A single gene disorder Research Paper Example | Topics and Well Written Essays - 1000 words

A single gene disorder - Research Paper Example It has a wide prevalence worldwide especially in Africa where the occurrence is in about 1 in 100 individuals (Genetics, 2000; Online Mendelian Inheritance in Man). Single-gene disorders generally arise due to mutations or changes in a single gene of the genome. Subsequent changes in the protein product of that gene give rise to a disorder. These disorders could be inherited due to an autosomal dominant or recessive gene or a X-linked inheritance. Every individual acquires two copies of a gene, one form each parents and in the dominant inheritance the disorder occurs if one copy of the gene is defective and in the recessive inheritance it exhibits only if both the copies of the gene are defective. In the case of X-linked disorder, the defective gene is present in the X chromosome and the disease manifest most commonly in males as they only have a single copy of the X chromosome (Human Genome Project Information, 2008). One such single-gene disorder is sickle cell disease which occurs due to a single point mutation in the gene coding for the hemoglobin protein. It has an autosomal recessive mode of inheritance. Hemoglobin, the most important pro tein of the red blood cell, is made up of four globin subunits, two ÃŽ ± and two ÃŽ ² subunits, which are coded by their respective genes. Every individual inherits two copies of a gene from each parent which are referred to as alleles. The normal allele for the ÃŽ ² globin subunit is referred to as allele A and the mutated allele as S. A normal individual possessing AA alleles will have a normal hemoglobin moiety, while individuals carrying one A and one S allele will produce both normal and abnormal hemoglobin molecules, as both the A and S allele are co-dominant, and are referred to as carriers of sickle cell trait who are generally healthy but may suffer from sickle cell symptoms under conditions of

Juvenile Delinquency in Hidalgo County Research Paper

Juvenile Delinquency in Hidalgo County - Research Paper Example The violent crime rate is lower in the MSA where Hidalgo belongs because it is 319.20 compared to the Texas rate of 408.60 and the country rate of 386.9 (FBI, 2012).   In other words, the total crime rate in Hidalgo County is higher than the state, particularly its property crime rate, although it has a lower violent crime rate than the latter. When discussing gang presence in the Hidalgo, the Texas Fusion Center Intelligence and Counterterrorism Division of the Texas Department of Public Safety (2013) offers only a rough sketch of gang activities in the region where Hidalgo is in Texas Gang Threat Assessment 2012.   This report stressed that there are approximately more than 2,500 gangs in Texas and Hidalgo County is in a region where gang activity is highest.  There are several parts of Texas that have the highest concentration, and Hidalgo is one of them. Hidalgo is in Region 3, based on this assessment.   In Region 3, the most notable gangs are Tango Blast (Corpitos, Vall ucos), Texas Syndicate, and Texas Mexican Mafia (Texas Fusion Center Intelligence, 2013, p. 17).   Tango Blast engages in violence and Mexican cartels, Texas Syndicate commits violent crimes, as well as human and drug trafficking, while Texan Mexican Mafia is involved in organized crime, extortion, and distribution of black tar heroin (Texas Fusion Center Intelligence, 2013, p. 10).  To deal with these gangs, the state and county offices use different initiatives to tap the resources and systems of local, state and federal law enforcement and state and federal prosecutors.   In general, they integrate resources across intelligence, police, investigative, and prosecution agencies/individuals.  Ã‚  

Web Application Design for School Organisation Optimization

Web Application Design for School Organisation Optimization Application and Knowledge Design At first, the ontology will be planned in accordance with the methodology of ontology building. Description of the Ontology The ontology domain is based upon the running of a school. The goal of the research is to provide users of the applications with the prospects to get information regarding the requirement that is required in the running of a school. The school will incorporate classes, departments, subjects, all staff etc. Queries In order to get all the required information, a number of queries have to be performed throughout the web. Coupled with the required information, it can be stated that the following queries need to be performed. What is taught Monday morning in room CWG/03 at 9am? How many girls are in year 10 take Science? How old is the head teacher? What teacher is head of the sports department? Who teachers Geography and also Sports? Please give all the names of teachers and their email addresses if known. How many of the admin team are under 40 years of age? Admin Staff members whose surname begin with W Retrieve all teachers and their qualifications Retrieve the name of all subjects taught by the teacher with ID 2341 Why the Domain is Interesting to an Audience? The shift of the paradigms in the field of education in the recent decades, as well as the spreading of education, proposes ways through which the education can be provided under one roof. Practitioners and researchers are making every attempt to find approximate methodologies for making education easily available to every human being. With the proposed ontology, the user can have a concept of the school and will be able to develop the school system in any part of the world with an ease of the information technology. The respective domain ontology will act as an instrument for the construction of the school system in an effective and efficient manner. Consider Salvaging Existing Ontologies In order to make an application that fulfils the needed requirements, the following ontologies have been deployed. Tools for Managing Ontologies In the context of definitions and typologies, there are also several available tools for defining and managing ontologies. Since the initials and more rudimentary (Ontolingua Server, Ontosaurus) to the most recent and advanced, the following typology has been proposed. Ontology Development Tools This group includes the tools that serve for the construction of new ontologies or for the reuse of existing tools (Tolk, 2013). Among its functionalities are the addition and the consultation, as well as the export and import of ontologies, visualization in various graphic formats, etc. Ontology Fusion and Integration Tools These tools try to solve the problem of the combination and integration of diverse ontologies of the same domain; that occurs when two distinct organizations are united, or when it is intended to obtain a quality ontology, from the existing ones (Jain, 2013). Ontology Evaluation Tools They appear as tools for support should ensure that both ontologies and related technologies have a minimum level of quality (Ferraram, 2013). In the coming years, this effort can lead to identical certifications. Annotation Tools These tools are premeditated to consent users to insert information and data (Jain, 2013). Most of these tools have seemed recently, along with the idea of à ¢Ã¢â€š ¬Ã¢â‚¬ ¹ the semantic web. Tools, Storage and Questions They are termed as the instruments that have been created to allow easy use ontologies (Maedche, 2012). The key is the intent that the web becomes a real platform to transmit knowledge. Learning Tools They are semi-automatically used to build ontologies from natural language. Along with the tools or editors, ontologies must mention the existence of different languages à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹that allow the creation and / or development thereof. Most are built by XML syntax or RDF (S) and OIL (Ontology Inference Layer), DAML (DARPA Agent Mark-up Language), OIL and OWL (The Web Ontology Language) (Shvaiko, 2013). In any case, some of these ontology languages à ¢Ã¢â€š ¬Ã¢â‚¬ ¹Ãƒ ¢Ã¢â€š ¬Ã¢â‚¬ ¹are still in development, although thanks to the work and support of the World Wide Web Consortium (W3C) OWL seems that consolidates acquiring a clear and obvious progression. Significant Terms used within the School Ontology The significant terms that will be deployed throughout the research paper are mentioned below. Staff Students Teachers/Lecturers Admin staff Rooms Classrooms Staff room Timetable Description of the Classes and Hierarchy Classes The classes are explained in the below mentioned diagram. The Architecture of 3-Tier Content Management is illustrated in the below mentioned diagram. Description of the Classes and Hierarchy Classes Describing Classes Three primary classes will be defined i.e. Users, institutions, and learning resources. The institution class is further divided into colleges. The learning resource class incorporates a list of overall courses as its user class and subclasses consists of a list of every type of users i.e. Instructor, student, and administrator (Jain, 2013).   The overall classes are sub classed under one class that exemplifies overall classes root. Tools and Techniques Used in Prototype Development Owl and Protà ©gà © editor have been deployed to build domain ontologies for its popularity and simplicity. RDQL and Jena2 APIs have been deployed in order to interact with a semantic web reasoner to implement the designed prototype (Kholief, 2012). OWL has been used as the ontology language, reason being; it has been recommended due to its tool support, and functionality. SPARQL is the recommendation of the W3C recommendation as a query language within the framework of Jena for RDF. SPARQL has been deployed to extract the information from the graphs of RDF. This infers that the only information retrieved by the SPARQL is stored in a model that consists of a set of N-triple statements (Ferraram, 2013). Moreover, SPARQL can process the ontology in a wide range of languages, including SPARQL, OWL, similar to other languages of RDF based query ierSeRQL, RDQL, and SPARQL is tough to provide semantics with reference to DL, OWL. A typical SPARQL query possesses the below motioned forms SELECT ?x WHERE (?xshortPrefix : localName   value) USING short Prefix FOR ?x refers to the variables that will return to the applications. The WHERE clause stipulates the graph pattern in the form of the list of the triple patterns USING clause describes an alias for URIs prefix to simplify the URL   (Stevenson, 2015) SPARQL can query regarding the objects or predicates too. However, the limitation of SPARQL incorporates that there exists no query disjunction. The Repository tier stores both; the structure and content of the ontology. The Generic ontology researcher engine resides in the semantic tier amid the end user interface tier and repository tier (Icoza, 2015). The end-user interface tier cooperates with the content server via the reasoner by stipulating the criteria tier attribute-value pairs and the constraints. Then, the reasoner locates the pertinent contents (based upon those conditions), and deliver content to the software agents/ users within an arranged manner. Such a type of system decomposition allows those to develop large-scale software systems and reduces the overall time of development (Kholief, 2012). To illustrate the dependencies or relationships in the respective domain, 2 types of relationships have been used; the direct relationship amid content incorporating its inverse relationship. The other relationship is the transitive or indirect, tier prerequisite that refers to the inherited relationships. Sparql queries What is taught Monday morning in room CWG/03 at 9am? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?course ?weekday ?time ?room WHERE { ?course rdf:type sch:Course   . ?course sch:day ?weekday . ?course sch:time ?time . ?course sch:room ?room . FILTER regex(str(?weekday),Monday,i) FILTER regex(str(?time),9AM,i) } Science course is taught Monday at 9AM in room CWG/03. How many girls take science in year 10? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT (MAX(?course) as ?course_name)   (COUNT(?students) AS ?no_students) WHERE { ?course rdf:type sch:Course . FILTER regex(str(?course),Science_,i) . ?course sch:hascourse ?students . ?students a ?type   . FILTER( regex(STR(?type), Year10)) . ?students sch:gender ?gender . FILTER regex(str(?gender),F,i) . } The number of girls who take science in year 10 is 2. How old is the head teacher? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?task ?num WHERE { ?task rdf:type sch:Headteacher . OPTIONAL {?task sch:age ?num } } The headteacher is 45 years old. What teacher is head of the sports department? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?name WHERE { ?name rdf:type sch:Sports_head . } His name is Martin Richards Who teachers Geography and also Sports? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?teacher ?teaches WHERE { ?teacher rdf:type sch:Teachers . ?teacher sch:IsLecturerOf ?teaches . FILTER (regex(str(?teaches),Geography_,i) || regex(str(?teaches),Sports,i)) . } Bill Waite teaches both Geography and Sports. Please give all the names of teachers and their email addresses if known. (Optional patterns, week 6, lecture 5, slide 12) PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?name ?email WHERE { ?name rdf:type sch:Teachers . OPTIONAL {?name sch:email ?email } . } How many of the admin team are under 40 years of age? PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT (COUNT(?all)   AS ?total) WHERE { { ?all rdf:type sch:Receptionist } UNION { ?all rdf:type sch:Secretary } UNION { ?all rdf:type sch:Switchboard_Operator } . ?all sch:age ?yrs . FILTER (?yrs } There are 2 members of the admin team that have less than 40 years. What members of the admin staff surname begins with W PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT  Ãƒâ€šÃ‚   ?all WHERE { { ?all rdf:type sch:Receptionist } UNION { ?all rdf:type sch:Secretary } UNION { ?all rdf:type sch:Switchboard_Operator } . FILTER regex(str(?all),_w,i) } Paula Wilson, Charlie Williams and Jane Wight are the admin members whose surname begins with W. Retrieve all teachers and their qualifications PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?teacher ?teaches WHERE { ?teacher rdf:type sch:Teachers . ?teacher sch:IsLecturerOf ?teaches . } Retrieve the name of all subjects taught by the teacher with ID 2341 PREFIX rdf: PREFIX owl: PREFIX rdfs: PREFIX xsd: PREFIX sch: SELECT ?teacher ?id ?subjects WHERE { ?teacher rdf:type sch:Teachers . ?teacher sch:ID ?id FILTER (?id=2341)  Ãƒâ€šÃ‚   . ?teacher sch:IsLecturerOf ?subjects } Albert Tatlock, the teacher with ID 2341, teaches ICT. DBPedia A timetable query. Results in HTML Ontology-Oriented Inference-Based Learning Content Management System Application Semantic web technologies based upon ontology are considered as the promising solution in order to provide an explicit definition of the shared conceptualisation regarding certain domain as well as acknowledging assemblage of e-learning contents. Ontologies integrated with profiles of the learner integrate to provide enhanced results within an e-learning LMS system. It could be used in contrast with multi-agent technologies in order to derive personalised learning paths (Stevenson, 2015).   The domain of courses can be easily managed by ontology and provide explicit details of education establishment as well as adaptation of students learning paths. General Concepts of LCMS LMS is regarded as the software package, usually applied on the large scale that enables the delivery of learning resources and courses and management to students. Most of the LMS systems are web-based in order to facilitate anywhere, anytime access to administration and learning content. LMS is referred to as the reporting systems and do not include ways to develop new content or to deliver small learning packets (Icoza, 2015). LMS is fashioned for tracking test results, registration, class lists, grades, managing all learning events within the academics institute and class scheduling. In contrast, the LCMs focus upon the learning content. It provides authors, subject matter experts, and instructional designers to means to develop e-learning content in a more effective way. The core concern that is resolved by LCMs is to develop sufficient content just in time to meet the requirements of the learners group or individual learners (Kuhn, 2012). Instructional designers develop chunks of reusable content rather than entire courses and acclimatising to multiple audiences, and make them available to the course developers all through the academic institute. Sequence Diagram The sequence of steps is performed on the retrieve and query as mentioned in the figure below. The flow proceeds as follows: The user search for certain information after the registration to system Then, the semantic-based LMS check the validation of the query The system informs him about, if there is any error in request sending or if the query is invalid If the query is valid, then the system gets the query at repository data as well as user history repository, and sees there is any existing data (Kuhn, 2012). The system notifies him about the existence of data, if the data exists, then data is retrieved by the system makes an inference to that of fetching data by deploying the rules of validation It saves the result of inference to the repository and includes the outcomes to the original retrieved data and responses to the operator. Figure: Sequence Diagram Fundamental   Ontologies The system is based on the ontological framework to allow formal demonstration of learning content along with its principle building blocks such as; different types of learning activities, learning content, participants within the process of learning i.e. teaching assistants, teachers, learners, etc. (Ferraram, 2013). The ontology domains defined can be salvaged by other ontologies, therefore assimilating various contemporary technologies under single ontology illustrating a large domain. Describing Classes Three primary classes will be defined i.e. users, institutions, and learning resources. The institution class is further divided into colleges. The learning resource class incorporates a list of overall courses as its user class and subclasses consists of a list of every type of users i.e. instructor, student, and administrator (Jain, 2013).   The overall classes are sub classed under one class that exemplifies overall classes root. Outlining Properties Figure: Object Properties Figure: Datatype Properties The ontology of the learning resources is the core of this framework has been demonstrated in the graph illustrated below using the OntoGraft (Kholief, 2012). It consists of a number of properties and classes aimed at formally signifying learning content. The ontologies have been divided into two segments; information of learning course and learning content information. The class courses is the one that has been opted by more than one learner while interrelating with customers. The other class consists of the course content such as; lab experience, PowerPoint lectures, notes, and media. Moreover, the courses are also divided into the subclasses. Class course specifications incorporate the information regarding the field, term, and the course type. In addition, class course enrolment includes information regarding the enrolment of students on certain course (Icoza, 2015). The ontology signifies characteristics to the overall procures of E-learning i.e. Preferences and basic personal data along with the speciation of the features of leaner-specific, including multiple dimensions of learning styles and performance. Figure: Projected Learning Resource Ontology Class Diagram A class diagram is the UML structure diagram that illustrates the structure of designed system by exemplifying the classes in the system, constraints, relationships, their features, amongst the classes.  Ãƒâ€šÃ‚   Moreover, the active entities of the anticipated systems include; courses, students, course administrator, and course content. The entities of the business domain include; test, enrolment, course evaluation, and course specification (Kuhn, 2012). The class diagram of the projected system has been illustrated in the below mentioned figure. Figure: Class diagram of Learning Resources ontology Logical Rules The above mentioned rules demonstrate the semantic probing of course content upon the system. The explanation of the rules is mentioned below. rules 1; the privilege of the learner to course content ie enrollment rules 2; pre-request courses of various courses (Ferraram, 2013). rule 3; topic of certain contents such as; authentication lectures of course database is linked to security of topic too Related Work The research will incorporate the approaches of e-learning content management along with the semantic approach that is associated with the represented work. The review has enhanced the e-learning environments with that of the semantic-rich cognisance information. It has intended the educators to utilise this information when updating learning content for future courses. Therefore, heuristics have been developed that allow both; the convergence of LCMS log data and the intelligent analysis into the ontologies of the Semantic web. ILMSs (Intelligent LMSs) have linked the modern approach to the web-based education is dependent upon the LMSs, but under adaptive hypermedia and intelligent tutoring technologies (Kholief, 2012). As the generation of the new Web, the Semantic web has improved conditions for reusing and composing the learning materials. The research has been aimed to develop a simple, learner-oriented, and customised e-learning system as well as to create the material of particular course conforming SCORM. The research emphases upon the development of an ontology of student model that is appropriate with the needs of learning procedures in the faculty of computer science. The oncology has, moreover, incorporated the knowledge regarding student learning styles, student data, as well as the performance of the students (Jain, 2013). The research is based upon the approach, identifying such of those learning objects that amalgamate information technology and educational pedagogy via instructional design. Brief Phenomenon of Ontologies The term Ontology comes from the world of philosophy is the part of metaphysics that deals with being in general and of their transcendental properties, or properties that transcend the limits of the merely experimental (Wanner et al, 2015).   This concept has been adopted by computer science, specifically in the domain of artificial intelligence, adapting it to their needs, and using a metaphor according to which the experimental, physical, tangible, objective and recordable would be the data, and the metaphysical, inedible, subjective would be informative. More rigorously, this metaphorical adoption has given rise to a wide variety of definitions of this new concept, a product of the points of view of diverse authors and, fundamentally, of the different ways of constructing and using ontologies as computer systems (Brizzi et al, 2016). Among the most well-known and used definitions is that states that that an ontology constitutes an explicit and formal specification of menta l abstractions, which are shaped by an agreement of the expert community in a domain and in a design for a specific purpose this definition implies a multitude of aspects that contribute to clarify this concept. Therefore, when analysed in detail, it is ontology provides the structure for a vocabulary controlled in a way similar to a dictionary or a thesaurus. This vocabulary, agreed by the community, is expressed through concepts, thus conforming the abstractions (Johnson, 2016). On the other hand, in terms of the formal specification of a vocabulary, this could be in various forms, such as a flat list of words, a dictionary, a taxonomy, an entity-relationship diagram, a Unified Mark-up Language (UML) model, an XML schema and many other possible ones (Goodchild, 2013). However, the ontologies are much more than described so far and to give a small sample that its possibilities are not confined and trying to clarify and deepen especially, it has resorted to the definition of Neches and employees. It has been argued that ontology defines the vocabulary of an area through a set of basic terms and relations between these terms, as well as such, as rules that combine terms and relationships that extend given definitions in the vocabulary (Kuhn, 2012). This assumes that the ontologies are not formed only by mere concepts with a certain organisation, which would not be much more distant of a thesaurus, but also relations, rules, and axioms are given between concepts that enrich and contribute to expanding the vocabulary of the work domain. In order to clarify, with a concrete case, what is ontology is included below an example regarding possible travel ontology (Stocker et al, 2014). Within it would be all the relevant concepts related to the subject in question, among others: travel, flight, the client, lodging, road, departure, arrival, rate, etc. In this ontology, everything would start from the key concept, trip. Of the same, the different types of trips that a person can perform (flight, train, bus, by boat, etc.). Also, it is the fact that every trip has a single date, time and place of departure and a single date, time and place of arrival, a company and a tariff, concepts all that would be part of the ontology (Whitehead et al, 2013). Once all the basic concepts have been defined, the relations between them, for example, a trip of a certain type with a place of departure and another one of arrival corresponds a determined duration. Another possible relationship would be formed by the place of the concept of departure, place of arrival, and itinerary by road, and that a certain sequence of roads connects two different places. The complexity and variety of relationships can become as can imagine since the multiplicity of relationships can achieve a system much more powerful and effective. Thus, a city of origin may have as points of departure a particular bus station, a train station or an airport (Jain, 2013). Different points of departure that will be depending on the chosen destination or on other issues such as schedules or economic ailments, among others. With this complexity of criteria, intelligence implemented in the system this will be able to guide to the most suitable station or airport, at a certain time and with the relevant transhipments. In this way, the efficiency can be management process of any trip, greatly facilitating the whole process (Ferraram, 2013). Another important element that is part of the ontologies are the axioms (logical expressions), which serve to define meaningful constraints of the type such as, is not possible to travel from the USA to Europe by train or it is not poss ible to travel by boat between Madrid and Barcelona. In addition to it, this small ontology could be implemented on an Information System (GIS), helping to manage all this information in a more efficient and autonomous, because it will allow the user to know what type of transport takes you from one city to another, days and times of departure and arrival, fares, durations, accommodation, etc., all in a smart and automated way. Without forgetting that the information to be obtained can be as much or more complex as it goes bringing greater

Success of a Family: Aspirations & Motives of the Younger Family in Lo

Lorraine Hansberry’s A Raisin in the Sun revolves around a short but difficult period in the lives of the Younger family. Each family member has dreams of a higher quality of life; free from the pressures of poverty and the literal confines of an outgrown and decrepit apartment. Ultimately, the ambitions of each Younger are inspired by dreams of a better life for the family as a whole. Though each Younger approaches this goal differently, they each desire to rise above their current position in the â€Å"rat trap† of society into a better, more respectable, life (964). Each Younger is chasing an ambiguous notion of success and believes that they will bring an end to the family’s hardships; consequentially leading to prosperity and, of chief importance to the Youngers, the rebirth of the families relationships and pride. Walter Lee Younger aspires to obtain wealth and fortune through entrepreneurism and business savvy. Walter’s belief that money is life drives his desire to become a powerful business person and fuels his belief that the family’s problems could all be solved with enough money (980). Unfortunately, Walter’s lack of experience, demonstrated by his belief that â€Å"don't nothing happen for you in this world ‘less you pay somebody off!†, continually hinders his success in life (957). Despite his shortcomings, Walter is persistent in his belief that he can succeed as a entrepreneur, eventually resulting in the loss of the family’s insurance money to Willie Harris. Walter’s belief that money is the solution results in him taking an unreasonable risk. Though these risks result in harm coming to his family they were undertaken in a desperate attempt to improve their lives. Walter’s actions are also significantly motivated by hi... ...ay own, as well as reasserting their pride as a family and establishing themselves in a higher socioeconomic bracket. Though the hardships will undoubtably continue, working together the Youngers will succeed. Works Cited Ardolino, Frank. "Hansberry's â€Å"A Raisin In The Sun†." Explicator 63.3 (2005): 181-183. OmniFile Full Text Select (H.W. Wilson). Web. 23 Mar. 2012. Cooper, David D. "Hansberry's A Raisin In The Sun." Explicator 52.1 (1993): 59-61. Academic Search Complete. Web. 21 Mar. 2012. Hansberry, Lorraine. â€Å"A Raisin in the Sun.† The Norton Introduction to Literature Potable Tenth Edition. Ed. Alison Booth and Kelly J. Mays. New York, NY: Norton, 2011. 950-1021. Print. Matthews, Kristin L. "The Politics Of 'Home' In Lorraine Hansberry's A Raisin In The Sun." Modern Drama 51.4 (2008): 556-578. MLA International Bibliography. Web. 22 Mar. 2012.

Scariest thing that has happened to me

This essay describes my scariest experience in life which happened two years ago in the second year of my graduation term. The Disclosure The local Red Cross society had organized its half yearly blood camp, choosing our college campus as the venue. I had always an inexplicable apprehension in donating blood, never having donated an ounce before. But on that particular occasion, many of my friends donated blood, which created a kind of social pressure on me to participate in the event. On the last day of the camp, I went ahead and enrolled in the list of donors. It was slight pain and a little weakness, which was more imaginary than real, in my perception. A day later and I was feeling fine as ever. Things followed their usual routine for a couple of weeks and one day when I received an envelope from the Red Cross society, I assumed it to be a note of thanks from them. The shock that the content of that note gave me is still etched vividly in my memory. In just one line it stated that my blood could not be accepted for donation as it was found HIV positive. Sweating and trembling I tried to comprehend the meaning of these words as they kept getting in and out of focus Effect and Impact I’d always thought that ‘earth shifting beneath the feet’ is a figure of speech- at that moment I found how true it could be. There was a sudden sense of collapse and devastation around of my world. My career plan, my friends, my family, my life, my dreams, they all were wiped off by that single line. A moment ago I had years and years of time to achieve all that I had planned, and moment later I had been handed my death sentence. The worst part was I did not know whom to seek counsel. I was seeing myself as an anathema and I was sure the moment anyone hears about my state, I would be pronounced as socially dangerous and put into quarantine. The specter of impending death surrounded my vision and its fear impeded my rational and normal approach in life. I stayed up through next couple of nights, unwilling to waste my remaining days or hours in slumber. I tried not to think about it, but surreal images of my last hours, with me alone and forsaken, kept floating before me. They took a more concrete shape in my dreams, which was another reason for my desire to forsake sleep. There was a continuous hammering inside me all the time-a fear that wanted to tear me from within and come out in open. I fought to keep it inside, and hid my mental agony, suffering and torture from even best of my friends and family. Very soon, the idea of suicide started to appeal me. I argued repeatedly with myself on whether I should await the impending doom or shall I take my destiny in my own hands. But for a person like me who had always loved to live life, suicide had only a conceptual appeal. On many occasions, I took a gun in my hand; or leaned out of our 7th floor apartment, contemplating a jump, and found myself unable to do neither. On these occasions, I experience a surge of such pure anger and frustration that I was scared rather than committing suicide, I could murder someone in this state. Unreasonably though a considerable part of my anger was devoted to Red Cross society itself- if they had not organized the blood donation camp, I had never been brought to face this fearsome situation. After Effects Two weeks later, I was visited by a batch-mate who had secured admission in the medical school. She was surprised at the unkempt state of my apartment- I was known to be finicky about cleanliness- and she deduced as much from my demeanor as by my general state that I was holding something within. Once she forced out truth from me, she led me over to the local hospital for a full body check up-including blood and urine culture. She had refused point blank to accept the results of Red Cross and assured me that mistakes could occur in their analysis. The local hospital had to give its report after two days and those days were the tensest and perhaps scariest in my life-scarier than even all the previous weeks which I had spent under shadow of death. It seemed incredible how my fate was being decided in a hospital laboratory some blocks away, and I could not do anything about it. I did not close my eyes for a moment in the two days, swaying between deepest dejection and slightest hope. Two days later when I received the envelope from the hospital enclosing my reports, I could not bring myself to open it and read it. There in my hand was my statement of life or death and I was mortally afraid to take a sneak in it. It was for hours that I kept it clutched in my hands, unable to bring myself to see its content. In the evening my friend visited me again, specifically to know the result of tests. She took the report from me and as she was about to open it, I turned away from, unable to withstand the tension and the probable expression of doom on her face. For several second she did not speak and I felt I would implode-the tension was unbearable for me to withstand. Then she tapped me and said â€Å"Sorry to disappoint you.. but you are as HIV negative as one possibly can be! †

Moscow and Grand National Capital

1. How did Paris become the model for the Grand National capital city? Paris becomes a model for the Grand National capital city because of its impressive public buildings, but mostly because of the work of Haussmann. Before the transformation, Paris was extremely congested, dirty and unpleasant. It was not unified and it had a lack of an effective transportation system. After Haussmann’s work, Paris becomes a model not only within France but also internationally because of its ideal environment and power. 2. How did Haussmann transform the city in just 2 decades?What was his contribution to the economic development of Paris? Haussmann carved out boulevards through the dense city, and opened up the city. He sold land and helped finance construction of new apartment buildings. Sewer systems and clean water was brought into the city, and space was made for both circulation traffic and armies for control. He even created public restrooms for the city, along with parks and the gre en areas of the city. Because of Haussmann’s urbanization, Paris grew economically because it became a place that reflected the power of the state and a place of exporting. . Why were the advantages of the Boulevard system? What were the disadvantages? The Boulevard system created a sense of orientation for the city as well as dividing it evenly. It made transportation easier and organized the city in a way. Some disadvantages might be that some people don’t like a repetitive look of the boulevards and that it could create traffic. 4. What was the social democratic vision for Paris after World War II? What were its advantages and what were its disadvantages?The social democratic vision for Paris after World War II included things such as national healthcare, free education systems, family allowances, pensions and unemployment insurance. The development of the subways and better transportation systems were some advantages of the changes after WWII. Paris also builds new modern buildings, such as the subsidized housing buildings. However even though the housing was built for the white French people, immigrants later started to move in which caused social problems and separations 5.What are some of the problems that have emerged in recent years in Paris as a result of neo-liberalization and market orientation? What are some of the benefits? Some of the problems that have emerged recently in Paris are that there is still separation between the social classes in the suburbs and then in the city. Paris has been moving towards the more global standard of international development as opposed to a highly regulated system. Consumer choice has become more popular and this allows businesses in Paris to have more freedom in the market.

Progressive Reform Era essays

Progressive Reform Era essays The Progressive Reform era marked a huge change in American society. By the turn of the 20th century, society was becoming increasingly urbanized, with families moving to the city to find work in industries that had not existed even a few years before. Cities had always existed, of course, but they grew tremendously as immigrants came to America from many other countries to find new opportunities, and because so many people were moving from agricultural areas to the city. This helped lead to a more prosperous society, and a new middle class of people that attempted to change many aspects of society. This middle class was better off, better educated, and determined to create social change in the country, from supporting women's votes to even supporting unions and the Socialist Party in some cases. The impact of the city and factories on women and children was not nearly as positive as it was on many other members of society. Women and children often toiled for long hours and little pay in the factories, and industrialists took advantage of them in every way they could. This is why labor unions were initially formed, because many business owners were extremely cruel and manipulative of their workers, and did not pay them enough to live on, so they created an entire level of poverty-stricken wage earners as well as a thriving middle class. Technology was what allowed the cities to develop as they did. Innovations such as the railroad and the automobile helped make transporting goods easier and cheaper. There were also many manufacturing innovations, such as the assembly line invented by Ford that made manufacturing more efficient and cost-effective. This lead to development of new technologies and innovations that continue to improve Americans' lives. The new middle class created more social reformers who were concerned with the plight of the poor and immigrants, and they worked to create better working conditions and unders...