The Argument Against Hydraulic Fracturing - 1378 Words

Argument against Hydraulic Fracturing Hydraulic Fracturing is the process in which a borehole is made on earth, and the Shale rock is broken in order to harvest natural gas by drilling pipes vertically,and horizontally.Hydraulic fracturing, or fracking draws in the addition of more than a million gallons of water,sand,and chemicals being added below earth s surface at a high pressure down a vertical,and horizontal pipeline.As the mixture travels down the pipe it breaks the Shale rock realising gas.The gas then travels back up the pipes,and is captured,then tranported.The mixture that was used to brekae the rock then is deposited under water pads.Hydraulic Fraking has raised worries, and I do not support the use of Hydraulic Fraking!†¦show more content†¦With the increase in fracking activity more, and more studies now document emissions of airborne pollutants at and near fracking sites that are known to cause cancer, and harm the nervous, respiratory, and immune systems. At the same time, people, and communiti es in areas with many hydraulically fractured wells report health problems consistent with these types of exposures.While it is difficult to measure actual exposures to pollutants from nearby fracking operations, and establish clear links to adverse health outcomes, some studies found associations between air pollutants that are present at gas production sites, and health impacts observed in nearby communities.† †Gas production process releases nitrogen oxides and VOCs, which react in the presence of sunlight to form ozone (‘smog’). Exposure to ozone is associated with a variety of respiratory, and cardiovascular effects, including shortness of breath, reduced lung function, aggravated asthma, and chronic respiratory disease symptoms, inflammatory processes, and premature death.A growing number of studies have attributed emissions of ozone precursors from rapidly growing gas development to significantly elevated ozone concentrations in Wyoming,Colorado,Utah ,Pennsylvania,Texas, and Oklahoma.In the study on Wyoming’s Sublette County, tight gas production activities caused winter ozone levels 46 to spike above the EPA’s 8-hour ozone standard of 75 parts per billion 13 times between February 14, andShow MoreRelatedRenewable Energy Sources For Energy1540 Words   |  7 Pagesa process called hydraulic fracturing, or â€Å"fracking.† But this energy source is highly polarizing, with strong advocates and detractors. While there are many who believe hydraulic fracturing should not be used in the quest for natural resources, the process has a relatively low impact on the environment, and the shale gas that it produces has the potential to change the energy landscape for the better. Contrary to what environmental activists say, hydraulic fracturing is an inherently safeRead MoreHydraulic Fracturing Has Recently Grown In Popularity As1516 Words   |  7 PagesHydraulic fracturing has recently grown in popularity as a means of energy production. There are advantages and disadvantages, mainly relating to the environment and the economy, of this industry. Although there are pros and cons to both sides of the issue, a compromise needs to be found for both the safety of the environment and to be able to support affordable energy production. Hydraulic fracturing, as an industry, has had a large economic impact by creating jobs. Using natural gas from hydraulicRead MoreEssay On Fracking1181 Words   |  5 Pages There are still doubts about whether hydraulic fracturing will follow the forecasts put out by the United States energy Information Administration. Hughes write that producing 45 percent of the nations gas through fracking is basically impossible (31). He thinks that â€Å"drilling rates assumed by the EIA to meet its forecast are inadequate† (Hughes 31). Hughes supports that the current drilling rates of about 20,000 new wells per year are woefully short of what is needed to increase gas output (31)Read MoreHydraulic Fracturing And Its Effects On The Environment1737 Words   |  7 PagesHydraulic Fracturing has led to less cases of contamination than any other method of oil extraction, which is contrary to popular belief. There have been many useful regulations that turned a once feared industry to an environmentally safe, highly profitable industry. Hydraulic Fracturing is worth the risks it poses on the environment, because it will bolster the U.S. economy and foreign po licy, provide billions of Petroleum barrels and trillions of square feet of natural gas, and it is not as harmfulRead MoreHow Do Energy Coursing Through The Twenty First Century?1156 Words   |  5 Pagesgas stove. Natural gases are like fossil fuels; however, natural gases burn without producing harmful byproducts that damage the environment, are plentiful, and are cheap to harvest. The main process used to harness natural gases is called hydraulic fracturing, or fracking for short. The fracking operation requires many engineers, scientists, mechanics, and other laborers. These workers design, build, operate, and maintain large drills that are long enough to drill a mile beneath the surface of theRead More Hydraulic Fracturing: Fracking for a Better World Essay3559 Words   |  15 Pagesa process called hydraulic fracturing, or â€Å"fracking.† But this energy source is highly polarizing, with strong advocates and detractors. While there are many who believe hydraulic fracturing should not be used in the quest for natural resources, the process has a relatively low impact on the environment, and the shale gas that it produces has the potential to change the energy landscape for the better. Contrary to what environmental activists say, hydraulic fracturing is an inherently safeRead MoreWhat Makes The For Fracking?1506 Words   |  7 PagesFrack or Not To Frack Depending on the source, horizontal fracturing can be made out to sound like the next best American revolution, making scarce resources of oil into an abundance through safe and harmless extraction or fracking can be made out to sound like the sole contributor of respiratory, sensory, and neurological damages to the people that drink the groundwater water close the fracking wells. The â€Å"for fracking† arguments combats their side with explanations of what they are doingRead MoreA Brief Note On Environmental Injustice And Fracking1341 Words   |  6 PagesCourtney Kennedy October 8, 2015 Environmental Injustice and Fracking Recently, North Carolina has been conducting pilot studies to determine whether or not hydraulic fracturing should be pursued in the state’s shale beds, a topic that causes much polarized debate. Hydraulic fracturing, otherwise known as â€Å"fracking,† uses water, sand, and chemicals to release natural gas from as far as 10,000 feet below the Earth’s surface. Supporters of fracking claim that natural gas is an idealRead MoreHydraulic Fracturing : Good Or Bad?1401 Words   |  6 PagesHydraulic Fracturing: Good or Bad? Carol French owns a dairy farm in Pennsylvania. French’s dairy farm was thriving until one day a startling change in her water occurred. On March 15, 2011, French turned on her sink faucet and â€Å"the water came out white with a green moss settling on top of sand† (â€Å"A Dairy†). After the water settled for a while it became gelatin like. After being exposed to the water, â€Å"French’s daughter became sick in October of that year with a fever, weight loss (10 pounds inRead MoreBenefits Of Hydraulic Fracturing Outweigh Risks2041 Words   |  9 PagesBenefits of Hydraulic Fracturing Outweigh Risks Hydraulic fracturing, or more commonly known as ‘fracking’ is a technique designed by engineers to open fissures deep within shale to extract oil and natural gas. The practice involves using large amounts of high-pressured water along with proppants, usually sand, and a small amount of a chemical solution. The diagram below pictures the process of hydraulic fracturing. In the last few years, hydraulic fracturing has become a popular topic of debate

Suicide among Teenagers - 999 Words

As a teenager I have said many times before that I hate my life. I know many people who express hatred for the life that they live. Most of those kids only say it because the one time they didn’t get something they wanted came around. But little do people think before they talk, many people actually do hate their lives and try to end their lives every day. Once every minute someone tries to commit suicide. 60-70 times a day these attempts succeed. I became interested in the social problem of suicide when I lost my best friend. My best friend, may she rest in peace, committed suicide because she couldn’t bare her life being filled with pain and suffering. Unlike what many want to believe, suicide can happen to anyone regardless of race, age or sex. Throughout this project I hoped to learn what the leading causes for suicide was and what age groups was suicide most common among. But my research led me to much deeper information. With my information and research I hope that I could help save lives by preventing suicide, whether it be 100 or one. My creative project is a presentation that will be online, it will contain facts and statistics about suicide and also provide ways to prevent suicide. My hopes are that my creative project reaches at least one helpless person with the thought of suicide and it turn them away from that and help them seek better options. My intended audience is for anyone that is even thinking about suicide as an option, I plan to share it on socialShow MoreRelatedSuicide Among Teenagers1095 Words   |  5 Pages Suicide is the third-leading cause of death among 15 to 24-year-old (Green, Paragraph 1) Teenage suicide is the intentional act made by teenagers usually below the age of 19 to take their lives. Suicide is not thought of in a day. It is a series of processes that goes on in the mind before manifesting. Although, during these processes there are visible signs that shows a prospective suicidal person. There are factors that trigger and cause the act of suicide in a teenager. Most of these factorsRead MoreSuicide Among Teenagers : How Do Social Factors Worsen A Suicide?2068 Words   |  9 PagesSuicide among Teenagers How do social factors worsen a teenager’s depression leading to his suicide? Suicide is a prevalent problem that occurs throughout the world especially in adolescents. In Judith Guest’s novel Ordinary People, she discusses the issues that a teenager encounters after the death of a loved one as well as his constant struggles dealing with his parents. Outside sources give insight what adolescents face within the family, with friends, and the emotional disruption it can causeRead MoreHigh Suicide Rate Among Native American Teenagers Essay690 Words   |  3 PagesIn most American families parents are overjoyed as a result of the happiness and success of their teenage children. Across America teenager are enjoying their â€Å"rite of passage†, such as friends, after school activities, sports, vacations with their families and their first car. At the same time, little is known of the extreme poverty and despondency existing within the reservations of the Native Americ an communities. Many Native American families are still struggling with the pain and anguish theirRead MoreHomophobia Is The Leading Cause Of Suicide And Depression Among Teenagers And Young Adults1846 Words   |  8 Pagesaffects students and even teachers. Homophobia in schools is the leading cause of suicide and depression among teenagers and young adults. I believe that this is a crucial situation and needs to be addressed both at home and in school. School officials must be permitted and comfortable with addressing issues of homosexuality and homophobia that students may have. This is crucial in not only enabling a LGBT teenager to get an education that is in a non-hostile environment, but also in enabling theRead MoreTeenage Suicide On The Rise Essay1521 Words   |  7 PagesTeenage Suicide on the Rise: In 2011, James Rodemeyer, a 14 year old junior high school student from Buffalo revealed his bisexuality via the World Wide Web. The weeks following Rodemeyer experienced taunting, name calling, assault and isolation from his peers. Even his close friends refused to sit with him at lunch. Later that year, James Rodemeyer committed suicide.This case is just one of many where an adolescent feels that their is no other solution than to end their life. It is estimated thatRead MoreInformative speech outline Essay1391 Words   |  6 Pagesï » ¿Title: Suicide Among Teenagers Specific purpose: To inform my audience on some of the causes on teen suicides.    I. Introduction A. Attention Material: It has been verified on April 19th, 2013 by the Center for Disease Control that for youths between the ages of 10-24, suicide is the third leading cause for death in the United States. (Center for Disease Control: Teen Suicide Statistics, Chart number 1) B. Tie to the audience: Teenagers taking their own life has always been an idea hardRead MoreTeenage Suicide1064 Words   |  5 PagesTeenage Suicide Suicide is intentional self-inflicted acts that end in death(Suicide, Comptons). After a series of traumatic events, normal coping abilities can be pushed over the edge; the result may be suicide. In each year, an average of 30,000 suicide deaths occur in the United States. It is estimated that 5,000 of those suicides are committed by teenagers(SA\VE, 2). One major reason that the suicide rate among teenagers is so high, is that the teenage years are a period of commotionRead MoreThe Main Environmental And Emotional Causes And Crisis Intervention Of Teen Suicide Essay1643 Words   |  7 PagesThis paper will discuss the main environmental and emotional causes and crisis intervention of teen suicide based on experimental facts and assessment studies. In today’s society, suicide rates continue to rise amongst teens. In some suicide cases, family and friends are caught completely off guard as signs can be misinterpreted. Why does suicide come as a surprise to family and friends and what can be done to decrease the record high will be one of the points within this paper. Early recognitionRead More Teenage Suicide Essay1404 Words   |  6 PagesTeenage Suicide Each day 86 Americans take their own lives and another 1,500 attempts to do so. Even more disturbing is that suicide among a young people nation wide have increased dramatically in recent years. In fact thousands of teenagers each year commit suicide. It is the third leading cause of death among young adults aged 15-24. With the first two leading causes being unintentional injury and homicide. There are many reasons why teenagers feel the need to take their own life. They are atRead MoreEssay about Teen Suicide916 Words   |  4 PagesIn today’s society, teenagers are faced with problems on a daily basis. When they are unable to deal with those daily hassles, serious problems can develop within the teen that can ultimately lead to resulting effects including depression or even suicide. Suicide in teens is one of the most traumatic and problematic issues that we face today in not only adults but many adolescents as well. Today suicide is one of the top causes for death in te enagers, out shadowed only by homicides and accidents

An Absolutely Ordinary Rainbow free essay sample

The word goes round Repins, the murmur goes round Lorenzini  at Tattersalls, men look up from sheets of numbers, 22 the Stock Exchange scribblers forget the chalk in their hands  and men with bread in their pockets leave the Greek Club: Theres a fellow crying in Martin Place. They cant stop him.The traffic in George Street is banked up for half a mile? and drained of motion. Are the crowds edgy with talk? and more crowds come hurrying. Many run in the back streets which minutes ago were busy main streets, pointing: Theres a fellow weeping down there. No one can stop him.The man we surround, the man no one approaches simply weeps, and does not cover it, weeps  not like a child, not like the wind, like a man?and does not reclaim it, nor beat his breast, nor even  sob very loudly—yet the dignity of his weeping holds us back from his space, the hollow he makes about him?in the midday light, in his pentagram of sorrow,?and uniforms back in the crowd who tried to seize him stare out at him, and feel, with amazement, their minds  longing for tears as children for a rainbow. We will write a custom essay sample on An Absolutely Ordinary Rainbow or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some will say, in the years to come, a halo  or force stood around him. There is no such thing. Some will say they were shocked and would have stopped him but they will not have been there. The fiercest manhood,?the toughest reserve, the slickest wit amongst us trembles with silence and burns with unexpected judgments of peace. Some in the concourse scream  who thought themselves happy. Only the smallest children and such as look out of Paradise come near him  and sit at his feet, with dogs and dusty pigeons.Ridiculous, says a man near me, and stops  his mouth with his hands as if it uttered vomit— and I see a woman, shining, stretch her hand and shake as she receives the gift of weeping as many as following her also receive it and many weep for sheer acceptance, and more refuse to weep for fear of all acceptance, but the weeping man, like the earth, requires nothing,?the man who weeps ignores us and cries out of his writhen face an ordinary body, not words, but grief, not messages, but sorrow, hard as the earth, sheer, present as the sea—?and when he stops, he simply walks between us mopping his face with the dignity of one?the man who has wept, an d now has finished weeping.Evading believers, he hurries off down Pitt Street.

Thomas Jefferson, Third President Of The United States, Was One Of The

Thomas Jefferson, third President of the United States, was one of the most brilliant men in history. His interests were boundless, and his accomplishments were great and varied. He was a philosopher, educator, naturalist, politician, scientist, architect, inventor, pioneer in scientific farming, musician, and writer, and was the foremost spokesmen for democracy in his day. He was born at Shadwell in Goochland County, Virginia on April 13, 1743, to Jane Randolph and Peter Jefferson. Jefferson Graduated from the college of William and Mary in 1760 (Adams, Page #26). His interest in science was fostered by Dr. William Small, teacher of mathematics and philosophy, who introduced him to Gov. Francis Fauquier and to George Wythe, then the most noted teacher of law in Virginia. To ?habitual conversation? with these friends Jefferson said he ?owed much instruction? (Dos Passos, Page #102). In 1767 Jefferson was admitted to the bar and began practicing law in the capitol (Adams, Page #43). Jefferson was elected justice of the peace and church vestryman in 1768. In May of the next year he was elected to the House of Burgesses, in which he served until the house cease to function in 1775. He was appointed county lieutenant of Albemarle in 1770 and the same year completed the building of his new home, Monticello. Two years later he married, January 1, 1772, Martha Skelton, a widow who was both attractive and accomplished, the daughter of John Wayles, a well known lawyer, and just before the College of William and Mary appointed him surveyor of the county in 1773 (Adams, Page #46-47). Jefferson's most remarkable contribution in legislative work before the Revolution came through work on committees and though such writings as his paper to the Virginia Convention, A Summary View of the Rights of British America. In defining the grievances with Great Britain, Jefferson denied that Parliament had any authority over the colonies, and he attacked the restrictive acts passed by Parliament as a deliberate plan to destroy colonial freedom. Jefferson also accused the king of rejecting the best laws passed by colonial legislatures, of preventing the outlaw of slavery, of permitting his governors to break up colonial assemblies, and of sending armed forces without right to do so(Dos Passos, Page #169). On June 21, 1775 he was given a seat in the Continental Congress, appointed to the committee to draft the Declaration of Independence, and he was chosen by the committee to write the declaration because of his ?peculiar felicity of style.? The Declaration of Independence was formally adopted on July 4, 1776 (Conlin Page #141-144). In 1776 Jefferson was elected to the Virginia legislature, giving up his seat in the Continental Congress and declining an offer to serve with Benjamin Franklin and Silas Deane as commissioners to France, mostly because of personal reasons having to do with his family, but also, because he felt he could best serve the revolutionary cause by furthering the reformation of Virginia ( Adams, Page #98-99). He then served three years in the house of delegates. While there he began the revision of the laws of Virginia. His most noteworthy achievement during this time was his proposal of the Statute for Religious Freedom, which stated in Jefferson's own words, ?that no man shall be compelled to frequent or support any religious worship, place or ministry whatsoever?, and that no one should suffer in any way for their ?religious opinions or beliefs.? The bill was eventually adopted in 1786. Jefferson also had succeeded in the of passing bills to abolish primogeniture and entail. Although never passed, his Bill of Universal Diffusion of Knowledge, set forth a philosophy of providing free public schooling for all citizens (Adams Page #104-110). During this period, Jefferson managed to spend considerable time with his family, but even in leisure he was never idle. He took up building projects at Monticello and continued to develop his land. Jefferson was a philosopher and at the same time an architect and inventor. He invented the dumbwaiter, a swivel chair, a lamp-heater, and an improved plow for which the French gave him a medal. He tinkered with clocks, steam engines, and metronomes. He collected plans of large cities and later helped in the planning of Washington, DC. Jefferson kept an over sea correspondence with Giovanni Fabbroni, an Italian naturalist, in order to compare climate and plant life in Virginia and southern Europe. He added to his valuable collection of books and bought instruments for making astronomical observations. He also

Leo Szilard Biography, Role in Creation of Atomic Bomb

Leo Szilard Biography, Role in Creation of Atomic Bomb Leo Szilard (1898-1964) was a Hungarian-born American physicist and inventor who played a key role in the development of the atomic bomb. Though he vocally opposed using the bomb in war, Szilard felt it was important to perfect the super-weapon before Nazi Germany. In 1933, Szilard developed the idea of the nuclear chain reaction, and in 1934, he joined with Enrico Fermi in patenting the world’s first working nuclear reactor. He also wrote the letter signed by Albert Einstein in 1939 that convinced U.S. President Franklin Roosevelt of the need for the Manhattan Project to build the atomic bomb. After the bomb had been successfully tested, on July 16, 1945, he signed a petition asking President Harry Truman not to use it on Japan. Truman, however, never received it. Fast Facts: Leo Szilard Full Name: Leo Szilard (born as Leo Spitz)Known For: Groundbreaking nuclear physicistBorn: February 11, 1898, in Budapest, HungaryDied: May 30, 1964, in La Jolla, CaliforniaParents: Louis Spitz and Tekla VidorSpouse: Dr. Gertrud (Trude) Weiss (m. 1951)Education: Budapest Technical University, Technical University of Berlin, Humboldt University of BerlinKey Accomplishments: Nuclear chain reaction. Manhattan Project atomic bomb scientist.Awards: Atoms for Peace Award (1959). Albert Einstein Award (1960). Humanist of the Year (1960). Early Life Leo Szilard was born Leo Spitz on February 11, 1898, in Budapest, Hungary. A year later, his Jewish parents, civil engineer Louis Spitz and Tekla Vidor, changed the family’s surname from the German â€Å"Spitz† to the Hungarian â€Å"Szilard.† Even during high school, Szilard showed an aptitude for physics and mathematics, winning a national prize for mathematics in 1916, the year he graduated. In September 1916, he attended Palatine Joseph Technical University in Budapest as an engineering student, but joined the Austro-Hungarian Army in 1917 at the height of World War I. Portrait of Professor of Biophysics, Institute of Radiobiology and Biophysics, at the University of Chicago Dr Leo Szilard (1898 - 1964), Chicago, Illinois, 1957. PhotoQuest / Getty Images Education and Early Research Forced to return to Budapest to recover from the dreaded Spanish Influenza of 1918, Szilard never saw battle. After the war, he briefly returned to school in Budapest, but transferred to the Technische Hochschule in Charlottenburg, Germany, in 1920. He soon changed schools and majors, studying physics at the Humboldt University of Berlin, where he attended the lectures of no less than Albert Einstein, Max Planck, and Max von Laue. After earning his Ph.D. in physics from the University of Berlin in 1922, Szilard worked as von Laue’s research assistant at the Institute for Theoretical Physics, where he collaborated with Einstein on a home refrigerator based on their revolutionary Einstein-Szilard pump. In 1927, Szilard was hired as an instructor at the University of Berlin. It was there that he published his paper â€Å"On the Decrease of Entropy in a Thermodynamic System by the Intervention of Intelligent Beings,† which would become the basis for his later work on the second law of thermodynamics. The Nuclear Chain Reaction Faced with the threat of the Nazi Party’s anti-Semitic policy and harsh treatment of Jewish academics, Szilard left Germany in 1933. After living briefly in Vienna, he arrived in London in 1934. While experimenting with chain reactions at London’s St. Bartholomews Hospital, he discovered a method of separating the radioactive isotopes of iodine. This research led to Szilard being granted the first patent for a method of creating a nuclear chain reaction in 1936. As war with Germany grew more likely, his patent was entrusted to the British Admiralty to ensure its secrecy. Szilard continued his research at Oxford University, where he intensified his efforts to warn Enrico Fermi of the dangers to humanity of using nuclear chain reactions to create weapons of war rather than to generate energy. The Manhattan Project   In January 1938, with the impending war in Europe threatening his work, if not his very life, Szilard immigrated to the United States, where he continued his research in nuclear chain reactions while teaching at New York’s Columbia University. When news reached America in 1939 that German physicists Otto Hahn and Fritz Strassmann had discovered nuclear fission- the trigger of an atomic explosion- Szilard and several of his fellow physicists convinced Albert Einstein to sign a letter to President Roosevelt explaining the devastating destructive force of an atomic bomb. With Nazi Germany now on the verge of taking over Europe, Szilard, Fermi, and their associates feared what could happen to America if Germany built a working bomb first. Convinced by the Einstein–Szilard letter, Roosevelt ordered the creation of the Manhattan Project, a famed collaboration of outstanding U.S., British, and Canadian scientists dedicated to harnessing nuclear energy for military uses. As a member of the Manhattan Project from 1942 to 1945, Szilard worked as the chief physicist alongside Fermi at the University of Chicago, where they built the world’s first working nuclear reactor. This breakthrough led to the first successful test of an atomic bomb on July 16, 1945, at White Sands, New Mexico. Shaken by the destructive force of the weapon he had helped to create, Szilard decided to dedicate the rest of his life to nuclear safety, arms control, and the prevention of further development of nuclear energy for military purposes. After World War II, Szilard became fascinated by molecular biology and the groundbreaking research being done by Jonas Salk in developing the polio vaccine, eventually helping found the Salk Institute for Biological Studies. During the Cold War, he continued to call for international atomic arms control, the advancement of peaceful uses of nuclear energy, and better U.S. relations with the Soviet Union. Szilard received the Atoms for Peace Award in 1959, and was named Humanist of the Year by the American Humanist Association, and given the Albert Einstein Award in 1960. In 1962, he founded the Council for a Livable World, an organization dedicated to delivering â€Å"the sweet  voice of reason† about nuclear weapons to Congress, the White House, and the American public. The Voice of the Dolphins In 1961, Szilard published a collection of his own short stories, â€Å"The Voice of the Dolphins,† in which he predicts moral and political issues to be triggered by the proliferation of atomic weapons in the year 1985. The title refers to a group of Russian and American scientists who in translating the language of dolphins found that their intelligence and wisdom exceeded that of humans. In another story, â€Å"My Trial as a War Criminal,† Szilard presents a revealing, though fantasized, view of himself standing trial for war crimes against humanity after the United States had unconditionally surrendered to the Soviet Union, after losing a war in which the U.S.S.R. had unleashed a devastating germ warfare program. Personal Life Szilard married physician Dr. Gertrud (Trude) Weiss on October 13, 1951, in New York City. The couple had no known surviving children. Before his marriage to Dr. Weiss, Szilard had been an unmarried life partner of Berlin opera singer Gerda Philipsborn during the 1920s and 1930s. Cancer and Death After being diagnosed with bladder cancer in 1960, Szilard underwent radiation therapy at New York’s Memorial Sloan-Kettering Hospital, using a cobalt 60 treatment regimen Szilard himself had designed. After a second round of treatment in 1962, Szilard was declared cancer-free. The Szilard-designed cobalt therapy is still used for the treatment of many inoperable cancers. During his final years, Szilard served as a fellow at the Salk Institute for Biological Studies in La Jolla, California, which he had helped to found in 1963. In April 1964, Szilard and Dr. Weiss moved to a La Jolla hotel bungalow, where he died of heart attack in his sleep on May 30, 1964, at age 66. Today, a portion of his ashes is buried in Lakeview Cemetery, Ithaca, New York, alongside those of his wife. Sources and Further Reference Lanoutte, William. Genius in the Shadows: A Biography of Leo Szilard, the Man Behind the Bomb. University of Chicago Press (1992). ISBN-10: 0226468887Leo Szilard (1898-1964). Jewish Virtual LibraryLeo Szilard Papers, 1898-1998. University of California San Diego (1998)Leo Szilard: European Refugee, Manhattan Project Veteran, Scientist. Atomic Heritage Foundation.Jogalekar, Ashutosh. Why the World Needs More Leo Szilards. Scientific American (February 18, 2014).

3 Ways to Make Sentences More Concise

3 Ways to Make Sentences More Concise 3 Ways to Make Sentences More Concise 3 Ways to Make Sentences More Concise By Mark Nichol Sentences need not be pared down to essentials- the challenge is to make them as coherent as possible, not as concise as possible- but careful writers will craft and revise their writing in part by minimizing the number of words necessary to convey their thoughts. Three simple strategies are demonstrated in discussions of and revisions to the following examples of sentences that can and should be improved. 1. The board needs to be assured that management has not allowed overconfidence to be bred by past successes. Make the sentence active. Two of the three nouns in this sentence are active rather than passive, but successes can be an actor, too: â€Å"The board needs to be assured that management has not allowed past successes to breed overconfidence.† 2. The hot spots described below are areas in which providers are commonly at risk for losing revenue. They include patient access, utilization review, charge capture, and billing and payment accuracy. Fold one sentence into another. When a subsequent sentence provides details pertaining to a previous sentence, that sentence, if brief and simple enough, can often be embedded seamlessly in the first sentence as a parenthetical: â€Å"The hot spots described below- patient access, utilization review, charge capture, and billing and payment accuracy- are areas in which providers are commonly at risk for losing revenue.† 3. Scalability also considers the robustness of the processes and controls, and whether they are automated or not. Omit nonessential words. In this context, â€Å"or not† is extraneous; whether, in and of itself, suggests a binary choice: â€Å"Scalability also considers the robustness of the processes and controls and whether they are automated.† (â€Å"Or not† is sometimes a necessary companion of whether: The test is that if regardless can replace whether, the entire phrase is required.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowDawned vs. DonnedOppose and Opposed To

Kangxi-Emperor and the Taiping Rebellion Essay Example | Topics and Well Written Essays - 500 words

Kangxi-Emperor and the Taiping Rebellion - Essay Example Kangxi was one of the best Emperors in those times because he never mobilized people into fighting. He gave out rules that were friendly to people and rules that would easily be followed without questions. Being a man with a Family, farming would be an important thing so as to provide food for the family, Kangxi told people to respect farming so as to have adequate food and clothing. He encouraged people to love schools and academics as that was one way of gaining knowledge and honoring the scholar. Hong Xiuquan after failing his second exam attempt, he gave up and continued to protestant missionaries. He never encouraged people to love education or anything related to it (Foster 158). Being a family man and living during the Hong Xiuquan times, it would be hard to encourage a person’s children into a school considering the War that was everywhere. The Army, which anyone would expect to bring peace, was the leader in destroying the Cities. The Taiping beliefs followed the Ten Commandments similar as the ones found in the bible but they separated men and women from living together. Women were given more power and even married couples lived in quarters segregated by sex. Following the Commandments was a better idea with the Taiping rules but separating married couples was not a good idea. People who are married are supposed to live happily together but the Taiping rules would never allow that (Foster 160). The Taiping rules were things that you should never do but there were no things to be done.

Seeking Pleasure and Happiness Essay Example | Topics and Well Written Essays - 250 words

Seeking Pleasure and Happiness - Essay Example Unfortunately, Billy is deadly wounded and is left recuperating injuries in a hospital and meets Sally, Bob Hyde’s wife. He believes that Sally will help her get over the anger, frustration, and pain he got from the war. Luke and Sally pursue happiness through sexual pleasure, and the two eventually engage in sex (Waldo, 2014). Sally gets an organism for the first time and she slowly starts forgetting her husband and starts enjoying the happy life with Luke. Luke feels exasperated by Billy’s decision to kill himself by injecting air into his body. Billy committed suicide as he was striving to obtain happiness and get over the injuries he got from the war, hence affirming the extent that people go in search of pleasure and happiness.  Similarly, in The Last Detail 1973, Larry Meadows is sentenced to 8 years in prison after his plan to steal $40 botched. The petty crime that Meadows expected to be a source of unending pleasure lands him in unfathomable miseries. As he i s transferred from Norfolk to Portsmouth prison, Buddusky and Richard Mulhall provide several adventures for Meadows as a way of ensuring that he obtains happiness before getting to prison (Chuck, 2013). Meadows, an underage, seeks pleasure in whiskey and visits a brothel where he loses his virginity and openly admits that the few profane activities he had engaged in when in the company of Buddusky and Richard gave him the greatest happiness in life. This is what Aristotle termed as Egoistic Hedonism that torpedoes an individual’s life.

Translation Method Essay Example for Free

Translation Method Essay As â€Å"modern† languages began to enter the curriculum of European schools in the eighteenth century, they were taught using the same basic procedures that were used for teaching Latin. Textbooks consisted of statements of abstract grammar rules, lists of vocabulary, and sentences for translation. Speaking the foreign language was not the goal, and oral practice was limited to students reading aloud the sentences they had translated. These sentences were constructed to illustrate the grammatical system of the language and consequently bore no relation to the language of real communication. By the nineteenth century, this approach based on the study of Latin had become the standard way of studying foreign language in schools. A typical textbook in the mid-nineteenth century thus consisted of chapters or lessons organized around grammar points. Each grammar point was listed, rules on its use were explained, and it was illustrated by sample sentences. This approach to foreign language teaching became known as the Grammar-Translation Method. Principle of The Grammar-Translation Method 1. The goal of foreign language study is to learn a language in order to read its literature or in order to benefit from the mental discipline and intellectual development that results from foreign language study. 2. Reading and writing are the major focus; little or no systematic attention is paid to speaking or listening. 3. Vocabulary selection is based on solely on the reading texts used, and words are taught through bilingual words lists, dictionary study, and memorization. 4. The sentence is the basic unit of teaching and language practice. 5. Grammar is taught deductively. . Translation interprets the words and phrases of the foreign languages in the best possible manner. 7. The phraseology and the idiom of the target language can best be assimilated in the process of interpretation. 8. The structures of the foreign languages are best learnt when compared and contrast with those of mother tongue. 9. The teacher is the authority in the classroom. It is very important that students get the correct answer. 10. Learning is facilitated through attention to similarities between the target language and the native language. Advantages 1. An effective way for application of grammar and sentence structure I think the exercises that are given after translation is very beneficial and accurate for grammar learning. 1. Few demands on teachers. Also, It is practical and easy to implement. In this method, teacher only deals with organization and implementation of exercises. So this means teacher has not a lot to do. In other word; this method does not require lots of thing but a passage of literature text and a few exercises, it is pretty easy to carry out. 2. Least stressful for students Students prepare themselves for exercises and memorization of vocabulary and grammar rules. Disadvantages 1. The Grammar Translation Method can make the language learning experience uninspiring and boring. All the classes can be taught in the same way so after some time students may get bored. Also I think that language teaching should be done very different ways in order to inspire students. 2. The Grammar Translation Method can leave the students with a sense of disappointment when they travel to countries where the studied language is used  because they can’t understand what people say and have difficulty in expressing themselves at the most basic level. . This method neither approaches nor encourages the students’ communicative (speaking amp; listening skills) competence. Reading and writing are the major focus of this method so speaking and listening skill remain in the shadow of writing and reading. 4. Language is learned by conscious memorization of grammar rules and vocabulary. Nowadays memorization isnt highly regarded; internalization through exposure, experience and use are preferred. Language learning needs to be beyond memorization because I think language should be learnt with experiences. . Lack of communication between students. The teacher explains, translates, conducts practice, and corrects mistakes, and learners interact with the teacher, not with each other. That’s because, students can easily make what they learnt permanent with interactions between them.

Constructing a Greenhouse Window :: Papers

Constructing a Greenhouse Window Building and testing a sensor to determine number of degrees to which a window is open Introduction When making use of a greenhouse to grow plants out of season or on a large scale for commercial reasons, the temperature within the green house must be carefully regulated, in order to ensure that the plants are under the optimum growing conditions. With the windows shut permanently, the temperature may become too high, and the windows need therefore to be opened. This will allow the temperature to drop back to the correct level. Different numbers of degrees to which the window is open have different cooling effects. For example, if the window is open by 50 degrees, then there is probably a more rapid cooling effect upon the greenhouse than if the window was 10 degrees open. Thus, it is important to know how many degrees the window on a greenhouse is open. It could however be very time consuming for people to check the greenhouse(s) manually, or particularly problematic if the temperature should become a problem during unsociable hours. It would be extremely useful, then, if a sensor could be attached to the windows of a greenhouse, and a reading sent back to a control room as to how open the windows are. Someone could then either use a motor attached to the window to alter the setting, or adjust the window manually. My sensor could be used in conjunction with a number of other sensors, e.g. temperature sensors and moisture sensors, to send all the required reading back to a control room, thus allowing the control of the climate within in the greenhouse to be totally automated. [IMAGE] Text Box: Windows need to be opened and closed according to temperature [IMAGE] Above: a typical greenhouse Alex Furber 12HW Sensing Project 20-02-02 PLAN There a number of ways in which a sensor could be built to measure the angle at which a window is open.

Filipinos’ Forgiving Nature Essay

Why many Filipino people are forgiving? Giving offenders a â€Å"second chance† rather than punishing them is inherently Filipino. Let’s take for example the apology offered by the Magdalo mutineers which comes as no surprise in light of the Filipinos forgiving nature. Despite the very good laws we have here in the Philippines, we don’t think settlement of it will still be possible. We rarely condemn people, we just require them to change their ways. Ms. Arroyo’s granting of amnesty towards the Magdalo mutineers is just one of the issues that shows Filipinos tend to forgvive. We are not very legalistic except on impersonal matters, such as cases involving money or disputes between big corporations that don’t have a human face. For example, everyone agrees that we should go after tax evasion. Under the Filipino concept of justice, what is prescribed by law is not necessarily just. We tend to forgive easily when we find something valid in the reasons behind the offense. That’s why we have the phrase ‘nadadaan sa magandang usapan’. The way we are raised by our families could affect the way we understand and look into the contexts of one’s behavior. For example, rather than be rigid over rights or claims, step siblings generally do not regard with spite but look after each other’s welfare even when one is illegitimate. And of course, the prodigal child is always given a second chance. No wonder why there are many unresolved cases in the Philippines. Some were given pardon by the government like the case of the former president Ejercito Estrada. Could it be the government’s way to come clean in the eyes of other countries in promoting the tourism industry? To front them that it’s easy to settle agreements here would attract many investors in the country. We‘ll, if that’s the case, many might really take advantage on the situation. And this would just prove that we don’t have rigid implementation of the very good laws here in the Philippines. This is also the reason why some government officials seems relaxed and other foreign countries doesn’t give much importance on Filipinos welfare in their land and they just take it easy when it comes to Filipinos. Maybe because they know the fact that we don‘t experience justice even in our own land, and we are used to it. Pity to those who really experience that kind of treatment. Upon hearing this, I bursted to the cab driver saying â€Å"ito hirap sating mga Pinoy e, kapag tayo nahuli sa ibang bansa ng drug trafficking — death penalty, kapag sila nahuli natin wala pang isang linggo nakalaya na. † There’s a big problem with our government or our Filipino blood — we are too soft, too forgiving. This is one of the reasons why most of us have no pride and dignity when we are in another soil. I really want to thank Manny Pacquiao for giving the Filipinos some pride. How should other country value our laws when we Filipinos don’t put much attention to these and some just don‘t take it seriously? When we are in their country we are treated like rats but when they are in our country they are treated like kings. I don’t know what‘s wrong. If a Filipino guy will enter a building in his own country the security guard will look for an ID with intense body search but if they will see that the guest is a foreigner, Filipinos will happily greet them without checking their bags not even thinking that they could be the terrorist that will kill them. I have nothing against to any foreigners but I got beef with my own blood. If this will continue, probably we will become slaves in our own country.

The Island of Bohol: Heaven on Earth

Bohol is an island in the tropical country of the Philippines which is located in Southeast Asia. A couple of years back, I traveled to Bohol to get acquainted with Asia. The moment I stepped out of the airport, I smelled something different. The scent of tropical paradise overpowered my senses. It's a mix of flavors of coconut trees, sweet fruits and the usual body-scented steam that just makes you want to relax and unwind. More so, the sizzling ray of the sun, the hypnotic sound of the sea and warm smile of the natives of Bohol greeted me as I entered nature's hidden treasure.My adventure began as I traversed the oval-shaped island from the luscious mountainous region going towards the pristine coastal area. I started with the infamous Chocolate hills. It's a large formation of rich brown-colored cone-shaped hills. These cute hills looked like gigantic Hershey's kisses strategically placed in a picturesque landscape. After my first immersion with Bohol's local beauty, I said to mys elf that there's no way that there could be another place that can beat the exquisiteness of Chocolate hills.This was a fact until I saw the long white sandy beaches of Panglao island. It literally took my breath away. It was simply idyllic. Endless columns of coconut trees outlined the beach front. The white sand is so friendly to the naked foot because of it is fine as a salt and soft as milk texture that made me want to cover my whole body with it. The natural charm of the place did not stopt here,it went beyond to the extensive crystal blue water of the sea. The undulating movements of the waves took me to a place that highlighted my contentment and happiness.

Demons Dont Dream by Piers Anthony essays

Demons Dont Dream by Piers Anthony essays Demons Dont Dream by Piers Anthony The story begins in a small house when Dug, a young teenager, had a phone call from his friend ED. In the call he told him on his new idea of a bet. The bet is about a new computer game, if Dug will like these computers game his friend ED will go out with Dugs girlfriend but if not ED will give him his motorcycle. Dug accepted the bet because he knows that he does not like computers' games and he thinks they are very boring and he sure that he will win the bet. So Dug got the game he entered the CD-ROM into the computer and suddenly without Dug pressing anything, a little man figure appeared on the computer screen. The figure told him to choice a companion that will go with him to anywhere in the game. Dugs choice was Nada-Naga a woman who is half women and half a snake and then the story begins. In the beginning of the game Dug and Nada-Naga meeting a woman who also playing the game and she is competing with Dug and Nada-Naga. Nada-Naga told him that if he wants to win the game he must believe in this place who everyone calling it Xanth and he must believe in magic. This place is an unregullar world with unregular things in it. It has fruits that are bombs and flowers that can give butter, trees who can catch you and kill you, water that you can see another places in it and more fascinating places. At last when Dug does believe in magic and the world of Xanth he gets into the game and becomes a regular person in an unregular world. Its means that he is in the game and not playing it faces to the computer. Nada-Naga and Dug are facing allot of adventure. Like at first, when they got into some ship who smokes allot, the people in the city near the ship asked them to shut off the smoke. Then Dug and Nada-Naga needed to go to the most powerful sosorer in Xanth to bring a Special mix to shut-down the smoke. After they did it all the people and helped Dug And Nada-Naga...

Understanding Deforestationâ€a Growing Global Problem

Understanding Deforestation- a Growing Global Problem Deforestation is a growing global problem with far-reaching environmental and economic consequences, including some that may not be fully understood until it is too late to prevent them. But what is deforestation, and why is it such a serious problem? Deforestation refers to the loss or destruction of naturally occurring forests, primarily due to human activities such as logging, cutting trees for fuel, slash-and-burn agriculture, clearing land for livestock grazing, mining operations, oil extraction, dam building, and urban sprawl or other types of development and population expansion. Logging alone- much of it illegal- accounts for the loss of more than 32 million acres of our planets natural forests every year, according to The Nature Conservancy. Not all deforestation is intentional. Some deforestation may be driven by a combination of natural processes and human interests. Wildfires burn large sections of forest every year, for example, and although fire is a natural part of the forest life cycle, subsequent overgrazing by livestock or wildlife after a fire can prevent the growth of young trees. How Fast Is Deforestation Happening? Forests still cover about 30 percent of the Earths surface, but each year about 13 million hectares of forest (approximately 78,000 square miles)- an area roughly equivalent to the state of Nebraska, or four times the size of Costa Rica- are converted to agricultural land or cleared for other purposes. Of that figure, approximately 6 million hectares (about 23,000 square miles) is primary forest, which is defined in the 2005 Global Forest Resources Assessment as forests of native species where there are no clearly visible indications of human activities and where the ecological processes are not significantly disturbed. Reforestation programs, as well as landscape restoration and the natural expansion of forests, have slowed the net deforestation rate somewhat, but the United Nations Food and Agriculture Organization reports that approximately 7.3 million hectares of forests (an area roughly the size of Panama or the state of South Carolina) are permanently lost every year. Tropical rainforests in places like Indonesia, the Congo, and the Amazon Basin are particularly vulnerable and at risk. At the current rate of deforestation, tropical rainforests could be wiped out as functioning ecosystems in less than 100 years. West Africa has lost about 90 percent of its coastal rainforests, and deforestation in South Asia has been nearly as bad. Two-thirds of the lowland tropical forests in Central America have been converted to pasture since 1950, and 40 percent of all rainforests have been lost. Madagascar has lost 90 percent of its eastern rainforests, and Brazil has seen more than 90 percent of the Mata Atlà ¢ntica (Atlantic Forest) disappear. Several countries have declared deforestation a national emergency. Why Is Deforestation a Problem? Scientists estimate that 80 percent of all species on Earth- including those not yet discovered- live in tropical rainforests. Deforestation in those regions wipes out critical habitat, disrupts ecosystems and leads to the potential extinction of many species, including irreplaceable species that could be used to make medicines, which might be essential for cures or effective treatments of the worlds most devastating diseases. Deforestation also contributes to global warming- tropical deforestation accounts for about 20 percent of all greenhouse gases- and has a significant impact on the global economy. While some people may receive immediate economic benefits from activities that result in deforestation, those short-term gains cannot offset the negative long-term economic losses. At the 2008 Convention on Biological Diversity in Bonn, Germany, scientists, economists, and other experts concluded that deforestation and damage to other environmental systems could cut living standards for the worlds poor by half and reduce the global gross domestic product (GDP) by about 7 percent. Forest products and related activities account for approximately  $600 billion worth of global GDP every year.

Children and Violent Video Games Essay Example | Topics and Well Written Essays - 1750 words

Children and Violent Video Games - Essay Example Such video games are too dangerous of a nature to be shown to children, who do not have much awareness of the world and who can take any sort of meanings from such acts that they see. To be able to grasp and be limited to only enjoying any acts of violence that are shown, the mind needs to be old enough. If exposed to these factors before time and before age, various meanings can be extracted and major changes can take place in the personality of a child. Whether it is the visuals which depict such violence or the increase in bonus points in a video game that take place when the child "kills" a villain, the effect is bound to be there on these young and innocent minds. These video games are a newer medium as compared to the television and movies which also are a source of violence acts for young minds. The most popular past time for children is that of playing video games. Children, and especially boys, often indulge in video games which are depicting acts of violence and which require the player to contribute to that violence through the joystick or the mouse that he or she is using to control the game. Such usage of the joystick or mouse inculcates such habits within children. When children see in a video game that they are rewarded and their points increase or they are given a bonus whenever they kill a person or whenever they injure the other party, children feel that such acts will always be positively rewarded, whether it is real life. Children feel that when they will hurt someone, use harsh language, or use violence to deal with a specific situation in life, they will be positively rewarded like they were in the video game. The research of Dr. Anderson and Dr. Gentile has stated that boys spend an average of 13 hours per week on video games, whereas the fairer sex spends around 5 hours per week on the video games. This research also says that half of the video games in the market actually result in the real life deaths and acts of violence that takes place. Social implications The social implications of children and teen playing these violent games are that they inherit the same violence in their personality. Socially, they become destructive human being. There is more of negativity in their personality rather than optimism. Whatever fights they will encounter in their life, whatever circumstances they will face, they will want to deal with it through violence and settle it in their favor through any violent means possible. Since these games have rewarded them not just points, but bonus points as well as non-point bonuses like new weapons, they assume that life will also reward them similarly. Therefore, such a man is added to the society who would not believe in handling situations in a peaceful manner, rather he would deal the aggressive way. (Krug, 2002) For example there is a game known as Postal, in which acts of violence are a common sight. People are crying for mercy, masses lie on the ground moaning, there can be blood seen everywhere, killings are happening as a common routine, there are dead bodies lying all around, and people are screaming for help. But

BARIATRIC SURGERY FOR OBESITY Essay Example | Topics and Well Written Essays - 1250 words

BARIATRIC SURGERY FOR OBESITY - Essay Example Not everybody can undergo bariatric, or weight loss surgery. The prospective patient needs to undergo physical examination to determine whether s/he can qualify for the procedure. One consideration is the person’s body mass index, or BMI. It is the standard way to define overweight, obesity, and morbid obesity. The BMI, according to Torpy (1986), is calculated based on a persons height and weight—weight in kilograms (2.2 pounds per kilogram) divided by the square of height in meters (39.37 inches per meter). The National Institutes of Health (NIH) requires a body mass index (BMI) greater than 40. This is the equivalent of being about 100 pounds overweight for men and 80 pounds overweight for women (Consumer Guide to Weight Loss Surgery (Bariatric Surgery), 2005). Only when a person is found to be morbidly obese is bariatric surgery offered as recourse. If all else has failed ( including medical treatment), as well as lifestyle changes of healthy eating and regular exercise, then bariatric surgery is an option. However, if a person is not found to be morbidly obese, but s/he suffers from health-related illnesses such as diabetes, high blood pressure, or high cholesterol, bariatric surgery can be offered as an option. Otherwise, bariatric surgery will not be considered. Age is another consideration. Adolescents can be considered for the procedure only when they have tried to lose weight for at least six month, but been unsuccessful. Just like the adult candidates, adolescents must be extremely obese, with BMI greater than 40. They must also have reached their adult height. It’s usually 13, or older, for girls; and 15, or older for boys, and have serious weight-related health problems, such as type 2 diabetes, sleep apnea, heart disease, or significant functional or psychosocial impairment (Bariatric Surgery for Severe Obesity, 2009). Further, physical considerations are not enough for adolescent candidates. They, together with their parents, need

Media Paper Essay Example | Topics and Well Written Essays - 750 words

Media Paper - Essay Example Moreover, there was the fear of the nation getting involved in the war that broke in 1931 as Hitler attacked Poland. For these reasons, America tried her best â€Å"to be as unneutral as possible without getting involved† (Viola, 790-793). The United States though, was having its relationship with Japan strained with issues over China and French Indochina. Viola (1998) notes that in November 20, 1941; the last offer of Japan was given to the United States, for her to cut off aid to China and end the embargo. In response, America asked a counteroffer on the 26th of the same month, for Japan to leave the Axis powers and to withdraw from China and the French Indochina. In his speech, Roosevelt mentioned that the final response the Secretary of State received from the Japanese ambassador to the United States implied no threat. Therefore, he described the attack as sudden and deliberate. What the president was trying to tell to the nation in the aforementioned speech was that, the nation tried her best to stay away from the war, that the empire of Japan posed a threat to the nation because of the deliberate bombing of the Pearl Harbor, that America has to do something to protect her people and for the nation to understand and help in the president’s stand. During a tumultuous time like this, the president surely did not need critics but support and encouragement. He needed to tell the people frankly what the state of the nation is and let them see clearly the need to be involved even during a time when no one would like to go to war. Roosevelt ended his speech with an appeal to the Congress to â€Å"declare that since the unprovoked and dastardly attack by Japan on Sunday, December 7th, 1941, a state of war has existed between the United States and the Japanese empire†, plainly and simply. As Schlesinger puts it, Roosevelt â€Å"recognized that to mob ilize public

Reflection On A Mentorship Role In Medicine

Reflection On A Mentorship Role In Medicine During this reflective piece of work I will discuss my role, responsibility and accountability as the students assessor and reflect on approaches that I have used within the mentorship role to support and facilitate the student to achieve specified learning outcomes. The ultimate goal of mentorship is for one individual to contribute to the professional development of another. (Lanser 2000) The NMC (2008) defines a mentor as a registrant who facilitates learning, supervises and assesses students in a practice setting. The student spends 50% theory and 50% in practice; practical training is an important and significant part of the nursing students education. I was informed that a third year nursing student would be attending my practice area a number of weeks before the placement start date, I used this to my advantage by contemplating about learning opportunities within the practice area. The NMC states that at least 40% of a students time at the placement should be spent with a mentor. Therefore the off duty had to be worked to reflect this, as now it is an NMC requirement for mentors to prioritise their workload to accommodate support of students. (NMC 2008) From my time as a student nurse the better placement experiences I had were when my mentor was well prepared and had thought about experiences that would enhance my learning. I feel that it is essential that from the first contact with the nursing student you are building an effective relationship. The ultimate goal of mentorship is for one individual to contribute to the professional development of another. Prior to the students start date it is important that the student has been contacted and informed of location, uniform, start time and name of allocated mentor. Fortunately my student contacted my workplace a couple of weeks before her placement began. I took this opportunity to introduce myself and went through a little of what to expect. Baumeister and Leary (1995) suggest that if students feel accepted secure, valued and respected that it motivates the students capacity to learn and instils confidence. I feel that this initial contact takes some of that first day anxiety away. The influence of the mentor on the student begins at first contacvt and forms the foundation upon which the mentor/student relationship will be based upon. The Nursing and midwifery council outlines eight domains of competency that a mentor must achieve in order to perform the role to an appropriate standard. These are: establishing effective relationships, Facillitation of learning, creating a learning environment, context of practice/ evidence based practice, assessment and accountability, leadership and evaluation of learning. On my student Sarahs first day I had allocated time to orientate and introduce her to the practice area. It is the mentors responsibility to establish an effective working relationship with the student and this starts with orientating and the setting of ground rules.(RCN 2007) Whilst going through the formal, professional, legal, national and local requirements I was conscious about making the orientation a positive experience. I introduced Sarah to the rest of the community nursing team. Levett-Jones, Lathlean, Higgins and Mcmillan() in their study discussed the students need to feel like they belonged as when students feel comfortable they engage with learning opportunities. I believe that the attitude and motivation of the mentor are crucial in creating a encouraging start to the placement experience. (cited in Beskine 2009) Reflecting on my experience as a student the negative aspects of work placements were not being supported by my mentor and feeling under valued and by remembe ring such experiences I feel that it influences how I am as a mentor. The benefit of working as a community staff nurse is that when a student is placed you work together on a one to one basis and have time to establish the student mentor relationship. Using this oppotunity to get an insight into her personality aswell as any concerns she has about the placement. Although it is good to achieve a good rapport with your student Wilkes (2006) advised caution during the social development of the relationship as the professional boundries need to be clear, as getting involved with the student socially or emotionally outside of work would influence your integrity when perfoming assessments. Also as a mentor you act as a role model and The Code(2008) requires a nurse to be of good character honest and trustworthy basing this on ones conduct behaviour and attitude. The NMC (2008) defines a mentor as someone who facilitates learning, supervises and assesses students in a practice setting. It also outlines that in order to do this effectively the mentor needs to have knowledge of the students stage of learning therefore selecting appropriate opportunities for that particular students learning needs. After orientation and Sarah shadowing me on a few visits I felt it was important to conduct the initial interview so we could discuss learning needs and opportunities in my particular area. Sarah had not had a previous community placement and didnt know what is available to learn therefore we had an informal discussion to identify the opportunities. During the initial interview I also established the students level of knowledge and expectations. I had noticed that Sarah was quite shy and was quite nervous. We looked through her portfolio from previous placements and she had passed each one. Also by reviewing the university requirements outlined in her portfolio I was able to see if Sarah was aware of her needs from this placement. My initial impression was that she may need more support than I had anticipated at her stage of learning. It appeared that she wasnt confident in her abilities. Sarah did express that she felt she would require support and guidance as the community setting was a completely new experience for her. Its also important to consider that studies have shown that placements can be very stressful for students especially in their first and third years of training.(Stuart 2007 cited in Beskine2009) Taking my concerns into consideration and Sarahs request we then created a learning contract, the goals set were based on mutually identified need. I decided that initially I would become as Berne(1961) described nurturing parent to Sarah to demonstrate boundries to ensure she felt safe. Until her confidence grew, then the relationship would be on an adult-adult basis on the same level for discussions and mutual expectations. Although fluctuations between different ego state as different circumstances arise throughout the mentor student relationship. In order to help Sarah I felt that by acting as an advocate would promote her confidence and self-esteem. (Neary 2000) To formulate an effective learning contract it has to have essential components as de scribed by Stuart (2007) learning objectives, the activities to facilitate these , strategies and resources for learning. As a registered health professional you have a responsibility to ensure the safety of the public. Therefore by mentoring pre-registration nurses you are accountable for ensuring students fulfil their learning outcomes for your practice area and develop practice competence. (NMC 2006) Assessing a students competence can become complicated by the mentors subjective view of what is competent? (Higgins and McCarthy 2005) Duffy (2003) concurs it is often easier to identify clear incompetence than those students borderline on achieving competence. Mentors need to address the issue of non-competence as soon as it is recognised. The study Duffy (2003) carried out found that mentors tended to give students the benefit of doubt. A view which has been highlighted in a recent survey in the Nursing Times (2010) which said 40% of mentors participating in the survey passed students as they could not provide sufficient evidence to back up their concerns. Before meeting with the student to discuss the issue it is important to collect evidence which has lead to your concerns about the students competence. Going through assessment documentation can help highlight if learning outcomes are achievable for that particular students ability. This evidence would be helpful for you to explore/understand reasons why the student is not achieving and early discussion can prompt students to consider their practice thus facilitating progress. (Duffy and Hardicre 2007) As the student doesnt seem to be aware of their limitations, for patient safety it is essential that you gently alert the student of their unconscious incompetence but if the motivation is there I would as a mentor be confident that they could develop competence. Feedback is a large part of assessment and progression and in this particular issue it is important to provide feedback so the student is aware that they are not meeting the required standard. An effective mentor should offer honest and constructive feedback to students (RCN 2007) Constructive feedback is objective and non-judgemental and should be based on specific observation to encourage discussion and allow future learning to take place. (Pearce 2004) It can be tempting to avoid giving negative feedback but performance cannot be improved without knowledge of what was wrong (Stuart 2006) Feedback to the student would be given in the form of the praise sandwich. NMC (2006) uses this form of feedback in its documents where it state that mentors should contribute to the evaluation of student learning and assessment experiences by proposing aspects for change as a result of evaluation. Mentors should remain positive and supportive also try to empathise with the student and how they will be feeling. A learning contract/action plan that is formulated collaboratively with the mentor and student can specify what the student will learn how it will be achieved and the time scale in which its success can be measured. (Nicklin and Kenworthy 2003) The RCN also advises regular meetings between the mentor and student to discuss progression and make adjustments to action plans based on the students learning. (RCN 2007) Ultimately the NMC in safeguarding the wellbeing of the public sets standards for pre-registration theory and practice competency and requires students to be fit for practice and purpose at the point of registration. (NMC 2008) Some of the learning outcomes were easy to facilitate with experiences that were available from a community placement but others not so easily accommodated. In order to address this we discussed other specialisms within the community neighbourhood team where she could spend time to achieve outcomes. In the initial interview with my student it was important to identify what stage of learning she was at and also determine her motivation to learning. Rogers (2002) suggests adults come to learning with intentions and that they have their own personal expectations of the learning process and hold personal reasons why they want to learn. After discussing mutual expectations from the placement it is essential to understand the students style of learning in order to best facilitate learning activities and opportunities and select appropriate learning strategies to integrate her learning practice and academic experience. Also to be effective learners students should also be aware of and understand their own learning style and manage their own learning. (Siviter 2004) There are various theories on learning styles, I chose to give my student a questionnaire based on the theory by Honey Mumford (2000). This model is broken down into four categories Activist, Reflector, Theorist and Pragmatist. The activist is open minded, enthusiastic and enjoys immersing themselves into new experiences. The characteristics of a reflector are cautious observers. Using all the information available to them to make conclusions. Theorists think things through in a logical manner and value rationally and objectivity. Finally pragmatist act quickly on ideas and are keen to put new techniques into practice. My student felt that she was a reflector and was motivated by understanding nursing processes in order to be able to work well and be a valuable team member. I felt that the strategy I would commence in order to meet the needs of a reflective learner would be facilitating experiential learning followed by reflective practice. Students benefit from action planning to assist them through the transitional period onto new placement areas by setting goals (Quinn Hughes 2007) A learning contract that is designed collaboratively by the mentor and student can specify what the student will learn, how it will be achieved and time span. (Nicklin Kenworthy 2003). Considering this we decided to match the nursing procedure to be trained with specific learning outcomes from the students portfolio and discussed in the initial interview process. Urinalysis was the skill that we focused on in this exercise. Therefore it was appropriate to teach this skill in the sluice area which was a quiet and spacious area where we wouldnt be disturbed. We discussed possible reasons why as a nurse you would take this test for example infection and as a reflective learner I felt that I should explain how her ability and knowledge of urinalysis would benefit her when working as a fully qualified nurse. We then went through the procedure showing all the clinical equipment needed and different ways in obtaining a sample. I tried to relate to practice to enable the student to take what she has learnt to future placement areas. In order for us to reflect on the task we went to a quiet office to avoid distraction. Studies have shown having quality time for reflection and one to one discussion with their mentor were very important to the student. Watson(2000) I felt that the student centred teaching strategy worked well with this particular student as she learnt best by doing and reflecting on the procedure afterwards rather than just being informed by others. Kolbs(1984) learning cycle describes four stages in the learning process from the experience to applying the new learnt information to similar situations, and therefore a component of reflective learning. NMC (2006) suggest that prioritised workload while you are mentoring giving you time to carry out the mentor role. I ensured that the allocated workload would enable me to have more time for effective listening and discussion. Also it gave us the opportunity to discuss events of the day and reflect and give feedback on a daily basis. The process of assessment I feel has to be continuous and developing with my student Sarah due to her lack of confidence I didnt want to increase any anxiety by making formal assessments of her practice. As the ENB/DOH( 2001)document that a mentor should observe a students achievement of a period of time to ensure validity in assessment. Having identified the learning that needed to take place from the university portfolio and personal development on the students part as discussed in the learning contract. The NMC (2007) clearly outlines the requirements for assessments of student nurses. The students performance should be assessed in practice with accountability resting with the mentor who is carrying out the assessment. It is important that a student is able to self assess, and after our discussion in the initial interview Sarah did identify that she needs more support to enhance her self-confidence, and due to this we incorporated this in our learning contact along with the learni ng outcomes in her portfolio. It is also important for a student with confidence issues to self assess as they will see that progression is being made in their learning, therefore gaining confidence.(chap. assessment of student practice from uni lib) A continuous assessment of the students practice is a more reliable tool as supervising/assessing the student on a day to day basis in a relaxed environment it is more likely to reflect the true ability of that student. (Stuart 2007) The NMC (2006) under the leadership domain specifies that mentors need to display leadership qualities within the practice environment. I feel that by planning series of learning opportunites for the student and prioritising workload to ensure time to support the student i have achieved this. Without planning or prioritising a busy workload it would inevitabley be to the detriment of the students experience. Interim interview is the first more formal assessment of the students abilities/progress so far. The learning outcomes/competences were discussed and documented at initial interview in the form of a learning contract. I ensured that we had time to discuss Sarahs progress and competences. Although Sarah has made progress with her self-confidence there is still areas to improve therefore a new action plan was formulated and mutually agreed. We clarified the area of weakness and advised how she would progress further and arranged for her to work with other assessors within the team so to ensure fairness. (Gopee 2008) Feedback is essential in the process of formative assessment Pryor (1998) highlighted the importance of feedback not only identifying what the student has learned but also what they may accomplish in future practice. ( cited in Gopee 2008) Feedback should when possible be given in private (RCN 2007) as this would prevent other people from listening to any discussion. There is also the potential for the audience effect (Quinn and Hughes 2007) where the student feels that everyone is watching or listening to the feedback in her performance. Feedback is most effective when given at the time or soon after and activity occurs. This ensures that the experience is still fresh in both mentor and students mind. Therefore the information discussed is more accurate and detailed making it more useful for the student. Not only is a mentor there for supervising and supporting the student it is advantageous to the student when giving detailed feedback it guides the to learn what is expected of them to improve that particular episode of nursing. My main concern was making Sarah feel comfortable when receiving feedback as within the interim interview there still remained things to improve on. I ensured that my body language was warm and open. Giving eye contact and smiling and nodding. It is important that when giving positive feedback she felt that I was honest and w hen discussing feedback on a more constructive basis she felt that I was self-assured in the information that I was imparting. We collaboratively devised an action plan for the last couple of weeks of placement. Involving Sarah enhancing her management skills and to gain confidence in her own decision making. The NMC (2004) state that prior to entry to the register pre-registration students should be able to manage the delivery if care with the scope of ones own responsibility. (cited DuffyMiddleton 20) To facilitate this I delegated the care of patients within a residential home, as working in community it isnt easy for the student to work independently without direct supervision due to visiting patients within their own homes. But in the residential home environment I was around but not directly supervising. At this stage in the placement I felt that Sarah had developed her confidence and that this experience would help in realising her own capabilities. As Sarah had now spent a couple of weeks within the practice environment and within the community nursing team she began to open up about previous experiences whilst on placement. She felt that not all of her relationships with her mentor has not been a positive experience. Darling (1984) did some research about the mentor/mentee relationship and creating the learning environment and those mentors who didnt create a positive environment he described as toxic mentors. Three different forms of the toxic mentor were dumpers, blockers and destroyers. The first of these describes those individuals who dump there students into experiences out of there depth. Blockers were those who didnt allow the student to partake in learning opportunities. Destroyers as the word describes, destroys a student confidence by undermining them and criticising without offering another possibility. Darling (1984) was also able to identify what the basic attributes that a mentor should possess, roles as an insp irer, investor and supporter. (cited in Pellatt 2006) Whilst discussing the subject with Sarah it became apparent that her confidence had been knocked by two negative mentor experiences in the past. As a girl who is quiet in nature was having trouble recovering from this. Refecting on my discussion with Sarah I came to realise the impact the mentor can have on the student and how detrimental this had been for Sarah. I was fortunate enough to be able to take part in all of Sarahs placement and therefore feel that spending time with my student put me in a better position to assess and be content with my evaluation on Sarahs ability. It enabled us to focus on areas were highlighted in the initial meeting. (Stuart 2006) Working in community one of the challenges as a mentor which you have little control over is the learning environment. Whilst for the interviews I was able to ensure we had a quiet room back at base. And reflective discussions took place in the car. The actual learning environment altered every visit to different homes. As Sarah hadnt had a community placement before I felt that I would inform her of problems that may arise. These included poor hygiene, living conditions but also discussed that we live within a culturally and socially diverse environment. The final interview is the only summative part of the assessment process as a mentor it is my job to reflect on the students abilities as a whole in my opinion and also draw on other team members experiences with my student. Therefore being an objective view, also by using the university portfolio as a guide to see if all learning outcomes have been completed. As a mentor I am aware of the accountability that I have when deciding if a student meets the required standard. Especially on a students last placement there can be no benefit of doubt as the pre-registered student will not have time to develop before registration occurs. Time was allocated at the end of the final meeting to ask the student how she had found her experience with me as a mentor . The role of the mentor is very important in the stage immediately prior to student nurses achieving registration is imperative in producing nurses who are fit for practice and purpose. (NMC 2004) The study carried out by Duffy and Middleton(20) concurred that a longer last placement gives students time to settle and become part of the team encouraging their confidence to grow. It enables the student to get their practical skills up to the required standard and also developing their management competences, an essential skill within the staff nurse role. Unfortunately it must be acknowledged that not all students will achieve the required outcomes to become competent and safe practitioners. Duffy (2005) stated that there has to be the recognition that some students need to fail. It is important to be aware as a mentor the assessments that we are taking is to safeguard professional standards, patients and the general public. During my time with my student it was essential that both Sarah and i recognised her lack of confidence and doing so early as possible interventions can be initiated within the work placement to achieve the required competences. As the mentor is accountable it is important that along with the professional standards and competences outlined, the NMC require that the registrants are of good health and character. Another aspect that the mentor is responsible for. Most teaching within the practice area does deal with all those aspects, the clinical skill itself and the interpersonal and management skills involved. The educational taxonomy considers that any learning topic has to be judged from three angles in relation to what the student has to learn. Those being psychomotor; the physical skills to conduct the duty. Cognitive; the understanding of the evidence base for the duty. Affective is the ability to conduct the duty with the appropriate communication and interpersonal skills. The assessment was mainly continuous in a formative basis and using the aids of learning contracts and facilitating achievement of the outcomes by allocating patients and tasks, liasing with professionals. On all the tasks I felt that my student Sarah had arrived with a lack of confidence but through the process of practice feedback and reflection and the support she was given from myself and the community nursing team all of the outcomes were achieved well. As a mentor it is my responsibility to identify and apply research and evidence based practice to my area of practice (NMC 2008) I think it is important that as a mentor you should assess your personal strengths and weaknesses as to me it is important that I gain confidence in my abilities as a nursing student mentor. Feedback from the student perspective on the practice area as a learning environment is advantageous as it is part of the ongoing evaluation of the learning environment. As it reviews the learning opportunities and audits the placement so to develop skills of the professionals within the team. Enabling the workforce to contribute in developing the profession for the next generation of nurses. (ENB/DOH 2001) Also these audits will highlight the practice areas where students are struggling to achieve and thus giving the University opportunity to address the concerns. The University have a responsibility to where possible ensure the placement has the necessary opportunites to facilitate adequate learning experiences to reflect the student experience. (RCN 2006) Action plans are defined as a must achieve device that identifies competences that need to be achieved by an identified date during the practice placement,non achievement of which would lead to a fail mark being awarded. (Gopee 2008) It is essential within any assessment that a mentor perfoms you are prepared, fair ,objective, honest timely and give effective feedback. All these componets ensures that evidence collected and documented within the students portfolio is a true objective illustration of the students competences and ability. Barriers that would affect the mentors role is documented by Gopee (2008) organisation, lack of resources, personality clashes attitude problems either student/mentor. As a mentor the main challenge in being able to perform mentor duties is that there is inadequate time to fulfil this role along with your clinical duties. Obviously on a day to day basis it is hard to forsee how your day may go as you never know what you will find when you open the door to each patient. But to minimalise this as much as possible I put my leadership and management skills into practice so that opportunites /experiences were planned to an extent and timetabled as much as we could with the nature of the profession. Therefore reassuring the student that I my motivation was that she got the best out of her experience within the community nursing team. By setting an action plan also helps promote underlying skills such as planning, scheduling, goal setting, negotiations and management. Skinners theory devised in1974 states that the environment is essential to any learning that takes place and if the environment is suitable then learning will occur as connections are formed from responses to stimuli and reinforcement of these occurs.(cited by Quinn 2000) As part of Sarahs action plan we discussed other resources available to her for example having practice days with other professionals within the neighbourhood teams. Nurses are expected to be able to validate their clinical decisions with research based evidence that results in care should be patient centred and clinically effective. (DOH 2000) Within the community some of the treatments we provide for example compression therapy for treatment of leg ulcers have a large evidence base for that treatment but also as a professional we also use the evience from patients living with these condtion and consider both those as evidence to provide a rational for certain decisions made about treatment. Fitzpatrick(2007) in her literature review found that opinions on what evidence based practice was depended on the perspective of the individual. Evidence can be sourced from experts, literature and views of patients. All assessment descisions must be evidence based. This is seen as crucial as the future of the profession, in both its integrity and knowledge are in the hands of students currently training to become registered nurses. (Hand 2006)

Literary Elements and Time Setting in Ethan Frome Essay -- essays rese

Ethan Frome Love does not always have happy endings. People can fall in and out of love as easily as changing clothes. "Ethan Frome," a novel by Edith Wharton, explains how a married man named Ethan struggles on with his life, secretly distracted by the yearning for his wife's cousin, Mattie Silver. The author uses literary elements and time setting in the story. Wharton has been generous in using literary elements in the novel. She has put together senses of personification and similies to thoroughly describe the plot of the story. In personifying the kitchen ornaments, the author uses "...-were hastily refreshing themselves at one corner of the supper-table which aligned its devastated pie dishes and ice cream saucers on the platform at the end of the hall." In this selection, Whar...

Reaction to Nonfiction Essay

Salvation by Langston Hughes and Who Will Light Incense When Mothers Gone? Are two stories from the text that capture the attention and imagination of the reader. These two are nonfiction short stories that easily relate to the reader as well. Both stories caused a personal reaction as the writer used certain strategies to detail the idea, theme, and purpose behind each of the writings. It is also important to know the difference between a fiction and nonfiction story. The author has to intrigue the reader’s imagination to make the story interesting. Reactions and Strategies Salvation Salvation was written by Langston Hughes in 1940. This is a nonfictional story based on a childhood experience of the authors. Religion was apparently prominent in Hughes childhood and his family seemed to live by God’s word. Religion was so important to his family that he had to make a hard decision on either lying to his family or letting down his Lord. The writer described the day he was to find Jesus as a time to â€Å"bring the young lambs to the fold† (Hughes, 1940. P. 351). The story was moving, intriguing, and heartfelt. The writer made the story believable by giving a detailed setting and theme. The writer also used personal feelings and emotions of others to make this story believable. Who Will Light Incense When Mothers Gone? This short story was written by Andrew Lam in 2003. I was also a nonfictional story based on an experience in Lam’s adult years. Lam’s family were immigrates from Vietnam and the setting is at his mother’s 70th birthday. Lam overheard his mother asking her sister who would continue the tradition of lighting the incense and praying to the ancestors for protection. She seemed to be very concerned as was her sister that this tradition would cease when they passed away. This story was an eye-opener to what one may feel when tradition has been left to the elders and now needs to be passed down to the younger generations. It shows that when one is moved out of their culture they may try to hold on and teach their young, but there is no guarantee that the young will appreciate the values. One line expressed how the writer new his mothers pain, â€Å"mortality never less weighs heavy on her soul† (Lam, 20003. P. 1077). The writer used personal feelings and an insi ght into past and future to guide the reader into a better understanding of the situation. Personal Relation and Intended Purposes Salvation brings back childhood memories of personal experiences with church and family. Memories of summer at vocation bible school camp with friends and the lessons taught by the pastors. Also, movies about African Americans and church in the early and mid 1900’s were thought of during this reading. The purpose of this short story was geared toward understanding the importance of God in the writer’s life and family. The writer also displays the emotional reaction to his decision to lie about finding Jesus. Who Will Light Incense When Mothers Gone?, was a reminder of a military background involved with exposure to many cultures and religious diversities. Every cultures has it’s values and norms. When several generations of a particular culture migrate to America, some of those values will be lost. Individual ambitions will take place of the family traditions and values (Lam, 2003). The mother was upset with the son many times as he grew into an American cowboy, which the Vietnamese identified as being selfish and a rebel (Lam, 2003). The writer’s intent was to inform the reader of a lost tradition with in his family’s culture. Also, to make aware the struggle within to please his mother while upholding his personal ambitions. Nonfiction and Imagination It was apparent that these two stories were nonfiction because both were based on a personal experience that had and emotional impact on their life. The stories related to struggles and decisions that weighed on the consensus. It can be assumed that writing about these events may have taken pressure off the writer. Even with nonfiction the imagination needs to be provoked. The writer must set the theme and give a detailed setting so that the reader can place themselves in the situation. Including emotions of other characters also impact the imagination. If the author is trying to get a certain point across to his readers then they must bring the reader into the scene. Conclusion Both stories were easy to identify with because they were detailed with personal emotions and experiences. The author was aiming for a reaction from the reader that was personal and that was reached. The writer’s intention was clear and understood in both stories and was easy to connect personal experiences with. The two stories were nonfiction and dealt with personal struggles. Being that the two stories were personal it was intriguing to the imagination and simple to relate to. References Barnet, S., Burto, W., & Cain, W. (2011). Literature for Composition (9th ed.). : Pearson.

Cultural Prohibition of Food in Two Societies

Many people of different cultures and religions define themselves not only by what their religious beliefs are but also by what food they eat and the different ways in which they prepare it (Campo 2009). Food is one important factor of everyday life that brings people together and links people to the natural and sacred worlds (Campo 2009). Since the beginning of time dietary practices have been incorporated into the religious practices of different people around the globe. Some religious sects abstain, or are forbidden from consuming certain food and drink. Others restrict food and drink in their holy days, while some associate dietary and food preparation practices with rituals of the faith (Waibel 2004). These dietary practices are known as the cultural prohibition of food. In this essay I will discuss the Islamic dietary laws and the Hindu dietary requirements that are practiced around the world. The Muslim cultural prohibition of food plays a very significant role in the lives of Muslims around the world . The Islamic dietary laws are a matter of both social custom and religion (Campo 2009). In Islamic dietary laws, foods are categorized into different groups. These groups include those that are lawful (HALAL), those that are forbidden (HARAM) and those that are pure (tahir, tayibb) and those that are impure (rajis, najis). These divisions of what foods are lawful-pure and what foods are forbidden-impure are based on the QURAN and HADITH, the Islamic sources of revelation (Campo 2009). The Quran instructs people to eat only lawful and good things from the earth and not to â€Å"follow in Satan’s footsteps† (Q 2:168). The most general statement in the Quran about food is one that was intended for â€Å"children of Adam†: â€Å"Eat and drink, but do not be wasteful, for god does not like wasteful people† (Q 7:31) (Campo 2009). It is clear from both of these verses that ethics plays a major role in the practicing of the Islamic dietary laws. The Quran also identifies specific foods that God has provided for people to eat. These include the following; dates, grapes, olives, pomegranates, grains and the flesh of domestic sheep, goats, cattle and camels (Q 6:99, 141-145; 80:25 -32) (Campo 2009). Muslims can only consume meat where the animal has been slaughtered or sacrificed in accordance to specific rules: â€Å"The name of God (BASMALA) must be invoked (Q 6:118, 121), and a deep incision with a sharp knife must be made across the throat. Most seafood can be eaten (Q 5:96; 16:14), as well as hunted animals as long as the name of God has been pronounced when the hunting weapon is discharged (Q 5:4)† (Campo 2009). The Quran also forbids believing Muslims from eating carrion (Meat from unsacrificed dead things), spilt blood, pork and food that has been offered to idols rather then God (Q 5:3; 6:145). Other forbidden food such as the flesh of predators (animals with fangs or talons) is also included in the HADITH. The Muslim jurists consider meat from an animal that has not been correctly slaughtered as carrion (inedible). This includes animals that have been beaten to death, strangled, killed by a fall, or gored to death (Q 5:3). Wine is also prohibited along with other intoxicating substances. All of these forbidden foods and substances are said to be impure and can prevent Muslims from fulfilling their religious duties unless removed or avoided. Sometimes exceptions can be made when the situation is dire (Campo 2009). Specific dietary rules can also apply when it comes to worshipping and other activities in Muslim life. Prayer, fasting during Ramadan, Almsgiving, and the Hajj all involve restrictions and procedures concerning food that people are meant to abide by (Campo 2009). The offering of food is considered an important act of charity, but the food that is offered cannot be forbidden. Rules of etiquette are also recommended for special occasions involving hospitality and feasting as well as ordinary meals (Campo 2009). Hindu dietary requirements, like those of the Islamic dietary laws play a major role into the lives of many Hindus around the world. According to Arjun Appadurai â€Å" The density, scope and taxonomic complexity of Hindu symbolic thought in regard to food is difficult to capture in a brief space† (Appadural 1981). A love of nature and the importance of living a simple, natural life are the basis of Hinduism, which is a faith that originated in India (ElGindy 2010). The Hindu faith promotes a vegetarian lifestyle and encompasses a number of health beliefs and dietary practices. These practices arise from the idea of living in harmony with nature and having mercy and respect for all of God’s creations (ElGindy 2010). Devout Hindu’s believe that all of God’s creations including both humans and animals are worthy of respect and compassion. Therefore Hinduism promotes a vegetarian lifestyle with avoidance of eating animal meat or flesh (ElGindy 2010). However some Hindu’s choose not to practice vegetarianism and may adhere to the Hindu dietary codes in different degrees of strictness. For example, some Hindu’s avoid eating beef and pork (which are strictly prohibited in the Hindu diet code, especially beef because cows occupy a special place in the Hindu religion), but will eat all other meats (ElGindy 2010). Hindu’s believe that food affects both the body and the mind and a proper diet is considered to be vital for spiritual development in Hinduism. The Hindu diet code divides food into three separate categories, based on the foods effect on the body and the temperament (ElGindy 2010). The first is known as Tamasic food. This is food that is leftover, stale, overripe, spoiled or other impure food, which is believed to produce negative emotions such as jealousy, anger and greed. The second is known as Rejasic food. This is food that is believed to produce strong emotional qualities, passions and restlessness in the mind. The food in this category includes eggs, meat, fish, garlic, onions, spices, hot peppers, pickles and other pungent spicy foods. The last is known as Satvic food. This is the most desirable food and is food that is non-irritating to the stomach and purifying to the mind. The foods in this category include fruits, nuts, whole grains and vegetables. These foods are believed to produce calmness and nobility (ElGindy 2010). Hindu’s believe that for true service to God, purity of food is necessary to maintain the desirable state of mind that leads to enlightenment† (ElGindy 2010). Food is consumed to achieve mind/body equilibrium and good pure food promotes a peaceful – non agitated-mind. â€Å"Sin or an agitated state of mind, prevents the journey to moksha (divine supreme knowledge, which leads to freedom from the cycle of birth, life, death and rebirth† (ElGindy 2010). Religion is the major factor when it comes to the prohibition of food around the world. Both the Muslim culture and the Hindu culture promote Holiness and pure lives through the prohibition of certain foods. A question of ethics arises from the practicing of such laws in both cultures. They also promote kindness and charity among people. There are many similarities between the two cultures in both the way they live their lives and the way in which they consume food according to their dietary laws and requirements. One major similarity is that both cultures categorize foods into groups, with certain foods being classified as being either pure or impure. Another similarity then arises from this as there are similar foods that are classified as pure, good foods to eat in both societies ,for example fruits and grains. Both cultures have specific foods that are forbidden, such as, meat that has not been slaughtered in accordance with specific rules for Muslims and Stale, leftover, overripe and spoiled food for Hindu’s. The main similarity between the two cultures is that they both strive to live pure, spiritual lives through the practicing of their dietary laws. For both cultures, if they do not abide by their dietary laws they cannot live fulfilled religious lives. As well as many similarities between the two cultures of Muslim and Hindu, there are also a few differences between the way in which they live their lives and dietary laws that they follow. One of the main differences between them is that Muslims can eat meat, as long as the animal has been slaughtered in the correct way, whereas Hindu’s promote a vegetarian lifestyle because they believe that all of God’s creations are equal. Although some Hindu’s may choose to eat meat (apart from beef and pork), depending on the level of strictness in which they follow their dietary laws. Another difference is that Islamic dietary laws are a matter of social custom and religion. Special etiquette is required at social gatherings such as feasts, as well as ordinary meals, for example, â€Å"pronouncing the basmala, taking food and drink with the right hand and not reclining while eating† (Campo 2009). Another difference between Muslims and Hindus is that Hindus believe that food is good for both the body and the mind. They believe that certain foods can create different emotions when consumed. For example, they believe that impure food can make someone angry, jealous and greedy (ElGindy 2010). The cultural prohibition of food in both the Muslim society and the Hindu society is a very strong element in the religious lives of those who practice these faiths. Firstly I would like to point out that ethics appear to be a major influencer into the practicing of dietary laws and codes in these religions. This is because people of both religions strive to live a fulfilled spiritual life, which they cannot have if they eat foods, which are not considered as being pure. This brings me to my next point, which is, both Muslims and Hindu’s classify foods into groups based on whether the food is pure or impure. In both societies people want to eat pure food and avoid impure food so that they can live a pure life. Certain rituals and rules apply to both cultures when it comes to how food is prepared before it is consumed. Sometimes in both cultures exceptions can be made to these laws in dire circumstances. In conclusion the cultural prohibition of food in the Muslim society and the Hindu society helps people to reach religious equilibrium, which is something that all people who practice the faith strive to achieve. From the research that I have conducted into the study of the prohibition of food I have found that both the Muslim faith and the Hindu faith follow similar morals and belief systems and place significant importance on the key ideas of holiness, pure, impure, kindness, generosity, equality and charity.