20 Biology Dissertation Topic Ideas to Research the Issue to the Fullest

20 Biology Dissertation Topic Ideas to Research the Issue to the Fullest A dissertation is one of the most complicated and challenging academic assignments. This is not surprising. It gives a doctor’s degree or qualification profession. Consequently, this assignment is really demanding. Your first objective is to know all the criteria for your dissertation. A biology dissertation does not differ from any other kind of dissertations. The demands remain the same and you ought to complete them properly. Afterward, you should find out how to fulfill every stage. It’s quite possible that you’ll have to improve your writing quality. Of course, you ought to know the material properly. Biology is a very interesting and likewise difficult discipline. It studies the living world around us. Some subdivisions may be too complex for your understanding. However, if you have a choice of your topic, this may be your chance to escape complications. You should select a worthy topic, which is interesting and relevant to your audience and you. If you cannot select a theme, we can help you. Review our list of biology topics: How Can We Protect Flora and Fauna Species From Extinction? The Link Between Genetics and Obesity Could Be Ebola Used As a Biological Weapon? Is There Any Link Between Cancer Cases and Environmental Problems? Where Did Human Originate From? Did Life Really Exist on Mars? The Issue of Vaccination: Is It Dangerous for Children? The Most Effective Methods to Cope with Different forms of Viruses How Does Our DNA Affect Our Lifestyle and Behavior? How Can We Enhance Our Immunity In a Safe Way? The Main Ways Insects Spread Various Diseases What Viruses And Illnesses Can Be Spread by Birds? Which Dangerous Diseases Originate From Misfortunate Scientific Experiments? How Threatening The Extinction of Single Species for the Life in General Is? The Major Problems Associated with Rainforest Is It Really Possible to Stop a Dangerous Development of Global Warming? Why Do Scientists Divide Species Into Subgroups and How Is Classification Carried Out? The Influence of Hormones and Genes on the Human Development The Reasons Why the Process of Aging Occurs and How to Linger Its Progress Top Immunity Diseases, Which Attack Our Body Take these themes into your consideration. They are all diverse just like all those species in the animal and plant worlds. Some of them will be really close to the heart so that you could write about them with enthusiasm. Use these ideas to create original and relevant topics to find effective solutions as well as present interesting facts. Sample Essay: Reasons Why Animals and Plants Extinct At times, all we need is to see how to compose an assignment with our own eyes. The practice is not the same as the theory. Many theoretical aspects look good only when spoken. They are different when it comes to the writing process. Therefore, you should read some examples to understand how to put the things together. Unfortunately, more and more species of animals and plants are threatened and may potentially disappear. The history of our planet knows multiple grievous cases when we lost the representatives of flora and fauna. What can be done to prevent the extinction? This question should be on the mind of everyone. The humankind should protect animals and plants from extinction, and the first step is to realize the factors that lead to this terrible process. Scholars have grievous predictions. They believe there will take place another extinction of species before the year 2050. This was stated in National Geographic News. The reasons for that are various, and it’ll be triggered naturally and by the human factor. It is well-known that the disappearance of the slightest species may lead to destabilization of the natural processes, and the planet will go through a catastrophe. The negative reflection will be echoed for everyone. Undoubtedly, this process must be stopped at any cost. In order to succeed in this matter, we should understand the possible reasons. One of such is deforestation, which is caused by mass urbanization. People have no place to live in, and they cut the forest. Nevertheless, it leads to a loss of its habitats. Nearly 36 million acres of woods are being cut yearly. This is a huge mistake. Another factor is global warming. The so-called green effect negatively influences temperatures, which induce warming throughout the globe. In turn, this melts down ices and negatively affects plants and animals. Even 1 degree may carry danger. Besides, the amounts of carbon dioxide increase as well. Scholars theorize that the process may lead to the disappearance of 56,000 plant and 3,700 animal representatives. Another great mistake is the introduction of animals and plants that are not native in some regions. Our race wishes to spread them throughout the planet. Nevertheless, they cannot adapt to the new surroundings and pass away. Besides, overexploitation, likewise, makes its deadly contribution. The excess exploitation of definite areas leads the environment to exhaustion, which also kills many animals and plants. This should be done reasonably. All these facts show us that the human race destroys many representatives of flora and fauna. We should recognize and avoid such actions. There is still time to cure the damage done. It’s not possible to stop certain processes as they are needed for the surviving of the humanity. Nonetheless, some alternatives should resolve the issue. Try to remember this sample and craft the similar ones. Of course, one example may be not enough. You are welcome to read other effective samples on the biology themes. This provides you with additional information and helps to compose really meaningful and impressive dissertations. Don’t forget to improve your writing skills. Learn all academic demands concerning dissertation writing and work out every stage with a high level of dedication. Use universal tips to turn your dissertation into the real masterpiece. References: Gerken, J. 11 Animals That Are Now Extinct And It’s Our Fault. Huffingspost.com, https://www.huffingtonpost.com/2013/10/22/11-extinct-animals_n_4078988.html, October 22, 2013 DellAmore. C. Species Extinction Happening 1,000 Times Faster Because of Humans?. Nationalgeographic, https://news.nationalgeographic.com/news/2014/05/140529-conservation-science-animals-species-endangered-extinction/, May 30, 2014 ANIMAL EXTINCTION FACTS, Someinterestingfacts.net, https://someinterestingfacts.net/animal-extinction-facts/, 2018 One in five of worlds plant species at risk of extinction, Theguardian.com, https://www.theguardian.com/environment/2016/may/10/one-in-five-of-worlds-plant-species-at-risk-of-extinction, May 10, 2016 Gailliard. T. What Causes the Extinction of Plants Animals?. Hunker.com, https://www.hunker.com/12407751/what-causes-the-extinction-of-plants-animals, 2015 Problem: Extinction of Plant and Animal Species. Webofcreation.ofg, webofcreation.org/Earth%20Problems/species.htm, 2015 TOP 10 ANIMALS IN DANGER OF EXTINCTION. Activesustainability.com, https://www.activesustainability.com/environment/top-10-animals-in-danger-of-extinction/, 2018

Bimetallism Definition and Historical Perspective

Bimetallism Definition and Historical Perspective Bimetallism  is a monetary policy wherein the value of a currency is linked to the value of two metals, usually (but not necessarily) silver and gold. In this system, the value of the two metals would be linked to each other- in other words, the value of silver would be expressed in terms of gold, and  vice versa- and either metal could be used as legal tender.   Paper money  would then be directly convertible to an equivalent amount of either metal- for example, U.S. currency used to explicitly state that the bill was redeemable â€Å"in gold coin payable to the bearer on demand.† Dollars were literally receipts for a quantity of actual metal held by the government, a holdover from the time before paper money was common and standardized. History of Bimetallism From 1792, when the  U.S. Mint was established, until 1900, the United States was a bimetal country, with both silver and gold recognized as legal currency; in fact, you could bring silver or gold to a U.S. mint and have it converted into coins. The U.S. fixed the value of silver to gold as 15:1 (1 ounce of gold was worth 15 ounces of silver; this was later adjusted to 16:1). One problem with  bimetallism  occurs when the face value of a coin is lower than the actual value of the metal it contains. A one-dollar silver coin, for example, might be worth $1.50 on the silver market. These value disparities resulted in a severe silver shortage as people stopped spending silver coins and opted instead to sell them or have them melted down into bullion. In 1853, this shortage of silver prompted the U.S. government to debase its silver coinage- in other words, lowering the amount of silver in the coins. This resulted in more silver coins in circulation. While this stabilized the economy, it also moved the country towards  monometallism  (the use of a single metal in currency)  and the  Gold Standard. Silver was no longer seen as an attractive currency because the coins were not worth their face value. Then, during the  Civil War, hoarding of both gold and silver prompted the United States to temporarily switch to what’s known as â€Å"fiat money.† Fiat money, which is what we use today, is money that the government declares to be legal tender, but thats not backed or convertible to a physical resource like metal.  At this time, the government stopped redeeming paper money for gold or silver. The Debate After the war, the  Coinage Act of 1873  resurrected  the ability to exchange currency for gold- but it eliminated the ability to have silver bullion struck into coins, effectively making the U.S. a Gold Standard country. Supporters of the move (and the Gold Standard) saw stability; instead of having two metals whose value was theoretically linked, but which  in fact fluctuated because foreign countries often valued gold and silver differently than we did, we would have money based on a single metal that the U.S. had plenty of, allowing it to manipulate its market value and keep prices stable. This was controversial for some time, with many arguing that a â€Å"monometal† system limited the amount of money in circulation, making it difficult to obtain loans and deflating prices. This was widely seen by many as benefiting the banks and the rich while hurting farmers and common people, and the solution was seen to be a return to â€Å"free silver†- the ability to convert silver into coins, and true bimetallism. A Depression and a  panic in 1893  crippled the U.S. economy and exacerbated the argument over bimetallism, which came to be seen by some as the solution to all of the United States’ economic troubles. The drama peaked  during the  1896 presidential election. At the National Democratic Convention, eventual nominee  William Jennings Bryan  made his famous  Ã¢â‚¬Å"Cross of Gold†Ã‚  speech  arguing for bimetallism. Its success gained him the nomination, but Bryan lost the election to  William McKinley- in part because scientific advances coupled with new sources promised to increase the supply of gold, thus alleviating fears of limited money supplies. The Gold Standard In 1900, President McKinley signed the  Gold Standard Act, which officially made the United States a monometal country, making gold the only metal you could convert paper money into. Silver had lost, and bimetallism was a dead issue in the U.S. The gold standard persisted until 1933, when the  Great Depression  caused people to hoard their gold, thus making the system unstable; President Franklin Delano Roosevelt  ordered all gold and gold certificates to be sold to the government at a fixed price, then Congress changed the laws that required settlement of private and public debts with gold, essentially ending the gold standard here. The currency remained pegged to gold until 1971, when the â€Å"Nixon Shock† made then U.S. currency fiat money once again- as it has remained since.

Ga Kpanlogo and Ewe.Traditional West African dance and music Research Paper

Ga Kpanlogo and Ewe.Traditional West African dance and music techniques - Research Paper Example Comparison of Ga Kpanlogo and Ewe Drumming culture Ga Kpanlogo and Ewe are more or less Ghanaian cultures and they are West African in nature. Ga Kpanlogo has its origin in the capital city of Ghana, Accra, given this is the traditional home of the Ga people whose culture is manifested here (Lewis 2002, p.5). This type of dance can be termed as the urban youth dance and drumming. In addition, it is mainly a symbol of commitment among the rapidly growing youth in the capital of Ghana. This is due to the advocacy nature of the culture while trying to shape the political vision of the post-colonial Africa (Music 2001, p.10). Ewe music and drumming, on the other hand, are a combination of musical and drumming activities of the Ewe people of Ghana, Togo and Benin. This community throughout West Africa is known for drumming and their mode is in the form of a sophistication of cross rhythms and polyrhythm borrowing some of their similarities from jazz and Afro-Caribbean music. This form of drumming embraces diversity and therefore, the drums and music are played in so many different ways depending on where the group playing it originates. The Ewe drumming culture is composed of several drums, a bell and a rattle, and this will be different from Ga Kpanlogo, which is generally composed of drums. Each group of complete Ewe drumming is composed of a master drum together with other secondary drums and an iron bell (Lewis 2002, p.8). The Ewe people do not only have a complex drumming culture but also a complex way of their living. One of their beliefs is that if one person is good at drumming and dancing, then i t is because they inherited it from an ancestor who was good at it. It is important to realize that for both the Ga Kpanlogo and the Ewe music systems, they exhibit 16 voices in their voice notations in terms of their female and male voices. It is notable that the music and drumming cultures of the two societies have some aspects in common. The two forms of drumming and music relate to the belief systems of their respective societies. For example, in the Ewe people music helps them reconnect with their ancestors as they feel the power of life. The aspect of ancestors is quite fundamental to the people of Ewe as they possess the ability to define an individual’s destiny, hence they must be pleased through music (Music 2001, p.13). Secondly, both the group music and drumming culture are aesthetic. For example, the Ewe considers powerful music as good music. This is as the force of drumming helps people remember their past victories as very important concepts. The drumming and m usic of the two communities are a significant symbol of their history as well. In the past for example, drumming helped the Ewe people achieve their freedom from their captors through the blessings from their ancestors (Burns 2006, p.24-6). According to this culture, music is a destiny manifested as a gift from the ancestors. For the two communities, music is used for and during special functions such as during war, at funerals and for rituals for the ancestors in the society. After such functions are over, other genres are put in place for continuity (Rentink 2002, p.31-8). Ga Kpanlogo, as played by the Ga ethnic group most of whom live in Accra, existed in the recreational dance and music. It has since spread as bushfire throughout the country, which began just as a mere creative dance (Agawu 1987, p.9). As opposed to the Ewe dance and music, which were influenced by Afro-Caribbean music and jazz, this form of

Banking Concept of Education Paulo Freire Essay

Banking Concept of Education Paulo Freire - Essay Example Freire demonstrates that the banking concept is considered by oppressors to be the most suitable method of imparting knowledge on learners. The banking concept is where knowledge is deposited the same as how money is deposited in a bank. Therefore the application of the banking system of education makes students to be treated as if they are empty vessels which need to be filled with knowledge (Paulo 319). The teacher is the subject in the banking method of education while the student is the subject. This shows a relationship between the teacher and the student where the teacher narrates knowledge with the student being expected to be the listening objects. Paul Freire is opposed to the banking education because it is makes education petrifying and lifeless due to the narration process through which students are expected to learn (Mejia 63). The narration which characterizes the banking education involves teachers filling information or content to students. In this method of education , students are disconnected and detached from reality because they may not find the narrated content to be significant. The students are thus made to memorize content without attaching any importance to it. On the other hand, the problem posing method of education involves both the teacher and the student in solving problems during learning. The teacher and the student therefore work together and hence both play equal roles in the process of knowledge acquisition without the student being the object into which information is filled. The student is enabled to engage in the learning process and thus making the problem posing method of education realistic because students are able to engage with the reality of the content being learned. Unlike the oppressive banking method of education, the problem posing approach enables learners to act as thinking beings

Cells Biological Essay Example for Free

Cells Biological Essay I) Observation of starch grains 1. A potato was cut by using a cork barrier to obtain a piece of it. 2. The small piece of potato was placed on the centre of the glass slide and enough pressure was applied with fingers to squeeze it until small amount of juice was force out. The piece of potato was discarded leaving the juice behind on the glass microscope slide. 3. A drop of water was added to the potato juice and the glass slide was then covered with a clean cover slip. 4. The slide was examined: under low power (10X), then high power (40X). A drawing of 4-6 starch grains was made to illustrate the shape and other observable details for each, low power (10X) and high power (40X). 5. The experiment was preceded by staining the grains using the irrigation technique. (Irrigation technique: A drop of iodine was placed at one edge of the cover slip. A filter paper was brought into contact with the water at the opposite edge of the cover slip. As water was absorbed by the filter paper, iodine on the other side of the cover slip was drawn underneath it and the sample was stained.) 6. The iodine-stained mount was examined under low power (10X) and high power (40X). 4-6 starch grains were drawn to illustrate their shape and structure. These drawings were included in the microscope data sheet as results. II) Observation of onion cells 1. An onion was cut into half and one of its fleshy scale petals was removed. 2. The onion petal was snapped backwards and a forceps was used to tear away a piece of thin epidermal lining from inside the onion. A 1cm square piece of lining was placed onto the microscopic glass slide. 3. A drop of water was placed on the onion epidermal lining and the lining was covered with a cover slip. It was examined under a microscope at low power (10X) and then high power (40X). A drawing of the observations was made. The details that were observed in the preparation were included. . The parts of the onion cells were labelled accordingly. 4. The experiment was preceded by staining the onion lining with iodine by irrigation technique as described earlier. 5. It was examined again under low power (10X) and high power (40X). 4-6 onion cells were drawn in the microscope data sheet as observation. The parts of the onion cells were labelled completely. III) Observation of cheek cells 1. A clean glass microscope slide was obtained and a drop of water was placed in the centre of the slide. 2. A flat toothpick was hold against the inner cheek and the inner cheek was gently scraped with the flat edge of a toothpick. The cheek cells were spread in the drop of water on a microscope slide. 3. The specimen was covered with a cover slip and air bubbles were avoided. 4. It was observed under high power (40X) and a drawing of 4-6 cells was made. 5. The details that can be observed in the preparation were included and were labelled accordingly. 6. The experiment was preceded by staining the cheek cell slide with methylene blue by irrigation technique. 7. The cell with structures observed was drawn in the microscope data sheet as part of the results. Nucleus, nuclear membrane and cell membrane were labelled. Discussion: Under microscopic examination, organelles of the cell are enlarged to be observed. In onion cells (plant cell), cell wall, cell membrane, cytoplasm and nucleus are observed. In cheek cells (animal cells), cell membrane, cytoplasm and nucleus are observed. The difference between plant cells and animal cells are presence of organelles and their cell shape. From the observation of onion cells and cheek cells, it there is presence of cell wall in onion cell (plant cell) but it is absent in animal cell .The presence of cell wall contributes to the fixed, rigid shape of plant cell whereas animal cell is irregular in shape. Different types of stain colour for particular parts of a cell respectively so that the translucent parts of the cells can be viewed more clearly and can be studied easily. Iodine is often used as an indicator for starch. Hence, starch grains and onion cells are more clear and visible when iodine stains starch present in the cells. During observation of starch grains, starch is mixed with iodine solution where dark blue solution is observed, representing a starch/iodine complex. Staining a plant cell with iodine allows us to see the onion cell wall. Methylene blue binds well with negative charge molecules (DNA) which allows us to see the nucleus of the cell. It stains nuclei acid found in the nucleus, making nucleus more observable. For precaution, glass slide is make sure is clean and perfectly transparent by holding the slide by its edge. Glass slide is make sure not to be dry so that the cell can be observed under the microscope. During wet mount, air bubbles that will interfere the viewing the organisms’ movement is to be avoided by putting the covers lip gently on the slide. When observing the specimen, adjust the iris diaphragm or light level to achieve optimum contrast. Low power is always to be used first as to know the location of a good area for observation.

Poverty: A Form of Slavery Essay -- poverty essay

Today they say that we are free, Only to be chained in poverty -- Bob Marley This paper will discuss poverty, the different types of poverty and their definitions and who is affected by each type of poverty. It will look at the some of the major reasons why poverty exists and what causes poverty, like such things as inequality, stratification and international debt. Some of the impacts of poverty will also be analyzed from a national and global perspective; things like education, literacy rate, and crime. This paper will demonstrate that poverty affects almost everyone in some form or another and exists because those with power and wealth want and need poverty to exist to force a dependence on the wealthy. A few of the main approaches that this is achieved is through economic systems, influencing government policies, and global stratification. Defining poverty is not a simple task and this is what this paper will tackle first. WHAT IS POVERTY Poverty is difficult to define exactly, as it has different meanings to different people depending on what country they live in, what culture they belong to, and how much income they earn. All these factors and more will change the way poverty is defined by an individual or organization (Seabrook, 2007, p.35). Adam Smith the classical economist had this view of poverty â€Å"poverty is a lack of those necessities that the custom of the country renders it indecent for creditable people, even of the lowest order, to be without† (Richmond and Saloojee, 2005, p.33). Another popular view of poverty is that of Nobel Prize winner Amartya Sen who said the poor â€Å"cannot participate adequately in communal activities, or be free of public shame from failure to satisfy conventions† (Richmond and ... ... of slavery. Works Cited Deveaux, B. (Director). (2010). Poor no more [Motion Picture]. Ferrante, J. (2006). Global inequality and the challenges of reducing extreme poverty. (Cover story). Sociological Viewpoints, 225-19. McNally, D. (2006). Another world is possible: globalization and anti-capitalism. Winnipeg, Canada: Arbeiter Ring Publishing Murray, J. L., Linden, R., & Kendall, D. (2011). Sociology in our times. Toronto: Nelson Education. Raphael, D. (2007). Poverty and policy in Canada: implications for health and quality of life. Toronto: Canadian Scholars’ Press Richmond, T., & Saloojee, A. (2005). Social inclusion. Black Point: Fernwood Publishing. Seabrook, J. (2007). The no-nonsense guide to world poverty. Toronto: New Internationalist Publications Sidel, R. (1998). Keeping women and children last. New York: Penguin Books

Investment Property Essay

The objective of this Standard is to prescribe the accounting treatment for investment property and related disclosure requirements. Investment property is property (land or a building—or part of a building—or both) held (by the owner or by the lessee under a finance lease) to earn rentals or for capital appreciation or both, rather than for: (a) use in the production or supply of goods or services or for administrative purposes; or (b) sale in the ordinary course of business. A property interest that is held by a lessee under an operating lease may be classified and accounted for as investment property provided that: (a) the rest of the definition of investment property is met; (b) the operating lease is accounted for as if it were a finance lease in accordance with IAS 17 Leases; and (c) the lessee uses the fair value model set out in this Standard for the asset recognised. Investment property shall be recognised as an asset when, and only when: (a) it is probable that the future economic benefits that are associated with the investment property will flow to the entity; and (b) the cost of the investment property can be measured reliably. An investment property shall be measured initially at its cost. Transaction costs shall be included in the initial measurement. The initial cost of a property interest held under a lease and classified as an investment property shall be as prescribed for a finance lease by paragraph 20 of IAS 17, ie the asset shall be recognised at the lower of the fair value of the property and the present value of the minimum lease payments. An equivalent amount shall be recognised as a liability in accordance with that same paragraph. The Standard permits entities to choose either: (a) a fair value model, under which an investment property is measured, after initial measurement, at fair value with changes in fair value recognised in profit or loss; or (b) a cost model. The cost model is specified in IAS 16 and requires an investment property to be measured after initial measurement at depreciated cost (less any accumulated impairment losses). An entity that chooses the cost model discloses the fair value of its investment property. Fair value is the price that would be received to sell an asset or paid to transfer a liability in an orderly transaction between market participants at the measurement date. An investment property shall be derecognised (eliminated from the statement of financial position) on disposal or when the investment property is permanently withdrawn from use and no future economic benefits are expected from its disposal. Gains or losses arising from the retirement or disposal of investment property shall be determined as the difference between the net disposal proceeds and the carrying amount of the asset and shall be recognised in profit or loss (unless IAS 17 requires otherwise on a sale and leaseback) in the period of the retirement or disposal.

Females & family Essay

Being someone means that a person has one’s own concept of an own identity. This means that one knows what he/she wants and why he/she wants it. Furthermore, one that has properly established an identity can be freed of the manipulations of others. Men and women alike are in search and in pursuance of a self that they could call their own. Even in fiction, the idea of maintaining a personal identity is exemplified. Although their pasts could never be made out quite perfectly, the characters present state and outlooks about the future are enough to explain what is the common theme. The women in the two stories lacked a certain sense of identity that is their own. Judging from their behavior, thoughts and desires, it can be safely said that being in a married state had made them lose their selves. Both female wives were accustomed to a patriarchal family where the male decides for the family. Nancy in Dead Men’s Path and Mrs. Mallard in The Story of an Hour were typical housewives who ascertain to the decisions of their husbands. Both craved for their own interests subtly. Both had unmet needs that were asking to be freed, much ignored by the people around them who were far too busy to even notice. Look more:  literary analysis of the story of an hour essay The female lead character in The Story of an Hour, Mrs. Mallard, was aspiring for freedom that she did not even know she was lacking. Being a married person, most of her time she was thinking of her family—husband, sister and other relatives. Her own good was put at the back of her mind and was very seldom thought of. At the time that her sister gently broke with her the news of her husband’s death, she finally realized that she had been cooped up under the shadow of her husband. Mrs. Mallard was consumed by the thought of exercising her long extinguished right. In her mind she was thinking about the future that was smiling brightly ahead of her, for times that she would be enjoying on her own. â€Å"There would be no one to live for during those coming years; she would live for herself. (Chopin, 1894). † It can be said that her life with her husband had not been a rather satisfying one because her husband had not understood her likes and preferences. She further thinks that due to his death, â€Å"there would be no powerful will bending hers in that blind persistence with which men and women believe they have a right to impose a private will upon a fellow-creature. A kind intention or a cruel intention made the act seem no less a crime as she looked upon it in that brief moment of illumination (Chopin, 1894). † At that instant, all she wanted was to be free—to be really and truly free—in the full essence of the world. That thought she had enjoyed all to herself, as others would find it hard to understand her joy. She looked at the future ahead of her with a renewed hope. In the words of Chopin (1894), â€Å"But she saw beyond that bitter moment a long procession of years to come that would belong to her absolutely. And she opened and spread her arms out to them in welcome. † Mrs. Mallard had been afflicted by heart attack, which showed how fragile she was. Despite the grief that she should be voicing out due to the sudden death of her husband, she could not cage the enthusiasm that gripped her intensely. â€Å"She said it over and over under her breath: ‘free, free, free! ’ The vacant stare and the look of terror that had followed it went from her eyes. They stayed keen and bright. Her pulses beat fast, and the coursing blood warmed and relaxed every inch of her body (Chopin, 1894). † Even her love—or what used to be love, even in the littlest sense—had been forgotten completely. In fact, Mrs. Mallard thought, â€Å"What could love, the unsolved mystery, count for in the face of this possession of self-assertion which she suddenly recognized as the strongest impulse of her being! (Chopin, 1894)† At this point she had established the notion that she was to put herself above everything else seeing that she is not expected to be caged again. She could have sensed her inappropriate response to the death and so locked herself up to celebrate with herself before she went down to face her relatives. She was excited about the future that smiled brightly at her; her time would be spent on whatever she wanted to do without reference to other’s decisions and preferences. She was at last free to be herself again. That was of course until she found out that the cause of her imprisonment was well alive and breathing, her heart failing to cope up with the sudden burst of happiness and then disappointment. The sudden news that gripped her with a revived hope for a bright future had been devastated at the truth that she was not truly freed yet. Nancy, the new headmaster’s young wife, had been burdened by the duties of a wife that she looked older than her actual age. In the following sentence her frustrations were illuminated as stated: â€Å"In their two years of married life she had become completely infected by his passion for ‘modern methods’ and his denigration of ‘these old and superannuated people in the teaching field who would be better employed as traders in the Onitsha market’ (Achebe, 1972)†. The text explicitly mentioned that since she had been married she had lost her own sense of identity and became a subordinate of her husband who had better things in mind than listen to the woes of his wife. Also according to the story, Nancy had been the listener to what his husbands had to say about other people without saying that he has listened to what his wife wants to say. Achebe (1972) illustrates this position by saying that â€Å"Her little personal misfortune could not blind her to her husband’s happy prospects. † In the scene where Nancy was excited about her husband’s new arrangement, she was thinking about her new status and how every other woman would look envious. She was not concerned with what her husband had to do for the welfare of the community. Instead, she was focused on what she would be. She wanted herself to be better in comparison to the other women. She wanted not to regret the fact that she was married to a man that was not unhandsome but not dashing either. However, when she realized that unlike her all other teachers were unmarried, young and better in terms of physical characteristics than her, she was disappointed. She had wanted to be envied and be idolized by others, especially females. Her simple dream was far from being fulfilled. In the story, her character had â€Å"began to see herself already as the admired wife of the young headmaster, the queen of the school. The wives of the other teachers would envy her position. She would set the fashion in everything†¦(Achebe, 1972). † Looking at the two stories and the roles of females in the texts, a generalization can be made stating that females, once in a married status, is asked to sacrifice certain needs that they had been accustomed to in their single life. Because of a family, the women in the stories were asked to be more mature than they actually were, thought of more important things than themselves and asked to understand others in turn. Belonging to a family that is ruled by the male, the lives of the two females could be seen as insignificant in comparison to their husbands. And because their opinions were often unheard, Nancy cannot be blamed for disillusioning herself with the prospect of being the â€Å"queen of the school†; neither can Mrs. Mallard be blamed for her blatant and straightforward yearning for freedom that had been evading him since she was married. Also, the two women could be seen as incomplete because they did not have children with whom to share their happiness with. Nancy had a husband who was busy tending to the needs of the school while Mrs. Mallard had a wife that traveled for business purposes. Both were left to search their own happiness. Word count: 1305 Reference: Achebe, Chinua. (1972). Dead Men’s Path. Girls at War and Other Stories. Harold Ober Associates Incorporated. 30 April 2009. http://www. emcp. com/product_catalog/school/litLink/Grade10/U10-02deadmen/selection. php Chopin, Kate. (1894). The Story of an Hour. 30 April 2009. http://www. vcu. edu/engweb/webtexts/hour/

Technology Being Digital

Technology Being Digital People are always ready to embrace and adopt new technologies. This can be explained by people’s behavior of trying to comprehend electronic content, computers and the internet by reading content that gives guideline on this.Advertising We will write a custom essay sample on Technology: Being Digital specifically for you for only $16.05 $11/page Learn More Different age groups of people engage in diversified reading with regard to technology all in an effort of getting more knowledge and insight on how to go about using the present modes of technology. The bits are bits idea by Negroponte shows how larger components can be transformed into minor segments which can be easily accessed with the help of computers. Everything that is tangible in form has been converted in bits that can be accessed from a computer. To start with, there were the actual objects like books and CDs. Later, these were converted into computer software that enhanced accessibility across the globe. As a result of this, the world has become a small village referred to as â€Å"the global village†. This way, people from different corners of life are able to interact and share ideas that have been translated into bits and can be accessed from the computer. Digital technology reduces time and money. Previously, before the world became digitalized, the entire economic telecommunications model relied on charges per minute, per bits (data) or per mile. The disruption of human to human interactions due to digitalization has resulted into timelessness since one does not need to spend a lot of time trying to get in touch with someone else who may be overseas. This has been achieved by the fact that the world is a global village thus transmitting information does not have to rely on time and money. A click of the mouse is enough to have the information appearing on every computer in the world. Face book is a perfect example of this, one can post any kind of infor mation that will be accessed by a large number of people without having to incur expenses or spend a lot of time. The conversion of the world into a digital world meant no distance, no time consumption and therefore fast delivery of computer content. For example, music, which was delivered in five hours, is currently delivered in no more than five seconds. The same case applies to movies and distance. The movement from New York to London has been made easy by the presence of the satellite. The act of being digital makes it possible for people to create atoms (books, CDs and related tangible objects) from bits (computerized data) and bits from atoms.Advertising Looking for essay on computer science? Let's see if we can help you! Get your first paper with 15% OFF Learn More This means that technology can be used to achieve an intended effect like in desktop conferencing. The use of bits from atoms is cheaper as compared with obtaining the actual atoms, which ar e things like books, CDs, et cetera, since there are no middlemen. In addition, no distance is covered. Negroponte has used his wired column of being digital as an example to show how technology transmits information in the simplest form more efficiently and effectively. However, being digital has disrupted the structure of the society and cultural values. This is because, as the world becomes a global village, cultural values from a different society are assimilated and this dilutes the originally held cultural values. Digital technology is also associated with refined and less detailed information as most of the wired columns lack illustrations. High-definition televisions have destroyed broadcasting power. Ownership of bits in the digital world is not certain. This is because there are no copyright laws to protect the ones who make the bits’ inventories and as a result, bits’ cost, ownership and interaction with people are usually up for grabs. One can find e-books and download movies and music from the internet without giving credit to the owner. This way, the author or producer of a book, film or movie fails to get his or her rightful compensation. The contemporary world is an ultimate reflection of how Negroponte viewed it. Everything has become digitalized and a recent example is the world cup where people could actually refer to the match from the internet days after due to availability of bits with regard to the match. The fact that books, music and movies can be easily obtained from the internet is a show that technology is a great referencing point that can be used to source for information and events with ease.

Story in Spanish About the Poinsettia

Story in Spanish About the Poinsettia Improve your Spanish this holiday season with this story about the poinsettia, the rare U.S holiday tradition that originated south of the border.   La flor de Nochebuena Durante la temporada navideà ±a, la flor de Nochebuena es muy popular en Estados Unidos. Pero muchos no saben que la flor es originaria de Mà ©xico. En espaà ±ol, la flor tiene muchos nombres como la flor de Nochebuena, la flor de Pascua, la flor de fuego, la estrella de Navidad y la corona de los Andes. Los indà ­genas mexicanos la llamaban cuetlazochitl, que significa la flor de pà ©talos resistentes como el cuero. Para los aztecas, la flor roja era sà ­mbolo de la sangre de los sacrificios que ofrendaban al sol. En los EEUU, la flor es conocida como la poinsettia en honor de Joel Poinsett, botnico y el primer embajador estadounidense a Mà ©xico. En Mà ©xico hay una leyenda sobre la flor. Se dice que habà ­a una nià ±a muy pobre que lloraba porque no tenà ­a regalo para dar al nià ±ito Jesà ºs en el altar de su iglesia. Un ngel escuchà ³ sus oraciones, y le dijo que cortara las ramas de algunas plantas cerca del camino. Cuando llegà ³ la nià ±a al altar, al contacto con sus lgrimas, de las ramas brotaron bellas flores rojas y resplandecientes. Eran las primeras flores de Nochebuena. Ya tenà ­a regalo adecuado para el nià ±ito Jesà ºs. Translation With Grammar and Vocabulary Notes Durante la temporada navideà ±a,During the Christmas season, Navideà ±o  is the adjectival form of  Navidad, the word for Christmas. The  feminine form  is used here  because  temporada  is feminine. la flor de Nochebuena es muy popular en Estados Unidos.the poinsettia is very popular in the United States. Nochebuena, a combination of  noche  (night) and  buena  (good) is the word used for Christmas Eve. Although the phrase  flor de Nochebuena  could be translated literally as Christmas Eve flower, doing so would not be as clear here as using the English name of the flower. Pero  muchos  no  saben  que la flor es originaria de Mà ©xico.But many dont know the flower is originally from Mexico. The phrase  ser originario de  is frequently used to indicate where something originates. Note that  originario  (or the feminine form,  originaria,  in the original sentence here) is an adjective, not an adverb as in the English translation. Note also that the word  que  is left untranslated in English. In this case, it could have been translated as that, a word often omitted in English. But in Spanish,  que  is essential. En espaà ±ol, la flor tiene muchos nombresIn Spanish, the flower has many names como la flor de Navidad, la flor de Pascua, la flor de fuego, la estrella de Navidad y la corona de los Andes.such as the Christmas flower, the  Pascua  flower, the fire flower, the Christmas star and the crown of the Andes. The word  Pascua  originally referred to the Jewish Passover. In Christianity, it came later to refer to Easter, whose timing is theologically connected with Passover. Los indà ­genas mexicanos la llamaban  cuetlazochitl,The natives of Mexico called it  cuetlazochitl, Indà ­gena, meaning an indigenous person, is one of those unusual words that end in  -a  in both masculine and feminine forms. In the above sentence,  la  is used to mean it because it refers to a feminine noun,  la flor. If the reference had been to a masculine noun,  lo  would have been used. que significa la flor de pà ©talos resistentes como el cuero.which means the flower with petals tough like leather. Note that in Spanish, the period comes outside the  quotation marks, the opposite of what is done in U.S. English. Note also that the  de  in the definition is translated as with, even though  de  typically is translated as of. This provides a more natural translation. Para los aztecas, la flor roja era sà ­mbolo del sangre de los sacrificios que ofrendaban al Sol.For the Aztecs, the red flower was a symbol of the blood of the sacrifices they offered to the sun. The verbs in this sentence are in the  imperfect tense, as is usually the case with verbs that refer to events or repeated actions that occur over a long period of time. En los EEUU, la flor es conocida como la  poinsettia  en honor de Joel Poinsett, botnico y el primer embajador estadounidense a Mà ©xico.In the U.S., the flower is known as the poinsettia in honor of Joel Poinsett, a botanist and first U.S. ambassador to Mexico. EEUU  is the abbreviation for  Estados Unidos. See how the letters are doubled as is often done in an  abbreviation of a plural noun. En Mà ©xico hay una leyenda sobre la flor.In Mexico there is a legend about the flower. Hay  is a form of  haber  that is very commonly used to mean there is. The past tense, as in the following sentence, is  habà ­a. Se dice que habà ­a una nià ±a muy pobreIt is said that there was a very poor girl Se  dice, a  reflexive  form of  decir, is a common way of saying it is said or they say. que lloraba porque no tenà ­a regalo para dar al nià ±ito Jesà ºs en el altar de su iglesia.who cried because she didnt have a gift to give to the baby Jesus on the altar of her church. Nià ±ito  is a  diminutive  form of  nià ±o, a word for boy. Un ngel escuchà ³ sus oraciones, y le dijo que cortara las ramas de algunas plantas cerca del camino.An angel heard her prayers and told her to cut the branches of the plants near the path. The verb  cortara  is in the  imperfect subjunctive  form, because the  subjunctive  form typically is used with  commands and requests  that follow  que. The  le  in this sentence is an  indirect object pronoun; to cut the branches is what the angel said, but the girl is whom the angel told it to. Cuando llegà ³ la nià ±a al altar, al contacto con sus lgrimas, de las ramas brotaron bellas flores rojas y resplandecientes.When the girl arrived at the altar, upon contact with her tears beautiful and brilliant red flowers came forth from the branches. Use of  al  followed by an noun, seen here in the phrase  al contacto, is a common way of saying in Spanish that something occurs as the result of another event. Also note how the word order in this sentence is different than what it would be in English. Eran las primeras flores de Nochebuena.These were the first poinsettias. The translation of They were ... also could have been used. As the  subject is often omitted  in Spanish sentences, you can let context determine the smoothest translation. Ya tenà ­a regalo adecuado para el nià ±ito Jesà ºs.Now she had a suitable gift for the baby Jesus. Ya  is a very common adjective whose translation varies widely depending on the context. The adjective  adecuado  is obviously related to the English adequate (making it a  cognate) but doesnt have the same connotation.

Post WWII Discrimination Essay Example | Topics and Well Written Essays - 750 words

Post WWII Discrimination - Essay Example All the participants of the war were entitled to government compensation due to their effort and time wasted in protecting the country. The compensations would enable the ex-soldiers improve their lives and settle fast after the mission2. The government passed Servicemen Readjustment Act in 1944 to adequately recognize the military personnel who had taken part in the war. This law would help the soldiers to settle immediately after the war and enjoy their Lives with relatives and families. However, after the war, black servicemen received unfair treatment from the state compared to their white counterparts in terms of remunerations and other individual rights envisaged in Servicemen Readjustment Acts of 1944. According to the government policies all the soldiers who had taken part in the world war two were promised inexpensive marketable and dwelling houses. All the soldiers whether back or white who had taken part in the Second World War, would have a chance to acquire the buildings of their choices on fair terms3. The government would subsidize the houses for the soldiers to enable them acquire dwelling places and settle with their families and relatives. The state had also offered to give those military men interest free loans which they could use to purchase houses at a lower than market value. However, after the end of the war white military men were given the chances to purchase the houses as promised. They were also given huge amount of loans which ere interest free to purchase the houses. On the other hand, black soldiers did not get any opportunity to buy the houses at lower than market value. They did not get any loan at all in favorable terms as promised by the government4. Consequently, the white soldiers bought good residential and commercial houses and lived a high quality life. The black soldiers on the other hand continued to live in poverty like before. This resulted to inequality in wealth possessions among the ex-soldiers in America. The gove rnment of America had promised all the soldiers who were involved in the war a chance to further their learning after the end of the war5. This offer was for both black and white soldiers, and the cost would be borne by the American government. After the war the government offered chances to white military men to pursue their studies at different education levels of their choices. The government gave the white soldiers first priority and they occupied all learning institutions6. However, most of the black ex-servicemen were denied this privilege of advancing their learning. Even those who were admitted in schools were not allowed to mix with the white soldiers. The black soldiers were given accommodation in tents because they were considered inferior and unworthy to live in the same building with the white soldiers who were considered superior7. This amounted to inequality because all soldiers had acquired similar training and fought on equal terms during the Second World War Inequa lity was also witnessed in sporting activities. Sports such as horse race, golf and swimming facilities were preserves of the white. The white soldiers enjoyed better sporting facilities while the black soldiers did not have access to gaming facilities at all. After the war the black servicemen were blamed by the white counterparts for their inability to perform excellently during the war. The white soldie