Technical Definition and Description Essay Example | Topics and Well Written Essays - 750 words

Technical Definition and Description - Essay Example This informs the person about the processes that occur as a result of binding, leading to the drug effect. A renowned scientist, Paul Ehrlich concluded that drugs cannot work unless they are bound (Berges-Gimeno & Stevenson, 2004). This paper outlines how aspirin works starting with a history of the drug, its administration, benefits and the way it works. This is beneficial to patients. An overview of Aspirin’s history Aspirin is a nonsteroidal anti-inflammatory drug (NSAID), and it is also known as a salicylate (Berges-Gimeno & Stevenson, 2004). This drug owes its origin to Luke Hoffman who discovered a powder from the bark of willow plant around the fifth century. Hippocrates commonly referred to as the father of medicine appraised the use of the powder in relieving pain. In the 1700s, Reverend Edmund Stone talked about its success in alleviating pain and fevers. Scientists later discovered that the bitter powder from willow bark contained a chemical called salicin. This che mical is converted into salicylic acid once ingested by a person and is widely used to manufacture aspirin. The drug was registered as the most popular painkiller in the world, in the 1950 Guinness Book of Records. It is widely known as a â€Å"wonder drug† because it cures several diseases in the contemporary world (Jeffreys, 2005). Administration of aspirin It is usually administered orally through tablets, but it can also be administered through caplets, capsules, liquid elixir and suppositories. Benefits of Aspirin The following are the benefits of aspirin. It; Relieves mild pain such as muscle cramps, toothaches and headaches Controls fever Manages pain in gout and arthritis Reduces swellings Regulates blood pressure in expectant women Treats cataracts in diabetic patients Prevents some cancers such as breast and bowel cancers Treats gum disease (Vane, 1971) How it works Researchers and medical practitioners have found it difficult explain how aspirin works due to its nu merous effects (Weissmann, 1991). However, in the 1970s, biologists came to a conclusion regarding how aspirin works. The drug inhibits synthesizing of some hormones responsible for causing pain and inflammation in the body. Aspirin has an active ingredient called acetylsalicylic acid. This ingredient inhibits chemical processes such as physiological processes in the body. It inhibits production of body chemicals referred to as prostaglandin and thromboxane, which are potential mediators in inflammation. Aspirin undergoes esterification whereby salicylic acid is mixed with acetic anhydride. This results in a chemical reaction which turns the hydroxyl group in salicylic acid into an ester (R-OH R-OCOCH3). This is followed by action on COX. The figure below shows this process. Prostaglandins are important because; they Aid in regulation of acid production, in the stomach Ensure the stomach lining does not digest itself Transmit pain into the brain Are responsible for inflammation The mediators are produced from arachidonic acid through bis-oxygenation of arachidonate into prostaglandin PGG2. Thereafter, PGG2 is reduced to PGH2 following a peroxidase reaction which is enhanced by cyclooxygenase, also called PTGS synthase. This is a catalyst and enzyme which is crucial in the synthesis of prostaglandin as well as thromboxane. The cyclooxygenase (COX) comprise of two types; COX-1 and COX-2. Aspirin acts as an irreversible inhibitor unlike other NSAIDs like ibuprofen and diclofenac. It plays the

Sexual Coercion and Social Learning Theory Essay Example for Free

Sexual Coercion and Social Learning Theory Essay The Social Learning Theory (SLT) of Ronald Akers provides a way to analyze why certain behaviors not only occur but persist. This paper looks into sexual coercion through internet child pornography with regards to the case of Joshua Kistler through the SLT. The paper attempts at analyzing why Kistler’s behavior persisted, predicting and preventing similar cases in the future, and providing recommendations on how to process the offender through the criminal justice system. Sexual Coercion and Social Learning Theory Pornography is defined as any form of material manifested either through printed words or through images or pictures that is explicitly sexual in nature (Langton, 1990, p. 312). On the other hand, what can be termed as ‘sexually explicit’ may refer to a type of an indexical term of a concept that selects characteristics based on what has specific consequences or alters specific taboos depending on the identified context or the specific culture (Rupp, 2007, p. 525). Pornography has been one of the primary social issues that have concerned individuals from all range of ages regardless of racial or religious background and remains to this day as a growing threat to the ethical and religious precepts of various cultures and societies (Rea, 2001, p. 119). Specifically, child pornography has created threats to the integrity of the moral precepts of parents seeking to build a well-defined sense of morality for their children amidst the changing values of the larger society from the economic to the legal doctrines and many others (MacKinnon, 1989, p.316). There are many reasons behind the existence of child pornography and pornography in general. Apart from reasons of immediate implicit desire to obtain ‘sexual pleasure’, certain forms of pornography may be derived from sexual coercion. In general, sexual coercion gives one the idea of the deed of persuading or convincing a minor individual in taking part into a sexual activity that is unwanted by the minor through the use of physical strength or threats of using it as well as the manipulation of the minor’s emotions (Brantley, 2005, p. 3). On the other hand, Robert Franklin (2000) views sexual coercion as not necessarily including the employment of physical force, threat, or intimidation as the minor may not necessarily view the behaviors involved as coercive. Nevertheless, sexual coercion remains one of the primary reasons behind the persistence of child pornography in the society as countless prominent cases emphasize such claim, cases such as Ashton v. Free Speech Coalition (Cothrel, 2002, p. 8). Another instance of child pornography is the case against Joshua Kistler who was convicted to 24 years of federal imprisonment. What separates the case of Kistler from the rest is the fact that he posed through the internet as a teenage boy with a terminal case of leukemia. This he did in order to coerce young girls from 12 to 14 years of age into forwarding Kistler images that are ‘sexually explicit’ (Associated Press, 2007). This paper attempts to analyze the case of Kistler by explaining 3 relevant issues pertaining to the topic in the context of Ronald Akers’ Social Learning Theory: why Kistler’s case occurred, how the Social Learning Theory can be used in order to predict and prevent the likelihood of a similar crime from occurring in the future, and the suggestions that the Social Learning Theory will probably give on how to process Kistler through the criminal justice system. In order to pursue with the goals set forth, it is an imperative to have a brief and concise look into Akers’ Social Learning Theory. Within the field of criminology, Ronald Akers along with Robert Burgess (1966) formulated the Social Learning Theory (SLT) in order to elucidate on the idea of ‘deviancy’ through the combination of certain elements that advanced delinquency such as the social pressure from reckless peers with the elements that dissuade delinquency such as the responses of parents after knowing the delinquent status of their child. Roughly speaking, the concept of ‘deviancy’ may be interpreted as diverging away from the mainstream precepts or notions in the larger society, of what currently upheld as the norm or the manner in which things are ‘normally’ conducted such as the dominant behaviors established by a certain society not only as acceptable but also worth promoting.

Lives on the Boundary :: essays research papers

The Giver Jonas, an eleven year old boy , was very intellegent and outstanding. In fact he surpassed the other kid’s intelligence. He grew up with her sister Lily and a special visitor named Gabriel very well educated by his parents . He was almost a perfect son, he was friendly and good hearted. In fact he fell in love with a girl named Fiona.. He learned very quickly all about his community, a community where all the people lived happy and peaceful lives. Jonas life was perfect, even the community were he was living seemed to be perfect. But one day when he became twelve, according to the community rules, it was time to receive his life’s assignment just like all the other kids that became twelve. Jonas was given a special assignment. To his astonishment he was given the most respected job of all. The assignment designated for Jonas was called â€Å"The Receiver†. Jonas, being the Receiver, was obligated to receive all the memories from the actual Giver and past Givers w hether they were nice or horrible. He learned many things about the past that no one else knew. At first Jonas was living peacefully in his community. He used to do all the things that a eleven year old kid does, like play, ride bicycles and go to school every day. There was no pain or fear or things to worry about. Jonas had many friends, some of his best friends were Asher and Fiona. They used to work voluntarily, helping and taking care of the old people. The elderly were lovingly cared for as were the newest members of that place. In that community every single person was given a certain job for which he or she was suited emotionally, physically and mentally at a certain age, in annual Ceremonies. Every family in this community had a mother, father, and two children, one of each sex. Jonas had two parents, a mother who was happily employed at the Department of Justice, and a father who was happily employed as a Nurturer. There was much laughter and obvious joy. There was no rudeness, no crime and no disease. When people did get hurt they took a pill and the pain went right away. No one ever broke bones or anything. There were no criminals, and there were no locks on any homes or buildings. The only bad thing about The Giver’s community was Release. Lives on the Boundary :: essays research papers The Giver Jonas, an eleven year old boy , was very intellegent and outstanding. In fact he surpassed the other kid’s intelligence. He grew up with her sister Lily and a special visitor named Gabriel very well educated by his parents . He was almost a perfect son, he was friendly and good hearted. In fact he fell in love with a girl named Fiona.. He learned very quickly all about his community, a community where all the people lived happy and peaceful lives. Jonas life was perfect, even the community were he was living seemed to be perfect. But one day when he became twelve, according to the community rules, it was time to receive his life’s assignment just like all the other kids that became twelve. Jonas was given a special assignment. To his astonishment he was given the most respected job of all. The assignment designated for Jonas was called â€Å"The Receiver†. Jonas, being the Receiver, was obligated to receive all the memories from the actual Giver and past Givers w hether they were nice or horrible. He learned many things about the past that no one else knew. At first Jonas was living peacefully in his community. He used to do all the things that a eleven year old kid does, like play, ride bicycles and go to school every day. There was no pain or fear or things to worry about. Jonas had many friends, some of his best friends were Asher and Fiona. They used to work voluntarily, helping and taking care of the old people. The elderly were lovingly cared for as were the newest members of that place. In that community every single person was given a certain job for which he or she was suited emotionally, physically and mentally at a certain age, in annual Ceremonies. Every family in this community had a mother, father, and two children, one of each sex. Jonas had two parents, a mother who was happily employed at the Department of Justice, and a father who was happily employed as a Nurturer. There was much laughter and obvious joy. There was no rudeness, no crime and no disease. When people did get hurt they took a pill and the pain went right away. No one ever broke bones or anything. There were no criminals, and there were no locks on any homes or buildings. The only bad thing about The Giver’s community was Release.

Conclusion and implication Essay

Failure to make use of available hazard-reduction information and measures of known effectiveness constitutes another general policy issue. It is one that assists to stimulate the ongoing UN-sponsored International Decade for Natural Disaster Reduction (Mitchell, 1988). In many places it would be potential to mitigate losses simply by putting what is known into effect. For instance, the value of warning and evacuation systems has been proven repeatedly; yet such systems are often underused. Likewise, hazard-mitigation schemes offer consistent paths toward reducing the long-term costs of disasters but they are often resisted in favour of instant post-disaster relief, insurance, and compensation programmes. Why do individuals and governments fail to make optimal use of available knowledge? There is no single answer to this question. A large number of factors are involved. Lack of agreement about definition and identification of problem; †¢ Lack of attentiveness of hazards; †¢ Misperception or misjudgement of risks; †¢ Lack of awareness of suitable responses; †¢ Lack of proficiency to make use of responses; †¢ Lack of money or resources to pay for responses; †¢ Lack of harmonization among institutions; †¢ Lack of attention to correlation between â€Å"disasters† and â€Å"development†; †¢ Failure to treat hazards as related problems whose components require simultaneous attention (i. e. reciprocity); †¢ Lack of access by affected populations to decision-making; †¢ Lack of public confidence in scientific knowledge; †¢ Conflicting goals among populations at risk; †¢ Fluctuating salience of hazards (competing priorities); †¢ Public opposition by negatively affected individuals and groups. Underlying all of these explicit reasons is a larger problem. It is this: society fails to take care of natural hazards as complex systems with several components that often require simultaneous attention. We tinker with one or another aspect of these systems when what are required are system-wide strategies. Perhaps even more significant, we fail to address the direct connection between natural hazard systems and economic investment decisions that drive the procedure of â€Å"development† and affect the potential for disasters. That such links subsist has been known for a very long time: If a man owes a debt, and the storm engulfs his field and carries away the produce, or if the grain has not grown in the field, in that year he shall not make any revisit to the creditor, he shall alter his contract and he shall not pay interest for that year. But mainly of the decisions that are taken to build new facilities or redevelop old ones, or to take on new production and distribution processes, or to develop new land, or to effectuate a myriad of other development goals are not currently very receptive to considerations of natural hazards. They must become so. And that is a task that will require a great deal of effort by natural hazard scientists to go beyond the laboratory and the research office or the field study site to obtain an understanding of how best to apply their expertise in public settings. It will also need the users of scientific information about hazards (architects, engineers, planners, banks and mortgage companies, international development agencies, and investment financiers) to foster a mutually interactive correlation with the scientists who are producers of that information. â€Å"Development† is only one of the main public issues that overlap with natural hazards reduction. Others include: environmental management; public health; security (personal, social, and national); and urbanization. All of them are major hitch sets in their own right, each patterned by philosophical and managerial disputes and unsettled issues. Efforts to work out commonly supportive policies and programmes raise entirely new sets of appropriate issues for hazards experts. References: †¢ Dombrowsky, Wolf R. 1995. â€Å"Again and Again: Is a Disaster What We Call ‘Disaster’? Some Conceptual Notes on Conceptualizing the Object of Disaster Sociology. † International Journal of mass Emergencies and Disasters (Nov. ), Vol. 13, No. 3, 241-254. †¢ Crozier, M. and Friedberg, E. (1979) Macht und Organisation, Berlin: Athenaum. (in German). †¢ IDNDR (International Decade for Natural Disaster Reduction). 1996. Cities at risk: Making cities safer †¦ before disaster strikes. Supplement to No. 28, Stop Disasters. Geneva: IDNDR. †¢ Maskrey, Andrew. 1989. Disaster mitigation: A community based approach. Development Guidelines No. 3. Oxford: Oxfam. †¢ Mitchell, James K. 1988. â€Å"Confronting natural disasters: An international decade for natural hazard reduction. † Environment 30(2): 25–29. †¢ Mitchell, James K. 1989. â€Å"Hazards research. † In Gary Gaile and Cort Willmott (eds. ), Geography in America. Columbus, OH: Merrill Publishing Company, pp. 410– 424. †¢ Mitchell, James K. 1993b. â€Å"Recent developments in hazards research: A geographer’s perspective. In E. L. Quarantelli and K. Popov (eds.), Proceedings of the United States–Former Soviet Union Seminar on Social Science Research on Mitigation for and Recovery from Disasters and Large Scale Hazards. Moscow, April 19– 26, 1993. Vol. I: The American participation. Newark: University of Delaware, Disaster Research Center, pp. 43–62. †¢ Mitchell, James K. and Neil Ericksen. 1992. â€Å"Effects of climate changes on weather-related disasters. † In Irving Mintzer (ed. ), Confronting climate change: Risks, implications and responses. Cambridge: Cambridge University Press, pp. 141–152. †¢ Mitchell, James K. , Neal Devine, and Kathleen Jagger.1989. â€Å"A contextual model of natural hazard. † Geographical Review 89(4): 391–409. †¢ Myers, Mary Fran and Gilbert F. White. 1993. â€Å"The challenge of the Mississippi flood. † Environment 35(10): 6–9, 25–35. †¢ Parker, D. J. and J. W. Handmer, eds. 1992. Hazard management and emergency planning: Perspectives on Britain. London: James & James. †¢ Showalter, Pamela S. and Mary F. Myers. 1994. â€Å"Natural disasters in the United States as release agents of oil, chemicals or radiological materials between 1980–1989: Analysis and recommendations. † Risk Analysis 14(2): 169–182. †¢ Setchell, C. A. 1995. â€Å"The growing environmental crisis in the world’s megacities: The case of Bangkok. † Third World Planning Review 17(1): 1–18. †¢ Wynne, Brian. 1992. â€Å"Uncertainty and environmental learning: Reconceiving science and policy in the preventive paradigm. † Global Environmental Change 2(2): 111– 127. †¢ Yath, A. Y. 1995. â€Å"On the expulsion of rural inmigrants from Greater Khartoum – The example of the Dinka in Suq el Markazi. † GeoJournal 36(1): 93–101. †¢ Zelinsky, W. and L. Kosinski, L. 1991. Emergency evacuation of cities. London: Unwin Hyman.

David Hume’s Necessary Connection Essay

Hume questions why humans always make a necessary connection to events. Hume has always stated that it is impossible for humans to think anything that they have not already experienced. So to find the idea of Necessary Connection we have to look back on our impressions. We have to find where the idea of Necessary Connection came from. Hume argues that we cannot create new ideas for ourselves, which solidifies his position on Necessary Connection. Hume has an explanation for this his stand on Necessary Connection. Hume argues that there is cause instead of Necessary Connection. We cannot show the necessity of cause to every new existence without also showing that something’s existence depends on a productive principal. For example we are unable to explain why we are able to move our thumb. We know we can will it to do so but we do not know the process of the action. We are unable to connect all the biological connections such as nerves and impulses from our brain telling certain muscles and tendons to do the action of moving our thumb. Also, since all distinct ideas can be separated, and cause and effect are distinct ideas, we can conceive any object to be non-existent and then existent without attaching causality. This goes back to the ability, or non-ability, of humans to create an idea. There has to be a cause and effect in our minds when an event happens. Now, we go all the way back to the beginning of existence. The separation of the idea of cause from the beginning of existence is possible in the imagination. Hume says that we do not need to associate a cause with the beginning of existence.

The 3 Steps to Convert Decimals to Fractions (and Back)

The 3 Steps to Convert Decimals to Fractions (and Back) SAT / ACT Prep Online Guides and Tips Wondering how to convert decimals to fractions? Or how to convert fractions to decimals?It’s easier than you think! Keep reading to see the steps for decimal to fraction conversions (including why you need to follow different steps if you have a repeating decimal), steps for fraction to decimal conversions, a handy chart with common decimal/fraction conversions, and tips for quickly estimating conversions. How to Convert Decimals to Fractions How do you convert a decimal to a fraction? Any decimal, even complicated-looking ones, can be converted to a fraction; you just need to follow a few steps. Below we explain how to convert both terminating decimals and repeating decimals to fractions. Converting a Terminating Decimal to a Fraction A terminating decimal is any decimal that has a finite other of digits. In other words, it has an end. Examples include .5, .234, .864721, etc. Terminating decimals are the most common decimals you’ll see and, fortunately, they are also the easiest to convert to fractions. Step 1 Write the decimal divided by one. For example, say you’re given the decimal .55.Your first step is to write out the decimal so it looks like ${.55}/{1}$. Step 2 Next, you want to multiply both the top and bottom of your new fraction by 10 for every digit to the left of the decimal point. In our example, .55 has two digits after the decimal point, so we’ll want to multiply the entire fraction by 10 x 10, or 100.Multiplying the fraction by ${100}/{100}$ gives us ${55}/{100}$. Step 3 The final step is reducing the fraction to its simplest form. The simplest form of the fraction is when the top and bottom of the fraction are the smallest whole numbers they can be. For example, the fraction ${3}/{9}$ isn’t in its simplest form because it can still be reduced down to â…“ by dividing both the top and bottom of the fraction by 3. The fraction ${55}/{100}$ can be reduced by dividing both the top and bottom of the fraction by 5, giving us ${11}/{20}$. 11 is a prime number and can’t be divided any more, so we know this is the fraction in its simplest form. The decimal .55 is equal to the fraction ${11}/{20}$. Example Convert .108 to a fraction. After putting the decimal over 1, we end up with ${.108}/{1}$. Since .108 has three digits after the decimal place, we need to multiply the entire fraction by 10 x 10 x 10, or 1000.This gives us ${108}/{1000}$. Now we need to simplify. Since 108 and 1000 are both even numbers, we know we can divide both by 2. This gives us ${54}/{500}$. These are still even numbers, so we can divide by 2 again to get ${27}/{250}$. 27 isn't a factor of 250, so the fraction can’t be reduced any more. The final answer is ${27}/{250}$. Converting a Repeating Decimal to a Fraction A repeating decimal is one that has no end. Since you can’t keep writing or typing the decimal out forever, they are often written as a string of digits rounded off (.666666667) or with a bar above the repeating digit(s) $\ov {(.6)}$. For our example, we’ll convert .6667 to a fraction. The decimal .6667 is equal to $\ov {(.6)}$, .666666667, .667, etc. They’re all just different ways to show that the decimal is actually a string of 6’s that goes on forever. Step 1 Let x equal the repeating decimal you’re trying to convert, and identify the repeating digit(s). So x=.6667 6 is the repeating digit, and the end of the decimal has been rounded up. Step 2 Multiply by whatever value of 10 you need to get the repeating digit(s) on the left side of the decimal. For .6667, we know that 6 is the repeating digit. We want that six on the left side of the decimal, which means moving the decimal place over one spot. So we multiply both sides of the equation by (10 x 1) or 10. 10x = 6.667 Note: You only want one â€Å"set† of repeating digit(s) on the left side of the decimal. In this example, with 6 as the repeating digit, you only want one 6 on the left of the decimal. If the decimal was 0.58585858, you’d only want one set of â€Å"58† on the left side. If it helps, you can picture all repeating decimals with the infinity bar over them, so .6667 would be$\ov {(.6)}$. Step 3 Next we want to get an equation where the repeating digit is just to the right of the decimal. Looking at x = .6667, we can see that the repeating digit (6) is already just to the right of the decimal, so we don’t need to do any multiplication. We’ll keep this equation as x = .6667 Step 4 Now we need to solve for xusing our two equations,x = .667 and10x = 6.667. 10x - x =6.667-.667 9x = 6 x = ${6}/{9}$ x = â…” Example Convert 1.0363636 to a fraction. This question is a bit trickier, but we’ll be doing the same steps that we did above. First, make the decimal equal to x, and determine the repeating digit(s).x = 1.0363636 and the repeating digits are 3 and 6 Next, get the repeating digits on the left side of the decimal (again, you only want one set of repeating digits on the left).This involves moving the decimal three places to the right, so both sides need to be multiplied by (10 x 3) or 1000. 1000x = 1036.363636 Now get the repeating digits to the right of the decimal. Looking at the equation x = 1.0363636, you can see that there currently is a zero between the decimal and the repeating digits. The decimal needs to be moved over one space, so both sides need to be multiplied by 10 x 1. 10x = 10.363636 Now use the two equations,1000x = 1036.363636 and10x = 10.363636,to solve for x. 1000x - 10x =1036.363636 -10.363636 990x = 1026 x = ${1026}/{990}$ Since the numerator is larger than the denominator, this is known as an irregular fraction. Sometimes you can leave the fraction as an irregular fraction, or you may be asked to convert it to a regular fraction. You can do this by subtracting 990/990 from the fraction and making it a 1 that’ll go next to the fraction. ${1026}/{990}$ - ${990}/{990}$ = 1 ${36}/{990}$ x = 1 ${36}/{990}$ ${36}/{990}$ can be simplified by dividing it by 18. x = 1 ${2}/{55}$ How to Convert Fractions to Decimals The easiest way to convert a fraction to a decimal is just to use your calculator. The line between the numerator and denominator acts as a division line, so ${7}/{29}$ equals 7 divided by 29 or .241. If you don’t have access to a calculator though, you can still convert fractions to decimals by using long division or getting the denominator to equal a multiple of 10. We explain both these methods in this section. Long Division Method Convert ${3}/{8}$ to a decimal. Here is what ${3}/{8}$ looks like worked out with long division. â…Å" converted to a decimal is .375 Denominator as a Value of 10 Method Convert ${3}/{8}$ to a decimal. Step 1 We want the denominator, in this case 8, to equal a value of 10. We can do this by multiplying the fraction by 125, giving us ${375}/{1000}$. Step 2 Next we want to get the denominator to equal 1 so we can get rid of the fraction. We’ll do this by dividing each part of the fraction by 1000, which means moving the decimal over three places to the left. This gives us ${.375}/{1}$ or just .375, which is our answer. Note that this method only works for a fraction with a denominator that can easily be multiplied to be a value of 10. However, there is a trick you can use to estimate the value of fractions you can’t convert using this method. Check out the example below. Example Convert â…” to a decimal. There is no number you can multiply 3 by to make it an exact multiple of 10, but you can get close. By multiplying â…” by ${333}/{333}$, we get ${666}/{999}$. 999 is very close to 1000, so let’s act like it actually is 1000, divide each part of the fraction by 1000, and move the decimal place of 666 three places to the left, giving us .666 The exact decimal conversion of â…” is the repeating decimal .6666667, but .666 gets us very close. So whenever you have a fraction whose denominator can’t easily be multiplied to a value of 10 (this will happen to all fractions that convert to repeating decimals), just get the denominator as close to a multiple of 10 as possible for a close estimate. Common Decimal to Fraction Conversions Below is a chart with common decimal to fraction conversions. You don’t need to memorize these, but knowing at least some of them off the top of your head will make it easy to do some common conversions. If you’re trying to convert a decimal or fraction and don’t have a calculator, you can also see which value in this chart the number is closest to so you can make an educated estimate of the conversion. Decimal Fraction 0.03125 ${1}/{32}$ 0.0625 ${1}/{16}$ 0.1 ${1}/{10}$ 0.1111 ${1}/{9}$ 0.125 ${1}/{8}$ 0.16667 ${1}/{6}$ 0.2 ${1}/{5}$ 0.2222 ${2}/{9}$ 0.25 ${1}/{4}$ 0.3 ${3}/{10}$ 0.3333 ${1}/{3}$ 0.375 ${3}/{8}$ 0.4 ${2}/{5}$ 0.4444 ${4}/{9}$ 0.5 ${1}/{2}$ 0.5555 ${5}/{9}$ 0.6 ${3}/{5}$ 0.625 ${5}/{8}$ 0.6666 ${2}/{3}$ 0.7 ${7}/{10}$ 0.75 ${3}/{4}$ 0.7777 ${7}/{9}$ 0.8 ${4}/{5}$ 0.8333 ${5}/{6}$ 0.875 ${7}/{8}$ 0.8888 ${8}/{9}$ 0.9 ${9}/{10}$ Summary: How to Make a Decimal Into a Fraction If you’re trying to convert a decimal to fraction, first you need to determine if it’s a terminal decimal (one with an end) or a repeating decimal (one with a digit or digit that repeats to infinity).Once you’ve done that, you can follow a few steps for the decimal to fraction conversion and for writing decimals as fractions. If you’re trying to convert a fraction to decimal, the easiest way is just to use your calculator. If you don’t have one handy, you can use long division or get the denominator equal to a multiple of ten, then move the decimal place of the numerator over. For quick estimates of decimal to fraction conversions (or vice versa), you can look at our chart of common conversions and see which is closest to your figure to get a ballpark idea of its conversion value. What's Next? Want to know the fastest and easiest ways to convert between Fahrenheit and Celsius?We've got you covered! Check out our guide to the best ways to convert Celsius to Fahrenheit (or vice versa). Are you learning about logarithms and natural logs in math class?We have a guide on all the natural log rules you need to know. Did you know that water has a very special density? Check out our guide to learn what the density of water is and how the density can change.

Gramscis Notion of Hegemony in Relation to the Youths of Today Essay

Gramscis Notion of Hegemony in Relation to the Youths of Today - Essay Example It should be studied in relation to other matters which could explain more of its attributes and make clear some of its questionable notions. Significantly, an aspect of hegemony could be understood through the study of the behavior and ideology of today’s youth. A particular author has proposed a new concept of hegemony which is relevant to the plight of the present young generation. In exposing the other side of hegemony, Antonio Gramsci has emphasized the importance of making use of one’s intellect in changing the face of the society. In lieu of this fact, the essay will discuss Gramsci’s notion of hegemony and its relation to the youths of today. Gramsci’s Notion of Hegemony Gramsci explains the intellectual aspect of hegemony, suggesting an intellectual struggle instead of power or political struggle. This supports the introductory argument saying that hegemony could actually be understood in light of its other aspects. Intellectual hegemony exists fo r a fact according to Gramsci. He believes that intellectual and cultural activities could also affect social change and not just an economic change (Cuff, et al., 1998). To note, in political economy, hegemony is actually associated to the struggle of economic power in the international arena. To effect an economic change, a particular country applies soft power to influence the economic system of other nations. Certain cultures are used to achieve an economic domination. Nonetheless, for Gramsci, hegemony could actually be viewed in terms of social manipulation. The members of the society could be made to affirm a particular belief or practice through the application of some intellectual activities. Antonio Gramsci actually considers ideas as weapons to change the present state of affairs of the different societies in the world (Cuff, et al., 1998). To note, these ideas are expressed and relayed upon by the influential sectors of the society such as the media. For an idea to have a hegemonic effect, it should be spread to a great number of people. The media is very significant to achieve this objective. It has the ability to influence the thinking of a person by just presenting an idea. It is in this sense that the media could manipulate the thoughts and actions of the members of a particular community. Nonetheless, so as to be in accordance with Gramsci’s notion, the idea which is to be relayed by the media should be one which is aimed at changing the society. What is to be changed is of course the bad image of a particular community. However, for a change to occur there has to be an agent. Relevantly, the youths of today could fill up this need. They could be an effective instrument for social change to happen with the help of the media. In changing the society, there has to be intellectual domination. This means that a certain idea has to be instilled in the people’s mind. The installation however, should be one which could not allow any out side factors to make an opposite claim. In this instance, the members of the society are able to resist any position which is inconsistent to what they have been exposed to. This is to say that for an intellectual domination to take place, the members of the society must learn to adhere to a common idea. The Youths of Today To emphasize, the youths are the ones primarily influenced by the media (Scheibe, n.d. cited in Mazzarella, 2007, p.61). They are the ones who are most exposed to the ideas that the media introduces. Accordingly, the dominant ideology believed in by today’s youth is a product of media’s manipulation. This proves the efficacy of media’s manipulative power. If this attribute is used for the betterment of the society, then the media would be seen as essential in creating the intellectual dom