razor sharp Review Essay Example

extremely sharp Review Paper Paper on extremely sharp In the novel razors edge I was struck by the primary character Larry (he was the creator gives unique consideration to his story, the man is especially intriguing, his musings are captivating and make you think). He wouldn't like to lead a real existence normal for his circle. Larry understands that he can not live like these individuals. What's more, not on the grounds that he is chosen, simply unique. Imagine not what I am, I would not like to says Larry. So he begins to search for something, he didn't from the outset mindful of what it is. Maybe the importance of life: What is life by and large, and whether it has any significance or is it only an awful mix-up of visually impaired destiny? He understands books, keen on religion, reasoning, brain science, met with various individuals, working for gaining some new useful knowledge involvement with the mine, on a ranch, living in one nation or the other. His old companions, this life is by all accounts a peculiar and pointless. Larry consistently goes in a manner of speaking, on the razors edge, intentionally driving himself in troublesome day to day environments. I ponder to sever and fly into the chasm, to end the life of a man plunging. In any case, all through the novel is the hero never stimulated sentiments of pity in me. As I would like to think, just Larry truly lived and existed, and found what he was searching for. In the book, everybody has their own fate, and it appears as though everybody gets what they need. Toward the finish of the novel the creator says: All of my characters is discovered, something to yearn for: Elliot access to higher domains; Isabella a solid situation in the social circle; Gray a lasting beneficial business; Suzanne Rouvier trust later on; Sophie demise and Larry bliss. So what is the significance of life? What is joy? This book brings up issues about the endless inquiries of presence.

Mid summer essays

Mid summer articles In Shakespeare's A Midsummer Night's Dream the human high school characters begin to look all starry eyed at absurdly, and the character Bottom states, O what tricks these humans be. They are stupid since they act like youngsters. Despite the fact that Lysander, Hermia, Demetrius, and Helena show up grown-up, when they are infatuated they act stupidly. The four high school Demetrius is an imbecile since he is unconscious that his adoration changes all through the play. Toward the beginning of the play Demetrius doesn't adore Helena. (II ii,line 188) Demetrius says, I love thee not, subsequently seek after me not. (II ii,line 194) Subsequently, get thee gone, and tail me no more. In III ii, Demetrius subsequent to being squeezed starts to adore Helena. (III ii,line 169-173) Demetrius says, Lysander, keep thy Hermia; I will none. On the off chance that e'er I cherished her, all that affection is no more. My heart to her however as visitor savvy stayed, And now to Helen is it home returned, There to remain. This demonstrates he is a nitwit, since he is not mindful of his changing affection for Helena. Helena is a blockhead since Demetrius doesn't cherish her however she still continues pursuing him. Demetrius shows no adoration for Helena. (II i,line 227-228) Demetrius says, I'll run from thee, and conceal me in the brakes, And leave thee to the leniency of wild monsters. (II i,line 199-201) Do I tempt you? Do I talk you reasonable? Or then again rather do I not in plainest truth Tell you I don't, nor I can't adore you? Demetrius unmistakably delineates to Helena that he has no intrigue, yet Helena perseveres. (II i,line 202-204) Helena says, And in any event, for that do I love you the more. I am your spaniel; and, Demetrius, The more you beat me, I will grovel on you. (II i,line 220-222) Your ideals is my benefit. For that It isn't night when I do see your face, Accordingly I think I am not in the night; This demonstrates Helena is a ... <!

Warning Contains Biology

Warning Contains Biology As you hopefully already know, I am a sophomore in Course 20 here at MIT. Because we say everything here in numbers, Course 20 actually means that I am a biological engineering major. Moreover, even though Ive planned on being Course 20* since before coming to MIT**, MIT students tend to all take the same core curriculum as freshmen. This not only provides all students with a common core of foundational scientific knowledge, it also prevents students from being pressured into declaring a major too early too. But now that Im a sophomore, I get to start taking exciting Course 20 classes! well, sort of. I say sort of because although three of my five classes this term are recommended and required for a Course 20 degree, only one of them is, strictly speaking, Course 20. But thats actually part of the point of biological engineering: it is a highly interdisciplinary field, especially here at MIT; and it is continuing to evolve from the various fields that originally gave birth to it. Bioengineering is still incredibly ground-breaking, with new research pushing the limits of our knowledge every day and thats why Im so excited to be part of bioengineering here at MIT, where so many fantastic discoveries have already been made. * This is actually over-simplifying things slightly. Originally I wanted to study biomedical engineering, which tends to incorporate a lot of things from Course 2 (mechanical engineering) as well as Course 20. So for a while I contemplated declaring Course 2 or Course 2A (mechanical engineering with a particular focus; I would have chosen biomedicine, like Melis) instead of Course 20. Yet ultimately I decided that Course 20, which is just straight up pure biological engineering, was the right choice for me personally. ** For the prospective students applying, do not worry about what you list as your intended major on your application form. Because of MITs centralized, single-door admissions policies, all applicants are reviewed by the Admissions Office equally no matter what you put down. That questions only purpose is to help the Admissions Office get a sense of what your passions are and how you have explored them before applying (for example, competing in science fairs, attending engineering summer camps, participating in FIRST, or doing research). Its also perfectly fine to put down Undecided if thats what you honestly are. I know several friends who put that down on their application and got in. Dont let anyone tell you that being unsure about your future stop you from being admitted to MIT who really expects 17-year-olds to be 100% sure about what they want to do for the rest of their lives, anyway? As I was saying, though, Im taking three Course 20 classes this term: 20.110 Thermodynamics of Biomolecular Systems 5.12 Organic Chemistry I 7.03 Genetics 20.110 and 7.03 both have homework assignments problem sets due tomorrow. Ive been making good progress on them so far. But because I realized I havent talked about my academics all that much this term, I thought I would give you a brief insight into some of the questions that have been on my mind lately. First, from the 7.03 problem set, Question 1: Growth on glycerol in yeast requires a functional electron transport system. Some of the enzymes in this electron transport system are encoded in chromosomes residing in the nucleus and some in the mitochondrial DNA. This situation means that a strain unable to grow on glycerol could have a mutation in the nuclear DNA, the mitochondrial DNA, or both. For the nuclear notation, a wild type strain is GLY1+ and a strain that has a mutation in a nuclear gene preventing growth on glycerol is gly1-. For the mitochondrial genome notation a strain can be ?+ or ?- where the strain that is ?+ can grow on glycerol and the strain that is ?- can not. Thus, a wild type strain is GLY1+ ?+ and a glycerol non-grower could be gly1- ?+, GLY1+ ?-, or gly1- ?-. You have known haploid stocks of strains with these four genotypes to characterize any new strain. When you cross a ?- strain with a ?+ strain the resulting diploid is ?+. a) You isolate a haploid strain that can not grow on glycerol and want to know what its genotype is with respect to the nuclear GLY1 and mitochondrial ? DNA. What strains would you cross it by to distinguish whether its genotype is gly1- ?+, GLY1+ ?-, or gly1- ?- ? b) In a cross of gly1- ?+ x Gly+ ?- what would be the glycerol genotype and phenotype of the four meiotic products? And from the 20.110 pset, Question 3: When raindrops fall, they are distorted slightly from a spherical shape due to drag forces on the sphere. Consider a droplet that is initially 1 mm in diameter. Its surface area is increased by a factor of 1.75 while falling. What is its change in free energy during the process (do not include the change in potential energy)? If this free energy were converted into heat, would the temperature of the drop change appreciably? The surface tension of water is ? = 72 dyne/cm and the heat capacity of water is 4.1 J/gm/K. As you can see, problem sets are a lot different from high school homework. There are (usually) fewer problems, but theyre each individually more difficult and more likely to make you want to tear your hair out. Moreover, they generally cant be answered just by using some formula you copy out of your chem textbook you actually have to think outside the box and applying what you learned in lecture and from the text. But thats what MITs all about. We wouldnt be here if it werent challenging.

Elder abuse Free Essay Example, 1500 words

Elder mistreatment is a broad term that encompasses elder abuse, neglect, and exploitation. The purpose of this article is to provide clinicians with essential information about the various forms of elder mistreatment and offer a roadmap for action aimed at protecting or removing the elderly from abusive circumstances. We will describe elder mistreatment policies, examining them in the light of the U. S. national elder abuse policies with a focus on important provisions of the Elder Justice Act. We will also review the various types of abuse, the identification of abuse, and the nurses role in addressing elder mistreatment. We will present an example of a case of physical abuse and conclude by discussing nurses advocacy role and issuing a call to action, challenging nurses to act now to protect the well being of elders. Elder Mistreatment Policies This section will provide a brief overview of the elder abuse policies in the Unites States. It will begin with a brief, historical overview of the policy and then describe the key provisions of the U. S. Elder Justice Act. Historical Overview of Elder Abuse/Mistreatment in the US Â…it is only in recent decades that elder mistreatment as a social policy issue has moved to the forefront of health care and social services in the United States. We will write a custom essay sample on Elder abuse or any topic specifically for you Only $17.96 $11.86/pageorder now Elders are the wise matriarchs and patriarchs of families and society. However with age and accompanying physical and cognitive decline, elders become increasingly vulnerable to mistreatment. Nevertheless, it is only in recent decades that elder mistreatment as a social policy issue has moved to the forefront of health care and social services in the United States. The passage of Medicare, Medicaid, and the Older Americans Act legislation in the 1960s is illustrative of a shift toward increased awareness of, and attention to, human welfare issues impacting the elderly. During the same decade, Public Welfare Amendments to the Social Security Act authorized funding to states for the establishment of protective services for those elderly with physical and/or mental challenges who were neglected, exploited, or unable to manage personal matters (U. S. Department of Health, Education, and Welfare, State Letter No. 925 as cited in Teaster, Wangmo, & Abetzb erger, 2010). In 1974, Title XX of the Social Security Act authorized the support of protective services to adults 18 years of age and older at all income levels who were suffering abuse, neglect, or exploitation. This legislation stimulated the creation of Adult Protective Services through Social Service Block Grants at the state level.

Physical Injury To The Brain Affect Overall Function Coursework

Essays on Physical Injury To The Brain Affect Overall Function Coursework Brain Injury of Different Lobes Different parts of brain are responsible for various functions in human body: some control vision, other take care of muscles work. Still there are numerous body functions the centers of which seem to be located in several parts of the brain. Obviously, injury or trauma of some part of brain will result in the impairment of certain function. Frontal lobe is responsible for various types of control. When it is injured the person may find it hard to make decision, solve problems, and sequence certain tasks. It is also more difficult to concentrate attention and control one`s personality because of unpredictability and spontaneity. Verbal expression of an individual is impaired and it gets harder and harder to control one`s emotions (Brain Injury, 2012).Temporal lobe injury often results in people decreased understanding of spoken word. Moreover, it is hard for many to deliberately pay attention to certain things so selective attention is weak. Sexual beh aviour changes: the appetites might increase enormously or it can vanish totally. A person with injured temporal lobe is often more aggressive. Identification and categorization of different objects becomes a complicated task. A person may also find it hard recognize people`s faces and find the objects in space.Parietal lobe is responsible for higher cognitive functions so the person with the injury in this part may have decreased cognitive abilities. Memory, attention, analytical skills are impaired and person`s academic success may suffer. Orientation in space, tactile processing may also be impaired. Injury in occipital lobe results in problems with vision: identifying colors, locating objects, writing, and reading (Brain Injury Recourses Guide, 2014).Cerebellum is responsible for motor activity and the injury of this part of the brain results in difficulty with keeping balance, equilibrium and overall orientation in space. Brain stem is crucial for the work of the body. It contr ols body temperature, heart rate, breathing and swallowing. Impairment of these functions cause many troubles as they are often taken for granted.ReferencesBrain Injury Recourses Guide (2014). Center for Neuro Skills. Retrieved from: http://www.neuroskills.com/brain-injury/brain-function.phpBrain Injury (2012). Brain Injury Institute. Retrieved from: http://www.braininjuryinstitute.org/Brain-Injury-Types/Frontal-Lobe-Damage.html

Part Six Chapter III Free Essays

III Andrew had refused a lift back to Hilltop House, so it was only Tessa and Fats in the car together, and Fats said, ‘I don’t want to go home.’ ‘All right,’ Tessa replied, and she drove, while talking to Colin on the telephone. ‘I’ve got him †¦ Andy found him. We will write a custom essay sample on Part Six Chapter III or any similar topic only for you Order Now We’ll be back in a bit †¦ Yes †¦ Yes, I will †¦Ã¢â‚¬â„¢ Tears were spattering down Fats’ face; his body was betraying him; it was exactly like the time when hot urine had spilt down his leg into his sock, when Simon Price had made him piss himself. The hot saltiness leaked over his chin and onto his chest, pattering like drops of rain. He kept imagining the funeral. A tiny little coffin. He had not wanted to do it with the boy so near. Would the weight of the dead child ever lift from him? ‘So you ran away,’ said Tessa coldly, over his tears. She had prayed that she would find him alive, but her strongest emotion was disgust. His tears did not soften her. She was used to men’s tears. Part of her was ashamed that he had not, after all, thrown himself into the river. ‘Krystal told the police that you and she were in the bushes. You just left him to his own devices, did you?’ Fats was speechless. He could not believe her cruelty. Did she not understand the desolation roaring inside him, the horror, the sense of contagion? ‘Well, I hope you have got her pregnant,’ said Tessa. ‘It’ll give her something to live for.’ Every time they turned a corner, he thought that she was taking him home. He had feared Cubby most, but now there was nothing to choose between his parents. He wanted to get out of the car, but she had locked all the doors. Without warning, she swerved and braked. Fats, clutching the sides of his seat, saw that they were in a lay-by on the Yarvil bypass. Frightened that she would order him out of the car, he turned his swollen face to her. ‘Your birth mother,’ she said, looking at him as she had never done before, without pity or kindness, ‘was fourteen years old. We had the impression, from what we were told, that she was middle class, quite a bright girl. She absolutely refused to say who your father was. Nobody knew whether she was trying to protect an under-age boyfriend or something worse. We were told all of this, in case you had any mental or physical difficulties. In case,’ she said clearly, like a teacher trying to emphasize a point sure to come up in a test, ‘you had been the result of incest.’ He cowered away from her. He would have preferred to be shot. ‘I was desperate to adopt you,’ she said. ‘Desperate. But Dad was very ill. He said to me, â€Å"I can’t do it. I’m scared I’ll hurt a baby. I need to get better before we do this, and I can’t do that and cope with a new baby as well.† ‘But I was so determined to have you,’ said Tessa, ‘that I pressured him into lying, and telling the social workers that he was fine, and pretending to be happy and normal. We brought you home, and you were tiny and premature, and on the fifth night we had you, Dad slipped out of bed and went to the garage, put a hosepipe on the exhaust of the car and tried to kill himself, because he was convinced he’d smothered you. And he almost died. ‘So you can blame me,’ said Tessa, ‘for your and Dad’s bad start, and maybe you can blame me for everything that’s come since. But I’ll tell you this, Stuart. Your father’s spent his life facing up to things he never did. I don’t expect you to understand his kind of courage. But,’ her voice broke at last, and he heard the mother he knew, ‘he loves you, Stuart.’ She added the lie because she could not help herself. Tonight, for the first time, Tessa was convinced that it was a lie, and also that everything she had done in her life, telling herself that it was for the best, had been no more than blind selfishness, generating confusion and mess all around. But who could bear to know which stars were already dead, she thought, blinking up at the night sky; could anybody stand to know that they all were? She turned the key in the ignition, crashed the gears and they pulled out again onto the bypass. ‘I don’t want to go to the Fields,’ said Fats in terror. ‘We’re not going to the Fields,’ she said. ‘I’m taking you home.’ How to cite Part Six Chapter III, Essay examples

Ridjal Noor Essay Example

Ridjal Noor Essay Ridjal Noor has conveyed family tension throughout ‘Anil’; by using a broad variation of writing techniques. Family tension could be considered one of the key themes as it is apparent throughout the story; emotionally, physically and mentally. In Malaysia they live in a patriarchal society; where the males dominate. Their culture gives more authority and power to males. This is apparent in ‘Anil’, as Anil and his mother sleep on mats whereas Ragunathan has a ‘rattan bed’, creating family tension due to inequality. Though opportunities for men and women differ by ethnic group and social class, it is evident in ‘Anil’ that the parents are both of a lower social class, due to being servants to headman in the village. The opening line to ‘Anil’ portrays suffering ‘On a hot, sweltering night in the middle of March when the mosquitoes were in their reign of terrorism.’ Ridjal Noor has purposely introduced one of the key moods; ‘suffering’ from the beginning, so that the reader can create pathos. The mosquitoes could be an ongoing metaphorical term referring to the Headman and Marimuthu the crime they have committed. Noor appeals to the reader’s sense of hearing as well as sight. The visual detail is supported by the alliteration. The personification of the words ‘crickets crying’ intrudes on the quiet atmosphere which Ridjal has created; which is a reminder of family tension. We will write a custom essay sample on Ridjal Noor specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Ridjal Noor specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Ridjal Noor specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Family tension is evident between Anil’s parents; Ragunathan physically abuses Amma after coming home drunk â€Å"Anil saw the bruise on her shoulder† this could display that the family don’t have a good relationship and they are unhappy with their lifestyle. The alcohol problem is evidenced due to the fact â€Å"his eyes were always red†. The use of connotation of ‘red’ could be symbolic of anger or danger. This leads to alcohol abuse causing family tension within Anil’s family. Family tension is apparent through physical abuse in Anil’s family. Appa physically abuses both Anil and his mother â€Å"His father was a burly man, a bully to his family and a timid mouse to the headman†. This suggests that he is violent; the contradictory metaphor contrasts his loyalty to the headman to his violence towards his family. I believe Ragunathan is mirroring the Headman’s behaviour, inflicting it on his family. The quote, ‘he did not need a walloping at this time of night.’ insinuates that Anil was scared to wake up his father. This displays the poor relationship they have with each other creating family tension. The word ‘walloping’ implies that Anil is frequently abused as it is an intricate word for a seven year old. There may be family tension within the family due to their lifestyle. â€Å"roof of the hut where there were many holes in the ceiling† the quote implies that they’re standard of living and quality of life is poor, this is also apparent due to their social class and hierarchy. The Constancy of complex sentence throughout creates a steady pace and rhythm. The steady, slow pace may be symbolic to their lifestyle; everyday they lead the same routine. This may cause confliction in the family as it is limiting their opportunities of life ambitions. Anil is presented as very ambitious â€Å"because his dreams were bigger than him†. This may be why his parents have not informed him of his arranged future life â€Å"He would also be working for the headman, though he had no knowledge of this† this shows tension during the family, as Anil has bigger expectations of life. Family tension is apparent between Marimutha and the Headman. The quote â€Å"Marimuthu, don’t you chicken out now!† conveys the impression that Matimutha is pressurised by his brother to murder his wife, and disguise it as suicide. Suicide is one of the sins; I think this conveys family tension between Marimutha and the Headman. â€Å"The headman suffered the humiliations silently† this is due to his family’s personal affairs being laid out for public speculation, due to his social status. However Marimutha is being given support and sympathy for his loss. At the end of the story however, Appa’s anguish at having to ‘let go of his only son’ contrasts sharply with the image painted of him; Appa was referred to as a ‘bully to his family and a timid mouse to the headman† Perhaps this is a result of the constraints placed on him by society. I believe the train is used metaphorically to symbolize Ragunathan` feelings, â€Å"the train let out a wail’ here it could be suggesting the heartbreaking distress he is feeling; letting go of his only son. The quote ‘its tired wheels’ could be referring to where Ragunathan is emotionally warn out, the use of personification helps to create imagery for the reader. Ridjal Noor has used writing techniques which help convey family tension ‘Someday you will understand, son, someday you will see that it is for your own good,† the Repetition of ‘someday you will’ emphasizes the frustration and anger he is feeling. There is family tension evident here as Ragunathan has sacrificed his only son for his loyalty to the headman. Tension is also added at the fact Anil doesn’t want to go â€Å"Stop this train †¦ stop the train!† again the use of repetition creates tension and emphasizes his emotions of panic. Ridjal Noor uses a similie â€Å"image of the train, making it look like a squiggly worm† this conveys imagery for the reader helping them to create pathos for the characters. This quotation is also from Anil’s perspective; this makes the simile more poignant. Family tension is suggested throughout ‘Anil’, Appa is the main stimulus for most of the family tension. Ridjal Noor has successfully conveyed family tension, by using a diversity of writing techniques to create atmosphere and emotions. Rijal has used the nature as ongoing metaphorical