Tay Sachs Research Paper Essay Research Paper free essay sample

Tay Sachs Research Paper Essay, Research Paper Introduction There are many familial diseases in the universe. All familial diseases are inherited from one # 8217 ; s parents. Through Gregor Mendel # 8217 ; s surveies of genetic sciences, it is possible for people to find whether or non an person will inherit a familial disease. All familial upsets are recessionary traits ( Campbell ) . We will write a custom essay sample on Tay Sachs Research Paper Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page We have learned that if a parent has a familial disease and the other parent does non hold a familial disease, all of their kids will be bearers, or have the trait, of the disease. If both parents are bearers of a familial disease, one out of the four kids will acquire the disease. Some of the most common familial upsets today are sickle cell anaemia, muscular dystrophy, cystic fibrosis, haemophilia, and Tay-Sachs disease. Most of the diseases normally is prevailing in a race of people or in gender ( Campbell ) . Today through modern engineering, we are able to observe whether a kid will hold a familial disease through the methods of amniocentesis and chorionic Villa sample ( Campbell ) . One of the familial upsets that doesn # 8217 ; t have a batch of attending is Tay-Sachs disease. Tay-Sachs can be really deadly. Discussion What is Tay-Sachs Disease? Tay-Sachs Disease is a birth defect caused by a dysfunctional enzyme that fails to breakdown group of encephalon lipoids, or fat ( Campbell ) . The cause of the dysfunctional enzyme is caused by a lack of an enzyme called Hexosominidase A, or Hex A which is suppose to interrupt down fatty substances in the nervus cells of the encephalon. When the lipoids, or fats, builds up in the encephalons nerve cells, it leads to a slow devolution of the cells of the nervous system, therefore conveying decay of the cerebellum. This impairment can be view on Magnetic Resonance Imaging ( MRI ) ( webknx.com ) . The fatty substance that Hex A does non interrupt down is called ganglioside GM2. Ganglioside GM2 accumulates on the encephalon cells and can non be broken down. Gangliosides are made and bio-degraded rapidly in the early development of the encephalon ( www.ninds.nih ) . When Hex A activity is deficient, accretion of ganglioside GM2 in the nerve cells affects the operation of the nervous syst em. How is Tay-Sachs Transmitted? Tay-Sachs disease, unlike other diseases, is transmitted by a individual # 8217 ; s familial brand up. Tay- Sachs can merely be transmitted if a individual has both recessionary allelomorphs for the trait ( Campbell ) . In order for a kid to acquire Tay-Sachs his or her parents must be bearers of the Tay-Sachs cistron. Tay-Sachs bearers are non afflicted with Tay-Sachs. They can populate normal and heathy lives ( www.noah ) . If at least one parent is a bearer of the disease, two out of four off the progeny will be a bearer of the disease. If both parents are bearers of the disease, one out of four kids will non be a bearer, two out of four of the kids will be a bearers of the disease, and on out of four of the kids will really hold the Tay-Sachs disease ( www.webknx ) . Figure 1 ( www.mrcr2 ) is a tabular array that shows how two carries for Tay-Sachs disease can go through either Tay-Sachs trait or Tay-Sachs Disease to their kids. Figure 1 Who Gets Tay-Sachs Disease? Tay-Sachs Disease is common among people of Eastern Europeans ( Ashkenazi ) Jewish decent, Cajun, and French-Canadian decent ( www.noah ) . Although some people of French-Canadian and Cajun ancestry acquire Tay-Sachs, the disease is preponderantly found among Ashkenazi Jews. In the United States, about one out of 60 thousand people who have the Tay-Sachs disease are in the Judaic population while one out of 14 thousand are afflicted with Tay-Sachs in Israel About one out of 30 Jews in America bearers the Tay-Sachs disease trait ( www.webknx ) . Are at that place Different Forms of the Tay-Sachs disease? There are different signifiers of Tay-Sachs. There is the common childish Tay-Sachs, normally called juvenile Tay-Sachs. In childish Tay-Sachs the enzyme Hex A is non present to interrupt down lipoids in the encephalon cells. The other signifier of Tay-Sachs is the grownup oncoming of Tay-Sachs. Adult onset of Tay-Sachs differs from childish Tay-Sachs because there are low degrees of Hex A enzyme in the encephalon cells. But like childish Tay-Sachs, grownup oncoming of Tay-Sachs still do impairment of the encephalon cells. In childish Tay-Sachs, the kid affected normally dies around the 5th twelvemonth of their lives. Peoples with big onset Tay-Sachs normally die around their 15th birthday ( www.noah ) . What Are the Symptoms of Tay-Sachs Disease? Symptoms of Tay-Sachs Disease can be painful and hard to cover with. Most of the symptoms of Tay-Sachs are physical symptoms. These symptoms can dwell of manus shudders, awkwardness, address hindrances, get downing troubles, jobs with pace and balance, and musculus failing. Other jobs with Tay-Sachs included temper changes, unnatural behaviour, Muscular Dystrophy, Multiple Sclerosis, and Amyotrophic Lateral Sclerosis. Not all symptoms of Tay-Sachs are physical ( www.webknx ) . Most patient with Tay-Sachs develop mental unwellness and suffer from psychological jobs. Psychological symptoms of Tay-Sachs are memory damage, trouble in comprehension accomplishments, and hapless public presentation in school. Loss of memory is really common among Tay-Sachs patients ( www.webknx1 ) . Babies who inherit the Tay-Sachs Disease normally have a shut down of their nervous system. First marks of a infant holding Tay-Sachs diseases are bit by bit loss of smiling, creeping, turning over, loss of abil ity to hold on objects, sightlessness, palsy, and unknowingness of milieus ( www.noah ) . How Can a Person Find Out if They Are a Carrier of Tay-Sachs Disease? A individual can happen out whether or non they a rhenium bearer of the Tay-Sachs Disease by seeing a geneticist. The geneticist would take sample of a person’s Deoxyribonucleic acid and analyse it for the enzymes hexosaminidase A and hexosaminidase B. The geneticist would so look for mutants in the two enzymes. If a mutant is found, the individual is perchance a bearer for Tay-Sachs Disease ( Triggs- Raine ) . How Can One Find Out if Their Child would Have or Be a Carrier of The Tay-Sachs Disease? If an expectant female parent wants to cognize if her kid will hold Tay-Sachs or be a bearer of the disease, she would travel see her obstetrician for familial showing. The obstetrician will either execute an amniocentesis or chorionic villus sampling, or CVS ( Campbell and www.noah ) . In amniocentesis, which is normally done between the fifteenth and 18th hebdomad of gestation, a acerate leaf is inserted into the female parent # 8217 ; s venters to take sample of the amniotic sac fluid that surrounds the foetus. The fluid contains foetal cells that can be examined for the presence of the enzyme hex A. In CVS, which is normally done during the ten percent to twelfth hebdomad of gestation, the physician would take samples of cells either through a thin tubing inserted through the vagina and neck to the placenta or by infixing a long acerate leaf through the female parent # 8217 ; s tummy. Like the amnionic fluid, the placenta cells contain hex A ( www.noah ) . Amniocentesis is done by centrifugating the amnionic fluid, salvaging the pellet for a civilization to be karyotyped. This method is clip devouring whereas with CVS the consequences of the karyotyping can be revealed within twenty four hours ( Campbell ) . Are there Any Recent Scientific Studies on Tay-Sachs Disease? Although Tay-Sachs Disease is non reference every bit much as other familial upsets, such as reaping hook cell anaemia, there is recent research being done on Tay-Sachs. There was a trial done to test bearer of the Tay-Sachs disease. The trial consisted of a comparing of DNA-based and enzyme-based trials. In the trials, scientist looked for the substance ganglioside GM2 in each of it # 8217 ; s topics. They so compared the enzyme-based trial with the Deoxyribonucleic acid based trial. After comparing the analysis of both trials, the scientists concluded that there were three mutants of Tay-Sachs Disease. Two of the mutants cause childish Tay-Sachs and the 3rd was big oncoming of Tay-Sachs. The mutant of Tay-Sachs were found on the DNA polymerase ironss ( Triggs- Raine ) . The DNA- and enzyme-based trials were performed on about 62 Ashkenazi Jews who carried the cistron for Tay-Sachs. The study didn # 8217 ; t province whether the people being tested really had Tay-Sachs or if they merely carried the cistron for Tay-Sachs. Ninety per centum of the people tested had all three of the mutant strands of Tay-Sachs Disease. The DNA-based trial proved to demo whether a individual carried the three of the mutants Tay-Sachs Disease better than the enzyme-based trial ( Triggs-Raine ) . Decision Tay-Sachs Disease is a familial upset that can non be corrected, at least non in this present clip. Although there are now ways for a individual to hold familial showing to see if they have Tay- Sachs or if they are a bearer of Tay-Sachs, they still have to populate with the possibility that they might go through on the familial upset to their kids. It possibly a one out of four opportunity that a twosome who both have the Tay-Sachs bearer cistron might hold a kid with Tay-Sachs, but that is a hazardous opportunity to do. Possibly with future engineering, scientist would be able to happen a manner to change by reversal the mutants of the Tay-Sachs Disease cistron. Plants Cited Page Primary Source 1. ) Triggs-Raine, B.L. # 8220 ; Screening For Carriers of Tay-Sachs Disease Among Ashkenazi Jews: A Comparison of DNA-based and Enzyme-based Tests. # 8221 ; The New England Journal of Medicine. 5 July 1990 v323 n1 pp6-12. ( Found through Internet hunt Tay-Sachs disease. In depth information on Tay-Sachs proving. ) Diaries 2. ) Bradley, David. # 8220 ; Weighing Up Tay-Sachs Disease. # 8221 ; Analytical Chemistry. 1 July 1998 v70 n13 p443A. ( Found through Cleveland Public Library Infotrack. ) 3. ) Eng, Christine MD. # 8220 ; Prenatal Genetic Carrier Testing Using Triple Disease Screening. # 8221 ; JAMA. 15 October 1997 v278 n15 pp 1268-1272. ( Found in Cleveland Public Library Infotrack. This article merely gave background but non in deepness inside informations on familial proving for Tay-Sachs Disease and Cystic Fibrosis. ) 4. ) Motulsky, Arno G. # 8220 ; Screening For Genetic Diseases ( Editorial ) . # 8221 ; The New England Journal of Medicine. 1 May 1997 v336 n18 pp 1314-1317. ( Found through Cleveland Public Library Infotrack. Gave general information on cistron mutants. ) Internet Beginnings 5. ) www.webknx.com/LOTSF/p1.htm ( Found through Yahoo.com ) 6. ) www.noah, cuny.edu/pregnancy/march_of_dimes/birth_defects/taysachs.htm ( Found through Yahoo.com ) 7. ) www.ninds.nih.gov/healinfo/disorders/taysachs/taysachs.htm ( Found through Yahoo.com ) 8. ) www.webknx.com/LOFTSF/ts.htm ( Found through Yahoo.com ) Other Beginnings 9. ) Campbell, Neil A. Biology. The Benjamin/Cummings Publishing Company Inc. California, 1996. ( Gave general information on Tay-Sachs, amniocentesis, and CVS. ) 10. ) Acker, Bonnie and Lois Alix. The New Bodies, Ourselves. Touchstone Printing Company. New York, 1992. ( Gave general information on amniocentesis and CVS. Did non utilize in study because I felt that the information was excessively obscure and non in deepness. ) 11. ) The Student Reference Library ( Computer Software. Information I found on the Cadmium Rom was an overview of Tay-Sachs disease. It merely gave a definition of what Tach-Sachs disease was and didn # 8217 ; t plunge a full in depth account of what the disease does to the encephalon. )

Taking Creative Control by Self-Publishing My Books

Taking Creative Control by Self-Publishing My Books How Self-Publishing Gave me the Creative Control I Needed Christina Hamlett is an award-winning author whose credits to date include 34 books, 161 plays, five optioned feature films, and hundreds of articles and interviews. She is also a script consultant for the movie industry and a professional ghostwriter. Read on to find out about her experience with traditional publishing and her decision to take creative control of her book into her own hands.Twenty-six years later, I still remember the unabashed giddiness I felt when my agent told me that my first novel, The Enchanter, was going to be published in hardcover. When the editor sent me a long questionnaire to fill out regarding the type of artwork I envisioned for the cover, I couldn’t have been more excited. I had definite ideas about the kind of â€Å"look† I wanted to fit the romantic time-travel storyline of a handsome young Merlin coming to modern-day Washington DC in order to recover the stolen Excalibur.Traditional publishing and a lack of creative controlYou can, th us, imagine how deflated I felt when the cover art arrived, and I had no say-so in requesting changes. Not only had the artists decided to leave off the two main characters but the sword they featured was clearly for one-handed French duelling and not Arthurian legend-making. Dratimus maximus.When, a few years later, I was contracted for four romantic suspense novels with HarperCollins, my assumption was that I’d actually get covers that reflected my input as the author. Not so. In fact, the third book – Hunter’s Heart – had to be hastily withdrawn and fixed in order to erase the heroine’s accidental mustache, a mistake that at least four people at HC failed to notice during production. If there’s architecture that’s significant to the setting, don’t force your designer to interpret what â€Å"a big house with a lot of trees† looks like. Is it Georgian Colonial? Craftsman? Cape Cod? French Provincial? Are the trees Oak? Palm? Evergreen? Willow? Your designer is not psychic.Respect your designer’s time. Having done book covers for my own clients, nothing is more infuriating than someone who keeps changing his/her mind.Remember to provide a design credit. While most authors do this on the back cover or acknowledgments page, my choice was to give Isabelle her own photo and bio at the end of the book. That placement was indeed well deserved!Just Say You’re Mine is available in paperback on Amazon US, Amazon UK, and Amazon Canada. Find out more on Christina's website!Have you gone through the process of both traditional publishing and self-publishing a book? Is full creative control something that matters to you? Leave your thoug hts, experiences, or any questions for Christina in the comments below.

Christa McAuliffe - Space Shuttle Challenger Teacher

Christa McAuliffe - Space Shuttle Challenger Teacher Sharon Christa Corrigan  McAuliffe was Americas first teacher in space candidate, chosen to fly aboard the shuttle and teach lessons to children on Earth. Unfortunately, her flight ended in tragedy when the Challenger orbiter was destroyed 73 seconds after liftoff. She left behind a legacy of education facilities called the Challenger Centers, with one located in her home state of New Hampshire. McAuliffe was born September 2, 1948 to Edward and Grace Corrigan, and grew up being very  excited about the space program. Years later, on her Teacher In Space Program application, she wrote, I watched the Space Age being born and I would like to participate. Christa McAulffe in the Shuttle Mission Simulator training for her flight aboard Challenger. NASA Johnson Space Center (NASA-JSC) Early Life Sharon Christa Corrigan was born on September 2, 1948 in Boston, Massachusetts, to Edward C. Corrigan and Grace Mary Corrigan. She was the oldest of five children and went by the name Christa her whole life. The Corrigans lived in Massachusetts, moving from Boston to Framingham when Christa was a small child. She attended Marian High school, graduating in 1966. While attending Marian High School in Framingham, MA, Christa met and fell in love with Steve McAuliffe. After graduation, she attended Framingham State College, majored in history, and received her degree in 1970. That same year, she and Steve were married. They moved to the Washington, D.C. area, where Steve attended Georgetown Law School. Christa took a teaching job, specializing in American history and social studies until the birth of their son, Scott. She  attended Bowie State University, earning a masters degree in school administration in 1978. They next moved to Concord, NH, when Steve accepted a job as an assistant to the state attorney general. Christa had a daughter, Caroline and stayed home to raise her and Scott while looking for work. Eventually, she took a job with Bow Memorial School, then later with Concord High School.   Becoming the Teacher in Space In 1984, when she learned about NASAs efforts to locate an educator to fly on the space shuttle, everyone who knew Christa told her to go for it. She mailed her completed application at the last minute and doubted her chances of success. Even after becoming a finalist, she did not expect to be chosen. Some of the other teachers were doctors, authors, scholars. She felt she was just an ordinary person. When her name was chosen, out of 11,500 applicants in the summer of 1984, she was shocked but ecstatic. She was going to make history as the first school teacher in space. Christa headed to the Johnson Space Center in Houston to begin her training in September 1985. She feared the other astronauts would consider her an intruder, just â€Å"along for the ride,† and vowed to work hard to prove herself. Instead, she discovered that the other crew members treated her as part of the team. She trained with them in preparation for a 1986 mission. Christa McAuliffe undergoing weightless training in NASAs Vomit Comet trainer. NASA   She said, â€Å"A lot of people thought it was over when we reached the Moon (on Apollo 11). They put space on the back burner. But people have a connection with teachers. Now that a teacher has been selected, they are starting to watch the launches again.† Lesson Plans for a Special Mission Besides teaching a set of special science lessons from the shuttle, Christa was planning to keep a journal of her adventure. â€Å"Thats our new frontier out there, and its everybodys business to know about space, she noted.   Space Shuttle Challenger Disaster STS-51L Pictures - 51-L Challenger Crew in White Room. NASA Headquarters - GReatest Images of NASA (NASA-HQ-GRIN) Christa was scheduled to fly aboard the space shuttle  Challenger for mission STS-51L. After several delays, it finally launched January 28, 1986 at 11:38:00 a.m. eastern standard time. Seventy-three seconds into the flight, the Challenger exploded, killing all seven astronauts aboard as their families watched from the Kennedy Space Center. It was not the first NASA space flight tragedy, but it was the first watched around the world. Sharon Christa McAuliffe was killed along with the entire crew; mission commander Francis R. Scobee; pilot Michael J. Smith; mission specialists Ronald E. McNair, Ellison S. Onizuka, and Judith A. Resnik; and payload specialists Gregory B. Jarvis. Christa McAuliffe was also listed as a payload specialist. The cause of the Challenger explosion was later determined to be the failure of an o-ring due to extreme cold temperatures. However, the real problems may have had more to do with politics than engineering. Honors and Remembrance While it has been many years since the incident, people have not forgotten McAuliffe and her teammates. Part of Christa McAuliffe’s mission aboard the Challenger was to have taught two lessons from space. One would have introduced the crew, explained their functions, describing much of the equipment aboard, and telling how life is lived aboard a space shuttle. The second lesson would have concentrated more on spaceflight itself, how it works, why it’s done, etc. She never got to teach those lessons. Astronauts Joe Acaba and Ricky Arnold, who are part of the astronaut corps for the International Space Station, announced plans to use the lessons onboard the station during their mission. The plans covered experiments in liquids, effervescence, chromatography and Newtons laws. Challenger Centers After the tragedy, the families of the Challenger crew banded together to help form the Challenger Organization, which provides resources for students, teachers, and parents for educational purposes. Included in these resources are 42 Learning Centers in 26 states, Canada, and the UK which offer a two-room simulator, consisting of a space station, complete with communications, medical, life, and computer science equipment, and a mission control room patterned after NASAs Johnson Space Center and a space lab ready for exploration. Also, there have been many schools and other facilities around the country named after these heroes, including the Christa McAuliffe Planetarium in Concord, NH. Scholarships have been funded in her memory, and she is remembered each year on NASAs Day of Remembrance commemorating all astronauts lost in the line of duty. The Christa McAuliffe planetarium/Shepard Discovery Center in Concord, New Hampshire. Christa McAuliffe is buried in a Concord cemetery, on a hillside not far from the planetarium built in her honor. Fast Facts: Christa McAuliffe Born: September 2, 1948; died January 28, 1986.Parents: Edward C. and Grace Mary CorriganMarried: Steven J. McAuliffe in 1970.Children: Scott and CarolineChrista McAuliffe was to be the first teacher in space. She was selected in 1984 for a 1986 mission.McAuliffe had planned to teach several lessons from space to children around the world.The Challenger mission was cut short by castastrophe 73 seconds after launch when the main tank exploded due to outgassing from the solid rocket boosters. It destroyed the shuttle and killed all seven astronauts. Sources: â€Å"Christa McAuliffe Biography / Biography of Christa McAuliffe.†Ã‚  Los Alamitos Unified School District / Overview, www.losal.org/domain/521.â€Å"Christas Lost Lessons.†Ã‚  Challenger Center, www.challenger.org/challenger_lessons/christas-lost-lessons/.Garcia, Mark. â€Å"Christa McAuliffes Legacy Experiments.†Ã‚  NASA, NASA, 23 Jan. 2018, www.nasa.gov/feature/nasa-challenger-center-collaborate-to-perform-christa-mcauliffe-s-legacy-experiments. Edited and updated by Carolyn Collins Petersen.

Genetic Disorder Essay Example | Topics and Well Written Essays - 500 words

Genetic Disorder - Essay Example It is possible for parents to pass this problem to their children. According to the World Federation of Hemophilia statistics, there are more than 500,000 people with hemophilia worldwide (Freedman, p45-46). Blood clotting is a result of chemical activities in the body. When one is wounded, the blood vessels are affected. Platelets clump together to begin plugging the hole. This process is called platelets adhesion. The first platelets to reach the injured area block the chemicals that draw proteins called clotting factors. As soon as the clotting factors get into the scene, they assist in the formation of fibrin, a chain of proteins. The threads of fibrin form a web of tough fibers around the platelets, holding them tightly in place. When one has hemophilia, one of the clotting factors is lacking or is not working properly. The blood clot forms are normally soft and can easily fall apart (Freedman, p48). There are two types of Hemophilia namely; hemophilia A and hemophilia B, which is the most common and both types result from a faulty gene that impedes the production of the clotting factors that permit the blood’s normal ability to clot resulting in unusual, acute bleeding tendency. Both forms of hemophilia may either be mild whereby bleeding only happens under severe stress for instance major injury, moderate where spontaneous bleeding is rare but bleeding occurs after trauma or surgery or severe whereby spontaneous bleeding is common. In spontaneous bleeding, a person bleeds in any body part especially in the spine finger-joints, feet and wrists, even with no recognizable trauma (Cutler, para2). Hemophilia is more common in males than females. The scientific explanation is that the gene for hemophilia is found in X chromosome. X chromosome determines the sex of a baby. Females have two X chromosomes while males have one Y chromosome and

Global Financial Crisis Research Paper Example | Topics and Well Written Essays - 4250 words

Global Financial Crisis - Research Paper Example (Avgouleas, 2008). In addition other major investment banks such as Merrill Lynch, Citigroup, UBS, and JPMorgan have all announced negative earnings in their last financial reports as well as plans to lay off a significant number of workers. This paper carries out a comparative review of how the credit crunch affected Northern Rock in the UK and other major United Kingdom based bank. These other banks include, the Royal Bank of Scotland, Halifax Bank of Scotland and Bradford and Bingley. The first part of the paper provides an overview of the current financial crisis stressing on what caused the crisis. The second part looks at the different business models of these institutions, their risk management strategies, control procedures put in place following the crisis. Section 3 looks at the regulatory environment of both banks; the liquidity position, debt to equity ratio and the financial positions of the company. The last section provides conclusion and recommendation. Sub-prime loans are loans offered to borrowers with no prior track record of good credit history. (Shaffer and Hoover, 2007). Due to the risk inherent in the loans, they are often issued at very high interest rates so as to compensate for the extra risk that they carry. (Shaffer and Hoover, 2007). A sub-prime crises or credit crunch is said to exist when a significant number of sub-prime loans have been issued to unscrupulous borrowers. (Shaffer and Hoover, 2007). These crises pose difficulties to both financial institutions and the borrowers. The outbreak of the recent sub-prime crises came after warning signals of write-downs in the value of mortgages late last year. (Schumer and Maloney, 2008). House prices in the U.S witnessed an unusual growth between 1997 and 2005. For example, prices increased by approximately 85% during this period. The period 2001 and 2005 witnessed the highest rates of appreciation. (Schumer and Maloney, 2007). Sub-prime delinquencies and foreclosures were therefore mitigated by house price appreciations during these years. This is so because borrowers facing difficulties to make regular mortgage payments could depend on the appreciation of the value of their property to solve their financial problems by refinancing the mortgage and withdrawing cash from the increased equity in the house thereby sustaining the new mortgage for a while. However, house prices began to decline in 2006, and as at October 2007, prices were down by approximately

The question of love in Romeo and Juliet Essay Example for Free

The question of love in Romeo and Juliet Essay The theme of love is evidently explored with Shakespeares play of Romeo and Juliet, using his abilities, the author manages to introduce many obstacles or other influencing elements that has a great impact on the development of love between the two young lovers. There are two basic levels in the play, the behaviour of society within Verona and the private, love orientated interaction between Romeo and Juliet. The social culture of Verona has stood as an uncontrollable influence upon the relationship of Romeo and Juliet, especially concerning the feud between the two families of the Capulets and the Montagues. The existence of this feud is not the immediate reason for the destruction of the lovers, yet it is one of many characteristics within the plot that together is considered an influence that hindered the relationship. Increasing the scale of this elements impact on the relationship, is the fact that it doesnt simply involve the two immediate families as even the servants take part in the feud, clearly proven within the first scene. The conflict appears to be one that is inflicted upon the whole public of Verona as represented by an unnecessary quarrel between the servants of the households within the first scene. This scenes constant references and implications of physical action and the actual deed being undertaken show the unprompted and impetuous behaviour of the people. GREGORY: The quarrel is between our masters and us their men SAMPSON: Tis all one (Act I, Scene I) Their world of hate and inexplicable grudges introduces the high level of intolerance and ignorance of the destructive society of Verona to the audience at the beginning of the play, aiding hindrance to the relationship between the star-crossd lovers. However, once the play has initiated, the speed of the action accelerates further and further, thus the people behaving more unreasonable and with further impulsiveness. It is this factor that increases the impact of the occurrence in the plot, therefore emphasizing their impacts on Romeo and Juliet. Shakespeare has also involved a love triangle, between Romeo and Juliet. As he involves a wealthy prince named Paris, whom is arranged, by her parents, to marry Juliet despite her devoted feelings to Romeo. However, Paris appears as a wooer to Juliet and not an emotional and individual lover, and Shakespeare clearly shows this within the initial two lines of Paris, that he is not a lover as true as Romeo of honourable reckoning are you both. Despite these obvious obstacles that Shakespeare has emphasized before introducing the lovers to the audience, love is still found between the two. Within act one, scene five, the language and form of the dialogue shared between the two supposed enemies changes, and becomes poetic and flattering, showing that their private interactions are totally different from the public life. Romeo and Juliets first conversation is composed of a sonnet. Shakespeare has successfully managed to use this poetic approach to explore matters beyond a dramatic performance and involve the audience emotionally, enabling them to imagine themselves as the recipients of the poem. The language used additionally creates an intimate perspective of love between them. When Romeo first sees Juliet, his plans are of a physical nature, Ill watch her place of stand/ And, touching hers, make blessed my rude hand (Act I, Scene IV). The acting of touching Juliets hand is a linguistic representation of touch, a tactile sign. Further emphasized within the pilgrim sonnet, using a semantic use of words, attention is brought to reference of touch once again Thus from my lips, by yours, my sin is prugd. The use of a formal convention of a sonnet and the emphasis of contact and physical intimacy create a new atmosphere. The next time the lovers meet is on Juliets balcony, where Romeo has trespassed on Capulet ground potentially causing a lot of danger, of which is Juliet is highly aware of If they do see thee, they will murder thee (Act II, Scene II). Romeo attempts to console Juliets fears through declaration of their being stronger than the physical power of Capulets kinsmen there lies more peril in thine eye than twenty of there swords. Romeo tries to prove his love to Juliet by using a vow, again a conventional form of speech, yet Juliet immediately interrupt him and explains that no any convention but his gracious self can guarantee his true love. Romeos use of conventional language to Juliet arouses skepticism in the audience is this really true love, or just a sign of immaturity? JULIET: O swear not by the moon, thinconstant moon, That monthly changes in her orb, Lest that thy love prove likewise variable (Act II, Scene II) Romeo and Juliets characters are quite contradictive. Romeo, a more experienced lover, so overwhelmed with supposed love yet shows passivity and immaturity; though Juliet, completely inexperienced with love, behaves more skillfully and cautiously constantly aware of the danger that accompanies their love. This simple contradiction may possibly have stood as a hindrance to the development of love. Additionally within this scene, one must realize that Romeo displays his ignorance of the situation and fails to consider such as part of reality with loves light wings did I oerperach these walls. Romeos inability to distinguish reality from that of a surrealist perspective corresponds to the contrast between night and day. The time of day influences the relationship greatly, as I believe both Romeo and Juliet recognize. During the day while light is still shone upon the grounds, the feelings are running high, but night is possibly considered the time of calmness and ease, where love may take place. After the fateful quarrel occurring in act three, scene one, Juliet longs for the night, possibly relating such a time of day to satisfaction of feelings, especially in terms of Romeo Come night come Romeo come thou day in night (Act III, Scene II). I believe this is further emphasized after realizing that the lovers last meeting was the wedding-night before Romeo was exiled; their parting shows that to them, day is a foe to their love acting as a significant hindrance to the development of their love. JULIET: O now be gone, more light and light it grows ROMEO: More light and light: more dark and dark our woes (Act III, Scene V) Another addition to nights seemingly appearance to uphold peace and love, acting as obstacle of relationships development, is Romeos brief display of skepticism. As previously stated Romeos inability to distinguish reality from that of a surrealist perspective corresponds to the contrast between night and day as explained in the previous paragraph, as he feels that his love to Juliet is isolated away from ordinary life I am afeard, being in night, all this is but a dream. The use of language through the poetical conventions and the action of the first half of the play, clearly show that the plot rides upon two contrary levels. The concept of love is again questioned, if there is a love concept within this play surely it represents a rival idea to the ordinary aristocratic life of Verona, thus making the concept of love plainly a rival to the real world. Yet confusion is introduced when thinking that the intimate interaction and representation of love between Romeo and Juliet, seemingly being the rival of the real world, actually occurs within this real world. The two supposed rivals of love and society regularly alternate and this happens without a change of place. Thus the two rivals of love and society remain incompatible with exception of being unified in the individuals Romeo and Juliet and in time and place of setting but is their really a unification within Romeo and Juliet? I dont believe these two rivalling themes of love and society can neither coexist or be unified as they are incompatible, nonetheless can not be separated as they take place in one physical world. Therefore, if both levels are absolutely incompatible, a solution must be inevitable hence the tragic death of the star crossd lovers. Yet their deaths may have been this seemingly inevitable solution, as Romeo realizes after hearing of Juliets apparent death that the real world does not provide any room for the realization of their love. Therefore death is regarded the only place of reconciliation and it was in all ways. I dont think Shakespeare wished to provide a didactic message to the audience, yet wished to show how the conflict between love and society lead to Romeo and Juliets death. I believe the point of the play was not how love arose out of hatred and then triumph over it in death, but that it does. The plot shows that society and death are powers or forces that influenced the lives of Romeo and Juliet. Love was the basis upon the significant decisions made within the play; therefore power of love additionally belongs to these forces. In terms of the two rivalling themes, society regarded their love as a failure; yet the lovers defiance of society proved to be a great success in terms of the power of love.

The Big Sleep - Characterization of Vivian and Carmen :: sleep

The Big Sleep - Characterization of Vivian and Carmen in the Movie and the Book The characterization of Vivian and Carmen changes drastically depending on whether you are reading the book or watching the movie. The production code forces the women in the movie to become more socially acceptable-Carmen was not crazy and Vivian was not blatantly seductive. Changes that the production code forces on the characterization of the women causes the movie to be somewhat lack luster. The book was full of painstaking description of the women that the movie completely left out. The production code of the day did not allow the characters do be described as crazy or sexual. The production code expressly forbade it. Even scripts had to be read before the movie could be filmed. Once the movie was done, censors viewed it before they allowed it to be released for the general public. Furthermore, you can forget about seeing anything close to a naked woman or a sexual scene on the screen. The strength of the book is the exact way that Chandler sets up each of scenes. In the book, one of the scenes had Carmen lying naked on Marlowe's bed when he came home. Marlowe had to threaten to throw Carmen out-naked- before she agreed to leave. It really reinforced the characterization that Chandler had used for Carmen. Carmen is very crazy and very sexual. The same scene, in the movie, is shot with Carmen waiting in Marlowe's house fully clothed. He does not have to force her to leave and she does not act nearly as crazy. The production code causes the movie to lack punch because it takes away the precise characterization that Chandler used to describe the women and the situations. The scene is so watered down that it loses the impact that it needs to make the proper impression on those who are watching it. If you only watched the movie, Carmen's visual representation would not be bothersome. After reading the book, however, the visual representation is one more thing that causes the movie to lose its impact. In the book, she is described as "baby-like" and as a spoiled brat. In the movie, she is atleast dressed up as a beautiful woman who may be a little spoiled but who is able to, for the most part, take care of herself. The Big Sleep - Characterization of Vivian and Carmen :: sleep The Big Sleep - Characterization of Vivian and Carmen in the Movie and the Book The characterization of Vivian and Carmen changes drastically depending on whether you are reading the book or watching the movie. The production code forces the women in the movie to become more socially acceptable-Carmen was not crazy and Vivian was not blatantly seductive. Changes that the production code forces on the characterization of the women causes the movie to be somewhat lack luster. The book was full of painstaking description of the women that the movie completely left out. The production code of the day did not allow the characters do be described as crazy or sexual. The production code expressly forbade it. Even scripts had to be read before the movie could be filmed. Once the movie was done, censors viewed it before they allowed it to be released for the general public. Furthermore, you can forget about seeing anything close to a naked woman or a sexual scene on the screen. The strength of the book is the exact way that Chandler sets up each of scenes. In the book, one of the scenes had Carmen lying naked on Marlowe's bed when he came home. Marlowe had to threaten to throw Carmen out-naked- before she agreed to leave. It really reinforced the characterization that Chandler had used for Carmen. Carmen is very crazy and very sexual. The same scene, in the movie, is shot with Carmen waiting in Marlowe's house fully clothed. He does not have to force her to leave and she does not act nearly as crazy. The production code causes the movie to lack punch because it takes away the precise characterization that Chandler used to describe the women and the situations. The scene is so watered down that it loses the impact that it needs to make the proper impression on those who are watching it. If you only watched the movie, Carmen's visual representation would not be bothersome. After reading the book, however, the visual representation is one more thing that causes the movie to lose its impact. In the book, she is described as "baby-like" and as a spoiled brat. In the movie, she is atleast dressed up as a beautiful woman who may be a little spoiled but who is able to, for the most part, take care of herself.

Foreign Language Learning and Inclusion Essay

In her article, Foreign Language Learning and Inclusion: Who? Why? What? And How? , Hilary McColl presents some interesting arguments about both the usefulness and the practicality of enacting a full foreign language program for students with disabilities. The article is interesting in many respects, but mainly because of the fact that it addresses so many pertinent issues. It takes the time to not only study the basics on foreign language learning in these young people, but it also digs deeply into the reasons why such learning should take place in all schools. The article’s main purpose is to provide a thought provoking laundry list of reasons why foreign language learning is so important to the development of a well-educated society, despite some of the concerns that might convince people otherwise. As the title of the article suggest, McColl takes the time to answer some of the important basic questions about foreign language learning and the inclusion of certain students. The question of who is important in this essay because it is a basic tenet of inclusion. She is very clear that the group of children she is worried about are those who have been deemed â€Å"special† by the system. They are the kids with learning disabilities. They are important to this debate because there is rampant speculation that these children do not have the capacity to learn a foreign language and even if they did, it would not be nearly as important to them as learning some of the other skills out that they might be presented with. She argues against the notion that these students would be better off without having to learn a foreign language and presents compelling evidence to the contrary. She wastes no time in identifying these students as the ones that she is primarily concerned with for the purposes of this study, though. The article also deals with the issue of why. It is not enough to simply say that a certain group of students must be included in the foreign language teaching. She goes the next step to showing why they must be included in this learning. The purpose of her study was to show that having these children learn a foreign language was not only beneficial to them in their development, but it was also beneficial to society as a whole. As a general rule, the more that students learn about another country and its languages or cultures, the more likely they will be to make good multi-cultural decisions. Since a society full of people who understand and respect other cultures is absolutely essential to economic and global prosperity, it is in the country’s best interests to include all of its students in any sort of foreign language program. She is adamant about this fact as it is the one basic tenet of her entire argument. It is also very important to note that she provides a detailed case analysis showing the fact that these students actually have the capacity to learn these types of things. This is incredibly important to the overall body of her work. While her ideas and thoughts are important enough on their own, they can be taken even more seriously when one considers them alongside some solid evidence. This is why her article has gained such recognition, because she has done the research to back up her claims that children with disabilities still have the capacity to gain and grow from the experience of learning a foreign language. With the important question of why out of the way, the study itself takes a distinct turn to being much more pragmatic. The first part of this article deals with the ideals behind why all students should be included in this type of learning program. The second part is much more about implementation and what must be done. Her discussion of curriculum development is particular intriguing, as she breaks down not only some of the solutions for this learning gap, but she also details what a few of the potential roadblocks could be. Since McColl has extensive experience working with these children and she knows well what their strengths and weaknesses are, she can provide a detailed analysis of what needs to be done in order to make this happen. This is yet another example where her research has helped to make her arguments more compelling. The how in her article is simply an extension of the implementation plan. She is detailed in how she provides a step-by-step look at home such a program could be constructed. From the staff construction to the perfect implementation of a targeted curriculum, her entire article is based upon a problem and a very definite solution. She brings up some interesting strategies and ideas that ultimately must be considered because of their validity and the level of research done in her work. All in all, the article itself is an in-depth analysis of what the author feels is a growing social problem with the education system in the United States. Not only are students not getting the growth that they need when they are excluded from foreign language programs, but the nation as a whole suffers as a result. It is well worded, but above that, it is a well supported argument that has excellent ideology to go along with some excellent research.

Linear Regression: House Pricing

Housing Prices in Blowing Rock, NC: A Hedonic Analysis Thomas Carter Economics 4000 1. Introduction A difficult characteristic to understand about the housing market is how a price is given for a particular house. That price will be designated to that particular house alone. All houses have various pricing, so I can’t always assume that one will cost more or less than any other. The pricing for houses vary based on their characteristics. Each characteristic must be analyzed to determine its contribution or detraction toward the price.I have taken some of these characteristics and modeled the relationship between them and the price of real estate for a specific area. How are these characteristics used in determining the price? A model that is commonly used in real estate appraisal is the hedonic regression. This method is specific to breaking down items that are not homogenous commodities, to estimate value of its characteristics and ultimately determine a price based on the co nsumers’ willingness to pay. The approach in estimating the values is done by measuring the differences in the price of certain goods with regards to specific location.E. g. average cost of real estate is much lower in Missouri than in California. Location may be the biggest factor in real estate pricing. 2. Data and Regression Analysis My data is for Blowing Rock, NC. It’s a resort town in the Blue Ridge Mountains. The attractions here are mostly outdoor activities taking place in the secluded wilderness. The population is only about 1500 and the average cost of a house from my data is $485,839. 50. For my linear regression, I am modeling the relationship between the price of homes, being my dependent variable, and some characteristics of the omes, being my explanatory variables. Originally my data consisted of the following for real estate in Blowing Rock, NC: price – selling price, miles from central business district, number of bedrooms, number of full bathr ooms, number of half bathrooms, the year the home was built, square footage, number of garages, whether or not the house was located in a subdivision, lot size, if the house had a good view, number of days on the market, and difference between asking price and selling price. First I modeled a linear regression between price and all of my characteristics (see Table 1).To interpret these variables I have regressed, I look at the Coefficient column of the output. The sign of the number tells whether the characteristic increases or decreases the price. For each additional mile away from the central business district the price of a home decreases $25,002. 96. For each additional bedroom the price increases $20,832. 78. For each additional full bathroom the price increases $79,715. 21. For each additional half bathroom the price increases $123,988. 80. For every year that a house ages the price decreases $2,355. 05. For every increase in one square-foot the price increases $93. 13.For eac h additional garage the price increases $26,249. 66. If the house is in a subdivision the price increases $25,999. 07. For each additional acre of land the price increases 56,480. 75. If the home has a nice view(most likely of the Blue Ridge Mountains) the price increases 127,900. 10. For each additional day the home is on the market the price decreases $181. 04. Based on the adjusted R-squared I have determined that about 53. 38% of the price of homes in this town comes from these characteristics. Looking at the P values, not all are significant, thus some of these characteristics may play little part in determining the price.The insignificant characteristics were number of bedrooms, number of garages, and whether or not the home was in a subdivision. Some other weak variables were the number of days the home has been on the market and the difference between asking price and selling price. I feel that the number of days the house a house is on the market is a weak explanatory varia ble because a seller usually has an idea of what the house is worth, and even if it does not sell immediately, they may be willing to wait or only need to adjust the price a little in order for it to sell.The difference in asking and selling price could be correlated with the number of days on the market and very similar reasoning as to why it is a weak variable. The seller will most likely not allow much difference in their asking and selling price because of the appraised value. Also, looking at the coefficients of these two variables, I can see that change in them do not impact the price very much. The number of bedrooms is not a significant characteristic because it is correlated with the square footage. It seems a little odd that the number of garages is insignificant.However, the mean number of garages for this data is above one, meaning the average house in Blowing Rock has at least one garage. With a garage being fairly standard amenity for homes in Blowing Rock I can unders tand it not being a very significant factor on the price compared to the other characteristics. Living in a subdivision is not significant for this town as well. I took out the highly insignificant variables (bedrooms, garages, and subdivision) and modeled another regression (see Table 2). My adjusted R-squared improved to 54. 28%. Expand! 3. Summary and ConclusionsTable 1 reg price miles bedrooms fullbath halfbath yearbuilt sqft garage sub acres vie > ws days diff Source | SS df MS Number of obs = 100 ————-+—————————— F( 12, 87) = 10. 45 Model | 6. 0522e+12 12 5. 0435e+11 Prob > F = 0. 0000 Residual | 4. 2002e+12 87 4. 8278e+10 R-squared = 0. 5903 ————-+—————————— Adj R-squared = 0. 5338 Total | 1. 0252e+13 99 1. 0356e+11 Root MSE = 2. 2e+05 —————— ———————————————————– price | Coef. Std. Err. t P>|t| [95% Conf. Interval] ————-+————————————————————— – miles | -25002. 96 9499. 989 -2. 63 0. 010 -43885. 22 -6120. 706 bedrooms | 20832. 78 44293. 87 0. 47 0. 639 -67206. 08 108871. 6 fullbath | 79715. 21 40491. 55 1. 97 0. 052 -766. 1288 160196. 5 halfbath | 123988. 8 45920. 12 2. 70 0. 008 32717. 59 215260 yearbuilt | -2355. 046 1202. 24 -1. 96 0. 053 -4744. 596 34. 50387 sqft | 93. 13114 50. 65843 1. 84 0. 069 -7. 557963 193. 8203 garage | 26249. 66 28224. 21 0. 93 0. 355 -29849. 02 82348. 34 sub | 25999. 07 56280. 61 0. 46 0. 645 -85864. 75 137862. 9 acres | 56480. 75 13324. 99 4. 24 0. 000 29995. 88 82965. 61 vie ws | 127900. 1 48592. 63 2. 63 0. 010 31316. 96 224483. 2 days | -181. 0406 126. 8538 -1. 43 0. 157 -433. 1762 71. 09506 diff | . 5086182 . 3190536 1. 59 0. 15 -. 1255353 1. 142772 _cons | 4541470 2363007 1. 92 0. 058 -155261. 1 9238202 Table 2 reg price fullbath halfbath yearbuilt sqft acres views days diff miles Source | SS df MS Number of obs = 100 ————-+—————————— F( 9, 90) = 14. 06 Model | 5. 9915e+12 9 6. 6572e+11 Prob > F = 0. 0000 Residual | 4. 2609e+12 90 4. 7344e+10 R-squared = 0. 5844 ————-+—————————— Adj R-squared = 0. 5428 Total | 1. 252e+13 99 1. 0356e+11 Root MSE = 2. 2e+05 —————————————————————————†” price | Coef. Std. Err. t P>|t| [95% Conf. Interval] ————-+—————————————————————- fullbath | 84256. 29 38750. 63 2. 17 0. 032 7271. 402 161241. 2 halfbath | 131657. 9 43504. 03 3. 03 0. 003 45229. 58 218086. 3 yearbuilt | -2286. 429 1165. 349 -1. 96 0. 053 -4601. 599 28. 74033 sqft | 112. 8896 40. 74526 2. 77 0. 007

Taking the LSAT Under Special Circumstances

Taking the LSAT Under Special Circumstances Taking the LSAT is a huge step in your quest for a career in the litigation world. In fact, its necessary for almost every law school application out there! So, what if you need to take the LSAT under special circumstances? Perhaps you cannot test on the Sabbath, and need to register for the test on another date. Is that possible? Or, perhaps you simply cannot afford the LSAT fees. What can you do about it? Below, youll find some information about taking the LSAT under these very special circumstances, and the steps needed to complete your registration if you fall under one of these categories. Sabbath Observers If you happen to observe the Sabbath on Saturdays, and thus, cannot take an exam on that date, then what are your options if youre trying to get into law school? LSAC (Law School Admission Council) has already make arrangements for you. If you check the LSAT test dates, youll see that the test is offered another day of the week every time its given on a Saturday. Typically, those days are Mondays. You can register as a Saturday Sabbath Observer (instructions online), but a hold will be placed on your account until LSAC receives a letter from your rabbi or minister on official stationery that explains your religious affiliation. Lets say your rabbi isnt the timeliest of sorts. Youll have to be persistent in your request, then! All letters must be received by the late registration deadline for your test date, or you will not be able to test on that date. Sure, youll get your cash back, but you may miss the application deadline for your school of choice. Better ask early! Letters will be kept on file for you, so you wont have to ask for a new one if you decide to push your LSAT test back to another date or want to retest. And for the record, if you are taking the LSAT on a Sabbath Observers test date, you will not be able to take the test on a regularly scheduled test date (on a Saturday) in the future. If you register for a Saturday test date, LSAC will automatically bump your testing date to the Sabbath Observers testing date.   Need your rabbi to send in a letter for you? Heres the address and fax number where he or she can send the document: Address:  Ã‚  Ã‚     Ã‚  Ã‚   LSAC Test Administration   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   PO BOX 2000-T   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Newtown PA 18940 Fax:  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   215.968.1277 Fee Waivers Not everyone is made of money, am I right? Yes, I am. It can get very pricey when you break down the cost of the LSAT. From registration fees to the Credit Assembly Service (CAS), which is LSACs service that summarizes your undergrad work and combines documents with LSAT score and writing sample to create a report to send to law schools, your LSAT experience can get very expensive. The good news is that if you qualify, you can get some of your fees waived. The following are included in a LSAT fee waiver, which will be good for two years from the date of conditional approval by LSAC: Two LSATs (test dates must fall within the two-year waiver period)One registration for LSACs Credential Assembly Service (CAS), which includes the Letter of Recommendation Service, the LSAC Evaluation Service, and access to electronic applications for all LSAC-member law schools;Four law school reports included with the Credential Assembly Service, available only after final approval of an LSAC fee waiver;One copy of the Official LSAT SuperPrep ®. Not included? Things like test date changes, late registration, hand scoring, paper copies, etc. So, how do you know if you qualify? LSAC keeps it simple: if you absolutely cannot afford to pay for the exam, then you qualify. And theyll know because when you submit your application (at least six weeks prior to your registration deadline), youll need to provide tax forms and other financial materials so they can review your case. If youd like to request a fee waiver prior to taking the LSAT, there are three ways to go about it: Online: Requesting a fee waiver through the online application is the fastest, most convenient method. Youll need to either have an existing LSAC.org account or be willing to create one. If you dont want to fill out the information online, you can download an application and mail it in. By Phone: U.S. or Canadian citizens can request a fee waiver packet by calling 215.968.1001 six weeks before the registration deadline.   In Person: Go to your nearest law school admission office or prelaw advisor at least six weeks prior to the registration deadline to request a fee waiver packet.

Analysis of Weinberger’s Concepts of Cyberwarfare

Analysis of Weinbergers Concepts of Cyberwarfare In June 2010, analysts from the antivirus software company VirusBlokAda examined a computer in Iran due to suspicion of malware activity. Lurking inside the machine was a computer worm known as Stuxnet. Stuxnet possessed an array of abilities, among them was the ability to â€Å"target the software that controls pumps, valves, generators and other industrial machines† (Weinberger, 2011). Unlike other viruses that use forged security clearances to gain access into systems, Stuxnet â€Å"took advantage of two digital certificates of authenticity stolen from respected companies† (Weinberger, 2011). Furthermore, it exploited â€Å"four different ‘zero day vulnerabilities'† which are security gaps that system creators were unaware of (Weinberger, 2011). According to Liam O Murchu, chief of security response of Symantec, once Stuxnet infected a system, â€Å"the crucial parts of its executable code would become active only if that machine was also running Sie mens Step 7, one of the many supervisory control and data (SCADA) systems used to manage industrial processes† (Weinberger, 2011). Symantec also discovered that â€Å"the majority of infections were in Iran† and that â€Å"the infections seemed to have been appearing there in waves since 2009† (Weinberger, 2011). Further investigation performed by Ralph Langner, a control-system security consultant, resulted in evidence that â€Å"Stuxnet had been deliberately directed against Iran†, the most likely target being Iran’s Nuclear Enrichment Facility in Natanz. (Weinberger, 2011). According to Langner, Stuxnet â€Å"was designed to alter the speed of the delicate centrifuges† which separated Iran’s â€Å"rare but fissionable isotope uranium -235 from the heavier uranium -238† (Weinberger, 2011). Improper alteration of the centrifuges could result in them spinning out of control and breaking. Although the Iranian Government refuses t o admit that Stuxnet was responsible for the destruction of many centrifuges at Natanz, the results from Langner and others is credited by reports from the International Atomic Energy Agency. The IAEA documented a â€Å"precipitous drop in the number of operating centrifuges in 2009, the year that many observers think Stuxnet infected computers in Iran† (Weinberger, 2011). There is no evidence beyond rumor that Israel or the US Government may have been behind the attack. Symantec notes that â€Å"a name embedded in Stuxnet’s code, Myrtus, could be a reference to a biblical story about a planned massacre of Jews in Persia† (Weinberger, 2011). Moreover, Langner believes that the U.S. Government could have been behind the attack considering they possess â€Å"both the required expertise in cyber warfare and a long-standing goal of thwarting Iran’s nuclear ambitions† (Weinberger, 2011). Irrespective of Stuxnet’s creator, the main growing fear is who will redesign it. Stuxnet was the first weapon created entirely out of code and proved that â€Å"groups or nations could launch a cyber-attack against a society’s vital infrastructures† (Weinberger, 2011). Many of the investigators that studied Stuxnet concluded that it â€Å"essentially laid out a blueprint for future attackers to learn from and perhaps improve† (Weinberger, 2011). Stuxnet opened a new era of warfare and with its code available online for anyone to study and improve, it has computer scientists like Yuval Elovici concerned that the next wave of cyber-attacks would be much â€Å"stronger than the impact of setting several atomic bombs on major cities† (Weinberger, 2011).

Micro Economics in the Real World Term Paper Example | Topics and Well Written Essays - 1000 words

Micro Economics in the Real World - Term Paper Example The unrestricted mobility of resources and factors of production has made the unbalanced economic performance worse as the developed countries control and regulate economic activities of the lower tier economies at their benefits (Kunz, 56). As reported by the World Bank, the economic performance of India and Germany significantly vary. This can be measured by focusing on GDP, inflation, rate of employment and poverty index. HOW THE GPD OF INDIA COMPARE TO THAT OF GERMANY Being the largest economy in Europe, Germany benefits from a pool of technically gifted labour force, hence her dominance in chemical and machinery industry. GDP which is the key determinant of growth and development is defined as the â€Å"the total market value of all goods and services produced in a country during a given year† The GDP of Germany has been positive over a couple of decades. However, following the 2008-2010 global financial contagion, the steady gross domestic production of Germany significa ntly declined. In the first quarter of 2012, the GDP of Germany increased by 0.5%, while in the second quarter, it increased by 0.3%. Over the same period, government and household expenditure and exports increased. On the contrary, fixed investments reported a decline in real value. Private investment and consumption fell following the Euro financial crisis. Amid the global financial and economic crisis, in 2009 Germany posted purchasing power parity (PPP) of $2.182 trillion (Oecd Economic Surveys: Germany, 23). Even during the recession, Germany’s economy recorded positive returns with its GDP ranking sixth globally. 2009 reported the worst economic performance for Germany after posting a GDP of -5%. The economic growth rate and development (2007-2009) are as graphically represented above. Over the same period (2007-2011), India’s economy posted a positive return with a 5.5% GDP in 2011 and 4.1% in 2007. A report by the KPMG’s executive in India stated,  "Whether it (GDP growth) is 5-5.5 per cent or 7-8 per cent, the most important part is that the country is still growing. If you look at the rest of the world...India is still growing at 5-5.5 per cent, it’s a slower growth but it’s a growth† (Kajal, and Moore, 67) In the first quarter of 2012, the performance of the Indian economy slipped because of decline in mining, quarrying, and manufacturing sectors. This performance was much better than that of the world’s largest economy, United States which posted an economic growth of approximately 1.5% in the gross domestic production (Oecd Economic Surveys: Germany, 87). Measured in purchasing power parity (PPP), the GDP of India was US $2.996 trillion during the 2008 financial period. In official exchange rates, this represented $1.099 trillion. The real economic growth rate for 2008-2009 was approximated to be 9%. INFLATION RATE IN GERMANY AND INDIA Inflation is the persistent rise in the general price level of goods and services in economy measured as a proportion of the base period records. Inflation is measured using the consumer price index (CPI), which is the critical indicator of inflation. It therefore represents the changes in retail prices of commodities for a specific consumer basket. It is the measure of the purchasing power of the local