The eNotes Blog After the Dash Last Words of the Politically and HistoricallyInfamous

After the Dash Last Words of the Politically and HistoricallyInfamous The thing that is so fascinating about a persons final words is, of course, that the person rarely knows those   utterances will be his or her last. One of my favorite poems is W.S. Merwins For the Anniversary of My Death: Every year without knowing it I have passed the day When the last fires will wave to me And the silence will set out Tireless traveler Like the beam of a lightless star Then I will no longer Find myself in life as in a strange garment Surprised at the earth And the love of one woman And the shamelessness of men As today writing after three days of rain Hearing the wren sing and the falling cease And bowing not knowing to what. Here are ten of those now-famous, or at least, interesting, last words: 1.   Marie Antoinette Pardon me, sir. I did not do it on purpose.  Ã‚  after she accidentally stepped on the foot of her executioner as she went to the guillotine. 2.   Dominique Bouhours  (French grammarian)   I am about to - or I am going to - die: either expression is correct. 3.   King George V Bugger Bognor.   to his physician, who had suggested that he relax at his seaside palace in Bognor Regis.    4.   Joseph Henry Green (English surgeon who became the literary executor of  Samuel Taylor Coleridge) It’s stopped.  -   upon checking his own pulse. 5.   Emperor Julian You have won, O Galilean.     attempted to reverse the official endorsement of Christianity by the Roman Empire. 6.   John F. Kennedy No, you certainly can’t.  -   in reply to Nellie Connally, wife of Governor John Connally, who said to Kennedy before he got in the convertible, â€Å"You certainly can’t say that the people of Dallas haven’t given you a nice welcome, Mr. President.   7.  Mao Zedong I feel ill. Call the doctors.    8.   Saki (pen name of Hector Hugh Monroe)   Put out the bloody cigarette!!   to a fellow officer while in a trench during World War One, for fear the smoke would give away their positions. He was then shot by a German sniper who had heard the remark. 9.   Mary Surratt Please don’t let me fall.   before being hanged for her part in the conspiracy to assassinate President Lincoln. She was the first woman executed by the United States federal government. 10.   Voltaire Now, now, my good man, this is no time for making enemies.   when asked by a priest to renounce Satan.

Check Out Famous Dr. Seuss Quotes

Check Out Famous Dr. Seuss Quotes Dr. Seuss, the pen name of Theodor Geisel, is the author of numerous classic childrens books such as The Cat in the Hat, Green Eggs and Ham, The Lorax and How the Grinch Stole Christmas. Dr. Seuss books are special because of his unique style of rhyming, often with made-up words, and fascinating cartoon characters. Children who struggle with reading, or arent interested in reading, find themselves deeply engrossed in a Dr. Seuss book. Here are some of the most memorable quotes from Dr. Seuss. Quotes from Oh the Places Youll Go! Kid, you’ll move mountains! Today is your day! Your mountain is waiting. So get on your way!    The more that you read, the more things you will know. The more that you learn, the more places youll go. You have brains in your head. You have feet in your shoes. You can steer yourself any direction you choose. Youre on your own, and you know what you know. And you will be the guy wholl decide where youll go.   Quotes from The Cat in the Hat I know it is wet and the sun is not sunny, but we can have lots of good fun that is funny. Look at me! Look at me! Look at me now! It is fun to have fun. But you have to know how.   Quotes from The Lorax I am the Lorax. I speak for the trees. I speak for the trees for the trees have no tongues. Its not about what it is, its about what it can become. Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not. Quotes from Other Dr. Seuss Books Today you are you, that is truer than true. There is no one alive who is  youer  than you.   - Happy Birthday to You! Don’t give up! I believe in you all. A person’s a person, no matter how small! - Horton Hears a Who. And the turtles, of course... All the turtles are free As turtles and, maybe, all creatures should be.  - Yertle the Turtle. Think left and think right and think low and think high. Oh, the thinks you can think up if only you try.  - Oh, the Thinks You Can Think! So you see! Theres no end to the thing you might know, depending how far beyond Zebra you go.  - On Beyond Zebra. I will not eat them in a house, I   will not eat them with a mouse. I will not eat them in a box. I will not eat them with a fox. I will not eat them here or there, I will not eat them anywhere.   I do not like green eggs and ham. I do not like them, Sam I am.  Ã‚  - Green Eggs and Ham. This fox is a tricky fox. Hell try to get your tongue in trouble.  - Fox in Socks. The time has come. The time is now. Just go. Go. Go! I dont care how.      - Marvin K. Mooney Will You Please Go Now!

Rate the influence, based on your studies in this course, as well as Research Paper

Rate the influence, based on your studies in this course, as well as information from other sources, of the legislative bodies, - Research Paper Example Introduction Public policy is said to be a broad field whose principal utility is one of clarification about how the public policymaking and implementation process works (Nicholas, 1999, p. 348). Its formulation and implementation is composed of various factors which eventually influences the outcome. This paper hopes to identify and rate the various bodies and factors which influence the formulation and implementation of public policy, and would attempt to explain reasons why such amount of influence is made on public policy. Legislative Bodies Legislative bodies highly contribute to the formulation and to an extent, how a specific public policy may be implemented. The Legislature in the United States on the federal level, consisting of the Senate and the House of Representatives, not only has a role in the passage of laws, but also have other such powers provided under Article I Section 8 of the US Constitution which provides, thus, â€Å"Section 8. ... sures; To provide for the punishment of counterfeiting the securities and current coin of the United States; To establish post offices and post roads; To promote  the progress of science and useful arts, by securing for limited times to authors and inventors the exclusive right to their respective writings and discoveries; To constitute tribunals inferior to the Supreme Court; To define and punish piracies and felonies committed on the high seas, and offenses against the law of nations; To declare war, grant letters of marque and reprisal, and make rules concerning captures on land and water; To raise and support armies, but no appropriation of money to that use shall be for a longer term than two years; To provide and maintain a navy; To make rules for the government and regulation of the land and naval forces; To provide for calling forth the militia to execute the laws of the union, suppress insurrections and repel invasions; To provide for organizing, arming, and disciplining, the militia, and for governing such part of them as may be employed in the service of the United States, reserving to the states respectively, the appointment of the officers, and the authority of training the militia according to the discipline prescribed by Congress; To exercise exclusive legislation in all cases whatsoever, over such District (not exceeding ten miles square) as may, by cession of particular states, and the acceptance of Congress, become the seat of the government of the United States, and to exercise like authority over all places purchased by the consent of the legislature of the state in which the same shall be, for the erection of forts, magazines, arsenals, dockyards, and other needful buildings;--And To make all laws which shall be necessary and proper for carrying

Speech Evaluation Essay Example | Topics and Well Written Essays - 750 words

Speech Evaluation - Essay Example The presentation I chose is that of Neurolife speech, the reason why I chose this speech is because of the position it which is first runners up. This presentation is both a persuasive and informative speech whereby the presenter uses techniques to make this audience to become interested in his message and also to prove his idea. The writer starts his speech with a small narrative and example of his ideas, by this he makes his presentation more interesting and this also helps in making the audience to be attentive.The use of statistics in his speech makes his idea more realistic and interesting to his viewers, through these the presenter is able to present his idea, the problem involved and the solution to the problem.At the end of your speech, return to the topic sentence and revise it. Ask for their assistance by challenging them to do something, summarizing the important points, and indicating your own intention to do something. Close with a strong appeal for action.The main aim o f this presentation is to persuade and at the same time inform the audience, the presenter directly conveys this method by presenting his case to his audience using statistics and at the same time facts of the idea.the presentation was organised in a logical manner whereby there was an introduction, followed by the problem statement, possible solutions and then the best solution and finally the recommendations, after this the presenter asked questions to be forwarded to him, the presenter uses an ascending order of points whereby he starts with an introduction and lastly finishes with the question part. The presenter motivates his audience by analysing the possible benefits and solutions to his idea, through this he motivates his audience to do exactly what he prefers to be done. Speech delivery: the presenter is good in presenting this speech in that he is not shy and is confident enough in that he presents his speech in the best way, he talks in a confident voice and the audience to not struggle to hear what he has to say because he talks in an audible volume level, the presenter also does not read his presentation from a source he rather reads out only the topic and then discusses the tropic without referring or reading from an other source, this shows that the presenter is confident. The presenter also has eye to eye contact with the audience and this is very help full as it motivates them to pay attention and also shows how much confident the presenter is with his idea. The standing posture is also very important in presentation, the presenter stands upright, moves from one position to another and he talks in a clear and confident voice taking necessarily breaks to avoid the change in tone or talk strains. The length of the speech is of good time period, the presenter does not take long to finish his presentation as very long speeches tend to be tiring and boring to the audience, therefore he adheres to time and presents his speech in the time provided.Conclusion: The presenter summarises his main points in his speech at the end, the presenter afterwards concludes is objective to the speech and asks for any question that the audience may have, he later thanks his audience and exits. This speech therefore is an example of a good speech whereby the presenter properly and logically brings out his main points and finally concludes having convinced his audience. the use of body language and direct eye to eye contact with the audience is a clear indication of confidence in the presenter and also with the idea he presents, he uses humour and questions in order to keep his audience to

The Three Models Of Memory Essay Example for Free

The Three Models Of Memory Essay Memory- Task 1 Evaluate the usefulness of the three models of memory (multi-store model, working memory model and the levels of processing model) and discuss practical implications of memory research. Atkinson and Shiffrins Multi- store Model of Memory (1968) hypothesises that there are three stores for memory; Sensory memory, short term memory (STM) and long term memory (LTM). The theory states that a memory passes through each of the stores and that the importance of the memory determines which store the memory is kept in and thus how long it is retained. This relatively simple model is supported by evidence from free recall experiments and from studies performed on patients with brain damage such as HM. An example of a free recall experiment is Murdock (1962) in which participants were shown lists, of differing lengths, of words for a period of one second, they were then asked to recall as many words as possible. Murdock found that the words at the beginning, primary effect, and end, recency effect, were recalled more accurately than those in the middle. This is known as the serial position effect and proves that there are two separate stores from which the memories were recalled, which supports the multi-store memory models short and long memory stores. Studies on brain damaged patients like HM (Milner et al, 1978), who began to suffer from anterograde amnesia after both of his hippocampi were removed in an operation, also support the working memory models theory that STM and LTM are separate stores. HM was able to recall memories from eleven years before the operation yet wasnt able to remember who was president of the United States and forgot who he was talking to as soon as he turned away (Jenni Ogden, PhD, 2012). It is argued however that the multi-store memory model oversimplifies the roles of the STM and LTM. Atkinson and Shiffren also failed to acknowledge the interaction between stores something which Baddeley and Hitch (1974) dealt with in their Working Memory Model. The idea that simple rehearsal accounts for the transfer of a memory from the STM to the LTM was also criticised as this doesnt take into account important events for example a car accident. Events such as this seem to immediately be stored in LTM again this is dealt with by another memory model, Craik and Lockheart (1972) Levels of Processing. The working memory model also fails to recognise memory improvement techniques, for example the method of loci which uses points on an imaginary journey as a  way of memorising particular items. Despite accurately theorising that the LTM and STM are separate stores the multi-store memory model fails to account for many instances in which the flow of memory doesnt follow the three store route and although accurate at the time, research has, over time, out dated it. In contrast Baddeley and Hitchs (1974) Working Memory Model states that a Central Executive allocates resources and decides how attention is directed, although it doesnt have any capacity it does hold memory long enough to direct attention. An Episodic Buffer then integrates the information and is used as a general storage space for acoustic and visual tips. The Phonological Loop holds and rehearses words and the Audio-Visual Sketchpad allows temporary holding of visual images. The intuitive Working Memory Model is far more complex than either the Multi-Store Model or the Levels of Processing and is high in face validity. The validity of each section of the Working Memory Model is supported through various differen t experiments such as Baddeley and Lewis’s (1981) study into the importance of the articulatory loop. By asking participants whether or not a sentence was meaningful, for example, â€Å"the cow ate the grass† or the â€Å"bone ate the dog†, under both normal conditions and when repeating something meaningless to stop them from using their articulatory loop. Doing this seriously reduced recall in the latter results. This, Baddeley and Lewis claimed, supported their theory of a presence of an articulatory loop. In a study by Baddeley et al (1975) the phonological loop was shown to be capable of holding two seconds of information. Baddeley et al (1975) asked participants to recall five words in correct order. What the experiment demonstrated was that it was the length of the word and not the discreetness that determined recall. However further studies have gone on to suggest that a determining factor is the time it takes to pronounce a word as opposed to its alphab etical length. James W. Stigler (1986) found in a study on digit memory in Chinese and English that children, used because they were less likely to have knowledge of memory improvement techniques, from China were more efficient at remembering numbers than their English speaking counterparts. This, Stigler theorises, is due to Chinese numbers being shorter to pronounce. The visuospatial scratchpad, referred to sometimes as the inner eye is what allows someone to remember shapes such as letters and visualise something that isnt there, for example, whether or  not your car would fit into a particular parking space. It can also allow us to hold static images and manipulate them, thus we are able to appreciate a layout of a particular area and find our way around (Psychology Resources, 2000). Logie (1995) argues that the visuo-spatial scratchpad is in fact far more complex and refers to it as the Visuo-spatial Working memory. This is supported by Baddeley and Lieberman (1980) whose pat tern of results suggest that visuo-spatial working memory did indeed comprise a system that was involved in visuo-spatial retention, in visuo-spatial perception, and in motor control. The Working Memory Model is high in face validity and despite being far more complex than either the Multi- Store Model or Levels of Processing Model is reinforced by various experiments. These experiments clearly present the different sections the Working Memory Model. It also takes into account things the other models do not, for example, the Working Memory Model allows for memory to pass directly into LTM without rehearsal, something Multi-Store and Levels of Processing do not, events that are traumatic or massively significant do not require rehearsal and this is something the Working Model addresses. As well as this Baddeley and Lewiss model is highly applicable to real world situations, for example, Baddeley et al (1975) showed the word length effect, a real world counterpart would be attempting to remember a shopping list. The only criticism of The Working Memory Model is the lack of information in regards to the Central Executive, however further investigation is required to discover what its capacity actually is. It is theorised that many accidents are caused by its limited capacity and that information on its exact capacity may have serious implication for accident control (Psychology Resources, 2000). Craik and Lockharts (1975) Levels of Processing Model focuses on the processes involved in memory instead of the stores/ structures (McLeod, 2007). Craik and Lockhart (1975) took a non-structured approach to the memory model, this was as a result of the criticism garnered by Atkinson and Shiffrens earlier Working Memory Model. The chief idea behind the Levels of Processing Model is that memory is a result of processing information and that length of memory is determined by the importance of the information, something referred to as depth of processing. Craik defined depth as the meaningfulness extracted from the  stimulus rather than in terms of the number of analyses performed upon it.† Orthographic processing is the simplest way in which we process information and thus, according to the model, the one which retains the least memory, it is also referred to as shallow processing. This when we consider the physical features of, for example, a word. Craik and Tulvig (1975) demonstrated this by asking is this word in capital letters? this requires you to only process the word physically. Similarly to the Multi-Store Model maintenance rehearsal is also required in order to retain memories the Levels of Processing Model deems shallow. Medium processing or phonological processing as its sometimes called is the second level of processing. This Craik and Lockhart hypothesise takes into account the acoustic value of a word, this they argue is deeper processing than orthographic because it requires you to process a sound instead of an image. Craik and Tulvig (1975) again demonstrated this by asking does this word rhyme with ? this activates your phonological processing as you have to process the word acoustically (Psychology Resource, 2000). The deepest level of processing is what Craik and Lockhart describe as semantic processing. Semantic processing is described by Robert Gallo as allowing subjects to encode more unique features from each word relative to surface processing . . . additional conceptual or semantic features help to differentiate the studied items from each other, making these memories less susceptible to interference . . . â€Å". Semantic processing requires the use of meaning to process a word, Craig and Tulvig (1975) asked would this word fit into a sentence? Jane bought some for dinner in answering the question you would have to process the meaning. The basis of the model is quite simple, the more you process the memory, the more likely you are to remember it. However the model fails to explain why this is the case, meaning the model is descriptive rather than explanatory. The model was the first to suggest that process used have an effect on memory and has had implications on memory improvement techniques, for example, the Method of Loci is the process of placing things at various  points of a journey in order to make them more memorable, this is semantic processing. What there isnt is a way in which processing can be measured, Baddeley (1978) points out that well remembered events are attributed as deeply processed however because of this the argument that deep processing equals better recall is circular and thus cannot be tested (Psychology Resource, 2000). Memory research is crucial in many areas and none more so than in Eyewitness testimony. This is a legal term that is often used, and respected in a court of law. A jury can find eyewitness testimony a reliable source of information however research into memory has shown that it may not be as reliable as previously thought. Elizabeth Loftus theorises that memory under any circumstances is subject to inaccuracy and that there are many wrongful convictions every year as a result of faulty eyewitness testimony. Loftus et al. (1987) showed subjects of slides of a customer in a restaurant. In one version the customer was holding a gun, in the other the same person held a chequebook. Those who saw the gun version tended to focus on the gun. Thus they were less likely to identify the customer in a line-up as those who had seen the chequebook version. Clifford and Scott (1978) also supports Loftuss theory. They found after showing participants a film of a violent attack that recall was less t han a control group who saw something less stressful and were able to recall 40 items of information. However this gun focus theory has been challenged by Yuille and Cutshall (1986) who found that witnesses to a real shooting in Canada had remarkable accurate memories of the event. This contradicts both Loftus et al (1987) and Clifford and Scott (1978). This leads us to believe that memory recall in stressful situations can be subject to very different levels of interpretation. Where Loftus et al (1987) shows us clearly that people focus on, potentially the most shocking item. Yuille and Cutshall (1986) challenge that by using a real event to show some may be able to recall accurately. However this only goes to highlight the radical differences seen in eyewitness testimony. References: Jenni Ogden, Ph.D. (2012). HM, the Man with No Memory.

The Epic Poem, Beowulf - Vengeance and Revenge in Beowulf Essay

Vengeance and Revenge in Beowulf    The oldest of the great lengthy poems written in English and perhaps the lone survivor of a genre of Anglo-Saxon epics, Beowulf, was written by an unknown Christian author at a date that is only estimated.   Even so, it is a remarkable narrative story in which the poet reinvigorates the heroic language, style, and values of Germanic oral poetry.   He intertwines a number of themes including good and evil, youth and old age, paganism and Christianity and the heroic ideal code, into his principal narrative and numerous digressions and episodes; all of which were extremely important to his audience at the time.   Vengeance, part of the heroic code, was regarded differently by the two distinct religions.   Christianity teaches to forgive those who trespass against us, whereas in the pagan world, revenge is typical and not considered an evil act.   In Beowulf, the ancient German proverb "revenge does not long remain unrevenged" is strictly adhered to and verifies that revenge is part of pagan tradition. Two human relationships were deeply significant to the Germanic society.   The most important, the relationship between the warrior and his lord was based on a common trust and respect.   The warrior vows loyalty to his lord and serves and defends him and in turn the lord takes care of the warrior and rewards him lavishly for his valour.   The second human relationship was between kinsmen.   As Baker and Ogilvy suggest, a special form of loyalty was involved in the blood feud. (P.107)   If one of his kinsmen had been slain, a man had an ethical obligation either to kill the slayer or to exact the payment of wergild in compensation.   The price was determined upon the rank or social status of the victim... ... view was "an eye for an eye," if a man kills your kinsmen you exact revenge.   On the contrary, the Christian view was more like as Mohandas Gandhi said "An eye for eye only ends up making the whole world blind."   Christians believed God would inevitability do what is right and would rather turn the other cheek then have it result in more blood and murder.   Throughout the poem, the poet strives to accommodate these two sets of values.   Though he is Christian, he cannot negate the fundamental pagan values of the narrative story. Works Cited and Consulted: Abrams, M.H., ed.   Beowulf: The Norton Anthology of English Literature.   New York: W.W. Norton & Company, Inc., 2001.   Baker, Donald C. and J.D.A. Ogilvy.   Reading Beowulf.   Norman: University of Oklahoma Press, 1983. Earl, James W.   Thinking About Beowulf.   Stanford: Stanford University Press: 1994.

Freshman Fifteen English Paper

First Draft The Future of America: Freshmen 15 Crisis As obesity rates continue to rise worldwide, the U. S. sets an example of culturally influenced weight problems and therefore ranks ninth out the ten of the fattest countries, according to the World Health Organization (Streib). College campuses in the U. S. are the perfect example of cultural weight gain. At Towson University, the large number of freshman gaining the stereotypical â€Å"freshman 15† can be explained by poor eating and exercising habits developed in college and the university's dining options. A lot of incoming students come into college already aware of what the freshman 15 is but still manage to develop horrid eating habits. A great way to help solve such an issue is to inform students about this health issue that is only continuing to flourish. To do this universities need to step of to this nationwide concern and include a health and wellness component to our Univ. 100 classes in which students will learn what they should eat and what habits to avoid. Despite what some optimistic researchers say, the freshman 15 is real. Some have argued that most freshmen are doing better with their diet now than in the past; however we are still gaining around eight pounds a year (â€Å"Some†). It is difficult to go from a controlled and routine schedule of eating and exercising at home to the free world of choices at college. In his recent work Daniel Hoffman, a professor at Rutgers University, points out that it is â€Å"perhaps most important for students to recognize that seemingly minor and perhaps even harmless changes in eating or exercise behavior may result in large changes in weight and body fat mass over an extended period of time† (Hoffman). The fact is that students are not leaving home prepared enough for the world of late night pizza and consumption of alcohol that characterizes most students’ college years. If a nutrition lecture or a healthy lifestyle class were mandatory for incoming students it would provide a new perspective on diet and health. After becoming notified on the issue students can find their own routine of a well balanced diet and an hour of exercise per day at school. If students were informed they could start researching nutritional facts on what food they should eat and what time of the day would best to consume it. Professor Elizabeth Klasen from the University of Wisconsin insists this national phenomenon can be â€Å"attributed to dorm food, and may be associated with altered meal and sleep patterns† (Klasen). Students are forced upon sleeping abnormal hours along with eating unhealthy food consumption at inappropriate times, making it difficult to for them to eat fewer than 2000 calories or even exercise the recommended 15 minutes a day. It is difficult to maintain a healthy balanced diet on a college campus that is filled with fast food like diners and limits students to only fifteen dollars of food a day, making the alternative of more expensive and healthier foods not an realistic option. This inconvenience of healthy food and convenience of junk food was â€Å"all it took for freshmen to gain seven pounds over two semesters† in a 2006 Rutgers study (â€Å"Some†). For those students, the difference between maintaining a healthy weight and gaining seven pounds â€Å"was about 112 extra calories a day. That's one soda or half a cookie a day, or 10 minutes less of exercise† (â€Å"Some†). For instance, to get a healthy meal at one of Towson’s diners, let’s say a pre-made salad, you have to pay six dollars and wait in a mile-long line. Then, as you are standing in that line you look over and see a non-existent line for that slice of pizza and start to think to yourself, Why should I pay three times more for this salad and wait in line for 15 minutes when I only have 20 minutes until my next class, when I could go grab that last piece of pizza? Unfortunately, college presents even more opportunities for students to eat poorly, since most students stay up late to study, do last-minute homework after procrastinating all day, or hang out with friends after a party. Whether or not college students are aware of what they are doing to their bodies, researchers know that the â€Å"food eaten between 8 p. m. and 4 a. m. [is] a leading contributor to weight gain,† making the most active part of a college student’s day the most detrimental to his health (â€Å"Some†). One study from the University of Wisconsin attempts to explain this phenomenon through â€Å"Night Eating Syndrome (NES), which is associated with overweight and obesity and involves consumption of over 50% of daily calories after 7 pm† (Klasen). What’s surprising is how easy it is to get food that late at night. Specifically, Campusfood. com, a common college food supplier, gives options for students to order 1000-calorie meals delivered conveniently to their dorm steps at 2:00 a. m. The number of fast-food delivery places that open at such a late time is absurd; these restaurants are helping America gain the freshman 15 one pizza at a time. During the first semester of their freshman year in college, students will be preoccupied with many things, like which classes they will take, how well they will do in those classes, which activities they want to devote their time to, which people they want to hang with, and whether or not they will have enough money to do fun things off campus (Gonzalez). People who believe that college weight gain is a natural occurrence argue that students need to focus on more important aspects of school such as their grades, making friends, and getting involved in clubs, rather than spending time worrying about an unproven stereotype of weight gain. However, the fact that students are gaining weight is proven. As the aforementioned studies show, the freshman 15 is real, and it is affecting the lives of college freshman across the country. Freshmen are gaining weight because of eating habits they develop during the first semester. Poor food options do increase the chances of gaining weight. Freshmen do gain weight because of the convenience and availability of unhealthy food on campuses. It is true that students should concentrate on grades and other college activities however this is not an excuse to pig out and throw health concerns out the window. Missouri Western State University did a study that showed â€Å"higher GPA was associated with less consumption of fast food and higher GPA was also associated with the amount of meals an individual skipped per day: the fewer meals skipped the greater the GPA† (Costa). Apparently students’ grades are affected by what they eat. The belief that students should not worry about the â€Å"freshman 15† because they should worry about their grades is incorrect. If students concentrate on eating well their grades will reflect their good habits. The â€Å"freshman 15† is a phrase that represents a bigger dilemma, because is not just something that takes place during the first year in college. It’s not just freshman gaining weight, sophomores and upper classmen do to. Researcher Elizabeth Lloyd-Richardson, assistant professor of psychiatry and human behavior at Brown University Medical School did a study that â€Å"found students are weighing in at two to three pounds heavier post-sophomore year† (Rosenberg). Bad eating habits and lack of exercise start with freshmen. But since nothing is done to correct those habits students continue through the rest of their college years and after. Fitness Director Stacy Trukowski is cited by Rutgers University’s newspaper, Relations, saying, â€Å"Most people fail to gain control of their weight gain from early adulthood. Although gaining an average of seven pounds is not as alarming as 15, the pounds will surely add up over time† (Rosenberg). Unfortunately college students see weight gain from the time they enter school to the time they leave. Trukowski credits this to â€Å"drinking and eating at night and lifestyle changes they are not used to† (Rosenberg). With this evidence of continuous lifelong weight gain resulting from habits developed in college, it is surprising that colleges are not doing anything to prevent this issue. This problem may be related to rising obesity rates in America. Professor Levitisky from the college of human ecology at Cornell University found that â€Å"freshman weight gain could be the same phenomenon that is contributing to the epidemic of obesity among all Americans–that a relatively small increase in calories each day or week has the cumulative effect of adding a significant amount of weight over the years†(Land). Professor Levitisky’s study puts into perspective how important freshman weight gain is. Eating habits learned as freshmen stick with them and are harder to change as years go by. Universities need to confront this issue and take precautionary measures to help prevent future concerns. A course for incoming freshman to learn about the â€Å"freshman 15† and how to avoid it would be a great first step. Long Island University’s freshman College 101 course sets a good example of what could be used at Towson University. The course had a great proposal to teach students by having nutrition communication students present information about freshmen weight gain in a mandatory orientation class (Thomas). Since Towson University already has freshman Health 101 lecture classes, the class should dedicate at least one day in the semester to diet and exercise education. This way teacher could reduce the number of freshman gaining weight during the first semester. A Univ. 101 health and wellness component lecture would teach students how to develop healthy eating habits that would then help them for the rest of their lives. For example, they would learn what foods to avoid and what time they should avoid eating. There could be seminars in which juniors and seniors majoring in nutrition come in and talk about available foods on campus and nutritional facts along with what a good college campus diet looks like and how it can be achieved. In this class students would also develop a weekly health plan. This health plan would be incorporated into a personal log in which students would record how have exercised that week and how many times they ate late at night. This would help students analyze their bodies and realize what a simple lifestyle change could do. Studies like ones done University of California at Berkley show students who record their eating habits are more likely to witness their mistakes and correct them (Hom). The overall goal for this class is for freshmen to stop picking up bad habits during their first semester and stick with their good habits for the rest of their lives. The freshman 15 is an issue that needs to be taken care through an education system that teaches healthy diet and exercise options. Learning about proper eating habits will stop students from initially gaining weight in college and help prevent future obesity problems. If colleges implement programs to help solve this dilemma then it might be possible to help reduce America’s growing obesity concerns.

Sexism in Sherlock Holmes

Sexism can be identified as being prejudice towards someone or for stereotyping or discriminating them, on the basis of gender. However, Sherlock Holmes is not sexist within the book, dramatization and modernized episode. In the novel, â€Å"A Scandal in Bohemia† by Conan Doyle, the protagonist Sherlock Holmes is not portrayed to be a sexist character. To begin with, Sherlock insists on having Doctor John Watson remain alongside with him. Just before the King of Bohemia enters for his consultation with Sherlock Holmes regarding his case, Watson offers to leave but Sherlock responds by saying, â€Å"[n]ot a bit, Doctor. Stay where you are. I am lost without my Boswell†¦ it would be a pity to miss it. † (5). Sherlock invites Doctor Watson to stay in the room before the King of Bohemia comes in. This shows that Sherlock cares for having his friend and colleague in the room when he is working. Sherlock is not discriminating against the male sex because Doctor Watson is a male figure and Sherlock wants him to stay so that way he can record any details and understand all that is going on and afterwards help him with their case. Furthermore, Sherlock Holmes addresses Irene Adler in a respectful manner. After the great scandal that threatened the Kingdom of Bohemia is resolved, Doctor Watson says Sherlock, â€Å"[w]hen he speaks of Irene Adler, or when he refers to her photograph, it is always under the honorable title of the woman. † (13). Whenever Sherlock is speaking of Irene Adler he uses the term ‘the woman’, which is not used as a demeaning term. Instead it is a title that Sherlock’s uses to show his respect for Irene. Since Sherlock has respect for Irene it illustrates that he is not sexist against women. Therefore, Sherlock Holmes is not sexist because he insists of having Doctor Watson remain alongside with him and addresses Irene in a respectful manner. Within the dramatization â€Å"A Scandal in Bohemia† directed by Paul Annett, again Sherlock Holmes is also not depicted as a sexist character. Firstly, Sherlock Holmes is attracted to someone of the opposite sex. When Sherlock Holmes said â€Å"Irene Adler had a face that any man would die for†, he preferred to take her photograph to a rich ring from the King of Bohemia’s finger. Sherlock clearly finds Irene Adler to be beautiful and would much rather keep her picture then the King’s ring. Sherlock is very attracted to Irene since she outwitted him. He thinks highly of Irene as opposed to being sexist against her. Moreover, Sherlock supports the marriage between a male and a female. When Irene and Norton are about to get married, they need a witness for their marriage to be legalized. Therefore Sherlock who is in disguise witnesses the marriage between the two. The fact that Sherlock is there to witness their marriage shows that he indeed supports the wedding between the two. He is not displaying any sexism towards either males or females in this example, because he is not discriminating against them or favoring one gender over the other. For these reasons, Sherlock is not sexist in the dramatization because he is attracted to someone of the opposite sex and he supports a marriage between both a male and female. Lastly the modernized episode from the television show â€Å"Sherlock† is based upon on â€Å"The Scandal in Belgravia†. Here Sherlock Holmes is not represented to be a sexist character. Firstly, Sherlock Holmes puts his own life in danger to protect a woman. When the American CIA’s harmed Mrs. Hudson, Sherlock became angry and killed all of them. This shows that Sherlock cares for Mrs. Hudson. Although the CIA’s were well equipped with guns that could easily harm them all, Sherlock was determined to save Mrs. Hudson. Since Sherlock put his own life at risk to protect Mrs. Hudson’s, it shows that he is not sexist against women, especially when he saved the life of one. In addition, Sherlock Holmes saves the life of another female. At the end of the episode when the Karachi terrorist group were about to chop off Irene’s head, Sherlock rescues her. Sherlock helps Irene escape when she was on the brink of death. If Sherlock was sexist, then he would have let Irene die. However, he cannot let anyone be cruel to her which demonstrates that he is not sexist against females. Therefore, Sherlock Holmes is not sexist in the modernized episode because he saves the lives of two women. All in all, I believe that Sherlock Holmes is not represented as a sexist character in the book, dramatization and If only one dramatization between the two that we watched in class were to survive, I would choose the dramatization of the episode â€Å"A Scandal in Belgravia† from the television series â€Å"Sherlock†. I would choose this version because it is a modern version based on the book. As time has pass, it is difficult for people to follow along and understand the English language that has been spoken in the past. Thus it will be easier for the future generation to understand this version because the language is English from the twenty first century, as opposed to the other dramatization which was made in twentieth century. Also, this dramatization expands on the storyline. There are a lot more scenes added such as the hiker dying with the boomerang in the beginning or Irene Adler almost being killed at the end. These scenes make the episode more action packed and intriguing to watch. Also, this dramatization introduces more advanced technology such as the camera phone, internet blogs, modern firearms and a science laboratory that holds advanced equipment. Not only that but more characters are introduced such as Sherlock’s Holmes brother, Moycroft, the CIA group and Moriarty, who all make the episode very entertaining! In addition, it has more appealing genres then just mystery, there is action, romance, and comedy. Furthermore, the entire cast for the television series has wonderful acting skills. Its two stars, Benedict Cumberbatch, who plays Sherlock Holmes, and Martin Freeman, who plays Doctor Watson, they have such amazing chemistry. They make the episode livelier and humorous to watch. Therefore, I believe that the modernized dramatization should survive because it is easier to follow along through the vocabulary, it expands on the plot and has an amazing selection of wonderful actors and actresses.

13 Most Common North American Pine Species

13 Most Common North American Pine Species Pine is a coniferous tree  in the genus Pinus, in the family Pinaceae. There are about 115 species of pines worldwide, although different authorities accept between 105 and 125 species. Pines are native to most of the Northern Hemisphere. Pines are evergreen and resinous trees (rarely shrubs). The smallest pine is Siberian Dwarf Pine and Potosi Pinyon, and the tallest pine is Sugar Pine. Pines are among the most plentiful and commercially important of tree species, valued for their timber and wood pulp throughout the world. In temperate and semi-tropical regions, pines are fast-growing softwoods that will grow in relatively dense stands, their acidic decaying needles inhibiting the sprouting of competing hardwoods. They are often grown in plantation managed forests for both lumber and paper. The Common North American Pines There are actually 36 major species of native pines in North America. They are the most ubiquitous  conifer in the United States, easily recognized by most people and very successful in maintaining solid and valuable stands. Pines are especially widespread and predominant in the Southeast and on drier sites in the Western mountains. Here are the most common and valuable pines that are native to the United States and Canada. Eastern white pine (Pinus strobus)Western white pine (Pinus monticola)Sugar pine (Pinus lambertiana)Red pine (Pinus resinosa)Pitch pine (Pinus rigida)Jack pine (Pinus banksiana)Longleaf pine (Pinus palustris)Shortleaf pine (Pinus  echinata)Loblolly pine (Pinus taeda)Slash pine (Pinus elliottii) Virginia pine (Pinus virginiana)Lodgepole pine (Pinus contorta)Ponderosa pine (Pinus ponderosa) Major Characteristics of the Pines Sigrid Intraligi / EyeEm  / Getty Images   Leaves: All of these common pines have needles in bundles of between 2 and 5 needles and wrapped (sheathed) together with paper-thin scales that attach to the twig. The needles in these bundles become the trees leaf that persists for two years before dropping as the tree continues to grow new needles every year. Even as the needles are dropping bi-annually, the pine maintains its evergreen appearance.   Deva Botyt / EyeEm  / Getty Images Cones: Pines have two types of cones - one to produce pollen and one to develop and drop seeds. The smaller pollen cones are attached to new shoots and produce a  massive amount of pollen every year. The larger woody cones are seed-bearing cones and mostly attached to limbs on short stalks or  stalkless sessile attachments. Pine cones usually mature in the second year, dropping a winged seed from between each cone scale. Depending on the species of pine, empty cones may drop off immediately after seed fall or hang on for several years or many years. Some pines have fire cones that only open after the heat from a wildland or prescribed fire releases the seed. Donald E. Hall  / Getty Images Bark and Limbs: A pine species with smooth bark generally grows in an environment where a fire is limited. Pine species that have adapted to a fire ecosystem will have scaly and furrowed bark. A conifer, when seen with tufted needles on stout limbs is confirmation that the tree is in the genus Pinus.

Moi Non Plus - French Expression Explained

Moi Non Plus - French Expression Explained The French expression moi non plus ​(pronounced [mwa no(n) plu]) expresses agreement with a negative statement. Its the equivalent of the English statement me neither or neither do I. It literally translates to me no more and its register is normal.  Note that moi can be replaced by a name, a noun, or another stressed pronoun: Pierre non plus - neither does Pierre, Pierre doesnt eithermon mari non plus - neither does my husband, my husband doesnt eitherles professeurs non plus - neither do teachers, teachers dont eithertoi non plus / vous non plus - you either, neither do yoului non plus - him either, neither does heelle non plus - her either, neither does shenous non plus - us either, neither do weeux non plus / elles non plus - them either, neither do they Examples Tu naimes pas le jazz ? Moi non plus.You dont like jazz? Me neither / Neither do I. Sandrine ne veut pas y aller, et moi non plus.Sandrine doesnt want to go, and neither do I. Nous navons pas dargent, toi non plus ?We dont have any money, you (dont) either? Je ne peux pas taider, et Dany non plus.I cant help you, and neither can Dany. You can also use non plus with a negative adverb or pronoun:Je naime pas le jazz non plus.I dont like jazz either. Il ne parle personne non plus.Hes not talking to anyone either. And you can use non plus on its own, in which case there is no simple English equivalent: -Nous navons pas de thà ©.-Et du cafà © ?-Non plus.-We dont have any tea.-What about coffee?-(We dont have) that either.

Amazon-Branded Smartphones Essay Example | Topics and Well Written Essays - 2000 words

Amazon-Branded Smartphones - Essay Example Have you heard about OpenSSL or SSL? SSL means Secure Sockets Layer. It is responsible for hiding your information if you logged in on a certain website. It is also responsible for hiding administrators’ and webmaster’s credentials for a particular site. What is OpenSSL then? It’s open-source software. SSL is being implemented across the web using OpenSSL. OpenSSL is a component of a widely used program to run a website like Apache and Nginx. Hence, a vast number of websites are at high risk of Heartbleed. Â  Most questions raised by internet users if it is safe to change their passwords in the midst of the big issues. It is advised that if the site’s operator does not confirm yet that a particular site is already safe from Heartbleed, stay calm, and reset your passwords if it’s already safe. There is no effect if you are going to change your passwords in the midst of the vulnerability issues and would just give hackers the chance to discover your new passwords. Is there a way a user can check if the site he joined in is vulnerable of Heartbleed? Yes. LastPass is a program and a great tool for checking if a website is secure or infected by Heartbleed. It will check the website’s very core if it has traces of OpenSSL vulnerability. LastPass, aside from checking a website security, it will also give a free access to its tool that will remember all the user’s passwords. LastPass will encrypt and protect passwords. The user will then access his online accounts using a single login password or entry through LastPass. Â  The most important thing that we can do during this unsecured times is to stay calm. We can do a lot of things to protect our accounts online, but we can only do the best response to Heartbleed if we will stay calm. Don’t panic. If you are a banker online, do not worry, because most bank accounts do not use OpenSSL.