Analysis of the Connection of Religion and Terrorism Free Essay Example, 1750 words

Since the September 11 attack in 2001, things were never the same again between Christians and Muslims. The tension between the two religions never came to subside, instead, it continues to intensify, as the Christians incessantly hold the Muslims responsible for bombings, kidnappings, and other acts of terrorism. changed America forever (1). The combat between Muslims and Christians is more than just cultural differences. Such hostilities were brought about and heightened by such belief that terror campaigns are carried out by the advocates of Islam. Haar, Gerrie et al. stated, In most cases, people have been concentrating on religious fundamentalism and, after the events of 9/11 , on religious terrorism: terror carried out in the name of God. The transnational character of these phenomena, typical of the present era, affects all parts of the globe, in the Western and non-Western world alike (3). Countless media coverage has deepened the conflict, although it was revealed that issues are somehow being overstated. com has published, The terrorist threat posed by radicalized Muslim- Americans have been exaggerated, according to a study released Wednesday by researchers at Duke University and the University of North Carolina at Chapel Hill. We will write a custom essay sample on Analysis of the Connection of Religion and Terrorism or any topic specifically for you Only $17.96 $11.86/page Mason, Barry et. al wrote, Violent religious clashes broke out in the city of Kaduna in northern Nigeria on February 21 and have continued throughout the week. Kaduna is the second largest city in the north. The clashes followed a march by tens of thousands of Christians to protest the proposal to introduce Muslim sharia law as the criminal code throughout Kaduna state.

Sociology Of Health And Illness - 2519 Words

SOCIOLOGY OF HEALTH AND ILLNESS This study is based on a newspaper article about obesity and how the National Health Service (NHS) will offer free cookery classes in war on the obesity crisis to overweight and obese families as well as doctors and nurses (Donnelly, 2015). The World Health Organisation (2015) has classed obesity as a worldwide epidemic that has seen numbers double since the 1980’s. The WHO (2015) define obesity as an individual having a Body Mass Index equal or higher than 30 and has been linked to non-communicable diseases such as cardiovascular diseases, muscoskeletal and some cancers. There are many views on what sociology is and therefore can be defined in many ways; Giddens and Sutton (2010) define sociology as study†¦show more content†¦The report identifies that obesity is now a health pandemic in the United Kingdom and the National Health Service is taking steps to tackle obesity not only with the nation at large but also among the healthcare workers who have to help the government tackle obesity in the community seeing as they are the front line staff who would be responsible for educating the public on losing weight. Mooney et al (2015) further states that the functionalist perspective also focuses on how society is interconnected and how each part of society influences and in turn is influenced by the other parts. The doctors and nurses influence the patients they come in contact with and the rationale for the scheme in regards to the staff is that they should â€Å"practice what they preach† before they challenge the public’s unheal thy lifestyles. According to McIntosh (1996) functionalist view social problems in a diverse number of ways and argue that inequalities are normal and necessary for social systems and for the functioning of social systems there has to be a division of labour therefore there will be individuals from varying educational backgrounds as well as skill backgrounds. In the report the problem identified was obesity which not only

American Centennial Exposition Free Essays

The Centennial Exposition of 1876 was America’s first official world’s fair. This fair was held in Philadelphia for celebrating 100th anniversary of the â€Å"Declaration of Independence†. This fair was really important in the history of America as it portray an image of progressive American society, culture and economy on an international platform. We will write a custom essay sample on American Centennial Exposition or any similar topic only for you Order Now This Centennial Exposition was not only celebrated America’s hundred years of independence, but it was also held to showcase the recovery of the country form its reconstruction phase after its independence and the emergence of the nation as an internationally significant industrial super power. This paper will make an attempt to analyze how the Centennial Exposition of 1876 represented the identity of America and how this exposition provided a narrative of American history. The main focus will be on the nature of the exposition which is known better known as a platform where America’s image transformation was made. Thus the thesis statement of this paper can be as follows: The Centennial Exposition of 1876 gave the country a new progressive image in socio-cultural and economic field of America. This thesis statement will be illustrated throughout this paper using several primary sources relating to the American Centennial Exposition of 1876. The focus will be on how the exposition portrayed America’s emergence as a big economic power in world, and how it depicted socio-cultural progress of the nation in terms freed slaves and increasing women contribution in the society. Apart from these, this paper will also discuss how the exposition highlighted the future of America. American Centennial Exposition: The American Centennial Exposition was actually an official exhibition of Manufactures, products of mine and soil, and arts on an international platform. A large section of American population attended the fair. Approximately twenty percent of the population at that time visited the fair. While in one hand, the fair is memorable for the publication of various Centennial and other poems and music, on the hand, this exposition was designed to showcase America’s innovative progress in the industrial arena. The planning for this exposition had taken as many as ten tears to give it its final shape. The primary sources relating to the American Centennial Exposition including guide to the Centennial, its images, its roadmap, and various articles like â€Å"illustrated History of the Centennial exhibition, held in commemoration of the one hundredth anniversary of American independence† by McCabe portray the features of the exposition and how the exposition had captured the American history and created a new image of the nation to the world. From the photos, Centennial souvenir, and guide to the exposition, it is found that the focal point of the exposition was to showcase its industrial progress. The main attraction of the fair was its Machinery Hall which was decorated with excellent engineering wonders of that age. It showcased electric lights, strongly powered elevators, printing presses, locomotives, mining equipments, magic lanterns, along with introducing some completely new engineering products to the public like mechanical calculator, typewriters, the telephone which was invented by bell, and the telegraph invented by Edison. All these engineering products show the bright industrialized future of the country. Apart from the Machinery building, there were also a number of other attractions in the exposition. For example, significant number of visitors used to visit the Main Building of the fair which was devoted to manufactures of different nations including America. Apart from this, there were also the Memorial which showcased fine arts and the Horticulture Hall which was actually a conservatory for displaying of various native and exotic plants. One of the most excellent things about this first international fair of America was that it presented everything in a very systematic way in the sense that every item was classified in the exposition by departments, like Manufactures, Horticulture, Agriculture, Mining, Education and science and so on. Not only that, there were also various sub-classifications, and sub-sub-classifications on the basis of a logical scheme. The Centennial Exposition produced significant impact on the image of the United States. Prior to 1876, the US was generally considered as a not-so-developed country which was not yet entitled for joining the category of first-class nations. The people living in America in the post Civil War period had gone through a very difficult phase as all those years were marked by various heinous political scandals along with inferior leadership. Although progress in the field of agriculture, industry, etc. had been taking place remarkably on the land of America, it had never been highlighted to the rest of the world. It was the Centennial Exposition which for the first time gave an opportunity for the visitors as well as businessmen from other nations to have a close look and get astonished at the sparkling industrial productivity of the America along with its creativity and progressiveness in the field of industry and agriculture. It was only after this fair, when America was started to be hailed as the land of progress which was also thought of becoming one of the most significant economic superpower in future. The exposition gave the people living in America at that time pride in their present situation and lots of confidence on their even brighter future. (University of Delware library, 2009). The American utilized the platform of the Centennial to highlight their innovations in industrial and agricultural areas as at that time they were on the verge of beginning its global economic presence amidst the then economically powerful nations. Representatives of other countries, who came to the fair to showcase their own thing, also got the opportunity to purchase things from American firms. The engineering marvels created by Native Americans impressed the visitors. Americans showcased huge engines and machines having complex system that would become the economic future of America by producing industrial products. Primary sources like the photos and Guide to the Exposition show that American did not participate in the fair only to represent America as a whole; instead in a number of cases they represented various states of America. For example, there was Delaware Building in the fair which represented this various crafts of this state. Delaware put its focus on its potentials for developing with a strong economy. It emphasized towns, its transportation facilities along with educational facilities. (University of Delware library, 2009). As far as the socio-cultural field is concerned, this fair also showcased its culture to the rest of the world by introducing around 53 native tribes. They were brought to the fair and they made their camp within it and became one of the most popular display of the fair. The motive behind showcasing them was to introduce the original inhabitant of the nation and their mode of life. These tribal people were considered to be the most deprived and backward segment of the population. But without their progress, the overall economic progress could not have been achieved. The purpose of putting special focus on them was to send message to the rest of the world that the American government was quite aware of the progress of these native people without exercising any bias towards a particular advanced group of people only. (â€Å"People Events: The Centennial Exposition of 1876†) Finally, the exposition also represented the contribution of women to the American society for the first time in the history of America. Various primary sources like the articles, such as â€Å"illustrated History of the Centennial exhibition, held in commemoration of the one hundredth anniversary of American independence† by McCabe, â€Å" Declaration and Protect of the Women of the United states† by National Woman Suffrage Association , etc showed that at the time of planning of the fair a committee for women protested the male dominated nature of the fair and lobbied for creating a women’s building in the fair. This committee also raised fund and gained support for constructing their own building. They also showcased women’s contribution in the areas of arts, science, humanities and so on. The members of National women Suffrage also made an attempt to read a declaration or their rights. But they were not permitted to do so for which they showcased huge protest. Conclusion: The American Centennial Exposition can therefore be characterized as a platform where Americans tried to change their image to the rest of the world. In practice, the Americans were able to properly utilize the big platform of the fair to create their new identity as a progressive economic power which had a bight future. The wonderful narratives of its historical development through exhibiting its progress in industrial, agricultural, and socio-economic sector attracted huge number of visitors across the world and changed their vision regarding the nation. Reference: 1. UNIVERSITY OF DELAWARE LIBRARY. (2009). PROGRESS MADE VISIBLE: THE CENTENNIAL EXPOSITION, PHILADELPHIA, 1876. Available at http://www. lib. udel. edu/ud/spec/exhibits/fairs/cent. htm ( accessed on 26th August, 2010). 2. People Events: The Centennial Exposition of 1876. Available at http://www. pbs. org/wgbh/amex/grant/peopleevents/e_expo. html ( accessed on 26th August, 2010). : How to cite American Centennial Exposition, Essays

Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II Essay Example

Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II Essay In these plays there is an interesting blend of perspectives towards the issue of kingship. The first is that of Richard II whose claim to the throne is considered just but whose ability to lead is poor; in effect he may be regarded as the complacent king. We then look through the eyes of Henry IV whose claim to the throne in terms of the laws of succession is unstable but who, as a man, has won the support of the people on merit. Finally there is the perspective of Hal. In many respects he has had the benefit of the experience of both his predecessors. He is at once the son of a man who has usurped the throne, but at the same time the son of a man who has earned his crown on merit. Moreover he is at least the legal successor to his father. In these plays Shakespeare embraces these various perspectives and takes us through the pros and cons of each kingà ¯Ã‚ ¿Ã‚ ½s position. In order to establish Shakespeareà ¯Ã‚ ¿Ã‚ ½s views on kingship it is helpful to examine various aspects of the issue in turn. The concept of a king as Godà ¯Ã‚ ¿Ã‚ ½s minister on earth is most prevalent in Richard II since he is the only king who we shall dicuss who fills this role. It is still an important issue in relation to Henry IV but this time in terms of how having usurped the crown, and consequently not inheriting this role, destabilizes Henryà ¯Ã‚ ¿Ã‚ ½s claim to the throne. Let us look then at some of the ways in which Shakespeare examines the belief in the divine rights of kings and how adherence to the belief effects the management of the country. From the start of Richard II we are made aware of the contemporary relationship between king and subject when Bullingbrooke refers to Richard as his à ¯Ã‚ ¿Ã‚ ½loving liegeà ¯Ã‚ ¿Ã‚ ½ (1.1.21). We will write a custom essay sample on Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Shakespeares illustrations of Kingship in Richard II and Henry IV pts. I ; II specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This at once compresses the idea of a king as a feudal lord but one who supposedly loves his subjects. Yet this is not enough to illustrate the position of authority the monarch would have enjoyed. Mowbray comes somewhat nearer the truth when, in an attempt to flatter the king, he refers to the place Richard should duly occupy in heaven; à ¯Ã‚ ¿Ã‚ ½Until the heavens, envying earthà ¯Ã‚ ¿Ã‚ ½s good hap,/Add an immortal title to your crown.à ¯Ã‚ ¿Ã‚ ½ (1.1.23-4). It was certainly the contemporary belief of Richard and many of his followers that the monarch was Godà ¯Ã‚ ¿Ã‚ ½s representative to the people: this is his relationship with his subjects. It is for this reason, for instance, that John of Gaunt, when talking to his brotherà ¯Ã‚ ¿Ã‚ ½s widow, refuses to avenge his brotherà ¯Ã‚ ¿Ã‚ ½s death in spite of his suspicions about Richardà ¯Ã‚ ¿Ã‚ ½s part in the murder;

CONTRASY BETWEEN LEONARDO DA VINCI ARISTOTLE essays

CONTRASY BETWEEN LEONARDO DA VINCI ARISTOTLE essays I believe that Aristotle and Leonardo da Vinci led similar lives. They both sought for knowledge and studied similar topics. I think that both were renaissance men, as it would be described in Leonardos day. This refers to the fact that both men studied a variety of subjects. I believe both men were ahead of their time, and I think both men made differences in our time. Both mean were very similar, but came from two different time periods. In my attempt to summarize these to fascinating lives, I hope you can depict some links both professionally and personally between them. Aristotle was born in 384 BC in Stagira, the modern Starro on the northern cost of Aegean. (work cited book 1, pg.13)The new generation wanted to forget the past and strive for a better future. His father Nicomchus, was a doctor. Aristotle learned early first aid techniques. This training could have contributed to Aristotles special interest in biology. When Aristotle was ten his father died. His guardian then became Proxenus, his uncle. (w.c.b. 1, pg.14) In 367, when Aristotle was 17, Proxenus sent him to the Academy of Plato in Athens to study. (w.c.b. 2, pg. 18The Brain and The Reader. (w.c.b.1, pg.20) Aristotle once during his time at the Academy, won recognition for one of Platos smartest students. Aristotle began to shift his ideas away from Platos. He became more interes...

What Are NCAA Divisions Division 1 vs 2 vs 3

What Are NCAA Divisions Division 1 vs 2 vs 3 SAT / ACT Prep Online Guides and Tips Generally speaking, NCAA divisions separate schools by the level of competition and the resources of their athletic departments. Most collegiate sporting events you see on television, from March Madness to the College World Series, are competitions between Division I schools. Division I offers the highest level of competition and Division I schools' athletic departments have the biggest budgets. Division III is the lowest level of competition in the NCAA, and Division III schools tend to have the smallest athletic department budgets. In this article, I'll break down the differences between NCAA divisions to give you a better idea of what separates Division I, II, and III schools. For those of you who wish to participate in intercollegiate athletics, you can get an idea of which division would best suit your interests and abilities. For those of you who don’t want to compete but care about sports, you can use this guide to determine if the division of a college’s sports teams will be a determining factor for you when selecting a college. What Is the NCAA? The NCAA is the National Collegiate Athletic Association. It's the major governing body for intercollegiate athletics. More than 1200 colleges and universities are members of the NCAA. It's a "non-profit" organization whose revenue in 2012-2013 was $912 million. What Are the NCAA's Responsibilities? The NCAA's primary responsibilities are to oversee championships and to enforce and establish rules for its member institutions. Many NCAA rules deal with financial aid for athletes, recruiting, and determining athlete eligibility. Additionally, the NCAA is responsible for changes to the rules of some of the sports that it governs. NCAA member institutions are divided into 3 divisions: Division I, II, and III. For football, Division I is further divided into Football Bowl Subdivision schools (FBS) and Football Championship Subdivision Schools (FCS). The purpose of the divisions is to create parity and a more level playing field in intercollegiate sports. Also, the existence of divisions gives smaller schools with fewer resources the opportunity to compete for championships. There is prestige and publicity associated with competing in NCAA sports, especially at the highest levels in the major sports. For example, Butler, a somewhat unknown school in Indianapolis previously, received $639 million of publicity by reaching the final game of the NCAA men's Division I basketball playoffs in 2010. Colleges want the opportunity for the exposure and prestige that NCAA participation can give them. Generally, the higher the division, the more possible publicity a school can receive through its athletics program. Even at the lower levels, though, NCAA sports programs generate publicity and attract students (and their tuitions) from across the world. Let's go into further depth about each of the NCAA divisions to determine the differences between them. Division I Division I schools have the biggest student bodies, the largest athletic budgets, and the most athletic scholarships. More than 350 schools that field more than 6,000 teams providing opportunities to more than 170,000 student-athletes are members of NCAA Division I. All of the major sports conferences, including the SEC, Big 10, Pac 12, and ACC are composed of Division I schools. Ivy League Institutions are Division I, but they don't offer athletic scholarships. The Ivy League schools are Brown, Columbia, Cornell, Dartmouth, Harvard, the University of Pennsylvania, Princeton, and Yale. Rules for Division I Schools The NCAA sets standards for its member institutions to meet in order for a school to reach or maintain Division I status. These rules are set to ensure competitive balance and gender equity. Also, there are specific rules for football and basketball. Because those are the sports that generate the most revenue, they're more closely monitored, and the disparity between the haves and have-nots in those sports is much greater. Division I schools have to sponsor at least seve sports for men and seven sports for women (or six for men and eight for women). Each playing season (fall, winter, and spring) has to be represented by each gender. For sports other than football and basketball, Division I schools must play 100% of the minimum number of contests against Division I opponents. Anything over the minimum number of games has to be 50% Division I. Men's and women's basketball teams have to play all but two games against Division I teams. Men's basketball teams must play 1/3 of their games in their home arenas. Division I schools must meet minimum financial aid awards for their athletics program, and there are maximum athletic financial aid awards for each sport that a Division I school can't exceed. FBS (Football Bowl Subdivision) The FBS is the highest level of collegiate football. FBS schools participate in bowl games. There is an obscene amount of money in FBS football, so much so that the highest paid FBS coaches make $7 million annually. In 2014, Forbes valued the University of Texas football team at $131 million. FBS teams have to meet minimum attendance requirements. An FBS team must average 15,000 people in actual or paid attendance per home game. Attendance requirements must be met once in a rolling two-year period. In 2014, average attendance for an FBS home game was 44,190. If a team can't even average 15,000 people, most likely it can't be competitive with other FBS teams. There are both public and private colleges in the FBS. Examples of private FBS schools include Stanford, Notre Dame, Duke, and Northwestern. Examples of public FBS schools include Alabama, Oklahoma, UCLA, and Michigan. The University of Alabama football team having some fun with President Obama FCS (Football Championship Subdivision) FCS is the next highest level of collegiate football after FBS. FCS schools participate in an NCAA-run championship. FCS teams do not need to meet minimum attendance requirements, but just so you can compare the attendance figures with those of FBS schools, the 2014 average FCS home game attendance was 7,666. Examples of FCS private schools include Harvard, Princeton, Dartmouth, and Colgate. Examples of FCS public schools include Cal Poly San Luis Obispo, UC Davis, North Dakota State University, and Illinois State University. Division II Almost 300 schools are part of Division II. Division II schools still offer athletic scholarships, but there are fewer scholarships than in Division I. Full athletic scholarships are more common in Division I; most Division II athletes receive partial athletic scholarships. The schools and athletic department budgets are smaller in Division II than in Division I. While Division I schools often travel nationally to compete, regional rivalries dominate the schedules of Division II. Examples of Division II schools include UCSD, University of West Florida, Northern Michigan University, Oklahoma Baptist University, and Valdosta State University. Rules for Division II Schools Just like for Division I schools, the NCAA sets standards for Division II schools in order to maintain competitive balance, opportunities for all athletes, and gender equity. Division II schools have to sponsor at least five sports for men and five for women (or four for men and six for women), with two team sports for each gender, and each playing season represented by each gender. Each sport has contest and participant minimums. Football and men's and women's basketball must play at least 50% of their games against Division II, FBS, or FCS opponents. Unlike Division I, there are no attendance requirements for football or arena game requirements for basketball. There are maximum financial aid awards for each sport. Division III Division III is the largest of all of the NCAA divisions. In Division III, there are 444 institutions and more than 170,000 student-athletes. A key difference in Division III is that there are no athletic scholarships. However, a majority of the athletes are on some form of academic or need-based aid. Also, there are shorter practice hours and less travel for games in D III. In Division III, the emphasis is on the value of competing in sports to the participant. There is less of a focus on generating revenue or creating events for spectators. Examples of Division III schools include Babson College, California Institute of Technology, Emory, Eastern Connecticut State University, and the University of Rochester. Cal Tech, home of The Big Bang Theory's Sheldon Cooper, is a Division III school. Rules for Division III Schools The rules for Division III are designed to maintain gender equity and to ensure that schools offer a minimum number of opportunities to all athletes. Division III schools have to sponsor at least five sports for men and five for women, with two team sports for each gender, and each playing season represented by each gender. There are contest and participant minimums for each sport. Major Differences Between Divisions Division I is the most prestigious, has the most money, and the highest caliber of athletes. Division I schools also are the largest on average. Division II still offers scholarships, but there are fewer, and Division II schools typically have fewer athletic department funds and fewer sports teams than Division I schools. There are an average of 18 sports at Division I schools and 15 at Division II. Division III offers no athletic scholarships, tends to have the lowest level of competition, but the highest number of participants across all divisions. Division III schools offer an average of 18 sports per school. Also, Division III has the highest average percentage of the student body participating in sports. Here's a breakdown by the numbers of these differences between NCAA divisions. Generally, the biggest disparities between divisions are in the traditional revenue generating sports of football and men's basketball. While the average attendance of a home football game at an FBS school is over 44,000, the average attendance of a home football game at a Division III school is less than 2,000. Many FBS head coaches receive multi-million dollar salaries. Meanwhile, many Division III head football coaches also have teaching positions at their colleges to supplement their incomes. It's important to note that just because a school is in a lower division doesn't mean that its student body doesn't care about sports or that the school is not as concerned with its athletes. Many Division II and III schools have passionate fan bases, especially in the high profile sports and for teams that regularly compete for championships. Other Intercollegiate Sports Associations Besides the NCAA, there are two other governing bodies for intercollegiate sports, the NAIA and the NJCAA. The National Association of Intercollegiate Athletics, or the NAIA, has about 300 member institutions. NAIA schools are smaller and have relatively low athletic department budgets, roughly on par with Division III schools. However, unlike NCAA Division III, NAIA schools do offer athletic scholarships. Examples of NAIA schools include Morningside College, Mayville State University, and Florida Memorial University. The NAIA doesn't have the prestige of the NCAA, but it offers an alternative for smaller schools that want to compete. The National Junior College Athletics Association, or NJCAA, is the governing board for sports at two year colleges. Members of the NJCAA can also offer athletic scholarships. Scholarship Limits By Sport and Division For those of you who are hoping to get an athletic scholarship, I'm linking to the following chart to give you an idea of the number of athletic scholarships available for each sport in each division. If you're trying to get an athletic scholarship for college, this chart can inform you of your available opportunities, and you can see the differences in available athletic scholarships by division. Some of these numbers have changed slightly, but they're roughly accurate. You may notice that, for most sports, there aren't an equal number of scholarships available in the same sport in the same division for men and women. The primary reason for this is because the NCAA, for both ethical and legal reasons, wants schools to give roughly the same amount of aid to men and women; because there are so many scholarships for football, there are more maximum scholarships for women in most of the other sports. Also, even though there are more scholarships in some sports at the NJCAA level than at the NCAA level, keep in mind that the scholarships are worth significantly more at the NCAA level because two-year colleges are much cheaper. Finally, on the chart you'll see the term "head count sport" next to some sports. A head count sport can only offer full scholarships. The head count sports are FBS football, Division I basketball, Division I women's gymnastics, and Division I women's volleyball. Most sports aren't head count sports and also offer partial scholarships. Final Note: Each Division Has Advantages and Disadvantages There are pros and cons of each NCAA division, and you can determine which division may be best for you based on your priorities and aspirations. If you are an athlete, you should be realistic about your current skill level, your athletic goals, and your desire to compete. If you want to go to the Olympics or become a professional in your sport, perhaps you should attend a Division I school and test yourself against the top athletes. If you're only being recruited by Division II schools, maybe it's in your best interest to attend one of them and have a better chance to compete, rather than walking on at a Division I school and possibly not getting a chance to participate in a real game. If you're a sports fan, maybe you'd enjoy the environment at Division III sporting events where you can get really close to the action and often for free. Or, maybe you would prefer to go to an FBS school to get the opportunity to be in a stadium with 100,000 other screaming fans and be able to regularly watch your school compete on national television. Ideally, athletics should only be one factor in determining your college decision, and it should be less of a concern to you than academics. However, sports can play a huge role in your collegiate experience. The NCAA division of your school does play a part in determining what your college experience will be like. What's Next? Now that you're familiar with what separates NCAA divisions, you can find a full listing of Division I, II, and III schools by state. Also, if you're an athlete, learn about how the recruiting process works. For the NCAA clearinghouse, find out what SAT scores and ACT scores ou need to qualify. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Does relaying on rats testing proofs that the chemical BPA can cause Research Paper

Does relaying on rats testing proofs that the chemical BPA can cause human effect if yes or no how - Research Paper Example s who believe that rats do not share enough similarities with humans to provide proof of the effects that chemicals such as BPA will have on the human body. The following annotated bibliography explores the use of rats in testing with the endocrine disrupter BPA to show that rat testing can be useful in ascertaining the effects of chemicals on the human body. Ashby, J, and H Tinwell. ‘Uterotrophic Activity of Bisphenol A in the Immature Rat.’ Environmental Health Perspectives 106.11 (1998): 719–720. Print. This original research article explores the effects of BPA on the immature rat uterus. This study has been mentioned within a lot of the secondary sources within this bibliography, and therefore should be included. It was featured in a peer-reviewed journal, which means the results are reliable. It provides the evidence that BPA has a toxic effect on rats, although it does not illustrate whether this is useful when considering the human effect. Diel, Patrick et al. ‘Ability of Xeno- and Phytoestrogens to Modulate Expression of Estrogen-sensitive Genes in Rat Uterus: Estrogenicity Profiles and Uterotropic Activity’. The Journal of Steroid Biochemistry and Molecular Biology 73.1–2 (2000): 1–10. Web. 23 Feb. 2012. This original research article explores the effect of BPA and other xenoestrogens on the rat uterus. Like many of the other studies, it does not provide data from human studies for direct comparison, but conclusions are drawn, which suggests that the results are reliable enough for this journal. Many of the studies focus on the uterine effects, although there are effects on males as well as other physiological effects. Gupta, Ramesh C. Reproductive and Developmental Toxicology. Academic Press, 2011. Print. One of the most prominent effects that have been suggested by animal and human studies are developmental and reproductive. This book is an exploration of the toxic effects of many compounds on the reproductive and early developmental