Reproductive Disorders Essay Example | Topics and Well Written Essays - 250 words

Reproductive Disorders - Essay Example Nearly 20% of men with rectal colonization become symptomatic. Infection in untreated cases is complicated by involvement of testes and epididymis (Ison, 2011). In females, nearly half of the uncomplicated N. gonorrhoeae infections are asymptomatic. Symptomatic females present with purulent or nonpurulent vaginal discharge due to cervicitis. Complicated infection is more common in women. Involvement of fallopian tubes and pelvic peritoneum occurs and patient presents with acute abdominal pain, nausea, vomiting, fever, malaise and ill health (Ison, 2011). PID due to gonococcal infection is more common in the developing part of the world. It is acquired by sexual transmission. The infection spreads across the epithelium of fallopian tubes, ovaries and pelvic peritoneum causing inflammation of these structures and resultant adhesions and abscesses. Ovarian abscess and peritonitis are serious sequelae of the disease (Ison, 2011). Jane’s symptoms are suggestive of peritonitis. Fallopian tube blockage and adhesions due to pelvic inflammatory disease and ovarian abscess can lead to infertility and ectopic pregnancy (Ison, 2011). Thus, Jane may develop infertility as a result of PID. N. gonorrhoeae was earlier sensitive to antimicrobials but it has rapidly developed resistance. At present, 3rd generation extended cephalosporins are the drugs of choice. Penicillinase producing N. gonorrhoeae is drug resistant bacteria and this enzyme mediated resistance is acquired through plasmids. A low degree of resistance is also mediated as chromosomal resistance which is a result of additive effect of multiple mutations. They have become resistant to Tetracyclines but ceftriaxone nd azithromycin remain active (Ison, 2011). Ison, C.A.  (2011). Gonorrhoeae and the clinical picture of infection. In G. E. Gross & S. K. Tyring (Eds.), Sexually Transmitted Infections and Sexually Transmitted Diseases (pp. 79-80). New York:

Comparison and Contrast of Dispatches and Slaughterhouse Five Essay

Comparison and Contrast of Dispatches and Slaughterhouse Five - Essay Example The main similarity of both works is that they are personal stories of soldiers coming through war and battlefields. "Slaughterhouse-Five" is a personal story which reflects Vonnegut's experience in WWII. The story is unique because the author depicts events, experience, time, memories through different frames which do not connected with each other. "Dispatches" by Herr portrays a life of a war correspondent in Viet Nam. Herr mentions "What a story he told me, it took me a year to understand it" (Herr, 1991). His personal narration plays a crucial role in plot development appealing to readers through its simplicity and veracity. Both authors use colorful language means to share the atmosphere of war. For instance, Vonnegut writes: "We had been foolish virgins in the war, right at the end of childhood" (Vonnegut, 1969). Both authors depict that war changed worldviews and emotions of soldiers faced with enormous emotional burden and fears. War is depicted as the time when people feel lack of money as Billy does. Vonnegut shows that after the war-time, Billy bears in mind the importance of wealth and richness seeing the marriage with Valencia as the great opportunity to improve his financial position.

Astronomy assignment Essay Example | Topics and Well Written Essays - 500 words

Astronomy assignment - Essay Example It is a fact that moon does not produce its own light but only acts as a reflector of the sun’s lights. One can observe different parts of illuminated moon by the sun as it moves around the sun. This is the reason why the moon changes its shape in time and regularly. This observations where moon changes its shape in time is called the phases of the moon. As the moon moves around the earth, its one side is illuminated and changes in time from dark to fully lit and henceforth. When the moon is fully lit, it’s said to be in lunar phase (Pamela, 1996, Web) where one observes a full moon on the side facing the earth. This phase only appears when the earth positions itself between the sun and the moon where the moon reflects the lights of the sun directly to the earth. The moon the enters the quarter moon phase in about a week later and is seen as half since the visible lit portion is half by somebody on earth. When the moon moves between the earth and sun, one observing it from the earth sees a complete dark surface since at this time it’s reflecting the lights back to the sun. The complete darkness is seen at different parts since the moon itself is not transparent and blocks the lights from the sun. Although some of the lights surpasses it and directly hit the earth as the moon is smaller than the size in terms of size. This occurrences is called the new moon phase. Before and after the quarter phases of the moon, there are crescent and gibbous phases. In crescent phase, the moon surface as reflected on earth is less than half lit. Whilst in gibbous phase, the moon surface viewed on earth is more that half, but not full lit. The moon’s revolution around the earth makes it to appear like it is changing its shape. But the fact is that, it is caused by the different angles by which, it is observed on its lit-surfaced side. As

Integrating basic skills Essay Example for Free

Integrating basic skills Essay Graphing and Social Studies The Rationale Graphing skills are in important tool for participating in adult society. As such, they should be emphasized and integrated into the curriculum. Including a graphing exercise as part of a larger social studies unit is a good way to reinforce math and interpretive skills. A graphing exercise gives the student an opportunity to demonstrate what has been learned in a creative way. Reproducing the information in graphical form also helps the students to see the big picture. It helps them see how different elements relate, and it provides a visual representation of the information that can be more easily remembered. As adults, the students will find that graphs are not solely a mathematical element. Graphs are a way we communicate concepts as well as data. Early integration of this skill into a child’s education can only be beneficial. The Exercise Software and internet sites to assist graphing activities are plentiful. For this exercise, the Create a Graph website (http://nces. ed. gov/nces/kids/graphing/) sponsored by the National Center for Education Statistics will be used. The students have been studying the Plymouth Plantation. This lesson points out that the Pilgrims attained a new sense of freedom, but it was not without hardship. The graphing exercise is designed to reinforce this concept. Before the exercise begins the teacher will run through a brief graphing tutorial. To begin, the students will each receive one of three different assignment sheets. They will later be divided into groups based on which assignment they receive. The students in group one will receive a handout summarizing the information obtained in the part of the lesson called â€Å"Step 2. † Their task will be to construct a graph at the Create a Graph website comparing the speeds of various forms of transportation, present and past, including the Mayflower. A bar chart will be suggested. The students may discuss the project as a group, but each student must complete a chart. The second group will receive a handout summarizing the climatic data obtained in â€Å"Step 3. † They will construct a chart showing the average temperature highs and lows for each month of the year. An area chart will be suggested. The third group will receive a handout describing population levels of colonists and natives in the area in the years 1620-1640. They will be asked to construct charts showing the population distribution (men, women, Native Americans) in the years 1620 and 1640. Pie charts will be suggested. Copies of each graph will be printed for each student in the group. Fonts, colors and labels will be at the discretion of the students, but the students will be asked to keep in mind that their chart must explain the data clearly to someone who might not already be familiar with it. After everyone has completed a chart they will return to groups to discuss their results. The graphs in each group will not be identical, but they should be similar. Each group will then be asked an interpretive question: â€Å"What is your graph telling us? † The answer should be one written sentence. The idea is to present a very concise summary of the information, i. e. The population difference between men and women shrunk between 1620 and 1640. The teacher will choose one or two members of each croup to present their graph, describe the process of making it, and describe the meaning. To reinforce the experience, the students will be asked, as a class a series of follow up questions including the following: Could we have used different types of graphs to present the data? Why or why not? Why do we use graphs? What do the graphs tell you about life on Plymouth? The graphing exercise will help students visualize the data. They can then draw their own conclusions about what the data means. They will gain exposure to the different types of graphs and when it is appropriate to use each. It is also another chance to integrate interactive technology into the students learning experience. The group format will allow students to exchange ideas and develop for themselves a more creative learning experience. As with any group exercise, the job of the teacher is to facilitate interaction and full participation of the students. Sources Bergen County Intermediate School District. (2006). Technology Curriculum Integration Ideas! Retrieved 7/2/2006 from: http://www. remc11. k12. mi. us/bcisd/classres/intideas. htm Brooks, Susan Byles, Bill. (2006). Idea Starters for using Technology in the Classroom. Retrieved 7/2/2006 from: http://www. internet4classrooms. com/integ_tech_lessons. htm Evans, Janet. (2005). Literacy Moves On: Popular Culture, New Technologies, and Critical Literacy in the Elementary Classroom. New York: Heinemann. Howell, Will C. (1987). Grid and graph it: graphing activities for listening and following directions, grades 4-6. Belmont, Calif. : Fearon Teacher Aids. National Center for Education Statistics. (2006). Students Classroom: Create a Graph. Retrieved 7/2/2006 from: http://nces. ed. gov/nces/kids/graphing/ Starr, Linda. (2003). Technology Integration Ideas that Work. Retrieved 7/2/2006 from: http://www. education-world. com/a_tech/tech/tech176. shtml Ventura, Fred. (2006). Graphing and Computers in Grades 3-5. Retrieved 7/2/2006 from: http://www,venturaes. com/graphing/.

Diffusion Of Responsibility Is A Phenomenon English Language Essay

Diffusion Of Responsibility Is A Phenomenon English Language Essay Do the following: Do emotion and our instinct to conform to society and authority affect our ability to think critically? View the following video on the Milgram Experiment: http://youtu.be/W147ybOdgpE Why did about 50% of the subjects, normal everyday Americans, deliver lethal doses of electrical shocks (it was really only an actor pretending to be electrocuted)? To be successful in this assignment, evaluate the following social biases (write one (1) page in Microsoft Word or WordPad): Evaluate the Milgram experiment from the perspective of group pressure and conformity. 1. Using Chapter 4 of the textbook, describe of how group pressure and conformity affected the outcome of the experiment. Your answer should be about two paragraphs (4-5 sentences each) in length. 2. For each example, include at least one quote (citation) from the book that supports your evaluation. Evaluate the Milgram experiment from the perspective of diffusion of responsibility. 3. Using Chapter 4 of the textbook, describe how diffusion of responsibility affected the outcome of the experiment. Your answer should be about two paragraphs (4-5 sentences each) in length. 4. For each example, include at least one quote (citation) from the book that supports your evaluation. *Be sure to include citations from the textbook using the following format- Quote from the book (Boss, 2010. Pg #) Use MS Word or WordPad to complete your assignment. Your teacher wants to know: how conformity affected the outcome of the experiment, with quotations from your text to back it up. Then they want you to explain how diffusion of responsibility affected the outcome, with more quotes from the text to back it up. Diffusion of responsibility is a phenomenon that occurs when we take credit for our successes but blame others for our failures. Taking credit for our successes and blaming others for our failures is a type of self-serving bias. Diffusion of responsibility occurs in groups of people above a certain threshold, where responsibility is not explicitly assigned to particular individuals, and where people subsequently tend not to regard those responsibilities as their concerns, or conceive of those responsibilities as belonging to others. While the specifics of whom we assign to the out group is learned, our brain seems to be wired to see the world in terms of one of us/one of them. Group pressure and the urge to conform are so strong in humans that it can cause us to deny evidence that is right before our eyes. (Boss, 2010. Pg #120) This the e-book In Chapter 4 we will: Learn about the nature and limitations of human knowledge Distinguish between rationalism and empiricism Learn about different types of evidence Set guidelines for evaluating evidence Look at sources for researching claims and evidence Study different types of cognitive/perceptual errors, including self-serving biases Learn how social expectations and group pressure can lead to erroneous thinking Finally, we will examine the evidence and arguments regarding unidentified flying objects (UFOs) and what type of proof would be necessary to establish their existence. Group Pressure and Conformity Group pressure can influence individual members to take positions that they would never support by themselves, as happened in the Stanford Prison experiment described in Chapter 1. Some religious cults exploit this tendency by separating their members from the dissenting views of family and friends. In many cults, people live together, eat together, and may even be assigned a buddy. Group pressure is so powerful in shaping how we see the world that it can lead people to deny contrary evidence that is right before their eyes. In the 1950s, social psychologist Solomon Asch carried out a series of experiments in which he showed study subjects a screen containing a standard line on the left and three comparison lines on the right. One of the comparison lines was the same length as the standard line and the other two were of significantly different lengths.40 In each case, an unsuspecting study subject was introduced into a group with six confederates, who had been told by the experimenter to give the wrong answer. The group was then shown the lines. The experimenter asked one of the confederates which of the three lines on the right they thought was the same length as the standard line. The confederate, without hesitation, gave a wrong answer. The next few confederates gave the same answer. By now, the naÃÆ'Â ¯ve subject was showing puzzlement and even dismay. How can six people be wrong? Page 121 After hearing six wrong answers, 75 percent of the naÃÆ'Â ¯ve study subjects, rather than trust the evidence of their senses, succumbed to group pressure and gave the same wrong answer. Even more surprising is the fact that when questioned afterward, some of these study subjects had actually come to believe the wrong answer was correct. The desire for agreement is normal. However, this desire, when combined with our innate tendency to divide the world into one of us and one of them, can lead to the exclusion of those who disagree with the majority, since people tend to prefer being around people who agree with them. In the corporate world, disagreement is often tacitly discouraged. Outliers or nonconformists who do not agree with group members may be excluded by committee chairs from further discussions or even fired.41 Because of our inborn tendency to conform to what others think, we cannot assume that agreement leads to truth without knowledge about the manner and conditions under which the agreement was arrived. Indeed, the current emphasis on seeking group consensus in decision making may be unreliable. In consensus seeking, the majority in a group is often able to sway the whole group to its view. http://textflow.mcgraw-hill.com/figures/007742168X/bos38200_ta0414b.jpg ASCH EXPERIMENT In Aschs experiment, the naÃÆ'Â ¯ve subject (left) shows puzzlement when the other subjects give what is obviously a wrong answer. http://textflow.mcgraw-hill.com/figures/007742168X/bos38200_ta0427.jpg DISCUSSION QUESTIONS What do you think the naÃÆ'Â ¯ve subject in the picture above is thinking? Think back to a time when you were in a similar situation where you thought you were correct, but everyone else with you thought something else. How did you respond to the discrepancy between your belief and theirs? http://textflow.mcgraw-hill.com/figures/007742168X/bos38200_highlighter_recto.jpg As with other errors in our thinking, we need to develop strategies to recognize and compensate for our human inclination to conform to groupthink. When a group comes to a decision, we need to mentally step back from the group and carefully evaluate the evidence for a particular position rather than assume that the majority must be correct. In competitive ice skating and diving, because of the danger of a judges scoring being contaminated by what other judges say, scoring is done individually, rather than as a group decision. Page 122 Diffusion of Responsibility Diffusion of responsibility is a social phenomenon that occurs in groups of people above a critical size. If responsibility is not explicitly assigned to us, we tend to regard it as not our problem but as belonging to someone else. We are much more likely to come to someones aid if we are alone than if we are in a crowd. We are much more likely to come to someones aid if we are alone than if we are in a crowd. This phenomenon is also known as bystander apathy or the Kitty Genovese syndrome. In 1964, twenty-eight-year-old Kitty Genovese was murdered outside her New York City apartment building. Her killer left twice, when people in the building turned on their lights, before he came back a third time and killed her. In the half hour that lapsed during the attack, none of Genoveses thirty-eight neighbors, who had heard her repeated cries for help, called the police. More recently, in June 2008, an elderly man was struck by a hit-and-run driver on a busy street in Hartford, Connecticut. The man lay in the street paralyzed and bleeding from his head while bystanders gawked at or ignored him. Motorists drove around his body without stopping. No one offered any assistance until an ambulance finally turned up. Diffusion of responsibility can also occur in group hazing at fraternities where no one comes to the rescue of a pledge who is clearly in distress. As social beings, we are vulnerable to the one of us/one of them error, social expectations, and group conformity. When in groups, we also tend to regard something as not our problem unless responsibility is assigned to us. Although these traits may promote group cohesiveness, they can interfere with effective critical thinking. As good critical thinkers we need to be aware of these tendencies, and to cultivate the ability to think independently while still taking into consideration others perspectives. Errors in our thinking also make us more vulnerable to falling for or using fallacies in arguments. Well be studying some of these fallacies in the following chapter. http://textflow.mcgraw-hill.com/figures/007742168X/bos_38200_ta0428.jpg The phenomenon of diffusion of responsibility was regrettably illustrated when no one came to the aid of a seriously injured man lying in a busy street in Hartford, Connecticut after being struck by a hit-and-run driver in May 2008. The victim, Angel Torres, later died from the injuries he sustained. Page 123 EXERCISE 4-4 http://textflow.mcgraw-hill.com/figures/007742168X/bos38200_stop.jpg 1. Whom do you define as us and whom do you put in the category of them? Discuss how you might go about widening the us category to include more people who are now in your them category. 2. Humans seem to have inborn biases toward particular types of people. According to a University of Florida study, when it comes to hiring, employers have a more favorable view of tall people. When it comes to earnings, every extra inch of height above the norm is worth $789 a year. In fact, nine of ten top executives are taller than the typical employee.42 Given this cognitive error and its impact on hiring practices, discuss whether or not affirmative action policies should apply to very short people. Relate your answer to the discussion in the text of the effect of this cognitive error on our thinking. 3. Think of a time when your social expectations led you to misjudge a person or a situation. Discuss strategies for improving your critical-thinking skills so that this is less likely to happen. 4. Think of a time when the public got caught up in a witch hunt. Identify the worldviews and social expectations that supported this witch hunt. Which critical-thinking skills would make you less likely to go along with a witch hunt? Discuss what actions you could take to develop or strengthen these skills. 5. Polls before elections can influence how people vote by swaying undecided voters to vote for the candidate who is in the lead. Analyze whether election polls should be forbidden prior to the election itself. 6. The democratic process depends on social consensus. Given peoples tendency to conform to social expectations and what others think, is democracy the best form of government? If so, what policies might be put in place to lessen the effect of social biases? Be specific. 7. Think of a time when you failed to speak out against an injustice or failed to come to someones aid simply because you were in a large group and felt it wasnt your responsibility. Discuss ways in which improving your critical-thinking skills may make you less susceptible to the diffusion of social responsibility error. 8. Computers (AI) programmed with an inductive logic program can, after sufficient experience working with the ups and downs of the financial market, predict the market with greater accuracy than most experienced financial planners. Given that these computers are not as prone to cognitive errors as are humans, critically evaluate whether we should rely more on AI to make decisions about such issues as college admissions, medical diagnoses, matchmaking, and piloting an airplane. 1. What are some of the sources of knowledge? Ã ¢-Â   Sources of knowledge include both reason and experience. Experience encompasses direct and indirect experience, expert testimony, and research resources such as printed material and the Internet. 2. In what ways might experience be misleading? Ã ¢-Â   Experience can be distorted through false memories, confirmation bias, and reliance on hearsay and anecdotal evidence, as well as perceptual, cognitive, and social errors in our thinking. 3. What are some of the types of cognitive and social errors in our thinking? Ã ¢-Â   Cognitive and social errors are in part the way our brain interprets the world. They include misperception of random data, memorable-events errors, probability errors, self-serving biases, self-fulfilling prophecies, one of us/one of them error, social expectations, group pressure and conformity, and diffusion of responsibility. http://textflow.mcgraw-hill.com/figures/007742168X/bos38200_sa0423.jpg Why is it so many people obey when they feel coerced? Social psychologist Stanley Milgram researched the effect of authority on obedience. He concluded people obey either out of fear or out of a desire to appear cooperativeeven when acting against their own better judgment and desires. Milgrams classic yet controversial experiment illustrates peoples reluctance to confront those who abuse power. It is my opinion that Milgrams book should be required reading (see References below) for anyone in supervisory or management positions. Milgram recruited subjects for his experiments from various walks in life. Respondents were told the experiment would study the effects of punishment on learning ability. They were offered a token cash award for participating. Although respondents thought they had an equal chance of playing the role of a student or of a teacher, the process was rigged so all respondents ended up playing the teacher. The learner was an actor working as a cohort of the experimenter. Teachers were asked to administer increasingly severe electric shocks to the learner when questions were answered incorrectly. In reality, the only electric shocks delivered in the experiment were single 45-volt shock samples given to each teacher. This was done to give teachers a feeling for the jolts they thought they would be discharging. Shock levels were labeled from 15 to 450 volts. Besides the numerical scale, verbal anchors added to the frightful appearance of the instrument. Beginning from the lower end, jolt levels were labeled: slight shock, moderate shock, strong shock, very strong shock, intense shock, and extreme intensity shock. The next two anchors were Danger: Severe Shock, and, past that, a simple but ghastly XXX. In response to the supposed jolts, the learner (actor) would begin to grunt at 75 volts; complain at 120 volts; ask to be released at 150 volts; plead with increasing vigor, next; and let out agonized screams at 285 volts. Eventually, in desperation, the learner was to yell loudly and complain of heart pain. At some point the actor would refuse to answer any more questions. Finally, at 330 volts the actor would be totally silent-that is, if any of the teacher participants got so far without rebelling first. Teachers were instructed to treat silence as an incorrect answer and apply the next shock level to the student. If at any point the innocent teacher hesitated to inflict the shocks, the experimenter would pressure him to proceed. Such demands would take the form of increasingly severe statements, such as The experiment requires that you continue. What do you think was the average voltage given by teachers before they refused to administer further shocks? What percentage of teachers, if any, do you think went up to the maximum voltage of 450? Results from the experiment. Some teachers refused to continue with the shocks early on, despite urging from the experimenter. This is the type of response Milgram expected as the norm. But Milgram was shocked to find those who questioned authority were in the minority. Sixty-five percent (65%) of the teachers were willing to progress to the maximum voltage level. Participants demonstrated a range of negative emotions about continuing. Some pleaded with the learner, asking the actor to answer questions carefully. Others started to laugh nervously and act strangely in diverse ways. Some subjects appeared cold, hopeless, somber, or arrogant. Some thought they had killed the learner. Nevertheless, participants continued to obey, discharging the full shock to learners. One man who wanted to abandon the experiment was told the experiment must continue. Instead of challenging the decision of the experimenter, he proceeded, repeating to himself, Its got to go on, its got to go on. Milgrams experiment included a number of variations. In one, the learner was not only visible but teachers were asked to force the learners hand to the shock plate so they could deliver the punishment. Less obedience was extracted from subjects in this case. In another variation, teachers were instructed to apply whatever voltage they desired to incorrect answers. Teachers averaged 83 volts, and only 2.5 percent of participants used the full 450 volts available. This shows most participants were good, average people, not evil individuals. They obeyed only under coercion. In general, more submission was elicited from teachers when (1) the authority figure was in close proximity; (2) teachers felt they could pass on responsibility to others; and (3) experiments took place under the auspices of a respected organization. Participants were debriefed after the experiment and showed much relief at finding they had not harmed the student. One cried from emotion when he saw the student alive, and explained that he thought he had killed him. But what was different about those who obeyed and those who rebelled? Milgram divided participants into three categories: Obeyed but justified themselves. Some obedient participants gave up responsibility for their actions, blaming the experimenter. If anything had happened to the learner, they reasoned, it would have been the experimenters fault. Others had transferred the blame to the learner: He was so stupid and stubborn he deserved to be shocked. Obeyed but blamed themselves. Others felt badly about what they had done and were quite harsh on themselves. Members of this group would, perhaps, be more likely to challenge authority if confronted with a similar situation in the future. Rebelled. Finally, rebellious subjects questioned the authority of the experimenter and argued there was a greater ethical imperative calling for the protection of the learner over the needs of the experimenter. Some of these individuals felt they were accountable to a higher authority. Why were those who challenged authority in the minority? So entrenched is obedience it may void personal codes of conduct.

Human Impact on the Environment Essay -- Environmental Papers

Human Impact on the Environment About three hundred years ago there was a definite spurt in the population of the human race. This was brought about with advancements in sanitation and technology, as well as a dramatic fall in the death rate. By around 1850 the world's population had grown to about 1 billion and by 1930 it had risen to 2 billion. The current figure is around 6 billion and at this rate the United Nations estimates the population will be at about 9 billion by 2054. This would be a 900% increase in just 200 years. This increase in population has meant that the world's resources have been put under a great strain in order to sustain the human race. But it has only been in recent years that man has looked to address the problems he has caused and many of them are irreversible. Ever since man learnt to hunt with weapons, species have been hunted to extinction, and as the brain capacity of man increased so did his expectation of living standards. This has meant an even greater effect on the planet and has resulted in urbanisation, growth in agriculture, and the inevitable rise in deforestation. Deforestation is proceeding at about 17 million hectares per year. Between 1980 and 1990 the 1.2 per cent in Asia, 0.8 per cent in Latin America and 0.7 per cent in Africa. Although the most publicised loss in forest is in rainforests, the UK has also suffered major forest loss in the past 150 years. About 200 years ago 85% of the UK was woodland and now the figure is under 8%. The reasons for deforestation are:  · Fuel  · Urbanisation  · Agriculture  · Wood for building Deforestation causes soil erosion... ... are broken down by sunlight, resulting in the chlorine reacting with and destroying ozone molecules. For this reason, the use of CFCs in aerosols has been banned in many countries. Other chemicals, such as bromine halocarbons, and nitrous oxides from fertilisers, may also attack the ozone layer. Scientists discovered that the largest problem lay in Antarctica, where a periodic loss of ozone was located. A similar problem was found in the Arctic and as a result the "Montreal Protocol" was signed by 49 countries. Within it the countries declared that they would phase out the use of CFCs by the end of the century. In addition to this NASA launched the 7-ton Upper Atmosphere Research Satellite. This measures ozone variations at different altitudes, and is providing the first complete picture of upper atmosphere chemistry.

A Streetcar Named Desire

Williams also reinforces his implied themes with many motifs and symbols, such as music, drunkenness, and bathing. Towards the end of scene three, Blanche turns on the radio and â€Å"waltzes to the music with romantic gestures [while Mitch imitates] like a dancing bear† (57). Because Blanche is accustomed to her insanity, which is represented by the Varsouviana Polka, she is able to move along with the music fine while Mitch, who is accustomed to reality (and has primitive traits), is unable to gracefully match Blanche’s movements and grace. Not only does the Polka music represent Blanche’s descent into insanity, but also tends to appear at moments when she is in a state of panic. Secondly, drunkenness is a major symbol throughout the play. Stanley states that â€Å"[one thing that] belongs on a poker table [is] whiskey† while Blanche lies and says â€Å"[she isn’t] accustomed to having more than one drink† (54). Stanley and the men seem to drink for social reasons, and they sometimes end up becoming violent or barbaric. Blanche, however, seems to drink in an almost anti-social manner while keeping it a secret, and the results of her drunkenness usually end up causing her to deceive herself. Although the author never states the illness that Blanche is eventually diagnosed with, the Diagnostic and Statistical Manual of Mental Disorders, a guide used by modern day psychologists to classify types of mental disorders, would classify her as a paranoid schizophrenic. In addition to music and drunkenness, bathing also is an important symbol that is implanted into the play, which is evident when Stanley becomes violent and his friends bath him with â€Å"the water . . on full tilt [and later] comes out of the bathroom [and] breaks into sobs† (59). Because he was violent (and drunk), Stanley’s friends cleanse him of his bad actions with water. He then comes out of the bathroom afterwards and feels regretful, calling out to his love and wanting to be forgiven. Throughout the history of the world and its culture, men and women have had gender-based roles in society which usually portrays men as being primitive and lacking emotion while portraying women as being more delicate and fragile. Such depictions can be seen in a work of Tennessee Williams, A Streetcar Named Desire, which is based on a woman’s false beliefs that slowly lead her into a descent of insanity. Throughout scene three, many subtle cues embedded into Tennessee’s work, which include lighting, stage directions, colors and more are used to help portray the traits of certain characters and especially Blanche Du Bois’ inability to overcome reality. In conclusion, Tennessee Williams uses many motifs and symbols in his works of literature, with A Streetcar Named Desire being a very prime example. You can read also  Similarities and Conflicts in † a Streetcar Named Desire† Primitiveness and fantasy’s inability to overcome reality are represented in many things including lighting, music, colors, drinking, and even bathing. Tennessee Williams uses setting, lighting, and costumes to reinforce theme by describing the setting and events in the rawest and most articulate manner, which gives readers a detailed and symbolic image of the content in scene three including the primitiveness of men and fantasy’s inability to overcome reality. When the author first describes the setting, he states that the men are â€Å"at the peak of their physical manhood, as coarse and direct and powerful as the primary colors† (45). Because the men are very up-front and â€Å"coarse,† Tennessee reinforces the theme of the primitive and the primal by describing the physique and status of the men at the poker table. He also compares them to the primary colors, which helps back up the description of their rawness and vigor. Secondly, Tennessee Williams uses lighting to help give the readers more insight on the novel. For example, when Mitch and Blanche are together in the room, she tells him to â€Å"put [the new lamp shade she just bought] over [a] light bulb† (55). Although Blanche lets many people see her in daylight, she only allows Mitch to see her in dimly-lit areas and even lies to him about many things including her age because she likes him and doesn’t want him to discover her slowly fading beauty. The theme being inferred here, fantasy’s inability to overcome reality, is also represented by Blanche’s past haunting her due to the death of her husband, the loss of her Old Southern family estate, and her dismissal from work due to an improper affair with a student. Lastly, the themes of both the primitive/primal and Blanches inability to overcome reality are represented in the author’s choice of costume assignment, which is evident when Blanche is dressing and â€Å"stands in her pink silk brassiere and white skirt in the light through the portieres† (51). Unlike the men in the novel, who are portrayed in colors that are raw and primary, the absence of primitiveness is shown in the many descriptions of Blanche’s pastel-colored clothing. The silhouette that also appears as Blanche stands in the light of the portieres also helps create the foundation of Blanche’s fantasy world (the darkness of the silhouette) that is enclosed and trapped by reality (the light around her). A Streetcar Named Desire A Streetcar Named Desire is one of the most famous and noted plays in American history. The play was written by Tennessee Williams and won him the 1948 Pulitzer Prize for Drama (Spoto, 1997).The main characters of the story, Blanche DuBois, Stanley Kowalski and Stella Kowalski represent the social and personal conflicts of post-war American society. One of the most interesting elements in the play that contributed to the success of the play is the manner by which each of the character’s perspectives and illusions are used to bring insight to the reality.Naturalism was depicted in the play by incorporating existing social conditions, language and through references to events, personalities and issues. This is evident in the backgrounds and demeanors of characters and in the manner of their interactions. Another factor that represents naturalist elements to the play is the use of developing sciences and issues into the story such as Stella’s nervous condition, Stanleyâ₠¬â„¢s involvement with the growing violence and vice of the city and   Blanche's rape and nervous breakdown.Another use of naturalism in the play is seen in the lack of dramatic role reversals among the characters and instead the characters are portrayed as individuals simply with lives that can go beyond their ability to control (Williams & Miller, 2004).Another factor that has contributed to the appeal of the play was because of the ease of reference with audience. The main reason for this is the realism of the characters. Blanche’s situation of having to leave the South was a common to the era as economics became an issue in the region. Stella represented common issues regarding rights and independence being raised for women.Stanley represented the stiff challenges of the city which requires aggressiveness and dominance. Though the characters are representations of social segments, Williams gave them their individual idiosyncrasies and vulnerabilities which made persons to the audience.ReferencesSpoto, Donald (1997). The Kindness of Strangers: The Life of Tennessee Williams. Chicago: Da Capo PublishingWilliams, Tennessee and Miller, Arthur (2004). A Streetcar Named Desire. New York: New Directions Publishing Corporation.