Christopher Columbus Essays - Age Of Discovery, Christopher Columbus

Christopher Columbus Essays - Age Of Discovery, Christopher Columbus Christopher Columbus In 1451, a boy named Christopher Columbus (See Appendix A), who was born in Genoa, became a sailor and discoverer of a new continent. He spoke Castilian with a little Portuguese. Although he received little education, he worked with his father, who was a weaver and had a wine shop. During Columbus' youth, he sailed in between his looming duties, shipping and receiving wool and wine for his father. When Columbus was in his twenties, he joined other exporting fleets, traveling around Spain, to England, Portugal, the Mediterranean Sea, and to West Africa (see Appendix B). In his youth he wanted to find easier ways to trade. Columbus thought of reaching Asia by sailing West. He worked with a map maker, and "Became obsessed with the idea of reaching the Spice Islands via Western route", (Sources of the West, 187). This is a goal he hoped to accomplish when he became a sailor. During his youthful sailing days, his ship was sunk by pirates on a trip to Portugal (Parry, 344)! . He took refuge in Portugal where he was left poor. After his youth days had ended, it was time to find his profession as a man. In the 15th Century Spain, trade was a primary source of their economy. The Turks conquered Constantinople and the Eastern Mediterranean. Land routes were restricted from Europe to Asia. Spaniards knew that the Earth was round, and scientists backed the idea. Spain was in need of new sources of wealth. With 98% of Spain poor peasant (Zinn, 2), the idea of finding a western sea trade route was not improbable. It would open up a new trade route, and bring wealth to the suffering country. When Columbus was in Portugal, he decided to propose his idea of sailing West to monarchs. He brought his ideas to Portugal first. They rejected his idea because of his underestimates of the size of the ocean. Columbus thought it was 25% smaller than what it really was. Next, Columbus brought his ideas to Spain. Here they turned him down for seven years because ships were already rounding Africa. Finally, in April, 1492, he was contracted by Ferdinand and Isabella of Spain (see Appendix C). The idea seemed logical. They already knew the Earth was round. There was no thought of a continent in-between, and the winds and currents all flowed West. His purpose (see Appendix D) was to find the legendary Isle Antilla, and find a western route to Cipangno and Cathay(China, Japan). Columbus demanded to be knighted, become Admiral of the Ocean Sea, be viceroy of new lands, and receive ten percent of the wealth (see Appendix E). In August 3, 1492, at the port of Palos, Columbus started his first voyage (see Appendix F). The fleet of three ships (see Appendix G), sailed West under 35* North halfway, then they shifted Southwest. On October 12, 1492, they landed on Guanahan?, which Spaniards latter named San Salvador(Our Savior), (see Appendix H). He later went to Cuba, Juana, and Hispa?iola (see Appendix H and I). Columbus believed it could have been a chain of islands off the coast of China or Japan. They established a colony off the coast of Hispa?iola (see Appendix J). Columbus did not, however, find Asia, or what they hoped, the Spice Island Trade ports. They did come in contact with inhabitants of the islands, whom they brought back to Spain, proving they found Indians from Asia. Columbus' purpose was to find a trade route to Asia, he did not achieve this. In the following three voyages, he failed to achieve the purpose. Although there were some benefits, most factors of the voyages were failures. The Western expeditions were failures. The purpose of Columbus' voyages was to find a western route to the Spice Islands of what we call Japan and China, he did not accomplish this. They landed on what the Spaniards named San Salvador. Columbus knew, however, that this was an island, only he thought it was part of Japan. He also discovered Hispa?iola which he thought was an Island off China. Columbus was convinced that there was a mainland somewhere (see Appendix I). He traveled ten days in search of Cuba, but had to

Corprate law general partnership Essay Example | Topics and Well Written Essays - 1000 words

Corprate law general partnership - Essay Example In the United Kingdom, the laws governing the creation of partnerships differ from those in Saudi Arabia. Being under the Commonwealth, the United Kingdom embraces provisions created by the body. The creation of a partnership is perceived and any other entrepreneur venture. However, certification of partnership in the United Kingdom is only awarded to business entities with more than one person as partners. The number of partners in such business entities is limited to twenty. After its creation, partners are required to provide full names for registration. After registration all person stated as partners are provided with the mandate of conducting business of behalf of the business entity (DeMott, 2001). Upon creation, partners are required to create profit and loss sharing ratios. In most cases, partners are required to determine this ration by considering the capital contribution for each partner. This minimizes cases of misunderstanding in future situations. Additionally, partnerships are required to name the entity in regards to the names of all partners. However, this name procedu re could be ignored as embrace a naming system that has been agreed after deliberation by all partners (DeMott, 2001). The author further points out that if names as used in naming the entity, it would be illegal to exclude the name of one partner (DeMott, 2001). Running of general partnerships is done by all members. However, the law provides that partners may agree to hire a person in the position to conduct business on their behalf. However, this process should be clear and the decision provided to the government for clarification. In situations where the partners control the business, each partner has the right to access business information as well conduct business on behalf of the company. In cases of debt, all partners would share the risk (Arthur, 2003). However, personal properties of the partners cannot be liable for confiscation when the company

Partition coefficient log p (scientific lab report) Essay

Partition coefficient log p (scientific lab report) - Essay Example Thru partition, coefficient was expressed with the concentration in the non-aqueous or lipophilic phase as the numerator. This was expressed in a formula â€Å"P = Coil / Cwater.† In that context, the drug’s absorption can be predicted using the partition coefficient. In logarithmic partition, coefficient values are calculated to determine the solute’s hydrophocity, lipophilicity and it’s anent absorbability. Since body membranes are usually impermeable to foreign ionic species, only un-ionized drug molecules can partition into the membrane. Hence, the lipophilicity correlates with the state of the drug including its acidity or pH level. Note that pH levels vary in all part of the body which implies that drugs partitioned in a specific part will also have diverse un-ionized states.  Ã¢â‚¬Å"Partition coefficient’ also determines the acid dissociation constant or Ka. This can be calculated using the equation of Henderson-Hasselbalch where the  "product of hydrogen ion ([H+]) and ionized acid ([A-]) concentrations† is divided by the â€Å"concentration of unionized acid ([HA]). This formula is expressed with the following:  Ka = [H+][A-] / [HA]   This experiment aims to determine the different pHs and degree of ionization affected the partition coefficient of salicylic acid. ... The combination such three equations would result to   1/P’ = 1/P + Ka/[H+]P   of which P is partition coefficient   Ka is dissociation constant   CO is total concentration in oil phase; and CW is total concentration in aqueous phase. Researchers will also obtain the â€Å"absorbance values† using different concentration of salicylic acid because this is relevant in setting a calibration curve and a graph to reflect the concentration in the aqueous phase. Moreover, a graph plotting 1/P’ against the reciprocal of hydrogen ion concentration (1/[H+]) yielded a line with an intercept of 1/P and a slope of Ka/P. Using the partition coefficient and the dissociation constant, the pKa was calculated.   Methodology This experiment comprised of two parts:  (a) determination of salicylate concentration to produce a calibration curve  and (b) salicylate concentration measured in solutions of four different pHs. a. Salicylate Concentration Determination to Produ ce a Calibration Curve   It aims to resolve the absorbance of salicylate solution at different concentrations to produce a calibration curve.  As part of the method, researcher will use five test tubes. Test Tube 1 will contain 6mL of water which will be used as the blank solution to keep the calorimeter at zero. Other test tubes will contain 5mL of water which is added to 2mL of ferric nitrate solution. Further, 1mL of different concentrations of salicylate was added to test tube 1; 0.00125M for test tube 2; 0.0025M for test tube 3; 0.00375M for test tube 4; and 0.005M for test tube 5. With calorimeter set at a wavelength of 624nm, the absorbance of each test tube of salicylate solution was determined by pouring solution in cuvettes and inserting them into the calorimeter. Data

History of Circular Saw Essay Example for Free

History of Circular Saw Essay Circular Saw- As changes in the economics of the industry occurred, developments in powered machinery began that had an impact on both preparing and assembling. In 1805, Brunel took out a patent for large circular saws particularly associated with veneer cuttingand in 1807 developed the saw further in association with block-making machinery. However, one of the most important developments was not on this scale at all. The small circular saw of up to seven inches diameter, often operated by a treadle, was one of the keys to the success of small-scale furniture makers. This saw enabled makers of cheap furniture to square up, mitre and rabbet cleanly, accurately, and quickly, allowing the frames of cheap carcase work to be simply rebated and nailed. This method of rebating, using a circular saw, was particularly useful for drawer-making which was traditionally a place for using dovetail joints. The advantage of this cheap method was that a dozen drawers could be made in the time it took to merge joint just one. History behind the chair- Thomas Lee was the first to build and found the Adirondack Chair. He made it simply for relaxation for his family members. It was a great success and all his family members really liked the chair. He decided he would show it to a carpenter named Harry Bunnell. Bunnell really liked Lee’s chair and decided that he should start making them more than just for family but for a profit. Without Lee’s knowledge he patented the chair idea and began making his own Adirondack chairs with the same design as Lee’s. It was a big hit around the region and soon in the history of furniture. Originally it was named the Westport chair but then later on it was renamed the Adirondack Chair. Bunnells Adirondack chairs were made of hemlock, painted in either dark brown or green, and signed by the carpenter himself. Today, Bunnells original chairs come at a hefty price, about $1,200 each and he sold them for only $4.00.

Free Essays - A Farewell to Arms as Historical Romance :: Farewell Arms Essays

A Farewell to Arms - Historical Romance The novel "A Farewell to Arms" should be classified as a historical romance. Many people in reading this book could interpret this to be a war novel, when in fact it was one of the great romance novels written in its time. When reading this book you notice how every important event of the war is overshadowed by the strong love story behind it. The love story is circled around two people, Frederic Henry and Catherine Barkley. Frederic is a young American ambulance driver with the Italian army in World War I. He meets Catherine, a beautiful English nurse, near the front of Italy and Austria. At first Frederic’s relationship with Catherine consists of a game based on his attempts to seduce her. He does make one attempt to kiss her, and is quickly slapped by an offended Catherine. Later in the story, Frederic is wounded and sent to the American hospital where Catherine works. Here he finds a part of him he has never had before, the ability to love. This is where his feelings for Catherine become extremely evident. Their relationship progresses and they begin a passionate love affair. After his stay in the hospital, Frederic returns to the war front. During this period, Hemmingway heavily indicates the love Frederic has for Catherine. It is evident that Frederic is distracted by his love for Catherine. During a massive retreat from the Austrians and the Germans, the Italian forces become disordered and chaotic. Frederic is forced to shoot an engineer sergeant under his command, and in the confusion is arrested by the Italian military police for the crime of not being Italian. Disgusted with the Army and facing death, Frederic decides he has had enough of the war; he dives in to the river to escape. After swimming to safety, Frederic boards a train and reunites with Catherine. She is pregnant with their baby. With the help of an Italian bartender, Catherine and Frederic escape to Switzerland, and plan to marry after the baby is born. When Catherine goes into labor, the doctor suddenly discovers that her pelvis is too narrow to deliver the baby. He attempts an unsuccessful Cesarean section, and she dies in childbirth with the baby. To Frederic, her dead body is like a statue; he walks back to his hotel without finding a way to say goodbye, seemingly lost forever.

Bloom Research and Response Paper Essay

Larkin and Burton’s abstract preface the Joint Commission’s directive for effective communication among caregivers during handoff to ensure patient safety (Larkin & Burton, 2008, p. 360). The case study reviews the lack of handoff practice and its effect on continuum of care provided to â€Å"Ms. C, a 64-year-old woman, presented to the ambulatory surgery center for an open cholecystectomy† (p. 390), and the subsequent workshop utilizing Bloom’s Taxonomy of Education Objectives to educate and change clinical practice among the staff members. From this reader’s vantage Ms. C’s respiratory de-compensation was a result of the nurses’ failure to communicate patients medical history and critical findings during unit-to-unit transfer and shift report, inadequate nurse to patient ratio along with incomplete charting, failure to recognize early signs and symptoms of respiratory compromise, and lack of critical thinking skills. Evidenced by the case study’s assertions, Ms. C required oxygen in the post anesthesia care unit (PACU) but was transferred without it. Second, the PACU nurse did not communicate to the patient’s need for oxygen to the receiving nurse during handoff report. It is unclear if the surgeon wrote vital sign parameters and pulmonary toilet orders, or if there were standard protocols for this post operative unit. Ms. C’s incomplete graphic record indicate she was placed on four liters of oxygen within two hours of her arrival to the unit at 1630; however, fail to adequately trend abnormal vital signs such as low grade temperature and tachycardia (Larkin & Burton, 2008, p. 392). The record does not document any nurse-initiated interventions or call to the doctor requesting a chest x-ray or recommending a respiratory therapy consult for breathing treatment and incentive spirometer. On post-op day two Ms. C’s respiratory status declined requiring a non-rebreather mask, rapid response team consult, and a transfer to the intensive care unit for a diagnosis of respiratory distress (p. 392). There were multiply factors that contributed to the above scenario; Larkin and Burton writes that â€Å"after this near-miss, failure to rescue incident† (p. 94) a task force consisting of management, clinical nurse specialist (CNS) and unit educator convened to discuss the event. The task force concluded that the nursing staff members were ineffectual in critically evaluating the patient’s signs and symptoms. The CNS chose a framework that utilized â€Å"Bloom’s Taxonomy of Educational Objectives†, that provided measurable outcomes to the ed ucational activity and enabled the nursing team to optimize their critical skill levels. A workshop to assist staff to navigate through the case study in a realistic manner was implemented (Larkin & Burton, 2008, p. 95). The cognitive domain contains six intellectual skills that measure: knowledge, comprehension, application, analysis, synthesis, and evaluation of information received. The affective domain contains five emotional factors: receiving, responding, valuing, organizing, also conceptualizing and characterizing by value concept. It is during this phase that individual buy-in occurs or not. Finally, the psychomotor domain contains five motor skills functions of imitation, manipulation, precision, articulation, and naturalization. The individual learn to adapt his or her movements intuitively to a given situation (Larkin & Burton, 2008, p. 395). The key component of continued nursing education is to advance and apply evidenced based practice at the bedside. The use of Bloom’s Taxonomy of Educational Objectives as the framework promote the transfer of evidence based information, in a setting that allow the nurse educators to evaluate and measure the learner’s: cognitive, affective and psychomotor processes. It allows the learner (nurse) to assess his or her level of application within each domain. Both the educator and the nurse can reinforce successes and target learning opportunities to areas of inefficiency. References Blais, K. K. , & Hayes, J. S. (2011). Professional Nursing Practice Concepts and Perspective (6th ed. ). Upper Saddle River, NJ: Pearson. Bouchard, G. J. (2011, November). In Full Bloom: Helping Students Grow Using the Taxonomy of Educational Objectives. The Journal of Physican Assistance Education, 22(4), 44-46. Larkin, B. G. , & Burton, K. J. (2008, September). Evaluating a Case Study Using Blooms Taxonomy of Education. AORN, 88(3), 390-402.

What Is a Good MCAT Score MCAT Score Ranges, Percentile Ranks

MCAT scores range from a low of 472 to a perfect score of 528. The definition of a good MCAT score varies based on your application plans. In general, you can consider a score good if it meets or exceeds the average MCAT score of students admitted to your target medical schools. The average MCAT score for all 2019-20 medical school matriculants (accepted students) was 506.1. Percentile ranks can help you determine how your score compares to scores of other test-takers. MCAT Scoring Basics For each of the four MCAT sections, your raw score (number of questions answered correctly) is converted to a scaled score. The scaled score range is 118-132. The exact conversion calculation varies slightly for each exam in order to account for variation in difficulty level. Your total MCAT score, which ranges from 472-528, is the sum of the scaled section scores. MCAT Percentiles 2019-2020 When you receive your MCAT score report, it will include percentile ranks for each exam section and your total score. The percentile rank tells you how you compare to other applicants who took the MCAT. For example, if the percentile rank for your total score is 80%, that means that you scored equal to or higher than 80% of test-takers, and the same or lower than 20% of test-takers. (Note: In the 2019-20 cycle, the MCAT percentile ranks are based on test scores from 2016, 2017, and 2018.) The table below provides an overview of the percentile ranks currently in use by the AAMC. MCAT Percentile Ranks (2019-20) MCAT Score Percentile Rank 524-528 100 521-523 99 520 98 519 97 518 96 517 95 516 93 515 92 514 90 512 85 511 83 510 80 508 74 506 68 504 61 502 54 500 47 498 41 496 34 494 28 492 23 490 18 485 8 480 3 476 1 472-475 1 This data represents the percentile ranks currently in use by the AAMC. The AAMC calculated these percentile ranks based on 2016, 2017, and 2018 data. Source: AAMC How Important Is Your MCAT Score? The MCAT is considered a good measure of your ability to succeed in medical school, and your MCAT score is one of the most important factors in the medical school application. To learn what MCAT score youll need to maximize your admissions chances at your top medical schools, you can visit the AAMCs Medical School Admissions Resource (MSAR). For a $27 fee, you can access the MSARs up-to-date online database of medical school admissions statistics, including average MCAT scores and GPAs by medical school. Remember, your MCAT score is not the only factor. GPA is equally important. Assuming your overall application is strong, a high GPA can make up for a slightly lower MCAT score, and a high MCAT score can make up for a slightly lower GPA. Other, non-quantitative factors also affect your admissions decision, including recommendation letters, undergraduate coursework, clinical experience, extracurriculars, personal statement, and more.