The Effects of the Black Plage Essay Example For Students

The Effects of the Black Plage Essay Plague, was a term that was applied in the Middle Ages to all fatal epidemic diseases,but now it is only applied to an acute, infectious, contagious disease of rodents and humans,caused by a short, thin, gram-negative bacillus. In humans, plague occurs in three forms:bubonic plague, pneumonic plague, and septicemic plague. The best known form is the bubonicplague and it is named after buboes, or enlarged, inflamed lymph nodes, which arecharacteristics of the plague in the groin or neck or armpit. Bubonic plague can only betransmitted by the bite of any of numerous insects that are normally parasitic on rodents and thatseek new hosts when the original host dies. If the plague is left untreated it is fatal in thirty toseventy five percent of all cases. Mortality in treated cases is only five to ten percent. We will write a custom essay on The Effects of the Black Plage specifically for you for only $16.38 $13.9/page Order now The origin of the bubonic plague is unknown but it may have started in Africa or India. Colonies of infected rats were established in Northern India, many years ago. Some of theserodents had infected traders on the route between the Middle East and China. After 1330 theplague had invaded China. From China it was transferred westward by traders and Mongolarmies in the 14th century. While these traders were travelling westward they followed a morenortherly route through the grasslands of what is now Russia, thus establishing a vast infectedIn 1346 the disease reached Crimea and found its way to Europe in 1347. Theoutbreak in Europe was a devastating one, which resulted in more than 25 million deaths-abouttwenty five percent of the continents whole population. After that the plague reappearedirregularly in many European cities until the early 18th century, when it suddenly stopped there. No explanation has ever been given for the plagues rapid disappearance. The first symptoms of the bubonic plague are headache, vomiting, nausea, aching jointsand a feeling of ill health. The lymph nodes of the groin or of the armpit or neck suddenly start tobecome swollen and painful. The pulse and respiration rate of a bubonic plague victim isincreased, and the victim will become listless and exhausted. The buboes will swell until they areapproximately the size of a chicken egg. If a case is nonfatal than the temperature will begin tofall in about five days, and approaches normal in about two weeks, but in fatal cases death willYersinia Pestis, an infectious agent is the cause of the Bubonic Plague. Yersina Pestis isa bacteria, which means the cells lack the internal organization of eukaryotic cells. Thesebacteria cells would contain the membrane but they would not be able to subdivide the inside ofthe cell. These bacteria cells do not have a nucleus so instead they have a nucleiod that containsgenetic material. The two types of bacteria cells are gram- negative and gram-positive. YersinaPestis is gram negative and that means that antibiotics are less effective on the plague because ofa lipopolysaccharide layer over their walls that adds extra protection. The bubonic plague has a major impact on the lymphatic system. The lymphatic systemis made up of lymph nodes, lymphatic vessels, lymphoid organs and circulating lymphocytes. Plague victims tend to have large bumps on their bodies which are called buboes. These areactually swollen lymph nodes filled with puss. The spread of the infection causes the lymphThe lymph nodes are heavily concentrated in the neck, armpits, and groin. When aperson becomes ill these areas will begin to swell because the body needs to make a vastamount of white blood cells to fight off whatever pathogen has entered the body. .uf91fe44df78e37f1937b78158d15576c , .uf91fe44df78e37f1937b78158d15576c .postImageUrl , .uf91fe44df78e37f1937b78158d15576c .centered-text-area { min-height: 80px; position: relative; } .uf91fe44df78e37f1937b78158d15576c , .uf91fe44df78e37f1937b78158d15576c:hover , .uf91fe44df78e37f1937b78158d15576c:visited , .uf91fe44df78e37f1937b78158d15576c:active { border:0!important; } .uf91fe44df78e37f1937b78158d15576c .clearfix:after { content: ""; display: table; clear: both; } .uf91fe44df78e37f1937b78158d15576c { 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; } .uf91fe44df78e37f1937b78158d15576c:active , .uf91fe44df78e37f1937b78158d15576c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf91fe44df78e37f1937b78158d15576c .centered-text-area { width: 100%; position: relative ; } .uf91fe44df78e37f1937b78158d15576c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf91fe44df78e37f1937b78158d15576c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf91fe44df78e37f1937b78158d15576c .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; } .uf91fe44df78e37f1937b78158d15576c:hover .ctaButton { background-color: #34495E!important; } .uf91fe44df78e37f1937b78158d15576c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf91fe44df78e37f1937b78158d15576c .uf91fe44df78e37f1937b78158d15576c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf91fe44df78e37f1937b78158d15576c:after { content: ""; display: block; clear: both; } READ: Computers Not the greatest invention of the 20 th EssayTo make all parts of the body function properly the electron transport chain is needed. Yersina pestis releases a toxin into the body that obstructs this function from occurring. Many preventive measures can be used to reduce the spread of the plague (sanitation,killing of rats, prevention in transport of rats). Individuals who contract the disease are isolated,fed fluids and put to bed. During World War II, scientists using sulfa drugs were able toSince it is a bacteria, the bubonic plague can be treated with antibiotics. Tetracyline,Streptomycin, and Chloramphenicol are three of the antibiotics used to prevent plague. Sometimes, they are even mixed together to form an antibiotic cocktail. The plague can almostalways be cured when it is recognized fast enough. Since the late 19th century bubonic plague vaccinations have been in use. There is avaccine that can be taken in a six to month installment period, but there is a element of risk tothis vaccination. This vaccination has been proven to be ineffective with people younger thaneighteen and older than sixty. The side effects of this vaccination can sometimes result in deathand therefore it is not a good idea to use it. During the Middle Ages, people did not have a clue as to why the plague was spreadingso quickly. But now we know that the bubonic plague is spread by fleas. YersinaPestis(bacteria) moves its way up to the upper digestive tract of the flea where it breeds andmultiplies. The flea must find a new host and when it does the flea drinks its blood andregurgitates the bacteria into the host. This also infects the host. Therefore, the plague can bespread by any rodent or animal who could get fleas. As soon as the bacteria is regurgitated into the new host, it begins to multiply inlymphatic system and the blood stream. The bacteria attacks the whole body at once bytravelling to the spleen, liver, brain, lungs and kidneys. How was the plague transmitted into England? There is much controversy concerningthe exact method by which the plague arrived in England. But it is certain that it arrived via theports, carried on merchant and Naval ships. However, were the infected fleas carried by therats in the grain or bales of cloth and cotton, or on the backs of the crew, passengers orreturning soldiers? Furthermore, how did the disease spread from the ports to the town andcountry? Via wild rodents in the countryside, by the rats and fleas in transported freight, or byAlthough the evidence is mixed and debatable, it is suggested they all played a role. There is evidence to support that plague was caught from baggage and bales of clothes andcloth, as in Eyam in Derbyshire in 1665. There is also existing evidence that human transmissionis solely responsible. The spread of the plague across the country was far too rapid to beaccounted for by wild rodents in the countryside, and it is human transport which explains itsmovement along the major trade routes, usually by ship(British port to port), or on main roadsand navigable rivers. Nevertheless, it is reasonable to assume that rodent transmission played apart in local village to village contamination. The bubonic plague struck England in 1665. Since, the occurrence of the plague was sounexpected only 14th century preventive measures could be taken. The homeless people werethe first to feel the great effects of the plague. They did not have any money and so when theplague struck them they were basically in a hopeless situation. Even the top physicians wereaffected by the bubonic plague. Many doctors had to take care of the plague victims andbecause the plague was contagious, the doctors also caught it. The disease spread rapidlyTo try to prevent the outbreak of the plague the people began to burn fires in the streetsto keep the air clean. Fires were also struck in sickrooms to destroy the clothing of deceasedvictims. They were also killing cats and dogs, because they were believed to be the cause ofMost doctors, during the outbreak of the plague were afraid to visit the patients becausethey did not want to risk the chance of themselves becoming infected by the disease. Manydoctors fled the medical houses, while others were accused of killing their patients for money, orcharging outrageous fees. The doctors believed that these accusations were based onThe doctors also thought it was the rats tail which were the cause of the plague but theystill did not have solid preventive measures. The doctors even suggested that standing over thelatrine with an empty stomach and smelling it for hours was a good remedy to cure the plague. Bibliography:

Preparing to Teach Grammar in an ESL Class

Preparing to Teach Grammar in an ESL Class Teaching grammar in an ESL / EFL setting is quite different from teaching grammar to native speakers. This short guide points to important questions that you should ask yourself to prepare to teach grammar in your own classes. Important Questions to Address The important question that needs to be answered is: how do I teach grammar? In other words, how do I help students learn the grammar they need. This question is deceptively easy. At first look, you might think that teaching grammar is just a matter of explaining grammar rules to students. However, teaching grammar effectively is a much more complicated matter. There are a number of questions that  need to be addressed for each class: What are the objectives of this class?Is the class preparing for an exam? Is the class improving their English for business purposes? Is the class preparing for summer holidays? etc.The answer to this question is important as it will help you decide on how much grammar really needs to be taught. If students are preparing for a Cambridge Exam then grammar will play a large role in your lesson plans. On the other hand, if you are teaching a business class, linguistic formulas may play a larger role as you provide the learners with standard phrases for written documents, participating in meetings, etc.What type of learning background do the learners have?Are the students at school? Have they not studied for a number of years? Are they familiar with grammar terminology?Adults who have not been attending school for a number of years are likely to find grammar explanations confusing while as students who are currently studying will probably be much more adept at understanding grammar chart s, expressions, etc. What learning materials and resources are available?Do you have the latest student workbooks? Do you have no workbooks at all? Is there a computer in the classroom?The more learning resources you have the easier it will be for you to employ different strategies when teaching your students grammar. For example, a group of students who like using computers could use the computer to study a certain grammar task while another group who prefers spoken explanations might prefer to have you explain the point with a number of examples. Obviously, the more varieties of learning opportunities the better your chances are that each student will be able to learn the grammar point well.What kind of learning style does each student have?Is the learner comfortable with standard right brain learning techniques (logical charts, study sheets, etc.)? Does the learner work better with listening and repeating exercises?This is one of the most difficult aspects of teaching - especially teaching grammar. If you have a class of learners with similar learning styles, you can afford to use a similar approach. However, if you have a class of mixed learning styles then you need to try to provide instruction using as many different methods as possible. Once you have answered these questions you can more expertly approach the question of how you are going to provide the class with the grammar they need. In other words, each class is going to have different grammar needs and goals and it is up to the teacher to determine these goals and provide the means with which to meet them. Inductive and Deductive First, a quick definition: Inductive is known as a bottom-up approach. In other words, students discovering grammar rules while working through exercises. For example, a  reading comprehension which includes a number of sentences describing what a person has done up to that period in time. After doing the reading comprehension, the teacher could begin to ask questions such as: How long has he done this or that? Has he ever been to Paris? etc. and then follow with When did he go to Paris? To help the students inductively understand the difference between the simple past and the present perfect, these questions could be followed with which questions spoke about a definite time in the past? Which questions asked about the persons general experience? etc. Deductive is known as a top-down approach. This is the standard teaching approach that has a teacher explaining rules to the students. For example, the present perfect is made up of the auxiliary verb have plus the past participle. It is used to express an action which has begun in the past and continues to the present moment,  etc. Grammar Lesson Outline A teacher needs in the first place to facilitate learning. That is why we recommend providing students with inductive learning exercises. However, there are certainly moments when the teacher needs to explain grammar concepts to the class. Generally, we recommend the following class structure when teaching grammar skills: Begin with an exercise, game, listening, etc. that introduces the grammar concept.Ask students questions that will help them identify the grammar concept to be discussed.Follow with another exercise that more specifically focuses on the grammar concept, but takes an inductive approach. This could be a reading exercise with questions and responses in the structures that are being taught.Check responses, ask students to explain the grammar concept that has been introduced.At this point introduce teaching explanations as a way of clearing up misunderstandings.Provide an exercise which focuses on the correct construction of the grammar point. This could be an exercise such as a fill the gap, cloze or tense conjugation activity.Ask students to once again explain the concept. As you can see, the teacher is facilitating students to do their own learning rather than using the top-down approach of dictating rules to the class.

Love and Lust Essay Example | Topics and Well Written Essays - 2000 words

Love and Lust - Essay Example During his life, He did all he could to deliver others from suffering. One day, He found an abandoned baby girl. He took her in and named her Love. Through the years living with her Father, she inherited traits of His personality, although less intensely. She eventually met a handsome lad named Pleasure and together they had twin boys: Affection and Desire. The twins were almost impossible to tell apart because they were so identical in form. However, their personalities were outrageously different. Affection inherited his mother’s and Grandfather’s inclination to care and forgive. Altruistic and selfless, Affection always put others before him even though he never wanted anything in return. Being near the ones he loved was what made him most happy. His best friend, Rationality was his loyal companion—he always gave Affection the best advice. A hopeless romantic, Affection never stopped looking for his significant other—someone he could care for until the end of his days. Desire was the opposite. A real daredevil, the boy grew up chasing adrenaline rushes. He didn’t care about the past or the future as long as he was having fun in the present. Completely selfish, he was oblivious to everyone else’s feelings. In his teenage years, he would flirt with all the beautiful girls, especially the ones who were already taken—Desire himself couldn’t understand why, but he liked them the most.