Truman Doctrine :: essays research papers

The Truman Doctrine In order to contain Communism, President Harry S. Truman issued the Truman Doctrine in 1947, which provided aid to Greece and Turkey. The United States gave aid to those countries, specifically, because it felt they were most threatened by Communism during the time of the Cold War (Ferrell, pg.105). Communism is an economic system in which a single party controls the means of production with the aim of establishing a classless society (Encarta). The period after World War II, up until the year 1990, when The Cold War ended, was controlled by two superpowers, the United States and the Soviet Union. The United States was led by President Harry S. Truman, who was thrown into the presidency by the unexpected death of Franklin D. Roosevelt, and the Soviet Union was led by Joseph Stalin (McCullough, pg. 371). Each expressed different views on politics, economics and human rights. A number of events occurred which led the United States and the Soviet Union to engage in what is now known as the Cold War. The five areas of conflict were with Poland, Germany, atomic secrets, Eastern Europe, and economic rebuilding of Western Europe. The Cold War was not a war in the typical sense of the word. There were no shots fired, but rather it was a war with words. In some ways this could be considered worse than a real war because that type causes a lot more fear over what could occur at any moment and weather the threats were real or not. Those countries that sided with the United States, which were mostly Western European nations, were known as the free world. The Soviet Union, on the other hand, occupied the Eastern European nations which came to be known as the Communist Bloc (Barrons). During this time, President Harry S. Truman wanted to contain Communism before it spread world-wide. He felt that this was the crucial point and Truman responded by issuing the Truman Doctrine in 1947. Truman feared that third world countries would accept Communism. Communism 2 sounded tempting to these countries because it would equalize everyone and it may even provide those countries with a stable government (Ferrell, pg. 105). The main objective of the Truman Doctrine was to support Turkey and Greece because the United States government felt they were most threatened by Communism during the Cold War. The United States did not want Communism to spread, in fear that it would form in the United States (Encarta). The United States wanted to show the Soviet Union that they weren’t the world power and that the Soviets could not force Communism on other countries, especially weak, smaller countries. The Soviet Union thought they were the most

Yeats’ Second Coming and Cummings’ what if a much of a which of a wind

The End of the World in Yeats’ Second Coming and Cummings’ what if a much of a which of a wind Hellfire and brimstone, a massive environmental disaster, a third World War; how will the world end? This issue can stop conversations, or start hour long arguments; it can start a religion, or cause people to renounce their faith. The answer to the ubiquitous question of how the world will eventually end is a paradox; to know the answer means that the final hour has come. Both E.E. Cummings and William Butler Yeats express their premonitions about when and why this awesome event may occur. Both prophetize about the horrific destruction of the world in their poems, "what if a much of a which of a wind" and "The Second Coming"; however, Cummings and Yeats disagree on the final cause of this destruction. While both utilize graphic imagery, stark contrast, and unique syntax to warn their readers about the evils of mankind, Cummings predicts society's irresponsible use of technology will engender the world's end, while Yeats believes that men themselves, the "worst full of passionate int ensity," will ultimately cause the downfall of civilization. Cummings' use of intense and somewhat disturbing imagery in his poem "what if a much of a which of a wind" urges readers to realize the extent of the devastation caused by catastrophic, preventable, destruction. The first stanza of the poem, describing images such as the sun "bloodying the leaves", evokes terror in the reader. The thought of the sun, usually associated with warmth and love, destroying something that it has helped to develop, directly parallels technology's current role in society. Technology, usually thought of as beneficial to mankind, slowly destroys the society that it ... ...thinkers since the beginning of time. E.E. Cummings and William Butler Yeats felt compelled to express their thoughts as to the imminent destruction of mankind. However, what they were unaware of at the the time that they wrote their prophetic poems, was how frighteningly true their predictions almost came. Yeats commentary regarding the leaders of the world and their "passionate intensity" prophetized the Holocaust of World War II and the autocracies created by Hitler and Stalin, while the masses "lacking all conviction" sat and watched with passive indifference. E.E. Cummings' description of man's misuse of technology, was exemplified by the dropping of the atomic bombs on Hiroshima and Nagasaki. These poets sounded an alarm that was ignored; hopefully we are now prepared to heed their warnings so that their dire predictions will not prove to be ultimately true.

A Little Help on Twelfth Night Essay

The following information is based upon my taped lecture on this play. Although this text version is not the same as the taped lecture, it does contain the same information. All references are based on the Signet paperback edition which you should consult in conjunction with this lecture. Twelfth Night was probably written in 1601 and first performed in January of 1602. We know this because the play is mentioned that year in the diary of a young man training to become a lawyer at the Inns of Court in London. We can also tell the approximate date of the play from the references to contemporary events and publications, things like books or new maps. To place the publication in Shakespeare’s career, it comes about six years after Roemo & Juliet. Shakespeare’s treatment of love and romance and his use of dramatic devices are even more sophisticated than they were in his famous tragedy. Twelfth Night is the fourth in a series of romantic comedies which all have very bright heroines who end up teaching valuable lessons to the men who will become their husbands. Three of these four plays — The Merchant of Venice, As You Like It and Twelfth Night — feature heroines who disguise themselves as men and deal with their male-dominated societies from this secret vantage point. They all have very sophisticated attitudes toward love and reveal human folly caused by the excess of some particular quality. It’s interesting to note that Twelfth Night was written right after Shakespeare had written Hamlet, which is a very different kind of play, but it does give you some idea of the range of his creative talents. The title of the play is unusual. It refers to the twelve days of Christmas, which you may recall from the old song, â€Å"On the Twelfth Day of Christmas.† In earlier days the celebration and exchange of gifts which we associate with the 25th of December were actually conducted during the 12 days which followed that date, culminating with what is called Epiphany. For some reason this twelfth day was associated, and continues to be, with comic misrule, upset and especially confusion over gender. In this country many people observe a seasonal tradition by taking their family to see â€Å"The Nutcracker† ballet or The Christmas Carol, Dickens’ story turned into a stage play. More recent cultural expressions may be the film How the Grinch Stole Christmas or television’s A Charlie Brown Christmas. Well, in the United Kingdom the cultural equivalent is going to the pantomime or panto. Families will go to the local theater is see a series of comic skits which feature famous actors and actresses performing in drag. So you might see Benny Hill or John Cleese playing the parts of women and some shapely starlet dressed in tight pants playing the part of the hero. Shakespeare’s play recalls this very old tradition by being a play with similar gender confusion at its core. It is entirely possible that Shakespeare was commissioned to write the play for a group of law students to perform at their Twelfth Night celebration, later followed by performances at his public theater, The Globe. As such, the original audience consisted of young sophisticated gentlemen who would have been knowledgeable about the London theater scene: there are a number of references in the play to works by Shakespeare’s contemporaries. Many of the jokes in the play are lost on us in the 21st Century because they refer to things which were very much in the public mind in 1601. So when Feste, the jester, says at one point he could have used the word â€Å"element,† but he chose not to because the word is overused, it goes right over our heads. However, it was a howl in Shakespeare’s time because there was a big flap over Ben Jonson’s use of the word. Twelfth Night is one of the few plays Shakespeare wrote which has a secondary or sub-title: â€Å"What You Will.† Even here Shakespeare is having a little fun. At one level this title is just a throw-away line, much like the titles of Much Ado About Nothing or As You Like It, the Elizabethan equivalent of â€Å"Whatever† or â€Å"No big deal!† However, in his plays and poems Shakespeare often used the word â€Å"will† to refer to sexual desire. So the title â€Å"What You Will† also means â€Å"Whatever sexual desire you choose to pursue.† Throughout the play there are at least three places where characters consciously give themselves permission to chase some inappropriate sexual fantasy which will end up making them appear foolish. I’ll point these out as we go through the play. The source of Twelfth Night has been pretty well identified. The immediate source is a book by a man named Barnaby Ridge titled Ridge: His Farewell to the Military Profession written about 20 years earlier. Ridge wrote a collection of stories he had picked up from many sources and to which he added his own inventions. One of Ridge’s stories is about a young woman who disguises herself as a young man and goes to work for a handsome young lord with whom she promptly falls in love. The young lord orders his new employee to go off and win the love of a beautiful woman that he desires. The heroine in disguise tries her best, but the beautiful woman falls in love with her disguise. Comic confusion results. Ridge had stolen this story line from an Italian play written earlier, but in reality the ideas here go back to the ancient Greeks and Romans who often wrote about girls who used disguise to get around the restrictions of their own societies. The ancients also had lots of fun with characters who looked alike; identical twins were special favorites. One of the Roman playwrights that Shakespeare had read in school, Plautus, had written a famous comedy about a set of twins; Shakespeare had used it as the basis for his first comedy, Comedy of Errors. So this sophisticated comedy of Twelfth Night is actually based on very old ideas. There are four major themes which are explored in this play. All the themes have to do with love. In fact no other play by Shakespeare shows so many different kinds of love or reactions to love. The first theme is everybody who loves faces obstacles to overcome in order to achieve their heart’s desire. Falling love in a Shakespearean comedy is never easy. You really have to work hard to win. The second theme is that love takes many forms, and these coexist uneasily. There is self-love, misguided love, love which was gender inappropriate, or what in politically correct terms we would say was â€Å"deemed inappropriate by a dominant, sexually repressive society.† That just means that in this play women fall in love with women and men with men without ever having a chance for that love to be requited or returned. The third theme is that love makes the unworthy appear foolish while correcting the worthy who are simply misguided. Love is the mechanism by which we are shown people acting ridiculously. Those who deserve our scorn appear as fools; those who have something going for them are shown the errors of their ways through love and finally earn our respect as wise. The fourth and final theme is that love is an infection we willingly seek — in the words of one of the characters in this play, a form of â€Å"divine madness.† Despite the possibility of appearing foolish we give ourselves permission to experience it — the same idea I was getting at in my earlier discussion of the sub-title of the play, â€Å"What You Will.† The plot of the play combines three different story lines. There is the love triangle of the noble characters: Viola, a clever young woman who is forced to disguise herself as a young man; Orsino, the duke who employs Viola in disguise and with whom she falls in love; Olivia, the beautiful countess Orsino desires and who in turn falls in love with Viola. The second story deals with the low-life characters and their rough humor: Sir Toby Belch, whose name tells you everything you need to know about his character; Belch’s favorite pigeon, Sir Andrew Aguecheek, from whom he steals and with whom he carries out an elaborate practical joke on Malvolio, the business manager of Olivia’s estate. Malvolio is a character with special political significance for Shakespeare’s audience. The third story line is not as prominent as the other two but is absolutely essential for the resolution of the play. It involves Sebastian, Viola’s twin brother whom she believes has been drowned, and Antonio, a ship captain who rescues him, falls in love with him and pursues him, even at peril of his own life. These story lines intersect at different times and in different ways with different kinds of comic effects — from the slap stick to the romantic. Social distinctions are the basis for much of the humor of the play. I’ve made the point that gender disguise is what distinguishes this play from some of the other comedies and that the idea goes back to the ancient Greeks and Romans. This device is found in Shakespeare’s comedies of Two Gentlemen of Verona, Merchant of Venice and As You Like It. The device allows a heroine to exercise greater freedom of action. Young gentlewomen were under great social constraint. They were not allowed to go in public without an escort. They were forbidden to interact with men without a chaperone present. They were not supposed to be involved in choosing their own mates. Once they put on pants their opportunities expanded and the dramatic possibilities increased in the play. In Merchant of Venice a young woman dons the disguise and becomes a judge in a capital case. In Two Gentlemen of Verona a young woman plays a man and watches as her boyfriend tries to betray her with another woman. In As You Like It a bright girl fools even the man who is in love with her and trains him in how she wants him to behave toward her when they are reunited as man and woman. In Twelfth Night we see how a young woman, who is on her own, uses disguise to protect herself in a hostile world. The device of gender camouflage also provides a double vision. As women these pretenders see the world in terms of the traditional conflict between the sexes; as men they are able to inject a subversive note into the smug male world view. In this play, for example Viola is able to educate the man she loves as to the depth of passion and nobility of love women can experience for men, something he never suspected before. Finally Shakespeare could use disguise as a way of introducing comic effects and exposing male hypocrisy to his largely male audience. Women attended the plays, but most of the audience appears to have been men. Nevertheless, no one comes away from a Shakespearean comedy feeling that men are naturally superior to women. If anything Shakespeare’s comic heroines seem to be the intellectual superiors of the men they eventually marry, as if they had taken pity on some poor fool they had just tricked. The reputation of this play has always been very high. It is one of Shakespeare’s most beloved works, and many people consider it the best of all the comedies. The humor is sharp, the satire still biting and many of the jokes just as funny as they were 400 years ago. As we go through the play scene by scene I’ll point out some of the remarkable achievements Shakespeare realizes in this timeless comedy. Let’s look at the play itself now.

Professional teacher Essay

Development takes what is there as a valuable starting point, not as something to be replaced, but a useful platform on which to build. To do so is to recognise not only that teachers do have valuable existing expertise but also that, if teachers are forced to choose, they will usually revert to their secure established ways of doing things. The metaphor of ‘building on what is already there’ is not, however, satisfactory because it suggests adding on something separate to what is there, something extra on top. The concept of development, in contrast, implies that whatever is added, whatever is new, will be integrated with what is there already, and will indeed grow from what is there. † McIntyre and Hagger (1992, p. 271) This places the teacher in a position of power and responsibility. It means that the teacher is the arbiter of change. If a proposed change does not meet with the approval of the teacher, then there is little likelihood that the change will be introduced. What sometimes happens is that, where a proposed reform partly meets with the approval of a teacher, the proposed change is revised. It may be scaled down, some of the less acceptable aspects removed or emphases may be changed. The proposed reform undergoes a process of customization to suit the circumstances and priorities of the individual teacher. This position of power in relation to change and reform also brings with it considerable responsibility. Teachers must be attuned to the need for change. They need to be proactive, able to take initiatives in relation to change but also to make sound judgments about the value and relevance of any change, proposed by others or initiated by themselves. They cannot afford to reject all change outright or be dismissive of it. To do so would be to abandon a professional obligation to work in the interests of students and the future of society. Every professional teacher must be able to articulate fully the bases for his or her own practical theory. Being explicit about one’s own practical theory is essential for a number of reasons. First, it ensures that explanations of the bases for actions in the classroom can be provided and the expectation of professional accountability discharged. Second, knowing in detail one’s practical theory facilitates the process of review and revision. Here the position of the teacher is somewhat akin to that of a medical expert or flight engineer. Only expert knowledge of how the human body or plane operates can provide a basis for the correction of malfunctions. Thirdly, it allows for a fuller and quicker assessment of proposals for change. Areas of compatibility/incompatibility and the flaws inherent in existing and proposed practical theories can be more readily identified. Moreover, it is more likely that unsound proposals for change will be detected. Interpreting student teacher learning as learning by reflection on can be taken a step further by also applying this idea to other components of teacher education, such as group seminars on campus. The realistic approach can be used at the level of a class on campus by creating an experience in that class which is the basis for learning for a whole group. One example is the idea of organizing 10-minutes lessons given by student teachers to their fellow students. Korthagen, F. A. J. Nevertheless, what teachers do as they design their approaches to teaching has many of the hallmarks of theory building. They address significant problems related to student learning, they design and experiment with ways of solving those problems, they inquire into the relative effectiveness of these ways by using data from observations, tests and feedback from others to assist them, they identify patterns which give rise to predictions about what is likely to happen, and they build bases for professional action.

Okc Murrah Building Bombing

Shelbey Brian Comp 1. OKC Alfred P. Murrah Building Bombing On April 19th, 1995 a horrific terrorist attack on U. S. soil took place in the heartland of Oklahoma. The Alfred P. Murrah Federal Building in Oklahoma City, Oklahoma was targeted and was completely blown to pieces by one gigantic homemade bomb. The unimaginable had happened at the starting of a typical day at work. This day would be forever commemorated for the rest of America's history, unlike any other day until 9/11, as a prominent attack on the government of the United States.At 9:03 a. m. a massive bomb resting inside a rented Ryder truck destroyed half of the nine story federal building in downtown Oklahoma City. Within moments, the surrounding area looked like a complete war zone. The smoke in the air so thick it was impossible to breathe or see. A third of the building had been reduced to rubble, with many floors flattened like pancakes. Dozens of cars exploded and were incinerated. Also more than 300 nearby buildi ngs were damaged or destroyed.It also claimed the innocent lives of 169 men, women, and children, while causing critical injuries to hundreds more. The bomb was made up of a deadly and potent cocktail of two and a half tons of ammonium nitrate , 4800 pounds of a common farm fertilizer, and fuel oil then was packed inside the rented truck. The most terrifying thing about the making of this bomb was that its ingredients were cheap and very accessible to the public. Most gardening stores sell 50 pound bags of ammonium nitrate for $10. The substantial destruction from the bomb was luck more than anything.Former FBI bomb expert Denny Kline commented that â€Å"he made the biggest bomb he had accessible to him, placed the device outside, and hoped for the best, and in fact, it was the worst scenario† (Camp, 1995). It blew off the front end of the building, blowing up ceilings and collapsing floors, and burying victims under an immense amount of concrete and steel (Camp, 1995) Just 90 minutes after the explosion, the Oklahoma Highway Patrol pulled over Timothy McVeigh for driving without a license plate on his vehicle. By April 21st, the 27-year-old Gulf War veteran would be known as the main suspect for the Alfred P.Murrah Building bombing and would subsequently be charged for the devastating crime. At the same time, Terry Nichols, McVeigh's old army buddy was wanted for questioning. Nichols turned himself in, in Herington, Kansas, and was also charged with the bombing shortly after. (Clark, 1995) There has been speculation that the bombing of the federal building was to demonstrate the anti-government feelings over the 1993 government raid of the Branch Davidian Compound in Waco Texas. The Branch Davidians are a deeply religious group that originated in 1955 from a schism in the Davidian Seventh Day Adventists.They have many theological beliefs in common with Messianic Judaism. The Waco raid began because ATF (The Bureau of Alcohol, Tobacco, and Firearms) ag ents were trying to arrest a man named David Koresh, the head of the Davidian Branch, and search the Davidian Compound. The feds believed that Koresh was illegally converting semi-automatic AR-15’s into the fully automatic machine guns that soldiers use. Both McVeigh and Nichols were once spotted at the compound in Waco and were openly supporting the other Branch Davidians.In 1993, McVeigh drove to Waco, Texas during the Waco Siege to show his support. At the scene, he distributed pro-gun rights literature and bumper stickers, such as â€Å"When guns are outlawed, I will become an outlaw. The bombing occurred exactly two years to the day after the compound burned to the ground killing 80 men, women, and children after a 51-day standoff between the Branch Davidians and the FBI. The bombing definitely put the spotlight on other groups with anti-government sentiments. McVeigh's trial was set for Denver, Colorado on March 31, 1997.On June 3rd 1997, the jury found McVeigh guilty of all 11 counts, including eight counts of first degree murder in the deaths of eight federal law-enforcement agents, conspiracy to use a weapon of mass destruction, using a weapon of mass destruction, and destruction of a federal building. The jury deliberated for 23 and a half hours before deciding the verdict. In the end, Timothy McVeigh was left all alone as dozens of former best friends and family relatives testified against him (Eddy et al. , 1997). On June 14th 1997, the jury sentenced McVeigh to death by lethal injection.Many of the victims' families were ecstaticly over joyed with the decision, as many people could see it no other way than to put him to death for the horrible crime he had committed. However, there were some people who were very saddened by the whole trial. One observer claimed that â€Å"it's not going to bring back my wife and lessen my loss,† said Mike Lenz, whose wife was pregnant when killed by the explosion†. Another echoed his attitude t oward the situation, â€Å"I really did not want the death penalty,† said James Kreymborg, who lost his wife and daughter. â€Å"I've had enough death. (Wilmsen & Simpson, 1997). The evidence against McVeigh was overwhelming. According to testimony, McVeigh constructed himself a fake driver's license with the name Bob Kling. Someone matching McVeigh's description rented a Ryder truck in Junction City, Kansas. That truck which was identified by the axle number found at the bomb site blew up in Oklahoma City. McVeigh's fingerprints were found all over a receipt that showed the purchasing 2,000 pounds of ammonium nitrate. He told his friend, Michael Fortier, that he planned to stash a getaway car in an alley near the federal building.The keys to that truck were found in the alley. In addition, testimony proclaimed that McVeigh was stopped 1 ? hours after the bombing; explosive residue was found on ear plugs inside his vehicle; he had an envelope packed with newspaper clippings and papers with revolutionary writings; he wore a tee-shirt with the slogan: â€Å"The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. â€Å"(Wilmsen & Simpson, 1997). The trial for Terry Nichols had a different result compared to the one for McVeigh. Nichols' trial took place after McVeigh's trial.On December 24th 1997, the jury found Nichols not guilty in 10 of the 11 original charges against him. He was found guilty of one charge of conspiracy and eight lesser charges of involuntary manslaughter. The jury deadlocked as how to sentence Nichols and left it up to the judge (Gorov, 1998). On June 5th 1998 the judge, US District Court Judge Richard P. Matsch, gave the 43-year-old Nichols a life sentence for his role in the bombing (Haynes, 1998). The bombing was quickly solved, but the investigation turned out to be one of the most exhaustive in FBI history.No stone was left unturned to make sure every clue was found and all the culprits i dentified. By the time it was over, the Bureau had conducted more than 28,000 interviews, followed some 43,000 investigative leads, amassed three-and-a-half tons of evidence, and reviewed nearly a billion pieces of information. In the end, the government that McVeigh hated and hoped to topple swiftly captured him and convincingly convicted both him and his co-conspirators. The relatives of the victims were able to have some redemption with the horrible tragedy that happened.The worst terrorist act on US soil was committed by two Americans, the least likely thought by government officials to contain such a hatred for the American government. The April 19th 1995 bombing was an unthinkable tragedy but also an important lesson for the United States: one should look to themselves before pointing fingers at others. Works Cited Page Camp, J. (1995). Terror in the heartland. CNN interactive: Oklahoma City Bombing: http://cgi. cnn. com/US/OKC/facts/Bombing/Terror5-4/index. html. Clark, T. (1 995). The worst terrorist attack on US soil: April 19th 1995.CNN interactive: Oklahoma City Bombing: http://cgi. cnn. com/US/OKC/daily/9512/12-30/index. html. No author (1995). The Bombing. CNN interactive: Oklahoma City Bombing: http://cgi. cnn. com/US/OKC/bombing. html. Eddy, M. , Lane, G. , Pankratz, H. , & Wilmsen, S. (1997). Guilty on every count. The Denver Post: http://www. rickross. com/reference/mcveigh1. html. Gorov, L. (1998). No Nichols death penalty: Jurors deadlocked; judge will sentence. The Denver Post: http://www. rickross. com/reference/mcveigh5. html. Haynes, V. D. (1998). Nichols gets life for bombing role.The Denver Post: http://www. rickross. com/reference/mcveigh6. html. Wilmsen, S. & Simpson, K. (1997). McVeigh receives ultimate penalty. The Denver Post: http://www. rickross. com/reference/mcveigh3. html. â€Å"Oklahoma City Bombing. † History. com. A&E Television Networks, n. d. Web. 23 Feb. 2013 â€Å"THE TRUTH ABOUT THE OKLAHOMA CITY BOMBING. † THE TRUTH ABOUT THE OKLAHOMA CITY BOMBING. N. p. , n. d. Web. 23 Feb. 2013. â€Å"Terrorist Bombing, Murrah Federal Building, Oklahoma, 1995. † Oklahoma City Bombing 1995. N. p. , n. d. Web. 24 Feb. 2013.

Teaching Plan against Smoking Essay Example | Topics and Well Written Essays - 500 words

Teaching Plan against Smoking - Essay Example I could notice that she was very eager to read the pamphlet and become familiar with the health hazards of second-hand smoke. She told me that she wanted to do everything that was in the benefit of the young baby, and wanted to prove herself as the best mother in the world. I asked her how often she and James smoked, especially when the baby was around. She told that the baby was around all the time as the house was a small apartment, and they never left the baby alone. So, whenever they smoked, the baby was the victim of second-hand smoke. She told that both of them were aware of the health hazards of smoking, yet they had never given it a serious thought as the birth of the baby had been a serious event in their lives which had taken a toll on their peace of mind, so much so that they had started smoking more than before. She stated that she kept the exhaust fans of the washroom and kitchen turned on all the time so as to ensure proper ventilation of air inside the rooms.   c. Anna was quite receptive to the information I gave her. I told Anna that second-hand smoke poses great risks to young children because they have very low immunity against diseases as compared to adults. According to Associated Press (2006, para.1), â€Å"over one in five children are exposed to secondhand smoke at home, where workplace bans don’t reach. Those children are at increased risk of SIDS, sudden infant death syndrome; lung infections such as pneumonia; ear infections; and more severe asthma.† I further told her that the 2006 U.S. Surgeon General’s report also states that second-hand smoke is a major cause of sudden death in children, and chances of SIDS is greater for children who are exposed to second-hand smoke either at homes or in public (American Cancer Society, Inc., 2010). Anna understood that toxic gases in the polluted air weigh heavily on the poor immune systems of young kids thus making them ill quite rapidly.   

Science Meets Real Life Assignment Example | Topics and Well Written Essays - 1500 words

Science Meets Real Life - Assignment Example In order to fulfill this step, I must try to turn on the light switch again and see if it is really broken. If it really seems so, then I must go to the back of the house and try to turn on another light switch there. The next sequence of events will then depend on whether this second light switch makes the light come on or not. Then, if this second switch does not work either, the next thing to do is to look for the same pattern in the neighborhood. If all the houses have their lights off, then there must be a power cut, and this specific part is the development of the theory, which is the third step. If there is at least one house with a light on, then there is no regularity in the phenomenon that involves switches that are not working. I then look around the neighborhood and notice that all of the houses near my house already have their lights turned off. Just because this is so does not give me a reason to conclude that there is indeed a power cut because everyone might just simply be asleep because it is almost midnight and most of the neighbors are elderly people. Then I notice one neighbor’s house with the lights on, and so I have then discarded the idea or theory that there is a power cut. I then have to look for another possible regularity, which is However, after giving up on the regularities, I have theorized that it is only my house that has a problem. Since my daughters are not at home now as I left them with a relative a week ago, then I am sure that it is not they who are playing this very annoying practical joke with me – especially since I believe they are too young to be able to do that. I then proceed to the next step, prediction. After eliminating the possibility of a power cut, my daughters playing a prank on me, and other incredible possibilities like a UFO interfering with my lights or a possible terrorist attack, I