Gun Ownership by Country -- Americans Lead

Gun Ownership by Country Americans Lead The United States has the highest level of gun ownership per person of any country. This fact is startling but true. According to data compiled by the United Nations Office on Drugs and Crime (UNODC) and analyzed by  The Guardian, Americans own 42 percent of all civilian guns in the world. This figure is especially startling when you consider that the U.S. makes up just 4.4 percent of the worlds population. Just How Many Guns Do Americans Own? The estimated tally in 2012, according to the UN, was 270 million civilian-owned guns in the U.S., or 88 guns per every 100 hundred people.  Unsurprisingly, given these figures, the U.S.  has the highest number of guns per capita (per person) and the highest rate of gun-related homicides of all developed countries: 29.7 per 1 million people. By comparison, no other developed countries come even close to those rates. Among the thirteen developed countries studied, the average rate of gun-related homicide is 4 per 1 million people. The developed nation with the rate closest to the U.S., Switzerland, has just 7.7 gun-related homicides per 1 million people. (There are other countries with higher rates of gun-related homicide per capita, but not among developed nations.) Gun rights advocates often suggest that the U.S. has high annual numbers of gun-related crime because of the size of our population, but these statistics which examine rates rather than totals prove otherwise. About a Third of American Households Own All Those Guns In terms of ownership, however, the rate of 88 guns per 100 people is rather misleading. In reality, the majority of civilian-owned guns in the U.S. are owned by a minority of gun owners. Just over a third of U.S. households own guns, but according to the 2004 National Firearms Survey, 20 percent of those households own a full 65 percent of the total civilian gun stock. American Gun Ownership Is a Social Problem In a society as saturated in guns as the U.S., its important to recognize that gun violence is a  social, rather than an individual or psychological problem. A 2010 study by professors Paul Appelbaum and Jeffrey Swanson published in  Psychiatric Services  found that just 3–5 percent of violence can be attributed to mental illness, and in most of these cases guns were not used. While those with certain types of serious mental illness are more likely than the general public to commit an act of violence, these individuals only make up a small percentage of people with mental illness: most people with a mental illness don’t engage in violent behavior. Moreover, individuals with mental illness are also at a higher risk of being victims of violence. According to data from the National Institute of Mental Health, alcohol is a much more significant contributing factor to the likelihood of whether someone will commit a violent act. Sociologists believe that gun violence is a social problem because it is socially created by support for laws and policies that enable gun ownership on a mass scale. It is justified and perpetuated by social phenomena too, like the widespread ideology that guns represent freedom  and the troubling discursive trope that guns make society safer, though overwhelming evidence points to the contrary. This social problem is also fueled by sensationalist news coverage and dangerous politicking focused on violent crime, leading the American public to believe that gun  crime is more common today than it was two decades ago, despite the fact that it has been on the decline for decades. According to a 2013 Pew Research Center survey, just 12 percent of U.S. adults know the truth. The connection between the presence of guns in a household and gun-related deaths is undeniable. Countless studies have shown that living in a home where guns are present increases ones risk of dying by homicide, suicide, or by gun-related accident. Studies also show that it is women who are at greater risk than men in this situation, and that guns in the home also increase the risk that a woman suffering domestic abuse will ultimately be killed by her abuser (see the extensive list of publications by Dr. Jacquelyn C. Campbell of Johns Hopkins University). So, the question then is, why do we as a society insist on denying the very clear connection between the presence of guns and gun-related violence? This is a pressing area of sociological inquiry if ever there was one.

Visa J-1 para estudiar la especialidad médica en USA

Visa J-1 para estudiar la especialidad mà ©dica en USA La visa J-1 permite a los mà ©dicos extranjeros graduados en facultades de medicina fuera de Canad y de Estados Unidos estudiar sus residencias o especializaciones en este à ºltimo paà ­s.   Asimismo, esta visa permite a los mà ©dicos de otros paà ­ses ingresar a Estados Unidos para realizar investigacià ³n avanzada en el mbito de la medicina. Es decir, permite adquirir conocimientos clà ­nicos y no clà ­nicos y esta diferenciacià ³n es muy importante como se ver ms adelante en relacià ³n a la regla de los dos aà ±os. Este artà ­culo explica los requisitos fundamentales para participar en este programa de visa J-1 para alien physician. Por ejemplo, quià ©n puede ser patrocinador,   requisitos de certificacià ³n y para solicitar la visa, cambios de especializacià ³n, cà ³mo llevar a la familia y, por à ºltimo, la famosa regla de los dos aà ±os y cundo no aplica o es posible pedir una excepcià ³n. Finalmente, no confundir con el programa distinto de trainee o prcticas  con visa J-1, en el que tambià ©n pueden participar mà ©dicos, ya que las reglas son distintas. Patrocinador de mà ©dicos para la visa J-1 para especialidad o residencia La Comisià ³n Educativa para Graduados Mà ©dicos Extranjeros (ECFMG, por sus siglas en inglà ©s) es el à ºnico patrocinador reconocido por el gobierno de los Estados Unidos. Y es que de entre todas las visas no inmigrante con las que es posible viajar a Estados Unidos, las J-1 de intercambio tienen, entre sus requisitos, la necesidad de contar con un patrocinador, tambià ©n conocido como esponsorizador, que tiene que estar reconocido oficialmente.   Certificacià ³n de los estudios realizados por los mà ©dicos extranjeros Antes de solicitar la visa, la ECFMG tiene que certificar que el mà ©dico extranjero interesado en una visa J-1 est preparado para participar en un programa de especializacià ³n o investigacià ³n en Estados Unidos. El proceso de certificacià ³n es largo y complejo. Entre los requisitos, ser necesario demostrar los conocimientos mà ©dicos y tambià ©n un alto nivel de inglà ©s, tanto oral como escrito, que se mide mediante los resultados obtenidos en un examen conocido como TOEFL. Tambià ©n es imprescindible aprobar una de las siguientes pruebas: Partes I y II del National Board of Medical Examiners Examinationel Foreign Medical Graduate Examination, Step I y Step IIo el Visa Qualifying Examination (VQE) Todas esas pruebas son gestionadas por ECFMG. Requisitos para solicitar la visa J-1 para mà ©dicos subcategorà ­a alien physician Una vez obtenidos el certificado de la ECFMG y otros requisitos, esta organizacià ³n emite un documento conocido como DS-2919.   Tambià ©n es necesario una declaracià ³n por escrito del gobierno del paà ­s en el que reside el mà ©dico extranjero en el que se afirma que hay una necesidad en dicho paà ­s de doctores especializados en la rama que la que se va a buscar la especializacià ³n. Asimismo, se necesita un contrato u oferta de la institucià ³n en la que se ha sido admitido para realizar la especializacià ³n. Los candidatos extranjeros y los ciudadanos estadounidenses que estudiaron Medicina fuera de EEUU son considerados IMGs. Sus oportunidades durante el proceso que se conoce como Match para ligar candidato con institucià ³n acadà ©mica/hospital son generalmente no tan buenas como las de los graduados en facultades de Estados Unidos, por lo que se recomienda venderse agresivamente con los directores de los programas que interesan para levantar cualquier sospecha que pueda recaer sobre la calidad de sus estudios previos. Una vez que se tienen todos los pasos previos completados, ya se puede solicitar la visa J-1, lo cual se hace en là ­nea completando el formulario DS-160. El tiempo de tramitacià ³n depende del consulado o embajada y tambià ©n de las circunstancias personales del solicitante. Como parte de la tramitacià ³n es necesario pagar la cuota, que no se recupera si la visa no es aprobada. Tambià ©n se pasa por una entrevista en el consulado o embajada y en algà ºn momento del proceso, que varà ­a segà ºn la ubicacià ³n, se tomarn las huellas digitales del solicitante y una foto. Como en todo tipo de visas no inmigrante, las razones por las que puede haber un rechazo de la negacià ³n son muchas, distinguià ©ndose causas que convierten a una persona en inelegible y aquellas que lo convierten en inadmisible.   Si bien en la mayorà ­a de los casos el problema puede surgir porque el candidato no demuestra suficientemente que su intencià ³n no es quedarse en Estados Unidos. Es muy importante poder probar que se va a regresar al paà ­s de origen. Aunque no hay reglas expresas sobre quà © documentos utilizar, es de gran ayuda seguir las reglas generales que se utilizan para este fin cuando se solicita una visa de turista. Visas para familiares para mà ©dicos realizando la residencia en Estados Unidos El cà ³nyuge del solicitante de la visa J-1 y sus hijos solteros que son menores de 21 aà ±os pueden acompaà ±ar al mà ©dico a Estados Unidos. Su visa es una J-2, de dependiente. Para poder solicitarla es necesario solicitar a ECFMG que extienda el patrocinio a estos familiares. Trabajar en Estados Unidos   La finalidad del mà ©dico es especializarse. Para ello obviamente debe realizar prcticas en su campo, por las que ser compensado econà ³micamente. Sin embargo, lo que no puede hacer y est estrictamente prohibido es trabajar fuera del programa. Hacer tal cosa es una violacià ³n migratoria que puede provocar la cancelacià ³n de la visa. Cambios de especialidad mà ©dica Si el mà ©dico con una visa J-1 inicia una especializacià ³n y cambia de parecer y decide que prefiera otra, puede tramitar un cambio de la misma siempre y cuando todavà ­a no tenga completado el segundo aà ±o de la especializacià ³n.   Una vez iniciado el tercer aà ±o ya no es posible ese tipo de cambios. La regla de los dos aà ±os de permanencia fuera de EEUU En principio, los mà ©dicos que participan en un programa J-1 dentro de la categorà ­a de alien physician deben salir de Estados Unidos por dos aà ±os y residir en otro paà ­s durante ese tiempo. Esto NO quiere decir que no puedan viajar a USA   como turistas, quiere decir que no pueden obtener una visa de trabajo de la familia H o de la L o una green card. Esto afecta incluso a las personas casadas de buena fe con un ciudadano americano. En principio, les aplica esa regla. Pero hay excepciones. Por ejemplo, no aplica a los mà ©dicos cuya labor en los Estados Unidos fuera de investigacià ³n, observacià ³n o enseà ±anza y no tuvieran un contacto directo con pacientes. Adems, es posible pedir un permiso conocido como waiver para que no aplica esa regla. Requisitos para la waiver de los dos aà ±os Son 4 las posibilidades para pedir la waiver a la regla de residir dos aà ±os fuera de Estados Unidos al finalizar este programa: Que el Departamento de Salud de uno de los estados solicite una waiver a nombre de un mà ©dico determinado. Hay un mximo de 30 por estado por aà ±o fiscal. Es lo que se conoce como el programa Conrad 30 waiver.Que una agencia del gobierno solicite la waiver.Que se dà © la circunstancia de que si el mà ©dico retornase a su paà ­s de origen que pudiera ser perseguido por razà ³n de su raza, religià ³n u opiniones polà ­ticas.Que estuviera casado con una persona ciudadana americana o residente permanente legal o que tuviera hijos con esos estatus y si el mà ©dico o la doctora tuviera que salir de Estados Unidos se producirà ­a una situacià ³n de extrema dureza para el familiar ciudadano o residente. Opciones para trabajar en USA como mà ©dico al finalizar la especializacià ³n   Tras finalizar el programa y cumplir la regla de los dos aà ±os, si se est obligado a cumplirla, -recordar que los mà ©dicos no clà ­nicos no estn sujetos a ella-, se puede obtener una visa de inmigrante (green card) o una de trabajo. Los mà ©dicos pueden visas L-1 de transfer o H-1B para profesionales. En cuanto a las green card, existen varios caminos para obtenerlos, incluidas las de por razà ³n de trabajo incluyendo la categorà ­a de extranjero de habilidad extraordinaria y la de residencia con waiver por razà ³n de interà ©s nacional. Tener en cuenta que en estos momentos est paralizada la opcià ³n que permità ­a a los doctores interesados en prestar servicio en el Ejà ©rcito a travà ©s del programa  Mavni, que abrà ­a las puertas a la adquisicià ³n de la ciudadanà ­a de un modo inmediato. Finalmente, los mà ©dicos se encuentran entre los profesionales mejor pagados de Estados Unidos, si bien hay notable diferencia segà ºn la especialidad, aà ±os de prctica e, incluso, ubicacià ³n. Este es un artà ­culo informativo. No es asesorà ­a legal.

Healthcare system Research Paper Example | Topics and Well Written Essays - 3250 words

Healthcare system - Research Paper Example gans such as centers for Medicare and Medicaid services, Department of Justice besides Department of Health and Human Services Office of the Inspector General. It outlines important clauses of the contract including payments and price, conflict resolution, contract termination or suspension among other key clauses. The document ensures a smooth and efficient arrangement of terms of contract between the service providers and the local authorities who commission the contract. As a result of the massive financial losses that have been experienced from disloyal and non-abiding medical professionals by patients, a number of mechanisms and legal provisions have been laid down to curb this act of fraud by the professionals. Such mechanisms have seen the states recover huge amount of cash from the fraudulent activities. The issue was treated with much weight that it formed one of the debated issues that was given priority in the congress proceedings in the United States of America. The mechanisms that were put in place to curb the act included establishment of statutes by the federal government and enactment of strict health legislation reforms under the patient protection and affordable care act. This research paper looks comprehensively into the statutes that were put in place by the federal government and some of the amendments that were done to the them by the patient protection act in a bid to see the patients of the country not overexploited and abused. The federal government provided severe penalties such including criminal and civil penalties and excluding an individual from the health care programs of the federal government all as a way of combating fraud. This law is also known as the physician self-referral statute prevented a medical practitioner from referring a beneficiary of Medicaid and Medicare to a an entity to be provided with any form of health care services in case there are direct financial links between the entity and either the medical

Humanism Essay Example | Topics and Well Written Essays - 250 words

Humanism - Essay Example In contrast to the medieval humanists, the scholars of the new Humanist culture greatly popularized learning, because they focused on the way people describe the world rather than on its reality, and they are known as nominalists. They denied the existence or the knowability of the universal forms that supposedly make up the world It is important to comprehend the late medieval mystic and pious revivals as partly a reaction to the late medieval church hierarchy and the disorder of the church. These revivals as well as the ill-fated movements of doctrinal reform were characterized by lay mysticism and piety, female piety, the mystics, brethren of the common life, the Lollards etc. Therefore, the late medieval mystic and pious revivals reflected the widespread dissatisfaction with official teachings in the late 1300s and 1400s. Mysticism, or the interior sense of the direct presence and love of God, was an important consequence of the late medieval mystic and pious revivals, and it was illustrated by confraternities, or the religious guilds founded for laypersons. "The growth of lay piety was, in essence, an effort to give everyone access to forms of faith that hitherto had been restricted to a spiritual elite. Frightened by the disasters of the age, people hungered for emotional reassurance, for evidence of Go d's love and redeeming grace within themselves." (Tradition and Change in Europe Culture, 1300-1500).

Assessment Strategies Essay Example for Free

Assessment Strategies Essay There are two types of Assessment strategies: 1.)Formative Assessment 2.)Summative Assessment Formative Assessment is carried out at regular intervals in every teaching session so that you can monitor progress, and check that the learners are on target and are achieving the intended learning outcomes and make changes if necessary. Summative Assessment takes place at the end of a session or course and is used to assess the learning outcomes are achieved and if there were any difficulties or problems. A lesson plan prepares a lot of importance and benefits both the teacher and the learner, as a teacher it keeps you on track to accomplish the aims and objectives in a logical order. A good teacher communicates their passion for the subject they are delivering to their learners in an interesting, clear and concise manner. Not all students learn in a conventional way and as a teacher you may have to adapt as necessary to ensure learning outcomes are met. This will include different styles of teaching to engage the learner and finding the most effective way of getting the subject across to the class e.g. student participation, class activities, role playing, modelling and questioning. This will continue to motivate, engage, stimulate and promote participation in the class. The assessment stage of teaching is away of making sure as a teacher that the learner has gained the required skills and knowledge needed for them to gain the relevant qualification. Methods of assessment include written exam questions, observation, group questioning and witness testimonies. Evaluation is an essential part of their teaching cycle and is a process that ensured continious improvement in your teaching. You can achieve this by carrying out regular reviews, listening to feedback and evaluations from the learners, employers and training providers by completing the questionnaires, discussions, suggestion boxes and self-assessment audits.

Theme Writing in a Five Paragraph Structured Form :: Writing Education Teaching Essays

Theme Writing in a Five Paragraph Structured Form I'll just run off five quick paragraphs with a couple big words and a solid structure and I'll breeze through another paper. Let the nonsense begin. I never really liked my parents. I found out in high school that if you disagree with anyone, expect detention. Now I found myself in a new setting. I was surrounded by people yearning to write, straining to listen, dying to learn. I was in expository writing 220. I looked around and noticed that everyone seemed to be sitting in the proper first day arrangement, guys on one side, girls on the other. One person refused to be like the others in the group. He crouched down on the table. I would later get to know him as Dave, the writing center guy. As I started to get comfortable a man walked in. He was slender in build and walked with authority but looked more like one of us than one of them. He walked in crumbling tennis shoes and matched awkwardly, like people used to in the seventies. Things would be a little different then I was a custom to, it turned out he was the professor. Weeks passed. He taught us how to catch errors and how not to write. He taught us that theme writing was b ad, real bad. He taught us how to use our voice and how it important it was to get the feeling out of a paper. Then he told us to write. I looked around the room. I watched people with confused eyes, flaring nostrils, pulsating ears. "How do we stray away from theme writing when that's all we done our whole lives?" Nobody asked the question, "why have we done that our entire life?" I can tell you why. It's a simple way of writing and except in this classroom, it's excepted college wide as an excellent way to set up a paper. So is our professor a little confused? Theme writing and simple five paragraph papers are exactly were it's at. What a great opening paragraph. It states what the paper is going to be about with out actually coming out and saying it, and the creativity of my word choice and variation of sentence length should stray m.c. from realizing I have no clue what I'm actually talking about. Just three paragraphs backing up my thesis left and a soft conclusion and I'm done, piece of cake.

Content and Process Theories of Motivation Essay

Motivation is simply the methods by which an organisation can encourage it employees to increase their performance, both in quantity of output and in quality. Performance could also be in terms of efficiency, effectiveness and economy in the organisation’s operations. simply put, motivation is about the ways a business can encourage staff to give their best. The term motivation has been defined by different scholars using different formats and views, according to Dr Stephen P. Robbins, this is the process that account for an individuals intensity, direction and persistence of effort toward attaining a goal (S. P. Robbins, Organizational Behaviour 9ed, p.155). Merriam-Webster Online Dictionary says that motivation is the act or process of motivating, the condition of being motivated, a motivating for a stimulus or influence, incentive, drive. Jones, George & Hill (2000) Motivation as physical forces that determine the direction of a person’s behaviour, a person’s level of effort and a person’s level of persistence in the face of obstacles. S.Hall believes motivation to be a process where members of a group pull together to effect an organisation through loyalty and commitment. some of these authors have gone as far as developing theories and models to help explain the motivation process. These include The Abraham Maslow hierarchy of Needs, Frederick Herzberg’s motivation and hygiene factors etc. Content and process theories of motivation The sum total of motivation theories can be broadly classified into two main categories; the content theories and the process theories. Content Theories deal with â€Å"what† motivates people and it is concerned with individual needs and goals. Authors like Maslow, Alderfer, Herzberg and McClelland studied motivation from a â€Å"content† perspective. Content theorists believe that everyone has the same set of needs and expectations from a job. these needs are in physical, social and psychological forms. Process Theories deal with the â€Å"process† of motivation and is concerned with â€Å"how† motivation occurs. Authors such as Vroom, Porter & Lawler, Adams and Locke studied motivation from a â€Å"process† perspective. Process theories are more individualistic. ie they assume each individual has his/her unique set of needs and hence unique motivational factors. Content Theories deal with â€Å"what† motivates people and it is concerned with individual needs and goals. Maslow, Alderfer, Herzberg and McClelland studied motivation from a â€Å"content† perspective. Process Theories deal with the â€Å"process† of motivation and is concerned with â€Å"how† motivation occurs. Vroom, Porter & Lawler, Adams and Locke studied motivation from a â€Å"process† perspective.

Demand of Corn Oil

Rising oil prices in the United States have forced discussion on seeking alternative energy sources. One option that keeps being discussed by researchers is the usage of corn oil as a viable solution. This paper will explore the economic factors such as supply, demand and price elasticity around corn oil and its substitute soybeans. Supply of Soybeans If the demand for corn increases due to is use as an alternative energy source, the supply of corn's substitutes such as soybeans will decrease. Based upon the determinants of supply – producers, resources, market expectations, subsidies and taxes and technology – the factors point to a decrease in supply. The number of producers of soybeans may decrease. Some farmers may choose to use some of their land to grow corn as opposed to soybeans, to meet the increase in corn demand. A decrease in producers would also cause a decrease in resources used to grow soybeans. Also, the market would expect corn as that is what is being touted as the viable energy source, so there's more pressure on farmers to have corn. The US government currently gives subsidies to corn farmers, which gives them an even bigger incentive to grow corn instead of soybeans. While the technology is there to grow soybeans, there is only so much farm space and corn is the primary focal point. Price of Corn Oil If the demand for corn increases, the price of corn oil will also decrease. Whenever demand for something increases, and the supply for that item decreases, it drives the price of it up in the marketplace. It becomes that much more valuable as it's that much harder to attain. If everyone wants corn, but there's only so much corn available, the corn farmers can charge more for it because they know consumers will be willing to pay more to have it. Price Elasticity of Demand and Total Revenue According to Wally Sparks' article, corn is an inelastic good because there are so few substitutes for it (Sparks, 2007). When a good is inelastic, that means that customers are not as sensitive to price changes, versus those of an elastic good. So even when corn prices were at an all time high years ago, people were still consuming corn because in the short run, they had few other options. When a good is inelastic, and the price of that good goes up, total revenues also go up. Let's say corn was $8/barrel and a farmer normally sells 100 barrels. That will yield $800 for that farmer. Well if he raises the prices to $10/barrel and still sells at least 100 barrels – since th good is inelastic and demand hasn't changed – that same farmer has now made $1,000. While this is just a made-up example, it shows how the increase in price yields more total revenue when a good is inelastic. Conclusion Supply and demand are king in understanding and predicting market trends. When something is in high demand, sometimes producers aren't able to make enough of it quickly enough. This causes prices to go up because supply is down. This principle applies to everything from the cars we drive to the food we eat, and in this case the corn oil we use.

Biography of Emmanuel Kant Essay Example

Biography of Emmanuel Kant Essay Example Biography of Emmanuel Kant Essay Biography of Emmanuel Kant Essay Essay Topic: Immanuel Kant Known by many in the field as the male parent of modern doctrine. Immanuel Kant questioned many of the premises held in his twenty-four hours. He focused much of his work on the kingdom of human idea. apprehension. and possible. His thoughts about observation. acquisition. and experientialism set the case in point for all philosophers who followed him. Born in the early 1720s. Kant lived in what was known as East Prussia ( now a portion of Kaliningrad. Russia ) . There. he was able to procure a teaching place for about 10 old ages when he began working at Konigsberg University. He would stay a portion of their staff for about five decennaries lending to the rise and popularity of doctrine of the twenty-four hours. Not much more is known about Kant’s before life. He did travel on to holding several of his pieces published. although none were an exact autobiography. In his Review of Pure Reason. he discussed and raised interesting points about human cognition. Instrumental on Kant’s ain thoughts was the work of philosopher David Hume. who agreed that human experience could be used for understanding. but that it should non be used to explicate every phenomena we encounter in nature or in the existent universe. Kant built upon this thought. He stated that new experiences could be formulated based on past experiences because it our past that helps us larn about our hereafter. He believed that the human head organized events and thoughts into classs that could be accessed subsequently to find how we might respond in a certain experience. He came up with the word to depict the paradox of apprehension: thing-in-itself. Kant’s ain statements about the being of God were besides non good accepted at his clip. He believed that adult male could non apologize God because it was non something that we had experienced earlier. In other words. we might be able to impute certain features to Him. but it is finally limited by our ain human apprehension of the existence. In kernel. we could neer come near to truly understanding who God is and foretell what He is traveling to make. | [ movie ] | [ movie ] | [ movie ] | [ movie ] | [ movie ] | .

70 Words and Phrases to Identify a Horse

70 Words and Phrases to Identify a Horse 70 Words and Phrases to Identify a Horse 70 Words and Phrases to Identify a Horse By Mark Nichol An extensive vocabulary surrounds the various subjects pertaining to horses. Below is a list of contemporary and historical words and phrases referring to horses distinguished by characteristics such as color or type of use (but not by breed- hundreds of distinct breeds exist). Some entries also include other meanings for the terms. 1. bay: a reddish-brown horse 2. black: a black horse 3. bronco: a wild horse of North America’s western region 4. buckskin: a yellowish horse with a dark mane and tail; also, the skin of a deer and the leather produced from it, or, previously, to a person dressed in such leather 5. carriage horse: a horse selected, based on appearance and graceful gait, to draw a carriage 6. cart horse: a horse used to draw heavy loads 7. charger: a horse ridden in battle, tournaments, or parades; also, a large platter 8. chestnut: a grayish-brown or reddish-brown horse; also, a type of tree, the wood of the tree, or the nuts produced by the tree (and to the horse chestnut, a separate species), as well as a callus on a horse’s leg or a tired joke, expression, or song 9. chunk: a strong, stocky horse smaller than a draft horse; also, a large or thick amount or part of something 10. cob: a stocky, short-legged horse; also, an ear of corn or the core of it, a male swan, a clay-and-straw mixture for building structures, or a type of Spanish coin 11. cold blood: any one of various breeds of horses bred for calmness and strength 12. colt: a young male horse; also, a young, inexperienced person or a member of a youth sports team 13. courser: an energetic, fast horse 14. cow horse: a saddle horse trained for herding cattle 15. cow pony: see â€Å"cow horse† 16. cutting horse: a saddle horse trained to separate animals from a herd 17. destrier: see charger 18. dobbin: a slow horse, or a horse used on a farm 19. draft horse: see â€Å"cart horse† (also spelled, in British English, â€Å"draught horse†) 20. dun: a grayish-yellow horse with a dark mane and tail; also, that color, or drab and dull 21. feral horse: a free-roaming horse of domesticated ancestry, often loosely referred to as a â€Å"wild horse† 22. field hunter: see hunter 23. filly: a young female horse; also, a girl or a young woman 24. foal: a horse less than a year old; the phrase â€Å"in foal† means â€Å"pregnant† 25. galloper: a fast horse 26. gelding: a castrated horse 27. grade horse: a horse of unknown breed or mixed breed 28. hack: a horse available for hire, a worn-out horse, or an easygoing saddle horse (and see hackney); also, a ride on a horse, a vehicle that can be hired for transportation or its driver, a person (especially a writer) who works primarily for financial gain, an inexperienced or inept athlete, or a computer expert or someone who accesses a computer or a computer system to steal information or cause damage (or an instance of such an act) 29. hackney: a horse for riding or driving (and, capitalized, a breed of small, high-stepping horse); also, a vehicle that can be hired for transportation 30. hot blood: any one of various breeds of horses bred for agility and speed 31. hunter: a strong horse used in fox hunting and stag hunting; also, a person who hunts wild animals or a dog trained to help in hunting, or a person who searches for something (as a treasure hunter), or a type of pocket watch 32. Iberian horse: any one of various breeds of horse once bred in Spain and Portugal 33. jade: a worn-out or temperamental horse; also, a flirtatious or disreputable girl or woman 34. jennet: previously, a small horse from Spain; also, a donkey or a stallion-donkey hybrid (also called a jenny) 35. mare: a mature female horse (or other similar animal); also, a supernatural being that was said to cause nightmares 36. mount: a saddle horse (and an instance of riding a horse, especially in a race); also, a frame or a support, or a mound or a mountain 37. mustang: a small, strong wild horse of North America’s western region; also, a commissioned officer in the military who began service as an enlisted person 38. nag: an old, worn-out horse; also, someone who annoys with repeated complaints or comments 39. Oriental horse: any one of various breeds of horse bred in the Middle East 40. pack horse: a horse used for carrying supplies 41. paint: a horse with patches of white and another color (sometimes distinguished from pinto to describe a pinto with quarter horse or Thoroughbred ancestry); also, a liquid layer applied to an object or structure, or slang for makeup or, in basketball (as â€Å"the paint†), the free throw lane 42. palfrey: a saddle horse other than one ridden in battle, or a small, easygoing horse to be ridden by a lady 43. palomino: a light cream or golden horse 44. piebald: a horse (or any other animal) spotted with white and another color, especially black; also, a spotted pattern like this 45. pinto: see paint 46. plug: see nag; also, something used to connect devices or to stop a hole or something resembling one, a piece of compressed tobacco, or a favorable mention that provides good publicity 47. polo pony: a horse used in the sport of polo 48. pony: a small, stocky horse (or in plural form, as slang, racehorses); also, a small glass for beer or liqueur, or a word-for-word translation of a text in a foreign language, especially when used to cheat on an examination 49. quarter horse: a small, strong horse good at running fast for short distances 50. racehorse: a horse bred and trained for competitive racing 51. riding pony: one of several types of horse used in competitive horseback riding 52. road horse: a horse used for pulling a carriage on a road 53. roan: a horse whose hide has white hairs mixed with a darker color; also, such a mixture, especially with a base of red 54. rouncey: an all-purpose horse ridden during the Middle Ages, as distinct from a warhorse (also spelled rouncy or rounsey) 55. saddle horse: a horse used for riding 56. show hunter: a hunter (see hunter) used in competitive horseback riding rather than for hunting 57. show pony: a type of riding pony (see â€Å"riding pony†) 58. skate: see nag; also, a shoe or an attachment for a shoe equipped with wheels (for rolling on a hard surface) or a blade (for sliding on ice), or a period of skating, or a flat fish with large fins, or slang for man 59. skewbald: a horse with patches of white and any other color than black 60. sorrel: a brownish-orange or light brown horse (or other animal); also, that color, or any one of several plants that produce a sour juice 61. sport horse: a horse used in various horseback-riding competitions (also spelled sporthorse) 62. stallion: an adult male horse (or other animal), especially one used for breeding 63. steed: a horse that is ridden, especially an energetic one 64. stock horse: a horse used in herding cattle 65. thoroughbred: a horse (or other animal) whose parents are from the same breed; technically, in capitalized form, a particular breed often bred for racing 66. trotter: a horse trained to trot in races; also, a pig’s foot used in cooking 67. warhorse: a large horse ridden in battle; also, a person with much experience (especially a politician or a soldier) or a familiar piece of visual or performing art 68. warmblood: any one of various breeds of horses bred to combine the characteristics of cold-blood and hot-blood types of horse 69. workhorse: a horse used for work other than riding, driving, or racing; also, a dependable, hardworking person or machine 70. working hunter: a type of show hunter (see â€Å"show hunter†) used in fence-jumping competition Want to improve your English in five minutes a day? 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Glycosylated Haemoglobin Essay Example | Topics and Well Written Essays - 3000 words

Glycosylated Haemoglobin - Essay Example In case blood glucose level is well within control and gives stable results, the test is performed every six months intervals. The long-term or chronic complications of diabetes are those that characteristically occur after years of high blood sugar levels. These are diabetic macrovascular and microvascular diseases. The long term complications correlate well with A1c levels.(Web ref 2). Wild and Bains (2004) cautioned clinical laboratories and point-of-care testing to be careful of the interferences produced in assays by variant Hbs. The majority arise from point mutations in the , , , or Hb chains. Herman et al (2007) also raised the important question of whether A1c can be used as a diagnostic test for diabetes detection and control in ethnic minorities whose mean A1c concentration vary significantly from whites. In the light of these observations the current project intends to analyse literature particularly on blood glucose tests, long term complications of high blood sugar and applicability of HbA1c test to ethnic diabetics. Studies have shown that glycohaemoglobin values in the "better ranges" correlate with less incidences of diabetic complications later in life (Table 1; Fig 1 b). Type 1 diabetics will typically have hemoglobin A1c levels determined every 3 to 4 months, while Type 2 diabetics will require measurements less often (Web ref 3; Web ref 1). It so because Red blood cells are replaced in about 90 days thus test gives blood glucose levels for that period. Normal blood glucose levels are below 6 percent HbA1c however these vary laboratory to laboratory (McCool and Woodruff 1999; Web ref 1) HbA1c levels compare well with blood glucose levels as shown below: Table 1. Comparison of HbA1c test and Blood glucose levels (from McCool and Woodruff 1999) HbA1c Level of control Blood glucose (mg/dl) 5 % 6% 7% 8% 9% 10% 11% 12% Excellent Excellent Good Acceptable Poor Poor Poor Poor 90 mg/dl 120 mg/dl 150 mg/dl 180 mg/dl 210 mg/dl 240 mg/dl 270 mg/dl 300 mg/dl The rapid fluctuations in blood glucose that normally occur are smoothed out and the long-term level of glucose is now available to clinicians as a HbA1c test, because glycosylated hemoglobin has been shown to correlate with the integrated average blood consumption of glucose over the preceding six to eight weeks (Nathan 1990). Moreover, No preparation is necessary. Fig1 b) Controlled and uncontrolled diabetes conditions. (from Web ref 1) Controlled diabetes, less blood glucose results in less glycosylated haemoglobin Uncontrolled diabetes, more blood glucose results in high glycosylated haemoglobin HbA1c is also a reasonably sensitive test for gestational diabetes mellitus (GDM) which occurs in pregnant women. The test when conducted on pregnant women, it could pick up 87.1 cases of GDM successfully. The study gives a good alternative to OGTT (oral glucose tolerance test) which is inconvenient and requires fasting (Aldasouqi et al, 2008). The HbA1c test earlier done in laboratories only is now available in relatively economical home version as well (Web ref 4). The control of HbA1c and avoiding long term diabetic complications are discussed later. Diabetes: An overview The word 'diabetes'

Why Did Dinosaurs Become Extinct Research Paper

Why Did Dinosaurs Become Extinct - Research Paper Example Dinosaurs are also one such specie which became extinct over a period of time, who are believed to be a set of animals being either herbivores or ever carnivores, also being ornithopods or even quadrupeds with extremely long tails or legs. Usually, their leg are stretched erect beneath their bodies however, the fossil record indicates that they have been found in many distinct forms over the period of time. They have been found in various locales distributed widely over the planet earth and vary from terrestrial to marine beings. Dinosaurs are believed to be extinct by the end of the Cretaceous period. In other words, these dinosaurs became extinct about 65 million years ago, though they have been found to be living on earth for about 165 million years ago (When did dinosaurs become extinct 2012). There have been many explanations for the extinction of the dinosaurs, for instance the asteroid impact, disease, volcanic eruptions etc, however, the most widely accepted theory is the cli mate change theory, and thus this paper aims at discussing all these reasons and theories in details to locate which explanation offers the most convincing account of what actually happened. Starting off with the Asteroid theory which is also one of the most popular theories floating in this context, it implies that the extinction owes much to the hitting of a comet or an asteroid about 65 million years ago.... Thus, since the effect was too extreme to handle, survival rate was technically zero. According to the researchers, this asteroid was about 4-9 miles in length and evidence indicates that it hit the earth at the Yucatan Peninsula which is found at the Gulf of Mexico. Moreover, due to the huge size of the comet, the after effects were also quite massive, i.e. severe storms, huge forest fires etc hit mother earth and thus dinosaurs were nowhere to be seen following this event, and it is also said that it took about six months after the event for the sunlight to appear again. However, certain assumptions tend to negate this very theory, as the facts recovered by scientists indicate. For instance, the element or rather the chemical which leads towards the resistance for sunlight reducing photosynthesis or to cause other changes, is caused by the element Iridium which is found generally in meteors and causes these massive effects. Though the size of the meteor as indicated by the scientis ts was large enough to cause the destruction, but another shocking indication completely negates the proposition. Reason being that though one hand where all meteors contain Iridium, Comet doesn’t. Also the material found later on indicates that the material was either too high or too low to cause massive destruction, thus, this fact completely negates the destruction. Thus, while making logical connections and deriving conclusions, all facts have to be kept into mind and if any of these assumptions is ignored faulty propositions come up, thus propositions of this theory need to study this theory in detail. The second explanation which the scientists give to justify the extinction of the dinosaurs is the volcanic eruptions. Usually, whenever there is an eruption in the volcanoes,