Language

To have another language is to possess a second soul. † said Charlemagne, which may sound like a clich © but is actually very accurate. I believe that learning a language expands our life views and provides us some significant opportunities. Firstly, I strongly believe that the language we learn directly affects our way of thinking as we start to think in that particular language.For example Turkish is my mother tongue and I am learning English as a second language, so I know that there s not exact translation for most of the words from Turkish to English. In this situation if I think like a Turkish, I will probably be misunderstood and cannot state my ideas clearly. So I have to think like an American when I am speaking English to appropriately express my thoughts. This way I will have a different way of thinking of a different culture and I can get to know that culture better.I think this experience ives me a second identity, and this second identity diversifies the way I l ook at the things as well as my knowledge. In other words, I become a different person than I was before I learned that particular language. The other benefit of learning a second language is obviously being able to communicate with many people. Especially when a person is learning a widely spoken language like English or Spanish, it becomes a lot easier to get to know other people from different countries nd cultures.Additionally learning foreign languages provides huge benefits when it comes to the career, as it is a necessity to know foreign languages to apply for a Job or to work abroad. In conclusion learning a new language will expand our knowledge of the world as we have the mentality of a foreign culture while speaking that language and we gain a second identity with that experience. And of course new languages provide us to get to know more people and contribute to our success.

George and Lennie in “Of Men and Mice” Essay

George and Lennie are the two main characters in this book. They look after one another and stick together. I think that that itself is quite strange as they are both completely the opposite to each other. Lennie is very dependant on George and probably wouldn’t be able to survive without him; he certainly wouldn’t be able to get himself out of trouble. But George is much more Independent than Lennie. George is also quite bossy, like a parent but is responsible and practical too. He acts like a parent to Lennie sometimes: â€Å"Lennie! Lennie for Gods sake don’t drink so much.† He often tells Lennie what to do like this example. But he is forced to because of Lennie child like behaviour and sense. Lennie very much in his actions and words reflects the personality of a young child. This is sometimes quite admiring and amusing, â€Å"You drink some Lennie, take a good big drink† he smiled happily.† He is also described in a way that a child would be, by saying, â€Å"he smiled happily† Even though Lennie annoys George, George still cares for Lennie. An example of this is when George warns Lennie about drinking the water. This also reflects his intelligence. Which he definitely seems when he’s described with Lennie because Lennie really does lack intelligence. Lennie ignores the warning showing his shortage in common sense. We find out that George is slightly short tempered by two incidents. One is when he talks about the bus driver giving them the wrong information. â€Å"We could just as well of rode clear to the ranch of that bastard bus driver knew what he was talkin’ about† He’s quite rude in this statement and we can tell that he is angry. Because he is already angry about this he snaps at Lennie. He talks about how much better off he would have been if he didn’t have Lennie with him and in my opinion he saws some quite harsh things, â€Å"You crazy son of a bitch you keep me in hot water all the time.† He seems determined to hurt Lennie in this paragraph when he talks like this to him. Particularly during this part of the story, you’re forced to feel sympathy for Lennie and feel that George is the ‘bad guy’. But we also see Georges caring side again when he sees’s Lennies anguished face and he is ashamed of himself. I think George is a compassionate person though. Because he still cares for Lennie and sticks by him and helps him out of trouble by choice. Lennie is purposely portrayed in a child like manner. You can tell by his tone of voice, the things he says, the way he’s described and his actions. â€Å"Lennie who had been watching imitated George exactly† â€Å"Where we goin’, George† â€Å"Ain’t a thing in my pocket George, honest.† Lennnie imitates George quite a lot, he looks up to George and trusts him. He tries to obey George and attempts really hard to remember what George tells him. He asks questions like a child constantly. And he tries to act clever in a child like way. Lennie also has a child’s imagination too; He is also attracted to petting things because of his child like gentle nature. â€Å"Let’s have different coloured rabbits, George† he makes silly comments like this as well. George doesn’t really trust Lennie. Not because he’s not a good person but because he’s forgetful and makes silly mistakes which lead to big trouble. Lennies stupidity, need of understanding and strength causes him to unknowingly make these mistakes. We know that he’s forgetful because he doesn’t remember where he is going and has to repeat things over and over again to remind himself. We also know that George doesn’t trust him because he doesn’t let him keep his own workers ticket. Both people think of the dream in different ways, Lennie thinks about it in a very childish dreamy way, and as you’d expect, George thinks practically and really about it. And when he realises he’s being unrealistic he stops himself: â€Å"-Nuts† I think this shows that he doesn’t get his hopes up too high and that he is a down to earth person. George is a planner, he likes to be organised and know what’s happening. He plans and tells Lennie where to go if there’s trouble at the ranch. George and Lennie are very different people but they both benefit and appreciate the companionship that they share. â€Å"But not us! Because†¦because I got you to look after me, and you got me to look after you and that’s why†

A Brief History of Hieroglyphics

The word hieroglyph has been applied to the scripts of the Indus civilization and of the Hittites, who also possessed other scripts, in addition to the Mayan, the Incan, and Easter Island writing forms, and also the signs on the Phaistos Disk on Crete, but the strict meaning of the word is used only to describe the carvings on Egyptian monuments. The most ancient hieroglyphs can be dated back to the end of the 4th millennium BC. They describe scenes and are cut in relief, or into the stone, mostly in chapels or tombs. Although it is impossible to know, but these early signs are probably based on the same system that the later set of hieroglyphics, known as classical hieroglyphics is based. Hieroglyphic signs were representations of living beings or inanimate objects by simplistic drawings. Over the years, some of the representations fell out of meaning, such as clubs, which at one time were used as weapons, and other weapons took their place. But they glyph stayed. Sometimes the object described by the glyph completely fell out of daily use and the meaning eventually became lost or it was distorted beyond recognition. Always only a few people in a limited circle understood the script. Only those who needed the knowledge in their professions were able to acquire the task of writing and reading the glyphs. These people were, for example, officials, doctors, and priests. Since the glyphs were too complex for everyday use, hieratic script was developed. Easier abbreviated script was developed for writing by brush stroke on a medium such as papyrus. Classical hieroglyphics evolved through the need to identify a pictorial representation of an event, such as a hunt or a particular battle. Hieroglyphs were added to scenes to signify that the work of art was not just an unknown war or such, but a specific one. This also one of the first times that we see people interested in preserving their history for others to learn about in later times. It was this new attitude toward time and toward history as unique events in time led to the invention of hieroglyphic writing. Hieroglyphics dominated monumental and sacred writings and was accepted in the Greece until the situation was altered with the conversion of the area to Christianity in the nd and 3rd centuries AD. The new religion fought against the Egyptian polytheism and traditions, and with its victory, the Greek script triumphed. The ability to understand the script was lost for many hundreds of years until the failure of Napoleon’s invasion of Egypt turned up the Rosetta Stone on which was written the same statement in three languages, Classical hieroglyphics, Hieratic script, and Greek. With the discovery of thi s asphalt tablet, archeologists were finally able to begin to unlock the key to understanding the long dead written language of hieroglyphics.

What factors enable or prevent people from making healthy food choices Essay

What factors enable or prevent people from making healthy food choices - Essay Example Moreover, we would focus our attention on the most vulnerable group subjected to this risk. It is an ethnic minority group living in America and UK. On the basis of researches in the field of obesity around the world and behavioral risk factors among ethnic minority group, we would discuss social and psychological factors influencing on representatives of ethnic minorities making unhealthy food choices. Business infrastructure of UK and America offers numerous restaurants and fast foods for the American nation. A conspicuous consumption of junk food is the first reason for obesity. Why do Americans make such kind of choice and damage themselves? Of course, availability and affordability of fast foods is the first reason for a choice of unhealthy food. Especially this claim is relevant to ethnic minorities, which mainly consist of people with low income, a low level of education about healthy foods and restricted possibilities of physical activities (Powell, 2004). Moreover, people wi th low income work hard and have little time to cook a healthy food. It is more convenient for them to buy cheap and tasty hamburgers and be fed up. Unfortunately, the abundance of calories in this type of food influences on the abundant weight of people. Moreover, it can cause blood pressure, cardiovascular diseases and other illnesses. More than half of American population would soon become obese and 10 percent of UK children are obese currently (Baggott, 2004). Therefore, not only people with low income eat junk food. People who have money often find it more convenient to eat on foot, because they do not have enough time to take care of themselves. Nevertheless, unlike poor people, they are able to visit good restaurants and thus they have more possibilities to eat healthy and tasty food. The rest of people are subjected to external influence of their closest environment. In case a family prefers junk food it is rather hard to have an ability to eat healthy food. As we have alrea dy noted, healthy food has a higher price and it takes time to boil vegetables or to cook them in the oven. Moreover, it is on behalf of an individual to decide whether he would consume healthy food or not. Behavioral factors play a great role at this point. Thus, it depends on an individual’s ability to resist to external pressure in case he is suggested to eat some unhealthy food. If he was brought up as a strong-willed person then he would resist eating unhealthy food for sure. At this point the supposition that social or economic status of a person is prevalent in his choice making of whether to consume unhealthy food or not can be questioned. Nevertheless, statistical data obtained from Department of Health and Human service (2000) shows that individual is being gradually destructed when he is starting to make a choice of unhealthy food (Powell, 2004). He becomes indifferent to his appearance and is becoming an obese person, who then starts avoiding social communication with people around him. Therefore, an individuality of an obese person suffers from his/her inability to take control over his/her gustatory pleasures. Very often such kind of people is emotionally unstable and starts eating huge amounts of unhealthy food in the result of a personal stress, failures or other reasons. The governmental measure taking should be

Controversies on School Uniform Article Example | Topics and Well Written Essays - 500 words

Controversies on School Uniform - Article Example The costs of the fashionable clothes and the associated conflicts, made most schools and parents to agitate for school uniforms. But this issue has continued to raise controversies where some students and their parents claim that it is a form of infringement   pertaining to the first amended rights. They claim that, the wearing of uniforms stifled their sense of individuality. Students that were normally used   to having a broad choice of outfits were now narrowed to   keeping their attire simple. I tend to believe that, children have got various ways in which they can easily express their feelings. This can be done by using the personal traits (Catalanello).  Ã‚  In most schools, the decision to introduce uniforms rose due to the emerging concern based on gang colors where young girls started wearing clothes that were considered extremely sexy for the seven or eight graders. The introduction of uniforms therefore, has gone far in eliminating   the social concerns and the v arious distractions that affects children in their academics. Even though the introduction of uniforms resulted to much controversy to both parents and children, reduction in gang activities, sexual attacks and violent action among children have been witnessed (Angelfire).  Ã‚  After the introduction of uniforms in school, there are no more morning confusions. This was reported by the parents whose children attend schools with unform rules. Other than some few complains that are aired on the debates concerning school uniforms, which regard to costs.

Roles Played by Financial Institutions in an Economy Essay

Roles Played by Financial Institutions in an Economy - Essay Example Financial Institutions play a very important role in the economy by the provision of various financial instruments (Frank, 2003). Different types of Financial Institutions provide different services to its members or clients. For example, Banks provide such services as mortgages, loans, and credit cards while on the other hand a financial institution such as Insurance Firms provide services such as insurance services, securities and buying and selling services of real estate. These financial institutions, however, interconnect with one another to provide different roles in the economy. Some of the major roles of Financial Institutions are discussed in this essay as follows. The first major role of financial institutions in the economy is that the financial institutions motivate the financial sector of the economy. Financial institutions such as banks in most cases will use the resources that they own to benefit themselves (Sera, 2005). They will use these resources to make profits for themselves and for their own growth. This is however helpful to the economy of a country as there will be an increase in the business of investing when these financial institutions grow. This because there will be a boost in the financial instruments such as an increase in the number of loans that a bank can give to an individual or to other companies. With the growth of these financial institutions, the financial sector of the economy becomes motivated and the economy of the country is strengthened. The second role of the financial institutions in the economy is that the financial institutions will introduce and develop Niche strategies.  

Business management Research Paper Example | Topics and Well Written Essays - 1500 words

Business management - Research Paper Example There was a tremendous surge in the penetration of internet - based connectivity in various parts of the world. Because of the rise of a internet based connectivity, it needs to be mentioned that the world has transformed into a single connected global entity. This has increasingly paved the way for easy synchronization of various trends related to globalization that are emerging from the different corners of the world. (International, 2011, p. 32) It needs to be mentioned that because of the trends of globalization, there is a tremendous amount of demand for new kinds of product and services that are emerging from various new as well as well established countries and economies around the world. As a result of this surge in demand, there is a high amount of business opportunity that is emerging in the global marketplace. Many new as well as established companies that are located in various geographical locations are increasingly focusing on the process of market expansion as well as the process of entering in the new markets to capitalize on the new business opportunities (Tsai, 2003, p. 158). In this assignment, the focus is on developing a business model for a new company while studying two companies based in the region of United Arab Emirates. For the purpose of doing that, the airline industry of UAE region has been selected. The two companies that have been selected from the aviation industry of UAE are Arab Emirates and Air Arabia. In explaining in a brief manner about the two companies, it can be stated that the airline company Emirates is the flagship carrier of the Emirates group. The airlines provide air transportation services to around 74 countries in six different continents. As of the year 2012, the airline company is credited with being the fourth largest company in the world in terms of flying international passengers as well as the amount of distance covered all around the globe. Talking about the other company, it can be stated that Air Arabia is the largest low cost carrier (LCC) in the Middle East and the North Africa region. The company connects around 82 destinations currently which includes various locations of Middle East, North Africa, Europe and Asia. The value offering of the company is comfort, reliance and great value for money kind of a service (airarabia.com, 2013). Mission Statements While discussing about the mission statements of the two companies belonging to the airline sector of the UAE region, it is very important to understand the meaning of the terms of mission and vision. The vision of a company is the long term goal of a company while the mission of a company is the short term goals of the company. To fulfill the objectives identified in the vision of a company, it is very important to fulfill the mission based goals. In discussing about values of Emirates, it can be stated that the focus is on building a strong and stable leadership team, which will play a major role in the process of designing a mbitious and calculated decisions and ground breaking ideas which will help in the creation of a great company (theemiratesgroup.com -1, 2013). The vision of the company is to be the world’s

Media Coverage of War Research Proposal Example | Topics and Well Written Essays - 500 words

Media Coverage of War - Research Proposal Example It is timely because it is based on the recent developments more precisely the Iraq war and it is argumentative because it has several perspectives of the same. The misperceptions of media reporting in Iraq war are immensely contested, and numerous studies have found that there were rampant instances of misreporting with the aim of winning support for the war (Blue Water Media 1). Cases have been reported of journalists being embedded with soldiers who intensified biased reporting. The proposed study endeavors to answer the established research question that will illuminate on the selected topic regarding media coverage of war with particular focus on the Iraq war. As a result, for purposes of the study the main research question has been developed that will guide the whole process of the suggested study. The main research question established is The proposed study will henceforth focus on the thorough evaluation of the above questions in guiding the process of research. The processes and activities of the suggested study will be based on the endeavor to reply to the above questions. The proposed study on media coverage of war will be organized in a systematic manner and will involve several activities. Initially, a general overview of the subject will be sought whereby existing information on the topic will be evaluated. A thorough background of the study will be sought which will be followed by the collection of data that will form the basic procedure of the study. Several sources will be applied in the process of conducting the suggested study. The sources to be used will be of two categories, primary and secondary sources. Primary sources will be crucial in developing the original flavor of the research. Primary sources represent original research, which relies on new methods of finding data. Secondary sources, on the other hand, will be pivotal in exploring existing data from completed research and surveys that will

Ovid Research Paper Example | Topics and Well Written Essays - 250 words

Ovid - Research Paper Example This qualification seemed quite trivial and the naiad didn’t worry about it, believing her son would surely live for a long time. As he grew up, Narcissus was a very beautiful individual, causing everyone who saw him to fall in love with him. However, Narcissus never found anyone he felt was worthy of his attention. One of those who had fallen in love with him was the nymph Echo, who shriveled up to nothing more than her voice when Narcissus rejected her love. Another hopeful lover was more aggressive and pleaded to Nemesis, the goddess of vengeance, that Narcissus should fall in love with himself and yet be unable to accept his own love. Nemesis granted the request by fulfilling the fate that Tiresias had foresaw. She caused Narcissus to know himself. When Narcissus bent over a clear silver pool for a drink of water on a hot day, he saw his reflection and thus ‘knew himself’. He promptly fell in love with the image he saw in the pool and did everything he could t o reach out and connect with the figure but, since it was only a reflection, all his efforts only caused the object of his adoration to disappear. Finally realizing that the image he is seeing is a reflection that he will never be able to hold, Narcissus beats his breast in grief and dies there by the side of the pool. Thus, no matter how much he might have been unable to know himself in any other way because of his own arrogance, the simple procedure of seeing his own reflection, thus knowing the image others had loved, was enough to bring about his fate. These types of stories are told through a central linking frame, which also links it to other important classical writers like Chaucer, Dante and

Decision making process in business Essay Example | Topics and Well Written Essays - 2000 words

Decision making process in business - Essay Example In well known case Donogue VS Stevenson * the Court decided that the manufacturer is liable for the act done because everybody owes a duty of reasonable care to their neighbour.In this case Mrs. Donogue made a valid claim that her continuous illness is due to the consumption of drink in which the decomposed snail was found and it was due to the negligence of manufacturer Mr. Stevenson. Now let's discuss how the above said principles are applicable to the given cases and also we'll advise the parties to the case that how can they resort to these principles to get the benefit of the Law. Since the maintaining the activities of the park in a proper manner are the first and foremost duty of the local council as the maintainer of the park, it owes some duty towards others. The local council must take reasonable standard of care regarding the activities of the park so that it should not cause any harm to the passersby. In the famous case Boulton VS Stone** it was held that defendant should take reasonable care to avoid injuries. here also. ... ue the local council as the defendant for the negligence in the light of above principles and she is entitled to get compensation from the local council. ------------------------------------------------------------------------------------------------- *Donogue VS Stevenson 1932 ,A.C 532 1932 S.C 3 ** Boulton VS Stone2Miss. Marple's case The principles regarding the negligence discussed above are applicable here also. The gardner had to take reasonable care in arranging the flower pot in the right side of the path so that harm to the others should be avoided .Here it is obvious that the gardner has done the breach of duty by arranging the pots in the wrong side, hence Mrs.Marple can file a case against the gardner as defendant and entitled to get compensation from him for the injury caused to her.Mrs.Turtle's CaseIt is apparent from above discussions that Mrs. Turtle can sue the Local council and the doctor as defendants and they are liable to pay off the damages. As said before the local council had to exercise due cares regarding the maintenance of those play amenities in the park as same way in the activities of the park. Mrs. Turtle can sue the doctor as there was a breach of duty on the part of doctor. If he attended Gemma in appropriate manner, Gemma would be alright. The doctor could do some other arrangements to get X-ray done .Instead of this, he just asked the nurse to bandage Gemma's injured ankle and consequently she had permanent limb.From above it is clear that a person is liable to

First Day Of School Essay Example for Free

First Day Of School Essay On my first day of school, my Dad came to drop me of. I was really nervous and afraid when I came out of the car and headed for the School gate. In the playground, I saw an abundance of big boys running around; that made me even more apprehensive. When the School bell rang, I quickly into ran to the hall so I wasn’t late on my first day. Mrs McNamara, our head of year was giving all the students a lot of essential information that we needed in the future so as a consequence, it was important that we listened. At lunchtime I became more relaxed and at ease, at the end of the day my dad came to pick me up from school, I had really enjoyed myself and as a result I knew I would have a fantastic time at High school. Try to be yourself don’t copy anyone or anything. Furthermore, to do well in school you have to be bold and respectful, it always helps. LESSONS AND SCHOOL RULES In lessons you have to pay full attention to what the teacher’s saying, it will help you in your work and Home study. You must be fully equipped for the lesson so it is best you pack your bag the night before you have that lesson, you will need: two pens, a ruler, a pencil your exercise book, a rubber, a calculator, and a pencil case. In Trinity your work has to be a certain standard, if your work is below that standard, the teacher will make you do it again. Hence, you need to put effort into it, make sure you have checked it, and do it to your best quality. Trinity High school forbids bullying; any signs of bullying and you will be in a huge amount of trouble, you must always respect one another and the Teachers. Attendance and Punctuality is very important, so you don’t miss any lessons or activities. You must take care of all the equipment that you use and attempt not to damage it. SCHOOL ACHIEVEMENTS If you behave well and do extremely well in your lessons you get achievements such as: Effort and Excellence certificates, Headmasters award s letters of praise and congratulations, weekly praise from the Headmaster and attendance and punctuality awards. There are so many ranges of achievements, so make sure you work hard, listen to your teachers and be respectful at all times.

Moby Dick Essay Example for Free

Moby Dick Essay Melvilles Moby Dick is widely recognized as one of the most complex and brilliant allegorical novels in American literature. As an allegory, the events, places, people and conflicts depicted in the novel represent not only the obvious surface-level elements of the novel, but stand as indications of the novels philosophical and metaphysical themes. The allegory of Moby Dick involves an examination into the nature of reality and also into the nature of good and evil, as defined for Melville partially by Americas Puritan heritage. Melville wanted to portray the essence of evil in a symbol, which was the whale, Moby Dick. When Ahab says All visible objects, man, are but as pasteboard masks, (Melville) he is echoing the allegorical construction of the novel in which each thing, such as the whale, Moby Dick, is merely a pasteboard mask (Melville) which hides the true essence beneath, an unknown but still reasoning thing (Melville) which puts forth the mouldings of its features from behind the unreasoning mask (Melville). For Ahab, the white whale is the mask which disguises truth and the revelation of the nature of reality. In this sense, the white whale becomes a symbol for whatever it is that holds mankind back from the perception of absolute reality. Ahab emphatically reveals his Platonic beliefs when he says If man will strike, strike through the mask! How can the prisoner reach outside except by thrusting through the wall? To me, the white whale is that wall, shoved near to me. Sometimes I think there`s naught beyond. (Melville) In this sense, the whale represents oblivion, the naught beyond which in Ahabs mind is plainly associated with death. It is toward the heart of the nature of reality that Ahab strikes with his blood-sealed harpoon, not merely a fish in the ocean. For Ahab the white whale represented both ultimate reality and the wall which separates man from ultimate reality. Ahabs view of nature and reality is that the visible world and all of the events, people, and actions in it are indicators of deeper, more profound, metaphysical ideas and experiences: when he hunts the white whale which represents evil and oblivion, he is hunting the absolute nature of evil, not merely one of its beasts. The intense hate that Ahab feels for the white whale helps to distinguish Ahabs view of reality as presented in the novel form the vision of reality Melvile was trying to establish by way of the allegory of the novel. While Ahab believes the white whale to be the symbol of evil, Melvilles depiction of evil through the allegorical structure of Moby Dick is shown, ironically, through Ahab himself and not through the symbol of the whale. Instead, for Melville, the whale symbol indicated the cosmic universe and was exhaustively related through his use of cetological detail and science. In this way, Ahabs obsession and hate are shown to be a tragic flaw along the lines of some of Shakespeares heroes, after whom Ahabs dialogue explaining his motives for hunting Moby Dick are clearly derived. As Ishmael gains a closer, more intimate apprehension of whales, the development of his character and spiritual insight are correspondingly elevated. The more detailed are the cetological experiences and catalogues, the more wholly expressive and self-possessed and sure becomes Ishmael. Still deeper correspondences between the cetological material and Melville’s narrative form are established in Ishmael’s descriptions of the whales â€Å"blubber† and â€Å"skin† which he posits as being indistinguishable. This is reflected in the narrative structure of â€Å"Moby Dick† where it is equally as difficult to apprehend where the â€Å"skin† (overt theme and storyline) of the novel ends and the â€Å"blubber† (cetological and whaling discourses and catalogues) begin. Melville makes it perfectly clear that the â€Å"blubber† is an as indispensable part of his novel as it is for the whale’s body. â€Å"For the whale is indeed wrapt up in his blubber as in a real blanket or counterpane; or, still better, an Indian poncho slipt over his head;† (Melville) therefore, too, is the expository material, the â€Å"blubber† of the novel wrapped around its central, allegorical aspects. The detailed cetological aspects of â€Å"Moby Dick† may, indeed, prevent the reader from an easy, and immediate grasp of the novel’s â€Å"meaning† or even its astounding climax. Just as the whale’s hump is believed by Ishmael to conceal the whale’s â€Å"true brain† while the more easily accessed â€Å"brain† know to whalers is merely a know of nerves, the secret â€Å"core† of â€Å"Moby Dick† can only be pursued with patience and close, deep â€Å"cutting†due to the organic and harmonious nature of its narrative form. By keeping in mind the previously discussed aspects of the relationship between â€Å"Moby Dick’s† comprehensive cetological materials and their symbolic relationship to the novel itself, its form and themes, Ishmael, while discoursing on the desirability of whale meat as fit food for humans, offers an ironic gesture toward the novel’s probable audiences. â€Å"But what further depreciates the whale as a civilized dish, is his exceeding richness. He is the great prize ox of the sea, too fat to be delicately good† (Melville).

Fossil Fuels: Causing Climate Change

Fossil Fuels: Causing Climate Change The problems of all of humanity can only be solved by all humanity. -Swiss author Friedrich DÃ ¼rrenmatt Generally, the climate of our planet has always changed over the time since many years ago. However, Climate change has recently become a common issue in our daily lives. It has gained much attention from worldwide countries as it has affected many regions in the form of disasters. In most of the time, climate change is brought about by an increasing of greenhouse gases in the atmosphere especially CO2. NOAA whose measuring location is Mauna Loa Observatory in Hawaii shows that the level of atmospheric CO2 keeps increasing every year. For example, it rose from 387.74ppm to 390.09ppm between 2009 and 2010 (NOAA, 2010). And this is resulted from different kinds of human activities which released CO2 into atmosphere every day. As a result of that, it has brought up a question which remains debatable among the society; is the climate change mainly induced by human? Due to the greenhouse gas emissions by human activities such as burning fossil fuels, deforestation and growing world population, it is beyond doubt that climate change is mainly caused by human. This report will indicate the greenhouse gas emissions by human activities can induce the change in global climate. Furthermore, the research results are related to the United States of America, China and some European countries, because these countries are considered as worlds significant emitters of greenhouse gases. 2.0 BODY OF REPORT 2.1 Fossil fuels share a large proportion in greenhouse gas emissions Fossil fuels are materials of biological origin occurring within the Earths crust that can be used as a source of energy, such as coal, oil, natural gas etc (fossil fuel, 2010). The burning of fossil fuels emits greenhouse gases directly to the atmosphere and are mostly used for the purpose of energy production, transportation, manufacturing and home or buildings heating. In addition, fossil fuels are the key source for human to generate energy; it provides 80% of the commercial energy supply. It is also a significant anthropogenic factor of greenhouse gases emissions. Most of global greenhouse gases are emitted by fossil fuel production and consumption. For instance, fossil fuels account for 70% of carbon dioxide (CO2), 29% of methane (CH4) and 20% of nitrous oxide (N2O). (Dawson Spannagle2009, p.184) At the same time, industrial Revolution is known as a starting point for the fossil fuel era, it induces a rapid rise in greenhouse gases in the air. Some believe that climate change is not necessarily caused by fossil fuels because more than half of the current changes occurred before the Industrial Revolution. There is no doubt that most of the changes existed before the Industrial Revolution. However, by looking at the rate of greenhouse gas emissions over the years after the Industrial Revolution, it indicates that fossil fuels have to be responsible for the change in global climate. This can be proved by Archer and Rahmstorf (2010); they claimed that due to an increase in the fossil fuel consumption by human, there is a rise in the rate of atmospheric CO2 by 20% higher than the rate before the Industrial Revolution, so do the other greenhouse gases such as methane (CH4). Hence, fossil fuels share a large proportion in greenhouse gases emissions. For example, Chinas economy has grown quickly since 2000, and China has become one of the most noticeable emitters of C02 due to a persistent increase in fossil fuel consumption for energy production. The energy consumption in China increased by 14% in 2004, 15% in 2005 and 11% in 2006, therefore, fossil fuel consumption also increased which leads the amount of atmospheric CO2 to rise. (Dawson Spannagle2009, p.21) Similarly, according to Environmental Protection Agency (2010), the main source of greenhouse gases emissions especially CO2 is from fossil fuels combustion. The process of electricity generation accounts 41% of the CO2 emission in the United States, whereby the transportation is the second largest source. In addition, the industrial process and product uses can also produce the greenhouse gases such as carbon dioxide (CO2), nitrous oxide (N20) and other gases in the form of by- product. Some have argued that fossil fuels would not be blamed for the climate change because the consumption of fossil fuels has improved our living standard and the development of the economy. However, as the fossil fuels continue releasing a vast amount of greenhouse gases into the air, it will eventually affect human society and economy earlier than what it is expected to be. Intergovernmental Panel on Climate Change (IPCC) stated that the fossil fuel consumption is expected to increase and the atmospheric CO2 concentrations will reach 550 ppm by 2035- 2040 which will result in serious climate change (Dawson Spannagle2009, p.186). In conclusion, fossil fuels are definitely a main cause of climate change by releasing a vast amount of greenhouse gases into the atmosphere. Clearly, humans are responsible for the climate change. Maglev trains: An analysis Maglev trains: An analysis MAGLEV trains are a form of transportation that includes science of magnets and implies the future of transportation technology. So what are MAGLEV trains? MAGLEV stands for magnetic levitation which means it uses magnetic forces to move and travel. Even though this technology might seem very futuristic, it has a history that goes back to 1900s! It didnt start at 1909 but an American rocket scientist by the name of Robert Goddard thought of transportation system vehicles that levitated for high speed transport. Also a French engineer, Bachelet, built a model train that levitated using similar designs today. Even though these early scientists thought of this idea, they couldnt find out a way to make this kind of transportation. It wasnt until at around 1960s MAGLEV transportation research resumed. This was when technology had been more modern. James Powell Gordon Danby developed designs for MAGLEV trains. By early 1970s, the States had began testing reduced scaled models of magnetic levitation. Finally, Stanford Research Institute had tested a half-ton vehicle for magnetic levitation, leading to construction of more advanced technology. This eventually lead to invention of a MAGLEV train that could aboard people safely. In 1984 the first commercialized Maglev train was officially open in England. In Japan, 2 trains were constructed and they held the fastest speeds yet, 581 km/h (2003). The maglev trains were and still are, built throughout the world and still they are being redesigned to make it faster and better. So, after reading about the long history of this fascinating technology one thing sticks in mind, 581 km/h?! Yes, this is not some false calculation or something of that sort. So if this train can go 581 km/h then what is it made out of? This technology can be simple or very complicated, remembering that scientists Robert Goddard and Bachelet couldnt find out the formula of this system. So how does it work? The title says it all, magnetic levitation, magnets that are repelling each other so that there can be levitation. It cant be any simpler than that, but this is what the title means. Lets see how the technology works throughout the process. If you ever played with magnet before, then you should know by now that opposites attract and alike repel. This is the basic principle of electromagnetic propulsion. This is what the train is using in basic terms. On the maglev track, there is a magnetized coil going along the track which repels the large magnets on the train. This allows the train to levitate from between 1 to 10cm above the coil or guideway. As the train is levitated, a unique system is created of magnetic fields that pull and push the train along the track as power is supplied to the guideway. The power or electric current that is supplied to the coils is constantly alternating to change the polarity, causing the magnetic field in front of the train to pull and the magnetic field begin to push. Maglev trains float on a thin layer of air which eliminates friction. This makes the trains speeds go more than 500 km/h. This brief explanation of how it works probably helped why it went so fast and also how the system works. This train might sound all very good and youre probably thinking why doesnt everybody get this? Well there are the negative sides to this too. The probably #1 for most problem is the cost. These trains can get very handy and also are very eco-friendly to the environment just that they are close to 4~5 billion dollars to build one train system in each section. So, that is probably why this train is not in every country. Also the maglev trains have other issues like no magnetic data storage- hard drives, credit cards, separation between train and guideway has to be monitored at all times because of instability of electromagnets, and etc. Even though the trains seem to be fine in the present right now, there are still more being built and more to come. There are many maglev systems being proposed in North America, Asia and Europe. Also there are at least 10 plans for separate U.S lines in the systems. The technology is slowly being developed everyday and so are maglev trains. There are many new theories and new developments being made and thought for the maglev systems still today.

Criticism of the Verification Principle in A.J. Ayers Book Language, Truth and Logic :: Philosophy

Criticism of the Verification Principle in A.J. Ayer's Book Language, Truth and Logic INTRODUCTION This essay will consist in an exposition and criticism of the Verification Principle, as expounded by A.J. Ayer in his book Language, Truth and Logic. Ayer, wrote this book in 1936, but also wrote a new introduction to the second edition ten years later. The latter amounted to a revision of his earlier theses on the principle.It is to both accounts that this essay shall be referring. Firstly, I shall expound the verification principle. I shall then show that its condition of significant types is inexhaustible, and that this makes the principle inapplicable. In doing so, I shall have exposed serious inconsistencies in Ayer's theory of meaning, which is a necessary part of his modified verification principle. I shall also expound Ayer's theory of knowledge, as related in his book. I will show this theory to contain logical errors, making his modified version of the principle flawed from a second angle. The relationship of this essay with the two prior essays of this series can be understood from Ayer's Preface to the First Edition of his book: The views which are put forward in this treatise derive from the doctrines of Bertrand Russell and Wittgenstein. For background interest, Language, Truth and Logic was written after Ayer had attended some of the meetings of the Vienna Circle, in the 1930's. Friedrich Waismann and Moritz Schlick headed these logical positivists of Vienna. Their principle doctrine can be said to have been founded in the meetings they had with Wittgenstein and their interpretation of his Tractatus Logico-Philosophicus. Ayer's book expounds and, in his view, improves on the principle doctrine of the Vienna Circle 'the verification principle'. Waismann and Schlick adopted this principle after it was first given to them by Wittgenstein himself. Waismann recorded the conversation, where Wittgenstein stated: If I say, for example, 'Up there on the cupboard there is a book', how do I set about verifying it? Is it sufficient if I glance at it, or if I look at it from different sides, or if I take it into my hands, touch it, open it, turn its leaves, and so forth? There are two conceptions here. One of them says that however I set about it, I shall never be able to verify the proposition completely. A proposition always keeps a back door open, as it were.

Efficacy of Portable Head CT Scan in the Neuroscience Intensive Care Un

Introduction: Portable Computed Tomography (CT) studies are an important component used to manage, assess and diagnose CNS diseases, and acute brain injuries, in the Neuroscience ICU (NICU). The portable device is designed specifically for head and neck scans for critically ill patients that are at risk for complications and increased morbidity during intrahospital transportation. Research has found evidence which substantiates that intrahospital transport of patients with brain injuries can impact their outcomes. Many hospital protocols dictate the use of portable head CT (pHCT) scanners to monitor and assess critically ill patients in the NICU, to decrease negative patient outcomes from intrahospital transportation. This is an important factor in reduction and prevention secondary injuries in critically ill patients. The intention of this paper is to critically analyze a research article entitled Portable Head CT Scan and its Effect on Intracranial Pressure (ICP), Cerebral Perfusion Pressure (CPP), and Brain Oxygen. First, there will be an article synopsis identifying the premise of the study. Second, validity of the study will be described and discussed. Lastly, this paper will discuss applicability to Neuroscience ICU at University of New Mexico (UNM) Hospital. Article Synopsis: The authors of this research article were from various Departments at University of Pennsylvania in Philadelphia. The researchers conducted a retrospective study to assess possible detrimental association of a pHCT on ICP, CPP, and brain oxygen in patients with severe brain injury. The retrospective study selected 34 patients (16 males and 18 females), with the mean age of 42 ( ±15 years), and Glasgow Coma Scores (GCS) ≠¤ 8 at the time of pHCT sca... ...eterious effects on patients. Conclusion: Peace et.al. raises a valid hypothesis that warrants further investigation in order to decrease the risks to patients on NICU and other units/ hospitals. In my opinion, studies with significant findings, reliability, high internal and external validity, are imperative in making changes in hospitals around the world to decrease secondary injury to patients. This study can possibly entice other researchers to develop a better study design and investigate the relationship between pHCT scans and ICP, CPP and brain oxygen, more vigorously. Works Cited Peace, K., Maloney-Wilensky, E., Frangos, S., Hujcs, M., Levine, J., Kofke, W.A., Yang, W., & Le Roux, P.D. (2011). Portable head CT scan and its effect on intracranial pressure,cerebral perfusion pressure, and brain oxygen. Journal of Neurosurgery, 114(5), 1479-1484.

Thomas Hobbes Answer to Davenants Preface to Gondibert :: Answer to Davenants Preface to Gondibert

Thomas Hobbes' Answer to Davenant's Preface to Gondibert    In his "Answer to Davenant's Preface to Gondibert," Thomas Hobbes takes a stab at literary theory. He is prompted to write the reply because Davenant mentions Hobbes in the preface to the epic poem, Gondibert. Hobbes notes up front that he is hindered in two ways because he is 1) incompetent in poetry and 2) flattered by the praise Davenant has lauded him. These hindrances don't prevent Hobbes from detailing a general theory of poetry. He delineates the different types of poetry, discusses the poet and mode of composition, and addresses issues of form, content, and style. His ideas are based largely on his philosophy of rational thought and empirical evidence.    Hobbes begins by dividing poetry into three types that correspond with the three types of philosophy and the three "regions of mankind." Philosopy can be divided into "celestial, aerial, and terrestrial." Mankind divides itself into "court, city, and country." Poets write about these three different regions of mankind in "three sorts of poesy, heroic, scommatic, and pastoral." Each of these types of poetry can be conveyed in either a narrative or dramatic form. Hobbes writes:    the heroic poem narrative...is called an epic poem. The heroic poem dramatic is tragedy. The scommatic narrative is satire, dramatic is comedy. The pastoral narrative is called simply pastoral...; the same dramatic, pastoral comedy.    In this way he describes the "six sorts of poesy;" there can be no more or less than that. On the subject of what is a poem, Hobbes reiterates the Aristotelian concept that verse alone does not make poetry. Hobbes sums up the difference between historical or philosophical verse and poetic verse like so:    But the subject of a poem is the manners of men, not natural causes; manners presented, not dictated; and manners feigned, as the name of poesy imports, not found in men.    He goes on to allow that "fictions writ in prose" may be given entrance into the world of poetry because prose delights both in fiction and in style, but, were prose and poetry to contend toe-to-toe, it would be as if prose were "on foot against the strength and wings of Pegasus."    Hobbes addresses briefly the conventions of verse and rhyme in poetry. He iterates that ancient poets created verse to go along with musical accompaniment, which was necessary because of their religious beliefs.

Dead Poets Society Essay

Both The Mosquito Coast and Weir’s next feature, Dead Poets Society (1989), foreground fathers myopically invested in misguided personal aspirations. A significant critical and commercial success, Dead Poets Society is a period piece set in the 1950s in Welton College, a private boys school, at the heart of New England’s establishment. It is a study in the mechanisms with which the ruling class absorbs and expels rebellious influences before proceeding undeterred in its primary mission of reproducing itself. As in Picnic, Weir introduces eager young lives both oozing potential and straining under expectation. In both period pieces Weir deftly establishes the restrictive weight of the institution’s traditions through repeated interior, constricted compositions. Here, however, the challenge to the status quo, far from being a mysterious force, is an enthusiastic, unconventional teacher, John Keating (Robin Williams), who nevertheless will play a role in leading the boys to a traumatic awakening. Keating’s passion for literature moves his students to personal quests of self-expression: â€Å"Make your lives extraordinary†, he pleads. The film evokes the American spirit of democratic self-actualisation, as epitomised by the poet Walt Whitman, a portrait of whom Keating displays in his classroom and gestures toward when inciting the boys to emulate his free spirit. Inspired by Keating, the boys re-establish the â€Å"Dead Poets Society†, a club that Keating himself had participated in when a student at Welton. They convene at night in the romantic setting of a nearby cave and share poetry. Keating’s encouragement proves most successful with one of the â€Å"Dead Poets†, Todd Anderson (Ethan Hawke), a teenager so neglected by his parents that he is fearful of human interaction, and petrified of public speaking. Weir subtly conveys the evolving effect Keating’s presence has on Todd, through dexterous camera placement in a series of scenes. In the initial scene, Todd chases his roommate, Neil Perry (Robert Sean Leonard), around their dorm room, trying to retrieve a poem he was composing as an assignment for Keating, which Neil is now playfully reciting aloud. The camera captures the action in a continuous spiralling, pan shot of the boys running in circles within their confined space, creating a spirited, flowing sense of movement. Later, in a long take (28 seconds), the static camera observes Todd, again in his room, as he reads his poem to himself while walking in circles. He is initially pacing at a steady rhythm and smiling to himself, animated by his work, but he then gradually slows and begins to look less sure, before ultimately stopping and despondently tearing up his poem. A cut transfers us to the boys’ classroom the next day, where they are reading their compositions. Todd cowers, insisting he did not prepare a poem, but is encouraged by Keating to usher forth inspiration from Whitman’s portrait for an improvised composition in front of the class. As Keating covers Todd’s eyes, eliciting poetry from the student, the two walk around in continuous circles, followed by the camera, which in turn circles around them in a continuous shot. The effect is a vertiginous one of dizzying movement, which captures the moment of release and rupture for Todd, as he overcomes his inhibitions and spontaneously recites a heartfelt creation, eliciting impressed silence, followed by applause from his classmates. This series of circular movemen ts, suggesting Todd’s burgeoning capacity for self-expression, represents Weir at his most subtle and sophisticated. Todd’s ability to spontaneously compose and recite is rendered all the more persuasive by the almost subliminal referencing of the previous moments of circular movement. Keating’s influence holds different consequences for Todd’s roommate, the kind and charming Neil Perry (Robert Sean Leonard). When Neil’s father learns that his son has discovered a passion for theatre, he forbids him from performing in the local production of A Midsummer Night’s Dream. Neil defies him, only to be informed after the performance that his father is removing him from Welton the next day and sending him instead to military academy, after which he will attend medical school. The news constitutes a ten-year sentence for the artistically inclined teenager, who cannot bear the prospect. That night, in a haunting sequence of elisions, we learn through his parent’s distraught, slow motion reactions that Neil has killed himself. John Keating is indirectly blamed for Neil’s death and the school authorities coax some of the boys Keating had taken into his trust into condemning his unconventional teaching. Rather than presenting a facile depiction of a repressive establishment’s collapse against the ultimately victorious seekers of self-expression (a favourite American tale), Weir explores the scapegoating mechanism through which the establishment responds to a challenge to its symbolic order. As Keating’s class sits sheepishly, listening to droll instruction from the school principal who orchestrated Keating’s dismissal and who is now teaching his poetry class, their former teacher enters the room to collect his belongings. Before Keating leaves, Todd, previously unable to talk in front of a group, boldly stands on his desk (a position Keating had occasionally encouraged them to assume in order to â€Å"change their perspective†) and turns in one last circular motion, this time to face Keating and address him with the teacher’s favourite Whitman address, â€Å"Oh Captain, my Captain†. Rousing music builds to a crescendo as the school principal repeatedly orders Todd to get down or risk expulsion. The boy stands firm, looking more composed than ever before, as various other students follow his lead. A high angle point of view shot reveals Keating, with eyes watering, from Todd’s vantage point. With this final scene of defiance, Weir suggests that the seeds of discontent that will usher in the counter-culture of the 1960s have been sown.

Havisham and Anne Hathaway Poem Comparison Essay

The poems ‘Havisham’ and ‘Anne Hathaway’ by Carol Ann Duffy both portray two women thinking about men; however they have very opposite emotions. The speaker in ‘Havisham’ feels a mix of emotions but mainly bitter hatred and violence towards the man who left her at the altar. Anne Hathaway, however, thinks very fondly of Shakespeare in the second poem. Both poems involve strong emotions and the use of the first person in each helps to make the emotions seem more personal and immediate. The first three words of ‘Havisham’ are â€Å"beloved sweetheart bastard†, this oxymoron shows the speaker’s contrasting emotions towards her lover; she used to love him but now hates him for leaving her. The speaker in ‘Anne Hathaway’ however, describes Shakespeare as â€Å"My living laughing love†, she has affectionate memories of him and even though he is dead she talks as if he were alive. The speaker in ‘Havisham’ has been completely consumed by her hatred. She says there is â€Å"not a day since then/I haven’t wished him dead†. She is unable to stop thinking about him; she can neither forgive nor forget him. It seems that Anne Hathaway, too, often thinks about her loved one. She, however, remembers him in the context of â€Å"the bed we loved in† and remembers how blissful and contented she felt with him in that bed. Anne Hathaway uses vivid imagery to describe Shakespeare and their bed. The speaker describes their bed as â€Å"a spinning world/of forests, castles, torchlight, clifftops, seas†. It is as if when she is in bed with Shakespeare she is in one of his plays, in some exotic location or enchanted, magical world. Imagery is also used to describe the effects that the intense anger has had on Miss Havisham. When she looks in the mirror she says: â€Å"Her, myself, who did this to me? † This shows that her appearance seems unfamiliar to her and she is shocked by her transformation. She now has â€Å"dark green pebbles for eyes†, this suggests she is stony and dead inside, unable to feel love because of the pain she has suffered. She also now has â€Å"ropes on the back of my hands I could strangle with†; by saying this it shows not just how she has physically changed but also shows her murderous thoughts. Both â€Å"Havisham† and â€Å"Anne Hathaway† involve beds. In â€Å"Anne Hathaway†, Anne and Shakespeare’s bed is the stage for â€Å"romance and drama†, and while in bed with him Anne feels like â€Å"he’d written me†, as if he has brought her into being. In their bed they are making poetry together, whilst in their best bed, guests are â€Å"dribbling†¦ prose†. Miss Havisham, however, is alone in her bed, it is devoid of romance. Instead her bed is saturated with grief and hatred as all she does is â€Å"stink and remember†, she is not making poetry in her bed, instead she spends â€Å"whole days/in bed cawing Nooooo at the wall†. In her bed she fantasises having her sweetheart’s â€Å"lost body† over her, and she imagines her â€Å"fluent tongue in its mouth†, this macabre image shows how underneath her anger Miss Havisham feels lonely. The structures used for the poems vary. ‘Anne Hathaway’ is written in the form of a sonnet. This form was often used by Shakespeare so it is fitting that the character of Anne Hathaway should use it too. In ‘Havisham’ the structure looks orderly with four lines in each verse but this contrasts with the content of the poem and doesn’t reflect Miss Havisham’s confusion. The characters in both of the poems are holding onto memories of their loved ones. Miss Havisham cannot stop thinking about the day her sweetheart left her. She has been unable to move on and she is even still wearing her â€Å"yellowing† wedding dress. Anne Hathaway says she is holding onto the precious memories of Shakespeare, â€Å"in the casket of my widow’s head†, this is an apt metaphor because a casket is where you put valuable items and she is therefore keeping her memories safe. Both poems vary in nature. â€Å"Anne Hathaway† is quite a sensual poem. â€Å"Havisham†, however is quite an angry and at times violent poem, for example in the final verse the speaker says: â€Å"I stabbed at a wedding-cake Give me a male corpse for a long slow honeymoon† Her stabbing shows her violent and maniacal behaviour, and when she says â€Å"male corpse† she is showing her underlying hatred of men and maliciousness towards them. ‘Havisham’ is a poem full of grief and regret while ‘Anne Hathaway’ is a celebration of Anne Hathaway and Shakespeare’s love. The women in both poems behave in very different manners and feel very differently towards their loved ones.

P1- Health and Social Care Life Stages

The Life Stages 0-3 years is Tommy 4-9 years is Amy 10-18 years is Abbey 19-65 years is Denise/Jack 65+ years is Pat The human life span is set in age stages; these are called Life Stages. The stages are listed from 0-3 years to 65+ years. Growth is a term used within describing the life stages because it’s a term to describe an increase in quantity. For example, as children grow the height and weight increases. We also use the term development; this describes the development of someone’s abilities, as they grow older. We can also use this term to describe the development of quantity change, such as height and weight.Also describing the lift stages, we use the term called maturation. This is different to development and growth. Puberty is an example of maturation because when development is expected to be due to a genetically automated sequence of change. Development norms, is another term we use to describe a set of average expectations to an infants or child’s development. Holistic development is similar but instead its describing someone’s physical, emotional, intellectual and social development in one. Conception & pregnancy A human baby’s life begins at conception.A woman usually develops 1 egg per month, roughly this happens 2 weeks after her last period. A women is most likely to get pregnant within a day or so of ovulation. An egg lives for about 12-24 hours after its released. For a woman to actually get pregnant the egg needs to be fertilized by a sperm cell within this time. Pregnancy is divided into  3 trimesters. Each trimester is a little longer than 13 weeks. The first month marks the beginning of the first trimester. 1, 2 and 3 weeks The egg is fertilized in one of the fallopian tubes and is carried into the uterus.Fertilization of the egg happens in the fallopian tube. As the egg passes through the fallopian tube is sets itself in the wall of the uterus. The embryo becomes a shape of a pear with a head shape d rounded, pointed lower spine and notochord running along its back. 4- 5 weeks The embryo becomes C-shaped and a tail is visible. The umbilical cord forms and the forebrain enlarge; at this stage of pregnancy the internal organs a begun to form. During this stage of development, the embryo is vulnerable to harmful substances consumed by the mother, which may cause defects. 6-8 weeksThe eyes, mouth, nose and ears have begun to form and the limbs grow rapidly from tiny buds. The head and face has formed more human, the head is more upright, and the tail has gone. Legs and arms have developed. Fingers and toes have formed. 9-10 weeks * The embryo develops into a fetus after 10 weeks. * Fingers and toes are longer. The umbilical cord connects the abdomen of the fetus to the placenta. The placenta is attached to the wall of the uterus. It absorbs nutrients from the woman’s bloodstream. The cord carries nutrients and oxygen to the fetus and takes wastes away from the fetus. 1-12 w eeks The fetus is now measured from the top of its head to its buttocks. This is called crown-rump length. The fetus has a CRL of 2–3 inches. Its Fingers and toes are no longer webbed whilst the Bones begin hardening. Skin and fingernails begin to grow. Changes triggered by hormones begin to make external sex organs appear — female or male. The fetus begins making spontaneous movements. Kidneys start making urine, Early sweat glands appear and Eyelids are fused together. 13-14 weeks (second trimester) The baby has a CRL of about 3 inches long which is about 8 cm long at this stage.The sex of the fetus can sometimes be seen on the ultra sound of the mothers scan. Hair begins to grow on the babys head and the roof of the baby’s mouth is formed, whilst the prostate glands are developing on the male. Ovaries move down from the abdomen to the pelvic area in the female. 15-16 weeks Some of the early signs and symptoms of pregnancy begin to be relieved during the fourt h month for example Nausea is usually reduced. But other digestive problems — heartburn and constipation — may be still occurring. Breast changes — growth, soreness, and darkening of the areola — usually continue.It’s common for women to have shortness of breath or to breathe faster. Increased blood flow may lead to unpleasant pregnancy symptoms, such as bleeding gums, nosebleeds, or nasal stuffiness. Pregnant women also may feel dizzy or faint because of the changes to their blood and blood vessels. 17-20 weeks The fetus has CRL of about 6. 5 inches long which is 16cm long. The fine downy hair begins to cover the body, which is called Lanugo. The skin is also covered with Vernix Caseosa, which is a greasy material that covers the body. The uterus now has developed into either a male or female.Women usually feel faint movements for the first time during the fifth month. It may feel like flutters or butterflies in the stomach. The pregnancy symptoms of the fourth month continue into the 5th month- Heartburn, constipation, breast changes, dizziness, shortness of breath, nosebleeds, and gum bleeding are common. Breasts may be as much as  2 cup sizes bigger by this time. 21-24 months The baby now has a CRL of about 7 inches, which is about 18-19 cm long. The bone marrow now starts to develop blood cells and taste buds start to form. Pregnancy symptoms from the fourth and fifth month usually continue.Shortness of breath may improve. Breasts may start producing colostrum — tiny drops of early milk. This may continue throughout pregnancy. Some women have Braxton-Hicks contractions. They feel like a painless squeezing of the uterus or abdomen. This is the uterus’s way of practicing for labor and delivery. Braxton-Hicks contractions are normal and not a sign of preterm labor. But women should check with their health care providers if they have painful or frequent contractions or if they have any concerns. Weeks 25†“26 The baby has now got a CRL of about 9 inches long which is roughly 23 inches long.Also the baby develops more and more fat from now until end of pregnancy. * Week 27–28 The baby now has a CRL of about 10 inches which is 25 cm long. Eyelids are usually fused together until 28 weeks. A woman’s uterus continues expanding. Back pain is common. Pregnancy symptoms from earlier months continue. Dizziness may lessen. * 29-30 weeks (third trimester) * * The fetus has a CRL of about 10. 5 inches (27 cm). Testes usually begin descending into the scrotum from the abdomen between weeks 30 and 34 in a male fetus. This is usually complete by 40 weeks. Week 31–32 The fetus has a CRL of about 11 inches (28 cm). Lanugo starts falling off. ?Women often start feeling tired and have a more difficult time breathing as the uterus expands up. They may get varicose veins — blue or red swollen veins most often in the legs — or hemorrhoids — varicose veins of th e rectum. Hemorrhoids can be painful and itchy and cause bleeding. Women may also get stretch marks where skin has been expanded. Braxton-Hicks contractions, heartburn, and constipation may continue. Women may urinate a bit when sneezing or laughing because of pressure from the uterus on the bladder.Hormones may make hair appear fuller and healthier. Weeks 33-36 * The fetus has a CRL of about 12 inches (30 cm). The eyes have developed enough for pupils to constrict and dilate when exposed to light. * Lanugo is nearly all gone. The fetus is considerably fatter, and the * Skin is no longer wrinkled. 37-40 weeks * The fetus has a CRL of about 13–14 inches (34–36 cm). * The fetus has a firm grasp. Many women give birth around this * Time. The average new born weighs around 7-8lbs which is * Around 18-22 inches long with legs extended.By the end of pregnancy, the uterus has expanded from a woman’s pelvis to the bottom of her rib cage. Pregnancy symptoms in the tenth month largely depend on when the fetus drops down into lower part of the uterus in the pelvis. Shortness of breath, heartburn, and constipation usually improve when the fetus drops. But the position of the fetus lower in the pelvis causes frequent urination and trouble holding urine. The cervix will begin to open — dilate — to prepare for delivery. This may happen a few weeks before delivery, or it might start when a woman goes into labor.A woman may feel sharp pains in her vagina as the cervix dilates. After the newborn is delivered, the placenta and other tissues also come out of the woman’s body. This is called the afterbirth. For the first couple of days after giving birth, Tommys mother can feel the top of your uterus at or a few finger widths below the level of your belly button. In a week, her uterus weighs a little over a pound – half of what it weighed just after she gave birth. After two weeks, it's down to a mere 11 ounces and located entirely within her pelvis.By about four weeks, it should be close to its pre-pregnancy weight of 3. 5 ounces or less. This process is called involution of the uterus. Even after her uterus shrinks back into her pelvis, you may continue to look somewhat pregnant for several weeks or longer. That's because her abdominal muscles get stretched out during pregnancy, and it will take time – and regular exercise – to get your belly back in shape. 0-3 years physical development motor control develops from the head and moves down through the arms and the bottom and then to the legs and feet.Initial movements are reflexive in nature, such as turning the head to the side when the cheek is stroked; this then leads to feeding. Motor skills are related to the growing ability to observe and interact with the environment. According to the healthy children American website, a baby turns its head from side to side when lying on their back or belly and brings both hands together at the chest or mouth at 1 month of age. 3-6 months physical development At 3 months of age, an infant progresses at lifting the head and chest up when lying on its belly and may press up with its arms.At 3 months old, Tommy should beable to kick his legs when lying on his belly or back. Also at this age, Tommy should beable to play with soft toys that are required for his age. Tommy will have a sharp grasp with his hands so he can hold objects such as toys securely (if small). According to the healthy children American website, between 3 and 4 months Tommy begins rolling from his belly to his back and then back to belly around 6 months old. 6-12 months old physical development The average age at which an infact sits without support is 6 months old, so by the time tommy is this age he should be able to do this.Standing with support, Tommy should beable to do this roughly at 7. 6 months (according to healthy children American website). Infants in the study, crawl on hands and knees at 8. 5 months, w alking with assistance occurs usually at 9. 2 months. The average age for a baby to walk alone is 11 months. 12-24 months old physical development. The world health organization study notes that a young toddler like Tommy can take two-three steps alone around 12 months. Also they start to walk without support across a room with stopping or changing direction between 13-15 months.Around 18 months of age Tommy will be kicking and throwing balls, running, climbing stairs with assistance and playing with scooters with confidence. 24-36 months old physical development Between the ages of 2 and 3, balance improves and tommy walks with a smoother pattern. During this time tommy may be able to balance on 1 foot, walk backwards and walk on tiptoes. Usually around 24 months, tommy starts to jump over obstacles around 36 months. At 24 months tommy can climb a small ladder and go down a small slide. Around 35 months, Tommy can confidently go around a playground, trying out all the playground cl imbing frames.Also ride a bike suitable for his age or scooter. 0-3 months intellectual development Around this stage of life, theres not much intellectual about Tommy, Its usually about the relationship between him and his parents. When tommy first opened his eyes, he would just stare a lot at whats around him. He fixates on objects around him that usually move, around 12 inches from his face. At this stage Tommy will begin to know who his parents are and distinguish their faces from strangers faces. He will also beable to exhibit sense of size, colour and shape recognition. 4-8 months intellectual developmentAt this stage of Tommy’s life intellectual development, his starts to handle and explore objects, such as feel, taste and smell objects. Such as cuddly toys. They also start to explore their surroundings like their home and who lives with him. At this stage his starts to point and use it as a sign of communication if he wants something. Tommy may show signs of fear, for example falling. He may start to imitate actions such as â€Å"pat-a-cake’’. He also may want to play games repetitively and only likes one toy or book to look at once. 8-12 months intellectual development At this stage, Tommy may start gesturing by giving a wave to say goodbye or lowing kisses. He may also start to copy relatives and mimic movements, for example dancing and clapping. Also at this stage tommy can start to recognize facial features, such as eyes, nose, ears and mouth. He might also beable to identify objects such as books, balls and animals. Tommy may also like to do things intentionally for reaction, such as dropping toys. Tommy at this stage may show a memory of short term which is perfectly normal. 12-24 months intellectual development At this stage of development tommy may start to have his own imagination especially during play time, so he may start to move things around the floor.He also may start to potty train and understand when he needs to g o toilet. Tommy may start to show an understanding of shapes and colours and start to colour and draw himself with crayons and paints. With memory skills, these will show an increase as he gets older and as the brain develops properly. 24-36 months intellectual development At this stage of tommys intellectual development he can speak fully and show an understanding of what others are saying to him and what he might ask him to do. He may start to development in comparing objects to others such as ‘little’, ‘bigger’, or ‘really big’.He may also start to count up to ten or maybe more. Tommy may start to match pictures and objects and start to play- act thoughts, for example tommy may start to pretend to be a dinosaur. He may also start to learn how to share and use terms such as please and thank you. 0-3 months emotional and social development At this stage of tommys social and emiontal development, he may start off by being attached to parents or carers. At the first few weeks of Tommys life he may tend to be used to the people around him, so the cloest, he will be attached quicker. He may also enjoy being held or cuddled.He may also express discomfort, enjoyment or unhappiness. He may also entertain himself by playing with fingers, watching the t. v such as programs that consist of movement and bright colours. 4-8 months social and emotional development At this stage of Tommys life he may have shown full attachment to either his mother/father or carer, he may also develop a sense of security and trust with parents or carer, he may also show preference and reaction of separation from his mother/father or carer. This way he may show different responds to facial expressions and sounds.He may love to be picked up, held and cuddled by parents or relatives. He may start to hear himself at this stage and start to make loud noises, laugh and smile. To communicate he ay cry and he may seek attention. 8-12 months social and emotiona l development When Tommy is a really young baby he shows full attachment to his parents which is immediate, that way he may also always want to be near them or in their sight, showing this he may begin to show fear to strangers. He may also start to be emotionally attached to something socialable like a t. program, blanket or a toy. He also may start to enjoy going out and being socialable for example, going shopping or going to the park. 12-24 months social and emotional development At this stage of social and emotion development Tommy may start to develop a sense of humor and start to love being in the center of attention. He may also start to show selfishness and begin not to share his toys with other friends. With Tommy he lives with his parents so he may start to copy their daily activities such as driving, reading, cooking, hugging and blowing kisses.At this stage Tommy will start to try new things every day, show jealousy towards his parents and get frustrated really easy. 24 -36 months social and emotional development As a child gets older, their emotional and social development gets a lot more interesting. Tommy my start to get confident and except new people and start to talk to them but also if they still have that full attachment to their parents, they may start to show shyness to around new people. If he gets upset, he may start to pull hair, kick, slap or bite other children. Also he may start to show some patients on the other hand.Around places, objects, certain people he may start to show dislike. He may be more sensitive around people and if they cry he may turn it into a tantrum. 4-9 years growth development Between the ages of 4 and 9 children may begin to look thinner, this is because they grow increasingly but their fact accumulation is staying relatively the same. By the time Amy is 6 years old, North Dakota state university that they begin to proportion a lot better and her centre of gravity will be centrally located. She is likely to ex perience a growth spurt between the ages of 6-8 and may notice hair begins to grow darker.Nutrition intake and genetics are big factors when it comes to her growth at this stage. 4-5 years growth development At 4 years of age, Amy will fully develop hand-eye co-ordination, that will allow her to play with objects that have smaller perplexed parts to them. Amy will show that shes energetic most of the time and prefer running and jumping, by the age of 5, she will beable to catch a ball, throw a ball over her head, hop on one foot, walk up and down the stairs alone and hold cutlery properly with 3 fingers rather than her whole fist. -7 years growth development Shortly after 5 years, Amy will beable to skip and have the ability to bounce a ball and skate. By the age of 7 she should be able to ride a bike, draw shapes and patterns. Also Amy maybe beable to use a comb in her hair, brush her own teeth and also tie her own hair up in a pony tail. Also at this stage she will beable to do si mple household tasks such as making her bed, tidying up after herself. At school she may show a development in playing musical instruments. 7-9 years growth developmentBetween the ages of 7 and 9, Amy will beable to identify herself during school or things they take part in. Amy will be able to recognize herself, such as at school, either being an athlete or artist. This is influenced from teachers at school, parents or siblings. By this time, amy is capable to kick, throw and roll, which makes them able to take part in organized sports at school such as football, hockey and rounder’s. Intellectual development 4 – 9 years Around 4 years of ages Amys development of intelligence is still very simple but getting more and more intelligent by the days.Amy should be asking a lot of questions around 5-6 years old such as ‘why is the sky blue? ’, ‘why do birds have feathers? ’. Amy will begin to ask more and more questions every day but this is the de velopment of a milestone. Around this stage of 5 years, amy will start to recognize familiar colours and understand the idea of same and different, pretend and fantasize more creatively, she will be able to remember parts of stories, understand times of the day, count and understand the concept, sort objects by shape and colour, complete puzzles, recognize different shapes and colours.Five years and above, Amy will start to development more sophisticated thinking and learning abilities. Children around 7-9 year often think in very concrete ways, needing hands-on examples to improve their understanding. They often can not change the rules of a game to make it more fun, for example because they perceive rules to be firm and rigid. As children’s minds mature like Amy, she will development more flexible in their thinking. Children in this age group are capable of more abstract thought aswel. Emotional and social development 4-9 yearsFour year olds are moving out into the world an d can usually play happily with other children and enjoy lots of physical games aswel as tell stories. As Amy gets to between 5 and 6 years old, she may then start to learn about the feelings and needs of others and can share their toys plus take turns, at least some of the times. In some stages of Amy’s life can get jealous of her parents relationship. This is where the often development of the game ‘mummies and daddies’ comes from, this is a well-known game for children to grow up on.Playing games such as ‘mummies and daddies’ allows her to try out various adult roles in life. Around 6-7 years, children begin to actually learn new things and experience learning new things at school so they develop a sense of eagerness in themselves. They generally prefer structured activities to more open-ended experiences. Amy may wonder about the world and ask a lot of ‘what if? ’ questions. Pretend play means a lot to Amy at this stage in her child hood because they develop a strong imagination and involve others like friends at school.Around 8 and 9 years, children such as Amy start to involve more people in their lives, for example at school, amy may start to have best friends and play with other children with the same gender. As amy grows older she grows out of being self-centered as should be at around 5 years old because she has matured. Also around this stage amy will begin to understand other peoples views and can imagine themselves in situations of other friends experiences. Physical development 10 -18 years (adolescence) 10-11 years physical developmentPhysical development around this time it’s the start of many different experiences for young children and teenagers. For girls between the ages of 11 and 13, it may sometimes begin earlier for some children; puberty begins. Girls usually start around 2 years before boys. Boys usually start between the ages of 13 and 15 years. Puberty is an important stage for abb ey because it prepares the body for sexual reproduction. It is all started by the hormones and controlled but the sexual development. Around the teen years, girls and boys will experience a definite growth spurt. 12-14 years physical development round this physical development of life for teenagers, its all about the development of puberty, for girls around abbeys age, around the breast area they begin to be quite painful because they are beginning to develop. Usually around 13 years of age, Abbey may have started her menstrual cycle and public hair has developed. For boys on the other hand, testicular growth begins, the voice changes, pubic hair develops and they may start to experience â€Å"wet dreams†. 15-17 years physical development around this age, Abbey would of completed the physical changes related to puberty by the age of 15.Boys are still developing around this age, maturing and gaining strength. Muscle mass develops and they are completing the development of sexu al traits. Around 15-17 years, oily skin may appear which turns into acne. Hair has grown under the armpits. Breasts have developed but still maybe growing. Abbey may have developed a curvy outline to her hips which is caused from fat deposition. Internally wise, primary sexual organs grow such as uterus and vagina, ovulation and menstruation has fully developed, and lastly public hair has grown. 18 years physical developmentAround 18 years, many of the major changes for growth in puberty have completed by this age, in boys and girls. They are still growing but major changes have developed. For boys around 18 years, facial hair has grown on the face, hair is also under the armpits, testes have produced sperm. The voice box, which is called the larynx, has broken and the voice has developed deeper. The prostate gland produces secretions, and the penis has enlarged. Intellectual development 10-18 years. Between the ages of 10 and 13 years, preteens start to experience â€Å"stressful † imes at school or high school because they are having their first â€Å"exams†. Preteens around this stage develop abstract thoughts usually by the age of 13. Between the ages of 11-14 years, they are still concrete thinkers- they perceive things as good and bag and whats wrong and rights. They are just beginning to imagine possibilities, recognize consequences of their actions and anticipate what others are thinking. Anxiety enters their lifes and may cause major distractions interfering with abstract thinking.Teenagers may show an interest in ideas, ideals, values and social issues. Around 15 and 16, at this stage they show a well better established abstract thinking at school and in any other situations that may occur. Around this age Abbey may start to make applications to her own current and future situations and social situations. As abbey progresses in life, abilities to abstract thinking develop better and problem-solving skills increased by demands at school and college. Preteens and teens tend to think things wont happen to them, this explains why they are risk-takers.Also they believe they are the center of attention, for example, abbey may have a pimple on her forehead, this is making her life hell right now. This explains why teenagers are terribly self-conscious. Social and emotional development 10-18 years Around this stage of Abbeys teenage life, she begins to spend more time with her friends and less time in home and with her family. Abbey will start to form her own identity around 12-13 years and try different clothes, hair styles, friends, music and hobbies. This will then progress and carry on throughout her teenage life.Preteens like abbey around 13-14, push limits that adults put on them to assert their independence, preteens and teenagers like Abbey around 14 and 15 may start to develop more moody moods and start to express mixed feelings about â€Å"breaking away† from parents. Troubled youth may act out (for examp le, get into physical fights, use alcohol or other drugs, skip school) to express emotional pain. Physical development 19-65 years Adults in this age have to be very careful because there are many different age related changes to become as Denise grows up. Some individuals, not so much Denise have to wear glasses for reading and writing.Some adults like denise may start to lose there hearing in later adult hood. Adults tend to have some changes in hair colour, it may start to turn grey. Men sometimes start to lose there hair around 35 to 45 years old, around 45, women start their menopause. Young adults start to see and maybe feel their physical changes between the ages of 18-28. Adults are still fit and healthy at young adult hood stage but not as fit as they used to be. Around the ages of 30, adults may start to feel that their fitness, speed and strength has decreased. Some adults still go to the gym in their middle adulthood stages to keep feeling healthy and fit.Early adulthood Early adult hood is the first stage of adulthood in which the body physically changes. In this stage, denise may have continued to add abit of height and weight to her late teenage frame come into her adult hood. The body continues to undergo significant hormonal changes. In menm their heard may grow a little thick, the voice may become slightly more deepeer and richer. Early adulthood is the period when women have children, so this is the time denise would of gained abit of weight and breast development would of completed. Middle adulthoodMiddle adulthood is the second stage of adulthood in which one of the most noticeable changes is loss of elasticity in the skin, especially in the face. This results to wrinkles and lines in the skin, this then shows denise â€Å"aging†. Men usually gain weight around the stomach and women gain weight around the hips and legs. Strength and flexibility both decrease in both genders. Women usually experience hormonal changes during this peri od that result in rhe loss of ability to reproduce, this then is called the menopause. Both genders experience graying of the hair or the hair may start to thin out.Later adulthood Late adulthood is the final stage of physical change, the skin continues to lose elasticity as it started in middle adulthood and the result is deeper lines and wrinkles, age spots or brown spots often form. Eye sight deteriorates, which causes them to need stronger glasses. Reaction time slows down and appetitive may also slow down. Intellectual development 19-65 years Intellectual development may increase in this age group. Some older adults like Denise may have a slower reaction to things but increase in knowledge may give back for this in many work situations.Older adults are more skilled then younger adults and teengers when it comes to complex decisions. Adults like Denise are typically more focused in specific directions, having gained insight and understanding from life events that teenagers and y oung adults have not yet experienced. No longer viewing the world from an absolute and fixed perspective, middle adults have learned how to make compromises, question the establishment, and work through disputes. In recent years, colleges and universities have reported an increased enrollment of adult learners—students age 25 or older.Of course, labeling this age group as adult learners is not to imply that the typical college student is not also an adult. Academic institutions typically identify those outside the 18–21 range as adults, because most have been working and rearing families for some time before deciding to enter or reenter college. Compared with younger students, adult learners may also have special needs: anxiety or low self-confidence about taking classes with younger adults, feelings of academic isolation and alienation, fears of not fitting in, or difficulties juggling academic, work, and domestic schedules.Adults most often choose to go to college fo r work-related purposes. Many employers require workers to attain certain levels of education in order to qualify for promotions. Other workers go to college to learn new skills in preparation for another career. Additionally, certain organizations, such as state licensing boards, may require professionals to have a certain number of continuing education hours each year to maintain their licenses. Finally, adults may also return to college simply for personal enrichment.Social and emotional 18-65 years Young adults like Denise face some difficult developmental tasks. Denise maybe at the beginning of this stage is concerned with beginning a career. They may be studying to gain the serious qualifications, or training at the entry level of an organization. Some will not be so lucky. In many countries, youth unemployment rates have been very high during the last century and appear set to continue. Studying, employment and unemployment each presents its stresses.At the same time, young a dults tend to be finding their way through the world of romance, which can also lead to stress and anguish. All of this happens alongside changes in relation- ships with parents, and the increasing expectation that the young person will take responsibility for her own life – including, perhaps, a shift to a new home. It would be an unusual person like denise indeed who proceeded through these developmental tasks without at least occasionally wondering who she is, or who she is becoming, and how she is faring compared to her peers.For most people, facing these issues brings a range of emotional reactions. Physical changes 65+ During late adulthood, the senses begin to dull. With age, the lenses of the eye discolor and become rigid, interfering with the perception of color and distance and the ability to read. Without corrective glasses, nearly half the elderly population would be legally blind. Hearing also diminishes, especially the ability to detect high-pitched sounds. As a result, the elderly may develop suspiciousness or even a mild form of paranoia to not being able to hear well.They may attribute bad intentions to those whom they believe are whispering or talking about them, rather than correctly attributing their problems to bad hearing. Hearing problems can be corrected with hearing aids, which are widely available. The sense of taste remains fairly intact into old age, even though the elderly may have difficulty distinguishing tastes within blended foods. By old age, however, the sense of smell shows a marked decline. Both of these declines in sensation may be due to medications, such as antihypertensive, as well as physical changes associated with old age.Intellectual development 65+ Some old people decide to retire some carry on working. However they still contribute in a good way to society as many of them give a positive view and things and are good role models to others. They give wise advice to people and people learn from it, during this age they may also enjoy playing board games or meeting other people their age. Many older adults complain about not being able to remember things as well as they once could. Memory problems seem to be due to sensory storage problems in the short-term rather than long-term memory processes.That is, older adults tend to have much less difficulty recalling names and places from long ago than they do acquiring and recalling new information. Studies have shown that practice and repetition may help minimize the weakening of memory and other cognitive functions. Researchers have found that older adults can improve their scores on assorted tests of mental abilities with only a few hours of training. Working puzzles, having hobbies, learning to use a computer, and reading are a few examples of activities or approaches to learning that can make a difference in older adults' memory and cognitive functions.Emotional and social development 65 + After this age the older people may start feeling upset because of their age and may feel that there's no point of being in society because they are not able to do things. They will start getting mixed emotions. However many might feel happy as they will have more free time and spend it with family. Reference: Healthy Children- physical development of school ages children. Bodycenter. com, parenting. com and cliffsnotes. com

Outline and Evaluate the Psychological Research Into the Link Between Stress and the Immune System Essay

The main function of the immune system is to protect the body from infectious agents such as viruses and other toxins. The immune system can fail us in two ways-either by, letting infections enter the body, or being over-active, so that it is the immune system itself, rather than an infectious agent that causes illness. Most studies of the relationship between stress and the immune system have focussed on acute stressors and have found a decrease in immune cell function. One study which relates to stress and the immune system was Cohan (1993). Cohen investigated the role of general life stress on vulnerability to the common cold virus. Three hundred and ninety-four participants completed questionnaires on the number of stressful life events they had experienced in the previous year. They also rated their degree of stress and their level of negative emotions such as depression. See more: argument essay format The three scores were combined into what Cohen called a stress index. The participants were then exposed to the common cold virus, leading to 82% becoming infected with the virus. . The findings were that the chance of developing a cold was significantly linked with stress index scores. A strength of this study was that it did measure health outcomes, showing a relationship between life stress and illness. This can be compared with studies that use measures of immune function rather than illness outcomes. Also, this was an indirect study in the sense that there were no direct measures of immune function. However it is supported by Evans and Edgington (1991) who found that the probability of developing a cold was significantly correlated with negative events in the preceding days. However there are many limitations. During the study participants should be constantly monitored to check for any reactions to the viral challenge which had affected their health and the scientific value of the study should be balanced against any psychological or physical distress to participants. Another study which looks at the link between stress and the immune system was a study carried out by Brady in 1958. He linked high levels of stress to increased hormone production and the development of ulcers. In an early study he placed monkeys in â€Å"restraining chairs† and conditioned them to press a lever. They were given shocks every 20 seconds unless the lever was pressed in the same time period. This investigation came to an abrupt halt when many of the monkeys suddenly died. After 23 days of 6 hours on, 6 hours off schedule the executive monkey died due to a perforated ulcer. He tried various routines, such as 18 hours on and 6 hours off, or 30 minutes on, 30 minutes off. However, no monkeys died from ulcers. He then tested the stomachs of executive monkeys on a 6 hour on, 6 hour off schedule, and found that stomach acidity was greatest during the rest period. Brady concluded that it was clearly stress, not the shocks that created the ulcers. One criticism made of Brady’s study in general was that the monkeys were not randomly selected, the â€Å"executive† was chosen because it was faster at learning an avoidance response. This may of course have parallels with the human world. Also, the fact that the study was carried out on monkeys means that the results cannot be generalised for humans. Also another limitation was that a more serious problem was raised in the research by Marshall et al (1985). They found strong evidence of another cause of stomach ulcers, a bacterium called Helicobacter pylori not stress related.