Cellulite Essay -- Health Fat Diet Essays

Cellulite In society today it seems the goal of many Americans is to be thin. In their hope of achieving this so-called perfection, it means taking extreme measures to get there. A common complaint of most women in their quest for thinness is trying to combat cellulite, a word that makes them cringe. It seems to plague women (rarely ever effecting men) of all shapes and sizes and usually resides in the hips, thighs and buttocks regions, and sometimes even the triceps and lower abdomen areas. By common definition, "cellulite is lumpy unevenly distributed bulges of fatty tissue which often have a cottage cheese consistency. It is composed of gel-like lumps of water, fat and residues of toxic substances that should have been eliminated from the body." (http://www.beautiful-body.com/) So in other words, cellulite is the way in which fat is arranged underneath the skin. Its lumpy appearance is due to fatty tissue trapped in spaces between connective tissues called septa. The amount of cellulite an individual has is mostly due to genetic composition. Cellulite is extremely difficult to get rid of because it is caused by excess fat whose surrounding net-like fibers are very weak. This causes the fat to bulge in between the fibers and under the skins surface, making it a multi-faceted problem. During the 90's new revolutionary treatments for cellulite are invented every day. Because cellulite is so difficult to lose, women are willing to try almost any solution even if it sounds ridiculous. Today the methods are endless, beginning with unbelievable thigh creams that claim to reduce the size of your thighs. Next, salons are performing cellulite massages and using body wraps to change the appearance of cellulite. Liposuction and ... ...nd exercise regimen, that includes the combination of an aerobic, anaerobic, and nutritional combination. Many of these other miracle treatments are still in their preliminary stages of testing, and it is not proven whether any of them are really safe or effective. Even though the public is desperate to be cellulite-free, the quest to battle the dimple is not considered to be a medical problem; therefore, there is little research done to assist the public in finding the most accurate information. In reality I think the public already knows that a dream cream or a leg massage sounds too good to be true, and it is. After all the websites I found with miracle cures for cellulite, hopefully someone will read this and not waste their time or money finding a silly solution. Diet, exercise, and drink water regularly, and do the best you can with your inherited genes!

Technical communication in english

Ping Dunn Technical Communication – definition ETC is the theory and practice of effective info exchange at work- working communication ETC is a sub-discipline of communication studies (CSS) that deal with the processes of transmitting or exchanging info other sub-dish. Mass communication, mass media com, business com, health com, etc. ETC Is more general In theory than other sub-disciplines of CSS mass, health and business com deal with only one profession ETC is widely applied to the com. Activities In many professions except literature The reminisces and skills of ETC Is also applicable In other languages, not only English The purposes: 2 major – to inform- enables audience to understand info -to persuade – to convince audience to accept Idea ETC is not for the purpose to appreciate art or literature or drama What is effective communication? II. Features of modern communication Our age is the age of info. No technology – no work, life.Typical features o f MS – we have too much Info to deal with – we have to handle multidisciplinary info that we do not understand We cannot hanged the features in modern communication But we can change out language to make it work for us. We can make It simpler and easier. How to improve our language for effective communication? Ill. Pragmatic rules In ETC Deft: Rules of Language in use concerning the application of language audiences – in specific contexts – for particular purposes These rules work In specific conditions – to intend Rule 1: Follow the time order in process description: what happens first, comes first. OFF There exist different pragmatic rules of language in specific contexts. Sentences of he same meaning but different structures may affect the efficiency of communication. The objective of ETC is to put the pragmatic rules into practice so as to increase the efficiency of communication at work. IV. Three Essential Criteria of ETC 1. Comprehensibility 2. Usability 3. Accessibility 1 .Comprehensibility (easy to understand) Expressing info so the audience can understand it quickly and accurately English thinking process is lenient – like a line – easier to understand the Active better than the Passive Passive voice slows down thinking process and decreases efficiency Rule 1: Avoid using passive voice whenever possible Rule 2: Avoid using the â€Å"weak-verb + multinational† structure Rule 3: Avoid using noun-string pre-modifiers To increase comprehensibility of info you should learn technical rhetoric in writing. . Usability (Easy to use) Definition: Expressing your idea in a way that the audience can follow it to complete the task. Readers of MAT fall into three categories – professionals of the discipline – professionals of related disciplines – general readers or average people Technical writing is a writer-responsible writing It is the writers' responsibility to make their writing easy for all readers to use.To make your writing useful to the reader, you should conduct audience analysis: audience's education: write according to the lowest level education of your predicted audience; professional experience, cultural background, emotion and motivation: be reader-friendly, know your audience 3. Acceptability (Easy to find) Definition: Enabling your audience to find what they want quickly and accurately from large amounts of info. 1. A world-wall writing 2. A structured-writing or info-map

The Battle of the Little Bighorn

In 1861 the US government introduced the reservation solution. Plains Indians were to be moved to designated areas known as reservations. There they would receive payments from the government and be taught the ways of the white men. However the Indians who refused to surrender their lives and the Grace land that they and their brothers had lived upon, long before the white men's unexpected arrival, soon disrupted this plan. The breaking of the treaty, which prevented white settlers to settle upon their land, and also them passing through it, angered Red Cloud. There were many Sioux attacks on travellers. These attacks went on for many years, until 1866. The US army ignored their accusations and set up forts along the reservation, to prevent further attacks. Red Cloud in disgust attacked the army. The forts, which had been built upon the Bozeman trail, were soon under siege. The Sioux alone were not strong enough to capture the forts, which were equipped with weaponry the Plains Indians had rarely see before, Rifles. Red Cloud kept a force of several Sioux Bands and had also allied with the Arapaho and the Cheyenne. The incentive, of their livelihoods spurred them on. They fort for many months. Red Cloud also had the vision to try and persuade the Crow, traditional enemies of the Sioux, to fight with his people. Although this did not happen, Red Cloud and his people fought on. In 1868 the government admitted that the Indians could not be defeated militarily. So the Us government signed the treaty of Fort Laramie, which saw the creation of the great Sioux Reservation. No non-Indians were to set foot inside this reservation. As soon as the army had left, the forts were burnt to the Ground. It was the start of many years of peace for Red Cloud. However not all of his people agreed with the life that they had been hand fed. Red Clouds power decreased and the Sioux now looked towards the more militant leaders such as Sitting Bull and Red Cloud. However there were worse times to come for the people of the Sioux. The Peace Treaty could not be maintained forever, could it? In 1874 a man by the name of George Armstrong Custer led the seventh Cavalry to the Black Hills, to see whether the area held, the shiny stone that the White Men craved. In doing this he broke the Peace Treaty of Fort Laramie, which had been signed 6 years earlier. Custer had found Gold, hills full of it, ‘From the grassroots down'. This enticed thousands of miners, in search of happiness to the area. The army could not prevent this, and the government did not want to. The Sioux did. The inhabitants attacked many miners. The Government of the United States offered huge sums of money, per year, to the Sioux, in return for the rights to the Gold that they were obviously not using! But the Indians were not interested in round pieces of metal, that the white men exchanged and they were bot willing to give up the Birthplace of their people up easily. In December 1875 all Sioux were ordered to return to their disturbed reservation. The Indian numbers made this hard. There were reported to be 7000 Indians, amongst them Crazy Horse and Sitting Bull. Sitting Bull refused to agree to reservation life, and so many Sioux looked upon him as their new leader. February 1876 saw the army been ordered that any Indians that was not inside the reservation were to be treated as Hostile. This led to a three- pronged campaign, ordered by General Philip Sheridan. The campaign that followed led to the Battle of the Little Bighorn. Bighorn being the mountain ranges where the battle was to take place. And so George Armstrong Custer and his 7th Cavalry set out along with two other parties to force the Indians back to their reservations. Custer rode along the Rosebud River with the men he had been allocated by General Terry. Whilst riding into position, Custer spotted the Sioux village about 15 miles ahead. Custer contemplated attacking, ignoring the conversation he had had with General Terry earlier, Terry: â€Å"Don't be greedy, wait for us† Custer: â€Å"No, I won't Little did any of them know, that this would be one of the most controversial and misinterpreted conversations, ever made? Custer ignored Terry's orders and prepared to fight. He split his battalion up in three, and planned to send troops under Captain Frederick Benteen, who was ordered to prevent the Indian's usual tactic or escaping. Another group of men were given to Major Marcus Reno, who was to pursue the group. Custer hoped to attack the camp from the North and South Simultaneously. By looking at the tactics he pre-prepared, you would come to the conclusion that he was a very intelligent man, with a lot of experience and will power. However, he was soon to realise that these tactics were not properly thought out, in fact they were soon to be the biggest mistake of his life. A life that, would not see another battle, or another day. Custer had not used his Scouts well; he had barely used them at all. He had Indian Scouts from the enemy tribe of the Sioux, who could of told him a great deal about the strength of the Indian Camp he was preparing to attack, about the firepower of the Indians and the terrain that surrounded the camp. Custer sidelined the scouts, he was the man that ran the show, he knew everything, and he was the noble and brave war veteran. Well, at least this is what he had thought, and if truth were told, so did his men. They had not lost under Custer; he was a respected and experienced Indian fighter. He had never needed scouts before, why was this battle going to be any different? He needed Scouts, especially ones who could blend in, and this would be different. Little did George Armstrong Custer know that the Indian camp he was about to attack with only his battalion was three times his strength, containing not only Sioux, but also Cheyenne warriors. Custer' s plan was put into action: Reno's squadron of 175 soldiers attacked the northern end of the camp. Quickly finding themselves in a desperate battle with little hope of surviving, Reno halted his charging men before they could be trapped and killed, they fought for ten minutes in un-orderly state, hoping that it wasn't going to be their scalps upon the mass of tee-pees they saw before them. Reno withdrew his men into the woods that lined the river. When that position proved indefensible, they retreated uphill to the bluffs east of the river, pursued hotly by f Cheyenne and Sioux Warriors. Just as they finished driving the soldiers out, the Indians sighted roughly 200 of Custer's men coming towards them, through the tough terrain at the other end of the village. This then took the pressure off of Reno's men. Cheyenne and Hunk papa Sioux together crossed the river and locked horns with the advancing soldiers, forcing them back to a high ridge to the north. Meanwhile, another force, largely Oglala Sioux under the command of Crazy Horse, swiftly moved downstream and doubled back in a sweeping arc. This boxed the un-defeated men of the 7th cavalry enveloping Custer and his men in a pincer move. The Indians began pouring in gunfire and arrows. Gunfire came from Winchester repeating Rifles. Rifles that they traded with white men for fur. The exact rifle that Custer had ordered to be left behind, as this would hold his men up, in a battle where, he thought, guns were not necessary. Custer thought a lot of things would weigh him down. The gattling Guns, Sabres and extra troops for example. All because he thought they'd slow him down. But how much he would of wanted them despite their ‘weight', whilst surrounded by the ‘savages' he had promised to leave in peace. The peace was broken, and so was Custer's plan. As the Indians closed in, Custer ordered his men to shoot their horses and stack the carcasses to form a wall, but they provided little protection against bullets. In under an hour, Custer and his men were killed in the worst American military disaster ever. Proving that Custer was greedy and Custer didn't wait. There were many factors that led to the defeat of Custer. However by reading the facts about the war, above, you can see that Custer eyes were clouded over. An urgency to go down in American history as the noblest man, the greatest Indian slayer and most of all The President of the United States. A great Indian slayer should be able defeat a camp of Indians on his own? This was why George Custer did not use Scouts. Therefore he ran into a camp that was 3 or 4 times larger than he had first anticipated. So the men he obtained, of which he thought he had sufficient were out numbered 3 to 1. This obviously was a huge factor to why he and his men were slain. He did not expect to come across a camp of this size, let alone a camp that were equipped with a greater fire power than his squadron. This was another factor. Custer had not expected the Indians to have Guns as well as the knifes and bows and arrows they were expected to own. This meant Custer's men were facing 3 times as many warriors as he had, who were more equipped in the white mans fire arms than them. Having known this a war veteran would have surely come up with alternative tactics. So you see, lack of and misinterpreted information led to unsuitable tactics. It was like a chain of events. Lack of knowledge meant lack of weapons and firepower, which meant poor tactics. This lack of knowledge could have so easily been avoided, by sending out some of their many Indian Scouts. Who could have quite easily got an insight into the size and firepower that the rival Indians had. But Custer' eyes were clouded with greed, he needed no scouts. Custer definitely went down in history. He went down as the General who led his men into worst military disaster in American History. What happened to the Sioux after the battle? Although the Indians won the Battle of the Little Bighorn, it was not a major event in Sioux history. Knowing that there would be severe punishment for their victory, the Indians immediately split up and traveled on so that the U. S. Cavalry would have a difficult time trying to find them. Eventually, they would be forced to live on reservations as their land went into the hands of the U. S. government for mining and farming. Something the Indians did not do or intend on doing. They had fought hard in a losing battle. They had success in the Battle of the Little Bighorn, but had lost their way of life. Their victory attracted even more discrimination and racism and gave the white men an extra incentive to wipe out the Plains Indians altogether. They would now be forced to live as the white men, be taught to farm crops and live in captivity. Some Indians killed themselves rather than live a false life with their humiliated and half annihilated brothers. So the Battle of the Little Bighorn was not really a victory for the Indians. They had fought with their lives, and what had they won, a life of shame, cruelty and eventually death. The reward for their victory was nothing.

Definition and Example of a Markov Transition Matrix

Definition and Example of a Markov Transition Matrix A Markov transition matrix is a square matrix describing the probabilities of moving from one state to another in a dynamic system. In each row are the probabilities of moving from the state represented by that row, to the other states. Thus the rows of a Markov transition matrix each add to one. Sometimes such a matrix is denoted something like Q(x | x) which can be understood this way: that Q is a matrix, x is the existing state, x is a possible future state, and for any x and x in the model, the probability of going to x given that the existing state is x, are in Q. Terms Related to Markov Transition Matrix Markov ProcessMarkov StrategyMarkovs Inequality Resources on Markov Transition Matrix What is Econometrics?How to Do a Painless Econometrics ProjectEconometrics Term Paper Suggestions Writing a Term Paper or High School / College Essay? Here are a few starting points for research on Markov Transition Matrix: Journal Articles on Markov Transition Matrix Estimating the Second Largest Eigenvalue of a Markov Transition MatrixEstimating a Markov Transition Matrix from Observational DataConvergence across Chinese provinces: An analysis using Markov transition matrix

Essential Components of Guided Reading

Essential Components of Guided Reading There are three essential elements in Guided Reading, they are before reading, during reading, and after reading. Here we will take a look at teacher and student roles during each element, along with a few activities for each, as well compare the traditional reading group with a dynamic guided reading group. Element 1: Before Reading This when the teacher introduces the text and takes the opportunity to teach students before the reading begins. Teachers Role: To select an appropriate text for the group.Prepare an introduction to the story they are going to read.Briefly introduce the story to the students.To leave a few questions unanswered that can be answered throughout the story. Students Role: To engage in a conversion with the group about the story.Raise questions about the story to be read.Build expectations about the text.To notice information in the text. Activity to Try: Word Sort. Choose a few words from the text that may be difficult for students or words that tell what the story is about. Then have students sort the words into categories. Element 2: During Reading During this time when students are reading, the teacher provides any assistance that is needed, as well as records any observations. Teachers Role: Listen to the students while they read.Observe each readers behavior for strategy use.Interact with students and assist when needed.Observe and make notes about individual learners. Students Role: Read the text to themselves quietly or softly.To request help if needed. Activity to Try: Sticky Notes. During reading students write down anything that they want on the sticky notes. It can be something that interests them, a word that confuses them, or a question or comment they may have, anything at all. Then share them as a group after reading the story. Element 3: After Reading After reading the teacher talks with students about what they have just read and the strategies that they used, and leads students through a discussion about the book. Teachers Role: Talk about and discuss what was just read.Invite students to respond or add details.Return to the text for teaching opportunities such as to find answers to questions.Assess student understanding.Extend the text by providing activities such as writing or drawing. Students Role: Talk about what they just read.Check predictions and react to the story.Revisit the text to answer questions prompted by the teacher.Reread story with partner or group.Engage in additional activities to extend learning about the story. Activity to Try: Draw a Story Map. After reading, have students draw a story map of what the story was about. Traditional Versus Guided Reading Groups Here we will take a look at traditional reading groups versus dynamic guided reading groups. Heres how they compare: Traditional groups focus on the lesson, not the student - while guided reading focuses on the student, not the lesson which will actually help the student learn and comprehend the lesson plan quicker.Traditional is grouped by general determination of ability - while guided is grouped by specific assessment for strengths and appropriate level of the text.Traditional groups the teacher follows a prepared script - while in guided the teacher is actively engaged with the text and the students.Traditional reading groups focus on decoding words - whereas guided reading groups focus on understanding the meaning.In traditional reading groups, the words are taught and skills are practiced in workbooks - whereas in a guided reading group the teacher builds meaning and language and skills are incorporated into the reading, not with workbooks.Traditional reading groups students are tested on their skills - whereas in dynamic guided reading groups students assessment is ongoing and througho ut instruction. Looking for more reading strategies to incorporate into your classroom? Check out our article on 10 reading strategies and activities for elementary students.

Brand and its audience and the proposal and justification of a set of Essay

Brand and its audience and the proposal and justification of a set of marketing communications to enhance the brands equity with its target publics - Essay Example Tiger Beers global flavor pleases their palate. Majority of the Tiger Beer market is composed of the younger age brackets representing a potential increase in demand in the future. This market segment holds 35 percent of the UK population (National Statistics, 2009). The taste preference of UK people is also a consideration for Tiger Beer. The crisp, sweet beer offered is especially catered to the UK taste. More choices in terms of flavor offerings is now the name of the game with UK taste buds becoming harder to please and more fickle. The bulk of customers who purchase Tiger Beer, come from the class C socio-economic level, who are composed of lower C or middle income earners. Even in bars that are in high-end market locations, the bulk of customers drinking Tiger Beer are people of average income who are looking for a different taste away from the usual Carlsberg or Heineken. Employees and blue collar workers treat themselves to Tiger Beer because of its relatively affordable price, distinct taste, and colourful design. Furthermore, UK people love to drink and since are they are naturally collectivistic and fond of group gatherings, beer is their means of getting together to talk and mingle with others. In fact, beer has been one of the bases of the UK men’s social life (Tai, 2008). Brand Positioning can be defined as the particular position in which the brand defines itself as capturing in the competitive field (Kotler, 2004). Positioning refers to differentiating brand attributes, consumer benefits and target segments, individually or collectively. With regard to Tiger beer, the beer market that Tiger beer is positioned towards can be defined by its appeal to a specific market segment, its unique taste and lower price. Tiger Beer has been very profitable in the UK, because the brand has employed the British appeal for the exciting and unusual to its advantage.

Minerals Essay Example | Topics and Well Written Essays - 1000 words

Minerals - Essay Example This paper describes the classifications of minerals. Minerals can be classified according to various physical characteristics such as hardness, luster, and even their color. They can also be classified by their chemical and reaction properties. These properties can help identify unknown minerals, as well as identifying the minerals in the composition of an unknown rock. All of these characteristics are used in the helping of classifying and organizing the wide array of different and unique rocks and minerals that are found above, below, and hidden throughout the physical boundaries of planet Earth. To be truly classified as a mineral, the substance must be a â€Å"solid and have a crystal structure. It must also be an inorganic, naturally-occurring, homogeneous substance with a defined chemical composition†. A crystal structure is a specific arrangement of atoms inside the mineral. Crystal structures can be seen using X-rays if the mineral composition is too small. There are over 4,000 different types of minerals, of these 150 called "common," 50 are "occasional," and the rest are "rare" to "extremely rare". The first physical classification of minerals is the factor of crystal structure. A mineral may have a small or large crystal structure, and the size, shape, and grain type of the crystal all can help classify the mineral. The second physical classification is the hardness of the mineral. With a diamond being the hardest mineral, and talc being the softness, a scale is used to determine where a mineral’s hardness lies.