Personal Health Lab Essay Example | Topics and Well Written Essays - 500 words

Personal Health Lab - Essay Example The issue of financial benefit from Lacks’s cells continues to be raised. Her heirs are the antithesis of a Norman Rockwell American family. Since many of them live at a subsistence level and often without health care, there is considerable irony in the fact that millions of dollars have been made on Lacks’s genetic material. Those who carry her genes have not seen one cent of that windfall. Decades passed before the family even knew of the continued existence of their mother, in her extraordinary cells. Not only is this famous woman buried in an unmarked grave, but also her family is â€Å"unmarked† with the monies her cells have generated. One of the incidents Skloot relates concerns her ongoing relationship with Lacks’s youngest daughter, Deborah. When Skloot began her research, Deborah was in her sixties. Deborah’s approach to the revelation about her mother was mixed. On one hand, she had many sober questions about her mother’s illness, her ongoing â€Å"life,† and its contributions to science as well as about the implications for her own health. On the other hand, she feared that her mother’s cells felt the effects of the diseases they were employed to study. At times Deborah believed her mother to be, in some sense, alive and capable of feeling the pain and other accompanying effects of AIDS, Ebola, and other diseases. She had read that her mother’s cells had been used for researching cures for these diseases. She vacillated between a cooperative and friendly attitude toward the author and a paranoid and distrustful stance. Skloot stuck with Deborah through her bouts with depression, hysteria, and severe cases of hives. The author once even came to blows with Lacks’s daughter, and she was present when Deborah was exorcized. By the time the book was published, Deborah had died.  

Popular Music, Youth and Education Essay Example | Topics and Well Written Essays - 2500 words

Popular Music, Youth and Education - Essay Example It is not very difficult for the present generations to identify themselves with the existing trend of popular music because of the existing trend, its mass appeal and flexibility. In this essay we are going to discuss how popular music appeals to the present generation and how it can be used in the field of education. Ben Highmore, author of his book titled ‘A Passion for Cultural Studies’ gives us an insightful background of his research on how culture influences us by infiltrating into our daily lives. He uses the aspect of culture in trying to convey key ideas based on various theories that are vital to cultural studies. He disseminates the complex problems that arise due to the pattern of migration, the change of taste among people, the attraction towards different commodities. According to Highmore ‘culture can move you, get under your skin and stir up your emotions.’ (Ben Highmore, 2009) In his book he speaks of ‘passions’ that were most prominent during the 18th century (Ben Highmore, 2009) and stated that it referred to different phenomena such as fear, pride, sympathy, jealousy and many other specific feelings that helped to describe the more experiential world around us and it is these ‘passions’ that has helped us analyze different theories against a cultural backdrop.

Quantitative Methods for Finance and Investment Essay Example for Free

Quantitative Methods for Finance and Investment Essay University of Bristol School of Economics, Finance and Management QUANTITATIVE METHODS FOR FINANCE AND INVESTMENT (EFIMM005) Review Questions Question 1: Concepts a. Deï ¬ ne a stochastic process. Give an example in Finance of a quantity that can be modelled as a stochastic process. b. Deï ¬ ne a stationary stochastic process. c. Consider a stochastic process {Yt , t = 1, . ., T }. Deï ¬ ne the partial autocorrelation function (pacf) associated to this process. d. Explain the diï ¬â‚¬erence between estimator and estimate. e. Let {Ut , t = 1, .., T } be a mean zero white noise process. What is the value of pacf at lag 2 for the process Yt = .5Yt−1 + Ut ? f. Explain the diï ¬â‚¬erence between the autocovariance function and the sample autocovariance function. Question 2: Application The capital asset pricing model (CAPM) can be written as E(Rjt |Rmt , Rf t ) = Rf t + ÃŽ ²j (Rmt − Rf t ), where Rjt is the net return of security j at period t, Rmt is the return on a market portfolio proxy, and Rf t is the return on a risk-free proxy. The coeï ¬Æ'cient ÃŽ ²j is the CAPM beta for security j. Suppose that you have estimated ÃŽ ²j by ordinary least squares and found that the estimated value was 1.37 with standard deviation 2.6. based on 3665 observations. a. A city analyst has told you that security j closely follows the market, in the sense that security j is equally risky, on average, to the market portfolio. Perform a 5% signiï ¬ cance level test of hypothesis to determine whether data support the analysts claim. b. Are hypotheses tested concerning the value of ÃŽ ²j or its estimated values? Question 3: Techniques Consider the moving average process: Yt = ÃŽ µt + ÃŽ ¸1 ÃŽ µt−1 + ÃŽ ¸12 ÃŽ µt−12 with {ÃŽ µt }T a mean zero white noise process with variance ÏÆ' 2 0. t=0 a. Calculate the mean of Yt . b. Calculate the variance of Yt . c. Calculate the autocovariance function of {Yt }T . t=a T =120 d. Assume that {yt }t=1 represents the monthly tons of ice cream sold in the UK between Oct. 2001 and Oct. 2012. What type of dependence can the term ÃŽ ¸12 ÃŽ µt−12 capture? 1

Reactions of Copper and Percent Yield

Reactions of Copper and Percent Yield Purpose-The purpose of this experiment is to examine the chemistry of copper and with the concept of percent yield. /2 Procedure- CHEM16882, Applied Chemistry1 Laboratory Manual Experiment no.6 posted on slate/Sheridan college, Brampton (accessed on 20.feb.2017) (1). /2 Observations Create your own data table for quantitative data. The table must include all the measurements you recorded in the laboratory; it must have a table number and title. Answer- Table for quantitative data measured while conducting the experiment. Compound Mass(+ /- 0.0001g) Initial weight of copper 0.5189g Final weight of copper 0.5651g Weight of 250 ml empty beaker 117.29g Evaporating dish 56.2529g Final weight of copper + evaporating dish 56.8180g /4 In table format record qualitative observations for each of the five reactions. All observations must be written in complete sentences. The table(s) must have a table number and title. Answer-Table 1. Reaction 1. Cu + Physical state The physical state of copper is solid. The physical state of Nitric acid is liquid. Copper2 nitrate is liquid in nature. Nitrogen dioxide is a gas. Water i.e. dihydrogen monoxide O ) is a Liquid. Color The color of copper is brown Nitric acid is clear. Copper 2 nitrate is in Blue green color. Nitrogen dioxide is in brownish shade Dihydrogen monoxide is Clear. ADDITIONAL OBSERVATION-Heat is generated during this experiment. Table 2. Reaction 2. Cu Physical state The physical state of copper nitrate is Liquid. The physical state of sodium hydroxide is Liquid. Copper hydroxide is Solid in nature. Sodium nitrate is in Liquid form. Color It is in Blue green color. It is Clear. It is Black in color. It is in Dark blue color. ADDITIONAL OBSERVATION-Blue precipitates are formed when NaOH is added. Table 3. Reaction3. Cu Physical state The physical state of copper hydroxide is Solid. Copper hydroxide is Solid. The physical state of dihydrogen monoxide is Solid. Color It is Dark blue in color. It is in Black color. Table 4. Reaction 4. CuO + Physical state The physical state of copper hydroxide is solid. Sulphur acid is in Liquid form. Copper hydroxide is liquid. The physical state of dihydrogen monoxide is Solid. Color It is in Blackish tone. It is Colorless. It is Light blue in color. Table 5. Reaction 5. Cu Physical state The physical state of copper sulphate is Liquid. Zinc is a Solid. Zinc sulphate is solid in nature. Copper is in Solid form. Color It is Black in color. It is Silver in color. It is Colorless. It is Reddish/brown in color. ADDITIONAL OBSERVATION-Heat is generated during this reaction. Write balanced chemical equations for each of the five reactions. Identify and name the product(s) for each reaction. State whether the product is a solid, liquid or gas. Answer-Reaction 1 Reaction 2 Reaction 3 Reaction 4 Reaction 5 /5 For each of the five reactions, identify the type(s) of reaction each is. Your choices are: decomposition reaction, oxidation-reduction reaction, acid-base reaction, combustion reaction, single displacement reaction, double displacement reaction and synthesis reaction. Answer- Reaction 1. It is a decomposition reaction. Reaction 2. It is a double displacement reaction. Reaction 3. It is single displacement reaction. Reaction 4. It is Acid Base Reaction. Reaction 5. It is a Redox Reaction i.e. oxidation reduction reaction because zinc loses 2 of its electrons and copper gains 2 electrons. /3 Calculations All calculations must show the equation used (typed with equation editor), units must be present with all numbers and the final answer must be recorded with the correct number of significant figures. 1. Calculate the % yield of Cu at the end of the five reaction steps. (This could also be referred to as the % recovery of Cu.) Show ALL calculations. Answer- Actual mass of copper=0.5189g Final mass of copper obtained= Mass of evaporating dish and copper (g) Mass of empty flat evaporating dish(g) =56.8180g-56.2529g=0.5651g=0.56g Percentage yield %= = /3 2. For Reaction 1 between Cu and HNO3, calculate the theoretical yield of Cu(NO3)2 in grams. Answer- Reaction 1. Molecular mass of Cu =63.546g/mol Molecular mass of HN=63.01284g/mol Molecular mass of =187.554g/mol Mole of Cu = Theoretical yield of = /3 3. For Reaction 1 between Cu and HNO3, confirm that HNO3 was present in excess. (Show a calculation to support your answer) Answer- Reaction 1. Molecular mass of Cu =63.546g/mol Molecular mass of HN=63.01284g/mol Molecular mass of =187.554g/mol Mole of Cu = Theoretical yield of = /2 4. For Reaction 2, calculate how many moles of NaOH you added. Answer- Reaction 2 Molecular mass of =187.54g/mol Mole of NaOH=1.4g /2 Questions What compound was being removed in the procedural step where 150 mL of hot R.O. water was added to the solid CuO precipitate? Do you think that all of this compound was removed by this washing? How could this error affect your percent yield? How could this error be minimized? Answer-Hydroxide atoms was being removed in the step of procedure where 150 ml hot water was added to CuO solid precipitate. No, I dont think so that all of compound was taken off by washing it. Some particles were added by human error, which resulted in increased amount of the product which affected the final result i.e. percent yield of copper. The chances of error can be reduced by various methods. One such method is by making some changes in procedure i.e. washing of precipitates entirely until the particles are removed thoroughly or by increasing dissolution process. /6 2. List two errors that could increase your % yield and two errors that could decrease % yield. Describe one of each type in details. Answer Two errors that may occur during conducting the experiment which could increase the % yield of copper are as follows-: By human error, i.e. while washing method some of the water cannot be removed from NaNO3 particles from copper hydroxide particles which will result in increased mass of final product. In the final result we got more mass than the actual mass because zinc does not fully react with CuSO4. Some particles still remain inside with the copper. Two errors that may occur during the experiment which could decrease %yield are as follows-: Some particles remain left inside the beaker while transferring from one to another which reduced the weight resulted in %yield. Some particles get transferred into the beaker with water and there was loss in the weight which affected the result and we get more mass than actual mass value. /8 Conclusion(s) /3 To sum up, the final mass of copper which is obtained after performing the experiment was greater than the initial copper mass. Reference(s) 1.https://slate.sheridancollege.ca/d2l/le/content/348286/viewContent/5357151/View (accessed on 20.feb.2017) 2. AC1 Experiment 6/Template_Copper Percent Yield, Ques 2. /2 Teacher Evaluation (Students leave this part blank) Overall organization of lab report: formatting of chemical and mathematical equations; clarity of answers; spelling and grammar; attention to details; completed cover sheet; use of headers and footers. Laboratory performance: punctuality; time management; team work; attention to safety; use of personal protection equipment; using appropriate lab techniques; preparation of lab data book in advance of the lab; cleanup of lab work area. /5 Total laboratory grade: /55 Professors suggestions for improvement:

History as the Key to Unlock the Future in Omeros:Philoctete’s Healing, Achille’s Completion, and the Narrator’s Inspiration :: Omeros

History as the Key to Unlock the Future in Omeros:Philoctete’s Healing, Achille’s Completion, and the Narrator’s Inspiration â€Å"Time is the metre, memory the only plot† (129) Derek Walcott forced the literary world to disagree with him when he denied that Omeros was an epic. Some critics suggest that, like his narrator, Walcott is not sure where his work belongs. Others suggest that Walcott denies its obvious genre in order to avoid being categorized. Regardless, Derek Walcott repeatedly says that the purpose of his writing is to wrestle with the duality within himself and that of the Caribbean islands, specifically St. Lucia. Despite occasionally downplaying the significance of any existence, Walcott utilizes a history/ time motif to explore history’s importance in forging an identity and the future (Bloom 135). Set in St. Lucia, Walcott’s Omeros reveals an island possessing a rich past. St. Lucia, a former colony, has a history of ‘pagan’ religion and tradition, a different language, and an economic background based namely on fishing. Locals must try to reconcile their heritage prior to colonization, the influences of colonization, and how to create a new culture from the ashes of the others (Hogan 17). Through most of, if not the entire epic, the island is related to a woman. At times the references are general and at times they refer specifically to Helen. These references take many forms including a nurturing nature and physical attributes. The significance of relating the island to a woman lies in a somewhat matriarchal past where women would hold the secrets to healing and have a close link to the intrinsic nature of the island. This is in contrast to the men, who are all in search of something, and while closely linked with the island, they shy away from tradition – cutting down trees, turning from the old gods, focusing on tourism and money. Characters like Philoctete and Achille try to reconcile their knowledge of the old traditions with the new island, where tourism becomes a staple, as does the Christian religion. Others, including the Narrator, search for a place to belong. In the opening of the epic poem, Philoctete recounts to tourists the chopping down of a sacred grove of trees for canoes, replacing the old gods and values with a new God and varying values. This replacement, or at least shift, of the old with/ to the new runs throughout the epic following most, if not all, characters, each possessing a wound, which only heals upon some sort of reconciliation.

Biblical Influence and Symbolism in The Old Man and the Sea :: Old Man and the Sea Essays

Biblical Influence and Symbolism in The Old Man and the Sea Many times, stories by Ernest Hemingway have much religious influence and symbolism. In The Old Man and the Sea, by Ernest Hemingway, numerous occurrences in the life of Santiago the fisherman are similar to the incidents recorded in the life of Jesus of Nazareth. The names of the characters translated from Spanish to English are just one of those many similarities. The characters in The Old Man and the Sea are in actuality, major figures in the New Testament. Santiago is an old man, yet he had young eyes. No matter how defeated he was, he would never show it and he would look on the brighter side of things. In my mind, these traits make Santiago a god-like figure. Manolin, which translates into Messiah, is Jesus (Stoltzfus qtd in CLC 13:280). Santiago is the "father" who teaches his symbolic son and disciple, Manolin. After catching the largest marlin, Manolin will leave his parents in order to follow the teachings of Santiago, his master, just as Jesus did (Stoltzfus qtd in CLC 13:280). Pedrico is actually Saint Peter, Jesus' closest apostle and a great fisherman (Wilson 50). Peter helped Jesus fish for souls as Pedrico helped Manolin fish for food. Santiago gives Pedrico the head of the mutilated marlin which symbolizes Saint Peter as head of the Christian church and the first Pope (Stoltzfus CLC 280). In the story, there are many references to the crucifixion of Jesus. Santiago's badly injured hands evoke the hands of the crucified Jesus and three other situations reinforce this theory (Brenner, The Old Man and the Sea, Story of a Common Man 37). First, Santiago's marlin is approached by a pair of shovel nosed sharks. "Ay', he said out loud." (Hemingway, The Old Man and the Sea 107) There is no meaning of "Ay", but perhaps it is the sound a man makes as his hands are nailed to wood (Brenner, The Old Man and the Sea, Story of a Common Man 38). Next, once back on shore, Santiago climbs the hill to his shack, with the mast on his shoulder, falling several times (Hemingway, The Old Man and the Sea 121). This is an obvious reference to Christ's struggle to carry the cross up the hill Cavalry (Crossan, The Historical Jesus 163).

Underground Hiphop

Michelle Godinho Anthropology 3 MW May 21, 2012 Underground Hip-Hop Introduction: After participating in an event known as â€Å"Paid Dues† (a music festival where artists whose music genre which is underground hip-hop), I will study through an Anthropological perspective, the subculture of underground hip-hop in the USA. Underground Hip-hop is a broad term for rappers and artists who avoid the mainstream. Hip-Hop as a music arose in the late 1970's, exclusively from black culture, which came from block parties in New York, specifically the Bronx, but underground hip-hop originated in the late 80s; in the midst of the golden age of hip-hop.Through an anthropological view, by using a holistic approach, I will explain the major components of the underground hip-hop culture. The major components entail everything people in a society have, think, and do. Also I will talk about their ideology which can fall in the category of the way they think and the symbolism in their lyrics. Ju st some more facts about the underground hip-hop culture; Underground hip-hop encompasses several different styles of music, though it is often politically themed and socially conscious.Numerous acts are described as being both underground and politically or socially aware, these include – A Tribe Called Quest, Brother Ali, Murs, Immortal Technique, Binary Star, and People under the Stairs. Definitions of terms that will be used in my paper: Mainstream – Music that's usually on the radio, that is commercialized and is extremely popular among people. Culture – everything that people have, think and do as members of a society. Ideology – ideas reflecting the social needs and aspirations of an individual, group, class, or cultureSymbolism – The use of symbols to represent ideas or qualities. Have: One of the three major components of culture is â€Å"have†. Have refers to the material possessions and tangible objects within a society. In underg round hip-hop we can call this part of their culture the â€Å"have not’s†. As underground artists they do not like the fortune and fame as the mainstream artists. To further explain this I will use social stratification between underground hip-hop and mainstream hip-hop rappers.