Muscular Dystrophy

Muscular Dystrophy Free Online Research Papers Muscular Dystrophy is a group of inhereted diseases that causes voluntary muscles to progressively weaken, and in some cases the heart and other organs are also affected. This disorder affects people of all ages, all sexes, and vary in inheritance patterns, age of onset, muscles attacked, and the progression of the disease. Symptoms include weakeing of muscles, obesity, joint contractures, delayed development of coordination and msucle skills, cataracts, balding, drooping eyelids, atrophies, and mental impairment. There are nine types of Muscular dystrophy. These nine types include Myotonic Muscular Dystrophy, the most common type of the disease in adults. Myotonic is also found in children, and occasionally in newborns. It is present in both men and women. Myotonic is a form of the muscular disorder where muscles experience a prolonged spasm, or stiffening after use. These symptoms are more severe in cool temperatures. This form affects the Central Nervous System, Heart, Gastrointestinal Tract, Eyes, and Hormone Producing Glands. Most sufferers are able to live a somewhat normal life without daily restrictions, however they have a decreased life expectancy. Duchenne Muscular Dystrophy, the most common form of Muscular Dystrophy in children, affects only males. Duchenne is normally noticed around 2 to 6 years of age, and are normally mildly retarted before diagnosis. In this form of the disease, the muscles in the body become weaker and decrease in size; however, the muscles appear to grow bi gger. In the final stages of the disease, it becomes difficult to breathe and heart problems normally develop. Most victims die as a teenager or in their early twenties. Becker Muscular Dystropy is similar to Duchenne Muscular Dystrophy in a milder form. The symptoms appear later and more slowly. This form of the disorder is most commonly noticed between ages 2 and 16, but can go undetected up to age 25. It affects only males and leads to heart problems. The victims can often walk trough their thirties, and after they can live through the rest of their adultood. Limb-Girdle Muscular Dystrophy affects teenage males and females. The muscles become weaker, first affecting the hips then weakening the shoulders, arms, and legs. Most people with Limb-Girdle live through mid to late adulthood. Facioscapulohumeral Muscular Dystrophy is seen in young adults, both male and female. Facioscapulohumeral affects the muscles of the face, shoulder, and upper arm. Muscle deterioration occurs slowly, with small periods of rapid muscle weakening. Sufferers live a normal lifespan, but experience problems talking, chewing, and swallowing. Congenital Muscular Dystrophy is discovered at birth in male and female newborns. The muscles become weak, and shrink which lead to joint problems. Children who suffer from this form of Muscular Dystrophy often suffer from seizures and brain damage, and live a short life.Oculopharyngeal Muscular Dystrophy is found in middle-aged men and women; it affects the neck and throat. Distal Muscular Dystrophy is a rare disease that affects the muscles of adult men and women in the distal (most distant from the midline) areas of their bodies; like the feet, lower legs, forearms, and hands. It is less common and severe than other forms of Muscular Dystrophy. It progresses very slowly, and does not affect many muscles. Emery-Dreifuss Muscular Dystr ophy is very uncommon, however, when seen, it is found in young teenage males. It causes the deterioration or wasting of muscles of the shoulders, upper arms, and upper legs. Muscle shortening is a common symptom in the early stages of te disease. The weakening of muscles is slower, and less severe than other forms of Muscular Dystrophy. Muscular Dystrophy is caused by a defect of a certain gene. The gene that is affected determines the type of Muscular Dystrophy the sufferer has. The muscle protein which affects the genes is called Dystrophin. This is a gentic disease which is passed from the parents to the child. The parents do not have to suffer from the disease, they just need to be carriers of the disorder. This disease is diagnosed by studying the genetic history of the patient, a muscle biopsy, blood or DNA tests, or with a series of EKG (muscle stimulation) tests. Muscular Dystrophy has no known cure. However, exercises, corrective surgeries, and braces are used to slow down the deterioration of muscles. Scientists are studying Molecular Therapy and Gene Therapy which are experiamental cures for the disorder. Research Papers on Muscular DystrophyPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesThe Masque of the Red Death Room meaningsEffects of Television Violence on ChildrenResearch Process Part OneAssess the importance of Nationalism 1815-1850 EuropeGenetic EngineeringThe Hockey GameHip-Hop is Art19 Century Society: A Deeply Divided Era

A Christmas Carol Quotations

'A Christmas Carol' Quotations Charles Dickenss novel, A Christmas Carol (1843), is the famous redemption tale of the wicked Ebenezer Scrooge. On Christmas Eve, Scrooge is visited by spirits, including his former business partner Jacob Marley, and the Ghosts of Christmas Past, Christmas Present and Christmas Yet to Come. Each ghost has a different message for Scrooge about how his penny-pinching and indifference has affected himself and others who care about him. By the end of the story, Scrooge has become enlightened and vows to change his mean, miserly ways before its too late.   Famous Quotations The Ghost of Jacob Marley Marleys ghost tells Scrooge why he has  appeared to him on Christmas Eve, wearing the chains he forged in life. It is required of every man, the ghost returned, that the spirit within him should walk abroad among his fellow-men, and travel far and wide; and, if that spirit goes not forth in life, it is condemned to do so after death. The Ghost of Christmas Past After reliving his past and seeing his kindly former mentor Fezziwig, Scrooge is overwhelmed. He tells the Ghost: Spirit! said Scrooge in a broken voice, remove me from this place.I told you these were shadows of the things that have been, said the Ghost. That they are what they are, do not blame me! Ghost of Christmas Present There are some upon this earth of yours, returned the Spirit, who lay claim to know us, and who do their deeds of passion, pride, ill-will, hatred, envy, bigotry, and selfishness in our name, who are as strange to us and all out kith and kin, as if they had never lived. Remember that, and charge their doings on themselves, not us.   The Ghost of Christmas Present is telling Scrooge not to blame his past bad behavior on anyone else or any divine influence.   Ebenezer Scrooge   Scrooge takes a long time to get on board with the spirits, but once he does, he panics that hes run out of time to redeem himself. You may be an undigested bit of beef, a blot of mustard, a crumb of cheese, a fragment of underdone potato. Theres more of gravy than of grave about you, whatever you are! Scrooge says this to the ghost of his late business partner, Jacob Marley. Scrooge is doubting his senses, and cant believe that the Ghost is real.   Ghost of the Future, he exclaimed, I fear you more than any spectre I have seen. But as I know your purpose is to do me good, and as I hope to live to be another man from what I was, I am prepared to bear you company, and do it with a thankful heart. Will you not speak to me? After visits from the Ghosts of Christmas Past and Present, Scrooge most fears the visit of the Ghost of Christmas Yet to Come. When he sees what this spirit has to show him, Scrooge begs to know whether the course of events can be changed: Mens courses will foreshadow certain ends, to which, if persevered in, they must lead, said Scrooge. But if the courses  be  departed from, the ends will change. Say it is thus with what you show me!   When he wakes up on Christmas morning, Scrooge realizes he can make amends for his past cruelties.   I will  honour  Christmas in my heart, and try to keep it all the year. I will live in the Past, the Present, and the Future. The Spirits of all Three shall strive within me. I will not shut out the lessons that they teach. Oh, tell me I may sponge away the writing on this stone!

Are Liberty and Security Mutually Exclusive, or Mutually Supportive Essay

Are Liberty and Security Mutually Exclusive, or Mutually Supportive - Essay Example A careful analysis of theory and practice of security, however, indicates that security is not opposed to liberty, and in fact augments it when used judiciously, but that there is a fine tipping point after which security begins to impinge on liberty rather than support it. The question as to the role and purpose of the government has been a central question to political philosophers for centuries now. These philosophers often work under to distinct precepts that were originally envisioned by Francis Bacon, Thomas Hobbes and John Locke: that people were born free in their â€Å"state of nature† (Hobbes 32), but that they are universally found to be under some sort of governance, which curtails their freedom. The fundamental question is then, why do people give up their freedoms to another power? An explanation, the social contract, was developed by John Locke – he states that absolute liberty is not in fact a good thing, because it would mean liberty to steal from, and otherwise harm one another, so people give up their own liberty for security (Dunn 75). ... e of the legitimate rolls of government was the regulation of morality: it was supposed that this was a form of security, and that without a patrician government to look after its population people would devolve into immoral behavior, and thus would harm themselves and the state. John Stuart Mill countered this thinking in his seminal On Liberty, in which he argued that it was not a legitimate role of government to regulate morality (Mill 374). This shifted thinking permanently on the role of government in the preservation of liberty. Both of these trains of thought are in fact correct. It cannot be denied that government’s granting and increasing security does, to a particular point, improve liberty: a well policed street will ensure that people have the ability to walk down it unmolested, and a well regulated market ensures the liberty of everyone playing by the same economic rules. Yet it also cannot be denied that governments sometimes go too far in curtailing liberty at t he cost of security, by, for instance, monitoring people without their knowledge, or policing ideology (Rovine 42). So where does the tipping point occur? Government’s enacting of security begins to unduly curtail liberty when actions taken in the name of security modify people’s behavior more than the threat or fear of a lack of security would do. For instance, locking everyone in a solitary cell would certainly lower the murder rate, but this would modify people’s behavior much more than the fear of murder does. A well regulated police force, on the other hand, increases liberty by countering the behavior modification that fear of murder by a completely un-policed society would have. Security and liberty are often seen as each other’s antithesis, and for good reason. Governments have

Select and critically appraise a policy document that is relevant to Essay

Select and critically appraise a policy document that is relevant to your area of practice. Critically analyse the evidence bas - Essay Example The Trust also guarantees that slips and trips and falls experienced by staff visitors as well as contractors are reported and then managed by the Trust. The National Health Services white paper has established plans in order to secure savings from their delivery of health services, allowing these savings to be reinvested in the primary care services of the agency. The Department of Health (2012) has declared that the health care system in general is being challenged to improve the quality of their health services while still trying to reduce its cost and financial impact. As such, savings can be secured by changing the practice and the NHS system. Possible savings which nurses can provide to overall services represent millions of pounds a year (Gainsbury, 2009). Such potential must therefore be explored and expanded. Through the NHS Institute for Innovation and Improvement, there are several high impact actions which come from data suggested by nurses and midwives in the UK. Falls p revention is one of these HIAs which seem to call for new processes in management (Power, 2009). The nursing profession is one which has, from the very start been focused on securing quality care for the patients (Fabre, 2009). I am a nurse working fulltime and in the unit where I am assigned to, fall risks are one of the problems identified, and its prevention seems to merit more improvements in the current existing policies on slips, trips, and falls. Slips, trips, and falls prevention and management managed to provide an updated standard in the management and prevention of falls. The policy impacts on all in-patient admissions as well as staff members. As discussed by Andersson, et.al., 2006 there have been identified issues in the planning and implementation of the policy. Andreoli, et.al., (2010) points out that the implementation of policies seem to be removed from reality, especially as many policy-makers and recipients often do not understand or appreciate the processes whic h are needed in order to make the policy work. Kubler (2001) highlights that fact that the passage of legislation of policy is not necessarily associated with the achievement and accomplishment of policy goals and objectives. In the hospital where I work, the top-down policy implementation process is being implemented. This has allowed for the implementation of the policy from the management level down to the employee level. Based on the data gathered by the NHS, the issue of slips and falls is a significant one and the NHS has understood the importance of prioritizing falls prevention and management (Laurance, 2012). Based on a review of the present data on slips, trips and falls, specific changes were made on its implementation (Laurance, 2012). The goal of preventing and managing falls and its risks is to improve the safety of patients and health professionals who are exposed to risks of falling (NHS, 2010). The policy is mostly related to the assessment of data, the implementati on of preventive measures, as well as the implementation of multi-disciplinary working. It also secures guidelines for the staff, giving standards which seek to manage the unit’s prevention strategy, to reduce inpatient falls, and consequently decrease

Portfolio Trading Strategies Essay Example for Free

Portfolio Trading Strategies Essay Profits in equity are a function of timing and costs. Trading strategies are essentially focused on maximizing profits through cost maximization which in turn is linked with transaction costs. Thus cost of trading in also a consideration for determining trading strategy. Transaction costs are said to include commissions, execution and opportunity costs. (Collins. Fabozzi : 1991). Commissions are most easy to define as these are fixed and relate to the fees paid for trading. However there is a problem of measuring execution and opportunity costs as these are neither fixed nor can be easily measured. While a number of approaches have been developed for measuring opportunity and trading costs, a method to suit all circumstances has not been evolved thus far. The complexities involved and since minor differentials make major variation in profits an effective strategy to constantly provide yield is difficult. Investment strategies thus attempt to rationalize trading to provide benefits from execution as well as opportunity costs. Since there is no uniform strategy that can assure trading profits it is very difficult to balance the large number of factors which affect trades. Timing in fact is a constant which affects both opportunity and execution costs. Opportunity Costs and execution costs are both a variable component of transaction costs. Thus profits in transaction are determined by opportunity and execution costs and the balance that will be maintained between these. Opportunity costs are the performance shortfall that arises from a failure to execute the desired trade at the desired time. These indicate the difference between actual investment and the performance of a desired investment. This is adjusted for fixed and execution costs. Thus opportunity cost is incurred for not being able to implement the desired trade. Since opportunity costs are missed investment opportunities, these could in some respects be called hypothetical costs and thus are difficult to calculate. (Collins. Fabozzi : 1991) Execution costs arise out of the demand for immediate execution and are said to reflect the demand for liquidity and the trading activity at the time and date of conducting trade. (Collins. Fabozzi: 1991). These vary with the investment style and trading demands of the investor. Both information motivated traders and information less traders could use strategies to benefit from execution costs. The information motivated trader acts in the belief that he has superior information to that available to the average dealer. Thus he executes the trade using this information for making profits. This style of trading has a large price impact. On the other hand the information less trader allocates wealth based on a price which has been factored in the trade. These have a lesser impact than information motivated traders. The problem measuring execution costs occurs as the difference in the price of the costs in absence of a trade is not observable. (Collins. Fabozzi: 1991) Execution costs are determined by market impact and market timing costs. Market impact costs are the bid/ask spread and a price concession that compensates the buyer or seller for the risk that the investor’s transaction is information motivated.   The Market timing costs arise due to the fact that at the time of execution of the trade the asset’s price moves for reasons which are not related to the transaction.   Market impact measurement is dependent on the pre trade measures, the post trade measures and also average measures which can be undertaken throughout the day. These approaches aim to define the fair value of the trade at a particular time. It is this that determines execution costs. Market making strategy thus attempts to balance opportunity and execution costs. Patient trading strategies may result in high execution costs while aggressive trading strategies could impact the other way. (Collins. Fabozzi: 1991). On the other hand the cost management methodology is designed to capture maximum elements of the transaction process. (Collins. Fabozzi: 1991). Execution costs are also shown to be higher in an automated trading process in Paris relative to the New York Stock Exchange with floor based trading with human intervention. The lower execution in floor based system suggests that there is benefit in human intervention in the trading process. This is possible as the NYSE specialist is able to maintain narrow spreads, can anticipate future order imbalances and also helps reduce the volatility of transitory movements in share prices. Thus as specialist and floor traders use the human intellect to make time preferred trades, execution costs in manual trading are considerably lower than those in automated trading. This is also supported by the role played by market makers in forming prices and providing liquidity in the securities market as per example gleaned from the trading behavior of market makers on the New York Stock Exchange. (Madhavan. Smidt: 1993).       Reference Madhavan, Ananth. Smidt, Seymour. (1993). `An Analysis of Changes in Specialist Inventories and Quotations`, Journal of Finance, Vol 48, 1993 2. Venkataraman, Kumar. `Automated Versus Floor Trading: An Analysis of Execution Costs on the Paris and New York Exchanges, Journal of Finance, Vol 56, No. 4 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Collins, Bruce M. Fabozzi, Frank. (1991).   `A Methodology for Measuring Transaction Costs`, Financial Analysts Journal, March/April 1991. Preferred language style: English(U.K.)

Free Essays - A Clockwork Orange :: Clockwork Orange Essays

  Clockwork Orange   Ã‚  Ã‚  Ã‚  Ã‚   by   Ã‚   Anthony Burgess   This novel is short–only being about 180 pages–but looks may deceive you, or in other words don’t judge a book buy its cover or its thickness. A Clockwork Orange is actually 360 pages because you have to read between the lines. You may think that the story’s theme is that the future will be filled with horrible decadent violence (that is what I first thought), but if you read between the lines you will understand that this book is written for one main purpose, a purpose other than entertainment.   Ã‚     A Clockwork Orange was written in 1962,   story about the future which was meant to be around 1995 to 2000 (a car used in the story called a 95' Durango). A boy about seventeen, Alex the narrator and main character living in London, rampages about with his â€Å"droogs† (friends) raping, stealing, beating and even killing people. Alex one day is caught for murder and jailed but two years later he is luckily freed twelve years before his sentence ends to take advantage of a new treatment for violent people like him that he volunteered for. He goes through the therapy and succeeds and returns back to civilization. He now becomes sick when he is about to commit a violent or sexual, but also when the Ninth Symphony by Beethoven plays (a minor defect from the treatment). Alex is driven to attempt suicide from this defect because he is locked within a chamber playing this song and does not accomplish his task. He is hospitalized and returns to his â€Å"ultra-violent† self while the inhumane treatment does not work because it does not even give people a choice about being violent.   While Alex helps to present the theme, two different outcomes are formed. First, Alex goes through a great change from being â€Å"ultra- violent† to becoming Lamb-chop and then back to being â€Å"ultra-violent†. Second, the theme defines the major conflict of the story. Although the conflict does not have to do with Alex directly, he helps to illustrate it. The conflict is not solved in the book and will probably never be solved, but it does bring up for debate what Anthony Burgess thinks about right or wrong, regarding   the controversial situation of a cycle of violence. â€Å"Violence makes Violence,† is what was once said to Alex by   P. R. Deltoid, his teacher from school before he went to prison. This book brings up . What do we do to someone who has committed a violent crime? Do we punish them with more violence, for instance death, or do

Bullying and Students

Preventing Bullying Ralph Washington SOC 312 Child, Family & Society Bridget Morales March 18, 2013 Bullying can be a very bad thing in our classrooms. It can hinder the development of a child and in cases cause them to harm themselves (Bojczyk, Shriner, Shriner, 2012). As a teacher it is our job to recognize the signs of bullying and create a lesson or activity to make students aware of the problem. This may not solve the problem of bullying, but if more students are aware of the problem then more can be done about it.After reading â€Å"The Bully in the Mirror† by Antonio (Pacer Center, 2012), I think that it would be nice to do a dramatic play or scene around bullying. Monday- The first day of the week we would research and get an understanding of bullying. Students must be aware of the different types of bullying and the signs of bullying. This activity should be based on what the student thinks first and then compare their answers to the research. The students’ ans wers should be posted in the classroom and then use websites such as http://www. stopbullying. com to see just how many of the answers match the research.This website tells the educator what to do as well as the students. Teachers must first make their classroom environment safe and inviting before this activity can take place (stopbullying. com, 2000). Children are more acceptable to open up if they are in a comfortable setting. When the answers are match and the class decides on the best ones to use, and then have the students write them down. This will be the base of our activity. Tuesday- We continue our lesson on bullying by reviewing from the previous day. Today we take our information from yesterday and use it to write a short poem to prevent bullying.Encourage the students that it is not important if the poem rhymes or if it is in the actual format of a poem. The meaning behind what they write is what is important. Then have the students come up and read what they have writt en and discuss it with the class. The teacher must emphasize that laughing is considered a form of bullying and no laughing will be tolerated while the poems are being read (Bojczyk, Shriner, Shriner, 2012). After the poems are read then the teacher should collect them and then randomly pass them out to the students.Using their classmates work the students are asked to take the poems home and create a scene to use in our production at the end of the week. Wednesday-The scenes should be completed and now it is time to work as a group. The class is divided up into two groups and the students should use their homework to create a short play. While this is going on the teacher must re-emphasize that laughter and picking is still a part of bullying and it will not be tolerated. The teacher needs to encourage the groups to choose parts that they think will best help the students in that group.If a student is considered more outspoken then they should play a part of a shy kid or the one th at is being bullied. Use the shy student to be the bully. Reversing roles will allow the other to feel what the child goes through on a daily basis. The students are asked to take their roles on home and practice with their parents and be ready to rehearse the next day. Thursday-Rehearsal begins today. The teacher becomes the director and helps the students with their skits. The teacher must realize that the object of this lesson is to teach the students how to recognize and prevent bullying.The best way for them to understand is to use their own language and concepts. The teacher is only there to guide them through the process. During rehearsal ask questions as to why they choose to use certain lines or sayings. Ask the class as a whole if they understand what is taking place in the skit. By the end of the day the students should have some idea on how to portray their part and they should be ready for the final performance. Friday-It is show time! The students are given one more ch ance to go over their lines before the performance begins.All week they have been working on this project and they have an understanding of bullying, but the other students in the school may not. As a final gesture to prevent bullying, the students are asked to perform for another class. The shock may be a little much for some, but it is part of the lesson. The students are asked to do this to see if they will be able to handle things outside their norm and to see if the other students are able to watch the play with being judgmental. Once again, the teacher must let the students know that laughing and picking is part of bullying.After the show is over, then the teachers should open the floor for discussions. Instead of the teacher answering the questions, allow the students that did the skit to answer the questions. The teacher should only interject when necessary. This whole lesson is to allow some change on the bullying problem. It was a creative way for a bully to see his or her ways without having to expose themselves to others. Sometimes when we can actually see our problem, then we can recognize it within ourselves. That is way Antonio used the mirror in his writings. We have to take a look at ourselves in order to see what is wrong with us.By using the skits the bully can sit back and say â€Å"hey that sounds a lot like me†. Then they are able to start to change. Now that the students have an understanding on bullying and can recognize it, they can interject when they see someone being bullied or they can help someone who has a problem with bullying. A student like Antonio needs to learn that they will have more friends and have more fun if they just fit in and not trying to be superior. Students should embrace a bully and befriend them and when they see them starting to stray, call them out on it.Let them know that they can come and discuss anything and the â€Å"buddy system† will work. Reference Bojczyk, K. E. , Shriner, B. M. , & Shr iner, M. (2012). Supporting children’s socialization: A developmental approach. San Diego, CA: Bridgepoint Education, Inc. Pacers National Bullying Prevention Center: The End of Bullying Begins with you. Retrieved March 18, 2012 from http://www. pacer. org/bullying/resources/activities/toolkits/intro-to-bullying-prevention. asp Stop Bullying: What Can You Do. Retrieved March 18, 2012 from http://www. stopbullying. gov/what-you-can-do/educators/index. html

Qnt 561 Week 1 Problem 81

a) The Ludlow Wildcats baseball team, a minor league team in the Cleveland Indians organization, plays 70 percent of their games at night and 30 percent during the day. The team wins 50 percent of their night games and 90 percent of their day games. According to today's newspaper, they won yesterday. What is the probability the game was played at night? % of games played at night = 70% % of games played during day = 30% % of night games won =50% % of day games won= 90% Probability of winning = Probability of winning at night + Probability of winning during day = % of games played at night x % of night games won + % of games played during day x % of day games won = 70% x 50% + 30% x 90% = 0. 35 + 0. 27 = 0. 62 Probability that the game was played during night given that the game was won = Probability of winning at night / Probability of winning = 0. 35 / 0. 62 = 35/62 Answer: Probability = 35/62 This can be understood in a different way Let the number of games played be 100 Out of these 100 games, 70 games were played at night and 30 during day Out of 70 games played at night no of games won = 50% x 70 = 35 games and the number of games lost = 50% x 70 =35 Out of 30 games played during day, no of games won = 90% x 30 = 27 games and the number of games lost = 10% x 30 = 3 Thus total games won = 35 + 27 = 62 (Total games lost = 35 + 3 =38, but this is not required for calculation) Thus out of 62 games won , 35 were won at night Thus probability that the game was played at night, given that the game was won = 35/62 b) With each purchase of a large pizza at Tony's Pizza, the customer receives a coupon that can be scratched to see if a prize will be awarded. The odds of winning a free soft drink are 1 in 10, and the odds of winning a free large pizza are 1 in 50. You plan to eat lunch tomorrow at Tony's. What is the probability: 1. That you will win either a large pizza or a soft drink 2. That you will not win a prize? 3. That you will not win a prize on three consecutive visits to Tony's 4. That you will win at least one prize on one of your next three visits to Tony's We have to convert odds into probability Probability = odds / (1+ odds) Odds of winning a free soft drink are 1 in 10 Therefore, probability of winning a free soft drink = (1/10) / (1 + 1/10) = 1/11 Odds of winning a free large pizza are 1 in 50 Therefore, probability of winning a free large pizza = (1/50) / (1 + 1/50) = 1/51 What is the probability: 1. That you will win either a large pizza or a soft drink The events winning a pizza and winning a soft drink are mutually exclusive (since you can either win a pizza or you can win a soft drink but not both at the same time as you have only one coupon ) Probability of winning either a large pizza or a soft drink = Probability of winning a large pizza + Probability of winning a soft drink = 1/51 + 1/11 = 62 /561 = 0. 11 or 11% 2. That you will not win a prize? Probability of not winning a prize = 1- Probability of winning a prize = 1- 62/561 = 499/561 = 0. 9 or 89% 3. That you will not win a prize on three consecutive visits to Tony's Since the events of winning / not winning on consecutive visits are independent events we will multiply the probabilities Probability of not winning a prize on three consecutive visits = Probability of not winning on first visit x Probability of not winning on second visit x Probability of not winning on third visit = (499 /561) x (499 / 561) x (499 / 561) = (499/561) ^3 = 0. 70 or 70% 4. That you will win at least one prize on one of your next three visits to Tony's Probability of winning at least once = 1- probability of not winning even once = 1- (499/561) ^3 = 0. 30 or 30% c) There are four people being considered for the position of chief executive officer of Dalton Enterprises. Three of the applicants are over 60 years of age. Two are female, of which only one is over 60. 1) What is the probability that a candidate is over 60 and female 2. Given that the candidate is male, what is the probability he is less than 60 3) Given that the person is over 60, what is the probability the person is female Out of 4 applicants Male = 2 (both over 60) Female = 2 (1 over 60, 1 less than 60) 1) What is the probability that a candidate is over 60 and female Out of 4 candidates only 1 is both female and over 60 Therefore probability = ? = 0. 25 or 25% 2. Given that the candidate is male, what is the probability he is less than 60 Both male candidates are over 60 therefore probability = 0 3 Given that the person is over 60, what is the probability the person is female There are 3 persons over 60 out of which 1 is female Therefore, probability = 1/3

Free Essays on The Women Of LeFanu And Poe

The Women of LeFanu and Poe The women in the stories of Edgar A. Poe and Sheridan LeFanu are of two different persuasions but both have in common their death and demise. Poe’s stories exist mostly in the natural realm, some in the psychological, and LeFanu’s lean towards the supernatural. To understand why these two prolific men wrote about women the way they did we have to examine their background with women. Poe had a tough childhood growing up. He lost his father and mother only a year apart in 1810 and 1811. His sister went crazy and lost her mind. While he was in school, around the age of fifteen, a mother of one of his classmates acted as a mother figure for him. But she also died. Her death was a result of a brain tumor. Poe thought of her as the mother he always wanted. Later on in his life he married his thirteen year old cousin. She burst a blood vessel and became a vegetable until she died. With all the women in Poe’s life dying you can see the reason why he wrote about women either dead or dying in his stories. In contrast to Poe much less is known about J. S. LeFanu. His wife died in 1858 and this drove him to be a very depressed and reclusive man. This perhaps led him to write about the women dying in the supernaturally way they do. Poe’s use of women seemed to lean on abuse and murder. He always has their life end undesirable and in calamity. The women die by the men’s hand. LeFanu uses women in a very different way. In Carmilla the woman is the aggressor but alas in the end dies by the hand of the men. Poe uses his women in a way that they are in the story line but have no real particular use or interaction. In Black Cat the wife never spoke or had any real interaction. She was basically just another piece of the setting. In Fall of the House of Usher the sister doesn’t speak and had no particular part. The women in The Murders in the Rue Morgue were referre... Free Essays on The Women Of LeFanu And Poe Free Essays on The Women Of LeFanu And Poe The Women of LeFanu and Poe The women in the stories of Edgar A. Poe and Sheridan LeFanu are of two different persuasions but both have in common their death and demise. Poe’s stories exist mostly in the natural realm, some in the psychological, and LeFanu’s lean towards the supernatural. To understand why these two prolific men wrote about women the way they did we have to examine their background with women. Poe had a tough childhood growing up. He lost his father and mother only a year apart in 1810 and 1811. His sister went crazy and lost her mind. While he was in school, around the age of fifteen, a mother of one of his classmates acted as a mother figure for him. But she also died. Her death was a result of a brain tumor. Poe thought of her as the mother he always wanted. Later on in his life he married his thirteen year old cousin. She burst a blood vessel and became a vegetable until she died. With all the women in Poe’s life dying you can see the reason why he wrote about women either dead or dying in his stories. In contrast to Poe much less is known about J. S. LeFanu. His wife died in 1858 and this drove him to be a very depressed and reclusive man. This perhaps led him to write about the women dying in the supernaturally way they do. Poe’s use of women seemed to lean on abuse and murder. He always has their life end undesirable and in calamity. The women die by the men’s hand. LeFanu uses women in a very different way. In Carmilla the woman is the aggressor but alas in the end dies by the hand of the men. Poe uses his women in a way that they are in the story line but have no real particular use or interaction. In Black Cat the wife never spoke or had any real interaction. She was basically just another piece of the setting. In Fall of the House of Usher the sister doesn’t speak and had no particular part. The women in The Murders in the Rue Morgue were referre...

Definition and Examples of Spelling in English

Definition and Examples of Spelling in English In written language, spelling is the choice and arrangement of letters that form words. English spelling, says R.L. Trask, is notoriously complex, irregular, and eccentric, more so than in almost any other written language (Mind the Gaffe!, 2006). Pronunciation: SPEL-ing Also Known As: orthography Etymology: From Middle English, reading letter by letter Examples and Observations [S]pelling is not a reliable index of intelligence...Many intelligent people struggle with English spelling, while others will find it comparatively easy to master. Learning to spell correctly requires remembering numerous unusual and peculiar spelling forms. Some people are just better at this form of rote learning than others... One of the reasons why English spelling is so unpredictable is because its vocabulary consists of many words derived from other languages, which have been adopted with their original spellings intact. Understanding the origins of these words and the languages they have come from will help help with spelling them. (Simon Horobin, Does Spelling Matter? Oxford University Press, 2013) A Mutt of a Language That English is such a mutt of a language only served to make the resulting spellings that much harder. Old English had already been borrowing from, and interbreeding with, Dutch and Latin before the Norman invasion. The arrival of Norman French opened the floodgates for more linguistic mixing and orthographic variability. (David Wolman, Righting the Mother Tongue: From Olde English to Email, the Tangled Story of English Spelling. Harper, 2010) Spellings and Respellings in Early Modern English The high status accorded to the classical  tongues in the Early Modern period meant that Latin and Greek words were adopted with their spellings intact- so we find Greek phi spelled with a ph rather than an f in philosophy and physics.  A reverence for Latinate spellings  prompted the respelling of a number of words previously borrowed into English directly from French, whose origins lay in Latin. A silent b was added to debt and doubt to align them with the Latin debitum and dubitarer; a silent c was inserted into scissors (Latin scissor); l was introduced into salmon (Latin salmo), and a silent p into receipt (Latin receptum). In most cases these silent letters drove spelling and pronunciation further apart, though in some instances, like perfect and adventure (Middle English parfait and aventure), the inserted letter is now sounded. (Simon Horobin,  How English Became English. Oxford University Press, 2016) A Spelling Challenge (Canadian Edition) [I]t remains unlikely that most of us could spell the following sentence correctly on the first attempt, without a computerized word-check, and without reading it over first: We should accommodate the possibility of unparalleled embarrassment occurring in an eccentric physicist who endeavours, though harassed by diarrhoea, to gauge the symmetry of a horse caught gambolling in ecstasy within the precincts of a cemetery wall. (Margaret Visser, The Way We Are. HarperCollins, 1994) Standardization of English Spelling For most of the history of the language, English speakers took a lackadaisical approach to spelling; the notion that a word should always be spelled the same way is a much more recent invention than the language itself. The standardization of English spelling began in the 16th century, and although it is unclear at exactly what point our spelling became set, what is certain is that ever since it happened, people have complained that the rules of spelling, such as they are, just don’t make sense. (Ammon Shea, The Keypad Solution. The New York Times Magazine, Jan. 22, 2010) American Spelling and British Spelling George Bernard Shaw once defined the British and Americans as two peoples separated by a common language. Not just in accent and vocabulary but in spelling, too, this is true. Like the spelling of honor versus honour and defense versus defence, the use of one L versus two in certain positions in words is a sure sign of American English. Classic examples include American traveled, jewelry, counselor, and woolen versus British and Commonwealth travelled, jewellery, counsellor, and woollen. Yet American spelling may sometimes take two Ls, not only in obvious cases like hall but in controlled, impelled, (from control and impel) and elsewhere. Most of our specifically American spelling rules come from Noah Webster, the Connecticut-born educator and lexicographer whose magnum opus was his 1828 American Dictionary of the English Language. (David Sacks, Language Visible. Broadway, 2003) Reading and Spelling There is no necessary link...between reading and spelling: there are many people who have no difficulty in reading, but who have a major persistent handicap in spelling- this may be as many as 2% of the population. There seems moreover to be a neuro-anatomical basis for the distinction, for there are brain-damaged adults who can read but not spell, and vice versa. (David Crystal, How Language Works. Overlook, 2006) Belloc on the Worship of Spelling What fun our posterity will have with our ridiculous worship of spelling! It has not lasted very long. There has not really been such a thing as spelling for much more than two hundred years in English, and there was no religion of it till perhaps a hundred years ago... Our fathers cared so little for the ridiculous things that they did not even spell their own names the same way throughout their lives, and as for common words they seem to have had an instinct which I cannot but applaud for ennobling them with repetitions of letters and flourishes, with the pretty trick of using a y for an i and doubling consonants. In general they were all for festooning and decorating, which is a very honest and noble taste. When they said of a man I esteam hym ne moore than a pygge one knows what they meant and one feels their contempt vibrating. Put into the present stereotyped form it would far less affect, or effect, us. (Hilaire Belloc, On Spelling. New Statesman, June 28, 1930) The Lighter Side of Spelling A very pretty speech- s-p-e-e-c-h, sneered the bee. Now why dont you go away? I was just advising the lad of the importance of proper spelling.BAH! said the bug, putting an arm around Milo. As soon as you learn to spell one word, they ask you to spell another. You can never catch up- so why bother? Take my advice, my boy, and forget about it. As my great-great-great-grandfather George Washington Humbug used to say- You, sir, shouted the bee very excitedly, are an impostor- i-m-p-o-s-t-o-r- who cant even spell his own name.A slavish concern for the composition of words is the sign of a bankrupt intellect, roared the Humbug, waving his cane furiously.(Norton Juster, The Phantom Tollbooth. Random House, 1961)Somebody who’s working for the city should learn how to S-P-E-L-L.A slew of officials have failed to report a humiliating spelling error- SHCOOL X-NG- plastered on Stanton Street outside a Lower East Side high school for months.(Jennifer Bain and Jeane Macintosh, In for a Bad Spell. New York Post, Jan. 24, 2012)

Critique of Professional Lecture #1 and Lecture #2 Assignment

Critique of Professional Lecture #1 and Lecture #2 - Assignment Example Technologies are designed to effectively enhance production and decision making performances. The first lecture focuses on the importance of technology in healthcare (Lawrence Technological University, 2014). The paper shows that today’s healthcare system is far better than the healthcare system of more than twenty years ago. Dr. V. Moudgil reiterates that the average life span of individuals is more than 60 years of age. On the other hand, the average life span of the individuals 20 years ago was less than 50 years of age. Modern technology contributed to individuals living longer lives. Dr. Glen Greene spoke on the use of medical technology implant device inserted in a child’s throat allowed the child to breathe without the help of ventilators or breathing machines. Mr. Sean Bumstead focused on innovative technology enhanced medical care, resolving consequences of healthcare issues. Mr. Bumstead focused on resolving the cost of healthcare businesses, generating profits. Mr. Bumstead indicated that hackers generated $ U.S. billions from steal credit card and o ther information. The hackers increased their theft outputs by using cloud technology. Dr. John Tu focused on the government’s funding healthcare programs by allocating funds to hospitals and medical professionals. The second lecture focuses on the technology presentation of Microsoft management officer John Fikany (Lawrence Technological University, 2014). Mr. Fikany shows the different technologies developed and promoted by one of the world’s technology giants, Microsoft. Mr. Fikany shows how the future world of technology makes the life of the ordinary citizen easier. The Microsoft technology products were created in order to make the information technology device owners more productive. By letting the information technology devices do the mundane mathematical, word processing, and other data gathering and preparation, the Microsoft device owners

Learning Environment Research Paper Example | Topics and Well Written Essays - 4500 words

Learning Environment - Research Paper Example Then, there is something called the honor code. "From 1913 to World War II, the honor system expanded to all academics, including problem sets, lab reports, and essays. After the war, with perhaps some influence from the military, the treatment of [school] property and the theft of personal belongings became an important part of honor [in school]" (History of the Honor System, 2002, p. 1). With the honor code, the responsibility for maintaining honor lies with the students. "One element of an integrity strategyis the use of an honor code, which has been related to a reduction in academic dishonestyHonor codes typically have some of the following characteristics: unproctored examinations, a pledge students sign on exams and assignmentsin which students are encouraged to reporttheir peers' academic dishonesty" (Konheim-Kalkstein, 2006, p. 169). Conversely, if students are furtive or are trying to cheat, most likely the fact is that they are simply dishonest. Simply put, academic honesty in the classroom can be difficult to maintain, especially if there is no way to assess the standards put in place by the teacher. Integrity is typically categorized as character. ... 169). The honor code may work, or it may not, depending upon the individual students' level of honesty. If they are generally morally-abiding students, they are less likely to cheat or lie. Conversely, if students are furtive or are trying to cheat, most likely the fact is that they are simply dishonest. Simply put, academic honesty in the classroom can be difficult to maintain, especially if there is no way to assess the standards put in place by the teacher. III. Implications of Different Theories in Integrity Integrity is typically categorized as character. "Integrity is one of the most important and oft-cited of virtue terms," and here four types of integrity will be discussed: integrity as standing for something; integrity as moral purpose; integrity as virtue; and integrity in relation to social and political conditions (Integrity, 2008, p. 1). Cheshire Calhoun, in his piece Standing for Something, notes that "integrity hinges on acting on one's own views, not the right views (as those might be determined independently of the agent's own opinion)" (Calhoun, 1995, p. 250). Standing for something is typically seen as weak in some circles. However, having the courage to stick to one's morals or values in life is commonly seen globally as a strength. There is the old saying which many know, "Stand for something or you'll fall for anything." Many times people have to rely on their gut instinct in order to know what to do in a particular situation. Let's take a particular situation, where a student is faced with the opportunity to cheat off another student's work in class. Realistically, the student may just cheat. However, perhaps the student may