The Age of Exploration and Expansion free essay sample

The journey of Vasxo da Gama has generally been viewed as pivotal advance in the spening of exchange courses toward the East. Zest exchange has been carried on via ocean in the locale since the times of the amazing sovereign of sheba Spice exchange was being shipped in Muslims ships selling from ports in india or the center east Major effect of Islam came in the mid fifteenth century with the ascent of the new sultanate at Malacca The Muslim merchants who had come to southeast asia for the flavor exchange, other would likewise desire that exchange Catholic Europe had been limited to one region One significant endeavor to extend past those outskirts was the Crusades which generally bombed Europeans had for quite some time been pulled in toward the East The most celebrated medieval voyagers toward the east were The polos of Venice One went to the new world to â€Å"serve God and His Majesty, to offer light to the individuals who were in obscurity, and to develop rich, as all mean want to do† The extension of Europe was a state undertaking, tired to the development of unified governments during the Renaissance By the finish of the fifteenth century European states had a degree of information and innovation A last prod to investigation was the developing information on the breeze design. We will compose a custom exposition test on The Age of Exploration and Expansion or then again any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Portugal started to lead the pack in investigation when it started investigating the shore of African under the sponsorship of Prince Henry. Portugal find another wellspring of gold around the protuberance of West African Cargo that earned speculators benefit of a few thousand percent The period of investigation and extension. Islam-is the monotheistic religion enunciated by the Quran, a book considered by its followers to be the verbatim expression of God What was a significant effect of islam? Campaigns A medieval military endeavor, one of an arrangement made by Europeans to recoup the Holy Land from the Muslims in the eleventh, twelfth, and thirteenth hundreds of years What was the development of europe? Portolani-Detailed outlines made by medieval pilots and mathematicians in the thirteenth and fourteenth century Who supported portugal? Portuguese set out to pick up control fo the flavor exchange Admiral Afonso de Albuquerque built up his central command a Goa Portuguese struck Arab ships, they took seven vessels, executing those ready and making a few detainees Their prosperity was base on firearms and seamanships Portuguese in no way, shape or form had an imposing business model on the utilization of guns and explosives Spanish endeavored to arrive at a similar goal by cruising westbound over the Atlantic Important figure throughout the entire existence of Spanish investigation was an Italian from Genoa, named Christopher Columbus arrive at all the significant islands of the Caribbean, which is known as the non mainstream players Venetian sailor, John Cabor, investigated the New England coastline of the Americas Their boss weapons, authoritative abilities, and assurance brought the comquistadors unimaginable achievement Francisco Pizarro assumed responsibility for the Inca domain Individuals in the new world were called indians Queen Isabella announced the Indians to be subjects of Castile and founded the enomienda framework Arrival of the European enormously affected both the victors and the vanquished Who built up there central command at Goa? What was there progress base on? What did columbus call the Caribbean? Enomienda-is a work framework that was utilized primarily by the Spanish crown during the colonization of the Americas and the Philippines. In the encomienda, the crown allowed an individual a predefined number of locals for whom they were to assume liability. Zest exchange has been carried on via ocean in the area since the times of the amazing sovereign of sheba. Zest exchange was being shipped in Muslims ships selling from ports in india or the center east. Significant effect of Islam came in the mid fifteenth century with the ascent of the new sultanate at Malacca. The development of Europe was a state undertaking, tired to the development of incorporated governments during the Renaissance. Portuguese in no way, shape or form had an imposing business model on the utilization of guns and explosives. Significant figure throughout the entire existence of Spanish investigation was an Italian from Genoa, named Christopher Columbus. Francisco Pizarro assumed responsibility for the Inca realm. Appearance of the European enormously affected both the vanquishers and the prevailed

Money rules Research Paper Example | Topics and Well Written Essays - 1250 words

Cash rules - Research Paper Example Theory STATEMENT Documentary movies have developed as a significant and viable wellspring of passing on data to enormous crowds. Correspondingly, this examination plans to survey a narrative movie, ‘Forks over Knives' coordinated by American producer Lee Fulkerson. Also, this examination will portray the convincing elements of the chose narrative film and the principle subject whereupon the film basically stresses. This investigation likewise recognizes the job of a producer/moderator in proving his/her perspective with the utilization of visuals. Convincingly, this investigation targets breaking down a fluctuated set of angles related with the narrative film, ‘Forks over Knives'. Significance OF FILM TOPIC The point or the subject of the film is a significant idea to be reflected upon as it manages the unfriendly outcomes of today’s dietary patterns and current way of life. The film endeavors to include the heath complexities among the western individuals principa lly connected with choice of nourishment for utilization. The film tends to the inquiry, ‘why individuals in western nations are turning into the survivors of degenerative diseases?’ Correspondingly, the film endeavors to advocate a plant based eating routine over a creature based-diet as an answer for defeating various medical problems (Luisa, â€Å"Forks Over Knives Documentary Reveals Stunning Healing Power Of Plant-Based Diet†). Distinguishing THE EXTENT TO WHICH THE DOCUMENTARY FILM IS COMPELLING ‘Forks Over Knives’ is an American narrative movie coordinated by Lee Fulkerson, an American autonomous moderator and producer. The film was discharged on 30th August 2011. The film immovably advocates the utilization of low-fat food and plant based eating routine as a viable mean for battling certain maladies. The film really attempted to speak to the issues and the arrangements related with the cutting edge way of life of American individuals. The ess ential topic of the film investigated the idea that a larger part of degenerative sicknesses that are tormenting the individuals can be dispensed with or maintained a strategic distance from by disposing of the utilization of prepared food, fundamentally handled creature based food items or things which are staples of the negative western eating regimen. The film to a great extent denounces the utilization of prepared meat, cheddar and purified milk containing sodium nitriteâ and different additives and atypical synthetics. The primary convincing purpose of the film is ascribed to the utilization of plant based eating routine among the individuals who are defenseless against ailments, for example, diabetes, overweight and heart sicknesses (Luisa, â€Å"Forks Over Knives Documentary Reveals Stunning Healing Power Of Plant-Based Diet†). Utilization OF VISUALS BY FILMMAKER TO SUBSTANTIATE HIS POINT The producer utilizes practically all the visuals so as to mirror the eating rou tine of meat eaters alongside the shades of malice of utilization propensity related with quick nourishments, for example, chips, fries and soft drinks among them. The movie producer endeavors to represent the hurtful impacts of utilization of handled food things using visuals. Besides, the visuals intensely weight on the selection of entire food plant based-diet. The visuals utilized by the movie producer were planned to educate individuals about the smart dieting propensities and ways of life. The visuals utilized in the film likewise stress the allegory of standard western eating routine containing immersed fats and high meat. Furthermore, the visuals highlight the individuals who

Blog Archive mbaMissions Exclusive Interview with Rod Garcia, Senior Director of Admissions at the MIT Sloan School of Management

Blog Archive mbaMission’s Exclusive Interview with Rod Garcia, Senior Director of Admissions at the MIT Sloan School of Management Recently, mbaMission had the opportunity to speak one-on-one with Rod Garcia, senior director of admissions at the MIT Sloan School of Management. Here are some highlights from the interview, followed by a full transcript. Mr. Garcia does not view MIT Sloan as a “technology school,” but as a school with a focus on innovation. MIT Sloans admissions process has a level of science to it. Applicants are given scores in areas such as  â€œintellectual skills” and “work success.” The admissions committee gets a sense of candidates within the dimensions of demonstrated success and leadership attributes and then makes its interview decisions. Mr. Garcia believes attributes predict success better than goals, which is why the school asks for a “cover letter” rather than a “goals” essay. MIT Sloans application is a screen for approximately 80% of applicants, and then 18% to 20% are interviewed, with roughly one-half of those interviewed being admitted. Interviews are one-on-one with an admissions staff member and are very structured, beginning with a standard question and evolving based on the applicants responses. mbaMission: Dean David Schmittlein is now the not-so-new “new dean” at MIT Sloan. He’s been in this position for about five yearsâ€"can you discuss what kind of impact he has had on the school in this time? Rod Garcia: Dean Schmittlein has actually had a profound impact on MIT Sloan, in that he has created a variety of new programs, which have in turn become a portfolio of sorts. Now, instead of offering only an MBA, we have a program for you, no matter where you are in your career. So, beyond our MBA, our one-year Master of Finance [MFin] program, which started four years ago, targets recent college graduates who are clearly interested in finance. This [targeting this younger demographic] was a conscious decision, because we did not want to cannibalize our MBA program by drawing away applicants who were deeper into their careers. Then, we also started a Master of Science in Management Studies [MSMS] program, which we created with partner schools, predominantly in Asia, and which allows students to complete an MBA or a master’s degree in their home country and then continue for a year at MIT, where they complete a thesis in a specialized area of their choosing and earn an MIT degree. We now also have our executive MBA [EMBA] program, which is for mid-career managers, often with as much as 15 years of experience, and is predominantly populated by domestic students. We created these programs at a time when traditional MBA application volumes were starting to dec line. By diversifying, we were better able to meet demand and grow, and we have seen other schools follow our lead. Additionally, the dean has placed a huge emphasis on concept-based action learning. We have our Entrepreneurship Lab, our Sustainability Lab, our China Lab, our India Lab, our Global Health Delivery Lab, among others. The movement toward these labs has accelerated during the dean’s tenure as he has engaged with our alumni around the world. We have our own BRIK countriesâ€"Brazil, Russia, India and Koreaâ€"and we have regional boards that engage alumni and keep them involved in our community. The dean has definitely been busy, but MIT Sloan, with the support of MIT, is not a top-down culture. We implement changes quickly, which is unusual in these kinds of institutions. mbaMission: Every school has its stereotypes, and we know that these are not always accurate. What do you want applicants to think of when they hear the name MIT Sloan? RG: People immediately think “technology,” but I would prefer it if they thought “innovation-based technology.” At MIT Sloan, our students work on renewable energy projects and cloud computing concepts. We have our $100K business plan competition [the MIT $100K Entrepreneurship Competition], and we see “innovation” as a theme in the concepts that are pitched, but not just innovation in the traditional technological sphere. Professor John Little was a pioneer in marketing science and system dynamics with bar coding technology. Franco Modigliani, who was a member of the Sloan faculty, and Paul Samuelson, who taught in the MIT economics department, collaborated and laid the foundation for the field of modern finance. Both Modigliani and Samuelson were Nobel Laureates in economics, and they in turn educated seven current or former central bankers. So, we are innovators in lots of areas, not just technology. mbaMission: That is a great leaping-off pointâ€"what are a few areas that people should know MIT Sloan is strong in? Where does MIT Sloan quietly excel? RG: Just come to MIT and find out! [laughs] We have a great sports analytics conference, and I think that is a great example of how we are not driven from the top down. We had a single class in sports analytics, and right away we could see its potential, and before we knew it, it grew into a conference and then into a big national conference, held at the Boston Convention Center, with extensive media coverage. This just fits our culture so well, with our focus on analytics. We also have a great strength in operations. We have a professorâ€"Vivek Fariasâ€"who has developed an algorithm to allocate organs fairly, based on the recipient’s health, age and more. He is not a doctor, he is not in medicine, but he is in operations, and he is doing innovative things in this field. He is helping to eliminate waste, maximize efficiency and reduce wait times at hospitals. At MIT Sloan, we unify theory and practice and have real-world impact. mbaMission: I’d like to explore the faculty angle a little further. Are there any other professors or any particular classes at MIT Sloan that you can point to that are unusual or innovative? RG: We have so many great teachers. Arnie [Arnold] Barnett’s students love him so much that they set up an “I Heart Arnie” Facebook page. He is a statistics professor who engages students in an unusual but fun wayâ€"he calculates death risk with them. As in, what are the odds that they will survive a plane crash? He also discusses court cases in which he was called as an expert witness. And our Sustainable Business Labâ€"we just call it S-Labâ€"is really popular. Our students work on energy issues or global health issues in Africa. They go for three to four weeks and try to solve a health careâ€"related problem, like distributing medicine, for example. In some places, the supply of medication is not the problem, but distribution is. We send our students to find ways to ensure that medicine is distributed consistently and safely. The students love the experiential aspects of the program. mbaMission: Shifting gears here and moving on to the topic of the application process at MIT Sloan, your applicants are actually scored. So there is some level of science to the process, right? RG: I would say that we have very clearly defined metrics to evaluate applicants. We start by evaluating attributesâ€"for example, “intellectual skills.” Based on a candidate’s GMAT, GPA and the strength of their school, we assign a value of 3, 2, 1, 0 or even -1. We do the same thing with “work success”â€"3, 2, 1, 0, -1. Overall, we get a sense of candidates within two dimensions: “demonstrated success” and “leadership attributes.” Based on these scoresâ€"which correspond to IQ [intelligence quotient] and EQ [emotional intelligence]â€"we make choices and invite some applicants to interview. mbaMission: Are there ever cases where logic overrides science? RG: Sure. There are definitely times when logic overrides science. Metrics can guide you, but you still need to follow your gut. Even if someone has strong scores, you still have your instincts. We have people who have amazing scores but something just does not add up, and we’ll have others who don’t have great scores, but something tells you that you need to take a closer look. We had one individual who we rejected three times and then admitted, and he was a great student and is now a great alumnus. We had someone who we put on the waitlist and then rejected, and when he reapplied, we put him on the waitlist for a while before admitting him. He ended up winning several awards while he was a student here. mbaMission: So, being a reapplicant is not the kiss of death? It’s worth trying again if you don’t get in the first time? RG: It is not a life sentence! Reapplicants do get in. mbaMission: What can you say about the GRE? Applicants often worry that they are identifying themselves negatively if they take the GRE. Can you dispel that myth? RG: I don’t know why people have that perception. Right now, about 5% of our applicants apply with the GRE. So, with a small number of applicants and a test that has changed its scoring, I can’t offer a lot of data, but I can tell you that the GRE is definitely not inferior. mbaMission: Okay. One of MIT Sloan’s application essays is the unique “cover letter” essay. Why do you take this approach rather than asking applicants to discuss their goals? RG: The reason is that goals are not much of a predictor of success. We use attributes to predict our applicants’ success as graduates and as citizens of the world, and goals can and do change. It is not that we don’t value goals, but from an evaluation angle, they are just not that useful to us. mbaMission: MIT Sloan has introduced a multimedia option into the application. Can you tell us more about that? RG: Yes, this was a response to this generation. It will give us a new opportunity to see something an applicant has done. Still, it is not scoreable. It might be interesting to see, and it might influence our gut, but it is not a factor in our metrics. mbaMission: Can you offer us some basics about your admissions interviews at MIT Sloan? RG: Sure. We interview 18% to 20% of the pool, depending on application volumes. So, we interview about 900 people per year and admit about half. We have a set number that we can admit, so it does not make sense to interview more people and just not accept them. For us, our “paper” application is a screen for 80% of our applicants, and then we interview 20%. Our admissions staff conducts our interviewsâ€"no alumni or students. And our interviews are all one-on-one, no group interviews. They are very structured. We ask questions, and then we probe more deeply into certain topics, based on the applicant’s responses. mbaMission: Will you do any Skype interviews? RG: We might do some for those who are far away, but we feel that it is important to be face-to-face with the candidate to be able to pick up on any nonverbal cues. mbaMission: So, how would you advise someone to prep for an interview with MIT Sloan? RG: Honestly, I don’t know! They just need to be honest and open, and don’t over-rehearseâ€"that can backfire. I would say it is hard to really prepare, because I start with a standard question, but then I start asking all sorts of questions based on the responses to those first questions, and those questions and answers keep leading us to new places. So it can be kind of unpredictable. Each interview is different, but we generally use the interview to verify an impression of a candidate. So, again, I would just say, be yourself. mbaMission: What are some red flags for you when you are reading an application? What should a candidate absolutely avoid doing or putting into their application? RG: To be honest, I cringe when I hear, “MIT is my number one choice.” I have been burned by this line in the past, and I find that the people who say it are most often not coming here. Even if you are sincere, don’t say it! I am just speaking for MIT, but sometimes I’ll be in the middle of an interview that is going really well, and then I hear that. I know what to do with that data! mbaMission: That’s really helpful to know. Thanks so much for joining us today, Rod, and for being so candid. We really appreciate your time. RG: You are welcome. Share ThisTweet Admissions Officer Interviews Massachusetts Institute of Technology (Sloan)

Pelear Conjugation in Spanish, Translation, and Examples

The Spanish verb pelear means to fight. It can mean to have a physical fight, but also a verbal fight like to argue or quarrel. Pelear is a regular -ar verb, so it has a regular conjugation, like other -ar verbs such as buscar, tratar and ayudar. This article includes pelear conjugations in the indicative mood (present, past, conditional, and future), the subjunctive mood (present and past), the imperative mood, and other verb forms. Using Pelear and Pelearse The verb pelear can be used when talking about fighting or arguing with someone, as in Yo peleo mucho con mi jefe (I argue with my boss a lot). It can also be used to talk about fighting for something, as in Ella pelea por sus derechos (She fights for her rights), or to compete for something, as in Nuestro equipo pelea por el primer lugar (Our team fights for first place). When used with the reflexive pronoun it can simply mean to have a fight with someone, as in Ella se peleà ³ con su hermana (She had a fight with her sister), but it can also have the reciprocal meaning of fighting with each other, as in Los enemigos se pelean todos los dà ­as (The enemies fight with each other every day). Pelear Present Indicative The present indicative conjugation of pelear is regular, so it follows the same pattern of other -ar regular verbs. Yo peleo I fight Yo peleo con mi hermano frecuentemente. Tà º peleas You fight Tà º peleas por la igualdad de gà ©nero. Usted/à ©l/ella pelea You/he/she fights Ella pelea por sus derechos. Nosotros peleamos We fight Nosotros peleamos para ganar la carrera. Vosotros peleà ¡is Youfight Vosotros peleà ¡is mucho por los juguetes. Ustedes/ellos/ellas pelean You/they fight Ellos pelean por cualquier cosa. Pelear Preterite Indicative The preterite tense is used to talk about completed actions in the past. Yo peleà © I fought Yo peleà © con mi hermano frecuentemente. Tà º peleaste You fought Tà º peleaste por la igualdad de gà ©nero. Usted/à ©l/ella peleà ³ You/he/she fought Ella peleà ³ por sus derechos. Nosotros peleamos We fought Nosotros peleamos para ganar la carrera. Vosotros peleasteis Youfought Vosotros peleasteis mucho por los juguetes. Ustedes/ellos/ellas pelearon You/they fought Ellos pelearon por cualquier cosa. Pelear Imperfect Indicative The imperfect tense is used to talk about ongoing or repeated actions in the past. It can be translated to English as was fighting or used to fight. Yo peleaba I used to fight Yo peleaba con mi hermano frecuentemente. Tà º peleabas You used to fight Tà º peleabas por la igualdad de gà ©nero. Usted/à ©l/ella peleaba You/he/she used to fight Ella peleaba por sus derechos. Nosotros peleà ¡bamos We used to fight Nosotros peleà ¡bamos para ganar la carrera. Vosotros peleabais Youused to fight Vosotros peleabais mucho por los juguetes. Ustedes/ellos/ellas peleaban You/they used to fight Ellos peleabanpor cualquier cosa. Pelear Future Indicative The future tense conjugation starts with the infinitive (pelear) and then you add the endings (à ©, à ¡s, à ¡, emos, à ©is, à ¡n). Yo pelearà © I will fight Yo pelearà © con mi hermano frecuentemente. Tà º pelearà ¡s You will fight Tà º pelearà ¡s por la igualdad de gà ©nero. Usted/à ©l/ella pelearà ¡ You/he/she will fight Ella pelearà ¡ por sus derechos. Nosotros pelearemos We will fight Nosotros pelearemos para ganar la carrera. Vosotros pelearà ©is Youwill fight Vosotros peleareis mucho por los juguetes. Ustedes/ellos/ellas pelearà ¡n You/they will fight Ellos pelearà ¡n por cualquier cosa. Pelear PeriphrasticFuture Indicative The periphrastic future is conjugated by using the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive pelear. Yo voy a pelear I am going to fight Yo voy a pelear con mi hermano frecuentemente. Tà º vasa pelear You are going to fight Tà º vasa pelear por la igualdad de gà ©nero. Usted/à ©l/ella vaa pelear You/he/she is going to fight Ella vaa pelear por sus derechos. Nosotros vamosa pelear We are going to fight Nosotros vamosa pelear para ganar la carrera. Vosotros vaisa pelear Youare going to fight Vosotros vaisa pelear mucho por los juguetes. Ustedes/ellos/ellas vana pelear You/they are going to fight Ellos vana pelearpor cualquier cosa. Pelear Present Progressive/Gerund Form The present participle or gerund is formed with the ending -ando (for -ar verbs). It can be used as an adverb or to form progressive tenses like the present progressive, which uses the auxiliary verb estar. Present Progressive ofPelear està ¡ peleando Is fighting Ella està ¡ peleando por sus derechos. Pelear Past Participle The past participle is formed with the ending -ado (for -ar verbs). It can be used as an adjective or to form perfect tenses like the present perfect, which uses the auxiliary verb haber. Present Perfect of Pelear ha peleado Has fought Ella ha peleado por sus derechos. Pelear Conditional Indicative The conditional tense is usually translated to English as would verb, and is used to talk about possibilities. It is formed similarly to the future tense, starting with the infinitive form (pelear) and adding the conditional ending. Yo pelearà ­a I would fight Yo pelearà ­a con mi hermano frecuentemente si viviera con à ©l. Tà º pelearà ­as You would fight Tà º pelearà ­as por la igualdad de gà ©nero si te interesara mà ¡s. Usted/à ©l/ella pelearà ­a You/he/she would fight Ella pelearà ­a por sus derechos, pero no tiene apoyo. Nosotros pelearà ­amos We would fight Nosotros pelearà ­amos para ganar la carrera si tuvià ©ramos mà ¡s energà ­a. Vosotros pelearà ­ais Youwould fight Vosotros pelearà ­ais mucho por los juguetes si no tuvierais suficientes. Ustedes/ellos/ellas pelearà ­an You/they would fight Ellos pelearà ­an por cualquier cosa, pero no tiene sentido. Pelear Present Subjunctive The present subjunctive starts with the stem of the first person singular present indicative (yo peleo) and then you add the subjunctive endings. Que yo pelee That I fight Mi madre no quiere que yo pelee con mi hermano frecuentemente. Que tà º pelees That you fight El jefe sugiere que tà º pelees por la igualdad de gà ©nero. Que usted/à ©l/ella pelee That you/he/she fight La abogada recomienda que ella pelee por sus derechos. Que nosotros peleemos That we fight El entrenador quiere que nosotros peleemos por ganar la carrera. Que vosotros peleà ©is That you fight Papà ¡ no quiere que vosotros peleà ©is por los juguetes. Que ustedes/ellos/ellas peleen That you/they fight La maestra no quiere que ellos peleen por cualquier cosa. Pelear Imperfect Subjunctive The imperfect subjunctive can be conjugated in two different ways. They are both considered correct. Option 1 Que yo peleara That I fought Mamà ¡ no querà ­a que yo peleara con mi hermano frecuentemente. Que tà º pelearas That you fought El jefe sugerà ­a que tà º pelearas por la igualdad de gà ©nero. Que usted/à ©l/ella peleara That you/he/she fought La abogada recomendaba que ella peleara por sus derechos. Que nosotros peleà ¡ramos That we fought El entrenador querà ­a que nosotros peleà ¡ramos por ganar la carrera. Que vosotros pelearais That you fought Papà ¡ no querà ­a que vosotros pelearais por los juguetes. Que ustedes/ellos/ellas pelearan That you/they fought La maestra no querà ­a que ellos pelearan por cualquier cosa. Option 2 Que yo pelease That I fought Mamà ¡ no querà ­a que yo pelease con mi hermano frecuentemente. Que tà º peleases That you fought El jefe sugerà ­a que tà º peleases por la igualdad de gà ©nero. Que usted/à ©l/ella pelease That you/he/she fought La abogada recomendaba que ella pelease por sus derechos. Que nosotros peleà ¡semos That we fought El entrenador querà ­a que nosotros peleà ¡semos por ganar la carrera. Que vosotros peleaseis That you fought Papà ¡ no querà ­a que vosotros peleaseis por los juguetes. Que ustedes/ellos/ellas peleasen That you/they fought La maestra no querà ­a que ellos peleasen por cualquier cosa. Pelear Imperative The imperative mood is used to give commands or orders. The tables below show positive and negative commands. Positive Commands Tà º pelea Fight!  ¡Pelea por la igualdad de gà ©nero! Usted pelee Fight!  ¡Pelee por sus derechos! Nosotros peleemos Fight!  ¡Peleemos por ganar la carrera! Vosotros pelead Fight!  ¡Pelead por los juguetes! Ustedes peleen Fight!  ¡Peleen por cualquier cosa! Negative Commands Tà º no pelees Don't fight!  ¡No pelees por la igualdad de gà ©nero! Usted no pelee Don't fight!  ¡No pelee por sus derechos! Nosotros no peleemos Let's not fight!  ¡No peleemos por ganar la carrera! Vosotros no peleà ©is Don't fight!!  ¡No peleà ©is por los juguetes! Ustedes no peleen Don't fight!!  ¡No peleen por cualquier cosa!

Narwhal Animal Facts - Unicorn of the Sea

The narwhal or narwhale (Monodon monocerus) is a medium-sized toothed whale or odontocete, best known for its long spiral tusk that many people associate with the unicorn myth. The tusk is not a horn, but a protruding canine tooth. The narwhal and the only other living member of the Monodontidae family, the beluga whale, live in the worlds arctic waters. Carl Linnaeus described the narwhal in his 1758 catalog Systema Naturae. The name narwhal comes from the Norse word nar, which means corpse, combined with whal, for whale. This common name refers to the mottled gray-over-white color of the whale, which causes it to somewhat resemble a drowned corpse. The scientific name Monodon monocerus comes from the Greek phrase meaning one tooth one horn. Fast Facts: Narwhal Scientific Name: Monodon moncerusOther Names: Narwhal, narwhale, unicorn of the seaDistinguishing Features: Medium-sized what with a single large protruding tuskDiet: CarnivorousLifespan: Up to 50 yearsHabitat: Arctic circleConservation Status: Near ThreatenedKingdom: AnimaliaPhylum: ChordataClass: MammaliaOrder: ArtiodactylaInfraorder: CetaceaFamily: MonodontidaeFun Fact: The narwhals tusk is on its left side. Males have the horn, but only 15% of females have one. The Unicorn Horn A male narwhal has a single long tusk. The tusk is a hollow left-handed spiral helix that grows from the left side of the upper jaw and through the whales lip. The tusk grows throughout the whales life, reaching a length from 1.5 to 3.1 m (4.9 to 10.2 ft) and weight of approximately 10 kg (22 lb). About 1 in 500 males has two tusks, with the other tusk formed from the right canine tooth. Around 15% of females have a tusk. Female tusks are smaller than those of males and not as spiralized. There is one recorded case of a female having two tusks. Initially, scientists speculated the male tusk might be involved in male sparring behavior, but the current hypothesis is that tusks are rubbed together to communicate information about the ocean environment. The tusk is rich with patent nerve endings, allowing the whale to perceive information about the seawater. The whales other teeth are vestigial, making the whale essentially toothless. It is considered a toothed whale because it does not have baleen plates. Description The narwhal and beluga are the white whales. Both are medium-size, with a length from 3.9 to 5.5 m (13 to 18 ft), not counting the males tusk. Males are typically slightly larger than females. Body weight ranges from 800 to 1600 kg (1760 to 3530 lb). Females become sexually mature between 5 and 8 years of age, while males mature at around 11 to 13 years of age. The whale has mottled gray or brown-black pigmentation over white. Whales are dark when born, becoming lighter with age. Old adult males may be almost entirely white. Narwhals lack a dorsal fin, possibly to aid in swimming under ice. Unlike most whales, the neck vertebrae of narwhals are jointed like those of terrestrial mammals. Female narwhals have swept-back tail fluke edges. The tail flukes of males are not swept back, possibly to compensate for the drag of the tusk. Behavior Narwhals are found in pods of five to ten whales. The groups may consist of mixed ages and sexes, only adult males (bulls), only females and young, or only juveniles. In the summer, large groups form with 500 to 1000 whales. The whales are found in the Arctic ocean. Narwhals migrate seasonally. In the summer, they frequent coastal waters, while in the winter, they move to deeper water under pack ice. They can dive to extreme depths -- up to 1500 m (4920 ft) -- and stay under water about 25 minutes. Adult narwhals mate in April or May offshore. Calves are born in June or August of the following year (14 months gestation). A female bears a single calf, which is about 1.6 m (5.2) feet in length. Calves start out life with a thin blubber layer that thickens during lactation of the mothers fat-rich milk. Calves nurse for about 20 months, during which time they remain very close to their mothers. Narwhals are predators that eat cuttlefish, cod, Greenland halibut, shrimp, and armhook squid. Occasionally, other fish are eaten, as are rocks. It is believed rocks are ingested by accident when whales feed near the bottom of the ocean. Narwhals and most other toothed whales navigate and hunt using clicks, knocks, and whistles. Click trains are used for echo location. The whales sometimes trumpet or make squeaking sounds. Lifespan and Conservation Status Narwhals can live up to 50 years. They may die from hunting, starvation, or suffocation under frozen sea ice. While most predation is by humans, narwhals are also hunted by polar bears, walruses, killer whales, and Greenland sharks. Narwhals hide under ice or stay submerged for long periods of time to escape predators, rather than flee. At present, about 75,000 narwhals exist worldwide. The International Union for Conservation of Nature (IUCN) classifies them as Near Threatened. Legal subsistence hunting continues in Greenland and by the Inuit people in Canada. References Linnaeus, C (1758). Systema naturae per regna tria naturae, secundum classes, ordines, genera, species, cum characteribus, differentiis, synonymis, locis. Tomus I. Editio decima, reformata. Holmiae. (Laurentii Salvii). p. 824. Nweeia, Martin T.; Eichmiller, Frederick C.; Hauschka, Peter V.; Tyler, Ethan; Mead, James G.; Potter, Charles W.; Angnatsiak, David P.; Richard, Pierre R.; et al. (2012). Vestigial tooth anatomy and tusk nomenclature for Monodon monoceros. The Anatomical Record. 295 (6): 1006–16. Nweeia MT, et al. (2014). Sensory ability in the narwhal tooth organ system. The Anatomical Record. 297 (4): 599–617.

Lifelong Changes Necessary for Diabetes Mellitus - 1751 Words

Diabetes Mellitus is a common chronic disease requiring lifelong behavioral and lifestyle changes. It’s a metabolic disorder characterized by hyperglycemia resulting from lack of insulin, of insulin resistance, or both. It is a major public health problem worldwide and also a leading cause of new cases of blindness, end stage kidney disease, and foot or leg amputation. 3 General classifications of Diabetes Mellitus are: type 1 and type and Gestational. 1. Identify and compare risk factors for Type 1 and Type II DM (NIDDM, IDDM). Type 1 Diabetes is an insulin deficiency. The pancreas is not producing insulin at all. Idiopathic, and autoimmune. Risk factors for this disease include: A sibling with type 1 diabetes, apparent with type 1 diabetes, and being Caucasian. Type II diabetes is an insulin resistance with varying degrees of insulin secretory defects. The pancreas still produces some insulin but it’s not enough. 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Public Health Ethics Important for Peaceful Society

Question: Discuss about the Report for Public Health Ethics of Important for Peaceful Society. Answer: Introduction Ethics is most important for peaceful society as it plays vital role in guiding the behavioral aspect of the society. Especially for the public health the importance of the ethics is even greater. There are several healthcare practitioners, who are trying to establish a good practice among the people which ethically help them to maintain their health and peace. 1: The researchers to some extent are able to prove a strong connection between that of cell phone usage and brain tumors in people. It is quite horrifying to know that talking over the phone for a long time can be a reason for the occurrence of brain tumor in a human being. The main message that needs to be observed by the patient in the media report is to the fact that using wireless phones for a prolonged period can lead to brain tumors and thus be avoided (Granatstein, 2012). All the people who either need to talk over the wireless phones for work purposed or personal reasons would be interested in the issue as the unfortunate disease of brain tumor can happen to them. Necessary steps need to be taken by them in order to prevent such an event. 2: The journalist has chosen to write a media report in order to spread awareness among the people about the adverse effect of the smart phone, basically on the children as it lead them to a very dreadful disease; brain tumor that bring a tragic end to the life thus the main motto of the reporter is to spreading knowledge among the public on the drastic impact of smart phone (Caruso, 2012). References Caruso, G. (2012).Nanoparticles and brain tumor treatment. New York, N.Y.: ASME. Granatstein, V. (2012). Physical principles of wireless communications, second edition. Boca Raton, Fla.: CRC Press.