Ireland’s Views on Nuclear Weapons

Nuclear weapons are a mechanism that can cause explosive reaction. Nuclear weapons commonly have these explosions from nuclear reactions, or fission. Nuclear weapons are a world wide problem, and have impact throughout the world. Nuclear weapons were first introduced into the world in World War II. Many countries own or manufacture nuclear weapons. There have been millions of dollars spent on nuclear weapons. Nuclear weapons can create many outcomes They have made many impacts on multiple countries.Most of these impacts seem to be negative. Ireland has many views and ideas for nuclear weapons. Ireland wants to abolish nuclear weapons in total. Ireland believes they are very dangerous. They also think that they threaten the lives of anyone living around a country that has nuclear weapons. The country also have the opinion that nuclear weapons are very unpredictable and can be ignited by an accidental cause. Thus, Ireland’s view on nuclear weapons is a strong one, and they do no t want them by their country.Since Ireland does not produce any nuclear weapons, they believe their surrounding countries’ nuclear weapons could harm Ireland. Some countries by Ireland are Northern Ireland, Isle of Man, Wales, Scotland, and England. Northern Ireland has some nuclear weapons. Isle of Man does not have nuclear weapons. Neither does Wales. Wales wants to obtain nuclear weapons. England has not had nuclear weapons since 1991. Since Northern Ireland has some nuclear weapons, Ireland may want to make rules about what nuclear weapons they are allowed to use around the border of Ireland.Ireland may want to do this to protect their country from a nuclear attack. Ireland wants to make laws for other countries about nuclear weapons. Some people believe Ireland should not make these laws. They may think this because they believe Ireland is trying to control these countries. These countries may also not want Ireland to make these rules because they may think that Ireland can only make rules for Ireland, not other countries. Ireland really wants these countries to take account of this suggestion and try to make change within their own countries.

Close Reading Essay

The answers to these questions emerge more from the doing than the talking. Briefly, close reading is a basic tool for understanding, taking pleasure in, and communicating one’s interpretation of a literary work. The skills employed in close reading lend themselves to all kinds of cultural interpretation and investigation. Close reading takes language as its subject because language can operate in different ways to convey meaning. Reading sensitively allows one to remain open to the many ways language works on the mind and heart. When an assignment calls for close reading, it’s best to start by choosing a brief but promising passage and checking your assumptions about its content at the door. Close reading often reveals the fissures between what the speaker or narrator says and how she or he says it. You know from your own experience that life involves constant, often unconscious sifting of these nuances. Here are some useful steps. 1. Choose a short passage that allows you to investigate the details closely. Here, for example, is the first paragraph of Jane Austen’s Northanger Abbey, Chapter 2. In addition to what has already been said of Catherine Morland’s personal and mental endowments, when about to be launched into all the difficulties and dangers of a six weeks’ residence in Bath, it may be stated, for the reader’s more certain information, lest the following pages should otherwise fail of giving any idea of what her character is meant to be; that her heart was affectionate, her disposition cheerful and open, without conceit or affectation of any kind—her manners just removed from the awkwardness and shyness of a girl; her person pleasing, and when in good looks, pretty—and her mind about as ignorant and uninformed as the female mind at seventeen usually is. This single sentence will give us plenty to work with. 2. Look at diction. What kinds of words does Austen use? Does she aim for lofty diction (used for special occasions) or common diction? Are the words long or short, Latinate or Anglo-Saxon, specialized (i.e. legalistic, medical, jargon, elite) or ordinary? Remember that the rules for diction are different at different times in history. 3. Next, look at sentence structure. Can you map the sentence (find the subject and verb, locate phrases and clauses)? Is it a simple, compound, or complex sentence? How does the structure of the sentence relate to its content? Does the author use active or passive verbs? What rhythms does the sentence structure create—long flowing ones, short choppy ones—and how do these relate to the meaning? 4. After you have looked at language (and there are other technical issues one might pay attention to), you can begin to analyze tone. Is the narrator being straightforward, factual, open? Or is she taking a less direct route toward her meaning? Does the voice carry any emotion? Or is it detached from its subject? Do you hear irony? Where? If so, what complications does the irony produce? 5. At this point, you may discover some difference between what the author appears to be doing (giving you a complete, unbiased picture of her character) and what she also accomplishes (raising doubts about whether these qualities are worth having, whether her character is a heroine after all, whether women have minds at all, therefore whether this narrator can be trusted at all, etc.). You can now begin to talk about the ways Austen’s language, which seems to invite our confidence, is also complicating its message by raising these doubts. 6. At this point, you can propose a generic hypothesis, something like, â€Å"In this passage, Austen raises doubts about Catherine Morland’s character through her use of deliberately banal diction, her strained sentence structure, and her ironic use of the terms of character description for heroines.† 7. You can proceed to fill in the outlines of this point by explaining what you mean, using details and quotations from the passage to support your point. 8. You still, however, need an argument and will need to go back to your opening to sharpen the thesis. The question is Why? Or to what effect? Your thesis might build on what you’ve already written by suggesting: Austen creates this irony early in the novel to alert the reader to the ways she’s subverting narrative conventions. Or: The effect of this description of Catherine is to undermine any notion of her powers as a heroine and to introduce Austen’s theme that true character emerges from weakness rather than strength. Or: Austen’s cavalier treatment of her heroine suggests that she has little respect for the typical education of young women. 9. Even with these more developed statements, you will need to explain and support your point further. But you will have achieved some very important things, namely: 1) you have chosen a specific piece of the text to work with, hence avoiding huge generalizations and abstractions that tend to turn a reader off; 2) you have moved from exposition (explaining what’s there—and really, shouldn’t a reader be able to figure these things out for him or herself?) to arguing a point, which will involve your reader in a more interactive and risky encounter; 3) you have carved out your own reading of the text rather than taking the more well-worn path; 4) you have identified something about Austen’s method that may well open up other areas of the text for study and debate. Bravo! 10. With your more refined thesis in place, you can go back and make sure your supporting argument explains the questions you’ve raised, follows through on your argument, and comes to a provocative conclusion. By the end, you may be able to expand from your initial passage to a larger point, but use your organization to keep the reader focused all the way. The most exciting thing for a reader, and the most useful for an essayist, is that close reading generally offers surprises. Your project is not so much about telling readers what they probably can see for themselves but what they might have missed that could delight them. It’s helpful, then, to go into the paper with an open mind and be ready to adjust your thesis to the evidence you find in the text. Have a blast!

Tonsillitis: Virus and Age Group

Tonsillitis is an infection or inflammation of the tonsils. The main reason for your tonsils is to help stop bacteria and infection from entering any further into the body. In tonsillitis, the tonsils are enlarged, red, and often coat almost or all the way by a substance that is yellow, gray, or white. Tonsillitis usually occurs as part of pharyngitis (throat infection). Tonsillitis usually begins with sudden sore throat and painful swallowing. Sometimes, tonsillitis reoccurs, and may cause difficulty breathing.When this happens the doctor will recommend an operation called tonsillectomy. This is where the doctor removed your tonsils to prevent any further damage. Children from ages 5 to 15 are more likely to catch tonsillitis than an adult because it is caused it is most commonly caused by streptococcus species otherwise known as step throat, which is typically found in children of that age group. It is very rare to find children under the age of 2 years old to catch this infection and patient history is sometimes helpful when trying to identify the strand of tonsillitis the patient has.Most of the time tonsillitis is caused by viruses, the rest of the time it is caused by the same bacteria that causes strep throat (streptococcus). Bacteria causes 15-30% of pharyngotonsillitis cases. Pharyngotonsillitis is a medical condition characterized by an inflammation of both the tonsils and the pharynx (located at the back of the throat). It occurs due to viral or bacterial infections. In rare cases a fungus or parasite can also cause tonsillitis. Other common causes are Adenoviruses, Influenza virus, Herpes Simplex virus and Enteroviruses.There are 4 types of Tonsillitis. Acute Tonsillitis is an acute inflammation of the tonsillar tissue. Children are mostly affected and this ordinary simple disease can sometime lead to serious complications. Recurrent Tonsillitis occurs when the patient has acute tonsillitis multiple times a year. This usually ends in having the tons ils removed which is called tonsillectomy. Chronic Tonsillitis happens when the patient has chronic sore throat, halitosis (bad breath) and persistently tender cervical nodes.Peritonsillar Abscess occurs when the patent often has severe throat pain,  fever, drooling, foul breath, trismus (difficulty opening mouth), and muffled voice qualities such as hot potato voice. Diagnosis is made on the basis of the clinical symptoms. Inspection of the mouth and throat shows visibly enlarged tonsils. They are usually redden and may have white spots on them. The lymph nodes of the jaw and neck may be enlarged and tender to the touch. A culture of the tonsils maybe taken to identify bacterial infection. Tonsillitis is usually treated with a regimen of antibodies. Fluid replacement and pain control are important. Hospitalization may be required if the case is severe enough to preform tonsillectomy.Like when the infection has causes the tonsils to swell up so much that they block the airways. Th e medical assistant’s job is to do a general ear, nose and throat exam, Review patient’s medical history and schedule any tests or x-rays needed for the doctor. When the operation is scheduled if needed the medical assistant must call the day before to make sure the patient has or is following the doctor’s sed. orders before surgery. And after the surgery the M. A. is to teach and explain all the instructions the Doctor has ordered for the patient’s full recovery.

Benefits of physical activity in children with obesity Essay

Benefits of physical activity in children with obesity - Essay Example the direct effects of physical activity to improved health have been enumerated in their own study done in 1996 on physical activity and health: reduces the incidence of chronic illnesses (heart disease, diabetes, obesity, high blood pressure, cancer, among others); helps in the maintenance of appropriate weight, strong bones and muscles; reduces depression and anxiety; and promotes the well being of individuals psychologically (US DHHS 1996) Through regular physical activity, those experiencing depression and anxiety will get the opportunity to refocus their thoughts on the benefits of physical fitness; thereby preventing mental disorders. Another relevant discourse on the importance of physical activity was presented by Shilstone (2004) who discussed that there is a current trend of de-emphasizing Physical Education courses in high school. The consequences of this move are: young adults failing fitness exams, prevalence of soft drinks in schools, playgrounds not being fully utilized for sports and physical activities. People who are obese should not view their condition as hopeless. There is no short term treatment for this illness. Obesity can be addressed using a combination of measures over a long time period. The process of intervention necessitates the identification of barriers for the promotion of physical fitness activities and thereby exacerbating obesity. The behavioral targets or barriers that prevent the promotion of measures to specifically address obesity include: decreasing the frequency of viewing television; identifying high energy dense food and decreasing consumption for these; minimizing the consumption of sugar laden drinks; increasing intake for high fiber foods such as vegetables and fruits; and encouraging physical fitness and activities. According to Khan, et.al. (2009), from among the interventions noted, the following categories are most critical: 1) strategies to promote the availability of affordable healthy food and beverages),

The Motivating Factors in the French Wars of Religion Essay

The Motivating Factors in the French Wars of Religion - Essay Example The essay "The Motivating Factors in the French Wars of Religion" discusses the socio-political situation created by the French Was of Religion in order to identify and interpret the traits of change in terms of human consciousness in every aspect of existence. The French Revolution though is considered as the most radical incident in the context of France’s social history, however, the background of the change was gradually being prepared for the early 16th century and the outbreak of the French Wars of Religion can be considered as one of the most important indications of the change. Though recognized as the Wars of Religion, however, in reality, they were actually French civil wars and religion became a driving engine. It has further been observed that â€Å"†¦ religion was not the only factor that contributed to the French Civil wars. Towns and provinces, which had long resisted the growing power of monarchical centralization, were only too willing to join the revolt against the monarchy. This was also true for the nobility, and the fact that so many of them were Calvinists created an important base of opposition to the crown. The French Wars of Religion presented a major constitutional crisis for France and temporarily halted the development of the French centralized state. The claim to a person’s loyalties by the ruling dynasty was temporarily suspended by loyalty to one’s religious beliefs†. The spread of Protestantism in the 16th century was considered by the French empires as a matter of a serious concern.

Current Problems with the US Public Education Essay - 103

Current Problems with the US Public Education - Essay Example Low-income is the source of poverty for a number of Americans today. According to (Strauss 1), the numbers of students of children, from preschool to 12th grade, that benefit from the federal free and subsided feeding have increased exponentially over the years.   Children from low-income backgrounds now dominate most of the public schools. Despite the magnitude of the problem, the federal education policy has not considered poverty to be a major challenge to the education system in the United States. It is obvious that students find it difficult to cope with school hence ends up missing classes or are psychologically affected by the poverty levels in their homes. To emphasize the magnitude of the problem of poverty, a study by National Student Clearinghouse Research Center showed that schools with high-income students sent more students to college as opposed to those that have been sent by schools dominated by low-income students (Strauss 1).The No Child Left Behind Act is one of the major policies that give the parents a leeway to choose schools for their children. The law allows parents to consider taking their children to schools of their choice while at the same time providing a free tutoring platform for schools that do not perform well. Safety is also captured as a major consideration in the choice of the school that the parent prefers. The law provides that both local and state school districts should provide information to the parent in order to make an informed choice of the school to take their child.

Postwar Urban Development in the Golden Horseshoe Research Paper - 1

Postwar Urban Development in the Golden Horseshoe - Research Paper Example Even though there were challenges in the urban development of Golden Horseshoe during the postwar period, there is a key contribution of demographic policies, which facilitated the rapid urban growth. Urban developments and expansion are due to planning policies, which are vital because they ensure that there is no exploitation of natural resources in the area. Urban housing is very strategic in the development process. Creation of a good security network should be embraced. Back ground information Postwar period are always difficult times in history of many countries. It is the most dangerous, when the resources and population are reduced during the war. In this respect, policies that conform to population trends are instrumental in planning any urban developments agenda. Demography reflects all the changes that occur in population growth. It covers some specific geographical location, gender concerns, age, education attainment, household income, and other valuable personal belongings. This research focuses on the housing developments policies, population variations, suburbanization, and impacts of immigration policies on the urban development and finally, the rise and dominance of the metropolis within Ontario. Population Increase and its Effects The Golden Horseshoe population is dense which makes up one fourth of the total population in Canada. The total population of the Greater Golden Horseshoe was 8.1 million individuals according to census results of 2006 (MacFarlane 65). By the year 2031, the population is projected to grow up to about 12 million (MacFarlane 66). This shows that the expected growth rate per year is about 12.5 %.