Artworks Essay Example | Topics and Well Written Essays - 500 words

Artworks - Essay Example The depth of the painting can be seen when one observes a massive structure in darker tone towards the left,giving a greater sense of magnitude. Where as one gets a peaceful feeling when his eyes scrutinizes the small town hidden under the trail of hills. One of the most captivating artworks of all times, ‘Girl with a pearl earring illustrates a timeless beauty, a girl gazing at us with an exotic turban on her head. Her magical eyes and partially-opened lips engages our senses and gives depth to the painting. Her reminiscent attire give this picture this timeless feeling with surely a lasting quality. Due to his remarkable painting techniques, this artwork became a subject of poignant interest. The sense of realism is reflected in this painting because of those minute details which Vermeer give to these paintings i.e white tiny dots on either ends of her lips, that surreal look of her skin and the delicacy reflecting in the pearl she’s wearing. Just like Vincent’s Starry night, Munch uses those similar simplistic figures and vibrant colors with exaggerated details. After executing this artwork during the transitional phase of art history, Munch helped the other artists to demonstrate their inner feelings and emotions and express them beautifully in their paintings, rather than focusing on the outer appearance of different figures and objects. Why i chose this artwork? Well this one is different from all others. One has to go in its depth to get the real meaning which rests behinds this painting. Such an abstract image focuses on the subjective emotions and portrays that raw human emotion.Because of his brushwork using such vibrant layers of colors,it helps the onlooker to grab that subjective vocabulary for his very own interpretation of these subjects and this is exactly why it makes this artwork interesting. This artwork is

Nature of Linguistic Sign by Ferdinand de Saussure Essay Example for Free

Nature of Linguistic Sign by Ferdinand de Saussure Essay 1. Sign, Signified Signifier Some people regard language, when reduced to its elements as a naming-process onlya list of words, each corresponding to the thing that it names. For example: operationan assumption that is anything but true. But this rather naive approach can bring us near the truth by showing us that the linguistic unit is a double entity, one formed by the associating of two terms. We This conception is open to criticism at several points. It assumes that ready-made ideas exist before words; it does not tell us whether a name is vocal or psychological in nature (arbor, for instance, can be considered from either viewpoint); finally, it lets us assume that the linking of a name and a thing is a very simple have seen in considering the speaking-circuit that both terms involved in the linguistic sign are psychological and are united in the brain by an associative bond. This point must be emphasized. The linguistic sign unites, not a thing and a name, but a concept and a sound-image. The latter is not the material sound, a purely thing, but the psychological imprint of the sound, the impression that it makes on our senses. The sound-image is sensory, and if I happen to call it â€Å"material,† it is only in that sense, and by way of opposing it to the other term of the association, the concept, which is generally more abstract. The psychological character of our sound-images becomes apparent when we observe our own speech. Without moving our lips or tongue, we can talk to ourselves or recite mentally a selection of verse. Because we regard the words of our language as sound-images, we must avoid speaking of the â€Å"phonemes† that make up the words. This term, which suggests vocal activity, is applicable to the spoken word only, to the realization of the inner image in discourse. We can avoid that misunderstanding by speaking of the sounds and syllables of a word provided we remember that the names refer to the sound-image. The linguistic sign is then a two-sided psychological entity that can be represented by the drawing: The two elements are intimately united, and each recalls the other. Whether we try to find the meaning of the Latin word arbor or the word that Latin uses to designate the concept â€Å"tree,† it is clear that only the associations sanctioned by that languageappear to us to conform to reality, and we disregard whatever others might be imagined. Our definition of the linguistic sign poses an important question of terminology. I call the combination of a concept and a sound-image a sign, but in current usage the term generally designates only a sound-image, a word, for example (arbor, etc.). One tends to forget that arbor is called a sign only because it carries the concept â€Å"tree,† with the result that the idea of the sensory part implies the idea of the whole. Ambiguity would disappear if the three notions involved here were designated by three names, each suggesting and opposing the others. I propose to retain the word sign [signe] to designate the whole and to replace concept and sound-image respectively by signified [signifià ©] and signifier [signifiant]; the last two terms have the advantage of indicating the opposition that separates them from each other and from the whole of which they are parts. As regards sign, if I am satisfied with it, this is simply because I do not know of any word to replace it, the ordinary language suggesting no other. The linguistic sign, as defined, has two primordial characteristics. In enunciating them I am also positing the basic principles of any study of this type. 2. Principle I: the Arbitrary Nature of the Sign The bond between the signifier and the signified is arbitrary. Since I mean by sign the whole that results from the associating of the signifier with the signified, I can simply say: the linguistic sign is arbitrary. The idea of â€Å"sister† is not linked by any inner relationship to the succession of sounds s-ïÆ'Ëœ-r which serves as its signifier in French; that it could be represented equally by just any other sequence is proved by differences among languages and by the very existence of different languages: the signifiedâ€Å"ox† has as its signifier b-ïÆ'Ëœ-f on one side of the border and o-k-s (Ochs) on the other. No one disputes the principle of the arbitrary nature of the sign, but it is often easier to discover a truth than to assign to it its proper place. Principle I dominates all the linguistics of language; its consequences are numberless. It is true that not all of them are equally obvious at first glance; only after many detours does one discover them, and with them the primordial importance of the principle. One remark in passing: when semiology becomes organized as a science, the question will arise whether or not it properly includes modes of expression based on completely natural signs, such as pantomime. Supposing that the new science welcomes them, its main concern will still be the whole group of systems grounded on the arbitrariness of the sign. In fact, every means of expression used in society is based in principle on collective behavior orwhat amounts to the same thingon convention. Polite formulas, for instance, though often imbued with a certain natural expressiveness (as in the case of a Chinese who greets his emperor by bowing down to the ground nine times), are nonetheless fixed by rule; it is this rule and not the intrinsic value of the gestures that obliges one to use them. Signs that are wholly arbitrary realize better than the others the ideal of the semiological process; that is why language, the most complex and universal of all systems of expression, is also the most characteristic; in this sense linguistics can become the master-pattern for all branches of semiology although language is only one particular semiological system. The word symbol has been used to designate the linguistic sign, or more specifically, what is here called the signifier. Principle I in particular weighs against the use of this term. One characteristic of the symbol is that it is never wholly arbitrary; it is not empty, for there is the rudiment of a natural bond between the signifier and the signified. The symbol of justice, a pair of scales, could not be replaced by just any other symbol, such as a chariot. The word arbitrary also calls for comment. The term should not imply that the choice of the signifier is left entirely to the speaker (we shall see below that the individual does not have the power to change a sign in any way once it has become established in the linguistic community); I mean that it is unmotivated, i.e. arbitrary in that it actually has no natural connection with the signified. 3. Principle II: the Linear Nature of the Signifier The signifier, being auditory, is unfolded solely in time from which it gets the following characteristics: (a) it represents a span, and (b) the span is measurable in a single dimension; it is a line. While Principle II is obvious, apparently linguists have always neglected to state it, doubtless because they found it too simple; nevertheless, it is fundamental, and its consequences are incalculable. Its importance equals that of Principle I; the whole mechanism of language depends upon it. In contrast to visual signifiers (nautical signals, etc.) which can offer simultaneous groupings in several dimensions, auditory signifiers have at their command only the dimension of time. Their elements are presented in succession; they form a chain. This feature becomes readily apparent when they are represented in writing and the spatial line of graphic marks is substituted for succession in time. Sometimes the linear nature of the signifier is not obvious. When I accent a syllable, for instance, it seems that I am concentrating more than one significant element on the same point. But this is an illusion; the syllable and its accent constitute only one phonational act. There is no duality within the act but only different oppositions to what precedes and what follows.

Carbon Fiber :: essays research papers

Carbon fiber Carbon fibers are produced by using heat to chemically change rayon or acrylic fibers. Carbonization occurs at temperatures of 1000 ° C to 2500 ° C in an inert atmosphere. Carbon fibers are converted to graphite at temperatures above 2500 ° C. Carbon and graphite fibers can also be made from pitch, a residual petroleum product. Products that use carbon fibers include heat-shielding materials, aircraft fuselages and wings, spacecraft structures, and sports equipment. You can golf, ride, sail, tennis, drive, cycle, fish, decorate or even fly Carbon Fiber! Carbon fibers are derived from one of two precursor materials Pitch and Pan. Pitch is based carbon fibers have lower mechanical properties and are therefore rarely used in critical structural applications. Pan based carbon fibers are under continual development and are used in composites to make materials of great strength and lightness. The raw material of Pan, acrylonitrile, is a product of the chemical industry and can be manufactured as follows: Acrylonitrile is used as a raw material in acrylic fibers, ABS resin, AS resin, synthetic rubber, acrylamide and other materials. Global production capacity is 4.67 million tons, approximately 60% of which is consumed for acrylic fibers. In the early manufacturing processes acetylene and hydrogen cyanide were used as a raw material, whereas today nearly all AN is manufactured using what is called the Sohio process, whereby an ammoxidation reaction are applied from inexpensive propylene and ammonia. Technological advances, particularly surrounding research into improved catalysts for the   Ã‚  Ã‚  Ã‚  Ã‚  Sohio process, are proceeding, promoted by a concern for energy conservation and lessening the environmental loading. The research aims include improved productivity, reduced byproducts, and lesser wastewater and waste gas. The Sohio process was perfected in 1960 by The Standard Oil Co. of Ohio, owing to the development of an epoch-making catalyst that synthesizes AN in a single- stage reaction using propylene and ammonia. The reaction took place using the fluid-bed od. The P-Mo-Bi group is used as the catalyst and favorable fluidized conditions are maintained by adjusting the physical properties of the catalyst. The reaction gas contains not only AN, but also acetonitrile, hydrogen cyanide and other byproduct gasses, so AN products are obtained by having the reaction gas absorbed into water, then using evaporation separation. The Sohio process was epoch-making at the time it was developed, but improvements have been made in response to the following conditions: The AN yield of approximately 60% was not very high; The process circulated and used large amounts of water, requiring a lot of

Romulus My Father Notes

Romulus My Father: Values & Belonging Romulus values education and learning, but sadly, only completed primary school. He is a tragic figure from the very beginning: 3: †¦ an inefficient postal service, however, prevented his application [for high school scholarship examinations] from arriving on time. He cried bitterly, not because of lost employment prospects, but because his love of learning would never be fulfilled.Romulus values European landscape – he does not find serenity, and does not belong to the landscape: 14: Though the landscape is one of rare beauty, to a European or English eye it seems desolate, and even after more than forty years my father could not become reconciled to it. He longed for the generous and soft European foliage, but the eucalypts of Baringhup, scraggy except for the noble red gums on the river bank, seemed symbols of deprivation and barrenness. In this he was typical of many of the immigrants whose eyes looked directly to the foliage and always turned away offended. 3: The peppercorns, to be found at almost every settlement in the area, were planted as though to mediate between local and European landscapes. 21: The Frogmore farmhouse is deplorable – it is not homely, or conducive to belonging and comfort: There was no electricity and no running water†¦ Rats lived under the house and occasionally bit us in bed†¦ Hora woke one night to find a large rat tugging at his elbow trying to make off with a piece of flesh. Large brown snakes came to eat the rats†¦Romulus values purposeful work but is belittled by menial labour as a new immigrant: another example of Romulus not belonging to the mediocrity of Australian culture: 16: ‘New Australians’†¦ were almost always given menial manual tasks†¦ In the case of my father, this unusually gifted man was set to work with a pick and shovel. He noted how incompetent some of the Australian tradesmen were, especially the welders, but not with resentment or anger, more with incredulous irony. He had long come to accept what fate ad dealt him and felt not resentment or indignation, or any other response which depended on the assumption that he was owed something better. 29: My father worked shifts at P&N, unable to avoid it because the foreman threatened to sack him if he did not do so. As a consequence, I spent many nights alone at Frogmore. Romulus values fatherhood. He has a nobility about him: 17: He and Hora worked alternate shifts so that one of them could always care for me. At his request, my father was transferred to a job cleaning the lavatories in the camp so that he could be near me. 4: Primitive though the house was, it made it possible for my father to keep me rather than to send me to a home, and it offered hope that our family might be reunited. 31: My father’s devoted care of me contrasted obviously with her neglect, and fuelled hostility toward her. Romulus values intimacy and his marriage and is crushed at Christine’s infidelity: 19: My father must have been heartbroken by his unfathomable, troubled, vivacious and unfaithful wife. Romulus values character: 101: Character – or karacter†¦ was the central moral concept for my father and Hora.It stood for a settled disposition for which it was possible rightly to admire someone†¦ Honesty, loyalty, courage, charity (taken as a preparedness to help others in need) and a capacity for hard work were the virtues most prized by the men and women I knew then. Romulus believes that life is short and full of suffering: 121: His sense of life is beautifully expressed in the ‘Prayer for the Dead’: ‘Man that is born of woman hath but a short time to live and is full of misery. He cometh up and is cut like a flower. He fleeth as it were a shadow and never continueth in one stay’.Those accents of sorrow and pity determined his sense of all other human beings as his fellow mortals, victims of fate and destined for suffering. They determined the quality of his deeply felt compassion in which all moral judgements were embedded. 172: Suffering ennobles†¦ Some kinds of wisdom, however, the kinds that show themselves not only in thoughts, but in the integrity of an authoritatively lived life – are given only to those who have suffered deep and long. His affliction gave authority to much of what my father said etcRomulus’ moral code – his sense of what is real and important was shattered after Lydia’s letter of rejection: 122: Only someone with an extraordinary sense of the reality of the ethical could be so shaken by a sense of evil, and my father was such a person. Vacek’s institutionalisation shows the danger of conformity: 143: †¦ police took him to the Ballarat psychiatric hospital†¦ over time he became dependent on institutional living so that, even when he was free to leave, he preferred to stay, and remained there f or the rest of his life.Here is an argument against belonging – belonging becomes a prison. Hora & Romulus enjoyed an enduring friendship†¦ Romulus remained a noble, heroic man despite his illness: 146: Hora knew that, despite his illness, there was still no one who remained as steadfast as my father in his disdain of superficialities, in his honesty and in his concern for others. Romulus believes in keeping one’s word at all costs – he pays for Lydia’s family to migrate: 149: Their fares were paid not by Lydia and her husband, but by my father.He had promised to do it years before, and it was inconceivable that he would go back on his word whatever Lydia had done to him and irrespective of whether her mother and her brother had been accomplices in her deception. Romulus values the truth and absolute honesty Romulus values being polite: 138: My father said that we should wait until a more suitable time before knocking at their door. This courtesy str uck me as incongruous with our purpose. Finish what you start – changing direction signifies an instability and weakness in character: 157: My father refused to let me go [to Melbourne High School].He said that I had started at St Patrick’s and so should finish†¦ For years†¦ he insisted that I had made the wrong decision†¦ because I had not finished what I started. Hora (like Romulus) detests moral shallowness. After an argument between Raimond and Hora about communism, Hora refused to speak to Raimond: 159: He knew that I knew how many millions had perished under communism, for he had often told me. Given that I knew, how could I not care? But how could I claim to care if I treated it all so lightly?If I was now such a morally shallow person, what could he say to me? How could he speak to me of anything that mattered? These questions cut into his heart, for he loved me. For his the pleasure of talking even about trivial matters depended on his knowing t hat the person with whom he was speaking was one whose responses could be trusted to be serious and decent. Romulus does not believe in traditional gender roles, he believes in doing what must be done: 163: The division he knew from his childhood between women’s and men’s work, played little role in his life.He sewed, cooked and baked, teaching Milka how to make strudel with their own pastry, doughnuts and other things. Romulus values compassion, generosity and care†¦ his commitment is almost religious: 165: Compassion went unusually deep in my father. It showed itself all his life in the help he gave those in need and in the pain he visibly felt for their pain. He was literally incapable of not helping someone genuinely in need if he had the means to do so. 165: More often than not my father’s generosity was abused, and although it pained him it did not diminish his impulse to give. 68: He had no interest in doctrine. At the centre of his religious sensibi lity was the idea of a pure heart responsive to those in need. 169: His sense of our deep need for prayer was the expression of his belief that only a life of prayer could enable one to consent to great and protracted misfortune and for that consent to go sufficiently deep to save one from despair. Romulus values European culture: he is in the prison of Anglo society, craving European conviviality: 169: He longed for European society, saying that he felt like a ‘prisoner’ in Australia.He meant that, although he had good neighbours, in Maryborough he had almost no one with whom he could enjoy the generous and open forms of conviviality that characterised European hospitality as he knew it. He complained that one could not just drop in on Australians and talk freely for hours: one had, as he put it, always ‘to make an appointment’. Whereas if you went to a European home, you would generally be offered food and talk, both in generous quantities. Romulus believ es that conversation is humanising: 23: All conversation which meant all living, occurred in the kitchen 73: He believed that it was essential to decent conversation that one not pretend to virtues one did not possess – as essential as being truthful about one’s identity. Only then could conversation be true to its deeper potentialities and do its humanising work or opening up the possibilities of authentic human disclosure. Romulus values a life governed by necessity, and work is the ultimate necessity: 194: Although†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. e and Hora were inclined to believe that depth and real contentmen t were to be found only in a life governed by necessity. Wisdom they believed, lay in consent to that necessity. Superficiality and restlessness were in store for those who fled it. See also: incident with Mikkelsen Delivering groceries by carrying them on his back Miscellaneous: Relationships – or belonging and connectedness to another human being – is destructive. 137: Mitru’s suicide and my father’s madness had convinced me that sexual love was a passion whose force and nature was mysterious, and that anyone that came under its sway should be prepared to be destroyed by it.Its capacity to wreck lives, to humiliate otherwise strong and proud people and to drive them to suicide was already familiar to me. That it should also drive them to murder was part of the same story. Christine: 25: A troubled city girl from Central Europe, she could not settle in a dilapidated farmhouse in a landscape that highlighted her isolation. She longed for company. 31: Desp erately lonely, she was glad of any conversation that came her way. 31: Mikkelsen remembered her vividly†¦ he had the arresting presence of someone who experienced the world with a thoughtful intensity. 103: But for someone like my mother, highly intelligent, deeply sensuous, anarchic and unstable, this emphasis on character, given an Australian accent, provided the wrong conceptual environment for her to find herself and for others to understand her. p. 28: Setting fire to kill snake -> humiliation and ridicule in local paper. p. 29: Redemption by valiant intelligence in saving Mikkelson

Medical School and Pediatrician Essay

Many job opportunities are available in different types of careers. Pediatricians like children and science; they help take care of sick patients. Becoming a pediatrician requires a lot of schooling and training; it involves many different skills for every day work. The salary of a pediatrician varies on the amount of education and on the skill level. There are many job opportunities in this profession; it is most likely to increase with openings. A pediatrician requires a generous amount of education after high school. The minimum education required to become a pediatrician is 4 years of college, 4 years or medical school, and 3 years of residency(YourPediatrician. com 1. ) The basics that most medical schools recommend are Biology; 1 course of genetics, 1 course of microbiology, and 1 course of molecular biology(2. ) Also, Chemistry, 1 -2 courses of organic chemistry, Physics, I course is basic, and Math 2 courses in calculus (2. ) A good way to get into colleges and medical schools is to have a lot of volunteer work on the applications, colleges love to see people are getting involved with your community and getting hands on training (Prerequisites for Becoming a Pediatrician 2. ) It may take a lot of schooling and be very time consuming to become a pediatrician but it defiantly pays off. Pediatricians need to have many different skills and talents. To be a successful pediatrician they need to have a strong love for children and a lot of patience (Prerequisites for Becoming a Pediatrician 1. )Children respond best to people who care about them (1. ) Students must get hands-on training and care for children with illness and their unique problems (1. ) They need to be exposed to a hospital setting as well as an office setting and be familiar with critical care issues (1. ) Some other major skills needed is to be able to instruct people on what to do, coordinating and using scientific rules to and methods to solve problems(California Career Zone 2. ) Being a pediatrician is a hard thing to do, not just talking about the education but about all the skills and experience needed.

Idiom and Expression Resources for ESL Learners

Idiom and Expression Resources for ESL Learners Sooner or later all English students learn idioms because English uses so many idiomatic expressions that it is truly impossible to learn English without learning at least a few, but these figures of speech and colloquialisms may be hard for some English as Second Language learners to immediately grasp, especially because they often rely on cultural norms in English-speaking countries to provide meaning for their use. In any case, ESL learners should employ the use of context clues to attempt to understand what someone might mean when they say I just killed two birds with one stone by uncovering that video of both of them at the scene of the crime, which means achieving two objectives with one effort. For this reason, stories involving a number of idioms - oftentimes folk tales and those written in dialectic (spoken) style - are some of the best resources for teachers and students of ESL alike. Context Clues and Weird Expressions Oftentimes a simple English-to-Spanish translation of an idiom will not make immediate sense because of the multitude of words and connotations the English language has to describe our everyday world, meaning that some of the actual intentions of the words might get lost in translation. On the other hand, some things just dont make sense taken out of the cultural context - especially considering many popular American English idioms have dubious and untraceable origins, meaning oftentimes English speakers say them without knowing why or from where they came into existence. Take for instance the idiom I feel under the weather, which translates in Spanish to Sentir un poco en el tiempo. While the words may make sense on their own in Spanish, being under weather would probably entail getting wet in Spain, but it implies feeling sick in America. If, though, the following sentence was something like I have a fever and havent been able to get out of bed all day, the reader would understand being under the weather means to not be feeling well. For more specific in-context examples, check out ​Johns Keys to Success, An Unpleasant Colleague, and My Successful Friend - which are all full of beautifully expressed idioms in easy-to-understand contexts. Idioms and Expressions with Specific Words and Verbs There are certain nouns and verbs that are used in a number of idioms and expressions; these idioms are said to collocate with a specific word such as put in put a fork in it or all in all in a days work. These general nouns are used repeatedly in English, and in the idioms are used to represent a commonality shared between multiple subjects. Like, around, come, put, get, work, all, and as [blank] as are all commonly used words associated with idioms, though the full list is fairly extensive. Similarly, action verbs are also often used in idiomatic expressions wherein the verb carries with it a certain universality to the action - such as walking, running or existing. The most common verb thats used in American idioms are forms of the verb to be.   Check out these two quizzes (Common Idiomatic Phrases Quiz 1  and  Common Idiomatic Phrases Quiz 2) to see if youve mastered these common idioms yet.

Hazardous Lawns essays

Hazardous Lawns essays In Canada three out of every ten households use pesticides and almost half use chemical fertilizers (Ring, n.d.). Considering the vast number of households in the country the amount of chemicals that are seeping into our food and ground water is enormous. Pesticides have been linked to cause illnesses in people and wildlife. However, households continue to fertilize their lawns every spring to kill insects and weeds in order to obtain the perfect lawn. Pesticides are used to eliminate pests and designed to kill various species of weeds in our lawns. They are very effective at making or grass greener and less patchy. Typical pesticides include; insecticides, herbicides, fungicides, and bacterial disinfectants. In Canada the most common pesticides at present are chlorphenoxy compounds which are used to kill broad leaved plants. The major ingredient is 2,4-dichlorphenoxyacetic acid and during manufacture other substances may be produced which contaminate the product, including dioxins such as tetrachlorodibenzo-p-dioxin. The second most common herbicide used in domestic situations is glyphosate When a pesticide is sprayed only 5% of the spray actually hits the targeted location. Movement from wind volatilization and leaching spreads the pesticide around. It could contaminate up to 30 homes in a residential area. A study suggests up to 3% of pesticides applied to lawns are tracked inside from feet walking over the sprayed area. Its difficult to document the level of pesticides in humans. Although humans are one race, people with different ethnic backgrounds could react differently to studies done on them. Most tests are done on genetically identical laboratory animals and then extrapolated to humans (Ring, n.d.). Glyphosate herbicide is an organic acid which can affect the function of the liver, kidney, skin, eyes, and can cause symptoms such as anorexia, vomiting, and muscle weakness. Pesticides have al ...