Life of Polar Bears

The polar bear is a native of bear found within the Arctic Circle that encompass the Arctic Ocean at the North Pole and the adjacent land. According to the observation of many scientists, this type of animals must have evolved from the ancestors of the brown bear. Polar bears are carnivorous, meaning that they are meat-eaters. Advertising We will write a custom research paper sample on Life of Polar Bears specifically for you for only $16.05 $11/page Learn More Their most common food includes bearded seals, ringed seals and walrus pups. As a matter of fact, these creatures are reputed to be the largest meat eating animals worldwide. And alongside the omnivorous Kodiak, they are the largest in the bear family, measuring almost the same. On average, male polar bears are estimated to weigh between 770-1,500 lb, while females range almost half the males in size. According to Stirling and Archibald, owing to their unique body features and characteristics, po lar bears have successfully adapted to living close to Northern Hemisphere’s farthest tip (127). Current, polar bears are distributed in five regions, that include: Greenland (Denmark), Norway, Canada, Russia, and Alaska in the US. These animals are covered with heavy fur allover the body, a unique feature that enables them to survive in extremely cold temperatures. Their fur constitutes of hollow guard hairs to avoid it from matting down while swimming in waters. The color of the fur would vary from pure white to something close to a yellow hue. The white fur is beneficial to the animals, considering the fact that they normally spent most of their time on the snow hunting for their prey. This plays a significant purpose in helping them avoid detection by their prey. This also serves as a key adaptation feature which makes the bears, and especially the cubs, less vulnerable to predator attacks (Derocher 168). However, apart from their fur being pure white, their skin is actu ally black and this is another distinguishing feature which enables polar bears to absorb much heat from the sun into their bodies. The habitant for polar bears would include both the sea ice and the land. Polar bears have very large fore paws with a diameter of about 12 inches and just like any other sea creature, their toes are webbed to enable them propel rapidly through the water. Polar bears are observed to possess poor eyesight, but their excellent ability to smell is applied to compromise their sight disadvantage, thus enabling them to survive well in their habitats (Atkinson and Stirling 231). The animals communicate with each other through sounds and body language. Other things which add up to their diet include vegetation, sea birds and their eggs and beach-cast carrion, among other food stuffs in the arctic. Advertising Looking for research paper on biology? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, one surprising f act with these animals is that, despite them living in water, they don’t drink water. Liquids needed for their normal body functioning is attained from what they consume as food. Normally, a female bear gives birth to two tiny cubs at a time. The cubs are usually attached to their mother for a period of two to three years, before they become independent and start hunting for themselves. Usually, polar bears would be solitary except in some cases such as when they are mating. Another distinguishing characteristic associated with polar bears is that, they are intelligent and even curious by nature. This is evident in their habit to courageously approach and try to investigate ships and vehicles that tend to pass near them. Polar bears would feel endangered when provoked and this can lead to possible attacks to humans who may happen to cross their way. This however, would be expected, especially with bear mothers who may tend to become aggressive in an attempt to defend her you ng ones. Usually, the life span of a wild polar bear is estimated to be 20 years. It may not be easy to know the exact number of polar in the world, owing to their existence in several regions. However, according to recent information about polar bears, their population is estimated to be below 25,000 worldwide. The world count of these creatures is highly endangered and is likely to drop greatly in the near future, leading to a possible extinct of these endangered creatures. It is observed that, the decreasing population of polar bars has been caused by a number of factors such as the loss of habitat by humans, regular climatic changes, and constant environmental pollution which has been extended to their ecosystems. According to Derocher, these creatures are likely to face extinction by 2100, if efforts are not taken to preserve their conservation (172). The heightening issue of global issue remains to be the biggest threat of polar bears today (Derocher 243). Changes in the glo bal temperatures are responsible for changing the creatures’ habitat, their behavior, their food, and also their life span. As it would be observed, ice platforms are constantly melting as a result of the heightening atmospheric temperatures. In this case, the life of polar bears, ranging from feeding to breeding is highly threatened, thus indicating a possibility of real extinction of the polar bear.Advertising We will write a custom research paper sample on Life of Polar Bears specifically for you for only $16.05 $11/page Learn More Works Cited Atkinson, Shannon and Stirling, Ian. Growth in early life and relative body size among adult polar bears (Ursus maritimus). Journal of Zoology 239. 2 (2006): 225—234. Derocher, Andrew. Polar bears in a warming climate. Integrative and Comparative Biology 44. 2 (2004): 163-176. Print. Derocher, Andrew. Possible impacts of climatic warming on polar bears. Arctic 7. 12 (2003): 240-245. Print. Stirli ng, Ian. and Archibald, Ralph. Aspects of predation of seals by polar bears. Journal of the Fisheries Board of Canada 34. 8 (1997): 126-129. Print. This research paper on Life of Polar Bears was written and submitted by user Jonathon Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Greek Culture

Greek Culture Most Greeks wear Western clothing, although traditional clothing continues to be worn in some rural areas. There are two types of traditional clothing for men: on the mainland men wear a foustanela (skirt), while a type of baggy trousers called a vraka is worn on the Aegean Islands and Crete. The traditional clothing for women consists of a kavadi (a dress of thick, often gold-woven, silk brocade) worn over a poukamiso (chemise); a kondogouni (tightly fitted velvet jacket) is worn over the poukamiso and a fessi (tasseled cap) completes the outfit. Popular foods include avgolimono (egg-lemon soup), moussaka (eggplant casserole), souvlakia (skewered meat), and baklava (nut-filled pastry). Greeks enjoy retsina wine and ouzo, a strong aperitif made from grape stems and flavored with anise. Traditional houses have whitewashed walls, long, narrow windows, and tiled roofs. Urban housing includes tall apartment buildings. The country’s favorite sports are soccer, basketball, and trac k-and-field events. Among the arts and crafts are ceramics, embroidery, jewelry-making, and leather goods. The culture of ancient Greece had a major influence on the development of Western civilization. For information on Greek culture, see Drama and Dramatic Arts; Greek Art and Architecture; Greek Literature; Greek Music; Greek Philosophy; Greek Mythology; Olympian Games. About 98 percent of the people are followers of the Orthodox Church of Greece. The remaining 2 percent of the population includes Muslims, Roman Catholics, Protestants, and Jews. The great majority of the people of Greece speak Modern Greek (see Greek Language). The vernacular Modern Greek and language of popular literature is Demotike, as opposed to Katharevousa, a more formal modern Greek or purist Greek. Demotike became the official language of Greece by an act of parliament in 1976. It is used by the government, the newspapers, and educational institutions. Great diff... Free Essays on Greek Culture Free Essays on Greek Culture Greek Culture Most Greeks wear Western clothing, although traditional clothing continues to be worn in some rural areas. There are two types of traditional clothing for men: on the mainland men wear a foustanela (skirt), while a type of baggy trousers called a vraka is worn on the Aegean Islands and Crete. The traditional clothing for women consists of a kavadi (a dress of thick, often gold-woven, silk brocade) worn over a poukamiso (chemise); a kondogouni (tightly fitted velvet jacket) is worn over the poukamiso and a fessi (tasseled cap) completes the outfit. Popular foods include avgolimono (egg-lemon soup), moussaka (eggplant casserole), souvlakia (skewered meat), and baklava (nut-filled pastry). Greeks enjoy retsina wine and ouzo, a strong aperitif made from grape stems and flavored with anise. Traditional houses have whitewashed walls, long, narrow windows, and tiled roofs. Urban housing includes tall apartment buildings. The country’s favorite sports are soccer, basketball, and trac k-and-field events. Among the arts and crafts are ceramics, embroidery, jewelry-making, and leather goods. The culture of ancient Greece had a major influence on the development of Western civilization. For information on Greek culture, see Drama and Dramatic Arts; Greek Art and Architecture; Greek Literature; Greek Music; Greek Philosophy; Greek Mythology; Olympian Games. About 98 percent of the people are followers of the Orthodox Church of Greece. The remaining 2 percent of the population includes Muslims, Roman Catholics, Protestants, and Jews. The great majority of the people of Greece speak Modern Greek (see Greek Language). The vernacular Modern Greek and language of popular literature is Demotike, as opposed to Katharevousa, a more formal modern Greek or purist Greek. Demotike became the official language of Greece by an act of parliament in 1976. It is used by the government, the newspapers, and educational institutions. Great diff... Free Essays on Greek Culture Greek Culture Most Greeks wear Western clothing, although traditional clothing continues to be worn in some rural areas. There are two types of traditional clothing for men: on the mainland men wear a foustanela (skirt), while a type of baggy trousers called a vraka is worn on the Aegean Islands and Crete. The traditional clothing for women consists of a kavadi (a dress of thick, often gold-woven, silk brocade) worn over a poukamiso (chemise); a kondogouni (tightly fitted velvet jacket) is worn over the poukamiso and a fessi (tasseled cap) completes the outfit. Popular foods include avgolimono (egg-lemon soup), moussaka (eggplant casserole), souvlakia (skewered meat), and baklava (nut-filled pastry). Greeks enjoy retsina wine and ouzo, a strong aperitif made from grape stems and flavored with anise. Traditional houses have whitewashed walls, long, narrow windows, and tiled roofs. Urban housing includes tall apartment buildings. The country’s favorite sports are soccer, basketball, and trac k-and-field events. Among the arts and crafts are ceramics, embroidery, jewelry-making, and leather goods. The culture of ancient Greece had a major influence on the development of Western civilization. For information on Greek culture, see Drama and Dramatic Arts; Greek Art and Architecture; Greek Literature; Greek Music; Greek Philosophy; Greek Mythology; Olympian Games. About 98 percent of the people are followers of the Orthodox Church of Greece. The remaining 2 percent of the population includes Muslims, Roman Catholics, Protestants, and Jews. The great majority of the people of Greece speak Modern Greek (see Greek Language). The vernacular Modern Greek and language of popular literature is Demotike, as opposed to Katharevousa, a more formal modern Greek or purist Greek. Demotike became the official language of Greece by an act of parliament in 1976. It is used by the government, the newspapers, and educational institutions. Great diff...

The History of Kleenex Tissue

The History of Kleenex Tissue In 1924, the Kleenex brand of facial tissue was first introduced. Kleenex tissue was invented as a means to remove cold cream. Early advertisements linked Kleenex to Hollywood makeup departments and sometimes included endorsements from movie stars (Helen Hayes and Jean Harlow) who used Kleenex to remove their theatrical makeup with cold cream. Kleenex and Noses By 1926, Kimberly-Clark Corporation, the manufacturer of Kleenex, became intrigued by the number of letters from customers stating that they used their product as a disposable handkerchief. A test was conducted in the Peoria, Illinois newspaper. Ads were run depicting the two main uses of Kleenex, either as a means to remove cold cream or as a  disposable handkerchief for blowing noses. The readers were asked to respond. Results showed that 60%  used Kleenex tissue for blowing their noses. By 1930, Kimberly-Clark had changed the way they advertised Kleenex and sales doubled proving that the customer is always right. Highlights of Kleenex History In 1928, the familiar pop-up tissue cartons with a perforated opening were introduced. In 1929, colored Kleenex tissue was introduced and a year later printed tissues. In 1932, pocket packs of Kleenex were introduced. That same year, the Kleenex company came up with the phrase, The handkerchief you can throw away! to use in their advertisements. During World War II, rations were placed on the production of paper products and the manufacturing of Kleenex tissues was limited. However, the technology used in the tissues was applied to the field bandages and dressings used during the war effort giving the company a big boost in publicity. Supplies of paper products returned to normal in 1945 after the war ended. In 1941, Kleenex Mansize tissues were launched, as indicated by the name this product was aimed at the male consumer. In 1949, a tissue for eyeglasses was released. During the 50s, the spread of the popularity of the tissues continued to grow. In 1954, the tissue was the official sponsor on the popular television show, The Perry Como Hour. During the  60s, the company began successfully advertising the tissue during daytime programming rather than just nighttime television. SPACESAVER tissue packs were introduced, as well as purse packs and juniors. In 1967, the new square upright tissue box (BOUTIQUE) was introduced. In 1981, the first scented tissue was introduced to the market (SOFTIQUE). In 1986, Kleenex started the Bless You advertising campaign. In 1998, the company first used a six-color printing process on their tissues allowing for complex prints on their tissues. By the 2000s, Kleenex sold tissues in over 150 different countries. Kleenex with lotion, Ultra-Soft, and Anti-Viral products are all introduced.   Where did the word come from? In 1924, when  Kleenex  tissues were first introduced to the public they  were intended to be used with cold cream to remove makeup and clean the face. The  Kleen in Kleenex represented that clean. The ex at the end of the word was tied to  the companys other popular and successful product at the time,  Kotex brand  feminine napkins. Generic Use of the Word Kleenex The word Kleenex is now commonly used to describe any soft facial tissue. However, Kleenex is the trademarked name of the soft facial tissue manufactured and sold by the Kimberly-Clark Corporation. How Kleenex Is Made According to the Kimberly-Clark  company, Kleenex tissue is made in the following way: At the tissue manufacturing mills, bales of wood pulp are put into a machine called the hydrapulper, which resembles a giant electric mixer. The pulp and water is mixed to form a slurry of individual fibers in water called the stock. As the stock moves to the machine, more water is added to make a thinner mixture which is more than 99 percent water. The cellulose fibers are then thoroughly separated in refiners before being formed into a sheet, on the forming section of the creped wadding machine. When the sheet comes off the machine a few seconds later, it is 95 percent fiber and only 5 percent water. Much of the water used in the process is recycled after being  treated to remove contaminants prior to discharge. A felt belt carries the sheet from the forming section to the drying section. In the drying section, the sheet is pressed onto the steam-heated drying cylinder and then scraped off the cylinder after it has been dried. The sheet is then wound into large rolls. The large rolls are transferred to a rewinder, where two sheets of wadding (three sheets for Kleenex  Ultra Soft and Lotion Facial Tissue products) are plied together before being further processed by calender rollers for additional softness and smoothness. After being cut and rewound, the finished rolls are tested and transferred to storage, ready for converting into Kleenex  facial tissue. In the converting department, numerous rolls are put on the multifolder, where in one continuous process, the tissue is interfolded, cut and put into Kleenex brand  tissue cartons which are inserted into shipping containers. The interfolding causes a fresh tissue to pop out of the box as each tissue is removed.

Sustainability and Ethics Essay Example | Topics and Well Written Essays - 1000 words

Sustainability and Ethics - Essay Example The very issue of fuddling may also lead to the civil society organisations competing with each other for funding and therefore render it impossible for the civil society organisations to work in concert to have creative and constrictive regulation of the business environment.Given the fact that these organisation can be manipulated by the very businesses they are supposed to regulate, it becomes clear that they may not work for the good of the public but may seek the good of the individual people running them. In this kind of scenario, it can be said that their value to the society is not only reduced but that they are actually harmful to the very public they are supposed to protect. However, it cannot be assumed that all civil societies are easily manipulated by private business through funding. Some of them are well managed and are able to retain their authority and are run with integrity. These few civil society organisations are most likely to be helpful to the public and help i n protecting the public from other organisations that may be unethical in the way they operate.There are a number of issues that affect the way a business is run. Sustainability has become a major beacon in the development of business strategies and it is important for any business manager to be able to know what business sustainability is in order to carefully and effectively include it in the business model and ensure that the business has a good sustainability plan (Brockett and Rezaee, 2012). However, the challenge to its is that there are various definitions of sustainability, and although they are all similar, they all defer from each other in at least one critical way.

Japanese views on Gender Essay Example | Topics and Well Written Essays - 1000 words

Japanese views on Gender - Essay Example The post-war educational reforms in 1949 had opened all forms of higher education to women but the ‘gender-track’ in Japan continues. Higher education in Japan serves only two functions – general education and professional education and there is significant difference in the higher education of men and women. Women were given education enough for them to fulfill their assigned roles as women, which is why their education was limited to home sciences and humanities. Women are still confined to Junior colleges or women’s colleges or to some particular fields of specialization. Women however became conscious and entered the field of high education and started fighting for their rights as equals. With changes in education, legislation and work force, women’s attitudes and values changed. This affected women’s self-concepts and perception of abilities. According to Hofstede’s cultural dimensions, Japan is a collectivist society, an extremely masculine country. Inequality and gender discrimination in Japanese society remains pervasive due to persisting assumptions about the sexual division of labour. Women have made progress in the education the business world but obstacles towards equality persist. While women’s consciousness has been stirred and they have also entered the field of politics, it is argued that gender issues should not be seen as a simple issue of improving the status of women. Women are becoming engaged in politics and standing for election. They have also been forming associations to act together on issues such as day-care, maternity leave, and sexual harassment policies but they encounter political constraints when it comes to decision making.

Famous Creative Thinkers in the World Essay Example for Free

Famous Creative Thinkers in the World Essay It is said that there is greatness in everybody, and it only requires the right place and time to burst out and bless the world. This planet has been blessed to have amazing people walk among us, and they have revolutionized the way people perceived certain ideologies. Jesus Christ, Leonardo Da Vinci, Martin Luther King, Benjamin Franklin and Voltaire, just to mention a few are accredited to have left a mark in this world. With none claiming to be any special than any other man, they stood out to make this world a more comfortable place to live in during their time. Quentin Tarantino, a film director, actor, producer and screenwriter is one of the great men that the 21st century has been blessed to have. With a creative, innovative and ever awe-inspiring works, Quentin has become a figure in society that many people can look up to. His films are usually characterized by non-linear storylines, a glorification of violence and a satirical subject matter that in most times results in an exhibition of neo-noir characteristics. His creative genius by the use of mix and match genre as well as an infusion of music and the morphing of old works and making them new and better are his main characteristics that define him. Quentin’s works have always had a cut above the rest because they seek to contribute largely to the society in general. Whether in educating, reminding or entertaining the society, Quentin has had movie lovers at the edge of their seats and in turn, he has received awards for the same. Quentin has entertaining movies like Pulp Fict ion (1994) that is considered one of the greatest if not the greatest movie produced of all time and Django Unchained that seeks to tell the story of slavery. Movies with stories that remind human beings of their past, or those that make them forget about the daily hassles of life have garnered him success as well as health, although without their share of problems. For example, making of a slavery movie was initially not favored by potential audiences, and it received severe criticism although it resulted to his highest grossing movie of all time. On the other hand, other movies are criticized as having too much violence which is mostly in his line of creativity. The solutions to these problems were primarily making movies that are entertaining and educative, that leave out the brutality of the times that the movies are based on. The second is that the action movies he directs or produces are made for the enjoyment of the entire family, without vulgar language and sometimes incredible humor. For a creative thinker, obstacles are a daily routine since thinking outside the proverbial box is commonplace. For Quentin, research is the initial step towards a resolute creative thinking process. This means a lot of reading and comparisons of different scripts and different possibilities. Tarantino’s creative thinking process revolves around all matters that seem reasonable and worth investing in, promoting ideologies and uplifting talented scriptwriters. Although he is attributed to having anger issues, his movies cannot be remade any better without denying the audience their intended purpose. For example, Django Unchained was meant to educate and remind the American of the past that they are too ashamed of to remember. His works fit perfectly in the 21st century movie making field where creativity and the ‘anything goes’ attitude is prime. Having been an avid movie fan, a trained actor, movie critique and an investor, Tarantino has continued to expand both h is knowledge and skill in the movie world. The age of computing has revolutionized the 21st century and the world has become a better place with computers. The age of computers, as this century is commonly referred to have experienced profound effect in all industries that have chosen to adopt the technology. Grace Murray Hopper (nicknamed ‘amazing Grace’), an American computer scientist as well as the United States navy rear admiral had notable contributions to the world of technology and modern warfare. She is among the pioneer programmers of Harvard Mark one computer, and she developed the first compiler for a computer programming language. This was her first most significant contribution to society. She is also renowned for popularizing the term ‘debugging’ as a term for fixing computer glitches. It is probably because of her sense of patriotism that she volunteered to join World War II, and she was sworn into the Navy reserve where she gained an exemption to enlist because she was underweight. This was among the first hurdles in her career, but what she did not have in physical attributes; she more than made up for them in brains. Throughout her career in both industry and academia, Hopper was a consultant for the United States Naval Reserve as well as a lecturer there. She held several posts in leadership through her career both outside the Navy and also within the Navy. Her technical and marketing skills proved to be of great use to her as she also demonstrated superb political and general business acumen. The major hurdles that she had to overcome were the computer bugs that she was working on while in Harvard. However, working alongside brilliant minds, she co-authored several papers on computers. By the virtue of patience and perseverance, Hopper was able to tackle many of the problems she faced by herself, but in some, she got the assistance of fellow brilliants. She is said to have never turned down a good idea from anyone regardless of their rank in the military of in the lab. By being involved in the successful programming of Mark I through III computers, she was awarded the Naval Ordnance Development Award. Nothing could have been done any different at the time, and up until now, the Mark computers are still formidable in the market. With the age of computing, Hopper’s works fitted perfectly with her time, and her innovations remain a valuable contribution to human beings. By being involved in the university’s academic program, Hopper was able to learn and continue to excel in her field of study and expertise. Up until her retirement, she was a lecturer and an academician whose contributions were noted and highly regarded. Until her death in 1992, Hopper remained an invaluable asset for the United States Navy, Harvard and the World at large. For that, the USS Hopper (DDG-70) Navy Destroyer and the Cray XE6 â€Å"Hopper† supercomputer were named after her in the United States Navy and NERSC respectively. References Rear Admiral Grace Murray Hopper, USN. (2012, March 4). Biography Rear Admiral Grace Murray Hopper, USN. Retrieved May 28, 2014, from http://www.history.navy.mil/bios/hopper_grace.htm Everything Tarantino. (2014, May 27). Everything Tarantino. Retrieved May 31, 2014, from http://www.everythingtarantino.com/ Grace Hopper Biography. (2010, May 12). Bio.com. Retrieved May 31, 2014, from http://www.biography.com/people/grace-hopper-21406809#awesm=~oFPA4E99lVVRqY Quentin Tarantino Biography. (2013, September 27). Bio.com. Retrieved May 31, 2014, from http://www.biography.com/people/quentin-tarantino-9502086#awesm=~oFPAGvRhIMAhpw Source document

Abraham Lincoln Essay -- essays papers

Abraham Lincoln In Abraham Lincoln: The Man Behind the Myths, Stephen Oates interpretation of the Historical Lincoln had three examples of Lincoln’s actions; Moral decisions, his expression and progression. The first illustration that I see is his beliefs in moral determination. He not only believed that ethically slavery was wrong, but also believed that he could do something about it. One way that he tried to change peoples mind was to pass the Emancipation Proclamation Act. The proclamation declared "that all persons held as slaves" within the rebellious states "are, and henceforward shall be free." Even though this Proclamation did not immediately free a single slave, Lincoln believed that it was a start in ending slavery. Lincoln â€Å"†¦contended in any case that blacks who had tasted freedom would never consent to be slaves again† (p.115). He believed that once the â€Å"black’s† or slaves had a chance at freedom, Lincoln knew that they would never go back to being treated unequally. Lincoln was not much more than the simple saint, he was just an abolitionist. He was determined to stand by his word. He was willing to do anything and everything to get his beliefs out. Another action that I choose to illustrate his ways was his expressions. Lincoln felt so strongly about the Union that he expressed that the â€Å"†¦slaves were a tremendous source of strength†¦Ã¢â‚¬  (p. 105). He conjectured that having the slaves freed meant that the military would be much stronger. Even though ...

Race and Identity in Richard Wright’s Black Boy

Stephen Donato Professor Schmitz HSF 20 September 2012 Race and Identity in Richard Wright’s Black Boy Each and every person on this Earth today has an identity. Over the years, each individual creates their identity through past experiences, family, race, and many other factors. Race, which continues to cause problems in today’s world, places individuals into certain categories. Based on their race, people are designated to be part of a larger, or group identity instead of being viewed as a person with a unique identity. Throughout Richard Wright’s Black Boy, Richard is on a search for his true identity.Throughout Black Boy, one can see that Richard’s racial background assigns him with a certain identity or a certain way in which some people believe he should live his life. Growing up in the Jim Crow South, many young blacks, have their identities essentially already created for them based solely on the backgrounds and race. During this time period, white s expect blacks to behave a certain way, have certain traits, and treat them with absolute respect. Whites during Richard’s time still feel they are much superior to the blacks they interact with, and have many expectations that would be considered racist today.However, in his work, Richard Wright shows how one can break from this predetermined mold. In many instances during the work, Richard breaks from this identity to which he is assigned in order to create his unique identity and grow into the person he wants to become. Richard refuses to sit back and to be absorbed into the Jim Crow lifestyle of southern blacks. In Richard Wright’s Black Boy, Richard’s past experiences with both white and black individuals, family, and race issues shape his true identity and develop him into the man of his dreams living the life which he chooses instead of the one assigned to him.Richard Wright, a young black boy growing up in his family home in Mississippi, searches for hi s identity through many different experiences. A constant in his life which continues to shape his identity time and time again is his family. Throughout the work, Richard searches for a loving and caring family. Although his family may not fit the description at all times, they help him to form his independence, a big part of his true identity. As a young black male growing up in a house with his extended family, Richard did not have many freedoms. Throughout Black Boy, Richard’s family constantly shelters him from the outside world.The story begins in his grandmother’s home in Mississippi where his family constantly reprimands him. For example, in the beginning of this work, Richard Wright’s grandmother has fallen sick in the house. Therefore, Richard is expected to be quiet and not play with his brother. Richard, a young boy, just wants to have some fun, and proceeds to play with matches. He becomes more and more curious, and sets the curtains on fire, almost burning down the house. Because he was so sheltered, he became this curious little boy, causing trouble in his family home.Consequently, Richard is beaten for his actions, which becomes a common theme through the work. Richard explains: I was lashed so hard and long that I lost consciousness. I was beaten out of my senses and later I found myself in bed, screaming, determined to run away, tussling with my mother and father who were trying to keep me still (Wright 7) Time and time again, family members or outsiders attempt to beat Richard. He learns his first real lesson shaping his identity while trying to buy groceries for the house. After his father leaves, Richard’s mother tells Richard he is now in charge of buying groceries.Richard feels like the man of the house, and acts very confidently, until he needs to go buy the food. The first two times he attempts to buy food, a crowd of boys beats him and steals his money. However, his mother sends him out a third time equippe d with a stick. Richard easily defeats the boys and claims that night he â€Å"won the right to the streets of Memphis† (Wright 21). In this situation, it seems that Richard’s mom is not being fair by sending him out to get beat up time and time again. However, she is only doing this in order to help Richard survive in the future.By winning the right to the streets of Memphis, Richard is growing more independent. He no longer relies on his father to bring home food because he is not coming back, and he is able to stand up for himself when the time comes. Richard becomes more independent throughout different experiences in Black Boy. Richard’s grandmother, a devoutly religious person, has an underlying grievance with Richard because he is not religious. Richard’s grandmother begins to shelter him by not buying him books which he needs for school. Richard explains, â€Å"I needed textbooks and had to wait for months to obtain them.Granny said that she woul d not buy worldly books for me† (Wright 143). In addition, Richard claims that his Granny always burned the books he had brought into the house, â€Å"branding them as worldly† (Wright 151). Richard needed money to buy his books, some new clothes, and lunch during the week at school. However, his grandmother continues to shelter him by not allowing him to work. When Richard asked to work on the weekends, Richard explains that â€Å"she laid down the injunction that I could not work on Saturdays while I slept under her roof† (Wright 147).These two instances with his grandmother show Richard’s ambition. Richard wants to make something of himself, and does not want to sit back and live the usual life of a black individual. He wants to begin working in order to make money to buy his books so that he can study and live out his dream of becoming a writer. He begins to read articles in magazines from newspapers he sells, and learns of the vast world. He loves it, and he â€Å"hungered for a different life, for something new† (Wright 151). Richard wants to get out and experience the world, and break the mold of the assumed black identity.To begin this task, Richard begins writing his own stories. After Richard completes his first story, he brings it to his neighbor to read. Her reaction to his story was the common reaction: â€Å"What’s that for? † (Wright 141). Later, Richard shows his grandmother his second piece, The Voodoo of Hell’s Half-Acre. She has the same reaction as the neighbor, and begins to question him on what the story is about and why he is writing a story for the newspaper. According to her, he will not be able to get a job because people are going to think that he is weak minded (Wright 198).Richard exceeds expectations and completes tasks that black people aren’t supposed to do. Richard changes his identity from a subservient black boy into a sort of rebellious young man by beginning his writing career. Throughout the work, Richard introduces a countless number of jobs from working in homes of whites, to attempting to learn the trade of optometry. For one of his many jobs, Richard is working for a white family. While interviewing for this job, the mother of the family asks if he will steal from them, a common trait associated with black people.While working for this family, Richard is having a conversation with the mother. She asks him, â€Å"What grade are you in school? † (Wright 173). Richard responds, â€Å"Seventh, ma’am† (Wright 173). She then asks him, â€Å"Then why are you going to school? † (Wright 173). This conversation shows that whites think it is unnecessary for blacks to go to school past the sixth grade because they should be working. Whites think that they will never amount to anything, and therefore should not be wasting their time in school. However, Richard wants to break this predetermined mold of who he is supposed to be.He replies to his employer, â€Å"Well, I want to be a writer† (Wright 173). While working for this white family, Richard’s predetermined identity and his plans to break from this mold are both shown. Eventually, Richard hopes to be able to write for a living, and continues to attend school to study to become the best he can be. Both his employer and his family tell him that he has no chance of becoming a writer, but he continues to prove everyone wrong by not worrying about his race. He dismisses the fact that there are no famous black writers, and continues to achieve his goals and continues to form his true identity.Richard continues to press on and works hard each and every day in order to break the mold of his assigned identity due to his race. Richard eventually becomes the valedictorian of his ninth grade class, and has a huge disagreement with his principal. The principal summons Richard to his office and says to him, â€Å"Well, Richard Wright, here is your speech† (Wright 206). After Richard claims that he has already written his own speech, the principal tells him â€Å"Listen, boy, you’re going to speak to both white and colored people that night. What can you alone think of saying to them?You have no experience. . . † (Wright 206). Richard continues to fight this assumption made by his principal that he cannot deliver a speech which will be acceptable for white people to listen to. Even when his Uncle Tom claims, â€Å"the principal's speech is the better speech† (Wright 209) Richard agrees. However, Richard wants to give the speech he wrote because it says what he wants to say (Wright 209-10). Richard did not care if the principal’s speech was better than his; he wanted to deliver his speech the way he wanted to deliver it. Here, Richard continues to develop his true dentity as a fighter who will not stand for this assigned identity. He wants to make a difference in the world, and he is fed u p with everyone just taking the abuse they receive. He begins to build up a dream in himself which the educational system in the Jim Crow South had been rigged and designed to stifle (Wright 199). He was only fifteen years old, and already began realizing how the Jim Crow South worked. However, he did not like the system, and constantly fought against it. Growing up in Marlboro, New Jersey, race was not much of an issue for me.Throughout my K-8 public education, over ninety-five percent of the students in my school were white, just like me. I had no problem fitting in, and was able to have many of the privileges spoken about in Peggy McIntosh's â€Å"White Privilege. † I got along with almost all of my classmates growing up, and was even friends with the few black kids in my school. Ben, a black classmate of mine became a close friend when we played on the basketball team together. As I moved on from Middle School to a private, catholic high school, there were even less minor ities. In my senior graduating class I had three black classmates.These few individuals were sometimes segregated from the group, and might have felt uncomfortable during some circumstances. However, I did not realize at the time how sheltered I was from the world. I did not have many friends of different cultures and was not truly aware of the world outside of my high school and my hometown. I never truly viewed the other perspective; I took for granted my opportunity to go to school and get a good, public school education through middle school. I then again took for granted my ability to go to private high school to receive an even more personalized education in a smaller school.I did not think about the poor ethnic groups living in the slums of places such as Haiti, or even in places such as Newark, NJ. I had this sort of mindset going through school that if it didn’t involve me, it wasn’t my problem to fix. Students in these poor, urban areas such as Newark and Cam den in NJ tend to have a different lifestyle than students from Marlboro. In these poor communities, school is almost looked at as it is in black boy. Most kids from these areas will begin working when they graduate high school, and do not go onto college. Again, I took for granted my opportunity to go to a small, unique, private college.Most kids in these areas I described don’t even dream of going college because they believe it is just not a possibility for them. In my short time at Babson, I have met people from countries that I have never heard of before. I have acquainted myself with many different people of many different races, and I am beginning to learn a few facts about many different cultures. In this short period of time, my cultural horizon has broadened greatly. I cannot wait to see how much I will learn about so many different cultures and ethnic groups in my four years at Babson.In conclusion, Richard Wright searches for his identity throughout his life in th e Jim Crow South. Richard does not want to just be another drop in the bucket in this Jim Crow lifestyle, and does not want to fit the mold of a typical black male. He has dreams, aspirations, and goals which no other black youth has been able to accomplish. He continues to fight against the assumed black identity until he forms his own self-identity. Richard’s race definitely lead to assumptions being made by different individuals, but he was able to break free of these assumptions and create a life in which he was in control.Richard Wright broke free of the Jim Crow South and lived the life which he wanted to live while developing his own identity. Just as Wright did, every one of us struggles to define who we are, when in reality we are only who we are supposed to be. I pledge my honor that I have neither received nor provided unauthorized assistance during the completion of this work. Works Cited Wright, Richard. Black Boy (american Hunger): A Record of Childhood and Yout h. New York, NY: HarperPerennial, 1993. Print.

Leisure Industry Competition Essay

1. Discuss using examples from a leisure industry of your choice, the extent to which competition creates efficiency. There are many ways in which a firm or leisure industry can be considered to be efficient. First of all they may be productively efficient. This is where they would be operating at their lowest average cost, meaning they are benefiting from all economies of scales and experience no diseconomies of scale. They particularly must avoid any waste of factors of production. Allocative efficiency exists when the firm is operating where Price is equal to Marginal Cost. When a firm or industry is allocatively efficient this means they are producing what society wants and allocating resources to increase both output and quality. This may be in the form of specialisation. If dynamic efficiency exists this means that the firm or industry is experiencing abnormal profit. Their aim must always be to increase output in the future often by investing in research and development, such firms are often benefitting from monopoly power. Pareto efficiency is where production of one good can increase without the production of another decreasing. I believe that increased competition will create productive efficiency. This is because if there is increased competition through an increase in the supply of for example entertainment channels entering the TV broadcasting industry this will result in firms having the reduce their prices of advertising slots due to the potential fall in the number of viewers. This will mean that they are now price takers in the market and as a result their revenue will decrease. As the firms are profit maximisers they will be unsatisfied with their revenue falling and as a result they will need to reduce their average cost in an attempt to maintain their previous profit level. They will reduce their average cost by avoiding any waste of factors of production in the production of the good/service and in order to do so they will often reduce their output of any new television programmes as there is a potential that they may be unsuccessful and as a result viewers will often see an increase in the numbe r of repeats of television programmes. They will also decrease their output of new programmes in order to stop any potential diseconomies of scale and improve communication in the production of their good/service. Therefore at this point I believe that in  the leisure industry firms such as ITV have become more productively efficient as a result of increased competition. Some firms also have the ability to attain economies of scale. An example would be SKY who obtained technical economies of scale by the introduction of 3D and HD boxes, and purchasing economies of scale by the purchase of previously unavailable channels and programmes such as HBI and the FA cup. Attaining these economies of scale reduced SKYs average cost leading to them being more productively efficient. This further backs up my point that increased competition does result in greater efficiency. However, it could be argued that this is dependent upon the scale of competition. For example, when Channel 4 and Channel 5 first entered the market this was not the case, meaning efficiency did not increase. However, as these channels have become more well established this is now the case. One could also argue that this is also not the case for the BBC due to the fact that they are funded by the Government and do not compete on price. The BBC is a public monopoly but they are certainly not efficient. The BBC is not cutting costs in order to become more productively efficient; the Government is reducing their funding therefore this has created the need for the company to be more productively efficient. They are doing this in a number of ways such as moving production from London to Manchester as it is cheaper and therefore will reduce their costs. Therefore increased competition is not the factor that is causing the BBC to become more productively efficient – Government intervention is. This leads me to the conclusion that the greater the number of firms the more likely they are to increase productive efficiency. But increased competition is not the only factor; government intervention must also be considered. In the leisure industry there is always a need for Travel Agents to be allocatively efficient, this is because it is vital that they produce what society wants. If it was the case that certain Travel agents were not providing the holidays that consumers wanted this would simply result in holiday makers going elsewhere. This is especially the case at present because barriers to entry/exit have decreased meaning new firms are entering the market all of the time due to improved communication. This has increased competition mainly due to the internet as many travel agents and comparison websites have set up online to compare the best deals, which increases the  power to the consumer as they are no longer required to visit the main four travel agents. This has resulted in a greater need for travel agents to avoid mis-allocation of their resources by decreasing the number of planes and destinations. This is because if they do not allocate their holidays to societies needs their Marginal Cost will increase above their price. Therefore increased competition leads to an increase in the need for firms to allocate resources to what society needs and ensure that they are increasing their quality and output to become allocatively efficient. We have established that increased competition will inevitably result in increased output; however it will also increase external costs. For example in eco tourism, if output increases in visits to the rainforest this will cause a major increase in the number of negative externalities. Therefore in this case it would be beneficial to decrease the output of such visits in order to reduce negative externalities. In fact I would argue that a monopoly provider of eco tourism holidays would be the most beneficial for the environment as they might produce holidays at the social optimum level. Taking these factors into consideration I strongly believe that increased competition will force firms to think about how they can allocate resources efficiently but sometimes at a social cost. With SKY benefiting from technical economies of scale it could also be argued that by investing in HD and 3D boxes this has also allowed them to become dynamically efficient as their abnormal profits allow them to invest in research and development which allows them to increase output in the future with the same factors of production inevitably leading to monopoly power. This benefits consumers as they are able to consume greater output in the form of 3D and HD programmes or a wider range of channels in the future without the needed for greater factors of production. However, I could argue that this is not in fact them demonstrating greater efficiency as a result of increased competition but rather creating even more barriers to entry for other firms wishing to compete with them in the broadcasting market. It also could be questioned as to how much of their abnormal profits are actually being invested into research and development as I am aware that the majority of their profits goes to shareholders. Therefore I am led to believe that although theoretically SKYs monopoly power and the lack of competition they  face gives them the opportunity to be dynamically efficient; in reality it is questionable as to what will drive competition in the future. Although it could in fact be more competition that will drive future efficiency and not the abnormal profits of just a few firms. I strongly believe that increased competition is most likely to result in efficiency in the travel market as there are little barriers to entry that current travel agents are able to put up in order to stop competition affecting their profits. This is mostly due to the fact that the internet has allowed many new companies to set up online giving consumers the opportunity to compare prices directly; therefore increasing the need for travel agents to be allocatively efficient making the statement true. However I accept some may argue that if a firm is being allocatively efficient at a social cost they should not be considered to be allocatively efficient and therefore my judgment could be questioned. On the other hand when firms are not competing on price, like for example the BBC, an increase in competition is not likely to result in them becoming more efficient as decreasing their average cost is not likely to be a priority but instead they are more likely to need to increase the quality of their good or service. In theory I believe that the best way to ensure efficiency in the future is to invest in R+D (creating new barriers to entry like SKY) and the way to get firms to do this is increased competition. In reality this may result in negative externalities or potentially abuse of monopoly power and monopolies may often end up being inefficient in the long run.

History Of Education In America Essays - Educational Psychology

History Of Education In America Essays - Educational Psychology History of Education in America As far back as the beginning of our nation, early leaders emphasized the importance of education and provided funds to create education for children from every background in our country. Thomas Jefferson said, ? Above all things, I hope the education of the common people will be extended to; convinced that on this good sense we may rely with the most security for the preservation of a due degree of liberty.? He knew the importance of education (Jennings, 1996). In early America, there was concern for the common good and well being for all citizens in the known United States. John Dewey, the well known educator and philosopher, once said, ?What the best and wisest parent wants for his own child, that must the community want for the children. Any other ideal for our schools is narrow and unlovely; acted upon, it destroys our democracy.? John Dewey (1859-1952) was an American philosopher and educator whose writings and teachings have had profound influences on education in the United States. Dewey?s philosophy of education, instrumentalism (also called pragmatism), focused on learning-by-doing rather than rote learning and dogmatic instruction, the current practice of his day (Pergamon, 1994). What is public education in America? How does it fit in our history? The answers to these questions are many faceted. In 1624, Jamestown Colony founded a flax house (a place for making linen) and guaranteed the support of two poor children from each county to attend it long enough to master the skills of making linen. Earlier, the colony had tried unsuccessfully to establish a grammar school. Later, a law required parents and guardians to ensure that all children had instruction in morality and a vocation (Smith, 1994). In 1642, the Colony of Massachusetts passed a statute requiring that children be taught to read, a skill necessary for understanding the Bible. In 1647, a statute was passed requiring that every community establish a primary school and that larger communities maintain a secondary school (Smith, 1995). This 1647 law in Massachusetts became known as the ?Old Deluder-Satan Law?, because the settlers were convinced that, with education, people would not be ?deluded? by Satan (Smith, 1994). Early educational experiences were planned in the hope that school would prepare young people to become responsible citizens, improve social conditions, promote cultural diversity, help people become economically self-sufficient, enrich and enhance individual lives with happiness, make education equitable among everyone, and ensure a basic quality of education among schools. These goals were very similar to the goals of today?s public education (Jennings, 1996). As far back as the American Revolution, there was an emerging hope for common schools, though they would not become widely established for another seventy-five years. Public education seemed to be a hodgepodge made up of individual institutions and special arrangements. Schools could be home schools, church schools, boarding schools, or private tutoring. According to Jennings (1996), school was an unsystematic approach to schooling resulting in inequities. Those who did not belong to a church were excluded from schools. Native Americans and African Americans were not educated, in fact, it was against the law to teach a slave to read(Cremin, 1990). Horace Mann said , ?Beyond the power of diffusing old wealth, (education) has the prerogative of creating new. It is a thousand times more lucrative than fraud; and adds a thousand fold more to a nation?s resources than the most successful conquest.? The strength and convictions of our early leaders kept this ideal in our forefront, that American people had a responsibility to educate all children in order to achieve certain basic democratic goals (Jennings, 1996). The extensive expansion of public education through the establishment of a State Board of Education, began in Massachusetts in 1837, largely through the efforts of Horace Mann . During the 17th and 18th centuries, schools with a single teacher for students of all ages were common. It is only recent practice for schools to group students by age and give grade level specific instruction. Graded schools began to develop during the last half of the 19th Century, it did not become standard practice until well into this century. As late as 1928, sixty-three percent of this country?s 244,128 elementary schools were still

Bajar Conjugation in Spanish, Translation, and Examples

Bajar Conjugation in Spanish, Translation, and Examples The Spanish verb bajar  means to take down or lower, but it can be used in several different ways.  Bajar  is a regular  -ar  verb like  parar  or  llamar.  If you know the  conjugation rules for regular -ar  verbs, then you can easily conjugate bajar.  In this article you can find tables with the present, preterit, imperfect, future, and conditional indicative tenses for bajar, as well as the present and past subjunctive, imperative, and other verb forms. Using the Verb Bajar The verb  bajar  has many different uses. It can be both a transitive and intransitive verb. When it is used as a transitive verb it can mean to lower or drop something, such as  Debes bajar el volumen de la mà ºsica  (You must lower the volume of the music), or Bajà ©Ã‚  el precio del carro  (I lowered the price of the car). It can also mean to take or bring something down, as in  Voy a bajar el florero del estante  (Im going to bring down the vase from the shelf), and it can even mean to download something from the internet, as in  Bajà © el archivo a mi computadora  (I downloaded the file to my computer).   The verb  bajar can also be  used as an intransitive verb to talk about something lowering or dropping, such as  El precio de la gasolina bajà ³Ã‚  (The price of gas dropped) or Esta noche bajar la temperatura  (Tonight the temperature will drop). It can also be used to talk about when a person comes down or descends, as in  Ella bajà ³ al primer piso  (She came down to the first floor). Finally, you can use  bajar  to talk about getting off a vehicle, as in El nià ±o bajà ³ del autobà ºs  (The boy got off the bus). Bajar Present Indicative Yo bajo I lower Yo bajo el volumen de la msica. T bajas You lower T bajas los libros del estante. Usted/l/ella baja You/he/she lowers Ella baja las persianas en la noche. Nosotros bajamos We lower Nosotros bajamos el precio de la ropa. Vosotros bajis You lower Vosotros bajis la velocidad del carro. Ustedes/ellos/ellas bajan You/they lower Ellos bajan la foto de la pared. Bajar Preterite  Indicative There are two forms of the past tense  in Spanish:  the preterite and the imperfect. The preterite is used to talk about completed actions in the past.   Yo baj I lowered Yo baj el volumen de la msica. T bajaste You lowered T bajaste los libros del estante. Usted/l/ella baj You/he/she lowered Ella baj las persianas en la noche. Nosotros bajamos We lowered Nosotros bajamos el precio de la ropa. Vosotros bajasteis You lowered Vosotros bajasteis la velocidad del carro. Ustedes/ellos/ellas bajaron You/they lowered Ellos bajaron la foto de la pared. Bajar Imperfect  Indicative The imperfect tense is used to talk about ongoing or repeated actions in the past. With the verb bajar,  you can translate the imperfect as was lowering or used to lower.   Yo bajaba I used to lower Yo bajaba el volumen de la msica. T bajabas You used to lower T bajabas los libros del estante. Usted/l/ella bajaba You/he/she used to lower Ella bajaba las persianas en la noche. Nosotros bajbamos We used to lower Nosotros bajbamos el precio de la ropa. Vosotros bajabais You used to lower Vosotros bajabais la velocidad del carro. Ustedes/ellos/ellas bajaban You/they used to lower Ellos bajaban la foto de la pared. Bajar Future  Indicative Yo bajar I will lower Yo bajar el volumen de la msica. T bajars You will lower T bajars los libros del estante. Usted/l/ella bajar You/he/she will lower Ella bajar las persianas en la noche. Nosotros bajaremos We will lower Nosotros bajaremos el precio de la ropa. Vosotros bajaris You will lower Vosotros bajaris la velocidad del carro. Ustedes/ellos/ellas bajarn You/they will lower Ellos bajarn la foto de la pared. Bajar Periphrastic Future  Indicative The periphrastic future in Spanish is equivalent to the going to verb construction in English. Yo voy a bajar I am going to lower Yo voy a bajar el volumen de la msica. T vas a bajar You are going to lower T vas a bajar los libros del estante. Usted/l/ella va a bajar You/he/she is going to lower Ella va a bajar las persianas en la noche. Nosotros vamos a bajar We are going to lower Nosotros vamos a bajar el precio de la ropa. Vosotros vais a bajar You are going to lower Vosotros vais a bajar la velocidad del carro. Ustedes/ellos/ellas van a bajar You/they are going to lower Ellos van a bajar la foto de la pared. Bajar Conditional  Indicative When you want to talk about possibilities or about things that would happen,  you can use the conditional  tense. An example of a sentence using the conditional is Si vinieras a visitarme, bajarà ­a a abrirte la puerta  (If you came to visit me, I would come down to open the door for you). Yo bajara I would lower Yo bajara el volumen de la msica. T bajaras You would lower T bajaras los libros del estante. Usted/l/ella bajara You/he/she would lower Ella bajara las persianas en la noche. Nosotros bajaramos We would lower Nosotros bajaramos el precio de la ropa. Vosotros bajarais You would lower Vosotros bajarais la velocidad del carro. Ustedes/ellos/ellas bajaran You/they would lower Ellos bajaran la foto de la pared. Bajar Present Progressive/Gerund Form The present participle or gerund  of -ar  verbs is formed with the ending  -ando. You can use the present participle to form  progressive tenses, such as the present progressive. Present Progressive of Bajar   est bajando   She is lowering   Ella est bajando las persianas. Bajar Past Participle To form the past participle for  -ar  verbs, use the ending  -ado. The past participle  is used to form  compound tenses  like the present perfect.   Present Perfect of Bajar   ha bajado   She has lowered   Ella ha bajado las persianas.   Bajar Present Subjunctive Que yo baje That I lower Pedro pide que yo baje el volumen de la msica. Que t bajes That you lower Marisa quiere que t bajes los libros del estante. Que usted/l/ella baje That you/he/she lower Marco espera que ella baje las persianas en la noche. Que nosotros bajemos That we lower Carlos pide que nosotros bajemos el precio de la ropa. Que vosotros bajis That you lower Sara quiere que vosotros bajis la velocidad del carro. Que ustedes/ellos/ellas bajen That you/they lower Leo pide que ellos bajen la foto de la pared. Bajar Imperfect  Subjunctive The tables below show two options for conjugating the imperfect subjunctive. Both options are equally valid. Option 1 Que yo bajara That I lowered Pedro pidi que yo bajara el volumen de la msica. Que t bajaras That you lowered Marisa quera que t bajaras los libros del estante. Que usted/l/ella bajara That you/he/she lowered Marco esperaba que ella bajara las persianas en la noche. Que nosotros bajramos That we lowered Carlos pidi que nosotros bajramos el precio de la ropa. Que vosotros bajarais That you lowered Sara quera que vosotros bajarais la velocidad del carro. Que ustedes/ellos/ellas bajaran That you/they lowered Leo pidi que ellos bajaran la foto de la pared. Option 2 Que yo bajase That I lowered Pedro pidi que yo bajase el volumen de la msica. Que t bajases That you lowered Marisa quera que t bajases los libros del estante. Que usted/l/ella bajase That you/he/she lowered Marco esperaba que ella bajase las persianas en la noche. Que nosotros bajsemos That we lowered Carlos pidi que nosotros bajsemos el precio de la ropa. Que vosotros bajaseis That you lowered Sara quera que vosotros bajaseis la velocidad del carro. Que ustedes/ellos/ellas bajasen That you/they lowered Leo pidi que ellos bajasen la foto de la pared. Bajar Imperative   If you want to give a command or direct order, use the imperative mood. The tables below show the affirmative and negative commands, which are different in the tà ºÃ‚  and  vosotros  forms. Positive Commands T baja Lower! Baja los libros del estante! Usted baje Lower! Baje las persianas en la noche! Nosotros bajemos Lets lower! Bajemos el precio de la ropa! Vosotros bajad Lower! Bajad la velocidad del carro! Ustedes bajen Lower! Bajen la foto de la pared! Negative Commands T no bajes Dont lower! No bajes los libros del estante! Usted no baje Dont lower! No baje las persianas en la noche! Nosotros no bajemos Lets not lower! No bajemos el precio de la ropa! Vosotros no bajis Dont lower! No bajis la velocidad del carro! Ustedes no bajen Dont lower! No bajen la foto de la pared!

Should drugs and steroids be legalized in professional sports Research Paper

Should drugs and steroids be legalized in professional sports - Research Paper Example III. Negative Effects of Steroid Use. (i) Risks for the human body (ii) Risks for Men (iii) Risks for Women IV. Steroids in College Athletics and Professional Sports (i) Reasons for steroids use (ii) Testing for Steroid Use (iii) Incidents in the lives of Professional Athletes as a result of Steroid Use V. Steroid Use in the Adolescent Population (i) The "Hero Factor" (ii) Peer Pressure (iii) Risks for Teenagers who abuse steroids VI. Conclusion Ways of discouraging steroid use Name Professor Module Date Should Drugs and Steroids be legalized in Professional Sports? INTRODUCTION Eitzen, Stanley, & George, Sage. Sociology of North American Sport 7th Edition. California: McGraw Hill, 2003. Anabolic steroids refer to group molecules that contain synthetic analogs of testosterone as well as the authentic male sex hormone, testosterone. In the present sports scene, many athletes use anabolic steroids in order to build up on muscle mass. The history of the use of steroids goes back to the 1930s. Steroids first appeared in World War 2 when they were developed for the German army and legalized so that German soldiers could use them to be more destructive in war. After the war, American as well as European doctors often used steroids to take care of blood disorders such as anemia. Today, most steroids are utilized in veterinary medicine in the production of meat. Steroids help in building more muscle in lean beef cattle. Steroids are also used to generate muscle mass in race dogs and horses. According to this Sage and Fitzen, there is evidence to suggest that there are more than 3,000,000 standard anabolic steroid users in America even though they have not been legalized. Most of these users procure anabolic steroids through illegal means. ... Most of these users procure anabolic steroids through illegal means. According to these authors, who have comprehensively addressed different issues concerning the use of anabolic steroids, it is mainly the healthy athletes who turn to steroids in order to improve their already amazing performances in sports. The colloquial name for steroids, by which it is commonly referred in the streets, is ‘juice’ or ‘roids’. Benefits of Steroid Usage Assael, Shaun. Steroid Nation: Juiced Home Run Totals, Anti-aging Miracles and a Hercules in Every High School: The Secret History of America's True Drug Addiction. New York: ESPN, 2007. According to Assael, who has given a graphic account of the extent of steroid abuse among teenagers as well as professional athletes, steroids are not just the preference of athletes in sports that value a ragged physique (Assael 93). Some male and female athletes in different sports fields such as weightlifters, body builders, football pla yers, baseball players, runners, tennis players, basket ballers and swimmers have in the past used steroids to enhance their performances. In the present sports culture where many sport’s body’s have began to institute regulations that call for regular testing of athletes in order to counter steroid use, there are many tests that athletes in competitions like the Olympics have to undergo. This has not been successful in lessening steroid use, but has simply served to cause athletes to come up with more ingenious ways of ingesting steroids. By imitating the anabolic impact of testosterone, athletes believe that steroids help in generating additional tissues, contributes towards muscle recovery when they experience injuries in the field and