Tourette Syndrome: Symptoms, Causes, and Genetics :: essays research papers fc

Usually, the first symptoms of Tourette Syndrome are facial tics, commonly eye blinking. Other facial tics include nose twitching and grimaces. The next tic to appear will usually be some other minor motor tic such as foot stomping, head jerking, neck stretching, or body twisting and bending.   Ã‚  Ã‚  Ã‚  Ã‚   Affected individuals may also have a vocal tic such as clearing their throat, coughing, grunting, sniffing, yelping, barking, or shouting. Few Tourette Syndrome patients also experience coperlalia-the uttering of inappropriate or obscene words or phrases. They also may repeat words they hear others saying (echolalia).   Ã‚  Ã‚  Ã‚  Ã‚  Some individuals touch people or repeat actions in an obsessive manner. Very rarely, patients demonstrate self-harming behavior such as head banging, and lip or cheek biting; only patients with severe TS exhibit such behaviors.   Ã‚  Ã‚  Ã‚  Ã‚  Tics are random, changing in severity, number, frequency, type, and location. Oftentimes, symptoms will subside for weeks or even months at a time and later reappear.   Ã‚  Ã‚  Ã‚  Ã‚  Tourette syndrome is a neurological disorder in which too much or too little dopamine is produced in the brain. Too much dopamine causes hyperactivity. Dopamine is a neurotransmitter used in the substantia nigra and striatum which are important for movement. Other systems which can be effected by dopamine send axons from the midbrain to the forebrain, including the cerebral cortex. Recent research has shown that TS may also be an abnormality in the genes affecting the brain’s metabolism of neurotransmitters in general.   Ã‚  Ã‚  Ã‚  Ã‚  Tourette Syndrome is a highly penetrant, sex influenced autosomal dominant trait that can cause different symptoms in different family members. If the offspring that carries the TS gene is male, his risk of developing symptoms is three to four times higher. In few cases, TS is sporadic and the cause is unknown.

Living Under The Threat Of Nuclear War Essay

For me living under the danger of atomic war would have been terrible for me and my loved ones. Living in trepidation ordinary realizing that at any minute a nation could drop an atomic bomb on me and my family and obliterate us is an extremely terrifying thought. To live under risk of an atomic war is to have the acknowledgment that your fate and your family predetermination is in the hands of a nation that your nation may be conflicting with. It is the acknowledgment that you might not have control over what is going to happen tomorrow. The danger of atomic war and the risk of terrorism have a few likenesses and contrasts. The similitudes would be that somebody could end your life or your family existence without you knowing when and where. Both atomic war and terrorism has the danger of hurting blameless regular citizens who in all likelihood don’t have anything to do with the clash that is going on. The distinctions would be the danger of an atomic war could just originate from an alternate nation. Nowadays the danger of terrorism to me is a significantly all the more true and present threat. Today anybody can be a terrorist. Today anybody can assemble a bomb in their storm cellar with the assistance of the web. This man made bomb that can without much of a stretch be amassed is then taken into your nearby shopping center or at an exceptionally open spot like we saw in the Boston Marathon Bombings. There is no face to terrorism nowadays and he or she needs to take safety measures and be mindful of their surroundings. All in all both atomic war and terrorism strikes fear in the hearts of everybody. Both are intended to wreak devastation and will execute numerous blameless individuals who have nothing to do with the clash. I feel both are unsuitable approaches to settle an issue on the grounds that by what means can the issue be altered  with more gore. We need to discover an alternate approach to determination issues as a nation and as individuals.

Beneath the Pipes Essay

When Ralph’s teacher Mrs. Pitt announced that his class was going on a field trip he felt a surge of happiness and there was an immediate buzz of excitement throughout the class of thirteen and fourteen year old children. However, the following words which escaped the teacher’s mouth did not engender the same kind of enthusiasm. The class were disappointed that visiting the brand new Monster Valley theme park, was not on the agenda. A curly ginger boy, whose surprisingly tall figure appeared to be made solely of knees and elbows, stepped off the bus as his eye caught the sign that read ‘NORTH HELLWITH SEWAGE WORKS’. Ralph sighed in chorus with his only friend Callum. Callum’s frame was stout and his pale face was painted with spots and freckles. The class was approached by a man who wore an unpleasant grin. â€Å"Good afternoon children†, his words penetrated like when a wooden chair is dragged across a gym floor. Ralph gave Callum a profound curious look and then turned his attention back to the leering man. â€Å"I am your guide for this tour of the sewage works, my name is Mr. Red†. On a closer inspection, it came to Ralph’s attention that the man had a tail which spouted from the back of his trousers. ‘Nobodies perfect’ thought Ralph. It seemed that Ralph was not the only pupil losing interest on the subject of how many light bulbs were in the various rooms of the works. Callum was trying to reach his attention. â€Å"Ralph, I’m bored† â€Å"Me too† came the reply. â€Å"I’m off† â€Å"No you’re not†, as Ralph said this he recalled memories of Callum achieving other inappropriate feats and began to wonder if this statement would stand. â€Å"Perhaps you are, but I’m not†. Callum glanced around him and when his teacher had turned her back he strolled away purposefully. Ralph moaned and darted after him like a lion that had its favourite luncheon snatched from under its nose. Ralph followed Callum into a pitch black room. â€Å"Callum, get here now!† â€Å"Are you scared?† â€Å"Of course not† â€Å"Come on then† there was a patter of feet and then Ralph heard a sudden, â€Å"AAAARRRRGGHHHH†. Ralph fell on the floor in terror and confusion. He began searching on hands and knees for his glasses which had fallen off his head. As he crawled he felt his hand squelch into something soft – without pausing to consider what this mess could have been he scampered on with an unpleasant smell surrounding him amidst the dark. â€Å"Callum?† he waited for three or four seconds to pass and then â€Å"Callum? Callum?† still there came no reply, Ralph’s stomach slipped past his trembling knees. In a dazed panic he darted upright and sprinted for the exit to find the rest of his class. What Ralph didn’t know, is that he was running the opposite way from which he entered†¦. Ralph fell with a thud and glanced back at the stairs he had fallen down. It was still very hard to see but there was an eerie red glow leaking from the walls. He began to whimper and it was not too long before his whimpers became tears. Ralph pulled himself together and dried his eyes with a chewed sleeve. He looked up at the stairs and remembered those dark rooms, so he took the alternative route and continued along the boardwalk he found himself on; he convinced himself that he would find someone – anyone to help him. But he didn’t. Finding the boardwalk spiralling downwards, Ralph broke into a sweat and started to run. A dim red glow lost itself in a mysterious humid fog. The walls began to deconstruct and develop to a cave wall. The red glow started to get brighter and brighter still as he tunnelled further beneath the ground. After what seemed like a lifetime, Ralph gratefully found himself at the opening to a huge chamber and he could hear faint voices in the distant. The first thing he noticed about the room was the disgusting smell of raw sewage. He ran to find the owners of the voices but as he got closer he realised the talking was exceptionally deep and croaky. He launched himself round several corners to the increasingly loud sounds until, â€Å"OOOFFFFF† he was stopped dead in his tracks and fell to the cold hard floor. When he opened his eyes he screamed, â€Å"AAAARRRGH† he was staring into the eyes of a completely red demon which had two horns and a massive nose. Ralph was tall but it towered over him; it must have been three times his size and twenty times stronger. â€Å"LOOK WHAT WE GOT ‘ERE!† the beast snarled and beckoned to others just as threatening. â€Å"WHAT WE GONNA’ DO WITH ‘IM? BEEN A WHILE SINCE WE HAD ONE OF THESE†. â€Å"EAT ‘IM† said a second, Ralph squealed. â€Å"RIP HIS BONES APART† a large drop of saliva let go of the demon’s face onto Ralph’s leg. â€Å"NO, WE ‘AVE TO GIVE ‘IM TO THE KING, HE’D HAVE OUR TAILS IF HE EVER FOUND OUT WE ATE ‘IM WITHOUT SHARING†. Murmurs of understanding and self pity were heard amongst the gathering demons. Ralph felt himself hoisted up and they carried him off, he fought desperately with flying legs and arms. Ralph was launched into a cave walled cell with long iron bars at the front. A rusty door slammed shut behind him. He looked around the cell and to his terror; in the shadows he saw the shape of a demon. â€Å"RELAX†, it croaked, â€Å"THE NAMES GODFREY, GODFREY JONES – AND YOU ARE?† Ralph moved across the cell so a red beam of light fell on the demons face. It looked like he had been crying and for some reason, Ralph pitied him. â€Å"Ralph Marving† came the reply. And so the conversation continued for some time, of course, time was not an important factor in the demon world. Ralph became to like and admire Godfrey. Godfrey had been locked up because he was one of the rebels who did not believe in feeding and building houses out of human waste. They were living amongst the hills in caves, hiding from the regular demon society. The deep talk with Godfrey was not to last too long, they were interrupted by the wailing of a child. Shouts and curses were heard everywhere as the boy was thrown in the cell. Ralph smiled. It was Callum. They rejoiced when they saw each other and then the introductions began. â€Å"We’re getting out of here† â€Å"How?† â€Å"These demons may be powerful, but they’re not likely contenders for brain of Britain.† â€Å"OI!† â€Å"No offence meant† â€Å"He’s watching us†, the huddle shifted further away from the guard standing at the door. â€Å"So?† â€Å"Callum, you’re going to wind up Godfrey. Godfrey you’re going to hit Callum, only you’re not really hitting him. Okay?† â€Å"I SUPPOSE† â€Å"The guard will hopefully open the door and try to stop the fight and I will hide and launch myself on his back and grab the keys from his belt.† â€Å"Sounds easy enough† â€Å"Meanwhile, you two run past the guard and make for the exit I will let go of the demon and run. When I get past you, slam the door shut and I will lock it, right?† â€Å"Right† â€Å"RIGHT† Callum and Godfrey began their argument. It was clear that neither of them were natural actors. Yet sure enough, the door opened and in walked the guard. The next part of the plan, however, did not go accordingly. Ralph made a leap for the keys but the demon was too tall. It turned its unwanted attention towards Ralph, who backed off. Godfrey threw himself courageously at the demon the two of them fell plundering to the ground with a loud thud. The stout figure of Callum darted in and grabbed the keys. â€Å"YOU MUST GO! I CAN’T HOLD HIM DOWN† â€Å"No!† â€Å"THE HUMAN WORLD IS NOT MY WORLD, GO! I BELONG IN THE HILL CAVES†, Ralph would argue no more, he was grabbed by Callum and they ran and ran for an exit. He turned to look back and saw demons flooding into the cell and his heart felt heavy. After minutes of running they were exhausted but the way was clear. Fortunately, it was easy to find their way to the corridor that led upwards. Callum and Ralph paced themselves up the spiralling corridor with the red ambience growing thinner. The shouts behind them diminished. They eventually reached the boardwalk and were too tired to continue running so they came to a halt. â€Å"What time is it?† Callum lifted his chewed sleeve and his battered watch read, â€Å"Two minutes past three† they looked at each other in astonishment. The six hours which had passed seemed to have stretched to days. â€Å"If we’re quick we may just make the bus back to school† so the two of them, once again, heaved their bodies forward. When they arrived at the entrance to the sewage works, Callum heaved a sigh of relief. The air was cooler, fresher and moist, it strew itself on their faces gratefully. They spotted the class lining up next to the bus, it was apparent that a head count was being done. They tried to mingle into the group unnoticed but Mrs. Pitt was aware of their presence. â€Å"Callum, Ralph, where on Earth have you been?† she snapped. â€Å"Well -â€Å", Ralph begun, then he considered the reality of his adventure. â€Å"We – got lost†. The class boarded the bus and Ralph and Callum landed themselves on a tattered seat. Ralph breathed on the window and wiped it. Just for one moment, he thought he saw a distant red object, disappearing over the valley towards the hills which stood boldly above the landscape.

The Doppler Effect for Sound Waves

The Doppler Effect for Sound Waves The Doppler effect is a means by which wave properties (specifically, frequencies) are influenced by the movement of a source or listener. The picture to the right demonstrates how a moving source would distort the waves coming from it, due to the Doppler effect (also known as Doppler shift). If youve ever been waiting at a railroad crossing and listened to the train whistle, youve probably noticed that the pitch of the whistle changes as it moves relative to your position. Similarly, the pitch of a siren change as it approaches and then passes you on the road. Calculating the Doppler Effect Consider a situation where the motion is oriented in a line between the listener L and the source S, with the direction from the listener to the source as the positive direction. The velocities vL and vS are the velocities of the listener and source relative to the wave medium (air in this case, which is considered at rest). The speed of the sound wave, v, is always considered positive. Applying these motions, and skipping all the messy derivations, we get the frequency heard by the listener (fL) in terms of the frequency of the source (fS): fL [(v vL)/(v vS)] fS If the listener is at rest, then vL 0.If the source is at rest, then vS 0.This means that if neither the source nor the listener are moving, then fL fS, which is exactly what one would expect. If the listener is moving toward the source, then vL 0, though if its moving away from the source then vL 0. Alternately, if the source is moving toward the listener the motion is in the negative direction, so vS 0, but if the source is moving away from the listener then vS 0. Doppler Effect and Other Waves The Doppler effect is fundamentally a property of the behavior of physical waves, so there is no reason to believe that it applies only to sound waves. Indeed, any sort of wave would seem to exhibit the Doppler effect. This same concept can be applied not only to light waves. This shifts the light along the electromagnetic spectrum of light (both visible light and beyond), creating a Doppler shift in light waves that is called either a redshift or blueshift, depending on whether the source and observer are moving away from each other or toward each other. In 1927, the astronomer Edwin Hubble observed the light from distant galaxies shifted in a manner that matched the predictions of the Doppler shift and was able to use that to predict the speed with which they were moving away from the Earth. It turned out that, in general, distant galaxies were moving away from the Earth more quickly than nearby galaxies. This discovery helped convince astronomers and physicists (including ​Albert Einstein) that the universe was actually expanding, instead of remaining static for all eternity, and ultimately these observations led to the development of the big bang theory.

How to Use Dialogues in Class

How to Use Dialogues in Class Its easy to get stuck in a rut when using dialogues in class, but these teaching tools are full of potential. Here are some activities that use dialogue beyond just rote reading and parroting.   Use Dialogues to Practice Stress and Intonation Dialogues can come in handy when working on stress and intonation. Students move beyond focusing on single phonemic pronunciation issues and concentrate instead on bringing the right intonation and stress to larger structures. Students can play with meaning through stress by creating dialogues that focus on stressing individual words to clarify meaning. Use dialogues that students are familiar with so that they can focus on pronunciation rather than vocabulary, new forms, etc.Introduce students to the concept of using stress and intonation to highlight content words while brushing over function words.Ask students to highlight their dialogues by marking the content words in each of their lines.Students practice the dialogues together focusing on improving their pronunciation through stress and intonation. Base Impromptu Skits on Dialogues One of my favorite uses of shorter language function dialogues (i.e. shopping, ordering in a restaurant, etc.) for lower levels is to extend the activity by first practicing dialogues, and then asking students to act out dialogues without any help. If you are practicing a number of dialogues, you can add an element of chance by having students pick their target situation out of a hat. Provide numerous short situational dialogues for a target linguistic function. For example, for shopping students can practice exchanges of trying on clothing, asking for help, asking for a different size, paying for items, asking for a friends advice, etc.Have students practice each situation multiple times.Write each situation on a small piece of paper.Students choose a situation randomly and act it out on the spot without any dialogue cues. Extend Dialogues to full Blown Productions Some situational dialogues just call out for full blown productional values. For example, when practicing modal verbs of deduction using a dialogue to make suppositions about what might have happened makes a perfect scenario for practice. Students can begin with a dialogue to get the gist of a scenario, and then let their imaginations take over. Introduce target structure in class. Good structures for longer skits include: conditional forms, reported speech, modal verbs of deduction, speculating about the future, imagining a different past (past modal verbs of deduction).Provide a dialogue with targeted structure as inspiration.Divide the class up into smaller groups, each in the group should have a role.Using the dialogue as a model, students should create their own longer multiple person skit.Students practice and then perform for the rest of the class. Paraphrase Dialogues Paraphrasing dialogues can help students focus on related structures. Begin slowly by asking students to substitute or paraphrase shorter forms. End with more extended dialogues. Provide short dialogues to students and ask them paraphrase shorter phrases. For example, if the dialogue asks for suggestions with a phrase such as Lets go out tonight, students should be able to come up with Why dont we go out tonight, How about going out for a night on the town, etc.Hand out a few different dialogues, ask students to read the dialogue and then create another dialogue on the fly without using the same exact words. Students can take a look at the original lines, but must use other words and phrases.Ask students to read a dialogue to another pair. This pair in turn attempts to repeat the dialogue through paraphrase. As a variation to this exercises for lower level classes, students can expand their use of a wider variety of vocabulary and expressions by using gap fill dialogues. Students still have the structure of the dialogues to hold on to, but must fill in the gaps for the dialogues to make sense.

Political Science - Foreign Affairs Essay Example | Topics and Well Written Essays - 750 words

Political Science - Foreign Affairs - Essay Example Some of the major reasons include commercial rivalries, religion, dynastic and territorial conflicts. The Thirty Years War began when the Roman emperor, Ferdinand II tried to impose the Roman Catholic absolutism on his empire. Consequently, the protestant nobles of Australia and Bohemia conflicted and rebelled against the decision of King Ferdinand for five years. In 1625, a dispute between Denmark and Germany arose where Denmark wanted to gain valuable territory in Germany. Sweden also conflicted with Poland where they fought for four years until 1929. After a struggle with Sweden, Poland attacked Russia, and the struggle lasted for five years. The wars were mainly fueled by political ambitions of some European countries to capture and exploit resources of others nations. In addition, religious conflicts accelerated the war since European countries were divided into three main religious groups. These included Calvinism, Roman Catholicism, and Lutheranism. Other participants in the war included France and Spain. According to the current situation in the Middle East, it is true that the region is experiencing a similar situation experienced in Europe during the Thirty Years War. Middle East is the home of many terrorist based groups such as Al-Qaida and Taliban. These sectarian and communal identities are eventually becoming more powerful and armed than national rules. In addition, conflicts in the Middle East are based on natural resource endowments, territorial rivalry, and religious affiliations. The outside actors such as the UN, NATO, and other peace organizations are unwilling and unable to stabilize the Middle East region completely. In his article â€Å"The Unraveling† Haass states clearly that the international order, especially the Post-Cold War order, is unraveling. Challenges facing the international laws are mainly global. Some of these challenges include cross-border terrorists flows, greenhouse gas emissions

Statistics case memo Project Example | Topics and Well Written Essays - 1500 words

Case memo - Statistics Project Example This data represent 21 New Jersey counties. This report will examine correctness of the charge that New Jersey banks have been withdrawing from urban areas with a high percentage of minorities. For this, I will use Asbury Park Press compiled county by county data and summarize this data set using scatter diagram and the descriptive statistics and presents findings in this memo. The importance of this study is to test whether banks serve their own communities. A scatterplot is created taking â€Å"x† as the percentage of the population within each county that is minority and â€Å"y† as people in each county per branch bank within the county. Figure 1 shows the scatter diagram of minority percentage (independent variable x) against the number of people per bank branch (dependent variable y). There appears a strong direct positive relationship between the number of people in county per branch bank and the percentage of minority population in county. The R2 value of 0.5265 indicates that about 52.65% of the variation in the number of people in county per branch bank is explained by the percentage of minority population in county. This is a strong effect. However, the other 47.35% of the variation in the number of people in county per branch bank remains unexplained. The slope coefficient of regression of 35.89 suggests that for every percent increase in minority population in the county, the number of people per bank branch increases by about 36 on average. The intercept coefficient of regression of 2082 suggests that for no minority population in the county, the number of people per bank branch will be about 2,082 on average. The p-value for â€Å"x† variable the percentage of minority population in the county is 0.0002, which is less than 0.01. Therefore, the percentage of minority population in the county significantly predicts the number of people in county