The White Heron Essays - A White Heron, The Story Of An Hour

The White Heron Symbols in Kate Chopin's ?The Story of an Hour? represents the feelings of Mrs. Mallard, the main character. The open window indicates Mrs. Mallard desire of a different life. The life she hoped for would never exist. Spring illustrates a new beginning for Mrs. Mallard. Her mind expands to reveal new discovers never witnessed before. Going up was her method of freedom. A place to refresh her mind and reject any concerns. It was a place to obtain power and authority over her life. Going down was an unpleasant area for her. She was a puppet with strings letting others control her. The locked door represents a safeguard against people entering her world of freedom. Fitting in among classmates remain the leading conflict for Emily Ames, the main character in Alica Adam's ?Truth and Consequences?. Emily always strived to gain awareness from others around her. Through playing truth and consequences finally gained the attention she yearned for. Taking advantage of the attention she gained, even if it appeared to be unhelpful, she used it to become recognized. As a result of playing a childish game earned her the attention she constantly sought after. Sylvia, the main character in ?A White Heron?, realized the right decision came about not telling the hunter where the White Heron remained. Dissatisfy the hunter and putting aside the money was a hard choice to make. It would have been cruel for her to inform the hunter where the bird was located. Sylvia without doubt remained true to herself. Peacefulness grasped on to her as the bird was released. Creative Writing

Cell Biology Glossary

Cell Biology Glossary Many biology students often wonder about the meanings of certain biology terms and words. What is a nucleus? What are sister chromatids? What is the cytoskeleton and what does it do? The Cell Biology Glossary is a good resource for finding succinct, practical, and meaningful biology definitions for various cell biology terms. Below is a list of common cell biology terms. Cell Biology Glossary Anaphase - a stage in mitosis where chromosomes begin moving to opposite ends (poles) of the cell. Animal Cells - eukaryotic cells that contain various membrane-bound organelles. Allele - an alternative form of a gene (one member of a pair) that is located at a specific position on a specific chromosome. Apoptosis - a controlled sequence of steps in which cells signal self-termination. Asters - radial microtubule arrays found in animal cells that help to manipulate chromosomes during cell division. Biology - the study of living organisms. Cell - the fundamental unit of life. Cellular Respiration - a process by which cells harvest the energy stored in food. Cell Biology - the subdiscipline of biology that focuses on the study of the basic unit of life, the cell. Cell Cycle - the life cycle of a dividing cell, including Interphase and the M phase or Mitotic phase (mitosis and cytokinesis). Cell Membrane - a thin semi-permeable membrane that surrounds the cytoplasm of a cell. Cell Theory - one of the five basic principles of biology, stating that the cell is the basic unit of life. Centrioles - cylindrical structures that are composed of groupings of microtubules arranged in a 9 3 pattern. Centromere - a region on a chromosome that joins two sister chromatids. Chromatid - one of two identical copies of a replicated chromosome. Chromatin - the mass of genetic material composed of DNA and proteins that condense to form chromosomes during eukaryotic cell division. Chromosome - a long, stringy aggregate of genes that carries heredity information (DNA) and is formed from condensed chromatin. Cilia and Flagella - protrusions from some cells that aid in cellular locomotion. Cytokinesis - the division of the cytoplasm that produces distinct daughter cells. Cytoplasm - all of the contents outside of the nucleus and enclosed within the cell membrane of a cell. Cytoskeleton - a network of fibers throughout the cells cytoplasm that helps the cell maintain its shape and gives support to the cell. Cytosol - semi-fluid component of a cells cytoplasm. Daughter Cell - a cell resulting from the replication and division of a single parent cell. Daughter Chromosome - a chromosome that results from the separation of sister chromatids during cell division. Diploid Cell - a cell that contains two sets of chromosomes- one set of chromosomes is donated from each parent. Endoplasmic Reticulum - a network of tubules and flattened sacs that serve a variety of functions in the cell. Gametes - reproductive cells that unite during sexual reproduction to form a new cell called a zygote. Gene Theory - one of the five basic principles of biology, stating that traits are inherited through gene transmission. Genes - segments of DNA located on chromosomes that exist in alternative forms called alleles. Golgi Complex - the cell organelle that is responsible for manufacturing, warehousing, and shipping certain cellular products. Haploid Cell - a cell that contains one complete set of chromosomes. Interphase - the stage in the cell cycle where a cell doubles in size and synthesizes DNA in preparation for cell division. Lysosomes - the membranous sacs of enzymes that can digest cellular macromolecules. Meiosis - a two-part cell division process in organisms that sexually reproduce, resulting in gametes with one-half the number of chromosomes of the parent cell. Metaphase - the stage in cell division where chromosomes align along the metaphase plate in the center of the cell. Microtubules - fibrous, hollow rods that function primarily to help support and shape the cell. Mitochondria - cell organelles that convert energy into forms that are usable by the cell. Mitosis - a phase of the cell cycle that involves the separation of nuclear chromosomes followed by cytokinesis. Nucleus - a membrane-bound structure that contains the cells hereditary information and controls the cells growth and reproduction. Organelles - tiny cellular structures, that carry out specific functions necessary for normal cellular operation. Peroxisomes - cell structures that contain enzymes that produce hydrogen peroxide as a by-product. Plant Cells - eukaryotic cells that contain various membrane-bound organelles. They are distinct from animal cells, containing various structures not found in animal cells. Polar Fibers - spindle fibers that extend from the two poles of a dividing cell. Prokaryotes - single-celled organisms that are the earliest and most primitive forms of life on earth. Prophase - the stage in cell division where chromatin condenses into discrete chromosomes. Ribosomes - cell organelles that are responsible for assembling proteins. Sister Chromatids - two identical copies of a single chromosome that are connected by a centromere. Spindle Fibers - aggregates of microtubules that move chromosomes during cell division. Telophase - the stage in cell division when the nucleus of one cell is divided equally into two nuclei.

Take Time to Wrap Up the School Year in 3 Steps

Take Time to Wrap Up the School Year in 3 Steps By the time any school year winds down to a close, the last thing any teacher wants to think about is the next school year. Unfortunately, the end of the school year is also when a teacher has the most information about how to make the transition into September much smoother. So, how to make the best use of this information? Teachers should try to spend time -a few hours on each of the following categories- at the end of this year because time invested now  could yield positive results in the next school year. #1. Spend Time Cleaning Up and Cleaning Out Before a teacher leaves for the school year, he or she could take a picture of the room (maybe from several angles) and post these pictures on the bulletin board for the custodial staff to see. This will make sure the room is organized and ready for students in the next school year.   Teachers should box supplies and clearly labels them so materials can be located quickly.( NOTE: Painters tape is more easily removed than other kinds of masking tape if furniture is marked.) In cleaning out, teachers and staff should follow the following guidelines: Remove the materials that were not used this year.Go through files and purge what is outdated. Remove  items that are irrelevant Remove saved items that â€Å"might†¦Ã¢â‚¬  be used. Do not keep those unused items inherited from teachers who came before...and do not feel guilty. #2. Spend Time Reflecting on Goals: If the teacher evaluation program (EX: Danielson or Marzano) has a self-reflection requirement, then much of this effort is already done. A teachers self-reflection can help him or her to focus on what areas might need attention in the next school year. If there is no self-reflection, teachers can still review the following questions in order to draft a goal or set of goals for the coming school year: How can I improve on writing this same or a similar goal for next year?What new ways could I use to measure this same goal or a new goal?Can I use different groups to make growth more visible?What could be the next step after meeting this goal?What single factor was most helpful with my goal this past year?What single factor caused problems with meeting my goal this past year?How can I improve my use of time in meeting a future goal? #3. Spend Time on Preparing Special Events Teachers can do a little pre-planning during the summer to alleviate the stress of planning special events (field trips or guest visits-in person or virtually) for students during the school year. Contacting locations or guest speakers in advance of the school year will help provide the school office personnel the time to plan for logistical support (transportation, permission slips, substitutes, video chats) well in advance, especially when the school calendar is being created. Special events are what students remember about the school year, and a little planning in advance can make the effort for all stakeholders worthwhile. In spending a few hours at the end of the school year on each of the three suggestions above, teachers can leverage their experiences of this past school year in order to make positive steps towards making the next school year experience even better.

Consumer Buying Behavior Essay Example | Topics and Well Written Essays - 3750 words

Consumer Buying Behavior - Essay Example It has been further highlighted by Chiu et al. (2006) that consumer buying behavior is about asking key questions. For example, one might engage with the questions of why consumers buy or how consumers buy and what influences their purchasing. There is a mix of internal and external factors surrounding consumers that help shape and define their buying behavior and preferences. According to Pelsmacker et al. (2006), these internal factors include a perceptual filter, knowledge about products, attitude towards the brand, personality of the consumer, lifestyle of the consumer, perceived roles of consumer, and their overall motivation for making the purchase. It is also distinguished by the fact that the external factors include: group or segment membership of consumer and purchase situation or cultures of the consumer. For example, culture is one of the most important factors affecting the consumer’s buying behavior; because the consumer’s preference will be according to t heir beliefs and backgrounds. However, both internal and external factors are interconnected and play a vital role in the consumer’s buying behavior. This leads the reader to understand that a consumer’s choice and buying behavior is localized and will not be the same among individuals and businesses need to understand how to target the consumers from various backgrounds and lifestyles.The factors that have been mentioned help to identify the main reasons why people purchase products in general (Harper, 2005).

Crisis Prevention and Intervention in Healthcare Essay - 1

Crisis Prevention and Intervention in Healthcare - Essay Example   The healthcare administration together with the employees engages in a safety plan. The plan involves appointing teams of healthcare workers, employers, committees and representatives of the safety plans. The healthcare professionals who are experts in crisis management should be involved. The representation should be fair in terms of department and shifts. Tasks should be allocated to the different stakeholders who may include: employer’s representative, healthcare professionals, security representatives, and administrators. Healthcare professionals able to deal with head injury, substance abuse, psychiatry, and dementia should be advised to assist in case there is the need. A working structure and applicable policies can be designed. The policies should represent diverse needs of the departments and provide procedures to be used in case of crisis. The safety plan should take into consideration the physical, psychological and emotional safety and health of the healthcare professionals. A balance between the safety and health needs of the healthcare professional, patient or visitor should be recommended. Representatives, experts, committees, and teams have given tasks or responsibility should inquire and understand their responsibility. After getting understanding, they can be authorized and be given resources that will enable them to provide administration and support. Representatives, experts, committees, and teams should demonstrate accountability. In the case of assault and crisis, the involved parties can be given counseling and treatment. Those who have undergone assault can share their experience. All the stakeholders can give their support in the enactment of the recommended policies. The healthcare professionals ought to be committed to comply with the policies and give feedback.  

Mix Racial and Cultural Groups Are Growing in the United States Essay Example for Free

Mix Racial and Cultural Groups Are Growing in the United States Essay Mixed Racial and Cultural Groups is increased by a marginal number in the United States. The growth of these multiracial groups started to surface through migration of different ethnics and raised most of their families in the United States even through marriage. These are some of the issues that have been raised by individual people of having an entity separation of mixed race and cultural or to considered them as Americans without a hyphen. Thinking about this issue myself, and thinking of my two children who married to a different ethnic rather than Samoans. These questions come to mind about this issue: How, Why, and what the three words that needs a big explanation about this matter. According to multiracial Americans, Americans whose identity as two or more races identifies with just one group culturally and socially. From statistics that I got from online, stated that about 2.9% of the population in the year 2010 are self-identified as multiracial. The identity or the classification of the people’s identification is generally according to the culture they were raised in. Social segregation in many areas of the country is forming interracial unions or cultural group. The diversity of social conditions through migrations brought new groups of people to the United States. Through these migrations, mixed races started to rise when interracial marriage were born and started to increase in the United States. The movement of multiracial identity by more than one ethnicity has taken place and strong. Statistics from the year 2010 census in the United States shows that the largest multiracial groups were white and black which is 1.8 million. The other 1.7 millions are white and some other race, white and Asian is 1.6, white and American Indian and Alaskan Native is 1.4 million. I have learned that the largest growing group in multiracial is white and black which is about 134%. That is more than 1 million people. MIX RACIAL AND CULTURAL GROUP According to Susan Saulny of the New York Times, title Race Remixed, said that â€Å"sea of change is how we think about race, ethnicity and its place in society†. I believe that a challenge to trend towards multiracial from a sociological perspective is a leap that we should take. The understanding of racial and ethnic categories of their boundaries can be a problem to other multiracial groups. I think that ancestry is the biggest influence in identities through a number of generations through migrations. I also believe that each multi mix or racial group should be treated the same regardless of their identity. If they are legally citizens of the United States, they have the right to be treated equally. I believe that they have contributed to the wellbeing and welfare of the United States through their services in employment within the government, military or private companies. Regardless of the race and ethnicity, they should be treated and considered Americans. President Obama is good example of what I mean about treating them the same no matter what color of their skin or where they are from. I know that some of these mix race entities are trying to separate themselves with-in the United States but when they travel to other countries of the world, they considered be call Americans. As a citizen of New Zealand, I am proud to call myself to be an American and I respect the land that my children were born. What can the United States or these multiracial groups gain from wanting to be separated from their identity. Through my search online, I came across Mrs. Karissa Sulliva’s draft and she said that ancestry influences identities. She said that socialization is the crucible of racial and ethnic identity formation. Farley in 2002, construct racial and ethnic classifications which was adopted by the government for each race or reconsidered themselves to either refuse to identify their own race and ethnic category. MIX RACIAL AND CULTURAL GROUP I believe that mix racial and cultural groups are increasing daily by the number throughout the United States. However, research shows that children with an original multiracial identity grow up to be happier than those of single-race identity. Some of the statistics shows that another addition to the growth of mix race is through adoption of children from countries outside of the United States. According to Fact’s for Families 2010, parents are coping with these pressures in having open communications with the families about their culture and race. Encouragement and support in every multicultural group for families to be familiar with their language, traditions and customs within their families. They have to support and try to establish a good relationship by creating a network for their children, parents, family member, relatives and the community. In conclusion, the separation and classifications between mix racial and multicultural groups is not an easy task or thing to do. Two of my children are married to different ethnic. My oldest daughter is married to an African American and my son is married to a girl who is beautiful and white but has about four or five mix blood in her. I believe in democracy and the United States is nowhere in having a separation of any mix race and cultural group who are living in the United States. God Bless America, God bless the people of the United States. References: Perez, Anthony Daniel, Hirschman, Charles. The Changing Racial and Ethnic. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2882688/ The American Academy of Child and Adolescent Psychiatry (March-2011). Facts for Families, no.71 Multiracial Children. http://www.aacap.org/galleries/FactsForFamilies/71_multiracial_children.pdf Dr. Nicole Martinez and Mrs. Karissa Sullivan. May 6, 2013 .docx.

The Visual Re-Creation of Orpheus :: Jean Cocteau film Orpheus

The Visual Re-Creation of Orpheus Jean Cocteau’s film Orpheus (1949) is an adaptation of the Greek mythological figure of the same name. The alteration of the story into the visual medium of cinema is an interesting one. The use of cinematography in the film is creative, and it incorporates the essence of the myth with Cocteau’s own allegorical imagery. The symbolism of characters and events accompanied by the use of visual effects create a message that is uniquely significant. The special effects are the primary contributor to the distinctive features of Cocteau’s revision of the literary version. The devices that are incorporated in Orpheus, such as running the film backwards (the inversion of time) and using the photographic negative in some environments (inversion of space), function in numerous ways. On the surface, they add a mystique to the diegetic world that connotes the supernatural and uncanny nature of the narrative. In a more subtle way, however, they function psychologically to expose the viewer to the functions and subordinate machinations of the visual medium. In a way that is unique to the cinema, the special effects disrupt the pleasant continuity of the viewer. This disjunction is inherent in the ethereal nature of their circumstances and concomitant with its mythic origin. The psychological fraction of cinema is the specialty of Jean-Louis Baudry in Ideological Effects of the Basic Cinematographic Apparatus. He champions the idea that in order for the ideological infrastructure of a film to be successful, it must abide by certain filmic rules and not remind the viewer that they are simply witness to a representation (rather than a presentation, or a reality). The moral of the Orphic myth, â€Å"Don’t look back,† seems to be a historical analog of Baudry’s thesis. The warning itself applies to both Orpheus and the viewer of the film (â€Å"Don’t look at Eurydice†, and â€Å"Don’t look at the apparatus†). In this respect, the message of the Orphic myth is similarly the message of Cocteau, from a cinematic standpoint. Thus, it is the particular circumstances of the cinematic medium that multiply the efficacy of Orpheus. For proof of Cocteau’s intention in creating this meaning, his previous film with actor Jean Marais serves as the best example. Beauty and the Beast (1946) begins with a note to the viewer to remain focused on the â€Å"Once Upon a Time† mentality while watching the movie. This preface is another example of the intentional shift of focus away from the awareness of representation and towards a passive viewing experience. Later in the film, a mirror speaks to the protagonist: â€Å"I am your mirror, Belle. The Visual Re-Creation of Orpheus :: Jean Cocteau film Orpheus The Visual Re-Creation of Orpheus Jean Cocteau’s film Orpheus (1949) is an adaptation of the Greek mythological figure of the same name. The alteration of the story into the visual medium of cinema is an interesting one. The use of cinematography in the film is creative, and it incorporates the essence of the myth with Cocteau’s own allegorical imagery. The symbolism of characters and events accompanied by the use of visual effects create a message that is uniquely significant. The special effects are the primary contributor to the distinctive features of Cocteau’s revision of the literary version. The devices that are incorporated in Orpheus, such as running the film backwards (the inversion of time) and using the photographic negative in some environments (inversion of space), function in numerous ways. On the surface, they add a mystique to the diegetic world that connotes the supernatural and uncanny nature of the narrative. In a more subtle way, however, they function psychologically to expose the viewer to the functions and subordinate machinations of the visual medium. In a way that is unique to the cinema, the special effects disrupt the pleasant continuity of the viewer. This disjunction is inherent in the ethereal nature of their circumstances and concomitant with its mythic origin. The psychological fraction of cinema is the specialty of Jean-Louis Baudry in Ideological Effects of the Basic Cinematographic Apparatus. He champions the idea that in order for the ideological infrastructure of a film to be successful, it must abide by certain filmic rules and not remind the viewer that they are simply witness to a representation (rather than a presentation, or a reality). The moral of the Orphic myth, â€Å"Don’t look back,† seems to be a historical analog of Baudry’s thesis. The warning itself applies to both Orpheus and the viewer of the film (â€Å"Don’t look at Eurydice†, and â€Å"Don’t look at the apparatus†). In this respect, the message of the Orphic myth is similarly the message of Cocteau, from a cinematic standpoint. Thus, it is the particular circumstances of the cinematic medium that multiply the efficacy of Orpheus. For proof of Cocteau’s intention in creating this meaning, his previous film with actor Jean Marais serves as the best example. Beauty and the Beast (1946) begins with a note to the viewer to remain focused on the â€Å"Once Upon a Time† mentality while watching the movie. This preface is another example of the intentional shift of focus away from the awareness of representation and towards a passive viewing experience. Later in the film, a mirror speaks to the protagonist: â€Å"I am your mirror, Belle.

Compare

English in your country to study English in other country, but in general there are more differences. Both options can be beneficial when you decide study English. In this essay will be discuss all the similarities and differences between learn English in Mexico to learn English in Australia, mention the class structure, teachers and the environment outside class. Paragraph 2: Sub topic 1 – Compare (class Structure') To begin with classes with 15-20 students in a classroom, this can be change all the time is not exactly always but it is the common number of students.Secondly, the teachers teach grammar, speaking, writing, listening and reading. There are exams or tests every week and it is important to pass them. Thirdly, everyone can learn English in a private school or in English courses. You need to take a course to present the TOEFL or EELS. Paragraph 3: Sub topic 1 – Contrast To begin with Mexico, there are only 3 levels of English: basic, intermediate and advance. However, is not to common to teach pronunciation. Studying in your country is cheaper than studying in overseas. The classes during about one or two and half hours.Instead, in Australia are more levels for English, also academic English. You can decide to do a Bachelor or study the University. Although, is more expensive and the classes are full time.. If you study in Mexico, depend the course that you want to take, maybe for 6 months or a couple of weeks. You know that the English School is near your house or you only need to drive. But if you decide to study in Australia you need to stay in that country no less than 4 months and can decide to stay more than 1 year with the possibility to extend more.Paragraph 4: Sub topic 2 – Compare (environment outside class') In Mexico like in Australia moreover, you can meet new people , and a great point is that all those people take the course for learn a new language, English. It is a good way to open more your ideas about learning English because every different person that you meet have different ways or manners and you can learn about all these stuff too. Paragraph 5: Sub topic 2 – Contrast In Mexico, after English classes you still speak your own language (Spanish).As well, you are near you family and friends, with all the things that you know. For example, food, public transport, the City, etc. However can be a slow process for learn English. On the other hand, in Australia you speak English all the time, in school, in the street, in the place that you live. Every time. Although, study English in Mexico has less possibilities to meet people from others parts of the world, it is more common to meet new people from Mexico, but if you decide to learn English in Australia you meet people from over the world.Paragraph 6: Sub topic 3 – Compare (teachers') First in Mexico and in Australia the English teachers speak very well English. They have a certificate or accreditation to confirm that they can teach this language. In lasses there is only one teacher to teach everything. Such as, grammar, speaking, reading, writing, listening, everything. And the same teacher does the tests or exam for the students. There are many kinds of teachers. For example, funny, strict, serious, easy going, difficult, and every teacher has their different way to teach English.Paragraph 7: Sub topic 3 – Contrast On the contrary, in Mexico the teachers are from the same country, they need to learn English before teach to students. Sometimes or in general it is more common to communicate in a formal way or depend the teachers but this happened more hen you study the high school. In Australia whereas, great point is that the teachers are natives they talk naturally English, and a better point is that can be teachers from others apart of the world. For example: England, from America, New Zealand, etc.There are more easy going and it is good for the person who start to learn English because their listen accent, pronunciation, the native language Paragraph 8: Conclusion In conclusion, It is important to mention that everyone to choose study English must to study hard and be concentrating all the time. Nevertheless, there are people homo get quickly English because is easier for others. Study English for first time could be difficult, because it is a new and different language.A good point is that all the people that you can meet have similar purpose and you cannot feel bad for known English or for learn slowly. Additionally, you need to know that Australia is totally opposite from Mexico it is so far. And for a long time you will live far from your country, family and friends, and maybe you can have ‘homesick for a short period or always. But the experience that you can have when you learn English in Australia is en of the biggest goals. For instance, you meet people from over around the world, but sometimes you only meet people to come to study English not native peopl e.For example, you have many new friends from Thailand, Korea, and Brazil but maybe you don't know anybody from Australia. Further to this, study in other country has more extra qualities, for example: you can mention in your resume that you learn English in Australia and has experience in different things. And all this can help you to find a better Job. Study English can open more doors in different ways, whatever you iced if study in Mexico or in Australia, but choose study in Australia can change the way that you see the live in many amazing ways.

Frequency of Presidential Appointees on Federal Judges

The frequency table reveals how many presidential appointees each president made to the Federal Appellate Court bench. This calculated on a per year basis shows that their has been a steady increase, with the exceptions of Ford who showed less and Carter who showed more, in the number of appointees to Federal Appellate Court bench during the last 10 presidencies. Since Federal Court judges are appointed for life terms, under conditions of â€Å"good behavior,† I attribute this increase in the number of Federal Appellate Court judges to larger caseloads with more issues to decide. One of the exceptions noted earlier, Ford, who served only 2 ? years, appointed an average of 4. 8 Appellate Court judges a year. The other exception, Carter who served 4 years and made 56 appointments, had the greatest impact on the Federal Appellate Court system, averaging 14 appointees a year. A Perspective Look at Bush and Clinton's Federal Appellate Court Appointees The data illustrates that Bush's Federal judge appointees were within party lines 91% of the time. In 37 of his awarded Federal judgeships, 34 were Republican, 2 were Democrat, and 1 independent. In contrast, Clinton also stayed within party lines, but at a lesser rate, 85% going to his party, appointing 41 of 48 Federal judgeships to Democrats. The other appointees made by Clinton consisted of 3 Republicans and 4 Independents. It is apparent that presidents appoint Federal Appellate Court judges who conform to their political ideologies. Republican judges, who are chosen because of their Conservative views, tend to hand down decisions that favor government and large businesses. This becomes important in litigation involving labor-management conflicts, environmental issues, and personal injury cases when corporate America is the defendant. Democratic presidents, who also appoint Federal judges in conformity with their political ideology, appoint Democrats. These Democratic Federal Appellate court judges, liberals, are less concerned with the rights of government and corporate America and more concerned with the rights of individuals. This becomes evident in issues involving the First Amendment, rights of individuals in criminal cases, and matters involving discrimination of women and minorities. The statistics show that over the last 10 presidencies, women were appointed to the bench of the Federal Court of Appeals in 39 of the 370 total appointments, or 10% of the time. The appointment of women as Federal Appellate Court judges was never fashionable for either the Republican or Democratic presidents until very liberal Carter, during his term, appointed 11 women to the bench. Although Bush's percentage of women appointed as Federal Appellate Court justices is only 19% of his total, it is much higher than his closest Republican predecessor, Reagan, with a 5% comparison. Clinton's record in regard to female appointees is more balanced, but still skewed. One third of his appointees as Federal Court of Appeals judges in his first 6 years have been a woman. This contrast in difference, Clinton 42% higher than Bush in female appointees, clearly demonstrates their difference in political ideologies. The Democrats with their beliefs in individual rights, reflected in pro-choice decisions, and public policies, such as, protections on the environment by corporations, have attracted many women voters. The Democrats have also been influential in advocating equal rights for women, especially in sexual harassment litigation. The analysis shows that Bush appointed white Federal Appellate Court judges 90% of the time. In Bush's 4 years of office, he appointed 4 judges from a minority, 2 African-American judges, and 2 Hispanic judges, comprising the other 10%. In Clinton's 6 years of office, 23% of his Appellate Court appointments have been from a minority group. He has appointed 5 African-American judges, 5 Hispanic judges, and for the first time an Asian-American judge. Cinton's appointees from a minority group outnumbered Bush's by over 2 to 1. The appointment of Federal Appellate Court judges compared by race in influenced by the beliefs of the political party. Democrats, who traditionally held support from African-Americans and more recently Hispanics, are more favorable toward the ills of the economically depressed, and advocate policies toward equal rights and affirmative action. This being reflected by the percentage of persons of minority being appointed as judges to the Federal Appellate Court by Democrats. The Republican presidents, 5 of the last 10, have appointed 6 persons of minority to the Federal Appellate Court bench. This is 18% in the overall total of 33 minority judges appointed. This demonstrates less concern for minorities and the knowledge of the Republican Party that their support does not come from this sector of the population. In respect to Bush's Federal Appellate Court appointments, religion plays an important part in the decision but less than political ideology, gender, and race. 54% of Bush's appointed judgeships were from the Protestant faith, 24% from the Roman Catholic faith, and 16% from the Jewish faith. The remaining 6% came from those with no religion. Clinton's appointments to Federal Appellate Court judgeships show nearly equal distributions between the Protestant and Roman Catholic faiths with 35% and 33% respectively. The Jewish faith under Clinton received 19% of the appointments and those of Unitarian faith and of no religion received 13%. The percentages are consistent with the knowledge that the United States is a mostly Protestant nation. Republicans, over the last 10 presidencies have by an overwhelming majority, awarded Federal Appellate Court appointments to Protestants. The Democrats, over the same span, have shown more diversity in their appointments. This is in line with the liberal views of the Democrats concerning equal rights and discrimination policy. Overall Patterns of Presidential Appointees to the Federal Appellate Court Bench The statistics revealed by this data indicate that Republican Presidential Appellate Court appointees are predominately white, male, and Protestant. Just during the last 2 Republican presidencies, Reagan and Bush, have the Republicans become a little more diverse in their appointments of Federal Appellate Court judges. The appointments during the Republican terms of Reagan and Bush consisted of ultra-conservatives who were well accustomed to politics and most likely millionaires. The Democratic presidents, likely more liberals in their beliefs, demonstrated this in their appointments to the Federal Appellate Court judgeships. Although the Democratic presidents appointed primarily Democrats, the data shows an increase in the appointments of women, minorities, and other religious faiths; demonstrating diversity and capturing support from these groups. Changes in Federal Appellate Court Appointments over the last 50 years The last 50 years, in respect to Federal Appellate Court judicial appointments, saw Republicans and Democrats appoint members from their own party. The Democrats, starting with Truman, began appointing minorities to Federal Appellate Court judgeships. It was not until the 60's when civil rights and discrimination became issues that Democratic presidents became diverse in their appointments and starting including women and minorities. The Democratic presidents have included religions other than Protestant in their appointments at a higher rate than the Republicans. During this 50-year period, the Republican presidents have not traditionally appointed women or minorities to the Federal Appellate Court. Not until the 80's, under Reagan, did a Republican president appoint members to the Appellate Court that included women and minorities. The majority of the appointees under Reagan and Bush remained to be white males. The appointments by Republican presidents from religions other than Protestant remained low in comparison to their Democratic counterparts.

Abortion- both views essays

Abortion- both views essays Thou shalt not kill. This is one of the Ten Commandments. And is also something religious people live by. Killing is morally wrong. A babys heart is developing at two weeks and Many scientists now agree that human life starts at conception (Common 2). This proves that the fetus is murdered during the procedure of abortion. Many religions denounced the practice of abortion because it is morally wrong. A fetus is only half of its mother and half of its father, but is also a full being on its own. Science has made it possible for a fetus to live without its mother early during the second trimester (abortioninfonet 1) The bible has many versus about the mother and the infant in her womb. Can a woman forget her infant, or be without tenderness for the child in her womb? Yea, they may forget, yet will not forget thee (Isaiah 49:15). Women who have abortions sometimes second-guess their actions. The child they killed was a part of them they will never get back. One religion says all is taken care of, God is totally forgiving and will always forgive you of anything if you simply believe there is a God (qtd in priests for life 1). Having an abortion breaks no law. Following the laws of the land is important to religious people. Some scientists say life begins at conception, but when the Roe v Wade case was ruled, Justice Harry Blackmun wrote: We need not resolve the difficult of when life begins. When those trained in the disciplines of medicine, philosophy, and theology are unable to arrive at any consensus, the judiciary, at this point in the development of mans knowledge is not at the position to speculate(qtd in members 3). The idea of life as a fetus and when it begins is only opinion. Freedom of choice is a part of the Constitution. Women should have the freedom to choose what they ...

How to Use Delphi to Build a Custom Windows Explorer

How to Use Delphi to Build a Custom Windows Explorer Windows Explorer is what you use in the Windows operating system to browse for files and folders. You can create a similar structure with Delphi so that the same content is populated within your programs user interface. Common dialog boxes are used in Delphi to open and save a file in an application. If you want to use customized file managers and directory browsing dialogs, you have to deal with file system Delphi components. The Win 3.1 VCL palette group includes several components that allow you to build your own custom File Open or File Save dialog box: TFileListBox, TDirectoryListBox, TDriveComboBox, and TFilterComboBox. Navigating Files The file system components allow us to select a drive, see the hierarchical directory structure of a disk, and see the names of the files in a given directory. All of the file system components are designed to work together. For example, your code checks what the user has done to, say, a DriveComboBox and then passes this information on to a DirectoryListBox. The changes in DirectoryListBox are then passed to a FileListBox in which the user can select the file(s) needed. Designing the Dialog Form Start a new Delphi application and select the Win 3.1 tab of the Component palette. Then do the following: Place one TFileListBox, TDirectoryListBox, TDriveComboBox, and TFilterComboBox component on a form, keeping all of their default namesAdd one TEdit (named FileNameEdit) and one TLabel (call it DirLabel).Include a few labels with captions, like File Name, Directory, List Files of Type, and Drives. To show the currently selected path as a string in a DirLabel components caption, assign the Labels name to the DirectoryListBoxs DirLabel property. If you want to display the selected filename in an EditBox (FileNameEdit), you have to assign the Edit objects Name (FileNameEdit) to the FileListBoxs FileEdit property. More Lines of Code When you have all the file system components on the form, you just have to set the DirectoryListBox.Drive property and the FileListBox.Directory property in order for the components to communicate and show what the user wants to see. For example, when the user selects a new drive, Delphi activates the DriveComboBox OnChange event handler. Make it look like this:   procedure TForm1.DriveComboBox1Change(Sender: TObject) ;beginDirectoryListBox1.Drive : DriveComboBox1.Drive;end; This code changes the display in the DirectoryListBox by activating its OnChange event Handler:   procedure TForm1.DirectoryListBox1Change(Sender: TObject) ;beginFileListBox1.Directory : DirectoryListBox1.Directory;end; In order to see what file the user has selected, you need to use the OnDblClick event of the FileListBox:   procedure TForm1.FileListBox1DblClick(Sender: TObject) ;beginShowmessage(Selected: FileListBox1.FileName) ;end; Remember that the Windows convention is to have a double-click choose the file, not a single click. This is important when you work with a FileListBox because using an arrow key to move through a FileListBox would call any OnClick handler that you have written. Filtering the Display Use a FilterComboBox to control the type of files that are displayed in a FileListBox. After setting the FilterComboBoxs FileList property to the name of a FileListBox, set the Filter property to the file types that you want to display. Heres a sample filter:   FilterComboBox1.Filter : All files (*.*)|*.* | Project files (*.dpr)|*.dpr | Pascal units (*.pas)|*.pas; Hints and Tips Setting the DirectoryListBox.Drive property and the FileListBox.Directory property (in the previously written OnChange event handlers) at runtime  can be also be done at design time. You can accomplish this kind of connection at design time by setting the following properties (from the Object Inspector): DriveComboBox1.DirList : DirectoryListBox1DirectoryListBox1.FileList : FileListBox1 Users can select multiple files in a FileListBox if its MultiSelect property is True. The following code shows how to create a list of multiple selections in a FileListBox and show it in a SimpleListBox (some ordinary ListBox control).   var k: integer;...with FileListBox1 doif SelCount 0 thenfor k:0 to Items.Count-1 doif Selected[k] thenSimpleListBox.Items.Add(Items[k]) ; To display full path names that are not shortened with an ellipsis, do not assign a Label object name to the DirLabel property of a DirectoryListBox. Instead, insert a Label into a form and set its caption property in the DirectoryListBoxs OnChange event to the DirectoryListBox.Directory property.

Raising Low HDL Essay Example | Topics and Well Written Essays - 1250 words

Raising Low HDL - Essay Example The pathological picture in an atherosclerotic lesion suggests accumulation of LDL and its oxidation in the vascular subendothelial space, where monocytes from the circulation enter to initiate an inflammatory reaction that would lead eventually to atheroma formation. Research has also demonstrated that monocyte entry occurs at the sites of LDL peroxidation, suggesting that oxidation is the cause of monocytes entry. Research has also shown that HDL apoA-I and apoA-I mimetic peptides have been shown to prevent LDL oxidation. Moreover, HDL apoA-I and apoA-I mimetic peptides have been shown to decrease atherosclerotic lesions and improve vascular reactivity in humans. Regarding its mechanism of action in producing beneficial effects against atherogenesis, studies have suggested that HDL enhances the reverse cholesterol transport. Over the top of it, apoA-I is also capable of scavenging the seeding molecules from LDL, thus preventing the LDL-derived phospholipid oxidation and the inflamm atory response out of the byproducts. Thus, clinical managements directed towards improving the HDL cholesterols in the body could result in a therapeutic option of prophylactic potential in persons who are prone to atherosclerosis due to lifestyle reasons of high cholesterol and high triglycerides (Navab, M et al., 2004). Consequently, there are many therapeutic options available to enhance the HDL in human beings, and they are Fibrates, Niacin, and recently Fish oils containing omega-3 fatty acids. All of them are recommended; however, given the volume of evidence, it is very difficult to create a guideline for the patients. This work intends to critically review contemporary literature to compare the findings so a single agent can be chosen based on evidence in order to raise the HDL levels in blood. Fibrates: While statins are regarded as therapeutic cornerstones in dyslipidemia, they are ineffective because they have proven efficacy in reducing the plasma levels of LDL-C. However, they are incompetent is reducing the elevated concentrations of triglyceride rich lipoproteins, VLDL and VLDL remnants, and they have minimal actions in increasing the low levels of HDL-C that are protective. Fibrates have been observed to "reduce plasma levels of triglycerides by 30-50% and typically increase levels of HDL-C by 5-15%, depending on lipid phenotype and baseline concentration. Fibrates may also reduce LDL-C potentially by up to 15-20% although the effect is variable, depending on the underlying lipid abnormality and baseline lipid phenotype "(Chapman, MJ., 2006). This indicates individuals treated with Fibrates, levels of LDL would decrease when their plasma concentrations are elevated and HDL-C levels will increase when baseline plasma concentrations are low. Moreover, it efficiently r educes apoIII-C containing lipid particles which are acknowledged to be markers of increased risks for atherogenesis. The increased HDL levels following Fibrates are generally reflected by increased plasma levels of apoA-I and apoA-II. The Fibrates act via activation of a nuclear transcription factor PPAR in vascular tissues that actively metabolize lipids. This can be used for both primary prevention and secondary prevention of atherosclerotic cardiovascular disease with demonstrably significant decrease in the rates of