Lithium :: essays research papers

     In 1817, an aging Swedish chemist was pouring over his establish on a late afternoon in Stockholm, Sweden. He was analyzing a strange ore named Petalite that had been procured from an island off the coast of Sweden called Ut. The ore Petalite (which is now recognized to be LiAl(Si2O5)2) had been observed by a Brazilian scientist, Jos Bonifcio de Andrada e Silva towards the end of the 18th century on a visit to Sweden. This Swedish scientist, Johann August Arfvedson, spy traces of an unsung substance in his sample of Petalite. This was the first discovery of Lithium.From the Greek word "lithos" meaning "stone", it was so named due to the fact that it was discovered from a mineral source whereas the other two common Group 1 elements, Sodium and Potassium, were found in plant sources. Its symbol, Li, was taken directly from its name. Soon after stumbling upon Lithium, Arfvedson as well as found traces of the metal in the minerals Spodumene and Lepidolite. In 1818, C.G. Gmelin discovered that Lithium salts color flames a bright red. Neither, Gmelin or Arfvedson, however, were able to isolate the element itself from the Lithium salts. They some(prenominal) tried to reduce the oxide by heating it with Iron or Carbon, but neither met with the success of W.T. Brande and Sir Humphrey Davy. They managed to perform the first isolation of elemental Lithium by the electrolysis of Lithium oxide. Electrolysis is a chemical reaction, which is brought about by the passage of current from an external energy source such as a battery. In 1855, the scientists etna and Mattiessen isolated larger quantities of the metal by electrolysis of Lithium chloride.Each scientist or team of scientists had so much trouble reducing the Lithium compounds because Lithium does not exist in its elemental form in nature. It combines very comfortably with other elements. Lithium is a soft silvery-white lustrous metal, which can be easily cut with a kni fe, and it is the lightest of all known metals. It is highly reactive with water and air, and tarnishes readily when exposed to the latter due to a formation of a forge of Lithium suboxide on its surface. Because of its high rate of reaction to air, it must be stored under liquid paraffin, oil, or kerosene, which contain no air, to prevent oxidation. Lithium is detected in its compounds by the characteristic red coloration that it imparts to flames when burned, as Gmelin detected, and by spectroscopic methods.

Education System in Bhutan

? Acknowledgement Getting this research done was a team effort. Our sincere appreciation goes to Mr. Sangay Tenzin, mental test comptroller of Bhutan council for School test and Assessment, for his kind support to get standardized test dozens of disco biscuitth and ordinal standard Mr. Sonam Gyeltshen working under Bhutan council for School Examination and Assessment staffed under IT Department for his tireless work in getting the scores and providing us with the same Dr. Shivaraj Bhattarai dean of Royal Thimphu College, for his kind approval to allow us go for the collection of entropy and in any case for his help in editing our approval letter Mr.Deb Kumar Acharyya, program leader for BBA for his kind help in calling off the sectiones on the days of data collection Mr. Rob Marjerison, module tutor of Research mMethodology at Royal Thimphu College for guiding us in writing research report. Content Acknowledgment.. I Abstract. II Introduction 1-2 Literature Review 3 Desig n of the Study4 psychoanalysis of Data. 5-9 Summary. 0 Conclusion 11 Bibliography12 Appendix13 Lists of tables and charts Analysis of data Class ten scores in stratum wise sequence 5-6 Class twelve scores in year wise sequence.. 7-8 Chart. 9 ? Abstract The core reason for us to do this research is to find out whether at that place is an improvement in the training quality in Bhutan in demise five years or not. We have done this by taking into consideration the standardized test scores of twelfth and ordinal standard.Also to show the trends of marks obtained by the students in examination and make the facts available as base for further analysis. The method we adopted is analytical research method where we testament be using secondary data available from the records of BCSEA. We selected randomly 50 samples each from twain classes tenth and twelveth standards and found the mean to plot a graph to illustrate the facts, which will make it easier to recognize the trends. The pr imary result that our research provides is that rearing quality in Bhutan has been remaining ceaseless in outlast five years (2007-2011), with little bit of interlingual rendition from year to year. hich much or less gives conclusion of being constant. The result of our findings plays a vital role, as this national is approximatelyly highly controversial and is discussed topic frequently. at all the point. We see every sequence that people, higher executives, politicians, college, and schools administrators and parents talking about the education quality whether it is improving or deteriorating? Therefore, this finding will help to answer one of the most debated topics in Bhutan. ? Introduction The research problem is Is the quality of education in Bhutan improving or deteriorating in over the last five years? tThis is the one of the most controversial topics in Bhutan and for many years has been a concern where people keep on debating, sometimes spell in blogs, organize deba te and write articles. Modern education was started in early 1960s and it has been noted as foundation for success of the nation. Education has vie an important role in the development of the economy and today also education is receiving an important development priority from Royal government of Bhutan along with countrys development philosophy of GNH.The main reason for us to choose this research problem is to clear the doubt of the people in Bhutan regarding this topic, Is the quality of education in Bhutan improving or deteriorating in the last five years? Moreover quality of education has become a serious issue for the Bhutanese society. and at all the time. The hypothesis for our research goes, The quality of education in Bhutan is deteriorating in last five years.Education quality in Bhutan has been noted deteriorated in many aspects like, In olden days students were sent to school at later ages like eight or ten, where they are matured enough to select and analyze the tea chings. In present days children at the age of four or five are sent to school where they seem to be acquitted and will not be able to grasp what is delivered. In past days most of the parents were illiterate and when they sent their children to school they feel that their child is doing something peeled and were treated with pride and dignity.Whereas in todays scenario, most of the parents are educated and when their child make mis command they refer it as blunder and incapable. It is give tongue to that, The product quality directly correlates with the process quality (Wangchuk 2009). To say that how good or bad the students are depends entirely upon how well they received the education. The quality input signal in a school setting encompasses adequately trained and motivate teachers, good infrastructure, good library, conducive teaching-learning environment, reasonable working hours, adequate stationary, normal motivated students and good recreational facilities.Take away any of these attributes and the quality of education is bound to go down the drains (Wangchuk 2009). The different factor which leads to deterioration of education is the allocation or right teacher for right subject. The various limitations associated in our research are like, our sample size is too small to represent the whole nation and air our findings as compared to that of optimum sample size, time allocated for us to collect data was only two days and we face lots of challenges for cash management and time management. Definition of terms use GNH -Gross National Happiness.BCSEA Bhutan council for School Examination and assessment. ECO Economics ENG English DZO Dzongkha GEO Geography SCI Science COMP Computer HIST History COM Commerce ACC Accounts B. Math care Math PHY Physics CHE Chemistry BIO Biology Literature Review For getting this research done we have referred to many articles like, is the quality of education in Bhutan deteriorating? by Pema Lhendrup in 20 11 found that education quality in Bhutan is deteriorating with the fact that wrong teachers are ask to teach wrong subjects, for example a Geography specialist is asked to teach English in many schools 2.An article, Be happy with a Maruti, by Kuenga T Dorji, 2010 found that in 2006 when a foreign call optic seeking to branch into Thimphu held interviews of class XII pass-outs and concluded that the quality of written and spoken English was inadequate. They were not able to write an application correctly. He also pointed out that in schools only theory has been given more importance and students possess no skills of application of those skills 1. What quality of education are we looking at? Article by Wangchuk, 2009 states that teachers are not happy with the pay scales and politicians have increased the package of salary.Here he says that monetary reward is not the all recruit antidote for the perceived decline of education quality 4. Also the article posted by Dorjay Rhigden Pe ljor in 2011, Quality of education in Bhutan states that education is deteriorating imputable to the fact that in present days most of the students are sent to schools in young age where they cant grab what is taught to them and also most of the parents these days are educated and whenever their children make mistakes they blame their children and de-motivate 3. According to Research Paper of 2008 titled Quality of education in Bhutan.Says that to measure the quality of education, there need to be use of frequent feedbacks from students side 5. ? Design of the study The research design that we have adopted is analytical research method where we will be using secondary data available from the records of BCSEA. The source of our data is from BCSEA, where we are solely depending on secondary data, and the standardized test scores of class ten and twelve. The sampling procedure is random sampling from thousands of score of different students from various schools in Bhutan.We went to BCS EA and asked for the standardized scores to make our analysis. Whereby we selected fifty samples of students each from both tenth and twelfth standards. To make our analysis we reckon mean marks of each year and compared for both class ten and twelve scores. Also we calculated combined mean of both class ten and twelve scores taking all fives into consideration. ? Analysis of data In order to analysis our data we have divide both class ten and twelve scores and found the mean marks of each as shown below Class ten scores in year wise sequenceSL NoGenderYearMARKS MARKS IN % EngDzoEcoMathsHistory Civics & GeoSciCOMP 1F200748484240383842. 33 2F200750604642464247. 67 3F200760608883747673. 50 4F200742443825424238. 83 5F200750464440444244. 33 6M200742604642504247. 00 7M200752696486546464. 83 8M200750666060606660. 33 9M200769886964747272. 67 10M200750725254546057. 00 548. 5054. 85 11M200850545044423846. 33 12M200869526969645062. 17 13M200854696462647264. 17 14M200874789269868680. 83 15M20 0869527254697865. 67 16F200852645248485052. 33 17F200869648880697874. 67 18F200869666446625259. 83 19F200876749494888885. 67 0F200854606228543849. 33 641. 0064. 10 21F200954727254645061. 00 22F200969648072746069. 83 23F200950465052524449. 00 24F200960527458725461. 67 25F200954586669585059. 17 26M200952585252525253. 00 27M200962588076586065. 67 28M200938505250404646. 00 29M200954696260625059. 50 30M200952724240605854. 00 578. 8357. 88 31F201054766950664860. 50 32F201046696244484652. 50 33F201058785050484655. 00 34F201058698060606064. 50 35F2010547244283830 44. 33 36M2010447652445450 53. 33 37M2010467866545828 55. 00 38M2010507474586035 58. 50 39M2010547880646248 64. 33 40M2010426960464828 48. 3 556. 8355. 68 41F2011727276697666 71. 83 42F2011607264445238 55. 00 43F2011586252384638 49. 00 44F2011547252445440 52. 67 45F20116950605452 7459. 83 46M20116644626458 8663. 33 47M2011506950466248 54. 17 48M2011465040445044 45. 67 49M2011696474667669 69. 67 50M2011626972507458 64. 17 585. 3358. 53 ? Class twelve scores in year wise sequence SL NoGenderYearMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOMP StudiesB. MathsMathsPHYCHEBIO 1F20076054 485050 30 48. 67 2F20072852 307446 46. 00 3F20076960 585066 44 57. 83 4F20074254 48524230 44. 7 5F20076654 5878838069. 83 6M20077262 666678 68. 80 7M20075848 466069 50 55. 17 8M20074248 46204048 40. 67 9M20077474 8366 30 65. 40 10M20075248 587846 56. 40 553. 4355. 34 11F20085866 627452 62. 40 12F20084858 405242 50 48. 33 13F20086446 785862 61. 60 14F20087666 8064646969. 83 15F20085046 545835 48. 60 16M20085060 354640 46. 20 17M20087242 7458586261. 00 18M20087258 806962 68. 20 19M20086235 586478 59. 40 20M20085446 627858 59. 60 585. 1758. 52 1F20094454 58484842 49. 00 22F2009526060546058 57. 33 23F20095050 50524420 44. 33 24F20095066 447880 28 57. 67 25F20096072 4446546056. 00 26M20094862 62835844 59. 50 27M20094454 484615 41. 40 28M20096260 948372 74. 20 29M20096662 6986907473. 50 30M20096666 66 787286 72. 33 585. 2758. 53 SL NOGENDERYEARMARKS MARKS IN % ENGDZODZO rizhungHISTGEOECOCOMACCCOM STUDIESB. MATHSMATHSPHYCHEMBIO 31F20104662 508340 56. 20 32F20105064 506274 72 62. 00 33F20107272 9286766677. 33 34F20104860 6946605055. 0 35F20105266 304220 22 38. 67 36M20106050 62645886 63. 33 37M20104254 48722046 47. 00 38M2010487260698628 60. 50 39M20104469 804025 51. 60 40M20106064 60 606960 62. 17 574. 3057. 43 41F20115266 32405255 49. 50 42F20114858 44485240 48. 33 43F20116983 52526464. 00 44F20115048 62 4042 48. 40 45F2011525562305534 48. 00 46M20114840 6460 50 52. 40 47M20114062 50586454. 80 48M20115272743276 61. 20 49M20115858 696950 62 61. 00 50M20114642 50696664 45. 50 533. 1353. 31To get the clear picture of the above tables, a graph has been drawn to make analysis simple to understand at a glance, as shown below. YearClass 10 result (x)Class 12 result (y) 200754. 8555. 34 200864. 1058. 52 200957. 8858. 53 201055. 6857. 43 201158. 5353. 31 TOTAL291. 05283. 13 MEAN58. 2156. 63 Mean of x = 58. 21 Mean of y = 56. 63 From above tables and chart what we can conclude is that the trend of scores of tenth standard is 2007 = 54. 85%, 2008 = 64. 10%, 2009 = 57. 88%, 2010 = 55. 68%, 2011 = 58. 53%, and for twelfth standard its is 2007 = 55. 34%, 2008 = 58. 52%, 2009 = 58. 53%, 2010 = 57. 3%, 2011 = 53. 31%. There is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years. Result was better in the year 2008 as compared to other years and in all the five years scores are above 50% on overall average. ? Summary The research question on which we were doing research is, Is the quality of education in Bhutan improving or deteriorating in the last five years? In Bhutan this research problem is mostly a frequently discussed topic and plays a vital role in the development of nation along with the core concept of GNH.The research method that we have used is analytical research and all the analysis made is based on t he facts available from the BCSEA office. We have taken the standardized test scores of twelfth and tenth standard and picked a sample size of 100, where 50 samples are from tenth standards and 50 samples from twelfth standards. With the data available what we have found is that there is more or less little variation in percentage of scores from year to year, so the result is education quality is in constant for last five years.Result was better in the year 2008 as compared to other years and in all the five years scores are above 50% on overall average. ? Conclusion This research paper basically focused on looking at the education quality in Bhutan. According to our hypothesis, education quality was supposed to be deteriorating, but with the help of the facts available it is proved that education quality in Bhutan has been more or less remaining constant for last five years. With available facts we have drawn our conclusion of education quality being remaining constant.We only took into considerations the marks obtained by the students and we didnt take into considerations that what factors are actually leading the education quality to remain constant for last five years, this will be left for further studies. ? Bibliography Dorji, Kunga. (2010, 6 Jan. ). Be happy with Maruti. Retrieved form www. drukpa. bt/bhutan/3/test// Lhendrup, Pema. (2011, 13 Nov. ). Is the quality education in Bhutan deteriorating?. Retrieved from Lhendrup. blogspot. com/2011/11/is-quality-of-education-in-bhutan. tml Peljor, Dorjay. (2011, 23 Jan. ). Quality of education in Bhutan. Retrieved from dorjayrhigdenpeljor. blogspot. com/2011/01/quality-of-education-in-bhutan. html Wangchuk, Dorji. (2009, 25 Oct. ). What quality of education are we looking at?. Bhutan observer. Retrieved from www. bhutanobserver. bt/what-quality-of-education-are-we-looking-at/ Sherab, Kezang. (2009 June. ). Quality of education in Bhutan. Centre of educational research and development. Retrieved from www. pce . edu. bt/cerd/quality%20of%20Education%20II. pdf

Comparison Paragraph of Macbeth and Othello Essay

Shakespeare shows a high level of regret in both consorts by raising the emotional turmoil sensed by Macbeth and Othello. The climax of this repentance highlights the mental state of distress of both of the main characters, and is followed by a romptic conclusion. Shakespeare presents Macbeth as regretful by portraying his desire to be king as damaging from the start. This is evident in the play when Macbeth says will all great Neptunes ocean wash this blood clean from my handwriting? This use of language is regretful. Many bad things then go on to happen to Macbeth, providing that he was wrong to murder the king and this was against the laws in Jacobean times. Macbeths reference to Neptune conveys a sense of prayer to the language and the question mark suggests doubt at his actions. Neptune is the God of the sea, and the Jacobean audience would have known this. However, as this was not the Christian God, the audience would have also viewed this with suspicion. This also shows tha t Macbeth feels regretful because it suggests that this is something that will not go away easily all the water in the ocean will not make his hands clean. Shakespeare makes Macbeths guilt and regret apparent with a direct link to the metaphor of having blood on your hands.This heightens Macbeths internal disturbance by the constant pressure laid on by Lady Macbeth. The metaphor is used throughout the whole play as Lady Macbeth sees a spot on her hand and, at the end of the play when Macbeths downfall is imminent, it is said that His secret murders are adhesive on his hands. The outcome is inevitable because Macbeth will not wash his hands clean and the audience knows that this will end in his own death creating drama and tension. Before in the play, the murder of the king is not shown because in the Jacobean Era, murdering the king was against the law. Similarly, Shakespeare presents Othello as regretful. This is evident in the play when Othello says oh sucker, fool, fool Othello calls himself a fool when he finds out the truth and knows that he was tricked by Iago and is regretful for killing his wife. The use of the word fool shows the audience that he was not very sharp as he was tricked quite easily. However, it was easy for Iago to deceive Othello due to his gullibility. This may have been due to the fact that as an outsider, he did not belong in the society. It also highlights the fact that Othello was easily confused because of Desdemonas betrayal of her own father. Othello felt that Desdemona could betray Othello as well. The evidence in support ofthis fatalistic judgement was overwhelming. It had links to Othello being a Moor and Desdemonas seemingly pernicious friendship with Cassio. The Jacobean audience was aware of this dramatic irony and possibly knew what was departure to happen next.

Our Brain’s Negative Bias/ Why Our Brains Are More Highly To Capture Negative Events

Brains negative opinion and negativity refers to those resolutions that be not constructive and negate our feelings and desires. Conniffs ideas on negativity stresses that even with all incontrovertible things in life, one negative thought or event becomes the reduce of management of a person. According to him problems are in a way part of our life. Only problems lead to success. Because problems crave our way to find solutions and eventually refreshing opportunities in life are established. Until and unless there will be no problem, no one will ever go to work or hit for better.Hence, our top dog has the capability to approach for the solutions in a positive way by positive thinking. Positive thinking makes a person courageous and ardent enough to face hardships in life. Positive thinking generates new ideas to work on and prevent one from withdrawal. With every(prenominal) new problem and hardship every person faces some kind of mix attitude and conduct. Some negative fe elings are produced that discourages a person and insist on withdrawal. Simultaneously positive thinking encourages us to overcome the problem and find new solutions to tackle it and think of better.Positive thinking approaches while negative thinking evokes withdrawal. However, both the systems are distinctly disrupt and operate independently. Smith et al (2003) demonstrated that negative stimuli grab much tending of the individual than positive stimuli. They measured PI component of ERP (event related brain potential) as an index for measuring attention allocated to particular stimuli. They investigate how the event is processed and how the positive and negative information is differentiated. Positive and negative stimuli evoke attention differentially. Negative stimuli grab attention more than than positive stimuli.Certain negative stimuli capture attention more than negative stimuli which elicit lesser response. This research confirms the idea of confinns that negative stim uli evoke stronger response. Researchers measure electric responses. Paul Rozin and Edward Royzman in their research Negative stimuli, Negative dominance and Contagion hypothesize that all animals and humans bounce greater attention to negative and threatening event and stimulus as compared to positive one. According to Peeters et al (1989) the reason that negative stimuli grasp more attention is their infrequent and sudden occurrence.As positive stimuli are presumed to be natural and everyone is adapted to their occurrence, hence no one is shocked when they occur. But negative stimuli are rare one and it is usually unnatural and unrealistic to have it and no one wants or assumes it to happen, but when it does it creates shock, anger and fear. The negative bias and negative events are more dominant and prevalent as compared to positive ones. Secondly they postulate that there is no urgency in positive stimuli and their frequent occurrence makes us adjustive to it.But negative sti muli are very rare and sometimes, dangerous and alarming, that requires urgent reaction to it. Negativity always contaminates positivism. Like even small bill of pollution privy easily contaminate large area of pure atmosphere. Some negative stimuli are threatening and create fear that produce an urge a motivating for defense and escape from that environment. Paul Rozin describes three different neural systems designed to escape from danger. The three neural systems are at different levels of Central nauseous system.One is at the level of spinal cord, at limbic system and at the level of cortex. The reflex mechanism at the level of spinal cord allow the person withdraw immediately from painful stimulus like touching a hot stove. The person immediately withdrew hand from the stove without giving it a thought and before the stimulus reaches the cortex. Rozin suggests that always being playful and happy may never let us progress in life and meet for new opportunities. He also pro poses that positive reactions are only short lived while negative actions have long lasting effects.Even men who have through with(p) something wrong their outcomes last even after they die. Further, the effects of negativity are much stronger that even small amount of negative stimuli can destroy positive effects. The example he quoted is that small amount of tar can ruin a whole barrel of honey while a small amount of honey can do nothing to the barrel of tar. Thus, the negative stimuli are much stronger and potent. The chapter 3 in Conniffs book and the remaining two articles are in conformity with each other support the idea of negativity having more influence than positive events.I agree with conniffs idea about negativity bias because in our day to day observation we can see that negative events affect our emotions more strongly than do positive events. One more thing that I can suggest is that negative stimuli evoke stronger response when they occur first time in a sudden. H owever, the same negative event or stimulus occurring repeatedly can lower the response generated as humans and animals become adaptive to it and gradually they change their environment or behavior in a way to either avoid it or become accommodated with it.Hence, negative stimuli occurring again and again may not produce same response as that was produced at first time. References Coniff, Richard (2005). The Ape In The Corner Office. Chapter 3 (pp. -33-39). N. Kyle Smitha

Junk Food Taxes Essay

Do you know the real reasons behind the terrible eating practices amongst Caribbean people today? Large numbers of people gravitate to what is commonly called toss out or fast food. I reckon no one stops to think about the dangers the all over phthisis of toss away food does to our tree trunk. The duty of ensuring a healthy life, and by extension healthy food for citizens, is the governments job in the first place then the citizens themselves. This is so beca practice session the government has pick up over the marketing of goods in a country and is able to tax whatever they want and so discourage the consumption of that which is considered bade or unhealthy. Placing high taxes on junk food within Caribbean countries testament prove beneficial as it would help in reducing the accessibility of junk food to consumers, mend the countrys miserliness and help improve the health status of individuals. Placing higher taxes on junk foods and making healthy food more low-priced will aid in reducing the purchase and over consumption of food with little or no nutritional value. throw away food is agreeable because it is easy and cheap to energise making it more expensive will encourage other foods to be eaten. One of the reasons people do non conduct healthier foods today is because of money, another is of convenience. If taxes are placed on junk foods to make them more expensive, then people will be driven to look to out healthier foods as they are less expensive. When Washington researchers compared the prices of 370 foods sold around the adult male, calorie for calorie, junk foods not only cost less than fruits and ve consumeables, only when junk food prices also are less likely to rise as a result of inflation.(Pope,2007). This research has led us to realize that not only fag end the people not afford to eat healthy exclusively sooner or later will end up with every number of diet- related ailments because of the growing increase in the consumption of unhealthy foods. Taxing junk food and similar food products would create additional motivator for consumers to eat healthier. A study conducted in Guyana states that its easier for low-income people to sustain themselves on junk food rather than fruits and vegetables (Drewnowski, 2007).One of the disadvantages of being poor is that you can only survive on what you can afford and that is the problem faced by many people today, not only in the Caribbean but the world at large. Many healthy food items are so expensive today that poor or low- income families have to bypass them and turn to the cheaper, detrimental goods. Junk food items tend to be easily accessible and require little or no preparation before eating, making them highly preferable over healthy diets. Increasing taxes would make the prices of Junk food expensive thereby reducing the appeal they have on consumers. Countries that impose a tax on junk food can strengthen and grow their economy vastly as it limits the amou nt of money being spent unnecessarily. The consumption of unhealthy foods puts a heavy cost on society as it contributes to many serious health problems (which have to be treated, sometimes for prolonged periods) so taxing junk food would make people pay social cost of eating unhealthy food. For example, eating unhealthy foods contributes to the problem of obesity.Obesity is estimated to cost the Caribbeans economy around 6.6 7.4 billion a year (Blackwell, 2009). Placing an increased tax on junk food will help the government raise substantial sums of money. They could use this revenue to offset other expenses. That money could be used to subsidize the purchase of staple foods like seasonal greens, vegetables, whole grains, dried legumes and fruit (Pettinger,2012). A 20 percent increase in the price of junk food countryally could result in about a 20 percent step-down in consumption, which in the next decade could prevent 1.5 million individuals from becoming obese and 400,000 ca ses of diabetes, saving about $30 billion.( (Bittman,2011). The consumption of junk foods deteriorates the human body so placing higher taxes on junk food will help to increase the health status of individuals. One of the disadvantages of junk food is that it leads people to get overweight over time since junk food contains little nutritional value, but contains empty calories, and a high level of saturated fat, salt, or sugar.The stick out often has problems digesting junk food, which leads to health problems. In addition to that, the avail top executive of junk food results in people eating junk food weekly or daily, and doing so increases their health risks. 300,000 people a year die from obesity-related health conditions including heart disease, diabetes and stroke all as a result of the over consumption of junk foods (McCuen, 2000). Because junk foods have high fat, cholesterol and salt content, doctors have established that the intake of too much junk damages the liver and th e pancreas, resulting in insulin-dependent diabetes mellitus (Lee, 2007). Healthy lifestyle choices help people remain physically well and too much junk food leads to complications as it prohibits the brain from working properly, conduct to underachievement and a host of other disorders.Critics may argue that what we eat is a personal choice and that it is no ones business what a person chooses to eat. The freedom to eat a slice of apple pie might not sound quite as stirring as freedom of speech, but the ability to choose how to live our lives is the most fundamental freedom. What you eat is no ones business but ours (Morris, 2012). They may also argue that the government has no right to punish people by taxing their food choices as it is quite difficult to know for sure which food to tax to prevent complications in the human body. They may also argue that many foods can lead to an unhealthy lifestyle if consumed in sufficient quantities. Because of the convenience of junk food, p eople will continue to purchase it no matter how much tax is placed on them. People who work have short hour breaks and they want to get something to eat fast.They see eating junk food as the fastest way to eat (Cummins,2012). The critics may have a valid point but it can be also be argued that the choices made by individuals who eat junk food often end up costing a nation when they have to be treated over long periods of time for illnesses that result from their eating habits. Caribbean people, especially Jamaicans have many low income families who will have to get what they can afford and tend to buy what is more economical. They also will take every opportunity to economize on food and use the comfort to invest in other areas of their lives. So, if government implements higher taxes on junk food, it should result in changes in eating habits which notonly benefits the individuals health and social wellbeing but also the countrys economy.

Religious Differences in the Early New England Colonies Essay

New England Colonies were established by people who were exile because of their religious beliefs, Most were known as separist. Most wanted to escapes and die redundant from the Anglican Church which was also known as the Church of England. They wanted the freedom to worship God in their own way. Yet, they however did non want to extend the freedom to everyone. Those who wanted to purify the Church of England were known as the puritans. They believe the Church of England was too similar to the Catholics in structure and ceremony. The puritans especially were intolerant to those who did not believe in their beliefs. The puritans were known as the non separists, the separists were people who wanted to completely break free from the Church of England.Also there was a group called the Antinomians in which Anne Hutchinson and her supporters opposed to the rule of law. The Quakers whom believed that they did not need to learn from ministry, since one persons interpretation of the script ure was as valid as anyone elses. It was religions such as these and others that caused different people to break free and go to different parts of the New World so that they can be free to practice their beliefs, In the new world most were able to practice their own beliefs while yet some were exiled, driven out, or accepted into their colonies. no matter of which, religion was the common factor for people leaving the old world and forming New England Colonies in the New World.

Violence Is Not the Solution to People’s Problems.

Violence is not the solution to peoples problems. Is violence, the answer to peoples problems? NO WAY. Well first what does violence actually mean. Violence means rough force that is used to injure or harm (Macquarie Pocket lexicon Third Edition pg. 1153). In The Outsiders by S. E. Hinton published in 1972 violence is used quite on a regular basis to answer difficulties. In this novel there ar two Gangs called The Socs and The Greaser. The Socs are the rich kids on the north side of town and The Greaser are the middle class kids on the south side of town.Violence is neer the answer. It may lead to damage to your mental and physical health. It also hurts your friends and families. Violence hurts people physically. Punching and kicking is not the way to solve problems. It can lead to adept injuries and sometimes death. Just like after the rumble Pony Boy is injured with cuts and bruises all over his body. Dally ends up taking him to hospital. People should not use violence to resol ve difficulties even if they are angry or stressed. Violence hurts people mentally. When you hit people or swear at them it hurts them.It builds up inside until you cannot take anymore. Such as, when Darry hits Pony Boy, it hurts him and makes him insufficiency to run away. Violence does not solve problems. It hurts more than you think. When violence is used to solve problems, trust and fellowship is lost within families. For example when Johnny kills a Soc. Johnny and Pony Boy run away, that makes their friends and family very stressed. Stress leads to aggression to eliminate anger from ones self. Families fill to stick together otherwise violence will be used. Some may think that violence because it is a form of self defence. Self defence is something that involves protecting oneself, ones property or the well being of another from physical harm (WikiPedia). Just like in the Rumble the Greasers are defending themselves and their territory. similarly like when the Socs try to drown Pony Boy and Johnny using self defence, killed a Soc. Self defence is a form of violence that regularly leads to further consequences. Violence should not be used to solve problems. It only leads to damage to your mental and physical health. It also hurts your friends and families. Just think do you want violence continue being present in your society?