cholesterol essays

cholesterol essays For years, cholesterol has been a major concern for millions of people around the world. This fear of cholesterol has led to many consultations with specialists like physicians and nutritionists. It seems that there is a great misconception about this molecule. A majority of the population is conscious of the harm that it can cause, but they are not aware that it has pertinent values to our body. There are two major forms that cholesterol comes in: 1) low density lipoprotein, which is generally considered "bad" cholesterol and 2) high density lipoprotein, which is known as "good" cholesterol. Although given these names, there is nothing inherently good or bad about them. This research will clarify a lot of the misconceptions that are associated with cholesterol and the overall effect that cholesterol has on the human body. Cholesterol is a soft, fat like substance made up of carbon, hydrogen, and oxygen, that is found in all the body's cells and is used to form cell membranes, manufacture hormones and other necessary substances. It is an organic compound belonging to the sterol family that also encompasses steroids. Cholesterol is produced two ways. The first is by the liver. "The liver produces about 50,000,000,000,000,000 cholesterol molecules a second" (Body Mechanics 1), or about 1,000 mg of cholesterol a day. The second is by the intake of the foods eaten like animal fats (saturated and polysaturated fats) such as cheese, lard, egg yolks, red or marbled meat, pork, processed meat, gravies, palm or coconut oil, deep fried foods, whole milk, butter, etc.. This second process is accountable for another 400 mg - 500 mg of cholesterol a day. Once eaten, the cholesterol in the food goes into the intestines to await digestion. "Chylomicrons (fatty particles containing mainly triglycerides, but also cholesterol, phospholipids and protein) are produced in the intestinal wall" (Arthersclerosis 3). Once the chylomicrons enter the b...

Code Switching and Code Mixing

Code Switching and Code Mixing Introduction Different people in different communities use variations or codes in their communication while doing a formal conversation. We can observe this kind of conversation in legal and religious ceremonies, people’s interaction in their communities, in shops and in schools but at the same time we can observe that the variety of their interaction differs from one code to another code which can vary from high to low or vice versa.Advertising We will write a custom research paper sample on Code Switching and Code Mixing specifically for you for only $16.05 $11/page Learn More It can happen in either cases whether multilingual or bilingual depending upon the participant and situation (Code-Switching OR Code-mixing, n.d.). A code could be a language or a style of language (Code Mixing and Code Switching, 2009). Now when we talk about Code-switching and code-mixing, they are well-known traits in the speech pattern of the average bilingual in any human society the world over (Ayeomoni, 2006). They occur when bilinguals substitute words or phrases (Geetha, 2010). Constituents of one language can be found with the constituents of another language in a number of linguistic phenomena, namely lexical borrowing, transferring, interference, calquing, diffusion, reflexification, code switching and code mixing, etc. The two linguistic phenomena that are claimed to be the most established and common modes of interaction among bilingual speakers are Code switching and code mixing (Redouane, 2005). Meaning of Code Switching and Code Mixing Sometimes people, having different reasons, need to use more than one language within different social settings like, school, home, office and shops etc. For example if they want to greet their friend or they want to explain something more particularly etc. they use different codes. â€Å"Code switching is dealing with different social dimension which are related to different social factors which are a pa rticipant, status and solidarity (social distance)† (Code-Switching OR Code-mixing, n.d.). In Code Switching it is not necessary that the participant knows all the vocabularies or pronunciation of that particular language which he uses to communicate. These kinds of switches are very short and are used in different social settings for different reasons. Suppose in a company, tow workers who are speaking in Arabic and switches to French or English after they start communicating with the third person, is called Code Switching (Code-Switching OR Code-mixing, n.d.).Advertising Looking for research paper on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"In different Arabic world with the different varieties as low or high in many places; the varieties of relationships as formal or friendly also expressed through different varieties or codes (switching through same language), for example the friendly relationshi ps expressed within low codes while formal one as relation at work or teachers to students in universities and schools are expressed within high varieties. In Jordan for instance while Jordanian Arabic accent, is varied between low and high. Anyone could use in street, in home or between friends (the low) where it could not be used with teachers or doctors or any one in high status. This is the same with different Arabian accent† (Code-Switching OR Code-mixing, n.d.). Gumperz (1982) defines code switching as â€Å"the juxtaposition within the same speech exchange of passages of speech belonging to two different grammatical systems or subsystems† (p. 59). In case of bilinguals, the behavior of switching between different languages in discourse, oral or written is considered as code switching (Ruan, 2003). Bentahila refers to code switching as â€Å"the use of two languages within a single conversation, exchange or utterance†, (Bentahila et al. 1983:302). Most rese archers have recognized two types of code switching: â€Å"Intrasentential code switching used for switches within sentences, and interasentential code switching for switches between sentences† (Redouane, 2005). Researches have been conducted on the code switching behavior of the bilingual children. Bauer Montero, (20010; Fantini, (1985); McClure, (1977); Saunders,( 1982) have studied the behavior of such children and their findings reveal that the cognitive requirements of the task and the contextual demands like participants and topics influence the bilingual children to switch languages (Ruan, 2003). Sociolinguistic studies reveal that although code switching performs important communicative functions, most educators are unaware about its nature and functions in educational settings. Code switching has long been thought to be stigmatized in education (Crowl and MacGinitie, 1974; Lara, 1989; Ramirez Milk; 1986). Code switching has been identified as a deficiency of the bi linguals who are not well developed in either language that they use (Myers-Scotton:1993) Not much emphasis has been placed on the simultaneous development of the two languages in bilingual children by the educationists. The mainstream society considers the mixing of languages in the process of getting hold of it as objectionable. So, it is highly required that the code switching behavior of the bilingual children or the beginners should be examined in order to understand this phenomenon completely (Ruan, 2003).Advertising We will write a custom research paper sample on Code Switching and Code Mixing specifically for you for only $16.05 $11/page Learn More Code mixing can be related to mixing of two or more languages while doing conversation. Every bilingual experience this kind of occurrence at different stages. This linguistic device is used by bilinguals for many reasons in their communication (Mixing and Code Switching, 2010). Suwito in Sutana (1999: 17 ) says that â€Å"in the phenomenon of code mixing the dependent characteristics are indicated by the relationship between the function and role of language. The role means that who uses the language and function means what will be acquired by the speaker† (Rabu, 2011, Para 1). Wardhaugh (1986: 103) mentions that â€Å"Code mixing usually occurs in bilingual or multilingual community or society and the function (meaning) of the languages cannot be clearly separated. This code mixing is used when the conversant use both languages together to the extent that they change from one language to the other in the course of a single utterance† (Rabu, 2011, Para 3). Thelander (In Chaer, 1995: 152) explains â€Å"the definition of code mixing. He says that if in the single utterance the clauses and the phrases used are hybrid clause or hybrid phrases and each clause or phrase does not support the function of clause and phrase, it is called code mixing. The special character of c ode mixing is that, code mixing is used in informal situation. In the formal situation it may have no exact meaning in Indonesian language† Nababan (1984: 32) says that â€Å"in the written language code mixing is indicated by italic writing or underline form† (Rabu, 2011, Para 4). Code Switching and Code Mixing in Arab Students To explain the difference between code mixing and code switching following are some examples (Kiranmayi, 2010):Advertising Looking for research paper on linguistics? Let's see if we can help you! Get your first paper with 15% OFF Learn More â€Å"Life in cities is comfortable bass I am sick and tired of traffic. Life in cities is comfortable but I am sick and tired of traffic† In the above example only one word is mixed which is in Arabic. This is called code mixing (Kiranmayi, 2010). . â€Å"If you work hard, rÇ ½h tingah. If you work hard, you will pass† (Kiranmayi, 2010). In above example the speaker started in English but later he switches to Arabic. This is called code switching. â€Å"In Oman most English language teachers are native speakers of Arabic, and they vary considerably in terms of their mastery of the English language. In particular, it is important to note that these foreign language teachers perhaps should not be regarded as true bilinguals who can choose freely between different codes or languages. Instead, they are, more accurately, monolingual individuals who have varied skills and knowledge in English and whose task is to teach this language to the monolingual learners† (Kir anmayi, 2010). There was survey done in an Omani school. Following is some conversation between teacher and student: â€Å"Teacher: century Student: Ustaad, century yaani qarn!! (Teacher! Century means qarn?) Teacher: Yes, century means qarn. Teacher: pronunciation Students: yaani ntoq? (meaning ntoq?) Teacher: Yes, pronunciation means ntoq† (Kiranmayi, 2010). The above mentioned example shows that for interaction code switching is very important. Here we will take up a few studies conducted by different researchers on people of different age groups to understand the phenomenon (Ruan, 2003). Moroccans from formal data are represented by (F) and from informal data by (I) (Redouane, 2005). Single word â€Å" (F): tlabt waÄ §di l’immigration† (I asked alone (for) the immigration) â€Å" (I): Ê adda Ê annamshi le mall† (Tomorrow I will go to the mall) (Redouane, 2005). Larger sequences of words â€Å"(F): ji:t fi la fin du mois de dà ©cembre ka:n ljaw bared kti:r wttalj† (I came the end of the month of December, the weather was very cold and snow) (Redouane, 2005). â€Å"(I): Ê adi ntsenna:k vers 2 heures cà ´tà © du kiosque de l’information† . (I will wait for you around 2 o’clock near the information booth) (Redouane, 2005). The findings of this study have demonstrated that the speech of these Arabic: â€Å"Lingling: I got lots of candy from Trick-or-Treat. Di: Me too. I have a lot of candy and my mom won’t let me have all. (Teacher coming into the classroom) Lingling: Lao shi, ni yao bu yao yi ke tang? (Teacher, do you want a piece of candy?) Teacher: Xie xie. Bu yong. (Thanks. No.)† (Ruan, 2003). â€Å"Lingling understood that she came to the Chinese school to learn Chinese, and the teacher might expect her to use Chinese. Her sense of the status of interlocutors led to her motivation to switch† (Ruan, 2003). â€Å"While referring to the subjects taught in the Chinese scho ol, Lingling was more likely to use Chinese than English† (Ruan, 2003). She switched from English to Chinese when she talked to her friend about her WU Shu class (Chinese Martial Art ) (Ruan, 2003). â€Å"Lingling: I need to go to wu shu ke. (I need to go to Wu Shu class). Di: Yeah, punching and kicking people.† (Ruan, 2003). To Lingling, Wu Shu was a Chinese topic, and it was unlikely and inconvenient for her to translate it into its corresponding English term (Ruan, 2003). â€Å"When she talked to her classmate Kai about the most popular toys her awareness of culture-related topics was also obvious. At the time of the study many conversations were about Pokemons. In the following conversation her awareness of culture-specific topics is evident† (Ruan, 2003). The conversation started out in Chinese, but Pokemon characters prompted the switch to English (Ruan, 2003). â€Å"Meilun: Lingling, ni hua shen me? (Lingling, what are you drawing?) Lingling: Zhe shi Pich achoo (This is Pichachoo). I will draw Charizard the Flame Thrower too.† (Ruan, 2003). Moreover, code switching was frequently used as a metalinguistic device by the Chinese teacher and the children to expand and monitor teaching and learning (Ruan, 2003). â€Å"The new and complex concepts were often explained in both the languages by the teacher to ensure that the students had understood the concepts† (Ruan, 2003). The children in turn followed the same behavior (Ruan, 2003). Lingling’s verbal exchange with her teacher during a lesson on garden facilitates this finding (Ruan, 2003). â€Å"Teacher: Lingling, shen me shi hua yuan? (Lingling, what is hua yuan?) Lingling: Hua yuan jiu shi you hen duo hua, shi garden. (Hua yuan has lots of flowers, is garden.)† (Ruan, 2003). â€Å"This study suggests that as with bilingual adults, code switching is employed as communicative devices by bilingual children. Young bilingual Chinese/English children applied code- switching during their speech in order to realize different functions, such as social function, pragmatic function, and meta-linguistic function† (Ruan, 2003). The findings suggest that code switching should not be considered a sign of bilingual children’s English language learning abilities. â€Å"They should not be discriminated if they engage in code switching behaviors† (Ruan, 2003). The children can improve their literacy through using their own linguistic â€Å"funds of knowledge† (Moll, 1992) (Ruan, 2003). There is a need for more studies on code switching. It will enable the educators to acquire a better understanding of how bilingual children use languages and learn through languages (Ruan, 2003). These kinds of studies can help teachers provide appropriate instructional support to maximize bilingual children’s learning (Ruan, 2003). Man is capable of making many changes and once he has made them it is up to him how to manifest them or how to leave them and this applies on the use of languages also (Duran, 1994). Ayeomoni, M.O. â€Å"Code-Switching and Code-Mixing: Style of Language Use in Childhood in Yoruba Speech Community.† 2006. Obafemi Awolowo University, Ile-Ife, Nigeria, Nordic Journal of African Studies 15(1): 90–99 (2006) â€Å"Code Mixing and Code Switching†. 2009. All About English. Web. â€Å"Code-Switching OR Code-mixing†.n.d. Web. Duran, L. â€Å"Toward a Better Understanding of Code Switching and Interlanguage in Bilinguality: Implications for Bilingual Instruction.† 1994. The Journal of Educational Issues of Language Minority Students, v14 p69-88, Winter 1994 Geetha. V. â€Å"Code Mixing and Code Switching in Tamil Proverbs Language in India.† . 2010. Volume 10 : 5 May 2010. ISSN 1930-2940 Kiranmayi,N.C. â€Å"Code Switching and Code Mixing in Arab Students – Some Implications Language in India.† 2010. Volume 10:8 August 2010. Web. â€Å"Mixing and Code Switching†. 2010. Bilingual Age. Web. Rabu. â€Å"Code Mixing and Code Switching.† 2011. My Courses. Web. Redouane,R. â€Å"Linguistic Constraints on Codeswitching and Codemixing of Bilingual Moroccan Arabic-French Speakers in Canada.† 2005. ISB4: Proceedings of the 4th International Symposium on Bilingualism, ed. James Cohen, Kara T. McAlister, Kellie Rolstad, and Jeff MacSwan, 1921-1933. Somerville, MA: Cascadilla Press Ruan, J. â€Å"A Study of Bilingual Chinese/English Childrens Code Switching Behavior. Spring†Ã‚   2003: Volume 7, Issue 1

Research paper of Favorite Organism Example | Topics and Well Written Essays - 1500 words

Of Favorite Organism - Research Paper Example Their physiological characteristics are different and interesting. In this essay various aspects of elephants will be discussed. Taxonomic classification The family to which elephant belongs is Elephantidae. It is the only family under the order Proboscidea. The domain is living, kingdom is Animalia, phylum is Chordata and class is Mammalia. Under the family Elephantidae, there are 2 genuses and they are Loxodonta or African Genus and Elephas or Asian genus. There are 2 species: africana or African species and maximus or Asian species. The subspecies in the former are africana and cyclotis and in the later are indicus, borneensis and sumatranus. Elephants are the only living members of the Proboscidea order (Fowler and Mikota, 2006). Description of the organism Elephants are mammals. The two main species are African elephant and Asian elephant. Extinct species of the order Proboscidea are mastodons and mammoths. Currently, elephants are the largest living terrestrial animals. A male elephant can reach a height of 4 m and can weight upto 7000 kg (Fowler and Mikota, 2006). African elephants have larger ears and backs that are concave. On the other hand, Asian elephants have smaller ears and backs that are convex. ... The Asian elephant is considered endangered and the African elephant is considered as vulnerable. These animals are poached for their tusks because of their ivory value. Elephants are also at threat because of habitat destruction and conflicts with people in the local region. In Asia, these animals are used for heavy work. They are also displayed in circuses and zoos. They are also featured in ceremonies and cultural events. Asian elephants have smoother skin, only one extension at the tip of the trunk and their abdomen is horizontal. The molars have narrower looped ridges in the Asian elephant when compared to African elephant which is diamond shaped (Shoshani, 2005). Other than these features, the Asian elephant has dorsal bumps on the head and also some depigmentation patches. Status of the organism The Asian elephant is on the crux of becoming endangered because of severe poaching on the animal for the purpose of tusk. Ivory can be derived from the tusk and it has a very good com mercial value. Ivory is used to make different ornaments and objects. The leather of the elephant is also used for several purposes. African elephant on the other hand is not endangered but is called vulnerable (Fowler and Mikota, 2006). Unique physiological characteristics The word elephant is derived from the Latin word "elephantus". Of all the terrestrial living animals, elephant is the largest. The height of an African elephant is about 3-4 meters and that of an Asian elephant is 2- 3.5 meters. The former weighs between 4000- 7000 kgs and the latter weighs between 3000- 5000 kgs. Males are larger than females. The skeleton of an elephant has 326- 351 bones (Fowler and Mikota, 2006). The flexibility of the backbone of an

Presidential Power Play or Dream Act Come True Essay

Presidential Power Play or Dream Act Come True - Essay Example This results in many immigrants who arrive continuing to live within America’s borders without being legally documented by the United States government. This creates major social, political, and ethical issues involving the children who are brought to this country by their parents who grow up with an American upbringing but remain technically illegal immigrants. Several different solutions have been offered to Congress, over the last few years, but none have been approved. So it was a surprising turn of events when president Obama announced that the United States government will no longer be deporting the children of undocumented immigrants, providing that they meet certain criteria. Obama passed this policy by bypassing Congress altogether and acting on his own using the power of an executive order. This act by the president has gained immense response, both for and against. Many question the president’s choice, as well as, his motivations and are strongly opposed to t he action either way. Still more, particularly, those who benefit from the new policy are rejoicing, yet some remain skeptical, concerned that the executive order will not last long enough to be practically implemented. There are many issues raised by the new immigration reform that the president has ordered that cannot be ignored. The executive order passed by Obama closely resembles the criteria of inclusion required by the Development, Relief, and Education for Alien Minors act, or DREAM act, which has failed several times to gain full Congressional support.("DreamAct2009.org") The policy would allow the children of current undocumented immigrants to evade deportation if they arrived in the country before the age of sixteen, are no older than the age of thirty presently, have been in the United States concurrently the last five years, have no criminal records, and will be or are attending college or will join the military for a no less than a two year term. In totality, it is est imated, that this policy will affect the immediate lives of approximately 800,000 young people residing in the United States today (Preston, and Cushman Jr. A1) The policy will, also, allow for a guaranteed reprieve from deportation, renewable on a two-year basis, and will grant the eligible the opportunity to receive educational financial aid, work permits, and drivers’ licenses. According to President Obama it is the right thing to do at this point in the country. He stated that it is a step towards making immigration concerns,†Ã¢â‚¬ ¦more fair, more efficient, and more just...† (qtd. in Cohen) He continued to explain that there is no logical reasons to deport talented and productive young people who, in all but title, are Americans. Obama’s act has raised many issues, beyond the main point of immigration that have given rise to many outspoken commentaries in opposition. Charles E. Grassley of Iowa, like many other Republicans, have accused the president of breaking the law by bypassing Congress and following through with his directive that he may not have the legal authority to enforce. (Preston, and Cushman Jr. A1) Others focus less on the president’s actions and more about the affect of his edict. They feel that the executive order will grant, to individuals who are already in violation of

Comparison of the UK Copyright Law and Patent Law Research Paper

Comparison of the UK Copyright Law and Patent Law - Research Paper Example The effect of a grant of a patent is to exclude others from reproducing, selling and making the patented object whilst the effect of copyright protection is to give its owner the exclusive right to do anything to his copyrighted work.1. In the United Kingdom jurisdiction, the applicable law for patenting is the Patent Law of 1977 (as amended) and for copyrighting the Copyright, Designs and Patents Acts of 1988 (as amended by the Copyright and Related Rights and Regulations).2 Albeit that the laws have different methods of extending legal protection to their subjects, these differences boil down to the same purpose – to minimise monopolies. The copyright law began with the practice of giving exclusive rights to printers to print and distribute books. However, in 1709, the Statute of Anne began giving these rights instead to the authors although limited to fourteen years and renewable once.3 In 1886, the Berne Convention for the Protection of Literary and Artistic Works established the fundamental structure that countries should follow in drafting their respective copyright laws.4 Eventually, the European Union was organised and one of its objectives was to harmonise the laws of member countries. Thus, the laws of the UK periodically undergo amendments to make them in accord with the EU laws. The Copyright, Designs and Patents Act of 1988 for example, has been constantly amended and in 2003 The Copyright and Related Rights Regulations 2003 was issued. 5 The patents law, on the other hand, was believed to have originated in Italy through the Statute of Monopolies in 1474. In England, the patents system was begun by the issuance of letters patent granted to inventors to grant them the monopoly of the production of certain goods.  

Lesson Plan Essay Example | Topics and Well Written Essays - 250 words - 1

Lesson Plan - Essay Example That student writes another pair of antonyms and passes the paper to the next person, and they keep it going around their group until the two minutes are up. The goal is for each group to list as many antonyms as they can. Encourage students to help one another if anyone in the group is having difficulty thinking of a pair of words. Have each group read their list aloud. Let the class decide whether the words in each pair have opposite meanings. 3. Give each student a blank Antonym Matching Game Board (attached). Have students think of any five antonym pairs and write one word in each box, making a matching game. Students can cut the words apart, lay the cards face down, and flip them over, two at a time, to try to find a match that are antonyms. Write some words on the blackboard and ask the students to identify them. The students are to say what antonyms they can act. Split the students into groups of three or four. Every member of each group to write a pair of antonyms on a piece of paper, and teamwork is encouraged. Students to be given a blank antonym matching game board and match the antonyms. Handout a worksheet to the students containing fill-in sentences on the left end of the paper, as well as a list of words on the far right side which will serve as antonyms for the fill-in sentences. After submission, the students will be coached on how to figure out the correct for every question on the

Environmental Impact of Balfour Beatty Company Term Paper

Environmental Impact of Balfour Beatty Company - Term Paper Example Considering the nature of activities carried out by this company such as infrastructure development and investment, and construction services, it contributes a lot towards environmental destruction. The three main negative environmental impacts contributed by this company include pollution, human and animal population displacement and destruction of natural habitat (COUNCIL OF EUROPE PARLIAMENTARY ASSEMBLY 2002). Pollution is the release of harmful substances to the environment which may be in different forms such as air, water, radioactive materials, soil, heat, and light. Emission of gaseous waste to the atmosphere has been caused by this company as a result of the fleet of cars owned by this company which emits carbon waste and sulfur compounds to the environment. These are as a result of the various new cars which are constantly on the roads to the construction sites. It is an estimated fact that most air pollution is caused by car emissions. Another way of increased carbon into the atmosphere by the company are the many construction plans which are distributed in the 80 countries, these industries release their waste to the atmosphere, increasing the amount of carbon dioxide. The lethal effects of carbon dioxide include the formation of smog which blocks sunlight from reaching the earth’s surface. This prevents the process of photosynthesis from taking place in plants, resulting in wilting. The destruction of the natural forest is a great worldwide concern as its effects lead to dire consequences (COUNCIL OF EUROPE PARLIAMENTARY ASSEMBLY 2002). Such emissions have contributed to global warming and formation of acid rain due to increased carbon levels in the atmosphere.