The Skillful Teacher Essay Example for Free

The Skillful Teacher Essay Introduction There has been a great deal of change taking place in the field of education over the past few years. It seems that every time we turn around a new approach is being heralded as the best in terms of teaching and helping students to excel. Most of these works come and go, as they more often than not, involve fads of sorts. With books like â€Å"The Skillful Teacher† by Stephen D. Brookfield and â€Å"Teaching Tips† by McKeachie there is hope that we can find the teacher that we always wanted to be within us. In Brookfield’s book we see a personal approach to teaching students and an approach that not only takes the students into account, but also the teacher. In McKeachie’s book we find many helpful tips that we can take into the classroom, no matter what the age of the student. In the following paper I will share with you some of the things that I have learned from these books and how I can utilize them in the classroom. Experiencing Teaching. Brookfield essentially asks the reader, the teacher, to look at teaching, to examine what they love about teaching, perhaps why they got into teaching, and use that knowledge as a foundation for the process. Brookfield offers suggestions, but seems to primarily rely on the intelligence and passion of the reader for the development of their own unique vision as it involves teaching. Learning is not a predictable and stable reality. There are rhythms to learning and students, as well as teachers, will often find themselves at a point where they are essentially stagnating as they have reached a level of burn out to some degree. Brookfield does not ignore these realities but presents the reader with ways in which to provide new motivation for learning, new motivation that helps students, and teachers, out of established patterns. Brookfield’s method of a textbook in a narrative form is a novel idea for future teachers who can gain more from a â€Å"story† than a theory book. I found the section on muddling through to be enlightening. As teachers we never know what is going to happen in a classroom on any given day so the best we can do sometimes is muddle through and hope that we make the right decisions. As a teacher I find myself doing this sometimes but I thought it was because I havent been teaching very long. I had no idea that there were actually teachers out there that have the same. Brookfield states that â€Å"this is going to be an opinionated, some would say polemical, book† (p. 3). I believe at this point in our career, when we are either teaching or getting ready to teach the opinions of those who have experience are more helpful to us than the theory that we learn. Real live experiences tend to stick in our mind better than a theory or formula that we might be able to incorporate into the classroom. Brookfield points out how important it is to gain the trust of the students. The teacher is, after all, the teacher, not the student. The teacher’s position, in this respect, can be very fragile if the students do not trust the teacher to do their job well, but also maintain an intelligence that is above the students to some degree. If a student does not trust that the teacher knows what they are doing, they will not listen to what the teacher presents. The example that Brookfield used (p.4, 5) regarding how to get students to open up and actually take part in a discussion is a breaking point for all teachers. This information will be helpful to me in â€Å"ALL† future classes. As an instructor at the college level, the only way that I know if my students understand the material that I have given them is an open discussion of the material. Unfortunately at times the silence is deafening. While I understand that Brookfield’s work primarily addresses adult students, college students many of the things that he mentioned can apply to students of any age. Again, this is an important aspect of teaching and learning for a student who feels motivated to become involved in discussions will feel that they are part of the process, that they are part of the teaching process. And, along the way they, as well as the other students, learn more than they thought they would. As Brookfield points out, too often students are not approached as though they were adults, a reality that Brookfield sees as very damaging to the teacher and learning process. Bearing this aspect in mind we see this first chapter as intriguing and very enlightening for college students do not need to be forced to learn, as though they were children. Students need to be approached as adults, from a teacher who is an adult and who is passionate about the entire learning process. Brookfield admits that emotional problems, emotional outbursts will occur while teaching. He does not avoid these realities, but addresses them and provides many helpful perspectives a teacher can take in dealing with such. Feedback Since some students really do have a hard time with open discussion in the classroom the one minute paper is a tool that can be utilized to find out if the teacher is actually getting pertinent information across to the students. We all know that students shake their heads in agreement so they can get out of class, but we never know if they actually understand what we are talking about. This is a tool that I plan on implementing in my classroom in the future, several times within the semester just to make sure that everyone is able to understand the information that I am trying to relay. I believe that the muddiest point (Brookfield, p. 38) will also be a significant point within this one minute paper. While I know that we should not try to control what the students write, because it inhibits their critical thinking, they might actually need some structure as to what they should put into their paper. In my experience, when asked to do a paper of any type, students always want to know what is expected of them so I might just throw things out for them that they might include in this one minute paper such as: â€Å"What was the most confusing thing that we covered today†; â€Å"Do you think anything that we discussed today will be important to you in your future? If so, what and why? †; â€Å"Tell me what I could have done today to help you learn the information better†. Since I teach an oral communication this will be a new experience for both the student and me, but I feel that I can glean good feedback by utilizing this method. Participation/Nonparticipation In McKeachie’s â€Å"Teaching Tips† (p. 45) the section on nonparticipants was something that I could relate to because it is so difficult sometimes to get some of the students to participate in any type of discussion. You never know if they have actually read the material assigned or if they just dont like to talk in class to a bunch of strangers. I really dont like to think that my students are bored but when students have a textbook for another class out reading it while you are lecturing, you have to wonder if you are that boring or if something else is just more important at the moment. In the discussion monopolizer section (McKeachie, p. 48) it stated that â€Å"if you have worked on nonparticipation effectively, the discussion monopolizer is less likely to be a problem†. Unfortunately there seems to always be that one student who wants to be the center of attention and they wish to talk (a lot) even if what they say has no relevance to the subject at hand. There have been times in my classes when I ask questions and continually have the same person answering the questions that I actually say; Now someone besides (blank) give me an answer. Sometimes teachers have to do this, not in an effort to embarrass the student but more so to give other students an opportunity to speak. The section in McKeachies â€Å"Teaching Tips† (p 45) about nonparticipants was extremely important to me. Because â€Å"most students are used to being passive† it is very difficult to get them to participate in an oral communications class. There is always so much apprehension from students that is difficult to get some of them to participate in anything that the class does. I spend a huge amount of time coming up with ways to get the students to participate in a manner that relieves their apprehension and anxiety. Some students right out of high school just dont have the experience in public speaking or people meeting skills that they need to get involved. Another instructor in my department gave me the idea to pair students up or put them in small groups of four or five and give them an opportunity to do different exercises to get everyone involved without having to be the center of attention for the whole class. Having rant sessions seems too pull these students out of their comfort zone of silence, because there is generally something that everyone has bottled up inside that theyre just waiting to get off their chest. Brookfield (p 141) talks about grading for participation by establishing clear criteria for effective participation. He states that this should be done in the syllabus but I do not think that it has to be that specific in the syllabus. There are different ways to have participation such as in groups. I like to break my class up into small groups of 4 or 5 on a regular basis to have them discuss issues and solve problems. Sometimes its just easier for shy people to talk in a much smaller group. I guess that what Im doing here also ties into the scaffolding discussion and the circle of voices (Brookfield, p 143). Lecturing Planning lectures and developing power points are an important part of teaching. In order for students to be able to learn they should not rely solely on the power points for their notes. Note taking is a valuable skill that students need to learn and keep throughout their college careers. Teachers should put key words on the power points and sometimes fun things that will get their attention. When planning a lecture an instructor should try to make sure that they use words that everyone understands and use everyday examples in them. I always make sure that Im asking the students questions as we go along to make sure they understand, even if its just What do you think or â€Å"Can you think of any examples of this? . It seems that teachers too often merely teach. They merely recite the information the student should know, expecting that the students are listening and taking notes. They do not stop to listen to whether or not the students are actually responding to anything that is being taught. And, conversely, what happens is that the teacher has no real response to teaching. As such, Brookfield illustrates how teachers can become aware of what they are doing, and approaching the entire endeavor of teaching from a responsive position. Brookfield offers suggestions to the reader for encouraging students to listen, for creating new ways to lecture that can get the students’ attention. Lecturing has often been a difficult part of teaching, as Brookfield indicates, due to the fact that learning habits instill in the student the belief that a lecture will be boring and will offer no sense of creative thought. As far as lecturing creatively, I read Chapter 6 (Lecturing Creatively) with great interest because I want to make sure that I am doing things in my classroom that work out best for my students. Brookfield stated that we need to be clear about why we lecture (p 99). Having been in classes where the lectures absolutely put you to sleep, I want to avoid this in my classes. I tell my students to look over the chapter(s) that we will be covering in class the next session, with the motive being open discussions. McKeachie (p 56) tells us to make sure we present up-to-date information, to summarize the material, adapt the material to the students, help the student read more effectively and to focus on key concepts or ideas. When lecturing, teachers should try to break the material down into language that the students understand and make it as concise as possible. Talking to the students and then asking questions to get them to try to discuss things seems to be a better way to try and get the information across to students. I always try to give them several examples of anything that I am trying to teach them (any new concepts). This opens the door for more discussion, especially as the semester continues and the students get more comfortable with the instructor and their classmates. Testing and Assessments  McKeachie (p 73, 74) discusses methods of assessment. He talks about being open to trying something different and I think that this will be beneficial to the students. History tells us that if a student fills their head with information that they will be asked to regurgitate on a test and it is not interesting to them, they will not retain this information any longer than necessary. Unfortunately some departments require that you administer tests in order to dole out a grade. In my case there are specific guidelines that are given, that we as instructors are supposed to teach and test on to meet certain criteria. Sometimes the information in a basic text book can be confusing if there is not any discussion that goes along with it. Giving students an opportunity to ask questions about what will be covered on the test and encouraging them to think about it for several days before the test so that they can get any questions answered is a method I use to get see what information the students know and do not know. I think that one of the most common methods for checking for understanding is tests or quizzes that we give our students. I like McKeachie’s (p 300) approach of having students paraphrase things for you. This is a method that I utilize quite. I don’t want to test my students to death because some students have test apprehension and I don’t want to stress them out by thinking, â€Å"Oh, no. Another test! † McKeachie also talked about not just knowing how to learn, but also wanting to learn and I believe that this is a major setback for some students. Unfortunately some students are in college because their parents told them they were going. You always see some students who appear to be very intelligent but just really don’t want to be in the classroom. Class Discussions. I think that Brookfields chapter on discussion (Chapter 7) had some good ideas. It can be very difficult to get students to participate in discussion, especially undergraduate students. There are always some students in a class that just really dont have any desire to participate in any form of discussion. Im not sure if this is because they are afraid that they might say the wrong thing or that it might generate a question that they arent able to answer. Brookfield (p117) said that if a teacher makes part of the grade participation that the students think that they have to be involved in discussion to meet this obligation. I dont know if that is what all teachers expect. I dont think that any student should be put on the spot with having to come up with some type of discussion if they dont feel led to. We, as instructors, never truly know why someone doesnt talk much in class. It might just be their nature that they dont talk much. Brookfield stated (p 134) that â€Å"some students are so shy and introverted that nothing short of therapeutic intervention will embolden them to speak†. They might be the type that listens all through the class to digest the information and then wants to talk about it at the next class session. Brookfield (p 134, 135) talks about students being worried about â€Å"looking stupid†. Teachers should be aware that this might be the reason that some students dont speak up as readily. Brookfield said that instructors should announce in the class that there are no stupid questions. This should be one of the first things that students are told every semester and it should be repeated several times throughout the semester. Brookfield (p 135) recommends putting together a panel of former students for a discussion with current students to help put them at ease and I believe this something that I can incorporate into my classes. Group Learning Teachers do not use the group learning system as much as they should. I tend to believe that students learn better from each other than they do the instructor most of the time. ODonnell (McKeachie, 192) stated it right when she said that â€Å"peer learning has the advantages of interaction with a peer† and this is extremely important for young people. It sometimes builds their confidence in the information that they know. Some of the students who are less vocal might actually open up to a peer and share what they know. As far as peer tutoring I think this is something that should be encouraged in  classes. I believe that if we were to set up groups with the students who do well and those that dont do so well (as far as tests are concerned) to have them study together that it would improve the grades because I think that the peers can sometimes get the idea across to students on a level they understand. Writing McKeachie (p 214) discussed the various types of low stakes writing and that the most obvious thing to do is ask students to write about is things they are comfortable with, casual things, just exploring a topic and to encourage the students not to struggle with this too much. Low stakes writing should help build confidence in students regarding their writing. This method of writing can be used in class or out of class. Out of class this writing could be a journal. I plan to use this method of low stakes writing in my classes by having them keep a journal, probably of humorous things that happen to them, because it will go along with one of the aspect of communication where I teach about short term and long term memory. High-stakes writing requires more on the part of the student, as well as the teacher. High stakes writing requires that the writing has to be good which involves research on the part of the writer. McKeachie (p 217) points out that most readers of his book are not trained as teachers of writers. I can relate to this because I teach oral communication but there are times when I require students to write research papers so I need to become more comfortable with this type of writing. As a student myself, I have experience in writing research papers where the instructor wanted me to do exactly what McKeachie said (217) â€Å"regurgitate material from textbooks or lecture†. I believe that for high stakes writing topic selection will be the key to how good the writing actually is. I like the idea of multiple papers and drafts because I believe that the only way for you to learn to write better is to get constructive criticism. Having the opportunity to turn a paper in early for constructive criticism in order to rewrite it makes for a better final paper. With todays technology our writing suffers greatly because we depend on our software to find all the mistakes, whether spelling or grammar. Unfortunately the software might not always recognize that a word is not the correct word and it definitely doesnt always find grammatical errors. The old standby method of printing things off and reading them line by line and then paragraph by paragraph is still the best way to proofread. Technology Brookfield’s Teaching Online (p 191) was interesting but I am not a huge fan of online classes. I prefer the human interaction that you get in the classroom. I think that Brookfield (p 195) was correct when he said that it is an advantage to take an online class before you teach one. Before instructors put together an online course they should keep the three core assumptions that are mentioned in mind: good teaching is whatever helps the student learn, good teaching is critically reflective and how students experience their learning. If the students dont learn anything from an online class then it is not worth it to take the class. If there is no interaction between students and instructors, just how much is it helping the student? A good online course should require a specific number of posts expected each week in order to create good discussion. The instructor may have to guide the discussions so that everyone participates. Brookfield talks about organizing the online course work and I think that this is very important. The instructor must put just as much work into organizing and keeping up with what the students are doing in an online class as they do in the classroom. How far technology is going to take us in education? Sometimes not being in the classroom is not always the best way to learn. In other classes we have talked about the millennium student who wants to stay in their dorm room or apartment and do all their classes on line. This can be a benefit to both instructor and student or it can be a detriment to both. The teacher doesnt need to lose the people skills that they have developed after time in the classroom. In times of inclement weather though this can definitely be an attribute since colleges dont have make-up days and generally the department expects you to get through a certain amount of information. Learning Facilitating active learning in a large class is something that instructors should take seriously. The idea of forming small groups and the think-pair-share method (McKeachie p 269) is a good thing to utilize in large groups. If we put the students into smaller groups where they can discuss the material they will get more out of it. It is virtually impossible for the instructor to get the point across to every student in a large class, but students tend to learn better from their peers, probably because they are not as afraid to ask questions in small groups as opposed to in front of the entire class. Having a goal as a student is very important to our career as a student. As instructors we need to help the students realize that they will benefit from each of the classes that they are taking in some way and at some point in their life. As an oral communications instructor I not only teach them how to communicate in the business world but also teach them how to communicate with friends, family and their significant others. Building their self confidence in the classroom will only help them in the long run in the â€Å"real world†. Conclusion Brookfield’s book is a very diverse book that approaches topics not adequately addressed by other books. It is a work that touches on some of the most basic aspects of teaching. It does not focus on the political realities of teaching, nor does it set out to illustrate how all other methods of teaching are wrong. It is a thoughtful book that treats the students and the teachers as individuals, not merely part of an institution. Of course, the opinions and perspectives presented are only those of this particular writer. In light of this the student should use the information presented as a tutorial to assist them in development of their own perspectives concerning Brookfield’s book. McKeachie’s â€Å"Teaching Tips† is a valuable guide book that no teacher should be without. All teachers should have a copy of this book before they ever teach their first class. While some students sell their books at the end of each semester, this is one book that should be kept for references, no matter what age student is being taught. This book covers many (if not all) things that will be encountered in the classroom. REFERENCES Brookfield, S. D. (2006). The Skillful Teacher on Technique, Trust and Responsiveness in the Classroom (2nd ed. ). San Francisco, CA: Jossey-Bass. McKeachie, W. J. Svinicki, M. (2011). McKeachie’s Teaching Tips (13th ed. ). Belmont, CA: Wadsworth Cengage Learning.

Physiology and Pharmacology of Hypertension

Physiology and Pharmacology of Hypertension Introduction High blood pressure, or most usually termed as hypertension is one of the most common diseases that  affects the human population and approximately 1 billion individuals are afflicted by it and around 7.1 million deaths per year can be affiliated with it. (Chobanian, et al., 2003). However all these deaths are caused mostly by cardiovascular disease and another disease, death does not occur b hypertension on its own but by many of the acute linked diseases like Myocardia Infraction, strokes and renal failures. (Rodriguez-Cruz, 2009). As it is the leading cause of mortality and morbidity, it possesses important health challenge as the cost associated with treating it and reducing other risk factors associated with it a lot of active research is being done to understand the causes and the pathophysiology. Classification Normal blood pressure is considered to be 115/75 mmHg, whereas the 115 is the systolic pressure (occurs during contraction of the ventricles) and 75 is the diastolic pressure (occurs during the relaxation of ventricles). (Oparil Weber, Hypertension: A Companion to Brenner and Rectors The Kidney, 2005). An individual is treated with hypertension when their blood pressure is consistently over 140/90 mmHg, however doctors these days are becoming more cautious and start treatment when the pressure touches 130/80 mmHg . It is known that cardiovascular risk increases for every 20/11 mmHg increment. (Chobanian, et al., 2003) Hypertension can be broadly classified into two groups; primary/essential and secondary hypertension. About 90 to 95% population diagnosed with hypertension has primary type, for which the cause is not full known and seems to be more prevalent as people age; it may increase up to 75% in people aged over 75. (Rodriguez-Cruz, 2009) (Carretero Opari, 2000). Secondary hypertension is caused by an underlying medical condition which has altered the homeostatic pathway of regulating blood pressure. Secondary hypertension is more easily treatable as the underlying cause can be identified. Some commonly recognised diseases that may cause hypertension include Cushings disorder, kidney diseases and tumours. Another important cause is the genetic abnormality of the aorta. (Williams, 2010). Signs and Symptoms Moderate hypertension which starts from 140/90 is asymptomatic. Prolonged and sudden enhanced blood pressure is linked to headaches, sleepiness and visual disturbances; which in turn can cause nausea. (McPhee, Papadakis, Tierney, 2008)While it is known hypertension is more prevalent in elderly, children can be affected as well in the children the symptoms may be as more acute like epistaxis, and bell palsy. (Rodriguez-Cruz, 2009). Children usually exhibit hypertension due to some other underlying cause, and thus most cases are of secondary nature. (Rodriguez-Cruz, 2009).The signs and symptoms of secondary hypertension are dependent upon the ailment that is causing it and thus the indicators for Cushings syndrome would be different from the genetic one or drug induced one. (Williams, 2010) Pathophysiology The exact cause of the primary hypertension is not known. There are many risk factors including age, genetics, metabolic, race and â€Å"sedentary lifestyle which can cause obesity† and it has been estimated that 85%of the cases of hypertension have a higher BMI than 25. (Haslam James, 2005) Figure 1: This figure shows the key elements of the pathophysiology of hypertension and all the risk factors which increase the likelihood of contracting the ailment. Abbreviations used here: AME- apparent mineralocorticoid excess; CNS central nervous system; GRA glucocorticoid-remediable aldosteronism. (Oparil, Zaman, Calhoun, Pathogenesis of Hypertension, 2003) The pathophysiologic mechanism and the vascular irregularities are speculative and it is actively being researched upon. Blood pressure is the combined consequence of cardiac output and vascular resistance thus either one can independently or in combination cause hypertension. (Dreisbach Sharma, 2010). Different studies show that several factors may work independently or together to turn the neurohumoral systems on or off. In patients with a hyper-responsive system due to â€Å"changed vascular properties† an aggravated pressure flow is observed. (Randal, 1991). It has also been studied that there is a natural evolution of the disease thus man researchers suggest the one of the reason of the early elevations of the blood volume or the cardiac output may be the inadequate elimination of sodium by kidneys. Increased sodium levels can increase the osmotic pressure hence the blood volume. It chronic hypertension subjects the cardiac output and the blood volume is usually close to the normal. So it can be inferred that hypertension is maintained by the increase in vascular resistance by a decrease of elasticity of the walls as in aging or â€Å"by a reduction in lumen Diameter† (Khabunde, 2007) when the individual has been following a medically unhealthy lifestyle. These â€Å"changes in arterioles, which increase total peripheral resistance, result in an increase in diastolic and a secondary increase in systolic blood pressures† (Randal, 1991) Another factor that different studies have showed relate the decrease in sensitivity of receptors of the receptors in the vessels The decrease in receptors sensitivity modifies central nervous system (CNS) manipulation of sympathetic nervous system (SNS) distribution, resulting in two expressions. First, having an insensitive receptor requires a larger change in blood pressure to produce the same response as the receptor doesnt get activated. Secondly decreased receptors â€Å"sensitivity results in enhanced SNS activity for a given level of arterial blood pressure.† (Supiano, 2001) In hypertension there is has been shown evidence that changes in vascular endothelial function (VEF) can hamper normal vascular tone of hypertensive patients. Vascular tone can be changed by increase circulation of angiotensin II, or by the increased sympathetic activity (as discussed above). The altered sympathetic activity can lead to a decrease in production of nitric oxide which is a vasodilator or endothelin production could increase, which is a vasoconstrictor. (Khabunde, 2007). Type 2 diabetes can causes endothelial dysfunction â€Å"by enhanced oxygen free radical-mediated damage and decreased nitric oxide bioavailability.† (Khabunde, 2007). Other factors that maintain hypertension are caused by dysfunction in electrolyte homoeostasis especially deviations in sodium, calcium, and potassium concentrations. Sodium example has been already discussed above. In addition, calcium increases vascular contractility. It can also stimulate renin release; the same mechanism is thought to operate in obesity-mediated hypertension. Renin synthesis epinephrine, and activity of the sympathetic nervous system, which can be linked back to abnormalities seen in vascular tone. Potassium, however, helps decrease the blood pressure as it suppresses the release of renin. (Rodriguez-Cruz, 2009). This figure explains the different factors that directly affect the blood pressure, which is later affected by other different factors. In hypertension cardiac output is usually normal and therefore peripheral resistance sustains hypertension by the dysfunction in vascular function or decreases in lumen by a sedentary lifestyle. The figure is taken from Wikipedia. (Wikipedia, 2009) It can be seen the complexity of the system, as many mechanism works to sustain hypertension. In different individuals, it can be difficult to understand which systems are operational thus designing treatments can be difficult, and treatments are then usually more often designed to affect the regulatory factors rather than cause. (Randal, 1991) Treatment Treatment usually works to regulate the factors which maintain hypertension. Non-pharmacological treatments include lifestyle changes like decrease/halt in alcohol and cigarette consumption and if needed weight reduction with a more active lifestyle. Caffeine intake is also minimized as it increases the pulse rate. It is assessed that lifestyle interventions can reduce blood pressure by at least 10 mmHg in about 1 in 4 people with high blood pressure. (Association, 2009).Yet most of the times pharmacological interventions are used as they more affectively regulate blood pressure, there around 6 classes of pharmacological medications available which all perform at different levels to bring the blood pressure to normal. (Oparil Weber, Hypertension: A Companion to Brenner and Rectors The Kidney, 2005). ACE inhibitors: inhibits the assembly of angiotensin II, as a result, the vessels expand improving the blood flow. The tension in the circulation is regulated to normalcy by increase filtration by the kidneys. The decrease in levels of fluids also helps reduce blood pressure. This medication is used only when other medications are not working. Angiotensin-II receptor antagonists: they work in an analogous manner to ACE inhibitors. However, instead of stopping the production of angiotensin II, they prevent its action on the receptors. Again vessels are able to expand, improving blood flow and reducing blood pressure. Beta-blockers block the effects of sympathetic nervous system and the hormone epinephrine. This decreases the cardiac output as it relaxes the heart so the pulse rate is slowed down, lowering the blood pressure. Alpha-blockers: triggers the vessels to ease and expand. Giving them in combination with beta-blockers has a greater effect. Calcium-channel blockers: expand the arteries to reduce the muscle tension and also decrease the cardiac output by relaxing the heart muscles so it pumps more slowly, reducing blood pressure. Diuretics: help clear the unnecessary sodium and water thru kidneys, which decrease the osmotic pressure. They also relax the blood vessels reducing the strain on them. (Uren Rutherford, 2004) Treatment for hypertension is throughout ones life as hypertension is not curable; however, all the drug classes above help maintain the blood pressure quite well within the normal range. Summary The complexity of pathophysiologic mechanisms that lead to high blood pressure is such that selective antihypertensive treatment is rarely possible and a number of drugs and lifestyle changes are required to bring any change. Hypertension is widespread among middle-aged and elderly and controlling their blood pressure is a challenge we face as we still have not properly understood the underlying causes of primary/essential hypertension. (Oparil, Zaman, Calhoun, Pathogenesis of Hypertension, 2003). Bibliography Association, B. P. (2009, March 4). High Blood Pressure. Retrieved March 8, 2010, from Patients UK: http://www.patient.co.uk/health/High-Blood-Pressure-(Hypertension).htm Carretero, O. A., Opari, l. S. (2000, Jan 25). Essential hypertension. Part I: definition and aetiology. Circulation, 3(101), 329-335. Chobanian, A. V., Bakris, G. L., Black, H. R., Cushman, W. C., Green, L. A., Izzo, J. L., et al. (2003, December 1). Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure. Hypertension, 42, 1206-1252. Dreisbach, A. W., Sharma, S. (2010, Feb 19). Hypertension and Kidney. Retrieved March 8, 2010, from Emedicine: http://emedicine.medscape.com/article/241381-overview Haslam, D., James, W. (2005). Obesity. The Lancet, 366, 1197-1209. Khabunde, R. E. (2007, January 04). Primary (essential) hypertension. Retrieved March 8, 2010, from Cardiovascular Physiology Concepts: http://www.cvphysiology.com/Blood%20Pressure/BP024.htm McPhee, S. J., Papadakis, M. A., Tierney, L. M. (2008). Current Medical Diagnosis and Treatment 2008. United States: McGraw-Hill. Oparil, S., Weber, M. A. (2005). Hypertension: A Companion to Brenner and Rectors The Kidney (2nd ed.). United States: Elsevier. Oparil, S., Zaman, M. A., Calhoun, a. D. (2003). Pathogenesis of Hypertension. PHYSIOLOGY IN MEDICINE: A SERIES OF ARTICLES LINKING MEDICINE WITH SCIENCE, 761-776. Randal, l. O. (1991). Physiology and pathophysiology of hypertension. Journal of the Association for Academic Minority Physicians, 151-155. Rodriguez-Cruz, E. (2009, Nov 16). Hypertension. Retrieved March 8, 2010, from eMedicine: http://emedicine.medscape.com/article/889877-overview Supiano, M. A. (2001, Dec 2). Hypertension: Classification, Epidemiology, Diagnosis, Evaluation and Treatment. Retrieved March 8, 2010, from Armenian Health Network: http://www.health.am/hypertension/hypertension/#Pathophysiology Uren, N., Rutherford, D. (2004, Sept 24). High blood pressure (hypertension). Retrieved March 8, 2010, from Net Doctor: http://www.netdoctor.co.uk/diseases/facts/hypertension.htm Wikipedia. (2009, June 8). Arterial Pressure. Retrieved March 8, 2010, from Wikipedia: http://en.wikipedia.org/wiki/File:Arterial_pressure_diagram.png Williams, B. (2010, Feb 10). Secondary Hypertension. Retrieved March 8, 2010, from Hypertension: Overview, Causes, Symptoms, Risk factors, Treatment: http://www.health.am/hypertension/secondary-hypertension/

Analysis of Public Celebrity Apologies in America

Analysis of Public Celebrity Apologies in America Devin Black Julia TofantÃ… ¡uk Their circumstances and effects via analyzing specific cases Introduction Recently, I have become aware of a trend that has been sweeping across America – the celebrity apology, or precisely, the non-apology. I think I have always been aware of the constant apologies made by celebrities, but it has only been in the past year when I have actually paid attention to the words they were using to apologize, and under what circumstances they were apologizing. In fact, the exact moment when I became infatuated with the celebrity apology was when I was listening to a broadcast of the Opie and Anthony Radio Show in March 2014 and the hosts were discussing the numerous celebrity apologies that had been made during the previous week. Their discussion about celebrity apologies began to consume the show daily, until they officially established an â€Å"Apology Clock† on June 5, 2014 (Apology Clock, 2014). The experiment was to see if they could go ten days without a celebrity apology. The results showed that they could not, as there was at least one new apology a day and more often than not there were apologies from multiple celebrities. Their research ended unexpectedly one month later when one of the hosts became a victim of the celebrity apology. I will discuss more about this later in the paper. For the purposes of this paper, I will begin by defining the terms and scope the paper covers. Secondly, I will present some cases from a wide range of circumstances which celebrities apologized, and the results of their apology. Finally, I will discuss Americans’ reaction to the celebrity apology. Definitions According to the Merriam-Webster Online Dictionary, a celebrity is defined as â€Å"a person who is famous.† For this paper, the definition will be narrowed to only a person who is recognizable in North America and broadened to include corporations, as these are considered individuals under the law. An apology is defined as â€Å"an expression of regret for having done or said something wrong.† For this paper, we also need to consider the definition of a non-apology apology, which is defined as â€Å"a statement that has the form of an apology but does not express the expected contrition.† An example of a non-apology apology would be saying Im sorry that you feel that way to someone who has been offended by a statement. This apology does not admit that there was anything wrong with the remarks made, and additionally, it may be taken as insinuating that the person taking offense was excessively thin-skinned or irrational in taking offense at the remarks in the first place (Lazare, 2005). Case Studies of celebrity apologies and the results of the apology There are hundreds, if not thousands of examples of celebrity apologies. For this paper, the time frame of the case studies of celebrity apologies examined will begin in 1998, well after the advent of the Internet. This starting point was chosen because the Internet disseminates information almost effortlessly, therefore more people would be aware of the apologies given by celebrities. Furthermore, the case studies offered are examples of the wide range of circumstances under which a celebrity has had to apologize. There are countless more examples to choose from, but the following examples provide a general overview, so the scope has had to be narrowed. Case study 1: Bill Clinton apologizes for having an affair Indeed I did have a relationship with Miss Lewinsky that was not appropriate. In fact, it was wrong I misled people, including even my wife. I deeply regret that. On August 17, 1998, President Bill Clinton stood in the White House pressroom and apologized to the American people for having an affair with a White House intern, Monica Lewinsky. When the affair first became public, Bill Clinton denied having a sexual relationship with Ms. Lewinsky even though she offered circumstantial evidence to a Senate investigating committee. The news of this extra-marital affair and the resulting investigation eventually led to the impeachment of President Clinton in 1998 by the U.S. House of Representatives and his subsequent acquittal on all impeachment charges of perjury and obstruction of justice in a 21-day Senate trial (Posner, 2009). This apology most likely saved his presidency. His apology was emotional and appeared sincere. He was able to connect with Americans, while at the same time admitting he was wrong and asking for forgiveness (Bill Clinton apologizing for his affair with Monica Lewinsky, 2008). However, what makes the circumstances of this apology important is the fact that the political motivations of the Republican Party forced President Clinton into a position where he had to apologize. The results, politically, led to the rise of the Republican Party from 2000 to 2008, and an ever increasing motivation to use the personal affairs of politicians as a weapon in elections, and politics in general. Case study 2: Janet Jackson’s wardrobe malfunction On February 1, 2004 during the half-time show of Super Bowl XXXVIII, Janet Jackson and Justin Timberlake were performing when suddenly Timberlake removed an article of Jackson’s clothing, revealing an exposed breast to a live television audience. This event has been termed Nipplegate by the media (Apologetic Jackson says costume reveal went awry, 2004). The next day Jackson apologized to the public â€Å"to anyone who was offended.† This is an example of the non-apology apology. There are several reasons why the circumstances surrounding this particular non-apology apology is important. First of all, a wardrobe malfunction is considered to be an accident, so the question remains why an apology was even necessary. Secondly, the American sensitivity to nudity is revealed to have a low threshold, while their sensitivity threshold to a violent sport, American football, is high. This means that Americans are more offended by nudity than violence. Finally, the results of this apology led to the Federal Communications Commission to impose higher fines and regulations concerning obscenity in broadcast media on public airwaves, which still continue today (Ahrens, 2006). Case study 3: Michael Richards â€Å"nigger† rant During a November 17, 2006 performance, Michael Richards, a stand-up comedian who became popular for the role of â€Å"Krammer† he played on the successful American sitcom Seinfeld, shouted a racially charged response to black hecklers in the audience, shouting Hes a nigger! several times and referring to lynching (Farhi, 2006). This is only one example of an apology or non-apology apology based on racism, religion, or sexual orientation. Other celebrities who have had to apologize for racist rants or, more importantly, opinions based on race; include Mel Gibson, Gary Oldman, and many others (Hare, 2014). However, what makes this apology most interesting is the public’s initial reaction and later action. Richards made a public apology on the Late Show with David Letterman, when Jerry Seinfeld was the guest, saying: For me to be at a comedy club and to flip out and say this crap, Im deeply, deeply sorry. Im not a racist, thats whats so insane about this. What happened next is surprising; the audience initially laughed during uncomfortable pauses in Richards explanation and apology, unable to decide if the interview was a comedy bit; at one point Seinfeld chided the audience, Stop laughing, its not funny. (CNN Newsroom, 2006) Later, Richards called civil rights leaders Al Sharpton and Jesse Jackson to apologize. He also appeared as a guest on Jacksons syndicated radio show. This began a new trend in apologizing; the guilty party had to personally apologize to representatives of the groups who might be offended (Sharpton: Comedians apology not enough, 2006). Case study 4: Various corporate apologies Since corporations, as well as celebrities, are extremely vigilant when protecting their brand, it is no surprise that they find themselves in situations where they have to apologize. Most corporate apologies are sincere because they have directly affected the lives of individuals or the environment. However, many corporate apologies are non-apology apologies because the circumstances around which they have apologized usually involve trivial matters that would not normally offend the majority of the population. One example of a typical corporate non-apology apology involves Delta Airlines. During the 2014 World Cup competition in Brazil, Delta Airlines posted a message on Twitter congratulating the United States soccer team for their defeat over Ghana. In their message, they posted a picture the Statue of Liberty with the number 2 super-imposed over it and another picture of a giraffe with the number 1 super-imposed over it. These graphics symbolized both the country and the score of the game. The problem with this is that giraffes are not to be found in Ghana (Mendoza, 2014). Critics found the Twitter post to be â€Å"ignorant and offensive,† and some even considered the post racist. Delta Airlines felt they had to apologize the next day on their website saying the â€Å"tweet was both inaccurate and inappropriate† and that the company was â€Å"reviewing its procedures to ensure that future images and posts reflect both our values and our global focus. (Delta Air Lines Apologizes for Giraffe Gaffe, 2014) Case study 5: Celebrities who do not apologize There are many times when celebrities say or do things which people find offensive, and the public usually waits for an apology a few days after. However, some celebrities refuse to apologize. What makes these cases interesting is the effect their refusal to apologize has on their career. Two recent examples of this scenario involve Charles Barkley, a former NBA basketball player; and Anthony Cumia, a popular radio presenter. In the first scenario, Charles Barkley was commenting on his travels to different cities in the United States while he was an NBA player during a live television broadcast. During his narrative, he described women from San Antonio, Texas as being â€Å"big old women,† referring to their weight. When people from San Antonia demanded an apology, Barkley replied that he will apologize â€Å"when hell gonna (sic) freeze over. (Dater, 2014)† There was no negative fallout from his response. In fact, he continues to be a sports commentator and presenter today. Many believe that Barkley did not have to apologize because this behavior is what is expected from him. The story eventually left the news cycle and is practically forgotten. On the other hand, the situation is different for Anthony Cumia. Cumia was one half of the radio show Opie and Anthony, the same show that had the aforementioned â€Å"Apology Clock† experiment, which lasted from June 5 to July 4, 2014. During the show’s holiday break for Independence Day, Cumia was walking in Times Square, New York City late at night photographing the city lights. While he was taking one particular photograph, an African-American woman happened to walk in the frame of the picture. She heard the camera’s click and immediately began to accost Cumia, and she was joined by a group of African-American men. Later that evening while he was at home, he began posting the pictures and his comments on Twitter. Many of these comments were charged with emotion, and some of them were construed as being racist and violent towards women. The posts were noticed by a blogger, and the incident was reported in the mainstream press a couple of days later (Perex, 2014). Cumia refused to apologize. In fact, he appeared on various news programs to explain and defend himself. The only thing he admitted was that he should have â€Å"cooled down† before posting his experience on Twitter. His refusal to apologize lead to his firing from SiriusXM radio four days later (MacNeal, 2014). Americans’ response to and attitudes towards celebrity apologies Social Justice Warriors Currently, the trend in America is that celebrity apologies are increasing. This can be attributed to the importance of social media; not only Twitter and Face Book, but also public blogging sites that act as mainstream media, such as TMZ or The Huffington Post. These blogging sites have given rise to the â€Å"social justice warrior†. A â€Å"social justice warrior† is a blogger who uses social media to â€Å"fight for the rights of the minority, under-privileged, and under-represented (Internet Observation Project).† They actively seek out celebrities, generally white males, and search for things that they say or do which are considered offensive to the people they want to protect and then write about the circumstance. Their blogs are read by a few and then linked in Twitter, where the article is read by many. More often than not, the mainstream press will report on the story if the blog post has been shared enough times. There is much criticism towards the â€Å"social justice warrior.† Many believe that they are nothing more than gossip columnists who do not have the talent to write for established tabloids. Most â€Å"social justice warriors† earn money when people view their blog and/or click the advertisements posted on the site, so it is in their interest to write about controversial topics. Furthermore, â€Å"social justice warriors† do not have to answer questions about their sources, and usually hide themselves if there is an attack against them (Roosh, 2014). Backlash against celebrity apologies More recently, many people are starting to question why celebrities need to apologize, particularly for an unpopular opinion they may have voiced. An example of this backlash is when the actor Robin Williams committed suicide. After this tragedy, many celebrities voiced their opinions about suicide, and one celebrity who voiced unpopular opinions about suicide, the singer and author Henry Rollins, particularly received a lot of criticism (Joyce, 2014). This led to the question, â€Å"Do we now have to apologize for our opinions (Norton, 2014)?† Finally, the celebrity apology has become embedded in humor. A recent example, and one that defines how ridiculous the celebrity apology has become, is the Twitter #IAmSorry started by actor Shia LaBeouf, which celebrities now have to use when posting their apologies. He has stated that the celebrity apology has become â€Å"an art form now,† and should be instructed in every drama class (Hare, 2014). Conclusion The celebrity apology is more than a humiliating moment for an individual or a corporation. The reason why many Americans are obsessed with celebrity apologies is because maybe it is a reflection of American sensitivities. When they see someone apologizing, it makes them feel better, maybe even more perfect. Also, it may be easier for people to look at others’ shortcomings and mistakes instead of looking at their own. After completing my research, I noticed that their further investigation can be done. For example, it would be interesting to know if there has been a real increase in celebrity apologies recently, or if the publics’ backlash toward celebrity apologies has increased, which in turn makes it seem like there are more apologies. Also, a more quantitative analysis of celebrity apologies would reveal more about the phenomena. Finally, I wonder if the apology culture is only prevalent in the United States or is it common in other parts of the world. Works Cited (2006, November 21). Retrieved October 11, 2014, from CNN NEWSROOM: http://transcripts.cnn.com/TRANSCRIPTS/0611/21/cnr.01.html Ahrens, F. (2006, June 8). The Price for On-Air Indecency Goes Up. Retrieved October 11, 2014, from The Washington Post: http://www.washingtonpost.com/wp-dyn/content/article/2006/06/07/AR2006060700287.html Apologetic Jackson says costume reveal went awry. (2004, February 3). Retrieved October 2014, 11, from CNN: http://edition.cnn.com/2004/US/02/02/superbowl.jackson/ Apology Clock. (2014, July 4). Retrieved October 11, 2014, from OApedia: https://oapedia.com/oa/Apology_Clock Bill Clinton apologizing for his affair with Monica Lewinsky. (2008, August 2). Retrieved October 11, 2014, from You Tube: https://www.youtube.com/watch?v=kPxwKS12TXE Dater, J. (2014, May 11). Charles Barkley wont apologize for his comments about San Antonios women. Retrieved October 12, 2014, from SB Nation: http://www.sbnation.com/lookit/2014/5/11/5708198/charles-barkley-wont-apologize-for-his-comments-about-san-antonios Delta Air Lines Apologizes for Giraffe Gaffe. (18, June 2014). Retrieved October 12, 2014, from NBC News: http://www.nbcnews.com/news/us-news/delta-air-lines-apologizes-giraffe-gaffe-n134106 Farhi, P. (2006, November 21). Seinfeld Comic Richards Apologizes for Racial Rant. Retrieved October 11, 2014, from The Washington Post : http://www.washingtonpost.com/wp-dyn/content/article/2006/11/21/AR2006112100242.html Hare, B. (2014, June 9). Celebrity apologies: The good, bad and uncomfortable. Retrieved October 11, 2014, from Time: http://edition.cnn.com/2014/06/09/showbiz/celebrity-news-gossip/celebrity-apologies-best-worst-uncomfortable/ Hare, B. (2014, June 9). Celebrity apologies: The good, bad and uncomfortable. Retrieved October 11, 2014, from CNN: http://edition.cnn.com/2014/06/09/showbiz/celebrity-news-gossip/celebrity-apologies-best-worst-uncomfortable/ Joyce, C. (2014, August 25). Henry Rollins Is Still Really Sorry for His Comments About Robin Williams Suicide. Retrieved October 11, 2014, from Spin Magazine: http://www.spin.com/articles/henry-rollins-suicide-comments-la-weekly-column-robin-williams/ Lazare, A. (2005). On Apologies. Oxford University Press. MacNeal, C. (2014, July 13). Anthony Cumia Wont Apologize For Twitter Rant: It Wasnt Racist. Retrieved October 12, 2014, from Talking Points Memo: http://talkingpointsmemo.com/livewire/anthony-cumia-no-apology-racist-rant Mendoza, D. (2014, June 17). Deltas giraffe gaffe. Retrieved October 12, 2014, from CNN: http://edition.cnn.com/2014/06/17/travel/delta-tweet-storify/ Norton, J. (2014, August 27). It’s Time for Celebrities To Apologize—For All Their Apologizing. Retrieved October 11, 2014, from Time: http://time.com/3196100/suicide-apology-culture/ Perex, C. (2014, July 4). Shock jock fired for racist Twitter rant. Retrieved October 12, 2014, from The New York Post: http://nypost.com/2014/07/04/shock-jock-anthony-cumia-fired-for-racist-twitter-rant/ Posner, R. A. (2009). An Affair of State: The Investigation, Impeachment, and Trial of President Clinton. Harvard University Press. Roosh, V. (2014, October 6). What is a social justice warrior. Retrieved October 11, 2014, from Roosh: http://www.rooshv.com/what-is-a-social-justice-warrior-sjw Sharpton: Comedians apology not enough. (2006, November 23). Retrieved October 2014, 2014, from CNN: http://edition.cnn.com/2006/SHOWBIZ/TV/11/22/sharpton.richard/index.html Social Justice Warrior. Retrieved October 11, 2014, from Internet Observation Project: http://internetobservationproject.com/social-justice-warrior-definition/

How Conan Doyle Perceives a Victorian Gentleman in Sherlock Holmes :: Sir Arthur Conan Doyle Sherlock Holmes Essays

How Conan Doyle Perceives a Victorian Gentleman in Sherlock Holmes Sherlock Holmes is a hero, he is also a typical Victorian gentleman. A very important fact about the books is that he was the first detective. This brought him much attention and many people loved this idea. He set the standard and has been copied by others many times. Detectives nowadays are still perceived to be just like Sherlock Holmes. They still have the same mannerisms: for example Sherlock Holmes Detectives nowadays * High Moral Yes. * Money - Rich Usually. * Women Not many of the detectives favour women. * Very clever Yes. * Loner Not many friends * Has a drug problem Many drink, and abuse alcohol etc. This table shows how many detectives nowadays are still very much like Holmes. Holmes was very popular too many people in the Victorian era. He was a brake from normal life, an escape from reality. Many of the men had to perfect and where find it too difficult so would take a break and read Conan Doyle's stories on Holmes. Victorian people needed a break from the hustle and bustle of the streets and daily life so turned to the stories of Sherlock Holmes. At this time in the Victorian era the police didn't have much control. There were many people on the streets and there was a lot of crime. Jack the Ripper was also on the loose and people didn't feel safe. They turned to Holmes to reassure them and comfort them. There was also a rise in middle class educated people. This meant more people were reading so would be more interested in finding good books. As more and more people enjoyed them the word spread, so many more people would by his stories, of Holmes. The first story that I am going to talk about is The Speckled Band. The Speckled Band This is a story about heartless widower, Dr Roylott. He returns with his twin step-daughters to Stoke Moran, to his family's old and country house, where wild animals and gypsies wander on its grounds. One of the girls, Helen, visits Holmes after the death of her sister. She comes to Holmes and tells him the story. She exclaims to Holmes that she came out of the room screaming "the band, the speckled band." Holmes notices livid spots and marks on Helen's wrists made by her stepfather, and agrees to go with Watson to Stoke Moran to investigate. They occupy the bedroom of her dead twin which is located next to Dr Roylott's. Late at night they hear a noise which proves to be a speckled snake going down the bell-pull from Roylott's bedroom.

a prayer fo owen meany :: essays research papers

A Critique of A Prayer For Owen Meany   Ã‚  Ã‚  Ã‚  Ã‚  In the novel written by John Irving, A Prayer For Owen Meany, the protagonist, Owen Meany, developed an unusual religious significance. Owen experienced visions of future events, he had a unique type of faith in God that is unusual of most people, and he speaks endlessly to inform people about God. Throughout Owen’s life he demonstrated the same characteristics as a prophet through his actions and his words.   Ã‚  Ã‚  Ã‚  Ã‚  Similar to a prophet, Owen was given precognitive powers that allowed him to see into the future. Owen’s first prophecy came to him on New Years Eve in 1953 during the community production of â€Å"A Christmas Carol†. The most obvious inference concerning the play was that Owen played the part of the ghost of Christmas yet to come. Owen had dehumanized this character to the point that children were leaving the theater crying and some were even wetting their pants. Both of them were told their futures, however Scrooge made and effort to change his, where as Owen did not. Owen’s revelation came through a vision he experienced during the graveyard scene of the play. He immediately fainted following the vision. The curtains went down, and members of the production all ran to help Owen. Owen believed he had seen his name on a gravestone along with the date of his death and no one could convince him otherwise. The fact that he was correct about the date of his death confirmed that he had visions and confirmed his qualities of being a prophet.   Ã‚  Ã‚  Ã‚  Ã‚  A prophet uses his visions to not only prove they have powers, but also to benefit others. The second prophecy came to Owen in his dreams when he envisioned the reason and the way   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Schaefer 2 his life would end. Owen wrote his dream in his diary. No one realized how detailed and precise it really was until they read it for themselves. Owen stated in his diary,† The way they look at me, I know two things. I know I saved them-I don’t know how. And I know that they’re afraid for me.† The entries in his diary revealed that he died saving Vietnamese children. God died for others too; this is why he is considered a true hero. (Sebsteph 1) A prophet uses their prophecies to benefit the world or allow people to learn from their visions and this is a prime example of this.

New Faces for Mars

Mars often referred to as the Red Planet, has long been a subject of fascination; speculation about the existence of â€Å"Martians† was widespread early in the twentieth century; for example, issues of Scientific American in 1920 described possible communication with Mars using search lights and giant mirrors to reflect sunlight (Greeley 115). According to Greeley (2001), other proposals for communicating including digging huge trenches in the form of mathematical symbols in the Sahara Desert; these trenches were to be filled with kerosene and signal aflame to signal Mars. Based on Greeley (2001), although these ideas were never carried out, they reflected intense public interest in Mars. Telescopic observations of Mars began in the late nineteenth century and provided fuel for speculation about the nature of Mars. Space exploration of mars was initiated with the Mariner flyby in 1965; although it took only 22 close-up pictures covering a tiny fraction of the surface and showed the presence of a lunar like craters (Greeley 115). According to Greeley (2001), the geologic diversity of Mars was finally revealed by the Mariner 9 spacecraft. The Viking mission was the most complicated unmanned mission flown in the solar system according to Greeley; consisting of two orbiters and two landers. And in 1997, Mars Pathfinder landed and returned information for a third site on Mars; these missions have set the stage for more complex future missions including the return of samples to earth. It has been discovered before that more craters are older with some around 19 km across. Volcanism is also fascinating on Mars, which is said to have lava flowing but I’m not sure if this was really true. It is also said that the Red Planet has no plate tectonics and its outer layer doesn’t move horizontally, only its outer layer moves vertically. As for Mars’ other features, it is said that weathering and erosion are observed with dominated dust storms – global dust storms and sand dunes. It has also been said that there has been past flowing water before but this argument hasn’t been verified yet. As for the aliens wearing helmet, I doubt it because as of now there hasn’t been any findings of its existence. Maybe this might be true if water will be discovered in Mars. Due to advance research and technologies, I think that as time passes by, more and more findings could be discovered. If before, images are vague and cannot be distinguished easily, today, more and more sophisticated tools are being used to capture Mars’ images. Now, Mars’ tectonic features are more detailed compared before. It has also been found out that Mar’s volcanism is widespread and more diverse and young. Despite a virtual generation of studies based on newly devised technologies of space, Mars remains something of an enigma to man; fly-by, orbiting and landing missions by increasingly sophisticated space probes have revealed more about the Red planet in the last thirty years that had been gleaned in all previous centuries, but there are still many mysteries to be solved (Kargel ix). According to Kargel (2004), they range from the question of where Phobos and Deimos, the diminutive Martian Satellites, came from whereabouts of water which once sculptured much of the planet’s surface; these many more questions will only be answered after years, perhaps decades, of effort; and because the planet and its satellites preserve much of the ancient history of the solar system, they are important questions of science. Works Cited Kargel, J. S. Mars: A Warmer, Wetter Planet. New York: Springer Publishing 2004. Greeley, R. & Batson, R. The Compact NASA Atlas of the Solar System. New York: Cambridge University Press, 2001.

Beowulf Assessment

In the epic, Beowulf, the main character faces many antagonists who have the exact opposite of the virtues of Anglo-Saxon culture. Beowulf, the protagonist, obviously possesses all the virtues important to Anglo-Saxons. The first antagonist that Beowulf faces is named Unferth. Unferth is not loyal in that killed his brother slyly and that he offers Beowulf a sword to fight Grendel that shows that he is too cowardly to fight the monster himself. Loyalty and bravery are two of the most important virtues present in Anglo-Saxon literature. Unferth is also demeaning and cruel to his guest Beowulf. In most Anglo-Saxon literature, hospitality towards guests is very important and expected. The next antagonist is Grendel. He is very ambiguous and very monstrous in appearance although exhibiting many human emotion and impulses. Grendel exhibits aggression, loneliness, and jealously. He is somewhat cowardly in that he attacks at night when men are asleep and he runs back to his lair after his encounter with Beowulf. Grendel’s mother has the same virtues as her son except she fights out of anger. She really has no cause for fighting. The dragon is very grotesque and preys on the town. He is very selfish which is not part of an Anglo-Saxon protagonist like Beowulf in that he attacks the town after having one piece of treasure stolen. All three monsters are portrayed as evil, aggressive villains especially since they battle against the hero, Beowulf. Unferth is a human example of a protagonist lacking loyalty and bravery.