Summary On The Articles About Second Hand Smoking Essays - Smoking

Summary On The Articles About Second Hand Smoking Secondhand Smoke, Is It a Hazard? In the 1950's and 60's scientists gave the people a lot of evidence on the deadly effects of smoking where the tobacco companies on the other hand tried to put the doubt in people's minds through the campaigns to show that it is not all true. By the time people actually decided to take care of their health and finally saw how life-threatening smoking could be by real life examples, the tobacco companies already got rich from its sales. Nowadays, nobody doubts that ?firsthand? smoke is deadly to your health and it causes lung cancer and heart disease in adults and asthma and bronchitis in children. Now the industry is onto the secondhand smoke. Scientists and researchers are representing a lot of evidence and research that has been done throughout the years showing that the secondhand smoke can also cause a lung cancer in nonsmokers. The study has been done of people who have been long exposed to secondhand smoke and it shows that 26 out of 33 published studies indicate a link between secondhand smoke and lung cancer. The study estimates that the people that were breathing secondhand smoke were 8 to 150 percent more likely to get lung cancer. The tobacco companies are trying to argue the facts and are still in serious debate about the health hazards of breathing a secondhand smoke. A lot of anti-smoking organizations are trying to turn smoking in public into a private activity that does not have to involve nonsmoker s breathing secondhand smoke. What is even more important is that many of these organizations convinced a lot of smokers to cut back or quit completely. The problem of secondhand smoke is increasing because it is so common in our society. It makes secondhand smoke the third-ranking cause of lung cancer among nonsmokers. Mothers who live with a smoking spouse have to realize the ill effects of secondhand smoke on children even before they are born. The smoking components reach the developing fetus through the mother. Infants that are born in a smoking environment weigh less and have a weaker chance of becoming a fully developed child. Secondhand smoke leads to blood clots and damages arterial linings which are the two most leading factors in the development of heart disease. The tobacco companies got scared of the effect that the secondhand smoke research can do to the cigarette makers. The tobacco companies started their own secret studies on how to fight the growing success of antismoking activists. They are trying to show the people that there is no definite evidence to prove that the secondhand smoke can cause lung cancer or any other diseases that the scientists accuse it of. The tobacco industry is trying to influence the science by commissioning a research from sympathetic scientists and sponsoring scientific meetings where they try to carefully bring out their point of view and publish the results in the medical literature. Only 4 percent of the articles that were published from the meetings that were sponsored by the tobacco industry said that the secondhand smoke was unhealthy. The debate on secondhand smoke has reached the boiling point. When different scientists are using different study designs and different researches and still come up with the same result, it is time to start paying more serious attention to secondhand smoke. When the human evidence is combined with the laboratory experiments showing that the secondhand smoke can cause cancer it is impossible to ignore it any longer. The nonsmokers should have the right to breathe smoke-free air. It is important to have restrictions on where people are allowed to smoke and in particular to keep the work place as a smoke-free environment. The declining rates of smoking show that people can actually quit. Everybody should make an effort to quit for the sake of the people they love.

The Unintended Cosequences of Information Age Technologies

The Unintended Cosequences of Information Age Technologies IntroductionThe Unintended Cosequences of Information Age TechnologiesMilitary organizations are, by their very nature, resistant to change. This is, in no small part, due to the fact that the cost of error is exceedingly high. Change, particularly change that may affect the relationships among organizations and between commanders and their subordinates, presents significant risks and generates considerable concern.The explosion of information technologies has set in motion a virtual tidal wave of change that is in the process of profoundly affecting organizations and individuals in multiple dimensions. The military is no exception. At the very beginning of the information age, technological advances made it possible to provide more complete, more accurate, and more timely information to decision makers. As the costs of processing and communications power tumbled, it became cost-effective for organizations to adopt and utilize information technologies in more and more situations.Mili tary organizations have traditionally provided information to forces in three ways: commands, intelligence, and doctrine.U.S. Marine Corps General Peter Pace, Chairman of ...Commands serve to define the specific task at hand. Intelligence provides information about the environment in which the task is to be carried out. Doctrineprovides the "rules of the game" or standard operating procedures. Doctrine, unlike commands and intelligence, is not provided in real time, but serves to shape the culture and mind sets of the individuals involved. Thus, information has, until recently, been inseparable from commanders, command structures, and command systems. Each of these three ways of communicating information about what is expected of subordinate organizations and individuals has evolved over time to be mutually supportive of an overall command concept or approach matched to the nature of the conflict and the capabilities of the forces. The success of military operations depends to a lar ge extent upon the ability to coordinate activities to achieve synchronized operations. Ensuring that individuals behave...

The High School Math Courses You Should Take

The High School Math Courses You Should Take SAT / ACT Prep Online Guides and Tips Choosing which math classes to study can be one of the most challenging parts of planning your high school schedule. High schools offer numerous math classes, often at varying degrees of difficulty, and it can be difficult to know which math classes will be the best for you and your future. Read this guide to learn about standard high school math curriculum, AP and IB math courses, which math classes colleges expect you to have taken, and ways to exceed those expectations. Standard High School Math Curriculum Most high schools require students to take three years of math in order to graduate and recommend taking four years. These requirements often also include completing an algebra class and a geometry class. Forty-five stateshave agreed to follow Common Core standards for math, which aim to create a more standardized math curriculum across the country. The Common Core standards state that six content categories should be covered in high school math classes: Algebra Functions Modeling Geometry Statistics Probability However, these standards are very broad and don't specify which math concepts should be taught at which grade, so there is still a lot of differentiation amongschools and amongstates. For high school math,there is not a specific course you should be taking as a freshman, sophomore etc. Instead, there is a series of courses, and each student begins with the math class best suited for him/her, based on testing and prior math knowledge. The typical order of math classes in high school is: Algebra 1 Geometry Algebra 2/Trigonometry Pre-Calculus Calculus However, this order is definitely not set in stone.Some schools teach algebra 1 and 2 back-to-back then move on to geometry, some schools include trigonometry with geometry or pre-calculus instead of algebra 2, and some students take pre-algebra or a similar course if they need to strengthen their math skills before taking algebra 1. However, most high schools follow a course order similar to the one above for their math classes. The math class you take freshman year will be chosen based on your previous math classes and any placement tests you may have taken before starting high school. So, if you already took algebra 1 in 8th grade, you may be able to start with geometry as a freshman and continue down the list from there. Also, not every high school student takes pre-calculus or calculus. What Will You Learn in Your High School Math Classes? While curriculum can vary depending on your teacher, the textbook you use, and the level of your math class, most math classes cover the same main topics. The topics listed below serve as a guideline for the key subjects taught in each math class. Algebra 1:Real numbers; solving, writing, and graphing linear equations; quadratic equations and functions; polynomials Geometry:Plane and solid geometry including constructions, formulas for measurement, and formal proofs Algebra 2:Continuation of the concepts taught in algebra 1, including a more in-depth study of graphing and solving equations, inequalities, and functions Trigonometry:Applies algebra and geometry skills to circular and periodic functions. NOTE: Trigonometry is usually not its own class, but isoften taught during algebra 2, geometry, or pre-calculus Pre-Calculus:Series and sequences, probability, statistics, limits, and derivatives Calculus:Continuation of the concepts taught in pre-calculus, with an emphasis on integration and differentiation You'll be seeing a lot of these images if you study calculus Which Math Classes Will Colleges Expect You to Have Taken? Like high schools, most colleges require applicants to have completed three years of math and recommend four years. Selective colleges often require four years of math, and some schools may also require the completion of particular math classes like algebra 2, geometry, or pre-calculus. For students planning on majoring in humanities, the social sciences, or a similar field, the math classes you took in high school will not be as important to colleges because they'll be looking more at the classes that relate to your intended major. This means you don't have to take the most challenging math classes your high school offers, although colleges want fundamentally talented and well-rounded people, so you should still aim to do well in the math classes you do take in order to maintain a solid GPA. If you plan on majoring in a STEM field (science, technology, engineering, or math), expectations will be higher because math skills will be more critical to your college courses and future career. Most collegeswill require you to have taken four years of math in high school, sometimes including pre-calculus and calculus.You'll be competing for college offers with many other smart STEM people, so you'll want to help yourself stand out by taking rigorous math classes that are offered at a high level. Regardless of what you plan to study in college, it is highly recommended that all high school students complete four years of math because many colleges expect it, even if they don't require it, and it will help you stay prepared for any math classes you may have to take in college. Read on to learn ways to go above and beyond these expectations from colleges. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. Everyone should take four years of math in high school How Can You Exceed Expectations? Becausehigh schools offer many math classes at varying levels of depth, speed, and difficulty, the math classes you take and the grades you receive in them will be looked at closely by colleges to help determine your academic ability and how good a fit you would be at the school. If you are not majoring in a STEM field, you do not need to worry as much about exceeding expectations in your math classes; you can focus the majority of your time and energy on classes more closely related to the subject you plan to major in. It's usually enough to take four years of math and get good grades in those classes. If you have the time and ability to take honors or AP math classes, that's great, but it shouldn't come at the expense of your grades for classes more closely related to your major. For students planning to major in a STEM field, you will also want to take four years of math, but you will want to push yourself by taking advanced math classes, studying those classes at honors or AP level if offered by your school, and getting high grades in your math classes. Below are several examples of advanced math classes that will help show a college that you have strong math skills. AP Math Classes There are three AP math classes available: two calculus classes and a statistics class. AP Calculus AB and AP Calculus BC Many students who plan on majoring in a STEM field or who are confident with their math skills take an AP Calculus course. The material that these two classes cover is very similar, but Calculus BC is seen as more difficult because it moves at a faster pace and covers some additional topics such aspolynomial approximations and series, series of constants, and Taylor series. However, both are challenging AP classes, and taking either class is one of the best ways to prove your strong math skills. A solid knowledge of calculus is also required for many STEM careers. AP Statistics This AP course coversexploring data, sampling and experimentation, anticipating patterns, and statistical inference. Statisticsis one of the most widely used math subjects, and many career fields require a background in it. AP Statistics is often seen as not quite as rigorous as an AP Calculus course, but it is still a strong course to have on your transcript. This course is a good option for students who want to take an AP math class but either don't feel ready for calculus or would rather take it in college, or for those who feel statistics will be more useful than calculus for their future career. You can check degree requirements at different colleges for majors you are considering to see which math courses different majors require and to determine whether AP Statistics or AP Calculus would be more useful for you. While it can vary between students, in general, students not planning to major in a STEM field can take either AP Statistics or an AP Calculus course if they choose to take an AP math class. Students who are planning to study a STEM subject should take an AP Calculus course because they will almost certainly need to know calculus for their future classes. They may also consider taking both AP Calculus and AP Statistics if they have room in their schedule. Feeling Lucky? AP Statistics may be the course for you. IB Math Classes In order to obtain the International Baccalaureatediploma, studentsmust take at least one course from each of the six IB subject categories. Math is one of those categories and has four IB options. IB courses are offered at standard level (SL) and high level (HL). The four math classes, from least challenging to most challenging are: Mathematical studies SL Mathematics SL Mathematics HL Further mathematics HL These fourcourses basically cover the same topics, but at different speeds and with different degrees of difficulty. Accordingto the IB website, in these courses students will develop their mathematical knowledge, along with logic and critical thinking skills. The main topics they cover includealgebra, functions and equations, trigonometry, vectors, statistics and probability, and calculus. Similar to AP classes, students majoring in STEM fields should pursue a high level IB math class. More Options for Math Classes If you want to take a specific math class or simply love math and want to take more math classes, there are several options for you. These include both advanced and non-advanced math classes, so they are a possibility for high school students planning to major in any field. Electives Statistics is one of the most common math electives, and it is useful for many career fields. You can take statistics at the AP level (see the above section) or regular level. Other math electives includecomputer math, math literacy, and math applications. These electives often focus on computer skills or practical applications of math. Community College Classes Ifyour school doesn’t offer a specific AP math class or elective, you may be able to take a similar course at a local community college. This is an especially good option for higher-level math classes thatmost high schools don't offer, such as multivariable calculus, abstract algebra, and proof-based math. Because most high school students don't take these classes, completing one can really strengthen your transcript and show colleges you are prepared for future STEM classes. If you're interested in this option, talkto your guidance counselor about how to enroll in one of these courses. It’s becoming more and more common for high school studentsto take community college classes, so the process may not be as difficult as you might think. Do you love math like Isaac Newton did? Consider taking math classes at a community college. Summary Even though most high schools and colleges only require taking three years of math, it is best to complete four years, regardless of what you plan to study in the future, because many colleges expect it, and it will help prepare you for future college classes. The math class you take your freshman year of high school depends on your previous math experience and grades from middle school. You will most likely be required to take a year of geometry and at least one year of algebra while in high school. For students planning on majoring in the humanities or social sciences, meeting the above requirements and getting strong grades in your math classes is sufficient because you should spend the majority of your time on classes more closely related to your future major. If you are planning to major in a STEM field, you need to devote more time and energy to your math classes, so you should take more challenging classes, such as pre-calculus and calculus, and take those classes at an advanced level, if possible. What's Next? Wondering whether you should take AB or BC Calculus? Our guide lays out the differences between the two classesand explains who should take each course. Interested in math competitions like the International Math Olympiad? See our guide for passing the qualifying tests. Not sure which science classes you should take either?Check out our complete guide to the science classes you should take in high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Virtual collaboration technology and how is it used Research Paper

Virtual collaboration technology and how is it used - Research Paper Example The term â€Å"Phone app† is indeed, a cool way of referring to the cell phone applications. (Christensen, 2010). Today mobile phones are being produced with more and more functions and their usability far exceeds the verbal communication that was their original purpose. It has been attempted to make the mobile phones as close in use to computers as possible. Mobile phones provide the users with the facility of checking and forwarding mail, capturing videos and photos, chatting online and video communication. Besides, mobile phones are employed for various other purposes including tracking and keeping track of the base station and the destination. These phones update the users on accurate displacement from the base station with the help of coordinates. Phone apps are of huge significance to organizations because they help to maintain effective coordination and develop strong communication links among the colleagues involved in a particular task. Strong communication is the most fundamental requirement of a successful business and phone apps serve the purpose. It is quite useful because it provides numerous facilities all in one unit that include but are not limited to recorder, loudspeaker, video camera, internet, and Bluetooth. Mobile phones are handy and portable. All it requires to use the mobile apps is knowledge of appropriate handling. There is hardly any person in the modern age who is not educated on the use of mobile apps. There wide usability make them extremely suitable for use in organizational work. Video conferencing is a technology that facilitates group discussion without having to oblige the discussion participants to make physical appearance at one location. As the name implies, video conferencing technology is meant for conducting conferences where individual members participate virtually. One screen displays several locations clearly demarcated. The quality of picture supersedes that of a mobile phone. Also, all

Human Nervemuscle Interaction Essay Example | Topics and Well Written Essays - 1500 words

Human Nervemuscle Interaction - Essay Example When the threshold potential or firing level was reached, an action potential was created causing Na++ influx. This in turn made the inside of the cell more positive causing it to be depolarized. This action potential was propagated along the entire length of the nerve by salutatory conduction. As the nerve nears its termination, it loses its myelin sheath and divides into terminal buttons. The action potential caused the voltage-gated Ca++ channels to open resulting in Ca++ influx. The Ca++ then triggered the synaptic vesicles containing the neurotransmitter (in this case, acetylcholine (AcH)) to fuse with the plasma membrane causing it to release its contents to the neuromuscular (NMJ) junction. The AcH then fused with the nicotinic receptors on the motor end plate of the muscle consequential in the opening of Na++ channels. This created an end plate potential until it reached its threshold potential and brought about the potential to be conducted away in both directions along the muscle fiber. The potential traversed down the T- tubules and reached the sarcoplasmic reticulum. The end plate potential caused a conformational change in the dihydropyridine receptor (DHPR) which initiated the ryanodine receptor (RYR) to release the Ca++ (Berne, et.al, 2006). The Ca++ then binds with the Troponin C, causing exposure of the active site in the actin. The myosin head then attached to the active site, and with ATP, performed a "power stroke" causing shortening and contraction of the muscle. This is the contraction seen when the thumb moves towards the palm (abduction). However, the contraction seen as a response to the electric stimulation is not tetanic, meaning it is not sustained; therefore a relaxation period occurs as well. In order for the muscle contraction to stop, the Ca++ attached to the Troponin C must be sequestered back to the sarcoplasmic reticulum. This is done by the Ca++ -Mg++ ATPase. Only when there is cessation of the interaction between actin and m yosin can muscle relaxation occur. Consequently, in order for repolarization of the motor end plate, the AcH that has attached to the nicotinic acetylcholine receptors on the motor end plate is broken down by acetylcholinesterase, which hydrolysis Ach to acetate and choline. Re-uptake of these products then occurs by the pre-synaptic neuron for synthesis of new AcH. 2.) The normal nerve conduction velocity for myelinated nerves is 50-60 m/s, depending on the diameter of the nerve and as to its myelination. The greater the diameter size, the faster the conduction velocity. Similarly, myelinated neurons are also faster conductors than unmyelinated neurons. Our results yielded a NCV of 44 m/s which is not within the range but is near the accepted values. Latency or time that the impulse took to travel within the axon is expected to be longer from the elbow compared to the wrist due to the increased distance from the thumb. However, if we are to consider the fiber type of the ulnar nerve, which is an -motor neuron, the NCV that we got was significantly less than the known conduction velocity of 70-120 m/s. Several factors can affect the NCV such as age and temperature. The conduction velocity decreases significantly with decrease temperature and the distal latencies become correspondingly prolonged. (DeLisa, 2005). The standard temperature used in l aboratories is 32oC. It was also found out that the conduction ve

Learning Disabilities in Society Today Essay Example for Free

Learning Disabilities in Society Today Essay The modern society has advanced very much compared to the earlier society, for example of the mid twentieth century. This advancement can be attributed to various technological innovations and inventions that have taken place in the society. The various spheres of change have impacted both positively and negatively on the welfare of the people. This is together with the welfare of those with disabilities. Disability has been and remains to be a major aspect of social inquiries and studies that has been conducted in the society. This is given that the disabled persons are part and parcel of the society. In this regard, the issue of disability as an area of study encompasses various aspects. This is for instance the kind of relationships between disability and work, disability and oppression, disability and education and disability and discrimination among others. In addition, studies on disability have centered on the measures that have been taken or ought to be taken to address the issue. The measures taken range from medical interventions and efforts to change the attitude of the members of the society towards the disabled people. Disability and the Society Today: Overview There are several definitions that have been proposed for the term disability. The definitions depend on the orientation and experiences of the scholar. For example, in law, the term disability can be used to connote a physical or mental impairment of an individual (Shah Priestly, 2009). For the impairment to qualify as a disability, the law requires that it must have a substantial and long term negative effect on the individual’s ability to carry out normal day to day activities (Valentino Skeletonk, 2009). However, not all such conditions qualify as disabilities. For example, individuals with ailments such as cancer, HIV/AIDS and those who are blind or partially sighted are not considered as been disabled. According to the legal definition given above, impairments considered to make an individual disabled include sensory impairments, such as sight and hearing, or mental impairments such as learning disabilities, dyslexia and mental illness (Bradley, Danielson Hallahan, 2002). Some severe disfigurements, for example those affecting limbs and other physical organs, are regarded as a disability. Some conditions that can worsen over time such as multiple scleroses are also regarded as a disability as soon as they are diagnosed, even before they start to affect the individuals day to day activities (Lerner, 2000). There are criteria that have been put in place to determine whether a disability is long term or not. For example, for a disability to de regarded as long term, it must have lasted for at least one year (Bradley et al, 2002). Disabilities that have lasted for less than one year can also be classified as long term. This is when there are sufficient grounds to expect the disability to last for at least one year after its onset (Barnes, Fletcher Fuchs, 2007). For example, a loss of both limbs can be considered as a long term disability even if the loss is barely one month old. Also, for a disability to be regarded as long term, it must be expected to last for the rest of the individuals life (Barnes et al, 2007). As earlier alluded to in this paper, there are several types of disabilities affecting people in the society. These range from physical disability, mental disability among others. Another type of disability that affects people in the society, albeit not so visible, is learning disability. This paper is going to look at learning disabilities within the context of the modern society. A general overview of disability has already been provided to create a context within which learning disability will be located.

Comparing Themes in Charlotte and Ruth Hall Essay -- compare and contra

Sentimental or Social Themes in Charlotte and Ruth Hall The subject matter of early American women writers has been criticized in the past, but the messages these authors sent women and society cannot be denied. Susanna Rowson and Fanny Fern came from two different time periods in American history, but their impact on society is similar. In both cases, the women experienced great success as writers during their time. Their popularity shows how their messages were transferred to many people of their time. By exploring the themes of these novels, a better understanding of females in society can be gained. The themes of womanhood and the issues associated with being female in early America will be detailed through specific problems. The concerns that are revealed in Charlotte: A Tale of Truth and Ruth Hall will deal with some universal issues like control, reason, emotion, reality, and the individual’s role in those areas. Womanhood is defined in different ways in Charlotte and Ruth Hall. Charlotte Temple and Ruth Hall were both vulnerable women in their respective ages. What is interesting is how each woman deals with her circumstances. Charlotte depends on the help of those around her; Ruth realizes those closest to her will not help. Ruth must fin for herself in order to survive; Charlotte does not survive! Does she not know how? With Charlotte, this question is relevant. She was young and accustomed to the care of others. Being alone in a new world was overwhelming to Charlotte morally. Yet, she ultimately chooses passion over principle, which is her ultimate flaw as a woman. This leads to a series of events ending in her death. Womanhood, especially in Susanna Rowson’s historical era, was something virtuous. However, Cha... ...eties were quick to dismiss feminine strength, but the power of their written words cannot be denied. Works Cited Davidson, Cathy N. "Sentimental Novel." The Oxford Companion to Women’s Writing in the United States. Eds. Cathy N. Davidson and Linda Wagner-Martin. NY: Oxford UP, 1985. "Fanny Fern." . 11 November 2000. Fergenson, Loraine. "Susanna Haswell Rowson (1762-1824)." . 10 November 2000. Fern, Fanny. Ruth Hall. Ed. Joyce W. Warren. London: Rutgers UP, 1994. O’Higgins, Harvey. The American Mind in Action. NY: Harper & Brothers Publishers, 1924. Rowson, Susanna. Charlotte: A Tale of Truth. 1791. The Norton Anthology of American Literature. Ed. Nina Baym. NY: W.W. Norton & Co., 1999. 372-407. Warren, Joyce W. "Fanny Fern." The Oxford Companion to Women’s Writing in the United States. Eds. Cathy N. Davidson and Linda Wagner-Martin. NY: Oxford UP, 1985.