How Honey Bees Survive the Winter Cold

How Honey Bees Survive the Winter Cold Most bees and wasps hibernate during the colder months. In many species, only the queen survives the winter, emerging in spring to reestablish a colony. But honey bees remain active all winter long, despite the freezing temperatures and lack of flowers on which to forage. Winter is when they reap the benefits of their hard work, by living off the honey theyve made and stored. Winter Is Why Bees Make Honey The honey bee colonys ability to survive the winter depends on their food stores. Keeping warm takes energy in the form of honey. If the colony runs short of honey, it will freeze to death before spring. The worker bees force the now useless drone bees from the hive, letting them starve. Its a harsh sentence, but one thats necessary for the colonys survival. Drones would eat too much of the precious honey, and put the hive in peril. Once sources of forage disappear, the honey bees settle in for the winter. As temperatures fall below 57 ° F, the workers hunker down near their cache of honey. The queen stops laying eggs in late fall and early winter, since food stores are limited and the workers must focus on insulating the colony. The Honey Bee Huddle The honey bee workers form a cluster around the queen and brood to keep  them warm. They keep their heads pointed inward. Bees on the inside of the cluster can feed on the stored honey. The outer layer of workers insulates their sisters inside the sphere of honey bees. As ambient temperatures rise, the bees on the outside of the group separate a bit, to allow more air flow. As temperatures fall, the cluster tightens, and the outer workers pull together. As the ambient temperature drops, the worker bees actively generate heat within the hive. First, they feed on honey for energy. Then, the honey bees shiver. They vibrate their flight muscles but keep their wings still, raising their body temperatures. With thousands of bees shivering constantly, the temperature at the center of the cluster will warm up considerably, to about 93 ° F! When the workers on the outer edge of the cluster get cold, they push to the center of the group, and other bees take a turn shielding the group from the winter weather. During warmer spells, the entire sphere of bees will move within the hive, positioning themselves around fresh honey stores. During long spells of extreme cold, the bees may be unable to move within the hive. If they run out of honey within the cluster, the bees can starve to death just inches from additional honey reserves. What Happens to the Bees When We Take Their Honey? An average colony of honey bees can produce 25 lbs. of honey during the foraging season. Thats 2-3 times more honey than they typically need to survive the winter. During a good foraging season, a healthy colony of honey bees can produce as much as 60 lbs. of honey. So the industrious worker bees make much more honey than the colony requires to survive the winter. Beekeepers harvest the surplus honey, but always make sure they leave a sufficient supply for the bees to sustain themselves through the winter months.

Nestle case study - Creating Shared Value in the Supply Chain

Nestle - Creating Shared Value in the Supply Chain - Case Study Example This paper outlines ways through which nestle creates shared value within the supply chain relating to the cocoa production. It also outlines the importance of applying corporate social responsibility principle in a business activity. The paper also outlines some of the key players in Nestle Cocoa supply chain and the factors that drive the Nestle supply chain. Finally, paper discusses the ways Nestle creates value and the challenges that come with that process. The Nestle Cocoa Plan Nestle has implemented this through creating greater values for the societies. This includes improvements of water, nutrition and rural development. The supply chain activity that is specified includes transforming the raw materials and other natural resources into finished goods consumed by the end consumers. The processes involved are linked to consumers, human rights and labor practices, employees, suppliers and customers and the environment. The consumers are the larger group that consumes the produc ts manufactured by Nestle. Every stage in the supply chain process adds value to the end product (Nestle Case Study). The major key players in this supply chain are farmers, cooperatives, processors or manufacturers, retailers and consumers. The cocoa farmers are tasked with the job of growing the crops that produce cocoa. The cooperatives represent the institutions that manage the sale of the crops by the farmers. They act like unions of farmers who form them to control the market for the crops. Nestle fall under the stage of manufacturers or processors. These are tasked with the production of products which are the end products from the raw materials. Nestle for instance manufactures chocolate and their equivalent from these raw materials. The retailers represent those channels that receive orders from nestle. These channels distribute the products to the end users or rather the consumers. The consumers, who are the last players in the supply chain represents the individuals who p urchase the end products (Nestle Case Study). The chart above represents the process of activities that are involved in the supply chain of the Cocoa plan. In order to coordinate the raw materials that Nestle uses to manufacture the end products, it has to coordinate the way farmers are handled in terms of the market and wages (Nestle Case Study). Factors Driving the Cocoa Supply Chain Shared value that is created by Nestle is based on a number of factors that majorly can be categorized under the corporate social responsibility. Nestle carries out its business based on the international laws and codes that define the conduct and the company business principles, as well as, compliance to environment sustainability regulations. The company, however, under the creating shared platform came up with other factors that would drive the supply chain. The principles that are set by international organizations such as the United Nations help in guiding the company in its value creation in the supply chain through its approach in the corporate social responsibility. An example of this according to the Nestle case study is the principles that incorporate the UN Global Principles. This relates to the Human rights, labor, corruption and environment (Nestle Case Study). The company, for instance, has helped the farmers to eliminate

Make sure I'm an international student. I need this essay no longer

Make sure I'm an international student. I need this no longer than 250 wordsi need this as basic as you can and no need for advanced word - Essay Example Articles are characterized by political themes in earlier stages than in my country. For example, an assignment once asked students aged 18 to give views policy-making in America. In my country, the topics generally involve academic tours. Unlike America, cultural values are the key themes in my country. English 1301 aimed at developing essay writing. Emphasis was on argumentation and critical analysis. It was for both academic and personal purposes. For example, an assignment was once designed to test unity and logic of sentences. The pattern of sentences and choice of words was a key point. Summarization and paraphrasing will challenge me in English 1302. This is because I am not confident with my research skills from English 1301. Further, English 1302 is a progression of English 1301 (McWhorter and Aaron 4). I will need more instruction on critical and analytical reading from my professor to be able to pick key points. From my class, I need patience from study

What is Knowledge? Philosophy Essay

What is Knowledge? Philosophy Essay What is truth? What is knowledge? These seemingly simple questions lie at the heart of philosophys oldest debates. They have generated numerous theories, revealed issues of perception, cognition and certainty and they occupy philosophers today just as they did thousands of years ago: While our records on the topic go back as far as half a millennium B.C., important works on truth have been published as recently as 2009 (by Michael Lynch, on pluralism see David [2009]). The first part of this essay covers the topics of beliefs and truth and puts an emphasis on a defense of a correspondentist conception of truth, while the second part moves on to a discussion of knowledge based the thesis that knowledge is objective, and can be defined as justified true belief based on sufficient evidence. This paper is thus an argumentative paper, striving to defend the opinion of the author by engaging in a philosophical discussion. I. Truth Truth is a concept that, as established above, has numerous theories that established their own definitions and criteria to determine whether a truthbearer a statement, claim, belief etc. that can be true or false is indeed true. I will here focus on neo-classical theories of truth, as they attempt to address the question of what truth is most directly, and since they still serve as a foundation of much of the more recent debates on truth. I will thus leave aside theories such as Pluralism, Deflationism, and numerous other theories, while my focus lies on Correspondent, Pragmatic and Coherence theories of truth. The Correspondent Theory of Truth sees the nature of truth in its correspondence to reality. A statement is considered true if it describes the way things actually are (Russell, 1956). [EXAMPLE]. It is usually considered to presume some sort of realist framework that holds that there is such a thing as a reality outside of our minds, and that we are able to find some sort of relationship to that reality so that we can verify whether a claim is true or not. However, Kirkham (1992) holds that it would also be possible for correspondent theories to break with realism, for example by referring to facts of a world that exists rather in the mind of some superior entity rather than reality. For the sake of simplicity I will here assume correspondentist theories to adhere to ontological realism. The correspondent theory of truth has two prominent competitors and epistemic theories of truth, which I shall now illuminate. First; the coherence theory of truth defines the nature of truth as coherence of a belief to a set or system of established beliefs. This includes the possibility for a truth to become apparent if it is merely entailed by an established belief in the system. Thus, the system of established beliefs is not only a tool to verify the truth of a belief it is the source of the truth. (Glanzberg, 2006). Coherentism rejects the idea that we can access reality to verify our beliefs it is hence related to idealism. Idealists maintain that experience essentially originates in mental activity. Thus, the notion that a set of beliefs describes the world as it is comes naturally to idealists (Glanzberg). [EXAMPLE] Second; the pragmatist theory of truth proposes that whether a belief is true or not depends on the outcome of actions guided by that belief. Truth is thus determined by its practical value (Glanzberg, 2006). Even though the pragmatist theory of truth deserves a richer account, I will not engage with it much further for the sake of conciseness and because it falls prey to two important accusations. On the one hand, a false belief can also turn out to be true based on luck or different causational relationships than assumed. On the other hand, pragmatism does not allow us to make predictions of the future, since it reduces the definition of truth to beliefs of the past that have been confirmed by their outcome. The usefulness of a pragmatist account of truth is thus limited, both for philosophical study as well as the general scientific enquiry to generate truth. II. Belief and Knowledge The word belief in everyday language refers to a claim that we are certain of in varying degrees, that we have evidence for in varying degrees and that may or may not be true. We speak of belief when a young child strongly believes in Sinterklaas, just as we speak of belief when a person vaguely believes that she will receive a fine when parking her car in central Maastricht without a parking ticket. While both cases have varying certainty and varying likeliness to be true, we do not explicitly distinguish to what extent the belief is certain, backed by evidence or whether it is actually true. In philosophy it is specified what kind of belief is referred to. Further, a claim is only called a belief when its holder is certain of it; this means that hope and faith can be excluded from this definition of belief (Creel, 2001). Hereinafter I shall elaborate on three different kinds of belief and how they relate to knowledge in the realist framework. First, a belief based on evidence is closer to being knowledge than a belief without evidence. However, there are many beliefs that are false, despite being backed by some evidence. Surely the child believing in Sinterklaas has some evidence, such as having seen an actor dressed in the Sinterklaas costume, yet her belief is false. Second, let us assume the belief is true and backed by evidence. It can constitute knowledge, but the evidence on which it is based could too weak to conclude that true, evidence based beliefs are knowledge (Creel). Third, the evidence criterion is specified to exclude the possibility of weak evidence the evidence needs to be so strong, that the belief is justified. Is then a belief knowledge, when it can be said to be justified and true? This is where opinions diverge. Creel states that according to the justification theory of knowledge, the justification of a claim needs to be conclusive to be called knowledge. Steup (2006) claims that for a long time a justified true belief (JTB) has been the standard account of knowledge. Both are closely related, and both have been challenged 1963 by Edmund Gettier.

“Poem” and “About this person” by Simon Armitage Essay

Two of Simon Armitage’s poems, ‘Poem’ and ‘About His Person’ are written about someone who has, for unspecified reasons, passed away or gone. One is in the style of a eulogy and looks back on the life of its persona, presenting contrasting views of it, while the other examines the articles found on a man after his death. Both give the readers some impression of the personas, but are somewhat ambiguous, inviting us to form our own mental pictures of the people and judge them for ourselves. The man in ‘Poem’ seems to have a split personality. Each of the first three stanzas is made up of four lines – the first three dealing with good things he did and the fourth mentioning a drawback, something bad. For example the third and fourth lines of the first stanza read, ‘And he always tucked his daughter up at night And slippered her the one time that she lied.’ Although there are more good than bad things mentioned, the bad is cleverly positioned at the end of the line and this seems to make it overshadow and even cancel out all of the positive actions mentioned. In the context of a eulogy the three positive lines could be what is being said with the last line representing the thoughts of those present at the funeral. Simon Armitage does not conclude on the life of this man, but finishes the poem with: ‘Here’s how they rated him when they lookef back; Sometimes he did this, sometimes he did that.’ This lack of conclusion and the continual juxtaposition of contrasting views of the man’s life do not form a judgement of him, but ask us, the readers, how it is possible to judge someone when he or she is gone. We form an impression of a man who seems dutiful (from his actions such as ‘for his mum he hired a private nurse), yet hot-tempered and domineering (such as ‘And once, for laughing, he punched her [his wife] in the face’), Armitage ends it with such ambiguity that we are forced to reconsider our judgements and  are left with only a vague impression of him. ‘About His Person’ presents its persona via his personal possessions only, which also makes it difficult to draw up an impression of him. However there are hints given about his life, such as ‘crowning one finger / a ring of white unweathered skin’ which suggests he may once have been married but died separated and lonely. It is also suggested by Armitage, however indirectly, that Armitage committed suicide, such as from ‘A final demand / in his own hand’. The poem contains metaphors for death – the library card ‘on its date of expiry’ and the watch, ‘stopped’. These suggest the pre planning of his death. Everything has a double meaning about the man’s life, which is an unusual but effective way of conveying information. From these pointers towards aspects of the persona’s life it is automatic for the readers to create an image of him. However so little information is given that the picture I see in my mind of an elderly widower with no next-of-kin deciding that he is tired of life is undoubtedly quite different to the picture drawn up by another reader. This is a difference between this poem and ‘Poem’ as we have even less of an idea about the dead man’s personality and even less basis on which to judge him. Yet the fact that we do is exactly what Simon Armitage is trying to illustrate – that human nature is to draw up impressions of people from almost no basis. Both of these poems are written from a detached, impersonal view which adds to their effect. This shows that the impressions created are from an uninvolved unbiased individual and that the people described could be anyone – even relatives of the reader. In conclusion, neither poem presents a detailed impression of the man who has departed this life. However through the ambiguous double-meanings, impersonal approach and cleverly thought-out structure they invite the readers to do the impression creation and so ask how we have done this and how we have managed to judge someone who is known to us only through a few lines of poetry.

Mrs. Megan Mayer And Her Kindergarten Class At Roosevelt...

On Tuesday, May 24, 2016 I observed Mrs. Megan Mayer and her kindergarten class at Roosevelt Elementary School. When I got to her class, they were preparing themselves to go to the school garden and learn about fruits, and planting. For this activity they partnered up with another kindergarten class right next door. With the two classes we all walked outside to the back of the playground where Roosevelt has a miniature garden. Between both of the classes there were three groups, A, B, and C as well as three sections of the garden activity. One group would sit down with the other kindergarten teacher Mrs. Peterson and they would draw what they had learned in class previously, another group would go with a different teacher who worked at the†¦show more content†¦She told me about her classroom rules which are mutual respect, attentive listening and appreciations no put downs. She spent the first three weeks of school going over these three rules and afterwards she had each stu dent write their name on colored paper which is their contract, their signature on that paper means they will follow those rules throughout the year. She has another rule in her classroom called â€Å"Kelso’s Choices†. Kelso’s Choices are nine different choices they can make on how to solve their problems in class. When the students come to an issue they have to choose two of the choices on the poster before going to the teacher. Some of the choices on there include, walking away, talking it out, apologizing, telling them to stop, etc. I really liked the idea of Kelso’s Choices because it teaches them problem solving as well as social skills. Instead of being unfair or going to the teacher they have the opportunity to solve the issues and be fair towards each other. After recess it was the children’s â€Å"Planned review time† which is where they all spread throughout the classroom and explore in the classroom and play with toys they like and play with their friends. This is where the kids learn and practice their social skills, practice being kind to one another,

Evaluation Of A Interview, A Friend From Sinus Infection,...

For this video assignment, I interviewed C, a close friend from RIC. During this time, I was suffering from a sinus infection, seasonal allergies, and asthma, so at about 5 minutes into the interview, I had a severe coughing attack and did not feel like it was necessary to include this in the actual footage. Therefore, I paused the video, just like I would pause the session in real life, and started up again as soon I as I recovered. When I first asked her if she would like to help me with this assignment, she knew what problem she would like to discuss right away. I knew this would be helpful in the context of this project, but in real life, clients may not be this open to revealing this information about themselves or could have too many issues to know what to focus their attention on. C’s difficulties with aggression, competiveness, and stress could certainly not be solved within a 13-minute interview, but I hope this session also benefited her and she could work on various ways to deal with the pressure that she faces. Obviously, the set up for the interview was non-traditional, as I do not have office space to work out of and we are only students. Therefore, this was conducted in her small dorm room, which I believe did take away some of the authenticity of the session. In a simulated interview with a camera placed on me, I was aware that this was an artificial environment and there were bound to be more nerves and pressure here than what I will typically find out inShow MoreRelatedNursing Care Plan Essay10501 Words   |  43 Pagescheerful. Bowel sounds present x 4. Pt. has a red area on his coccyx. Silvadene treatments have been started. Pt. Has a fungal lung infection with a pleural suction drainage tube inserted in his chest . Pt is extremely thin with poor skin turgor with a diagnosis of cachexia ( wasting) secondary to malnutrition and infection. Patient is no known allergies to drugs but is allergic to aerosol sprays disinfectants an d dust.. Advanced directives on chart. Code status DNR. Primary physician DrRead MoreNursing Case Study (H-Mole)6781 Words   |  28 Pagesfemale reproductive system consists of internal organs and external organs. The internal organs are located in the pelvic cavity and are supported by the pelvic floor. The external organs are located from the lower margin of the pubis to the perineum. The appearance of the external genitals varies greatly from woman to woman, since age, heredity, race, and the number of children a woman has borne determines the size, shapes, and color. The Uterus A hallow organ about the size and shape of a pear. ItRead MoreMedical Test with Answers Essay example16933 Words   |  68 PagesLyme disease known as erythema migrans, a skin lesion that slowly expands to form a large round lesion with a bright red border and clear center (B) at the site of the tick bite. A tick should be removed with tweezers by pulling straight from its insertion away from the skin, and not compressing its body or covering it with oil (A). Lyme disease is caused by the spirochete, Borrelia burgdorferi, which is transmitted by the bite of an infected deer tick, and antiviral agents (D) are ineffective. SymptomsRead MoreComprehensive 1 Essay18452 Words   |  74 PagesLyme disease known as erythema migrans, a skin lesion that slowly expands to form a large round lesion with a bright red border and clear center (B) at the site of the tick bite. A tick should be removed with tweezers by pulling straight from its insertion away from the skin, and not compressing its body or covering it with oil (A). Lyme disease is caused by the spirochete, Borrelia burgdorferi, which is transmitted by the bite of an infected deer tick, and antiviral agents (D) are ineffective. SymptomsRead MoreCase Study Essay33967 Words   |  136 PagesEmergency department, hospital Index Words: heart failure (HF), cardiomyopathy, volume overload, quality of life X Scenario M.G., a â€Å"frequent flier,† is admitted to the emergency department (ED) with a diagnosis of heart failure (HF). She was discharged from the hospital 10 days ago and comes in today stating, â€Å"I just had to come to the hospital today because I cant catch my breath and my legs are as big as tree trunks.† After further questioning, you learn she is strictly following the fluid and salt