Mary Shelleys Frankenstein Essays -- Frankenstein Essays

Mary Shelley's Frankenstein The creature of the novel Frankenstein is intelligent, naà ¯ve, powerful and frightening. He seeks vengeance, kills three people, and haunts his creator to the end of his (Frankenstein’s) days. Why? What inspired and what enraged the creature so much so that he felt this was the only path to pursue? When we first meet the creature (truly meet him, that is), he shows his intelligence through speech. One must certainly expect him to be a drooling, dumb and violent creature, but he is, in fact, quite the opposite. He is violent, yes, but he does not show his violent physical side unless provoked to anger. More often than not the creature is full of self pity, cursing his existence and his creator for bringing him into it. When the creature and Frankenstein speak to each other (though the creature is doing most of the speaking), the creature does so fairly calmly, and relays his side of the story -- where he had been, what he had done and, most importantly, what he had read. When taking a close look at the creature’s behavior and story, it is impossible to ignore the fact that the two works that seemed to have the greatest affect on him were Paradise Lost and the notes that he had found in his pocket concerning his own creation. Though each work that the creature read is important in one way or another, these two were the works that helped to shape his personality and change how he felt about himself and his plight. Perhaps the most interesting thing about the creature’s reaction to Paradise Lost is that he identified not with Adam, but with Lucifer. This explains quite a bit about the creature and a bit about why he acts the way he does throughout the novel. The creature himself even... ...o an eternity of tempting souls away from the Creator, and to live in Hell. The creature lives in his own Hell each day, and does not necessarily tempt, though he does indeed taunt Frankenstein. Is this justice? A person could argue either way in that respect. To a degree, yes, it is justice. The creature committed terrible acts, to be sure, but he did not ask to be brought into the world, nor to be abandoned. To a degree, the creature’s hatred and need for revenge rather help him in his life. He is never naà ¯ve enough to trust people again, for one thing, and it pushes him to superhuman speed and constitution, things he probably would not have if he had been accepted. Though, is the emotional trade-off worth it? Perhaps not. In the end, the creature loses any redeeming qualities he may have and becomes far more wretched than he had been in the beginning of his life.

Promoting national unity in Malaysian public schools Essay

Introduction â€Å"Malaysia, Truly Asia† aptly describes the country as a melting pot of three major Asian cultures. Yet, less than 140 years ago, a homogenous society existed in the Malay Peninsular with a population of 90% Malays (Gullick, 1969). However due to colonial policies and increasing economic prosperity, the society evolved ethnically into present day multi-ethnic Malaysians The 2010 consensus from Department of Statistics Malaysia revealed Malaysians of the 21st century as coming from three major groups; 67.4% Bumiputera (Malays, Sarawak and Sabahan bumiputera), 24.6% Chinese, 7.3% Indians and 0.7% others. In short, this land has changed from a homogenous society to a pluralistic society with Malaysians coming from different cultures, languages and religions. It can be deduced that integration among Malaysians are crucial factors that contribute to the nation’s success. This unity has been a main concern of the Malaysian government from pre-independence day to the present. In the face of multi-culturalism, Ho (1952) stated that â€Å"It is accepted that education is not the only means available in the tasks of achieving national unity and solidarity in the plural community of Malaya, but it remains the most important single factor for integration in the racial, religious and cultural complex of Malaya.† Thus he proposed that education be used to unify the multi-ethnic Malaysian society starting from school level where early stages of inter-racial socialisation process begins. Through education, the younger generation of Malaysians are nurtured with stronger national consciousness and imbued with stronger national identity. Ideologies and policies like Rukun Negara,and Bangsa Malaysia were formulated to cater to each succeeding generation of Malaysians. With integration still remaining as a top national agenda, the first part of this paper attempts to examine the role of education reports on national unity in Malaysia from pre-independence to the present day, and analyse their impact and success. The impact is analysed by relying upon a combination of historical investigation from various education reports in the light of national unity. With 1Malaysia being the latest effort of integration, the second part of this paper tries to gauge the awareness of NKRA 4, a visible  mechanism of 1Malaysia among 1the educationists through analysis of empirical evidence gathered from the interviews with them. Finally, the paper will analyse if 1Malaysia concept conceived to promote unity will be the right panacea for removing ethnicity barriers among Malaysians. Inculcating national unity in education: A pre-Independence to present day review of the educational reports The current Malaysian education policy for national unity has its roots in pre-independence era and it has become part of the society’s prevailing colonial inheritance (Azhar Wahid, 2011). During the colonial era, the existence of vernacular schools catering for each race had physically divided the Malayan society. The second divisive factor was the different ethnic languages used as medium of instruction to educate the respective races (Marimuthu, 2008). The third was the geographical separation of the vernacular schools according to the unequal population distribution of different races (Omar, 1991). The only opportunity for integration was among students in English medium schools established in towns (Marimuthu, 2008). Separate curriculum for vernacular schools was the fourth factor splitting the communities. With focus on ethnics’ respective countries of origin and the nonexistent Malayan context in the curriculum, the vernacular education failed to build a sense of national identity and consciousness (Marimuthu, 2008). To integrate multi-ethnic communities in Malaya through educational system, the 1950 Barnes Report 1950 suggested replacing the vernacular schools with national schools using English or Malay as medium of instruction in primary schools and English for secondary schools and bringing students and teachers of different races together under one education system to build a nation with national characteristics (Noriati Rashid et al., 2012). As the report was viewed unfavourably by the Chinese, another report, the 1951 Fenn-Wu report, was commissioned; it recommended Chinese education curriculum to include local Malayan elements to help form a sense of national identity among its students. Both Barnes and Fenn-Wu reports were taken into consideration when the 1952 Education Ordinance was passed (Ee, 1995). It supported the National School concept with a common curriculum using Malay and English language as media of instruction. However, lack of funding and insurgency hampered its implementation. Historically, 1957 was the year an independent Federation of Malaya was formed. To cater to a post-independent Malaya, the Razak Report, the most influential education committee reports, was commissioned. It cited two major considerations: using Malay language as the main medium of instruction and incorporating Malayan context and values into school curriculum (Omar, 1991). The proposal desired to instil national consciousness and mutual understanding among multi-racial communities through mono-language and socio-cultural values. The Razak Report led to the 1957 Education Ordinance. As a follow-up, 1960 Rahman Talib Report recommended retaining a single schooling system for all pupils with the same school curriculum using Malay language as medium of instruction. This report resulted in the Education Act of 1961with its most significant outcomes of phasing out English medium schools and converting Chinese and Tamil National secondary schools to Malay medium secondary schools, standard ising school system, and nationalisation of curriculum and examinations (Omar, 1991). The 1969 racial riot had warranted the need for a more intense scrutiny of the nation’s fragile unity. Poverty, ethnic disparity in economic participation and wealth distribution had emerged as the primary causes of racial tensions and social political instability (Syed Husin Ali, 2008). Hence, in 1971, New Economic Policy (NEP) was introduced as a remedy. The policy emphasised on education as a major role in eradicating poverty and in restructuring economic and wealth disparity in Malaysian society leading to social integration and national unity (Hussein Ahmad, 2008). Not surprisingly, the 1979 Mahathir Education Report again emphasized on national unity. Process of reforming Malaysian education system continues on in strengthening socio-cultural mechanism to build a stronger national identity and consciousness (Hussein Ahmad, 2008). In 1990s, national unity and social cohesion were still the major agenda of Malaysia’s nation building which led to Vision 2020 with the first goal of establishing a united Malaysian nation made up of one Bangsa Malaysia (EPU, 2011) together  with Vision  Schools where children of all races study in their respective mother-tongue primary schools under one roof and sharing same facilities. Impact of Educational Reports on National Unity in Schools Past and present educational reports have highlighted the needs for curriculum standardization, use of common medium of instruction, employing teachers of all races, using multi-cultural Malaysian context in curriculum and bringing all students together to share common classroom so as to increase openness, interaction and understanding among them. All these criteria which were absent in pre-independent Malaya have now been implemented in national schools. In particular, the National Philosophy of Education entails using Bahasa Malaysia as medium of instruction, using the same curriculum, standardising examination and syllabus as well as introducing school co-curriculum. The 1979 Mahathir Report brought about the New Primary School Curriculum (KBSR) which was formulated to help develop socio-cultural values based on the Rukun Negara, and national culture (Azhar Wahid, 2011). Integrated Secondary School Curriculum (KBSM) was introduced with emphasis given on mastering Bahasa Malaysia and nurturing national consciousness through inculcating common values, aspirations and loyalties (Nagendralingan, 2008). Multi-cultural education is promoted in the curriculum to ensure that all students are aware of cultural, gender, racial and ethnic diversity of the nation and to foster mutual respect and positive social interaction with each other (Azhar Wahid, 2011). In the classrooms of national secondary schools, teaching and learning process promote cooperative learning methods such as doing projects, case research, group discussion, pair work and group assignments to help students of different races to not only improve communication skills with each other but also to interact, share ideas and learn teamwork spirit (Neo et al., 2009). When students are aware of the values of multi-cultural education, they learn to respect different cultures, thereby reducing misconceptions and prejudices towards those of  other ethnic groups. Syllabus and curriculum  are replete with elements of Malaysian cultural heritage where students learn and understand another culture’s dominant practices, way of life and religious holidays (Azhar Wahid, 2011). As part of co-curriculum activities, sports and games, uniformed bodies, clubs and societies help students to interact with each other; speech day, field trips, sports carnivals, fund raising events are designed to draw out involvement from all students to socialise together (Nagendralingan, 2008). Parent Teacher Associations and alumni associations help to integrate the school communities with the outside communities. Though the National Education Policy may not have achieved the highest degree of ethnic integration, some of its strategic policies such as using Bahasa Malaysia as the medium of instruction in secondary schools have been successful (Azhar Wahid, 2011). This has created generations of Malaysians communicating and learning using the same language. The concept of equal access to education at every schooling level is another major characteristic of education development in the mid-1970s. Affordable access to education for all can help to narrow the education gap between races and increase upward social mobility. With equitable ethnic participation in the economy and wealth distribution, the causes of racial tensions can be remedied and this promotes social political stability. National Key Results Area 4 (NKRA) Pemandu (2011) reported that National Key Results Area (NKRA) is part of 1Malaysia’s concrete efforts to give priority to people’s needs first. Improving student outcome is one of the seven NKRAs â€Å"which have been deemed crucial and urgent for achieving 1Malaysia.† NKRA goal for education is improving student outcome by developing students’ minds, talents, and capabilities to safeguard the nation’s future generation. THE INTERVIEW RESULTS: Views on NKRA 4 from Education Practitioners The  interview questions focused specifically on eliciting their understanding of the NKRA goals which are â€Å"access to affordable education† and â€Å"quality of education† as well as how their contributions can make the policy a success. Respondent 01 is a school principal who has been an educationist for 24 years; respondent 02, an assistant principal, has been an educationist for 33 years; respondent 03 has been a teacher for 32 years and respondent 04 36 years. Regarding the term â€Å"access to affordable education† , respondent 01 replied that it means giving free education from a young age up to secondary education. Respondent 02 said that affordable education includes scholarships and financial help for underprivileged students to keep schooling. Both respondents 03 and 04 mentioned that it means children can easily attain education without been financially burdened. â€Å"Access to Quality of education† was understood by respondent 01 and 03 as getting a holistic education with balanced intellect, spiritual, emotional and physical development. Respondent 02 interpreted it as what makes students employable after finishing their secondary or tertiary education. Producing quality students who have the ability to think critically, apply their knowledge and contribute to society is regarded as quality education by respondent. All the respondents agreed that Malaysians have access to affordable education in reality. But as to the quality of education, all the respondents conceded that it has declined. Respondent 01 explained that he has experienced the unsatisfactory situation of rural schools where the parents and students do not prioritise education and school principals fail to play their part. According to respondent 02, the decline is partially due to the low standard of admission for applicants applying for teaching training at universities and training colleges and this lowers the quality of education. Respondent 03 believed that the intellectual formation has been over emphasised to the detriment of other JERIS aspects (physical, emotional, spiritual and social). As for respondent 04, she claimed that lack of vocational schools and their limited enrolment make it difficult for under  performing students to continue their studies in a meaningful way. Towards attaining NKRA education goals, respondent 01 pointed out that the principal’s most important contribution is strong leadership with clear and achievable vision and mission for his school. He further enunciated that a principal who sets achievable standards for both the under achievers and bright students can enhance the school’s performance. Respondent 02 and 03 mentioned that active supervision of students and teachers by the principal can significantly improve their performance. Showing interest in students’ performance and connecting with them at ground level are some of the ways according to respondent 04 that the principal contributes to improving student outcomes. Regarding the role of teachers, respondent 01 stressed that â€Å"the input of teachers is proportional to increasing student outcomes in developing students’ minds, talents and capabilities†. Both respondents (respondent 02 & 03) pointed out that students’ access to quality education is enhanced by receiving quality teaching and mentoring from teachers. Therefore, according to them, teachers must be good role models and have the right attitude towards their students. Instead of just settling for mediocrity among students, respondent 04 suggested that teachers should discover students’ weaknesses and motivate them to overcome it. Evaluating the findings Generally, it is agreed that Malaysian students have access to affordable education as currently school fees are waived, textbooks are provided on loan, deserving students receive financial aid and rural schools provide free lodging and food. The overall consensus is that quality of education is the holistic development of the whole person. However it may not necessarily correlate with better quality of education as there are other factors involved such as parental involvement and awareness, teachers’ input and principals’ leadership. Two key factors in better education quality are the principal’s leadership and the teachers’ cooperation in increasing students’ performance and outcome. NKRA education recognises this by creating High Performing Schools whereby schools are categorised into bands according to performance in order to motivate and increase principals’ performance (The Star, 2012). To produce committed, responsible and caring teachers, intervention programmes to train and motivate teachers towards higher achievement are also in place under NKRA 4. To improve the quality and standard of professionalism, the Education Ministry plans to pick only top-scoring university graduates to be 20% of trainee teachers by 2015 and review the passing criteria for trainee teachers at training colleges (Fernandez & Lingan, 2012) to ensure quality teachers. The goals of NKRA in improving student outcome help teachers and principals to tackle the challenges faced in providing quality education. Achieving the goals can indirectly increase unity goal under 1Malaysia as better education opportunities for all can bridge the gap between ethnic groups by balancing their l evel playing field and providing economic advancement. Evaluating 1MALAYSIA as the underlying key towards unity in cultural diversity Although efforts were made to integrate the Malaysian society using national education and ideologies, strong feelings of ethnicity in Malaysian social life are rife (Centre for Public Policy Studies, n.d.). In response, the current Prime Minister, Najib Razak introduced 1Malaysia concept in 2009 which aspires to unite the pluralistic Malaysian society by inculcating the spirit and values of solidarity and sense of togetherness, irrespective of race, religion and creed. (Najib Abdul Razak, 2009). The objective is to have the Malays, Chinese, and Indians perceive themselves collectively as a single identity –Malaysians. 1Malaysia founded upon the principle â€Å"People First, Performance Now† means that the government’s prime concern is people’s welfare and producing high quality performance that benefits them. In identifying his government with Malaysians regardless of race, soc ial background or religion and understanding their aspirations, he seeks to lead his government to identify their needs and to incorporate their feedback. Consequently, 1Malaysia can strengthen solidarity and cooperation among races for unity in cultural diversity. Is 1Malaysia the underlying key towards achieving unity in cultural diversity? According to Mujibu Muis et al. (2012), history shows that when national unity and integration focused on assimilating minority cultures into the dominant culture, it invariably caused minority ethnic groups to hold stronger to their languages and cultures. As Hazri Jamil and Santhiram Rahman (2012) suggested, the past assumption that the main method for national integration is the educational policy has been over simplistic. They claimed that racial harmony cannot be fostered through education initiatives alone. Hence, the concept of integration is not only about a mono-language, but is about mutual respect and understanding of other cultures and beliefs. In this respect, 1Malaysia concept which celebrates multi-culturalism, accepts cultural diversity and sees it as an advantage which can contribute to a prospering, stable and sustainable future (Hasnul Salleh, n.d.). As examples, Malaysian multi-culturalism has been packaged as the main attractions for the tourism industry (Tourism Malaysia, n.d.) and it brings about economical advantages in trade relations with China and India because of the language and cultural link. Has 1Malaysia concept being embraced by all Malaysians when through its acceptance, Malaysia has the potential to be more developed and stable economically, politically and socially? Without Malaysians’ acceptance, the implementation of the concept may not reach its full capacity. Yet, time will tell if 1Malaysia is to be seen as an underlying key to achieving unity in pluralistic Malaysia. Such a unity attained through the acceptance of the ideology of 1Malaysia renders one’s loyalty more towards the country and breaks down barriers of ethnicity. Conclusion Among the government educational policies built on the educational reports, the national language, common curriculum, standardised syllabus and examinations and national schools have always been tools of unity. Such policies have been effective and workable throughout the first 50 years of the nation’s independence. However, the idea of integration has somehow  progressed further according to the changing times with 1Malaysia concept which proposes that  the nation celebrates its unity amidst cultural diversity and views multi-culturalism as an edge that makes the country unique as in â€Å"Malaysia, truly Asia.† This means that the cultural diversity can become its strength rather than its Achilles heel when rather than assimilating minority cultures into dominant cultures as the only way of integration, 1Malaysia concept accepts the reality of multi-culturalism and promotes unity in its diversity. Therefore, the realisation of the concept may be the way forward fo r Malaysia to reinvent itself as a progressive nation at the dawn of the 21st century. REFERENCES Azhar Wahid. (2011). HBEF1103 Sociology and philosophy of education in Malaysia. Seri Kembangan, Selangor: Meteor Doc. Centre for Public Policy Studies. (n.d.). National unity fact sheet. [Online]. Available: http://www.cpps.org.my/downloads/factsheets/National%20unity%20factsheet.pdf . [2013, February 20]. Education NKRA reaping success. (2012, March 28). The Star. [Online]. Available: http://thestar.com.my/news/story.asp?file=/2012/3/28/nation/10970176&sec=nation. [2013, February 20]. Ee, A. M. (1995). Pendidikan sebagai suatu proses: Asas pendidikan 1. Shah Alam, Selangor: Fajar Bakti. EPU Economic Planning Unit. (2011). Economic development: Vision 2020, 1991-2020. [Online]. Available: http://www.epu.gov.my/184. [2013, February 19]. Fernandez, E. & Lingan, L. (2012, June 6). Degree a must for new teachers by 2020. The News Straits Times. [Online]. Available: http://www.nst.com.my/top-news/degree-a-must-for-new-teachers-by-2020-1.91540. [2013, March 1]. Gullick, J. M. (1969). Malaysia: Nations of the modern world. London: Ernest Benn. 11 Hasnul Salleh. (n.d.). 1Malaysia – Concept and Values. [Online]. Available: http://www.jba. gov.my/files/Microsoft%20Word%20- %201Malaysia%20website%201705.pdf. [2013, February 19]. Hazri Jamil, & Santhiram Rahman. (2012). Malaysian educational policy for national integration: Contested terrain of multiple aspirations in a multicultural nation. Journal of Language and Culture, 3(1). [Online]. Available: http://www.academicjournals. org/jlc/PDF/pdf2012/Jan/Jamil%20and%20Raman.pdf. [2013, February 19]. Ho S. O. (1952). Education for unity in Malaya : An evaluation of the educational system of Malaya with special reference to the need for unity in its plural society. Penang: Ganesh Printing Works. Hussein Ahmad. (2008). History, policy, and reform in Malaysian Education. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey (1st ed., pp. 35-82). Shah Alam: Oxford Fajar. Department of Statistics Consensus. (2010). Population and Housing Census Malaysia, 2010: Percentage of distribution of the population by ethnic group, Malaysia, 2010. [Online]. Available: http://www. statistics.gov.my/portal/index.php?option=com_content& view=article&id=1215. [2013, Feb 22]. Marimuthu, T. (2008). Tamil education: Problems and prospects. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey (1st ed., pp. 113-138). Shah Alam: Oxford Fajar. 12 Mujibu Muis et al. (2012). Ethnic Plurality and Nation Building Process: A Comparative Analysis between Rukun Negara, Bangsa Malaysia and 1Malaysia Concepts as Nation Building Programs in Malaysia. Asian Social Science, 8(13). In Ebscohost (OUM Digital Collection). Nagendralingan, R. (2008). Reflections on the development of curriculum in Malaysia. In Ibrahim Ahmad Bajunid (Ed.), Malaysia from traditional to smart schools: The Malaysian educational odyssey (1st ed., pp.221-254). Shah Alam: Oxford Fajar. Najib Abdul Razak. (2009). The 2010 Budget speech: 1Malaysia, together we prosper. [Online]. Available: http://www.treasury.gov.my/pdf/budget/bs10.pdf. [2013, March 1]. Neo, T. K., Neo, M., & Kwok, W. J. J. (2009). Engaging students in a multimedia cooperative learning environment: A Malaysian experience. 2009 Ascilite Conference Proceedings . [Online]. Available: http://www.ascilite.org.au/conferences/auckland09/procs/neo.pdf . [2013, Feb 27]. Noriati A. Rashid et al. (2012). Falsafah & Pendidikan di Malaysia. Shah Alam, Selangor: Oxford Fajar. Omar Mohd Hashim. (1991). Pengisian Misi Pendidikan. Ampang, Selangor: Percetakan Dewan Bahasa dan Pusaka. 13 Pemandu Performance management and delivery unit. (2011). Annual report 2011 Executive Summary. [Online]. Available: http://www.pemandu.gov.my/gtp/annualreport 2011/pdf/pemandu_ar2011_ executive_summary.pdf. [2013, February 18]. Syed Husin Ali. (2008). The Malays: Their problems and future. Petaling Jaya, Selangor: The Other Press Tourism Malaysia. (n.d.). Malaysia Truly Asia. [Online]. Available: http://www.tourism. gov.my/en/my/Web-Page/About-Malaysia/Culture-n-Heritage. [2013, March 1].

When to Use a Bug Bomb to Control Pests

Bug bombs—also known as total release foggers or insect foggers—use an aerosol propellant to fill an indoor space with chemical pesticides. These products are often marketed as all-purpose extermination tools that are easy for a homeowner to use. But is a bug bomb always the right choice when confronted with a home pest problem? Learn when to use a bug bomb—and when you shouldnt. Bug Bombs Work Best on Flying Insects Bug bombs are most effective on flying insects, such as flies or mosquitoes. They dont provide much control at all for cockroaches, ants, bed bugs, or other pests that most concern homeowners. So unless you live in the Amityville Horror house, you wont find a bug bomb to be of much help with your insect problem. Consumers are often fooled into using bug bombs for roaches and bed bugs because they believe the airborne pesticides will penetrate every crack and crevice where these insects hide. Quite the opposite is true, though. Once these hidden pests detect the chemical fog in the room, theyll retreat further into walls or other hideaways, where youll never be able to treat them effectively. Got Bed Bugs? Dont Bother With a Bug Bomb Are you battling bed bugs? Entomologists at The Ohio State University say not to bother using a bug bomb. Their 2012 study showed bug bomb products to be ineffective for treating bed bug infestations. The researchers studied three brands of insect foggers that list pyrethroids as their active ingredient. They used five different bedbug populations collected from Ohio homes as their variables and a laboratory-raised bed bug strain known as Harlan as their control. The Harlan bed bug population is known to be susceptible to pyrethroids. They conducted the experiment in a vacant office building on campus. The OSU entomologists found that the insect foggers had little adverse effect on the five bed bug populations collected from the field. In other words, the bug bombs were virtually useless on the bed bugs that are actually living in peoples homes. Just one strain of the field-collected bed bugs succumbed to the pyrethroid foggers, but that was only when those bed bugs were out in the open and directly exposed to the insecticide mist. The foggers did not kill bed bugs that were hiding, even when they were only protected by a thin layer of cloth. In fact, even the Harlan strain—bed bugs that are known to be susceptible to pyrethroids—survived when they could take shelter under a piece of cloth. The bottom line is this: If you have bed bugs, save your money for a professional exterminator, and dont waste your time using bug bombs. Using ineffective pesticides inappropriately only contributes to pesticide resistance, and it wont solve your problem. Bug Bombs Can Be Hazardous Regardless of the targeted pest, a bug bomb should really be a pesticide of last resort, anyway. First of all, the aerosol propellants used in bug bombs are highly flammable and pose a serious risk of fire or explosion if the product is used improperly. Second, do you really want to coat every surface in your home with toxic pesticides? When you use a bug bomb, a chemical cocktail rains down on your counters, furniture, floors, and walls, leaving behind an oily and toxic residue. If you still feel a bug bomb is your best option for pest control, be sure to read and follow all directions on the label. Remember that when it comes to pesticide use, the label is the law!  If the bug bomb treatment doesn’t work the first time, dont try it again—its not going to work. Consult your county extension office or a pest-control professional for help. Sources Jones, Susan C., and Joshua L. Bryant. â€Å"Ineffectiveness of Over-the-Counter Total-Release Foggers Against the Bed Bug (Heteroptera: Cimicidae).†Ã‚  Journal of Economic Entomology, vol. 105, no. 3, 1 June 2012, pp. 957–963.

Hypertension Is The Medical Term For Having High Blood...

In this project Jose, Diana, Adrian and I were tasked with producing a menu for persons with hypertension and a nut allergy. Hypertension is the medical term for having high blood pressure. One of the main causes of hypertension is a poor diet. It is affected most commonly by high levels of sodium (Pg. 321). To combat high blood pressure, the DASH diet was developed. DASH stands for dietary approaches to stop hypertension. Foods that are recommended to eat while on the DASH diet are whole grains, fruits and vegetables, fat-free or low-fat dairy, lean meat, poultry, fish, nuts, seeds, beans, fats and oils, sweets, and sodium limited to under 2400 milligrams per day (Pg. 322). The only perceivable obstacle for the menu development was the recommendation for nuts. However, the nutrients provided through nuts can be found in other foods like fats and oils and various protein sources. The first item on the menu is a quinoa patty as an appetizer. 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Thus, scrutinizing research articles focusing on patients with hypertension around the U.S. and Egypt allow one to better understand which treatments are the most effective in managing this condition, shedding light on the condition as a whole. Part A of the paper will discuss what nurses can and should do in terms ofRead MoreMy Second Week Of Placement Essay964 Words   |  4 PagesLi has multiple medical problems such as insulin dependent diabetes, hypertension, gout and retinopathy. Mr.Li had a couple of hospital admission due to his left leg cellulitis. He mentioned that during his hospitalisation his blood pressure was on higher side. Mr Li is on medication for his hypertension. He is on amlodipine and cilazapril. To control his BSL (blood sugar level) he is on insulin and metformin. On our first visit Mr.Li was not showing any insig ht about his medical conditions. He seemed

Essay on Ben Franklin Early Life - 1685 Words

Ben Franklin: Early Life In his many careers as a printer, moralist, essayist, civic leader, scientist, inventor, statesman, diplomat, and philosopher, for later generations of Americans he became both a spokesman and a model for the national character. He was born in Boston, Massachusetts on Jan. 17, 1706, into a religious Puritan household. His father, Josiah, was a candlemaker and a skillful mechanic. His mother, Abiah Ben’s parents raised thirteen children--the survivors of Josiah’s seventeen children by two wives (#1). Printer Writer Franklin left school at ten years old when he was pressed into his fathers trade. At twelve Ben was apprenticed to his half brother James, a printer of The New England Courant. He†¦show more content†¦They aspired to build their own businesses, insure the growth of Philadelphia, and improve the quality of its life. Franklin led the Junto in founding a library (1731), fire company (1736), learned society (1743), college (later the University of Pennsylvania, 1749), and an insurance company and a hospital (1751). The group also carried out plans for paving, cleaning, and lighting the streets and for making them safe by organizing an efficient night watch. They even formed a voluntary militia (#1). Franklin had steadily extended his own knowledge by study of foreign languages, philosophy, and science. He repeated experiments of other scientists and added his own ideas that led to inventions of the Franklin stove, bifocal eyeglasses, and a glass harmonica. The phenomenon of electricity interested him deeply, in 1748 he turned his printing business over to his foreman, intending to devote his life to science (#5). Experiments he proposed, showed that lightning was in fact a form of electricity. Later that year his famous kite experiment, in which he flew a kite with the wire attached to a key during a thunderstorm, further established that laboratory-produced static electricity was akin to a previously mysterious and terrifying natural phenomenon (#1). He was elected to the Royal Society in 1756 and to the French Academy of Sciences in 1772(#3). His later achievements included formulating a theory of heatShow MoreRelatedBenjamin Franklin Was A Great Impact On Society1249 Word s   |  5 PagesIntroduction Benjamin Franklin was a very important colonist in the Revolutionary War era. He was mainly known for being a Founding Father with many inventions and contributions to the founding of the United States of America; he had helped write the Declaration of Independence, U.S. Constitution, and the Articles of Confederation, also he helped form the Treaty of Paris, drafted into the Second Continental Congress and performed the kite and key experiment fueling the flame for his interest inRead MoreStealing God s Thunder Benjamin Franklin s Lighting Rod And The Invention Of America979 Words   |  4 Pageslook into the life of Benjamin Franklin, as a youth well into his senior years until death. He outlined facts; Ben was an Inventor/scientist long before he entertained the thought of becoming a diplomat, civic leader, abolitionist and one of the Founding Fathers of the United States of America. The message Dray points out about Benjamin Franklin is although he was a political figure, his first love was curiosity of nature and experimenting. Philip Dray covers several areas of Franklin s activitiesRead MorePuritan and Neoclassical Literature981 Words   |  4 Pagescame to the New World, they led a life that was focused on their religious beliefs. Through the course of time, the people of the British colonies developed an identity apart from both the homeland of England and their religious predecessors. Anne Bradstreet, a Puritan, was one of the first women writers to gain international fame as a New World writer. In her poem Prologue she writes about what it is like for a Puritan woman living in the New World. Ben Franklin, as exemplified in his autobiographyRead MoreBenjamin Franklin And The American Revolution1406 Words   |  6 Pagesdifferent walks of life gave their contributions in the forms of literature, propositions, and even their lives. One of these men was Ben jamin Franklin. Benjamin Franklin’s life was intertwined with that of America’s life. The more notable of his works is his printed items such as â€Å"Join or die†, The Declaration of Independence and U.S. Constitution, and â€Å"Magnus Britannia†. Benjamin was the catalyst for the American revolution through his printing business and ventures. Benjamin Franklin was born inRead More Ben Franklin Essay1642 Words   |  7 PagesBen Franklin Benjamin Franklin was one of the most influential people in American history. Franklin was born on January 17, 1706, in a small town in Boston. Benjamin was one of ten children. His father, Josiah was a candle and soap maker, and his mother Abiah Folger was a homemaker. When Benjamin was only twelve years old he signed his identures so that he could apprentice under his brother, working at a printing press. Here he worked for his brother James for over nine years. BenjaminRead MoreInfluential American Writers Who Believed and Wrote about Freedom648 Words   |  3 Pagesmany different authors who set standards for many other authors today. We covered many different so far in the semester some of these authors have similar views and some with totally different views. We covered Jean De Crevecover, Thomas Paine, Ben Franklin, Thomas Jefferson, and Phillis Wheatley. These authors are Revolutionary War Era author who’s trying to answer what is an American. In history many au thors try to answer this question. You get many difference answers for this question. Read MoreWhy The Founding Fathers Broke Away1430 Words   |  6 Pagessymbol of how a country should be run. This all stems from the early colonial years on how the colonies were founded in how we became The United states. Like all countries we had an ethical dilemma establishing ourselves, some we will cover, but it’s the reasoning behind that rings true. The very reasons our founding fathers broke away leads us to who we are today. We will go over the differences between early colonial life and life at the time of the revolution and all the factors that go alongRead MoreBenjamin Franklin Essay1518 Words   |  7 Pagesï » ¿Susanna Dey 19 November 2011 Benjamin Franklin Say the name Benjamin Franklin and you may picture a chubby man with spectacles holding a kite during a lightening storm. Perhaps you picture him a older man with spectacles propped up on his nose standing in a great room full of distinguished gentlemen signing the Declaration of Independence. Both of these facts about Benjamin Franklins life would be true. However, there was so much more to Mr. Franklin. He was a diplomat, a statesman, a scientistRead MoreHenry David Thoreau And Ben Franklin994 Words   |  4 Pagesreading wasn’t necessary to work and to be successful. However, now in this modern era, reading has become necessary for everyday life; it has become vital to a society that is ever more dependent on technology. Nevertheless, reading is beneficial in ways that listening and watching movies can never be. The works of Anne Bradstreet, Henry David Thoreau, and Ben Franklin help acknowledge this idea through the impacts they have had on readers still today. If you ask anyone about a book that was alsoRead MoreThe Invention Of The First American History1157 Words   |  5 PagesNative American? Do you think of Benjamin Franklin? Probably not, but he has been graciously granted with this very title. Franklin is a large part of American history. A renowned polymath, he held many occupations including; an author, printer, politician, scientist, inventor, civic activist and more! All throughout history there have been a plethora of inspirational, hardworking, intelligent, life-changing personages, one of them being Benjamin Franklin. He changed not only the world, but America

Bob Cratchits family Essay Example For Students

Bob Cratchits family Essay Dickens wanted to put across this idea of rich people being selfish, un-compassionate people. As in Victorian society a blatant social divide of the rich and poor was evident. A sense that people in high society had was that they were more important than those poorer than themselves, and so theyre greed kept their money and anything they had to share was kept to themselves. Dickens also shows the appreciation and happiness of the little poor people had and how infact they were richer in life than the rich people were in their wealth. He uses this with the example to Bob Cratchits family with such remarks as Bob had hugged his daughter to his hearts content. This shows an emotion not seen in the cold-hearted representation of rich people in A Christmas Carol. Similes are another language technique that dickens has developed and used to create a dramatic sense of scrooges character. A simile used to describe scrooge for example is Hard and sharp as flint this gives the impression that scrooge himself is a person with a hard exterior, almost impenetrable for emotion to break through. He is sharp within the sense of his wit, he talks down to those he opposes and with his sharp wit attacks them verbally, such as where he talks to his nephew and says What reason have you to be merry? Youre poor enough this shows the sharpness in his tongue, and the nastiness in his personality. This sort of use of simile gives the reader something to compare scrooge to, and so see deeper into his personality. Here is another simile from the first stave solitary as an oyster an oyster lives on its own at the bottom of the ocean isolated, this idea of loneliness could be linked to scrooge. Oysters are also cocooned within a shell; this connects with the thought of scrooge hiding behind a self indulgent front and not letting anyone in emotionally. Dickens changes his use of simile in the last stave to suit scrooges newly found nice character; this shows a variance between the two opposites in scrooges personality in the two staves. For example, here is a simile that describes scrooge in the last stave I am as happy as an angel that simile sounds very positive in contrast to ones in the first stave. To say hes as happy as an angel links into how before he wasnt happy and his own atmosphere was depressing, but now he is happy and not just happy but as happy as an angelic creature. This shows the reader that scrooge is rejoicing in sight of his own change in character, and how they should feel happy to in response to that. Repetition is another key technique used to dramatically describe scrooges character. A word repeated many times in the first few paragraphs is dead with this an instant negative mood is brought upon the reader. With it repeated so many times it keeps the text itself to a low mood, and with the other language techniques combined it makes the reader grasp the pessimistic atmosphere. The word dead itself could link to scrooge, as scrooge himself could be seen as dead on the inside, due to his complete lack of emotion shown to anything. Repetition is used in the same way in the last stave but in a different meaning, not to severely show the bad atmosphere but to highlight and create a positive atmosphere towards the overall affect on the reader. Here is a word repeated often in the last stave chuckle. This is a cheerful and enthusiastic word that fits in with scrooges new change of character. It makes the reader feel that scrooge is now a humorous person, which he never was before and therefore he has obviously changed. Gulf Waar EssayThis also links to Dickens views on people in high society, he regarded them as selfish and tight people, because during the massive social divide in his lifetime people in rich situations in his opinion were selfish and tight and so to spread his views across he used scrooges character and by showing a beggars negative reaction to scrooge. That shows the divide between the two people, high and low class and a disrespect and tightness from high to low. This makes the reader think that scrooge is a selfish, mean man. Dickens uses scrooges attitude towards others so let the readers form an opinion of how they would react to scrooges character themselves. Scrooges tone and attitude in the last stave reflects his change of character deeply. Because he is of course a changed man his attitude towards others changed also with that. For example as he is asking a young boy to buy him a turkey he says Come back with him in less than five minutes and Ill give you half-a-crown. This shows his newly found generosity, as before he would have never given anything willingly to anyone. This helps towards the reader adjusting their opinion of scrooge, and believes that if he is kind to others he must be a kind and changed person himself. The Young Vic performance showed a modern twist of A Christmas carol. Scrooge was played by a woman in a South African setting, I believe having a woman play scrooge is to show that now that there is a near equality between men and women; women can become in a position like scrooge, have money to themselves and be selfish with it. The story explores Aids, prostitution, poverty etc, this highlighted the contrast between old and modern society by exploring these issues from todays world, this is important because it demonstrates the moral of A Christmas carol in relevance to today. In conclusion I believe the moral behind Christmas carol is that in a social divided community it is important to treat everyone the same. This is shown through scrooges character, and how he treats people somewhat below him in the social hierarchy as a man quite high in society and how he treats them after he has been visited by the spirits. I think that the moral is still of relevance to todays world, although there is a large time difference between now and then there still are social divides throughout society, weather it be financially or through the new celebrity statuss there are or anything else, so it is still important to withhold the belief that everyone has the right to be treated the same, rich or poor, famous or not famous. Equality is something that should be of relevance though any time, weather it is a problem or something newly found, it is an issue and still will be until there is complete equality for all.

White Privilege The Invisible Knapsack Essay Example For Students

White Privilege : The Invisible Knapsack Essay America is a presumptuous country; its citizens don’t feel like learning any other language so they make everyone else learn English. White Americans are the average human being and act as the standard of living, acting, and nearly all aspects of life. In her essay â€Å"White Privilege: The Invisible Knapsack,† Peggy McIntosh talks about how being white has never been discussed as a race/culture before because that identity has been pushed on everyone else, and being white subsequently carries its own set of advantages. Gloria Anzaldua is a Chicana, a person of mixed identities. In an excerpt titled â€Å"How to Tame a Wild Tongue,† she discusses how the languages she speaks identifies who she is in certain situations and how, throughout her life, she has been pushed to speak and act more â€Å"American† like. We will write a custom essay on White Privilege : The Invisible Knapsack specifically for you for only $16.38 $13.9/page Order now McIntosh’s idea of whiteness as a subconscious race that carries its own advantages can enlighten why Anzaldua feels like she needs multiple languages to identify who she is as a person. McIntosh points out that â€Å"whites are taught to think of their lives as morally neutral, normative, and average, and also ideal† (352).Because of this standard that has been so widely accepted throughout society, people coming to the US experience a feeling of needing to belong, of needing to become the typical white family. Anzaldua and her fellow Chicanos’ experience of being â€Å"required to take two speech classes.to get rid of their accents† supports McIntosh’s idea. When students go to school and they have some trait that isn’t â€Å"American,† they are often required to put in extra effort to either change or get rid of that trait, whether it be an accent or belief. Their special traits aren’t celebrated or accepted; they are shunned and frowned upon. ., and those she is talking to shouldn’t feel embarrassed if someone talks to them in a language other than English. There are other inhabitants of this planet we call home. Being white is a subconscious realization; it doesn’t stand out like being black or Asian. The languages spoken by cultures and races around the world help them identify as a group, and whites aren’t always accepting of that. McIntosh addresses that subconscious thinking, and makes the reader think a little harder about their position and how they got there. Anzaldua discusses how language helps her identify as a person. She also touches on the ways she’s been pushed to be either more American or Chicano or Spanish. As today’s world becomes more global and relies more on speaking the same tongue, the core identities the languages represent are becoming less prevalent and more of an added bonus.