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Subject Just keep pasting
Date
Sun Sep 6 2009 16:57
Author Magilla Gorilla
(I_saw_you_shit_your_shorts@youareaperv.com)
File: wtf is that.bmp
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University students often reference sample literature reviews in order to learn more about how to write literature reviews. Indeed, students in English courses will have to write many literature reviews over their course of their academic study. Literature reviews not only give students an opportunity to read a particular literary work, but they also encourage the student to think critically about that work and the elements and tools that the author used.
By looking over sample literature reviews, students can learn more about what kind of content belongs in literature reviews and what kind of format and flow these reviews often have. Also, sample literature reviews can help students to become familiar with the writing style of literature reviews, which is both informative and opinionated.
In order for students to find the right sample literature review for their project, they need to first understand the topic that they need to write about. The topic will directly relate to the literary work that they need to cover in the literature review. Often, students benefit by accessing sample literature reviews that are specifically written on a student's topic. That way, students can see how other students have worked with the same information.
Some students use sample literature reviews as the basis for their own literature reviews. In such a case, the student may use the sample literature review as a first draft of his or her own work. The student may edit the review significantly or only slightly. However, students need to be sure that they are not violating an honor code by using sample literature reviews as the basis for their own work.
Other students use a sample literature review for their research. They might take the literature review into account when trying to think more about themes and other literary devices that an author used. In such a case, the student should be sure that the information in the sample literature review is accurate and complete.
Some students confuse literature reviews with other types of documents that are generally used in English courses, such as a book reports. Reviewing sample literature reviews can help students to learn the difference between book reports and literary reviews. However, in general, a book report is a factual recount of tools and facts that are conveyed in a piece of literature. A literature review is a forum for students to discuss how successful the author used these tools to convey ideas and facts and is usually from the student's point of view.
Blind Spot Enlargement in Non-Athletes
Abstract
Everyone has a blind spot in the visual field caused by an absence of nerves on the retinal wall where the nerve ganglia enter. Our brains "correct" this blind spot by filling-in the missing information so that we do not notice the blind spot in normal, daily activity. There have been a few studies conducted to determine how the brain compensates for the phenomenon.
Recent studies indicate that in certain people seeking chiropractic treatment, unequal blind spots result from muscoloskeletal misalignments. This research has been controversial; however, it brings up several interesting questions. There are conditions that can damage the retina, causing blind spots in the visual field. It is generally assumed that athletes maintain a better level of general health, via exercise and a healthier diet, than those who do not engage in athletic pursuits.
This study used blind spot mapping techniques of the chiropractic industry to map the blind spots of 10 athletes and 10 non-athletes. The blind spots of athletes and non-athletes showed a statistically significant difference.
Introduction
Every eye has a blind spot .The blind spot is the hole in the retinal wall where the nerve ganglia pass though. This area of the retina contains no photoreceptors and therefore creates a black spot in every person's vision. The gap created by the blind spot is approximately 6 degrees of the total visual field, which is a large area, relatively speaking. We do not see this area in our normal functioning because our brain has a mechanism for "filling in" the missing information. The information that would normally be received by the blind spot is projected onto the other eye and the brain essentially "averages" the image (Lou and Chen, 2003).
The blind spot in physical structure and given the normal variances in human physiology, it would be expected that there would be little variation in the blind spot from person to person. However, there are certain conditions that could cause damage to the retinal wall, thus causing nerve damage to he photoreceptors, thus causing a blind spot. This damage may cause an additional blind spot in the visual field; of if damage occurs to the retina surrounding the natural blind spot, the natural blind spot could essentially be enlarged. (Windsor and Windsor, 2003; Hall, 2003; and Seddon and Kuijk, 1998).
There are several factors that can effect eye health, such as nutrition and general health. It is generally assumed that athletes have an overall healthier lifestyle that n the general public. They are assumed to engage in habits that promote good health such as eating more nutritiously, exercising and maintaining a generally higher level of health than the general public. It is therefore the premise of this study that athletes would be expected to have fewer eye-related health problems and that these problems would result in fewer visual blind spots or smaller naturally occurring blind spots than in non-athletes.
This study will use methods for mapping blind spots in the chiropractic field to measure the blind spots of a group of athletes and a group of nonathletes. This research will support the hypothesis that the group of nonathletes will be found to have larger blind spots due to decreased general health.
Literature Review
The existence of a blind spot in each eye is a naturally occurring anatomical trait and therefore has received very little academic attention in itself. There has been limited attention to the study of how our brain "compensates" for this phenomenon, however, once explained, it received very little attention. The blind spot can be located if a person trains their attention to it. There is a simple visual test; contained in APPENDIX I that can help a person "see" the blind spot in their right eye.
There have been a group of chiropractors that claim that in persons with certain musculoskeletal misalignments, the blind spot in each eye is unequal. They also claim that adjusting the spine can alleviate this condition. This research will not attempt to confirm or deny these claims, but will rely on techniques derived from the practice of "blind spot mapping" or develop a method for testing the blind spots of a group of athletes and a group of nonathletes. No similar studies could be found, save for one study conducted by an ophthalmologist, using opthamological equipment to assess general retinal scarring in certain persons diagnosed with opthamological disease (Cai and Cavanagh, 2002).
Chiropractors have developed a technique, primarily to be used as a diagnostic technique to detect what they claim is an "unequal blind spot" in the eyes. The claim that an enlarged blind spot can diagnose a malfunction in the brain. These studies have come under heavy criticism as there are several illogical arguments posed by them (Hall, 2003). Hall finds several areas of contention in the design of these experiments. In addition, several chiropractors claim to "cure clumsiness" by increasing the peripheral vision of patients. These claims are completely unfounded, as the blind spot is located in the primary visual field, not the peripheral vision. These doctors are causing confusion with the blind spot when driving that is caused by mirrors, not the eyes (Hall, 2003). These studies have very little academic credibility, however, do provide a useful tool for mapping the blind spot of the groups being studied in this research.
It has been a long held concept that eating certain vegetables can improve eyesight. Recently, physicians have been prescribing leafy green vegetables to prevent a condition called macular degeneration. Other food have also been recently cited as having health benefits for the eyes such as egg yolks, orange juice, and corn (Seddon, and Kuijk, 1998). Macular degeneration causes blindness by the development of "macular hole," which consists of patches of dead nerves on the retinal well, thus creating blind spots.
It is generally held that athletes tend to follow a more nutritious diet than the non-athletic population. The typical athletic diet is high in carbohydrates, proteins and a balance of the necessary vegetables to maintain overall health. This improved diet has been shown to have a number of health benefits. Athletes are expected to have an improved diet and improved general health as compared to the average population. Therefore, it could be expected that there would be fewer eye problems than in the general population. One effect of this improved eye health would be the occurrence of smaller natural blind spots, due to less scarring from disease, and the occurrence of fewer extra blind spots on the retinal wall. This will be the focus of this research, to detect an improvement in eye health by measuring the size and occurrence of blind spots in a population of athletes and a population of non-athletes.
Methodology
The measurement instrument used in this experiment was a modified version of the blind spot mapping technique used in chiropractic practice. Extra controls from above those described in the literature were instituted to insure greater precision of measurement. The blind spot mapping technique was described in Hall, 2003. It may be noted that opthamologists have a more precise technique for blind spot mapping, but that technique requires a completed degree in opthamology and requires very expensive equipment. This technology was not available for purposes of this study. The technique used was simplistic in design, yet accurate enough to obtain meaningful results.
Test subjects for this study were recruited from senior members of the varsity football team and persons in the general campus population. Senior members of the varsity football team were used due to the assumption that they would be the most likely to adhere to the rules of good nutrition, exercise and general health that were required for dependent variable of this study. The control group consisted of ten general population students, who were screened by asking them if they were involved in regular exercise activity. Test subjects for the control groups were chosen who did not participate in exercise programs.
An apparatus of measurement was devised. The blind spot can be visualized in the following manner. The set of spots in Appendix I can be used to find the blind spot for the right and left eye. The test was set up as in APPENDIX II with the subject sitting at a table. A box was used to rest the chin, so as to maintain a steady height. The subject was instructed to place his chin on the box and look at the screen. They were instructed to keep their head a still as possible once the test has begun.
One set of dots was cut out and mounted in a piece of poster board. An identical set of dots was made for each eye. This was mounted to a board that could be moved closer and farther from the subject until the proper distance for that blind spot could be located for each subject. This was necessary, as everyone's blind spot would be in a different place.
The subject was told to sit on the chair and place their chin on the box and to stay as still as possible. They were told to cover the right eye and fixate on the cross, appropriate for that eye. They were not to move their head, just fixate using their eyes. An assistant would slowly move the screen farther away or closer to the subject until the subject indicated that the large dot had disappeared and the ground appeared solid white. This is where the blind spot is located.
As assistant moved a sharpened pencil horizontally in front of the paper until the tip of the pen disappeared from the subject (was in the blind spot). The assistant then moved the pen horizontally across until the tip reappeared. The subject would indicate that the tip had reappeared and the assistant would mark a dot at the point of reappearance. This process was repeated in a pattern of compass points, starting from the blind spot each time. This process was repeated for the other eye using the appropriate image. This created a picture of the blind spot and the area of the blind spot could be calculated in centimeters. An example of the test results can be found in APPENDIX III.
Results
When the tests were completed, the average radius of the blind spots was estimated using a compass. The radius of the circle was taken as an average of the points from the center. The following raw results were found for the two groups. Results expressed in r-values of the circles.
The difference between the means is 0.15. A p value of a one-tailed z-test was set at 0.5 (95% confidence) with a critical value of 1.65. The z value for these two groups was 1. This would indicate a statistically significant test result and did indicate that the blind spot radius of athletes if significantly smaller than that of non-athletes.
Discussion
The results for this research indicate a significant difference in the radius of the blind spot between athletes and nonathletes. This would tend to support the hypothesis that athletes have smaller blind spots than non-athletes do. It can then be theorized that these differences are due to better eye health. However, before we draw this conclusion it must be noted that the sample size in this research was extremely small for this type of study. Different results may be obtained from a larger sample size. In addition, subjects were not screened for diet, exercise, and general health. Caution must be taken in drawing broad conclusions from this research due to these factors. However, the results will be helpful in further research design. Further research should be done on the subject. A screening survey of the subjects would be helpful in isolating the dependent and independent variables. This survey would include questions on diet exercise and general health.
There are several factors that may explain the results obtained. Cai and Cavanagh (2002) found that a condition called acute idiopathic blind spot enlargement syndrome (AIBSE) would cause a similar result in these patients. A swelling in the optic disc from infection can also cause an enlarged blind spot (Fletcher, 1988). A fungus called Histoplasma capsulatum causes scarring to the retina and can cause an enlarged blind spot. However, this is an unlikely cause as one must be exposed to large amounts of bird droppings to contract it (Windsor and Windsor, 2003). In order for future tests to be more conclusive, these conditions must be ruled out as a cause.
In conclusion, the results of this research support the hypothesis that athletes have a smaller blind spot than non-athletes do. Although this may lead us to the conclusion that this is due to better diet and general health. This conclusion must be taken with caution. Due to the small sample size and failure to eliminate certain confounding variables, this conclusion must be made in a guarded fashion. This research will prove useful in the conduct of future research design. It was helpful in designing a simple and effective instrument of the measurement of this phenomenon. Future research should expand on these results and attempt to account for variables that were beyond the scope of this project.
Works Cited
Ballantyne, R. About that Squinty Eye. [Online] http://www.ballantyne.com/rjb_resume/Squinty.html accessed March 2003.
Cai, R. H., & Cavanagh, P. (2002). Motion interpolation of a unique feature into stimulus gaps and blind spots Journal of Vision, 2(7), 30a, http://journalofvision.org/2/7/30/ accessed March, 2003.
Fletcher WA, Imes RK, Goodman D, Hoyt WF. Acute idiopathic blind spot enlargement: a big blind spot syndrome without optic disc edema. Arch Ophthalmol. 1988;106:44-49.
Hall, H. Blind Spot Mapping. Chirobase.org. March 2, 2003. [Online] http://www.chirobase.org/06DD/blindspot.html March 2003.
Lou, L. and Chen, J. Attention and Blind Spot Phenomenology. January, 2003. Psyche 9 (02). [Online] http://psyche.cs.monash.edu.au/v9/psyche-9-02-lou.html accessed March, 2003.
Sedon, J. and Kuijk, F. Eye-Savvy Eating. Science News. August, 1998. [Online]
http://www.sciencenews.org/sn_arc98/8_15_98/food.htm accessed March, 2003.
Windsor, R. and Windsor, L. Common Visual Problems of Ocular Histoplasmosis Syndrome.
Vision World Wide. 2002. [Online] http://www.visionww.org/drswindsor- hystoplasmosis.htm March, 2003.
The Neanderthal should be Classified as a Subspecies of Modern Man
The debate on Neanderthal man's place in human evolution has continued unabated since the discovery of the first Neanderthal fossil in 1856. One camp believes Neanderthal man is a human ancestor and should be classified as a subspecies of modern manohomo sapien neandertalis. The opposition argues that Neanderthal man is a distinct species, homo neandertalis, entirely separate from modern humans. This paper seeks to prove that Neanderthal man is indeed related to modern humans by looking at key elements of Neanderthal physiology, behavior, and culture.
DNA Evidence
Recent findings on the mitochondrial DNA taken from the right humerus of a Neanderthal skeleton failed to show significant similarities with the mitochondrial DNA of modern humans. According to the study, one sequence of Neanderthal DNA shows significant variances from the same sequence in moderns. From this, researchers concluded that Neanderthals diverged about 600,000 years ago to form homo neandertalis, a genetic line separate from that of the modern homo sapien sapiens. (The Washington Post, 1997)
The study, however, was based solely on DNA from one Neanderthal individual because the genetic material is scarce and difficult to extract. One individual's DNA may be an inadequate indicator of the genetic variability within an entire species. (Shipman, 2002) Until more Neanderthal genetic material becomes available, fossil evidence remains the best source of study for on Neanderthal man's physiology and culture.
Neanderthal Anatomy
Neanderthals shared key physical characteristics with modern humans. They both have the same skeletal structures. Their brains were roughly the same size in relation to their bodies. Based on their joint structures and cranial capacities, anthropologists believe that Neanderthals were capable of doing many activities that modern humans could do. (Trinkaus and Shipman, p. 412)
Proponents of the homo neandertalis argue that Neanderthal bones were much thicker. They also point out how Neanderthal limbs were shorter in relation to a stocky torso. However, the body mass of modern humans who live in colder climates also show a similar ratio. Eskimos, for example, are typically larger and have shorter limbs compared to people from warmer climates. Similarly, animals who live in cold climates have shorter tails, ears or beaks than their counterparts in warmer areas. The shortened limbs help retain body heat. (Holliday, p. 248) Instead of evidence of a different physiology, the stocky build and shorter limbs of Neanderthal man are adaptations to their arctic living conditions, an adaptation they share with modern humans.
The Neanderthal brain volume ranges from 1200 to 1750 ml, making it 100 ml larger than the average brain of a modern human. The larger Neanderthal brain can be explained by their larger physique. (Trinkaus and Shipman, p. 144) Even today, human brain size varies according to a person's body size.
Neanderthal Culture
In addition to physiology, fossil evidence also sheds light on the human-like social behavior and cultural practices of Neanderthal man.
A study of a Neanderthal skull shows flexations at the base of the skull similar to modern humans. This means that Neanderthals had a larynx situated in the same place as humans. Unlike chimpanzees, Neanderthals had the power to enunciate a full range of vowel sounds. Like modern humans, they had the physical capacity for language. (Trinkaus and Shipman, p. 356)
Neanderthal man also engaged in a number of activities that distinguish modern humans from the rest of the animal world. For example, Neanderthal remains have been unearthed in burial sites all over Eurasia. The position of the remains demonstrates that the corpses were not simply thrown into the ground. Some graves have stone tools, animal bones and flowers buried in the ground along with the remains. In Uzbekistan, the grave of a young Neanderthal boy was encircled by mountain goat bones, horns and tools. (Trinkaus and Shipman, p. 255)
The fossil evidence shows that Neanderthals had burial rituals. This suggests an awareness of an after life. Each person had an identity that was distinct, whose passing was probably met with a sense of loss.
Adult skeletons with crippling injuries were also unearthed, indicating that Neanderthal ties were strong enough to compel them to care for injured or crippled members of their groups.
Finally, there is a plethora of evidence showing that Neanderthals and early modern humans interacted and behaved in very similar ways. Artifacts from France, for example, show that Neanderthals and early modern humans seem to have used the same caves and both hunted the same kinds of animals for food. Fossil remains of trout and other seafood indicate that both groups practiced fishing. The arrangement of fireplaces in the caves also suggest that Neanderthals smoked their catch for preservation. (Wong, 2002)
Aside from harpoons and other hunting weapons, the caves also yielded engraved art objects. Since the caves were only used as shelter during hunting trips and not as living quarters, some anthropologists believe that carrying that Neanderthals carried small art objects with them even while performing everyday tasks. Carrying such iconography may be akin to a modern human carrying a rosary. (Wong, 2002)
In conclusion, there is a wealth of fossil evidence to suggest that Neanderthal man is a subspecies of modern man, and should therefore be classified as homo sapien neandertalis. Allowing for the effects of a harsh, cold climate, Neanderthal physiology is remarkably similar to that of homo sapien sapiens. Neanderthal hunting tools and practices were similar to those of early modern humans. Neanderthals developed tools and had a capacity for language. They buried their dead, created artwork, had a concept of an afterlife and had a societal structure with strong social ties.
In both their anatomy and behavior, Neanderthal man exhibited many characteristics on which modern man bases its definitions of what it means to be human. When compared according to anatomy, behavior and cultural practices, Neanderthals bear more than a passing affinity to modern man. Hence, they belong in the human family lineage, under homo sapien neandertalis.
Bibliography
"DNA Suggests Neanderthal Not a Direct Human Ancestor," The Washington Post, 11 July 1997 sec. A, p1.
Holliday, T. "Postcranial evidence of cold weather adaptation in European Neanderthals." American Journal of Physical Anthropology 6 December 1998, p 248.
Shipman, Pat. "Special Report: Rethinking the Family Tree," World Book Online, < http://www.aolsvc.worldbook.aol.com/wbol/wbAuth/jsp/wbDisplay.jsp >, 13 November 2002.
Shipman, Pat and Trinkaus, Erik. The Neandertals: Changing the Image of Mankind. (New York: Alfred A. Knopf, 1992), p. 412.
Wong, Kate. "Paleolithic Pit Stop," Scientific American, Scientific American < http://www.sciam.com/article.cfm?colID=1&articleID=000F0825-AC71-1C72-9EB7809EC588F2D7 >, 13 November 2002.
A Business Analysis of the Object Oriented Hypermedia Design Model
This discourse will provide a brief overview of the Object Oriented Hypermedia design model and the four-step process involved in the development of the model. This section will provide an explanation for each step in the process. Then we will discuss the past, present and future business uses of the model. This will explore the importance of the model in business applications that are conducted through the Internet. We will also provide details about the compatibility of the model and compare the model to similar applications such as HDM and OOHM. Finally, we will discuss the strengths and weaknesses of the model. Including that navigational design of the model and the costly overhead and training involved in implementing the application.
There will be several types of sources used during the course of this discussion. Most of these sources will be essays and articles written by Rossi and Schwabe who invented the Object Oriented Hypermedia Design Method. In addition there will be a myriad of article written by computer programming specialists and researchers.
Brief overview of the Object Oriented Hypermedia Design Model
The Object Oriented Hypermedia Design Model uses "abstraction and composition devices in an object oriented framework to allow a concise description of complex information items, and on the other hand, allow the specification of complex navigation patterns and interface transformations." (Rossi and Schwabe 1998) OOHDM is developed through a four step process which includes; conceptual design, navigational design, abstract interference design and implementation. (Rossi, et al)
Conceptual Design Phase During the conceptual design phase the model of the application domain is created using object oriented modeling principles. The creation of the application domain determines the discourse of the application. There are two types of objects that are represented in this phase: the objects that provide computational support and the objects that will be perceived as nodes in the navigational design phase. (Rossi et al)
The navigational design phase is very important to the success of any hypermedia application because navigation is what separates hypermedia design from other applications. Navigation allows users to navigate a space created of objects. During this phase transformations are specified which determine how navigation will operate
The third phase is the abstract interface design phase specifies interface objects that are responsible for mediating user interaction with navigation objects. The interface model specifies which interface objects the user will perceive; which interface objects will activate navigation; how multimedia interface objects will be synchronized; and the interface transformations that will take place. (Rossi, et al)
During the final phase of implementation the mapping is created for the objects in the conceptual, navigational and abstract interface phases. All of the proceeding phases are done independently of the implementation platform. (Rossi et al)
Past Present and Future Business Uses
Past Uses
Theodor Holm Nelson created the Hypermedia Design Model in the mid-60's. He hoped to create a system by which the reading of different documents was not subject to sequence. (Hypermedia 2001, |1) In the past the Hypermedia model was used to simply create web-based applications. The primary use of Hypermedia was to reduce file transfer times and compile information into a format that would be accessible to people over the World Wide Web. Hypermedia also helped to create networks and early navigation systems for businesses.
The OOHDM model was created to simplify the hypermedia model and to address some of the problems presented by the model. OOHDM did this by creating a navigational system and navigational patterns that allow businesses to provide customers with valuable content over the Internet.
Present Uses
The current uses of OOHDM involve creating e-commerce solutions. E-commerce is fast becoming popular as a way of delivering of business processes and applications over the Internet. An increasing number of organizations require the performance of web-based solutions with functionality to complete commercial transactions over the World Wide Web. These transactions include the acceptance of credit cards so that customers can make purchases over the net and the ability to provide customers will valuable content information about the business. (Abrah, Fons, Pastor 2000, 2)
A well-designed application is important because business owners understand that how a Web site functions will either create repeat customers or discourage customers from visiting the site. It is essential that a Web site is easy to navigate and that it functions in an efficient manner. It is also important for a business to be able to co
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