Thursday, October 31, 2019
Discussion 2 Essay Example | Topics and Well Written Essays - 250 words - 5
Discussion 2 - Essay Example Such claims are useful in the development of evaluation and management services. A second section of the website is the evaluation and management services guide. It contains updated information as per the date of December 2010. This part provides educational information appertaining the processes of evaluation and management. The section is resourceful in the sense that it provides specific information regarding such processes as medical record documentation, coding considerations, guidelines for management services as contained in the details of 1997, and specific details on billing. The information is also important in the manner in which it provides specific updates as occurred in the year 1995 and 2010. The use of this information on the website can enrich the service offered in time of patient encounter through systematic and procedural methodologies. The site also features tutorial materials for the clients with information on signing into some of the products offered. Deciding on the correct form of E&M code is a task that is dependent on matching the features and the needs. The websites provides a range of services that are tailored to specific tasks. It helps in decision making through the clarification and simplification of information in an orderly and systematic
Tuesday, October 29, 2019
Effects of Mercury Contaminated Fish on Consumer’s Health Essay Example for Free
Effects of Mercury Contaminated Fish on Consumer’s Health Essay Mercury is an element that comes naturally in nature, or manufactured by humans. It comes in different forms. According to the New Jersey Department of Health, mercury may be found as metallic mercury, a kind of silver-gray liquid that is harmful when exposed into the air and breathed in; methylmercury, which may be ingested by eating fish; inorganic mercury which can be found in over-the-counter drugs, batteries, and other pharmaceuticals, and is harmful when breathed in or swallowed; and phenylmercury in household products like paints, cosmetics and toiletries and is harmful when breathed in, swallowed or passed through the skin (Kapsch, et. al, 1999).            This paper delves into the mercury and its harmful effects on the fish population and ultimately, adverse effects on human health. Mercury in the Environment            As noted above, mercury is found naturally in the environment.  Paul Kapsch, Matt Landi and Sarah Scwartz writes that natural incidents and accidents like forest fires and volcanic eruptions spew mercury into the air (1999).            The Natural Resource Defense Council adds that power plants and certain chemicals manufacturers, as well as other industrial facilities release mercury into the air through their daily operations. The released mercury eventually ends up in the waterways and oceans. Fish in these ecosystems ingest the mercury, which people, in turn ingest by eating the fish. (NRDC, 2006).            Mercury is also present in many things that one has at home like fluorescent and neon lamps, mercury switches in chest freezes, thermostat probes, thermometers, barometers and other gauges, laboratory solutions and even dental amalgam (Kapsch, et. al, 1999).            Paul Kapsch and his partners outlined the environmental impact of mercury. Citing ExtoxNet (1999), Kapsch, et. al, stated that while mercury enters the environment, concentrations in the air and atmosphere is generally very low. Mercury, however, is deposited into forest ecosystems where it accumulates in highly toxic forms. Eventually it leads up to aquatic ecosystems, which in some cases contribute to human health problems.            The Natural Resource Defense Council added that when mercury enters into the various water systems, bacteria take it in and convert it into a type of methyl mercury, which is easily absorbed by humans (1999). The NRDC also explained that the mercury then works it way up the food chain as larger fish eat smaller contaminated fish. Mercury, however, does not break down. Instead it accumulates in fish (1999).            To illustrate the point, the NRDC stated that predatory fishes like sharks and mackerel have been found to have 10,000 times higher mercury concentration (1999). How Mercury Enters the Body            Mercury can enter the body by breathing it in, swallowing or eating contaminated food, drinking contaminated water , or through the skin (Agency for Toxic Substances and Disease Registry, 2008).            Consumption of contaminated fish, however, is one of the most dangerous way of getting mercury in the body since it involves methylmercury, which is easily absorbed through the gastrointestinal tract into a persons bloodstream (Agency for Toxic Substances and Disease Registry, 2008).            In 2003, Dr. Jane Hightower, doctor of internal medicine at the California Pacific Medical Center in San Francisco, found that 89% of participating patients had high mercury levels. Most of these participants had as much as four times the safe level of mercury in their blood stream. Participants in Dr. Hightowers study were chosen precisely because of their fish-heavy diets. (NRDC, 2006).            Once in the bloodstream, the mercury goes into various parts of the body. Methylmercury in pregnant women gets passed on into the childs blood stream and then into the childs brain. A nursing mother may pass the methylmercury through breast milk. (Agency for Toxic Substances and Disease Registry, 2008). Health Risks            The NRDC says that mercury exposure can be particularly hazardous for pregnant women and small children.  The NRDC adds that mercury exposure can lead to cerebral palsy, mental retardation, blindness and deafness in infants and fetuses. Even with a minimal exposure, the child may be delayed in learning how to walk and talk, have low attention span and may later on develop learning disabilities (NRDC, 2006).            And the numbers are alarming. In July 2005, researchers at the federal Centers for Disease Control and Prevention found that 1 in 17 women of childbearing age have more than 5.8 micrograms of mercury per liter of blood. The CDC stated that this level may pose a risk to the developing child (NRDC, 2006).            Mercury-contaminated fish is not just dangerous for children and pregnant women but it is also dangerous for adults (Mercola.Com, 2003). Mercola.Com related that mercury destroys the nerve tissues, the visual cortex and the cerebellum. It affects complex movements and balance. It also leads to problems in attention span and language. It also decreases concentration, deftness and verbal memory in adults. (Mercola.Com, 2003).            For some adults, mercury poisoning can lead to fertility problems and blood pressure regulation problems. It also causes memory loss, vision loss, numbness in the fingers and toes, and tremors. It is suspected that mercury exposure also leads to heart disease (NRDC, 2006).            The Agency for Toxic Substances and Disease Registry warned that the nervous system is prone to mercury contamination. The Agency said that in this type of mercury poisoning, some people who consumed seed grains and fish contaminated with large amounts of methyl mercury developed severe brain and kidneys damage.  The Agency explains that mercury accumulates in the kidneys, so it damages it more. (Agency for Toxic Substances and Disease Registry, 2008).  * * *            The above discussion shows that consumption of mercury contaminated fish is very dangerous for consumer’s health, and is a source of different diseases especially in (but not limited to) children and pregnant women. Studies have concluded that mercury poisoning have caused several conditions and diseases from simple memory loss, loss of concentration, fertility problems to something as grave and irreparable as mental retardation and kidney ailments. And studies on the relationship between mercury and other, more life-threatening diseases like heart ailments are currently underway. The growing body of evidence all points to some disease that can be traced to mercury poisoning.            Consumers have to actively control their fish diets. If they are fond of eating fish, they might find it useful to regularly check and look for advisories regarding mercury contamination in their area. It is also recommended that they regularly check their own mercury levels and if they found their mercury levels higher they have to consult with their doctors immediately.            Since mercury poisoning is more dangerous to pregnant women and small children, it might be best to veer away from eating fish altogether, and take up healthier choices such as vegetables and dairy products. Being more vigilant with regards to ones diet can reap long-term prevention that would help ensure optimum health.            Authorities need to take much stronger steps to protect a far greater portion of people. Authorities must examine their antiquated safeguards designed to protect an average person from an average amount of methyl mercury in fish and take more protective and realistic actions against exposure to methyl mercury through food. Authorities need to constantly update themselves, as safe levels of mercury in the diet are constantly changing. In fact, the trend is that the required safe levels are getting higher with each new research that goes out of the pipeline.            Public health authorities, as well as community leaders, or any health-related organization, must come together to inform, educate and empower the public about the dangers of fish consumption, mercury contamination, and adverse health effects. Information is the best weapon against mercury contamination, without it, no amount of public policy will be sufficient or effective. The public needs to be aware of what mercury does to the body, the diseases associated with it, where mercury could be found, how it gets into your body, what measures are to be done.            More than anything, it is high time to look at more efficient ways of disposing all types of mercury. Since mercury could be found in nature, it will be next to impossible to eradicate it. What one could hope for is to reduce environmental damage from the mercury that we can control. If people could somehow take care and reduce the amount of mercury that goes into the environment as waste, people would be protecting not only the oceans and the fish, but also themselves. Taking care of the environment would ensure sustainability in the future and would drastically decrease mercuryand in fact and principleall types of contamination.            In effect, stopping or greatly reducing mercury contamination and all the ill effects associated with it takes the effort of everybody in the community, but it starts mainly with your self.    References Agency for Toxic Substances and Disease Registry (Content source); Sidney Draggan and Emily Monosson (Topic Editors). 2008. Public Health Statement for Mercury. In: Encyclopedia of Earth. Eds. Cutler J. Cleveland (Washington, D.C.: Environmental Information Coalition, National Council for Science and the Environment). [First published in the Encyclopedia of Earth November 13, 2007; Last revised January 24, 2008; Retrieved April 2, 2008]. http://www.eoearth.org/article/Public_Health_Statement_for_Mercury Jeremy Laurence, (8 March, 2007) Fish Contaminated With Mercury Pose Worldwide Threat to Health. The Independent. Retrieved on 3 April 2008. http://www.independent.co.uk/environment/nature/fish-contaminated-with-mercury-pose-worldwide-threat-to-health-439267.html Kapsch, Paul, Landi, Matt and Schwartz Sarah. (1999). Mercury. University of Vermont. Retrieved on 3 April 2008. http://www.uvm.edu/~vlrs/doc/mercury.htm Learn About Mercury and Its Effects, (2006) Natural Resource Defense Council. Retrieved on 23rd March 2008. http://www.nrdc.org/health/effects/mercury/effects.asp Mercury-Contaminated Fish Poses Health Risks to Adults, (2003) Mercola.com. Retrieved on 25th March, 2008. http://articles.mercola.com/sites/articles/archive/2003/06/21/mercury-fish-part-six.aspx
Sunday, October 27, 2019
Semi Empirical Formula For Neutrinoless Double Beta Decay
Semi Empirical Formula For Neutrinoless Double Beta Decay Abstract A Semi empirical formula for both phase space factor and Nuclear Matrix Element (NME) is developed for neutrinoless double beta decay, and the formula is used to compute the neutrinoless double beta decay half lives. The computed half lives for neutrinoless double beta decay are compared with the corresponding experimental values and with those predicted by QRPA model. The semi empirical formula predictions are found to be in good agreement with experimental data. The semi empirical formula is used to predict neutrinoless double beta decay of various isotopes Ca, Ge, Se, Zr, Mo, Pd, Cd, Sn, Te, Xe, Nd and Sm that exhibiting single beta decay. As our semi empirical formula predictions agree with the experimental data we hope that the present work will be useful for the future experiments. Keyword: Neutrinoless double beta decay, Nuclear Matrix Element Introduction Double beta decay is a radioactive decay process where a nucleus releases two beta rays as a single process. Here two neutrons in the nucleus are converted in to two protons and in the process two electrons and two electron antineutrinos are emitted. In order for beta decay to be possible the final nucleus must have larger binding energy than the original nucleus. Double beta decay is difficult to study in most practically interesting cases, because both beta decay and double beta decay are possible, with probability favouring beta decay. The double beta decay is usually studied only for beta stable nuclei. Like single beta decay, double beta decay does not change the mass number A. More than 60 naturally occurring isotopes are capable of undergoing double beta decay. Double beta decay is of two types; the two neutrino and neutrinoless double beta decay. The two neutrino double beta decay [2ÃŽ ²(2ÃŽ ½)] which involves the transformation of two neutrons into two protons conserves not only the electric charge but also the lepton number. On the other hand neutrinoless double beta decay [2ÃŽ ²(0ÃŽ ½)] violates lepton number conservation and is therefore forbidden in the standard electroweak theory. According to this theory neutrinos are massless. The observation of neutrino mass and oscillation is a clear example of a phenomenon at variance with the standard model. There are different models for explaining the double beta decay process. Among them, two methods are mainly used to calculate Nuclear Matrix Elements (NME) for 2ÃŽ ²(0ÃŽ ½) decays. One is the family of Quasi particle Random Phase Approximation (QRPA) [1]. This method has been used by different groups and varieties of techniques are employed with results for most of the possible emitters [2]. The other method concerned to double beta decay process is the interacting shell model (ISM) [3]. It has been shown that as the difference in deformation between parent and daughter grows, the NME’s of both the neutrinoless and two neutrino mode decreases rapidly. The interest in double beta decay spans more than six decades. In 1937 Racah [4] following the fundamental suggestion of Majorana [5], discussed the possibility of a neutrinoless transformation of two neutrons into two protons plus two electrons. Even earlier Geoppert-Mayer [6] evaluated the decay rate of 2ÃŽ ²(2ÃŽ ½) mode and realized that the corresponding half lives could exceed 1020years. Furry [7] shortly afterwards estimated that 2ÃŽ ²(0ÃŽ ½) should be much faster than 2ÃŽ ²(2ÃŽ ½) decay. Thus the stage was set for the realization that observation of the 2ÃŽ ²(0ÃŽ ½) decay would establish that the neutrino is a massive Majorana particle. In 1982 J. Schechter-Valle while regarding 2ÃŽ ²(0ÃŽ ½) decay suggested the existence of Majorana mass of the neutrino in the frame work of Gauge theories [8]. In 1984 Fiorini et al [9] introduced a program to develop low temperature detectors for 2ÃŽ ² decay search. Next year Doi et al [10] made a fundamental theoretical analysis of 2ÃŽ ² deca y to obtain the main formulae for probability of decay, energy and angular electron spectra. In 1986 using QRPA model Vogel et al [11] gave satisfactory agreement between theoretical and experimental 2ÃŽ ²(2ÃŽ ½) half life values. Neutrinoless double beta decay is of great interest for studying the fundamental properties of neutrino beyond the standard electro-weak theory. High sensitivity 2ÃŽ ²(0ÃŽ ½) studies are the unique and practical ways for studying the Majorana nature of neutrinos, the neutrino mass spectrum, the absolute neutrino mass scale, the majorana CP phases and other fundamental properties of neutrinos in the foreseeable future. The first experiment [12] to claim 2ÃŽ ²(0ÃŽ ½) is the Klapdor, HM experiment done in the year 2001. Numerous experiments like COBRA, GERDA etc have been carried out to search neutrinoless double beta decay and 48Ca, 76Ge, 82Se, 96Zr, 100Mo, 116Cd, 128Te, 150Nd, 238U are some of the isotopes exhibiting neutrinoless double beta decay [13-17]. For the double beta decay processes, two crucial ingredients are the phase space factors and the Nuclear Matrix Elements (NME). A general theory of phase space factors was developed by Doi et al. [18, 19] following the previous work of Primakoff and Rosen [20], and Konopinski [21]. It was reformulated by Tomoda [22] by approximating the electron wave functions at the nuclear radius and without inclusion of electron screening. The Nuclear Matrix Element depends on the nuclear structure of the nuclei involved in the decay. The expression for Nuclear Matrix Element can be written in general as the sum of three components [23] as (1) Where, , , are the Gamow-Teller, Fermi and tensor components respectively. is the axial vector coupling constant and is the vector coupling constant. The present work aims to develop a semi empirical formula for both phase space factor and Nuclear Matrix Element for computing the neutrinoless double beta decay half life. By using this formula we would like to predict the possibility of 2ÃŽ ²(0ÃŽ ½) decay from various isotopes exhibiting single beta decay. The details of the semi empirical formula are given in Section 2 and results, discussion and conclusion are given in Section 3. The semi empirical formula In the standard scenario, when 2ÃŽ ²(0ÃŽ ½) decay process occurs by exchange of light Majorana neutrinos between two nucleons inside the nucleus, and in the presence of left handed weak interactions, the life time expression can be written as a product of three factors and is given as [24] (2) Where G0ÃŽ ½ is the phase space factor for this decay mode, is the effective neutrino mass parameter, me is the electron mass and M0ÃŽ ½ are the Nuclear Matrix Elements depending on the nuclear structure of the nuclei involved in the decay. The phase space factor depends on the energy decay QÃŽ ²ÃŽ ² and nuclear charge Z and studied the dependence of phase space factor with ZQ3 and Z2Q6 for various isotopes undergoing neutrinoless double beta decay. From the observed dependence of phase space factor taken from ref [25], with ZQ3 and Z2Q6 we have developed a semi empirical formula for the phase space factor. Using ZQ3, Z2Q6 and Z3Q9 as variables, a new formula is obtained and is given as, (3) The constants are, , , Due to the two-body nature of the transition operator, the NMEs can also be expressed as a sum of product of two-body transition densities (TBTDs) and matrix elements of the two-body transition operators for two-particle states. We have studied the dependence of nuclear matrix element values taken from [26] with Z-1/3 for various isotopes undergoing neutrinoless double beta decay and a new formula is obtained by making least-squares fit to the nuclear matrix elements data and is given as, (4) The constants are, , ,, , , The comparison of the computed nuclear matrix elements using the present formula with the values of Ref [26] and comparison of computed phase space factor with the values of Ref [25] are shown in Table 1. Results, discussion and conclusion The Q value for double beta decay of mother nuclide with mass mm to the daughter nuclide with mass md is given by the mass difference [27] which in turn can be written as a function of frequency ratio and the electron mass me; (5) In the present work Q values are computed using the experimental binding energies of Audi and Wapstra [28]. The present empirical formula is applied for all the observed neutrinoless double beta decay isotopes. Column 7 of Table 1 represents the computed half-lives for neutrinoless double beta decay of various isotopes and is compared with the experimental values given in column 8 and QRPA values [26] in column 9. It is found from the table that our formula predictions are in good agreement with the experimental values and the QRPA values. The value of ÃŽ ½> is taken as 50meV and is obtained from Rodin et al [25]. We have applied the present formula for computing the phase space factor, Nuclear Matrix Element and half lives for various isotopes that exhibiting single beta decay. Tables 2 represents the computed Q values, Phase space factors, Nuclear Matrix Elements and half lives for neutrinoless double beta decay of various Ca, Ge, Se, Zr, Mo, Pd, Cd, Sn, Te, Xe, Nd and Sm isotopes. As our semi empirical formula prediction agree with the experimental data we hope that our prediction on neutrinoless double beta decay of various Ca, Ge, Se, Zr, Mo, Pd, Cd, Sn, Te, Xe, Nd and Sm isotopes will be a guide for future experiments.                Table 1. The computed, and for neutrino less double beta decay of various isotopes and their comparison with the experimental, QRPA and Ref [26] values _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Table 2. The computed Q values, Phase space factors, nuclear matrix elements and the predicted half lives for neutrino less double beta decay of various Ca, Ge, Se, Zr, Mo, Pd, Cd, Sn, Te, Xe, Nd and Sm, Gd and Pt isotopes ____________________________________________________________ ____________________________________________________________ _____________________________________________________________ Table 2. Continued†¦.. ____________________________________________________________ ____________________________________________________________ 103Mo 6408.8 1.10330E-11 3.47678 7.83E+23 104Mo 7759.0 6.71620E-11 3.47678 1.29E+23 105Mo 8588.0 1.72446E-10 3.47678 5.01E+22 106Mo 10067 7.43636E-10 3.47678 1.16E+22 107Mo 11430 2.37009E-09 3.47678 3.65E+21 109Pd 901.0 1.92669E-15 2.56879 8.22E+27 110Pd 2004.0 7.81588E-15 2.56879 2.03E+27 111Pd 3253.5 2.48567E-14 2.56879 6.37E+26 112Pd 4244.5 2.49383E-13 2.56879 6.35E+25 113Pd 5359.3 2.60657E-12 2.56879 6.07E+24 114Pd 6523.9 1.74643E-11 2.56879 9.06E+23 115Pd 7690.5 8.20373E-11 2.56879 1.93E+23 116Pd 8759.0 2.73683E-10 2.56879 5.78E+22 117Pd 9895.0 8.38279E-10 2.56879 1.89E+22 118Pd 11239 2.67934E-09 2.56879 5.91E+21 114Cd 540.1 1.30076E-15 2.37189 1.43E+28 115Cd 1945.5 7.60027E-15 2.37189 2.44E+27 116Cd 2809.1 1.46594E-14 2.37189 1.27E+27 117Cd 3975.0 1.46594E-14 2.37189 1.25E+26 118Cd 4947.1 1.48733E-13 2.37189 1.37E+25 119Cd 6158.4 1.35555E-12 2.37189 1.61E+24 120Cd 7131.1 1.15360E-11 2.37189 4.01E+23 121Cd 8144.1 4.62494E-11 2.37189 1.17E+23 122Cd 9215.9 1.59314E-10 2.37189 3.73E+22 123Cd 10510.5 4.97662E-10 2.37189 1.12E+22 124Cd 11526.8 1.65584E-09 2.37189 4.84E+2
Friday, October 25, 2019
The Fabulous Fifties Essay examples -- essays research papers
     Some may call it the â€Å"fabulous fifties,†but others call it a time of â€Å"tensions and insecurities.†Several people think back on the fifties and remember them as the â€Å"good old days,†while others think of it as a time of crisis and terror. Although Americans were faced with many hardships throughout the fifties, I think that the positive aspects such as the new technologies, growing economy, higher focus on education, and growing job opportunities of the era outnumber the negative aspects, such as racism that African Americans faced, and the changing roles of women, making the fifties an overall â€Å"happy†period in American history.      The fifties are characterized as a watershed period, due to the unparallel growth and change that America socially and economically experienced after WWII. In the years during the War and the Depression there was high employment, low inflation and a yearning for normalcy, and stability in many Americans lives. The fifties changed all of this providing the American culture with prosperity by way of network television, air conditioning, computers, jet travel, a national highway system, chain hotels, and franchised fast food that made businesses boom. The fifties are also characterized as a golden age when everything was simple and innocent. People had peace and prosperity due to the war ending, and they expressed their feelings of excitement and anticipation through their clothing with men dressing in suits and hats, and women in dresses, stockings and heels, and by going out dancing to big bands downtown, and experimenting with the new technologies and organizations of the time. With World War II bringing thousands of men back to America seeking new lives and opportunities, the US experienced an economic expansion like it had never seen before. During the middle of the twentieth century wages increased 22%, family income went up from $3,000 to $5,400, and the Gross National Product increased from $206 billion to $440 billion. In order for the country to meet the demands of the massive consumptions of the American people, industries had to expand and create more efficient ways of selling there products through advertisements, which as a result provided citizens with more job opportunities.      In my opinion I think that the fifties were defian... ...greater emphasis on engineering and mathematics, which provided a boom in many of these careers. The Government began building technical institutes focused on scientific, and space research encouraging Americans to further their education in these areas. After the Sputnik event, the US economy began to fall. Unemployment grew, and problems were erupting in the White House. Sherman Adams was dismissed for taking bribes, and many people were becoming to think that life was not as good as they thought it was. To many the fifties was a period when the United States prospered and dominated much of the world’s economy, a time when girls wore poodle skirts and guys wore leather jackets and danced around to Elvis and rock & roll. When Americans began to take advantage of leisure time experiencing new inventions like hula-hoops, Barbie dolls, becoming active in sports like baseball and football, and making television a dominant part of mass media. Although it was also a time when society underwent world shattering changes, it was a period in history that helped stabilized a country that just got out of war and prepared America for the changes that it experiences in the upcoming years.
Thursday, October 24, 2019
Effects of the Colombian Exchange
The Columbian Exchange effected Europe and the Americas similarly and differently in environmental ways such as crops and in demographic ways such as diseases. The Columbian Exchange involved the transfer of lots of people, the exchange of crops, animals and resources that went between the New and Old World. European explorers came over to the Americas and brought things that ultimately helped the Natives to prosper such as new farming techniques, hunting, fighting, and city building these were some of the more demographic effects.Europe also affected the Americas environmentally by bringing foods such as wheat, rye, barley, oats and millet. Just like Europeans, the Americans helped to bring new plants, vegetables, and fruits back to the old world such as corn, tomatoes, and coco beans. Another demographic effect of the Columbian Exchange was diseases. When Europeans explorers came to the Americas they introduced new diseases such as tuberculosis, measles, cholera, typhus, and smallp ox.Of all the exchanges between the Native Americans and Europeans, disease had the most impact. Native Americans also gave the Europeans diseases as well such as Syphilis. The European explorers then brought that disease back to Europe killing many Europeans in the process. The Americans attracted more disease than the Europeans because a majority of the diseases that the Europeans brought over they were already immune to, but the Americans were not. This was a major difference and was the reason for a majority of Native American deaths.An environmental difference between Europe and the Americans was that European explorers brought new cattle over to the New World. The natives had never seen or used European cattle before such as horses, cows, buffalo, and pigs. Many Native Americans abandoned agricultural for the nomadic lifestyle because hunting Buffalo made them far richer. An environmental difference was that New World food was far more caloric than Old World food, so the popul ation doubled. Corn and potatoes could now grow in soil that was useless for Old World crops.Also deforestation occurred in the Americas where it did not occur in Europe. This essentially harmed the environment. People were now beginning to leave Europe and repopulate the New World. The Europeans were able to affect the Europeans demographically by converting mass amounts of Natives to Christianity in the New World. However, Native Americans were not able to convert a large amount of Europeans to their belief. The effects of the Columbian Exchange were overall terrible for the Native Americans and very beneficial to Europeans in the Old World. Effects of the Colombian Exchange The Columbian Exchange effected Europe and the Americas similarly and differently in environmental ways such as crops and in demographic ways such as diseases. The Columbian Exchange involved the transfer of lots of people, the exchange of crops, animals and resources that went between the New and Old World. European explorers came over to the Americas and brought things that ultimately helped the Natives to prosper such as new farming techniques, hunting, fighting, and city building these were some of the more demographic effects.Europe also affected the Americas environmentally by bringing foods such as wheat, rye, barley, oats and millet. Just like Europeans, the Americans helped to bring new plants, vegetables, and fruits back to the old world such as corn, tomatoes, and coco beans. Another demographic effect of the Columbian Exchange was diseases. When Europeans explorers came to the Americas they introduced new diseases such as tuberculosis, measles, cholera, typhus, and smallp ox.Of all the exchanges between the Native Americans and Europeans, disease had the most impact. Native Americans also gave the Europeans diseases as well such as Syphilis. The European explorers then brought that disease back to Europe killing many Europeans in the process. The Americans attracted more disease than the Europeans because a majority of the diseases that the Europeans brought over they were already immune to, but the Americans were not. This was a major difference and was the reason for a majority of Native American deaths.An environmental difference between Europe and the Americans was that European explorers brought new cattle over to the New World. The natives had never seen or used European cattle before such as horses, cows, buffalo, and pigs. Many Native Americans abandoned agricultural for the nomadic lifestyle because hunting Buffalo made them far richer. An environmental difference was that New World food was far more caloric than Old World food, so the popul ation doubled. Corn and potatoes could now grow in soil that was useless for Old World crops.Also deforestation occurred in the Americas where it did not occur in Europe. This essentially harmed the environment. People were now beginning to leave Europe and repopulate the New World. The Europeans were able to affect the Europeans demographically by converting mass amounts of Natives to Christianity in the New World. However, Native Americans were not able to convert a large amount of Europeans to their belief. The effects of the Columbian Exchange were overall terrible for the Native Americans and very beneficial to Europeans in the Old World.
Tuesday, October 22, 2019
The Importance of Answering Questions in Complete Sentences
The Importance of Answering Questions in Complete Sentences In language arts lessons, elementary school students learn that writing allows them to communicate ideas. But to do it effectively, they must understand the essential elements of good writing. This begins with sentence structure and unambiguous language that readers can easily comprehend. Some young students can find writing laborious. So, they often subconsciously rely on clipped answers in response to a writing prompt. For example, in a getting-to-know-you exercise at the beginning of the school year, you may ask your students to write answers to a few questions: What is your favorite food? What is your favorite color? What kind of pet do you have? Without instruction, the answers will likely come back as pizza, pink, or dog. Explain the Importance Now you can demonstrate to your students how, without context, those answers could mean something different than the writer intended. For instance, pizza could be the answer to any number of questions, such as: What did you have for lunch? What food do you hate? What food does your mother never let you eat? Teach students to answer questions in complete sentences to add detail and accuracy to their writing. Show them how to use keywords in the question itself as a cue when formulating their answer. Teachers refer to this technique as putting the question in the answer or turning the question around. In the example, the one-word statement pizza becomes a complete sentence, and a full thought, when the student writes, My favorite food is pizza. Demonstrate the Process Write a question on the board or an overhead projector for students to see. Begin with a simple question such as, What is the name of our school? Make sure the students understand the question. With first graders, you may need to clarify, whereas older students should get it right away. Then, ask students to identify the keywords in this question. You can help the class target them by asking the students to think about what information the answer to the question should provide. In this case, its the name of our school. Now demonstrate to students that when you answer a question in a complete sentence, you use the keywords you identified from the question in your answer. For example, The name of our school is Fricano Elementary School. Make sure to underline the name of our school in the question on the overhead projector. Next, ask students to come up with another question. Assign one student to write the question on the board or overhead and another to underline the keywords. Then, ask another student to come up and answer the question in a complete sentence. Once students get the hang of working in a group, have them practice independently with a few of the following examples or with questions they come up with on their own. Practice Makes Perfect You can use the following examples to guide your students through skills practice until they get the hang of using complete sentences to answer a question. What is your favorite thing to do? Answer: My favorite thing to do is ... Who is your hero? Answer: My hero is ... Why do you like to read? Answer: I like to read because ... Who is the most important person in your life? Answer: The most important person in my life is ... What is your favorite subject in school? Answer: My favorite subject in school is ... What is your favorite book to read? Answer: My favorite book to read is ... What are you going to do this weekend? Answer: This weekend, Im going to ... What do you want to do when you grow up? Answer: When I grow up, I want to ...
Monday, October 21, 2019
Use these 8 words to describe yourself during a job interview.
Use these 8 words to describe yourself during a job interview. You know you’re going to be asked about yourself in a job interview, so don’t get caught tongue-tied. It’s smart to have a small collection of adjectives that describe you well and show you off in your best light- bonus points if they aren’t the same old tired words everybody else is using. Often the best strategy here is to think of action verbs, then modify them into adjective form. Think about how you would sincerely describe yourself- both personally and at the office- then put together a list and memorize it for ultimate interview success.Here are some 8 powerful examples interviewers are sure to love.1. CommunicativeCommunication is one of the most highly valued skills by most employers, so this is a shrewd word to use. It suggests that you’re a people person, you are effective at disseminating information, you care about connecting with your clients and coworkers, and you are intelligent enough to do so clearly and professionally. Plus, you c an segue this into concrete examples of how you used your communication skills to problem solve.2. DrivenIf you’d rather, â€Å"ambitious†works here, as well- any adjective that shows you are not just showing up to work for the paycheck and the free coffee is great. These words prove that you are in it to win it- both to advance yourself in your career and, in the meantime, to advance the company and its most important goals. Subtext: no one is going to need to hound or micromanage you to keep you motivated. You’re â€Å"self-motivating.†3. MeticulousThis word hints at your attention to detail, your precision, your organizational skills, your ability to prioritize, and the fact that you hate letting anything slip through any cracks. If you’re meticulous, you’re thorough and self-managing and trustworthy. See how much work this kind of word can do?4. Reliableâ€Å"Consistent†or â€Å"accountable†are also good ones. Youâ€℠¢re in it for the team- you don’t just show up for you. You realize that your work is part of an ecosystem of other people’s projects and you don’t let anybody down. You’re not late for work, or for meetings. You can be relied upon to do your job, do it well, and deliver whatever needs to be done.5. ImpactfulGo ahead and say what a difference you made at your last gig. Go ahead and gloat. You come on the job and get things done. You can totally brag here at this point, and throw in a mention of any accomplishments or awards you may have earned along the way. This word shows you don’t just make promises; you get results.6. PersistentYou don’t quit until the job is done (and done well). What’s more, you’ll get the project done on time. You’ll put in the extra work until the solution is found. This conveys that you’re â€Å"results-oriented,†as well.7. FlexibleYou’re not rigid. You think outside the bo x. You’re able to adapt to challenging circumstances and find the work-around that no one else can see. You adapt on the go and keep adapting. You’re the kind of employer everybody wants because you’re willing to do things outside the purview of your job description- provided it makes sense for the company and for the goals of your team.8. Team playerIt’s always good to round off a list of descriptors of yourself with something that conveys a bit of humility- your willingness to sacrifice your own time and ambitions now and then for the good of the group. â€Å"Team player†transitions easily enough to a description of how you’re also a â€Å"leader††¦ for those of you who want to score that last bonus point.
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