When a Man Loves a Woman Free Essays

Name: Date: August 1, 2006 Course/Level/Section: BSN IV-H1Adviser: Mrs. Theorose Bustillo Reaction Paper â€Å"The Notebook† at the outset, when the film demonstrated the past subtleties of the characters, it was exhausting. You can't value the film in the event that you don’t arrive at the end part. We will compose a custom article test on At the point when a Man Loves a Woman or then again any comparable theme just for you Request Now It depicted an elderly person whose adoration to her better half is estimated till time everlasting. Love was a ceaseless excursion. Cherishing her better half is a piece of his life. For whatever length of time that his heart is as yet thumping, love despite everything endures. To his final gasp, he despite everything shared his adoration to her significant other. The setting of the film was additionally an old and old style include. It demonstrated a run of the mill spot of individuals wearing dress and vehicles whose plans are available in our galleries. The spouse around then was an understudy nurture and the husband was a fighter. Their affection was bound to be separated from one another to have a savvy choice at what's to come. Their relationship was isolated because of the desire of the girl’s guardians. The explanation of her folks was because of the budgetary status of the person that has not reached to their principles. The young lady had a place with an affluent family, while the person is structure a straightforward life. The two of them chose to go separate ways with one another having an understanding that they despite everything speak with one another through letters. The person joined the military while the young lady proceeded with her investigations in nursing. Them two clutch their understanding. Unwittingly, the guardians of the young lady kept the letter of the person prompting uncertainty and misguided judgment of the young lady that the person presumably found another. In this way, the young lady met somebody who she fells in cherished with. They were both locked in. They fellow despite everything have confidence that their adoration is as yet alive. He despite everything kept on satisfying the fantasies that the two of them guaranteed with the young lady. He returned home and developed their fantasy house. At the point when he initially showed up at his home spot, he searched for the young lady. Unfortunately, he found the young lady kissing with another person. Discouraged as he looked and feel; he despite everything figured out how to wrap up their fantasy house. On the marriage day of the young lady, she had a seen of the news paper. She at that point saw an image of a house available to be purchased with the person selling it. He felt stunned and crumbled after she saw the image. Due to that occurrence, the wedding was delayed. She at that point requested reality to his future spouse for settling things first. She returned to the person that she originally experienced passionate feelings for. They met with one another. They have their early introductions. These impressions included love and confidence that it can at present work put. At that point came the situation. The young lady was befuddled on who to pick. The person whom she originally shared her affection that solitary her folks are the motivation behind why they isolated or the person who helped her adapted from her enthusiastic issue afterward created cherished. He picked the main person. Furthermore, toward the end, she never had laments. At the point when they matured with their lives, the spouse experienced an interminable mental issue whose clinical portrayal is Alzheimer’s sickness. This ailment is describe by a constant loss of memory both the short and the drawn out memory. It advances until the individual passes on. Useful for the spouse since she thought of her recollections with his significant other on a journal. The journal where made out of past minutes that they have imparted to one another when they where still youthful. With this journal, the spouse keeps on understanding it, trusting that he can help fix her significant other from the malady. She peruses the journal step by step having a similar substance. Dismal to state, there is no treatment to this sort of malady. The spouse can't perceive that the individual revealing to her the story was his significant other. The spouse likewise can't perceive her kids and grandkids. There are a few occasions that the spouse can review the story being told by the old individual which is his significant other. She has streak maneuvers in her brain that the story being recounted was her story. Where they stayed was their past house that was formed into an organization for elderly individuals or other savvy known as home for the matured. Their where specialists, medical attendants and work force who where in charged in dealing with the matured individuals. Both the couple who claimed the spot are patients of the organization. The spouse was not that inadequate that he should remain in the organization. But since of her adoration to her better half, she got together with her and included himself with the treatment to her significant other. †E N D †Step by step instructions to refer to When a Man Loves a Woman, Papers

Free Essays - Evil and Good in Othello :: Othello essays

Abhorrent and Good in Othello     Life by and large is regularly utilized as an arrangement of approaches to characterize what sort of individual you are by its end. Shakespeare steps through that hypothesis into exam upon his characters in his work of the celebrated play Othello. Through the verbal exciting bends in the road alongside the expansion of shading imageries, the characters of Othello, Iago, Desdemona are uncovered to their fullest degrees, alongside their own equalization of good and shrewdness inside. At the point when this is acknowledged by this acclaimed Shakespearian work, the judgment of good and shrewdness is done, and because of mass cleansing of feelings, neither wins in the goals.   Othello, because of his Moorish nature and yet ethically white and untainted, can be viewed as dim with the opening of the play, however has the possibility to turn out to be either the most splendid white or the darkest dark. From how he is depicted by Iago and once in a while Brabantio, he is a dull mammoth prowling in the shadows, yet he is as white as he can be by the Duke. Dark is a shading not exactly white nor dark, dithering and disarray faltering behind his eyes. This turmoil is brought about by his naiveté at confiding in individuals too effectively, and Iago anxiously takes this shortcoming to further his potential benefit. With the goal that when Iago controls Othello, Othello unwittingly yields to the allurement, in any event, going similarly as telling Iago I am bound to thee for ever (III. iii. 242). Othello now is totally taken in with Iago's brain harming and readily submits to him, respecting his frauds. Unavoidably with a little push from Iago, Othello g radually goes down the way of dull and unadulterated obscurity, in light of homicide apparent. With Iago's altering of his internal moralities, Othello turns dark like a speeding snowball, when Iago set him on the correct way. Everything else Othello had done the harm himself; Iago just recommended the thought in the most inconspicuous of ways. Hence he at times breaks out to savage franticness as Iago put it, when being put under such tension (IV. I. 65). He is so far gone that he even has epileptic fits knowing about Desdemona's disloyalty.

Fight Fire With Fire

Fight Fire With Fire I received the following question on tumblr the other day: This is a really good question, because it forced me to think and deeply consider why I found MIT so hardand exactly what it is that causes people to buckle under the pressure. I’ve adapted the response I created for tumblr to this post, which I hope will shed some light on the teaching and learning philosophy of MIT, and exactly what makes it this burning furnace that, through a lot of heat and pressure, turns all of its students into steel (see last weeks post for even more fire metaphors!). Recently, this video made by the MIT media lab (which includes Chris Peterson and many others) called “How MIT Learns” was posted to the admissions homepage. I’d encourage you all to watch it if you’re interestedit’s pretty cool, and also touches on a lot of the general reasons as to why MIT is both so difficult and very effective. Then, below, you can read my more specific take on the matter. The reason MIT is so hard is because you are not just given knowledgeâ€"you have to earn it. I’m going to guess that at your high schoolâ€"just as in many high schoolsâ€"the days you spend in class might go something like this: 1. Introduce a specific concept (let’s use integrals as an example). Your teacher talks about integrals for a little bit, maybe where they came from and gives some background on the theory behind them. 2. Work on Examples. Your teacher might do some simple integral problems on the board a couple times, and one of these times they might write a problem and have you solve it in class. 3. Homework. The homework you receive on integrals starts out easy and gradually becomes harder. Generally speaking, the homework will line up with what is taught in class (at least, it should). 4. Tests. The tests might be a bit harder than the homework, but often they still line up pretty well. If you study, there are not usually many surprises. Most people get B’s. Some get A’s. Sometimes a lot get A’s. Some get C’sâ€"and the C people often drop down a class if it happens consistently. In this method, even if your teacher is terrible and you don’t understand the homework, the pace is forced to be slow enough that you can still manage, or work with friends and piece together your bits of knowledge. There should be a reasonably direct correlation between effort and grades. Also, for most high school subjects there’s a lot of information available on the internet, whereas in college, sometimes what we’re studying is basically hot off the academic presses, and so you can’t find much outside information to help you. Of course high school can still be very hardâ€"I thought it was hard. It’s made even more challenging when you’re involved in a lot of outside activities, or you take a lot of AP classes. But still, from the standpoint of an individual class, the material is designed to be doableand this is by no means a bad thing. Its important to train people in how to acquire knowledge, which is the purpose of high school. In fact, (a brief tangent) I’ve always disliked it when college/high school/middle school professors and teachers said things like “WELL, I know your high/middle/elementary school teachers did not teach you blah blah blah and that whole time of your life was basically a waste of time and I’m going to actually teach you things now/get you closer to the “real world”/etc./etc.” This mentality is terrible. Everyone needs different types of education at different levels. I especially never understood why public school teachers said things like that. Being teachers themselves, they should understand the difficulty of their own jobs. To say phrases like that hugely disrespects the teachers that prepared the students before they got into that current teacher’s classrooms. I lose a little respect for teachers or professors who do that. In contrast to high school, here is how MIT teaches, a method many people call “the fire hose”: (^how I feel on the daily) 1. Introduce a General Concept. If you’re supposed to be learning integrals, an MIT professor might start off with the foundation of calculus and talking about summations. In my experience, a lot of the professors really like to tell “stories”, such as “let’s say we have a moving car, and we don’t know how far it’s traveled, but we know it’s velocity…..” and you don’t really know where they are going with this until they explain that the integral of velocity is distance. I like this because it gets you excited. Until you have to do homework. 2. Go over one example. Expectations are higher at MIT. You are expected to do a lot on your own. If you want more examples, you have to read them on your own time. In class, we might do one or two examples, and often the professor will skip a lot of the intermediate steps. Everyone hates the phrase “and the rest is just algebra” or “…and then I’m sure you guys can do the algebra, so in the end the answer is 5?. Sometimes “just algebra” takes me an hour. 3. Collaborate on homework. MIT has one very important philosophy: no competition. What I mean is, if, hypothetically speaking, everyone in a class got an A, then everyone would get an A. There is never a curve or weird grade cutoff thing that works against you, it can only ever work for you. This means everyone is encouraged to work with and help each other all the time. This is important, because if you tried to do everything yourself here, you would be absolutely miserable. My biggest regret this semester is not working with other people on our math homeworkâ€"I really should have done that more. The homework at MIT has a much greater gap with what was taught in class. There might be a few “confidence boosting” problems that are short, and similar to in-class examples, but most of them are completely different. You might have done a velocity/distance integral problem in class, and then all of a sudden all your homework problems are about heat dissipation. The math is the sameâ€"but I’m sure you know how much more confusing things can be when taken out of context. When the math wasn’t all that clear in the first place, it’s exponentially more confusing. You are expected to make the connection between the general concept and the specific problem on your own. The professor does not reveal this connection to you. You MUST ASK FOR HELP from somewhereâ€"TAs, office hours, the professor, your friends. The average set of homework problems here can take anywhere between 4-8 hours, depending on what you yourself are better/worse at (math takes me forever, but physics is usual ly ok). In high school, I think my homework usually took two hours, except for AP Physics C (which was the most college-like high school class I ever took, take it!!). That 4-8 hours is time spent even when you are working with other people. If there’s something you really don’t understand and you are stubbornly working all by yourself, you can work on it for a whole day and end up with not much more than a pool of tears and eraser shavings (definitely have done this a couple times). We need each other to survive at MIT. 4. Exams. ……oh man. On my first math exam in college ever, I failed. I’d never actually failed an exam before. Then my TA was like, “oh, but it was only by a few points” and I was like HOW ARE YOU SO CALM. I was not the number one kid in high school, but here I immediately began to feel like I was at the very bottom, even though I wasn’t. The distribution is different. I think most people get B’s in the end in most classes, but C’s are much more common, and sometimes more the norm in other classes. Getting an A is very hard in most classes. C people are not encouraged to dropâ€"they are considered doing well enough, and if they want to do a little better, they talk to their professors and TAs. This distribution is difficult to get used to. While I’ve talked a lot about the difference between MIT and high school, I think the significantly lower grade distribution is what makes MIT different from other colleges. Some people think, why not just move all the averages up so more people can get B’s and A’s? It might help all the students get better jobs or into better grad schools. The reason is that MIT is designed to keep you uncomfortable. Making the grade distribution so different from other places and especially from high school makes all the students here very uncomfortablemany of us were straight-A types, after all (actually, the fact that I was not a straight-A student helped me adjust a lot). We don’t grow when we are comfortable, because our instincts tell us to stay in our comfort zone. MIT tries its best to make sure there is no comfort zoneâ€"which, even with all this rigor, is still hard to achieve because of some of the geniuses that come here. In the end, your job will really not depend on your GPA. MIT has made sure that everyone knows it does not work on the same grading scale as other places. The only time this becomes a problem is with scholarshipsâ€"but don’t ever let that keep you from taking risks. I myself have a GPA-dependent scholarship, but I didn’t drop any of my classes, because I know that I could appeal to either MIT (for more financial aid) or to my scholarship provider, and they would actually understand, because it really is that hard. In general, I think the high school philosophy is to teach knowledgeâ€"which makes a lot of sense and is very appropriate for high school.  Like I said, I hate it when people discount our previous experiences and education. You need a good knowledge foundation, and that will definitely help you at any college you go to, including MIT. Difficult high schools are difficult because they teach a lot of knowledge in a short time. But MIT’s philosophy is to teach learning. I didn’t understand this at first. I couldn’t understand how we could pay so much tuition to go to classes where professors didn’t teach us anything (well, it felt that way at the time). You have to really learn concepts fully, and you have to reach an understanding of them that only comes from working with the concept in many different contexts on your own. Sometimes, this is not possible for some people in some classesâ€"to be perfectly honest, I still have no idea what’s going on in math. In that case, if you work hard, you can still at least pass the class (get a C) even if you don’t fully understand everything (which is what I’m doing in math ^^”). In other words, if you really, actually learn things at MIT, you can get a B (maybe an A), and if you don’t but you work really hard, you can get a C. You also have multiple classes that are all this level of difficulty. This is another way that I think MIT might be different from other schools. The 4-8 hour problem set time I mentioned is for just one class. You’ll have at least four, and hopefully, you’ll also have, you know, a lifefriends, clubs, music, artall these other things that you like doing but which can also eat your time. On top of all this, despite our “no competition” policy, when it seems like everyone around you is doing just fine, it’s demotivating (although trust me, they’re actually not perfect) another difficulty particular to MIT. This feeling can be more crippling than any of the actual work you have to do, and makes it difficult not to descend into listlessness or panic. Random external problems (family, social drama, getting sick, etc.) take a greater toll on your time, your life, and your grades than they would in high school. I actually get more sleep in college than I did in high schoolâ€"but I also feel like I need sleep more. I cannot survive the extremely dense flood of informationâ€"the fire hoseâ€"that is fired at me in a single day with less than four hours of sleep. I just can’t. So that’s why MIT is so hard. Success is not getting an A here. Success is not even getting a C here. Success is maintaining your mental and emotional stability in the face of this fire hose. You cannot give up. You cannot fall away. No matter how badly you do, you cannot let academics define who you are. You have to keep working, and keep working really hard, no matter how pointless it seems at times. Success here is finding or creating a group of people that support each otherâ€"giving and receiving both academic and emotional/mental support. Don’t ever close yourself off from these people. Success is knowing that it’s okay to feel upsetâ€"but you cannot let being upset consume you. Success here is still making time for the things that make you happy, and separating yourself from your disappointments. Success is failingâ€"and being able to move on. If you are admitted to MIT, it’s because they know that you have fire. The educational system seems to put every effort into extinguishing that fire, and that often feels awful. But actually, you just become really, really good at burning. (if were going to continue with this metaphor thing then MIT students must be like Valyrian steel!) (this gif is from Game of Thrones) (is anyone currently watching season 5? I still need to catch up.)

140 Key Copyediting Terms and What They Mean

In the world of publishing, sans serif is not a holiday resort, curly quotes arent a cheese snack, and a bastard title is really nothing to be ashamed about. Likewise, bullets, daggers, and backslashes are rarely fatal. Even dead copy is often livelier than it sounds. What Is Copyediting? Copyediting (or copy editing) is the work that a writer or an editor does to improve a manuscript and prepare it for publication. Here, we reveal some of the jargon of the copyediting trade: 140 terms and abbreviations used by editors in their efforts to produce copy that is clear, correct, consistent, and concise. When do we  need to understand these terms? Usually, only when our work has been accepted by a book or magazine publisher and we have the privilege of working with a conscientious copy editor. Lets hope that time is soon. Glossary of Copywriting Editorial Terms AA. Short for authors alteration, indicating changes made by an author on a set of proofs. abstract.  A synopsis of a paper that often appears before the main text. air.  White space on a printed page. all cap.  Text in all capital letters. ampersand.  Name of the character. angle brackets.  Name of the and characters. AP style.  Editing conventions recommended by The Associated Press Stylebook and Briefing on Media Law (usually called the AP Stylebook), the primary style and usage guide for most newspapers and magazines. APA style.  Editing conventions recommended by the Publication Manual of the American Psychological Association, the primary style guide used for academic writing in the social and behavioral sciences. apos.  Short for apostrophe. art.  Illustration(s) (maps, graphs, photographs, drawings) in a text. at sign.  Name of the character. back matter.  The material at the end of a manuscript or book, which may include an appendix, endnotes, glossary, bibliography, and index. backslash.  Name of the \ character. bastard title.  Usually the first page of a book, which includes only the main title, not the subtitle or authors name. Also called false title. bibliography.  List of sources cited or consulted, usually part of the back matter. blockquote.  Quoted passage set off from the running text without quotation marks. Also called extract. boilerplate.  Text that is reused without changes. bold.  Short for boldface. box.  Type that is framed in a border to give it prominence. braces.  Name of the { and } characters. Known as curly brackets in the UK. brackets.  Name of the [ and ] characters. Also called square brackets. bubble.  Circle or box on a hard copy in which an editor writes a comment. bullet.  Dot used as a marker in a vertical list. May be round or square, closed or filled. bulleted list.  Vertical list (also called a set-off list) in which each item is introduced by a bullet. callout.  Note on hard copy to indicate the placement of art or to signal a cross-reference. caps.  Short for capital letters. caption.  Title of an illustration; may also refer to all text that accompanies a piece of art. CBE style.  Editing conventions recommended by the Council of Biology Editors in Scientific Style and Format: The CBE Manual for Authors, Editors, and Publishers, the primary style guide used for academic writing in the sciences. character.  An individual letter, number, or symbol. Chicago style.  Editing conventions recommended by The Chicago Manual of Style, the style guide used by some social science publications and most historical journals. citation.  An entry directing the reader to other texts that serve as proof or support. clean up.  Incorporating an authors responses to the copyediting into the final hard copy or computer file. close paren.  Name of the ) character. content edit.  An edit of a manuscript that checks for organization, continuity, and content. copy.  A manuscript that is to be typeset. copy block.  A sequence of lines of type that is treated as a single element in design or page makeup. copy edit.  To prepare a document for presentation in a printed form. The term copy edit is used to describe the kind of editing in which errors of style, usage, and punctuation are corrected. In magazine and book publishing, the spelling copyedit is often used. copy editor.  A person who edits a manuscript. In magazine and book publishing, the spelling â€Å"copyeditor† is often used. copyfitting.  Calculating how much space a text will need when typeset, or how much copy will be needed to fill a space. copyright.  Legal protection of an authors exclusive right to his or her work for a specified period of time. corrections.  Changes made in a manuscript by the author or editor. corrigendum.  An error, usually a printers error, discovered too late to be corrected in a document and included in a separately printed list. Also called addendum. credit line.  A statement that identifies the source of an illustration. cross-reference.  A phrase that mentions another part of the same document. Also called x-ref. curly quotes.  Name of the â€Å" and † characters (in contrast to the character). Also called smart quotes. dagger.  Name for the †  character. dead copy.  A manuscript that has been typeset and proofread. dingbat.  An ornamental character, such as a smiley face. display type.  Large type used for chapter titles and headings. double dagger.  Name for the †¡ character. ellipsis.  Name of the . . . character. em dash.  Name of the — character. In manuscripts, the em dash is often typed as -- (two hyphens). en dash.  Name of the – character. endnote.  Reference or explanatory note at the end of a chapter or book. face.  The style of type. figure.  An illustration printed as part of the running text. first ref.  The first appearance in a text of a proper name or of a source in reference notes. flag.  To call someones attention to something (sometimes with a label attached to hard copy). flush.  Positioned at the margin (either left or right) of the text page. flush and hang.  A way of setting indexes and lists: the first line of each entry is set flush left, and the remaining lines are indented. FN.  Short for footnote. folio.  Page number in a typeset text. A drop folio is a page number at the bottom of a page. A blind folio has no page number, though the page is counted in the numbering of the text. font.  Characters in a given style and size of a typeface. footer.  One or two lines of copy, such as a chapter title, set at the bottom of each page of a document. Also called  running foot. front matter.  The material at the front of a manuscript or book, including the title page, copyright page, dedication, table of contents, list of illustrations, preface, acknowledgments, and introduction. Also called  prelims. full caps.  Text in all  capital letters. full measure.  The width of a text page. galley.  The first printed version (proof) of a document. glance.  A brief listing of information that accompanies a story. GPO style.  Editing conventions recommended by the  United States Government Printing Office Style Manual, the style guide used by U.S. government agencies. gutter.  The space or margin between facing pages. hard copy.  Any text that appears on paper. head.  A title that indicates the start of a section of a document or chapter. headline style.  Capitalization style for heads or titles of works in which all words are capitalized except  articles,  coordinating conjunctions, and  prepositions. Sometimes, prepositions longer than four or five letters are also printed in upper case. Also called UC/lc or  title case. headnote.  Short explanatory material following a chapter or section title and preceding the running text. house style.  The editorial style preferences of a publisher. index.  Alphabetized table of contents, usually at the end of a book. ital.  Short for  italics. justify.  Type set so that the  margin  is aligned. Book pages are generally justified left and right. Other documents are often justified only at the left (called  ragged right). kerning.  Adjusting the space between characters. kill.  To order deletion of text or an illustration. layout.  A sketch indicating the arrangement of pictures and copy on a page. Also called  dummy. lead.  Journalists term for the first few sentences or the first paragraph of a story. Also spelled  lede. leading.  The spacing of lines in a text. legend.  An explanation that accompanies an illustration. Also called  caption. letterspacing.  The space between the letters of a word. line editing.  Editing copy for clarity, logic, and flow. linespacing.  The space between lines of text. Also called  leading. lowercase.  Small letters (in contrast to capitals, or  uppercase). manuscript.  The original text of an author’s work submitted for publication. mark up.  To put composition or editing instructions on copy or layouts. MLA style.  Editing conventions recommended by the Modern Language Association in the  MLA Style Manual and Guide to Scholarly Publishing, the primary style guide used for academic writing in languages and literature. MS.  Short for  manuscript. monograph.  A document written by specialists for other specialists. N.  Short for  number. numbered list.  Vertical list in which each item is introduced by a numeral. orphan.  The first line of a paragraph that appears alone at the bottom of a page. Compare to  widow. page proof.  Printed version (proof) of a document in page form. Also called  pages. pass.  Read-through of a manuscript by a copyeditor. PE.  Short for  printers error. pica.  A printers unit of measure. plate.  A page of illustrations. point.  A typesetting unit of measure used to indicate font sizes. proof.  A trial sheet of printed material made to be checked and corrected. proofread.  A form of editing in which errors of  usage,  punctuation, and  spelling  are corrected. query.  An editors question. ragged right.  Text aligned at the left margin but not the right. redline.  On-screen or hard-copy version of a manuscript that indicates which text has been added, deleted, or edited since the previous version. reproduction proof.  A high-quality proof for final review before printing. research editor.  The person responsible for verifying the facts in a story before it is printed. Also called  fact-checker. rough.  A preliminary page layout, not in finished form. rule.  A vertical or horizontal line on a page. running head.  One or two lines of copy, such as a chapter title, set at the top of each page of a document. Also called  header. sans serif.  A typeface that does not have a serif (crossline) decorating the main strokes of the characters. sentence style.  Capitalization style for heads and titles in which all words are in lowercase except those that would be capitalized in a sentence. Also called  initial cap only. serial comma.  Comma preceding  and  or  or  in a list of items (one, two, and  three). Also called  Oxford comma. serif.  A decorative line crossing the main strokes of a letter in some type styles such as Times Roman. short title.  Abbreviated title of a document used in a note or citation after the full title has been given on its first appearance. sidebar.  A short article or news story that complements or amplifies a major article or story. signposting.  Cross-references to topics previously discussed in a document. sink.  Distance from the top of a printed page to an element on that page. slash.  Name of the / character. Also called  forward slash,  stroke, or  virgule. specs.  Specifications indicating typeface, point size, spacing, margins, etc. stet.  Latin for let it stand. Indicates that text marked for deletion should be restored. style sheet.  Form filled in by a copy editor as a record of editorial decisions applied to a manuscript. subhead.  A small headline in the body of a text. T of C.  Short for  Table of Contents. Also called  TOC. TK.  Short for  to come. Refers to material not yet in place. trade books.  Books meant for general readers, as distinguished from books intended for professionals or scholars. trim.  To reduce the length of a story. Also called  boil. trim size.  Dimensions of a page of a book. typo.  Short for  typographical error. A misprint. UC.  Short for  uppercase  (capital letters). UC/lc.  Short for  uppercase  and  lowercase. Indicates that text is to be capitalized according to  headline style. unnumbered list.  Vertical list in which items are not marked by either numbers or  bullets. uppercase.  Capital letters. widow.  The last line of a paragraph that appears alone at the top of a page. Sometimes also refers to an  orphan. x-ref.  Short for  cross-reference.

How to Manage and Identify the Boxelder Tree

Boxelder, also known as ash-leaved maple is one of the most common and adaptable urban trees in North America -- though  it also may be the trashiest from a visual perspective. Planting it next to your house is probably not a good idea. The best thing about the tree is that it is comfortable on poor sites where more desirable trees cannot maintain adequate health for long life. It is very commonly seen in the treeless plains and western United States as a street tree. You can use the tree for quick growth but plan to interplant with more desirable trees to provide for a lasting tree canopy. Boxelder can be a treasure on adverse tree sites. Boxelder Specifics The scientific name of boxelder is Acer negundo (AY-ser nuh-GUHN-doe). Common names include ashleaf maple, Manitoba maple, and poison ivy tree and the tree is a member of the plant family Aceraceae. Although considered by many a maple outcast, it is indeed in the maple family and the only native maple with more than one single blade or leaflet on a single leaf stalk. Boxelder grows in USDA hardiness zones 3 through 8 and is native to North America. The tree is sometimes crafted into a bonsai specimen but often used as a screen/ windbreak and for land reclamation. It grows rapidly, can become very large and needs a lot of space. Boxelder is still a very common tree to see in a yard or park west of the Mississippi River.​ Boxelder Cultivars There are several attractive cultivars of boxelder including Aureo-Variegata, Flamingo and Auratum. The cultivar Acer negundo Aureo-Variegata is noted for its leaves bordered in gold. Acer negundo Flamingo has variegated leaves with pink margins and is somewhat available at local nurseries. Acer negundo Auratum has abundant gold leaves but is a little harder to find. You must remember that even though these cultivars are ornamental, they still share the original boxelder tree’s undesirable characteristics that include unattractive female fruit and breakage that increase the chances of the trees early removal due to quick growth. Problems With Boxelder Boxelder is a rather unattractive tree where limbs break with a vengeance --  a landscape maintenance nightmare. The fruit droops in clusters which some describe as looking like dirty brown socks which adds to the overall trashy look of the tree. The boxelder bug makes things even worse. Robert Schafer / Getty Images Boxelder bug or Leptocoris trivittatus loves the boxelder tree. This half-inch red-striped insect is a true pest during winter where the adult multiplies and invades homes near where boxelder trees grow. It is one of the most common household pests in the United States. The bug emits a foul odor, stains fabric and can cause asthmatic reactions. It does no harm to the tree. Boxelder Description A boxelder in the landscape grows to a height of 25 to 50 feet, depending on tree variety and site conditions. One of the tallest ever measured had a recorded height of 110 feet. The trees crown spread is 25 to 45 feet and the crown is typically broad and ragged or disheveled. The tree often has multiple furrowed trunks or very squat single trunks. Flowers are without petals, dioecious and yellowish-green and the female tassels are very conspicuous. The very maple-looking seeds, called samaras hang in long, profuse clusters and stay on the tree throughout winter. Nearly every seed is viable and will cover up a disturbed area with seedlings --  a very prolific seeder is boxelder. Boxelder Leaf Botanics Leaf arrangement: opposite/suboppositeLeaf type: odd pinnately compoundLeaflet margin: lobed; serrateLeaflet shape: lanceolate; ovateLeaflet venation: pinnate; reticulateLeaf type and persistence: deciduousLeaflet blade length: 2 to 4 inchesLeaf color: greenFall color: orange; yellowFall characteristic: showy Pruning Boxelder You will have to prune this tree regularly.  Boxelder branches droop as the tree grows and will require pruning if you have consistent walking and vehicular traffic under the canopy. The tree form is not particularly showy and should be grown with one single trunk to maturity. The tree is susceptible to breakage and can occur either at the crotch due to poor collar formation, or where the wood itself is weak and tends to break. Superior Western Boxelders There are also good qualities of boxelders in western North America. It seems that the tree takes on positive characteristics in the west that is not seen in trees in the eastern half of North America. California interior boxelder takes on yellow and red colors in autumn that rival eastern maple. Its drought tolerance makes the tree a welcome plant in that dry country landscape and very easy on limited water resources.

Binge Drinking Among College Students Free Essays

Joel Castaneda August 3, 2011 HSC 421 Prof. Garrido Binge Drinking Among College Students With extreme rates of binge drinking among young adults, college students continue to be a primary focus for a range of alcohol prevention efforts. The rates of binge drinking among college students is nearly double the rates for high school students, which may indicate that the college environment encourages high risk drinking. We will write a custom essay sample on Binge Drinking Among College Students or any similar topic only for you Order Now Many students view heavy drinking as a rite of passage that everyone must go through in life and be looked at as being â€Å"cool. Young adults aged 18-22 enrolled full-time in a college were more likely than their peers not enrolled full time to use alcohol, drink heavily, and binge drink (Cremeens, 1). Half of these binge drinkers who binge drink do so more than once a week. Binge drinking on college campuses has become a recognized activity to do being influences from either other college students or friends, followed by harmful effects on a student’s body even resulting death. Binge drinking results from a student’s submission to peer pressure, the lack of outside control over the student, and the denial that drinking leads to severe consequences. Binge drinking is defined as five or more drinks in a row for men and four or more drinks in a row for women in about two hours. Many students participate in binge drinking to be socially accepted into a group, but other students find it difficult to make the choice to be the sober. Many binge drinkers realize that there is little immediate outside influence to push them away from the alcohol and they abuse their independence (Norman, 2011). Most binge drinkers do not consider themselves to be problem drinkers; which adds to the difficulty in solving this college epidemic. They associate binge drinking with a good time, but many are blind to the harm it causes, such as failing grades and unplanned sexual encounters which may lead to sexually transmitted diseases or unplanned pregnancies. Binge drinking has become an accepted part of the college experience for many students. Although there are other reasons a student may choose to binge drink, the influence of friends, the lack of outside control and the denial of drinking-related problems are the main forces driving the need to consume alcohol to the point of physical harm. The extreme denial that the alcohol can cause severe problems lies at the root of the college binge drinking crisis. Once students have an established binge drinking habit, they do not want to believe that something that helps them forget their responsibilities could be harmful. In many situations, binge drinking goes undetected because people believe if their friends are engaging in the same drinking habits, they must be acceptable. Women who regularly compare their drinking to men’s drinking are more likely to underestimate the severity of their drinking. When young girls start drinking at such an early age, their brain starts developing and it interferes with their brain activation. This can become a problem because it might have negative impacts on concentration and can cause problems when driving, playing sports involving complex moves, using a map or remembering how to get somewhere. Since this has become such a problem on college campuses, many universities have implemented a variety of programs as a means to reduce heavy drinking to try and reduce the misperceptions of college drinking of students. The theory of Planned Behavior is utilized as a framework for predicting binge drinking among young college students. According to the TPB, the cause of this behavior is due to the individual’s intention to engage in the behavior which is determined by three constructs. First, is the individual’s attitude towards the behavior. Second is the individual’s perception of the social pressure from important others to perform or not perform the behavior. Third is the individual’s perception of the ease or difficulty of performing the behavior, which is seen to cover the influence of both internal and external control factors (Norman, P. Conner, M. , 26). Constructs that make up the Theory of Planned Behavior are attitude toward the behavior, subjective norms, perceived behavioral control, intention, and behavior. The Health Belied Model is another theoretical foundation for researching binge drinking. This model is a value-expectancy theory, meaning everyone has the desire to avoid an illness or get well and the belief that a specific behavior will prevent the illness from occurring. In relation to this study, a parent wants their child to avoid heavy drinking during their college years, and the belief that a parent has some influence on their child behavior to prevent heavy drinking (Cremeens, 3). Constructs that make up the Health Belief Model are perceived susceptibility, perceived severity, perceived benefits, perceived barriers, and cues to action. As a model of health behavior, the Transtheoretical Model potentially offers a mechanism to identify and describe processes that are purported to motivate, prepare and assist individuals in realizing behavior change. This model has also had a significant impact on the way the substance use disorders are understood and treated. It has also examined the extent to which the TTM stage paradigm offers an apt description of individuals with substance use problems, and their readiness to change their substance use problems, and their readiness to change their substance user behavior (Migneault, Adams, Read, 438). Constructs that make up the Transtheoretical Model are precontemplation, contemplation, preparation, action, maintenance, and termination. Using the Transtheoretical Model, heavy drinkers might be asked if they are planning to reduce their drinking to a smaller amount within the next six months. Based on their responses they would be assigned to precontemplation, contemplation or preparation stages to see if they do have intent to change their behavior. This model is usually used for behaviors that can be changed in the long run and not immediately. In the other hand the Health Belief Model and Theory of Planned Behavior is used for shorter amount of time. Along with, the Health belief Model is used as a framework to explore parent-child communication patterns among first-year college students as a mean of reducing heavy drinking (Cremeens, 4). Parents try to talk to their children and let them know what they might expect in college and be aware of the dangers behind it. For example, reminding them of a family member or a good friend of their dying in a car accident due to drunk driving. This will usually help students realize that driving while under the influence is not a fun thing to do. Compared to the other two models, the Theory of Planned Behavior is the only one that deals with the individual’s intention to engage in the behavior. Using the other two, someone else has to influence a person to stop drinking. The individual’s attitude is important, they know that drinking is bad for them so they want to stop drinking and stay sober or at least not drink as much. All three of the models have to do with the attitude being the strongest predictor of binge drinking intentions by not caring about what harm they can cause to their bodies when they drink. Lastly, models and theories discuss that excessive drinking for a long period of time, causes higher levels of temptation to drink and lower levels of confidence to stop drinking. Binge drinking is common and dangerous but is not a well-organized public health program. There are some recommendations that can be done to try and lower the number the number of young adults that perform this behavior. The U. S. Government can promote programs and policies that work to prevent binge drinking. They can also provide states and communities with information and tools to put into practice prevention strategies that work. Along with, they can evaluate programs and policy effectiveness that are already in place and track trends in binge drinking. States can review interventions that are known to work to reduce binge drinking adopted by local leaders. The state can also reduce alcohol marketing to the youth. Most importantly, they can grow partnerships between schools, community organizations, law enforcement, and public health agencies to reduce binge drinking. Furthermore, doctors, nurses, and other providers can choose not to binge drink themselves. They can screen patients for binge drinking and use behavioral counseling to reduce problem drinking. Lastly, they can support community efforts to reduce binge drinking by passing out flyers explaining the dangers and results of drinking. All people can choose not to binge drink themselves and help others not to do it. Not drinking and driving and if you plan on drinking take a sober designated driver. Choose not to drink if they teens, pregnant, or may become pregnant. Talking with a health care provider about their drinking behavior and requesting counseling if they drink too much can be recommended. Lastly, people can participate in community efforts to prevent underage and binge drinking (CDC, 2010). Deciding what role alcohol will play is a choice that every student must make. Having friends who drink, a lack of control from outside sources and the denial of the consequences of binging are not excuses for drinking excessively. Drinking with friends can seem more tempting than studying, feeling stressed out, bored or lonely, but as many students find out, the consequences are not worth the short-term relief. In reality, the emotional regret of an unplanned sexual encounter or failing grades outweighs any temporary negative feelings. Drinking as a result of any of these causes demonstrates a weakness in character and the inability to make educated decisions. References Centers for Disease Control and Prevention, (2010). Binge drinking: what can be done? Atlanta, GA: Retrieved from http://www. cdc. gov/vitalsigns/BingeDrinking/WhatCanBeDone. html Cremeens, J. L. , Usdan, S. L. , Brock-Martin, A. , Martin, R. J. , Watkins, K. (2008). PARENT-CHILD COMMUNICATION TO REDUCE HEAVY ALCOHOL USE AMONG FIRST-YEAR COLLEGE STUDENTS. College Student Journal, 42(1), 152-163. Migneault, J. P. , Adams, T. B. , Read, J. P. (2005). Application of the transtheoretical model to substance abuse: historical development and future directions. Drug and Alcohol Review, doi: 10. 1080/09595230500290866 Norman, P. (2011). The theory of planned behavior and binge drinking among undergraduate students: Assessing the impact of habit strength. Addictive Behaviors, 36(5), 502-507. doi:10. 1016/j. addbeh. 2011. 01. 025 Norman, P. , Conner, M. (2006). The theory of planned behavior and binge drinking: assesing the moderating role of past behavior withing the theory of planned behavior. British Journal of Health Psychology, (11), doi: 10. 1348/135910705X43741 How to cite Binge Drinking Among College Students, Essay examples

In Our Time The Nick Adams Stories Were My Favorite Of The Collection Essay Example For Students

In Our Time The Nick Adams Stories Were My Favorite Of The Collection Essay In Our TimeThe Nick Adams stories were my favorite of the collection because I got to know Nick through the reading. I started to understand Nick and I could anticipate the actions and feelings that he was feeling. I am not sure if this is because I became familiar with Nick or because I have done many of the things Nick has done and was able to understand what he was doing. Big Two-Hearted River: Part I and II were the most enjoyable short stories of the ones I read. The language that Hemingway uses is ideally suited for describing Nicks activities by the river. Hemingways simple declarative sentences are all that is needed to convey the wonderful scene of Nick struggling with his pack, setting up his tent, and cooking his food. I have also done all the things that Nick was doing by the river and I was able to understand his satisfaction at pulling up a sound tent. Little sentences like He was careful not to let the hook bite into his finger convey so much meaning to anyone who has ever tried to tighten a fishing hook on a line that you can only help but nod your head in agreement. I must admit that despite not being at the center of your course I could not help but think of how much Hemingways content was influenced by his life. Many of the stories like The Doctor and the Doctors Wife were based directly on personal experiences of Hemingways life. Since it is not the focus of your course, I am trying to just accepted the content and concentrate more on writing style and the way Hemingway writes something. I have found it difficult to pay close attention to both the story and the writing at the same time and have had to reread several times. The Three-Day Blow offered an interesting irony to the title In Our Time, but maybe it is just my jaded view of the television. Nick and Bill sit and discuss intelligently on various topics like books and baseball, but I fear this sophisticated discourse is becoming rare in our time of cable television which has done much to dry up serious dialogue.