The Role Of Trpm2 Channels On Diabetes - 2798 Words

PSL452H1F (Dr. Feng) Term Paper (Due on November 15, 2014) Topic : The role of TRPM2 channels in diabetes TRPM2, its Biophysical Properties as Potential Therapeutic Drugs for Diabetes Mellitus Yunjong Han, 997267443 Introduction Diabetes mellitus (DM) is considered as a metabolic disorder and is the condition, abnormality in blood glucose level (usually high glucose in blood) due to problems in insulin secretion from the pancreatic ÃŽ ²-cells or insulin insensitivity of the insulin receptors on insulin sensitive tissues (Aathria Jain 2014; Liamis et al. 2014; Silverthorn 2010). There are two types of diabetes; type 1 and type 2. Patients with type 1 DM have problem with insulin secretion from their pancreatic ÃŽ ²-cells and patients with†¦show more content†¦2007). TRPM channel is melastatin-related receptor and is the subfamily of TRP (Transient Receptor Potential) ion channel (Harteneck 2005). There are several functional TRPM members; TRPM1 to TRPM8 (Harteneck 2005). This paper mainly focuses on TRPM2 channels. TRPM2 is known to be involved in insulin secretion from pancreatic ÃŽ ²- cells (Faouzi Penner 2014). TRPM2 is a Ca2+-permeable channel and it is activated by various molecules but it usually regulates intracellular Ca2+ concentration, which is important for other downstream cascades (Sumoza- Toledo Penner 2014). TRPM2 is also found various tissues in the body but especially it is found inpancreatic ÃŽ ²-cells of the islets of Langerhans (Sumoza- Toledo Penner 2014). Therefore, TRPM2 activation and inactivation may affect insulin secretion in the pancreatic cells and discovery of TRPM2 related pharmacological molecules might be helpful to treat diabetes mellitus. Molecular and Biophysical Properties of TRPM2 TRPM2 is a member of TRPM subfamily. TRPM2 channel have six putative transmembrane proteins with C-terminal and N-terminal (Figure 1; Fleig Penner 2004; Jiang et al. 2010). TRPM2 channels form homomultimer (homotetramers), Yunjong Han, 997267443 ! 2 which have four subunits of six transmembrane proteins (S1 to S6, 24- transmembrane in

Similarities Between Frankenstein And Mary Shelley s...

A multitude of signs illustrates similarities between the Frankenstein’s creature and Mary Shelley. These indications show that the novel may be an autobiography. However, the novel shows a lot of the characteristics of science fiction. The novel can be a real description or fiction narrative, but not both. An informed opinion about this controversy requires the evaluation of relevant critics. Sherry Ginn uses â€Å"Mary Shelley s Frankenstein: Science, Science Fiction, or Autobiography?† to adequately argue that the novel Frankenstein is based on Shelley’s experiences and fears, that it is not an autobiography, and that it has all the characteristics of a science fiction narrative. Much evidences show that the novel is based on Mary’s life. This counterargument does not convert the novel to an autobiography; however, they show that her book is based on her personal experiences and fears. Victor’s motivation for resuscitation is comparable to Mary’s desires to bring her children back to life; these desires are clearly shown by comments of the literature critic Katherine Morales, â€Å"After having read about Mary’s life, it is very easy to deduce that the life resuscitation topic in Frankenstein was influenced by Mary’s deep wish to bring her loved ones back to life† (110). Additionally, Victor unscrupulous investigations mimic Percy’s life events as a university student; in 1811, the Oxford University expelled Percy when he denied being the author of a paper called Necessity ofShow MoreRelatedSimilarities Between Frankenstein s Creature And Mary Shelley s Frankenstein916 Words   |  4 Pagesmultitude of evidenc es show similarities between the Frankenstein’s creature and Mary Shelley’s. These indications show that the novel may be an autobiography. On the other hand, the novel shows a lot of the characteristics of science fiction. The novel cannot be classified as both, a real description and a fiction narrative, at the same time. An informed opinion about this controversy requires the evaluation of redundant critics. Sherry Ginn uses â€Å"Mary Shelley s Frankenstein: Science, Science FictionRead MoreMary Shelley1066 Words   |  5 PagesMary Shelley was born on August 30, 1797, becoming a distinguished, though often neglected, literary figure during the Romanticism Era. Mary was the only child of Mary Wollstonecraft, a famous feminist, but after her birth, Wollstonecraft passed away (Harris). Similar to Mary’s book Frankenstein, both her and Victor’s mothers die when they are at a very young age. Mary’s father was William Godwin, an English philosophe r who also wrote novels that would inspire Mary in the late years of her life (Holmes)Read MoreAt First Reading Mary Shelley’S Novel Frankenstein Appears1709 Words   |  7 PagesAt first reading Mary Shelley’s novel Frankenstein appears to be part of the gothic or horror genre, but further examination of this novel reveals many concepts and perspectives that are related to other genres of English literature. Along with possessing various conceptual ideas this novel brilliantly highlights the characteristics of men, which many authors have credited Mary Shelley’s understanding of the opposite gender as exceptional. Throughout this novel there can be identified three maleRead MoreThe Myth Of Mary Shelley s Frankenstein Essay1204 Words   |  5 Pagesfiction, Frankenstein. Shelley’s Frankenstein was deeply influenced by the Prometheus myth ranging from the history of the title, the action of the main character, and the consequences of performing the actio n. When the book was first published, Mary Shelley gave a hint of the Prometheus origin in the name of the book. Her original title in 1818 for this book was called â€Å"Frankenstein; or, The Modern Prometheus.† After the overwhelming success of Frankenstein in 1818, Percy Shelley, Mary Shelley’sRead MoreFrankenstein, By Mary Shelley Essay953 Words   |  4 PagesThroughout Mary Shelley’s book, Frankenstein, illness represents an essential theme. Shelley predominately uses illness to portray the desperate attempts of the main character, Victor Frankenstein, to withdraw from the brutality of reality. During the novel the frequent appearance of illness insinuates an ambiguous implication. However, the role infirmity plays and the reasoning for Frankenstein s recurring illness remain open to the interpretation of the reader. Overall, the continual use of illnessRead More A Comparison of Vistor Frankenstein and Henry Jekyll Essay1167 Words   |  5 PagesA Comparison of Vistor Frankenstein and Henry Jekyll Mary Shelleys Frankenstein and Robert Louis Stevensons Dr. Jekyll and Mr. Hyde are two horrific tales of science gone terribly wrong. Shelley?s novel eloquently tells the story of a scientist, Victor Frankenstein, who creates a living monster out of decomposed body parts, while Stevenson?s novel describes the account of one, Henry Jekyll, who creates a potion to bring out the pure evil side to himself. Although the two scientists differRead MoreComparing Mary Shelley s Frankenstein919 Words   |  4 PagesThere are parells between Mary Shelley s Frankenstein and quotes from William Blake s â€Å"Proverbs of Hell†. A person can notice this when taking certain quotes from â€Å"Proverbs of Hell† and applying these quotes to Mary Shelley s Frankenstein. A person can interpret how Victor Frankenstein and other charters seem to experience at different time certain proverbs from hell. This is because though out the story Victor is experiencing his own hell brought on by hi s fascination with Natural PhilosophyRead MoreRomanticism In Frankenstein Essay740 Words   |  3 Pages Mariah McCoy Dr.Bardot His-102 16 June 2017 Historical Relevance Within Frankenstein Imagine a world without Enlightenment, the Industrial Revolution,and Romanticism. Mary Shelley uses these topics in her novel to expose the effects that each of these had on society. Frankenstein is a novel that was published in the early 1800’s and tells a story about a man by the name of Victor Frankenstein. Technology and critical thinking skills plays a huge role in the novel and real life.By analyzingRead MoreA Comparison Of Frankendoodle And Frankenstein1199 Words   |  5 Pagesâ€Å"Frankendoodle† in Comparison to the Original text â€Å"Frankenstein† Frankenstein is a classic science fiction novel written by Mary Shelley, through the ages, many adaptations have taken the story through various forms of popular culture. SpongeBob Squarepants, a popular children s television show often alludes to classic literature, and makes it entertaining for all ages. While this example is quite comical, it does hold classical elements associated with Frankenstein, but takes a spin on the classic scienceRead MoreFrankendoodle And Frankenstein1079 Words   |  5 PagesFrankenstein is a classic science fiction novel written by Mary Shelley, through the ages, many adaptations have taken the story through various forms of popular culture. SpongeBob Squarepants, a popular children s television show often alludes to classic literature, and makes it entertaining for all ages. While this example is quite comical, it does hold classical elements associated with Frankenstein, but takes a spin on the classic science fiction novel. In this essay I will con sider the similarities

A Day at the Spa Free Essays

The pressing question in this case is can automated external defibrillators save lives.   The answer is yes.   The secondary question is how many. We will write a custom essay sample on A Day at the Spa or any similar topic only for you Order Now    With no other considerations the addition of defibrillators to a gym’s first aid protocols will help save additional lives. But in order to adequately determine how many more lives defibrillators can save, one must examine factors such as the overall health condition of the recipient, personnel knowledge, and response time. Based on the details of this case, an on-sight defibrillators at Silver’s Gym may save the majority of those expected 100 incidents.   Of the 30 that would die before paramedics arrive, 24 will live with the use of the defibrillator.   Of the remaining 70 that would otherwise live, improper use of the defibrillator may cause 2.1 deaths, saving 67.9 lives.   The total expected number of lives saved with the on-sight defibrillator   is 91.9. The estimates cannot be accurate, however, when considering the health issues that are evident in this case.   Beginning with Tommy, high cholesterol and high blood pressure changes the probability that a defibrillator would be effective.   Also, as people exercise in the gym their heart rates and blood pressures increases making them prone to a sudden cardiac arrest. If the increased rates from exercise are compounded by poor health conditions, like Tommy’s that changes the estimates to a much lower figure as well.   The use of CPS and EMT response time also change those figures.  Ã‚   Finally, the actual condition that makes the person need medical assistance – heart attack, sudden cardiac arrest, or other condition – changes the figures. Untrained personnel cannot properly assess   what aid to administer.   Obviously CPR is appropriate in some cases, the AED in others, and in some cases both CPR and use of the AED will be indicated.   Untrained personnel may not know how to check for devices such as a pacemaker which affects the use of the defibrillator. Pacemakers could compound the improper use factor.   There is a chance of improper use on a person who has no pacemaker.   There may be a higher chance of improper use when a pacemaker is present. In Tommy’s case, since he was not breathing, CPR was a proper response to help restore his breathing.   Without proper oxygen to the brain and heart the defibrillator may not have worked.   Silver’s Gym was not negligent in Tommy’s death.   Gym personnel administered CPR upon finding that he was not breathing. A proper and expected response.   Had there been no personnel with CPR training, that would be a case for negligence.   Without knowing how quickly the call was made, a 12 minute response from EMTs was reasonable, so there was no negligence on the part of gym personnel calling, nor on the part of EMTs for poor response time.   Also, it appears that the gym personnel immediately responded to Tommy’s situation.   Had there been no one in the lobby where Tommy was sitting, or had they not responded in a timely manner, there would be a case for negligence. The case states that â€Å"CPR alone is not effective in treating SCA.†Ã‚   From that statement it is safe to assume that CPR is effective in treating SCA if accompanied by the correct use of a defibrillator.   However, in this case CPR and AED combined may not have been effective in countering the effects of high blood pressure and high cholesterol in a person who is overweight and does not exercise. CPR and AED treat symptoms, not underlying causes.   Tommy had too many health risk factors – age, weight, sedentary lifestyle, and two severe health conditions – to justify a case of negligence against Silver’s Gym. Defibrillators can and do help save lives.   When gyms and sports facilities have defibrillator equipment on-sight, proper use of the equipment can prevent some unexpected deaths.   It is important that there be trained personnel on sight who know how to administer first aid and life saving procedures such as CPR. It is also important that they be trained in proper defibrillator use.  Ã‚   Individuals also have a contributing factor in how well life saving procedures work for them.   When people take more responsibility and become more active in ensuring their personal health, they increase the likelihood that CPR, defibrillators, and EMT protocols will save their lives in extreme emergencies. Negligence occurs when gyms and athletic facilities do not have personnel properly trainedCPR and first aid.   Or when there are not enough personnel on hand to monitor and respond to medical emergencies in those facilities.   However, one cannot expect anyone, even well trained and highly skilled doctors to prevent death when several risk factors exist in one person. How to cite A Day at the Spa, Papers

Biology Essay - Arctic Wolf Behaviour free essay sample

Contrary to popular belief regarding its harsh habitat and the much-publicized climate change, the endangerment status of the arctic wolf is listed as â€Å"Least Concern† by the IUCN and WWF, and, in fact, it is exactly due to their unforgiving environment that the arctic wolf is one of the only subspecies of wolf that is unthreatened, as it leaves them relatively safe from human activities such as hunting and habitat destruction (with the possible exception of â€Å"global warming† and â€Å"climate change†). Due to the species’ abundance, as well as their unique and rare natural habitat, there has been much discussion as to the morality of keeping arctic wolves in captivity as the conditions and temperature are generally vastly different and ill-suited compared to their natural habitats. Illustration 1 – Arctic Wolf populated area Contrary to regular zoo custom of portraying the captive animals as active, carefree, and happy, the wolf pack we studied in Schonbrunn proved to be a rather sad and discouraging sight. Generally speaking, the wolves were not very active at all and spent much of the time lying on high ground, though there is a very good chance that our misfortune regarding the wolves’ (lack of) activity lies in the fact that they are an arctic species, and as such, would favour arctic conditions, and would be that much more affected by the warm, summery weather that we had on the day we went to the Zoo, especially seeing as there was no sign of any kind of facility or modification to their enclosure that would provide a kind of faux-arctic environment and â€Å"weather†/temperature, for example, in the scorching Viennese summer when it is not uncommon for the temperature to reach up to 35 ? Celsius (as opposed to temperatures of well under -30 ? C which are common in the Canadian tundra). Nonetheless, what little activity we did witness on our trip was just as discouraging as their lack of activity. Although we were unable to attend the feeding of the wolves, there wer e still a few pieces of untouched meat lying on the ground. In light of the wolves’ inactivity and obvious weakness for heat, we took this as a sign that the wolves’ usually sizable appetite was affected and overridden by their weakness to the heat; that they were too hot to eat. Their inability to handle high temperatures was quite apparent from the very start, as they were quite often sticking their tongues out and breathing heavily while walking/lying on the ground; something dogs often do when they get hot in the summer in order to cool themselves. Regarding their enclosure, we found out from a zookeeper that the terrain in it was not quite ideal. The wolves had plenty of logs and pieces of wood scattered about them so that it would resemble a forest and to make it more interesting for them to range the enclosure, but the terrain itself was actually too steep, as the enclosure was built into the side of the â€Å"hill† in the Schonbrunn Zoo. This means that the wolves are actually unable to make use of the logs to jump over when they are active in order to emulate their behaviour in nature, and amuse themselves, and, in effect, it reduced their area, as some parts were too steep to walk over, and made the bottom half very unappealing to them (especially as most of it was walled off by the small observer’s hut, in effect disabling them from looking outside their enclosure from half of the bottom part). When the wolves did come down to the fence, they did not appear to be fazed or unnerved by the observers, and, indeed, they did not show any signs of being affected by a relatively large audience. As for their societal structure, we were able to discern it fairly quickly due to the pack’s behaviour. They had a clear leader (alpha male) around which the pack was centered and whom they followed and obeyed. The alpha was slightly bigger than the other wolves, and was markedly more active and lively, as he was often standing on and pacing around the platform in the middle of the enclosure. Unfortunately though, we were also able to differentiate a wolf that seemed to be the omega (outcast/low-rank wolf) of the pack, as evidenced by his always being slightly more separated and distanced from the rest of the pack, often pacing around the lower fencing, as if he was trying to find a way out, though this was not particularly unusual as other members of the pack often emulated such distress behaviour, where they were constantly pacing back and orth aimlessly at a brisk pace, as if they were nervous and/or frightened. Overall, this behaviour is generally different to their natural behaviour in the wild. The most obvious and perhaps important difference is that, as illustrated in the previ ous map, the arctic wolf requires territories of up to 1000mi2, due to the scarcity of prey so far north, and is known to travel up to several hundred kilometres in a day in search of food. Obviously, this is a tremendous difference to the behavior we were able to observe on our trip, where the wolves spent most of the time lying on the ground or pacing around the enclosure in order to cool themselves. Their diet in the wild consists primarily of Peary Caribou and Muskox, which differs from the horse, beef, or mutton that they are usually fed in the zoo. Since arctic wolves have very rarely been hunted or came into contact with humans in the wild, they, unlike most wolves, do not fret to come closer to humans and do not appear to overly cautious or aggressive. While this is in accordance to the behaviour we observed in the zoo, it is likely that other animals in prolonged captivity would also adapt to constant human presence, and as such, we cannot attribute this to being their natural behaviour, as they are likely to have further gotten used to constant visitors and onlookers over time. Naturally, arctic wolves also have a high tendency to howl as a pack, which is mainly a way of celebration after a successful hunt/feeding, a means to unite the pack, protect their territory, and a way for the alpha to rally the pack together. Unfortunately, we were not able to witness such behaviour in the zoo, as they were most likely put off by the environment, were too demoralized and/or exhausted by the heat, or simply had no need for it at the time. Seeing as the wolves are having a very hard time adapting to the environment of the zoo, based off of our observations, there would have to be made several modifications and adaptations to their enclosure. First and foremost is the aforementioned problem of the weather and temperature in their enclosure. The wolves were clearly affected by it, as even the alpha male had his tongue out in order to cool himself for 10 straight minutes, followed later by regularly taking it back in, and sticking it out again after about 4-5 minutes in short bursts. As the wolves as a packed moved for about 100m in total during our visit, and were mostly sitting idly on the ground, the entirety of the pack had significant issues dealing with the high temperature, therefore requiring modifications to be made to their enclosure. The entirety of the enclosure would have to be moved slightly underground, similarly to the penguin’s section, in order to allow a cooling system to be implemented from the ceiling or walls of the enclosure, so that the wolves have fresh, cold air and temperature, more akin to their natural habitat. There would also have to be another adjacent section in the open, so that the wolves are not confined within one single room, as this would be as much a detriment to their health and spirits as the high temperatures. Hence, it would be optimal if the air from within the cool, enclosed part of their section could be circulated out into the open section as well. Furthermore, going back to the fact that the wolves have moved by what we estimated to be 100m during our observations, there need to be modifications made that would stimulate the wolves to run more, in order to keep them from being bored, and help them become more active. One way this could be achieved is through a simulation vaguely resembling a hunt: an instance of operant conditioning. A treadmill, which would have to be adapted to suit wolves, would need to be installed in the enclosure, and when a wolf reaches a certain distance, they would be rewarded with a piece of meat, or another such incentive. Although this would of course not be natural to them, it would provide a way of keeping the wolves active and happier, thus healthier as well, as it would try to emulate their behaviour in the wild, in which they are known to run hundreds of kilometres a day in search of food. As with scores of other species, there is an ongoing debate as to the morality and ethicality of keeping arctic wolves in captivity, especially considering their unique and un-replicable natural habitat, and the fact that there is no need for it due to their unthreatened status. Arctic wolves are a welcome addition to every zoo due to their rarity in most countries, and perceived threatened status. The general animal rights opinion on this matter is that it is morally correct to keep animals in captivity if it is in order to preserve the species, however, as this is not the case with the arctic wolf, most animal rights conventions lean towards the judgment that is in fact unethical to keep them in zoos. The argument for this hinges mainly on two main points: the animal rights, and animal welfare points. * The first point, which considers the rights and freedom of animals while taking into account their treatment and status, supports the notion that this is immoral. The animal rights question depends on three factors: â€Å"the treatment nd use of animals to achieve some human end†, â€Å"treatment of animals with the proper respect† and â€Å"violation of the animal’s right to live in freedom†. Although, from what we could discern on our trip, the animals were treated with the outmost respect by the visitors and the staff, the animals’ behaviour led us to believe that they were quite unhappy in the zoo, thus violating their right to freedom in their natural habitat, as they were not content within their confines. Furthermore, the very fact that the wolves are present in the zoo despite their limited freedom and obvious unhappiness is a testament to the fact that wolves are indeed being kept for human gain, as the wolves themselves do not appear to want to be in the zoo itself, and their lives are far more limited and dull. The second point, which considers the welfare of the animals in captivity, depends on factors such as the likeness and size of the enclosure in comparison to their natural habitat, the social structure of the species in the zoo, the proximity to humans and other species which may be unusual for the species in question, the animal’s activity in the zoo, and quality of life reg ardless of the potential life span in captivity. As was aforementioned, the physical surroundings of their enclosure were vaguely resembling that of the typical habitat of arctic wolves, though naturally disregarding the snow and cold, and were relatively small for a whole pack of wolves. Even though the actual social hierarchy of the wolf pack seemed akin to that of arctic wolves in the wild, there is definitely an issue regarding the proximity to and contact with humans, as arctic wolves rarely ever come into contact with human beings, and thus are unused to them. Although arctic wolves in captivity can live up to 20 years, compared to only 7 in the wild, from our observations, it is apparent that the quality of the wolves’ lives was very poor, when one takes into consideration their limited freedom, lack of activities, and vastly different and unfavorable conditions for a large part of the year, namely, the hot Viennese springs and summers. Henceforth, a clear conclusion can be made that it is in fact unethical to keep arctic wolves in captivity, as, asides from a longer lifespan, all of the discussed factors have a negative impact on the wolves’ life, as the conditions differ greatly from their natural habitat, and forces the animals to re-adapt to their new environment completely, all for human gain. Again, due to their species status, which is perceived by many to be threatened, arctic wolves can potentially be a very popular attraction in a zoo, thus having a comparatively significant economic impact. Although it is unlikely that the arctic wolves by themselves would bring many visitors to the zoo, they can certainly be one of the few highlights of the zoo, helping to bring in more visitors. The visitors will naturally have to pay for tickets to enter the zoo, and are more than likely to have further expenses in the zoo, such as buying souvenirs, refreshments, or going for a meal to one of the restaurants at a zoo, thus generating income for the zoo and the various affiliated restaurants, vendors, and shops over a period of time. In return, this money is invested in the maintenance of and improvements to the zoo, helping maintain the quality of the enclosures and improve them. Furthermore, since the wolves and other species in general yield litters of more pups due to the technological help from the veterinarian specialists, the zoo can sell the pups to other zoos and institutions, which, though not ethical, can serve to improve its budget, and will not be as harmful to the wolf, since it will not have known any other habitat or way of life, and will adapt to it more easily. In addition to this, the zoo will get taxed by the government of the country, thus also helping, however slightly, the nation’s economy and budget. Overall, in my observation of the arctic wolves, I have found that their behaviour in captivity differs significantly from that which can be expected from them in the wild. The major issues are the greatly unfavourable temperature and continental climate of Vienna, which brings scorching summers of up to 30-35 degrees celcius, which are nigh unbearable for the arctic wolves, who are accustomed to degrees of as low as -35 degrees, as well as the fact that the wolves’ movement and freedom has been incredibly limited in comparison to their territories of up to 1000 square miles, essentially leaving them unable to exercise and keeping them from doing any meaningful activities. Unfortunately, any possible modifications that could be made to better accommodate the wolves are highly unlikely to be realized, as they would require a complete overhaul and replacement of the wolves’ enclosure, which would cost a lot of money to construct, and is not worth it for the zoo. Regarding the wolves’ economic impact, they are a most welcome addition to any zoo due to their rarity and isolated habitat, as well as the fact that they are a safe bet to at tract visitors, as wolves are a very popular species with children of all ages, thus ensuring a steady indirect revenue from their presence in the zoo. Ultimately, however, the very presence of wolves in captivity is immoral and unethical, as there is no threat to them or other cause that merits their being kept in captivity and under conditions that are obviously detrimental to their physical health and happiness, and are kept in zoos solely for the profit of humans. Unfortunately, however, this is unlikely to change any time soon, for as hard as animal rights activists try, zoos and other organizations and groups that profit from the arctic wolves are adamant in continuing to run their businesses as they wish, as long as there are no laws preventing them from doing so, leaving us only with a hope that, over time, the conditions of the wolves and other animals in zoos the world over will be at least improved to the point where they are as comfortable and happy in their enclosures as is possible, and suffer no consequences from being in captivity.

Should we drill for oil in Alaskas wilderness free essay sample

The world, as we know it, is in the midst of having an oil crisis. Our nation starves and bends at the will of this dreadful calamity. Our deprivation for this atrocious corruption has led us to look for oil deposits in the Alaskan Wilderness. The US needs oil and by drilling for oil on our own land, we would help our economy, but in doing so would destroy the beauty of the wilderness and harm many others. The matter on hand is that should we drill for oil in Alaska’s wilderness? My opinion and answer to this question would simply be no. The United States of America should not drill for oil in the Alaskan wilderness. I hold strongly to this belief for I am someone who does not tempt to greed but rather, I wish to look for alternatives that would reduce oil consumption. Drilling for oil in the Alaskan wilderness would not only destroy the home of many Arctic animals, but at the same time, it will have no real effect on our economy. We will write a custom essay sample on Should we drill for oil in Alaskas wilderness? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to a study by the US Energy Information Agency, the oil from the Alaskan Wilderness â€Å"would only reduce US oil imports by 4%† (Document C), which would barely put a dent in our economy. Not only that but it would only supply us for â€Å"no more than 6 months† in spite of our starvation and at the rate in which we consume oil. We hold less than 3% of all known oil reserves and â€Å"the amount from the Arctic Refuge is a drop in the bucket† (Document C). The effect is too small for the scar that would be left behind after we have drilled the land. The Alaskan Wilderness that we wish to drill belongs to the Inupiat Eskimo people. By drilling in their land, we would ruin their traditional way of life. They â€Å"rely on the land and resources of the North Slope for physical, †¦cultural, and †¦economic well-being† (Document D). The Eskimo people live on this land and although drilling may not have harmed them yet, slowly, over time, the land will degrade by pollutants and drilling. â€Å"We have watched the oil and gas development at Prudhoe Bay.. and have seen first-hand how development can co-exist with our natural resources and way of life. They will soon realize and see that drilling will ruin the resources, the land, and the beauty that their culture and tradition relies and depends so heavily upon. We should put this into careful consideration for we do not want to repeat history. The author in Document D may not be the best person to represent the Inupiat people. He is a shareholder of a corporation that would benefit financially from the drilling. This leads back to greed and so the consensus of the other Inupiat people who rely heavily on their environment may not agree. The drilling will pollute resources, scare off food sources, and ruin the environment itself. If the Inupiat people hold a strong relationship with their traditional way of life, they won’t be happy with the outcome of the drilling. We have seen this too many times in the past, where violence will concur and repeating history and mistakes is something we should take into careful consideration. Do we want to take the land away from people who have there lived for centuries and have developed their way of life based on their land? One of the last of the world’s true wilderness, the Alaskan National Wildlife Refuge is â€Å"one of the largest sanctuaries for Arctic animals, (where)†¦ it is a vital birthing ground for polar bears, grizzlies, Arctic wolves, caribou, and the endangered shaggy ox† (Document E). By drilling for oil on this land, we would potentially endanger the wildlife and the environment. Pollutants such as sewage sludge and garbage would bleed into fresh water sources, intoxicating animals that drink there. The fragile tundra would turn into an industrial zone with pipes and roads that would stretch across the refuge, disturbing the wildlife. We have have to clear the environment to form roads, pipes, and oil rigs. The refuge is supposed to remain a pristine refuge for wildlife, not an industrial zone. The oil deposits are â€Å"spread across the coastal plain in more than 30 small deposits, which would require vast networks of roads and pipelines that would fragment the habitat disturbing and displacing wildlife. † (Document E) If we wish to preserve the small amount of true wilderness we have left on this world, we would not drill for oil in the Alaskan Nation Wildlife Refuge. In conclusion, I hold a firm grasp on the belief that we should not drill for oil in the Alaskan Wilderness. It would not help us economically for its effect is too small for the consequences that would follow. It could potentially anger the indigenous people of the land and ruin their traditional way of life. Not only that but it would turn the refuge into a sprawling industrial zone, disturbing, harming, and displacing the wildlife. The only way for the US to satisfy our starvation and deprivation for fuel and oil is to spend that money that we were going to use to drill on researching and developing, safer, cleaner, and better alternatives.

4 Reasons to Major in a Foreign Language (and 3 Not To)

4 Reasons to Major in a Foreign Language (and 3 Not To) SAT / ACT Prep Online Guides and Tips Gaikokugo ga suki desu ka?That’s Japanese for â€Å"Do you like foreign languages?† If your answer is a resounding yes, then a foreign language major might be for you. In 2013, I graduated from USC with a bachelor’s degree in Japanese. Though I sometimes doubted whether I should major in Japanese, I ultimately knew it was the right choice because being able to understand and use Japanese was a skill I wanted to have for the rest of my life. Moreover, I didn't just enjoy learning Japanese but also loved getting to know Japanese culture. These are the reasons I chose to major in Japanese. That said,a language major isn’t for everyone. So should you major in a foreign language? What are the reasons you should? And what are the reasons you shouldn't? In this guide, I give you four reasons to major in a foreign language and three reasons not to. I also go over what questions to ask yourself before deciding whether to pursue a language major. But first, what exactly is a foreign language major? What Is a Foreign Language Major? Before I go into the reasons you should and should not major in a foreign language, let me explain what I mean by majoring in a foreign language. Many US colleges offer undergraduatemajors that focus on a specific language and the main region/culture it's spoken in. In other words, you’re not simply majoring in a language but rather a language and where it’s most commonly used. So if your major is French, you’ll likely learn about France. Similarly, If you’re studying Mandarin Chinese, you’ll likely learn about Chinese culture. Colleges offering foreign language majors typically house them inhumanities departments or at colleges of letters, arts, and sciences (or something equivalent). Although most foreign language majors combine language and cultural studies, many are named after the language only. For example, if you’re studying Spanish (in addition to Latin American or Spanish culture), your major is most likely called Spanish instead of something like Spanish culture or Spanish language and culture. However, some schools use slightly broader names for their foreign language majors.My alma mater, USC, for example, offers an East Asian Languages and Cultures (EALC) major, which lets you study Japanese, Chinese, or Korean (as well as the language's respective area). As a result, students mainly studying Japanese might say they’re majoring in Japanese when in actuality they’re majoring in EALC with an emphasis in Japanese (as in my case). Some schools also offer foreign language majors that let youstudy more than one language at a time.One example is the University of Michigan's Romance Languages and Literatures major. For this program, students can study two Romance languages (out of Spanish, Italian, Portuguese, and French) at the same time. Finally, some majors have college language requirements but are not specifically focused on the language (or area) itself.Examples include comparative literature majors and linguistics majors. For the former, you must typically learn at least one foreign language so that you can compare texts in their original languages. For the latter, you must know a foreign language so that you can effectively analyze its linguistic properties. Though these two majors clearly involve language study, they're not the same as language majors in that they don't focus on area/cultural studiesas well. Overall, it’s arguably more accurate to call language majors "foreign culture majors" or "foreign language and culture majors," since these majors almost always combine the study of language and culture. Learning culture is just as important as learning language. My Story: I Majored in Japanese Now that you understand what a foreign language major is, let’s get down to business: who am I, and why am I writing this article? As I briefly mentioned at the beginning, I majored in a foreign language (and in English- what can I say? I love languages!). My language of choice was Japanese. Why did I choose this language? Well, I’d been studying it since junior high school, absolutely loved learning it (even though it was really, really hard at times- and still is), and envisioned myself eventually using Japanese in my career. Because I knew I wanted to major in Japanese before I even started college, I looked specifically for colleges that offered a major in Japanese. Eventually, I enrolled at USC where I declared a major in East Asian Languages and Cultures with an emphasis in Japanese. For this major, I had to take mostly Japanese-language classes as well as classes on topics relating to Japanese and East Asian studies, such as literature, art, and history. Since graduating from USC, I’ve worked as an English teacher for the JET Program (a government-sponsored program that pays you to teach English in Japan) and am now enrolled in a Japanese Studies Master of Arts program at the University of Michigan. Here are the primary reasons you can trust my advice in this article: I have firsthand experience with learning and majoring in a language:I know what kinds of classes you’ll likely need to take and understand how tough it can be to keep up your language skills (especially over those long summer breaks!). I have worked in a job that uses my target language: Obviously, what kinds of job options you'll have after majoring in a foreign language will depend on several factors, but know that I, too, have gone through the process and will try my best to lend you a (relevant) hand. I majored in what I loved: Ultimately, I chose to major in Japanese because it was something I found interesting, useful for my career goals, and downright fun. Now that we've covered all the basics, let’s take a look at the main reasons you should (and should not) major in a foreign language. 4 Reasons to Major in a Foreign Language We’ll start with the positive points. What are the benefits of majoring in a foreign language, and what are the main reasons you should consider doing it? #1: You’re Passionate About the Language and Want to Use It in Your Career This is rule #1 in my book. You should only be majoring in a foreign language if you’re absolutely passionate about it. The reason passion is so important is that learning a foreign language is really hard work and takes years of practice to become fluent. Majoring in a language is also a smart idea if you plan to use the language in your career.If you want to be a translator/interpreter, for instance, majoring in the language you want to translate is a 100% practical decision and will give you the background necessary for doing well in your job. But a foreign language major won't make you a lot of money, right? Not necessarily. Although liberal arts degrees have a reportedly harder time landing well-paying jobs, recent reports show that many liberal arts majors earn about as much as, if not more than, STEM majors do. #2: You’ll Learn a Practical and Lifelong Skill Although many people don’t think a foreign language major is practical, knowing another language is an excellent lifelong skill to have and can come in handy in a variety of situations, particularly if you want to travel abroad or work in a global industry. You've probably heard thatthere are tons of mental benefits of being bilingual, such as improved memory and better multi-tasking skills. But there are also broader benefitsof knowing a foreign language that apply to your career and lifestyle. Here's whatan article posted on Trinity Washington University’s websitehas to say about knowing multiple languages: "The ability to communicate in multiple languages is becoming more and more important in the increasingly integrated global business community.*Communicating directly with new clients and companies in their native language is one of the first steps to founding a lasting, stable international business relationship." *Emphasis mine Clearly, majoring in a foreign language not only teaches you how to speak a language but also how to communicate effectively with people (and potentially business partners!) from different cultures and language backgrounds. This is an excellent attribute to have in the workplace and might even result in higher pay in the long run. It’s also a great skill to have when applying for jobs since your ability to speak another language will help you stand out from other applicants. An article on Penn State's websiteagrees, claiming that multilingualism increases your desirability in the job market: "In our globalized world, it has become even more essential in the job market to know another language. Companies and businesses have a natural desire to expand their existing networks. Having fluency in another language gives an edge on any resume by showing employers potential to converse with an entirely different group of people."* *Emphasis mine As you can see, there are some great occupational benefits to majoring in a foreign language and being familiar with another culture! #3: You Want to Work in a Foreign Country If one of your goals is to work and live in another country- in particular, an area where your target language is spoken- a major in that language is a logical choice. Such a major proves that you are familiar with both the language and culture. For some jobs based in your target country, knowing the local language might be expected. Even if it’s not required, though, your knowing the local language couldgive a boost to your resume,as it implies you’ll require less help adjusting to your new environment. #4: You Like the Idea of Double Majoring Majoring in a foreign language can be useful for your career goals if you plan to double major. This way, you’ll have a different skill or field you can apply your language knowledge to. You’ll be most appealing as a job candidate if you pair a foreign language major with a major in an entirely different field,such as business, international relations, political science, economics, STEM, or education. This kind of double major will give you a vast range of skills you can apply to a variety of careers and fields, from business to PR to teaching. Hoping to earn a lot of money? Then pair your language major with a STEM major. According to a report by The Conversation, this combination offers the biggest potential for high earnings. (Note, however, that a dual STEM degree typically brings in the most cash.) There are even programs that encourage students to double major in STEM and a foreign language. If you’re like me and can’t get enough of the humanities, it's OK to double major in a language and another liberal arts major. Just know thatyour potential for high wages will be lower than if you combined your language major with a major in a technical- or business-oriented field. This doesn’t mean that you will for sure earn a small salary- just that your job options might be more limited. 3 Reasons Not to Major in a Foreign Language Now that we’ve gone over the good side, it's time to head on over to the dark side. What are some reasons you shouldn’t major in a foreign language? I introduce my top three below. #1: You’re Not Passionate About the Language You’re Learning This is a pretty obvious reason, but if you're not passionate about the language you’re learning and don’t intend to use it after college, don’t major in it. Learning a language is tough- sometimes it feels impossible. So if you’re majoring in one, you need to have the patience and diligence to study it for the long term. A language major means you'll be learning the language the rest of your life. This is what you must doto keep up your communicative skills and be able to use the language consistently in both your career and social life.If you’re not ready for this lifelong process or aren’t sure whether this is something you can commit to, don’t major in a foreign language. Don't know what you want? Take a class or two in your desired language of study and then decide whether this is something you can see yourself studying (and enjoying!) for a long, long time. If you enjoy learning a foreign language but are more interested in other fields, consider minoring in the language. This way, you’ll still be able to use the language fairly effectively but more so as a supplementary skill- meaning that it won’t be the main skill set you graduate with but will still be an important one. #2: You're Expecting to Be Fluent by the Time You Graduate Unfortunately, even if you study a foreign language for four years straight in college, this doesn’t necessarily mean you’ll graduate with full fluency in it. The reality is that many foreign language majors won't actually attain fluency by the end of college. It’s not that these students are bad at the language or that their schools are bad at teaching it- it’s simply that students typically need more time and language practice than what college offers. So if you're not ready to dedicate your personal life as well as your academic life to this language, it's probably not in your best interest to major in it. While it's possible to attainsome level of fluency by the time you graduate, what skill level you're at will ultimately depend on many factors, including how well you did in your language classes, whether you studied abroad (trust me, it helps!), and how often you used (and continue to use) the language outside of class. Part of fluency also depends on the language you're studying and what your native tongue is.Data released by the Foreign Service Institute of the US Department of Stateshows thatit takes native English speakersfar less time to reach proficiency in Spanish, French, or Italian than it does to reach proficiency in Japanese, Chinese, Korean, or Arabic. In my case, I spent the equivalent of four years studying Japanese in college. I even studied abroad in Tokyo for a semester. But would I say I was fluent by the time I graduated? Far from it. Though I loved the Japanese language and certainly felt I was at an advanced level, I still struggled to speak and understand it. Some of this was due to laziness- I didn’t make much of an effort to integrate Japanese into my daily life, which I strongly regret- and some of this was due to a lack of confidence in my abilities (I always got shy whenever I tried to speak Japanese with people). However, once I moved to Japan after college and began living in a small town where virtually no one spoke English, my Japanese rapidly improved. Basically, what I’m trying to get at is that you shouldn’t expect to be a totally fluent speaker in a language simply because you majored in it. In reality, you’re likely going to need to spend time outside of and after school practicing the language and really making it part of your life until you can honestly say you've reached a comfortable level of fluency. In short, a foreign language major takes a lot of additional effort to make it worth it. #3: There’s a Higher Chance of Unemployment and Low Pay I’ve already touched on this a little above, but it can be difficult for language majors to find a well-paying job (especially if you majored inonly a language and didn't double major). Let’s start by looking at unemployment rates.According to Forbes, non-technical majors have higher unemployment rates than STEM, business, and health care majors do. Moreover, recent graduates with liberal arts degreesface an unemployment rate of 9.2%. But what about salary?A 2015 study conducted by Georgetown’s Center on Education and the Workforce found that the median salary for those who majored in a foreign language was about $52,000. While this salary might not sound too bad to you, by comparing it with the median salaries of other common majors, you'll see that salaries for foreign language majors don't rank that high: General engineering: $81,000 Economics: $76,000 Architecture: $67,000 Nursing: $66,000 Public policy: $65,000 Biology: $56,000 Journalism: $56,000 History: $54,000 Foreign languages: $52,000 Commercial art and graphic design: $51,000 Psychology: $49,000 Secondary teacher education: $48,000 Overall, majoring in a foreign language is a somewhat risky business. Not only might you have more trouble finding a job, but you’re also likely to have a lower starting salary. Should You Major in a Foreign Language? 3 Questions to Ask Yourself So far we’ve looked at some of the reasons you should and should not major in a foreign language. In the end, though, should you do it? Here are three questions to ask yourself before making your final decision. #1: What Kind of Career Do You Want (or Think You Want)? Although you don’t technically have to use your major in your career, it’s a good idea to try to find a way to apply the skills you acquired in college (in this case, mastery of a foreign language) to your professional life. But what kinds of jobs will a language major prepare you for? Two of the most popular fields for language majors aretranslation and interpretation. However, there's both good and bad with this. The bad news is that these two jobs typically don't pay a ton. According to the US Bureau of Labor Statistics (BLS), the median annual wage for translators and interpreters in May 2016 was $46,120. Wages can vary a lot, though.While the lowest 10% of translators made less than $25,370 in 2016, the highest 10% made more than $83,010. That’s a difference of almost $58,000! This variation in pay depends on a number of factors, including whether you’re a self-employed or in-house worker, where you live, and what languages you know. So what’s the good news? Translation/interpretation jobs are on the rise. According to the BLS, the projected growth rate for interpreters and translators from 2016 to 2026 is 18%- that’s % faster than the growth rate for all jobs in the US! But what if you’re not interested in becoming a translator or interpreter? That’s fine! Not everyone who studies a language wants to sit around all day translating business manuals or interpreting at conferences. Here are some examplesof other jobs can you do with a foreign language major: International relations specialist Teacher/professor Consultant Advertiser Foreign service officer Attorney Public relations For more examples of jobs for language majors, check out these excellent lists by Southeastern Louisiana University and Georgetown University. #2: How Fluent Do You Want to Become? If you’re expecting absolute fluency in your target language by the end of undergrad, know that this might not happen.(Again, this really depends on multiple factors, including what language you're learning, whether you study a lot on your own time, etc.) Although you can learn a lot with four years of college-level language instruction, it’s generally not enough to make you truly fluent in a language. This is why I suggestlooking at your bachelor’s degree as a starting point. I know, this probably sounds horrible- you spend four years learning a language and I'm calling that a starting point. But the reality is that language learning is a lifelong process. And if you expect to use your language in your future career, you’ll need to spend time after college studying and practicing it as well. Here are six ways you can further improve your language skills after college (note that you can do most of these tips during college, too!). Tip 1: Visit and/or Live in a Country That Uses Your Target Language Although easier said than done, immersion is one of the best ways to get a language down fast. If you're in college, study abroad. Already graduated? Try to apply for jobs in your target country. One "easy" way to gain access to a country is to teach English.If you’re studying Japanese as I did, you could apply for the JET Program. If you’re studying Korean or Spanish, you could apply for the EPIK program in Koreaor the Auxiliar de Conversacià ³n Program in Spain. Tip 2: Study on Your Own Time This tip is crucial (and really hard to do when you’re no longer in school!). Finding time to study on your own is what will ultimately help you keep up your language skills and stay sharp. I suggest buying some textbooks and keeping the ones you used in college so you can review what you've learned. Your goal here is to continuously work on improving your vocabulary and grammar knowledge. Flashcards are an excellent way to jog your memory. If you're like me and hate making flashcards, try using Anki or Memriseto make and download digital flashcards instead. Tip 3: Join a Local Language Group When I felt that my spoken Japanese was getting worse, I decided to look for a language group in my area using the website Meetup. Through the Japanese-language group I found, I was able to converse in Japanese with both native Japanese speakers and other language learners. The group wasn’t just great for practice but was also extremely fun! I recommend using Meetup if you ever want to look for (or make) a language group. Tip 4: Hire a Tutor or Online Language Partner If you want to practice speaking and listening but can’t find anyone to do this with in person, try looking for a language partner or tutor online. Tons of companies offer language lessons over Skype and other video chat programs. Some of the best includeVerbal Planet, italki, and Live Lingua. Tip 5: Attend a Language School If you're hoping to improve your language skills and prefer doing so in an academic environment, consider applying to a language school. While tuition can be high, the experience and vast set of skills you acquire often make it worth the price. For example, many people I know attended aMiddlebury Language School over the summer- and all of them loved it! Tip 6: Go to Graduate School If you not only want to become fluent in a language but also want to be able to use it effectively in both professional and academic settings, grad school might be a good option for you. However, as you probably know, graduate programs (particularly master's programs) in the US can get pretty expensive, soI recommend applying for as many fellowships as possible. One of the best-funded scholarships for language learners is theForeign Languages and Area Studies (FLAS) program, which typically covers full tuition and offers a yearly stipend of $15,000 for grad students ($5,000 for undergrads). #3: What Language Are You Interested In? It’s important to understand that if you plan to use your foreign language major in a career, then your job/salary prospective will depend, in part, on which language you choose to study. For those of you thinking about becoming translators/interpreters, here’s what theBLS has to say about the types of languages that will be most in demand: "Demand will likely remain strong for translators of frequently translated languages, such as French, German, Portuguese, Russian, and Spanish.Demand also should be strong for translators of Arabic and other Middle Eastern languages;for the principal Asian languages including Chinese, Japanese, Hindi, and Korean;and for the indigenous languages from Mexico and Central America such as Mixtec, Zapotec, and Mayan languages."* *All bold emphasis mine If you want to work for the US government, your best bet will be to major in a critical language. But what is a critical language exactly? According to the Bureau of Educational and Cultural Affairs (ECA), critical languages are languages that are "less commonly taught in US schools, but are essential to America’s positive engagement with the world." At present, there are 14 critical languages: Arabic Azerbaijani Bangla Chinese Hindi Indonesian Japanese Korean Persian Punjabi Russian Swahili Turkish Urdu Note that thisdoesn’t mean you won’t be able to find a job if you studied a language not on this list, such as Spanish, French, or Portuguese. Rather, all this indicates is that if you’re planning to work for the US government in particular, you might have a slightly harder time getting a job, as there is a smaller need for your language than there is for the ones listed above. Conclusion: When to Pursue a Foreign Language Major Overall, there are both advantages and disadvantages to majoring in a foreign language. I chose to major in Japanese because I knew it was the right path for me- and one I really,really wanted to take, despite the challenges I'd inevitably face. If you're thinking of pursuing a language major, make sure you're doing so for the right reasons. Once again, here are the four best reasons to major in a foreign language: You’re head over heels in love with the languageand want to make a career out of it You’ll learn skills you can apply to a variety of careers and situations You’ll be more likely to secure a job abroad should you want to work outside the US You’re interested in double majoring, which will give a professional boost to your foreign language major by equipping you with more skills you can use in the future That said, majoring in a foreign language isn't for everyone. Here are the top reasons you should not major in a foreign language: You’re not passionate about the language you’re studying You're expecting to be totally fluent by the time you graduate (while not impossible, this usually requires you to spend a lot of extra time studying and practicing your language) You’ll face a higher risk of unemployment and a lower starting salary If you're still on the fence about pursuing a language major, ask yourself the following questions to help you determine whether this major is the right decision for you: What kind of career do you want? How fluent do you want to become? What language do you want to study? In the end, whether you decide to major in a foreign language is your choice and yours alone. Just make sure you have a good reason to do so and have considered all possible pros and cons before committing to a language major! What’s Next? Not sure what to major in? Get expert advice in our guide to choosing a college major, and learn the five main factors to consider before you declare a major. Foreign language majors can be lots of fun- but they're not typically the most lucrative. Our guide tells you which college majors are likely to bring in the most cash, and offers tips on whether you should pursue one. What are the worst majors for college students? If, after graduation, you want to have an easier time finding a job with ahigh salary, consider avoiding these 26 majors. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Behavior Essay Example | Topics and Well Written Essays - 1000 words

Behavior - Essay Example This increases my ability to decide better things for myself. Thus, I have this ability now to always certain about my decision to where I am heading with my life in the future. Before I usually tried to think of things far from what really happened. As a result, it made no sense at all and it made me unable to grasp the whole picture of reality. Thus, it made me become shallow minded about my future for I lacked enthusiasm on things to come in my life. I think of things sometimes that are far beyond the reality, especially such as giving false mistakes for others which based entirely on a created personal bad thoughts alone. As a result, it put me into practice of giving poor trust to others. Worst, I would misjudge others based only on my one-sided thoughts. I realize that this is unhealthy and so I was able to refrain from entertaining bad thoughts. At work, my responsibility is to discover new things for the benefits of the company. Sometimes I failed to consider possibilities and it would always send me to moments of being unproductive by not discovering something new. Thus, there are times when I end up having no positive feedback for an innovative idea that might be essential for the company. A friend revealed that she hates the idea of being thought of what to do. She hates it especially most of the time because she simply just does not want to be told about what to do. However, she admitted that it brought no positive impact on her life. In most of the time now, she does not find any level of willingness to learn for there is clear low level of enthusiasm for it. As an effect, it usually took time for her to learn. Worst, she usually hates to think and just want to make things go as they are and free from her full control. I learned from a friend who is married and have a child. His wife seems not willing to be serious about giving good examples for their children. According to him, it seems it may not be her priority in the

Usability Essay Example | Topics and Well Written Essays - 500 words - 1

Usability - Essay Example Therefore, for the Web, usability is a necessary condition for survival.† (Nielsen, 2010). Five basic criteria were selected from a number of criteria provided by other comparable websites for this purpose. Each criterion was compared or correlated with other criteria used by other websites. If parameters of a criterion were found encompassing with the other sites’ criteria on a more broad range, then this was taken as a major criterion. Each criterion was applied while doing actual access and navigation of the given sites. The five chosen and listed criteria for this purpose were: a) aesthetic page design; b) organization and functionality; c) content coverage and accuracy; d) effectiveness and relevance and finally, e) client satisfaction. Given these criteria, the three cited websites were assessed accordingly indicating their areas with low or high usability and the corresponding recommendations how to improve their usability, if found low. The succeeding process of evaluation was also based on first hand experience on actual navigation, exploration and access of the given sites. It is expected that with this exercise, this study can provide an initial assessment whether these sites have high or low usability and if low, what are the best recommendations to improve their usability. (Benbunan-Fich, 2001) defined the concept of usability as â€Å"how well and how easily a user, without formal training, can interact with an information system of a website† (Wang, J. and Senecal, S. 2007). Succeeding discussion delves on brief descriptions of each selected criterion and how each was related to the evaluation. As the user opens the website, his visuals land first with its homepage and the first that are stimulated is his aesthetic senses. The first criterion relates to the impact of the aesthetic page design. The strength of the visual design usually adds value to the users’ aesthetic

Computer Programming Coursework Example | Topics and Well Written Essays - 1000 words

Computer Programming - Coursework Example The â€Å"implements† keyword is used by a concrete class to indicate that it implements the interface and that each method in the interface is declared with the signature specified in the interface declaration. Note that we use an interface class instead of an abstract class since there is no default implementation to inherit as would be in abstract classes. It is also noteworthy that an interface class must be declared in a file with the same name and a .java file-name extension. Should the user fail to select anything in the special features panel that is reinforced or sealable top, the default is, it is assumed that the container is not reinforced or can’t have a sealable top as appropriate. The user will only enter the exact dimensions of the desired container and that these dimensions will be within the range that the company can make. That is there is no way of checking whether the ordered dimensions can actually be

Meritocracy: Definition, concepts and ideology

Meritocracy: Definition, concepts and ideology Meritocracy as an ideology Meritocracy can refer to an idealised society where discrimination on the basis of race, nationality, gender, age, and other irrelevant characteristics is completely absent. Merit is the encompassing value, the basic and morally correct criterion for any and all social classifications, particularly in respect to socioeconomic standing and in public space. A notion, emphasising societal consensus on the means and processes of selection for particular roles through a system of sifting, sorting, and rewarding talent and ability, motivated by competition for qualifications that in turn structure access to wealth, prestige, and personal satisfaction. It is conceived as a repudiation of systems like aristocracy where individuals inherit their social status. A meritocracy resembles aristocracy in the classical sense of the term meaning â€Å"rule by the best.† What has happened over the centuries, however, is that aristocracy has become associated with hereditary privilege and a rigi d class system. Instead of this, a meritocracy promotes worthy individuals regardless of which social strata they happen to be born in and each individual has good fortune in proportion to the individuals deservingness (Rawls, 1999, Nozick 1974, Miller 1999). IQ tests primarily tap analytical, logic-based reasoning; and surely that kind of cognitive ability is related to performance in many job settings. But other kinds of cognitive ability are also related to performance and thus also represent merit. For instance: imagination, practical sense, and the ability to interpret others perspectives. By the same token, the effort component of Youngs formulation suggests that a number of personality factors may figure into a reasonable conception of merit. For example, being conscientious may enhance job performance. Of course, some individual traits and social skills may be rewarded because they reflect conformity to arbitrary group norms. â€Å"It is not clear why the term merit should be identified so closely with mental ability as distinct from many other conditions and traits that improve the chances of social and economic success† (Hauser et als, 2000, p. 203). David Miller (1996, 300) eluding on Walzer (1983) has indicated that a meritocracy is not only more stable but also more socially just if there are a number of socially recognised forms of merit: ‘economic contribution would be one kind of merit, education and scholarship another, artistic achievement a third, public service yet another, and so forth. However these other conditions and traits do not contribute to a â€Å"fair opportunity†. In Rawls view, the correlation between ones social origins and ones outcome in life is zero in a meritocracy and as long as some form of the family exists in society fair opportunity cannot be achieved as (Rawls 1971, 64). The social context within which individuals grow up influences the achievements of equally competent persons. Success in the labour market is transmitted from parents to children, and the advantages of the children of successful parents go considerably beyond the benefits of the best education, wealth and genetic cognitive ability. Many of the criteria associated with individual talent and effort do not measure the individual in isolation but rather parallel the phenomena associated with aristocracy; what is called individual talent is actually a function of that individuals social position or opportunities gained by virtue of family and ancestry. Among these, for examp le, one might list ambition or drive, perseverance, responsibility, personal attractiveness, and physical or artistic skills or talents, along with access to social support and to favourable social and economic networks and resources. Access to education is partly defined by inheritance as much research has demonstrated (Bowles and Gintis, 2002; Bourdieu and Passeron 1990; Aschaffenburg and Maas 1997; Sacks, 2003; Ballantine 2001). Compiling evidence from other studies Herrnstein concludes that 80% of the differences in IQ among individuals is explained by inherited factors and 15% is explained by environmental factors (Herrnstein 1971, 171). Children from the upper class get upper class education, middle class children get middle class education, working class people get working class education, and poor people get poor education. Privileged young people can perceive reachable goals and develop lofty aspirations because they tend to benefit from high expectations and support networ ks from the family and social milieu, as well as extensive economic and educational resources. Those who have the resources, via their parental background, will move through higher education, get well paid jobs, and postpone family plans until they are well into their thirties, building their financial and cultural capital significantly prior to family formation. Inheritance may provide access to powerful forms of social capital (who you know) and cultural capital (what you know). Bourdieu Passeron (1990) indicate that students who lack the required knowledge and skills with which to successfully navigate the parameters of middle class culture inevitably fail at school. It therefore seems that unequal educational opportunity is the driver of individual achievement. Research shows that as class rises so does the level of education. As a consequence, the expansion of higher education will broaden the gulf between rich and poor (Blanden et al. 2005). So achievement capacities are ascr ibed to social class. Thus, IQ tests measure intelligence as a reflection of inherent intellectual capacity combined with environmental influences. Thus parents can predispose their children to succeed or fail in life as they are a part of the environment that affect the abilities that children attain. Thus the first and foremost among non-merit factors is the effect of social class at birth on future life. Therefore truly equalizing childrens environments in an effort to create a system with equal opportunities for all would mean having to eliminate the family. Meritocracy thus could lead to a hereditary caste system that, far from promoting social mobility, actually makes social advancement nearly impossible for the lower orders. This could be the case if wealth and social position are or primarily distributed by unchangeable genetic characteristics of individuals. This argument can be reworked into the form of a Hernsteins syllogism: If differences in mental abilities are inherited, and If success requires those abilities, and If earnings and prestige depend on success, Then social standing (which reflects earnings and prestige) will be based to some extent on inherited differences among people. (Herrnstein 1971, 197-8) This implies that absolute equality of opportunity is an ideal that cannot be achieved. (Loury 1977, p. 176). For John Rawls, the question of distributive justice is rather different. He is not content to say that any person begins at some point in the process of acquisition and then is merely constrained by a set of rules and procedures to ensure fairness. Rather, the socioeconomic position of the agent is also considered. Rawls bases his query on how the agent is presented with the distribution of talents and social position. His conclusion is that these distributions are accidental and arbitrary. It is an accident that someone is born with whatever natural traits he may possess. The question is raised whether a meritocracy based on natural abilities is thus unfair. Some might contend, for example, that even if we do not deserve our natural abilities it is not unfair if we reap the rewards of those abilities because the system of reward is independent of the system of deserts. However, Rawls makes the case that social position is also random and arbitrary. The fact that natural abilities may or may not be rewarded in that society is an accident. To be rewarded based merely on an accident is not deserved. Thus, a meritocracy that is based on reward from undeserved social position is similarly unfair. Therefore, both natural abilities and social position may not be the basis of distributive justice because they are unfair. The naturally advantaged are not to gain merely because they are more gifted. The individual cannot help how she begins life. Why make her â€Å"pay† for her positive talents and advantages? The rectification of these disparities in Rawls is his difference principle that makes all inequalities subject to the stipulation that the least advantaged will benefit from them.

Brave New World State Motto :: Essays Papers

Brave New World State Motto Community + Identity = Stability In a world based on the motto â€Å"Community, identity, stability,† every aspect of society follows that phrase. In the Aldous Huxley’s Brave New World, everyone belongs to everyone else. The people live in one community, follow their pre-destined identity and lead stable lives as a result. The whole society in Brave New World is based on community. No one is ever alone. Solitude and loneliness are unheard of. Everything, as well as everyone, belongs to everyone else. There are constantly community gatherings, such as Orgy-Porgy and community-sings. Depending on what caste you are part of, Alpha, Beta, Gamma, Delta or Epsilon, you attend different events. Community is the basis of life in the civilized world. Every citizen of the Brave New World has a pre-destined life already planned for him. From the moment a person is decanted, their caste, career, thoughts and fears are picked out for them. Infants are brainwashed into what they are destined to become. Basically, your identity is chosen for you and it is your job to fulfill it, which isn’t difficult because that’s all you know. A person is trained to love their lifestyle and their role in the world and to think they have it better than everyone else. Betas can’t imagine life as an Epsilon, while Epsilons would never dream of being Beta. The result of a strong sense of community along with pre-destined lifestyles is stability, the third part of the Brave New World’s motto. No one has to think for himself or make choices on their own; the government does all that.