study questions2 Essay

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Being Lazy Means You’re Intelligentâ€According to Science

Being Lazy Means You’re Intelligent- According to Science According to a new study, brainy people tend to spend more time being chill than their less-intelligent, but more active counterparts- mostly because they have a higher IQ, get bored less and are thus more likely to be comfortable getting lost in thought. Active people, on the other hand, need constant activity to keep themselves stimulated, as they are more easily bored. Florida Gulf University gave a test to a group of students, asking them to rate how strongly they agreed with statements about engagement with tasks and problems, and from this, were able to select 30 â€Å"thinkers† and 30 â€Å"non-thinkers† from their pool.The 60 subjects then wore a movement/activity tracking device on their wrists for the next week, giving researchers a constant stream of data about their physical habits. Their findings, described as â€Å"highly significant† and â€Å"robust† in statistical terms, showed that the â€Å"thinkers† were far less active during th e week than their â€Å"non-thinker† counterparts. The weekends, strangely, were about the same.It may actually be beneficial, then, to spend an extra hour or two in bed thinking through tasks and schedules, revisiting and reimagining your goals. Your daydreaming might be twice as generative as a non-thinker’s doing.There’s a danger, of course, to less active people- no matter how brainy- and that is the danger of the sedentary lifestyle. So if you think you might be a â€Å"thinker,† and relishing those quiet moments lost in thought, you might also want to make a point of exercising enough. Just to make sure you stay healthy and nourish your body- not just your brain.In addition to this, you should also consider finding a job that is compatible with your personality. The sooner you find a job that you enjoy, the happier you will be, regardless of how intelligent or lazy you are.

Species Native Research Paper Example | Topics and Well Written Essays - 500 words

Species Native - Research Paper Example An adult green sea turtle weighs over 500 pounds. Like all other turtle species, green sea turtles possess a hard structure called shell, whose function is to provide protection to the turtle from predators. The part of the shell that is on the dorsal (back) side is known as the carapace (Green Sea Turtles, n.d.). This portion is heart shaped, and is as long as 5 feet. It is covered with large scales which are called scutes. The ventral part of the shell that covers the belly is known as the plastron. The dorsal and ventral parts are connected to each other at the sides through hard-shelled plates which are known as lateral bridges. The connection between the carapace and plastron breaks at the openings for the head, tail and limbs. The difference between green sea turtles, land turtles and tortoises is that green sea turtles are not able to retract their small heads into the shell for extra protection. The shells of green sea turtles are very light weight and are more developed as c ompared to shells of land turtles. The limbs seem like flippers that help them swim long distances in less time, making them refined swimmers. Adult turtles are herbivorous in nature. This characteristic makes them harmless to other animals living under water with them like fish. They hold bacteria in their guts, and depend on them for digestion of plant food. This is the case with adult turtles only. Young turtles are carnivorous. They feed on jellyfish and other little invertebrates. The dorsal surface of the shell or the carapace is dark brown in color but it gets covered with patches of algae on which fish feeds. The exact lifespan of green sea turtles is still unknown. They grow very slowly. The growth is so slow that they take 10 to 50 years to be able to become sexually mature to reproduce (Bredeson, 2007). The average age of maturity is 25 years. Due to this long lifespan and period of maturity, green sea turtles take too many years to recover from a significant population

PPE Report Essay Example | Topics and Well Written Essays - 250 words

PPE Report - Essay Example The wide category of specialized health services; is in sharp contrast to the generalized services offered by other health facilities like clinics. The hospitals have effective organizational structure. The top management of the hospital comprises the Board of Directors, the Chief Executive Officer, and the Head of Departments. The middle management of the hospital comprises Sectional Heads. The sectional heads are specialists in their professions. This management structure ensures proper reporting relationships between the hospital staffs and the management. Hospitals have the Institutional Ethics Committee. This committee comprises an interdisciplinary team made up of community representatives, non-medical practitioners, and healthcare professionals. The main purpose of the committee entails community education, case consultation, intra-institutional communication, and policy development; during the health policies or decisions which arise during healthcare. Health facilities have job division practices, which depend on hospital sections and departments. The cancer specialists mainly operate in the cancer centre; however, they can consult other hospital staffs from other departments for effective service delivery. Likewise, the eye specialists operate in the Eye Surgery Centre. This separation of staffs according to specialization is referred to as job division. The unique hospital features enables provision of superior health services. Hospitals utilize an effective Health Information System to oversee proper decision making. Team members share vital information through the system when offering services to patients. This enhances collaboration of the health staffs. Patients can also find and request for a suitable doctor, through the health

Magnifying and Obscuring Essay Example for Free

Magnifying and Obscuring Essay The stories of John Updike’s â€Å"AP† and William Faulkner’s â€Å"A Rose for Emily† both make use of the first person point of view in narration but with very different and quite powerful effects that also affect other elements of the story. The ways in which these two stories play with the individual elements of a piece of fiction show just how important it is to make sure that these individual elements are all taken cared of and built-up with equal care and attention, because a problem with one element can result into a problem with the entire story; the elements must all be able to work together to support each other and to weave a tight story. â€Å"AP† uses the first person, non-omniscient, singular point of view (POV) narration to build rapport with the main character, Sammy [for example: â€Å"Im in the third check-out slot, with my back to the door, so I dont see them until theyre over by the bread; I could see Lengel in my place in the slot, checking the sheep through. † (Updike 560)]. This connection with Sammy is a very important one because it is pretty much the driving force of the story; learning of what’s going on in a teenage boy’s head while there are half-naked girls walking about can make an interesting read. This point of view is really what helps push the reader on along as she or he plods through the â€Å"AP† plot. With â€Å"A Rose for Emily†, on the other hand, we are given the first person, non-omniscient, plural point of view. Obviously, because it is plural it cannot be the view of the main character, Miss Emily Grierson. Instead we seem to have the entire story narrated to us by the entire town [â€Å"When Miss Emily Grierson died, our whole town went to her funeral; for a long while we just stood there, looking down at the profound and fleshless grin† (Faulkner)]. This works to increase the mystery that surrounds Miss Emily and her house because we never really knew what she is thinking or feeling. This point of view, giving an air of mystery, again, helps push the reader on to discover what happens throughout the story. Relating with the use of the POV are the different story plots. Here, we can see a great difference between â€Å"AP† and â€Å"A Rose for Emily† because we find that one is mainly character-driven while the other has a strong plot that keeps the readers going through the story. It is â€Å"AP† that is, obviously, character-driven because of its simple plot of a boy wanting to elicit the attention of some pretty girls, which is quite common. Even the events in the story and the simple chronological way that it folds are quite ordinary; it is really Sammy – his thoughts and his feelings – that make a reader interested in the story. And, even up to the ending, readers are all interested only in Sammy’s fate and no one else’s [â€Å"I felt how hard the world was going to be to me hereafter† (Updike 564)]. In â€Å"A Rose for Emily†, on the other hand, we have a story with a strong plot, aided by the effective point of view narration, which moves the story along. The story hooks readers into the plot by making them curious about who Miss Emily Grierson is from the very beginning – readers are wondering why she is a â€Å"fallen monument† and what is so interesting about the â€Å"inside of her house† (Faulkner). The non-linear timeline that the story follows also strengthens the mystery of Miss Emily because the building block to her life must be pieced together slowly and with a certain amount of intuition, at first. Now, the characters of the two stories are also very different – one is as open to us as a book laid flat-open, while the other is mystery to the very end. With Sammy of â€Å"AP†, we never seem to see a concrete glimpse of in terms of physical appearance but the readers would all know him if they met him. The first person narration lets us in on all the things that makes Sammy think and tick with that little grocery stop. In his observation of the girls, we find a young man with a keen eye and, also, an eye for beauty. He also shows us the ability of a good imagination when he imagines how the girls behave and how their relationships with each other must be like as when he describes the tall girl as: â€Å"a tall one, with black hair that hadnt quite frizzed right, and one of these sunburns right across under the eyes, and a chin that was too long you know, the kind of girl other girls think is very striking and attractive but never quite makes it, as they very well know, which is why they like her so much. † (Updike 561) Sammy, as we can surmise, is a boy that is very much in-touch with his surroundings and his imagination. The characterization of Miss Emily, in contrast, is one that is left murky and shadowy. Because we only see her through the townspeople’s eyes, we never really see her clearly; we can only watch her through the stories, the memories, and the patchwork guesses that these observers give us. But even from this blurry view of Miss Emily through a window, we can see how guarded and closed-off she is from her environment [as when she acted ignorant of Colonel Sartoris’ death (Faulkner)] – the total opposite of Sammy. In â€Å"AP†, we are set-up in a small grocery store that effectively concentrates our attention on no one and nothing else but Sammy and his current preoccupation. The AP grocery store acts as the perfect magnifying glass to help us focus on our main character and how he deals with the current situation. â€Å"A Rose for Emily† is set-up up throughout decades of a life and in different places of the town; this manner of a setting makes for even more mystery as the reader tries to fill in all the gaps between the years that the narrators had no contact nor any knowledge of what went on in Miss Emily’s life. The vast setting diffuses the readers’ minds and it wanders across time and space, searching for a complete picture of Miss Emily Grierson. These two stories, perhaps more different than alike, prove that good stories don’t need to follow a certain pattern to mold in order to be good; it is in the writer and the dedication to his work that makes a story count. Works Cited Faulkner, William. A Rose For Emily. 16 February 2008. Fu Jen University: Department of English Language and Literature. 26 June 2009 http://www. eng. fju. edu. tw/English_ Literature/Rose/el-text-E-Rose. htm Updike, John. â€Å"AP†. The Compact Bedford Introduction to Literature Eighth Edition. Ed.

Using Real World examples, illustrate both some of the potential :: Economics

Using Real World examples, illustrate both some of the potential benefits of monopolies and explain how monopoly firms may be able to engage in price discrimination practices. A monopolistic market or company is one where there is non existent competition. There is one leading market domineer that is producing and supplying the entire market. In a monopolistic market the company in question can determine prices or the amount of products sold to work in their advantage. The power of a monopoly company is that it can completely dominate a particular market subject to whether or not there are existing or up and coming substitutes. By this what is meant is that there could well be a substitute for the monopolist’s product. An example of this would be old public sector companies like British Rail. They controlled the entire rail travel market; however there were always alternative forms of travel like coach or air travel. This proves that there is no real possibility of a pure monopoly as there are always alternatives. There is another variant that decides to classification of a monopoly. This is the barriers of entry into that particular industry or sector of the market. If there are low barriers of entry, this will stimulate competition between firms competing for consumers of that market sector, however if the barriers are of high entry, then it is easy to say that the company dominating the market is that of a monopolistic nature. This echoes the fact that a monopolistic firm can indeed decide on price or quantity sold to influence demand. They can only influence demand to a certain extent because of other alternatives to their own product e.g. travel and different forms of transport. By doing this, a monopolist company can make non-standard profits in the long term future. A major advantage of a monopolistic firm is that it can use price discrimination as a tool in gaining more money. This is where a firm can make the consumer pay for a different price for the exact same service. A good example of this is through British telecom and how it is cheaper to ring during off peak tariffs rather that during the day when the cost of a phone call is substantially higher than that of a phone call during the evening. However, for price discrimination to happen there must be a number of factors occurring to make price discrimination work for the company. First, the company must know its customers and know that they have different demands to that of other people. This may be the travel of commuters into the city for work.

Spanish American War

Analyze the responses to TWO of the following to Secretary of State John Hay’s view that the Spanish American War was â€Å"a splendid little war†; William Jennings Bryan, Theodore Roosevelt, Alfred Thayer Mahan, Emilio Aguinaldo When Secretary of State John Hay stated that the Spanish American War was a â€Å"splendid little war†, he received mixed responses from people such as William Jennings Bryan, Theodore Roosevelt, Alfred Thayer Mahan, and Emilio Aguinaldo. Some people of the Philippines, especially the nationalist leader Emilio Aguinaldo, disagreed with Hay’s statement.They were upset that they were first being denied independence from Spain, and now the United States of America. However, even having fought in the Spanish-American War alongside the Americans, Aguinaldo led bands of guerilla fighters against the U. S. It took three years, and numerous causalities to end the revolt. Theodore Roosevelt, on the other hand, saw potential in the lands co ntrolled by Spain. He ordered a fleet to the Philippines. The American Fleet destroyed the Spanish Fleet. Contrary to the beliefs of Theodore Roosevelt, William Jennings Bryan viciously attacked the idea of American imperialism.He believed that imperialism was wrong, and the United States should stay out of fighting wars for conquest. While many Americans too, questioned imperialism, they saw the new territory, including the Philippines, acquired during the war as an accomplishment. Last but not least, Alfred Thayer Mahan believed that a strong naval power would crucial if a country wanted to become the finest, economically and militarily. A strong military presence would open foreign markets which would lead the United States to become a world power.William Jennings Bryan vigorously attacked the growth of American Imperialism. One positive consequence of the Spanish American war was its effect on the way both Americans and Europeans thought about the United States as a formidable m ilitary power Discuss whether or not US foreign policy from 1890-1914 was principally guided by economic motives. The period after the Civil War saw the development of a booming economy fueled by the industrialization of America, which created the path for a major change in U. S diplomacy policies with the rest of the world.Rather than being an isolated country and keeping with the advice of George Washington to stay neutral concerning any European affairs, the United States became an imperialistic and world power with territories extending across the pacific and very active in European affairs. U. S foreign policy from 1890-1920 was principally guided by economic motives. One of the motives why the U. S foreign policy was principally guided by economic ambition was to protect American interests saved in other countries.Another motive why the U.S foreign policy was principally guided by economic ambition was because the U. S needed new markets on which to sell their surplus of farm and produced goods. One of the motives why the U. S foreign policy was principally guided by economic ambition was because the U. S needed new markets on which to sell their surplus of farm and produced goods. The blessed American soil was mass-producing crops and industries were thriving in production of American goods the markets in the United States were over flowing with goods and the United States needed to extend their sale to other countries’ markets.The four biggest imperialistic powers of the time were Great Britain, France, Germany, and soon to be the United States were all competing to get the advantages of the markets in China, and since China was dealing with their own struggles like corruption, and bad leadership, many countries were taking advantage of the economic gains in the Chinese markets unfairly. Secretary of state John Hay proposed an â€Å"Open Door policy in China† which would guarantee that all nations have a fair chance in the Chinese markets .He proposed this because the United States was still trying to prove itself and if all the countries accepted this policy the United States would ensure having access to the profitable markets. As the U. S economy grew so did ambition and a sense of great nationalism in the United States and the public was calling for more. Compare and contrast the foreign policies of Theodore Roosevelt and Woodrow Wilson toward Latin America Both Theodore Roosevelt and Woodrow Wilson had utilized their own foreign policies toward Latin America that differed from another.Theodore Roosevelt proposed the aggressive, â€Å"Big-Stick† diplomacy in dealing with Latin America, whereas Wilson operated using moral diplomacy as his way of managing foreign affairs. The idea behind Roosevelt’s â€Å"Big-Stick† Policy was ‘speaking softly but carrying a big stick’, meaning that negotiations should conclude peacefully, but rivals should be threatened with the military. Presiden t Roosevelt had made several attempts to build the United States’ reputation as a world power. His policy, however, was unpopular amongst many for breaking the customary â€Å"non-involvement policy† in international politics. T.R was enthusiastic to begin the construction of a canal through the Isthmus of Panama, so the Hay-Pauncefote Treaty of 1901 was passed. This allowed the United States to begin to dig the canal without British involvement. Woodrow Wilson on the other hand, respected other nation’s rights and supported the spread of democracy. Wilson had sent troops over and arranged an arms embargo with the Mexican government. When these troops were detained, he had them occupy Veracruz and war seemed imminent until the Countries of Argentina, Chile and Brazil mediated in the affair. Wilson had also proposed the Johns Act of 1916 which granted U. S.  citizenship to all the inhabitants in Puerto Rico while providing limited self-government. In addition t o this, Wilson kept a supply of marines in Nicaragua and ordered U. S. troops into Haiti in 1915 and the Dominican Republic in 1916.He argued that such intervention was necessary to maintain stability in the region and protect the Panama Canal. Assess the importance of TWO of the following in the US decision to declare war against Spain in 1898: yellow journalism, sinking of the Maine, US business interests, Cuban revolution America's short war with Spain in 1898 was the nation's first step on the pathway to becoming a world power.The U. S. victory brought with it the unintended possession of the Philippines and a vested interest in the politics of the Pacific region that would ultimately lead to conflict with Japan. As an immediate outcome of the war, America found itself embroiled in an insurgency in the Philippines that closely mimicked the conflict in Vietnam over 60 years later. Cuba, a Spanish colony, had been in rebellion since 1895. The brutal Spanish response turned America n sympathies to the Cuban insurgents.The US Battleship Maine arrived in Havana Harbor in January 1898 with a dual mission to protect American interests and present the Spanish with a show of force. At 9:40 PM on the evening of February 15, an explosion ripped the forward hull quickly sending the ship to the bottom of the harbor, killing two hundred sixty-six of the 345 crew members. Investigations started immediately. A US Naval Board of Inquiry attributed the sinking to an external explosion – a conclusion interpreted by many as referring to a mine placed beneath the ship. The finger of blame pointed to Spanish treachery.An anti-Spanish press particularly the â€Å"Yellow Journalism† of the Hearst and Pulitzer newspapers – enflamed American public opinion and raised it to a war-fever pitch. Congress clamored for action. President McKinley reluctantly succumbed to pressure and asked Congress to declare war on April 21. Congress obliged on April 25, 1898. The war lasted only 3 months and cost the U. S. about 400 killed or wounded. The United States gained the Philippines, Puerto Rico and Guam and emerged as a power to be reckoned with on the world stage. Cuba gained independence from Spain.For Spain it was a humiliating defeat. Both her Atlantic and Pacific fleets were sent to the bottom of the sea and with them went Spain's prestige as a world power. In what ways did the United States’ relationship with Japan become more competitive after 1900? In the first two decades of the twentieth century, the relationship between the United States and Japan was marked by increasing tension and corresponding attempts to use diplomacy to reduce the threat of conflict.Each side had territory and interests in Asia that they were concerned the other might threaten. U. S.  treatment of Japanese immigrants, and competition for economic and commercial opportunities in China also heightened tensions. At the same time, each country’s territoria l claims in the Pacific formed the basis for several agreements between the two nations, as each government sought to protect its own strategic and economic interests. Tensions rose over Japanese actions in northeast China and immigration to the United States. In 1905, the Japanese started to establish more formal control over South Manchuria by forcing China to give Japan ownership rights to the South Manchurian Railway.The Japanese used this opening to make further inroads into northeast China, causing the Roosevelt Administration concern that this violated the ideals of free enterprise and the preservation of China’s territorial integrity. Simultaneously, leading Japanese officials expressed frustration with the treatment of Japanese immigrants in the United States. A U. S. -Japanese treaty signed in 1894 had guaranteed the Japanese the right to immigrate to the United States, and to enjoy the same rights in the country as U. S. citizens.In 1906, however, the San Francisco Board of Education enacted a measure to send Japanese and Chinese children to segregated schools. The Government of Japan was outraged by this policy, claiming that it violated the 1894 treaty. In a series of notes exchanged between late 1907 and early 1908, known collectively as the Gentlemen’s Agreement, the U. S. Government agreed to pressure the San Francisco authorities to withdraw the measure, and the Japanese Government promised to restrict the immigration of laborers to the United States.