Mount Adams Essays - Volcanology, Plate Tectonics,

Mount Adams Mount Adams is one of the largest volcanoes in the Cascade Range, it is way bigger then any of the surrounding mountains. Mount Adams has been less active during the past few thousand years than its neighboring mountains of St. Helens, Rainier, and Mt. Hood, it will erupt again. In the future the eruptions will probably happen more often from vents on the summit and upper sides of Mount Adams than from vents scattered in the volcanic fields beyond. Large landslides and lahars that don't need to be related to eruptions probably will cause the most destructive, far-reaching hazard of Mount Adams. Volcanoes create a variety of geologic hazards during eruptions and when there isn't any eruptive activity. During most of its history Mount Adams has shown a limited range of eruptive styles only being lava flows, debris slides, and tephra falls. Very explosive eruptions have been rare. Compared to the large explosive eruptions at nearby Mount St. Helens during the past 20,000 years, the eruptions of Mount Adams have been very mild. Eruptions at Mount St. Helens have covered areas more than 120 miles downwind with ash deposits several centimeters or inches thick, but those at Mount Adams have blanketed only areas a few miles away with a the same thickness of ash. Even though they're low levels of power and force, eruptions at Mount Adams are still very hazardous. More importantly even during times of no eruptive activity, landslides of weakened rock that originate on the steep upper sides of Mount Adams have been a dangerous common thing and they can start lahars, which are watery flows of volcanic rocks and mud that surge downstream like rapid flowing concrete. Lahars also known as mudflows or debris flows and they can destroy and kill everything in the valley floors that they run down in to tens of miles from the volcano. The most often occurring type of eruption that has happened at Mount Adams, as well as in the other volcanic areas, produces lava flows, or streams of molten rock. These and older lava flows usualy traveled less than 12 miles from the vents, but in some events larger flows where as long as 15 to 30 miles. Typical lava flows on the lower sections of the mountain and other places in the volcanic fields spread out onto gentle slopes and funneled out into valleys. The moving flows were tens of feet to more than 100 feet thick and where made up of crusty lava blocks covering a more fluidish, liquid core. Their steep fronts moved very slowly at about only about 330 feet per hour. That's much more slowly than people typically walk. Still, the lava flows will bury, crush, and burn all structures in their paths, and hot lava boulders coming off flows make it very dangers to on lookers and the also will start forest fires. A normal eruption consists of one main single lava flow over a period of days or weeks and even of a sequence of flows erupted over weeks to a few years. Eruptions that keep happening over years to decades build a broad apron of lava flows on a side of a mountain or even build a separate small volcano several 1,000 feet 6 miles or more in diameter. There is a very large possibility of Mt. Adams erupting again very soon because it has been a long time since the last time it awoke. The people and businesses in the area need to be aware and cautious of the risk they are in by living and working near the mountain like as it is with any other volcano. This mountain also provides a great place for hiking, biking, skiing, and many other things that would be ruined if this mountain was to awake. It is a very scenic beautiful mountain that has the potential to do what Helens has done.

Bay Of Pigs 10 pages essays

Bay Of Pigs 10 pages essays The story of the failed invasion of Cuba at the Bay of Pigs, which is located on the south coast of Cuba about 97 miles southeast of Havanna, was one of mismanagement, poor judgment, and stupidity (Bay of Pigs 378). The blame for the failed invasion falls directly on the CIA (Central Intelligence Agency) and a young president by the name of John F. Kennedy. The whole intention of the invasion was to assault communist Cuba and put an end to Fidel Castro. Ironically, thirty-nine years after the Bay of Pigs, Fidel Castro is still in power. First, it is necessary to look at why the invasion happened and then why it did not work. From the end of World War II until the mid-eighties, most Americans could agree that communism was the enemy. Communism wanted to destroy our way of life and corrupt the freest country in the world. Communism is an economic system in which one person or a group of people are in control. The main purpose of communism is to make the social and economic status of all individuals the same. It abolishes the inequalities in possession of property and distributes wealth equally to all. The main problem with this is that one person who is very wealthy can be stripped of most of his wealth so that another person can have more The main reason for the Bay of Pigs attack on Cuba was the change to communism. On January 1, 1959, Cuban dictator Fulgencio Batista fled the country for the safety of the Dominican Republic (Goode, Stephen 75). Fidel Castro and his guerrilla warriors overthrew the old government dictated by Batista. During the next couple of weeks, Castro established a new government and on February 16, he was officially declared premier (Finkelstein, Norman H. 127). The United States accepted this new regime as a relief from the harsh, corrupt, and unpopular government of Batista. Soon after everything settled down, Castro a...

Top SAT Test Day Tips

Top SAT Test Day Tips SAT / ACT Prep Online Guides and Tips For many students, the SAT represents the most nerve-racking day of their young lives. Fortunately, this short list of tips covers everything you’ll need to do to get in and out and score your highest. Some readers may be excited to know, however, that once test day is over, you pretty much never think about it again. So the goal is to get in and out with as little stress as possible, in order to give your brain the chance to work its magic on those little bubbles. Bring These Things...Or Else! In order to get into your seat, you’ll need your Admission Ticket (printable from the College Board website once you register and pay) and a photo ID. In order to take the test, you’ll need to bring your own #2 pencils and an SAT-approved calculator. Be on Time or a Little Early (But Only a Little) The test starts at 8 a.m., so be there at 8 a.m. or a bit earlier. If the test center is your high school and you go there every day, you know exactly how long it’s going to take to get there and when to set your alarm. If you’ve never been to the test center, you might want to give yourself a 15-minute cushion on top of your estimate of the travel time. Here in Boston and other high-traffic places, depending on how far you have to go, you might want an even larger cushion. You don’t want to be late, of course, but if you get there at 8:05, they’ll probably let you take the test. Being an hour early, on the other hand, cuts into your extremely valuable sleep time- and can result in you sitting in the car for 45 minutes working yourself into a nervous frenzy. Keep Yourself Comfortable Each person has his or her own little things that create individual comfort. Some students can’t think straight if they’re hungry, while others might not be able to concentrate if their underwear doesn’t fit right or their socks are itchy. You know what makes you comfortable (and uncomfortable), so plan ahead! Some things that typically affect students’ test-taking comfort are: Height and size of desk: you may have no choice in the matter, but if there are more than one kind of desk in the room, try to grab one that looks the most comfortable for you. Keep in mind that some desk-and-chair combinations are for left-handed people, with support for your writing arm only on the left. Righties, beware! Clothes: you probably already know to dress in layers to be able to adjust to the temperature in the room. But you might not be thinking about other things: how those boots you like so much hurt your feet when you’re sitting down for too long, for instance, or how your jeans fit when you’re hunched over a desk. It’s not fun for anyone to sit in one place for four hours, much less in the wrong clothes. Don’t bother trying to look cute if it compromises your comfort. In five years, when you’re graduating from college on the Dean’s List with a great job waiting for you, nobody’s going to know or care what you wore to the SAT. Time: Some of us really, really like to know what time it is during tests. There will most likely be a working clock in the room where you’re testing, but it never hurts to have a backup. If you like to keep an eye on the time, bring a watch (phones aren’t allowed to be turned on). Food Water: You get two breaks during the test, and most people use this to get a snack. Your brain uses about 20% of the energy your body creates, so it’s important to make sure that energy keeps flowing through the whole test. Especially if you’ve been drinking coffee, make sure to get a little water during the break. The only thing not to do, besides starve, is bring a snack made entirely of sugar and refined carbohydrates (say, a doughnut or a chocolate chip muffin) because the energy those provide is short-term, followed by a crash. If you eat some protein or complex carbohydrates in your snack, you’re much more likely to get sustained, consistent energy for the whole test. Most Importantly: Trust Yourself The nature of a huge test like the SAT is that it makes you nervous, unsure of yourself, and inevitably worried about failure. But excessive worrying is counterproductive- it makes your reasoning shaky and messes with the calm that is crucial to acing the SAT. The best way to avoid excessive worry on test day? Prepare thoroughly and trust yourself. If you’re interested, check out our article on Mindfulness and the SAT. The human mind is an amazing, powerful tool, and you’ve got your very own brain with only 16 or 17 years on it. Train it to jump through the SAT hoops with solid SAT prep (PrepScholar, for example), and on test day just relax and let it do its thing. If you’re interested, below are some resources that elaborate on this post, and to keep up with our blog, hit us with your email address at right- we’d love to have you.

Clinical immunology Essay Example | Topics and Well Written Essays - 1000 words

Clinical immunology - Essay Example The allergen specific test is conducted using IgE antibodies which are found in mucous membranes, lungs and even the skin. The skin prick test on the other hand is external and more of an observation of the skin’s reaction to the allergens therefore house dust termites allergen cannot be detected through it (Sicherer,2012). Question 3 The major allergens in milk are casein and whey which are the components of milk that trigger reaction with the IgE. In peanut, there is the Ara h1 which is contained in the cotyledon and looks like vicilin (Tan , Lebeck & Nehlsen-Cannarella , 2012). Peanut and tree nuts may both test positive to a test but this does not necessarily mean that the said person is allergic to both since there are false positives. This means the child can test positive but still eat the food without having any problem. It is a kind of seed storage that triggers the reaction with IgE. In eggs, there are the ovamucoid and ovalbumin which have been identified as the maj or allergens, there are lesser ones. These two are found in the egg white (Bellanti, 2011). Question 4 Th-2 cells triggers the activation of mast cells, B cells and eosinophils that produce IgE antibodies. Th-2 produces IL-4, IL-5, IL-6, IL-13 and it also regulates eosinophil and B cell mediated responses. IL-17 is a group of cytokines that support inflammation that are produced by activated memory cells. This cytokine takes part in the creation of an immunological response that is dependent on Th-2 cells. This happens through the introduction of cytokines derived by Th-2 (Tan, Lebeck & Nehlsen-Cannarella, 2012).This is supported by the inflammation of the eosiniphil. The characteristics of response induced by different IL-17 all comes down to their structure. These differences therefore determine their functions biologically. Question 5 Histamine is organic and also a nitrogen compound that is normally involved in immune responses and it also regulates the physiological functions o f the gut. It activates inflammatory response when it acts as a neurotransmitter. Basophils produce histamine and by studying their release assay, the physician is able to determine the main allergy/asthma.PGD2 binds to receptor PTGDR and CRTH2; it is produced by mast cells and is very critical when it comes to the development of asthma and other allergic diseases. This makes it an important aspect when treatment of an allergy victim is done. The release assay can show the intensity of the allergy hence helping the physician determine the best medication or therapy. Eosinophil Cationic Protein can also be called ribonuclease 3 and is related to allergies because when an allergic reaction occurs, there number of ECP in the body rises significantly especially in areas with inflammations. Question 6 Hygiene hypothesis states that when one is not exposed to infectious agents at an early childhood stage, their chances of being susceptible to allergic diseases since the development of the ir immune system is suppressed hence making them have an immune system that can barely defend the body (Tan , Lebeck & Nehlsen-Cannarella , 2012).The polarized response by Th1 is not introduced to the system early enough

Baseball economics Essay Example | Topics and Well Written Essays - 500 words

Baseball economics - Essay Example A libertarian is one who prioritizes individual rights over the welfare of the state, one who advocates maximizing individual rights and minimizing the role of the state (AHD, 2000a). On the other hand, utilitarianism is the belief that the value of a thing or an action is determined by its utility or usefulness (AHD, 2000b). Bowie Kuhn's view is that the introduction of massive cable television broadcasts of baseball will be economically bad for the sport because it will reduce gate receipts and network television revenues, as well a make watching baseball games available to cities without the consent of anybody in baseball management. From the point of view of baseball team owners, who derive revenues from the games, Kuhn's view is libertarian and anti-utilitarian. It prioritizes the rights of the baseball team owners and those of baseball management. However, from the point of view of baseball fans, it is anti-libertarian because it prioritizes the welfare of a few over those of t he general public.

Veronica Decides To Die :: essays research papers

What is reality? Webster’s Unabridged Dictionary defines it as: something that exists independently of ideas concerning it; something that exists independently of all other things and from which all other things derive; something that constitutes a real or actual thing, as distinguished from something that is merely apparent. So, what defines reality? I mean can anyone, in all honesty, construct a concrete reproduction in which to turn and point proclaiming once and for all, â€Å"There, I give you reality in the flesh.† The answer simply is no. For as, the character, Dr. Igor stated â€Å". . . Other things, however, become fixed because more and more people believe that’s the way they should be (167).† Reality is nothing more than a socially accepted opinion – a perception inherently subjective. This very principle is the driving force behind Paulo Coelho’s introspective novel, Veronica Decides To Die. Veronica Decides to Die is an interesting story about a young woman called "Veronica" who wants to die but her suicide is not successful and she finds herself in "Villet", a place for the both the insane, as well as, the sane. Although she insists on pursuing the end she has chosen, some events, relationships, and her doctor's trick changes her view toward life. This novel is colored by the author's intimate knowledge of the world of mental hospitals, the relationships, and the comfort and anxiety of living in such a place. Coelho’s story of insanity and madness in contrast to the monotony of life provokes the feeling of self-discovery and the power of challenging all limitations and traditions. In this atmosphere created by Coelho, you learn that being different doesn't mean being mad and you understand that reality is something the majority deems to be, not necessary the best or the most logical one. It is in the vivid moments of Veronica Decides To Die that you can feel love and religious beliefs are the most important feelings one can have in one's life. You also recognize how one can stop one's feelings like fear, hatred and love and let them emerge in a way which makes one fresh without any "vitrol" (mind's bitterness), the poison believed to be the cause of insanity. Paulo Coelho first won my heart with his work entitled, The Alchemist, and with Veronica Decides To Die he secured a permanent place there. I must say that this particular novel was, at times, hard for me to read – not for any technical fault on Coelho’s part – because the story being told in many ways is my life.

Gender Socialization in American Social Institutions Essay

Socialization refers to how people learn different cultures and learn to live with the various aspects of the cultures. For an individual, socialization provides an opportunity to gain various habits and skills that are necessary for participating and acting at various levels within the society. For the wider society, socialization enables different people to exchange moral norms, values, attitudes, social roles, languages, motives and so forth, thereby attaining a form of social and cultural stability (Sapiro, 1990). Socialization is affected by many factors, which have contributed to factors such as social stratification with particular with reference to gender among various societies. Many social theories have suggested that gender is a core cause of social stratification in the American Society (Stone, 2001; Andersen & Taylor, 2005; Levinson, Cookson & Sadovnik, 2002; Giddens & Griffiths, 2006). Social stratification with respect to gender has been noted in many areas such as place of worship, schools, workplaces, and many other areas that involve social interactions. According to Andersen and Taylor (2005), the various methods used in interaction in different institutions lead to stratification since males usually tend to dominate the social scene, thus creating a situation whereby females have to play a second role in socialization. This paper will evaluate the methods of socialization used by people in different American educational institutions with particular reference to the role of gender in the social scene. The format of the paper will involve a brief discussion of the various aspects of socialization in the American context followed by a discussion of the methods of gender socialization in American social educational institutions. Gender socialization among Americans According to Stone (2001), the American society places a lot of importance in the role of the family as the basic social unit of the society. In fact, the evidence for this is shown by the abundance in most libraries of published materials regarding marriage and family life in the United States. The interest in family life is instigated by the fact that there are various instances of gender interaction such as those involving children; between children and their parents; between parents; and between parents and their in-laws (Stone, 2001). An obvious gender interaction that is usually less mentioned is that between any parent and mother-in–law or father-in-law of the opposite sex. The aspect of mother in law in particular has been a problem to many couples in the American society. In this context, Stone (2001) quotes Eppie Lederer who commented on the persistent problem associated with mothers-in-law by asking the question â€Å"Must we outlaw the mother in law? † The products of family life, that is children, also socialise differently depending on where they are. Andersen and Taylor (2005) note that gender socialization among children is impacted upon by peers, parents, the media, schools, religious institutions and forth. It is at the child level that various paths of gender socialization are charted. For instance, in schools girls usually get involved in communal games and like getting into groups whereas boys tend to put interest in games that are individualistic (Andersen & Taylor, 2005). The same authors also note that girls play more freely when they are involved in same sex groups. On the other hand, boys tend to wield power over girls when they play with them and have a tendency to create laws of play over girls. This is perhaps what leads to men’s dominance in scenes in later life (Andersen & Taylor, 2005; Stone, 2001). Methods of gender socialization in American educational and religious institutions As is the case in all societies, socialization occurs at all stages of life, not just in childhood stages. The attributes displayed by children in their early days such as gender-typed forms of games are indicator of behavior that appear later during adult life. The aspects of competitive play displayed by boys prepare them for the kind socialization environment they encounter as adults. Giddens and Griffiths (2006) note that boys engage in more aggressive socialization activities because in future they get active in activities such as sports; and the large groups they socialize with also teach them to cooperate and compete when working together later in life. Among girls, there is a slightly different approach to socialization. Andersen and Taylor (2005) note that learn in the same way as girls but they don’t tend to value the attributes such as highly as boys or men even though these attributes are no less important to them. Thus, gender socialization in various American educational institutions is based on these attributes as discussed in the following sections. Gender socialization in schools Schools in have a distinct influence on gender socialization because of the considerable amount to time children spend them (Cookson, 1990). Teachers of either sex have different expectations for boys and girls. According to research findings, boys in American schools call out answers about eight times more than girls (Andersen & Taylor, 2005). This makes boys get more attention from their teachers than girls. This point is emphasized by the fact that when teachers of either sex respond to the boys they increase the boys’ level of perceived importance. Another level of socialization in schools is the kind of books used in class. The kind of messages depicted in the books usually determine the kind of socialization that children have later in life or among themselves (Levinson, Cookson & Sadovnik, 2002). If a person of a certain gender is used as a central figure and is portrayed to be powerful or a genius, a mentality is developed among children that people of that gender are powerful in all dimensions. Most of the characters depicted as such are men. Gender socialization and religion Religion is one of the aspects of gender socialization that is often overlooked in the American society. Different religious groups lay emphasis on different aspects of their culture such as gender differences. For instance, most Judeo-Christian religions found in the United States put much emphasis on gender, with a common perspective that men are superior to women. In religions that embrace Orthodox Judaism, men offer prayer to God thanking him for not having made a slave of woman for them. In addition, many other religions in the United States exclude women from leadership in religious functions to signify that women hold a lower position in the society (Levinson, Cookson & Sadovnik, 2002). Aside from the religions that belittle gender, socialization in Christian and Muslim faiths encourages some form of gender equity (Cookson, 1990). Thus in both churches and mosques, women constantly use what they learn based on their faiths to question racist practices and other forms of unfair treatment by men. Along this line, protestant and evangelical churches in the United States campaign for shared household roles and equal job opportunities as part of socialization between men and women (Stone, 2001). Gender socialization and the media Different forms of media such as magazines, film, television, music and many others have a lot of influence on the kind of socialization in the United States. Communication through the various forms of media is facilitated through features such as cartoons, narrations, messages in music and so forth. Men and women play different roles in the media industry and this determines show they socialize at various levels. But a common tendency is that men are usually portrayed as more powerful figure in various media by their dominance in films, sports, and many other activities. This has changed how people view various forms of media and stratified the society (particularly learning institutions) in terms of popularity of some programs. Television in the United States has been criticized for portraying unrealistic images of women and men with respect to their appearance and age (Stone, 2001). There is a common opinion that women are usually portrayed provocatively on television in dresses such as underwear, nightwear, swimsuits and so forth. Media images in social scenes such as social halls, school halls, colleges and other institutions in the United States and so on are criticized for depicting white men as exercising higher authority than white women as well as black men and black women. Many advertisements in social settings also have the same tendency of depicting the male gender as being superior to the female gender (Stone, 2001). Gender socialization and employment in educational institutions Workplaces as schools are characterized by people of either gender playing different roles. The American system of job classification us characterized by hierarchical organizations which put men and women in different job capacities. For instance, most principals in schools and superintendents of colleges are men (Andersen & Taylor, 2005). This therefore creates an ill-advised notion that leaders in social institutions are always men. Conclusion It is evident that various from of gender socialization in educational institutions such as schools, colleges, churches, social halls and so forth in the United States is greatly influenced by the kind of socialization that takes place in elementary levels of education such as junior schools. In addition, the kind of behavior that boys and girls are exposed to is carried into adult life. This is shown in many organizations that disseminate knowledge such as colleges, most of which portray men as being superior to women. References Andersen, M. L. and Taylor H. F. (2005). Sociology: understanding a diverse society. New York: Cengage Learning. Cookson, L. Gender equity, social institutions and the future of fertility. Journal of Population Research, 17(1):1-14 Giddens, A & Griffiths, S. (2006). Sociology. New York: Polity Levinson, D. ; Cookson, P. W. & Sadovnik , A. R. (2002). Education and sociology: an encyclopedia. New York: Taylor & Francis. Sapiro, V. (1990) Women in American society: an introduction to women’s studies. New York: Mayfield Pub. Co. Stone, L. (2001). New directions in anthropological kinship. New York: Rowman & Littlefield.