Learning Organization free essay sample

Ch. 1: Why is shared information so important in a learning organization as compared to an efficient performance organization? Discuss how an organization’s approach to information-sharing might be related to other elements of organization design, such as structure, tasks, strategy, and culture. Shared information is so important in a learning organization as compared to an efficient performance organization because in a learning organization it promotes communication and collaboration so that everyone is fully engaged in identifying and solving problems, enabling the organization to continuously experiment, improve and increase its capability (Daft, 2010, p. 31). A learning organization follows a horizontal structure which disbands the vertical structure by flattening the distance between managers a the top of the organization and putting emphasis on self-directed teams which include members from several functional areas creating less boundaries (Daft, 2010, p. 31). In a learning organization, employees play a role in the team or department and roles may be continually redefined or adjusted. We will write a custom essay sample on Learning Organization or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There are few rules and knowledge and control of tasks are located within the group. Information within a learning organization serves a distinct and separate purpose. Information is widespread and ensures that all employees are aware of the information. They maintain open lines of communication with everyone, including customers. The culture within a learning organization encourages openness, equality, continuous improvement, and change. Awareness is the key essential to the success. Ch. 1: What are some differences one might expect among stakeholder expectations for a nonprofit organization versus a for-profit business? Do you think nonprofit managers have to pay more attention to stakeholders than do business managers? Discuss. Some differences that one might expect among stakeholder expectations for a nonprofit organization versus a for-profit business is profit versus service. Nonprofit managers pay attention to the satisfaction of its stakeholders, volunteers and donors because they directly impact the success of the company. Nonprofit stakeholders are usually invested into the company for a personal reason and thrive on helping the business to succeed. Business managers are much more at the â€Å"will† of their shareholders who make money from the profit that the company is brining in. Ch. 2: How might a company’s goals for employee development be related to its goals for innovation and change? To goals for productivity? Can you discuss ways these types of goals might conflict in an organization? A company’s goals for employee development might be related to its goals for innovation and change and goals for productivity because strong employee development goals are one of the characteristics common to organizations that regularly show up on the Fortune magazine’s list of top companies to work for (Daft, 2010, p. 63). These goals are operative which provides the employee direction and motivation, decision guidelines and standard of performance (Daft, 2010, p. 64). Knowing where the company has been and is going is essential to business success. If not properly outlined and instilled within employees, conflict within the organization will emerge. Ch. 2: Suppose you have been asked to evaluate the effectiveness of the police department in a medium-sized community. Where would you begin, and how would you proceed? What effectiveness approach would you prefer? Understanding organizational goals and strategies, as well as the concept of fitting design to various contingencies, is a first step toward understanding organizational effectiveness (Daft, 2010, p. 74). Following this essential and crucial first step, would be the internal process approach which measures the internal organizational health and efficiency. To serve the public properly and efficiently, a department cannot be â€Å"rotting† from the inside. Assessing the internal process will show what the organization does with the resource it has. Ch. 3: What types of organizational activities do you think are most likely to be outsourced? What types are least likely? The types of organizational activities that I believe are most likely to be outsourced are activities such as IT, Human Resources, call centers and law. Types that are least likely would be those that give the organization its competitive edge over other competitors. References Daft, R. L. (2010). Organzation Theory and Design 10th Ed. Mason, OH: South-Western Cengage Learning.

Color Change Chemical Volcano Demonstration

Color Change Chemical Volcano Demonstration There are several chemical volcanoes that are suitable for use as a chemistry lab demonstration. This particular volcano is nice because the chemicals are readily available and may be safely disposed after the eruption. The volcano involves a color change of the lava from purple to orange and back to purple. The chemical volcano can be used to illustrate an acid-base reaction and the use of an acid-base indicator. Color Change Volcano Materials goggles, gloves, and a lab coat or apron600 ml beakertub large enough to accomodate the beaker200 ml water50 ml concentrated HCl (hydrochloric acid)100 g sodium bicarbonate (NaHCO3)bromocresol purple indicator (0.5 g bromocresol purple in 50 ml ethanol) Make the Chemical Volcano Erupt In the beaker, dissolve ~10 grams of sodium bicarbonate in 200 ml of water.Set the beaker in the middle of of the tub, preferably inside a fume hood, since strong acid is used for this demonstration.Add around 20 drops of indicator solution. Bromocresol purple indicator will be orange in the ethanol, but will turn purple when added to the basic sodium bicarbonate solution.Add 50 ml concentrated hydrochloric acid to the purple solution. This will cause the eruption in which the simulated lava turns orange and overflows the beaker.Sprinkle some sodium bicarbonate on the now-acidic solution. The color of the lava will return to purple as the solution becomes more basic.Enough sodium bicarbonate will neutralize the hydrochloric acid, but it is best to handle only the tub and not the beaker. When you are finished with the demonstration, wash the solution down the drain with plenty of water. How the Volcano Works changes color the sodium bicarbonate HCO3- H ↔ H2CO3 ↔ H2O CO2

Heart of Algebra Key Strategies for SAT Math

Heart of Algebra Key Strategies for SAT Math SAT / ACT Prep Online Guides and Tips On the newly redesigned 2016 SAT, the math section content is divided into four categories by the College Board: Heart of Algebra, Problem Solving and Data Analysis, Passport to Advanced Math, and Additional Topics in Math. Heart of Algebra accounts for the largest part of the SAT math section (33% of the test), so you need to be well prepared for it. In this post, I’ll be discussing this category's content and question types, working through practice problems, and giving tips on how to ace these questions. Heart of Algebra: Overview Content Covered Just as the name would suggest, Heart of Algebra covers algebra content, but what algebra content specifically? These questions cover: Linear Equations System of Equations Absolute Value Graphing Linear Equations Linear Inequalities and Systems of Inequalities I’ll delve into each one of these content areas below. I’ll explain exactly what you need to know in each area, and I’ll walk you through some practice problems. NOTE: All of the practice problems in this article come from a real College Board SAT practice test (Practice Test #1). I’d recommend you don’t read this article until after you’ve taken Practice Test #1 (so I don’t spoil it for you!). If you haven’t taken Practice Test #1, bookmark this article and come back after you’ve completed it. If you’ve already taken Practice Test #1, then read on! Heart of Algebra Question Breakdown As I mentioned at the start of the article, Heart of Algebra makes up 33% of the math section, which works out to 19 questions. There will be eight in section 3 (the non-calculator math test) and in section 4 (the calculator math test). Heart of Algebra questions vary in presentation. Because there are so many, the College Board needed to mix up how they ask you these questions. You’ll see multiple-choice and grid-in Heart of Algebra questions. You may simply be presented with an equation(s) and need to solve or you might be given a real world scenario as a word problem and need to create an equation(s) to find the answer. The SAT math section presents questions in order of difficulty (defined by how long it takes an average student to solve a problem and the percentage of students who answer the question correctly). You will see Heart of Algebra questions throughout the section: the straightforward, â€Å"easy† ones will appear at the beginning of the multiple choice and grid-ins while the more challenging ones that require you to create an equation or equations to solve will appear towards the end. I’ll give examples of each type of question (easy and hard) as we learn about each content area in the next section. We're on the path to conquering algebra! Content Area Breakdowns Linear Equations Linear equation questions can be presented in a couple of ways. The easier linear equation questions will ask you to solve a linear equation that is given to you. The harder linear equation questions will ask you to write a linear equation to represent the given situation. No Calculator Practice Problems This question is one of the simplest, easiest and most direct Heart of Algebra questions that you’ll see. The question just asks you to solve a linear equation without situating it in a real world situation that would require you to make sense of the context as well as the equation. Answer Explanation: Since $k=3$, one can substitute 3 for k in the equation, which gives ${x-1}/{3}=3$. Multiplying both sides of ${x-1}/{3}=3$ by 3 gives $x-1=9$, and if you add 1 to each side, then the result is $x=10$. D is the correct answer. Tip: If you struggled with this question, you could also solve it by plugging in the answer choices for x and seeing which one worked. Plugging in will work but will take you more time than simply solving the equation. If you solve the equation to find x, you can double check your answer by then plugging it in. If you plug in your answer choice for x, and both sides of the equation are equal, you know you have the right answer! The following question is slightly more challenging since it asks you to create a linear equation to represent the real world scenario it presents. Answer Explanation: There are two ways to approach this problem. Approach 1: The total number of messages sent by Armand is equal to his rate of texting (m texts/hour) multiplied by the 5 hours he spent texting: m texts/hour Ãâ€" 5 hours = $5m$ texts. Similarly, the total number of messages sent by Tyrone is equal to his rate of texting (p texts/hour) multiplied by the 4 hours he spent texting: p texts/hour Ãâ€" 4 hours = $4p$ texts. The total number of messages sent by Armand and Tyrone is equal to the sum of the total number of messages sent by Armand and the total number of messages sent by Tyrone: $5m+4p$. C is the correct answer. Approach 2: Pick numbers and plug them in. For example, I'm going to pick numbers and say Armand sends 3 texts per hour and Tyrone sends 10 texts per hour. Based on the given information, if Armand texts for 5 hours, Armand sent (3 texts per hour)(5 hours) texts or 15 texts; if Tyrone texts for 4 hours, Tyrone sent (10 texts per hour)(4 hours) texts or 40 texts. Therefore, the total number of texts sent by Armand and Tyrone is $15+40=55$ texts. Now, I plug in the numbers I chose to the answer choices and see if the number of texts matches 55 texts, so for answer C, $5(3) +4(10)=15+40=55$ texts. Therefore, C is the correct answer. NOTE: for this question, this strategy was slower, but for more complicated questions, this can be a faster and easier approach. Tip: Take these problems one step at a time. Figure out Armand’s total number of text messages, then figure out Tyrone’s total number of text messages, and then, combine them into one expression. Don’t rush to jump to the final answer. You might make a mistake along the way. Systems of Equations System of equations questions will be presented in similar ways as linear equation questions; however, they’re more difficult because you now have to do more steps and/or create a second equation. The easier system of equation questions will ask you to solve for one variable when you’re given two equations with two variables. The harder system of equation questions will require you to write a system of equations to represent the given situation and then solve for one variable using the equations you created. No Calculator Practice Problems This question is arguably the simplest, easiest and most straightforward systems of equation questions that you’ll see. It sets up the equations for you, and simply asks you to solve for x. Answer Explanation: Subtracting the left and right sides of $x+y=−9$ from the corresponding sides of $x+2y =−25$ gives $(x+2y)−(x+y)=−25−(−9)$, which is equivalent to $y=−16$. Substituting $−16$ for $y$ in $x+y=−9$ gives $x+(−16)=−9$, which is equivalent to $x=−9−(−16) =7$. The correct answer is 7. Tip: Plugging in may be a good option if you’re given this question in the multiple-choice (which isn’t the case here). However, you could have also plugged in your answer to double check your work! Here is another fairly straightforward system of equation question, but it is slightly more difficult since you need to provide the answer for both x and y (which creates more potential for error). Answer Explanation: Adding x and 19 to both sides of $2y−x=−19$ gives $x=2y+19$. Then, substituting $2y+19$ for x in $3x+4y=−23$ gives $3(2y + 19)+4y=−23$. This last equation is equivalent to $10y+57=−23$. Solving $10y+57=−23$ gives $y=−8$. Finally, substituting −8 for y in $2y−x=−19$ gives $2(−8)−x=−19$, or $x=3$. Therefore, the solution $(x, y)$ to the given system of equations is $(3, −8)$. Tip: Plugging in would have also been a quick way to solve this one! When asked to solve for both variables in a system of equation question, always try plugging in! The following is a bit more difficult. Even though you’re given the equations, you still need to determine what the question is asking you (which variable you need to solve for) which is slightly more challenging since it asks you the question using a real world scenario. Also, you need to solve it using mental math (since it’s in the no calculator section). Answer Explanation: To determine the price per pound of beef when it was equal to the price per pound of chicken, determine the value of x (the number of weeks after July 1) when the two prices were equal. The prices were equal when $b=c$; that is, when $2.35+0.25x=1.75+0.40x$. This last equation is equivalent to $0.60=0.15x$, and so $x={0.6}/{0.15}=4$. Then to determine $b$, the price per pound of beef, substitute 4 for $x$ in $b=2.35+0.25x$, which gives $b=2.35+0.25(4)=3.35$ dollars per pound. Therefore, D is the correct answer. Tip: Take your time working through each step. It’s easy to make a small mistake and get the wrong answer. Calculator Practice Problem The following is one of the hardest Heart of Algebra questions. Based on the real world scenario that you’re given in the question, you need to create two equations and then solve them. Answer Explanation: To determine the number of salads sold, write and solve a system of two equations. Let $x$ equal the number of salads sold and let $y$ equal the number of drinks sold. Since the number of salads plus the number of drinks sold equals 209, the equation $x+y=209$ must hold. Since each salad cost 6.50, each soda cost 2.00, and the total revenue was 836.50, the equation $6.50x+2.00y=836.50$ must also hold. The equation $x+y=209$ is equivalent to $2x+2y=418$, and subtracting each side of $2x+2y=418$ from the respective side of $6.50x+2.00y=836.50$ gives $4.5x=418.50$. Therefore, the number of salads sold x was $x={418.50}/{4.50}=93$. Therefore, B is the correct answer. Tip: Take these problems one step at a time. Write out the equation for the total number of salads and drinks sold, then figure out the equation for revenue, and then, solve. Don’t rush it or you might make a mistake. Absolute Value There will typically only be one Absolute Value question in the SAT math section. The question is usually pretty easy and straightforward, but it requires you to know the rules of absolute value to answer it correctly.Anything that is an absolute value will be bracketed with absolute value signs which look like this: || For example, $|-4|$ or $|x-1|$ An absolute value is a representation of distance along a number line, forward or backward. This means that whatever is in the absolute value sign will become positive since it represents distance along a number line and it is impossible to have a negative distance. For example, on the above number line, -2 is 2 away from 0. Anything inside of the absolute value becomes positive. This also means that an absolute value equation will always have two solutions. For example, $|x-1|=2$ will have two solutions $x-1=2$ and $x-1=-2$. Then, you solve each separate equation to find the two solutions, $x=3,-1$. When working on absolute value problems, remember that you need to create two separate solutions the positive and the negative as we did above. Calculator Practice Problem Answer Explanation: If the value of $|n−1|+1$ is equal to 0, then $|n−1|+1=0$. Subtracting 1 from both sides of this equation gives $|n−1|=−1$. The expression $|n−1|$ on the left side of the equation is the absolute value of $n−1$, and, as I just mentioned, the absolute value can never be a negative number since it represents distance. Thus, $|n−1|=−1$ has no solution. Therefore, there are no values for n for which the value of $|n−1|+1$ is equal to 0. D is the correct answer. Tip: Remember the rules of absolute value (it’s always positive!). If you remember the rules, you should get the question right! Graphing Linear Equations These questions test your ability to read a graph and interpret it into $y=mx+b$ form. A quick refresher, $y=mx+b$ is the slope-intercept equation of a line, where m represents the slope and b represents the y-intercept. In these questions, you’ll typically be presented with the graph of a line, and you’ll need to determine what the slope and y-intercept are to write the equation of the line. Calculator Practice Problem Answer Explanation: The relationship between h and C is represented by any equation of the given line. The C-intercept of the line is 5. Since the points $(0, 5)$ and $(1, 8)$ lie on the line, the slope of the line is ${8-5}/{1-0}={3}/{1}=3$. Therefore, the relationship between h and C can be represented by $C=3h+5$, the slope-intercept equation of the line. C is the correct answer. Tip: Have the slope-intercept form ($y=mx+b$) and the slope equation $m={y_2-y_1}/{x_2-x_1}$ memorized. Know what each variable in the equations means. If you know all of this, you should be able to ace any graphing linear equation problem that you’re given. Linear Inequalities and Systems of Linear Inequalities These are arguably the most challenging Heart of Algebra questions because many students struggle when variables are combined with inequalities. If you need a quick but in-depth refresher on inequalities, check out our inequalities guide. These questions typically appear towards the end of the multiple-choice and grid-ins in each section. These questions will be presented as straightforward already set up inequalities (you won’t be asked to create inequalities nor will you be presented with a real world scenario using inequalities). Although they’re presented in a straightforward way, these questions are challenging, and it’s easy to make a mistake, so take your time! Calculator Practice Problems Answer Explanation: Subtracting $3x$ and adding 3 to both sides of $3x−5≠¥4x−3$ gives $−2≠¥x$. Therefore, x is a solution to $3x−5≠¥4x−3$ if and only if x is less than or equal to −2 and x is NOT a solution to $3x−5≠¥4x−3$ if and only if x is greater than −2. Of the choices given, only −1 is greater than −2 and, therefore, cannot be a value of x. A is the correct answer. You could also try to answer this by plugging in the answer choices and seeing which one didn't work. If you plug in A into the inequality, you'd get $3(-1)-5≠¥4(-1)−3$. Simplifying the inequality, you'd get -8≠¥-7, which is not true, so A is the correct answer. Tip Remember the rules of inequalities! Take your time working your way through each step so that you don’t make any mistakes. Also, remember to try plugging in the answer choices to find the correct answer! Let's take a look at another example. Answer Explanation: Since (0, 0) is a solution to the system of inequalities, substituting 0 for x and 0 for y in the given system must result in two true inequalities. After this substitution, y −x + a becomes 0 a, and y x + b becomes 0 b. Hence, a is positive, and b is negative. Therefore, a b. Choice A is correct. Tip: Treat this system of inequalities with four variables the same as you’d treat a system of inequalities with two variables. Remember that if (0,0) is a solution that means that when x=0, y=0. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 4 Key Strategies for Heart of Algebra I've interspersed the strategies for attacking these questions throughout this article in the "tip" sections, but I'll summarize them here now. Strategy #1: Memorize the Rules and Formula You need to know the rules of inequalities, the rules of absolute value, and the formula for the intercept-slope version of a line ($y=mx+b$) to answer those types of algebra questions correctly. Without the rules and formula, these questions are pretty much impossible. If you need more assistance with any of the concepts, check out our in-depth guides to linear equations, systems of equations, absolute value, intercept-slope form, and linear inequalities and systems of inequalities. Strategy #2: Plugging in Answers On the multiple-choice questions, you should always check to see if you can plug in the answer choices to the given equation(s) or inequality to find the correct answer. Sometimes this approach will be much simpler than trying to solve the equation. Even if you find that plugging in answers is slowing you down, you should, at least, consider using it to check your work. Plug in the answer choice that you find and see if it results in a balanced equation or correct inequalities. If it does, you know you have the correct answer! Plug it in! Plug it in! Strategy #3: Plugging in Numbers If plugging in answers isn't a possibility, plugging in numbers is often a possibility such as in question 2 above. When you pick numbers to plug in, in general, I do not recommend using -1, 0, or 1 (as they can result in wrong answers), and make sure to read the question to see what numbers you should pick. For example, in question 2, the numbers represented the number of text messages sent, so you shouldn't use a negative number to represent the number of text messages since it's impossible to send a negative number of text messages. For inequalities this is especially important, often the question will say "the following is true for all $x0$." If that's the case, you can't plug in 0 or -5; you can only plug in numbers greater than 0 since that's the parameter set by the question. Strategy #4: Work One Step At a Time For Heart of Algebra questions, you need to take your time working through each step. These questions can involve 5, 10, 15 steps, and you need to take your time to make sure you don't make a small mistake in step 3 that will result in an incorrect answer. You know your stuff, so don't let small mistakes cost you points! What’s Next? Now that you know what to expect on Heart of Algebra questions make sure you’re prepared for all of the other math topics you'll see on the SAT. All of our math guides will take you through strategies and practice problems for all the topics covered in the math section, from integers to ratios, circles to polygons (and more!). Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Running out of time on the SAT math section? Look no further than our guide to help you beat the clock and maximize your SAT math score. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

An advanced treatment of lasers and their applications Coursework

An advanced treatment of lasers and their applications - Coursework Example This is the distance along the propagation direction of a beam from the waist to the place where the area of the cross section is doubled. An associated variable is the confocal parameter, b, which is twice the Rayleigh range. This is a measure of how fast the beam diverges far from the beam waist. A laser light with a narrow beam divergence is mostly used to make laser pointer devices. Normally the beam divergence of laser light is measured using beam profiler. Brewsters angle is an angle of incidence at which light with a specific polarization is perfectly transmitted via a transparent dielectric surface, with no reflection. When unpolarized beam is incident at this angle, the light that is reflected from the surface is thus seamlessly polarized. Spontaneous emission refers to the process by which a light source like an atom, molecule in an excited state undergoes a transition to a state with a lower energy for instance the ground state and emits a photon. Depending on the nature of the indeterminacy, there are two mechanism of broadening. If the indeterminacy in the frequency or wavelength is due to a phenomenon that is the same for each quantum emitter, there is homogeneous broadening, while if each quantum emitter has a different type of fluctuation, the broadening is inhomogeneous. The most often cases in solid state systems where the fluctuation differs for each system (inhomogeneous broadening) is when as a result of the presence of dopants, the local electric field is different for each emitter, and so the stark effect changes the energy levels in an inhomogeneous way. The homogeneous broadened emission line will have a Lorentzian profile whereas the in homogeneously broadened emission will have a Gaussian profile. One phenomena may be present at the same time, however if one has a broader fluctuation, it will be the one responsible for

Think of a song you like and compare that poem to Nezahualcoyotl Article

Think of a song you like and compare that poem to Nezahualcoyotl - Article Example Further, he asks people to wake up and see the light while Netzahualcoyotl really fears about life since he is sure about death because he believes in Theological teaching (William, 496). Netzahualcoyotl is worried and sad since he knows that everything will come to pass. Strong gold and jades fall away from each other and wear away, so will the brittle faces and heart fades, however decorous they may be (Portilla, 291). Bob Marley calls on people to stop worrying and live their lives to the maximum and fight for it aggressively since it is their right to live. The poem also depicts the state of hopelessness and fears that Netzahualcoyotl under went through as he affirm that there is no one who can befriend the Giver of life to be favored not to die or grow old (Portilla, 257). Bob urges with zeal to fight for their fundamental right and he doesn’t view life as a favor from the Giver of life. Netzahualcoyotl’s thoughts are directed by theology and philosophy about the divine powers of the Maker’s decision to give life Bob Marley doesn’t believe in any doctrines but believes in the secular world that suggests that living is a

Lyme, the Silent Killer Essay Example for Free

Lyme, the Silent Killer Essay Lyme disease is disease transmitted by the deer tick also known as the black legged tick. It is caused by an infection called Borrelia Burgdorferi which is a type of bacterium called a spirochete. The deer tick can transmit the spirochetes to humans and other animals causing them to become infected with Lyme disease. Lyme disease first begins as a multi system inflammatory disease which first attacks the skin in the localized stage, then spreads to the joints the nervous system and other organ systems. If the Lyme disease is diagnosed early it can be treated with antibiotics, but it does depend on the progression of the diseases among the patient. Often the tick must be attached to your body for 24 36 hours to spread the bacteria to your blood. The spirochete is injected from the victims skin into the bloodstream establishing itself in various body tissues. After an incubation period of 3 to 32 days, the organism migrates outward in the skin, is spread through the lymphatic system or is disseminated by the blood to different body organs or other skin sites. Lyme disease was first described in 1909 in European medical journals. The first outbreak in the United States occurred in the early 1970s in Old Lyme, Connecticut. An unusually high incidence of juvenile arthritis in the area led scientists to investigate and identify the disorder. In 1981, Dr. Willy Burgdorfer identified the bacterial spirochete organism (Borrelia Burgdorferi) which causes this disorder. Lyme disease is known to be the number one arthropod disease is the United States occurring in 48 of the 50 states and up to 12,000 cases of Lyme disease diagnosed annually. Lyme disease is has three stages which are early localized disease with skin inflammation, early disseminated disease with heart and nervous system involvement, including palsies and meningitis, and the last stage of the disease called later disseminated which causes motor and sensory nerve damage and brain inflammation as well arthritis. The first stage is called Localized Lyme disease and in this early phase of the illness, within days to weeks of the tick bite, the skin around the bite develops an expanding ring of unraised redness. There may be an outer ring of brighter redness and a central area of clearing, leading to a bulls-eye appearance, the rash also has a warm to touch feeling .The first rash seen on the patient is called erythema migrans. The redness of the skin is often accompanied by flu-like symptoms which may include fever, chills, fatigue, muscle and joint pain, swollen lymph nodes and headache. Sometimes these more serious symptoms develop without the person ever having had a rash. The redness resolves, without treatment, in about a month. Weeks to months after the initial redness of the skin, the bacteria spread throughout the body and can begin affecting the joints, heart, and nervous system. The later phases of Lyme disease can affect the heart, and cause inflammation of the heart muscle. This can result in abnormal heart rhythms and heart failure. The nervous system can develop facial muscle paralysis also known as Bells palsy, abnormal sensation due to disease of peripheral nerves which is also known as peripheral neuropathy, meningitis, and confusion. Arthritis, or inflammation in the joints, begins with swelling, stiffness, and pain. Usually, only one or a few joints become affected, most commonly the knees. The arthritis of Lyme disease can look like many other types of inflammatory arthritis and can become chronic. Lyme disease occurs in wooded areas with populations of mice and deer which carry ticks, and can be contracted during any season of the year. The medication used for adults with Lyme disease the antibiotic tetracycline is the drug of choice. Penicillin V and erythromycin have also been used in children. Penicillin V is now recommended for neurological abnormalities. It is not yet clear whether antibiotic treatment is helpful later in the illness when arthritis is the most predominant symptom. Treatment should be started as soon as the rash appears. A clear diagnosis of Lyme disease can be tricky, and often relies on information the patient and through process of elimination the Doctor will be able to out rule other conditions. Lyme disease and its symptoms often mimic many other diseases which target multi body systems such as Chronic Fatigue Syndrome and Multiple Sclerosis. Doctors will perform a specific blood test called Enzyme Linked Immunoabsorbent Assay (ELISA) which can detect antibodies present of Lyme disease. Results of this test may be inaccurate if patients have had antibiotics soon after contracting Lyme disease, or in those who have weakened immune systems. SOURCES 1.American Lyme disease foundation. (2006, April). Retrieved from http://www.aldf.com/lyme.shtml 2.American College of Physicians. (2012). Lyme disease- A patients guide. Retrieved from

Transformation of Humphrey Van Weyden in Jack London’s The Sea Wolf Es

Transformation of Humphrey Van Weyden in Jack London’s The Sea Wolf Jack London’s The Sea Wolf is in some ways a philosophical text and a product of its time. The strain it puts on the reader between a social Darwinist and utilitarian perspective against that of a more idealistic one is great. Many times the character of Wolf Larsen is a more consistent articulator of the Darwinian position and seems to always be getting the upper hand argumentatively. However, it is due to a phenomenological outlook on the events presented within The Sea Wolf that the alternative becomes intelligible. After all, the endeavor to improve is one thing which identifies us as human. The understanding of what constitutes this improvement varies, however, and only upon further inspection and in light of increasing experience can a multitude of modes be viewed as possible ways to improve oneself. In the end it is the realization of all things as possible modes of improvement, as well as their acceptance, which leads to a true improvement of the self. And it is this reasoning which leads to the character of Humphrey Van Weyden as being more correct. One thing which identifies us as being human is the endeavor to improve. This endeavor is definitely present in both Hump and Wolf. Hump is a man of letters, as right in the beginning, he notes that â€Å"instead of having to devote my energy to the learning of a multitude of things, I concentrated it upon a few particular things, such as, for instance, the analysis of Poe’s place in American literature,† (1). We also know that Wolf has been educating himself in his own time when Hump sees the evidence in Wolf’s cabin. â€Å"Against the wall, near the head of the bunk, was a rack filled with books †¦ ... ...h and ideals, reconciled in the ways of being in the world. Humphrey Van Weyden’s character undergoes a long transformation from the humble beginning of being in a single mode of idealism that is thrown in opposition to the stark material and social Darwinism of Wolf. Though Humphrey soon begins to see an alternative to his position and even takes pride and joy in dwelling in these alternative modes at times. He takes in each experience, and on that basis begins to formulate an ancillary mode that is inclusive of a multitude of modes. In the end, Humphrey Van Weyden exists in a mode of being which is superior in that it accounts for any and all subdominant modes of emotional, physical, and metaphysical being. This is the point of a true understanding of what it means to improve one self. Works Cited London, Jack. The Sea Wolf. New York: Bantam, 1991.