Pregnancy assignment
Mother 0-40 weeks 4-5 weeks This is about the time that you will miss your first period but you may not realize you're pregnant. 6-7 weeks You may feel more tiered than ever or you may vomit or not even feel any of these. A test will confirm you're pregnant. 8-9 weeks There is a rapid rise in the production of hormones from the placenta and ovary to adapt for pregnancy, so you may feel nauseous. Your wombs sufficiently large for a doctor to confirm that you are pregnant, by internal examination. 0 weeks You may start to notice that you are putting on weight and your bones; breasts in particular may be getting heavier. Buy a good support bra. 2 weeks You have now missed two periods and have no doubts that you are pregnant. You may notice increased skin pigmentation in various parts of your body, and a brown line may appear up the middle of your stomach. You may still be nauseous and vomiting. 6 weeks This is the stage of pregnancy that may test for normality is carried out and you may have another ultrasound scan. All morning sickness will normally have disappeared as you enter the stage that most women look their best. Your pregnancy may start to show although if you start to have good abdomen muscles and on the small side. Your tighter clothes will start to not fit you now. 20 weeks If this is your first pregnancy you will probably feel the baby for the first
Compare and contrast ‘Hide and Seek’ by Vernon Scannell and ‘Half-past Two’ by U. A. Fanthorpe
Compare and contrast 'Hide and Seek' by Vernon Scannell and 'Half-past Two' by U. A. Fanthorpe 'Hide and Seek' concerns a boy hiding cautiously whilst playing hide and seek with his peers. Gradually, he realises he has been abandoned, and fear overcomes him due to being isolated in the dark surroundings. The tone is incredibly certain and positive at the beginning. However, his confidence gradually fades away as the realisation of his abandonment occurs. The mood is analogous to the tone. At first, we can sense the excitement. This modifies to anxiety and nervousness towards the end. The poet uses language methods to portray the tone. On the first line, exclamation marks are used to show the enthusiasm of the boy. Scannell uses personification and the senses to describe the surrounding atmosphere in a vivid way. Therefore, the reader gets a clearer image. Occasional rhyme is used to add a sense of rhythm to the poem. The poem is one continuous stanza. The dramatic monologue emphasises the unbearable length of waiting time. The child's character speaks directly to you, explaining feeling and thoughts. There are short sentences to build up tension and create stillness. The themes explored in 'Hide and Seek' are childhood experiences, reflection, isolation and abandonment. These themes are also explored in 'Half- past Two'. This poem also explores various other themes such as
Holy Liturgy or Divine Liturgy.
Holy Liturgy or Divine Liturgy The Orthodox tradition have a more elaborate form of the Eucharist service. Some Orthodox Christians call the Eucharist the Divine Liturgy, while others call it the Holy Liturgy or Sacrament of Sacraments. Here is an outline of a Greek Orthodox Eucharist: AN OUTLINE OF THE DIVINE LITURGY The Service of Preparation - Proskomide (bringing forth the gifts) . Priest's Prayers of Preparation (Kairos) 2. Priest's Vesting 3. Preparation of the Gifts a. Cutting the Pieces from the Offering Bread (Prosphron) b. Commemorations of Saints and the Faithful (living and dead) c. Covering of the Gifts d. A Prayer of Blessing The Liturgy of the Word (Synaxis) - Liturgy of the Catechumens . Doxological Invocation 2. Great Litany - Petitions of Peace (Eirinika) 3. Antiphons - 1st, 2nd, 3rd, separated by brief petitions 4. Small Entrance 5. Trisagion 6. Biblical Readings 7. Sermon The Eucharist - Liturgy of the Faithful . Cherubic Hymn and Great Entrance 2. Petitions, Confession of Faith 3. Kiss of Peace 4. The Creed 5. Offering of the Gifts (Anaphora - The Great Eucharistic Prayer) a. Thanksgiving b. Trisagion ("Holy, Holy, Holy, Lord Sabaoth") c. Words of Institution, Remembrance d. Offering of the Gifts e. Epiklesis - Prayer of Consecration f. Commemorations 6. Petitions and the Lord's Prayer 7. Bowing of the Head 8. Preparation
Discuss the importance of the biology/society dualism to the gendered body
Sociology of the Body Component 1 of a 2 Component Assessment- 40% weighting) Level 6 Discuss the importance of the biology/society dualism to the gendered body The body has played an important part in sociology to explain the differences between the two sexes, and why these differences exist. A lot of social debate is about the relationship between the biological and the social. At one end of the debate there are those who see activities such as sexual behaviour entirely based on biology, they are called biological determinists who argue that there is biological bases for child rearing and different sexual orientations and also refer to pre- programmed behaviour. At the other end of the scale are those who see sexual and other kinds of behaviour as entirely social constructed, they see that people learn their behaviour through their culture. Both approaches identify and stress the importance of their view, this will be discussed further, and it will identify why both aspects are important when trying to understand the gendered body In gender, reproductive differences between males and females are assumed to directly reflect a whole range of others differences between the two sexes. As women have two X chromosomes, and men have one X and one Y chromosome (Connell: 2002:28) These genetic differences according to some sociologists and scientists affect the ways in which
Investigating how the concentration of hydrochloric acid affects the rate of reaction with Calcium Carbonate.
Investigating how the concentration of hydrochloric acid affects the rate of reaction with Calcium Carbonate. Aim Calcium Carbonate reacts with dilute hydrochloric acid to produce carbon dioxide. The aim of this investigation is to find out how the concentration of hydrochloric acid affects the rate of reaction with calcium carbonate. In my experiment, I will use an overall volume of 50 cm³ of 2moles of dilute hydrochloric acid and keep that constant throughout the entire experiment. Another independent variable in my experiment is the one-gram of calcium carbonate; I will also keep the surface area of the calcium carbonate the same. In each experiment I will vary the concentration of acid I use, ranging from 50 cm³ of acid and no water, to 12.5 cm³ of acid and 37.5 cm³ of water. The equation for the reaction between Calcium carbonate, hydrochloric acid and water is: CaCO³ + 2HCl › CaCl² + H²O + CO² Background information My experiment is based on the collision theory. This means that the particles in the solution continuously move around, this means that sometimes the particles collide. If the collision has enough energy a reaction takes place, but if the collision does not have enough energy, no reaction occurs and the particles bounce away from each other. In a successful collision, you need energy to break the bonds and then it would release energy
Is Macbeth A Traditional Tragic Hero?
Is Macbeth A Traditional Tragic Hero? Many people have read or watched the play Macbeth, either in the theatre, cinema or at home but what is their opinion on it? The play is probably remembered for its many twists and turns of the main character Macbeth and the surroundings of which he was entwined in. But is that all? Can he, Macbeth be a Traditional Tragic Hero or is he just one of the characters of the play. A Traditional Tragic Hero has to bear a certain five merits about them. Noble birth is the first of the five. This means he must be respected and be part of a reputable family. The second quality is they have to be brave, which means they are fearless, bold, resolute and fight for their country and their people. Thirdly, they must have a fatal flaw regarding them, which means they have a certain weakness that dilutes them of their normal self. The fourth distinction of a Traditional Tragic Hero is they must have caused suffering to others. The fifth and final quality is that the audience should feel a sense of loss at his death. A Traditional Tragic Hero can be fair, great, and pure of heart or could be devious, foul, evil and heartless. Macbeth fits into this persona of Traditional Tragic Hero and the proof of this is all over the play. Regarding Noble Birth, Macbeth fits into this almost at the beginning of the play. [I ii L.24], Duncan refers to Macbeth as his
The Management of a Small and Large Business
The Management of a Small and Large
"A view from the bridge" - Setting.
Coursework The play "A view from the bridge" is set in the1950's, a tragedy about the lives of some Italian immigrants, whose paths cross, ending in death, separation and tragedy. The play is full of important events, and places, and it is its places we are looking at. Places are used by the author, Arthur Miller, to symbolize, represent, and portray a range of views, people, and actions. Certain places, like Italy, are mentioned lots, but no scenes themselves take place there. None the less, it is an important place in the play. Eddie and Beatrice's (Two main characters) appartment though, features heavily as a place where things take place, mainly conversations not actions, and is just as important place as Italy. The play is set in New York, and all the play takes place in "Red Hook", a district there. Places of importance include Italy (off stage), Red hook (as an overall district), Eddie's apartment, Alferi's office, and "The Street". I am looking at two of these places, Red Hook as a district, and Italy. One is onstage, and one is off, giving it good contrast, and lots to look at. Italy is a hidden presence in this play, never seen or shown, but always referred to. The characters make it clear what it is like, such as when Eddie says "Still bad there" (referring to Italy) when the two Italian illegal immigrants, Marco and Rodolfo, first arrive. Miller carefully
Britain in the Age of Total War, 1939-45. What can you learn from Source A about the response of the British people to the effects of the Blitz?
Britain in the Age of Total War, 1939-45 . What can you learn from Source A about the response of the British people to the effects of the Blitz? When war broke out in 1939, the only fighting between Germany and Britain was at the battle of Dunkirk, where the British troops had been driven onto the beaches and were rescued. Hitler did not seek a war with Britain and thought that peace would be declared between the two nations, but he was wrong, instead Winston Churchill vowed to pursue the war to the end. After that there was a year of no conflict known as "The Phoney War" where both countries were building up their armies and defences. Source A tells us the British people had "courage", were "unshakeable" and kept their "sense of humour". This is somewhat true but the extract is taken from a book that was written. With a certain bias as it was written on the 50th anniversary since the Blitz. Instead we must look at the precautions that the British government took to ensure that the destruction of the German Blitz, which started in autumn of 1940, did not leak out to the public by implementing strict censorships. Source A states the British people had "courage", but before World War II, during the Spanish Civil War, the Germans loaned the bomber fleet to the Spanish government which was used on Guernica which devastated the whole town. The world feared that if their
What is Golding Telling us About Society in 'Lord of the Flies'
What Is William Golding Telling Us About Civilisation in 'Lord Of The Flies'? What William Golding is telling us about civilisation is that without rules and organisation, civilisation would not be able to exist and that there is a beast in everyone, it is just a question of whether it can be controlled. His point is shown through the actions of boys on the island, through their transformation from being normal school boys to a murderous mob of savages. At the start of the novel, a group of schoolboys have crash-landed on a deserted island. Golding has experimented with boys to see how they would react without adults. He has placed them on an uninhabited island with food and water. After they have crash-landed, two characters emerge- Ralph and Piggy. Ralph is excited by the idea that there are no adults on the island so he can have fun; 'In the middle of the scar he stood on his head and grinned at the reversed fat boy. "No grown-ups!" Conversely, Piggy is worried that there are no grown ups on the island. Piggy finds the conch and gives it to Ralph and tells him to blow on it. After Ralph has blown on it, all the other boys follow the sound of the conch and gather around Ralph and a democratic election takes place where Jack and Ralph were the candidates. Ralph gets elected, as Ralph was the one who blew the conch. During the election the reader is introduced to Jack. Jack
