Biblical Creationism versus Scientific Origin Essay -- Science Religio

Commonly, religious discussion turns to the subject of origins. There are two reasons for this: firstly, there are those with a literal or semi-literal interpretation of the Bible (or other relevant holy book) who remain convinced that the world was created in the recent past looking more or less as it does today. Obviously, this issue must be resolved before the existence or nature of the deity can even begin to be discussed! Secondly, even those with the more common, nonliteral interpretation of the creation story often use arguments that aren't valid to insist on direct interference by a deity at one or more points in the past. And while thanks to its flexibility this "tinkering" God theory cannot be ruled out to the same degree as literal interpretation story potentially can, its proponents should still be aware that there's little justification from the evidence for it, and that the majority of the story of our origins can now be explained in a secular manner. The basic idea: scientific knowledge, as we know it, is not incompatible with a creator. But it most certainly does not require one. I think it would be prudent to define a few terms first. Evolution: The change in life over long time scales by descent with modification through natural selection, except when used in astronomical context (where it refers to slow changes in stars and galaxies.) Creationism: Specifically, I use this to mean Christian young-earth creationism; the belief that Earth was created in 6 literal days as written in Genesis 1. Taxon: a division of life: kingdom, phylum, class, species, etc, or an example of such a division (Animals, Chordates, Mammals, Humans, etc) Geological Epochs: Precambrian (4500-545 Mya): Primordial epoch; from th... ...by not giving it an opportunity to form crystals. Once an opportunity occurs, the water will almost instantly transform into ice, perhaps shattering the container it is contained within as it expands. Something like this happens, but at the quantum level, rather than the chemical bond level: in this case, the so-called strong nuclear force separates from the electromagnetic and weak nuclear forces (all three had formerly been the same entity), causing space to exert a fantastically powerful repulsive force that inflates the universe by a factor of about 10^20 in about 10^-32 seconds. This force then dies off, leaving the universe to expand at a roughly constant rate through the present day. That's the outline of the theory, and it agrees very well with the observations above. You're free to form your own philosophical interpretation of the origin of the universe.

Amy Lowell by Marcia Dinneen Essay

Amy Lowell’s Life and Career Marcia B. Dinneen (http://www. english. illinois. edu/maps/poets/g_l/amylowell/life. htm) Amy Lowell was born in Brookline, Massachusetts, the daughter of Augustus Lowell and Katherine Bigelow Lawrence. Both sides of the family were New England aristocrats, wealthy and prominent members of society. Augustus Lowell was a businessman, civic leader, and horticulturalist, Katherine Lowell an accomplished musician and linguist. Although considered as â€Å"almost disreputable,† poets were part of the Lowell family, including James Russell Lowell, a first cousin, and later Robert Lowell. As the daughter of a wealthy family, Lowell was first educated at the family home, â€Å"Sevenels† (named by her father as a reference to the seven Lowells living there), by an English governess who left her with a lifelong inability to spell. Her first poem, â€Å"Chacago,† written at age nine, is testament to this problem. In the fall of 1883 Lowell began attending a series of private schools in Brookline and Boston. At school she was â€Å"the terror of the faculty† (Gould, p. 32). Even at Mrs.  Cabot’s school, founded by a Lowell cousin to educate her own children and the children of friends and relations, Lowell was â€Å"totally indifferent to classroom decorum. Noisy, opinionated, and spoiled, she terrorized the other students and spoke back to her teachers† (Heymann, p. 164). During school vacations Lowell traveled with her family. She went to Europe and to New Mexico and California. On the latter trip she kept a travel journal. Lowell enjoyed writing, and two stories she wrote during this time were printed in Dream Drops; or, Stories from Fairyland (1887), by a â€Å"Dreamer. The volume was published privately by her mother, who also contributed material, and the proceeds were donated to the Perkins Institute for the Blind. Lowell’s schooling included the usual classes in English, history, French, literature, and a little Italian. As Lowell later noted, â€Å"My family did not consider that it was necessary for girls to learn either Greek or Latin† (Damon, p. 87). She would also describe her formal education as not amounting to â€Å"a hill of beans† (Benvenuto, p. 6). School ended in 1891, and Lowell made her debut. Described as the â€Å"most popular debutante of the season,† she went to sixty dinners given in her honor. Her popularity was attributed to her skills in dancing and in the art of conversation, but her debut did not produce the expected marriage proposal. Although Lowell had finished formal schooling, she continued to educate herself. Unfortunately, higher education was not an option for Lowell women. She put herself through a â€Å"rigorous† reading program, using her father’s 7,000-volume library and the resources of the Boston Athenaeum (her great-grandfather was one of the founders). Later Lowell would successfully speak out against the proposed relocation of the Athenaeum; this would also become the subject of a poem. Lowell’s love of books themselves began with her first â€Å"Rollo† book, Rollo Learning to Read, which her mother gave her when she was six. This gift marked the beginning of an enthusiasm for book collecting that would last throughout her life. In 1891 she made her first major purchase of a set of the complete works of Sir Walter Scott with money she had received as a Christmas gift. It was, however, her collection of Keatsiana, including a rare first edition of Lamia inscribed to F. B. from J. K. (Fanny Brawne from John Keats), that put her in the forefront of international book collectors. Following her debut, Lowell led the life of a prominent socialite, visiting, going to parties and the theater, and traveling. Her mother, who had been an invalid for years, died in 1895. A disappointment in love prompted a winter trip to Egypt in 1897-1898. Lowell had accepted the proposal of a Bostonian whom she loved, but before the engagement was formally announced he â€Å"became entangled elsewhere† (Damon, p. 120). â€Å"The family could do nothing to protect her except guard tenaciously the name of the errant suitor† (Gould, p. 65). The trip was also for â€Å"health† reasons. Doctors felt Lowell’s obesity could be cured by the Egyptian heat and a diet of nothing but tomatoes and asparagus. The regimen almost killed her and resulted in a â€Å"prolonged nervous collapse. † In 1900 Lowell’s father died, and she bought Sevenels. She also bought a summer home in Dublin, New Hampshire, that she named â€Å"Broomley Lacey. † The area was home to the MacDowell Artists’ Colony as well as to other notable painters and sculptors. In Brookline Lowell assumed her father’s civic responsibilities. Early in 1902 she spoke against the reappointment of the elderly superintendent of the Brookline public school system. She was the â€Å"first woman in the Lowell family to make a speech in public† (Gould, p. 77). Initially booed, Lowell continued to speak with her usual forthrightness and, at the end, won applause as well as her point. Lowell became a member of the executive committee of the Brookline Education Society and chair of its Library Board. In October 1902 Lowell became a poet. Her interest in verse had been growing beyond her childhood enthusiasm, fueled by her reading Leigh Hunt’s Imagination and Fancy; or, Selections from the English Poets,which she had found â€Å"near the ceiling† in her father’s library. The volume was a revelation to her, opening a â€Å"door that might otherwise have remained shut,† Lowell remarked (Gould, p. 51). She had become enamored of poetry and the poets Hunt discussed, particularly Keats. After she saw Eleanora Duse perform one October night she wrote her first adult poem, â€Å"Eleanora Duse. † Although some critics say that she was being too hard on herself, Lowell described the 71-line poem as having â€Å"every cliche and every technical error which a poem can have. † Yet she also said, â€Å"It loosed a bolt in my brain and I found out where my true function lay† (Damon, p. 148). At age twenty-eight she had discovered her calling: to be a poet. In 1910 four of Lowell’s sonnets were accepted for publication by the Atlantic Monthly. â€Å"A Fixed Idea,† published first, appeared in August of that year. By 1912 she had published her first book of poetry, A Dome of Many-Colored Glass; the title came from Percy Bysshe Shelley’s Adonais, his elegy for Keats. It was not well received by either the public or the critics. Louis Untermeyer wrote that the book â€Å"to be brief, in spite of its lifeless classicism, can never rouse one’s anger. But, to be briefer still, it cannot rouse one at all† (Damon, p. 92). Yet 1912 was also the year that Lowell met actress Ada Dwyer Russell. The friendship between the two women has been described as platonic by some, as lesbian by others; it was, in fact, a â€Å"Boston marriage. â€Å" They lived together and were committed to each other until Lowell’s death. Russell was Lowell’s companion, providing love and emotional support, as well as the practical skill of organizing Lowell’s busy life. Biographer Richard Benvenuto observed that Lowell’s â€Å"great creative output between 1914 and 1925 would not have been possible without her friend’s steadying, supporting presence† (p. 0). The following year Lowell discovered some poems in Poetry by Hilda Doolittle, signed â€Å"H. D. Imagiste. † Lowell felt an identification with the style of H. D. ‘s poetry and determined to discover more about it. Armed with a letter of introduction from Poetry editor Harriet Monroe, Lowell traveled to London to meet Ezra Pound, head of the imagist movement. In London Lowell not only learned about imagism and free verse from Pound, but she also met many poets, several of whom became lifelong friends. Over the years Lowell would develop many literary friendships that resulted in an enormous volume of literary correspondence, requiring Lowell to employ two full-time secretaries. Lowell not only supported and encouraged other poets with her writing, such as her favorable review of Robert Frost’s North of Boston in the New Republic (20 Feb. 1915), but also with money and gifts. Lowell’s poems began to appear in increasing numbers in journals, and she was becoming a prolific writer of essays and reviews. Pound had requested the inclusion of her poem â€Å"In a Garden† in his anthology Des Imagistes(1914). Later Lowell and Pound would have a falling out over the direction of the imagist movement, and Pound would call the movement, as adapted by Lowell, â€Å"Amygism. † Lowell became the spokesperson of imagism, leading the fight for the â€Å"renewal of poetry in her homeland† (Francis, p. 510), and her efforts were tireless. She traveled throughout the country, â€Å"selling† the new poetry. Her own volume Sword Blades and Poppy Seed (1914), written in free verse and polyphonic prose, a Lowell invention, â€Å"brought her an instantaneous phenomenal rise to fame† (Gould, p. 139). Lowell’s first book of criticism, Six French Poets (1915), based on a series of her lectures, was also well received. Lowell was publishing a book a year, alternating between volumes of short verse and longer poems. Men, Women and Ghosts (1916) was highly regarded and contained â€Å"Patterns† one of her most famous poems. In it an eighteenth-century woman, walking in her garden, contemplates a future that has suddenly become empty because of the loss of her fiance in battle; she mourns the fact that the â€Å"Patterns† of her role required her to remain chaste before marriage. The next year she published another critical volume, Tendencies in Modern American Poetry, which included essays on six contemporary poets: Edwin Arlington Robinson, Robert Frost, Edgar Lee Masters, Carl Sandburg, H. D. , and John Gould Fletcher. Lowell also published anthologies of imagist poets in 1915, 1916, and 1917. Her next volume of poetry, Can Grande’s Castle (1918), included four long poems; the title was taken from the name of the refuge where Dante, the Florentine exile, wrote portions of his Divine Comedy. Inspired by her lifelong interest in the Orient, Pictures of a Floating World (1919) is a translation of the Japanese word ukiyo-e, a term commonly associated with a form of eighteenth-century Japanese painting. It includes 174 short, free verse lyrics, considered by some as â€Å"overtly erotic. † For example, â€Å"A Decade† and â€Å"The Weathercock Points South† are described as a celebration of lesbian devotion. Legends (1921) contains eleven longer poems, and Fir-Flower Tablets (1921) is a collection of poems based on translations of ancient Chinese verse. Since Lowell did not read Chinese, she was dependent on English translations by Florence Wheelock Ayscough, which Lowell then turned back into poetry. A Critical Fable (1922) is a long, humorous poem, evaluating the state of contemporary poetry. Originally published anonymously, the poem pokes fun at fellow poets and at Lowell herself in lines of rhymed couplets. The poem was modeled on James Russell Lowell’s A Fable for Critics (1848). Her last publication was the momentous biography , John Keats (1925). In 1921 Lowell had given an address at Yale honoring Keats on the one-hundredth anniversary of his birth. The lecture stimulated her to write the book, which minutely examines Keats’s life and corrects some long-standing misconceptions about him. Lowell was also the first biographer to see Fanny Brawne in a favorable light. The book was well received in the United States but not in Britain, where she was accused of writing â€Å"a psychological thriller† rather than a literary biography. Lowell was angry and heartbroken but in typical fashion determined to confront the critics on their own turf.

The Prevalence of Type 2 Diabetes among African-American...

To the Editor Type 2 Diabetes prevalence among African-American women It has been an established fact that of all the minority groups, the African-Americans have or are predisposed to the most health risks. They are unfortunately combated by more disabilities, diseases and the phenomenon of early death than the other minority groups. This fact is exacerbated by the sheer lack of health care or the obtaining of the health care required later than is appropriate. This indicates that some health problems that could be handled if discovered in good time will go unnoticed at their initial stages only to be noticed at an advanced stage that suppressing it may be virtually impossible or a daunting task. One of the most notorious of these health conditions is type 2 Diabetes. This is one of the biggest health challenges that the African-American women face as it is statistically proven that among 55 years of age African-American women one in every four suffer from diabetes as indicated by Womenshealth.gov (2010). This is the gap that is susceptible to the most serious ramifications of diabetes which are amputation of limbs and kidney failure. It is an open fact that these humanity demeaning health conditions are abetted by the poverty levels, lack of trust in medical systems, difficulty in accessing medical care, cultural differences as well as insufficiency of knowledge on the significance of regular screening. However, the African-American women can still takeShow MoreRelatedType Ii Diabetes Mellitus Among African Americans Essay782 Words   |  4 PagesType II Diabetes Mellitus among African Americans Type II Diabetes Mellitus is an adult-onset diabetes that affects 90% of the diabetes patients. It is when the body does not recognize the insulin being produced by the pancreas, or not enough is produced. Insulin is a hormone that causes different cells to take up glucose for energy. Resistance to insulin causes the build up of glucose in the blood, which causes improper functions of cells and blood circulation, damage to nerves and bloodRead MoreA Research on Obesity and Diabetes Plaguing African-American Women656 Words   |  3 Pagesï » ¿LITERATURE SEARCH 0 Literature search: Research on African-American women, obesity and diabetes Setse, R., Grogan, R., Cooper, L., Strobino, D., Powe, N., Nicholson, W. (2008). Weight loss programs for urban-based, postpartum African-American women: perceived barriers and preferred components. Maternal Child Health Journal, 12(1), 119-127. Abstract (from CINHAL) There are currently 1.85 million reproductive-aged women in the United States with diabetes or glucose intolerance. While it is known thatRead MoreDiabetes : A Major Health Problem1708 Words   |  7 PagesIntroduction Diabetes is a major health problem in America and has been steadily increasing in prevalence (Fowler, 2010). Diabetes is currently the seventh leading cause of death in the United States with the burden of disease much higher for racial and ethnic minorities than whites. As of 2014, approximately 29.1 million Americans—9.3 percent of the total population—have been diagnosed with diabetes, with that number increasing rapidly (CDC, 2014). Diabetes is the leading cause of blindness, end-stageRead MoreDiabetes : A Major Health Problem1296 Words   |  6 PagesDiabetes is a major health problem in America and has been steadily increasing in prevalence (Fowler, 2010). Diabetes is currently the seventh leading cause of death in the United States with the burden of disease much higher for racial and ethnic minorities than whites. As of 2014, approximately 29.1 million Americans—9.3 percent of the total population—have been diagnosed with diabetes, with that numbe r increasing rapidly (CDC, 2014). Diabetes is the leading cause of blindness, end-stage kidneyRead MoreDiabetes : A Group Of Metabolic Diseases896 Words   |  4 PagesDiabetes is describes as a group of metabolic diseases in which a person has high blood glucose (blood sugar), either because insulin production is inadequate, or because the body s cells do not respond properly to insulin, or both. Patients with high blood glucose level will typically experience polyuria (frequent urination), they will become increasingly thirsty (polydipsia) and hungry (polyphagia). More than 25% of the U.S. population aged65 years has diabetes mellitus. Although the burden ofRead MoreDiseases More Present in African American Populations837 Words   |  4 Pages If diabetes is not diagnosed at an early stage, individuals will not notice the presence of the symptoms until they experience trouble with their heart, brain, kidney, and etc. Therefore, it is always best to speak to a health care provid er or ones doctor regarding hypertension. In 2009, Americans visited their health care providers more than 55 million times to treat their high blood pressure. (Roger, Lloyd-Jones, 2012). One can also prevent the risk of hypertension by exercising regular, maintainingRead MoreWhat is Epidemiology?1686 Words   |  7 Pagesas to overcome with fear . The first step in any medical situation regarding a person’s health is to make sure that you talked among the professionals in the health community. This will be the bests way to help the cycle amongs others, that will further prevent other diseases from occurring. Using epidemiology and the epidemiology triangle diabetes in African Americans will be observed. This health concern in many communities in the United States that can be prevented and helped, but informationRead MoreEssay about The Rise Children with Diabetes in the United States641 Words   |  3 Pagesin many other countries around the world more children are being diagnosed with type 2 diabetes. In the past, children who were diagnosed with diabetes were diagnosed with type 1. Type 1 diabetes affects many children in which they are unable to produce insulin. However, as times have changed children are now being diagnosed with type 2 diabetes which is a chronic illness that usually affects adults. Type 2 diabetes develops when the person is not able to produce enough insulin, and if insulin isRead MoreMinority Health Disparities : Type II Diabetes1742 Words   |  7 Pages Minority Health Disparities: Type II Diabetes in African Americans Shelby Peterson HLTH 236 – 501 Jeff Guidry Texas AM University April 14, 2015 Executive Summary Type II Diabetes in African Americans is a major health disparity that is growing every day and needs to be understood more. According to the American Diabetes Association, African Americans are 1.7 times more likely to have diabetes than non-Hispanic whites (American Diabetes Association). Why is that? Scientist have been extensivelyRead MoreFood Guide Pyramid And Mypyramid898 Words   |  4 Pagescue to prompt consumers to think about their food choices across food groups and to build a healthy plate at meal times† (Levine et al., 2012). MyPlate like its predecessors, the Food Guide Pyramid and MyPyramid follow the Dietary Guidelines for Americans (DGA), which includes communication tools and materials to assist with choosing healthy food options. In addition, the MyPlate Web site encompasses â€Å"the SuperTracker tool to personalize food plans, consumer educational materials and e-tools, social

HMS Nelson in World War II

HMS Nelson (pennant number 28) was a Nelson-class battleship that entered service with the Royal Navy in 1927. One of two ships of its class, Nelsons design was a result of the limitations imposed by the Washington Naval Treaty. This resulted in the entirety of its main armament of 16-inch guns mounted forward of the battleships superstructure. During World War II, Nelson saw extensive service in the Atlantic and Mediterranean as well as aided in supporting troops ashore after D-Day. The battleships final wartime service occurred in the Indian Ocean where it aided the Allied advance across Southeast Asia. Origins HMS Nelson  can trace its origins to the days after World War I. Following the conflict  the Royal Navy began designing its future classes of warships with the lessons learned during the war in mind. Having taken losses among its battlecruiser forces at  Jutland, efforts were made to emphasize firepower and improved armor over speed. Pushing forward, planners created the new G3 battlecruiser design which would mount 16 guns and have top speed of 32 knots. These would be joined by the N3 battleships carrying 18 guns and capable of 23 knots. Both designs were intended to compete with warships being planned by the United States and Japan. With the specter of a new naval arms race looming, leaders gathered in late 1921 and produced the  Washington Naval Treaty. The worlds first modern disarmament agreement, the treaty limited fleet size by establishing a tonnage ratio between Great Britain, the United States, Japan, France, and Italy. Additionally, it restricted future battleships to 35,000 tons and 16 guns. Given the need to defend a far flung empire, the Royal Navy successfully negotiated the tonnage limit to exclude weight from fuel and boiler feed water. Despite this, the four planned G3 battlecruisers and four N3 battleships still exceeded the treaty limitations and the the designs were cancelled. A similar fate befell the U.S. Navys  Lexington-class battlecruisers and  South Dakota-class battleships. Design In an effort to create a new battleship that met the required criteria, British planners settled on a radical design which placed all of the ships main guns forward of the superstructure. Mounting three triple turrets, the new design saw A and X turrets mounted on the main deck, while B turret was in a raised (superfiring) position between them. This approach aided in reducing displacement as it limited the area of the ship requiring heavy armor. While a novel approach, A and B turrets often caused damage to equipment on the weather deck when firing forward and X turret routinely shattered the windows on the bridge when firing too far abaft. HMS Nelson in the years before World War II. Public Domain Drawing from the G3 design, the new types secondary guns were clustered aft. Unlike every British battleship since HMS Dreadnought (1906), the new class did not possess four propellers and instead employed only two. These were powered by eight Yarrow boilers generating around 45,000 shaft horsepower. The use of two propellers and a smaller power plant was done in an effort to save weight. As a result, there were worries that the new class would sacrifice speed. To compensate, the Admiralty utilized an extremely hydrodynamically efficient hull form to maximize the vessels speed.  In a further attempt to reduce displacement, an all or nothing approach to armor was used with areas either being heavily protected or not protected at all.  This method had been utilized earlier on the five classes that comprised the US Navys Standard-type battleships (Nevada-,  Pennsylvania-,  New Mexico-,  Tennessee-, and Colorado-classes). Those protected sections of the ship utilized an internal, inclined armor belt to increase the relative width of the belt to a striking projectile. Mounted aft, the ships tall superstructure was triangular in plan and largely built of lightweight materials. Construction and Early Career The lead ship of this new class, HMS Nelson, was laid down at Armstrong-Whitworth in Newcastle on December 28, 1922. Named for the hero of Trafalgar, Vice Admiral Lord Horatio Nelson, the ship was launched September 3, 1925. The ship was completed over the next two years and joined the fleet on August 15, 1927. It was joined by its sister ship, HMS Rodney in November. Made flagship of the Home Fleet, Nelson largely served in British waters. In 1931, the ships crew took part in the Invergordon Mutiny. The following year saw Nelsons anti-aircraft armament upgraded. In January 1934, the ship struck Hamiltons Reef, outside Portsmouth while en route to maneuvers in the West Indies. As the 1930s passed, Nelson was further modified as its fire control systems were improved, additional armor installed, and more anti-aircraft guns mounted aboard. HMS Nelson (28) Overview:Nation: Great BritainType: BattleshipShipyard: Armstrong-Whitworth, NewcastleLaid Down: December 28, 1922Launched: September 3, 1925Commissioned: August 15, 1927Fate: Scrapped, March 1949Specifications:Displacement: 34,490 tonsLength: 710 ft.Beam: 106 ft.Draft: 33 ft.Speed: 23.5 knotsComplement: 1,361 menArmament:Guns (1945)9 Ãâ€" BL 16-in. Mk I guns (3 Ãâ€" 3)12 Ãâ€" BL 6 in. Mk XXII guns (6 Ãâ€" 2)6 Ãâ€" QF 4.7 in. anti-aircraft guns (6 Ãâ€" 1)48 Ãâ€" QF 2-pdr AA (6 octuple mounts)16 Ãâ€" 40 mm anti-aircraft guns (4 Ãâ€" 4)61 Ãâ€" 20 mm anti-aircraft guns World War II Arrives When World War II began in September 1939, Nelson was at Scapa Flow with the Home Fleet. Later that month, Nelson was attacked by German bombers while escorting the damaged submarine HMS Spearfish back to port. The following month, Nelson and Rodney put to sea to intercept the German battlecruiser Gneisenau but were unsuccessful. Following the loss of HMS Royal Oak to a German U-boat at Scapa Flow, both Nelson-class battleships were re-based to Loch Ewe in Scotland. On December 4, while entering Loch Ewe, Nelson struck a magnetic mine that had been laid by U-31. Causing extensive damage and flooding, the explosion forced the ship to be taken to the yard for repairs. Nelson was not available for service until August 1940. While in the yard, Nelson received several upgrades including the addition of a Type 284 radar. After supporting Operation Claymore in Norway on March 2, 1941, the ship began protecting convoys during the Battle of the Atlantic. In June, Nelson was assigned to Force H and began operating from Gibraltar. Serving in the Mediterranean, it aided in protecting Allied convoys. On September 27, 1941, Nelson was hit by an Italian torpedo during an air attack forcing it to return to Britain for repairs. Completed in May 1942, it rejoined Force H as flagship three months later. In this role it supported efforts to resupply Malta. Amphibious Support As American forces began to gather in the region, Nelson provided support for the Operation Torch landings in November 1942. Remaining in the Mediterranean as part of Force H, it aided in blocking supplies from reaching Axis troops in North Africa. With the successful conclusion of fighting in Tunisia, Nelson joined other Allied naval vessels in aiding the invasion of Sicily in July 1943. This was followed by providing naval gunfire support for the Allied landings at Salerno, Italy in early September. HMS Nelson at Mers-el-Kebir during Operation Torch, 1942. Public Domain On September 28, General Dwight D. Eisenhower met with Italian Field Marshal Pietro Badoglio aboard Nelson while the ship was anchored at Malta. During this time, the leaders signed a detailed version of Italys armistice with the Allies. With the end of major naval operations in the Mediterranean, Nelson received orders to return home for an overhaul. This saw a further enhancement of its anti-aircraft defenses. Rejoining the fleet, Nelson was initially held in reserve during the D-Day landings. Ordered forward, it arrived off Gold Beach on June 11, 1944, and began providing naval gunfire support to British troops ashore. Remaining on station for a week, Nelson fired around 1,000 16 shells at German targets. Departing for Portsmouth on June 18, the battleship detonated two mines while en route. While one exploded approximately fifty yards to starboard, the other detonated beneath the forward hull causing considerable damage. Though the forward part of the ship experienced flooding, Nelson was able to limp into port. Final Service After assessing the damage, the Royal Navy elected to send Nelson to the Philadelphia Naval Yard for repairs. Joining westbound convoy UC 27 on June 23, it arrived in the Delaware Bay on July 4. Entering dry dock, work began to repair the damage caused by the mines. While there, the Royal Navy determined that Nelsons next assignment would be to the Indian Ocean. As a result, an extensive refit was conducted which saw the ventilation system improved, new radar systems installed, and additional anti-aircraft guns mounted. Leaving Philadelphia in January 1945, Nelson returned to Britain in preparation for deployment to the Far East. HMS Nelson (left) with HMS Rodney, undated. Public Domain Joining the British Eastern Fleet at Trincomalee, Ceylon, Nelson became the flagship of Vice Admiral W.T.C. Walkers Force 63. Over the next three months, the battleship operated off the Malayan Peninsula. During this time, Force 63 conducted air attacks and shore bombardments against Japanese positions in the region. With the Japanese surrender, Nelson sailed for George Town, Penang (Malaysia). Arriving, Rear Admiral Uozomi came aboard to surrender his forces. Moving south, Nelson entered Singapore Harbor on September 10 becoming the first British battleship to arrive there since the islands fall in 1942. Returning to Britain in November, Nelson served as flagship of the Home Fleet until being moved into a training role the following July. Placed in reserve status in September 1947, the battleship later served as a bombing target in the Firth of Forth. In March 1948, Nelson was sold for scrapping. Arriving at Inverkeithing the following year, the scrapping process began

The Assessment Data Of The Miles College Self Study

1.1.a What did the evidence reveal about the unit continuing to meet this standard? The assessment data included in the Miles College self-study states that candidates preparing to work in schools, know and demonstrate content knowledge, pedagogical skills and professional dispositions needed to be facilitators of learning for all students in P-12 schools (IR, p. 3). . The Professional Education Unit at Miles College prepares candidates, at the initial level, in ten Alabama State Department of Education approved program of study areas. The unit programs of study are: Biology Education, Chemistry/Chemistry Education, Early Childhood Education, Elementary Education, English Language Arts Education, General Science Education, History/Social Science Education, Mathematics/Mathematics Education, Music/Music Education (Choral), and Music/Music Education (Instrumental). Nine of the ten programs of studies that are approved as Class B programs by the Alabama State Board of Education through May 31, 2017 (Exhibits 1.3.a.1, 2.3.b.1a-c, 5.3.e.9, and 6.3.a.3). There was no documentation provided to verify the current approval status of the Music/Music Education (Choral) program LOOK ON AIMS. All ten programs matriculate to a baccalaureate degree. There is documentation for Elementary and Mathematics/Mathematics Education program that indicates that they met all of the Alabama State Standards (Exhibit 1.3.a.2). There was no documentation for the other 8 programs related to meetingShow MoreRelatedThe Professional Education Unit ( Peu )893 Words   |  4 Pages(PEU) at Miles College prepares candidates, at the initial level, in ten Alabama State Department of Education approved program of study areas. The unit programs of study are: Biology Education, Chemistry/Chemistry Education, Early Childhood Education, Elementary Education, English Language Arts Ed ucation, General Science Education, History/Social Science Education, Mathematics/Mathematics Education, Music/Music Education (Choral), and Music/Music Education (Instrumental). The assessment data includedRead MoreEssay On University Life Study1115 Words   |  5 PagesOver a consecutive 3 and a half years, a web-based study referred to as the University Life Study was conducted among a group of students enrolled at a large university. They had to complete a web-based questionnaire and a 2-week daily diary each semester. A maximum of $80 was awarded to each student based off the pre-incentive and completion ($5 pre-incentive,$25 for completing the initial survey, $3 for each daily survey, and an $8 bonus for completing all surveys). Sample Selection A ranked randomRead MoreMaximal Oxygen Uptake And Vo2max Is The Highest Rate At Which The Oxygen1595 Words   |  7 Pagespatients with heart failure (Sartor, Vernillo, de Morree, et al., 2013). The most precise method for the assessment of maximal oxygen consumption is the direct measurement which is considered the ‘gold standard’ (Noonan Dean, 2000). However, the use of this method is limited in several settings such as in sports clubs, schools, or in large scale research studies (Pescatello American College of Sports Medicine, 2014) because it requires appropriate and expensive equipment, supervision by trainedRead MoreCurrent Theory, Methods And Intervention Strategies1422 Words   |  6 PagesIntroduction Located in South Texas, Webb County covers a land area of approximately 3,300 square miles and is home to over 250,000 residents. 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The Feasibility of Dried Tobacco Leaves as a Pesticide Against Cockroaches Free Essays

THE FEASIBILITY OF DRIED TOBACCO LEAVES AS A PESTICIDE AGAINST COCKROACHESChapter I Abstract Tobacco plants  nowadays are very much needed and demanded by most of our dear consumers especially farmer and now that we are facing an intense economic crisis, and with that mere situation, the primary necessities which are very much needed by man in order for him to survive his daily living are now of higher prices compared to the last couple of years and that includes the demanding need and use of the liquefied petroleum gas or LPG. Because of the fact that this difficult situation happens, most of our dear consumers really do prefer using alternative briquettes for their different cooking purposes. The purpose of this study is to be able to produce a low-cost, attainable and alternative briquette. We will write a custom essay sample on The Feasibility of Dried Tobacco Leaves as a Pesticide Against Cockroaches or any similar topic only for you Order Now The researcher really wants to know if banana peelings can be a good source of briquettes. The researcher gathered all the materials needed in conducting the said experiment like the banana peelings, scratched papers, water, measuring cup, knife, platform balance, scissors, molders, matches, pen, and paper and conducted the said experiment step by step. Then the researcher came up with the results that the molder with water, banana peelings and papers showed the longest time of fire resistance after being lit. Therefore, using banana peelings as a source of briquettes is effective and through this, awe can be able to produce a low-cost, attainable and alternative source of briquette. The researcher recommended further study and other sources of fruit peelings. Background Of The Study The tobacco plant is a very popular material because it is one of the ingredients in making cigarettes. Tobacco is a herbaceous plant widely cultivated for it’s leaves, which are rolled into cigars and also used in making pipes, process for chewing or grinding into pieces or snuff. Some commercial used tobacco leaves as one of its components. The tobacco plant is coarse, fast growing plant with a simple cylindrical stem from 4 to 8 ft. in length, growing from central taproots. Tobacco leaves has â€Å"nicotine†, a poisonous, colorless, oily, liquid, alkaloid with a very acid taste. Thus, making this a good pesticide against termites and many other insects. Pesticide are widely used nowadays by means of killing and controlling insects and other pests With this study, the researchers want to find out if the dried tobacco leaves is feasible as a pesticide Thus, helping them to avail and make this pesticide at home with less or cheaper money, time and effort. Statement Of The Problem This study aims to test whether the dried tobacco leaves is feasible as an pesticide. This is because tobacco plant is abundant here in the Philippines. The process in making this insecticide is simple and much cheaper than the commercial pesticide because its just a home- made pesticide. There are two set- ups in this study, which will use: dried tobacco leaves ( thinly sliced ), water, mortar and pestle and a spray container. This study aims to answer the following questions: 1. )What is in the tobacco leaves that it is feasible as a pesticide? 2. )Is the dries tobacco leaves effective as a pesticide? HYPOTHESES 1. )The tobacco leaves has nicotine which is an effective component in killing cockroaches. 2. )The dried tobacco leaves is effective as a pesticide against cockroaches. Significance Of The Study Nowadays, human beings make many inventions, for the betterment of human life. One of this, is the pesticide . This is to prevent insects from causing damage to may crops and other plants. Some insects are considered to be pests because it really causes damage to many farmlands. And also many pesticide are expensive. This study helps the Filipino people especially the farmers in making a home- made pesticide which is less expensive, and easy to make and you’ll only exert less effort. Scope and Limitation This study tries to focus only in knowing if the dried tobacco leaves is feasible as a pesticide in killing insects especially cockroaches. Definition of Terms Tobacco Plant- is an herbaceous plant, widely cultivated for its leaves, which are rolled into cigars and also used in making pipes, process for chewing or grinding into pieces or snuff. * Nicotine- a poisonous, colorless, oily, liquid, alkaloid with a very acid taste. * Cockroach-  (or simply â€Å"roaches†) are  insects  of the order  Blattaria. This name derives from the  Latin   word for â€Å"cockroach†,  blatta. Chapter II Review Of Related Literature Cockroaches live in a wide range of environments around the world. Pest species of cockroaches adapt readily to a variety of environments, but prefer warm conditions found within buildings. Many tropical species prefer even warmer environments and do not fare well in the average household. The spines on the legs were earlier considered to be sensory, but observations of their locomotion on sand and wire meshes has demonstrated that they help in locomotion on difficult terrain. The structures have been used as inspiration for robotic legs. Cockroaches are most common in tropical and  subtropical  climates. Some species are in close association with human dwellings and widely found around garbage or in the kitchen. Cockroaches are generally  omnivorouswith the exception of the  wood-eating genus  Cryptocercus; these roaches are incapable of digestingcelluloseprotozoans  and  bacteria  that digest the cellulose, allowing them to extract the nutrients. themselves, but have symbiotic relationships with variousTobacco  is an  agricultural  product processed from the fresh  leaves  of plants in the genus  Nicotiana. It can be consumed, used as an organic pesticide, and in the form of nicotinetartrate  it is used in some medicines. [1]  In consumption it may be in the form of  smoking,  chewing,  snuffing,dipping tobacco, or  snus. Tobacco has long been in use as an  entheogen  in the Americas. However, upon the arrival of  Europeans  in North America, it quickly became popularized as a trade item and as a recreational drug. This popularization led to the development of the southern economy of the  United States  until it gave way to cotton. Following the  American Civil War, a change in demand and a change in labor force allowed for the development of the  cigarette. This new product quickly led to the growth of tobacco companies until the scientific controversy of the mid-1900s. Tobacco leaves has â€Å"nicotine†, a poisonous, colorless, oily, liquid, alkaloid with a very acid taste. Thus, making this a good pesticide against termites and many other insects. Pesticide are widely used nowadays by means of killing and controlling insects and other pests. A  pesticide  is a substance or mixture of substances used to kill a  pest. [1]  A pesticide may be a  chemicalpest. Pests include  insects, plant  pathogens, weeds,  molluscs,  birds,  mammals,  fish, nematodes (roundworms) and  microbesthat compete with humans for food, destroy property, spread or are a  vector  for disease or cause a nuisance. Although there are benefits to the use of pesticides, there are also drawbacks, such as potential toxicity to humans and other animals. Thus dried tobacco leaves can be an effective pesticide against cockroaches. It has a foul smell that cockroaches don’t like. If they smelled this foul smell, they will eventually die afterwards because it has nicotine which is poisonous. ( http://en. wikipidia. org/wiki/cockroaches/tobacco/pesticide Chapter III Methodology Materials and Equipment: In this study , the researcher  will be  needing 500g of dried tobacco leaves ( thinly- sliced ), 200  mL. f water , mortar and pestle , and a spray container . With this materials ,the researcher will be able to conduct the experiment . Procedure: The researcher will gather all the materials needed for the experiment . The dried tobacco leaves will be crush by the use of the mortar and pestle. 200  mL. of water will be added . Shake and mix the solution thoroughly . The solution will be put inside the spray container. Then it will be sprayed on cockroaches. The cockroaches will be put inside a closed box container and will be observed for 24 hours. Testing , observation and recording of data will follow . CHAPTER IV Results and Discussions A. Findings [pic] The table above is the summary of the three-replicated experiments. The researcher observed that container A has always the longest fire resistance compared to container B which was with water, banana peels but without papers and to container C which is the controlled group. In trial 3, the fire resistance lasted longer tan in trials 1 and 2, respectively. It shows that the amount of banana peels is made constant in order for the experiment ti be fair. B. Analysis Of Data he banana peelings have the advantage in terms of the measured fire resistance. The banana peelings mixed with water and papers measured 200 seconds while the banana peelings with water but without papers measured 104 seconds and the water with papers but without banana peelings measured 96. 3 seconds. CHAPTER V CONCLUSION AND RECOMMENDATION Conclusion After conducting the experiment, the dried tobacco plant can be a good pesticide against cockroaches. And with that , it can minimized the consumers expenses in buying commercial pesticides. Recommendation The researcher highly recommend further study in the project especially to the use of other dried tobacco leaves. How to cite The Feasibility of Dried Tobacco Leaves as a Pesticide Against Cockroaches, Papers

Stereotypes in Hollywood free essay sample

Over the course of history, stereotyping and the separation of ethnicities has been evident, especially in the entertainment industry. From television shows and motion pictures to even athletics people are often categorized and judged by the clothes they wear, and the talents which they possess. Hollywood and the media play a huge role in the lives of people today, mainly the youth. With magazines showing one how to do their hair and what to wear young adults are impressionable. With stereotyping different ethnic backgrounds, one is narrowing someone elses view of another in a negative way. Television, a way to advertise, entertain, and of course, influence. Everyone watches tv and has at least one favorite show. How are the races portrayed? For a while in television three main ethnicities were introduced. African Americans, Hispanic Americans, and the average Caucasian. Shows such as NYPD Blue often present an African American male as the robber or gang member, while the white male is seen as the â€Å"hero†. We will write a custom essay sample on Stereotypes in Hollywood or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page On the flip side, there are also shows like The Fresh Prince of Bel Air and The Cosby Show that contradict this theory. Both of these shows portray African American families that live a comfortable life and hold distinguished occupations. We all know the zip code, and the infamous theme song, which is non other than 90210. This show was a typical stereotype of white Americans. The idea that most rich Mercedes driving snobs are white. There was not even one minority in the main cast. Also often seen as blue collar citizens are Latin Americans. In the hit tv show George Lopez, the thick accent and Hispanic inspired set give off a sense of their culture. The concept of George working at a factory is a typical occupation for his minority