The Sudetenland Essays - Munich Agreement, Sudetenland, Partition

The Sudetenland Essays - Munich Agreement, Sudetenland, Partition The Sudetenland History The Sudetenland On January 30, 1933, the Nazis acquired mastery of Germany when Adolf Hitler was appointed chancellor. That evening Hitler stood triumphantly in the window of the Reich Chancellery waving to thousands of storm troopers who staged parades throughout the streets of Berlin. The Nazis proclaimed that their Third Reich would be the greatest civilization in history and would last for thousands of years. But the meteoric rise of Hitler and national socialism was followed by an almost equally rapid defeat; the Third Reich survived for a mere twelve years. But one of the main causes of World War II was Hitlers public justification for the dismemberment of the Czech state through either war or diplomacy was the plight of the 3.5 million ethnic Germans the Treaty of Versailles had left inside Czechoslovakia. The main land that Hitler wanted to annex to Germany was that of the Sudetenland, where most of the people living there were of German origin. The land also bordered Germany to the South East, and Germany was prepared to conquer this land at all cost. "And now before us stands the last problem that must be solved and will be solved It (the Sudetenland) is the last territorial claim which I have to make in Europe, but it is the claim from which I will not recede" - Adolf Hitler, in a speech in Berlin, September 26 1938, just prior to the Munich conference. Most of the German minorities live in Sudetenland, an economically valuable and strategically important area along the Czech border with Germany and Austria. The grievances of the Sudeten Germans against the Czech state had led to the rise of a strong German nationalist movement in the Sudetenland. By the mid -1930s, this movement had the support of almost 70 percent of the Sudeten German population. Their leader, the pro-Nazi Konrad Heinlen, began demanding autonomy for this region Both the real and contrived problems of the Sudeten Germans added credibility to Hitlers charge that they were denied the right of self-determination and lived as an oppressed minority, which he was obligated to defend In the spring of 1938, Heinlein was directed by Hitler to make demands that the Czechs could not accept, thereby giving Germany a reason to intervene. The Czech situation soon turned into an international crisis that dominated the European scene for the rest of that current year. The weekend which began on Friday, May 20, 1938, developed into a critical one and would later be remembered as the "May crisis." During the ensuing forty-eight hours, the Governments in London, Paris, Prague and Moscow were panicked into the belief that Europe stood nearer to war than it had at any time since the summer of 1914. This may have been largely due to the possibility that new plans for a German attack on Czechoslovakia called "Case Green" which were drawn up for him, got leaked out. Hitler had begun to prepare an attack on the Sudetenland. The target date was the beginning of October. He was prepared to employ an army of ninety-six divisions. The Czechoslovak Government, aware of Hitlers intentions but uncertain when the blow would fall, ordered a partial mobilization on May 21. Hitler was outraged, explaining to his generals that he had offered no threat and was being treated with contempt. He had been humiliated, and no one yet humiliated him with impunity. His rage against Czechoslovakia increased, and on May 30 he issued a secret directive to his high command: "It is my unalterable decision to smash Czechoslovakia by military action in the near future." All through the summer Britain, France and the Soviet Union were aware that Hitler planned to strike at the Sudetenland and perhaps the whole of Czechoslovakia. The Czechoslovaks had an excellent intelligence system with Germany and knew from day to day what Hitler was planning. Germany also had an excellent intelligence system, and in addition it had in Konrad Henlein, the National Socialist leader in the Sudetenland, a man who would stop at nothing to produce an insurrection or an act of deliberate provocation against the Czechoslovak Government. The German newspapers were filled with accounts of mass arrests of innocent men and women in the Sudetenland, and there were the inevitable circumstantial stories "by our correspondent." Nonexistent people in nonexistent villages were being slaughtered. The Czechoslovak Government attempted to refute some of these stories but gave up in despair. Hitler ordered a massive propaganda barrage against Czechoslovakia to prepare the German people for the October invasion. On September 12th at Nuremberg, Hitler went as close

Turn Water Into Liquid Gold With an Alchemy Experiment

Turn Water Into Liquid Gold With an Alchemy Experiment Mix two clear solutions, wait, and watch the liquid turn to gold! This is a simple alchemy project or chemistry demonstration, based on early attempts to make gold from base metals. Materials Solution A 1 gram sodium arsenite50 ml water5.5 ml glacial acetic acid Prepare Solution A by stirring the sodium arsenite into the water. Mix the glacial acetic acid into this solution. Solution B 10 grams sodium thiosulfate50 ml water Prepare Solution B by stirring the sodium thiosulfate into the water. Lets Make Liquid Gold! Pour one solution into the other. The clear solution will turn gold after about 30 seconds. For dramatic effect, keep track of the time and command the solution to turn into gold. You can even use a magic word if youd like. The Chemistry Behind How It Works There is a delayed reaction between the acid and the sodium thiosulfate to release hydrogen sulfide gas. The hydrogen sulfide reacts in turn with sodium arsenite to precipitate tiny crystals of golden arsenious sulfide, which is also known as arsenic trisulfide (As2S3) or orpiment. Both Western and Chinese alchemists experimented with orpiment to try to make gold. Although the mineral can be made to appear metallic under certain conditions, the compound does not undergo any reaction that changes either the arsenic or the sulfur into gold. Still, its a striking demonstration!

Child Labor in Egypt Essay Example | Topics and Well Written Essays - 1000 words

Child Labor in Egypt - Essay Example One example of the central reasons behind the development includes; highly challenging living conditions. This reflects on the cost of living across Egypt. Apparently, the cost of living is hiking while the wages remain constant. Additionally, the necessities of life are never constant. Basic necessities such as food, clothing and shelter are listed among the common expenses incurred by any population across the world. The increased cost of living has implicated increase expenses, with regards to basic survival. Families in Egypt have resulted into the adoption extreme adaptation measures in order to make extra coins for survival. Such measures include the embrace of eventualities such as child labour. A poor family with children in their middle age is forced to engage them into income earning activities in the quest of increasing the tally it accrues by the end of the day (Wahba 145). Other factors that are contributing to the development of these cases include the increased cost of basic education in Egypt. Unlike in several countries in the continent which have endorsed full or partial subsidise of basic or elementary education, Egypt is yet to adopt such measures on its education system. Parents living under challenged income eventuate into being unable to cater for basic education. This implies that their children can no longer engage into education since they are unable to sponsor them through the system. This development leads to the emergence of populations of increased school dropouts, or young children who are not attached to any schooling system. Presence of uncommitted children in a family is rather frustrating in accordance to their increased demands and necessities. This leads to a build-up of frustrations in the system, prompting the parents to seek for alternatives. Another fuelling factor over the topic of child labour is the benefits associated to their deployment. Their services are extremely cheap since they have reduced negotiation edges. T his is due to the fact that their presence is fuelled by the demands of their families, other than their personal needs. They, therefore, beg for opportunities since a day without will imply difficulties in survival back at home. The employers of child workers are fully conscious of this aspect. They instead readily embrace it towards their own gains. This includes exploitation of the young children since they have undermined defences. On average, an Egyptian child labourer earns an average 150 pounds (almost two US dollars) in a day. The girls are rather discriminated since they earn an average of 100 pounds in a day. This is irrespective of the equity in some of the tasks which they are anticipated to perform (El-Gabalawi 87). In some situations, the parents organize for their absorption, leading to reduced inconsideration or victimization in terms of wages. However, they are still subjected to several other risks. This includes the lack of employees cover to the rest of the labou rers. Such cover caters for various topics, amongst them medical and pension schemes. This implies that the children subjected to remunerative labour are not covered over the risks that may eventuate during their span of operation. This is inconsiderate, especially towards the children especially when considering the fact that children are the propellers of the future generation. Subjecting them to conditions that jeopardize their health

Vaginitis particularly Essay Example | Topics and Well Written Essays - 1250 words

Vaginitis particularly - Essay Example The subsequent sections provide an overview regarding this infection. The common type of vaginitis is caused by the trichomonas vaginalis (T. vaginalis), an anaerobic parasitic flagellated protozoan. The T. vaginalis trophozoite has five flagella arising near the cytosome. Four of the said flagella extend outside the cell collectively. The fifth flagellum, the function of which is unknown, wraps backwards along the surface of the organism. Apart from these, a barb-like axostyle, which may be used for attachment to surfaces and cause damage of tissues observed in trichomoniasis infections, protrudes on the opposite of the four-flagella bundle. (Talaro, 2002) The T. vaginalis has multiple enzymes that catalyze a number of reactions. However, it lacks mitochondria and other necessary enzymes and cytosomes to conduct oxidative phosporylation. This organism survives by obtaining nutrients transported through the cell membrane and via phagocytosis. To maintain energy requirements, it makes use of a small amount of enzymes through glycolysis of glucose to glycerol and succinate in the cytoplasm. These processes are followed by the further conversion of pyruvate and malate to hydrogen and acetate in the hydrogenosome organelle. (Ryan & Ray, 2004) The normal vaginal flora is maintained by a complex and intricate balance of microorganisms that include lactobacilli, corynebacteria and yeast. In addition, this microenvironment is influenced by hormones. With this, a decrease in estrogen levels, which usually occurs in prepuberty and postmenopause, can result in an increased risk of infection. (Gor, 2006) It should be noted that growth of pathogenic organisms such as T. vaginalis is inhibited given the normal postmenarchal and premenopausal vaginal pH ranging from 3.8 to 4.2. In this regard, disturbance in the normal vaginal pH can change the vaginal flora resulting in the overgrowth of pathogens. Myriad factors such as the use of feminine hygiene products, contraceptives, vaginal medications, antibiotics and contracting sexually transmitted diseases my bring about the alteration of the vaginal environment. (Gor, 2006) Specifically for females, the T. vaginalis infection may occur when the normal acidity of the vagina changes from a healthy and semi-acidic pH to a more basic pH of 5 to 6. This organism could also survive for a maximum of 24 hours in urine, semen or water samples. Considered as one of the most durable protozoan trophozites, the T. vaginalis has the ability to persist on fomites with a moist surface for one to two hours (Talaro, 2002). As mentioned, the T. vaginalis mainly infect vaginal epithelium. Aside from this, it may also infect the endocervix, urethra and Bartholin and Skene glands. (Gor, 2006) Prevalence and Risk Factors In the United States (US), the actual frequency of vaginitis caused by T. vaginalis is difficult to ascertain. According to research, it affects all races and age groups. Highest incidence is noted among African American, wherein occurrence may range from 1.5 to nearly 4 times greater than other racial or ethnic groups (Sorvillo, 2001). On the other hand, lowest incidence is in Asians. In terms of age, high incidence is observed among young, sexually active women. (Gor,

Competency Statement Essay Example for Free

Competency Statement Essay To advance physical and intellectual competence It is essential to the growth and development of every child to advance their physical and intellectual needs. Preschool age children have a short attention span. They learn by example, and learn by activities that are interesting to them. I keep their minds fresh by including fun games in the weekly lesson plan that improves their physical, cognitive and creative development. I do this on a daily basis. I sing songs, read books and talk about shapes, colors, numbers and letters. I encourage all children to be active, especially, during outside play. I provide the children with opportunities to develop their upper body strength by rolling balls, swinging, and throwing bean bags. I also focus on running, jumping, and balancing to help strengthen their lower bodies. At the center, we come up with all sorts of active games to build up both gross and fine motor skills. I included a game called â€Å"Sleeping Giants† into my weekly plan that is a combination of pretend play and physical activity. The â€Å"Sleeping Giants† game stimulates imagination and multi-directional movement while strengthening their heart, lungs, muscles, and agility. During the game, children will use their large motor skills to run or jump while listening for me to say â€Å"Sleeping Giants†. When I call out, the children will try their hardest to stay quiet to represent a sleeping giant. Then when I call out â€Å"Walking Giants† the game continues and allows the children to be active and freely express themselves.

Women in Oedipus Rex Essay -- Oedipus the King Oedipus Rex

Women in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚         Charles Segal in Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge explains one of the pivotal functions of Jocasta in Sophocles’ Oedipus Rex:    The second series begins with Jocasta. . . .Now Oedipus is pursuing the killer as possibly the same as himself. . . . In this set his goal shifts gradually from uncovering the murderer to discovering his own parents. The confidence and power that he demonstrated in the first series of encounters gradually erode into anger, loss of control and fear (72).    This essay will reveal the role of women in the drama, the attitude toward women, the contribution of women to plot development, and other considerations relevant to women in Oedipus Rex.    Michael J. O’Brien in the Introduction to Twentieth Century Interpretations of Oedipus Rex, maintains that there is â€Å"a good deal of evidence to support this view† that the fifth century playwright was the â€Å"educator of his people† and a â€Å"teacher†. Sophocles in his tragedy, Oedipus Rex, teaches about â€Å"morally desirable attitudes and behavior† (4), and uses three women to help convey these principles of living.    At the outset of Oedipus Rex no female characters are present; the reader sees a king who comes to the door full of curiosity: â€Å"Explain your mood and purport. Is it dread /Of ill that moves you or a boon ye crave?† When the priest has responded that the people are despairing from the effects of the plague, the king shows sympathy for his subjects: â€Å"Ye sicken all, well wot I, yet my pain, /How great soever yours, outtops it all.† Thomas Van Nortwick in Oedipus: The Meaning of a Masculine Life : â€Å"We see already the supreme self-confidence and ease of command in ... ...nflicts of the Antigone.† In Sophocles: A Collection of Critical Essays, edited by Thomas Woodard. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1966.    Segal, Charles. Oedipus Tyrannus: Tragic Heroism and the Limits of Knowledge. New York: Twayne Publishers, 1993.    Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/browse-mixed new?tag=public&images=images/modeng&data=/texts/english/modeng/parsed&part=0&id=SopOedi    â€Å"Sophocles† In Literature of the Western World, edited by Brian Wilkie and James Hurt. NewYork: Macmillan Publishing Co., 1984.    Van Nortwick, Thomas.   Oedipus: The Meaning of a Masculine Life. Norman, OK: University of Oklahoma Press, 1998.    Watling, E. F.. Introduction. In Sophocles: The Theban Plays, translated by E. F. Watling. New York: Penguin Books, 1974.      

Being Truly Human

WHAT MAKES MAN TRULY HUMAN? â€Å"What makes man truly human? † This question alone is very difficult to answer. Although I am a human being, being thrown a question like this makes me think otherwise if I am truly human. After given such question, sets of question started popping inside my head. Questions like, â€Å"who am I really? † â€Å"Would I be considered as fully human just because I was born in the figure of a human being? † â€Å"How do I become a truly human? † continue to linger on my mind.Let me start off by saying that human are the same as animals in terms of biological components. Like animals, we have a certain hunger to desire a certain object, be it achievement or whatsoever, for fulfillment and survival. We humans do rely on our instincts from time to time. However, are we the same as animals? Or are we far more than them? After much self-reflection, I come to the conclusion that we are better than animals. We are far more superior to them. Being human is being free. Free in a sense that no one would dictate me on what to do.As a human being, I have a mind of my own making myself superior to animals which rely purely on their instincts. I am not born in this world just to please others nor to make others feel inferior. I am capable of thinking, feeling, rationalizing, and making decisions for myself. I use these abilities to create a better me, to achieve a higher value to my life. However, being free also means that there are certain responsibilities that an individual has. I am in control of my life and liable for the consequences of the choices that I am about to make, may it be good or bad.Even though I said that being free means that I get to do the things that I would want to do, I did not intend to mean that I will be doing things that would harm my fellow neighbor. What I meant to say was that I would do the things that would benefit me and others as well. Living a good quality life is a way of becoming human. Human beings are capable of socializing with others. As the saying goes, no man is an island. One cannot live without the other. Humans need companions or other humans in order to survive.Humans are capable of loving, and so socializing with others would not be a difficult task. What makes man truly human is his capacity of understanding himself as a free and responsible being. Through these responsibilities, a human is able to understand that he/she lives with more concern towards others. Being and becoming human is a gift from our Almighty Creator. He bestowed upon us the ability to reason out and the so-called â€Å"free will†. Thus, becoming human is living a virtuous life, as proposed by Aristotle in his golden mean theory, or simply a balanced life.

LV & UV GCSE French Oral Examination Essay

There are four broad areas of questions for the general conversation section of the oral examination. These are listed below: 1. Lifestyle 2. Leisure 3. Home and environment 4. Work and education Amusez-vous bien et bon courage! Lifestyle Health 1. Qu’est-ce que tu aimes manger et boire? (State what you like to eat & drink & why, mention things you don’t like to eat & drink & why, what did you eat & drink yesterday, what is your favourite food/drink & why, is it healthy.) 2. Qu’est-ce que tu fais pour rester en forme? (Mention things you do to stay fit – what you eat & drink & how regularly, what sport/exercise you do, what you could do more of.) 3. Qu’est-ce qui n’est pas trà ¨s bon pour la santà ©? (Mention things which are not so healthy – e.g. smoking, alcohol, drugs, no exercise, do you do any of these things, how often, how could you be healthier.) 4. Qui fait la cuisine chez toi? Tu aimes bien cuisiner ? Tu le fais souvent? (State who normally does the cooking in your house, is the food good/healthy, how often do you cook, what can you cook, what did you make the last time you cooked, how was it?) Relationships and Choices 1. Quel à ¢ge as-tu? Quelle est la date de ton anniversaire? (State age, when your birthday is, how you celebrated your last birthday, what presents you received, what you would like to do for your next birthday.) 2. Quel genre de personne es-tu? (Describe what you look like, what your personality is like, what you like and don’t like doing and why.) 3. Dis-moi quelque chose au sujet de ta famille. (Talk about your brothers, sisters, parents – physical appearance, personality, what you like and don’t like doing with them and why, how well you get on with them all and why, what you did last weekend with them.) 4. Est-ce que tu as des animaux domestiques? (Discuss what your pet is, its name, age, how well you get on with it, whether you would like another or a new pet, who looks after/feeds the pet. If you don’t have any pet, say why and whether you would like a pet and why) 5. Dà ©cris ta meilleure amie. (Describe your best friend – physical appearance, personality, why she is your best friend, how long you have known her, what you did with her last week, how it was, what you plan to do with her next week.) 6. Dà ©cris l’homme de tes rà ªves ! (Describe what your dream partner would be like – physical appearance, personality, why he would be your dream partner, what is important for you in a dream partner and why.) 7. Est-ce que tu voudrais te marier et avoir des enfants à   l’avenir? (State whether you would like to get married and have children in the future and why or why not. Why is marriage important to you, what type of mother and wife would you like to be.) 8. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 9. Tes parents sont-ils sà ©và ¨res? Pourquoi (pas)? (A continuation of discussing how you get on with your parents – state what you have to do at home, what you are allowed and not allowed to do, whether you think this is fair or not, how would you like to improve your relationship with your parents.) Leisure Free time and the Media 1. Qu’est-ce que tu aimes faire pendant ton temps libre? (Mention three things you like doing in your spare time – e.g. shopping, music, sport, cinema etc, state how often you do this and with whom, say why you like these activities, say what you like to do in good/bad weather, in summer/winter.) 2. Qu’est-ce que tu n’aimes pas faire pendant ton temps libre? (State three things you don’t like doing in your spare time and why, mention something you did last week which you did not enjoy and why.) 3. Est-ce que tu aimerais essayer un nouveau passe-temps ? Pourquoi ? (Mention a new hobby you would like to try out and why, mention also one you wouldn’t want to try out and why.) 4. Tu regardes souvent la tà ©là ©? Quelle est ton à ©mission prà ©fà ©rà ©e ? (State how often you watch TV – in the week and at the weekend, with whom you watch TV, what you saw on TV yesterday, what your favourite programme is, why, describe what type of programme it is and what usually happens, state what you don’t like on TV and why.) 5. Tu vas souvent au cinà ©ma? Parle-moi du dernier film que tu as vu. (State how often and with whom you go to the cinema, what are your favourite types of film and why, describe a film which you went to see recently, what happened, who the actors were, why you liked or disliked it, to whom you would recommend this film.) 6. Aimes-tu lire? Quel type de livres aimes-tu lire? Quel est ton livre prà ©fà ©rà ©? Pourquoi ? (State how often you like to read and which types of book, talk about your favourite book – title, author, what happens, why you like it, what you would like to read in the future and why.) 7. Qu’est-ce que tu as fait le weekend dernier pendant ton temps libre? (Talk about two activities you did last weekend – what, where, with whom, how much it cost, what the weather was like, whether you enjoyed it or not.) 8. Qu’est-ce que tu vas faire le weekend prochain? (Talk about a couple of things you will do next weekend – what, with whom, where, whether you’re looking forward to it & why.) 9. Comment sont les magasins prà ¨s de chez toi? (Describe what the shopping options in your area are like, how far do you live from the shops, how you travel there, favourite types of shops and why, what you bought the last time you went shopping, is it better to travel to London for shopping, why.) 10. Tu touches combien d’argent de poche? (State how much pocket money you get, from whom and how often, is this enough – why or why not, what you normally spend your pocket money on, what you bought last week, how much you save, what you are saving for, whether you would prefer to have a part-time job or simply receive pocket money, and why.) 11. Est-ce que tu utilises beaucoup internet ? (Talk about how often you use the internet and what for, e.g. for homework, to write to friends and family, to listen to music and watch programmes) 12. Est-ce que tu as un tà ©là ©phone portable ? (Explain if you have a mobile phone and how often you use it. You could also talk about whether you pay for the bill or whether your parents do. Is it fair ?) 13. Est-ce que les nouvelles technologies peuvent à ªtre dangereuses ? (Talk about the possible dangers of the new techonologies, particularly the internet, but also of their benefits, e.g. the advantages of having a mobile phone) Holidays 1. Qu’est-ce que tu as fait pendant les dernià ¨res grandes vacances? (State where and with whom you went, how you travelled, where you stayed, what the accommodation was like, what you did during the day, what you ate and drank, whether you liked it, what the weather was like, mention one thing you didn’t like and why, what the people were like, whether you want to return next year.) 2. Que fais-tu normalement pendant les vacances de Noà «l? (State what you normally do in the Christmas holidays, where you go, or whether you stay at home, whom you visit, what you do, what you eat and drink, which presents you received last year, what the weather is normally like, what you would like to do in the next winter holidays.) 3. Oà ¹ iras-tu pendant les prochaines vacances? (State where you will go and why, with whom, where you will stay, what you will eat and drink, what the weather will be like, what you hope to do in the day and in the evening, how long you will stay, whether you are looking forward to it.) 4. Es-tu dà ©jà   allà ©e en France? (State whether you have been to France – e.g. Vallà ©e de la Loire, say if you liked it and why, say where you went, what you did, what the weather was like, what the food and drink were like, whether you would like to return, what the people were like, say what the main differences between France and England are for you.) 5. Que peuvent faire les touristes dans ta rà ©gion? (State whether your area is good for tourists or not, list three things tourists can do, what the transport is like, what the accommodation is like, what the weather is like in the summer, what one can do in the evening, whether there are any good restaurants in the area, which sights you’ve visited in the area, whether you would recommend the area to tourists.) 6. Est-ce que tu prà ©fà ¨res partir en vacances en famille ou avec des amis? Pourquoi ? (Explain why you prefer going on holiday with your parents or friends. Talk about the advantages and disadvantages of both options. Explain whether there are any drawbacks when going on holiday with friends. Talk about a previous experience.) Home and Environment Home and Local Area 1. Oà ¹ habites-tu? Oà ¹ se trouve cette ville/ce village? (State where you live and where it is situated, say what type of town/village it is, say why you like or dislike living there, say what is nearby, what is good for tourists, what the weather is like in summer and winter.) 2. Dà ©cris-moi ta maison. (Describe what type of house you live in and where in the town/village it is situated, how long you have lived there, list some of the rooms upstairs & downstairs, say if you have a favourite room and why, describe the furniture in your bedroom and whether you like it, describe the garden and what you like to do there. Say where you used to live when you were younger and which one you prefer) 3. Oà ¹ aimerais-tu habiter plus tard? Pourquoi ? (State where you would most like to live and why, what there is to do there, what the weather is like, whether you prefer living in a town or in the country and why, what is there to do there at night, say why you would or wouldn’t want to live abroad.) 4. Tu vas souvent dans le centre de Londres? (Say how far you live from London, how often you go there, what there is to do there, how you travel there, what you did the last time you went to London, say one thing you dislike about London and why.) 5. Qu’est-ce que tu fais d’habitude pour Noà «l/Pà ¢ques à   la maison? (State what you normally do at Easter/Christmas at home, who visits, what you eat & drink, what you did last Easter/Christmas, presents, what would you like to do at Easter/Christmas next year?) Environment 1. Quels sont les problà ¨mes d’environnement dans ta rà ©gion et dans le monde? (List some of the environmental problems in your area and state why the environment is important to you, mention some of the environmental improvements in your area and around the world.) 2. Que peut-on faire pour protà ©ger l’environnement? Que faites-vous dans ta famille pour protà ©ger l’environnement ? (Mention several ways in which one can help the environment, state what you personally and your family do to help the environment, mention one thing you did last week to help, suggest a way in which your area could be more environmentally-friendly. Explain what would happen if we didn’t do something soon.) Work and Education School and Future Plans 1. Parle-moi de ton à ©cole. (Describe your school in every aspect – name, location, number of pupils, staff, private girls’ school, times of the school day, activities at lunchtime, what the school food is like, sports’ facilities, what you like & dislike about your school.) 2. Qu’est-ce que tu à ©tudies comme matià ¨res? (Mention some of the subjects you’re learning, say why you like & dislike some, say if you have a favourite lesson & why, are there other subjects you would like to learn?) 3. Parle-moi de ton uniforme scolaire. (State what your school uniform is, do you like it, would you prefer to have no school uniform, is uniform sometimes good?) 4. Qu’est-ce que tu as l’intention d’à ©tudier l’annà ©e prochaine pour le bac? (State which subjects you would like to learn next year and why, will you stay at this school or move somewhere else, state which subjects you would not like to learn next year & why.) 5. Est-ce que tu trouves l’à ©cole stressante? (Talk about what makes life at school stressful. You could mention the amount of homework that you receive everyday, the number of tests that you have and how difficult the exams are. You could talk about how easy life used to be like in primary school) 6. Comment pourrait-on amà ©liorer ton à ©cole? (Make a couple of suggestions as to how your school could be improved – e.g. having boys, no school uniform, better food/facilities etc.) 7. Est-ce que tu veux faire des à ©tudes à   l’università ©? (State whether you would like to go to university, where, to study what, why, or why you don’t know yet.) Current and Future jobs 1. Est-ce que tu as un petit boulot? Est-ce que tu voudrais en avoir un? (State whether you have a part-time job, what you do, where you work, how much you earn, do you like it, why, what you spend you money on, or say whether you would like a part-time job, doing what, earning how much, how you go about looking for work) 2. Qu’est-ce que tu voudrais faire comme mà ©tier plus tard? Pourquoi? (State what you would like to do career-wise, type of job, how much money you would like to earn, would you like to live/work abroad, why this is a good choice for you, what is your dream job & why.) 3. Quels sont les avantages et les inconvà ©nients des diffà ©rents metiers? (Talk about 2 or 3 different professions that you may find interesting and discuss their advantages and drawbacks)

The Strong Shall Live and the Weak Shall Die Essay Example

The Strong Shall Live and the Weak Shall Die Essay Example The Strong Shall Live and the Weak Shall Die Paper The Strong Shall Live and the Weak Shall Die Paper The phrase the strong shall live and the weak shall die Evolution cannot be stated as just being a theory since with numerous evidences in the fossil records as well as comparisons within the animal kingdom evolution is widely accepted as a credible explanation for how the different animal species came to be. All scientific fact including evolution is based of a theory which is an inference, an intelligent guess of sorts, which bases itself on data collected through scientific research to come up with a plausible explanation An inference is a way for scientists to help explain how certain things came to be through intelligent guess work as such it cannot be considered infallible but it is an effective means of explanation without committing findings as hard fact. Charles Darwin was an English scientist who theorized that all animals and species of life on this planet evolved from a common ancestor. That creatures evolved in a process of natural selection wherein animals who possess traits better suited for survival thrived while those who didnt died off. The phrase the strong shall live and the weak shall die comes to mind when simplifying such a concept. The mystery of mysteries for Darwin was the origin of all species and her addressed it by creating the concepts of evolution and natural selection to explain it. Darwin idea of evolution was so revolutionary because it went against misconceptions at the time of how animals came to be. We know evolution happens to due to fossil records which show the gradual change of one species into its current incarnation an example of which would be the fossils of the Pakicetus, Basilosaurus and Sinonyx all of which show a gradual change of one species into todays modern species of whale. The work of Chris Schneider has shown that natural selection in different ecological zones have caused birds, notably the hummingbird in his study, to go down different evolutionary paths to adapt to the environment effectively creating new species in the process. Humans did evolve from a common ancestor to todays chimpanzees, orangutans and gorillas. Through the work of David Page we have come that there is genetic proof of a common ancestral gene between humans and chimpanzees however in his findings he states that the human Y chromosome has remained intact over the couple million years or so while the chimpanzee Y has in fact been losing genes over the last 10 million years which explains why they didnt evolve like humans did. Evolution matters now because as humans continue to tamper with the natural world we also inadvertently cause the evolution of certain species which evolved due to human interference with their natural processes such as insects and rodents which have started to become more and more resistant to insecticides and poisons as well multi-drug resistant tuberculosis bacterial strains. There is a need to study how this happened and to prevent any unnatural interference which might cause damage to the natural world. Evolution is controversial because it goes directly against the origin of life of the Catholic faith which states that all life on Earth was created in seven days and that the current species of man derived from a fully evolved version of ourselves which today we know is false since human kind went through gradual phases of evolution instead of just merely popping out of the ground. Evolution can be compatible with religious faith so long as those who believe in their own respective religions do not take the concept of creation stated in their religious text as literal fact rather it could be interpreted as mans way of explaining his origins in the only way he could. Extinction From what I learned on the topic of extinction I have realized that extinction is an inevitability for a species that can no longer adapt to an environment that has drastically changed. Also extinction doesnt just come about through means of natural selection rather it can also come about due to the actions of man which interferes in the natural order of the environment causing the extinction of numerous species. Change On the topic of change, I have come to realize that change only happens when there is sufficient reason for it. If the environment a species currently lives in starts to slowly change the numerous species living in it have to adapt and change as well in order to survive and thrive in this new habitat otherwise they face extinction. Change is an inevitable process and whether we know it or not humans are also gradually changing as well. Survival From what I learned survival can be surmised in one phrase survival of the fittest. That in the animal world it is only the animals that have sufficiently evolved to have the best possible evolutionary characteristics to survive that can thrive while those who remain the same will die off leaving only those fit to live. It is rather fatalistic but it is a fact of life.

Inventions and Inventors of the 18th Century

Inventions and Inventors of the 18th Century The 18th century, also referred to as the 1700s, marked the beginning of the first Industrial Revolution. Modern manufacturing began with steam engines replacing animal labor. The 18th century also saw the widespread replacement of manual labor by new inventions and machinery. The 18th century was also part of the The Age of Enlightenment,  a  historical period characterized by a shift away from traditional religious forms of authority  and a move towards science and rational thought. The effects of 18th-century enlightenment led to the American Revolutionary War and the French Revolution. The 18th century also saw the spread of capitalism  and the increased availability of printed materials. Here is a timeline of the major inventions of the 18th century.   1701 Jethro Tull invents the seed drill. 1709 Bartolomeo Cristofori invents the piano. 1711 Englishmen John Shore invents the tuning fork. 1712 Thomas Newcomen patents the atmospheric steam engine. 1717 Edmond Halley invents the diving bell. 1722 French C. Hopffer patents the fire extinguisher. 1724 Gabriel Fahrenheit invents the first mercury thermometer. 1733 John Kay invents the flying shuttle. 1745 E.G. von Kleist invents the Leyden jar, the first electrical capacitor. 1752 Benjamin Franklin invents the  lightning rod. 1755 Samuel Johnson publishes the first English language dictionary on April 15th after nine years of writing.   1757 John Campbell invents the  sextant. 1758 Dolland invents a chromatic lens. 1761 Englishmen John Harrison invents the navigational clock, or  marine chronometer,  for measuring longitude. 1764 James Hargreaves invents the  spinning jenny. 1767 Joseph Priestley  invents carbonated water, or  soda water. 1768 Richard Arkwright patents the  spinning frame. 1769 James Watt  invents an improved steam engine. 1774 Georges Louis Lesage patents the electric telegraph. 1775 Alexander Cummings invents the  flush toilet.Jacques Perrier invents a steamship. 1776 David Bushnell  invents a submarine. 1779 Samuel Crompton  invents the  spinning mule. 1780 Benjamin Franklin invents  bifocal eyeglasses.Gervinus of Germany invents the circular saw. 1783 Louis Sebastien  demonstrates the first parachute.Benjamin Hanks patents the self-winding clock.The  Montgolfier brothers  invent the hot-air balloon.Englishmen  Henry Cort invents the steel roller for steel production. 1784 Andrew Meikle invents the threshing machine.Joseph Bramah  invents the safety lock. 1785 Edmund Cartwright invents the  power loom.Claude Berthollet invents chemical bleaching.Charles Augustus Coulomb invents the torsion balance.Jean Pierre Blanchard  invents a working parachute. 1786 John Fitch  invents the  steamboat. 1789 The  guillotine  is invented. 1790 The United States issued its first patent to William Pollard of Philadelphia for a machine that roves and spins cotton. 1791 John Barber invents the gas turbine.Early bicycles are invented in Scotland. 1792 William Murdoch invents  gas lighting.The first  ambulance  arrives. 1794 Eli Whitney  patents the cotton gin.Welshmen  Philip Vaughan invents ball bearings. 1795 Francois Appert invents the preserving jar of food. 1796 Edward Jenner develops the  vaccination  for smallpox. 1797 Amos Whittemore patents a carding machine.A British inventor named Henry Maudslay invents the first metal or precision lathe. 1798 The first soft drink is invented.Aloys Senefelder invents lithography. 1799 Alessandro Volta  invents the battery.Louis Robert invents the Fourdrinier Machine for sheet papermaking.

Emerging Trends in Health Care Term Paper Example | Topics and Well Written Essays - 500 words

Emerging Trends in Health Care - Term Paper Example As elucidated by Sena, adoption of technology in healthcare is one of the emerging trends affecting health care. Just like in any other industry, the use of technology is imperative in healthcare as healthcare organizations strive to align their services with their objectives of providing quality services to their clients. In essence, the use of technology has made the job of doctors and nurses easier and patients are able to access healthcare services more rapidly. A good example of how technology is used today in healthcare is electronic health records which improves efficiency of services. Doctors and physicians are therefore able to access patients' medical information in their computers by just a click. Secondly, according to Sena, individuals seeking treatment today are more involved in the provision of care. This can be attributed to the fact that the modern man is more sophisticated in terms of education. Therefore, people today tend to evaluate all available healthcare avenues in order to make an informed decision on the institution offering the best services. This has also been contributed by the fact that people are able to access information particularly through the internet. Consequently, people in the contemporary world can identify differences in terms of services, costs, as well as quality of services in different institutions as relevant information is available on the internet. The third emerging trend is closely linked to the current high spending in healthcare that has pushed up health insurance premiums.