Healthy Essays - Personal Life, Health Promotion, RTT, Health

Healthy Essays - Personal Life, Health Promotion, RTT, Health Healthy I am here to convince you to live a healthy lifestyle. What exatly is a healthy lifestyle? A healthy lifestyle is a kind of life without bad habits, unhealthy food, and all those things that negatively influence your health. You all should want to grow up and be succesful in your life, but you can't do that without living a healthy lifestyle. Get rid of any bad habits, eat healthy, and focus on your goals and what is good for you. A great way to begin living a healthy lifestyle is to design an exercise routine, or program, that fits you. There are factors to be considered when choosing an exercise program.These include, what you are capable of, your interests, the equipment necessary, and how well you adapt to the program. You should take any where between 20 to 60 minutes out of the week, several times a week to exercise to stay fit and in shape, no matter what it takes. Doing this will make you look and feel better, which should motivate you. No excuses. I've heard all the excuses you can come up with. "I have to much to do", "I am so tired", or "that's embrassing!", tend to be the most common ones. Instead of coming up with excuses, you should be creating solutions. If your embrassed then exercise inside alone. There is always a solution to even the most difficult of problems. You don't have to exercise for long periods of time, you can break up the time into short sessions. For example, exercise for 30 minutes a day in 10 minute sessions. Living a healthy lifestyle can help cope with stress and help prevent cardiovascular disease. Cardiovascular disease is a disease within your heart or blood vessels. According to the American Heart Association, regular exercise improves the blood circulation throughout the body making the heart and other organs, including the muscles, work better together. You're young, so you don't have a lot of stress in your life, but regular exercise is a great way to cope with it. Again, according to the American Heart Association, regular exercise helps handle stress by releasing tension helping the body to relax and sleep. Children being over weight is another thing. You can become overweight from lack of physical activity and unhealthy eating habits, or a combination of the two. Televison, computers, cell phones, video games, and almost every electronic contributes to the physical inactivity of children your age. This can be solved. Reduce the amount of tv and video games you play and put a limit on how often you use them. Such as not watching tv for more than 2 hours a day and only playing video games for 1 hour.

Angstrom Definition (Physics and Chemistry)

Angstrom Definition (Physics and Chemistry) An angstrom or à ¥ngstrà ¶m  is a unit of length used to measure very small distances. One angstrom is equal to  10−10  m  (one ten-billionth of a  meter  or 0.1  nanometers). Although the unit is recognized world-wide, it is not an International System  (SI) or metric unit.The symbol for angstrom is Ã…, which is a letter in the Swedish alphabet.1 Ã… 10-10 meters. Uses of the Angstrom The diameter of an atom is on the order of 1 angstrom, so the unit is particularly handy when referring to the atomic and ionic radius or size of molecules and spacing between planes of atoms in crystals. The covalent radius of atoms of chlorine, sulfur, and phosphorus are about one angstrom, while the size of a hydrogen atom is about half of an angstrom. The angstrom is used in solid state physics, chemistry, and crystallography. The units is used to cite wavelengths of light, chemical bond length, and the size of microscopic structures using the electron microscope. X-ray wavelengths may be given in angstroms, as these values typically range  1–10 Ã…. Angstrom History The unit is named for Swedish physicist Anders Jonas  Ãƒâ€¦ngstrà ¶m, who used it to produce a chart of the wavelengths of electromagnetic radiation in sunlight in 1868. His use of units made it possible to report the wavelengths of visible light (4000  to  7000  Ãƒâ€¦) without having to use decimals or fractions. The chart and unit became widely used in solar physics, atomic spectroscopy, and other sciences that deal with extremely small structures. Although the angstrom is  10−10  meters, it was precisely defined by its own standard because it is so small. The error in the meter standard was larger than the anstrom unit! The 1907 definition of the angstrom was the wavelength of the red line of cadmium set to be  6438.46963 international à ¥ngstrà ¶ms. In 1960, the standard for the meter was redefined in terms of spectroscopy, finally basing the two units on the same definition. Multiples of the Angstrom Other units based on the angstrom are the micron (104  Ãƒâ€¦) and the millimicron (10 Ã…). These units are used to measure thin film thicknesses and molecular diameters. Writing the Angstrom Symbol Although the symbol for the angstrom is easy to write on paper, some code is needed to produce it using digital media. In older papers, the abbreviation A.U. was sometimes used. Methods of writing the symbol include: Typing the symbol U212B or U00C5 in UnicodeUsing the symbol #8491 or #197 in HTMLUsing the code Aring; in HTML Sources International Bureau of Weights and Measures (2006). The International System of Units (SI) (8th ed.).  p. 127. ISBN 92-822-2213-6.Wells, John C. (2008). Longman Pronunciation Dictionary (3rd ed.). Longman, ISBN 9781405881180.

Sexual Deviance Essay Example | Topics and Well Written Essays - 3750 words

Sexual Deviance - Essay Example Kraft-Ebbing in Psychopathia Sexualis regarded deviance as arising out of disease processes. Freud who used the term perversion discussed sexual aberrations in Three Essays on Sexuality and he used the term perversion. Sexual perversions are conditions in which sexual excitement or orgasm is associated with acts or imagery that are considered unusual within the culture. Paraphilias differ from what some people might consider "normal" sexual activity in that these behaviors cause significant distress or impairment in areas of life functioning. They do not refer to the normal use of sexual fantasy, activity or objects to heighten sexual excitement where there is no distress or impairment. We can enumerate these forms of sexual deviance here. They are: homosexuality, lesbianism, bisexuality, sadomasochism (s-m), masturbation, fetishism, paedophilia (pedophilia), voyeurism, exhibitionism, transvestism, zoophilia and other paraphilias. There are a lot of these listed in books and encyclopedias, but we have listed some of the common ones. Paraphilias include fantasies, behaviors, and/or urges which involve human and nonhuman sexual objects, such as shoes or undergarments, some requiring suffering or humiliation of oneself or partner, and may involve children or other non-consenting partners. There are well over 40 types of paraphilias which have been identified and defined (Money, 1986). Only eight of them are listed in the Diagnostic and Statistical Manual of Mental Disorders (American Psychiatric Association, 1987), where the remainder are subsumed under, "not otherwise specified." Given the socio-cultural-religious-political climate, some paraphilias are legally considered to be sex crimes which are punishable by law. In legal codes, crimes against nature and affronts to socially acceptable sexual behavior are criminalized and are regarded as sex offenses. These crimes have included statutory rape, violent rape, child molesting, exhibitionism, voyeurism and incest. Common forms of Sexual Deviance A. Masturbation Technically, masturbation is not a deviation because it is a majority activity and its portrayal as a perversion pathologizes most of the human population from their teens onwards. It is very likely that the people who performed this characterization were pathologizing themselves. Some works, such as that by Kinsey, indicate that virtually all males masturbate during adolescence, being in the region of 95% to 98%. This is to say that among males masturbation is statistically more normal than heterosexuality. There are some revelations about so-called shared masturbatory experiences, involving two or more young males. Masturbation is less common among women, with an incidence of about 60%. Many mammals engage in self-stimulation of the

Do Humans Cells have rights Essay Example | Topics and Well Written Essays - 1250 words

Do Humans Cells have rights - Essay Example By studying the four theories namely Social contract theory, utilitarianism, deontology and virtue ethics, one is able to understand the difference in the moral theories and the premises that they are founded on. Explain What Moral Goodness Is According To Social Contract Theory Social contract theory expresses that morality is a set of rules governing behavior that rational people would accept, on the condition that others would accept them as well. Political theorists have defined this as the primary base for the rise of political authority in many communities. Social contract theory is also how an act is classified as morally good or otherwise through consent from the people (Skyrms 59). Interpret What Social Contract Theory Would Imply For The Issue At Hand. The rights of the human cells can only be established or denied by the society. This is by the voting in of laws that may allow the rights of the human cells. This is made through consent of the people and this consent is wha t makes it right for a researcher to use the human embryos for research. This leads to the argument that the human embryo should be given a chance to life as opposed to the right to life. Explain What Moral Goodness Is According To Utilitarianism John mills the modern father of utilitarianism has explained that the moral goodness of the theory lies not solely in the pursuit of happiness but in the prevention and mitigation of unhappiness. Ultimately the moral goodness of an action is determined by the long-term effect tit will have on the actor and the people it will affect. An example of a situation where the utilitarian theory maybe employed would be in the cases of a doctor who has a patient in perfect health and considers killing him, since there are six other patients who would benefit greatly from his body organs. By employing the utilitarian theory, it suffices to say that since Patient A may never find the cure for AIDS. It therefore brings the ultimate pleasure to give six patients a happy life from patient A’s organs because this is the most pleasure attainable from the death of patient A. The pain caused is the least, as only one family shall be affected by his death. However, such an application of the theory may make people lose confidence in the health care system and health practitioners since they will be afraid of going for treatments for ailments they may have. This act of killing patient A therefore has a ripple effect of causing the death o of more people as they stay at home ill, with fear of being killed at the hospitals. Interpret What Utilitarianism Would Imply For The Issue At Hand. According to the utilitarian theory, the human cells have no rights especially if the findings gotten from the research serve to bring more pleasure through the further understanding of the genetic components of the human body. This pleasure may translate to better drugs for the human race or better prevention measures. Explain What Moral Goodness Is According To Deontology Moral goodness has been explained by deontologists as the choices made in conformity to a particular norm. According to the theory, which is mostly explained in contrast to consequentialism, the choice a person makes is judged by criteria unlike in consequentialism where the morality of a choice is judged on the state of affairs it brings about and if they are for the good of all other individuals. The deontology theories may be classified into two

Best Practices Guide for Multi-Disciplinary Teams Essay Example for Free

Best Practices Guide for Multi-Disciplinary Teams Essay Schools across the US are beginning to open-up classrooms, teachers are finding that they are no longer working alone or exclusively with members of their own profession. But with parent, Paraprofessionals, nurses, learning support staff, educational psychologists, social workers, and even community leaders and volunteers. This type of collaboration is called multidisciplinary teams, in its simplest terms this means members of different professions working together. Each member of a multidisciplinary team has an essential function and has valuable contribution to make in the identifying learning goals for the student, as well as the delivery of these goals across all areas from curriculum to learning opportunities and even the students extracurricular activities. Members of this team are also able to support the child at home to ensure that there is success between home and school. The success of the student depends on a strong home/school relationship; therefore, parents are strongly encouraged to participate. Each member of the team has specific qualification and duties: Local education agency (LEA) A representative qualified to supervise the needs of the student, someone who is knowledgeable of the general curriculum, is knowledgeable about the availability of resources of the public agency, and has the authority to commit agency resources. Family Not only is emphasis upon parental participation ethically proper and legally required, but â€Å"parental involvement has been associated with higher grades, positive behaviors and attitudes, reduced absenteeism, and increased study habits† (Lawrence Heller, 2001). Related staff and services This group of people can vary depending on the student or issue being evaluated. Most commonly you will have a school psychologist who may be responsible for completing an assessment of the student, analyzing and interpreting assessment data and conduct follow-up observations to determine the success of modifications put in place to aid the student. Other related personnel can include: †¢ Speech-language therapists †¢ Occupational therapists †¢ Physical therapists †¢ Vision specialists †¢ Medical personnel, such as nurses and dietitians †¢ Social workers †¢ Counselors and mental health personnel †¢ Adaptive physical education teachers †¢ Vocational specialists †¢ others Administrators A school administrator, principal or assistant principal is an essential member of the team. Because the administrator should be aware of specific resources and expertise within the school In addition, administrators are qualified to supervise the program and can commit necessary resources. The administrator usually works with LEA’s. Regular education teachers The regular education teacher and the special education teacher more than likely have shared and equal responsibilities to all students in the classroom. Usually, the regular education teachers role is ultimately in charge of instruction in the classroom. The teacher is also the line of communication between the school and home, keeping the parents informed about the students achievement and grades and educational programs. Special education teachers The special educators role is that of individualizing, diagnosing, and modifying curriculum. In an inclusive classroom the special education teacher would provide assessment and instructional planning in the mainstream setting, conduct remediation and tutorial and team teach. Team teaching arrangements were used in the 1960s (Stainback, S. Stainback, W., 1996) in an attempt to reach a wider range of children with diverse learning needs, particularly those at risk. Identification and Placement Procedures One of the most significant and complicated parts of a special education program is identifying eligible students, this is because the criteria for verifying a disability can be subjective and subject to change. Mistakenly identifying students as disabled or failing to identify students who actually need services can have a long term impact. Detailed steps have been created to improve the process of identifying a disability and ensuring fairness. Student Assistance Teams and Multidisciplinary Team Two procedures included the use of a student assistance team and a multidisciplinary evaluation team. The student assistance team search for alternative solutions when a student is having problems. The student assistance team is usually comprised of regular teachers, counselors and administrators, school psychologists and special education teachers can also be a part of the student assistance team. When the issue can not be resolved by the student assistance team then a written referral is made for an evaluation by the multidisciplinary team. Multidisciplinary team includes, but is not limited to psychologists, teachers (general and special education), administrators, and other specialists. This group of professionals follows federal and state regulations in order to determine whether a student is eligible for special education services. Before any student can be evaluated, however, the written permission must be obtained from the parents. The team approach provides additional validity to the verification process. Medical, educational, psychological, and social characteristics are usually used in the verification process. In many cases the School psychologist interprets the assessment data and is responsible for translating this information to the team for implementation. Once it has been determined that special education services are needed the team may meet as often as needed to discuss the implementation. School personnel are required to provide documentation of the mastery of benchmarks and annual goals. It is not required that all goals are meet one school term, but they must provide evidence that they are working toward achieving the goals.

Woodstock Essay -- Woodstock Festival Concerts Music Essays

Woodstock One didn’t simply go to Woodstock: one lived through it. In August 1969, the Woodstock Festival was the largest counterculture event ever staged, attracting some 500,000 people and featuring many of the country’s top acts. Two decades later, Woodstock has come to mean more than just â€Å"three days of fun and music†; it symbolizes a time of community, exuberance, and intensity since lost. Woodstock festival gave power to the youth, united people of all ages, races, and sexes, and defined a generation, making it one of the most important musical events of all time. In order to understand the impact and importance of the Woodstock Festival one must first examine the society that preceded the 1960’s and set the stage so to speak for the events of the Woodstock Festival. The end of World War II brought thousands of young servicemen back to America to pick up their lives and start new families in new home and new jobs. With energy never before experienced, American industry expanded to meet peacetime needs. Americans began buying goods not available during the war, which created corporate expansion and jobs. Growth was everywhere. The baby boom was underway. Part of the what happened in the 1950’s with increased employment and income, families had more money to buy things. People could afford single family dwellings and suburbia was born . In the 1950’s a big change happened in public education. In 1954, Chief Justice Earl Warren and other members of the Supreme Court ruled that separate facilities for blacks did not make those facilities equal according to the Constitution . Integration of the public classroom came about across the nation as a result of this action. Perhaps one of the things which most characterize the 1950’s was a strong element of conservatism and anticommunist felling which ran throughout much of society. The phrase â€Å"under God† was added to the pledge of Allegiance. Religion was linked with anti-communism mind-set. Fifties clothing was conservative. Men wore grey flannel suits and women wore dresses. Male and female stereotypes were strongly reinforced, girls played with Barbie Dolls and boys played with guns. When the 1950’s are mentioned, the first type of music to come to most people’s mind is rock ‘n roll. Developed from a... ... of biblical proportions. To many observers, Woodstock seemed to embody the values of the 1960’s youth culture of personal freedom, political pacifism and social optimism in what seemed to be a land of plenty.   Ã‚  Ã‚  Ã‚  Ã‚  Richie Havens, the first performer at the Woodstock Festival describes the impact the best when he says, â€Å"Woodstock was in essence a coming together, a gathering, a giant be-in. It was a peoples’ festival where people came together to celebrate their essences, their concerns, and their feelings for the world around them.† In Havens opinion, the Woodstock Festival accomplished what the youth of the early sixties set out to do, which was to show that we as young people were not going to back down from our political feelings, our emotional feelings and our newly discovered citizenry. Havens believes that the spirit of Woodstock has saturated the world and has served the purpose of awakening minds to the fact that they too have the right to celebrate and be free. Thus did the Woodstock festival empower the youth, unite people of many races and ethnicity and become one of the most significant musical events of all time.

The Election of 1860

By the election of 1860 profound divisions existed among Americans over the future course of their country, and especially over the South's â€Å"peculiar institution,† slavery.During the presidency of James K. Polk (1841-1849), the United States had confirmed the annexation of Texas to the Union, negotiated a treaty with Great Britain for the Oregon territory up to the 49th parallel, and, as a result of the Mexican War, added California and New Mexico as well. The American eagle now spanned the entire continent, a source of nationalistic pride to those who thought expansion was the fulfillment of both God's will and America's mission to spread its republican institutions.But national exuberance turned sour when Americans confronted the issue of whether slavery should follow the flag into the new territories. During the 1850s, different views about slavery's expansion and its place in America's future fueled suspicion and bitterness between northerners and southerners. In Kans as, the question of whether the territory would be opened or closed to slavery erupted in violence and political unrest.â€Å"Bleeding Kansas,† the treatment of fugitive slaves, and other issues involving slavery strained and then shattered the nation's two-party system which had served for a generation to weld sections and interests into two powerful national institutions. Of the two major parties, the Whig organization totally succumbed in the mid-1850s to the sectionalizing effects of the slavery issue and ceased to operate as a national party.Like the country, the Whig party could not exist half slave and half free. Meanwhile, the Democratic party managed to remain intact throughout that decade, but slavery acted like a solvent to weaken its bonds. Increasingly, its powerful, predominantly southern wing was at odds with a smaller, northern contingent.The campaign of 1860 accurately registered the country's precarious condition after a decade of sectional turmoil. The lead ing political organization in the North was the Republican party. It was composed of former Whigs, a smaller number of ex-Democrats, as well as members of other parties, including some who had previously supported antislavery parties, such as the Liberty party, which had sought to end slavery by political means.Like any party, the Republican party contained a broad spectrum of opinions on many issues, including slavery. But most Republicans were, like Lincoln, moderates who were positioned between the more radical and conservative elements of their party.The key to the Republican party's success was its position on slavery. It opposed the expansion of slavery and called upon Congress to take measures, whenever necessary, to prevent its extension. It condemned slavery as an immoral institution, a relic of â€Å"barbarism,† and most Republicans thought that by confining slavery within its present boundaries, the institution would be placed on the road to eventual extinction.The party was, therefore, a genuine anti-slavery party, but most Republicans rejected a more radical stand that would associate them with abolitionism.The party, for example, upheld the constitutional sanctity of slavery within the South, and a significant minority (including Lincoln) were willing to support a constitutional amendment forever guaranteeing against congressional interference with slavery in the states.Republicans also acknowledged the legitimacy of the fugitive slave clause of the Constitution and accepted its enforcement by proper laws. Republicans, therefore, separated themselves from abolitionists who agitated for a quicker, immediate, end to slavery, and the adoption of measures, such as the emancipation of slaves in the nation's capital, which would render slavery insecure in its present boundaries.At the same time, moderate Republicans also distinguished themselves from the more egalitarian racial program of abolitionism. Most Republicans accepted the principles of the Declaration of Independence as assuring black people certain rights now and, perhaps also, as ultimate goals to be fully realized sometime in the future.But they disavowed measures that would immediately bring about true equality between the races. Lincoln, who may have been somewhat more conservative than the core of his party, declared himself against equal rights in voting and officeholding, and he advocated the colonization of blacks to lands outside the United States, an idea that was anathema to abolitionists. Southerners, however, hardly distinguished between the different antislavery and racial views of the Republicans and abolitionists.The Republican party's opposition to the expansion of slavery, therefore, encompassed a distinctive moral protest against slavery itself, but also contained, at least for many Republicans, a racial concern that the territories be reserved primarily for free white people. In addition, the Republican mainstream associated a free labor soci ety with economic opportunity, hard work, upward mobility, liberty, morality, and other essential elements of a true republic.Slavery, on the other hand, was associated with economic backwardness, aristocracy, violence, illiteracy, intemperance, and immorality. Worse yet, Republicans viewed slavery as an aggressive institution, whose leaders, in alliance with sympathetic northerners, were conspiring to spread this cancer throughout the nation.This idea of a â€Å"Slave Power Conspiracy,† which Lincoln boldly proclaimed in his â€Å"House Divided† speech to the Illinois Republican convention in June 1858, identified the party with democratic ideals and provided a shorthand expression of northern resentment against the South's political clout. Although a minority section, the South had disproportionate influence in national politics, and frequently scuttled measures desired by many northerners, such as higher tariffs to protect manufacturing, or homestead legislation to provide free land for western settlers.VIDEO: A House Divided (1.9 MB)In May 1860, the Republicans gathered in Chicago for only their second national convention and nominated Lincoln as their candidate. The platform held that the â€Å"normal condition† of all territory was â€Å"freedom.† The platform also endorsed measures to encourage industry, a homestead act, and a transcontinental railroad.VIDEO: Lincoln's Nomination (2.1 MB)As for the Democratic party, the corrosive effect of slavery finally made itself felt on this national institution. For years, Democrats had united behind the doctrine of popular sovereignty. Popularized by such prominent party leaders as Lewis Cass, its nominee in 1848, and Stephen A. Douglas, Illinois's eminent and ambitious United States senator, popular sovereignty left the question– whether slavery should be permitted to expand into a territory– up to the people in the territory.Popular sovereignty promised to keep the subj ect of slavery out of the hands of politicians in Washington, and to give it, instead, to the people, the territorial citizens, most directly involved. The doctrine sounded democratic, fair, and practical.But popular sovereignty proved a hollow idea. Most northern Democrats assumed that, under this doctrine, slavery would never actually expand into territories. Climate, terrain, the swift movement of free state settlers into the West, and other considerations would discourage slaveholders from entering the territories.Thus, the initial settlers in a territory would favor free labor and would take measures to keep slavery out. Fairly applied, popular sovereignty would hold the territories (or virtually all of them) for the North without insulting the South by explicitly excluding slavery under federal authority.Republicans, however, denounced popular sovereignty as inadequate to prevent the spread of slavery, and morally bankrupt because it implied that a decision for slavery was mor ally equivalent to one against. Equally problematic was the view of most southern Democrats, who interpreted popular sovereignty to permit and even protect slavery in the territories throughout the entire territorial stage.Southerners insisted that slaveholders had the same constitutional right as nonslaveholders to bring their property, including slaves, into the territories. Moreover, since the territories were the common property of all the states, slaveholders must have equal access. For the South, the question of whether slavery would actually go into a territory was of less moment than establishing the principle that slavery must have equal standing to free labor.Honor and security demanded that slavery be treated as no less sacrosanct than freedom. Southerners, therefore, interpreted popular sovereignty to mean that only at the very end of the territorial stage, after slavery had been permitted to take root, could the citizens of the territory declare against the institution. There could be free states in the United States, but no free territories.These different definitions of popular sovereignty, which actually expressed variant attitudes towards slavery itself, came to a head when the Democratic party assembled in Charleston, South Carolina, in April 1860. Southern Democrats insisted that the party endorse the idea of a federal slave code for the territories.This would secure the rights of slaveholders to enter the territories throughout the territorial period. When the majority of delegates refused to accept the southern position, delegates from the deep South states, plus a few from the upper South, marched out of the convention. The remaining delegates, after failing to nominate a candidate, adjourned to meet again in Baltimore in June. The only political party with a truly national constituency was now split asunder.The following June 1860, efforts to reunite the Democratic party failed, and Democrats met in two separate conventions in Baltimore. The predominantly northern wing nominated Douglas, and adopted a platform upholding popular sovereignty without mentioning a federal slave code, and leaving it to the Supreme Court to determine the specific powers of a territorial legislature. Herschel V. Johnson of Georgia was selected as Douglas's running mate.The southern Democratic wing nominated the present vice president of the United States, John C. Breckinridge of Kentucky, as its presidential candidate, and Joseph Lane of Oregon as his running mate. The southern Democratic platform affirmed the right of the federal government to protect the slaveholder's equal right to settle in a territory.Further complicating the election was the formation of a fourth political party, the Constitutional Union party. Composed of conservative members of the moribund Whig and Know Nothing parties, the Constitutional Union party denounced the major parties for inciting sectional divisions, and appealed for a popular, patriotic rallying to th e cause of the Union.Its convention, which met in May 1860, also in Baltimore, nominated John Bell, a Tennessee Whig, for President, and Edward Everett of Massachusetts for vice president. The party's conservative appeal attracted a following, especially in the border states; throughout the South, it constituted the main opposition to the Breckinridge ticket.The campaign of 1860 demonstrated that a national political system was no longer operating. The contest was actually two elections, one in the North and one in the South. In the North, the Lincoln and Douglas forces vied for victory; in the South the contest was between Breckinridge and Bell. The sections were insulated from each other.Lincoln did not even appear on the ballot in most southern states, and only in a few northern states did Breckinridge muster any discernible support. In the end, Lincoln won the election by carrying seventeen free states, while Breckinridge triumphed in eleven slave states. Neither candidate captu red a single state in the opposite section. Bell and Douglas trailed far behind.The highly sectionalized nature of the campaign meant that northerners and southerners waged battle against a shadow opponent. Lincoln refused to issue public assurances to the South that he would uphold slavery in its present confines. Nor did southerners have to pay heed to the Republican party's official denunciation of John Brown's raid on Harper's Ferry, Virginia.This attack on a federal arsenal in the fall of 1859, by the Ohio abolitionist did not provoke the intended insurrection of slaves, and ended in Brown's capture and hanging.The raid sent shock waves through the South. Despite Republican disclaimers, southerners readily linked the party to abolitionism and the violent overthrow of slavery. Similarly, northerners, swept up in the renewed Lincoln-Douglas contest, paid insufficient heed to the intensity of anti-Union feelings in the South.Although neither Breckinridge nor Bell threatened secess ion, they often challenged each other in the South as to who was the more loyal to southern rights and interests. The air was filled with frequent warnings that Lincoln's election would justify secession.

Probability Theory and Mathematical Systems Probability

Mathematical Systems Probability Solutions by Bracket A First Course in Probability Chapter 4—Problems 4. Five men and 5 women are ranked according to their scores on an examination. Assume that no two scores are alike and all 10! possible rankings are equally likely. Let X denote the highest ranking achieved by a woman (for instance, X = 1 if the top-ranked person is female). Find P X = i , i = 1, 2, 3, . . . , 8, 9, 10. Let Ei be the event that the the ith scorer is female. Then the event X = i correspdonds to the cc event E1 E2  ·  ·  · Ei . It follows that ccP X = i = P (E1 E2  ·  ·  · Ei ) . c c c c c = P (E1 )P (E2 |E1 )  ·  ·  · P (Ei |E1  ·  ·  · Ei? 1 ) Thus we have P X=i i 1/ 1 2 5/ 2 18 5/ 3 36 5/ 4 84 5/ 5 252 1/ 6 252 0. 7, 8, 9, 10 12. In the game of Two-Finger Morra, 2 players show 1 or 2 ? ngers and simultaneously guess the number of ? ngers their opponent will show. If only one of the players guesses correctly, he wins an amount (in dol lars) equal to the sum of the ? ngers shown by him and his opponent. If both players guess correctly or if neither players guess correctly, then no money is exchanged. Consider a speci? d player and denote by X the amount of money he wins in a single game of Two-Finger Morra. a. If each player acts independently of the other, and if each player makes his choice of the number of ? ngers he will hold up and the number he will guess that his opponent will hold up in such a way that each of the 4 possibilities is equally likely, what are the possible values of X and what are their associated probabilities? A given player can only win 0,  ±2,  ±3, or  ±4 dollars. Consider two players A and B , and let X denote player A’s winnings. Let Aij denote the event that player A shows i ? gers and guesses j , and de? ne Bij similarly for player B. 1 We have P X = 2 = P (A11 B12 ) = P (A11 )P (B12 ) = 1  · 1 = 16 , since we have assumed that 44 1 Aij and Bij are independent and that P (Aij ) = P (Bij ) = 4 . Similarly, we have P X = 3 = 1 1 1 P (A12 B22 ? A21 B11 ) = 16 + 16 = 1 and P X = 4 = P (A22 B21 ) = 16 . Note that the situation 8 1 is completely symmetric for player B, so the we have P X = ? 2 = P X = ? 4 = 16 and 1 P X = ? 3 = 1 . Finally, we have P X = 0 = 1 ? P X = 0 = 1 ? 1 = 2 . 8 2 b. Suppose that each player acts independently of the other.If each player decides to hold up the same number of ? ngers that he guesses his opponent will hold up, and if each player is equally likely to hold up 1 or 2 ? ngers, what are the possible values of X and their associated probabilities? Neither player can win any money in this scenario. If player A shows 1 ? nger and guesses B will show 1 ? nger, then A can only win if B shows 1 ? nger. But if B shows 1 ? nger, then B will guess that A will show 1 ? nger, and thus neither player will win. The same holds for when A shows 2 ? ngers and guesses that B will show 2 ? ngers. Thus, we have P X = 0 = 1. Mathematical S ystems Probability 20. A gambling book recommends the following â€Å"winning strategy† for the game of roulette. It recommends 18 that the gambler bet $1 on red. If red appears (which has probability 38 ), then the gambler should take her $1 pro? t and quit. If the gambler loses this bet (which has probability 20 of occurring), she should 38 make additional $1 bets on red on each of the next two spins of the roulette wheel and then quit. Let X denote the gambler’s winnings when she quits. a. Find P X > 0 . Note that X only takes on the values ? 3, ? 1, and 1. Thus P X>0 =P X=1 P (she wins immediately or she loses and then wins the next two) = P (she wins immediately) + P (she loses and then wins the next two) 18 20 18 18 = +  ·  · ? . 592 38 38 38 38 b. Are you convinced that the winning strategy is indeed a â€Å"winning† strategy? Explain your answer! The expected value of X is negative (? ?. 108), which is accounted for by the fact that although the gamb ler has a high probability of winning $1, she could also lose $3, and the probability of this occuring is not low enough to make the game worth playing in the long run. 21. A total of 4 buses carrying 148 students form the same school arrives at a football stadium.The buses carry, respectively, 40, 33, 25, and 50 students. One of the students is randomly selected. Let X denote the number of students that were on the bus carrying this randomly selected student. One of the 4 bus drivers is also randomly selected. Let Y denote the number of students on her bus. a. Which of E [X ] or E [Y ] do you think is bigger? Why? We should expect E [X ] to be larger since it’s the per-student average rather than the per-bus average, just as the per-student average class size was larger than the per-class average class size (from the example in class). b.Compute E [X ] and E [Y ]. We have 33 40 50 25  · 25 +  · 33 +  · 40 +  · 50 ? 39. 28 148 148 148 148 1 1 1 1 E [Y ] =  · 25 +  · 33 +  · 40 +  · 50 = 37 4 4 4 4 E [X ] = 27. An insurance company writes a policy to the e? ect that an amount of money A must be paid if some event E occurs within a year. If the company estimates that E will occur within a year with probability p, what should it charge the customer in order that its expected pro? t will be 10 percent of A? Let X be denote the company’s pro? t at the end of the year, and w be the amount that the customer is charged. The company’s pro? is w if E does not occur within the year, and w ? A if E does occur within the year. Thus P X = w = (1 ? p) and P X = w ? A = p. Therefore E [X ] = w(1 ? p) + (w ? A)p = w ? Ap. We set E [X ] = . 1A to obtain w = A(p + . 1). 2 Mathematical Systems Probability 31. Each night di? erent meteorologists give us us the probability that it will rain the next day. To judge how well these people predict, we will score each of them as follows: If a meteorologist says that it will rain with probability p, th en he or she will receive a score of 1 ? (1 ? p)2 if it does rain, 1 ? p2 if it does not rain.We will then keep track of scores over a certain time span and conclude that the meteorologist with the highest average score is the best predictor of weather. Suppose now that a given meteorologist is aware of this and wants to maximize his or her expected score. If this person truly believes that it will rain tomorrow with probability p? , what value of p should he or she assert so as to maximize the expected score? Let X be the score that the meteorologist receives, given that she has asserted that it will rain tomorrow with probability p. Then P X = [1 ? (1 ? p)2 ] = p? and P X = (1 ? p2 ) = (1 ? ? ). It follows that E [X ] = [1 ? (1 ? p)2 ]p? + (1 ? p2 )(1 ? p? ), which we rearrange and write as a function of p to obtain E [X ] = f (p) = ? p2 + 2p? p + 1 ? p? . We di? erentiate with respect to p to obtain f (p) = ? 2p + 2p? , which clearly has a zero at p = p? . It is straightforward t o verify that f has a maximum at this zero, so the meteorologist should assert p = p? as the probability that it will rain tomorrow. 41. A man claims to have extrasensory perception. As a test, a fair coin is ? ipped 10 times, and the man is asked to predict the outcome in advance. He gets 7 out of 10 correct.What is the probability that he would have done at least this well if he had no ESP? If the man were just guessing, then on each ? ip he would have probability p = 1 of getting the 2 correct answer. Let X be the number of correct guesses out of a sequence of 10 coin ? ips, and we can see that X is a binomial random variable with parameters 10 and 1 . Thus P X ? 7 = 2 10 10 1 i 1 10? i 11 (2) (2) = 64 . i=7 i 51. The expected number of typographical errors on a page of a certain magazine is . 2. What is the probability that the next page you read contains (a)0 and (b)2 or more typographical errors?Explain your reasoning. Let X be the number of typographical errors on a page of a magazine. Then X is a Poisson random variable with parameter ? = E [X ] = . 2. We then have P X = 0 = e?. 2 ? .819 and P X ? 2 = 1 ? P X < 2 = 1 ? P X = 0 ? P X = 1 = 1 ? e?. 2 ? .2e?. 2 ? .0175. 57. Suppose that the number of accidents occurring on a highway each day is a Poisson random variable with parameter ? = 3. a. Find the probability that 3 or more accidents occur today. Let X denote the number of accidents on the stretch of road. Then P X ? 3 = 1 ? P X < 3 = 1 ? e? 3 ? 3e? 3 ? 9 e? 3 ? .577. 2 b.Repeat part (a) under the assumption that at least 1 accident occurs today. Note that that the event â€Å"there are three or more accidents today,† is a subset of the event â€Å"there is at least one accident today,† and thus the intersection of the two is just the former. It follows that P X? 3 1 ? e? 3 ? 3e? 3 ? 9 e? 3 2 P X ? 3|X ? 1 = = ? . 607. 1 ? e? 3 P X? 1 3 Mathematical Systems Probability 63. People enter a gambling casino at a rate of 1 for every 2 minut es. a. What is the probability that no one enters between 12:00 and 12:05? If X is the number of people entering within the 5 minute interval, then X is a Poisson random 5 variable with parameter ? = 2  · 5. Thus, P X = 0 = e? 2 ? .082. b. What is the probability that at least 4 people enter the casino during that time? Using the same random variable as above, we have 5 55 25 ? 5 125 ? 5 e 2? e 2 ? .242 P X ? 4 = 1 ? e? 2 ? e? 2 ? 2 4  · 2! 8  · 3! 68. In response to an attack of ten missiles, ? ve hundred antiballistic missiles are launched. The missile targets of the antiballistic missiles are independent, with each being equally likely to go towards any of the missiles. If each antiballistic missile independently hits its target with probability . , use the Poisson paradigm to approximate the probability that all missiles are hit. Consider one particular missile M . A particular antiballistic missile A selects M as its target with probability . 1, and if A selects M then it has probability . 1 of hitting it. Hence any such A will hit M with probability (. 1)(. 1) = . 01. Then the likely number of times M gets hit is roughly 500(. 01) = 5. Hence by the Poisson paradigm, if X is M ’s likely number of hits then X is a Poisson(5) variable. Thus the probability that M is hit is P X > 0 = 1 ? P X = 0 = 1 ? e? 5 .There are 10 missiles, so the probability that all of them are hit is then roughly (1 ? e? 5 )10 . 71. Consider a roulette wheel consisting of 38 numbers—1 through 36, 0, and double 0. If Smith always bets that the outcome will be one of the numbers 1 through 12, what is the probability that a. Smith will lose his ? rst 5 bets; Since Smith will lose with probability 26 38 , we will lose his ? rst 5 bets with probability ( 13 )5 ? .15. 19 b. his ? rst win will occur on his 4th bet? Note that this is a geometric random variable with parameter p = 12 (or alternatively, a negative 38 inomial random variable with parameters p = 12 and r = 1 ). Smith’s ? rst win will occur on his 38 13 6 4th bet with probabiltity ( 19 )3  · 19 ? .101. 75. A fair coin is continually ? ipped until heads appears for the tenth time. Let X denote the number of tails that occur. Compute the probability mass function of X . Let Y be a negative binomial random variable with parameters p = 1 and r = 10. An appropriate 2 sequence with n tails in it must contain n + 10 ? ips in it total, and thus n+10 (n + 10) ? 1 r n+9 1 P X = n = P Y = n + 10 = p (1 ? p)(n+10)? r = 2 r? 1 9 4

Cults essays

Cults essays Cult activity has been on the rise over the past few decades. With it there has been an increase in the fear surrounding it. From this fear, society has learned much about cults, how they get members and what to look out for as far as cult recruiters go. Society as a whole has also learned what can be done to deal with cults. Cult activity and the fear that surrounds it Throughout the last couple of decades more and more stories of illegal cult activity or murders by satanic cults appear on the news each night. This surge of reported cult activity has caused a spark in public interest. There has been a large increase in the fear that surrounds cults over the past couple of years. A cult is a therapeutic or unconventional religious movement (McBride, 1985, 22), and the more cults that fall beneath the public eye, the more serious the fear of cults becomes. Much of this fear has been sparked by major cult related incidents such as mass suicide by the Peoples Temple or the murder of Sharon Tate. These incidents, and incidents like them, grab the nations attention and create widespread panic. But as the nation reads about these stories in the paper, the same questions seem to surface. Questions like How does this happen? or What can we do to stop this from happening again? are often asked. The panic and fear of cult activity in our country seems to continue to grow with the more unbelievable stories that hit the news. The first big news event that was cult related occurred in 1969. Five dead bodies were found by the maid at 10050 Cielo Drive. Beautiful actress Sharon Tate who was pregnant at the time, and her friends Steven Earl Parent, Abigail Folger, Voytek Frykowski, and Jay Sebring were found butchered thoughout the residence (Bugliosi, 1974, 18). The murders themselves grasped the nations attention, but it was when the murderers and their motives surfac...

Answers to Questions About Tense #2

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