Old Majors Speech in Animal Farm A Book by George Orwell Essay Example

Old Majors Speech in Animal Farm: A Book by George Orwell Essay The Old Major’s speech was at the very start of chapter one of the book. It illustrates how animal farm was based on the Russian Revolution and how the Old Major character was modeled on Karl Marx who wrote the communist manifesto which was a guiding principle of the Russian Revolution. The Old Major used a huge amount of persuasive techniques in many different ways. He used emotive language to make the animals have an emotional, rather than a rational response to his speech. He creates a number of ideas that he expresses to the animals to make them believe that the revolution is for the right ideas. The first idea is of man as a parasite, a being who ‘consumes without producing’, lazy and weak. This sets up the central theme of injustice that such a creature should be lord of the strong and productive animals. This is reinforced by appealing to each individual set of animals. First the cows, who have given thousands of gallons of milk, then the hens who have laid eggs, then the horses and their foals, then the pigs, then the dogs. This makes the speech much more personal towards the animals as it makes it easier for them relate to because part of the speech is directed at them. We will write a custom essay sample on Old Majors Speech in Animal Farm: A Book by George Orwell specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Old Majors Speech in Animal Farm: A Book by George Orwell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Old Majors Speech in Animal Farm: A Book by George Orwell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The second idea is that man is a threat, not just to the wellbeing of the animals but to their very lives as ‘no animal escapes the cruel knife in the end’. The hens’ eggs do not hatch into chickens, the pigs will ‘scream’ their lives out at the block, when Boxer’s muscles give out he will be sent to the knacker and when the dogs grow old ‘Jones ties a brick round their necks and drowns them’. This idea is threatening towards the animals which gives them one more reason to agree to the revolution as they would feel threatened an un easy if they did nothing to prevent their fate that the Old Major described. So first the animals are made to feel aggrieved at supporting the parasitic humans, and then their lives threatened. The third key idea in the speech is that there is a solution, only one solution which is made to feel inevitable ‘I do not know when that rebellion will come but I know that sooner or later justice will be done’. The fourth key idea is of unity and common purpose. ‘Among all us animals let there be perfect unity’. Implicit in this idea is the message that any disunity undermines all the animals. Even the rats, who are not a widely liked group, count as animals. This binds the animals together but it also effectively silences any legitimate questioning or dissent. So this covers the key ideas in the speech, but it’s effectiveness lies not so much in the ideas that are communicated but in the way these ideas are expressed. The Old Major uses many rhetorical devices. The Old Major has a keen sense of his audience. He appeals to each individual set of animals. First the cows, who have given thousands of gallons of milk, then the hens who have laid eggs, then the horses and their foals, then the pigs, then the dogs. Then he binds them together. He also uses extreme language and brutal images. Piglets don’t simply die, they ‘scream their lives out’. The dogs don’t get put down, they are drowned with a brick tied around their necks. He does this to add more suspense and make the animals future sound more severe than it is. He also anticipates counter arguments by stating them himself, but minimising and downplaying them. So he concedes that man might feed the animals, but he only gives them ‘the bare minimum that will prevent them from starving’. The idea that the animals might have any common interest with men is dismissed as ‘all lies‘. When he mentions how the animals get fed ‘the bare minimum’ after working hard to provide food for the humans it includes that the Old Major had become ‘stout’ which clearly means that he had not been underfed and he had been fed far more than the bare minimum, or he wouldn’t be the size that he was. It was also included that he was old (the ‘Old’ Major) and the irony is that he told the animals that they would be slaughtered when in fact he has lived a long life and has not been subject to hostility. The animals clearly did not realise this at the time because the one main point about the book is that the pigs are cleverer than the rest of the animals more easily. It’s worth discussing the way in which the Old Major speaks. He alternates rhetorical questions questions where the answer is self-evident. Occasionally he will ask a question which he then proceeds to answer himself ‘Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings. There are many questions in the speech but none of them are genuine questions, the answers are all either implicit in the question or given in the speech. Each time he is pushing the animals along and forces them to think along the channels he has chosen. In parts of the speech he had a very clever idea of how to use the rhetorical questions for lots of purposes. He makes them believe that they are thinking for themselves, but really he is intentionally forcing the answers through the questions that he is asking. He does this partly to mask the fact that he is manipulating them into agreeing with him. When the Old Major isn’t asking questions, he is exclaiming. ‘Fix your minds on that, comrades, throughout the short remainder of your lives! ’ The speech he makes isn’t a quiet one, you can tell from the exclamations that his voice is raised and designed to be rousing. The Old Major doesn’t just repeat his ideas, he repeats certain words. Take the word ‘comrades’ which reinforces the idea of unity, this is used no fewer than a dozen times. A word or a phrase used in one sentence is repeated in the next to make sure that the message is heard and reinforced. ‘Rebellion! I do not know when that Rebellion will come ’ The use of the repetition is very skilled because it is a rhetorical trick as he only repeats key works to enforce that the message gets heard more clearly. He cleverly compares what the humans do and what the animals do ‘He does not give milk, He does not give eggs’ and ‘OUR labour tills the soil, our dung fertilises it’ which is a clear comparison of how in his eyes, the humans do nothing but make the animals work, and the animals do all the work and get nothing in return. He also says how the humans are ‘The Lord of the Animals’ and the animals get nothing. This gives the animals yet another reason to go ahead with the resolution. The Old Major also makes his thought process seem natural and logical, so that each idea flows into the next and takes his audience with him. It all builds to a natural conclusion ‘Is it not crystal clear then that all the evils of this life of ours spring from the tyranny of human beings’. The conclusion feels logical even though it might not stand up to scrutiny. The conclusion is that man is to blame for all the ills that attend the animals. The Old Major’s speech is emotive i. e. t engenders certain emotions in his audience. First he makes them feel miserable, enslaved, downtrodden. Then he presents a solution, which offers hope. Then he binds them together and makes them feel unified and resolute against a common enemy. But underpinning all this there is a certain sort of sentimentality. He appeals to the animals to remember the days of their own youths and the youth of their offsprin g. He refers to the chickens that never hatched, the foals that never stayed with their dam and his own youth ‘Many years ago when I was a little pig‘. Another use of emotive language is when he says to the animals ‘I don’t have much time left. ’, as if it were his final dying wished for the revolution to be carried out. They are made to feel sympathetic towards him. This made them feel obliged to agree to his suggestions (which was what he intended) as they would feel guilty if they did not because he did not have much of his life left. I would go as far as saying it was emotional blackmail because he was putting the animals in a position where they couldn’t decline. There were many emotive language examples throughout the speech. Another one was ‘and even the miserable lives we lead are not allowed to reach their natural life span’. He used strong adjectives e. g miserable to make the animals feel sorry for themselves and each other because they are made to think that their lives have been bad and they have been deprived and they deserve more. He makes them feel like they are being exploited by man by saying this. Another point is that the Old Major intentionally leaves out the fact that the humans feed him and look after him and the rest of the animals. This proves that he is biased because he has purposely not included any of this information. The was that he presents the whole idea is clever because he presents it so there is only one resolution to what he is saying. This strategy is enforced when he threatens the cows, pigs and dogs by creating an image of an extremely brutal and severe future for all of them which is not entirely true. At the end he briefly warns he animals- as if he knows what is going to happen, when he says ‘Even when you have conquered him, do not adopt his vices. So he is trying to explain that they should not turn into the enemy. The speech finishes with a song, a rousing song, that ‘threw all the animals into the wildest excitement’. All the animals start singing it, and in singing in unison, their unity is cemented. Overall Old Major’s speech worked very effectively and his intentional outcome of the speech was fulfilled because the animals had been influenced to such an extent that they agreed and felt partially obliges to go ahead with the rebellion, suggested by him. Old Majors Speech in Animal Farm A Book by George Orwell Essay Example Old Majors Speech in Animal Farm: A Book by George Orwell Essay The Old Major’s speech was at the very start of chapter one of the book. It illustrates how animal farm was based on the Russian Revolution and how the Old Major character was modeled on Karl Marx who wrote the communist manifesto which was a guiding principle of the Russian Revolution. The Old Major used a huge amount of persuasive techniques in many different ways. He used emotive language to make the animals have an emotional, rather than a rational response to his speech. He creates a number of ideas that he expresses to the animals to make them believe that the revolution is for the right ideas. The first idea is of man as a parasite, a being who ‘consumes without producing’, lazy and weak. This sets up the central theme of injustice that such a creature should be lord of the strong and productive animals. This is reinforced by appealing to each individual set of animals. First the cows, who have given thousands of gallons of milk, then the hens who have laid eggs, then the horses and their foals, then the pigs, then the dogs. This makes the speech much more personal towards the animals as it makes it easier for them relate to because part of the speech is directed at them. We will write a custom essay sample on Old Majors Speech in Animal Farm: A Book by George Orwell specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Old Majors Speech in Animal Farm: A Book by George Orwell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Old Majors Speech in Animal Farm: A Book by George Orwell specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The second idea is that man is a threat, not just to the wellbeing of the animals but to their very lives as ‘no animal escapes the cruel knife in the end’. The hens’ eggs do not hatch into chickens, the pigs will ‘scream’ their lives out at the block, when Boxer’s muscles give out he will be sent to the knacker and when the dogs grow old ‘Jones ties a brick round their necks and drowns them’. This idea is threatening towards the animals which gives them one more reason to agree to the revolution as they would feel threatened an un easy if they did nothing to prevent their fate that the Old Major described. So first the animals are made to feel aggrieved at supporting the parasitic humans, and then their lives threatened. The third key idea in the speech is that there is a solution, only one solution which is made to feel inevitable ‘I do not know when that rebellion will come but I know that sooner or later justice will be done’. The fourth key idea is of unity and common purpose. ‘Among all us animals let there be perfect unity’. Implicit in this idea is the message that any disunity undermines all the animals. Even the rats, who are not a widely liked group, count as animals. This binds the animals together but it also effectively silences any legitimate questioning or dissent. So this covers the key ideas in the speech, but it’s effectiveness lies not so much in the ideas that are communicated but in the way these ideas are expressed. The Old Major uses many rhetorical devices. The Old Major has a keen sense of his audience. He appeals to each individual set of animals. First the cows, who have given thousands of gallons of milk, then the hens who have laid eggs, then the horses and their foals, then the pigs, then the dogs. Then he binds them together. He also uses extreme language and brutal images. Piglets don’t simply die, they ‘scream their lives out’. The dogs don’t get put down, they are drowned with a brick tied around their necks. He does this to add more suspense and make the animals future sound more severe than it is. He also anticipates counter arguments by stating them himself, but minimising and downplaying them. So he concedes that man might feed the animals, but he only gives them ‘the bare minimum that will prevent them from starving’. The idea that the animals might have any common interest with men is dismissed as ‘all lies‘. When he mentions how the animals get fed ‘the bare minimum’ after working hard to provide food for the humans it includes that the Old Major had become ‘stout’ which clearly means that he had not been underfed and he had been fed far more than the bare minimum, or he wouldn’t be the size that he was. It was also included that he was old (the ‘Old’ Major) and the irony is that he told the animals that they would be slaughtered when in fact he has lived a long life and has not been subject to hostility. The animals clearly did not realise this at the time because the one main point about the book is that the pigs are cleverer than the rest of the animals more easily. It’s worth discussing the way in which the Old Major speaks. He alternates rhetorical questions questions where the answer is self-evident. Occasionally he will ask a question which he then proceeds to answer himself ‘Why then do we continue in this miserable condition? Because nearly the whole of the produce of our labour is stolen from us by human beings. There are many questions in the speech but none of them are genuine questions, the answers are all either implicit in the question or given in the speech. Each time he is pushing the animals along and forces them to think along the channels he has chosen. In parts of the speech he had a very clever idea of how to use the rhetorical questions for lots of purposes. He makes them believe that they are thinking for themselves, but really he is intentionally forcing the answers through the questions that he is asking. He does this partly to mask the fact that he is manipulating them into agreeing with him. When the Old Major isn’t asking questions, he is exclaiming. ‘Fix your minds on that, comrades, throughout the short remainder of your lives! ’ The speech he makes isn’t a quiet one, you can tell from the exclamations that his voice is raised and designed to be rousing. The Old Major doesn’t just repeat his ideas, he repeats certain words. Take the word ‘comrades’ which reinforces the idea of unity, this is used no fewer than a dozen times. A word or a phrase used in one sentence is repeated in the next to make sure that the message is heard and reinforced. ‘Rebellion! I do not know when that Rebellion will come ’ The use of the repetition is very skilled because it is a rhetorical trick as he only repeats key works to enforce that the message gets heard more clearly. He cleverly compares what the humans do and what the animals do ‘He does not give milk, He does not give eggs’ and ‘OUR labour tills the soil, our dung fertilises it’ which is a clear comparison of how in his eyes, the humans do nothing but make the animals work, and the animals do all the work and get nothing in return. He also says how the humans are ‘The Lord of the Animals’ and the animals get nothing. This gives the animals yet another reason to go ahead with the resolution. The Old Major also makes his thought process seem natural and logical, so that each idea flows into the next and takes his audience with him. It all builds to a natural conclusion ‘Is it not crystal clear then that all the evils of this life of ours spring from the tyranny of human beings’. The conclusion feels logical even though it might not stand up to scrutiny. The conclusion is that man is to blame for all the ills that attend the animals. The Old Major’s speech is emotive i. e. t engenders certain emotions in his audience. First he makes them feel miserable, enslaved, downtrodden. Then he presents a solution, which offers hope. Then he binds them together and makes them feel unified and resolute against a common enemy. But underpinning all this there is a certain sort of sentimentality. He appeals to the animals to remember the days of their own youths and the youth of their offsprin g. He refers to the chickens that never hatched, the foals that never stayed with their dam and his own youth ‘Many years ago when I was a little pig‘. Another use of emotive language is when he says to the animals ‘I don’t have much time left. ’, as if it were his final dying wished for the revolution to be carried out. They are made to feel sympathetic towards him. This made them feel obliged to agree to his suggestions (which was what he intended) as they would feel guilty if they did not because he did not have much of his life left. I would go as far as saying it was emotional blackmail because he was putting the animals in a position where they couldn’t decline. There were many emotive language examples throughout the speech. Another one was ‘and even the miserable lives we lead are not allowed to reach their natural life span’. He used strong adjectives e. g miserable to make the animals feel sorry for themselves and each other because they are made to think that their lives have been bad and they have been deprived and they deserve more. He makes them feel like they are being exploited by man by saying this. Another point is that the Old Major intentionally leaves out the fact that the humans feed him and look after him and the rest of the animals. This proves that he is biased because he has purposely not included any of this information. The was that he presents the whole idea is clever because he presents it so there is only one resolution to what he is saying. This strategy is enforced when he threatens the cows, pigs and dogs by creating an image of an extremely brutal and severe future for all of them which is not entirely true. At the end he briefly warns he animals- as if he knows what is going to happen, when he says ‘Even when you have conquered him, do not adopt his vices. So he is trying to explain that they should not turn into the enemy. The speech finishes with a song, a rousing song, that ‘threw all the animals into the wildest excitement’. All the animals start singing it, and in singing in unison, their unity is cemented. Overall Old Major’s speech worked very effectively and his intentional outcome of the speech was fulfilled because the animals had been influenced to such an extent that they agreed and felt partially obliges to go ahead with the rebellion, suggested by him.

Argument Analyis of Racist Speech

Argument Analyis of Racist Speech Personal view In his writing titled ‘on racist speech’, Charles. R. Lawrence III clearly portrays himself as a dissenter probably setting the tone for his argument. It is indeed clear that Lawrence’s opening remarks already indicate the contentious issue at hand. As a renowned scholar, Lawrence addresses racist speech especially within the university and campus environment. There is no doubt that racism is the catalyst for racist speech that is; a conspicuous but silent issue as Lawrence puts it on college and university campus.Advertising We will write a custom essay sample on Argument Analyis of Racist Speech specifically for you for only $16.05 $11/page Learn More Racist speech on campus There is another angle to which Lawrence connotes racist speech. In introducing the rights as enshrined in the constitution, Lawrence’s intention is an attempt to qualify racist speech as a tenet within the constitution which guarantees freedom of speech. In his opening remarks, Lawrence proudly describes himself as a dissenter yet a consumer of the first amendment which also legally qualifies and legalizes his argument. However, as Lawrence advances in his argument â€Å"the problem has been framed as one in which the liberty of free speech is in conflict with the elimination of racist speech† (61). It is indeed evident as the writing advances on that, the law and scholar contributions have so far been ineffective in providing protection to blacks and other minorities; as guaranteed in the constitution. A case of segregated education system is the point of reference by Lawrence and the Brown versus Board of education case is used by Lawrence to amplify the conflict that exists between the first amendment and the racist speech. Lawrence’s opinion is that, the constitution remains lenient in as far as racist speech is concerned. The contention as Lawrence asserts is that on one hand â€Å"we understand the ne cessity of eliminating the system of signs and symbols that signal inferiority of blacks †¦ proclaiming that all racist speech that stops short of physical violence must be defended†(62). The tug of war in Lawrence’s mind is even clearer in his assertion that, â€Å"the Supreme court has held that words which ‘by their very utterance inflict injury or tend to incite an immediate breach of peace’ are not prohibited by the first amendment† (62). However, on the other hand the first amendment gives leeway to colossal amount of speech which includes racist speech. While the case of Brown versus Board of Education on segregated system of education is worth revisiting. Lawrence points out that, â€Å"courts have held that offensive speech may not be regulated in public forums† (62). Ironically the effect this has for example on the university campus is that minorities or blacks will confine themselves to common rooms or locations where they do not encounter racist speech. However, this silently promotes segregation on ground of race where one will now go to common rooms with people of the same race or minorities on campus.Advertising Looking for essay on rhetoric? Let's see if we can help you! Get your first paper with 15% OFF Learn More Lawrence’s dilemma advances is based on â€Å"commonly advanced argument against the regulation of racist speech†¦we recognize that minority groups suffer pain and injury as a result of racist speech but we must allow this hate mongering for the benefit of the society as a whole† (63). In his strongest assertion yet in this argument, Lawrence concurs that â€Å"there can be no meaningful discussion of how we should reconcile our commitment of equality and our commitment to free speech until it is acknowledged that there is a real harm inflicted by racist speech† (64). As far as it goes, there is a delicate balance between first amendment a nd racist speech as Lawrence puts it. On the surface racist speech has far reaching detriment to the society and its promotion in the name of upholding the first amendment is a great irony. Albeit freedom of speech is upheld constitutionally, tenets within the same law appear conflicting and therefore the racist speech issue remains far from over. It is without a doubt that policy makers at the university level continue to grumble with this issue. However, the skew that results from the interpretation of the law invokes in Lawrence’s mind the need to â€Å"strike a balance against the regulation of racist speech† (64). The understanding here is that, the cost of this balance should not be borne by a few as it presently is the case. Conclusion The argument that racist speech should be handled in light with the first amendment leaves a lot at stake. Charles Lawrence has ingeniously considered this issue at the university and campus level though it generally covers the wh ole fabric of the society. The initial conclusion to draw from this argument is that; racist speech will remain an emotive issue until a critical analysis of the present law is undertaken and amendments made. Lawrence proposes a dissenting stand to start with. This will be achieved through resistance of government regulation on speech.Advertising We will write a custom essay sample on Argument Analyis of Racist Speech specifically for you for only $16.05 $11/page Learn More As a reader I am fully persuaded that Lawrence’s argument was correct. This argument provokes a clear conclusion and also encourages everybody to re-think how democratic space has been used to ironically advance inequality. Work Cited Lawrence, Charles. The debate over placing limits on racist speech must ignore the damage it does to victims. Chronicles of Higher Education. Chroninicles, 1989. Web.

Differentiate between declaration a Vindication of the Rights of Woman Essay

Differentiate between declaration a Vindication of the Rights of Woman - Essay Example This led to the rise of feminist ideas that sought to bring out the inequalities between the two sexes, with the feminists arguing that the male gender was using the law to oppress and maintain dominance over the female sex. The feminists argued that the laws were tools of social ordering, which sought to oppress the rights of women. This essay seeks to evaluate the nature of the rights contained in the French Declaration on the rights of man in light of the feminist ideals that existed at that time. The essay will seek thus seek to answer question; were these Rights of man a vindication of the rights of women? If so, how were these rights a vindication of the rights of women? The first Right in the Declaration was to the effect that all men were born free and in equality of rights, with social distinctions only allowed for the common good. The provision for social distinction ‘for the common good’ created a loophole that was used by men to vindicate the right of women to freedom and equality. If, for example, it were decided that it was in common good for women not to vote or go to school, then the law would stand because society deemed it fit women not to exercise their right to education and participate in elections. The effect of this law was to create a perception of women as mere caregivers who could not participate in any meaningful social and political life (Wollstonecraft, 1792). The right to the effect that,† the law is a general will and every citizen has a right to participate personally, or through his elected representative.† It was in essence a mirage for women because they were not allowed to participate in elections. Wollstonecraft in her book cries foul on this right when she says, â€Å"But, if women are to be excluded, without having a voice, from a participation of the natural rights of

Reflective account of two placement experiences Essay

Reflective account of two placement experiences - Essay Example mental balance and wellbeing. For instance, I was assigned to care for a service user with dementia. Accordingly, such individuals require specialized arenas of care, as they are medically categorized as being amongst the most prone of individuals in society (Darling, 2011:642). It hence takes individual input, gradual experience, acquired expert knowledge and excellent communication skills to effectively function in such a setting (Jasper, 2003:24). With no form of experience, expertise, expert knowledge and internship, I experienced amongst others nervousness and lack of confidence that made me scared. In dealing with such individuals, the lack of confidence did not aid much as provision of care for the service users, required individuals (medical students and professionals) who had a better idea of how to handle such service users. In such a setting, the presence of medical professionals was crucial, as the service users were not capable of helping themselves (Eva & Regehr, 2005:S47). Even with the presence of other first year nursing students, the lack of expert knowledge and experience hampered my overall handling of existing service users. I however take solace in the fact that if functioning in such situations was not with its high and low moments, I would invariably feel not effectively utilized in such clinical settings (Sandars, 2009:687). It was difficult for me to feed them, give them medication or any other care they needed because of the violent behavior that made me even more scared especially for the fact that I lacked experience. It was difficult even to get close to them at first because I was not confident and thought they would beat me up or even worse bite me. However, with time I overcame such issues as my mentor modeled me. She instructed me on what to do on top of the fact that I saw what she was doing and adapted slowly. I was not knowledgeable of such conditions but after

News brief Essay Example | Topics and Well Written Essays - 500 words - 1

News brief - Essay Example In the past two years, the small businesses have increased steadily by 16%. This is attributable to the laws and regulations in the economic sectors. The government is awarding loans at exceptionally low interest rates to encourage investment in the small and medium enterprises. In the state of the nation address by the president, there were assurances to reduce the cost of doing business so that more individuals can venture into small businesses. The performance of small businesses in America is incredibly excellent. This is because of the affordability and availability of goods and services by the entrepreneurs. The impact of these businesses is exceedingly significantly on the entire Americas economy. Along with the above point, the small businesses are doing exceedingly well because of their capacity to acclimatize to the varying trends in the market. In America, most of the exporters are the small and medium businesses. The businesses provide massive employment opportunities and offer affordable goods and services to the customers. The quality of goods and services produced by the small businesses is high vis a vee those produced by the large firms. This explains why the products are doing excellent in the market. The government has reduced the cost of licensing the small businesses so that they can motivate people and make it an alternative means of employment and investment. Small and medium enterprises in America accounts for 52% of the work force in the country. The small businesses are increasing by 2%, and the employment rate is increasing by 6%. In 2012, 56% of the net export in America was accounted for by the small and medium enterprises. This is because they produce goods that are affordable by most people outside America. 38% of America’s gross domestic product is contributed by small businesses. According to small business administration, it

Critical Review of Milk Age-Thickening

Critical Review of Milk Age-Thickening Robert Adi Nugraha The phenomenon known as age thickening refers to the event of viscosity rise just before the formation of gel and loss of fluidity. It is described by Snoeren et al (1982) as structural build-up through weak interactions between casein micelles which could be disrupted through mechanical shear. This effect is observed more on concentrated milk than the single strength milk. (Datta Deeth, 2001) In addition, the type of milk may have a part as well in determining the susceptibility to age thickening. It was found that skim milk samples were more susceptible to age thickening than regular milk. This is because fat had a protective effect against age thickening, perhaps through the interaction with casein micelles. (Harwalker et al, 1983) Age thickening is also a major limiting factor of shelf life for ultra high temperature (UHT) milk. (Datta Deeth, 2001) According to Datta Deeth (2001), there are 4 stages of age thickening. The initial step is the thinning of the product. There is not much change in viscosity observed in second step. The third step should display the sudden change of viscosity and gel formation. The last step is where the separation begins and gel started to appear. This gel that formed has been characterised by the whey proteins (in particular ÃŽ ²-Lactoglobulin) interacting with casein (mainly ÃŽ º-casein) of the casein particle and forming a three dimensional matrix of protein. Thus, this resulted in the formation of ÃŽ ²-Lactoglobulin-ÃŽ º-casein complexes during the heat treatment process involved in production of UHT milk products. Moreover, further changes occur during storage which involve the ÃŽ ²-Lactoglobulin-ÃŽ º-casein complexes being released from casein micelles and cross linking proteins interactions. This resulted in the formation of three dimensional protein network and can be observed as the milk thicken and then gel. (Datta Deeth, 2001) There are several factors that affect age thickening in milk which are: mode and severity of heat treatment, proteolysis, microbiology quality factor, storage temperatures, and fat content. These factors are related to the degree of the three processes which lead to age thickening or gelation which are 1) ÃŽ ²-Lactoglobulin and ÃŽ º-casein interaction, 2) the ÃŽ ²-Lactoglobulin-ÃŽ º-casein complex release from the casein particle, and 3) the cross linking of the ÃŽ ²-Lactoglobulin-ÃŽ º-casein complexes and proteins. (Datta Deeth, 2001) There are several additional factors suggested by Walstra et al (2005) that involve the effect of age thickening in condensed milk. The factors added are the stage at which sugar is added (the latter in the process, the less the age thickening) and the concentration factor (the higher the concentration, the more the age thickening). The effect of heat treatment on preventing age-thickening in cold-stored evaporated milk was looked at by Harwalker et al (1983) and showed that heat treatment was not effective at all. The idea behind their research was because of some changes in casein micelles which resulted from cold storage could be reversed from heating. Thus, the same concept was looked at for application in similar way, but they could not find evidence that the treatment worked. On the other hand, several researches have found that the introduction of UHT heating whether that direct or indirect differentiate the susceptibility of the milk samples to age thickening effect. McKellar et al (1984) found that an increase in viscosity was observed between 6-10 weeks at 20Â °C of directly heated UHT milk compared to the no apparent rise in viscosity during 30 weeks storage at the same temperature for the indirectly heated UHT milk. They suggested that the different heating severity where the indirect heating have higher heat load was the crucial factor that caused this result to be seen. Similar researches were carried out by increasing the temperature or time of heating and the same effect could be observed where the milk samples exposed to higher temperature or longer heating time tend to last longer without age thickening effect observed. (Samuelson Holm, 1966; Zadow Chituta, 1975) The reasoning behind this was suggested through the research of Manji Kakuda (1988) where they proposed that the resistance to age thickening effect observed in more severely heat treated milk samples was due to the increased level of denatured whey protein. The result from this research showed that start of the age thickening effect is factored by formation of denatured whey proteins and casein complex. Some studies have investigated the role of proteolysis of caseins in age thickening of milk. This was accredited to natural milk proteinase (plasmin) and heat stable proteinase produced by contaminants psychrotrophic bacterial. (Datta Deeth, 2001) During storage, the quantity of plasmin in milk may increase because of the endogenous plasminogen activators which convert plasminogen into plasmin and may cause gelation. Plasminogen is more heat stable than plasmin and thus if proteolysis and subsequently age thickening need to be controlled, denaturation of plasminogen must be targeted. In a study specifically designed to look at the effect of proteolysis in age thickening, serine proteinase inhibitors were added to UHT milk to inhibit plasmin and the result after storage for 9 months at 20Â °C was that no proteolysis and gelation occurred. (de Koning et al, 1985) As for the heat stable proteinase produced by psychrothropic bacteria, a Pseudomonas fluorescens strain was isolated from raw milk. The presence of this bacteria led to age thickening gelation over time with the time dependent on the bacteria growth prior to heat processing. (Law et al, 1985) Therefore, both bacterial proteinases and plasmin displayed their abilities to initiate proteolysis and thus age thickening effect in UHT milk. Harwalker et al (1983) tested the microbial quality of the raw milk used for preparing the evaporated milk, but they did not find any significant relation between the age thickening effect and this microbial quality. They proceeded to look at the microbial growth during storage to see if there was a relationship or not. In this part of their research, they did not find evidence to support relationship between an increase in standard plate count of microorganism with age thickening effect. The samples they were testing had an increase in standard plate count to millions, but the viscosity change was less than the samples which had much lower increases in standard plate count. The age thickened samples also showed no microorganisms which are capable of growth with the conditions. (Harwalker et al, 1983) The addition of additives to milk, such as sodium phosphate and sodium citrate, may speed up the age thickening effect, whereas the addition of polyphospates (e.g. sodium hexametaphosphate) could delay this effect. (Datta Deeth, 2001) The age gelation protection provided by polyphosphates increases with chain length and concentration with the most effective one being at 4.8 phosphorus atoms per chain. (Leviton et al, 1963) Furthermore, cyclic phosphates are more effective than the corresponding linear polymers in delaying the effect of age thickening. This is because cyclic phosphates are stable against hydrolysis and thus unable to form complexes with calcium ions which also posses anti-gelation activity as well compared to the linear polyphosphates which are converted slowly into orthophosphate that accelerates age thickening effect. (Leviton et al, 1962) Oxidising conditions such as aeration and peroxide treatments accelerated age thickening, but reducing conditions such as antioxidant treatments tended to delay but not prevent this phenomenon. (Harwalkar et al, 1983) This research also found that age thickening was also accelerated when evaporated skim milk was cold-stored before sterilisation. In relation to commercial practice, the age thickening problem happens to be a seasonal problem and it is more frequent in the early spring. (Hardham, 1996) Storage temperature is an important factor in age thickening effect as well. As noted by Datta Deeth (2001), age thickening takes place most easily at room temperatures (20-25Â °C) compared to the low (4Â °C) or high temperatures (35-40Â °C). Moreover, Harwalker et al (1983) concluded that age thickening may not pose a huge problem if cold storage of concentrate milk before sterilisation could be avoided. However, they noted that it is simply not possible in practical term because of the increasing volume of milk processed in combination with shorter working weeks. Datta Deeth (2001) summarised ways of controlling age gelation in their paper which will be discussed here. These methods are based on minimising proteolytic activity, delaying dissociation of ÃŽ ²-Lactoglobulin-ÃŽ º-casein complex from casein micelle, and inhibition of crosslinking or protein network formation. The first and foremost important way is by using raw milk of high quality in combination with low temperature storage for the least amount of time. In this way, the growth of psychrotrophic bacteria and the proteinases generated from bacteria in milk is minimised before thermal processing. (Datta Deeth, 2001) The second method proposed is heat treatment during preheating and sterilisation. This method needs to achieve the denaturation of most ÃŽ ²-Lactoglobulin and complex formation of the aforementioned denatured whey proteins with casein. In addition, the heat treatment would also inactivate plasmin. Indirect heating is more encouraged rather than direct heating to produce gelation stable milk. (McKellar et al, 1984) The drawback from this method is that it may give cooked flavour which would be a negative attribute for consumers. (Datta Deeth, 2001) The third method suggested in the literature was reported by Barach et al (1976) which is the low temperature inactivation of heat stable enzymes in milk using T=55 Â °C and extended holding time of 30-60 minutes. It was suggested that the proteinase undergoes a conformational change, and then the altered proteinase aggregates with casein, and thus an enzyme-casein complex was formed which inactivate the enzyme. However, this method is flawed in the way that the effect of this low temperature inactivation treatment varies between different milk batches and also some proteinases showed resistance to the temperature-time combination treatment proposed above. (Datta Deeth, 2001) Last method proposed is the addition of additives such as sodium hexametaphosphate to retard age thickening effect. This method was based on Kocak Zadow (1985) experiment which suggests that polyphosphates (sodium hexametaphosphate in particular) stopped the second phase of age thickening gelation which invol ves coagulation of protein. The drawback is that the consumer reaction to additives being added to milk product may be unfavourable. In addition, ultrasound have emerged as a possible method to manage the milk age thickening phenomenon. (Zisu et al, 2012) In the study, they used high intensity ultrasound with frequency of 20 kHz to control the rate of age thickening and reduce the viscosity of concentrated skim milk. (Zisu et al, 2012) This study found that the ageing effect could be reversed which was observed by the reduction of viscosity to similar values that of the starting material. However, they did also note that the ultrasound technique could not prevent age thickening once the process was started (especially if it is already at the advanced thickening stage), they rather delayed the thickening rate. (Zisu et al, 2012) The study concluded that if the ultrasound was to be utilised during the whole evaporation process, the effect on the early stage thickening stage could be prevented. (Zisu et al, 2012) In conclusion, milk age thickening poses a problem for the dairy industry as it could limit the shelf life of products. There is much to be learned of this phenomenon in order to solve this problem. Novel methods such as the ultrasound technique mentioned last are much needed and may arise as more research being focused on the causes of this age thickening effect. The expectation is that more ways would be suggested and researched to prevent this effect from happening and finally resolving the problem. In the mean time, there are few alternatives methods already available or suggested to minimise or delay the age thickening effect.

United States Navy and Naval Flight Officer

â€Å"My dad is in the Navy,† my high-pitched, six-year-old voice would proudly proclaim when asked what my father's profession was. Other children's dads were managers, lawyers, and doctors, which was fine with me, but my dad was a Naval Officer. He sailed on gigantic aircraft carriers for a living. Now that was cool. My family is undoubtedly the thing that sparked my desire to become a Naval Officer: my dad was a Naval Academy graduate, my uncle a Navy doctor, and my grandfather a Naval Flight Officer. For me to join the Navy and become a Naval Officer is a continuance of a tradition generations old.I would consider it a great honor to be able to follow in their footsteps, but there's more to my decision than that. I am not blindly pursuing a career as a Naval Officer, I have done endless hours of research on this career choice, and the more research I do about the Navy and Naval Officers, the surer I am that this is what I want to become. Because Naval Officers have played such a large part in my family life, I know what type of person it takes to be one, and what type of extraordinary people they are.You can recognize them by the pride with which they hold themselves and the confidence with which they speak. They are the people who command battleships, fly jets, and dive submarines, things that most people can only imagine doing. They are willing not only to give up their life for their country, but also to lead likeminded men and women who are willing to do the same. They have to make split second decisions that test who they are and will vastly impact the lives of those under their command. This is the type of person I want to be; I want to be a Naval Officer.I realize that becoming a Naval Officer isn't going to be easy, that officers have to go through rigorous mental and physical training before they can receive their commissions. I look forward to the challenge; I know that the intensive training I will undergo on the path to becoming a Naval O fficer will make me better physically, mentally, and morally. I know that becoming a Naval Officer will push me to my limits and that the trials I face will result in me becoming the best that I can be. I hope that one day in the future I will have earned the right to call myself a United States Naval Officer.

Imat

THE ITALIAN UNIVERSITIES’ INTERNATIONAL MEDICAL ADMISSIONS TEST (IMAT) TEST SPECIFICATION In partnership with Ministero dell'Istruzione, dell'Universita e della Ricerca (MIUR) February 2013 Test Specification Test Format The IMAT will have the same structure as the existing Italian test. Candidates are allowed a total of 90 minutes to complete the test. Section 1 General Knowledge and Logical Reasoning (Critical Thinking and Problem Solving) 30 multiple-choice questions. Sections 2, 3 and 4Science-based sections, covering: Biology; Chemistry; Physics & Mathematics. 30 multiple-choice questions. All questions have five options, of which one is correct. Candidates record their answers on a separate answer sheet. Candidates can also indicate if they have opted not to answer a question. Candidates are allowed 90 minutes to complete the test. Scoring A candidate’s total score is calculated using the following formula: 1. 5 points for each correct answer; -0. 4 points for eac h wrong answer; 0 points for each question not answered.An overall total score will be reported, together with a score on each section. Level of Difficulty The level of difficulty of the test items will be targeted to discriminate effectively between applicants, including those who may have achieved the highest possible grades in school examinations. Section 1: General Knowledge and Logical Reasoning (Critical Thinking and Problem Solving) Section 1 will assess general knowledge and the logical reasoning skills that students must possess if they are to succeed in a course of study at the highest level.Such skills are basic to any academic studies, which often require students to solve novel problems, or consider arguments put forward to justify a conclusion, or to promote or defend a particular point of view. General Knowledge General Knowledge questions may address a range of cultural topics, including aspects of literary, historical, philosophical, social and political culture. 1 The World Heritage Convention, adopted by UNESCO in 1972, aims to identify and maintain a list of sites that may be considered: A of exceptional cultural or natural importance B of outstanding economic value C to be characterized by a lasting peaceD to be conventionally suitable for human settlement E to have exploitable energy resources Critical Thinking Critical Thinking involves reasoning using everyday written language. Questions focus on the skills involved in understanding and evaluating arguments. These include: drawing and summarising conclusions, identifying assumptions and reasoning errors, and assessing the impact of additional evidence. Summarising the Main Conclusion 2 There has been a decline in the rate of many of the illnesses of old age. The causes of this decline include such medical advances as new drugs and surgical techniques.There is, however, another factor. The present generation of 60- and 70-year-olds had much better nutrition as children than did their par ents. Good nutrition in childhood is important for good health in adulthood. Since improvements in nutrition have continued over the past sixty years, we can expect that many of the illnesses of old age will continue to decline. W hich one of the following best expresses the main conclusion of the above argument? A W e can expect that improvements in nutrition will continue. B The rate of many of the illnesses of old age has declined.C Medical advances have significantly reduced the rate of diseases of old age. D The fall in the rate of many of the illnesses associated with old age will continue. E Improvements in nutrition have been very important in maintaining good health in old age. In this type of question you have to judge which one of the statements A to E best expresses the main conclusion of the argument. The conclusion can appear anywhere within an argument – not necessarily at the end. What you are looking for is the statement which follows from, or is supported by the rest of the passage. Drawing a Conclusion The demand for blood donors is increasing all over the world. In Western countries, in particular, demand has been rising so rapidly that shortages have begun to appear. In all such countries, demand is growing much faster than rates of growth in populatio ns aged 1865, and it is this group who are the major blood donors. And, despite a massive research effort to find alternatives, it remains true that in medicine there is no substitute for human blood. W hich one of the following conclusions can be drawn from the passage? A As the demand for blood has increased, so has the supply fallen.B The rate of growth of the blood-donor population has been slowing recently. C The increase in the rate of demand for blood is mainly due to population growth. D If more blood donors could be found, there would be no need to find a substitute for human blood. E The problem of the increase in demand for blood shows no sign of disappearing. In this type of question you are asked which conclusion follows from the information given. You need to consider each of the statements A to E, and to think about whether the information in the passage gives you good reasons to accept the statement. Identifying an Assumption 4Success in modern America is very much measured by the quantity of material possessions one has. A lack of material possessions means one is judged to be unsuccessful. Those people with few material possessions therefore must feel a strong sense of failure. W hich one of the following is an underlying assumption of the above argument? A Most modern Americans are successful. B Success can be precisely measured. C Over-emphasis on material possessions creates social problems. D Excessive desire for material possessions is psychologically damaging. E People in America with few material possessions want to be seen as successful.An assumption is something which is not stated in the argument, but which is taken for granted in ord er to draw the conclusion. So you need first to identify the conclusion of the argument. Then look for the reasoning it gives to support this conclusion, and think about any important point which is not actually stated in the reasoning. Assessing the Impact of Additional Evidence 5 Zoos are entirely unsuitable places for animals. People visit zoos to learn about animal behaviour but the animals they see are likely to be behaving in abnormal and neurotic ways because of the cramped and unnatural conditions n which they are kept. Zoos should be closed and the money saved should be used for the protection of natural habitats. W hich of the following, if true, would most weaken the above argument? A Humans living in cramped conditions can also become neurotic. B Schoolchildren can learn a great deal about animals from visiting zoos. C Many of the animals at present in zoos would not be capable of living in the wild. D The protection of natural habitats is very costly. E Zoos enable enda ngered species to s urvive by breeding them in captivity and then reintroducing them to the wild.This type of question will typically ask you to consider what would weaken or strengthen an argument. You need first to be clear about what the argument is trying to establish. Work out what the conclusion is, and then consider what effect each of the possible answers would have on the conclusion. Detecting Reasoning Errors 6 In order to succeed in academic examinations it is necessary to study. Therefore, if a student works hard in a particular subject, he or she shoul d do well when it comes to the examination. W hich of the following best describes the flaw in the argument? A It assumes that it is necessary to study in order to succeed.B It overestimates the value of studying in preparation for examinations. C It ignores the fact that some subjects are more academic than others. D It assumes that studying hard is a sufficient condition for academic success. E It ignores the fact that some students do not need to study very much in order to succeed. This type of question asks you to identify the flaw in the argument, which means that you must explain why the conclusion does not follow from the reasons which are given. So you need to be clear about what the conclusion is, and what reasons are meant to support it. Problem SolvingProblem Solving involves reasoning using numerical and spatial skills. Questions are of three kinds, each assessing a key aspect of insight into unfamiliar problems. The three kinds are Relevant Selection, Finding Procedures, and Identifying Similarity. Although most questions fall into one category some questions fit into more than one of the categories. Relevant Selection 7 The following table gives figures for the percentage growth per year of labour productivity per person per year in various countries during three periods. Period 1 Period 2 Period 3 Japan 8. 5 3. 0 3. 2 France 5. 4 3. 0 2. 6 United Kingdom 3. 6 . 5 2. 4 Belgium 3. 3 2. 8 2. 3 Sweden 4. 1 1. 5 1. 8 Denmark 4. 3 2. 6 1. 7 Italy 6. 3 3. 0 1. 6 Netherlands 4. 8 2. 7 1. 6 Germany 4. 5 3. 1 1. 6 United States 2. 2 0. 0 0. 8 W hich country's percentage growth per year remained consistently greater than half of its Period 1 level in the following periods? A Belgium B Denmark C France D Germany E United Kingdom Very often a real world problem will be overloaded with information, much of which is unimportant. This kind of question demands Relevant Selection, in which the task is to select only that information which is necessary and helpful in finding a solution.Finding Procedures 8 A child's bus fare is cheaper than the adult fare but is more than half the adult fare. The total cost of a single journey for an adult and two children is â‚ ¬1. 20. Adult fares are all multiples of 10 cents. W hat is the adult fare? A 30 cents B 40 cents C 50 cents D 60 cents E 70 cents Sometimes you will find that even if you have selected all the relevant information, no solution presents itself. For this type of question, you have to find a method or procedure which you can use to generate a solution. Identifying Similarity 9In this type of question you will be presented with information and asked to identify the same information presented in a different way, or a situation in which different information has a similar structure. Section 2: Biology The chemistry of living things The bio-elements. The biological importance of weak interactions. Properties of water. Organic molecules in living organisms and their respective functions. The role of enzymes. The cell as the basis of life Cellular theory. Cell size. Prokaryotic and eukaryotic cells. The cell membrane and its functions. Cellular structures and their specific functions.Cell reproduction: mitosis and meiosis. Chromosomes. Animal tissues. Bioenergetics The energy currency of cells: ATP. Transporters of energy: NAD, FAD. Oxidationreduction reactions in living things. Photosynthesis. Glycolysi s. Aerobic respiration. Fermentation. Reproduction and Inheritance Life cycles. Sexual and asexual reproduction. Mendelian genetics. Basic laws and applications. Classical genetics: chromosome theory of inheritance; sex chromosomes, chromosome maps. Molecular genetics: DNA and genes, genetic code and its translation, protein synthesis. DNA of prokaryotes.The chromosome of eukaryotes. Regulation of gene expression. Human genetics: transmission of mono and multi-factorial features, hereditary diseases. New frontiers of genetics: recombinant DNA and its potential bio-technological applications. Inheritance and environment Mutations. Natural and artificial selection. Evolutionary theories. The genetic basis of evolution. Anatomy and Physiology of animals and humans Anatomy of the major organs and their functions and interactions. Homeostasis. Hormonal regulation. Nerve impulse. Transmission and processing of information.The immune response. Section 3: Chemistry The constitution of matte r States of matter; heterogeneous and homogeneous systems; compounds and elements. The structure of the atom Elementary particles, atomic number and mass number, isotopes, electronic structure of atoms of the elements. The periodic table of elements Groups and periods, transition elements, periodic properties of elements: atomic radius, ionization potential, electron affinity, metals and non-metals; relations between electronic structure, position in the periodic table and properties. The chemical bondIonic bond, covalent bond, bond polarity, electronegativity. Fundamentals of inorganic chemistry Nomenclature and main properties of inorganic compounds: oxides, hydroxides, acids, salts; position in the periodic table. Chemical reactions and stoichiometry Atomic and molecular weight, Avogadro constant, concept of the mole, conversion from grams to moles and vice versa, elementary stoichiometric calculations, balancing simple reactions, various types of chemical reactions. Solutions So lvent properties of water, solubility, the main ways of expressing the concentration of solutions.Oxidation and reduction Oxidation number, the concepts of oxidising and reducing agents. Acids and bases Concepts of acids and bases, acidity, neutrality and basicity of aqueous solutions, pH. Fundamentals of organic chemistry Bonds between carbon atoms; molecular, structural and displayed formulae; concept of isomers; aliphatic, alicyclic and aromatic hydrocarbons; functional groups: alcohols, ethers, amines, aldehydes, ketones, carboxylic acids, esters, amides. Section 4: Physics & Mathematics Physics MeasuresDirect and indirect measures, fundamental and derived quantities, physical dimensions of quantities, knowledge of the metric system and the CGS System of Units, Technical (or practical) (ST) and the International System (SI) of Units (names and relationships between fundamental and derived units), and multiples and submultiples (names and values). Kinematics Kinematic quantities, various types of motion with particular regard to uniform and uniformly accelerating rectilinear motion, uniform circular motion, harmonic motion (for all motion: definition and relationships between measures).Dynamics Vectors and operations on vectors. Forces, moments of forces about a point. Vector composition of forces. Definitions of mass and weight. Acceleration due to gravity. Density and specific gravity. Law of universal gravitation, 1st, 2nd and 3rd laws of motion. Work, kinetic energy, potential energy. Principle of conservation of energy. Fluid mechanics Pressure, and its units of measurement (not only in the SI system). Archimedes' principle. Pascal's principle. Stevino's law. Thermodynamics Thermometry and calorimetry. Specific heat, heat capacity.Mechanisms of heat propagation. Changes of state and latent heat. Ideal Gas Laws. First and second laws of thermodynamics. Electrostatics and electrodynamics Coulomb's law. Field and electric potential. Dielectric constant. C apacitors. Capacitors in series and in parallel. Direct current. Ohm's law. Electrical resistance and resistivity, electrical resistors in series and in parallel. Work, Power, Joule effect. Generators. Electromagnetic induction and alternating currents. Effects of electrical currents (thermal, chemical and magnetic). Mathematics Algebra and numerical setsNatural numbers, integers, rational and real numbers. Sorting and comparison, scales and scientific notation. Operations and their properties. Proportions and percentages. Powers with whole and rational exponents and their properties. Roots and their properties. Logarithms (base 10 and base e) and their properties. Elements of combinatorics. Algebraic and polynomial expressions. Special products th of binomials, n power of a binomial, factorisation of polynomials. Algebraic fractions. Algebraic equations and inequalities of the first and second order. Systems of equations. FunctionsBasic concepts of functions and their graphical rep resentations (domain, codomain, sign, maxima and minima, increasing and decreasing, etc. ). Elementary functions: whole and fractional algebraic functions, exponential, logarithmic and trigonometric functions. Composite functions and inverse functions. Trigonometric equations and inequalities. Geometry Polygons and their properties. Circle and circumference. Measurement of length, area and volume. Isometries, similarities and equivalences in the plane. Geometric loci. Measure angles in degrees and radians. Sine, cosine, tangent of an angle and their significant values.Trigonometric formulas. Solving triangles. Cartesian reference system in a plane. Distance between two points and the midpoint of a segment. Equation of a line. Concepts of parallel and perpendicular. Distance of a point from a straight line. Equation of the circle, the parabola, hyperbola, ellipse and their representation in the Cartesian plane. Pythagorean theorem. Probability and Statistics Frequency distributions a nd their graphic representations. Concepts of random experiments and of events. Probability and frequency. Specimen Biology, Chemistry, Physics and MathematicsQuestions 10 The diagram below shows a family tree of a condition known as nail patella syndrome (NPS). 1 3 4 2 5 7 6 8 9 Key female without NPS male without NPS female with NPS male with NPS W hich of the following pairs of individuals must be heterozygous for NPS? A 1 and 5 B 2 and 6 C 3 and 7 D 4 and 8 E 5 and 9 11 An oxide of iron has the formula Fe3O4 and contains both Fe 2+ and Fe W hich one of the following is the fraction of iron ions that are in the Fe 3+ 2+ ions. state? 1 /4 A 1 /3 B 1 /2 C 2 /3 D 3 /4 E 12 Below are four statements about thermal (heat) energy. 1A substance can lose heat energy without its temperature falling. 2 Heat energy can pass through a vacuum. 3 Steam at 100 C has more heat energy than the same mass of boiling water o at 100 C W hen a container of water is cooled near the top, a convection cur rent is set up in the water. 4 o W hich statements are true? A 1, 2 and 3 B 2, 3 and 4 C 1, 2 and 4 D 1, 3 and 4 E all of the statements 13 The longest side of a right angled triangle is 6 One of the shorter sides is 3+2v5 units. W hat is the length of the third side? A B 2v3 70+24 5 C 12 D 3 ? v5 E 14 +7. 5v5 v5 units.

Multiple Personality Disorders essays

Multiple Personality Disorders essays Multiple Personality Disorder (MPD) or Dissociative Identity Disorder (DID) was first recognized in the 1700's but was not understood so therefore it was forgotten. Many cases show up in medical records through the years, but in 1905, Dr. Morton Prince wrote a book about MPD that is a foundation for the disorder. A few years after it was published Sigmund Freud dismissed the disorder and this dropped it from being discussed at any credible mental health meetings. Since then the disorder has been overlooked and misdiagnosed as either schizophrenia or psychosis. Many in the medical profession did not believe that a person could unknowingly have more than one personality or person inside one body, even after the 1950's Three Faces of Eve was published by two psychiatrist. In 1995, records showed that three to five thousand patients were being treated for MPD compared to the hundred cases reported ten years earlier. There is still as increase in the number of cases being reported as th e scientific community learns more and more about the disease and the public is becoming more and moreaware of this mental disorder. There are still many questions left unanswered about the disease, like "Is it genetic?" or "Is a certain type of personality more vulnerable to the disorder?" but many aspects of how people come by the disorder are already answered (Clark, 1993, p.17-19) MPD is commonly found in adults who were recurrently abused mentally, physically, emotionally, and/or sexually as young children, between birth to 8 years of age. The child uses a process called dissociation to remove him/herself from the abusive situation. Dissociation is when a child makes up an imaginary personality to take control of the mind and body while the child is being abused. The child can imagine many personalities but usually there is a personality for every feeling and or emotion that was involved during the abuse (BoyyM, 1998, p.1). As an adult, the abuse...

Free Essays on Family Traditions

Family Traditions What is the meaning of tradition? According to Webster’s Ninth New Collegiate Dictionary: An inherited, established, or customary pattern of thought, action, or behavior (as a religious practice or social custom); the handing down of information, beliefs, and customs by word of mouth or example from one generation to another without written instruction; cultural continuity in social attitudes and institutions. When I think of traditions, I immediately think of family traditions- things that we do for certain events year after year. One in particular comes to mind. It was a cold and rainy Christmas Day. My mother was the first one up, already preparing the homemade cinnamon rolls and hot chocolate that we always had for breakfast. She woke me up next so I wouldn’t miss the first hour of the Christmas Parade. While watching the parade, I had the dutiful task of taking the decoration pictures. I was to go around the house and take a picture of how everything looked, from the tree all the way down to the cinnamon rolls. This year though was different. For the first time, we had two trees, one in the Family Room and one in the Formal Living Room, and our dinning room was finally complete with twenty-three angels total on the plant shelf. After taking al the pictures, my little sister Christine was to be awaken and then coffee made for our father. After coffee was made, all of t he women in his life came into the master bedroom to wake him up with the usual out of tuned sound of Joy to the World followed by a high pitched rendition of The Twelve Days of Christmas. This would usually wake him up so we could all rush down to the piano and sing Happy Birthday to Jesus in our Manger by the fireplace. After singing Happy Birthday, we would then all bring out our Bibles and read Jesus’ birth. As a family, we never wanted to lose sight of the true meaning of Christmas, why we are all so blessed to be in thi... Free Essays on Family Traditions Free Essays on Family Traditions Family Traditions What is the meaning of tradition? According to Webster’s Ninth New Collegiate Dictionary: An inherited, established, or customary pattern of thought, action, or behavior (as a religious practice or social custom); the handing down of information, beliefs, and customs by word of mouth or example from one generation to another without written instruction; cultural continuity in social attitudes and institutions. When I think of traditions, I immediately think of family traditions- things that we do for certain events year after year. One in particular comes to mind. It was a cold and rainy Christmas Day. My mother was the first one up, already preparing the homemade cinnamon rolls and hot chocolate that we always had for breakfast. She woke me up next so I wouldn’t miss the first hour of the Christmas Parade. While watching the parade, I had the dutiful task of taking the decoration pictures. I was to go around the house and take a picture of how everything looked, from the tree all the way down to the cinnamon rolls. This year though was different. For the first time, we had two trees, one in the Family Room and one in the Formal Living Room, and our dinning room was finally complete with twenty-three angels total on the plant shelf. After taking al the pictures, my little sister Christine was to be awaken and then coffee made for our father. After coffee was made, all of t he women in his life came into the master bedroom to wake him up with the usual out of tuned sound of Joy to the World followed by a high pitched rendition of The Twelve Days of Christmas. This would usually wake him up so we could all rush down to the piano and sing Happy Birthday to Jesus in our Manger by the fireplace. After singing Happy Birthday, we would then all bring out our Bibles and read Jesus’ birth. As a family, we never wanted to lose sight of the true meaning of Christmas, why we are all so blessed to be in thi...

Human Factors Psychology Essay Example | Topics and Well Written Essays - 1000 words

Human Factors Psychology - Essay Example An area that is known for continuous workload challenges is related to the field of nursing and medicine. Understanding the complications of this profession as well as ways to alleviate these challenges can provide fewer risk factors in this profession. The more in which one understands of the stress and challenges of these jobs, the easier it will become for implementation of a different organizational environment for those working in the nursing profession. When considering human factors and engineering, there are several components to include. Currently, developments in technology have created specific interactions between nurses and requirements within hospitals. There is a direct association with the psychological and mental responses as well as the physical capabilities of nurses and how they respond to different environments. More important, the engineering available through technology is creating new types of limitations and possibilities for nurses. The human – system interaction that is currently required presents new challenges for nurses in their ability to operate different pieces of technology while defining how design relates to specific needs. The combination of human performance and limitations, as well as how this interlinks with systems, then defines the first set of challenges of nurses (Wickens et al, 2004). The problems between human capability and systems use for nurses move into problems with how patients are cared for within a hospital setting. The patient safety often becomes part of the stresses of the situation. Human error, too many expectations among nurses and limitations of technology links can hinder those that are receiving care. If a nurse is required to move into a specialized unit, such as intensive care, then it leads to consequences that are further defined by the pressures required in the work space. Problems with

House of Representatives Essay Example | Topics and Well Written Essays - 1500 words

House of Representatives - Essay Example Although it is necessary to be active within the campaign as a means of maintaining notoriety and engaging with the stakeholders at home, seeking to spend two large a share of time on the campaign trail opens up a distinct vulnerability within the reelection campaign itself. In such a way, the opponent is able to point to the fact that the representative is somehow shirking his or her duties and not being present at the job and votes for which he/she is paid for. In such a way, even if it disproportional level of time to spend seeking to listen to and gain stakeholder feedback with regards to the campaign trail, such a tactic and easily backfire upon the representative due to the fact that missed votes and lack of participation within the House of Representatives has the potential to lead the voter to understand that the particular representative in question does not value or take very seriously their role within the process of representation. As a function of this reality, the best strategy to pursue is with regards to seeking to adequately balance the amount of time is spent on the campaign trail as well as serving within the House of Representatives. ... As a function of proving to the populace that they value and take seriously their role, it is the responsibility of the representative to also seek to engage with stakeholders while on the campaign trail as a means of listening to, identifying, and seeking to ameliorate their specific concerns rather than merely campaigning in seeking to generate votes for a future term. †¢ b. What issues might you emphasize over the next few months as you campaign and give speeches on the House floor? How are these issues related to your constituency, their demographics, and their values? Give at least three examples. (20 points, 300 words) Ultimately, the question of what issues to support and few months prior to election is ultimately an issue of visibility. In such a way, the representative is able to make themselves known on both a nationwide in domestic platform as a prominent advocate of values that resonates with the populace that they represent. Although this technically should be pract iced at each and every juncture of a House of Representatives member’s career, it cannot and should not be ignored in the final few months leading up to an election. One of the current issues that is bound to generate a degree of residence, whether for or against, is the issue of gun control. In such a way, if the representative seeks a liberalization of current gun control measures, they can of course rely upon the Bill of Rights, various political action groups, and social conservatives as a means of providing a level of residence with regards to this particular topic. Conversely, if they seek to support a further level of gun control as a means of averting violence within the United States, they can