Using the Spanish Verb Traer

Utilizing the Spanish Verb Traer In spite of the fact that the regular Spanish action word traer is the one frequently used to make an interpretation of the English action word to bring, it is likewise utilized in a wide assortment of different circumstances. Remember Traer most regularly passes on bringing, either truly or figuratively.Traer can allude to causing an outcome. It can likewise mean the wearing of clothing.Traer is unpredictably conjugated. Traer Meaning 'To Bring' Here are a few instances of traer importance bring: El cartero me trajo el iPad. (The postal worker presented to me the iPad.)Hoy te traemos la à ºltimas noticias de la guerra. (Today we are presenting to you the most recent news about the war.)Cada semana Pablo me trae flores. (Pablo brings me blossoms each week).Trigame un cafã © sin leche. (Present to me an espresso without milk.) Regularly, traer conveys an importance like bring however is best deciphered in another manner: Por ese motivo te traigo algunos consejos. (That is the reason Im giving you some advice.)Esta cmara no trae streak. (This camera doesnt have flash.)El libro trae los mapas ms actualizados de Argentina. (The book has the most current maps of Argentina.)Esto me trae felicidad en el ms profundo sentido. (This fulfills me in the most profound sense.)La meditaciã ³n diaria te traer paz y claridad. (Every day reflection will give you harmony and clarity.)Una tarde lluviosa nos traerã ­a recuerdos de infancia. (An evening precipitation made them reminiuscing about our youth.) Traer With Other Meanings As at times does the word bring, traer can likewise mean to cause, particularly when alluding to troubles: Beber en exceso me trae muchos problemas. (Drinking an excess of causes me numerous problems.)El asma trae dificultad para respirar. (Asthma causes trouble in breathing.)Todo esa situaciã ³n me he traã ­do una enfermedad gastrointestinal. (This entire circumstance has given me a gastrointestinal disease.) At the point when utilized with pieces of clothing and comparable belongings, traer can intend to wear:  ¿Por quã © Mickey Mouse no trae camisa? (Why doesnt Mickey Mouse wear a shirt?)A veces traigo lentes tipo motociclista. (Now and again I wear bike goggles.)No me gusta traer los zapatos sin calcetines. (I dont like wearing shoes without socks.) Utilizing the Reflexive Traerse At long last, in the reflexive structure, traerse some of the time shows what's going on with the subject of the action word:  ¿Quà © se trae tu familia? (Whats going on with your family? Whats your family up to?)Me parece que Netflix no funciona.  ¿Quà © se traer? (It appears to me that Netflix isnt working. What could be going on?) Expressions Using Traer Traer is utilized in various expressions and figures of speech. Here are the absolute generally normal: traã ©rsela floja (to be detached) - Me la trae floja a tasks aquellos que me bloqueen. (I couldnt care less pretty much those who square me.)traer a colaciã ³n (to raise a subject) - Este caso trajo a colaciã ³n la importancia de verificar los aviones bets de ser abordados. (The case raised the significance of testing the planes before they are boarded.)traer a la luz (to uncover or expose) - El caso trajo a la luz un problema que tiene profundas raã ­ces en la polã ­tica mexicana. (The case uncovered a difficult that has profound roots in Mexican politics.)trael al caso (to hold up under or remember) - Traigamos al caso las palabras de nuestros padres. (Gives keep access mind the expressions of our parents.)traer de cabeza (to allegorically cause a cerebral pain) - Esta tableta es atractiva, pero va a traer de cabeza a la hora de repararlo. (This tablet is appealing, however it will cause a cerebral pain when it should be repaired.)traer loco (to make insane) -  ¡Esta comput adora me trae loco! (This PC is making me insane!) traer prisa (to be in a rush) - Por favor, trata de llegar lo ms rpido que puedas. Traigo prisa. (It would be ideal if you attempt to show up when you can. Im in a hurry.)â Conjugation of Traer Like almost the entirety of the most-utilized action words, traer is sporadically conjugated. Much of the time, a g or j is utilized in the consummation. Probably the most widely recognized unpredictable structures are: I bring is traigo.The present participle or ing word is trayendo.The past participle is traà ­do.The present subjunctive follows the example traigas, traiga, traiga, etc.The preterite follows the example traje, trajiste, trajo, etc.Imperative structures incorporate traiga usted and traigan ustedes.

Epicurus His Philosophy of Pleasure

Epicurus His Philosophy of Pleasure Knowledge hasnt come above and beyond since Epicurus however has regularly gone a large number of steps backwards.​Friedrich Nietzsche About Epicurus Epicurus (341-270 B.C.) was conceived in Samos and kicked the bucket in Athens. He learned at Platos Academy when it was controlled by Xenocrates. Afterward, when he joined his family on Colophon, Epicurus concentrated under Nausiphanes, who acquainted him with the way of thinking of Democritus. In 306/7 Epicurus purchased a house in Athens. It was in its nursery that he showed his way of thinking. Epicurus and his adherents, who included slaves and ladies, disconnected themselves from the life of the city. The Virtue of Pleasure Epicurus and his way of thinking of joy have been questionable for more than 2000 years. One explanation is our inclination to dismiss delight as an ethical decent. We as a rule consider noble cause, empathy, modesty, shrewdness, respect, equity, and different temperances as ethically great, while joy is, best case scenario, ethically impartial, yet for Epicurus, conduct in quest for joy guaranteed an upstanding life. It is difficult to carry on with a charming existence without living astutely and respectably and evenhandedly, and it is difficult to live admirably and decently and legitimately without living wonderfully. At whatever point any of these is deficient with regards to, when, for example, the man can't live admirably, however he lives respectably and evenhandedly, it is outlandish for him to live a lovely life.Epicurus, from Principal Doctrines Indulgence and Ataraxia Indulgence (an actual existence committed to delight) is the thing that huge numbers of us consider when we hear Epicurus name, however ataraxia, the experience of ideal, suffering joy, is the thing that we should connect with the atomist scholar. Epicurus says we ought do whatever it takes not to expand our pleasure past the purpose of most extreme force. Consider it as far as eating. On the off chance that youre hungry, theres torment. In the event that you eat to fill the craving, you feel better and are carrying on as per Epicureanism. Conversely, on the off chance that you gorge yourself, you experience torment, once more. The greatness of joy arrives at its breaking point in the expulsion of all torment. At the point when such joy is available, insofar as it is continuous, there is no agony both of body or of psyche or of both together. Satiation As indicated by Dr. J. Chander*, in his course notes on Stoicism and Epicureanism, for Epicurus, luxury prompts torment, not delight. Subsequently we ought to keep away from indulgence. Exotic delights move us towards ataraxia, which is satisfying in itself. We ought not seek after interminable incitement, but instead search out suffering satiation. All wants that don't prompt agony when they stay unsatisfied are pointless, yet the craving is effectively disposed of, when the thing wanted is hard to get or the wants appear to probably deliver hurt. The Spread of Epicureanism As indicated by The Intellectual Development and Spread of Epicureanism, Epicurus ensured the endurance of his school (The Garden) in his will. Difficulties from vieing for Hellenistic methods of reasoning, remarkably, Stoicism and Skepticism, prodded Epicureans to build up a portion of their regulations in a lot more noteworthy detail, strikingly their epistemology and a portion of their moral speculations, particularly their hypotheses concerning kinship and ethicalness. More bizarre, here you will do well to delay; here our most elevated great is delight. The overseer of that home, a benevolently have, will be prepared for you; he will invite you with bread, and serve you water likewise in bounty, with these words: Have you not been all around engaged? This nursery doesn't spark your interest; yet extinguishes it. Hostile to Epicurean Cato In 155 B.C., Athens traded a portion of its driving rationalists to Rome, where Epicureanism, specifically, insulted moderates like Marcus Porcius Cato. In the end, nonetheless, Epicureanism flourished in Rome and can be found in the artists, Vergil (Virgil), Horace, and Lucretius. Genius Epicurean Thomas Jefferson All the more as of late, Thomas Jefferson was an Epicurean. In his 1819 Letter to William Short, Jefferson face up the deficiencies of different methods of reasoning and the ethics of Epicureanism. The letter likewise contains a short Syllabus of the teachings of Epicurus. Antiquated Writers on the Topic of Epicureanism EpicurusDiogenes LaertiusLucretiusCiceroHoraceLucianCornelius NeposPlutarchSenecaLactantiusOrigen Sources David John Furley Epicurus Whos Who in the Classical World. Ed. Simon Hornblower and Tony Spawforth. Oxford University Press, 2000. Gratification and the Happy Life: The Epicurean Theory of Pleasure, www.epicureans.org/intro.html Apathy and Epicureanism, moon.pepperdine.edu/gsep/class/morals/emotionlessness/default.html

Class size

Class size Concerned Parent brought up an issue in Bens blog (about halfway down the page at this point) about increasing class size at MIT, and how this would merely require more students to live in uncomfortable living situations. I was originally going to post this in Bens blog but it sort of turned into an entry of its own. I am dismayed that this year and next apparently represent the largest college applicant pool ever nationwide. As I understand the situation this is somewhat a result of more people going to college, a lack of additional colleges having been built, students taking longer than 4 years to graduate, but mostly I hear the problem is due to the baby boom generations offspring. This last thing I cited is an anomaly. What I dont quite understand is the lack of preparedness by the colleges nationwide to accommodate this aberration. I entitled this post Where there is a will.there is a way for a reason. All the wonderful words spoken in these blogs will not help these brilliant young students. I dont understand why colleges dont offer up more triples. Yes, it will be cramped. However, offering this up in advance gives people the opportunity to just say No if they are not interested. Allot a certain number of rooms as triples. I did read somewhere where someone said triples were awful. The gist of the post was that people need space. I dont know how horrible that kind of situation really is when you consider perspective on things. A horrible situation is what happened in New Orleans. How is living in Africa these days? or living in Baghdad? Allot a certain number of rooms and allow the individuals to decide for themselves. I also would suggest that you require people who wish to accept under these conditions to actually visually see what these conditions look like. From a student perspective, I assure you that its not just about the living situation although thats certainly a factor. Theres already a great deal of crowding in campus housing, since freshmen are required to live on campus (due to the 1997 alcohol-related death of fraternity pledge Scott Krueger). Theres also not a great deal of affordable off-campus housing this is Boston, after all, and there are literally tens of thousands of graduate students (MIT, Harvard, BU, etc) living in apartments around campus. Many apartment buildings dont allow undergraduates to live there. The housing situation is somewhat nonnegotiable, I think, particularly considering that even forcing doubles into triples, triples into quads, and quads into quints wouldnt create all that much more space. The MIT housing system is a bit unique in that, in most dorms, students (or at least upperclassmen) can have singles if they want them a high proportion of our dorm rooms are singles. And a single, as you might imagine, is not really a large enough space to accomodate two people. Even if you squeeze them in very tightly. But the fundamental problem is that MIT is just not a very big school. There are just 4000 undergraduates here, barely twice more than were in my high school. Having 4000 undergrads rather than 10,000 has a very great effect on our student culture its really possible to know the majority of people at the school. Size is an implicit factor in the sorts of departmental opportunities were able to have. The new Bioengineering major, for example, was considering holding a lottery for students to allow entry into the major because they werent sure theyd have enough lab space to accomodate everyone. In my own major, biology, a lottery is held every term for 7.02. Theres just not enough space in the departments lab to teach everyone. MIT has a limited campus area (see the campus map; were bounded on one side by the river and on two sides by well-developed parts of Cambridge) were not like rural schools which can expand in all directions. Were already reaching a point where buildings are starting to take over all the green space. We are blissfully free of intra-MIT application procedures theres no quota, for example, on the number of people who major in EECS at MIT. Once youre in, you can major in anything you want. I think it would be very unfortunate if MIT had to go the way of large state schools and begin having students apply to a particular major once a student at the school. I believe thats called bait-and-switch, and its not fair. But what else could the departments do, if student numbers exceeded the available teaching space? Our lecture halls are already the cause of the few lotteries we do have to face the HASS-D (humanities distribution) lottery being the prime example. Each term, a certain number of students cant take the courses they wanted to because there arent enough seats in the lecture hall for everyone whos interested in taking 9.00 (intro to psychology), 24.900 (intro to linguistics), and some others. Most classes at MIT arent lotteried, but if the number of students were increased, I have no doubt wed face more. This is obviously a situation students would like to avoid. Opportunities like UROP are available to every student at MIT. If the number of students were increased, however, participation in these programs wouldnt be increased proportionally theyre dependent on the number of spots in faculty laboratories. I, like many of my friends, am paid directly out of my faculty supervisors research funds; he wouldnt pay for three of me. I hope that gives a good overview of why, as a student, I wouldnt want MIT to begin admitting a larger class. Its nothing against all the unbelievably qualified applicants we dont have space for, and I certainly dont intend to convey the impression that Im an elitist who wants to keep out riff-raff or something. But MIT is a small school, and I (and all the other students) love that small-school quality.

The Success Of A Company - 2409 Words

Prior to 2003, Google was an unprofitable company that was looking for a stable revenue source. In 2003, Google launched Google AdWords, which is a program that allows businesses to advertise to people who search for things on Google.com. Almost overnight, Google went from being a simple search engine, to a highly effective advertising platform. â€Å"In 2008, Google reported to the SEC that it had generated $21 billion in advertising-driven revenue alone† (Willey, 2010). Making changes with an organization can be risky. Especially for an organization like Hume Lake Christian Camps, which has been in existence for over fifty years and has seen many changes in leadership. In the following chapter, strategies of change will be discussed so†¦show more content†¦A stable leader provides and encourages stability and models consistency that individuals, teams, and organizations need for success. On the other hand, inconsistent leadership creates unnecessary levels of tension, anxiety and conflict. When a team does not have a consistent leader, the team cannot learn a rhythm together to maximize efficiency and build trust. A team needs a leader who can provide consistency and who encourages trust and teamwork. Without this leadership, a team will not work well together, but will instead work individually. Myatt recommends four pillars of stability for leaders to look for. The first is to be the true north of the team. A leader with this quality keeps an open mind, but also holds to their convictions as a leader. This leader listens to the opinions of the team and takes them to heart, but makes decisions based on their convictions and the values and ethics of the company. A team who is managed by this type of leader has no question of where the leader stands. They may not always agree with the direction that the leader is heading, but there is no question about where they are heading. â€Å"An aligned vision based upon clearly stated values, and the character to hold people accountable to values over outcomes create a high-trust culture† (Myatt, 2013).

Humanistic and Social Development - 1288 Words

There are many types of Physical Education, but the one I am going to talk about today is Humanistic and Social Development, and how it relates to Physical Education. First off, the primary objective of early physical education programs was a person’s physical health. Humanistic and social development emphasizes self-awareness and choice as a basis for personal growth. With a humanistic approach, there is a connection between physical education and a person’s social and emotion well-being. There are five major tenets of humanistic psychology which also tie into physical education. The first tenet is man’s major goal in life is to actualize his own potentials, and become all that he can be. This is saying that a person needs to achieve†¦show more content†¦There are many changes that can be done to implement different goals and developments. One can start by trying to humanize physical education. A truly humanistic approach to physical education embraces both formal programs and the physical activities that people typically engage in, and has a number of specific goals, all of which are under the objective of moving each individual toward social and emotional well-being. Once again there are four goals to try to humanize physical education, these go along with the other humanistic theoretical goals. The first goal involves elevating students’ self-perception of one’s physical ability to the point that self-esteem is improved, at least in relations to physical ability. A student’s physical ability is related to how they feel about themselves, which means a student that is actually winning or doing well is feeling better about themself, and if a student is not doing good then they would feel worse. The second goal is self-actualization in those dimensions which can be influenced by physical education experiences. In this goal a student is figuring out what they can do, and trying to actualize their own potential t hrough physical education. The next goal is self-understanding, which is the process where ones physicalShow MoreRelatedHumanistic Psychology Essay1421 Words   |  6 Pagescivilization we honor the times and places, such as Classical Greece and Europe of the Renaissance, when such affirmations were expressed. Humanistic Psychology is a contemporary manifestation of that ongoing commitment. Its message is a response to the denigration of the human spirit that has so often been implied in the image of the person drawn by behavioral and social sciences. Ivan Pavlovs work with the conditioned reflex had given birth to an academic psychology in the United States led by JohnRead More Humanistic Psychology Essay1424 Words   |  6 Pagescivilization we honor the times and places, such as Classical Greece and Europe of the Renaissance, when such affirmations were expressed. 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According to Sengupta (2011), â€Å"Maslow defines growth as the continuous development of talents, capacities, creativity, wisdom and character, the various processes, which bring the person toward ultimate self-actualization† (p. 102). Maslow did not ignore the spiritual dimension, but mainly focused on the biological nature of

Twilight 11. COMPLICATIONS Free Essays

11. COMPLICATIONS Everyone watched us as we walked together to our lab table. I noticed that he no longer angled the chair to sit as far from me as the desk would allow. We will write a custom essay sample on Twilight 11. COMPLICATIONS or any similar topic only for you Order Now Instead, he sat quite close beside me, our arms almost touching. Mr. Banner backed into the room then – what superb timing the man had – pulling a tall metal frame on wheels that held a heavy-looking, outdated TV and VCR. A movie day – the lift in the class atmosphere was almost tangible. Mr. Banner shoved the tape into the reluctant VCR and walked to the wall to turn off the lights. And then, as the room went black, I was suddenly hyperaware that Edward was sitting less than an inch from me. I was stunned by the unexpected electricity that flowed through me, amazed that it was possible to be more aware of him than I already was. A crazy impulse to reach over and touch him, to stroke his perfect face just once in the darkness, nearly overwhelmed me. I crossed my arms tightly across my chest, my hands balling into fists. I was losing my mind. The opening credits began, lighting the room by a token amount. My eyes, of their own accord, flickered to him. I smiled sheepishly as I realized his posture was identical to mine, fists clenched under his arms, right down to the eyes, peering sideways at me. He grinned back, his eyes somehow managing to smolder, even in the dark. I looked away before I could start hyperventilating. It was absolutely ridiculous that I should feel dizzy. The hour seemed very long. I couldn’t concentrate on the movie – I didn’t even know what subject it was on. I tried unsuccessfully to relax, but the electric current that seemed to be originating from somewhere in his body never slackened. Occasionally I would permit myself a quick glance in his direction, but he never seemed to relax, either. The overpowering craving to touch him also refused to fade, and I crushed my fists safely against my ribs until my fingers were aching with the effort. I breathed a sigh of relief when Mr. Banner flicked the lights back on at the end of class, and stretched my arms out in front of me, flexing my stiff fingers. Edward chuckled beside me. â€Å"Well, that was interesting,† he murmured. His voice was dark and his eyes were cautious. â€Å"Umm,† was all I was able to respond. â€Å"Shall we?† he asked, rising fluidly. I almost groaned. Time for Gym. I stood with care, worried my balance might have been affected by the strange new intensity between us. He walked me to my next class in silence and paused at the door; I turned to say goodbye. His face startled me – his expression was torn, almost pained, and so fiercely beautiful that the ache to touch him flared as strong as before. My goodbye stuck in my throat. He raised his hand, hesitant, conflict raging in his eyes, and then swiftly brushed the length of my cheekbone with his fingertips. His skin was as icy as ever, but the trail his fingers left on my skin was alarmingly warm – like I’d been burned, but didn’t feel the pain of it yet. He turned without a word and strode quickly away from me. I walked into the gym, lightheaded and wobbly. I drifted to the locker room, changing in a trancelike state, only vaguely aware that there were other people surrounding me. Reality didn’t fully set in until I was handed a racket. It wasn’t heavy, yet it felt very unsafe in my hand. I could see a few of the other kids in class eyeing me furtively. Coach Clapp ordered us to pair up into teams. Mercifully, some vestiges of Mike’s chivalry still survived; he came to stand beside me. â€Å"Do you want to be a team?† â€Å"Thanks, Mike – you don’t have to do this, you know.† I grimaced apologetically. â€Å"Don’t worry, I’ll keep out of your way.† He grinned. Sometimes it was so easy to like Mike. It didn’t go smoothly. I somehow managed to hit myself in the head with my racket and clip Mike’s shoulder on the same swing. I spent the rest of the hour in the back corner of the court, the racket held safely behind my back. Despite being handicapped by me, Mike was pretty good; he won three games out of four singlehandedly. He gave me an unearned high five when the coach finally blew the whistle ending class. â€Å"So,† he said as we walked off the court. â€Å"So what?† â€Å"You and Cullen, huh?† he asked, his tone rebellious. My previous feeling of affection disappeared. â€Å"That’s none of your business, Mike,† I warned, internally cursing Jessica straight to the fiery pits of Hades. â€Å"I don’t like it,† he muttered anyway. â€Å"You don’t have to,† I snapped. â€Å"He looks at you like†¦ like you’re something to eat,† he continued, ignoring me. I choked back the hysteria that threatened to explode, but a small giggle managed to get out despite my efforts. He glowered at me. I waved and fled to the locker room. I dressed quickly, something stronger than butterflies battering recklessly against the walls of my stomach, my argument with Mike already a distant memory. I was wondering if Edward would be waiting, or if I should meet him at his car. What if his family was there? I felt a wave of real terror. Did they know that I knew? Was I supposed to know that they knew that I knew, or not? By the time I walked out of the gym, I had just about decided to walk straight home without even looking toward the parking lot. But my worries were unnecessary. Edward was waiting, leaning casually against the side of the gym, his breathtaking face untroubled now. As I walked to his side, I felt a peculiar sense of release. â€Å"Hi,† I breathed, smiling hugely. â€Å"Hello.† His answering smile was brilliant. â€Å"How was Gym?† My face fell a tiny bit. â€Å"Fine,† I lied. â€Å"Really?† He was unconvinced. His eyes shifted their focus slightly, looking over my shoulder and narrowing. I glanced behind me to see Mike’s back as he walked away. â€Å"What?† I demanded. His eyes slid back to mine, still tight. â€Å"Newton’s getting on my nerves.† â€Å"You weren’t listening again?† I was horror-struck. All traces of my sudden good humor vanished. â€Å"How’s your head?† he asked innocently. â€Å"You’re unbelievable!† I turned, stomping away in the general direction of the parking lot, though I hadn’t ruled out walking at this point. He kept up with me easily. â€Å"You were the one who mentioned how I’d never seen you in Gym – it made me curious.† He didn’t sound repentant, so I ignored him. We walked in silence – a furious, embarrassed silence on my part – to his car. But I had to stop a few steps away – a crowd of people, all boys, were surrounding it. Then I realized they weren’t surrounding the Volvo, they were actually circled around Rosalie’s red convertible, unmistakable lust in their eyes. None of them even looked up as Edward slid between them to open his door. I climbed quickly in the passenger side, also unnoticed. â€Å"Ostentatious,† he muttered. â€Å"What kind of car is that?† I asked. â€Å"An M3.† â€Å"I don’t speak Car and Driver.† â€Å"It’s a BMW.† He rolled his eyes, not looking at me, trying to back out without running over the car enthusiasts. I nodded – I’d heard of that one. â€Å"Are you still angry?† he asked as he carefully maneuvered his way out. â€Å"Definitely.† He sighed. â€Å"Will you forgive me if I apologize?† â€Å"Maybe†¦ if you mean it. And if you promise not to do it again,† I insisted. His eyes were suddenly shrewd. â€Å"How about if I mean it, and I agree to let you drive Saturday?† he countered my conditions. I considered, and decided it was probably the best offer I would get. â€Å"Deal,† I agreed. â€Å"Then I’m very sorry I upset you.† His eyes burned with sincerity for a protracted moment – playing havoc with the rhythm of my heart – and then turned playful. â€Å"And I’ll be on your doorstep bright and early Saturday morning.† â€Å"Um, it doesn’t help with the Charlie situation if an unexplained Volvo is left in the driveway.† His smile was condescending now. â€Å"I wasn’t intending to bring a car.† â€Å"How -â€Å" He cut me off. â€Å"Don’t worry about it. I’ll be there, no car.† I let it go. I had a more pressing question. â€Å"Is it later yet?† I asked significantly. He frowned. â€Å"I supposed it is later.† I kept my expression polite as I waited. He stopped the car. I looked up, surprised – of course we were already at Charlie’s house, parked behind the truck. It was easier to ride with him if I only looked when it was over. When I looked back at him, he was staring at me, measuring with his eyes. â€Å"And you still want to know why you can’t see me hunt?† He seemed solemn, but I thought I saw a trace of humor deep in his eyes. â€Å"Well,† I clarified, â€Å"I was mostly wondering about your reaction.† â€Å"Did I frighten you?† Yes, there was definitely humor there. â€Å"No,† I lied. He didn’t buy it. â€Å"I apologize for scaring you,† he persisted with a slight smile, but then all evidence of teasing disappeared. â€Å"It was just the very thought of you being there†¦ while we hunted.† His jaw tightened. â€Å"That would be bad?† He spoke from between clenched teeth. â€Å"Extremely.† â€Å"Because†¦ ?† He took a deep breath and stared through the windshield at the thick, rolling clouds that seemed to press down, almost within reach. â€Å"When we hunt,† he spoke slowly, unwillingly, â€Å"we give ourselves over to our senses†¦ govern less with our minds. Especially our sense of smell. If you were anywhere near me when I lost control that way†¦Ã¢â‚¬  He shook his head, still gazing morosely at the heavy clouds. I kept my expression firmly under control, expecting the swift flash of his eyes to judge my reaction that soon followed. My face gave nothing away. But our eyes held, and the silence deepened – and changed. Flickers of the electricity I’d felt this afternoon began to charge the atmosphere as he gazed unrelentingly into my eyes. It wasn’t until my head started to swim that I realized I wasn’t breathing. When I drew in a jagged breath, breaking the stillness, he closed his eyes. â€Å"Bella, I think you should go inside now.† His low voice was rough, his eyes on the clouds again. I opened the door, and the arctic draft that burst into the car helped clear my head. Afraid I might stumble in my woozy state, I stepped carefully out of the car and shut the door behind me without looking back. The whir of the automatic window unrolling made me turn. â€Å"Oh, Bella?† he called after me, his voice more even. He leaned toward the open window with a faint smile on his lips. â€Å"Yes?† â€Å"Tomorrow it’s my turn.† â€Å"Your turn to what?† He smiled wider, flashing his gleaming teeth. â€Å"Ask the questions.† And then he was gone, the car speeding down the street and disappearing around the corner before I could even collect my thoughts. I smiled as I walked to the house. It was clear he was planning to see me tomorrow, if nothing else. That night Edward starred in my dreams, as usual. However, the climate of my unconsciousness had changed. It thrilled with the same electricity that had charged the afternoon, and I tossed and turned restlessly, waking often. It was only in the early hours of the morning that I finally sank into an exhausted, dreamless sleep. When I woke I was still tired, but edgy as well. I pulled on my brown turtleneck and the inescapable jeans, sighing as I daydreamed of spaghetti straps and shorts. Breakfast was the usual, quiet event I expected. Charlie fried eggs for himself; I had my bowl of cereal. I wondered if he had forgotten about this Saturday. He answered my unspoken question as he stood up to take his plate to the sink. â€Å"About this Saturday†¦Ã¢â‚¬  he began, walking across the kitchen and turning on the faucet. I cringed. â€Å"Yes, Dad?† â€Å"Are you still set on going to Seattle?† he asked. â€Å"That was the plan.† I grimaced, wishing he hadn’t brought it up so I wouldn’t have to compose careful half-truths. He squeezed some dish soap onto his plate and swirled it around with the brush. â€Å"And you’re sure you can’t make it back in time for the dance?† â€Å"I’m not going to the dance, Dad.† I glared. â€Å"Didn’t anyone ask you?† he asked, trying to hide his concern by focusing on rinsing the plate. I sidestepped the minefield. â€Å"It’s a girl’s choice.† â€Å"Oh.† He frowned as he dried his plate. I sympathized with him. It must be a hard thing, to be a father; living in fear that your daughter would meet a boy she liked, but also having to worry if she didn’t. How ghastly it would be, I thought, shuddering, if Charlie had even the slightest inkling of exactly what I did like. Charlie left then, with a goodbye wave, and I went upstairs to brush my teeth and gather my books. When I heard the cruiser pull away, I could only wait a few seconds before I had to peek out of my window. The silver car was already there, waiting in Charlie’s spot on the driveway. I bounded down the stairs and out the front door, wondering how long this bizarre routine would continue. I never wanted it to end. He waited in the car, not appearing to watch as I shut the door behind me without bothering to lock the dead-bolt. I walked to the car, pausing shyly before opening the door and stepping in. He was smiling, relaxed – and, as usual, perfect and beautiful to an excruciating degree. â€Å"Good morning.† His voice was silky. â€Å"How are you today?† His eyes roamed over my face, as if his question was something more than simple courtesy. â€Å"Good, thank you.† I was always good – much more than good – when I was near him. His gaze lingered on the circles under my eyes. â€Å"You look tired.† â€Å"I couldn’t sleep,† I confessed, automatically swinging my hair around my shoulder to provide some measure of cover. â€Å"Neither could I,† he teased as he started the engine. I was becoming used to the quiet purr. I was sure the roar of my truck would scare me, whenever I got to drive it again. I laughed. â€Å"I guess that’s right. I suppose I slept just a little bit more than you did.† â€Å"I’d wager you did.† â€Å"So what did you do last night?† I asked. He chuckled. â€Å"Not a chance. It’s my day to ask questions.† â€Å"Oh, that’s right. What do you want to know?† My forehead creased. I couldn’t imagine anything about me that could be in any way interesting to him. â€Å"What’s your favorite color?† he asked, his face grave. I rolled my eyes. â€Å"It changes from day to day.† â€Å"What’s your favorite color today?† He was still solemn. â€Å"Probably brown.† I tended to dress according to my mood. He snorted, dropping his serious expression. â€Å"Brown?† he asked skeptically. â€Å"Sure. Brown is warm. I miss brown. Everything that’s supposed to be brown – tree trunks, rocks, dirt – is all covered up with squashy green stuff here,† I complained. He seemed fascinated by my little rant. He considered for a moment, staring into my eyes. â€Å"You’re right,† he decided, serious again. â€Å"Brown is warm.† He reached over, swiftly, but somehow still hesitantly, to sweep my hair back behind my shoulder. We were at the school by now. He turned back to me as he pulled into a parking space. â€Å"What music is in your CD player right now?† he asked, his face as somber as if he’d asked for a murder confession. I realized I’d never removed the CD Phil had given me. When I said the name of the band, he smiled crookedly, a peculiar expression in his eyes. He flipped open a compartment under his car’s CD player, pulled out one of thirty or so CDs that were jammed into the small space, and handed it to me, â€Å"Debussy to this?† He raised an eyebrow. It was the same CD. I examined the familiar cover art, keeping my eyes down. It continued like that for the rest of the day. While he walked me to English, when he met me after Spanish, all through the lunch hour, he questioned me relentlessly about every insignificant detail of my existence. Movies I’d liked and hated, the few places I’d been and the many places I wanted to go, and books – endlessly books. I couldn’t remember the last time I’d talked so much. More often than not, I felt self-conscious, certain I must be boring him. But the absolute absorption of his face, and his never-ending stream of questions, compelled me to continue. Mostly his questions were easy, only a very few triggering my easy blushes. But when I did flush, it brought on a whole new round of questions. Such as the time he asked my favorite gemstone, and I blurted out topaz before thinking. He’d been flinging questions at me with such speed that I felt like I was taking one of those psychiatric tests where you answer with the first word that comes to mind. I was sure he would have continued down whatever mental list he was following, except for the blush. My face reddened because, until very recently, my favorite gemstone was garnet. It was impossible, while staring back into his topaz eyes, not to remember the reason for the switch. And, naturally, he wouldn’t rest until I’d admitted why I was embarrassed. â€Å"Tell me,† he finally commanded after persuasion failed – failed only because I kept my eyes safely away from his face. â€Å"It’s the color of your eyes today,† I sighed, surrendering, staring down at my hands as I fiddled with a piece of my hair. â€Å"I suppose if you asked me in two weeks I’d say onyx.† I’d given more information than necessary in my unwilling honesty, and I worried it would provoke the strange anger that flared whenever I slipped and revealed too clearly how obsessed I was. But his pause was very short. â€Å"What kinds of flowers do you prefer?† he fired off. I sighed in relief, and continued with the psychoanalysis. Biology was a complication again. Edward had continued with his quizzing up until Mr. Banner entered the room, dragging the audiovisual frame again. As the teacher approached the light switch, I noticed Edward slide his chair slightly farther away from mine. It didn’t help. As soon as the room was dark, there was the same electric spark, the same restless craving to stretch my hand across the short space and touch his cold skin, as yesterday. I leaned forward on the table, resting my chin on my folded arms, my hidden fingers gripping the table’s edge as I fought to ignore the irrational longing that unsettled me. I didn’t look at him, afraid that if he was looking at me, it would only make self-control that much harder. I sincerely tried to watch the movie, but at the end of the hour I had no idea what I’d just seen. I sighed in relief again when Mr. Banner turned the lights on, finally glancing at Edward; he was looking at me, his eyes ambivalent. He rose in silence and then stood still, waiting for me. We walked toward the gym in silence, like yesterday. And, also like yesterday, he touched my face wordlessly – this time with the back of his cool hand, stroking once from my temple to my jaw – before he turned and walked away. Gym passed quickly as I watched Mike’s one-man badminton show. He didn’t speak to me today, either in response to my vacant expression or because he was still angry about our squabble yesterday. Somewhere, in a corner of my mind, I felt bad about that. But I couldn’t concentrate on him. I hurried to change afterward, ill at ease, knowing the faster I moved, the sooner I would be with Edward. The pressure made me more clumsy than usual, but eventually I made it out the door, feeling the same release when I saw him standing there, a wide smile automatically spreading across my face. He smiled in reaction before launching into more cross-examination. His questions were different now, though, not as easily answered. He wanted to know what I missed about home, insisting on descriptions of anything he wasn’t familiar with. We sat in front of Charlie’s house for hours, as the sky darkened and rain plummeted around us in a sudden deluge. I tried to describe impossible things like the scent of creosote – bitter, slightly resinous, but still pleasant – the high, keening sound of the cicadas in July, the feathery barrenness of the trees, the very size of the sky, extending white-blue from horizon to horizon, barely interrupted by the low mountains covered with purple volcanic rock. The hardest thing to explain was why it was so beautiful to me – to justify a beauty that didn’t depend on the sparse, spiny vegetation that often looked half dead, a beauty that had more to do with the exposed shape of the land, with the shallow bowls of valleys between the craggy hills, and the way they held on to the sun. I found myself using my hands as I tried to describe it to him. His quiet, probing questions kept me talking freely, forgetting, in the dim light of the storm, to be embarrassed for monopolizing the conversation. Finally, when I had finished detailing my cluttered room at home, he paused instead of responding with another question. â€Å"Are you finished?† I asked in relief. â€Å"Not even close – but your father will be home soon.† â€Å"Charlie!† I suddenly recalled his existence, and sighed. I looked out at the rain-darkened sky, but it gave nothing away. â€Å"How late is it?† I wondered out loud as I glanced at the clock. I was surprised by the time – Charlie would be driving home now. â€Å"It’s twilight,† Edward murmured, looking at the western horizon, obscured as it was with clouds. His voice was thoughtful, as if his mind were somewhere far away. I stared at him as he gazed unseeingly out the windshield. I was still staring when his eyes suddenly shifted back to mine. â€Å"It’s the safest time of day for us,† he said, answering the unspoken question in my eyes. â€Å"The easiest time. But also the saddest, in a way†¦ the end of another day, the return of the night. Darkness is so predictable, don’t you think?† He smiled wistfully. â€Å"I like the night. Without the dark, we’d never see the stars.† I frowned. â€Å"Not that you see them here much.† He laughed, and the mood abruptly lightened. â€Å"Charlie will be here in a few minutes. So, unless you want to tell him that you’ll be with me Saturday†¦Ã¢â‚¬  He raised one eyebrow. â€Å"Thanks, but no thanks.† I gathered my books, realizing I was stiff from sitting still so long. â€Å"So is it my turn tomorrow, then?† â€Å"Certainly not!† His face was teasingly outraged. â€Å"I told you I wasn’t done, didn’t I?† â€Å"What more is there?† â€Å"You’ll find out tomorrow.† He reached across to open my door for me, and his sudden proximity sent my heart into frenzied palpitations. But his hand froze on the handle. â€Å"Not good,† he muttered. â€Å"What is it?† I was surprised to see that his jaw was clenched, his eyes disturbed. He glanced at me for a brief second. â€Å"Another complication,† he said glumly. He flung the door open in one swift movement, and then moved, almost cringed, swiftly away from me. The flash of headlights through the rain caught my attention as a dark car pulled up to the curb just a few feet away, facing us. â€Å"Charlie’s around the corner,† he warned, staring through the downpour at the other vehicle. I hopped out at once, despite my confusion and curiosity. The rain was louder as it glanced off my jacket. I tried to make out the shapes in the front seat of the other car, but it was too dark. I could see Edward illuminated in the glare of the new car’s headlights; he was still staring ahead, his gaze locked on something or someone I couldn’t see. His expression was a strange mix of frustration and defiance. Then he revved the engine, and the tires squealed against the wet pavement. The Volvo was out of sight in seconds. â€Å"Hey, Bella,† called a familiar, husky voice from the driver’s side of the little black car. â€Å"Jacob?† I asked, squinting through the rain. Just then, Charlie’s cruiser swung around the corner, his lights shining on the occupants of the car in front of me. Jacob was already climbing out, his wide grin visible even through the darkness. In the passenger seat was a much older man, a heavyset man with a memorable face – a face that overflowed, the cheeks resting against his shoulders, with creases running through the russet skin like an old leather jacket. And the surprisingly familiar eyes, black eyes that seemed at the same time both too young and too ancient for the broad face they were set in. Jacob’s father, Billy Black. I knew him immediately, though in the more than five years since I’d seen him last I’d managed to forget his name when Charlie had spoken of him my first day here. He was staring at me, scrutinizing my face, so I smiled tentatively at him. His eyes were wide, as if in shock or fear, his nostrils flared. My smile faded. Another complication, Edward had said. Billy still stared at me with intense, anxious eyes. I groaned internally. Had Billy recognized Edward so easily? Could he really believe the impossible legends his son had scoffed at? The answer was clear in Billy’s eyes. Yes. Yes, he could. How to cite Twilight 11. COMPLICATIONS, Essay examples

Like Used in Idioms and Expressions

'Like' Used in Idioms and Expressions The following English idioms and expressions use the word like. Each idiom or expression has a definition and two example sentences to help ​your  understanding of these common idiomatic expressions with like. Eat like a horse Definition: usually eat a lot of food Tom eats like a horse! Make sure to grill three hamburgers for him.He doesnt usually eat like a horse. Eat like a bird Definition: usually eat very little food She eats like a bird, so dont make too much for dinner.He weighs 250 pounds even though he eats like a bird. Feel like a million Definition: feel very good and happy Im feeling like a million today. I just got a new job!After his promotion, he felt like a million. Fit like a glove Definition: clothes or apparel that fit perfectly My new shoes fit like a glove.Her jeans fit like a glove after she went on a diet. Go like clockwork Definition: to happen very smoothly, without problems The presentation went like clockwork.Her plans went like clockwork and she was able to join the company. Know someone or something like the back of ones hand Definition: know in every detail, understand completely She knows me like the back of her hand.I know this project like the back of my hand. Like a bat out of hell Definition: very fast, quickly He left the room like a bat out of hell.They drove off like a bat out of hell. Like a bump on a log Definition: not moving Dont sit there like a bump on a log!She sits around all day like a bump on a log. Like a fish out of water Definition: completely out of place, not belonging at all He looks like a fish out of water on the football field.The boss felt like a fish out of water in San Francisco. Like a sitting duck Definition: be very exposed to something He felt like a sitting duck and moved to cover his position.Your investments have left you like a sitting duck in this market. Out like a light Definition: fall asleep quickly He went out like a light.I hit the pillow and was out like a light. Read someone like a book Definition: understand the other persons motivation for doing something She can read me like a book.I know you dont mean that. I can read you like a book. Sell like hotcakes Definition: sell very well, very quickly The book sold like hotcakes.The iPhone initially sold like hotcakes. Sleep like a log Definition: sleep very deeply I was tired and slept like a log.She went home and slept like a log. Spread like wildfire Definition: an idea that gets known very quickly His solution to the problem spread like wildfire.Her opinions spread like wildfire. Watch someone like a hawk Definition: keep a very close eye on someone, watch very carefully Dont make any mistakes because Im watching you like a hawk.She watches her son like a hawk whenever he goes outside to play.

Definition of Closed Timelike Curve

Definition of Closed Timelike Curve A closed timelike curve (sometimes abbreviated CTC) is a theoretical solution to the general field equations of the theory of general relativity. In a closed timelike curve, the worldline of an object through spacetime follows a curious path where it eventually returns to the exact same coordinates in space and time that it was at previously. In other words, a closed timelike curve is the mathematical result of physics equations that allows for time travel. Normally, a closed timelike curve comes out of the equations through something called frame dragging, where a massive object or intense gravitational field moves and literally drags spacetime along with it. Many results that allow for a closed timelike curve involve a  black hole, which allows for a singularity in the normally smooth fabric of spacetime and often results in a  wormhole. One key thing about a closed timelike curve is that it is generally thought the worldline of the object following this curve doesnt change as a result of following the curve. That is to say, the worldline is closed (it loops back on itself and becomes the original timeline), but that has always been the case. Should a closed timelike curve be used to get a time traveler to travel into the past, that most common interpretation of the situation is that the time traveler would have always been part of the past, and therefore thered be no changes to the past as a result of the time traveler suddenly showing up. History of Closed Timelike Curves The first closed timelike curve was predicted in 1937 by Willem Jacob van Stockum and was further elaborated by the mathematician Kurt Godel in 1949. Criticism of Closed Timelike Curves Though the result is technically allowed in some very highly-specialized situations, many physicists believe that time travel is not achievable in practice. One person who supported this viewpoint was Stephen Hawking, who proposed a chronological protection conjecture that the laws of the universe would ultimately be such that they prevent any possibility of time travel. However, since a closed timelike curve doesnt result in changes to how the past unfolded, the various paradoxes that we would normally want to say are impossible dont apply in this situation. The most formal representation of this concept is known as the Novikov self-consistency principle, an idea presented by Igor Dmitriyevich Novikov in the 1980s that suggested that if CTCs are possible, then only self-consistent trips backward in time would be allowed. Closed Timelike Curves in Popular Culture Since closed timelike curves represent the only form of travel backward in time that is allowed under the rules of general relativity, attempts to be scientifically accurate in time travel generally try to use this approach. However, the dramatic tension involved in scientific stories often require some sort possibility, at least, that history could be altered. The number of time travel stories that really stick to the idea of closed timelike curves are pretty limited. One classic example comes from the science fiction short story All You Zombies, by Robert A. Heinlein. This story, which was the basis of the 2014 film Predestination, involves a time traveler who repeatedly goes backward in time and interacts with various previous incarnations, but each time the traveler who comes from later in the timeline, the one who has looped back, has already experienced the encounter (albeit only for the first time). Another good example of closed timelike curves is the time travel plotline that ran through the final seasons of the television series Lost. A group of characters traveled backward in time, in the hopes of altering events, but it turned out that their actions in the past create no change in how events unfolded, but it turns out that they were always part of how those events unfolded in the first place. Also Known As: CTC

For Want Of A Letter … Tic, Tick

For Want Of A Letter †¦ Tic, Tick For Want Of A Letter Tic, Tick For Want Of A Letter Tic, Tick By Sharon Sometimes the inclusion or omission of a single letter can completely change the meaning of your word, phrase or sentence. Take the word tic, for example. Its a noun that refers to those visible twitches that suggest nervousness or stress. Merriam Webster defines it as: a local and habitual spasmodic motion of particular muscles especially of the face. It is believed to originate from the French phrase tic douloureux which refers to the same phenomenon. The word has also come to refer to, as Merriam Webster puts it, a frequent usually unconscious quirk of behavior or speech. If you add a particular phrase to the end of every sentence or compulsively lick your lips when youve finished speaking, this would be a tic. However, I have often seen tic misspelled as tick. Tick has several meanings , none of them referring to facial, verbal or behavioral mannerisms. The meanings of the noun tick include: a bloodsucking arachnid (such as the ones found on dogs) a wingless parasitic fly a mattress casing a light, rhythmical tap the beat of a clock a check mark on a list an abbreviation of ticket (hence the British expression, on tick, meaning on credit) Meanings of the verb to tick include: to make the sound of a tick (like a clock) to run (as in to operate or work in a certain way) to mark with a tick (written) to check off Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Round vs. AroundThe 7 Types of Possessive Case

How new perspective on leadership relates to the various types Essay

How new perspective on leadership relates to the various types - Essay Example Another concept that Nonaka and Takeuchi discussed in the interview is the concept of â€Å"phronesis† or practical wisdom. Phronesis is â€Å"the habit of making the right decisions and taking the right actions in context, and relentless pursuit of excellence for the common good† (Nonaka & Takeuchi, Wise Leadership, 2011). They went on further to say that phronesis can be cultivated through very close human interactions. This new perspective on leadership is very much related to the previous concepts of leadership. The other articles on leadership in the textbook also supported the idea of Nonaka and Takeuchi about being an ethical leader. The articles on the textbook also emphasized that leaders must have a passion to do right. This too was advocated by Nonaka and Takeuchi when they mentioned the importance of having a moral purpose and doing what is good for society. The six abilities of a wise leader which were enumerated in Nonaka’s and Takeuchi’s art icle are supportive and intertwined with the â€Å"Seven Habits of Ethical Leaders† taken up in the textbook readings. The first ability of a wise leader is that he can judge goodness. Likewise, an ethical leader has a passion to do right and realize the importance of ethics in the decision-making process.

Best Practices in Teaching Styles to Motivate ESL Students Essay

Best Practices in Teaching Styles to Motivate ESL Students - Essay Example Diverse research studies have been conducted in various fields of endeavor – from human behavioral courses in organizations to educational modules in traditional and ESL learning settings. There have been motivational theories that have evolved through time and aimed to determine which among the motivational factors facilitate or hinder the process of learning English as a Foreign Language (EFL). From a review of literature developed on the subject, there were studies that specifically aimed to determine the effectiveness of the motivational strategies in enhancing the academic performance and understanding of ESL students (Guilloteaux & Dornyei, 2008; Chen, Warden, & Chang, 2005; Lamb, 2007). After identifying the most effective factors, from the perspectives of students, the role of educators would be to put into practice these strategies that have been proven to be the most effective in facilitating ESL learning, on the premise that the most contemporary factors influencing the learning environment are taken into consideration. Briefly, the motivational factors that were identified to facilitate ESL learning are teachers’ style or methods, in conjunction with use of praise and acknowledgment (Lamb, 2007); instructional interventions applied by teachers (where 25 observational variables measuring the teachers’ motivational practices include: social chat, group work, effective praise, and tangible reward, among others (Guilloteaux & Dornyei, 2008, pp. 63-64); and group dynamics and group cohesiveness (Chang, 2010); among others. The teacher’s instructional approach is therefore crucial; but the ability of the teacher to gauge the students’ motivating drives must be of paramount concern in order for them to effectively apply motivating factors that facilitate, rather than inhibit, ESL learning. The 25 observational variables noted by Guilloteaux & Dornyei (2008) provides the conceptual framework for the current study, which at tempts to investigate the best teaching practices applied in an ESL course. These variables measuring the teachers’ motivational practice are enumerated below: 1. Social Chat 13. Pair Work 2. Signposting 14. Tangible Reward 3. Stating the Communicative Purpose or 15. Personalization Utility of the Activity 16. Element of Interest, Creativity, 4. Establishing Relevance Fantasy 5. Promoting Integrative Values 17. Intellectual Challenge 6. Promoting Instrumental Values 18. Tangible Task Product 7. Arousing Curiosity or Attention 19. Individual Competition 8. Scaffolding 20. Team Competition 9. Promoting Cooperation 21. Neutral Feedback 10. Promoting Autonomy 22. Process Feedback 11. Referential Questions 23. Elicitation of Self or Peer Correction 12. Group Work 24. Effective Praise 25. Class Applause Source: Guilloteaux & Dornyei, 2008, pp. 63-64 Research Questions The study would therefore be guided by the following research questions: 1. Which among the 25 variables are deemed most effective to motivate ESL students in contemporary settings? 2. What performance measures would significantly gauge the effectiveness of the best teaching strategies and approaches that motivate

Determination of Substance through Density

Determination of Substance through Density DExperiment #1 DENSITY OF SUBSTANCES Prepared by Paul Okweye and Malinda Gilmore Purpose of the Experiment To learn about the properties of matter such as density that are used as a method of physical identification. In this experiment the objectives are: To teach the correct use of a balance and graduated cylinders, To determine the densities of solids, pure liquids and solutions, To determine percent errors during experimental analysis, and To teach the use of graphing of experimental data. Background Information Density, like boiling point, color, odor, solubility, and melting point, is a physical property of matter. Therefore, density may be used in identifying matter. Density is defined as mass per unit volume and is expressed mathematically as d = m / v (Equation 1: d is density, m is mass, and v is volume). The density of a sample of matter represents the mass contained within a unit volume of space in the sample. The units of density, therefore, are quoted in terms of grams per milliliter (g/ml) or grams per cubic centimeter (g/cm3) for most solid and liquid samples of matter. The density of a sample represents the mass of the specific sample divided by its volume. density (g/ml) = mass (g) à · volume (ml or cm3) Eqn. 1 Often, a density varies with temperature because of the volume of the sample such as gases. Therefore, densities are usually determined and reported at room temperature (about 25oC; see Table 1). References such as chemical handbooks always specify the temperature at which a density was measured. As previously stated, density can be used as a method of identification. Various things that density can be useful for are listed below: Table 1. Densities of various substances at room temperature, 25oC. Density is often used as a point of identification in the determination of an unknown substance. The density of the unknown might be used to characterize the unknown from a list of known substances. It is very unlikely for two substances to have the same density, and when added with boiling point and melting point it adds even more validity to the identity of the substance. Density can also be used to determine the concentration of solutions in certain instances. When a substance is dissolved in water, the density of the solution will be different from that of the pure water itself. Handbooks list detailed information about the densities of solutions as a function of their composition (typically, in terms of percent substance in the solution). If a sample is known to contain only a single substance, the density of the solution can be measured experimentally, and then the handbook can be consulted to determine what concentration of the substance gives rise to the measured solution density. Several techniques are used for the determination of density of substances. In general, a density determination involves the determination of the mass of the sample divided by the determination of the volume of the sample. However, the method used for determining mass or volume depends on whether or not the sample is a solid or a liquid. For solid samples, the volume of the solid can be determined using Archimedes’s principle, which states that an insoluble, nonreactive solid will displace a volume of liquid equal to its own volume. Typically, a solid is added to a liquid in a volumetric container (such as a graduated cylinder) and the change in the liquid level is determined. For liquids, very precise values of density may be determined by measuring an accurate volume of liquid in a container that can then be weighed and then determining the mass of the liquid that was measured. A convenient container for determining the volume of a liquid is to weigh a particular volume of liquid in a graduated cylinder. The density of substances is very important especially when talking about buoyancy the tendency or capacity to remain afloat in a liquid or rise in air or gas. Often one asks the question, â€Å"Why does ice float in water?† The answer to that question depends totally on density of the substances involved. When dealing with water, water can be in the form of ice, liquid or solid (Table 2). The density of ice is 0.917 g/cm3 and then density of water in its liquid state at 25oC (room temperature) is 0.999 g/cm3. Therefore, the density of ice is less than the density of water so that is why ice floats in water. Temperature (oC) Density of Water (g/cm3) 0 (ice) 0.91700 0 (liquid water) 0.99984 2 0.99994 4 0.99997 10 0.99970 25 0.99707 100 0.95836 Table 2. Temperature Dependence of Water Density Safety Precautions Safety goggles and lab coat / apron are required for this lab The solutions used in this lab are flammable. Use them only as directed Materials and Chemicals Graduated cylinders (25 mL, 50 ml, and 100 mL) Balance Regular Solid Sample Irregular Solid Sample Liquid Sample (Isopropyl Alcohol) Distilled Water Sodium Chloride (5%, 10%, 15%, 20% and 25% solutions) Procedures A. Determination of the Density of Solids Obtain a regular shaped solid (cubic metal). On your data sheet, write down the name of the solid and describe its appearance. Using a balance, weigh the regular shaped solid. Weigh it on a balance to the nearest 0.01 g. Record the weight on the data sheet in the section labeled â€Å"Weight of the Solid.† Using a 100-mL graduated cylinder, add 75 mL of distilled water. Record the exact volume of water in the graduated cylinder to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Initial Volume of Water for the Solid†. Gently place the regular solid (cubic metal) into the cylinder (do not drop the metal because it could splash the water in the graduated cylinder). Read the level of the water in the graduated cylinder, again making your determination to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Final Volume of Water for the Solid.† The change in the water (Vsolid = Vf – Vi) level represents the volume of the solid. Calculate the density of the regular solid (cubic metal) using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Solid.† Compare the calculated (experimental value) density of the regular solid (cubic metal) with the actual density value provided in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Solid.† Calculate the percent error of your measurement. Record value on the data sheet in the section labeled â€Å"Percent Error of Solid†. Note: Percent Error = Experimental Value – Actual Value x 100% Accepted Value Dry the regular solid (cubic metal) with a paper towel and return the sample to your instructor. B. Density of Pure Liquids Pure Water (Distilled Water) Clean and dry a 50 ml graduated cylinder. Accurately weigh the dry graduated cylinder using a balance. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Water).† Add 45 mL of water to the graduated cylinder. Record the exact volume of the water in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Water†. Weigh the graduated cylinder and water as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Water).† Calculate the density of the water using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section labeled â€Å"Experimental Value of Density of Water.† Determine the temperature of the water in the cylinder. You will use the temperature of the water to determine which density value of water to use from Table 2. Record the temperature on the data sheet in the section labeled â€Å"Temperature of Water.† Compare the calculated (experimental value) density of the water with the actual density listed in Table 2. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Water.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Water†. Clean and dry the graduated cylinder. Rubbing Alcohol Obtain a sample of rubbing alcohol (isopropyl alcohol = rubbing alcohol). Clean and dry a 10 ml graduated cylinder. Weigh the dry graduated cylinder as accurately as you can with the balances you have available. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Rubbing Alcohol).† Add 5 mL of rubbing alcohol to the graduated cylinder. Record the exact volume of the alcohol in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Rubbing Alcohol.† Weigh the graduated cylinder and rubbing alcohol as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Rubbing Alcohol).† Calculate the density of the rubbing alcohol using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Rubbing Alcohol.† Compare the calculated (experimental value) density of the rubbing alcohol with the actual density listed in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Rubbing Alcohol.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Rubbing Alcohol†. Clean and dry the graduated cylinder. C. Density of Solutions Chemical solutions are often described in concentrations and most times in terms of the solutions’ percent composition on a weight basis. For example, a 1% sodium chloride (NaCl) solution contains 1 g of NaCl in every 100 mL of solution (which corresponds to 1 g of NaCl for every 99 mL of water (H2O) present). Obtain 50 mL solutions of NaCl in H2O consisting of the following percents by weight: 5%, 10%, 15%, 20%, and 25%. Make the weight determinations of NaCl and H2O accurately as possible. Using the method described earlier for samples of pure liquids, determine the mass, volume and density of each of your NaCl solutions. Record that information on the data sheet under the specified section. Compare the calculated (experimental value) density of the NaCl solutions with the actual density listed in Table 3. Calculate the percent errors for each solution. Record value on the data sheet in the section labeled â€Å"Percent Error of NaCl Solutions†. Using Excel, construct a graph of the calculated (experimental value) density of your NaCl solutions (y-axis) versus the percent of NaCl the solution contains (x-axis). Obtain the straight line equation (y = mx + b). Record this equation in the designated area on the data sheet. Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET A. Determination of the Density of Solids Sample Name ______________________________ Appearance of Solid ______________________________ Weight (g) of the Solid ______________________________ Initial Volume (mL) of Water for the Solid ______________________________ Final Volume (mL) of Water for the Solid ______________________________ Volume (mL) of the Solid ______________________________ Experimental Value of Density (g/mL) of Solid______________________________ Actual Density (g/mL) of the Solid ______________________________ Percent Error of Solid ______________________________ B. Determination of the Density of Pure Liquids Pure Water (Distilled Water) Initial Weight (g) of the Graduated Cylinder (Water) ______________________________ Final Weight (g) of the Graduated Cylinder (Water) ______________________________ Weight (g) of Water Sample______________________________ Volume (mL) of Water ______________________________ Experimental Value of Density (g/mL) of Water ______________________________ Actual Density (g/mL) of the Water ______________________________ Percent Error of Water ______________________________ Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET Rubbing Alcohol Initial Weight (g) of the Graduated Cylinder (Rubbing Alcohol)______________________________ Final Weight (g) of the Graduated Cylinder (Rubbing Alcohol) ______________________________ Weight (g) of Rubbing Alcohol Sample______________________________ Volume (mL) of Rubbing Alcohol ______________________________ Experimental Value of Density (g/mL) of Rubbing Alcohol ______________________________ Actual Density (g/mL) of the Rubbing Alcohol ______________________________ Percent Error of Rubbing Alcohol ______________________________ C. Determination of the Density of Solutions % NaCl Mass (g) Volume (mL) Density (g/mL: Calculated) Density (g/mL: Actual) % error 5 10 15 20 25 Note: Show calculations in your lab report. Name____________________________________________________________________________ Lab.Partner____________________________Section/Day/Time_____________________________ Experiment #1 DENSITY OF SUBSTANCES HOMEWORK SHEET 1. Explain density in words. 2. What error would be introduced into the determination of the density of the solid if the solid were hollow? Would the density be too high or too low? 3. An insoluble, nonreactive metal sphere weighing 18.45 g is added to 21.7 ml of water in a graduated cylinder. The water level rises to 26.8 ml. Calculate the density of the metal. 4. An empty graduated cylinder weighs 34.4257 g. A 10-ml pipet sample of an unknown liquid is transferred to the graduated cylinder. The graduated cylinder weighs 40.1825 g when weighed with the liquid in it. Calculate the density of the unknown liquid. 5. Your data for the density of the NaCl (sodium chloride) solutions should have produced a straight line when plotted. How could this plot be used to determine the density of any concentration of sodium chloride solution? 6. Examine your graph and determine the density for each of the following percents of NaCl: 3%, 9%, 15%, 21%, and 45%.

Broadcast commission

Children in Jamaica and the world at large are surrounded by opportunities to develop and use emergent literacy skills such as listening, speaking, reading, and writing. Based on a research conducted by the Sesame Street Media, â€Å"Once children get to 7 and 8 years, they are able to focus on activities for longer stretches of time. Their memory, logical reasoning, and problem-solving skills sharpen. Children at this age are also starting to form stronger, more complex relationships outside the family, especially with same-sex peers. The power of media on the society is taken as a axis that media representations are not simply a mirror of society but rather, they are highly selective and merely an example. Therefore, active decisions should be taken at every stage of the process of producing and transmitting media material, regarding what should be included and what should be omitted and how and when a content should be presented. Possible effects such as such as violent or aggres sive behavior, substance use, sexual activity and decreased school performance are major issues.In an aid to prevent this, necessary measures need to be taken in order to mitigate these potential problems. In Jamaica there are directives that electronic media, broadcast radio and television, as well as subscriber television has to follow from the Broadcasting Commission. The Broadcasting Commission role is to monitor and regulate these industries, balancing the interests of consumers, the industries and the creative community in implementing public policy and law. Ender the Broadcasting Law and Regulation Code, there is the Children's Code for Programming. This code sets out standards for the media to rate and schedule or filter programming and provide advisories. This will assist parents and guardians to determine the types of material to which their children are exposed. The procedures in the code arise from the general principles for dealing with child audiences are detailed in t he Children's Charter for programming.According to the code, rating is an assessment of the nature of problematic material in all programming. For the broadcast, media rating will be done of all programming including newscasts, broadcasts of sporting events, music videos, programmer trailers, songs and advertisements where as for the subscriber television services rating will be carried out on each channel. Scheduling or filtering Is ensuring that programming Is only transmitted to the appropriate audience for the type of problematic material it contains.Therefore, the broadcast media programmer are scheduled so that potentially harmful material is not transmitted at times when children can reasonably be expected to be a significant part of the radio or television audiences. Subscriber television services material is filtered so that programming channels rated A or X are only available to subscribers who specifically choose to have that material in their homes. In an effort to do so they provide what is called a Watershed,' established at pm daily.This is a time each day, after which a programming might become increasingly adult oriented. Advisories are information about the nature and make informed choices about what type of programming children in their care are exposed to. For example: According to the Broadcasting Commission, on radio aired between 7:mama and 8:1 Sam, material reviewed song, â€Å"All my ladies if you got it let me know, she thick in her hips, colder than a month licking her lips; a bad ‘matchlocks'. Apple looking so right. She makes me want a piece. I give it to her all night, she doesn't want to leave†.They found this as being offensive sounding words, as it presents a distasteful language, sexual content and it is in Breach of Watershed, (February 6&20 2009 Directives and Children Code). Therefore, it is in the best interest of the Broadcasting Commission that obscene and indecent programming is constitutional, because of t he compelling societal interests in protecting children from potentially harmful programming and supporting parent's ability to determine the programming to which their children will be exposed to at home.In a speech presented by Chairman of the Broadcasting Commission of Jamaica, Hope S. Dunn on July 14, 2010 at the Pegasus Hotel, he stated that, â€Å"Regarding the enforcement of the Children's Code for Programming, there has been significant progress in the quality of the output on electronic media nationally. This is evident from the Commission's Complaints record for the period April 2009 to March 2010, the Commission received sixty-nine (69) complaints. This was a decrease of forty-seven percent (47%) when compared to the previous period.On the other hand the Media Association of Jamaica in partnership with the Press Association of Jamaica has reduced a Code of Ethics for Journalists to create a higher basic standard of journalism across the industry and to improve transparen cy and redress by media houses in the public interest. There is always that time in a media practitioner's career, when he or she would end up at a crossroads where an ethical decision has to be made between right and wrong.Often times, ethical choices are hard to make, but at the end of the day a decision has to be made. Professionals in various fields make choices not Just in a systematic way but most importantly in an ethical manner. With that being said, the press association of Jamaica code of practice, provides requirements for media practitioners to abide by, it also deals with matters of common concern among citizen as it relates to morality and the protection of fairness.Under the provision of the code media practitioners should not identify children under the age of 18 who are involved in cases concerning sexual offences, whether as victims or as witnesses or defendants in a trial. In any news report of a case involving a sexual offence by an adult against a child, the chi ld should not be identified. The adult may be identified if such identification would not cause the identity of the child to be revealed. In cases of incest, for the purposes of the protection of the identification the child, the term ‘incest', where applicable, should never be used.

Studies Show Black Women Are Healthier at a Higher Weight Than White Women

Studies reveal that African American women can weigh significantly more than white women and still be healthy. By examining two standards of measurement — BMI (body mass index) and WC (waist circumference) — researchers found that while white women with a BMI of 30 or more and a WC of 36 inches or more were at greater risk for diabetes, high blood pressure and high cholesterol, black women with those same numbers were considered medically healthy. African American womens risk factors did not increase until they reached a BMI of 33 or more and a WC of 38 inches or more. Typically, health experts consider adults with a BMI of 25-29.9 to be overweight and those with a BMI of 30 or greater to be obese. Peter Katzmarzyks Studies The study, published in the January 6, 2011 research journal Obesity and authored by Peter Katzmarzyk and others at the Pennington Biomedical Research Center in Baton Rouge, Louisiana, only examined white and African American women. No similar racial difference between black men and white men were studied. Katmzarzyk theorizes that the weight gap between white and black women may have to do with how body fat is distributed differently throughout the body. What many call belly fat is primarily recognized as being a significantly greater health risk than fat in the hips and thighs. Dr. Samuel Dagogo-Jacks Findings Katzmarzyks findings echo a 2009 study by Dr. Samuel Dagogo-Jack  of the University of Tennessee Health Science Center in Memphis. Funded by the National Institutes of Health and the American Diabetes Association, Dagogo-Jacks research revealed that whites had more body fat than blacks, which led him to theorize that muscle mass may be higher in African-Americans. Existing BMI and WC guidelines are derived from studies of predominantly white and European populations and do not take into account physiological differences due to ethnicity and race. Because of this, Dagogo-Jack believes that his findings argue for a review of the existing cutoffs for healthy BMI and waist circumference among African-Americans. Sources: Kohl, Simi. Use of BMI and waist circumference as surrogates of body fat differs by ethnicity. Obesity Vol. 15 No. 11 at Academia.edu. November 2007Norton, Amy. Healthy waist may be a bit bigger for black women. Reuters Health at Reuters.com. 25 January 2011. Richardson, Carolyn and Mary Hartley, RD. Study Shows Black Women Can Be Healthy At Higher Weights. caloriecount.about.com. 31 March 2011.Scott, Jennifer R. Abdominal Obesity. weightloss.about.com. 11 August 2008.The Endocrine Society. Widely Used Body Fat Measurements Overestimate Fatness In African-Americans, Study Finds. ScienceDaily.com. 22 June 2009.

Essay on Anorexia Nervosa and Obsessive Compulsive Disorder

Anorexia Nervosa and Obsessive Compulsive Disorder Anorexia Nervosa is an eating disorder often found in young adolescent women, that has been characterized by a distorted attitude towards weight and body image, a set of behaviors calculated to produce weight loss and other physiological and psychological symptoms. Physiological symptoms include (according to the DSM III- R criteria) starvation, amenorrhoea, and a refusal to maintain weight above 85% of their ideal weight. Psychological symptoms include an obsessive pursuit of thinness, along with obvious body preoccupation, and an incessant rumination about food. In addition, they are also engaged in compulsive calorie counting and excessive physical exercise. The†¦show more content†¦In response to their obsessions, most people with OCD resort to repetitive behaviors called compulsions. The most common of these are washing and checking. Other compulsive behaviors include counting, repeating, hoarding, and endlessly rearranging objects in an effort to keep them in preci se alignment with each other. Some people with OCD have regimented rituals while others have rituals that are complex and changing. Performing rituals may give the person with OCD some relief from anxiety, but it is only temporary. People with OCD usually have considerable insight into their own problems. Most of the time, they know that their obsessive thoughts are senseless or exaggerated, and that their compulsive behaviors are not really necessary. However, this knowledge is not sufficient to enable them to stop obsessing or carrying out the rituals. After reading the description of Anorexia and OCD, one can identify many similar symptoms among the two disorders. In addition to these common symptoms, there are biological similarities as well, since serotonin dysfunction has been implicated as one of the possible causes of OCD and anorexia (as well as bulimia nervosa). These factors have led many investigators to study the relationship between anorexia and OCD. Most systematic and controlled studies using a large sample have concluded that there is an association between the two disorders. Various investigators found that OCD was more common in anorexicShow MoreRelatedEssay about Anorexia Nervosa and Obsessive Compulsive Disorder2367 Words   |  10 PagesAnorexia Nervosa and Obsessive Compulsive Disorder It has long been recognized that there are similarities between Obsessive Compulsive Disorder (OCD) and Anorexia Nervosa. These similarities lie in the symptoms of the disorder. Many patients of both diseases report intrusive, fearful thoughts, a compulsive need to perform rituals, and an obsession with maintaining these rituals. 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