Soothing Quotes When You Are Missing Someone

Soothing Quotes When You Are Missing Someone When you are in love, almost every moment of togetherness is bliss, and almost every moment of separation is torture. When your heart pines for your loved one, you cannot help but lose interest in other aspects of your life. Your mind and soul suffer from a deep yearning. You might be separated by distance from your love or the separation might be permanent, the result of death or a breakup. These quotes can help when you are brought low by missing a love, for whatever reason. Quotes to Help Cope With Missing Someone William Shakespeare, Romeo and Juliet: â€Å"Parting is such sweet sorrow that I shall say goodnight till it be morrow.†Ron Pope: I was praying that you and me might end up together. Its like wishing for rain as I stand in the desert, but Im holding you closer than most, cause you are my heaven.Claudia Adrienne Grandi: If I had a single flower for every time I think about you, I could walk forever in my garden.Henry Alford: Life is so short, so fast the lone hours fly. We ought to be together, you and I.Nicholas Sparks: Romance is thinking about your significant other when you are supposed to be thinking about something else.Frederick Buechner: You can kiss your family and friends goodbye and put miles between you, but at the same time you carry them with you in your heart, your mind, your stomach, because you do not just live in a world but a world lives in you.Ralph Waldo Emerson:  For everything you have missed, you have gained something else, and for everything you gain, you lose something else. Emily Dickinson: Parting is all we know of heaven and all we need to know of hell.American Proverb: Absence makes the heart grow fonder.Hans Nouwens: In true love, the smallest distance is too great, and the greatest distance can be bridged.Francois Duc de la Rochefoucauld: Absence diminishes little passions and increases great ones, as the wind extinguishes candles and fans a fire.Kay Knudsen: Love is missing someone whenever youre apart, but somehow feeling warm inside because youre close in heart.Rainbow Rowell, Eleanor Park:  Ã¢â‚¬Å"His eyes missed her as much as the rest of him.†Ã‚  Fyodor Dostoyevsky, The Dream of a Ridiculous Man short story: â€Å"How anxiously I yearned for those I had forsaken.†Ã‚  Dennis Lehane, Shutter Island: But as the years passed, he missed her more, not less, and his need for her became a cut that would not scar over, would not stop leaking.†Ã‚  Kaui Hart Hemmings, The Descendants: â€Å"Thats how you know you love someone, I g uess when you cant experience anything without wishing the other person were there to see it, too.†

Nepetalactone Cycloalkane in Catnip

Nepetalactone Cycloalkane in Catnip Catnip, Nepeta cataria, is a member of the mint or Labiatae family. This perennial herb is sometimes known as catnip, catrup, catwort, cataria, or catmint (although there are other plants that also go by these common names). Catnip is indigenous from the eastern Mediterranean region to the eastern Himalayas, but is naturalized over much of North America and is easily grown in most gardens. The generic name Nepeta is said to have been derived from the Italian town Nepete, where catnip was once cultivated. For centuries humans have grown catnip for humans, but the herb is best known for its action on cats. Nepetalactone Chemistry Nepetalactone is a terpene composed of two isoprene units, with a total of ten carbons. Its chemical structure is similar to that of the valepotriates derived from the herb valerian, which is a mild central nervous system sedative (or stimulant to some persons). Cats Domestic and many wild cats (including cougars, bobcats, lions, and lynx) respond to the nepetalactone in catnip. However, not all cats react to catnip. The behavior is inherited as an autosomal dominant gene; 10-30% of domestic cats in a population may be unresponsive to nepetalactone. Kittens will not show the behavior until they are at least 6-8 weeks old. In fact, catnip produces an avoidance response in young kittens. The catnip response usually develops by the time a kitten is 3 months old. When cats smell catnip they exhibit a range of behaviors that may include sniffing, licking and chewing the plant, head shaking, chin and cheek rubbing, head rolling, and body rubbing. This psychosexual reaction lasts for 5-15 minutes and cannot be evoked again for an hour or more after exposure. Cats that react to nepetalactone differ in their individual responses. The feline receptor for nepetalactone is the vomeronasal organ, located above the feline palate. The location of the vomeronasal organ may explain why cats do not react from eating gelatin-enclosed capsules of catnip. Nepetalactone must be inhaled for it to reach the receptors in the vomeronasal organ. In cats, the effects of nepetalactone can be moderated by several drugs acting upon the central and peripheral nervous system, and by several environmental, physiological, and psychological factors. The specific mechanism governing these behaviors has not been described. Humans Herbalists have used catnip for many centuries as a treatment for colic, headache, fever, toothache, colds, and spasms. Catnip is an excellent sleep-inducing agent (as with valerian, in certain individuals it acts as a stimulant). Both people and cats find catnip to be emetic in large doses. It exhibits antibacterial properties and may be useful as an anti-atherosclerotic agent. It is used as an adjunct in treated dysmenorrhea and is given in tincture form to aid amenorrhea. 15th century English cooks would rub catnip leaves on meats before cooking and add it to mixed green salads. Before Chinese tea became widely available, catnip tea was very popular. Cockroaches and other Insects There is scientific evidence that catnip and nepetalactone may be effective cockroach repellents. Iowa State University researchers found nepetalactone to be 100x more effective at repelling cockroaches than DEET, a common (and toxic) insect repellent. Purified nepetalactone has also been shown to kill flies. There is also evidence that nepetalactone may serve as an insect sex pheromone in Hemiptera Aphidae (aphids) and a defense substance in Orthoptera Phasmatidae (walking sticks).

Origin Stories and Religion Essay Example | Topics and Well Written Essays - 500 words

Origin Stories and Religion - Essay Example According to the essay findings origin stories are a great spark to we are and stand as humans. Despite one’s religion, they all center around people believing in the existence of a superior being and the variation in truth as being either subjective or objective. These things held by people over time end up shaping how they look at things and their perceptions. Despite the varied existence of truth in religions, they also have conflicts.From this discussion it is clear that the components of sacred texts, as well as its canonist, sets the mood that the text occupies within the religious tradition. The process involves an author who composes the text which is an oral traditional-precipitation surrounding writing, facilitating reduction and canonization through editing. The text has foundation on authority, and its genre will fall under historical, legal, apocalyptic, epistle and poetic. In Judaism, the primary writing is the Tanak, with the others being Talmud. On the other ha nd, Christianity's main work is the bible which consists of both the new and the Old Testament. The other additional books include the Apocrypha and Creeds. In Islam, the primary text is the Quran with Hadith as an additional text. Further, The Smruti or otherwise known as the Vedas is the main text in Hinduism, with the support of Suriti. The previous also goes by the name the Great Epics or Upanishad. Buddhism is the only one that has one primary text being Tripitaka. The interpretation can either come in as organic, Existential or mechanical.

Personal Platinum Label Assignment Example | Topics and Well Written Essays - 500 words

Personal Platinum Label - Assignment Example Also, being a person who is relaxed and systematic when handling tasks, this labels is essential as it helps others appreciate my organize behavior and thus complement it. Lastly, as a formal and conservative being, this platinum label is crucial in pinpointing what I stand for and therefore help others understand my decisions. In general, the above platinum label is significant in making others understand who I am, depending on whether they perceive the label as a strength and weakness, and hence guide their interactions with to avoid interpersonal conflicts. My stretch moment elicited a number of emotional experiences where I had to deal with unhelpful thoughts that flooded my mind. For example, as an introvert, I have had to deal with less understanding colleagues who have used it to harm me emotionally. In not less than one occasion, memories of my previous engagement with friends who accused me of being uncooperative almost drove me berserk. I could simply not let them know the emotional turmoil I was undergoing while at the same time they could not understand me as an introvert. Similarly, being a person who likes being relaxed and systematic in my activities, I dislike working under pressure. Unfortunately, when faced with team exercises that require speed, excess pressure always puts me at logger's heads with colleagues. Nonetheless, the stretch experience I had connected significantly with cognitive defusion, a core principle of ACT. Here, I observed the uncomfortable emotions without attaching much attention to them. For instance , as the memories of my negative experiences with my colleagues came into my mind, I observed them but tried as much as possible not to attach much value to them. As a result, the thoughts were simply streaming through my mind without significant impact on my stretch exercise. The label above is  applicable to the animal matrix cross-hair matrix as it forms the basis upon which the various description of the matrix is answered.  

When using different metals Essay Example for Free

When using different metals Essay An example of this is when an iron nail is put in a copper sulphate solution. A displacement reaction only occurs when a metal reacts with an acid. This is an exothermic reaction. Exothermic means that the energy is going out of the reaction. Chemical reaction where the energy content of the products is less than that of the reactants; heat is given out from the system. In an exothermic reaction, heat energy is given off to the surroundings so the product molecules have lower heat content than the reactants. This is like taking a wet sponge and squeezing it into a funnel the sponge ends up with lower water content than before the exothermic reaction. The amount of water which is squeezed into the funnel and collected is a good concrete way to visualize the heat of reaction. Apparatus: Measuring Cylinder Thermometer Stop clock Balancing Scale Copper sulphate solution Beaker Zinc Lead Aluminium Magnesium Iron Method: == Collect all required equipment in a tray. == Put 50 cubic cm of copper sulphate solution into a beaker make sure it is 50 by using a measuring cylinder. == Measure temperature of solution at the begging by using a thermometer. == Measure 2 grams of metals with copper sulphate solution. == Shut the beaker with a lid made out of cardboard for the thermometer to enter. == Measure temperature of substance every 30 seconds. == Repeat for 8 mins. == Repeat this routine for the other metals. Prediction: I predict that magnesium will displace most of the other metals it will react with. This is because magnesium is the highest metal we are using in the reactivity series and as such will displace more. Results: Iron 1 2 3 Average Graph Analysis From this investigations results I can see that Magnesium was the most reactive metal out of them, and Lead was one of the metals that reacted the least, along with Zinc. Magnesium emitted the most heat out of them all. It took several minutes for magnesium to reach its highest temperature on the table. My prediction was correct as I predicted that Magnesium would be the metal that emitted the most heat, as it was the more reactive than the other metals. Evaluation In this experiment I investigated how much heat displacement reactions give out. We used plastic beakers but used cardboard lids, which may have altered the results of the experiment. If I were to do the same experiment over again I would use plastic lids and see if the results were the same or if they differed. We also hand stirred the solutions, so that could have changed the results. I could improve the experiment if the same person stirred it then they would know roughly at what speed they stirred the solution. Rina Bhudia Science Investigation 10 B3 Mrs Davis Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Patterns of Behaviour section.

Essay --

Stem Cells The science world is growing very fast. Stem cells are unique cells in a human body, which have the ability to renew themselves and become specialized into liver cells, kidney cells or spinal cord cells from unspecialized type of cells. Stem Cells have the ability to make a huge positive impact in the medical field. It is important to know the basics of Stem Cells, the difference between the types of Stem Cells, and the possible uses of Stem Cells. Knowing the basics of stem cells is important to understanding how they might positively influence those with different types of medical conditions. Stem cells are defined as unspecialized cells capable of renewing themselves through cell division. (stemcells.nih.gov) Stem Cells develop in many different cell types during the early stages of life and development. As long as a human or animal is alive the many tissues in the body assist on any internal repairs in the tissue. Stem cells can either stay stem cells or become more in detail and become a muscle cell, a red blood cell, or a brain cell. There are millions of people who develop some sort of medical condition such as birth defects and cancers every year. These conditions are due to the fact of abnormal cell division and differentiation. Stem Cells have the capability to repair many different types of damaged tissue. The two main types of stem cells scientists use are Adult and Embryonic Stem cells. The embryonic stem cell is the first type of stem cell scientist’s deal with that are obtaining from the embryo. Most embryonic stem cell are taken from embryos that develop from eggs that have been fertilized in vitro fertilization then donated for research purposes with informed consent of the donors. (stemcell... ...scover new cell lines, but are working towards changing that. Stem cells definitely have the ability to have a large impact in the science and medical fields. Science has grown so fast into finding new ways to treat a large number of different medical conditions and it is only a matter of time till these new findings are put into effect. The stem cells among us already have the ability to restore tissue and to also transform into different types of cells to fix diseases. The adult and embryonic cells are cells that scientists will continue to use to treat the many different diseases. Therefore, it is very important to know the basics of stem cells, the difference between the types of stem cells, and the possible uses of stem cells because science is moving quickly to have a promising future for those in need of medical help. http://stemcells.nih.gov/index.asp

Student Survival Guide

First, print the Course Syllabus and Calendar to review before class begins. On your computer, create a folder for each class under My Documents. Create sub-folders by weeks, or one sub-folder for materials and one for assignments you completed for the class. Under the Classroom tab, find Materials for each week of class. Each week, download all files on your computer under the folders created. Backup your files in a portable device to avoid losing work you’ve already completed. In the Library tab, you can access the University Library as well as the Center for Writing Excellence. The University Library conducts your search from multiple databases and you may narrow down a search by database or more search options. Information for article search to keep in mind is the use of key words, publication date, title of the article, which database it was found in, the author and whether the article has been peer-reviewed. In the Library, you can also View the Research Tutorials, Read the Library Handbook or Ask a Librarian for more information. The Center for Writing Excellence provides essential tools. WritePoint is a system to which you may submit a paper to be reviewed for grammar that spell-check on a computer may miss. Plagiarism Checker is a system in which you can submit a paper to be reviewed for plagiarism. Tutorials and Guides offer a variety of tools. Aside from tutorials, you can view samples, information, and handbooks. Whether you need to learn on a topic or simply brush up on your knowledge. Upholding Academic Honesty Review the Student Code of Academic Integrity from CWE in the University Library. Using someone else’s work in your own, whether intentionally or not without giving the original author proper credit, is plagiarism. This is considered to be academic dishonesty and can result in expulsion from the University, failing grade for the assignment or class, or suspension from the University. Self-plagiarism, fabrication, unauthorized assistance, copyright infringement, misrepresentation and collusion are also forms of academic dishonesty and can also result in corrective action. Always list your references and submit your papers to Plagiarism Checker before submitting the assignment. Setting and Achieving Goals It is important for every student to set long and short-term educational goals, as well as career goals. List what those goals are for you using the SMART technique. Each goal must be specific, measurable, attainable, realistic and timely. By setting specific steps to achieve your goals, you can make it easier to tackle obstacles as they may come. It is important to map out your goal in a way that you can see is attainable and realistic, so that you can measure your accomplishments every step of the way to reach your goal in the time you placed. When obstacles arise, re-evaluate your goal and adjust it where necessary. An Axia degree may be your goal, or a step-stone to your goal. Think of two long-term and short-term goals that will help you in your path to earning your degree. Then, think of one long-term goal in which your Axia college degree will benefit you. Managing Time Wisely Taking a look at your Course Syllabus ahead of time will help you map out how much time you will need to set aside for your courses during the week and when you can fit it into your schedule. Ensuring that you have time to complete assignments, submit them for review and submit them by the deadline. While taking two courses at Axia, weeks alternate between assignments and discussion questions. Each class is opposite to the other. Meaning that: while you have assignments due for one class; the other class is focusing on participation and vice versa. This makes your time between courses manageable. To juggle school, work and family responsibilities successfully, refer back to long-term and short-term goals. Prioritize your goals wisely. Utilize a planner to allocate your time realistically and efficiently. Make a time log of a typical day in your life. Identify activities that do not make good use of your time and think what you could have placed that time towards regarding your goals and priorities. This will avoid time-wasters and drive you towards your goals. Fostering Reading Comprehension and Retention Read in a distraction-free environment. Identify your reading purpose (pleasure, understanding, critically evaluation and/or practical application). Know your reading words per minute. Apply the SQ3R strategy to your reading routine will help to ensure you learn what you read. Surveying is your overview of what you are about to read. Look through the table of contents, titles and sub-titles of an article, read the preface of a book, and identify highlighted content such as words in italics or bold. At the end of the reading, look for a summary, bibliography and index. This will give you an idea of the reading’s content. Questioning is to ask yourself what you expect from the reading and what you wish to learn from it. Break it down into questions by chapter or section and look for your answers as you read. As you read, remember the titles and highlights from surveying. Look out for the key points and answers to your questions. Identify the main idea in each paragraph by highlighting, circling or taking notes. After each section, recite the answers to your questions and other key points you found by reading them over to yourself or out loud or re-writing them. This will help to review that all your questions were answered and help you retain the information. Review shortly after reading as well as every so often in the days to follow. Try summarizing the information by recalling the key points. Refer back to your notes or marked pages. Talking to someone about what you have learned or asking someone to quiz you is also an effective way to review. Applying Personality and Learning Styles It is important to continuously identify your learning style, strengths and weaknesses throughout your education as these may change circumstantially. This will help you make the most of your strengths and rise above your weaknesses. The Personality Spectrum based on Myer-Briggs Type Inventory by Katharine and Isabel Briggs names four personality types; Thinker, Organizer, Giver and Adventurer. Each personality type exhibits different characteristics such as the ability to solve problems, neatness, honesty and flexibility. Based on your personality type, certain study techniques will be more useful than others in your distance learning success. According to the Multiple Intelligences Theory by Professor Howard Gardner there are eight intelligences people have. Some are more developed than others in each individual. These are; verbal-linguistic, musical-rhythmic, logical-mathematical, visual-spatial, bodily-kinesthetic, interpersonal, intrapersonal and naturalistic. Depending on which intelligence you have developed more than others, you possess certain skills and abilities. Based on those, you can identify which study techniques work best for you. Once you recognize your less-developed intelligences, you can partake in activities to develop in that area. For example, if your naturalistic intelligence is under-developed, you could find out-door activities you might enjoy or learn more about nature. Understanding personality types and intelligences will help you to relate to people who have different degrees of development in intelligences and different personality types than yours. While working in groups, it may help to delegate who would do best in each area of the assignment. It may also help to understand others on a personal level realizing that we all have different thought processes and characteristics.

Brain Development

The human brain is considered as the most important and complex part of the body consisting of about 180 billion cells (Kolb and Whishaw 84). Of those 180 billion cells, 60 billion neurons are actively involved in thought processing, and each of these may synapses with as many as 15,000 neighboring neurons. Because of this complexity, for many years researchers in neuroscience have been hesitant to take on the difficult task of explaining the intricacies of the human brain. Prenatal Development The brain is among the first body parts to specialize and function in the embryo.It originates as a flat sheet of cells on the upper surface, called the neural plate. The brain begins to develop between the second and third week after fertilization and continue to develop rapidly throughout gestation (Spear 406-407). At 3 weeks of embryonic development, a tube appears along the back of the embryo. This is the neural tube, from which the entire nervous system develops. At the top of the tube, t hree bulges develop to form the three main divisions of the brain- the forebrain, the midbrain, and the hindbrain, and, behind them, the spinal cord.By the time the embryo is 13 mm (y in) in length the three swellings have become five, as the forebrain itself separates into the region to become the cerebral hemispheres and below this the diencephalons. The swellings are so large that to accommodate them the tube must begin to kink. At 7 weeks, the parts of the developing neural tube initially form a straight line, but the tube soon bends so that the forebrain and hindbrain are at right angles to each other.The hindbrain develops rapidly at this stage and begins to sprout a series of nerves (cranial nerves). The forebrain also begins to enlarge, forming two bulges. These will become the large, folded cerebrum and underlying structures, such as the thalamus. At 11 weeks, most features of the adult brain appear in rudimentary form. The hindbrain differentiates into the cerebellum (larg ely concerned with balance and coordination) and the pons and medulla (which control vital functions such as breathing and heartbeat).Meanwhile, the forebrain continues to grow, and the bulk of it – the cerebrum – begins to overlap the underlying structures. By the fifth month, the wrinkles on the cortical surface of the cerebrum have appeared, and simple but recognizable EEG patterns have developed. Once the tube has been closed off, the cells within it divide, going through a number of precursor stages before their daughters eventually differentiate to give rise to the populations of neurons and glia that will form the adult brain.The rate of cell proliferation is extraordinary: an average of more than 250,000 neurons per minute must be formed during the nine months of pregnancy—a rate dramatically surpassed by that of synapse formation: More than 30,000 synapses must be formed per second under every square centimeters of cortex to generate the complement pres ent in the early post-natal period. During pregnancy the fetal brain grows dramatically in size and complexity, and the neurons and glia which constitute it must find their appropriate positions and make their ordered connections, for instance within the six layers of the cerebral cortex.Because the cells are generated from a single initial sheet, it is necessary for them to migrate considerable distances to their final location. The cerebral hemispheres develop from the front portion of the neural tube, and, as their progenitor cells are formed, by the fifth week of pregnancy, the wall of the tube bulges to form the cerebral vesicles. Over the next hundred days, cells close to the ventricle are destined to give rise to the neurons which will form the cortex, while the glia are born in a second layer slightly further from the ventricles.The newborn neurons migrate from the ventricular zone towards the surface of the cerebral vesicles, where they meet axons growing in from the region of the developing brainstem, through which the later-born neurons must migrate. Before birth, massive enlargement of the cerebrum continues. Its most impressive development occurs in the cerebral cortex (the outer layers of the cerebrum) – the site of all higher conscious activity. At birth, the cerebrum makes up the bulk of the brain (The American Medical Association 12-13).Hence, by the time of birth, virtually all of the approximately 100 billion neurons in the human brain already are present (Cowan 113-115). Infancy But even this phenomenal rate of development may be an understatement (Clarke 345). Further Myers stated that in humans, though the brain tissue from the cerebral cortex has increased in complexity of the neural networks, the number of nerve cells don’t increase, but their interconnections do (63) Research in animals indicates that early in development, about twice as many neurons are produced than will be present in the adult brain.In addition, many n eurons initially grow axons that connect to the wrong targets. During the normal course of development, the excess neurons die and the inappropriate connections degenerate, leaving the appropriate connections in place (Cowan, Fawcett, OLeary, and Stanfield 1258-1260). Scientists believe that this overproduction and, later, death of neurons and their connections is an important mechanism for forming and fine-tuning the developing nervous system. The brain is not completely developed even in full-term newborn infants.A great deal of brain development takes place in the first few months of postnatal life; and, in fact, brain growth continues at least until adolescence (Benjamin, Hopkins, and Nation 313). They further added at birth, the human brain is immature: The neural networks that enable infants to walk, talk, and remember are still forming. This helps explain why infants’ memories do not predate during their third or fourth birthdays. In infancy, the brain also grows rapid ly specifically during the first two years after birth (Spear 170).Unlike all other cells in the body, however, the neurons are not usually replaced when they die, and from early infancy onwards there is indeed a small but steady loss of neurons. The growth is accounted for by increases in the number of glial cells, but above all in the massive development of dendritic processes and synaptic connections, as the brain â€Å"wires itself up† in a spectacular interplay of epigenetic specificity and experience-dependent plasticity—that is, the way that neural pathways are modified as a result of experience and most notably, learning and memory.Although all of a person’s neurons are present at birth, the number and complexity of the connections among neurons increase substantially after birth (Parmelee and Sigman 2:95-98), and this increase is partly responsible for the growth in brain size. Thus, both the increased neural connections and the development of myelin af ter birth make possible more and more complex behavior and thought as the child grows. In some areas of the brain, these developmental changes continue until adolescence (Yakovieve & Lecours 5-7).The human brain, and its functions, thus develop at first rapidly and then more steadily over the first few years of infancy, across puberty, and even into late adolescence. Works Cited Benjamin, Ludy, Hopkins, Roy, and Jack Nation. Psychology. 2nd ed. New York: Macmillan Publishing Company, 1997. Clarke, P. G. H. Neuronal Death in the development of the vertebrate nervous system. Trends in Neuroscience. Cambridge: Harvard University Press, 1995. Cowan,W. M. â€Å"The development of the brain†. Scientific America,241(1989):113-120. Cown,W. M. ,Fawcett,. j. w. , O`Leary,. D.D. M. ,& Stanfield,B. B. â€Å"Regressive Events in Neurogenesis†. Science,225(1991):1258-1260. Clayman,C. B. ,M. D. â€Å"The Brain and Nervous System. † The American Medical Association. 2nd ed. 199 7. Kolb,B. , AND Whishaw,I. O. Fundamentals of human neuropsychology. New York: Freeman,1995. Parmelee,A. H. , and Sigman,M. D. Prenatal brain development and behavior. In P. H. Mussen (Ed). Handbook of Child Psychology,Vol II. Infancy and development psychology. New York: John Wiley &Sons, 1984. Spear, Peter D. Psychology: perspective on behavior, New York: John Wiley &Sons, 1998.

Essay on Indian Tribes

Essay on Indian Tribes Essay on Indian Tribes FINAL Cheyanne 10 bands, council of 44†¦ 4 important people in each band. Structure. 1. Northern Cheyenne - Eaters, omisis, great hunters, they’ll eat anything, largest group up north. 2. Burnt Aorta (Heviqsnipahis) - Roasted aorta, buffalo aorta, dried out bison heart used as a pipe. Women sit with feet facing left, women are most modest (burme order) (Sioux close to Cheyanne). 3. Hair Rope Men – make rope from horsehair, rather than rawhide. Black Hills†¦ ended up in the southern plains. 4. Original Hairoteman (Scabby or Scabbies) – Developed skin condition using mangy buffalo hide as a saddle blanket. Originally kindred with the Hair Rope Band. Relocated to Colorado. 5. Ridge Men – Offshoot of Hair Rope Men, developed a preference for living in the â€Å"ridge country†. 6. Sutai – Absorbed by Cheyenne in late 18th century 7. Sioux-eaters – Those Who Eat w/ the Sioux. An incorporated group of Sioux into the Cheyenne tribe. 8. Grey Hair – Fixed legs, said to have a large proportion of children with grey hair. 9. Prognathous Jaws (big jaws) – Deer dance, war path. Masscam (Animal dance) – Arrow Keepers, ancient way of relating to animals 10. Poor – haunowa, origin of name is unknown Additional Notes: Sioux – Tai – Either persecuted, some group has them on the run, encroachment by other tribes taking their food causing them to go hungry, taking of their supplies. Sioux eaters (Northern Cheyanne) Fought together and ate together. 10 other bands: 1. Kickapoo 2. Winnebago 3. Blackfoot 4. Sioux 5. Arapaho 6. Kiowa 7. Lakota 8. Herron 9. Iroquois 10. Chippewa 11. Runners (Town Crier) – Cheyenne 12. Bands stop in center and smoke in 4 directions, Sacred 4 (north, south, east, west), 4 sacred number. 13. Plains lodge – Plains Tipi, 4 or 3 poles 14. Small Teepee – 11 cowhides, 15. Large – 21 cowhides 16. Females had awls, flechette (material culture) 17. Describe material culture, hair ropes, quill work, hyde paintings, bows, arrows, medicine hat. 18. Describe Cheyenne Law – kill another Cheyenne you are excommunicated (just as good as dead) (#15) a. Describe Council of 44 – council of chiefs, four chiefs from each of the 10 Cheyenne bands, plus 4 principal or â€Å"Old Man† chiefs who previously served on the council with distinction. 19. What are quillers? Cheyenne Women that extract quills from porcupines and prepare them for embroidering. They dye them with different colors, flatten them with their teeth.

How to Create and Use Hashes in Ruby

How to Create and Use Hashes in Ruby Arrays are not the only way to manage collections of variables in Ruby. Another type of collection of variables is the hash, also called an associative array. A hash is like an array in that its a variable that stores other variables. However, a hash is unlike an array in that the stored variables are not stored in any particular order, and they are retrieved with a key instead of by their position in the collection. Create a Hash With Key/Value Pairs A hash is useful to store what are called key/value pairs. A key/value pair has an identifier to signify which variable of the hash you want to access and a variable to store in that position in the hash. For example, a teacher might store a students grades in a hash. Bobs grade would be accessed in a hash by the key Bob and the variable stored at that location would be Bobs grade. A hash variable can be created the same way as an array variable. The simplest method is to create an empty hash object and fill it with key/value pairs. Note that the index operator is used, but the students name is used instead of a number.​​ Remember that hashes are unordered, meaning there is no defined beginning or end as there is in an array. So, you cannot append to a hash. Values are simply inserted into the hash using the index operator. #!/usr/bin/env rubygrades Hash.newgrades[Bob] 82grades[Jim] 94grades[Billy] 58puts grades[Jim] Hash Literals Just like arrays, hashes can be created with hash literals. Hash literals use the curly braces instead of square brackets and the key value pairs are joined by . For example, a hash with a single key/value pair of Bob/84 would look like this: { Bob 84 }. Additional key/value pairs can be added to the hash literal by separating them with commas. In the following example, a hash is created with the grades for a number of students. #!/usr/bin/env rubygrades { Bob 82,Jim 94,Billy 58}puts grades[Jim] Accessing Variables in the Hash There may be times when you must access each variable in the hash. You can still loop over the variables in the hash using the each loop, though it wont work the same way as using the each loop with array variables. Because a hash is unordered, the order in which each will loop over the key/value pairs may not be the same as the order in which you inserted them. In this example, a hash of grades will be looped over and printed. #!/usr/bin/env rubygrades { Bob 82,Jim 94,Billy 58}grades.each do|name,grade|puts #{name}: #{grade}end

Sexual Dysfunctions Research Paper Example | Topics and Well Written Essays - 1500 words

Sexual Dysfunctions - Research Paper Example Some of the very common sexual dysfunctions or disorders are: sexual desire disorders, sexual arousal disorders, orgasmic disorders, sexual pain disorders, paraphilias (in which the person experiences intense sexual urges toward non-human things, children, etc.), gender identity disorder (in which the person wishes to be of the opposite sex due to dissatisfaction of the gender roles assigned to his/her sex), and many more. Also, sexual dysfunctions may be classified as primary or secondary in nature. A primary sexual dysfunction is one which a person has always been experiencing. A secondary sexual dysfunction is one which a person has started experiencing after being normal all his life. A woman who has always experienced pain during intercourse has a primary sexual dysfunction; while, a woman who has started feeling pain with a current partner and did not experience it with any of the previous partners has a secondary sexual dysfunction. This paper intends to elaborate upon one spe cific kind of sexual arousal dysfunction in men: erectile dysfunction. Erectile Dysfunction Videbeck (2010) defines erectile dysfunction (ED) as â€Å"a persistent or recurrent inability to attain or maintain, until completion of the sexual activity, an adequate erection, which causes marked distress or interpersonal difficulty† (p.156). ... The blood flow sustains in the penis for such a brief time period that is not enough for the man to achieve and maintain a firm erection. This also results in an inability to ejaculate. For a perfect erection, the nervous system must be healthy enough to conduct sexual impulses from the brain through the spinal cord to the penis. Also, the arteries located in the neighborhood of corpora cavernosa must also be functioning properly. A malfunctioning nervous system or imperfect arteries near corpora cavernosa may cause ED. Moreover, ED can also occur if the muscles and tissues that are located inside the corpora cavernosa are not smooth, or if there is an insufficient supply of nitric oxide inside the penis. Some of the most important risk factors that are likely to cause ED are: advanced age, cardiovascular disease, diabetes mellitus, high cholesterol, cigarette smoking, recreational drug use, depression, psychiatric disorders, and stress (MedicineNet Inc., 2011). Symptoms The symptom of ED is not being able to achieve and maintain an erection. Since, it has been described above, let’s jump onto the diagnosis section. Diagnosis Diagnosis requires that the patient and the physician share a good communicative relationship so that the cause of ED is identified and its severity is taken into account. During diagnosis, the physician brings into consideration questions like: is it really ED or the patient is confusing it with loss of libido or premature ejaculation? Are there any psychological factors involved? Is the patient being able to maintain involuntary erections in the morning or during sleep (which are usually maintained by men having psychogenic ED)? Are there any physical factors causing atherosclerosis resulting in ED? Is ED a result of any

Ethnographic Review Essay Example | Topics and Well Written Essays - 2000 words - 1

Ethnographic Review - Essay Example The author undertook the research in mid 1980’s. She travelled extensively in the region, gathering as much information about the community. The women merchants and weavers collaborated with Lynn on the research. The town of focus was Teotitlan in Oaxaca. The ethnography seeks to elaborate how the Zapotec woman has adapted to the oppressive nature of the society, and transformed to a politically and economically minded person (Lynn 3). The economic advancements have also brought about classes within the community by causing economical and societal divisions. Lynn explores ethnicity and class among the Zapotec people utilizing the views of women. From the Zapotec perspective, the construction of ethnicity has two dimensions. These include external and internal version of ethnic identity. External ethnic identity is formulated for consumption by outsiders. This is the external face shown to consumers and tourists. It emphasizes on solidarity of the community and a common claim t hat their women are the originators of the treadle loom weaving in Oaxaca. The internal version emphasizes participation in cultural institutions and a common language. It is the internal face and is only accessible to people who belong to the community (Lynn 18). The Zapotec have created their own culture which incorporates aspects of Indian and Spanish heritage. Ethnicity is one of the key elements when it comes to the global textile market. Commercial success of the Zapotec textile industry depends on the creation of an identity. The identity of the Zapotec women weavers must appear to be indigenous, traditional and simple. This has led to the attraction of the international market. This is attributed to the fact that people in the textile industry demand authenticity in their goods. The identity created by the Zapotec is unique. However, Teotitlan weavers use technology brought about by the Spanish. This represents integration of Spanish heritage among the Zapotec traditions (Ly nn 23). Hence, one can integrate traditional rituals and new technology so as generate better products. Many of Oaxaca’s textile middlemen and producers hail from Teotitlan (Lynn 35). Most of the weavers in these regions are shown to be on a contract basis. This implies that they produce textiles for intermediary brokers. These contract workers are often underpaid. This has led to the formation of cooperatives so as to market their textile products directly to the international market. These are the independent workers. There is a marked difference in the social-economic status of these two. The other issue explored in the ethnography is gender, kinship and globalization. Authority can be classified into two: respect and ritual (Lynn 47). A woman merits respect because of the type of relationship that she forges and because of the way she behaves towards the other in this relationship. Respect determines the ability of a person to hold influence and authority. It is gained by community participation, virtue and increasing age. On the other hand, ritual authority is dependent on kinship ties. Ritual kinship binds the Zapotec weaving women and the merchant in a lifelong relationship. This has led to economic exchanges characterized by interest free loans of goods, labor and cash. This further fosters economic empowerment among the Zapotec woman. The ethnography then recollects the stories of six Zapotec women (Lynn 63). One of them is Julia. She was born in 1929