with two alleles each, and so two different aspects of an organism are crossed. Vestigial wings are a recessive trait, so two recessive alleles must be inherited in order to express the trait. This is also the case with sepia colored eyes. So when a parent generation of a red eyed vestigial winged female is crossed with a sepia eyed normal winged male, all of the offspring in the F1 generation should have red eyes and normal wings. The F2 generation, however, are produced by heterozygotes and thus four phenotypes should be seen: red eyed normal, s epia normal, sepia vestigial, and red eyed vestigial. Therefore, our hypothesis for the F2 generation in Cross 3 is that if both traits follow Mendel’s laws of independent assortment for the dihybrid cross, then the predicted phenotypic ratio will be 9:3:3:1. Methodology: Materials used include: Vials Microscopes Fly nap and anesthesia wand Paint brushes Fly food Fly netting Cotton plugs Plain white index card Procedure: First, prepare vials for the fruit flies to live in. Obtain three glass vials, and estimate a few centimeters of Carolina Instant Drosophila Medium in each. After, put a few drops of water in the culture and let it sit a few minutes to soak in the medium. At this point, also put in a fly net. Obtain F1 flies from instructor for the three crosses. Check the vials for life. The flies need to be alive for active breeding purposes. However, ensure that there are no F2 larvae yet, as this could be misleading for the results. Check the food for moisture, and add water with a pipet if the food gets too dry. Anesthetize the fruit flies. Put the vials of flies upside down in the refrigerator, as this forces the flies into a state of inactivity. After approximately ten minutes, take the vials out and transport each of the three tubes (for the separate three crosses) into three different vials. Mark the three vials with tape for either cross 1, cross 2, or cross 3. Tap the flies into the new vials, and close it with a cotton plug with an anesthesia wand connected to it soaked in Flynap. Wait a few minutes for the flies to stop moving or flying to begin the next procedure. Shake the fruit flies onto a white index card and place the card under the dissecting microscope. Use the paintbrush to move the flies to the center of the viewing field in order to sex them and view them for the desired traits. Record the data in the data tables. Males have a solid black abdomen and sex combs on their forelegs, while females have a striped abdomen and no sex combs. Additionally, females are generally larger than males[1]. After recording the data for the flies, place them in the morgue. Record F1 data for three days, or until F2 larvae are seen. Repeat the above procedure using the same vials, but this time using only F2 flies. Record data for three days. Set the extra flies free, and clean out all the vials thoroughly. Results: Cross 1 Punnett square: Cross between heterozygous male and heterozygous female for eye color Table 1: Lab Group data for Cross 1 Fasdfasdasdffasdfasdf Day 1 Day 2 Day 3 Total Red M 3 2 55 60 Red F 4 1 58 63 Sepia M 0 0 6 6 Sepia F 0 0 4 4 Fasdfasdasdffasdfasdf Day 1 Day 2 Day 3 Total Red M 2 3 1 6 Red F 3 2 0 5 Sepia M 0 0 0 0 Sepia F 2 0 0 2 Chi Square Analysis for Lab Group Data for Cross 1 Expected Totals: Red:  ¾ x x/13 = 9.75 red (11-9.75)^2/9.75 = 1.160 Sepia:  ¼ x x/13 = 3.25 sepia (2-3.25)^2/(3.25) = .481 ∑=1.641 Degrees of Freedom: 1 .20 > p > .10 Accept the null hypothesis Table 2: AP Bio 2015 Class Data for Cross 1 Fasdfasdasdffasdfasdf Pd 8 Pd 6 Total Red M 39 58 97 Red F 46 64 110 Sepia M 12 7 19 Sepia F 11 4 15 F2 sex 1 2 3 4 5 6 7 8 9 10 11 total RED M M 19 13 8 35 44 21 6 8 36 48 22 260 RED F F 37 12 12 38 51 36 5 4 36 50 29 310 SEPIA M M 4 3 5 12 10 6 0 3 5 12 6 66 SEPIA F F 5 5 3 16 13 7 2 1 13 14 9 88 Chi Square Analysis for AP Bio Group Data for Cross 1: Expected Totals: Red:  ¾ x x/724 = 543 (570-543)^2/543 = 1.343 Sepia:  ¼ x x/724 = 181 (154-181)^2/181 = 4.028 ∑= 5.371 .01 > p > .001 Reject the null hypothesis Cross 2: Punnett Square: Cross between heterozygous red eyed female and hemizygous white eyed male Table 3: Lab Group Data for Cross 2      F1 day 1 day 2 day 3 total RED M 0 0 15 15 RED F 24 1 32 57 WHITE M 24 3 10 37 WHITE F 0 0 13 13 F2 day 1 day 2 day 3 total RED M 8 3 0 11 RED F 9 6 1 16 WHITE M 7 1 0 8 WHITE F 6 3 1 10 Chi Square Analysis for Lab Group Data for Cross 2 Expected Totals: Red M: 1/4 x x/45 = 11.25 (11-11.25)^2/11.25 = .006 Red F: 1/4 x x/45 = 11.25 (16-11.25)^2/11.25 = 2.01 White M: 1/4 x x/45 = 11.25 (8-11.25)^2/11.25 = .939 White F: 1/4 x x/45 = 11.25 (10-11.25)^2/11.25 = .139 ∑= 3.094 Degrees of freedom: 3 0.50 > p > .30 Accept the null hypothesis Table 4: AP Bio 2015 Class Data for Cross 2 F1 1 2 total RED M 60 15 75 RED F 87 58 145 WHITE M 50 35 85 WHITE F 10 13 23 F2 1 2 3 6 7 8 9 10 11 total RED M 24 23 22 8 11 23 38 9 23 211 RED F 25 30 38 7 16 14 42 16 14 231 WHITE M 18 27 20 9 8 11 13 17 21 162 WHITE F 20 23 24 11 10 11 12 11 24 176 Chi Square Analysis for AP Bio Class Data for Cross 2: Expected Totals: Red M: 1/4 x x/780 = 195 (211-195)^2/195 = 1.312 Red F: 1/4 x x/780 = 195 (231-195)^2/195 = 6.646 White M: 1/4 x x/780 = 195 (162-195)^2/195 = 5.585 White F: 1/4 x x/780 = 195 (176-195)^2/195 = 1.851 ∑=15.394 Degrees of freedom: 3 p > .001 Reject the null hypothesis Cross 3: Punnett Square: Cross between two flies heterozygous for both red eyes and normal wings Table 5: Lab Group Data for Cross 3 F1 sex day 2 day 3 total RED / NORMAL M 6 16 40 RED / NORMAL F 12 17 62 RED / VESTIGAL M 0 0 0 RED / VESTIGAL F 0 0 0 SEPIA / NORMAL M 0 5 5 SEPIA / NORMAL F 0 1 1 SEPIA / VESTIGAL M 0 0 0 SEPIA / VESTIGAL F 0 0 0 F2 sex day 1 day 2 day 3 RED / NORMAL M 12 7 2 RED / NORMAL F 13 13 10 RED / VESTIGAL M 1 2 0 RED / VESTIGAL F 3 3 1 SEPIA / NORMAL M 8 4 1 SEPIA / NORMAL F 4 3 4 SEPIA / VESTIGAL M 0 0 0 SEPIA / VESTIGAL F 1 0 1 Chi Square Analysis for Lab Group Data for Cross 3 Expected Totals: Red normal: 9/16 x x/93 = 52.313 (57-52.313)^2/52.313 = .420 Sepia normal: 3/16 x x/93 = 17.438 (24-17.438)^2/17.438 = 2.470 Red vestigial: 3/16 x x/93 = 17.438 (10-17.438)^2/17.438 = 3.172 Sepia vestigial: 1/16 x x/93 = 5.813 (2-5.813)^2/(5.813) = 2.501 ∑= 8.563 Degrees of freedom: 3 .05 > p >.01 Reject the null hypothesis Table 6: AP Bio 2015 Group Data for Cross 3 F1 sex 1 2 total RED / NORMAL M 28 37 65 RED / NORMAL F 42 51 93 RED / VESTIGAL M 5 0 5 RED / VESTIGAL F 3 0 3 SEPIA / NORMAL M 2 11 13 SEPIA / NORMAL F 4 5 9 SEPIA / VESTIGAL M 0 0 0 SEPIA / VESTIGAL F 0 0 0 F2 sex 1 2 3 4 5 6 7 8 9 10 11 total RED / NORMAL M 7 14 29 30 16 18 21 26 16 7 10 194 RED / NORMAL F 21 18 44 34 16 22 36 30 16 11 6 254 RED / VESTIGAL M 4 3 8 11 4 9 3 0 8 6 11 67 RED / VESTIGAL F 7 8 9 9 3 16 7 0 41 4 16 120 SEPIA / NORMAL M 5 4 8 12 7

“Naming of parts” by Henry Reed, and “War is Kind” by Stephen Crane Essay

â€Å"War†¦ouhh†¦.What is it good for†¦absolutely nothing!† sang Edwin Starr in 1965. He felt the same vibe that both Henry Reed and Stephen Crane felt in their poems, â€Å"Naming of Parts† and â€Å"War is Kind.† Although these authors may not have said it as straightforward as Starr did in his hit single â€Å"War,† they still had just as much hatred of war. Both Reed and Crane have developed their perspectives on war through their writing styles, their usage of figurative language, and their attitudes toward war in general. Henry Reed and Stephen Crane both have very different writing styles. Reed’s style in â€Å"Naming of Parts† is built upon juxtaposition. Guns and gardens, soldiers and bees: the poem relates the unrelated in order to draw a clear line between the horrors of war and the fruits of nature. However, the poem goes further than just contrasting opposites. The structure and language of the poem combine to show how one should become the other in hopes that the harmonious image of this Eden transforms the unnatural feat of war. His overall structure also serves to make nature better. Each stanza is split between the dry, unimaginative language of the first speaker, probably the drill sergeant, and the poetic language used by the second speaker to describe nature. In every stanza, the gentle and peaceful language of the second speaker is quite dominant over the monotone voice of the drill instructor. This shows that war disturbs the balance of nature. Stephen Crane, in â€Å"War is Kind,† develops his style by using vivid imagery and irony. Through doing this, he leads the reader directly to his perspective of war. He feels war is a horrible way to solve problems and uses irony to tell us that war is blatantly stupid. Nothing good has ever come from it and nothing ever will. The American flag, â€Å"The unexplained glory, flies above them† to symbolize that the glory they were fighting for was not earned righteously, it was stolen by â€Å"these little men†¦born to drill and die.† Both authors also heavily use figurative language to help create a picture of what they saw in their minds as they wrote these poems. Henry Reed’s entire poem is entangled in figurative language. He shows us a perfect balance of the world of nature in the sections of the poem that describe the garden. The garden is a symbol of life and beauty: a magical place, â€Å"silent† and â€Å"eloquent.† In the garden, we see the personification of branches which  Ã¢â‚¬Å"hold in the gardens their silent, eloquent gestures.† We are told of blossoms that â€Å"are fragile and motionless, never letting anyone see / any of them using their finger.† We also witness bees â€Å"assaulting and fumbling the flowers.† These examples of figurative language create a picture in our mind to which Reed can build his theme upon. Crane uses more subtle figurative language to get his point across in â€Å"War is Kind.† The excellent use of irony draws us to his imagery and metaphors. The metaphor in the middle of the second stanza helps point in the direction of the true meaning of the poem. â€Å"And his Kingdom – a field where a thousand corpses lie,† proves that all of the dead bodies after the war do not belong there. This world is God’s creation and war was not part of His plan. In â€Å"War is Kind† and â€Å"Naming of the Parts,† both authors’ attitudes toward war are similar but only on the basic level. They both believe war is a tremendous waste of time for it solves nothing at all. For Stephen Crane, this deeply ironic poem is not only an attack on war and all of its horror but also a statement against violence of any kind. This includes the violence that we observe daily, mans inhumanity to man, and the rage and fury within our own hearts, which are equally as destructive. The poem comments on â€Å"those little souls who thirst for fight†, who find virtue in something as horrifying as slaughter and excellence in a field of a thousand corpses. In â€Å"Naming of the Parts,† Reed tells of the instructor that insists that the men â€Å"not let [him] / see anyone using his finger†. At the end of the same stanza, the blossoms are seen â€Å"never letting anyone see / any one of them using their finger†. Alth ough not directly stated in the poem, perhaps the soldiers should take a cue from the blossoms, and in turn nature, not to use their fingers, especially on the trigger. This contributes to his negative view of war. He structures nature to be more powerful than these soldiers and in turn society. Nature’s â€Å"silent† and â€Å"eloquent† state of being show that war should never be used as a solution to a problem. Although both of these poems were in some way about the topic of war, each author has developed their own way of conveying how they feels through their unique writing styles, how they use figurative language, and their own  attitudes about war. Imagine what the world would be like if only we stopped and actually thought what we were doing. Maybe then we would realize, like Edwin Starr and these two authors did, that war is not the solution to the problem, but instead the root.

Low Molecular Weight Heparin

Low Molecular Weight Heparin Paper Low molecular weight heparin is typically used for patients who need to be treated for deep vein thrombosis. Deep vein thrombosis (DVT) is a blood clot (thrombus) in a deep vein usually in the legs. These clots are dangerous because they can break loose, travel through the bloodstream to the lungs, and block blood flow in the lungs (pulmonary embolism). There are many reasons why clots form in a patient.Mainly when a patient is inactive or bedridden for long periods of time, surgery can damage a blood vessel so a clot can form, or even cancer can cause DVT to form. Treatments for DVT are drugs called anticoagulants that can prevent the blood from clotting thus preventing the adverse effects from a clot. Low molecular weight heparin works by binding to a substance called antithrombin III (which is the major inhibitor of thrombin in the blood). The overall effect of heparin is that it turns off the coagulation pathway and prevents clots from forming.I t can be used as a subcutaneous injection which can be given in an outpatient setting with no increased risk of recurrent thromboembolism or bleeding complications. Since most patients with DVT require one or more diagnostic tests, treatment with intravenous heparin and a three to seven day hospital stay thus making low molecular weight heparin a better alternative. (aafp. org1999) However, with low molecular weight heparin, being a subcutaneous injection makes the process easier for the patient since they do not have to spend all that extra time in the hospital.The ultimate consequence of a blood clot can be stroke or heart attack so prevention of these events is the consequence of this drug. Unfortunately, just like many other drugs there are some serious side effects to taking LMWHs. They are contraindicated with patients with an indwelling epidural catheter; they can be given two hours after the epidural is removed. If it is given before the epidural is taken out then they have found it to be associated with epidural hematoma. Bleeding is the main concern when taking anticoagulation therapy.Some of the other common adverse effects to heparin are hematoma, nausea, anemia, thrombocytopenia, fever, and edema. There is a low chance for side effects with monitoring and patient awareness. When evaluating a patient on anticoagulants the nurse needs to ensure patients know the side effects to be aware of and arrange follow up care. Cranberry juice should be avoided since it can affect the INR results. Patients should seek emergency medical care for injuries, particularly a head injury, due to the hemorrhage risk.As a nurse you need to monitor your patient while on these drugs because of the bleeding factor. (nursingtimes. net2012) References Gee, Emma. (2011) How to look after a patient on anticoagulant therapy. January 22, 2011 Retreived from www. nursingnet. net on July 2012 Lilley, Rainforth Collins, Harrington, Snyder. (2011) Pharmacology and the Nursing Proce ss Copyright 2011 Mosby Inc. Rydberg, J Eric MD. (1999) Low Molecular Weight Heparin in Prevention and Treating DVT Retrieved from www. aafp. org