Monday, January 7, 2013

What comparison can be made between two characters in the novel Buried Onions by Gary Soto?

Buried Onions is Gary Soto's novel about life in the Mexican-American barrio of Fresno, which is the setting of much of Soto's fiction. The novel is told in a first person narrative by Eddie, a young man trying to make his way in a world which, in many ways, seems to be very much against him. Eddie grew up in the barrio but now, as he emerges into adulthood, would like to escape the crime, poverty and violence which pervades the neighborhood. That Eddie wants something better in his life makes it easy to compare him to his antagonist in the novel, the ironically named Angel, who is a gangbanger and a thief who seems quite comfortable perpetuating the life which Eddie believes is a dead end and wishes to get away from.


Eddie and Angel grew up together. As youngsters, they did many of the same things, like petty theft, sniffing glue and attempting to act tough. They hung out at the same playground and have friends and relatives in common. In fact, Eddie's cousin Jesús, who was killed in a nightclub, was Angel's best friend. But, while Angel sustains the life of robbery and drugs, Eddie wants to stay out of trouble and make a decent living. Unfortunately for Eddie, he always seems to be brought back to the life of the barrio.


Throughout the novel, Angel is Eddie's nemesis until, in the story's climax, they fight. Eddie believes that Angel is out to get him because he won't help Angel kill the guy who murdered Jesús. Whether or not Angel was actually stalking Eddie is never revealed, and Soto suggests that it could have just been "chime" (gossip). Nevertheless, after their fight, Eddie knows that he must leave Fresno. He knows that Angel will never stop until one of them is dead. Eddie represents hope in the face of overwhelming odds. He knows there must be something better in life. Angel, on the other hand, knows nothing more than his low-life existence which he seems to enjoy. Unlike Eddie, he is unwilling to change and seek something different. Like many of the other young men in the book such as Junior, Juan and Jesús, Angel will most certainly wind up in prison or dead before his time. As Eddie heads off to the Navy in the book's final pages, Soto suggests that maybe Eddie will really escape the barrio and find a new, more prosperous life.

What are biological weapons?


Early History

Biological warfare antedates by several centuries the discovery of the gene. Just as the history of genetics did not begin with Gregor Mendel, whose pea-plant experiments eventually helped found modern genetics, the history of biological warfare began long before the Japanese dropped germ-filled bombs on several Chinese cities during World War II. For example, the Assyrians, six centuries before the common era, knew enough about rye ergot, a fungus disease, to poison their enemies’ wells. The ancient Greeks also used disease as a military weapon, and the Romans catapulted diseased animals into enemy camps. A famous medieval use of biological weapons occurred during the Tatar siege of Kaffa, a fortified Black Sea port, then held by Christian Genoans. When Tatars started dying of the bubonic plague, the survivors catapulted cadavers into the walled city. Many Genoans consequently died of the plague, and the remnant who sailed back to Italy contributed to the spread of the Black Death into Europe.
















Once smallpox was recognized as a highly contagious disease, military men made use of it in war. For example, the conquistador Francisco Pizarro
presented South American natives with smallpox-contaminated clothing, and, in an early case of ethnic cleansing, the British and Americans used deliberately induced smallpox epidemics to eliminate native tribes from desirable land.


As scientists in the nineteenth and twentieth centuries learned more about the nature and modes of reproduction of such diseases as anthrax and smallpox, germ warfare began to become part of such discussions as the First International Peace Conference in The Hague (1899). The worldwide revulsion against the chemical weapons used in World War I, along with a concern that biological weapons would be more horrendous, led to the Geneva Protocol (1925), which prohibited the first use of germ weapons, but not their development.




From Germ Warfare to Genetic Weapons

With the accelerating knowledge about the genetics of various disease-causing microorganisms, several countries became concerned with the threat to their security posed by the weaponizing of these pathogens. Although several states signed the Geneva Protocol in the late 1920s, others signed only after assurances of their right to retaliate. The United States, which did not ratify the treaty until 1975, did extensive research on germ weapons during the 1950s and 1960s. American scientists were able to make dry infectious agents that could be packed into shells and bombs, and estimates were made that ten airplanes with such bombs could kill or seriously disable tens of millions of people. Unknown to Congress and the American people, tests using apparently harmless microbes were performed on such large communities as San Francisco. When news of these secret tests was made public, many questioned their morality. Extensive criticism of the research and development of these weapons, together with the realization that these weapons posed a threat to the attackers as well as the attacked, led President Richard Nixon to end the American biological weapons program formally in 1969.


Abhorrence of biological weapons extended to the world community, and in 1972 the Biological and Toxin Weapons Convention (BTWC)—a treaty that prohibited the development, production, and stockpiling of bacteriological weapons—was signed in Washington, DC, London, and Moscow and was put into force in 1975. Although it was eventually signed by most members of the United Nations, the nations that signed the pact failed to reach agreement on an inspection system that would control the proliferation of these weapons. A pivotal irony of the BTWC is that while most of the world was renouncing germ warfare, biologists were learning how to manipulate DNA, the molecule that carries genetic information, in powerful new ways. This knowledge made possible the creation of “superbugs,” infectious agents for which there are no cures.


Some scientists warned the public and international agencies about these new germ weapons. Other investigators discovered that American researchers were creating infectious agents that would confuse diagnosticians and defeat vaccines. Similarly, Soviet researchers on an island in the Aral Sea, described as the world’s largest biological weapons test site, were producing germ weapons that could be loaded on missiles. When Boris Yeltsin became president of Russia, he discovered that the secret police and military officials had misinformed him about these programs, in which deadly accidents had occurred. Also troubling was the spread of biological agents to such countries as Iraq. American and French companies legally shipped anthrax and botulinum bacteria to Iraq, whose scientists later acknowledged that they had used these microbes to make tons of biological weapons during the 1980s.


With the demise of the Soviet Union and increasing violence in the Balkans and Middle East, politicians became fearful that experts who had dedicated their careers to making biological weapons would now sell their knowledge to rogue nations or terrorist groups. Indeed, deadly pathogens were part of world trade, since the line separating legitimate and illegitimate research, defensive and offensive biological weapons, was fuzzy. In the 1980s members of a religious cult spread salmonella, a disease-causing bacterium, in an Oregon town, causing more than seven hundred people to become very ill. The same company that sold salmonella to this religious cult also sold pathogens to the University of Baghdad. Bioterrorism had become both a reality and a threat.




The Future of Genetic Weapons

Some scientists and politicians believe that a nation’s best defense against bioterrorism is advanced genetic knowledge, so that vaccines can be tailored to respond to traditional and new biological weapons. For example, the Human Genome Project, which succeeded in mapping the human genetic material, has the potential for revealing both the vulnerabilities and defenses of the immune system. (The human genome sequence contains 3.2 billion bases and approximately 34,000 genes. These data freely are available on the Internet in a variety of forms, including text files and graphical “genome browsers.”) On the other hand, such knowledge could prove dangerous if the genetic vulnerabilities of certain ethnic groups could be targeted by bioengineered microbes. Some scientists find these speculations about genocidal biological weapons unevidenced and unsubstantial. Genetic similarities between different ethnic groups are more significant than their differences. Other scientists point out that dramatic genetic differences between ethnic groups are a reality. Believers in ethnic biological weapons point to existing techniques for selectively killing certain cells and for inactivating certain DNA sequences. These techniques, developed with the hope of curing genetic diseases, could also be used to cause harm. Knowledge of the structure of the human genome will increasingly lead to knowledge of its function, and this knowledge will make it possible to manipulate, in both benign and malign ways, these information-laden molecules. Modern biotechnology thus presents humanity with both a great promise, to better health and life in peace, and a great peril, to multiply sickness and death in war. The hope of many scientists, politicians, and ordinary people is that humanity will choose the path of promise.




Key terms




anthrax


:

an acute bacterial disease that affects animals and humans and that is especially deadly in its pulmonary form




biological weapon

:

the military or terrorist use of such organisms as bacteria and viruses to cause disease and death in people, animals, or plants





bioterrorist


:

an individual or group that coercively threatens or uses biological weapons, often for ideological reasons




ethnic weapons

:

genetic weapons that target certain racial groups





genetic engineering


:

the use of recombinant DNA to alter the genetic material in an organism





immune system


:

the biological defense mechanism that protects the body from disease-causing microorganisms




recombinant DNA

:

DNA prepared by transplanting and splicing genes from one species into the cells of another species





smallpox


:

an acute, highly infectious, often fatal disease characterized by fever followed by the eruption of pustules





Bibliography


Alibeck, Ken, with Stephen Handelman. Biohazard: The Chilling True Story of the Largest Covert Biological Weapons Program in the World, Told from the inside by the Man Who Ran It. New York: Random, 1999. Print.



British Medical Association. Biotechnology, Weapons, and Humanity. Amsterdam: Harwood, 1999. Print.



Cole, Leonard A. The Eleventh Plague: The Politics of Biological and Chemical Warfare. New York: Freeman, 1996. Print.



Croddy, Eric. Chemical and Biological Warfare: A Comprehensive Survey for the Concerned Citizen. New York: Copernicus, 2002. Print.



Gerstein, Daniel M. National Security and Arms Control in the Age of Biotechnology: The Biological and Toxin Weapons Convention. Lanham: Rowman, 2013. Print.



Guillemin, Jeanne. Biological Weapons: From the Invention of State-Sponsored Programs to Contemporary Bioterrorism. New York: Columbia UP, 2005. Print.



Lutwick, Larry I., and Suzanne M. Lutwick, eds. Beyond Anthrax: The Weaponization of Infectious Diseases. New York: Springer, 2009. Print.



Miller, Judith, Stephen Engelberg, and William Broad. Germs: Biological Weapons and America’s Secret War. New York: Simon, 2001. Print.



Piller, Charles, and Keith R. Yamamoto. Gene Wars: Military Control over the New Genetic Technologies. New York: Morrow, 1988. Print.



Rhodes, John. The End of Plagues: The Global Battle against Infectious Disease. New York: Palgrave, 2013. Print.



Smith, Frank L. American Biodefense: How Dangerous Ideas about biological Weapons Shape National Security. Ithaca: Cornell UP, 2014. Print.



Southwick, Frederick S. Infectious Diseases: A Clinical Short Course. New York: McGraw, 2014. Print.

Sunday, January 6, 2013

How is littering a danger to public health?

Littering affects public health in serious ways. The aesthetics of litter degrade the health of the mind. The physical aspects of litter threaten the physical health of humans and animals worldwide.


Non-degradable litter, such as plastic bags, syringes, glass, rubber, styrofoam, batteries and metals, remain stable and cause health risks, often indefinitely. Degradable litter from uneaten foods and sewage routinely poisons our lakes, rivers and oceans causing disease and death.


Rotting litter breeds germs, and diseases occur when we ourselves, or our food, come in contact with flies, cockroaches and mice that have been exposed to these germs. These "vectors" are only a few that carry and spread diseases.


After exposure, a host of bacterial, viral or parasitic diseases can develop. Bacterial diseases include salmonellosis, shigellosis, staphylococcal food poisoning, skin infections and tetanus. A couple viral diseases include hepatitis A and gastroenteritis. Parasitic diseases may include hookworm, threadworms and roundworms. These diseases are devastating, yet they are only a part of the continued public health risk exacerbated by litter.


Cigarette butt litter has been estimated to make up 25-50% of the trash collected on our streets and roads in the United States! That's an estimated 5 trillion butts! In 2014, a review published in the Journal of Current Environmental Health Reports, by Thomas Novotny, reported that cigarette butts made up the largest percentage of coastal waste clean up annually (19-38%), and that annual worldwide tobacco related waste is likely in excess of 55,000 tons!


How this cigarette butt litter (containing nicotine, carcinogens and pesticides) affects our health is yet to be determined.

In "A Rose for Emily," what are some ways Faulkner uses Emily's house as an appropriate setting and as a metaphor for both her and the themes...

Faulkner uses Emily's house as the objective correlative that reinforces the emotions he wants readers to feel toward Emily, namely curiosity, pity, and disgust. Throughout the story, the house remains as mysterious as Emily. Just as the house is usually closed up, with people from the town rarely allowed inside, so Emily remains closed to the townspeople, not maintaining any friends or confidants among the residents. The town takes some responsibility for the house, respects it, and is embarrassed for it--the same reactions they have toward its owner. Thus they allow the house to continue tax-free even as they send their daughters to Miss Emily with coins "as if for the collection plate" when she gives china painting lessons. Both the home and Emily represent the town's past; consequently people respect both it and her even as they feel embarrassed by the house (especially when it smells) and by Emily's odd ways. Nevertheless, both the townspeople and readers experience a level of disgust at the home and at Emily. The smell that requires treatment with lime, the dust, the acrid smell, the cracked furniture--all make the home creepy and uninviting. Emily herself evokes disgust: she was bloated, pallid, and "her eyes [were] lost in the fatty ridges of her face." The disgust toward the house and Emily reaches a crescendo at the end of the story when the decomposed body of Homer Barron is found on the bed and Emily's gray hair on the pillow next to it.


The house not only reinforces the emotions of the story, but it also symbolizes Emily in several ways. Several times Emily is observed framed by the windows of her house, making her a visual unit with the building. The house had been her father's, just as Emily was under her father's absolute control while he lived. The house is impenetrable for the most part, as was Emily herself. It is colorless, being described as dark and dusty, just as Emily is "iron gray." Both the home and Emily are a burden to the community and an embarrassment, especially when the house smells. Both Emily and the house are old and uninviting. Neither keeps up with the times; Emily won't allow the new postal numbers to be put on the house, keeping it in the past, and her room reveals that she tried to freeze in time her "wedding day" with Homer just as she had denied the progression of time when her father passed away. The upstairs bedroom symbolizes Emily's brain or psyche. No one had seen the room in forty years, just as no one had been allowed to access Emily's thoughts for four decades. Inside the room were the remains of Homer Barron and a hoped-for relationship--the same things that had no doubt filled Emily's brain for all those years. The deterioration and perversity within the room mirror the sickness of Emily's mind. 


Faulkner uses Emily Grierson's family home as an objective correlative in the story, reflecting the emotions of the townspeople and the reader, and uses it as a symbol of Emily. Using the house in this way reinforces the themes that a new generation can have an awkward relationship with odd, elderly citizens and that women who are dominated by their fathers can develop a disturbed love/hate relationship with men.

I need help with writing an essay on 54th Massachusetts Regiment.

During the Civil War, African-Americans were not recruited as Union soldiers until the formation of the 54th Massachusetts Regiment, the first military unit composed entirely of African-American soldiers. The idea of whether African-Americans could be recruited into the Union army was debated until the Emancipation Proclamation of 1863, which freed all the slaves in the south. The governor of Massachusetts, John A. Andrew, supported the recruitment of African-American soldiers, but after there was public debate about the fitness of African-American soldiers to command troops, he decided the commissioned officers of the regiment should be white men.


On May 28, 1863, the regiment, composed of 1,000 enlisted African-Americans, paraded through Boston and then were shipped to South Carolina under the command of Robert Gould Shaw. On July 16, 1863, the regiment fought on James Island as a way to divert the Confederacy's attention from the attack on Morris Island in South Carolina. Forty-five soldiers from the regiment died in that action. On July 18, 1863, the regiment led the attack on Fort Wagner on Morris Island, near Charleston, South Carolina. The troops refused to retreat while they hoped reinforcements (which never came) were on their way, and the Colonel Shaw was killed. Half of the approximately 300 soldiers were wounded, killed, or missing. As a result of the regiment's bravery in battle, other African-American units were allowed to be created during the Civil War. A monument by Augustus Saint-Gaudens was later built on the Boston Common to pay homage to this brave regiment. An essay could focus on the ways in which this unit changed people's ideas of what African-Americans were capable of during the Civil War.

If a cell was like a school, what would mitochondria's job be?

Mitochondria are one of the many cell organelles found in plant and animal cells.  The job of the mitochondria is to provide the cell with energy in the form of ATP (adenosine triphosphate).  This occurs through a process called cellular respiration.


If you were to look for a place in a school to compare the mitochondria to, you could pick the school cafeteria.  The job of the cafeteria is to provide students and staff with meals that will give them energy throughout the day.  Think of it this way.  You wake up late and do not have time to eat breakfast before you leave the house.  You arrive at school just in time for the first class to start, so there goes your chance for breakfast at school.  As the day moves along, you begin to feel hungry, tired, and weak.  Lunchtime comes along and you eat.  Once you finish your meal, you begin to feel better.  Because of the food provided by the cafeteria, you will now have the energy you need to make it through the remainder of the day.

Saturday, January 5, 2013

What did Fitzgerald see as the American Dream? What, if anything, do you think is left out of this dream?

Fitzgerald seems to view the American Dream as the ability of any individual to begin life with little or nothing and, through honest hard work and perseverance, that person can achieve personal and financial success. Effort will allow the individual to attain prosperity and happiness, whatever will bring them that happiness. I don't feel anything is missing from such a definition, especially in light of the book's exploration of the dream: George Wilson wants enough money to be able to move himself and his wife out west, where he thinks they can be happy together again; he wants to provide for her, and he wants her respect. He is denied all three. Jay Gatsby wants to earn enough money and achieve the same status as Daisy Buchanan so he can win her back from her hateful husband, Tom. While he is able to come up with the money to get her attention, he only did so by turning to criminal activities. Furthermore, changing his status is simply impossible.

What are hearing tests?

Indications and Procedures Hearing tests are done to establish the presence, type, and sever...