Childhood Obesity Essay - 892 Words

Childhood Obesity Amye Cook ENG122: English Composition II Instructor: Jenna Fussell December 17, 2012 What is Childhood Obesity? Childhood obesity is very important in today’s society. Childhood Obesity is when a child have excessive amount of body weight for their age. A child may become over weight because of the amount of food that they may consume into their body. Overweight can be caused because the body may not have enough energy to release the calories. When a child is obesity I think that it’s more of the parents fault. A child can only do and eat what their parent buy and allow them to eat. If you bring junk foods in your home then you are engaging to what the child eats. If you taking him/her to eat out fast food then†¦show more content†¦The report also indicated that obesity in children 7 to 12 years of age increased more than 50 percent between 1991 and 1998. One of the reasons American children and adolescents gain weight over the generations is that children expend significantly less energy on a daily basis than their parents and grandparents did at their age. Todays yout h spend many hours participating in sedentary activities. Additionally, we eat more fast food and vending machine food than we have in the past. Health, physical educators, wellness specialists, and parents can play vital roles in reducing obesity rates in children and adolescents. The researchers propose some effective strategies and solutions for schools and parents to use when implementing obesity programs†¦..according to Green(2012). I feel that child obesity is very important because child obesity is consisting of a child’s health. Fighting childhood obesity starts at home. Strauss stated that between 1986 and 1998, overweight increased by more than 120 percent among African Americans and Hispanics and by more than 50 percent among whites. The sharpest increases were seen among boys. Childhood obesity should be important to the parents. For one thing why would you want your child health to fail? Why would you allow your child to continue to eat unhealthy food? Eating health should not only be for the child but should be for the parentsShow MoreRelatedChildhood Obesity : A Obesity1247 Words   |  5 PagesChildhood Obesity: A Review to Prevent the Risk Factors of Childhood Obesity in Our Community. The rates of childhood obesity Worldwide are alarmingly high! Obesity is a global nutritional concern and leads to horrible consequences on our children and becomes a worldwide pandemic. Worldwide estimates of obesity are as high as 43 million, and rates continue to increase each year. In this study, people will find healthy tips to prevent childhood overweight or obesity to help children in our communitiesRead MoreThe Prevalence Of Childhood Obesity1678 Words   |  7 PagesThe prevalence of childhood obesity has remained a serious matter in the United States over the years despite its recent decline (Centers for Disease Control and Prevention, 2015). Children who are obese can experience the same devastating health effects as adults who are obese – cardiovascular issues, diabetes, breathing problems, and so forth. In addition, children who are obese are more than likely to become obese as adults, therefore the development of a health fair that would highlight increasedRead MoreThe Effects Of Obesity On Childhood Obesity Essay1953 Words   |  8 Pagesfind out what has caused or what the leading factors to obesity are. Researchers are currently still doing research to find out what causes or what may be the lead to obesity. Childhood obesity is a serious medical condition which considers a child to be obese if their Body Mass Index (BMI) is at or above the 95th percentile for children and teens of the same age and sex. (Rendall., Weden, Lau, Brownell, Nazarov Fernandes, 2014). Obesity is on a rise in the Unites States and all over the worldRead MoreChildhood Obesity : Obesity And Obesity Essay1671 Words   |  7 PagesFight to End Obesity Childhood obesity has increased drastically over the past years and has become a health risk to children. In fact, childhood obesity has doubled in numbers in the past thirty years (Childhood Obesity Facts). Obesity occurs when an individual becomes overweight and can be diagnosed by using the body mass index or BMI scale. Obesity causes many diseases in children which cannot be cured without a doctor, in result, childhood obesity drives high health care costs. The existenceRead MoreEssay on Childhood Obesity1599 Words   |  7 PagesChildhood obesity is one of the most serious public health challenges of the 21st century. The problem is global and is steadily affecting many low- and middle-income families particularly in the United States. The socioeconomic status of these families contributes to the childhood obesity epidemic. Summary of Article 1 The article, â€Å"Beliefs about the Role of Parenting in Feeding and Childhood Obesity among Mothers of Lower Socioeconomic Status† is a study that was conducted by Alison KalinowskiRead MoreChildhood Obesity and Its Effect1260 Words   |  6 PagesChildhood obesity is considered to be a serious issue among our youth. Obesity can cause many types of physical problems, which most are aware of, but it can also cause some undesirable internal feelings within children and adolescents who suffer from it. Self-esteem, or self-worth, is important as it helps develop personality and is a major ingredient to our mental health status (Wang, F. and Veugelers, P. J., 2008). Some have said obesity may even have a negative effect on cognitive developmentRead MoreChildhood Obesity : The Adolescent Essay3626 Words   |  15 PagesChildhood Obesity: The Adolescent The Finale Paper Presented to: GEN499: General Education Capstone Instructor: Robert Bass Ashford University By: Ranita Wallace March 27, 2015 Childhood Obesity: The Adolescent Obesity is a growing health problem. Obesity is when individuals are overweight, it causes health problems and is a threat to their lives. Usually obesity is a result from over eating and lack of exercise. Obesity is the cause of many health problems such as diabetesRead MoreChildhood Obesity Essay976 Words   |  4 PagesAccording to a 2010 report by The Centers for Disease Control and Prevention (CDC), the prevalence of childhood obesity has more than tripled in the past thirty years. As well as having an impact on health, studies have cited a relationship between obesity and poor school performance as well as a child’s readiness for learning and education. This can be correlated with studies finding â€Å"obese children have a greater risk of social and psychological problems, such as discrimination and poor self-esteem†Read MoreChildhood Obesity : Obesity And Obesity1505 Words   |  7 PagesChildhood Obesity Introduction Childhood Obesity has become more critical public health issue worldwide. However, obesity ratio varies from country to country. In addition, up to a quarter of Australian children are suffering from childhood obesity and obese children are at higher risk to become obese adult. For this reason, child’s weight always matters because it can impact on their health in future. There may be many reasons which affect childhood obesity including sedentary life style, lack ofRead MoreObesity : Childhood Obesity And Obesity955 Words   |  4 Pageswhere the life expectancy of today’s generation is being threatened. Prevention of overweight and obesity is imperative. Parents, especially mothers play a major role in preventing overweight and obesity among the children. Their knowledge of nutrition, food selection and family meal structure has major impact on their children’s food habit. The preschool age is crucial for the children to learn and develop their lifelong hab its. Education starts from home, where parents are the primary source

Night World Daughters of Darkness Chapter 5 Free Essays

Mark was still muttering as he rounded the backcorner of the house. What was he even doinghere? It wasn’t easy to get into the garden area fromoutside. He had to bushwhack through the overgrown rhododendron bushes and blackberry canesthat formedadense hedge all around it. We will write a custom essay sample on Night World : Daughters of Darkness Chapter 5 or any similar topic only for you Order Now And evenwhen he emerged from a tunnel of leathery greenleaves, the scene in front of him didn’t immediatelyregister. His momentum kept him going for a fewsteps before his brain caught up. Hey, wait. There’sa girl here. A pretty girl. Anextremelypretty girl. He could seeher clearly by the back porch light. She had hiplength white-blond hair, the color that normally onlypreschoolers have, and it was as fine as a child’s hair,too, whipping around her like pale silk when shemoved. She was smallish. Little bones. Her hands and feet were delicate. She was wearing what looked like an oldfashioned nightshirt and dancing to what sounded like a rent-to-own commercial. There was a battereddock radio on the porch steps. There was also a black kitten that took one look at Mark and darted away into the shadows. â€Å"Baaad cred-it,nooo cred-it, dooon’t wor-ry,weee’ll take you†¦.† the radio warbled. The girl danced with her arms above her head-light as thistledown,Mark thought, staring in astonishment. Really, actu ally that light, and so what if it was a cliche As the commercial ended and a country western song began, she did a twirl and saw him. Shestopped, frozen, arms still above her head, wristscrossed. Her eyes got big and her mouth sagged open. She’s scared, Mark thought. Of me. The girl didn’t look graceful now; she was scrambling to seize the dock radio, fumbling with it, shaking it. Trying to find an Off switch, Mark realized. Her desperation was contagious. Before he thought, Mark dropped the pruning shears and swooped in to grab the radio from her. He twisted the top dial, cutting the song short. Then he stared at the girl, who stared backwith wide silvery-green eyes. They were both breath ing quickly, as if they’d just disarmed a bomb. â€Å"Hey, I hate country western, too,† Mark said aftera minute, shrugging. He’d never talked to a girl this way before. But then he’d never had a girl look scared of him before. And so scared-he imagined he could see her heartbeating in the pale blue veins beneath the translucent skin of her throat. Then, suddenly, she stopped looking terrified. Shebit her lip and chortled. Then, still grinning, she blinked and sniffed. â€Å"I forgot,† she said, dabbing at the corner of her eye. â€Å"You don’t have the same rules we do.† â€Å"Rules about country western music?† Mark hazarded. He liked her voice. It was ordinary, not celestial. It made her seem more human. â€Å"Rules about any music from outside,† she said. â€Å"And any TV, too.† Outside what? Mark thought. He said, â€Å"Uh, hi. I’m Mark Carter.† â€Å"I’m Jade Redfern.† â€Å"You’re one of Mrs. Burdock’s nieces.† â€Å"Yes. We just came last night. We’re going to livehere.† Mark snorted and muttered, â€Å"You have my condolences.† â€Å"Condolences? Why?† Jade cast a darting glance around the garden. â€Å"Because living in Briar Creek is just slightly moreexciting than living in a cemetery.† She gave him a long, fascinated look. â€Å"You’ve†¦ lived in a cemetery?† He gaveher along look. â€Å"Uh, actually, I just meant it’s boring here.† â€Å"Oh.† She thought, then smiled. â€Å"Well, it’s interesting to us,† she said. â€Å"It’s different from where we come from.† â€Å"And just wheredo you come from?† â€Å"An island. It’s sort of near †¦Ã¢â‚¬  She considered. â€Å"The state of Maine. â€Å"‘The state of Maine.†Ã¢â‚¬Ëœ â€Å"Yeah.† â€Å"Does this island have a name?† She stared at him with wide green eyes. â€Å"Well, I can’t tell youthat.† â€Å"Uh-okay.† Was, she making fun of him? Butthere was nothing like mockery or sly teasing in her face. She looked mysterious †¦ and innocent. Maybe she had some kind of mental problem. The kids at Dewitt High School would have a field day with that. They weren’t very tolerant of differences. â€Å"Look,† he said abruptly. â€Å"If there’s ever anything I can do for you-you know, if you ever get in trouble or something-then just tell me. Okay?† She tilted her head sideways. Her eyelashes actually cast shadows in the porch light, but her expression wasn’t coy. It was straightforward and assessing,and she was looking him over carefully, as if she needed to figure him out. She took her time doingit. Then she smiled, making little dimples in her cheeks, and Mark’s heart jumped unexpectedly. â€Å"Okay,† she said softly. â€Å"Mark. You’re not silly, even though you’re a boy. You’re a good guy, aren’tyou?† â€Å"Well. . .†Mark had never been called upon to be a good guy, not in the TV sense. He wasn’t surehow he’d measure up if he were. â€Å"I, um, hope I 0am.† Jade was looking at him steadily. â€Å"You know, I just decided. I’m going to like it here.† She smiledagain, and Mark found it hard to breathe-and then her expression changed. Mark heard it, too. A wild crashing in the overgrown tangle of rhododendrons and blackberrybushes at the back of the garden. It was a weird,frenzied sound, but Jade’s reaction was out of all proportion. She had frozen, body tense andtrembling, eyes fixed on the underbrush. She looked terrified. â€Å"Hey.† Mark spoke gently, then touched hershoulder. â€Å"Hey. It’s all right. It’s probably one of the goats that got loose; goats can jump over any kind of fence.† She was shaking her head. â€Å"Or a deer. When they’re relaxed they sound just like people walking.† â€Å"It’s not a deer,† she hissed. â€Å"They come down and eat people’s gardens a. night. You probably don’t have deer roaming aroundwhere you come from-â€Å" â€Å"I can’tsmellanything,† she said in a kind of whispered wail. â€Å"It’s that stupid pen. Everything smells like goat. â€Å" She couldn’t smell †¦ ? Mark did the only thinghe could think of in response to a statement like that. He put his arms around the girl. â€Å"Everything’s okay,† he said softly. He couldn’thelp but notice that she was cool and warm at the same time, supple, wonderfully alive underneath the nightshirt. â€Å"Why don’t I take you inside now? You’ll be safe there.† â€Å"Leggo,† Jade said ungratefully, squirming. â€Å"I mayhave to fight.† She wriggled out of his arms and faced the bushes again. â€Å"Stay behind me.† Okay, so sheis crazy. I don’t care. I think I love her. He stood beside her. â€Å"Look, I’ll fight, too. What doyou think it is? Bear, coyote †¦ ?†Ã¢â‚¬ My brother.† â€Å"Your . . .† Dismay pooled in Mark. She’d just stepped over the line of acceptable craziness. â€Å"Oh.† Another thrashing sound from the bushes. It was definitely something big, not a goat. Mark was just wondering vaguely if a Roosevelt elk could have wandered down the hundred or so miles from Waldo Lake, when a scream ripped through the air. A human scream-or, worse,almost human. As it died, there was a wail that was definitely inhumanit started out faint, and then suddenly sounded shrilland dose. Mark was stunned. When the drawn-out wail finally stopped, there was a sobbing, moaning sound, then silence. Mark got his breath and swore. â€Å"What in thewhat wasthat?† â€Å"Shh. Keep still.† Jade was in a half-crouch, eyes on the bushes. â€Å"Jade-Jade, listen. We’ve got to get inside.† Desperate, he looped an arm around her waist, trying to pick her up. She was light, but she flowed like water out of his arms. Like a cat that doesn’t want to bepetted. â€Å"Jade, whatever that thing is, we need agun. â€Å"I don’t.† She seemed tobe speaking through herteeth-anyway there was something odd about her diction. She had her back to him and he couldn’t see her face, but her hands were clawed. â€Å"Jade,†Mark said urgently. He was scared enoughto run, but he couldn’t leave her. He couldn’t. No good guy would do that. Too late. The blackberry bushes to the south quivered. Parted. Something was coming through. Mark’s heart seemed to freeze solid, but then he found himself moving. Pushing Jade roughly aside. Standing in front of her to face whatever the thing in the dark was. Mary-Lynnette kicked her way through the blackberry canes. Her arms and legs were scratched, and she could feel ripe, bright-black berries squishing against her. She’d probably picked a bad place to get through the hedge, but she hadn’t been thinking about that. She’d been thinking about Mark, aboutfinding him as fast as possible and getting away from here. 0Just please let him be here, she thought. Let him be here and be okay and I’ll never ask for anything else. She struggled through the last of the canes into thebackyard-and then things happened very fast. The first thing she saw was Mark, and she felt a rush of relief. Then a flash of surprise. Mark was standing in front of a girl, his arms lifted like a basketball guard. As if to protect her from Mary-Lynnette. And then, so quickly that Mary-Lynnette could barely follow the motion, the girl was rushing at her. And Mary-Lynnette was throwing her arms up and Mark was shouting, â€Å"No, that’s my sister!† The girl stopped a foot away from Mary-Lynnette.It was the little silvery-haired one, of course. This dose Mary-Lynnette couldsee that she had green eyes and skin so translucent it almost looked like quartz crystal. â€Å"Jade, it’s my sister,†.Mark said again, as if anxiousto get this established. â€Å"Her name’s Mary-Lynnette.She won’t hurt you. Mare, tell her you won’t hurther.† Hurt her? Mary-Lynnette didn’t know what he wastalking about, and didn’t want to. This girl was as weirdly beautiful as the others, and something abouther eyes-hey weren’t ordinary green, but almost silvery-made Mary-Lynnette’s skin rise ingoose pimples. â€Å"Hello,† Jade said. â€Å"Hello. Okay, Mark, c’mon. We’ve got to go. Like right now.† She expected him to agree immediately. He wasthe one who hadn’t wanted to come, and now herehe was with his most dreaded phobia, a girl. But instead he said, â€Å"Did you hear that yelling? Could you tell where it came from?† â€Å"What yelling? I was inside. Come on.† MaryLynnette took Mark’s arm, but since he was as strongas she was, it didn’t do any good. â€Å"Maybe I heardsomething. I wasn’t paying attention.† She’d been looking desperately around the Victorian living room,babbling out lies about how her family knew where she’d gone tonight and expected her back soon. How her father and stepmother were such good friends of Mrs. Burdock’s and how they were just waiting at home to hear about Mrs. B.’s nieces. She still wasn’t sure if that was why they’d let her go. But for somereason, Rowan had finally stood up, given MaryLynnette a grave, sweet smile, and opened the front door. â€Å"You know, I bet it was a wolverine,† Mark was saying to Jade excitedly. â€Å"A wolverine that came down from Willamette Forest.† Jade was frowning. â€Å"A wolverine?† She considered. â€Å"Yeah, I guess that could have been it. I’ve never heard one before.† She looked at MaryLynnette. â€Å"Is that what you think it was?† â€Å"Oh, sure,† Mary-Lynnette said at random. â€Å"Definitely a wolverine.† I should ask where her aunt is, she thought suddenly. It’s the perfect opportunity to catch her in a lie. I’ll ask and then she’llsay something-anything, but not that her aunt’sgone up north for a little vacation on the coast. And then I’ll know. She didn’t do it. She simply didn’t have the courage. She didn’t want to catch anyone in a lie anymore; she just wanted to get out. â€Å"Mark, please †¦Ã¢â‚¬  He looked at her and for the first time seemed tosee how upset she was. â€Å"Uh-okay,† he said. And to Jade: â€Å"Look, why don’t you go back inside now?You’ll be safe there. And maybe-maybe I could come over again sometime?† Mary-Lynnette was still tugging at him, and now, to her relief, he began to move. Mary-Lynnette headed for the blackberry bushes that she’d trampled coming in. â€Å"Why don’t you go through there? It’s like apath,† Jadesaid,pointing. Mark immediately swerved, taking Mary-Lynnette with him, and she saw a comfortable gap between two rhododendron bushes at the back of the garden. She would never have seen it unless she knew what to look for. As they reached the hedge, Mark turned to glance behind him. Mary-Lynnette turned, too. From here, Jade was just a dark silhouette againstthe porch light-but her hair, lit from behind, looked like a silver halo. It shimmered around her. MaryLynnette heard Mark draw in his breath. â€Å"You both come back sometime,† Jade said cordially. â€Å"Help us milk the goats like Aunt Opal said. She gave us very strict orders before she went on vacation.† Mary-Lynnette was dumbfounded. She turned back and reeled through the gap, her head spinning. When they got to the road she said, â€Å"Mark, what happened when you got into the garden?† Mark was looking preoccupied. â€Å"What do you mean what happened? Nothing happened.† â€Å"Did you look at the place that was dug up?† â€Å"No,† Mark said shortly. â€Å"Jade was in the gardenwhen I got there. I didn’t get a chance to look at anything.† â€Å"Mark †¦ was she there the whole time? Jade?Did she ever go in the house? Or did either of the other girls ever come out?† Mark grunted. â€Å"I don’t even know what the othergirls look like. The only one I saw was Jade, and she was there the whole time.† He looked at her darkly. â€Å"You’re not still on this Rear Windowthing, are you?† Mary-Lynnette didn’t answer. She was trying to gather her scattered thoughts. I don’t believe it. Butshe said it. Orders about the goats. Before her aunt went on vacation. But Rowan didn’t know about the goats before I told her. I’d swear she didn’t know. And I was so sure she was winging it with the vacation business†¦. Okay, maybe I was wrong. But that doesn’t mean Rowan was telling the truth. Maybe they didfigure the story out before tonight, and Rowan’s just a lousy actress. Or maybe †¦ 0 â€Å"Mark, this is going to sound crazy †¦ but Jade didn’t have, like, a cellular phone or anything, did she?† Mark stopped dead and gave Mary-Lynnette a long, slow look that said more dearly than wordswhat he thought of this. â€Å"Mary-Lynnette, what’swrongwith you?† â€Å"Rowan and Kestrel told me that Mrs. B. is on vacation. That she suddenly decidedto take a vacation just when they arrived in town.† â€Å"So? Jade said the same thing.† â€Å"Mark, Mrs. B. has lived there for ten years, and she’s nevertaken a vacation. Never. How could shetake one starting the same day her nieces come to live with her?† â€Å"Maybe because they can house-sit for her,† Mark said with devastating logic. It was exactly what Rowanhad said. MaryLynnette had a sudden feeling of paranoia, like someone who realizes that everyone around her is a pod person, all in on the conspiracy. She had been aboutto tell him about the goats, but now she didn’t want to. Oh, geta gripon yourself, girl. Even Mark is beinglogical The least you can do isthink about this rationally before you run to Sheriff Akers. The fact is, Mary-Lynnette told herself, brutally honest, that you panicked. You got afeelingaboutthose girls for some reason, and then you forgot logic completely. You didn’t get any kind of hard evidence. You ran away. She could hardly go to the sheriff and. say that shewas suspicious because Rowan had creepy feet. There’s no evidence at all. Nothing except †¦ She groaned inwardly. â€Å"It all comes down to what’s in the garden,† shesaid out loud. Mark, who had been walking beside her in frowning silence, now stopped. â€Å"What?† â€Å"It all comes back to that again,† Mary-Lynnettesaid, her eyes shut. â€Å"I should have just looked at thatdug-up place when I had the chance, even if Jadesaw me. It’s the only real evidence there is †¦so I’ve got to see what’s there.† Mark was shaking his head. â€Å"Now, look-â€Å" â€Å"I haveto go back. Not tonight. I’m dead tired. But tomorrow. Mark, I haveto check it out before I go to Sheriff Akers.† Mark exploded. â€Å"Before youwhat?†he shouted, loud enough to raise echoes. â€Å"What are you talking about, going to the sheriff?† Mary-Lynnette stared. She hadn’t realized how different Mark’s point of view was from hers. Why, she thought, why he’s †¦ -240 â€Å"You wanted to check out where Mrs. B. was-so we checked where Mrs. B. was,† Mark said. â€Å"They told us where. And yousawJade. I know she’s a little differentit’s like you said about Mrs. B.; she’s eccentric. But did she look like the kind of personwho could hurt somebody? Well, didshe?† Why, he’s in love with her, Mary-Lynnettethought. Or at least seriously in like. Mark likes a girl. Now she was reallyconfused. This could be so good for him-if only the girl weren’t crazy. Well, maybe even if the girl wascrazyif it wasn’t a homicidal craziness. Either way, Mary-Lynnette couldn’t call the police on Mark’s new girlfriend unless she had some evidence. I wonder if she likes him, too? she thought. They certainly seemed to be protecting each other when I walked in. â€Å"No, you’re right,† she said aloud, glad that she’d had practice lying tonight. â€Å"She doesn’t look like thekind of person who could hurt somebody. I’ll just let it drop.† With you. And tomorrow night when you thinkI’m starwatching, I’ll sneak over there. This time bringing my own shovel. And maybe a big stick to fend off wolverines. â€Å"Do you really think you heard a wolverine over there?† she asked, to change the subject. â€Å"Um †¦maybe.† Mark was slowly losing his scowl. â€Å"It was somethingweird. Something I’ve never heard before. So you’re going to forget all this crazy stuff about Mrs. B., right?† â€Å"Yeah, I am.† I’ll be safe, mary-Lynnette was thinking. This time I won’t panic, and I’ll make sure they don’t see me. Besides, if they were going to kill me, they would have done it tonight, wouldn’t they? â€Å"Maybe it was Sasquatch we heard yelling,† Marksaid. How to cite Night World : Daughters of Darkness Chapter 5, Essay examples

Antisemitism In Merchant Of Venice Essay Example For Students

Antisemitism In Merchant Of Venice Essay The Merchant of Venice is a controversial play among experts of Shakespeare. This play has been argued by some to be a comedy. This is because there is a lot of comic relief and the story has a happy ending. Others consider the play to be a tragedy because of Shylocks character. He is very much like a character of a tragedy as in Phaedra. Still other experts use the term tragicomedy. Personally I think that the last definition is the best one to describe this play. There are several factors that contribute to the classification of a play as a tragedy or as a comedy. A tragedy has four main elements according to current definitions. The first element is the tragic hero. In The Merchant of Venice Shylock is the only character that can be argued to be such a person. He is involved in most of the action and is the source of the major conflict. If he was not present the play would have no conflict and would not make a very good story. Shylock can also be considered the tragic hero because he has a tragic flaw. This is his obsession that is very evident throughout the play. His material wealth consumes his thoughts day and night. He may be a Jewish man but I think that the god he worships the most is known as gold. One instance where it is apparent that he only cares about his possessions was when Jessica ran away. He was ranting, O, my ducats! O, my daughter! Fled with a Christian! O, my Christian ducats 2. 8. 15-16. He simply includ! ed his daughter in the middle as though she were one of his possessions. Another part of a tragedy is that the tragic hero must be humbled or humiliated. Shylock experienced both of these. He was humiliated when Portia, disguised as a man, used his own comments and contract against him. Any person that was at first praising someone for being smart and virtuous must feel really dumb when that person is not really on their side like they seemed to be at first. We have not done much in class with what a comedy is but I think that I have a decent general knowledge of what one is. The first element that I know of is the comic relief. In The Merchant of Venice there is an abundance of such comic relief. One example was when Portia and Nerissa got the rings from their husbands to be while they were in Venice. After they obtained them they teased the two with threats and stories involving a lot of sexual humor. A specific example of the sexual humor was when Gratiano said, Well, do you so. Let me not take him, then! For if I do, Ill mar the young clerks pen 5. 1. 236-237. The comic relief serves the purpose of relieving some of the immense tension that builds up in the play. Act five as a whole is a very good example because it is right after the climax of the play and has what seems to me to be the best comedy of the entire play. The second element of a comedy that I know of is that it must have a happy ending. This is most certainly what happens in our play. Once Antonio was cleared of his bond everyone got what they wanted. Antonio made Shylock become Christian and Jessica and Lorenzo got a deed to Shylocks possessions when he died. Most importantly Bassanio and Portia and Jessica and Gratiano resolved the ring issues with good spirits and mutual understanding. From what I have said in the previous paragraphs I have to classify this play as a tragicomedy. The Merchant of Venice has all of the elements of comedy that I have mentioned. Throughout the play there is a tremendous amount of humor. It consists of both high comedy and a little bit of low comedy too. One example of the low comedy would be at the beginning when Bassanio and Gratiano are in the pub with Antonio acting silly. They are only concerned with drinking beer and having fun. An example of the high comedy was when Portia was criticizing all of her suitors. She mocked each one of them with witty remarks. My favorite of these remarks was when she replied to Nerissa about liking the Duke of Saxonys nephew, Very vilely in the morning, when he is sober, and most vilely in the afternoon, when he is drunk 2. 1. 84-85. This gave us a little hint as to Portias wit and guile. This play is also consistent with my statement that a comedy must have a happy ending. There! was a good-natured air about the characters in the final scene. They all resolved any problems that were present so that we would be left with a complete sense of closure. I have told you why I think that the play is partly a comedy and now to tell you about the tragic element. A tragedy has a tragic hero which in this case is Shylock. I do not feel that with a character as tragic as him in the play that we can ignore him. He was wronged so much in the play that it is hard to remember all of those offenses. First of all he was always singled out and hated by everyone. Antonio spat on him and kicked him like a dog. Another example of his tragicness was when Jessica ran away from him. This upset him greatly because she ran away with a Christian. However, his main concern was all of the riches that she had stolen from him. He cared more about his possessions than he did about his daughter. A final way that Shylock was wronged was when Antonio was released from the bond. If Shylock was a good Christian man there would not have been a controversy. He probably would have been allowed to take the pound of flesh. The final reason why this play could be considered a tragedy is because Shylock was humiliated. This is a necessary part of a tragic heros character. For all of the reasons that I have stated in the above paragraphs this play must be considered a tragicomedy. It does not fit a single set of criteria. Instead it has many comic elements and a little of the tragic elements. If Shylocks character was not so involved in the story I would classify the play as a comedy. Since he does have such a major role I find it impossible to ignore his tragic qualities. 6 The Merchant of Venice is a great play and I enjoyed it very much. As we read through the play I started to notice something that was different about it. At first I was unable to put my finger on it. Then it started to become a little clearer. During our discussions I started to notice that other peoples interpretations of the play were different from mine. I listened to what the other people said and it made sense. Therefore I starte d to think that maybe I was at fault and had misinterpreted it. Then the next day it happened again. I began to wonder if I was doing something wrong. That was when I really started to think that there was something unique about this play. I did not say anything in class about my thoughts because they seemed a little weird, even to me. After all, I had never heard of a play having two different ways of reading it. My suspicions went on for a couple of weeks and that was when I became extremely happy. Dr. Lipkind came into our class and t! alked to us about the play. He was in his usual character, arms flailing and voice booming, when he told us that this play could be read two completely different ways. I could finally breathe a sigh of relief. It was really frustrating for me to doubt my own thoughts. For during the class discussions I was continually second guessing myself and I did not like this feeling. After Dr. Lipkind told us this fact he told us that many experts had different opinions about this. Some said that this double-sided story was pathetic and weak. They thought that this was simply a case of a writers indecision and lack of ability. Other experts thought that this double-sidedness was the plays greatest asset. They disagreed as to how intelligent Shakespeare was and if he intended to do this on purpose or if it was simply an accident. I am inclined to agree with the experts that think Shakespeare was a brilliant writer in his time. He would even be considered one of the very best writers in history. Shakespeare has written countless poems and plays. Not all of them are a representation of his very best work but that does not matter. To be a great writer, at least in my mind, a person only has to produce two pieces of literature that are of a high caliber. Shakespeare did this. One of those great plays was Julius Caesar. I read this play last year and enjoyed it very much. They way that he put the scenes together was awesome. Throughout the play he developed the plots and sub-plots while continuing to keep the play exciting and entertaining. He never let the audience get bored. There are several other plays that he wrote that were of a very high caliber. He also wrote poems. His Shakespearean sonnets are very interesting because they always used the same rhyme scheme. If this man had all this talent I do not think that any person would dispute his greatness and say that one of his plays was weak. Furthermore, I do not think that anyone could say that such a great wr! iter simply wrote a double-sided play on accident. Shakespeare did intentionally write this play so that it could be read two ways. As I mentioned earlier I had interpreted many parts of this play differently than many of my classmates. One example of this was when Bassanio and his friends met Antonio in the first scene of the play. Most of the others in the class did not think very highly of them. They thought that they were clowns and almost mocked them. However, I thought that they were just having a good time. I do not find anything wrong with a few guys getting drunk and having a good time, so long as they do not injure anybody in the process or drink while they are riding a horse or operating heavy machinery. Another example of how this play can be read two different ways involves Shylocks merry bond. During a class discussion with Dr. Lipkind I said that I thought Shylock was planning revenge from the very beginning. When presented with this point of view much of the class agreed with me. Dr. Lipkind told us to watch this situation develop and to see if I was right. Adventures Of Huck Finn And Conflicts EssayHe actually touched it and paid for the things that he bought by himself. Whereas in Belmont none of the characters had anything to do with money. It was never a concern to them. It was just magically there. They also never physically touched the money. The had it and were rich but they did not go and reach into their chest to grab a handful of gold. The debts were simply taken care of, by someone else. Another difference between the two cities was what the people were like. In describing the people of Venice one would discover that they are very much like us. They are not infallible, and have normal problems. Belmont is not so. They are god-like. I say this because there is not one thing that they can not do. Whatever they set out to do is accomplished with ease, no matter how big the task is. An example of this was when Portia and Nerissa disguised themselves as men and masqueraded as a lawyer and his clerk. I pose a question. Could two woman really go undetected as men? I think not. Another thing is that they accomplished what they had wanted to do with so much ease. They just showed up with some law that happened to save Antonio and doom Shylock. Why would the judge not know about this law? This is simply because Portia is like a god. She can seemingly pull a rabbit out of her hat whenever it is convenient. More evidence that Belmont is god-like is that in the en! d of the play the characters are talking about the Greek gods. This is just a little hint as to what Shakespeare intended. I think that this motif was very interesting. I did not notice it very much until we were asked about it. Then I saw the light. I saw what Shakespeare had done. This also made me understand why Portia was able to save the day. I had found it a little hard to believe that she was such a great lawyer with no training. I also wondered where that mysterious law had come from. #14 In The Merchant of Venice one is able to see many different motifs. These motifs are literary devices that Shakespeare used intentionally. They make the play deeper and provide a sort of continuity. This makes the play flow from one scene to another with little difficulty and one does not really notice the breaks between scenes. The motifs also recur throughout the play which gives the reader a sense of knowing what will happen. It could be argued that Shakespeare used the motifs in a way that can be considered as foreshadowing. This is possible because a reader knows what happened in the situation of one motif and therefore if that motif is seen again they will have a sense of the outcome. One motif in this play that is always present is the bond motif. There are many different kinds of bonds in this play. They may be different on the surface, but they are actually very similar. One Bond in this play is that between Shylock and Antonio. This money bond is the most visible bond in the entire play. Antonio was forced into this bond by his friendship. His friendship to Bassanio could be argued to be his flaw. After all, it is what got him in trouble in the first place and caused him to accept death at Shylocks hand. This bond was weird from the very first moment that Shylock and Antonio began to discuss it. At first Shylock was very angry at Antonio. He gave him a big lecture about how he had been mistreated and then started to think about how much interest he should get. After a little deliberation he decided that he would lend the money, not for interest, but rather for a pound of flesh. Antonio thought that this was a silly thing and signed the bond despite Bassanios objections. A little side note about this bond is that it appeared to be just a joke but in reality it turned out to be a potentially lethal situation. Another motif in the play that I alluded to in the previous paragraph is the motif of friendship. The friendship between Bassanio and Antonio was absolute. No one could break it. This absoluteness appeared many times throughout the play. It was the main motivating factor in Antonios decision to enter into the money bond with Shylock. Another time that it surfaced was when a messenger gave a letter to Bassanio from Antonio. In this letter Antonio said that he forgave Bassanio and erased all of his debts to him. Then it also came to light that Antonio did not care if he died, as long as Bassanio was there to see him pay his debt. A third bond motif in this play is the one of marriage. This is seen between Bassanio and Portia and Gratiano and Nerissa. Both sets of people are planning to get married but their plans are put on hold when Antonios letter calls the men away. Before they left though, their future wives gave them each a ring to keep with them forever. The rings were the only real bond between the two couples because they were not yet married when the men left for Antonios trial. These rings provided the kind of bond that their marriages would have given and gave Shakespeare a great opportunity to add some more comedy later on in the play. The final bond motif that I would like to discuss is the bond between Portia and her father and Jessica and Shylock. These are both father to daughter bonds, although Portias father is dead. In both of the bonds the daughters try to abide by what their fathers wanted them to do. Portia tried to abide by her fathers casket idea and Jessica tried to obey Shylocks wishes. However, in both of these bonds the daughters ended up betraying their fathers wishes. Jessica obviously did this when she ran away with a Christian, Lorenzo. In Portias case it was a little less obvious and could be interpreted many ways. I think that she did betray her father in the casket choosing business. One reason is because she would have put a bottle of wine on one of the caskets to make one of her suitors pick the wrong casket. The second reason is that I think she helped Bassanio pick the correct casket. When she had music played during his selection process it seemed to have a hidden mess! age. It told him that the caskets were not what they appeared to be and that he should not judge them by their external appearance. This was clearly an attempt to pick her own husband and I think that she tried to fool herself into thinking that she had fulfilled her fathers wishes. All of these bond motifs appear to be different. However, if you look deeper into the situations it is possible to see a common trend. In each case the bonds are broken in some sense. The rings were given away, the pound of flesh was not taken, and Antonio did not want Bassanios help in the court room. This fact was not visible to me until I had read the entire play but I am now glad that I have looked deeper into these bonds. #19 In The Merchant of Venice there are many speeches from which great quotes can be taken. Many of these quotes bear an uncanny resemblance to reality. It is amazing that the lines of a play that was written so long ago could be so profound and applicable to modern day life. The quote for my question is, All that glisters is not gold; often have you heard that told. . . In the final packet the word that was it. I found this error when I looked through the play and found the quote. Fortunately this did not take me a long time because I knew the approximate spot that it had been stated. This quote has central importance to the entire play. It most directly applies to the caskets but it also includes other things. This quote has central import ance to the play for many reasons. My first reason is because it is in the midst of one of the major conflicts in the play. The Prince of Morocco read this quote from the scroll inside the gold casket that he had chosen, which was incorrect. The caskets are really the cause of the whole play because they started the chain of events leading to the bond. If Bassanio had not needed the money to court Portia the bond would have never been made. The quote also holds great importance because it alludes to a theme in the play. This is that things are not necessarily what they appear to be. All that glisters is not gold tells the reader that gold is not the only thing that matters or that it is the most desirable. It may seem to be the best choice on the outside, but on the inside it contains a persons doom. The second part of the quote is, often have your heard that told holds deep meaning also. It can tell the audience that in their culture m! ost people did choose the thing that was desirable on the surface. This allows one to believe that the Prince would have chosen the wrong one and honestly thought that his reasoning was sound. This also applies to the Prince of Aragon that picked the silver casket thinking that he deserved Portia. Another part of the play that this quote applies to is in the reality versus appearance motif other than that of the caskets. One example is about the bond between Shylock and Antonio. The quote could be seen as meaning that money is not the only thing that matters, though often it seems that it is the only thing that matters. This could easily describe Shylock and make a reader interpret the story in a certain way. It would make one think that Shylock knows that money is not the only thing that matters and that he is willing to sacrifice it for revenge. Another example of how the quote applies to the reality versus appearance motif is in the case of Jessica and Shylock.

Perception Check free essay sample

I will inform the audience in 3 ways, why perception checking is a good tool to help people understand others. Perception checking is just like looking at different picures that are shown to us where sometimes there would be a face but in actuality there was two or more faces hidden contained in that drawing as we examined the documents. Perception is important to help people understand other accurately instead of jumping to conclusion thinking the wrong thoughts. From my experience I learned its important to do perception check on people who usually are some way yet that day they are different. Sometimes, assumptions are correct, other times, they are dead-wrong and a potential trigger for conflict. Just like it happened to me with my boss. He is a pretty funny guy and very chill. One day I had a discussion with my boss and I told one of my co-wokers â€Å"im leaving† what I meant by that is that I was leaving home. We will write a custom essay sample on Perception Check or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Next day I see my boss not talking to me usually his very talkative and funny, and I felt like something was wrong. Alvaro, usually your always smilling and talking but today seems like your mad† I said â€Å"makes me think that your still mad for what happened yesterday but it could be something that happened today right or wrong? †. â€Å"yes diego I heard that you were going stop working here†, alvaro said. Then I explained the miss understanding that happened. So it is vitally important that we are always observing and doing some major perception checking when ever we feel like someone is getting the wrong impression or maybe i feel like someone is thinking differently of me in some type of way. Another experience with perception check that I had was with my friend that barely texts with periods. One day she was texting me with periods and I felt like I had to do a perception check to see what was wrong with her. â€Å"i see you texting me with period something that you never do† I said â€Å"makes me think something happen at home or that yuou dont want to talk to me, im I right? †. â€Å"Yes diego something is wrong but its personal, ill text you tomorrow. Even though she didnt told me what was wrong with her at least that let me know that it wasnt something against me. For my last perception checking statement I notice my energetic teammate from soccer just sitting alone with his headphones on and just looking down. I had to do a perception check. â€Å"ivan, I usually see you sitting with all the teammates and not alone listening to music. † I said, â€Å"makes me think something is wrong between you and maria, im I right? †. â€Å"no diego I just lost my car keys and I cant find it and stressing†. I was actually way off but at least he opened himself to me telling me what was wrong. Without perception checking we would automatically think that people dislike us for certain reasons, maybe just because they are using their body language to speak, or if someone was just starring at you for no reason. Without perception checking it would leave us always guessing and if I wouldnt do the perception check I could have been thinking the wrong idea of my friend ivan. Perception check is a good to help understand and know what is wrong with someone.

Using Music to Teach English Essays

Using Music to Teach English Essays Using Music to Teach English Essay Using Music to Teach English Essay 2.3 Previous Research Studies have shown that learning and thinking visually instead of verbal which is the traditional culture of learning, has improved the rate of understanding and mastering a language. Thus a change in teaching strategy should be required in the Malaysian curriculum. Educators need to concentrate more on teaching visually hence students will learn visually which will create a long term memory. In terms of mathematics, students dont just watch the teacher, they practically do the mathematics which improves their mathematical prowess (West, 1997). The strategy concentrates on learning through interactive visual music. An ideas is first settled in the mind and then words are absorbed later (West, 1997). This shows that if a teacher just teaches a language through visual music, a student first gets the idea of what English language is all about and then gets the specific words that may be explained. If a teacher just teaches without imagery or audio music a student might also not grasp th e words or message the teacher is conveying, Teaching with Music in the Classroom Previous research have shown that teaching using music in English lessons improves learning but with different level of success. Ana (2016) shows how music affects students who may have varying level of prior knowledge of the English language as they acquire descriptive and procedural knowledge. When prior knowledge of English is low, use of music whether audio or visual, is better for understanding facts that are descriptive than lessons undertaken by the use of written texts only. However, understanding facts that are procedural does not indicate any difference between the use of music and written texts. Students whose prior knowledge level is high, show a significant improvement in both procedural and descriptive knowledge when music is used compared to written texts only (Ana, 2016). Shens et al. (2009) research showed that learners with varying levels of prior knowledge perform differently to different teaching presentations for attaining learning tasks. They argued that there i s a meaningful interconnection between the influence of visual design and prior knowledge of students in regard to learning in a situation where visual music is used. If the motions in the visual music are inconsistent, it might distract the learning process of a student and in such a case audio music will be better. Another research indicated that, Giving out visual control of music improves learning, specifically in males (Claudia, 2002). Kleinman et al. (1999) assessed the effects of certain visual properties in improving learning. They found out that visual music which is graphically colored created more effect on the learning process of a student than black and white visuals. Although, Myatt et al. (1999) found out that quite a number of participants prefer colored visuals, but there is no compelling comparison between the quantity or quality of learning and understanding not unless color is correlated to the content to be taught. The research goes ahead to indicate that young students prefer visuals which are simple while older students prefer visuals which are complex. Regardless of the age group, simple visuals are always more effective than complex visuals (Myatt et al., 1999). The types of visuals students prefer to view do not necessarily facilitate their learning process. Mayer et al. (1996) differentiated the application of summarized interactive media consisting of a series of defined demonstrations describing the sequence in a procedure, with a summarized text comprising of 600 words. The knowledge retained and transferred in different quantity of texts and multimedia summary was also analyzed. The conclusion indicates that verbal is less productive than multimedia. The results show that shortened summaries are more effective specifically when words and demonstrations through visuals are used together. The participants in this research had inferior standard of prior knowledge of the lesson. The researchers believed that the results would be different if experienced learners had participated. This research shows that, music is more effective in inexperienced students in a specific subject. It also shows that, incorporating both visual and verbal illustration method simplifies mental intermediaries in learning. Current Research in English Language Teaching Alex (2016) acknowledged the cognitive styles applied by learners and their experience in language. The research compared the use of texts and visuals only and use of text only teaching materials. Inexperienced learners with lingual cognitive styles performed best when text and visuals were used simultaneously. The inexperienced learners with imagery cognitive styles performed best with the use of texts only. The outcomes were different with the expected findings. However, generally learners portrayed better performance in test scores when using text and visual simultaneously. Moreover, inexperienced learners from both learning approaches classifications portrayed greater performance in test results than skilled learners. The comparison in results between inexperienced learners and experienced learners correlate with findings form a research carried out by Chanlin (1998). Difference in the types of visuals used in teaching were studied by Simone (2016) found out that there is no significance difference in accomplishments by learners exposed by various visual mapping methods. Although the duration in which learners were exposed to the respective visual embellished instructional treatments influenced learning results. Learners who were given the opportunity to learn according to their own speed performed better than those who were stipulated the specific time to learn. Previous research finds out that use of optic components in educating and understanding produce positive outcomes. For learners to benefit from visual enhancements, teachers should have skills that involve imagery language and techniques of visual teaching. Therefore, teachers should be guided on the appropriate ways to use visuals music and audio which will be effective in learning. Outcomes of the effect of optic articulacy in English lessons can be studied further through educators assessing and evaluating their modern use of music and comparing the music content of lessons and academic achievements of the students. More study to establish mechanisms that quantify a persons level of music articulacy, constituting the ability to create and interpret optic communication and expression which is fundamental in assessing the general effect on students education. Moreover, the labeling of probable interconnections among other variables such as demographic traits and educational approach is required for an extensive research of the idea of music optic and audio articulacy. Using Songs for Teaching English 2.4 Theoretical Framework The table below shows the theoretical framework of this research. The sequence will be indicated from top to bottom. Dual Coding Theory Independent Variables: Music Dependent Variables: English Language Krashens Monitor Model Figure 2.4.1: Theoretical Framework This research has adopted Dual Coding theory. Dual Coding theory indicates that oral and visual information are each prepared adversely undergoing exclusive methods with the brain establishing contrasting models for information prepared in each channel. This theory is a linking framework for both speaking and reading. When learners comprehend the written information, dual coding theory claims that the learners access phonological and orthographic information to identify words in the texts. In terms of variables, there are two variables which are independent and dependent variables. In this research visual and audio music is the independent variable while using music in teaching and learning English is the dependent variable. Music can portray the culture of a certain language in the recent history (Clara, 2016). Music does not only improve teaching, but it also enhances learning. Aristotle one of the Greek philosophers stated that, thinking is impossible without image (Benson, 1997). This is in the case of visual music. Images with meaning resulted into characters in alphabets (West, 1997). This research adopts the monitor model of Krashen. The monitor model of Krashen has depicted five hypotheses (Krashen, 1983). The first hypothesis is the Learning or Acquisition hypothesis which claims that there are two absolute processes of development of the second language: the learned order and acquired order. The second one, is the Natural order hypothesis which states that the acquirement of grammatical anatomy follows a natural order which can be predicted. The third one is the Monitor hypothesis which suggests that the correlation between learning and acquisition and explains the influence of learning on acquisition. The fourth is the Input hypothesis which explains how the student obtains a second language. It just defines the process of second language acquisition by a learner. The fifth is the Affective hypothesis which represents Krashens opinion that a few affective variables which play a useful but deliberate character in acquisition of second language. These variables comprise of: anxiety, self confidence and motivation. Modern Method of Teaching English 2.5 Summary Teaching is not as easy as conveying and imparting knowledge to learners. In the teaching career, teachers encounter many students with contrasting learning styles, academic requirements and characteristics on daily basis. Therefore, in consideration of teachers personalization, individualization and localization of their teaching, so that it can harmonize with every student, various abilities and expertise in teaching and a lot of classroom experiences are required. Students participation and engagement is the main aspect in attaining the teaching itself (Clara, 2016). Due to this, tools and strategies adopted to help in teaching play a key role in creating an interest of students in learning. They will engage actively in teaching and learning process if they are attracted to the English lesson. Using music in English lessons is one strategy to attract students attentiveness. In accordance to dual coding theory, when information is double coded, the chances of being retrieved, memorized and applied are high. Dual coding theory also hypothesizes that that images and words activate the mental processing in various ways. Moreover, some of the research such as the ones undertaken by Kleinman (1999) and Mayer (1996) authenticated the positive impact created by Dual Coding Theory. With all the assertions, it is now certain that the of music whether visual or audio enhance English teaching and learning which the Malaysian curriculum should adopt for better communication and understanding of the language.

What Is a Salutatorian High School’s Second-Highest Honor

What Is a Salutatorian High School’s Second-Highest Honor SAT / ACT Prep Online Guides and Tips Academics and athletics have a lot in common: they require tons of practice, dedication, and diligence to succeed. Athletes often get trophies, medals, and letterman jackets to reward them for their accomplishments on the field and in the gym. But earning great grades can be just as tough as winning a state football tournament! That’s why many schools choose to honor their top two graduates by awarding them the titles of valedictorian and salutatorian. We’ve already covered what a valedictorian is in another post, so in this article, we’ll answer all of your questions about salutatorians, including: What is a salutatorian? Does being a salutatorian help you get into college? What is a salutatorian speech? How do you become a salutatorian? Are you ready to learn more about what it means to be the salutatorian of your graduating class? Then let’s get started! What Is a Salutatorian? The meaning of the term â€Å"salutatorian† dates back to 1841 and means â€Å"of the nature of a salutation.† More specifically, the term originally referred to â€Å"the welcoming address given at a college commencement,† which was delivered in Latin! Things have obviously changed a bit since then. (Thankfully!) First, salutatorians are now more commonly seen in high schools instead of colleges. But what is a salutatorian, exactly? The honor of salutatorian is given to the student who ranks second-highest in the school behind the valedictorian, who graduates at the very top of the class. Like valedictorians, salutatorians are most often awarded the honor based on their cumulative GPA. In general, the student with the highest cumulative GPA in a graduating class becomes the valedictorian. That means that the student with the second-highest cumulative GPA becomes the salutatorian! Second, the title of salutatorian recognizes student’s exemplary academic work, and as a result, they are asked to give a speech to open the graduation ceremony. While the salutatorian definitely gives a speech, it is not in Latin. (Now you can breathe a sigh of relief!) As the name implies, salutatorians deliver a â€Å"salutatory,† or welcoming, speech that welcomes everyone to the ceremony, recognizes important guests, and delivers a hopeful, welcoming message on behalf of their fellow classmates. Photo by Matthew T. Rader Does Being a Salutatorian Help You Get Into College? f you’re thinking about trying to become your school’s salutatorian, that means you’re already an academically competitive person that’s looking to get into a top university. We know it might be tempting to try to become the valedictorian or salutatorian of your class in order to help you get into the college of your dreams. Unfortunately, becoming salutatorian doesn’t really make a difference in terms of college admissions. Honestly, the reason is mostly a logistical one: the distinction of salutatorian is conferred toward the end of your senior year, long after you’ve already submitted your college applications! Additionally, even if you were awarded the title on time, it can be hard for universities to understand what the honor of salutatorian means in terms of your school. Because the title can be more- or less!- prestigious based on your high school graduating class size and the school’s unique salutatorian criteria (more on that later), it’s not a good benchmark for determining how you stack up to other applicants. Ultimately, your transcript and GPA- more so than your class rank- tell admissions counselors what they need to know. But that doesn’t mean there aren’t other ways becoming a salutatorian helps you in the college admissions process. First off, becoming your school’s salutatorian takes hard work. That means you’ve become self-motivated, learned how to study, been an excellent student, and embraced hard work. You’ve also figured out how to manage a busy schedule and still excel! These are all critical skills to excelling in college, too. You’ll be ready to hit the ground running from your first day, and you won’t struggle to adjust to college’s increased workload like your peers might. Secondly, salutatorians qualify for unique scholarship opportunities. Many scholarships still accept applications after you’ve already chosen your university. Graduating with top honors will help your application move to the top of the stack. Moreover, there are some scholarships that are only available to valedictorians and salutatorians! You can find a list of those unique scholarship opportunities here. Lastly, being salutatorian can help you as you look for jobs and internships. Remember, you’re going to college with a bigger goal in mind: getting a job! Internships can be just as competitive as college admissions, if not more so because the spots are much more limited. Companies often only take a handful of interns in every class even though they receive tens of thousands of applications. (Nike only accepts 40 interns a year!) So while being a salutatorian might not matter for admissions, it can have a huge impact on your opportunities long after high school. How Do You Become a Salutatorian? Like we mentioned earlier, in most cases the designation of salutatorian is determined by your cumulative GPA. To calculate your cumulative GPA, your numerical GPA in each class is added together, and the average is ranked against your fellow classmates. Additionally, schools often work from your weighted GPA. That means that AP and IB courses are assigned â€Å"extra points† to offset their difficulty (which is why many students who take college prep courses graduate with higher than a 4.0.) Traditionally, the two students with the highest weighted cumulative GPAs are awarded the distinctions of valedictorian and salutatorian (in that order). But keep in mind that each school handles salutatorian criteria differently! Some schools tackle the process like college admissions and look at a student’s GPA along with their extracurricular participation and community service hours. Other schools even allow students to cast votes for both valedictorian and salutatorian. Regardless of your school’s criteria, we think aiming for valedictorian or salutatorian is an excellent goal, so here are four tips for earning one of high school’s top academic honors. #1: Know the Criteria Since this differs from school to school, it’s super important that you know exactly how your school determines who becomes salutatorian. For example, Sheboygan Lutheran High School uses a combination of cumulative GPA, number of college prep courses, and ACT test scores to select a valedictorian and salutatorian. That’s much different than Edsel Ford High School, which only considers a student’s cumulative GPA and behavior record. #2: Take Weighted Classes AP and IB classes are important if you’re considering attending a competitive college, but they’re also critical to becoming salutatorian. Because you’re awarded â€Å"extra points† to your GPA, earning high marks in weighted classes gives you an edge over students who opt for a general curriculum. But be careful not to overextend yourself! It’s most important that you earn top marks in all of your classes, whether they’re college prep courses or not. #3: Ask for Help One of the big mistakes students make is that they don’t ask for help when they get confused. Since it’s important that you do well in all of your classes, make sure you’re talking to your teacher or tutor if there are concepts you don’t understand. An added bonus? This is a really important skill to have when you go to college! If you get comfortable asking for help now, it will make your college life that much easier. #4: Keep Your Eyes on the Prize It’s easy to let your competitive streak get out of hand when aiming for your school’s top honors. But the more time you spend worrying about other people’s grades, the less time you’re focusing on your own academic journey. So stay focused on working hard and doing your best, and let the rankings take care of themselves. Remember: even if you don’t become salutatorian, you’ll still have learned skills along the way that will make you more successful in college. Photo byBogomil Mihaylov What Is a Salutatorian Speech? So you’ve worked crazy hard and become your class’ salutatorian. Congratulations! Now it’s time for you to write a salutatorian speech. Salutatorian speeches are basically comprised of three different parts: welcoming people to the ceremony, acknowledging honored guests, and celebrating the accomplishments of your classmates. When you think about welcoming people to the ceremony, try to remember a time you felt welcome in a strange situation. What did people say to you? How did they make you feel important and like part of the group? Thinking about this might help you phrase your welcome so that the audience feels both acknowledged and included. Your second task in this section of your speech is to speak on behalf of your classmates. They don’t have a microphone and you do, so it’s important that you acknowledge the people who are attending the ceremony who’ve helped them on their journey. For example, people that fit in this category are family members, teachers, coaches, friends, and mentors! In this portion, you want to be both inclusive and brief. It might be a good idea to ask your classmates who they plan to bring with them to the ceremony. Their answers might surprise you, and they’ll help you make sure you include everyone in your opening remarks. You might also think about the people who are important to your classmates who couldn’t make it to the ceremony because of distance, illness, or death. Acknowledging them can be a lovely way of supporting your friends and classmates. The second part of your speech should acknowledge distinguished and honored guests. Make sure to talk with your principal or guidance counselor to get a list of these people. Most often, these are other participants in the ceremony, like the school’s superintendent or members of the school board. In most cases, if someone is sitting on stage, they’ll need to be welcomed individually. Talking to your school administrators about your speech is also important because you might have to follow a certain protocol. For example, your school might want you to read the person’s name and pause for a moment, which gives the person a chance to stand up and receive applause. Knowing this in advance will help you write a speech that stays within the ceremony’s time limits! The last part of your salutatorian speech gives you the chance to speak to your classmates and celebrate their achievements. This is a big day in everyone’s lives, and you get to be the person who makes them feel special. Congratulate them! Acknowledge their hard work and achievements, no matter how big or small. Additionally, might consider sharing a few lessons that you’ve learned in your own high school journey during this section. What will you take away from your years in school that will stick with you for the rest of your life? What do you hope your classmates take with them, too? But most importantly, have fun. Don’t be afraid to tell a story or share a joke that your classmates will love. Embrace the moment! This is your reward for four years of hard work, so make it count. Photo by Honey Yanibel Minaya Cruz Do All Schools Have Salutatorians? Becoming valedictorian or salutatorian has long been a way to reward academic achievement, but as society changes, so have the standards for awarding top marks. For instance, you might go to your guidance counselor’s office and be shocked to learn that your school doesn’t award the titles of valedictorian or salutatorian! More and more schools are doing away with ranked academic honors in order to help students focus on their education, not a ranking. According to Bob Farrace, the spokesman for the National Association of Secondary School Principals, administrators â€Å"worry about the college prospects of students separated by large differences in class rank despite small differences in their GPAs, and view rankings as obsolete in an era of high expectations for every student.† In other words, some educators believe that singling out the two top-performing students adversely affects the student body. But other schools have gone in the opposite direction and are now using the terms â€Å"valedictorian† and â€Å"salutatorian† to honor all high-achieving students. South Medford High School decided to name every student with a 4.0 GPA a class valedictorian. That means that there were 21 valedictorians in the Class of 2013! Other schools have followed suit in an effort to create a sense of camaraderie and collaboration around high school academics. But regardless of whether your school has salutatorians or not, one thing remains true: working hard in school will help you achieve your goals in college, in your career, and beyond. What's Next? If your high school does assign class rankings, learn about how that can affect your college application process. If you have your heart set on being valedictorian or salutatorian, check out this guide that gives you tips and strategies for raising your high school GPA. Of course, your GPA and graduation rank are just part of the picture: your test scores matter, too. Here’s a peek into what makes for a good (and a bad!) SAT score. (Don’t worry...we have an ACT score guide, too!) Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

ASL Discourse covering Discourse Genre Explanatory and Prosody Research Paper

ASL Discourse covering Discourse Genre Explanatory and Prosody - Research Paper Example The progress of developing sign language in US obligated the materialization of deaf training institutes, which would collect numerous deaf kids collectively for tutoring purposes. The account of ASL started with deaf tutoring. ASL is an acronym of American Sign Language. A minister name Thomas Hopkins Gallaudet in 1815, moved out of his home in Hartford to visit Europe. Dr. Mason Cogswell had inquired Gallaudet to examine techniques of schooling for his deaf daughter, Alice Cogswell. Whilst the purpose of Gallaudet visiting England, was struck by an obstacle when executives of the Braidwood Schools, who educated the verbal technique, denied giving out their techniques of tutoring deaf. In London, Gallaudet escorted with Abbe Sicard, administrator of the Royal Institution for the Deaf in Paris with his two students. Sicard asked Gallaudet to tour the school in Paris. Gallaudet then toured to Paris and cultured with the instructive techniques of the Royal Institution for the Deaf with sign language, a combination of Old French Sign Language and the signs framed by Abbe Sicard. In April 1817, Gallaudet launched the Connecticut Asylum for the teaching and tutoring of Deaf, today known as American School for the Deaf. Deaf learners were educated with French signs and others like Martha’s Vineyard. Therefore, at this institute all the effects amalgamated and turned out to be American Sign Language. 1. ASL Discourse Features ASL discourse features have been acknowledged purposely comparable in linguistics, in view of the fact that Stokoe's have utilized the features 'phoneme' and 'phonology' for all communication channels of ASL. All of linguist persons separated ASL signs into numerous phonemic characteristics known as discourse features. These features are hand contour, palm direction, hand motion, hand position etc. In addition to these discourse features there are others as well for example facial appearance, attitude, posture, and jawing. In early abstrac t techniques, motion was dealt as concurrent or chronological movements of the hand assisted with additional body features. But in numerous fresh techniques, motion is dealt as the pace of the language instead as characteristic. Signs are separated into sections of movement (motion) and hold, every one of which comprises of a group of the additional characteristics of hand profile, course, position, and some non-physical characteristics. In the sign language; distinguishing sign movements (motions) consist of linear, inner, and complex motions. The basic and primary directions of linear movements (motions) are six. These are up, down, in (in the direction of the signer), out (outside the signer), contra-lateral (in the direction of the midpoint or the contrary hand), and ipsi-lateral (away from the direction of the surface of the signing hand). Diagonal motion is identified to be fabricated with these basic directions. Inner movements (motions) contain rotating of the wrist, adaptin g curvilinear of the wrist or fingers, unclosing the hand, enclosing the hand, and squirming the fingers. Complicated movements (motions) incorporates contacting a location, traverse hands or fingers, clutching, inflowing (introducing the hand or fingers flanked by

Occupational Therapy as an Unheard Profession in the Country Essay

Occupational Therapy as an Unheard Profession in the Country - Essay Example I grew up in the rural area of Pakistan. Occupational therapy is an unheard profession in the country. In 2004, my family immigrated to the U.S. This serves as an avenue for me to pursue a career in occupational therapy. I enrolled in Santa Monica after completing high school. I worked and studied hard to fully grasp concepts and principles in Occupational therapy. I participated in marathons during high school and learn a valuable lesson in dedication. I thought that a couple of longer runs are sufficient in the preparation for a marathon. I realized that I was wrong after the marathon. I felt extremely disappointed with my performance because I knew I could have done better. I realized that I was not dedicating all my efforts to the marathon. This has made me realize the need to be fully dedicated and determined to pursue my desire to be an occupational therapist. I was able to finish high school and enroll in community college to pursue my desire to be an occupational therapist. Hopefully, I can earn a bachelor degree in your esteemed university. I have consistently maintained a 3.23 point average in my studies. I will work harder to maintain a higher point average to represent your university in the best possible manner. I possess a yearning to effectively address the needs of individuals who have mental, social, and physical disabilities. Contrary to common notion, these individuals require empathy and understanding instead of merely physical assistance. Dexterity and weakened areas of the body can be strengthened through rebuilding confidence among clients. Thus, physical needs, as well as psychological and emotional well-being of these individuals, should be addressed. There are various strategies to address the needs of individuals with mental, social, and physical disabilities.  

Climate Change in Nigeria Essay Example for Free

Climate Change in Nigeria Essay Climate change has always occurred in different Nigeria; however the effects have become more noticeable recently over the years. The effects have affected the daily lives of many for better or worse. A peer reviewed research done by an unknown source, which was accepted by the Journal of Geography and Regional had concluded that the average temperature of Nigeria has increased by 1. 7Â °C in the period of 1901-2005. The increase has however been higher in semi-arid areas and is lower in coastal regions. The paper has also shown that the rate of change has increased in the 1970’s. The consequences of the increase in temperature have resulted into the desertification of the north as well as the coastal erosion in the south. A combination of overgrazing, abuse of woodland for fuel as well as the unreliable rainfall, the Sahara desert is advancing at an estimated rate of 600 metres each year. This means that an estimated 55 million or more would be affected in the northern states such as Sokoto. However in the south, increasing sea levels have threatened the coastal region. A given example is Bar Beach, Victoria Island, Lagos. Bar Beach, once a family spot for relaxation is currently under reconstruction after 100m of the shoreline had been eroded over the past 20 years. Lagos State also teamed up with Chagoury Group to build a 1km sea defence to prevent further damage. Another region is the Niger Delta, which is the source of Nigeria’s oil wealth but however is vulnerable to the flooding due to its low-lying terrain with criss-crossed waterways. The protective mangroves have also been reduced by a drastic amount due to human intervention. Many people may not know but half of the 15 million people in Lagos live less than 6 feet away above sea level. Also in the rural economy, most small farms always assume stable rainfall patterns for their time of seeds and planting. Therefore the Government strategies for poverty in semi arid areas in the north as well as arable regions are at risk due to the variation in the weather pattern. Due to awareness campaigns made by organizations such as NCF, Nigerians are able to relate the disturbing issues of very high temperature as well as the uncertain implication for disease carrying pest and insects. Nigeria’s adaptation to climate change has not received much funding from external bilateral or multilateral sources. This may be due to the Nigeria’s slow moving institutional response to climate change. However locally, adaptation strategies are consistent with existing responses to that of hunger and poverty. For example trees are being planted in order to stop desertification. The use of substitute fuels such as biogas is also being used as well as the adoption of more versatile livestock. In more conventional farming regions, they have been encouraged to diversify their corps and adopt more efficient rainwater harvesting and irrigation techniques. The coastal region has also approached climate change with better management of existing resources. A short film Water Runs Deep talks about the impact of climate change in Nigeria. It gives an insight on how climate change has affected the lives of many for the worst. The movie shows how crops have been destroyed by flooding as well as schools being ruined. Various interviews give tale of their hardship and how they cope with it as well as the predicted change in weather for Nigeria and how adaptation strategies have been used to help the rural communities cope with Climate Change. According to the 2010 MDG progress report, Nigeria’s forest cover has reduced from 18. 9% to 9. 9% in the last two decades. This is one of the highest rates of deforestation in the world. The main reason for such is due to the high demand for wood fuel. In the absence of affordable alternative energy sources, charcoal is popular even in cities, which boosts its uncontrolled production

Wiccan religion: The Goddess and Gods of the Wiccan Religion :: Essays Papers

Wiccan religion: The Goddess and Gods of the Wiccan Religion "Wicca is the most prevalent form of reconstructionist neo-paganism in the United States and is the pre-Christian spirituality of the Celtic peoples who resided in the British Isles and Brittany and on the western coast of France." Wicca is a religion based upon deep personal understanding of oneself and the multi-verse in which one resides. They work with the Gods and Goddess that call to us, and we develop relationships with them that help and support them in their evolution. Wicca is a spiritual path, a way of seeing the world and Divinity, and our relationship to it. They believe that Goddess is imminent in the world around us. Goddess permeates every living thing, and most of them define rocks, soil, water, air, fire, and the plant herself as living things. "The God of Wicca is the Horned God, the ancient God of Fertility: the God of the forest, flock, and field and also of the hunt." He is Lord of Life, and the Giver of Life, yet he is also Lord of Death and Resurrection. http://www.interlog.com/~spawn/gods.html Wicca is considered to be a radical faith in spite of significant numbers of goddess devotes who are extremely conservative in their lifestyles and the tenets they hold. The wiccan religion is not solely a women’s faith. While their are "women-only" groupings, and women-led, or women-predominant ones, there are just as many mixed gender groupings, in some of which men are dominant. There are also numerous solitaries, both women and men. In Wicca, practitioners notice the holy duality of the sexes in nature and in themselves, and worship the Divine as both God and the Goddess. Most modern Wiccans feel that while the God and Goddess are separate and equal, there are also two separate sides of the same coin: all in one. And all that they see, touch, feel, hear, or sense is Holy. The Goddess is known as "The Powerful Lady Mother" each of whom could appear in many, guises depending on the personal needs of the individual invoking them. The God is known as the "Horned God." The Horned God is the group soul of the hunted animal, invoked by the primitive shaman and the tribe. "The Goddess, whether Gentle Lady-Mother or thundering and Powerful Seductress has never really been broadly attached specifically to an animal form as much as the God was.

Narrative essay about Education Essay

Education is the Key to SuccessThe disadvantage of not completing high school is missing the prom, senior day, and graduation. Looking back, as a teenager my judgment was idle toward negativity and peer pressure. I struggled throughout the years without my high school diploma. To pursue higher education, my high school diploma was a necessity. In order to achieve a successful career, education is vital towards my career goals. TransitionAt age 14, my parents moved to a low-income apartment building on the west side of Stamford. I believe this was the worst decision that my parents had made for us. The transition of living in a suburban area in Stamford, moving to the projects was fearful to me. I was the new girl on the block. The girls in this area smoked cigarettes in the hallways, skipped school, shoplifted, and had boyfriends. I attempt to stay away from the girls, due to their negative behaviors. As time went by, I was lonely staying in the house after school. As a result, I frequently invited the girls to my house after school to play. Suddenly, I was sneaking in the staircase with the girls smoking cigarettes, skipping school, shoplifting, and I had my first boyfriend. As time progressed, I had a bad attitude towards school and my parents. I dropped out of school at age 16; ran away from home with my boyfriend, became pregnant at age 17. This was a turning point in my life because I had to grow up q uickly and become mother. EmploymentAfter giving birth to my son, I applied for an overnight stock position for KohlÂ’s. On the job application, it asked, ”do you have a high school diploma?” I checked yes. KohlÂ’s hired me for the night position. I adapted to the late hours, and became friend with my co-workers. I enjoyed displaying the new clothes to the floor at night and dressing the manikins with the new designs. After my 90-day probationary period, there was a call from the store manager he wanted to see me. This was the longest walk down the corridor. My thoughts were racing faster than my heart. I did not have a clue as to what this meeting was going to be about. I knocked on the door and the manager said, “Come in, close the doors and have a seat”. The manager talked about an incident that happen at another store, the manager had to fire this gentleman; he became violent to the manager due to the termination of his employment. The police were called the gentleman was  arrested. Management found out that this employee had a long criminal history of violence. Due to this incident, the company started checking all backgrounds of current employees. After reviewing my background the store manager said, “we have a problem with your application, we checked with the school and you were dishonest on your application ”. He had no other choice but to terminate my employment. I sighed in disbelief, my mouth was very dry and I could not swallow, I stood up from the chair, disappointed, embarrassed with my head held down. I reached out and shook the managers hand. I said, “ You have to do what you have to do: thanks for the opportunity”. When I walked out of the store, I began to cry. I learned from that day forward, to always be truthful no matter what. This incident made me realize how I would struggle if I did not pursue my education. Pursing my DiplomaMy mother at age 60 went to night school to obtain her high school diploma. She laughed at me because she was going to receive her diploma before me. This motivated me to pursue my G.E.D. I was jealous of my mother, yet happy that she was accomplishing this for herself. The beginning of May 1998, I went to the Board of Education and applied for my G.E.D. test, the test was schedule for June. I applied myself, and studied for 30 days for this test. Early that Saturday morning, I was full of anticipation ready for the challenge ahead, the day of my test. I was nervous walking into the building, yet determined to complete and accomplish this rewarding task in my life. I was very excited when I completed my last question on the test. I waited anxiously for the test results by mail. The end of June 1998, my mother handed me a big yellow envelope; I quickly opened the envelope, and pulled out a crisp piece of paper my high school diploma (G.E.D.). After I read my results and found out my grades were above average, I jumped up and down full of happiness. My mother and I received our diplomas that month a celebration was definitely required. In conclusionNevertheless, I missed a great deal of events in high school, I have learned to forgive myself for the mistakes I have made in the past and look towards the future. Never under estimate the lack of education, I am currently attending University of Phoenix to pursue my bachelors. I am determined to complete and accomplish this honorable and rewarding task.  Education is a vital key to success in any career driven environment. When adults look back in their childhood, they can see the mistakes they made because of lack of judgment. This is the reason why parents make the choices and decisions for their children. A child lacks the knowledge and judgment to make healthy decisions. As an adult, we cannot believe some of the things we have done to make obstacles in our lives. The author clearly understands his judgment as a child jeopardized his well- being. Nevertheless, children are responsible for their own actions, and should become leaders instead of followers.

Exercise Physiology

Direct calorimetry uses the measurement of heat production as an indication of metabolic rate. * Indirect calorimetry estimates metabolic rate via the measurement of oxygen consumption. * Energy expenditure can be expressed in L†¢min-1, kcal†¢min-1, ml†¢kg-1†¢min-1, METs, and kcal†¢kg-1†¢hr-1. * To convert L†¢min-1 to kcal†¢min-1, multiply by 5. 0 kcal†¢L-1. * To convert L†¢min-1 to ml†¢kg-1†¢min-1, multiply by 1000 and divide by body weight in kilograms. * To convert ml†¢kg-1†¢min-1 to METs or kcal†¢kg-1†¢hr-1, divide by 3. 5 ml†¢kg-1†¢min-1. Efficiency: * Exercise work rate Efficiency decreases as work rate increases * Speed of movement* There is an optimum speed of movement and any deviation reduces efficiency * Muscle fiber type * Higher efficiency in muscles with greater percentage of slow fibers SUMMARY: Net efficiency is defined as the mathematical ratio of work performed divided by the e nergy expenditure above rest, and is expressed as a percentage. * The efficiency of exercise decreases as the exercise work rate increases. This occurs because the relationship between work rate and energy expenditure is curvilinear. To achieve maximal efficiency at any work rate, there is an optimal speed of movement. * Exercise efficiency is greater in subjects who possess a high percentage of slow muscle fibers compared to subjects with a high percentage of fast fibers.This is occurs because slow muscle fibers are more efficient than fast fibers. * Not possible to calculate net efficiency of horizontal running * Running Economy * Oxygen cost of running at given speed * Lower VO2 (ml†¢kg–1†¢min–1) at same speed indicates better running economy * Gender difference * No difference at slow speeds At â€Å"race pace† speeds, males may be more economical that females 170-188 CIRCULATORY RESPONSE TO EXERCISE Organization: arteries branch to form vessels, v essels become microscopic and form arterioles, which develop into â€Å"beds† called capillaries. Capillaries are the smallest and most numerous of blood vessels—exchange of oxygen, CO2, and nutrients. Blood passes from capillary beds to venules that move back to heart and increase in size becoming veins. Mixed venous blood= mixture of venous blood from both upper and lower body in the right side of the heart. *it represents an average of venous blood from entire body.HEART: Right/left side separated by muscular wall called interventricular septum (prevents mixing blood from sides). Valves: Bicuspid/mitral = left atrioventricular valve **atrioventriculars close when heart contracts to prevent backflow. Tricuspid= right atrioventricular valve Semilunar valve (pulmonary semilunar)- b/w right ventricle and pulmonary artery. Prevents backflow from arteries into ventricles. Aortic valve (aortic semilunar)= b/w left ventricle and aorta. Also prevents backflow†¦ Right si de pumps deoxygenated blood to pulmonary circuit so oxygen can be loaded and CO2 released.Left side pumps oxygenated blood to body via systemic circuit. RIGHT: to lungs LEFT: to body Heart sounds are due to closing of atrioventricular valves (first sound-systole) and the closing of aortic and pulmonary valves (second sound-diastole) Wall of heart is 3 layered: 1) outer layer is epicardium, 2) muscular middle layer called myocardium, 3) inner layer endocardium. Myocardium contracts to force blood out. Right and left coronary arteries supply myocardium Cardiac muscle fibers are shorter than skeletal and are branched and involuntary. Heart muscle fibers are all connected via intercalated discs- transmit electrical impulses.They are leaky membranes that allow ions to cross b/w fibers (contract together= functional syncytium). *atria contract separate from ventricles because there is a separating layer of CT *heart is only type 1, slow fiber- highly aerobic, many mitochondria (more than skeletal). Cardiac cycle: Systole- contraction phase (blood ejected) Diastole- relaxation period (arterial BP decreases– filling) There is also an atrial systole and diastole. Atrial contraction during ventricular diastole, atrial relaxation when ventricular systole. *SO there are TWO steps of heart pumping. *atria contract together, which empties arterial blood into ventricles. . 1 second and then ventricles contract to deliver blood to systemic and pulmonary circuits.*when atria relax, blood flows into them from venous circulation as they fill, pressure inside increases. Increase in HR less time spent in diastole (not as much impact on time in systole until at high HR) Arterial Blood Pressure: -greatest in arteries BP = the force exerted by blood against the arterial walls. Determined by how much blood is pumped and the resistance to blood flow. -male: 120/80, female: 110/70 systolic/diastolic dif between the two is calls â€Å"pulse pressure† â€Å"mean arterial pr essure†= av pressure during cardiac cycle. determines rate of blood flow through systemic circuit Mean arterial pressure = DBP + . 33 (pulse pressure) (DBP: diastolic blood pressure) (pulse pressure: dif between systolic and diastolic pressure) SO, if someone has bp 120/80, Mean arterial pressure= 80mmHg + . 33(120 – 80) = 93 mmHg *but this calculation is only used for cardiac cycle at rest.Hypertension- increases workload on left ventricle so cardiac mass increases, but this eventually results in diminished pumping capacity. Also increase risk for other disease/damage of body parts like brain and kidneys. 20% all US adults Factors influencing arterial BP: ) cardiac output—amount of blood pumped from heart 2) total vascular resistance – sum of resistance to blood flow by all systemic blood vessels. —blood volume, blood viscosity Mean arterial blood pressure = (cardiac output x total vascular resistance) *so increase in either will increase the mean art. BP Blood pressure increases when increase in: blood volume, HR, SV, blood viscosity, peripheral resistance. And it decreases when any of those decrease. BP regulated short term by the sympathetic NS, long term by the kidneys (bc they control blood volume). Baroreceptors- sense arterial blood pressure in carotid artery and aorta.Increase in pressure send impulses to CV control center which will decrease the sympathetic activity (lowers cardiac output and/or reduces vascular resistance lowers BP). Decrease in BP reduction of baroreceptors activity to brain CV control center increases sympathetic activity raise BP to normal Electrical Activity of the Heart: Sionatrial node (SA node)- in the right atrium (by the vena cava). responsible for spontaneous electrical activity in normal heart, it’s the pacemaker. Occurs due to decay of resting membrane potential (bc of diffusion of NA during diastole).When SA is depolarized and reaches threshold, a wave of depolarization is spread over the atria contraction! Wave of atrial depolarization needs special conductive tissue to transport it to the ventricles. This conductive tissue is called the atrioventricular node (AV node- in floor of right atrium). When blood from atria empties into ventricles, the conductive pathways branch into smaller fibers called purkinje fibers that spread the wave of depolarization through ventricle so it can contract. Electrocardiogram (ECG)- recording of electrical charges in myocardium during cardiac cycle. –ability of hear to conduct impulses.P wave- depolarization of atria QRS complex- depolarization of ventricles and atrial repolarization(during beginning of systole, aprx . 10 seconds after Pwave) T wave- ventricular repolarization (same time as QRS, but at the beginning of diastole) CARDIAC OUTPUT (Q): Q = HR X SV Regulation of heart rate: -because SA node controls HR, changes in HR involve factors influencing SA node. Most influence over HR: parasympathetic and sympathet ic NS Parasympathetic NS- acts as braking system to slow HR using vagus nerve which touches SA and AV node and releases acetylcholine decrease activity of SA and AV nodes due to hyperpolarization= reduce HR. —initial increase in HR during exrcise up to 100bpm is due to decrease in parasympathetic tone. Sympathetic fibers use cardiac accelerator nerves to innervate both SA node and ventricles.Increase HR and myocardial contraction when they release norepinephrine. –beta receptors *all beta-blocking drugs will decrease resting HR and exercise HR. CV control center regulates- pressure receptors in right atrial respond when there is increased pressure by increasing Q to reduce the BP. Body Temp also influences HR. increase temp = increase HR Regulation of stroke volume: ) end-diastolic volume (EDV aka â€Å"preload†) (volume of blood at end of diastole) 2) average aortic BP 3) strength of ventricular contraction EDV- Frank and Starling, stronger contraction with hig her EDV bc there is more stretch of ventricles. EDV influenced by rate of venous return to heart- more return= higher EDV. Venous return regulated by: 1) venoconstriction – reduced volume capacity of veins to store blood. *sympathetic control- activates organ increase HR (the parasympathetic inhibits activation decrease HR) 2) muscle pump—muscles contract and compress veins blood pushed to heart.Venous return reduced when muscles are contracted. isometric exercise, mechanical. 3) respiratory pump- breathing decreases pressure in chest and increases abdominal pressure so venous blood flows from abdominal into thorax and increases return. *more respiration in exercise Aortic pressure (mean arterial pressure/afterload)- to eject blood, pressure in left ventricle must be more than in the aorta. Increase in aortic pressure= decrease SV. Less afterload during exercise bc arteriole dilation reduces afterload. Circulating epinephrine-norepinephrine (increase Ca+ entry) and dir ect sympathetic stimulation of heart by cardiac accelerator nerves.Increase in sympathetic stimulation of heart increases SV at any level of EDV. HEMODYNAMICS: -blood flow is in a continuous loop. Physical characteristic of blood- composed of plasma (watery portion, contains ions/proteins/hormones) and cells (called the hematocrit: RBC/platelets/WBC). Hematocrit= 42% of blood (38% in college women), the rest is plasma. RBCs are largest part of a blood cell—influence viscosity. Anemia decreases RBC, so decreases viscosity Relationships among pressure, resistance, and flow: Rate of flow is proportional to pressure difference. Inversely proportioned to resistance.Blood Flow= change in pressure/ resistance -Change in pressure is the dif between the two ends of the circulatory system -resistance due to length of vessel and viscosity, and radius of vessel **Blood flow increases with increase in BP or with decrease in resistance. -during exercise blood flow increases mainly due to d ecrease in resistance with small rise in pressure. Resistance = (length x viscosity)/ radius^4 (**so radius is VERY important-vasoconstriction/vasodilation) Sources of vascular resistance: -vasoconstriction/vasodilation the greatest vascular resistance in blood flow occurs in arterioles.Pg 188 – 196 Changes in oxygen delivery to muscle during exercise: Metabolic need for O2 increases so there is an increase in blood flow to muscle- increase O2 delivery by 1) increased cardiac output and 2) redistribution of blood flow from inactive organs to working skeletal muscle. Changes in cardiac output during exercise: -cardiac output increases in proportion to metabolic rate for task -maximal cardiac output decreases after 30 yrs of age mostly bc of decreased maximal heart rate with age. Cardiac output = heart rate X stroke volume Max HR = 220 – age (years)Changes in Arterial-Mixed Venous O2 content during exercise: -change in arterial-mixed venous oxygen difference (a – VO2 diff)during exercise. It represents the amount of O2 taken from 100 ml of blood by the tissue during 1 systemic circuit. The relationship between cardiac output (Q), a – VO2 diff, and oxygen uptake is given by the Fick equation: VO2 = Q X (a- VO2 diff). Fick equation: VO2 is equal to the product of cardiac output and the a-VO2 diff. *SO INCREASE IN CARDIAC OUTPUT OR (a – VO2 diff ) WOULD ELEVATE VO2. Redistribution of Blood Flow During Exercise:Increase flow to skeletal muscles and decrease to less-active organs like liver, kidneys, GI tract. Increase in muscle blood flow and decrease in splanchnic blood flow change as a linear function of %VO2 max. -at rest aprx 15-20% total cardiac output is directed to skeletal muscles. -during maximal exercise 80-85% of total cardiac output goes to skeletal muscle (to help meet oxygen needs for contracting) -during heavy exercise % that goes to brain is reduced compared to rest. -total coronary blood flow increases due to incre ase in cardiac output -reduction of blood flow to skin and abdominal organsRegulation of local blood flow during exercise: Regulated with arterioles in skeletal muscles that have a high vascular resistance at rest (due to adrenergic sympathetic stimulation which causes vasoconstriction). This results in low blood flow to muscle (4-5 ml/min per 100g muscle) but this is still 20-25% total flow from heart. **autoregulation (an intrinsic metabolic control) -vasodilation (opens vessels) results from local changes during exercise like decrease in O2 tension, increase in CO2 tension, nitric oxide, potassium and adenosine concentrations, increase in acidity.Vasodilation reduces vascular resistance and therefore increases blood flow. Also aided by recruitment of cappilaries- at rest only 5-10% of capillaries are open, all are open during heavy exercise. **level of vasodilation regulated by metabolic need of the muscle (intensity and # of motor units recruited determines blood flow to active muscle fibers) during exercise, vascular resistance in skeletal muscle decreases and vascular resistance to flow in the visceral organs/other inactive tissue increases. *because on increased sympathetic output to these organs regulated by CV control center. increase in visceral vasoconstriction during exercise decreases blood flow to viscera by 20-30% resting value. During exercise in upright position, SV reaches plateau at 40% VO2 max, therefore, at work rate about 40% VO2 max, the rise in cardiac output (Q) is due to increased HR only.CIRCULATORY RESPONSES TO EXERCISE: HR and blood pressure at any VO2 (oxygen uptake) are higher in arm than in leg -higher HR in hot/humid conditions emotional influence- HR increase with high emotion because increase in sympathetic NS activity. Does not generally alter peak HR or blood pressure during exercise itself but does elevate pre-exercise HR. ransition from rest to exercise- increase in HR and SV and cardiac output at beginning of exercise (a fter 1st second! ) then if work is constant it plateaus recovery from exercise- recovery from short-term/low intensity is rapid. Recovery after exercise better in trained individuals bc their HR doesn’t get as high. Recovery from long-term is slower because elevated body temp. incremental exercise- HR and cardiac output increase in direct proportion to O2 uptake. More O2 uptake = more blood flow to muscles. Plateau of cardiac output and HR at 100% VO2 max (no more hemoglobin to transport O2).The increase in HR and systolic BP results in increased workload on the heart (increased metabolic demand on heart estimated by: double product = HR x systolic BP) maximal exercise increases workload on heart by 500% Useful equation to tell patients with coronary artery blockage how they can exercise. **cardiac output increases because decrease in vascular resistance to flow and increase in mean arterial blood pressure. Arm vs. Leg exercise- HR and BP higher in arm because greater sympath etic outflow to heart during arm work when compared to leg work.Large increase in BP for arms because of vasoconstriction in inactive muscle groups. Large muscles (legs) have more resistance vessels dialated, so there is lower peripheral resistance and lower BP (cardiac output x resistance= pressure). Intermittent exercise- (interval training), recovery of HR and BP depends on level of fitness, environmental conditions, and duration and intensity. Recovery not complete if the temperature is high because that increases HR. with repeated bouts of light exercise, many repetitions can be preformed. Prolonged exercise- cardiac output at constant level.SV declines while HR increases because the increase (cardiac output constant bc HR increases and balances SV decrease). Cardiovascular drift= increase in HR and decrease in SV during prolonged exercise. , it is due to rising body temp and reduction in plasma volume. Reduction in plasma volume reduces venous return to heart and thus decrease in SV REGULATION OF CARDIOVASCULAR ADJUSTMENTS TO EXERCISE –increase in sympathetic stimulation of heart and vasodilation of arterioles and increase resistance of vessels in less-active areas= increase cardiac output so that blood flow to muscle matches metabolic needs.Central command- CV change due to centrally generated cv motor signals **also modified by heart mechanoreceptors, muscle chemoreceptors, muscle mechanoreceptors, and pressure-sensitive receptors (baroreceptors) â€Å"tuners† during exercise: muscle chemoreceptors- muscle metabolites (K, lactic acid, etc. ) muscle mechanoreceptors- force and speed of muscular movement baroreceptors- change in arterial BP- regulate arterial BP Page 267-269, 277-280 VO2 max = HR max X SV max X (a- vO2 dif)max STROKE VOLUME SV = End diastolic volume(EDV) – End systolic volume (ESV) *EDV increase ecause increase in ventricle size/increase in venous return (â€Å"preload†), increase in myocardial contractility, and decrease in resistance to blood flow out of heart (â€Å"afterload†) End diastolic volume (EDV) Left ventricle increase with endurance training bc of volume loading during exercise Plasma volume increases with endurance training (loss of plasma volume = decrease VO2 max in first weeks of detraining) **EDV increase with training. FRANK-STARLING MECHANISM: increase stretch of ventricle = increased SV Cardiac contractility- strength of contraction when fiber length, afterload, and HR are constant.Afterload- peripheral resistance against which the ventricle contracts in order to push portion of EDV into aorta. Decrease in resistance = increase max cardiac output, SO arterial BP is unchanged (MAP = Q x TPR) **endurance training lower resistance in working muscle to facilitate higher blood flow blood pressure falls when muscles capacity for blood flow exceeds hearts ability to provide it.. —to maintain BP some of muscle mass is vasoconstricted (other is vasodialated) tra ining decrease resistance of vascular bed to match increase in max cardiac output to maintain BP Arteriovenous O2 difference: increase in difference could be due to elevation of the arterial oxygen content, or decrease in the mixed venous oxygen content. -increase capacity of muscle to extract O2 after training probably because increase in capillary density (mitochondria too) accommodate more blood flow *training-induced increase in maximal SV due to increase in preload and a decrease in afterload.Preload increased because end diastolic ventricular volume and associated increase in plasma volume. Afterload decreased because decrease in arteriolar constriction in trained muscles increases maximal muscle blood flow but no change in mean arterial BP. in young, sedentary ppl, 50% of increase in VO2 is bc of increase in systemic a-VO2 dif (due to increase in capillary density). Decrease in VO2 max when you stop training because decrease in max SV and decrease in oxygen extraction. 277-28 0 net cost of walking is ? of net cost running use pace maker test for kids field test for CRF use walking, running, stepping. Can test many ppl at low cost. Hard to measure response for some, and motivation can be a variable. VO2 max estimates from all-out run tests are based on the linear relationship b/w running speed and oxygen cost of running.VO2 max estimated in endurance test is influences by CV function and % body fat. Canadian home fitness test: submaximal, uses lowest two 8-inch steps in a staircase. Evaluates cardiorespiratory fitness using post-exercise HR. 1 mile walk test: VO2 based on age, weight, sex, time, HR improved fitness: lower HR and/or time and higher VO2 max cardiorespiratory fitness measured using: treadmill, cycle ergometer, stepping bench measured by: palpation (carotid/radial artery), stethoscope (systolic- 1st korotkoff sound, diastolic- 4th sound), ECG ncreased metabolic demand on heart estimated by: double product= HR x systolic BP -double product is estimate of myocardia O2 demand arrhythmia- irregularity in normal electrical rhythm: atrial fibrillation, premature contractions conduction disturbances- depolarization is slowed/blocked (first-degree AV block or bundle branch block) myocardial ischemia- inadequate perfusion of the myocardiumflow limitation= O2 insufficiency (angina pectoris- symptom)(ST segment depression-sign upsloping, horizontal, downsloping—downsloping is worst) teady state:HR measured over 15-30 seconds post exercise HR: measured for 10 seconds within first 15 seconds of stopping exercise, then multiple the # by 6 HR and systolic BP increase with exercise intensity * Typical measurements obtained during a graded exercise test include heart rate, blood pressure, ECG, and rating of perceived exertion. * Specific signs (e. g. , fall in systolic pressure with an increase in work rate) and symptoms (e. g. , dizziness) are used to stop GXT. VO2 max: â€Å"gold standard† to measure CRF VO2 increases wi th increasing loads on a GXT until max capacity reached- VO2 estimated based on final work rate achieved in graded exercise test- can also be estimated from HR responses to submaximal exercise using age, also consider environmental factors.Estimation of VO2 max from last work rate: Poorly fit individuals take longer to achieve the steady state at moderate/heavy work rates may overestimate the VO2 max when using formula Estimation of VO2 max from submaximal HR response: HR plotted against work rate (or estimated VO2) until termination criterion of 70%- 85% of age-adjusted maximal HR reached (220-age). careful of environmental factors- dehydration, temp, emotions, medication * VO2 max Estimation of VO2 max from Last Work Rate Estimation of VO2 max from Submaximal HR Response CRITERIA FOR ACHIEVING VO2 MAX: * Leveling off of VO2 with higher work rate <150 ml†¢min–1 or <2. 1 ml†¢kg–1†¢min–1 * Post-exercise blood lactate >8 mmoles†¢L†“1 * R >1. 15 * HR within 10 beats†¢min–1 of age-predicted maximal HR * Usefulness has been questioned * Should not expect subjects to meet all criteria * Graded Exercise Test: Protocols Treadmill Cycle Ergometer Step Test * Graded Exercise Tests: MeasurementsHeart Rate Blood Pressure ECG Rating of Perceived Exertion Termination Criteria Treadmill- don’t have to adjust for body weight in calculation because subject is carrying their own weight ( so VO2 is proportional to weight). Health or cardiac risk inventory—PAR-Q (physical activity readiness questionnaire) – heart condition, pain in chest when doing physical activity, lose balance/dizziness/lose consciousness, bone/joint probs, drugs/meds for BP or heart condition * Estimating VO2 max * Based on extrapolating submaximal HR during incremental test * YMCA protocol