Treatment electronic media Essay Example | Topics and Well Written Essays - 750 words

Treatment electronic media - Essay Example Mary is weary and lost in pain. Billy, the charismatic head of the state house visit her to see how she is doing and show his interest in her. Mary’s lack of enthusiasm makes him sad, but he covers his anger with her current experience. Lost in grief and shock, Mary, is kept in the same residence with ANN, who is also a widow. Ann has already caught up with the new lifestyle. Due to stress and depression, Mary, who have eight months pregnant gotten early labor and she gives birth to a healthy, bouncing baby boy. The bond between the mother and baby is not so strong so ANN, hold the tiny baby boy and cuddles her. His name was BOB. Mary recovers slowly as week’s passes by and she accepts the new world she joined. The bond between mother and child starts to grow stronger day after and day. ANN gives Mary all support she needs from advice to help her in the house. ANN tells Mary all stories she knows or she has ever heard about the people in the state but Mary denies saying she must be exaggerating, it cannot be true yet the same people have saved her life. They stay together bonds the two like sisters. ANN plan to escape because they have been locked indoors for quite some time. They do not have vicinity to the real world. One night, Ann decides to escape from the state house at midnight, the same night she is shot dead. Mary is so horrified at the death of her only sister in the state house. Her agony returns and she take a refuge with relation with BOB. Whenever BOB wants to hear stories about his father Mary did not have the strength to explain him his father was dead. She lies to him that his father escaped to America several years ago, after he learnt that the president wanted him dead as he was a senior person in the government that time, and she was certain he will come to look after them. This lie helps her to heal the trauma of her husband. Billy visits and assign

Grendel and Cain Essay Example for Free

Grendel and Cain Essay In the story of Beowulf you get a glimpse of many different themes throughout this epic. Those themes range from good and evil to those of death and glory. The story itself depicts a period in history when life was lead blind through the teachings of the book of the lord and his spoken words. At this same period in history traditional pagan religious practices and beliefs have slowly given way to the ideals and philosophy of Christianity. Many of the themes held within the pages of Beowulf stem from the proverbs and fables recited and practiced in the Old Testament, while concurrently adding pagan beliefs of monsters, demons, and multiple gods. The most striking of these biblical comparisons is viewed between Grendel (the protagonist, evil rival of Beowulf) and Cain (the evil brother of Able). In the Old Testament, Cain kills his brother Abel and is consequently punished and banished from the Garden of Eden by God. His actions proved to have a dramatic effect on the life of Grendel and the choices he makes throughout his life until his epic struggle for victory over the Geats and Beowulf himself. Symbolically and genetically, Grendel assumes the role of his ancestor Cain in this epic story as an outsider, disowned from the rest of society, finding a home only among the unknown (evil) and those who have sinned. Feeding on the flesh and blood of gods creations, Grendel starts a vigorous battle to destroy all that is good and the things he can not have. To the Anglo-Saxons and the creators of Beowulf, one of the worst crimes a person could have committed in life was that of murdering ones kin (or the killing of ones brother). During the era of this writing the figure of Cain is used metaphorically to represent the unknown (chaos, evil) and the presence of evil. Cain defies gods will and so he secludes himself to the evils of the surrounding world only to foster a hatred of god and a family cursed for eternity. The period in which Grendel and Cain resided in was deeply structured around the book of the lord (bible) and as a result created a society structured around the teachings and morals of its stories. The idea of friendship and kin being desecrated through the act of murder is one of the worst things a person can do and the consequences of that are severe. Grendel is a victim of his own world and the actions of his ancestors. The society for which Grendel wants to conquer and deny existence  proves to be the creator and destroyer of his tragic being. In the classic story of Cain and Able, Cain enviously slays his brother Able in a vicious outcry of jealousy and anger. For his sin, he was banished from mankind for eternity and left only to live life displaced from the routines of normal beings and forced to live among the dark and the sinful. Cain was the first of a cursed family to be exiled for the sins he committed. His punishment proved to have a drastic effect on him and the future of his blood line. His punishment spawned his dedication to holding a grudge against god himself and the unreachable light he has been denied of. After being the first born of Adam and eve, Cain went on to become a farmer of the ground, while his brother Abel followed the pursuits of a keeper of the sheep. Cain became a self-willing, vindictive man, defiant in his attitude towards God and his relation to his kin. His eternal sin was committed on the seventh day or Sunday of the week while the two brothers were presenting offerings to the lord. Abels offering was of the firstlings of his flock and of the fat (Gen. 4:4), while Cains was of the fruit of the ground (Gen. 4:3). For Abels sacrifice, he gave the best he had and so his offering was respected by his elders while Cains offering was scorned and dismissed. It was for this reason Cain brood anger towards his kin; the worst of which was focused on his younger brother Able. After his disgrace towards the lord and his family, Cains apathy towards his brother produced feelings of murderous intention and hatred. Sooner or later this desperate outrage led him to murder Able in raw uneventful hatred. For his sin he was expelled from Eden. From that day on he led the life of an exile, doomed to be a fugitive and wanderer in the earth (Gen. 4:12) and denied the rights of a normal man, only to bare the mark of a sinner and warning to others. With this Cain walked into the land of Nod (unknown, evil, dark), only to leave a legacy felt by the generations of his offspring. When Cain killed Able, he ignited the eternal flame of a cursed family. From Cains blood came the curse of his exile and sprang ogres and elves and evil phantoms and the giants too (Beowulf. Pg. 35), darkness entailed is legacy and evil embodied his future. Grendel is a descendant of Cain, so he shares Cains exile from all that is good and light. Cain may have been the  first displaced person after Adam and Eve, but he was not the last. Grendel shares his ancestors punishment, he is exiled not only from whatever land or wealth he would have had if he were human, but he is also abandoned by God and all who followed and indulge in his faith and grandeur. It is this abandonment that causes Grendel to destroy and murder. The treasure seat, he was kept from approaching; he was the Lords outcast (Beowulf pg.36), since he cannot approach the throne of the Lord like the rest of mankind, he chooses to attempt to destroy it. He has no love for God and his children if he can not be with them hand in hand. However, unlike Cain and his parents, Grendel is doomed from his creation by being conceived into a blood line stricken by an eternity of banishment from Gods light because of Cains sin against his brother. It is for this reason why Grendel kills. He can never be in the light because he is constantly fighting a lonely war against God and all of his creations. Because of his expulsion from that which is good, he is moreover discarded by everything that follows in the wake of gods will (people, society, life, etc.). The text refers to him as spurned and joyless (Beowulf pg. 47); it is no wonder why Grendel was considered so monstrous. He did not accept his banishment without fighting back. Like most people who are enraged and apathetic and then placed between a rock and a hard place he fought back insensible to pain and human sorrow (Beowulf pg. 35) for those he murdered. The reason behind his actions is not because he is an unruly monster, but instead, he is overwhelmed by jealousy because he is not able to share in the spoils god has made accessible to humanity. With this in mind, if Grendel can not step into the light and become part of the life as witnessed from the outside. Then he will destroy it and leave it for no one. Just as Cain did before him, Grendel will never be content with himself as long as he must bare witness to the celebrating of life and love enjoyed by all whom lavish in the glow of Gods hands. Whether it is Grendel or his ancestor Cain, they both suffer from the agony of trying to survive in a world as cursed beings, forced to loath around in the outskirts of the cold night and the loneliness of a sun scorched day. After destroying the perfect image of a content person in the name of jealousy and anger, Cain; forbidden to enter the known world forever,  created a sphere of influence which played into the future of his children and his grandchildrens children and so on. Even though the mark of Cain is not evident on Grendels physical characteristics, the presence of his cursed nature is. He like Cain suffers from an abandonment of faith and humanity. As outcasts they both find resentment and hatred towards the things they want most, whether its acknowledgement by god and all that is good in the world or the ability to wander freely without fear of ridicule and hostility. To humanity they pose a threat worse then the sum of most peoples fears. They represent all that is bad in the world and as a result find themselves rejected by everything good the world has to offer. It is circumstances like these that have proven to bring out the worst in a person, such as they did in Cain and his later ancestor Grendel. What would you expect from those forced to live among the displaced in a world resentful of there existence. Instead of being accepted for there misfortunes and forgiven for there sins, they where rejected for what they where and what they had become, resulting in a creature motivated by pain and apathy inflicted by the keeper of there being and the audience of there lives.

Fiber optics and its applications

Fiber optics and its applications INTRODUCTION Nothing in the world gives us more power and confidence than having information. The ability to communicate information is essential to achieve the successful advancement of humankind. Transmission of information is imperative to the expansion of our horizons. What does this all have to do with fiber optics? This research paper will cover the basis of fiber optics in terms of its transmission, communication, origin, uses and applications. Fiber optics transports light in a very directional way. Light is focused into and guided through a cylindrical glass fiber. Inside the core of the fiber light bounces back and forth at angles to the side walls, making its way to the end of the fiber where it eventually escapes. The light does not escape through the side walls because of total internal reflection. Why is fiber optics so important? Besides being a flexible conduit that is used to illuminate microscopic objects, fiber optics can also transmit information similarly to the way a copper wire can transmit electricity. However, copper transmits only a few million electrical pulses per second, compared to an optical fiber that carries up to a 20 billion light pulses per second. This means telephone, cable and computer companies can handle huge amounts of data transfers at once, much more than conventional wires can carry. Fiber optic cable was developed because of the incredible increase in the quantity of data over the past 20 years. Without fiber optic cable, the modern Internet and World Wide Web would not be possible. WHAT IS FIBER OPTICS? Fiber optics is extremely thin strands of purified glass that carry information from one point to another in the form of light. Unlike copper wire, fiber optics does not use electricity during transmission. Optical fibers can be either glass or plastic tubing capable of transmitting light, which is then converted into sound, speech or information. Fiber optic cables transmit a digital signal via pulses of light through the very thin strands of glass. A basic fiber optic system consists of: a transmitting device, which generates the light signal, an optical fiber cable, which carries the light, and a receiver, which accepts the light signal that was transmitted. A fiber optic strand is about the thickness of a human hair, about 120 micrometers in diameter and can carry as many as 20 billion light pulses per second. The fibers are bundled together to form optical bundles, which transmit the light signals over long distances up to 50 km without the need for repeaters. Each optic fiber is made up of three main parts: The core or the centre of the optical fiber is a very thin strand of glass that carries the light signal. The cladding is the optical material which reflects the light signals back into the core. This prevents the light from escaping and allows it to travel through the fiber. The outside jacket or buffer coating is made of a plastic material that protects the optical fiber from any moisture, corrosion and external damage. There are only two types of fiber optic cable: Glass fibers, which are more common, because they allow longer distance transmission and they are more efficient. Plastic optical fibbers are used in less technical applications and are normally used in very short-length transmissions. HOW ARE OPTICAL FIBERS MADE? Optical fibers are made of very pure glass. The glass core or centre is made of silica and is purified to minimise the loss of signal. It then gets coated to protect the fibers and to contain the light signals. The light signals carried by the optical cable consist of electrical signals that have been converted or changed into light energy. The following process is followed to manufacture the optical fibers: The Manufacturing of the Preform Blank The silica must first be purified before it can be spun into glass fibers. This process takes a long time and the silica is heated to very high temperatures and then distilled to purification. The sand is heated to a temperature that will change the silica into a gaseous state. The silica will then be combined with other materials called dopants, which will react with the silica (in its gaseous state) to form the fibers. All the solid impurities are removed and the gas is cooled to form the fiber material. A process called modified chemical vapour deposition (MCVD) is used to change the glass into the preform blank. During this process oxygen is bubbled through solutions of silicon chloride (SiCl4), germanium chloride (GeCl4) and other chemicals. The gas vapours are channelled to the inside of a synthetic silica quartz tube in a special lathe to form the cladding. While the lathe rotates a burning flame is moved back and forth on the outside of the tube. The extreme heat from the burner causes the following: The silicon and the germanium react with oxygen to form silicon dioxide (SiO2) and germanium dioxide (GeO2). The silicon dioxide and the germanium dioxide settles on the inside of the tube and it fuses together to form glass. The lathe turns continuously to allow the preform blank to be coated evenly. To maintain the purity of the glass a corrosion resistant plastic is used to accurately control the flow and the structure of the mixture. This process of manufacturing the preform blank takes a couple of hours. The preform blank is cooled and is inspected for quality through an inspection and control process. Drawing fibers from the Preform Blank After testing the preform, it is placed into a fiber drawing tower. The preform blank gets lowered into a furnace and is heated between 1,900 °C to 2,200 °C until the tip starts to melt an a molten blob starts to fall down. As it drops down, it cools and forms a strand. This strand is pulled through a sequence of coating cups (buffer applicators) and curing ovens using ultraviolet light, and then coiled onto a tractor-controlled reel. This process is accurately controlled using a laser micrometer to measure the thickness of the fiber. This information is then sent back to the tractor mechanism. The tractor mechanism pulls the fibers at a rate of 10 to 20m/sec and the finished product is wound onto a spool. A spool can contain more than 2,2km of optical fiber Testing the Finished Optical Fiber Once the optical fiber is manufactured it goes through a process of testing. The following tests are done: Tensile strength The fibers must withstand 100,000 lb/in2 or more Refractive index profile Determine that the core diameter, cladding dimensions and coating diameter are uniform. Screen also for optical defects. Attenuation Determine the extent that light signals of various wavelengths degrade or reduce over certain distances. Information carrying capacity (bandwidth) the number of signals that can be carried at one time (multi-mode fibers) Chromatic dispersion Spread of various wavelengths of light through the core, this is very important for bandwidth. Operating temperature/humidity range Determines the temperature and humidity that the fiber can withstand. Ability to conduct light underwater Important for undersea cables Once t ­he fibers have passed the quality control process, they are sold to telephone companies, cable companies and network providers. Currently many companies are replacing their old copper-wire-based systems with new fiber-optic-based systems to improve speed, capacity and clarity. TYPES OF OPTICAL FIBERS There are two types of optical fibers: Single Mode Fiber Single mode fibers transmit a single data stream. The core of the glass fiber is much finer than in multi-mode fibers. Light thus travels parallel to the axis, creating little pulse dispersion. Data transmission modes are higher, and the distances that single mode fiber can cover can be over 50 times longer than multi-mode fibers. Telephone and cable television networks install millions of kilometers of this fiber every year. Multi-Mode Fiber Multi-mode fibers allow different data streams to be sent simultaneously over a particular fiber. The glass fiber has a slightly larger diameter to allow light to be sent through the fiber at different angles. An LED or laser light source is used in the 50 micron and 62.5 micron fiber optic cables. They are also used in the same networking applications. The main difference between the two is that 50 micron fiber can support 3 times the bandwidth of 62.5 micron fiber. The 50 micron fiber also supports longer cable runs than 62.5 micron cable. Simplex cable consists of only one single fiber optic strand. The data can only be transmitted in one direction. The duplex cable is made up of two fiber optic strands that run side-by-side. One strand runs from transmit to receive and the other strand joins receive to transmit. This allows communication in both directions (bi-directional) between devices. Some optical fibers can be made from plastic. These fibers have a large core (0.04 inches or 1 mm diameter) and transmit visible red light (wavelength = 650 nm) from LEDs. Due to their inferior optical properties, plastic fiber optic (POF) strands and cables are not suitable for extended data transmission. HOW DOES A FIBER OPTIC CABLE WORK? Traditionally when we sent data transmissions over copper cables we transmit electrons over a copper conductor. Fiber optic cables transmit a digital signal via pulses of light through a very thin strand of glass. The fiber strands are extremely thin, not much thicker than a human hair. The basic fiber optic transmission system consists of three basic components: Transmitter fiber optic cable receiver A transmitter is connected to the one end of the fiber cable. Electronic pulses are converted by the transmitter into light pulses and the optical signal gets sent through the fiber cable. A receiver on the other end decodes the optical signal into digital pulses. The core of the cable is surrounded by a cladding which reflects the light back into the core and eliminates light from escaping the cable. This is called total internal reflection. When light is sent through the core of a fiber optic cable, the light constantly bounces off the cladding, which is highly reflective, like a mirror-lined wall. The cladding does not absorb any light allowing complete internal reflection and allowing the light to travel far distances without losing its intensity. The discovery of lasers influenced the development of fiber optics. Lasers and LEDs can generate an enormous amount of light in a very small area, which can successfully used in fiber optics. Laser diodes are complex semiconductors that convert an electrical current into light. The process of converting the electrical signal into light is far more efficient because it generates less heat than an ordinary light bulb. Reasons for using laser diodes in fiber optics: laser diodes are very small laser diodes are highly reliable and have a long life laser diodes have high radiance laser diodes emit light into a very small area laser diodes can be turned on and off at very high speeds ADVANTAGES OF FIBER OPTICS The use of fiber optics is fast becoming the medium of choice for telecommunication systems, television transmission and data networks. Fiber optic cables have a multitude of advantages and benefits over the more traditional methods of information systems, such as copper or coaxial cables. Speed One of the greatest benefits to using fiber optic systems is the capacity and speed of such a system. Light travels faster than an electrical system which allows faster delivery and reception of information. Fiber optic cables also have a much higher capacity for bandwidth than the more traditional copper cables. Immunity to electromagnetic interference Coaxial cables have a tendency for electromagnetic interference, which renders them less effective. Fiber optics is not affected by external electrical signals, because the data is transmitted with light. Security Optical systems are more secure than traditional mediums. Electromagnetic interference causes coaxial cables to leak information. Optical fiber makes it impossible to remotely detect the signal being transmitted within the cable. The only way to do so is by actually accessing the optical fiber itself. Accessing the fiber requires intervention that is easily detectable by security surveillance. These circumstances make fiber extremely attractive to governments, banks and companies requiring increased security of data. Fire prevention Copper wire transmission can generate sparks, causing shortages and even fire. Because fiber optical strands use light instead of electricity to carry signals, the chance of an electrical fire is eliminated. This makes fiber optics an exceptionally safe form of wiring and one of the safest forms of data transmission. Data signalling Fiber optic systems are much more effective than coaxial or copper systems, because there is minimal loss of data. This can be credited to the design of optical fibers, because of the principle of total internal reflection. The cladding increases the effectiveness of data transmission significantly. There is no crosstalk between cables, e.g. telephone signals from overseas using a signal bounced off a communications satellite, will result in an echo being heard. With undersea fiber optic cables, you have a direct connection with no echoes. Unlike electrical signals in copper wires the light signals from one fiber do not interfere with those of other fibers in the same cable. This means clearer phone conversations or TV reception. Less expensive Several kilometers of optical cable can be made far cheaper than equivalent lengths of copper wire. Service, such as the internet is often cheaper because fiber optic signals stay strong longer, requiring less power over time to transmit signals than copper-wire systems, which need high-voltage transmitters. Large Bandwidth, Light Weight and Small Diameter Modern applications require increased amounts of bandwidth or data capacity, fiber optics can carry much larger bandwidth through a much smaller cable and they arent prone to the loss of information. With the rapid increase of bandwidth demand, fiber optics will continue to play a vital role in the long-term success of telecommunications. Space constraints of many end-users are easily overcome because new cabling can be installed within existing duct systems. The relatively small diameter and light weight of optical cables makes such installations easy and practical. Easy Installation and Upgrades Long lengths of optical cable make installation much easier and less expensive. Fiber optic cables can be installed with the same equipment that is used to install copper and coaxial cables. Long Distance Signal Transmission The low attenuation and superior signal capacity found in optical systems allow much longer intervals of signal transmission than metallic-based systems. Metal based systems require signal repeaters to perform satisfactory. Fiber optic cables can transmit over 100km with no active or passive processing. Even greater distances are being investigated for the future. To use fiber optics in data systems have proven to be a far better alternative to copper wire and coaxial cables. As new technologies are developed, transmission will become even more efficient, assuring the expansion of telecommunication, television and data network industries. DISADVANTAGES OF FIBER OPTICS Despite the many advantages of fiber optic systems, there are some disadvantages. The relative new technology of fiber optic makes the components expensive. Fiber optic transmitters and receivers are still somewhat expensive compared to electrical components. The absence of standardisation in the industry has also limited the acceptance of fiber optics. Many industries are more comfortable with the use of electrical systems and are reluctant to switch to fiber optics. The cost to install fiber optic systems is falling because of an increase in the use of fiber optic technology. As more information about fiber optics is made available to educate managers and technicians, the use of fiber optics in the industry will increase over time. The advantages and the need for more capacity and information will also increase the use of fiber optics. APPLICATIONS OF FIBER OPTICS As the popularity of optical fibers continue to grow, so does their applications and practical uses. Fiber optic cables became more and more popular in a variety of industries and applications. Communications / Data Storage Since fiber optics are resistant to electronic noise, fiber optics has made significant advances in the field of communications. The use of light as its source of data transmission has improved the sound quality in voice communications. It is also being used for transmitting and receiving purposes. Military Optical systems offer more security than traditional metal-based systems. The magnetic interference allows the leak of information in the coaxial cables. Fiber optics is not sensitive to electrical interference; therefore fiber optics is suitable for military application and communications, where signal quality and security of data transmission are important. The increased interest of the military in this technology caused the development of stronger fibers, tactical cables and high quality components. It was also applied in more varied areas such as hydrophones for seismic and SONAR, aircrafts, submarines and other underwater applications. Medical Fiber optic are used as light guides, imaging tools and as lasers for surgeries. Another popular use of fiber-optic cable is in an endoscope, which is a diagnostic instrument that enables users to see through small holes in the body. Medical endoscopes are used for minimally invasive exploratory or surgical procedures. Fiber optics is also used in bronchoscopes and laparoscopes. All versions of endoscopes look like a long thin tube, with a lens or camera at one end through which light is emitted from the bundle of optical fibers banded together inside the enclosure. Mechanical or Industrial Industrial endoscopes also called a borescope or fiberscope, enables the user to observe areas that are difficult to reach or see under normal circumstances, such as jet engine interiors, inspecting mechanical welds in pipes and engines, inspecting space shuttles and rockets. Inspection of sewer lines and pipes. Networking Fiber optic is used to connect servers and users in a variety of network settings. It increases the speed, quality and accuracy of data transmission. Computer and Internet technology has improved due to the enhanced transmission of digital signals through optical fibers. Industrial/Commercial Fiber optics are used for imaging in areas which are difficult to reach. It is also used in wiring where electromagnetic interference is an problem. It gets used often as sensory devices to make temperature, pressure and other measurements as well as in the wiring of motorcars and in industrial settings. Spectroscopy Optical fiber bundles are used to transmit light from a spectrometer to a substance which cannot be placed inside the spectrometer itself, in order to analyse its composition. A spectrometer analyses substances by bouncing light off of and through them. By using optical fibers, a spectrometer can be used to study objects that are too large to fit inside, or gasses, or reactions which occur in pressure vessels Broadcast/CATV/Cable Television Broadcast or cable companies use fiber optic cables for wiring CATV, HDTV, internet, video and other applications. Usage of fiber-optic cables in the cable-television industry began in 1976 and quickly spread because of the superiority of fiber optic cable over traditional coaxial cable. Fiber optic systems became less expensive and capable of transmitting clearer signals further away from the source signal. It also reduced signal losses and decreased the number of amplifiers required for each customer. Fiber optic cable allows cable providers to offer better service, because only one optical line is needed for every  ± 500 households. Lighting and Imaging Fiber optic cables are used for lighting and imaging and as sensors to measure and monitor a vast range of variables. It is also used in research, development and testing in the medical, technological and industrial fields. Fiber optics are used as light guides in medical and other applications where bright light needs to shine on a target without a clear line-of-sight path. In some buildings, optical fibers are used to route sunlight from the roof to other parts of the building. Optical fiber illumination is also used for decorative applications, including signs, art and artificial Christmas trees. Optical fiber is an essential part of the light-transmitting concrete building product, LiTraCon which is a translucent concrete building material. Conclusion With the introduction of highly transparent fiber-optic cable in the 1970s, very high-frequency laser signals now carry phenomenal loads of telephone conversations and data across the country and around the world. From surgical procedures to worldwide communication via the internet, fiber optic has revolutionised our world. Fiber optics has made important contributions to the medical field, especially with regards to surgery. One of the most useful characteristics of optical fibers is their ability to enter the minute passageways and hard-to-reach areas of the human body. But perhaps the greatest contribution of the 20th century is the combination of fiber optics and electronics to transformed telecommunications. References / Bibliography Why is fiber optics importany http://library.thinkquest.org/TQ0312432/lessons_part-04.html http://www.greatachievements.org/?id=3706

Comparing and Contrasting Low-Carbohydrate and Low-Fat Diets Essay

Comparing and Contrasting Low-Carbohydrate and Low-Fat Diets The low-carbohydrate diet and the low-fat diet take two different approaches to achieve the same goal of weight loss. The fundamental difference between the two diets is found in the comparison of their nutritional recommendations. Nutritional recommendations are the foundation of both diets, although their views on the role carbohydrates, proteins, and fats should play differs greatly. Dieters are told that following these nutritional recommendations will promote weight loss. The amount of weight loss achieved with either diet fluctuates over time and in the end, the results for the two diets are similar. Low-carbohydrate diets recommend eating foods high in fat and protein while limiting carbohydrates in order to promote weight loss. Foods high in fat and protein are the main source of calories during the first phase of weight loss on the Atkins diet. It is recommended that fat make up about 60% of calories ingested and protein make up 35% of calories ingested. The Atkins diet does not restrict calorie intake and they recommend that you eat until you are full. Researchers believe that overeating is avoided due to the lasting satiety dieters receive from eating large amounts of protein. The Atkins diet allows 5% of calories to be from carbohydrates, ideally only from non-starchy vegetables. The logic behind the restriction of carbohydrates is that without them present in the blood, the body is more likely to utilize stored fat for energy. Unlike many other diets, restrictions are not placed on the kind of fat and protein to be consumed; dieters are able to choose for themselves whether to stick with lean meats and unsaturated fats or to choose fatty... ...le to shed pounds more quickly than those dieters eating lots of carbohydrates on the low-fat diet. Low-carbohydrate and low-fat diets require adherence to very different nutritional recommendations while ultimately achieving similar weight loss results. Low-carbohydrate diets, such as Atkins, encourage dieters to eat things high in protein and fat, whereas the low-fat diet requires dieters to eat mostly carbohydrates while limiting protein and fat intake. Researchers have found that both of these diets help to promote weight loss short term using strict nutritional recommendations, but that neither of them seem to be able to help dieters maintain their lower weight long term. Sources: Astrup, Arne, Thomas Meinert Larsen, Angela Harper. â€Å"Atkins and other Low-Carbohydrate Diets: Hoax or an Effective Tool for Weight Loss?† TheLancet.com 4 Sept.2004

Alison Gopnik’s Kiddy Thinks: Analysis

â€Å"Kiddy Thinks† illustrates the significance of parental involvement in a young child's life and the ability children(clarify) have to build(use infinitive) rational thoughts of how their parents view and do things in the world. Coping(use last name) reveals (omit) a new way of looking at early childhood growth. (comma splice) She explains(signal verb) that young children from newborns to four-year-olds have a very complex process of thinking and go through experiments and theories to figure out what is rational and what is not.This is a generally fair introduction, but you don't specify her thesis. You also want to look up how to correct a comma splice. ) This narrative essay covers the 3 new elements of evidence which have been found through research about the early psychological development of young children. First, the things the child already knows from the point they are born. Secondly, the rapid ability a child has to learn. Thirdly, the role a parent has in the psy chological development of the child.Allison discusses that a newborn is capable of imitating another as â€Å"early as being 42 minutes old† (Coping 238), and by the time the child is nine months old, they are able to detect emotion. While younger children like to observe, two year-olds will begin to explore, and the more something is forbidden from a child the more they will want it. By the time children are 36 months old, they start to learn very quickly through observing the behavior and reactions their parents have to certain objects and alter their own views based on the views of the parents.

Student Role in Politics Essays

Student Role in Politics Essays Student Role in Politics Essay Student Role in Politics Essay Subject: Research By: Making a Difference, Not a Statement: College Students and Politics, Volunteering, and an Agenda for America Peter D. Hart Research Associates 1724 Connecticut Avenue, NW Washington, DC 20009 April 2001 Date: From February 24 to March 2, Hart Research surveyed a national representative sample of 809 students in four-year colleges and universities; this research, conducted on behalf of the Panetta Institute, gauges students’ views of and involvement in civics and politics. This report summarizes our key findings. The margin of error is  ± 3. 5% for the overall sample and higher for specific subgroups. Forty years ago, something began to stir on the nation’s campuses. In March 1961, President John F. Kennedy, sensing the potential idealism of the nation’s youth, signed an executive order creating the Peace Corps, and a few months later, the first cohort of Peace Corps volunteers embarked for Africa. That same year, college students traveled south to join the Freedom Rides, risking life and limb for the civil rights cause. It was the beginning of a youth movement that ultimately changed the face of America, as it touched everything from race relations to women’s rights to war and peace. Four decades later, could students once again provide the energy and idealism that drive social and political change? The results of our national survey among college students suggest that the potential is indeed there. Indeed, the civil rights and women’s movements are now a source of inspiration. And if this potential is realized, this generation is clearly poised to move the country in a progressive direction. In their issue preferences and political leanings, the youth of Generation Y embrace a progressive agenda while rejecting the anti-government cynicism of their Generation X forerunners. Yet, only a fraction of this great potential has been realized so far. Unlike their predecessors four decades ago, today’s college students enjoy the legal right to vote, but only a small minority of Americans age 18 to 21 exercised that right in 2000. These young people care about the issues of the day, yet few believe that working on a political campaign or contacting their congressional representative, for example, can help make society better. They say they want to contribute to their society and make a difference, but most spurn government service as a career option. Their values and priorities seem disconnected from their level of political engagement. Certainly, neither presidential candidate managed to connect with this generation. Today’s students are simultaneously progressive and apolitical; they embrace many government solutions, but evince little interest in government itself. Nevertheless, the survey results indicate that it is possible to get college students involved in the nation’s political life. Indeed, today’s generation of students is like tinder awaiting a spark. New political leadership, making the right kind of appeal and challenging young people to get involved as President Kennedy did in 1961, could once again awaken a powerful response on the nation’s campuses. I. College Students’ Current Outlook 1. Today’s college students are progressive in their views. College students’ agenda for the nation is strongly progressive. Among all the policy priorities tested in the survey, the top three are improving schools by hiring teachers and reducing class size (85% very top or high priority), strengthening and preserving Social Security (76%), and providing assistance to low-income families (73%). The three lowest priorities are strengthening the military (34%), reducing the size of government (23%), and allowing oil exploration in the Alaskan Arctic Wildlife Refuge (21%). Looking back at our history, today’s college students identify with progressive social movements. Overwhelming majorities feel that the civil rights (89%) and women’s rights (78%) movements did a great deal or quite a bit to make American society better. Smaller majorities say the same about the environmental movement (58%), human rights organizations (56%), and the Democratic Party (57%). In contrast, far fewer believe that the Republican Party (45%), the war on drugs (40%), the campaign for teen abstinence (29%), or the anti-tax movement (23%) has changed things for the better. In anticipating the future, many college students look far afield and point to progressive solutions to both international and domestic problems. A majority (59%) believe that most problems facing their generation will be domestic in nature (e. g. , Social Security), but a significant proportion, 37%, think that most will be international in scope. This outlook is reflected in the majorities of students who believe that the following global issues should be either the top priority or a high priority for Congress and President Bush to address: dealing with the worldwide AIDS epidemic (70%), promoting human rights abroad (64%), and cracking down on imported goods made in sweatshops or with child labor (59%). College students’ political affiliations provide further evidence of the progressive environment on most campuses; by a considerable 48%-to-33% margin, students identify more with the Democratic Party than with the GOP. To a lesser extent, this progressive viewpoint is evident in their vote- Gore edged out Bush by 46% to 42% among those who reported voting (another 9% supported Nader). And had they voted, non-voters with a preference among the candidates would have supported Gore by an even larger margin: Half (52%) would have voted for him over Bush (38%); 7% would have voted for Nader. Nevertheless, their votes make clear that neither of the major party candidates managed to connect with these younger voters. Gore, in particular, had the most to gain from the political disposition of the majority students and the issues they believe are important. Yet, while Democrats enjoy a 15-percentage-point advantage over Republicans on campuses nationwide, Gore held only a 4-point lead over Bush in the college vote. 2. Students do not see politics as a primary means of bringing about positive change. Young people are political voyeurs- they watch, but they don’t participate. Students clearly question the efficacy of getting more deeply involved in the political process. Only 12% believe that volunteering on a campaign is a way to bring about a lot of change (40% say some change). Only half that proportion, 6%, actually participated in a federal, state, or local political campaign during the 2000 election cycle. Students also question the effectiveness of other forms of political action. Only 17% say that attending a demonstration can bring about a lot of change (46% say some change). And as far as contacting an elected official about an issue, only 13% to 17% (depending on whether they are e-mailing or writing) say that this is a way to bring about a lot of change. Because students are not sure that their individual involvement will make much of a difference, most students choose not to get involved other than in the easiest, most convenient ways. Although 56% tell us that they have signed a petition, only 19% have participated in a demonstration, and only 18% have written to a member of Congress. 3. The 2000 presidential election may have sparked an interest in politics and an appreciation of the importance of voting. If the election had a single legacy, it would be arousing this generation’s interest in the political process. Students took an active interest in last year’s presidential election: The vast majority (88%) reports checking the latest news at least once a week during the election. Two in five (42%) say they kept up on the news every day, whereas only 6% say they checked the news no more than once a month. One of the most compelling findings from this research is the respect that students say they have for the vote, which perhaps is a result of the historically close election and the equally historic controversy surrounding the Florida recount. A strong majority (84%) believe that voting in a presidential election is a way to make a difference: 47% say that it can bring about a lot of change, and 37% say that it can effect some change. For most students, voting is far more effective in bringing about change than is volunteering on an election campaign, as only 12% say that the latter can bring about a lot of change. The power of one’s vote is recognized particularly among freshmen (88% a lot/some change), women (87%), and students affiliated with one of the major parties (84% Democrats, 85% Republicans). 4. Students believe in and prefer the direct benefits of volunteering. What’s the alternative to politics? An overwhelming majority (86%) of students tell us that doing volunteer work for groups that help the needy is a way to bring about needed change (50% a lot of change, 36% some change). Most students believe that volunteer programs- more so than the two political parties- have made society better. Solid majorities say that youth-mentoring programs, such as Big Brother/Big Sister (68%); private charities (66%); and groups like AmeriCorps (59%) make a great deal or fair amount of difference toward the betterment of society. Because they believe that getting involved in volunteer programs is a way to help their local communities, most students volunteer during their time in college. A large majority (68%) say that they have been involved in volunteer or other types of charitable activities. Sixty-three percent have volunteered at a local school, hospital, or neighborhood center; 38% have been tutors or mentors; and 27% have helped raise funds for a local cause. Volunteering has become part of the college experience. Among students who have gotten involved in their communities, two in five (39%) have volunteered through a program offered by their college or university. Alternatively, they have worked with an organization (13%) or a religious group (12%) with which they are affiliated. The value that students find in volunteerism is evident in their willingness to consider a longer-term commitment to an organization. Nearly three in four (73%) students would consider volunteering for either Habitat for Humanity (42%), the Peace Corps (21%), AmeriCorps (7%), or VISTA (3%) after they finish college or during a break. The vast majority (83%) of students also says that working for an issue organization is an effective way to make a difference. Most students admire progressive issue organizations for their contributions to society: 59% believe that Mothers Against Drunk Driving (MADD) and other groups promoting alcohol awareness have made a great deal or fair amount of difference; 56% say the same of international human rights’ groups such as Amnesty International. 5. Young people are committed to making a difference, but not through government service. Half (49%) of all college students say that in choosing a career, it is very important (a 9 or 10 on a 10-point scale) that it contribute to society. Yet, only about half as many (26%) tell us that they are very or fairly interested in government service; two in five (42%) say that they have no interest whatsoever in working for the government. In part, students question the government’s ability to make changes for the better. While 50% believe that doing volunteer work to assist the needy can bring about a lot of change, only 20% say the same about choosing a career in government. As a result, even those who put a premium on a career’s potential for making a difference are unwilling to consider government service; among this group, only 26% say that they would be interested in working for the government. Sixty-four percent of students say that providing financial aid or forgiving student loans might be an incentive to participate in public service. Three in ten say that it might help to have a parent or professor encourage them to participate. 6. Today’s students don’t hate the government, but they feel disconnected from it. Generation Y is not hostile toward government. Only 23% say that smaller government should be a top or high priority for the nation; 68% say that they are satisfied with the country’s political leadership; and only 38% feel that a candidate’s working to change the way things are done in Washington is a very important quality. If anything, Generation Y would like to see more from government: 85% say that hiring more teachers and reducing class sizes should be a top or high priority for Congress and President Bush; 76% believe that government should be strengthening and preserving Social Security; 73% want government to assist low-income families with children; and 69% say that the President and Congress should put prescription-drug coverage for seniors on the national agenda. Students don’t know what to make of government. When asked whether they think about government as the government or our government, 60% say the government and 39% say our government. Of course, the degree to which students (and presumably most Americans) feel any ownership of government may depend on who is in power- 47% of Bush voters and 46% of Republicans say our government, compared with only 36% of Gore voters and 35% of Democrats. II. How Can We Engage Young Adults in Politics? tudents’ concern about and willingness to help the vulnerable and disadvantaged demonstrate that they can be engaged. But this is not the 1960s- they are concerned more with the impact they will have and less with the ideal they will serve. If candidates, political parties, and social-change organizations hope to involve young people, they should understand the following: 1. Young people want to make a difference, not just a statement. While today’s generation is drawn to ideals, whether in voting or volunteering, it also wants tangible results. Asked what they would most like to see in a political candidate, half (50%) of college students say that it is very important that they be idealistic and stand up for principles, but more (63%) say that it is very important that candidates be practical and realistic. This pragmatic orientation is reflected in the 50% who believe that volunteering in one’s community can bring about a lot of change; only 17% say the same about participating in demonstrations. Three in four students say that people can make a difference just by living their lives in a way that is consistent with their social and political values. Thus, to inspire college students, political leaders must offer a vision and back it up with concrete action. 2. Students are looking for honest leaders who understand young people’s concerns. This generation has tremendous respect for the gains made by the civil rights and women’s movements. Hence, today’s students want candidates who can address similar challenges as well as be forthright in face of great adversity. They want candidates who are honest (65% say this quality is very important) and who say what they think, even if their positions are unpopular (51%). Nearly half (46%) of students feel that a candidate’s understanding of their values is very important. 3. Provide avenues for individual empowerment and celebrate the power of voting. Today’s students are empowered by volunteering because they believe their individual efforts contribute to a larger cause that makes a difference. Students do not feel the same way about volunteering for a political campaign, however. But the 2000 election left a legacy, a legacy whose effects may be felt for quite some time to come: Students now believe strongly that their individual votes truly count. We must build on this belief by giving young people ways to participate in the political process (e. . , aggressive voter registration and GOTV). 4. Build a bridge between direct service, and politics and public service. Many have already volunteered in their communities, and even more are open to working with Habitat for Humanity or the Peace Corps after graduation. Cultivate their willingness to act on their beliefs, not as an alternative to political engagement, but as an additional reason to either participate in the political process or make a career of public service. The challenge for political leaders and parties is to show young people who are willing to help Jimmy Carter build affordable housing, for example, that public policy and government can accomplish even more, or show Peace Corps volunteers that only the world’s governments have the resources to tackle global problems such as AIDS or exploitative child labor. The potential is already there- students want a government that does more, whether it is hiring more teachers and reducing class sizes or providing assistance to low-income families. 5. Support and encourage young women. Female students (59%) are much more likely than male students (39%) to say that making a difference is a key consideration in choosing a career, and they are more likely than male students to believe that volunteering for a campaign can make a big difference (59% vs. 43%). Moreover, female students already are more involved than their male counterparts- by 35% to 23%, women are more likely to have boycotted a product because of a manufacturer’s wrongdoing, and by 72% to 64%, women are more likely to have volunteered in their community. Yet, women are much less likely than men to say that they would seek elected office: Only 24% of women, compared with 39% of men, report any interest in running for a federal office, and just 24%, versus 43% of men, are interested in running on the state or local level. And while 31% of men say that they are very or fairly interested in a government career, the same can be said of only 21% of women. Young women’s commitment and idealism is there, but it has not yet been linked to politics or public service. They need role models and support. . To reach this generation, go on-line. The attention that many students paid to the election may have been facilitated by the Internet. While television was almost certainly their chief news source about the election (51% say they get most of their political information from TV) a significant proportion also looked to the Internet. Three in ten (29%) say they follow the latest news about politics and civic affairs on-line. Of those studen ts who followed the presidential election each day, 35% say they rely on the Internet for their news. Of those who checked the news once a week or less during the election, only 23% say that most of their news comes from an on-line source. In fact, the Internet has surpassed the newspaper as a chief news source on most college campuses- just one in five (21%) students say that they get most of their news from a city or national newspaper. 7. Parents must lay the groundwork. Ideally, college is a place where young people are on their own for the first time; it’s a place where they can begin to express themselves politically or choose whether to volunteer in their community. On many if not most campuses, students will have the opportunity to see speakers or authors address political issues; they will be asked to sign petitions for a range of causes; they will witness or even participate in demonstrations; or they may become a volunteer through a program offered by their school or an on-campus organization. Whether students take advantage of these new freedoms depends in large part on their parents. When children grow up discussing politics with their parents, they grow up to be far more interested and involved, both in the political process and in their community. Half of all students say that while they were growing up, they discussed politics with their parents very or fairly often; 39% indicate that they rarely did so; and 11% say that they never discussed politics at home. Of those college students who regularly discussed politics with their parents, 50% report checking the latest political news every day during the 2000 election, compared with only 34% of those who grew up in households where politics was not a topic of conversation; 10% of those reared on politics have volunteered on a political campaign, compared with only 2% of students from apolitical households. In addition, young people raised on politics are more likely to believe that a career in government or public service leads to change (24% major change, 47% some change); among students in non-political households, only 16% believe it would make a major change, and 50% say it would bring about some change.