Take What You Get :: Personal Narrative Baseball Friendships Papers

Take What You Get I hated both my last day of school in Hopkinton and my first day of school in Sherborn. My mother drove me to my new school in our brand new white Volvo station wagon. The ride from our house to the school seemed much shorter than it actually was. Looking back on it, anytime I’ve unwillingly traveled somewhere, the car ride seemed extremely short. I remember the station wagon climbing the long, winding hill that led to Pine Hill Elementary school. As I watched the trees and fields pass, I imagined that the car hadn’t gone by them. In my mind, I was still back in my new trundle bed at home. My mom knew I was on the verge of tears, and she was constantly moving her hand back and forth between the car’s stick shift and my knee. "All the kids are going to love you," she said, patting my leg. "Mrs. Smith is so excited to have you in her class." I couldn’t even muster a response. I pictured Mrs. Smith forcing me to stand up in front of the class, asking me to tell the kids my name and what I liked to do. Then I saw the kids laughing when I broke down in tears, unable to give them an answer, or merely mumble a few words about myself. I couldn’t even respond to my own mother. "Honey, it’s ok to be nervous. Remember that I’ll pick you at 3:15. You don’t have to take the bus this afternoon." She parked the car and held my hand as we walked up the steps to the school’s entrance. I was wearing blue shorts, a bad choice because they were too short and revealed my pale, chubby legs. The walk with the principal and my mother down the long, empty corridors was what finally did it for me. I had been trying my hardest to hold back the tears, forcing myself to think of the end of the day, when my mother would be waiting for me. But the classroom was getting too close. I could sense it by the way the principal slowed his pace and drifted to the right side of the corridor. I felt the tears under my eyes, but I didn’t care enough to wipe them away with my arm. "Welcome to Pine Hill," Mrs. Smith said.

Muscular Dystrophy

This paper intends to define Muscular Dystrophy, enumerate some of the most common kinds, state its characteristics or symptoms, indicate the tests, treatment as well as its prognosis before finally reintroducing its complications and prevention. Muscular Dystrophy Defined â€Å"Muscular Dystrophy† is actually composed of thirty plus genetic diseases (National.., 2007). Otherwise known as â€Å"inherited myopathy†, â€Å"Muscular Dystrophy† includes the following inherited sickness or medical conditions: 1) Becker’s muscular dystrophy; 2) Duchenne muscular dystrophy; 3) Facioscapulohumeral muscular dystrophy; 4) Limb-girdle muscular dystrophy; 5) Emery-Dreifuss muscular dystrophy; 6) Myotonic Dystrophy; and 7) Myotonia Congenita (Kantor, 2006).   Furthermore, Muscular Dystrophy’s characteristics include the following: 1) feeling weak; 2) losing control of skeletal muscles; as well as 3) affecting all ages (National.., 2007). Kinds of Muscular Dystrophy The kinds of Muscular Dystrophy are the following: 1) Duchenne Muscular Dystrophy This kind occurs in approximately three out of three thousand five hundred boys (The.., 2007). It happens when the genes are unable to produce dystrophin which is responsible for the strength of the muscles (The.., 2007). This kind emerges at the age of 5 and by 12, the patient is expected to use a wheelchair (The.., 2007). First, their pelvic muscles are affected, and following that, his or her shoulders, back, arms, as well as, legs will be the next (The.., 2007). With this kind of Muscular Dystrophy, a person will only live for approximately twenty years (The.., 2007). 2) Becker Muscular Dystrophy This kind happens in one in every 30,000 boys and just like the first kins, it is also due to the absence of dystrophin (The.., 2007). However, it is milder than the first and that patients suffering from it may live without a wheelchair (The.., 2007). 3) Myotonic Dystrophy This is caused by a gene that should not be as large as it is (The.., 2007). It occurs before a person turns twenty years old (The.., 2007). Its major symptoms include the following: weakening & shrinking of the muscles (The.., 2007). 4) Limb-Girdle Muscular Dystrophy This kind emerges in both genders (Limb.., 2006). The muscles in the back, pelvis, as well as, shoulders are usually affected in this kind (Limb.., 2006). 5) Facioscapulohumeral Muscular Dystrophy With this kind, weakening of the muscles begin in the face, then the shoulder and back comes next, and finally the muscles located in the legs and pelvis may lose strength (Muscular.., 2006). Symptoms For Muscular Dystrophy, the symptoms are the following: First of all is weakness of the muscles which actually gets worse gradually (Kantor, 2006). This is very much noticeable especially if the patient suffering from it experiences recurrent and numerous falls (Kantor, 2006). In addition to that, the patient may be confronted with interrupted development of what is technically referred to as muscular motor skills (Kantor, 2006). Moreover, if the patient is already delayed in walking or if he or she experiences problems with walking then it is highly possible that he or she suffers from Muscular Dystrophy (Kantor, 2006). Furthermore, if the patient finds it difficult to utilize even just one of the muscle groups, then it is time to ask the doctor to check on the patient to confirm occurrence and emergence of Muscular Dystrophy (Kantor, 2006). Also, the patient who has Muscular Dystrophy will experience drooping of the eyelid (Kantor, 2006). Last but not least, the patient suffering from Muscular Dystrophy will exhibit drooling as well (Kantor, 2006). Secondly, there are types of Muscular Dystrophy wherein a patient may signify mental retardation (Kantor, 2006). Thirdly, Muscular Dystrophy patients also suffer from low muscle tone or that which is technically referred to as â€Å"hypotonia† (Kantor, 2006). Fourthly, a patient who is diagnosed to have Muscular Dystrophy exhibits joint contractures like clubfoot, clawhand, etc (Kantor, 2006). Last but not least, someone who has Muscular Dystrophy may also have a spine that’s curved which means that he or she also has scoliosis (Kantor, 2006). Tests For Muscular Dystrophy to be diagnosed as a medical condition suffered from by the patient, there are several tests that could be carried out and some of these are the following: First in the list is to have a physical examination including a look at the patient’s medical history (Kantor, 2006). The second one is to undergo muscle biopsy (Kantor, 2006). This will already confirm if the patient indeed suffers from Muscular Dystrophy (Kantor, 2006). The third is to perform what is technically referred to as Serum CPK (Kantor, 2006). The fourth is for the patient to be checked and tested through electromyography or EMG, for short (Kantor, 2006). Last but not least is for the patient to go through ECG or electrocardiography (Kantor, 2006). Other tests that the patient could go through to confirm Muscular Dystrophy include the following: 1) Aldolase; 2) AST; 3) Creatinine; 4) LDH; and 5) Myoglobin (Kantor, 2006). Treatment Unfortunately, experts have yet to discover ways on how to address this particular medical condition (Kantor, 2006). However, they presented techniques on how to manage the symptoms exhibited by the patients diagnosed to have Muscular Dystrophy (Kantor, 2006). Some of these are the following: First of all, physical therapy may be carried out to help sustain the strength of the muscles, as well as, in keeping the muscles functional (Kantor, 2006). Second is the utilization of braces and wheelchair (Kantor, 2006). This enables the patient to do some of the things on his or her own, for instance, moving around etc (Kantor, 2006). Third is for the patient to undergo spine or leg surgery (Kantor, 2006). This action may keep, if not improve the functions of the aforementioned parts of the body (Kantor, 2006). Fourth, some doctors prescribe corticosteroids to children so as to keep them walking (Kantor, 2006). Fifth, medical experts advice that patients suffering from Muscular Dystrophy should avoid complete inactivity since this will make the condition much worse (Kantor, 2006). They should try to move or be active as much as possible (Kantor, 2006). Prognosis Muscular Dystrophies worsen as time goes by — and this goes for all kinds (Kantor, 2006). However, how severe it is dwells on the kind of Muscular Dystrophy suffered from by the patient (Kantor, 2006). How fast it occurs also depends upon its kind and on the person suffering from it (Kantor, 2006). There are also some kinds of Muscular Dystrophy which have been proven as fatal (Kantor, 2006). Complications Muscular Dystrophy also has some complications and these are: 1) cardiomyopathy; decreased ability to take care of oneself; decreased mobility; failure of the respiratory system; joint contractures; mental disability; as well as, scoliosis (Kantor, 2006). Prevention Medical experts say that in cases where a family member from the previous generations had â€Å"Muscular Dystrophy†, the members from the current generation should seek for what is technically referred to as â€Å"genetic counseling† (Kantor, 2006). References Kantor, D. (2006). Muscular Dystrophy. Retrieved May 6, 2007 from http://www.nlm.nih.gov/medlineplus/ency/article/001190.htm Limb-Girdle Muscular Dystrophy. (2006). Retrieved May 6, 2007 from http://www.emedicine.com/PMR/topic65.htm Muscular Dystrophy Association. (2006). Facioscapulohumeral Muscular Dystrophy. Retrieved May 6, 2007 from http://www.mdausa.org/disease/fshd.html National Institute of Neurological Disorders and Stroke. (2007). Muscular Dystrophy. Retrieved May 6, 2007 from http://www.ninds.nih.gov/disorders/md/md.htm The Nemours Foundation. (2007). Muscular Dystrophy. Retrieved May 6, 2007 from http://www.kidshealth.org/parent/medical/bones/muscular_dystrophy.html   

Baba and Mr. Big

Summary Chapter 1 Jim Anderson and his parents Harold and Mrs. Anderson recently moved to Kendal from Savanna La Mar where his father worked as a mechanic. It was during the Christmas vacation that he met three boys in this new Village: Mule, Mongoose and Milo who were spinning tops for fun. The boys laughed at Jim’s feet because unlike them, Jim wore shoes. While Jim was telling the boys of his hobbies like helping the mechanics (such as his father), going swimming and helping the fishermen row in their canoes, the boy who appeared to be the leader, Milo, was getting jealous. A while after Jim had introduced himself to the boys he asked to join their secret club and was tricked into giving them all 15 of his marbles without being allowed to join the club. The boys who though that it was impossible, gave Jim a test to catch a hawk alive in order to join the club. Summary Chapter 2 On his way home, Jim thought of his task of catching the hawk. While walking, he stumbled upon Baba, an old man who spoke with much colloquial language, liked smoking tobacco and lived in a very small, sparsely furnished house. He explained his task of catching the hawk to Baba and Baba later told him of a plan to catch the hawk whom he called Mr. Big. According to Baba’s plan, Jim found a calabash gourd with soft, tender flesh. He found some feathers around the yard and stuck them in the gourd which he shaped to look like a chicken. When the hawk swooped down to pick it up he would get stuck and the hawk would be caught. Later that night Jim had a dream that he was flying behind the hawk towards the mountains but the bird flew through a hole and Jim was shut out. Did this mean that the bird would escape his trap? Summary Chapter 3 On the fifth day after setting the trap Jim went to town and was jeered by the boys that he wouldn’t catch the bird. On the sixth day the hawk came and was caught in Jim’s trap. Jim was afraid to get the hawk from the gourd now and take him back to his cage. In a small space of time, some of the villagers who wanted the hawk dead came marching up and asked Baba if they had seen the hawk but they replied no. When Jim and Baba began examining the bird they realized that it had broken one of its legs; so they nursed the ird and made a bamboo cage for him and Jim decided to keep the hawk for himself until he got better. Summary Chapter 9 Christmas vacation came to an end so Jim had to return to school. As a result, Baba had to take care of Mr. Big while Jim was in school. Baba took Mr. Big to â€Å"the bush† where Mr. Big responded happily to his environment. Although his leg was not fully healed, M r. Big moved from branch to branch and eventually was flying on the chord. Baba realized Mr. Big trusted him and that they now had a friendship. This made Baba content.

Courses Recommended for Medical School Applicants

Courses Recommended for Medical School Applicants Perhaps it goes without saying that getting into medical school is challenging. With about 90,000 applicants each year and an acceptance rate of 44%, you cannot afford to slack on any entry requirements. It becomes even more challenging  gaining admission to medical school  when you are applying to the top 100 schools in the U.S., whose acceptance rate is a mere 6.9 percent in 2015.   One very simple prerequisite for entry to med school is completing all the required courses necessary to apply. These courses are nonnegotiable because they are required by the Association of American Medical Schools (AAMC), the organization that accredits medical schools. Make sure you have all of the following courses completed (or in the process of being completed) when you apply to medical school. Required Courses Since the medical field is heavy in sciences that concern the body and its environment, one would be right to assume a full year (two semesters) of biology and physics are needed to meet the AAMC prerequisites for applicants. Some schools may also require a semester of genetics and to ensure the applicant receives a well-rounded education and has the skills necessary to communicate well, a full year of English is also required.   Additionally, the AAMC requires applicants to complete one year each of organic and inorganic chemistry. These specific fields of study improve applicants understanding of the fundamentals of science as it relates to the medical field, be it for the chemicals needed in aesthetic treatment or for the chemical components of living matter.   Although thats all of the required courses specific to applying to medical schools, you also have to abide by your colleges curriculum  guidelines in order to earn your degree. Be sure to consult your counselor about which courses are required for your degree and how best to integrate the required courses into your schedule.   Recommended Courses You should also discuss courses that your counselor recommends that will give you a competitive advantage in your admission to medical school. Although these courses are not required, they could greatly help simplify your graduate-level studies. Taking Calculus- which many schools do require- could, for instance, lend to simplifying later chemistry equations youll need to use to pass advanced classes.   Many of the recommended courses also help prepare the potential med school student for being a doctor. Molecular biology, neuroscience, and upper-level psychology are often recommended to help the hopeful doctorate better understand more advanced lessons detailing the body and the brain. Statistics or epidemiology and ethics will help the doctor to understand the variety of patients and potential outcomes he or she may face in his or her career. These recommended courses illustrate the basic educational themes that med schools look for in applicants: the capacity and interest for understanding science, logical thinking,  good communication skills, and high ethical standards.  Ã‚  You don’t need to be a premed major  to complete these courses and meet the prerequisites for medical school, but make no mistake that a premed major certainly helps.

B-52 Stratofortress - Strategic Air Command

B-52 Stratofortress - Strategic Air Command On November 23, 1945, only weeks after the end of World War II, the US Air Material Command issued performance specifications for a new long-range, nuclear bomber. Calling for a cruising speed of 300 mph and a combat radius of 5,000 miles, AMC invited bids the following February from Martin, Boeing, and Consolidated. Developing the Model 462, a straight-wing bomber powered by six turboprops, Boeing was able to win the competition despite the fact that the aircrafts range fell short of the specifications. Moving forward, Boeing was issued a contract on June 28, 1946, to build a mock-up of the new XB-52 bomber. Over the next year, Boeing was forced to change the design several times as the US Air Force first showed concern over the XB-52s size and then increased the required cruising speed. By June 1947, the USAF realized that when complete the new aircraft would nearly be obsolete. While the project was put on hold, Boeing continued to refine their latest design. That September, the Heavy Bombardment Committee issued new performance requirements demanding 500 mph and an 8,000-mile range, both of which were far beyond Boeings latest design. Lobbying hard, the president of Boeing, William McPherson Allen, was able to prevent their contract from being terminated. Coming to an accord with the USAF, Boeing was instructed to begin exploring recent technological advances with an eye to incorporating them into the XB-52 program. Moving forward, Boeing presented a new design in April 1948, but was told the next month that the new aircraft should incorporate jet engines. After swapping out turboprops for jets on their Model 464-40, Boeing was ordered to design a completely new aircraft utilizing the Pratt Whitney J57 turbojet on October 21, 1948. A week later, Boeing engineers first tested the design that would become the basis for the final aircraft. Possessing 35-degree swept wings, the new XB-52 design was powered by eight engines placed in four pods under the wings. During testing, concerns arose regarding the fuel consumption of the engines, however the commander of the Strategic Air Command, General Curtis LeMay insisted the program move forward. Two prototypes were built and the first flew on April 15, 1952, with famed test pilot Alvin Tex Johnston at the controls. Pleased with the result, the USAF placed an order for 282 aircraft. B-52 Stratofortress - Operational History Entering operational service in 1955, the B-52B Stratofortress replaced the Convair B-36 Peacemaker. During its initial years of service, several minor issues arose with the aircraft and the J57 engines experienced reliability problems. A year later, the B-52 dropped its first hydrogen bomb during testing at Bikini Atoll. On January 16–18, 1957, the USAF demonstrated the bombers reach by having three B-52s fly non-stop around the world. As additional aircraft were built, numerous changes and modifications were made. In 1963, the Strategic Air Command fielded a force of 650 B-52s. With the US entry into the Vietnam War, the B-52 saw its first combat missions as part of Operations Rolling Thunder (March 1965) and Arc Light (June 1965). Later that year, several B-52Ds underwent Big Belly modifications to facilitate the aircrafts use in carpet bombing. Flying from bases in Guam, Okinawa, and Thailand, B-52s were able to unleash devastating firepower on their targets. It was not until November 22, 1972, that the first B-52 was lost to enemy fire when an aircraft was downed by a surface-to-air missile. The B-52s most notable role in Vietnam was during Operation Linebacker II in December 1972, when waves of bombers struck targets across North Vietnam. During the war, 18 B-52s were lost to enemy fire and 13 to operational causes. While many B-52s saw action over Vietnam, the aircraft continued to fulfill its nuclear deterrence role. B-52s routinely flew airborne alert missions to provide a rapid first strike or retaliation capability in case of war with the Soviet Union. These missions ended in 1966, following the collision of a B-52 and a KC-135 over Spain. During the 1973 Yom Kippur War between Israel, Egypt, and Syria, B-52 squadrons were placed on a war footing in an effort to prevent the Soviet Union from becoming involved in the conflict. By the early 1970s, many of the early variants of the B-52 began to be retired. With the B-52 aging, the USAF sought to replace the aircraft with the B-1B Lancer, however strategic concerns and cost issues prevented this from occurring. As a result, B-52Gs and B-52Hs remained a part of the Strategic Air Commands nuclear standby force until 1991. With the collapse of the Soviet Union, the B-52G was removed from service and the aircraft destroyed as part of the Strategic Arms Limitation Treaty. With the launch of the coalition air campaign during the 1991 Gulf War, the B-52H returned to combat service. Flying from bases in the United States, Britain, Spain, and Diego Garcia, B-52s conducted both close air support and strategic bombing missions, as well as served as a launch platform for cruise missiles. Carpet bombing strikes by B-52s proved particularly effective and the aircraft was responsible for 40% of the munitions dropped on Iraqi forces during the war. In 2001, the B-52 again returned to the Middle East in support of Operation Enduring Freedom. Due to the aircrafts long loiter time, it proved highly effective in providing needed close air support to the troops on the ground. It has fulfilled a similar role over Iraq during Operation Iraqi Freedom. As of April 2008, the USAFs B-52 fleet consisted of 94 B-52Hs which operate from Minot (North Dakota) and Barksdale (Louisiana) Air Force Bases. An economical aircraft, the USAF intends to retain the B-52 through 2040 and has investigated several options for updating and enhancing the bomber, including replacing its eight engines with four Rolls-Royce RB211 534E-4 engines. General Specifications of the B-52H Length:  159 ft. 4 in.Wingspan:  185 ft.Height:  40 ft. 8 in.Wing Area:  4,000  sq. ft.Empty Weight:  185,000 lbs.Loaded Weight:  265,000 lbs.Crew:  5 (pilot, copilot, radar navigator (bombardier), navigator, and electronic warfare officer) Performance Power Plant:  8 Ãâ€" Pratt Whitney TF33-P-3/103 turbofansCombat Radius:  4,480 milesMax Speed:  650 mphCeiling:  50,000 ft. Armament Guns:  1 Ãâ€" 20 mm M61 Vulcan cannon (remote controlled tail turret)Bombs/Missiles:  60,000 lbs. of bombs, missiles, mines in numerous configurations Selected Sources US Air Force: B-52 StratofortressFAS: B-52 StratofortressGlobal Security: B-52 Stratofortress

Financial Crisis Research Paper Example | Topics and Well Written Essays - 500 words

Financial Crisis - Research Paper Example Researchers point to missteps by the government, starting from a loose-fitting economic policy and a deviation from the historical principles for putting interest rates in place (Taylor, 2008). Some experts believe that such a financial meltdown was bound to happen as a result of the unpreventable problems brought about by capitalism (Foster & Magdoff, 2009). Still, others blame the financial crisis to a domino effect caused by financial mismanagements in other parts of the world (Obstfield & Rogoff, 2009). At any rate, there is a general agreement that the financial crisis was caused and even prolonged by lapses in the economic policies set forth by the government (Taylor, 2008; Foster & Magdoff, 2009). History serves a lesson that was not well-learned from the time of the Great Depression. John Maynard Keynes, one of the foremost economic minds of history, argued that underemployment was inevitable in a capitalist economy as it results from a savings-and-investment mentality of market players (Foster & Magdoff, 2009). Despite these earlier warnings, the US government still championed the capitalist environment, employing free market at most levels of the economy. Unfortunately, such a scenario led to misdiagnosis of bank credit markets which consequently led to an inappropriate liquidity-focused rather than risk-focused response (Taylor, 2008). Moreover, the government further made a series of wrong decisions by raising real estate values, tightening credit qualifications and inequitable support to financial institutions (Obstfield & Rogoff, 2009). Undoubtedly, the financial crisis of the 2000’s affected not only the US but worldwide economies as well as it continued a chain reaction which started off around the 1980’s (Foster & Magdoff, 2009). The disastrous effect was felt in the whole country as businesses started to close and mass layoffs occurred. People were driven out of their homes and found it extremely

Multinational Enterprise (U.S.A) Essay Example | Topics and Well Written Essays - 3250 words

Multinational Enterprise (U.S.A) - Essay Example With a total area of 9,831, 513 square kilometers (Census bureau, 311), the United States is the third largest country in the world after Canada and the Russian Federation. The large stretch across the North American continent makes the country experience different kinds of climate and thus different types of vegetation. The region is thus a home to various species of plants and animals. This is a contribution towards being the country with the largest economy in the world. According to Population Reference Bureau (para.1), the US â€Å"is the third most populous country in the world after China and India† (See Appendix 2). The 2010 population census showed a figure of about 308 million and the population is currently estimated to be about 311 million (Population Reference Bureau, para.1; US Census Bureau, para.1). The population consists of individuals from diverse culture due to the slave trade that brought individuals from across the world into the country in the middle of the second millennium. There are Americans of African, Asian, Spanish, Mexican, or French origins that came into the country either as the conquerors or as slaves that were brought in to promote the agrarian and industrial revolution that was already taking place in the region. The presence of different cultures in the United States also led to different languages being spoken in the country. English is the most popular language in the country (Schmidt, 1). There are other languages like French, German, Spanish, and many others spoken in the country (See Appendix 1). For some period after the Second World War, a Cold War was experienced between the United States and the Union of Soviet Socialist Republic. USA was and remains to be a capitalist state whereas USSR was a communist state. The two federal states were fighting for allies from different countries and the power to monopolize the economy of the world. Each of the countries had expertise in the development of war weapons and was a threat to each other’s power to rule the world. The collapse of the Soviet Union in early 1990s led to the emergence of the United States as the worlds’ super power. Introduction A multinational enterprise (MNE) or Multinational Corporation (MNC) is an organization that operates or conducts business across two or more countries. The company produces its products and services and delivers the products/services to different countries. The organization usually has its central place of operations (the head quarter) located in one country called the home country and operates in other countries referred to as host nations. As globalization increases with an increase in competition in the local and global markets, most large organizations strive to establish themselves in other countries that perhaps may have better market opportunities, availability of materials for the production of the products or cheap labor that reduces the cost of production. The increased deregul ation and liberalization of local markets across the globe has attracted foreign investors into other countries in search of new market opportunities, raw materials that are readily available and cheap labor in these regions. In many cases, the developed nations are the source countries for most of the foreign direct investment as they have well established