Emma VS Clueless essays

Emma VS Clueless essays The movie Clueless that came out in 1995 was smash hit at the box offices, and while being based on the nineteenth century novel Emma the two stories shared almost identical characteristics despite the time and location that they took place in. At the center of each story is a spoiled young woman. Clueless is centered on a young teen from LA and in the novel Emma; Emma stars a Spoiled young woman in high society nineteenth century England. Both young ladies are from a higher class than most and they both go through a maturing phase in life after a major calamity. Cher and Emma are both very arrogant at times and tend to think of themselves very highly. I think the reason for this is because they were both raised by there fathers, who are over indulgent at times as well as the fact that both of their mothers died while they were still very young. Im sure it is hard to find many personal flaws with yourself while you are provided with everything that you want. In the start of each story both Cher and Emma take mercy on new comers to their social rings. In Clueless a new girl from New York is landed in the middle of Chers school. Cher instantly sees this as one of her projects, she decides that she will take Tai the new girl in and teach her the rules and etiquette of someone of her social rank. Cher and he friend Dee take Tai around school and show her all of the social classes. They point out where she will fit and where she will not. Tai meets a boy that she likes at lunch, but when she shares the good news with her new friends she is scolded because of the boys social standing. Cher says that these Skateboarding hippies are unpolished and will bring Tai down and that no respectable girl actually dates them. The story of Emma is remarkably similar. In Emmas case she takes in Harriet Smith a girl of obvious lower class. When Harriet tells Emma of her new friendships she has made with the ma...

Photosynthesis Vocabulary Terms and Definitions

Photosynthesis Vocabulary Terms and Definitions Photosynthesis is the process by which plants and certain other organisms make glucose from carbon dioxide and water. In order to understand and remember how photosynthesis works, it helps to know the terminology.  Use this list of photosynthesis terms and definitions for review or to make flashcards to help you learn important photosynthesis concepts. ADP - ADP stands for adenosine diphosphate, a product of the Calvin cycle that is used in the light-dependent reactions. ATP  - ATP stands for adenosine triphosphate. ATP is a major energy molecule in cells. ATP and  NADPH are products of the light-dependent reactions in plants. ATP is used  in reduction and regeneration of RuBP. autotrophs - Autotrophs are photosynthetic organisms which  convert light energy into  the chemical energy they need to develop, grow, and reproduce. Calvin cycle - The Calvin cycle is the name given to the set of chemical reactions  of photosynthesis that does not necessarily  require light. The Calvin cycle takes place  in the  stroma of the chloroplast. It involves the fixing of carbon dioxide into  glucose using NADPH and ATP. carbon dioxide (CO2) - Carbon dioxide is a gas naturally found in the atmosphere that is  a reactant for the Calvin Cycle. carbon fixation -  ATP and NADPH are  used to fix CO2 into carbohydrates. Carbon fixation takes place in the chloroplast stroma.   chemical equation of photosynthesis -  6 CO2 6 H2O → C6H12O6 6 O2 chlorophyll - Chlorophyll is the primary pigment used in photosynthesis. Plants contain two main forms of chlorophyll:  a b. Chlorophyll has a  hydrocarbon tail that anchors it to an  integral protein in the thylakoid membrane of the chloroplast. Chlorophyll is the source of the green color of plants and certain other autotrophs. chloroplast - A chloroplast is the organelle in a plant cell where photosynthesis occurs. G3P -  G3P stands for glucose-3-phosphate. G3P is an isomer of PGA formed during the Calvin cycle glucose (C6H12O6) - Glucose is the sugar that is the product of photosynthesis. Glucose is formed from  2 PGALs. granum - A granum is a stack of thylakoids (plural: grana) light - Light is a form of electromagnetic radiation; the shorter the wavelength the  greater amount of energy. Light supplies the energy for the light reactions of photosynthesis. light harvesting complexes (photosystems complexes) -   A photosystem (PS) complex is a multi-protein unit in the thylakoid membrane that absorbed light to serve as energy for reactions light reactions (light dependent reactions)  - The light dependent reactions are chemical reactions requiring electromagnetic energy (light) that  occur in the thylakoid membrane of the  chloroplast to convert light  energy into chemical forms  ATP and NAPDH. lumen - The lumen is the region within the thylakoid membrane where water is split to obtain oxygen. The oxygen diffuses out of the cell, while the protons remain inside to build positive electrical charge inside the thylakoid.   mesophyll cell - A mesophyll cell is a type of plant  cell located between the upper and lower epidermis that is the  site for photosynthesis NADPH - NADPH is a high-energy electron carrier  used in reduction oxidation -  Oxidation refers to the loss of electrons oxygen (O2) - Oxygen is a gas that is a  product of the light-dependent reactions palisade mesophyll - The palisade meophyill is the area of the mesophyll cell without many air spaces PGAL -  PGAL is an isomer of PGA formed during the Calvin cycle. photosynthesis  - Photosynthesis is the process by which organisms convert light energy into chemical energy (glucose). photosystem - A photosystem (PS) is a cluster of chlorophyll and other molecules in a thylakoid that  harvest the energy of light for  photosynthesis pigment - A pigment is a colored molecule. A pigment  absorbs specific wavelengths of light.  Chlorophyll absorbs blue and red light and reflects green  light, so it appears green. reduction - Reduction refers to the gain of electrons. It often occurs in conjunction with oxidation. rubisco - Rubisco is an enzyme that bonds carbon dioxide with RuBP thylakoid - The thylakoid is a disc-shaped portion of chloroplast, found in stacks called grana.

Green Flash and Nuclear Winter Scenario Assignment

Green Flash and Nuclear Winter Scenario - Assignment Example Instead, there are different colors of light that move in different ways. Our atmosphere is not just empty air, either. So far as light is concerned it acts like a prism and causes light to refract. Since the different colored lights curve at different speeds, this accounts for how we can see this green flash during times when the sun sets or rises. In some cases, the atmospheric conditions around the viewer will cause different illusions to appear as well, like a flashing ray of light or a stretched-out and shaky mirage. The easiest places to see the green flash are those where the horizon is not blocked by buildings or other large objects. The ocean, above a layer of clouds, or on top of a mountain are all good examples. Green flashes do not last very long so it can be difficult to see them. At most, they last for a few seconds. Nuclear winter is a terrifying possible effect of nuclear warfare. Basically what would happen is that the dust and soot from the fires started by many nuclear bombs going off would leak into the far upper atmosphere. Due to being heated by sunlight after reaching the upper atmosphere, these clouds of debris would then rise even further, above normal weather conditions. Since they could no longer be washed away by rain or blown away by the wind, these clouds would stay in the air for many years, causing temperatures to drop around the earth. If there had been a very large nuclear war, the temperature change could be quite drastic, or it could be as small as a few degrees in the case of a smaller conflict. In addition to causing cooler temperatures, a nuclear winter would have an effect on rainfall, lowering it by up to 75% in some areas in the three months immediately following the cloud entering the atmosphere. Nuclear Winter would also have a devastating effect on the worlds ozone layer, decreasing it by as much as 20% overall across the globe. This would increase the amount of UV radiation that got

Present savalescu's argument harmless wrogdoing using the nuclear Essay

Present savalescu's argument harmless wrogdoing using the nuclear acident case - Essay Example The professor equates the case of the nuclear accident to selection of embryos otherwise referred to as procreative beneficence (Mills, 65). He argues that a poor country can invest in nuclear energy in order to provide heat and light. Nuclear energy then changes the citizen’s lifestyle since citizens can now enjoy their lives more by staying awake for longer periods. After sometime, a break down in the nuclear plant emits radiations to the environment and causes harm to the population. Majority of children born after the nuclear accident suffer pregnancy complications and physical abnormalities. Savalescu points out that objecting the nuclear accident is like admitting to harmless wrongdoing. He argues that children born after the nuclear accident would not have been born if the government did not invest in the nuclear plant. He argues that the nuclear accident was wrong but the population not severely harmed unless of death cases. According to Savalescu, if the population ob jected the accident then they have no right to object his concept of procreative beneficence. According to Holland (81), Savalescu justifies killing in order to save lives. ... Savalescu argument in relation to nuclear accident refers to using â€Å"preimplantation genetic diagnosis† (PGD) to select genes not affected by the nuclear accident. Nuclear accident not only results to body abnormalities, but also affects future generations. Nuclear accident affects the genetics composition of adults’ genes, which can affect future generations by inheriting the undesired genes (Mills, 27). In this case, Savalescu calls for use of the PGD to select embryos while destroying the nuclear affected embryos. However, the use of PGD is only possible when used with in-vitro fertilization (IVF) where fertilization of the ova and the sperm cells occurs outside the body before implanted into the female’s body. Savalescu arguments for harmless wrongdoing are logical since it may result to improvement of a child’s life. According to Savalescu, nuclear affected genes may affect the lives of the born children. This is because; the children born will ha ve physical abnormalities hence may not live a good life. According to Oakley (192), applying Savalescu theory of selection of embryos may help to prevent the unborn child from living a miserable life. Parents can prevent their children from the effects of the nuclear emissions by selecting the non-affected genes. This helps to control the effects of the nuclear accident by preventing the inheritance to future generations. Savalescu’s arguments help in evaluating the embryos with the highest chances of survival (Mills, 66). Procreative beneficence is crucial in evaluating the best genes that are likely to survive and live the best life. The parents then neglect the weaker genes that are not likely to survive. This will ensure the elimination of the problem of infant mortality

The prevalence of bullying Essay Example for Free

The prevalence of bullying Essay Bullying among the children is found to typically occur at school or during their way to the school. As children do not have an option of changing the environment by not being in the school, most of them are unable to avoid bullying. A study conducted by US Department of Education and Justice in 1999 indicated that almost 1 million students (4%) who are aged between 12 and 18 years reported fear of being attacked or harmed in the school vicinity. see more:speeches about bullying About 5% reported that they avoided one or more places in the school wile 13% reported that they were targets of language of hate. The National Threat Assessment Center found that more than two thirds of the attackers involved in 37 shootings did the attack for taking revenge for incidents in their lives when they felt persecuted, bullied, threatened, attacked or injured by others. It was found that exposure to bullying at school played a major role in motivating most of the perpetrators to take up violence. (AMA, 2002) Studies conducted by Olweus in Norway and Sweden with 150,000 students who are from grades one to nine indicated that 15% of the students reported of being involved in bully or victim problems several times within a three to five month period. About 9 percentage of the students reported that they had been bullied by their peers several times and about 7 percentage of the students indicated that they bullied others. About 2 percentage of students reported that they were bullied as well as they bullied other students. Studies in Europe and United States have indicated higher level of bullying among the children and the youth. In a study that involved 6,500 students who are between the 4th grade and the 6th grade in South Carolina, about 23 percentage of the students reported of being bullied several times during the three months and 9 percent reported of being victim of very frequent bullying, which was qualified as once a week or more. About one in five reported that they bully other students several times during the period of the study. A study conducted by Nansel with representation of about 15,600 students from 6th to 10th grades provided similar results. Seventeen percent of the students studied indicated that they bullied sometimes during the school term and 19 percent reported bullying others more often. Six percent of the full sample reported both bullying and having been bullied. Many studied have found that the rates of bullying decrease steadily through the elementary grades such as the study conducted by Melton, Nansel shows. A study conducted by Olweus on about 10,000 Norwegian studies indicated that the rates of victimisation were twice as high among the 4th grade students when compared to the 10th grade. Nansel found that about one quarter of the students in the 6th grade reported being bullied during the current school term which was less than one tenth of the 10th graders. (AMA, 2002).

The Salem Witch Trial :: American America History

The Salem Witch Trial The Salem Witchcraft was a series of undesirable events, which was powered by paranoia and fear. Though several witch trials occurred before the Salem Witch Trial, this was the most well known of all. Many innocent people were accused of witchcraft which resulted to 19 men and women that were hanged, 17 innocents that died in unsanitary prisons, and an 80-year old man that was crushed to death by putting stones on top of his stomach until he confesses (movie: The Crucible). In some accounts, it was reported that two dogs were stoned to death for cooperating with the Devil. Why did the Salem Witch trial occur? Were these trials appropriate? Or were they truly a Devil's work? The Salem Witch Trials might have occurred for a variety of reasons such as people's ignorance that led to superstitions. It might have also occurred because people's crave for power, or it might also be because of fear. In the early years of America, people were mostly unaware of certain things. Sickness, for instance, was an important issue for people didn't know how to manage or cure such complex illnesses. The Puritans, during the colonial times, didn't have much information about certain things. They came to believe that certain unexplainable events were done by a powerful source of evil thus brought about superstitions. The infamous Witch Trials done at Salem, Massachusetts, which spread across the continent, was an example of people's injustice acts in response to superstitions. One of the major cause of the Salem Witchcraft trials was superstition, an "irrational belief or practice resulting from ignorance or fear of the unknown" (www.encyclopedia.com). A lack of scientific knowledge led many people to be convinced that, witches were responsible to the death of an animal or a livestock: John Rogger "testified that upon the threatening words " of Martha Carrier " his cattle would be strangely bewitched."(Mather, p55) John Roger believed on superstitions; thus he proposed that Martha was a witch who was killing his cows. It is easy to see how the people of Salem were so vulnerable to the notion of witches taking over their town. Furthermore Tituba, Reverend Parris's slave, practiced ritual dance and "black magic" in her early years in Africa. She influenced most of the girls in town through her stories. The girls believed on superstitions which overall started the Salem Witch Trials and made it possible for the witch trials to occur for a long duration.

A Reflection on Plan Evaluation

Topic: PLAN EVALUATION REFLECTION In this topic plan evaluation, I now understand why we always have visitors from the division, region and even from the central office visiting our school to evaluate and observe how things are being carried out. In my three years of service in the government, there was no school year that there was no evaluation. Seeing them holding some checklists made us tremble while asking us things and observing our classes.Being new in the system I wondered and ask myself, is it proper that after evaluation they will have feed backing so that we will be able to know what areas we need to improve and what are their suggestions for the betterment of our school and children. That is one thing that I had observed that after evaluation, results of the observation were not discussed for improvement sake. As I go over with my topic in plan evaluation I was enlightened why they regularly conduct evaluation and why we were not informed about the results of the evaluati on.It was then that the results were for the policy makers, program directors and direct program staff consumption only. If given a chance in the future to plan for an evaluation, I would suggest that any corrections or any part of the program that need some improvement, during the onset of evaluation, feed baking should took place right after the evaluation so that the implementers of the program (teachers) will be able to know where they need some polishing that will be congruent with the objectives of the program.During the design of the evaluation process it would be better if local persons and all those who are involved in the implementation of the program will be present during the discussion period so that opinions are expressed and be validated, for everybody has its part to the success of the program. All evaluation plans should identify both participants and stakeholders, and should include the relevant items developed in the evaluation process.In the monitoring aspect, I would go with the combination of performance evaluation and evaluation done on a continuing program because this will measure the impact of the program on the society or on the people. This is done to improve continuously the performance of the program period after period and in the same way this will enable planners identify shortcomings and can devise remedial actions while the plan/program is still in progress.Thorough studies should be done on what evaluation design will be best applicable to a program and I would recommend applying it or testing first the evaluation design on small population prior to the piloting. Through this, monitoring and evaluation will be manageable and any unexpected occurrences in the program will be observed right away and be given solution.Revisions of the program can be done as early as this stage. Lastly, ensure that the evaluation will be as fair, accurate, and effective as possible. The use of specific tools can help in the success of the project like annual reports, quarterly or monthly reports from the monitoring system, and anything else should equally agreed between the organization and the evaluation team.