The Yellow Wallpaper9 Essay Example For Students

The Yellow Wallpaper9 Essay In the grips of depression and the restrictions prescribed by her physician husband a woman struggles with maintaining her sanity and purpose. As a new mother and a writer, and she is denied the responsibility and intellectual stimulation of these elements in her life as part of her rest cure. Her world is reduced to prison-like enforcement on her diet, exercise, sleep and intellectual activities until she is â€Å"well again†. As she gives in to the restrictions and falls deeper into depression, she focuses on the wallpaper and slides towards insanity. The Yellow Wallpaper by Charlotte Perkins Gilman is a story written from a first-person perspective about a young woman’s mental deterioration during the 1800’s and the adverse affects of the restriction place on her. The setting of the story is a colonial mansion in the country rented for the summer by the narrator’s husband while she is treated for her â€Å"nervous condition†. As the story progres ses and the narrator describes her surroundings the setting focuses from the mansion and surrounding gardens to a bedroom in the mansion and finally on the wallpaper in the bedroom. This narrowing focus of the setting directly parallels the narrator’s mental deterioration. Gilman’s emphasis on the complex symbolism of the wallpaper illustrates the narrator’s depression and the adverse affects of limited intellectual activity which, in this case, leads to insanity. We will write a custom essay on The Yellow Wallpaper9 specifically for you for only $16.38 $13.9/page Order now At the beginning of the story, the narrator confides that she may not be well, but she disagrees with the prescribed treatment for her â€Å"nervous depression† when she states:Personally, I disagree with their ideas. Personally, I believe that congenial work, with excitement and change, would do me good. Clearly the narrator is opposed to the restrictions placed on her, but feels powerless to do anything about it. During this period (late 1800 – early 1900’s) it was common for physicians to treat depression with the â€Å"rest cure† of complete bed rest and limited intellectual activity. Therefore, despite her opposition to the treatment the narrator adheres to the restrictions with the exception of covertly writing in a journal about her feelings, daily routine and the mansion. Her initial focus is on the mansion, the surrounding gardens and the bedroom chosen for her during her stay. When her focus eventually settles on the wallpaper in the bedroom and she states, â€Å"I never saw a worse paper in my life. One of those sprawling, flamboyant patterns committing every artistic sin† (Gilman 260). As the narrator resigns herself to her intellectual confinement, she begins to see more details in the wallpaper pattern. This can be seen as the slow shift from the connection to her family, friends and colleagues to her focus inward as she sinks deeper into depression. She describes that â€Å"—I can see a strange, provoking, formless sort of figure, that seems to skulk about behind that silly and conspicuous front design† (Gilman 262). As she focuses inward, sinking deeper into her depression the figure in the wallpaper takes shape and she states that, â€Å"There are things in that paper that nobody knows but me, or ever will† (Gilman 264). And she begins to describe the form of a woman behind the wallpaper pattern, â€Å"Sometimes I think there are a great many women behind, and some times only one, and she crawls around fast, and her crawling shakes it all over† (Gilman 268). Gilman guides the reader deeper into the narrowed focus of the narrator as she begins to lose her sanity and her life becomes obscure while the wallpaper form becomes animated. The narrator associates herself with the wallpaper form towards the story’s end and is driven to rid herself of the confines of the â€Å"top pattern† so that she is free to â€Å"creep around as I please† (Gilman270). At this point in the story the narrator has lost her sanity, and is living in the wallpaper-world she is imagining. Ironically, the wallpaper that she hates at the beginning of the story finally becomes the perimeter of her existence. The â€Å"bar† like pattern serves to keep her in when she fears going outside, but also confines her when she wants to â€Å"creep† around the bedroom. The narrators secures her perceived freedom when she successfully removes the wallpaper from most of the room and says, â€Å"I’ve got out at last,† said I, â€Å"i n spite of you and Jennie. And I’ve pulled off most of the paper, so you can’t put me back!† (Gilman 271). .u9ec59de17913d2b2efec9217d6d461c2 , .u9ec59de17913d2b2efec9217d6d461c2 .postImageUrl , .u9ec59de17913d2b2efec9217d6d461c2 .centered-text-area { min-height: 80px; position: relative; } .u9ec59de17913d2b2efec9217d6d461c2 , .u9ec59de17913d2b2efec9217d6d461c2:hover , .u9ec59de17913d2b2efec9217d6d461c2:visited , .u9ec59de17913d2b2efec9217d6d461c2:active { border:0!important; } .u9ec59de17913d2b2efec9217d6d461c2 .clearfix:after { content: ""; display: table; clear: both; } .u9ec59de17913d2b2efec9217d6d461c2 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9ec59de17913d2b2efec9217d6d461c2:active , .u9ec59de17913d2b2efec9217d6d461c2:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9ec59de17913d2b2efec9217d6d461c2 .centered-text-area { width: 100%; position: relative ; } .u9ec59de17913d2b2efec9217d6d461c2 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9ec59de17913d2b2efec9217d6d461c2 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9ec59de17913d2b2efec9217d6d461c2 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9ec59de17913d2b2efec9217d6d461c2:hover .ctaButton { background-color: #34495E!important; } .u9ec59de17913d2b2efec9217d6d461c2 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9ec59de17913d2b2efec9217d6d461c2 .u9ec59de17913d2b2efec9217d6d461c2-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9ec59de17913d2b2efec9217d6d461c2:after { content: ""; display: block; clear: both; } READ: RMS Titanic EssayThe correlation in this story between the narrator and the wallpaper is that as the narrator loses her sanity and intellectual connection to her world she becomes more conscious of, and connected to, the wallpaper. The focus of her surroundings is narrowed to the point that she exists only in the bedroom, fearing the outdoors and limiting her contact with other people. The wallpaper provides the foundation for her fantasy world and represents breaking away from the confinement of her prescribed treatment and the loss of her sanity. The narrator is unable to fulfill her intellectual needs, whether it is by writing, interacting with friends and family, or ex periencing changes in her prescribed daily routine. The wallpaper develops details and animation as the story progresses and symbolizes the confinement, struggle and acceptance of one woman’s struggle with debilitating depression. Bibliography:Works CitedGilman, Charlotte Perkins. The Yellow Wallpaper. In Heath Literature for Composition. Toronto: D.C. Heath and Company, 1990.

Supreme Court Case of Tinker v. Des Moines

Supreme Court Case of Tinker v. Des Moines The 1969 Supreme Court case of Tinker v. Des Moines found that freedom of speech must be protected in public schools, provided the show of expression or opinion- whether verbal or symbolic- is not disruptive to learning. The Court ruled in favor of Tinker, a 13-year-old girl who wore black armbands to school to protest Americas involvement in the Vietnam War. Fast Facts: Tinker v. Des Moines Case Argued: November 12, 1968Decision Issued:  February 24, 1969Petitioners: John F. Tinker and Christopher EckhardtRespondent: Des Moines Independent Community School DistrictKey Question: Does prohibiting the wearing of armbands as a form of symbolic protest while attending a public school violate students First Amendment rights?Majority Decision: Justices Warren, Douglas, White, Brennan, Stewart, Fortas, and MarshallDissenting: Justices Black and HarlanRuling: Armbands were deemed to represent pure speech and students do not lose their First Amendment rights to freedom of speech when they’re on school property. Facts of the Case In December 1965, Mary Beth Tinker made a plan to wear black armbands to her public school in Des Moines, Iowa, as a protest to the  Vietnam War. School officials learned of the plan and preemptively adopted a rule that prohibited all students from wearing armbands to school and announced to the students that they would be suspended for breaking the rule. On December 16, Mary Beth and more than two dozen other students arrived at their Des Moines high, middle, and elementary schools wearing black armbands. When the students refused to remove the armbands, they were suspended from school.  Eventually, five of the older students were singled out for suspension: Mary Beth and her brother John Tinker, Christopher Eckhardt, Christine Singer, and Bruce Clark. The fathers of the students filed a suit with a U.S. District Court, seeking an injunction that would overturn the schools armband rule. The court ruled against the plaintiffs on the grounds that the armbands might be disruptive. The plaintiffs appealed their case to a U.S. Court of Appeals, where a tie vote allowed the district ruling to stand. Backed by the ACLU, the case was then brought to the Supreme Court. Constitutional Issues The essential question posed by the case was whether the symbolic speech of students in public schools should be protected by the First Amendment. The Court had addressed similar questions in a few previous cases, three of which were cited in the decision. In Schneck v. United States (1919), the Courts decision favored restriction of symbolic speech in the form of anti-war pamphlets that urged citizens to resist the draft. In two later cases, Thornhill v. Alabama in 1940 (about whether an employee may join a picket line) and West Virginia Board of Education v. Barnette in 1943 (whether students may be forced to salute the flag or recite the pledge of allegiance), the Court ruled in favor of First Amendment protection for symbolic speech. The Arguments Attorneys for the students argued that the school district violated the students right of free expression and sought an injunction to prevent the school district from disciplining the students. The school district held that their actions were reasonable ones, made in order to uphold school discipline. The U.S. Court of Appeals for the Eighth Circuit affirmed the decision without opinion. Majority Opinion In  Tinker v. Des Moines,  a vote of 7–2 ruled in favor of Tinker, upholding the right to free speech within a public school. Justice Fortas, writing for the majority opinion, stated that It can hardly be argued that either students or teachers shed their constitutional rights to freedom of speech or expression at the schoolhouse gate. Because the school could not show evidence of significant disturbance or disruption created by the students wearing of the armbands, the Court saw no reason to restrict their expression of opinion while the students were attending school. The majority also noted that the school prohibited anti-war symbols while it allowed symbols expressing other opinions, a practice the Court considered unconstitutional. Dissenting Opinion Justice Hugo L. Black argued in a dissenting opinion that the First Amendment does not provide the right for anyone to express any opinion at any time. The school district was within its rights to discipline the students, and Black felt that the appearance of the armbands distracted students from their work and hence detracted from the ability of the school officials to perform their duties. In his separate dissent, Justice John M. Harlan argued that school officials should be afforded wide authority to maintain order unless their actions can be proven to stem from a motivation other than a legitimate school interest. The Impact Under the standard set by Tinker v. Des Moines, known as the Tinker Test, student speech may be suppressed if it amounts to a 1) substantial or material disruption or 2) invades the rights of other students. The court said, where there is no finding and no showing that engaging in the forbidden conduct would materially and substantially interfere with the requirements of appropriate discipline in the operation of the school, the prohibition cannot be sustained.   However, three important Supreme Court cases since Tinker v. Des Moines have significantly redefined student free speech since that time: Bethel School District No. 403 v. Fraser (7–2 decision handed down in 1986): In Washington state in 1983, high school student Matthew Fraser delivered a speech nominating a fellow student for student elective office. He delivered it at a voluntary school assembly: Those who declined to attend went to a study hall. During the entire speech, Fraser referred to his candidate in terms of an elaborate, graphic, and explicit sexual metaphor; the students hooted and hollered back. Before he gave it, two of his teachers warned him that the speech was inappropriate and if he gave it he would suffer the consequences. After he delivered it, he was told he would be suspended for three days and his name would be removed from the list of candidates for graduation speaker at the schools commencement exercises.   The Supreme Court ruled for the school district, saying that students are not entitled to the same latitude of free speech as adults, and the constitutional rights of students in a public school are not automatically coextensive with the rights of students in other situations. Further, the judges argued that public schools have the right to determine what words are deemed offensive and therefore prohibited in schools: the determination of what manner of speech in the classroom or in school assembly is inappropriate properly rests with the school board.   Hazelwood School District v. Kuhlmeier (5–3 decision handed down in 1988): In 1983, the school principal of Hazelwood East High School in St. Louis County, Missouri, removed two pages from the student-run newspaper, The Spectrum, saying that the articles were inappropriate. Student Cathy Kuhlmeier and two other former students brought the case to court. Instead of using the public disruption standard, the Supreme Court used a public-forum analysis, saying that the newspaper was not a public forum since it was part of the school curriculum, funded by the district and supervised by a teacher.   By exercising editorial control over the content of student speech, the Court said, the administrators did not infringe the students First Amendment rights, as long as their actions were reasonably related to legitimate pedagogical concerns. Morse v. Frederick (5-4 decision handed down in 2007): In 2002, Juneau, Alaska, high school senior Joseph Frederick and his classmates were allowed to watch the Olympic Torch Relay pass by their school in Juneau, Alaska. It was the school principals Deborah Morses decision to permit staff and students to participate in the Torch Relay as an approved social event or class trip. As the torchbearers and camera crews passed by, Frederick and his fellow students unfurled a 14-foot long banner bearing the phrase BONG HITS 4 JESUS, easily readable by the students on the other side of the street. When Frederick refused to take the banner down, the principal forcibly removed the banner and suspended him for 10 days. The Court found for the principal Morse, saying that a principal may consistent with the First Amendment, restrict student speech at a school event when that speech is reasonably viewed as promoting illegal drug use. Online Activity and Tinker Several lower court cases explicitly referring to Tinker concern online activity of students and cyberbullying, and are making their way through the system, although none have been addressed on the Supreme Court bench to date. In 2012 in Minnesota, a student wrote a Facebook post saying a hall monitor was mean to her and she had to turn over her Facebook password to school administrators in the presence of a sheriffs deputy. In Kansas, a student was suspended for making fun of his schools football team in a Twitter post. In Oregon, 20 students were suspended over a tweet claiming a female teacher flirted with her students.  There have been many other cases in addition to these. A cyber-bullying case in North Carolina- in which a 10th-grade teacher resigned after students created a fake Twitter profile portraying him as a hyper-sexualized drug addict- led to a new law (N.C. Gen. Stat. Ann.  §14-458.1) which criminalizes anyone using a computer to engage in one of several specified prohibited behaviors.  Ã‚   Sources and Further Information Beckstrom, Darryn Cathryn. State Legislation Mandating School Cyberbullying Policies and the Potential Threat to Students Free Speech Rights Vermont Law Review 33 (2008–2009): 283-321. Print.Chemerinsky, Erwin. Students Do Leave Their First Amendment Rights at the Schoolhouse Gates: Whats Left of Tinker? Drake Law Review 48 (2000): 527-49. Print.Goldman, Lee. Student Speech and the First Amendment: A Comprehensive Approach Florida Law Review 63 (2011): 395. Print.Hazelwood School District v. Kuhlmeier Oyez (1988)Johnson, John W. Behind the Scenes in Iowa’s Greatest Case: What Is Not in the Official Record of Tinker V. Des Moines Independent Community School District. Drake Law Review 48 (2000): 527-49. Print.Morse v. Frederick Oyez (2007)Sergi, Joe. Obscenity Case Files: Tinker v. Des Moines Independent Community School District. Comic Book Legal Defense Fund, 2018.  Smith, Jessica. Cyberbullying. North Carolina Criminal Law 2010. Web.Tinker v. Des Moines Independen t Community School District. Oyez (1968). Wheeler, David R. Do Students Still Have Free Speech in School? The Atlantic April 7, 2014. Print.Zande, Karly. When the School Bully Attacks in the Living Room: Using Tinker to Regulate Off-Campus Student Cyberbullying. Barry Law Review 13 (2009): 103-. Print.

Network Management Essay Example | Topics and Well Written Essays - 5500 words

Network Management - Essay Example Network management tools can also help in providing security to the systems. A network management tool known as "The Multi Router Traffic Grapher" is used to monitor the traffic load on all the network links. Emails are also monitored to delete spam and virus-infected emails at server itself and also to ensure that attachments are not too heavy to clog the rest of the system. Another network management tool "Nagios", which is a network and server monitoring system is also used. Nagios helps monitor network services, processor load, system logs, disk usage, etc. and is capable of providing email and SMS notifications as well. Nagios also allows proactively resolving problems by defining event handlers. To summarize, network management tools can help a network manager understand when any component of the network is about to fail or has already failed, or whose security has been compromised (e.g. through a viral attack), when the traffic has reached its peak, and most importantly, to know that everything is working fine. Structure of Management Information (SMI) is a component that is used in network management and provides the rules required in network management. It is based on object definition language known as Abstract Syntax Notation One (ASN.1) and operates in Simple Network Management Protocol (SNMP). It "defines the general rules for naming objects, defining object types (including range and length), and showing how to encode objects and values" (Yang, n.d.). However, SMI does not define the number of objects that an entity should manage. It also does not define the names of the objects that are to be managed. Also, it does not define the how the objects and their corresponding values will be associated. A managed object has the following three attributes: a. Name: The name of the object known as the object identifier (OID) is used to uniquely define a managed object. There is no restriction on the type of name - it can be human readable or it could be numeric like an IP address. The naming convention of these managed objects is based on the ASN.1 naming scheme as mentioned earlier, which is hierarchical in nature. So an object identifier is made up of a series of integers separated by dots. These series is based on the nodes in the tree and is hierarchical. The figure below shows an example of an object identifier. As can be seen from the figure, the management branch (i.e. mgmt in the figure) defines a standard set of internet management objects (hierarchically above mgmt) and is named as iso.org.dod.internet.mgmt or 1.3.6.1.2. b. Type and syntax: ASN.1 is machine, OS and language independent method for describing data types and rules that define how data will be transmitted over the network. The data-types are described in brief below: Type Size Description INTEGER 4 bytes An integer with a value between -231 and 231 - 1 Integer32 4 bytes Same as INTEGER Unsigned32 4 bytes Unsigned with a value between 0 and 232 - 1 OCTET STRING Variable Byte-string up to 65,535 bytes long OBJECT IDENTIFIER Variable An object identifier IPAddress 4 bytes An IP address made of four integers Counter32 4 bytes An integer whose value can be incremented from zero to 232; when it reaches its maximum value it wraps back to zero Counter64 8 bytes 64-bit counter Gauge32 4

Is Physical Activity More Important in Defining Health Benefits Essay

Is Physical Activity More Important in Defining Health Benefits - Essay Example Regular participation in physical activity is imperative to maintaining and improving good health (Blair, Cheng, and Holder, P. 380). Communities and organizations are usually encouraged to provide support to their members and staff to do physical activities. This can be achieved by offering and supporting programmes that intend to increase such activities. They can install fitness gymnasium among others. As physical fitness educators work in the present with many students, it is vital to make sure that the student’s current physical activity is achieved by encouraging them to continue over a lifetime. Research has noted that transition from childhood physical activity to adult fitness is crucial to improving individual health throughout (Malina, P. 162). The current physical activity guidelines for adults aged between 18 and 64 years consist of minimum one hundred and fifty of moderate-intensity physical activity or 75 minutes vigorous-intensity physical activity. These can be combined with muscle-strengthening activities that strengthen all the major muscles. The four areas of the target in doing the exercise are cardiorespiratory exercise, flexibility exercise, neuro-motor exercise and intensity exercise. The intensity of the exercise refers to the rate and extent to which the exercise is performed or the effort required to carry out an activity. The moderate intensity physical activity includes brisk walking, dancing, and domestic chores among others. Vigorous physical activity includes running, fast cycling, aerobics and fast swimming among others (Kyrà ¶là ¤inen et al. P. 912). Lack of performing physical activity has persistently contributed to the escalation of obesity and overweight. Therefore, individuals should always engage in performing daily physical activities to maintain their health fitness by averting diseases related to lack of exercise.

Buckle up Essay Example for Free

Buckle up Essay Still unconscious, wreathed in bandages, pale and out in my own land, I could not even barely imagine the pain that engulfed my loved ones as they by lay vigil each night, thinking of my sorry picture with only breathing tubes to hang onto. On the second day, I regained consciousness and began a hazy recollection of what happened. The successive bumps and crash. I could recall seeing the driver ram straight into the car in front, a second later I was flung head first into the driving seat almost unsitting the driver who nonchalantly pushed my head aside. The only other recollection is seeing flames and being suffocated by fumes of burning petrol. The accident left me with gruesome facial cuts, an upper broken jaw with six teeth less. In modern day United Arab Emirates, the causes such accidents are as varied as the number of accidents. There are times when you cant really blame anybody. Nobody expects a sudden thick fog during the rush hour, it was quite an unfortunate scenario but you dare not snarl in the highway because you could be the cause of another accident. The combination of reckless over confident drivers with such weather conditions only spells doom to the careful drivers who will slow down and ensure that there is sufficient space between his vehicle and the next but there is no knowing who might ram into your rear. It is therefore an unwritten rule that one simple mistake like slowing down even in zebra crossings might result in traffic accident. Despite all these unwritten rules, you cannot surely escape being labelled a very stupid person if you drive at 120km/h in a silly thick fog. It is always the first car in the crash that causes the accident, whether he was driving beyond the police legal allowance, a copy of the many paper on the driving wheel or coffee on the other hand, the prerequisites to such traffic accidents are seen every day on our highways. It gets even more harrowing when people drive while answering phone calls or when rich spoilt kids zoom at dangerous speeds in brand new SUVs. I was dispatched from the hospital after three intensive months of medical care. By slowly recollecting the past, trying to shift what might have caused the accident and what might have not, trying to find a rationale why as a passenger I had much more serious injuries than the driver who only escaped with minor injuries the answer to my stupid injuries hits me hard, Buckle up! : That was the difference between the driver and me. Its even more hurting that I had to learn painful way. The seat belt usage is the savior if you are to be involved in such accidents. These are a very many road casualties that arise due to our refusal to buckle up. Presently the campaign â€Å"Your safety is in using safety Belt is helping people understand the importance of buckling up. Additionally, as we speak now heavy fines are being levied on those apprehended for not putting on their safety belts. This has come only after the realization that traffic accidents cause more deaths than murder and is only second to death caused by cardiovascular diseases. The experience of accidents is harrowing, the survival chance is in guaranteed, and as more and more lunatic drivers are released onto our roads, the only savior is the seat belt. I have never been reminded to buckle up ever since, my scars are too huge to be ignored. Buckling up has become an innate predisposition to me. References New Initiative in IAHVs Road Peace Campaign: Buckle up Dubai www. dubaishopping festival. com/news/IAHV11-09. htm Buckle up Drive Controls Violations of Seat Belt Rule. 2007http:www. uaeinteract. com/docs.

The Possible Secrecy of UFOs :: Unidentified Flying Objects Aliens Essays

The Possible Secrecy of UFOs Unidentified flying objects, or UFOs, are one of the most controversial mysteries known to mankind. From ancient to present times, unidentified objects have been seen in the sky by millions of people. The question is, of course, what is it that we are seeing in our skies? Are they foreign spacecrafts from distant planets, merely Air Force experiments, or only our imagination? Many people believe that extraterrestrial life is existent and far more advanced then us. Conversely, many believe that aliens are just figments of our optimistic imaginations. What about our governments? Are they hiding vital information from us, the citizens of the world, in belief that we are better off not knowing the truth? Countless government employees have continually denied allegations of UFOs being in contact with our planet. Then again, many of these officials have also allegedly taken part in UFO cover-ups and seen flying saucers ­ for themselves. Is there some huge conspiracy, or are there only at tention-hungry people who wish to be in the spotlight? Arguments are incredibly strong for both sides. There is an excessive amount of information which could lead one to assume that UFOs are fiction, yet there is also an abundant amount of evidence which suggests that UFOs are in fact out there. What, and who, are we to believe? I. On September 1, 1859, Richard Carrington, a renowned astronomer of his time, saw two luminous bodies that he said were not meteors flying through the air (Lore 53). Nine years later at Radcliffe Observatory in Oxford, many astronomers witnessed a luminous object that moved quickly across the sky, stopped, changed course to the west, then to the south, where it hovered for four minutes. Then it headed toward the north. (Lore 53) UFOs. What are they, and where do they come from? Unidentified flying objects, or UFOs, are one of the worldÆ’Â ­s oldest and most intriguing mysteries. UFOs are commonly called flying saucers ­, which the American Heritage Dictionary defines as any of various unidentified flying objects typically reported and described as luminous discs (272). Esteemed Idaho businessman Kenneth Arnold coined the phrase flying saucer ­ when in June of 1947 he saw saucer-shaped discs flying over the Cascade Mountains. It was in this year that these unidentified flying object sightings began to escalate. About one month after Arnold saw these objects in the sky the incident at Roswell occurred.

Hassan’s Story Essay

A. Baru is using surface markings to identify the gender of a skull. What two major types of surface markings do bones have? a. The depressions and openings. B. Why are Liu and Hassan surprised to find a metopic suture on an adult skull? In which skull bone do metopic sutures occur? b. Because right after birth the left side and right side of the frontal bone are united by the metopic suture. They were surprised because this suture should have disappeared between the ages of six to eight years of age. C. What delicate skeletal structures are found inside the nasal cavity that might be missing from an excavated skull? c. The perpendicular plate D. How would Hassan and his team be able to tell the ages of the skeletal remains of the woman and baby? d. By the four main sutures such as coronal suture, sagittal suture, lambdoid suture and squamous sutures. E. What features of the vertebral column would the larger skeleton in the sarcophagus show to indicate it was female? e. The vertebral column of a male in about 71 cm (28 in.) for a female the vertebral column of a female would be about 61 cm (24 in.) F. What bone in the neck region other than cervical vertebrae may be damaged during strangulation or neck trauma? f. The hyoid bone. G. If the bones of a person found at the excavation site were mixed up and out of sequence, how could the anthropologists determine which vertebrae were cervical, lumbar or thoracic? g. Because the cervical bones are the smallest, the thoracic bones are larger than the cervical bones, and the lumbar bones are the largest. H. Why would bones with their hard structure, be subject to and show signs of the disease that destroyed this community? h. Because bones will show signs of wear and tear and can also be also be tested. I. What structure passes through the transverse foramina of cervical vertebrae that would cause death if damaged as in the child’s skeleton? i. Arteries