Do Whales Drink Seawater

What do whales drink - fresh water, seawater, or nothing at all? Whales are mammals. So are we. And we need to drink lots of water - the standard recommendation is 6 to 8 glasses per day. So whales must need to drink water... or do they? Whales live in the ocean, so they are surrounded by salt water, with no fresh water in sight. As you probably know, us humans cant drink much salt water, because our bodies cant process that much salt. Our relatively simple kidneys would need a lot of fresh water to process the salt, meaning wed lose more fresh water than we were able to extract from the sea water. This is why we get dehydrated if we drink too much salt water. Staying Hydrated Although its not well known how much they drink, whales are capable of drinking sea water because they have specialized kidneys to process the salt, which is excreted in their urine. Even though they can drink salt water, whales are thought to get the bulk of the water they need from their prey - which includes, fish, krill, and copepods. As the whale processes the prey, it extracts water. In addition, whales need less water than we do. Since they live in a watery environment, they lose less water to their surroundings than a human does (i.e., whales dont sweat as we do, and they lose less water when they exhale). Whales also eat prey that has salt content similar to the salt content in their blood, which also causes them to need less fresh water. Sources Garrett, H. Do Whales Drink From the Ocean? ASK Archive. Accessed April 29, 2013.Kenney, R. 2001. How Can Sea Mammals Drink Salt Water? Scientific American. Accessed April 29, 2013.

black man and white women - 801 Words

Black man and white women in dark green row boat The story Black Man and White Women in Dark Green Rowboat†, written by Russell Banks, is about an interracial relationship on the brink of disaster. The story opens up on an extremely hot day in August at a trailer park that is right next to a lake with a variety of people who live there. I was not immediately aware that the black man and the white woman were the focus of the story, but those characters gradually emerged and that’s when things started to get interesting. It becomes very obvious that white women want to control everything in the relationship and doesn’t view the black man as an equal partner. Before they meet at the beach, the white women walks up†¦show more content†¦He rows back and all the people are carrying on like they were before except now things are changing for them. The White woman goes with her towel and magazine to have her abortion and back to living with her mother, while the Black man goes on his own separate way while watc hing the women leave. Charters, Ann. The Story and Its Writer An Introduction to Short Fiction. 8thth ed. Boston New York: Bedford/St. Martins, 2011. 67-72.Show MoreRelatedThe Role Of Women During The Civil Rights Movement1711 Words   |  7 PagesAmerica. Steve Estes’, I Am a Man deals with these relationships between white and black men while introducing these concepts in terms of gender and masculinity. But one cannot have masculinity without femininity, which will be the focus of this paper. The role of women in the Civil Rights Movement is key to understanding masculinity. Women were used by both white and black men in order to prove their own masculinity and further their own agendas. 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Simone de Beauvoir speaks about her experien ce as a woman in the French mainland. Both authors assert the idea that the man, in particular the white man, sets himself as the superior being that defines what it is to be human and views women and blacks or minorities as theRead MoreSimone De Beauvoir And Frantz Fanon And The Oppression Of Women1649 Words   |  7 PagesSecond Sex.† De Beauvoir tackles the oppression of women. While not a minority, women are written out of society by a more dominant male society, and experience oppression like that felt by the minority. Like minority groups, women are relegated to a status of â€Å"otherness† in society, which defines them as outside the bounds of the accepted and controlling group, men. De Beauvoir was a revolutionary academic and advocate for the cause of women, at a time when such a cause was minimal. As such an

Nuclear Waste Management position at Ontario Free Essays

As a second year student at the University of Toronto, majoring in Environmental Science, I am excited to be applying to the Ontario Power Generation. This is an excellent opportunity to apply my knowledge and skills while gaining practical work experience and further understanding the science behind it. I believe that I would be a great fit given my background, thirst for experience, and never-ending enthusiasm, and I would appreciate the opportunity to contribute this company. We will write a custom essay sample on Nuclear Waste Management position at Ontario or any similar topic only for you Order Now Throughout my schooling, as a science student, I have had a great deal of practice in the raw technical skills needed in data management and handing dangerous materials. Laboratories hold a strict code of conduct for safety procedures, and expect quick and efficient work with little error. This has given me acute attention to detail, even with a time limit. My time spent in laboratories has also forced me to gain good understanding of Microsoft office suite and statistics, as many of the reports require manipulation and interpretation of mass amounts of data. Cooperation is also a necessary skill I have perfected in laboratories, as many are performed in pairs; however I also retain the ability to perform alone effectively, and complete my work independently. Also, as a science student, I have a good background understanding of the concepts behind nuclear waste management. In addition to a chemistry, physics, and the three main principles of concentrate and contain, dilute and disperse, and delay and decay, I also understand cultural perspectives and challenges of this field. Throughout my career I have been heavily involved in the community, which has given me a strong work ethic, and excellent interpersonal skills I own today . In High School, I was a part-time cashier, in a fast-paced environment , and in direct interaction with customers . Through this I developed the professionalism and customer service initiative needed to excel in a service job, as well as acute problem solving skills for everything from computer issues to customer complaints, and an efficient work ethic. Perhaps my favourite, and most rewarding experience, however has been my volunteer time at Habitat for Humanity. It was an opportunity to step outside of my comfort zone , and though the work was difficult at first, I kept with it, and was greatly rewarded . I have since maintained a proactive, hands-on, and enthusiastic attitude in all areas of my life, especially when facing new challenges. Both opportunities have also allowed me to understand, and seek that balance between hard work, and efficiency, while also reaping the benefits of teamwork, and companionship with one’s coworkers. I sincerely believe that my skill set and background would be an asset to Ontario Power Generation, and my enthusiasm and teamwork would fit perfectly in the fabric of this company. Thank you for your time and consideration, and I look forward to meeting you and discussing how I can become a part of the OPG team. How to cite Nuclear Waste Management position at Ontario, Essay examples

Badminton free essay sample

Badminton is a racquet based sport, which originated in India. This sport requires either two opposing players, or two opposing pairs. Just like every other sport, badminton too has its own rules, these include: * Every part of the court is in a doubles rally. * Like tennis, a service is always done diagonally. * A serve that hits the net and lands in the opponent’s court must be retaken. * Each game, players or teams must switch sides. * You can touch the shuttle cock during the badminton services, but never after the service, even if it touches your shirt, pants, leg etc. t will still be a foul. Badminton was developed years ago, it was a sport played in Greece and Egypt. It soon changed from a childs game, to a sport where two players hit a feathered shuttlecock back and forth using tiny rackets. This game was called POONA, which originated in India during the 18th Century. We will write a custom essay sample on Badminton or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The name Badminton was named after a place in Gloucestershire, called Badminton. During that time, the game had no name, but it was referred to as The Game of Badminton, and, consequently, Badminton became its official name. Until 1887, badminton was played in England under the Indian rules. All English people, somewhat found these rules inconsistent and confusing. A Badminton Association (of England) was formed in 1895, to take possession of the authority of the Bath Badminton Club, and the new group made rules, which now govern the game throughout the world. Badminton rapidly spread from England to the United States, Canada, Australia and New Zealand, and throughout Europe. Men were the first to play badminton, but women became interested about it. The first championship for All-England men was held in 1899, and the pioneer tournament for women was organized in 1900. The development of badmintons opularity in the British Isles has demonstrated that in 1920 there were 300 badminton clubs in England, around 500 in 1930, and more than 9,000 in the British Isles after World War II. Strategies Singles Badminton Strategies * Serve long and high to your opponents back court. This will make the opponent to move back to the baseline and open up their forecourt. * It depends on your opponent. If the high serve turns out to be your opponents favourite and put you under pressure, use the low serve. * Always try to hit the shuttle away from your opponent, make them move around the court. If against a tall opponent, you may smash the shuttlecock straight to their body to gain an advantage. * Observe your opponents weakness and use it as your advantage. * Make your opponent play a weak return, for example a weak backhand shot from the back court. If your plan works and forces a mistake or a poor return which you can helps you gain points, use it again. A badminton court has its own measurements, which are: * 6. 1m wide x 13. 4 m long (20’ 44’) * Lines must be 38 mm thick (1. 5’) * The net should be 1. 55m (5. 1’) high at the poles and lower in the middle, 1. 52m (5’)

The Magnificence Of Ramses II Essays - Ramesses II,

The Magnificence of Ramses II The Magnificence of Ramses II The history of Ancient Egypt consisted of a number of very powerful rulers known as pharahs. These pharaohs were regarded as gods by the Egyptian people. Every aspect of daily Egyptian life including the weather, and the success of the crops, was supposedly controlled by the pharaohs' attitude. Many Egyptians would devote their entire lives to the construction of the tomb for their pharaoh. Egyptians believed that by helping the pharaoh, they were securing their own place in the afterlife. All of the information that is known about each pharaoh was obtained from what is depicted on the walls of the various structures and tombs. The reign of Ramses II was one of the longest and most prolific reigns in Egyptian history. Trends set by him in architecture and relations with religious leaders paved the way for future pharaohs. Ramses II was the third king of the nineteenth dynasty and the son of Seti I. Seti took great care in the education of Ramses. He educated him both as a sportsman, and a warrior, but also included lessons in history, politics, and religious practices. Seti made sure Ramses was constantly surrounded by beautiful ladies in waiting, and possibly had a wife chosen for him very early in life. Ramses eventually had five or six wives, the foremost being Neferatri, and possibly over one hundred children (Montet 164). Ramses reigned for sixty-seven years and outlived twelve of his sons. He died at the age of ninety, and his thirteenth son, Merenptah, who was in his sixties, became a pharaoh (Time-Life). Immediately following the death of Seti I, Ramses began a massive restoration project on his father's building projects which had been abandoned. The first of these projects was the expansion of Seti's summer palace and ancestral home, at Avaris in the Nile Delta, into an entirely new capital city (Time-Life 51). Pi-Ramses, as it was later called, included a precinct which encompassed six square miles (half the size of the city), and contained a battle staging area complete with workshops, drilling fields, and stables for chariots. All of this to promote the army of Ramses. The location of Pi-Ramses was an attempt to move the center of Egyptian power closer to the center of commerce in the Eastern Mediterranean (Time-Life 32). The reign of Ramses II consisted of numerous building projects, including the temple at Abu Simbel, Hypostyle Hall, the Ramesseum, and the temple at Luxor. All of these projects displayed in their enormous size, the power of Ramses. Abu Simbel is located about 762 miles south of Cairo, on the west bank of the Nile River. It consists of two temples commissioned about 1250 B.C. which were built into the sandstone cliffs over looking the water. The smaller of the two temples was dedicated to the god Hathor, and Ramses' deified queen, Nefertari. The larger templemostly contained statues of Re-Harakhti, god of the rising son, but it also contained statues of Ptah, Amon-Re, and King Ramses II himself (Peck). Ramses finished Hypostyle Hall, which was begun by Seti, and is the largest of its kind in the world. It encompasses 54,000 square feet, and includes 134 columns with a roof eighty feet high. The interior walls of Hypostyle Hall tell of Ramses' divine coronation and other sacred scenes which partially covered the reliefs of his father. The outside walls depict Ramses' military campaigns in Canaan and Syria, including the famous battle of Kadesh, and a copy of the peace treaty which was signed with the Hittites (Time-Life 51). Both the Ramesseum, and the Temple at Luxor, display enormous statues of Ramses himself. The Ramesseum, a mortuary temple, contains a sixty-six foot tall seated statue of the pharaoh. This statue weighs one thousand tons, making it the largest known statue ever carved from a single piece of granite (Time-Life 54).

The Great Chicago Fire of 1871 and Its Aftermath

The Great Chicago Fire of 1871 and Its Aftermath The Great Chicago Fire destroyed a major American city, making it one of the most destructive disasters of the 19th century. A Sunday night blaze in a barn quickly spread, and for approximately 30 hours the flames roared through Chicago, consuming hastily constructed neighborhoods of immigrant housing as well as the citys business district. From the evening of October 8, 1871, until the early hours of Tuesday, October 10, 1871, Chicago was essentially defenseless against the enormous fire.  Thousands of homes were reduced to cinders, along with hotels, department stores, newspapers, and government offices. At least 300 people were killed. The cause of the fire has always been disputed. A local rumor, that Mrs. OLeary’s cow started the blaze by kicking over a lantern is probably not true. But that legend stuck in the public mind and holds fast to this day. What is true is that the fire did start in a barn owned by the OLeary family, and the flames, whipped by strong winds, quickly moved onward from that point. A Long Summer Drought The summer of 1871 was very hot, and the city of Chicago suffered under a brutal drought. From early July to the outbreak of the fire in October less than three inches of rain fell on the city, and most of that was in brief showers. The heat and lack of sustained rainfall put the city in a precarious position as Chicago consisted almost entirely of wooden structures. Lumber was plentiful and cheap in the American Midwest in the mid-1800s, and Chicago was essentially built of timber. Construction regulations and fire codes were widely ignored. Large sections of the city housed poor immigrants in shabbily constructed shanties, and even the houses of more prosperous citizens tended to be made of wood. A sprawling city virtually made of wood drying out in a prolonged drought inspired fears at the time. In early September, a month before the fire, the city’s most prominent newspaper, the Chicago Tribune, criticized the city for being made of â€Å"firetraps,† adding that many structures were â€Å"all sham and shingles.† Part of the problem was that Chicago had grown quickly and had not endured a history of fires. New York City, for instance, which had undergone its own great fire in 1835, had learned to enforce building and fire codes. The Fire Began in OLearys Barn On the night before the great fire, another major fire broke out that was battled by all the city’s fire companies. When that blaze was brought under control it seemed that Chicago had been saved from a major disaster. And then on Sunday night, October 8, 1871, a fire was spotted in a barn owned by an Irish immigrant family named OLeary. Alarms were sounded, and a fire company which had just returned from battling the previous nights fire responded. There was considerable confusion in dispatching other fire companies, and valuable time was lost. Perhaps the fire at the OLeary barn could have been contained if the first company responding had not been exhausted, or if other companies had been dispatched to the correct location. Within a half-hour of the first reports of the fire at OLearys barn, the fire had spread to nearby barns and sheds, and then to a church, which was quickly consumed in flame. At that point, there was no hope of controlling the inferno, and the fire began its destructive march northward toward the heart of Chicago. The legend took hold that the fire had started when a cow being milked by Mrs. OLeary had kicked over a kerosene lantern, igniting hay in the OLeary barn. Years later a newspaper reporter admitted to having made up that story, but to this day the legend of Mrs. OLearys cow endures. The Fire Spread The conditions were perfect for the fire to spread, and once it went beyond the immediate neighborhood of OLearys barn it accelerated quickly. Burning embers landed on furniture factories and grain storage elevators, and soon the blaze began to consume everything in its path. Fire companies tried their best to contain the fire, but when the city’s waterworks were destroyed the battle was over. The only response to the fire was to try to flee, and tens of thousands of Chicagos citizens did. It has been estimated that a quarter of the city’s approximately 330,000 residents took to the streets, carrying what they could in a mad panic. A massive wall of flame 100 feet high advanced through city blocks. Survivors told harrowing stories of strong winds pushed by the fire-spewing burning embers so that it looked as if it was raining fire. By the time the sun rose on Monday morning, large parts of Chicago were already burned to the ground. Wooden buildings had simply disappeared into piles of ash. Sturdier buildings of brick or stone were charred ruins. The fire burned throughout Monday. The inferno was finally dying out when the rain began on Monday evening, finally extinguishing the last of the flames in the early hours of Tuesday. The Aftermath of the Great Chicago Fire The wall of flame that destroyed the center of Chicago leveled a corridor about four miles long and more than a mile wide. The damage to the city was nearly impossible to comprehend. Virtually all government buildings were burned to the ground, as were the newspapers, hotels, and any just about any major business. There were stories that many priceless documents, including letters of  Abraham Lincoln, were lost in the fire. And its believed that original negatives of classic portraits of Lincoln taken by Chicago photographer Alexander Hesler were lost. Approximately 120 bodies were recovered, but it was estimated that more than 300 people died. Its believed that many bodies were entirely consumed by the intense heat. The cost of destroyed property was estimated at $190 million. More than 17,000 buildings were destroyed, and more than 100,000 people were left homeless. News of the fire traveled quickly by telegraph, and within days newspaper artists and photographers descended upon the city, recording the massive scenes of destruction. Chicago Was Rebuilt After the Great Fire Relief efforts were mounted, and the US Army took control of the city, placing it under martial law. Cities in the east sent contributions, and even President Ulysses S. Grant sent $1,000 from his personal funds to the relief effort. While the Great Chicago Fire was one of the major disasters of the 19th century and a profound blow to the city, the city was rebuilt fairly quickly. And with the rebuilding came better construction and much stricter fire codes. Indeed, the bitter lessons of Chicagos destruction affected how other cities were managed. And while the story of Mrs. OLeary and her cow persists, the real culprits were simply a long summer drought and a sprawling city built of wood. Sources Carson, Thomas and Mary R. Bonk.  Chicago Fire of 1871. Gale Encyclopedia of U.S. Economic History: Vol.1. Detroit: Gale, 1999. 158-160.  Gale Virtual Reference Library.

Techniques of research Essay Example | Topics and Well Written Essays - 1750 words

Techniques of research - Essay Example Kim, A.-H. et al. â€Å"Graphic Organizers and Their Effects on the Reading Comprehension of Students with LD: A Synthesis of Research.† Journal of Learning Disabilities 37.2 (2004) : 105-118. 16 July 2011. This peer reviewed article examines the effects of graphic organizers on reading comprehension for those students facing the problems of learning disabilities. This article compares the standardized reading comprehension with the reading comprehension with the use of graphic organizers such as semantic organizers, cognitive mapping. The article concludes that the use of graphic organizers have improved reading comprehension overall for students with learning disabilities. This article is taken from Journal of Learning Disabilities, which is considerably recognized for its authentic and reliable work throughout the academic world. In addition, it is available at Sage Publication, again which prefers to publish reliable piece of work. This article provides the basic informati on relating to the research work. The use of graphic organizers for reading comprehension for students with learning disabilities; considerably fulfills the required need of information on the topic. DiCecco, V. M., and M. M. Gleason. â€Å"Using Graphic Organizers to Attain Relational Knowledge From Expository Text.† Journal of Learning Disabilities 35.4 (2002) : 306-320. 19 July 2011. This article focuses on the implications of the expository text. For this purpose, this research is carried out on K-12 participants in order to assess the potency of the graphic organizers as a comprehension tool. By highlighting the key concerns relating to graphic organizers, the researchers try to examine the effects of graphic organizers under treatment and control conditions. The results support the use of graphic organizers for students with learning disabilities to increase their relational knowledge from expository textbooks. When factual knowledge was analyzed via multiple choice que stions and tests, the results mention no difference found between control and treatment conditions. This article belongs to the Journal of Learning Disabilities and is collectively published by Hammill Institute on Disabilities and Sage publication. Being a peer reviewed article, it consists of primary research over the use of graphic organizers on K-12 students . This article provides primary research over the use of graphic organizers. By clearly highlighting the difference of reading comprehension and relational knowledge, this article has facilitated in the broader understanding of the concept of graphic organizers. McCoy, J. D., and L. R. Ketterlin-Geller. â€Å"Rethinking Instructional Delivery for Diverse Student Populations: Serving All Learners with Concept-Based Instruction.† Intervention in School and Clinic 40.2 (2004) : 88-95. 19 July 2011. This article takes into account the role of teachers in assisting students to learn complex content during classes. The stud ents face the problems of studying facts without reaching the larger contexts. For that purpose, research at the University of Oregon concludes that if the teacher takes responsibility for explaining and identifying the concept within the parameters of course materials, students will be considerably relieved with above mentioned problems. At the same time, using the functional taxonomy, teachers can practically assess the realistic performance of