Abalytical Toxicology Essay Example | Topics and Well Written Essays - 2000 words

Abalytical Toxicology - Essay Example This still remains a great challenge for analytical chemists and may rely on identification of different target compounds. In the case of precursor drug administration, the parent compounds are usually detectable only for a short time, before being fully metabolised or decomposed. For this reason parent compounds can rarely be used for differentiating. Specific metabolites are usually detectable for a much longer time. Their use as target compounds for differentiating has found little application however, since all metabolites are not extracted together with MA and AM and are additionally fully converted to AM or MA after a certain time post administration. Enantiomeric profiles for methamphetamine and/or amphetamine, metabolically formed from precursors have been described for some medicaments and have been used successfully for differentiating between illicit intake and intake of precursors. Thus a reliable method for the quantitative determination of AM/MA enantiomers is essential for differentiation (Kraemer and Mauer, 2002; Musshof, 2000). A great number of research efforts have focussed on the separation of AM/MA enantiomers particularly from urine or blood matrices. These have been extensively reviewed (e.g. Kraemer and Mauer, 1998; Musshof, 2000). The majority of the methods employed involved enantiomer separation by chromatography, either by HPLC or GC on chiral stationary phases,with or without prior derivatisation with achiral reagents, or by GC on achiral stationary phases, after derivatisation with chiral reagents to the corresponding diastereomers. Detection was commonly by MS to ensure high selectivity and sensitivity. In terms of sample treatment for analyte extraction and concentration, conventional liquid-liquid extraction protocols (Kraemer and Mauer, 1998), solid phase extraction (SPE) on cartridges (Peters et al., 2002) and solid-phase microextraction (SPME - Nagasawa et al., 1996) have been commonly applied. The proposed methods varied in terms of sensitivity, reliability, sample preparation times and analysis times and adaptability to high throughput format. The current trend in the determination of MA/AM enantiomers is towards the substitution of chiral GC/MS protocols by runs on achiral columns of MA/AM diastereomers. This is because MA/AM diastereomerisation has been shown in several cases to improve resolution, to shorten the retention times of analytes and to enhance the response of the detector, i.e. to improve sensitivity (Kraemer and Mauer, 1998; Peters et al., 2002). Furthermore achiral columns are commonly less expensive compared to chiral columns. Different chiral derivatisation reagents have been applied successfully in MA/AM diastereomerisation (Kraemer and Mauer, 1998; Musshof et al., 2002; Peters et al., 2002; Wang, 2005). Recent advances in the field involve a fast SPME-based approach, where absorption and derivatisation are accomplished in a single step by adding the derivatising chiral reagent directly into the urine sample matrix (Wang, 2005) and the application of automated headspace solid-phase dynamic extraction (SP DE) coupled with GC/MS, for the determination of amphetamines and synthetic designer drugs in hair samples (Musshof et al., 2002). The later technique is an innovative GC/MS approach to the enantiomeric determination of amphetamines and will be discussed further. Headspace SPDE constitutes an alternative extraction and concentration method for volatile and semi-volatile organic compounds contained in liquid or gaseous samples. Headspace SPDE is a further development of headspace SPME. In fact, SPDE was developed

Malunggay as an effective cooking oil Essay Example for Free

Malunggay as an effective cooking oil Essay Commercial cooking oil is an enormous need of people nowadays. These days, cooking oil is becoming expensive. Commoners, or people with insufficient finance, can no longer afford this necessity. Instead, they opt for oil with lesser quality simply because it’s cheaper. It’s very ghastly to do this because for one; your health could be affected, two; you could harbour diseases, and three; on the worst case scenario, it could lead to your death. To think that they would go to extreme lengths, such as that, just to provide oil. Going back to the topic prior to this, we think that although it may be costly, most cooking oils are of unsatisfactory standards especially in our nutrition. With that said, we all share the idea of wanting to solve this problem. We conducted a research about the effectivity of Moringa Olefeira, also known as â€Å"Malunggay†, when used as an ingredient for cooking oil. We chose Moringa Olefeira for a reason; gram for gram, â€Å"Malunggay† leaves contain: seven times the vitamin C in oranges, four times the Calcium in milk, four times the vitamin A in carrots, two times and the protein in milk and three times the Potassium in bananas. Using this so called â€Å"Wonder Vegetable† (according to the elderly), we could create a product that can be healthy and useful, and at the same time be sold in a reasonable price. Our main goal is aimed at the welfare of everyone. We hope that this experiment can be of great help to anyone who uses it. We gathered the data of this study from various references. We owe a massive and part of this study to literature and the internet; without them we wouldn’t have anything, even a problem, to begin with. 3 Statement of the Problem. Main Problem Can malunggay (Moringa Oleifera) leave extract be a potential material for formulating cheaper yet healthier commercial cooking oil? Specific Questions 1. At which concentration of malunggay (Moringa Oleifera) leaves extract will it be able to cook food? a. 10 mg/ml b. 20 mg/ml c. 25 mg/ml 2. How effective will it be on cooking safe and edible food? It can be inferred in terms of: a. Period or time of cooking b. Taste of the food cooked c. Nutrition facts or nutrients contained by the food 4. Significance of the Study People living in the community. The study will help the people in the community to manufacture useful cooking oil that can be alternatively used to cook food – which is a basic commodity. Malunggay is very common to the community so people can easily grow them and prepare it for extraction. In addition, unlike the commercial cooking oil we use, it is healthy and contains the nutrients of malunggay. The researchers. The researchers will benefit from the study because in would fulfil our curiosity. It will also encourage us to find other alternatives from malunggay -which is very abundant in our country- that can help us in our everyday lives. Environment. The environment profit from the study in the fact that cooking oil that is already used by people will just be thrown away in the streams and it will cause water pollution. Not like with the cooking oil made from malunggay, its chemical components can be easily dissolved in water. Manufacturers of commercial cooking oil. This study would help big companies as it lessen the production cost of cooking oil because it only uses malunggay. 5 Scopes and Limitations of the Study The study aims to produce budget-friendly and nutritious oil that can be used by people to cook their own food. In able to do this study, researchers must first collect Malunggay (Moringa Oleifera) around the community and prepare it for extraction in the laboratory or do it at home. After the extraction process, series of test must be done to prove and justify the effectivity of the product. It must cook food using stoves at normal cooking temperature that are normally used by households and the food must contain healthy nutrients that must be good to our body. This experiment also has its fair share of restrictions. And one of those restraints is when the researcher doesn’t have sufficient materials to create the said product, especially if they don’t have the main ingredient or, in this case, the malunggay. The person would have to plant or buy these materials, thus spending much time and cash. Speaking about money, another problem may occur if the researcher has a weak budget. An extra problem is if the researcher does not have enough knowledge to create and research about the problem. Another limitation of the study is when the researcher doesn’t have a place to create the product or when his surrounding isn’t fit for the making of the substance. The researcher must remember to take into account even the smallest detail of this project. The researcher must have great dedication in doing this study. He should love what he is doing and he need to make it as one of he’s passion. 6.

Effective Language Learning Strategies From Cambodian Teachers

Effective Language Learning Strategies From Cambodian Teachers After the United Nations Transitional Authority in Cambodia (UNTAC) era, Cambodia has been struggling to participate in the international community where English is used as a lingua franca (Clayton, 2007). Due to this trend, more and more Cambodian learners have paid more attention to the study of English. The emergence of English has become even more prosperous after the country was admitted into the Association of Southeast Asian Nations (ASEAN) in 1999 (Clayton, 2007). Nevertheless, a number of Cambodian EFL learners have failed to be proficient in the language although having spent a lot of years learning the language. The reason lying behind the failure can be the ignorance of effective language learning strategies or a mismatch between the learning strategies frequently used by the students and the teaching strategies thought to be effective, by teachers, in teaching the language (Chamot, 2004; Felder Henriques, 1995; Fewell, 2010). Based on Bull and Ma (2001), students may not be aware of the strategies they have used or are using in order to enhance their comprehension, retain information in their memory, or recall what they have learnt. As Chamot and OMalley (1990) claimed that learners are unique and naturally possess different learning styles, the unawareness may lead to the inappropriate use of the learning strategies available (Oxford, 2003). Besides the learning styles defined by Oxford (2003) as a general approach or behaviour used by learners to acquire the language-auditory or visual style , other variables such as the learner characteristics, culture and context, etc. also wield influence on the utilization of the strategies (Chamot, 2004). For instance, learners who live in a culture that values individual competition may prefer the strategies allowing them to work alone to other strategies calling for cooperation and collaboration. In addition to this, the context also plays an important role in de ciding the utilzation of the learning strategies. For example, a study conducted by Edonomo and Secomo (2007) in Turkey showed that learners tended to use social strategies to learn the language in a naturalistic context but cognitive and metacognitive strategies in a tutored-setting context. However, the awareness of the strategies, to Felder Henriques (1995), is not yet the solution to the failure if the teaching strategies the teachers believe to be helpful in aquiring the language are mismatched with the learning strategies taken for granted by the learners. Djigunovic (2001) indicated that using inappropiate teaching strategies which are not favoured by the learners may not be able to motivate them to learn the language well. Similarly, Griffiths and Parr (2001) discovered in their study made in New Zealand that there was an almost complete difference in perception of learning strategies between students and teachers. Due to the aforementioned points, I am unsure if the unawar eness of the language learning strategies and the diverse perspertives on the language learning strategies also take place in the Cambodian EFL context. So far, a number of studies have been done to provide ground to the issue of language learning strategies. Bull and Ma (2001) conducted a study to draw students attention to the language learning strategies they have used to learn the language. In the same regard, the identification of the strategies, using SILL (Strategy Inventory for Language Learning) designed by Oxford (1990), is also made by various researchers specialized in the field of study (Chamot, 2004; Edonomo Secomo, 2007; Embi, Mahamod, Teh, Yusoff, 2009; Fewell, 2010). Moreover, the interelationship between the utilization of the language learning strategies and student motivation has also been explored (Djigunovic, 2001). Embi, Mahamod, Teh, and Yusoff (2009) even looked at the correlation between gender and the strategies frequently used. At the same time, some researchers are interested in exploring whether there is a mismatch between students perspectives and teachers perspectives on the effective language learni ng strategies used to learn the language and the unfortunate potential consequences of the mismatch (Chamot, 2004; Felder Henriques, 1995; Griffiths Parr, 2001). Though there are quite a number of studies in the field of language learning strategies, few of them have been conducted in the Cambodian EFL context. The identification of the language learning strategies frequently used by Cambodian EFL students in the classroom learning environment and the comparison between Cambodian EFL teachers perspectives and students perspectives on the subject in focus have not yet been studied together. The lack of the study more or less contributes to the poor academic performance of the Cambodian EFL learners excepting other variables. I believe that when the perspectives of the two groups (teachers and students) are determined, we will be able to help the students learn the language more effectively so that they will not waste their time, financial resoures, and mental effort. Additionally, the understanding of the covert perceptions will give the language teachers ideas on how to use appropriate teaching strategies which are matched with the students learning strategies in the right learning context. Besides, the Ministry of Education, Youth, and Sports (MoEYS) may take the findings into consideration and implement relevant policies which can enhance the English learning environment in Cambodia. Based on the aforesaid significance, this present study aims at identifying the language learning strategies frequently used by the Cambodian EFL learners to deal with different types of language tasks and exploring the effective language learning strategies in the Cambodian EFL context from the perspective of lecturers and students at the Institute of Foreign Languages (IFL), Phnom Penh. Thus, the research questions required to answer are: What are the effective language learning strategies frequently used by IFL students to handle various language tasks? What are the language learning strategies regarded as effective by IFL lecturers? Annotated Bibliography Bull, S., Ma, Y. (2001). Raising learner awareness of language learning strategies. Interactive Learning Environments , 9 (2), 171-200. Bull and Ma have brought the issue of language learning strategies which are closely related to my research topic into focus. In their study, they reviewed a variety of both learning styles and strategies. Difference between learning styles and strategies were also clearly made. Through the questionnaire (SILL-Strategy Inventory for Language Learning) administered to non-native learners of English who also have high level of English proficiency, findings which revealed the learning strategies already used by students and the ones recommended to them should be made aware of in order that the problem of a mismatch between students learning styles and teachers teaching styles can be avoided. Therefore, I would say that this journal article would cover a lot of ground on my research topic. Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic Journal of Foreign Language Teaching , 1 (1), 14-26. This is a collective secondary source discussing how issues in language learning strategies affect the performance of students and teachers of foreign languages. Chamot makes a profound study into several issues pertaining to language learning strategies including the identification of students learning strategies, the classification of identified strategies, the interrelationship between the strategies and learner characteristics, the influence of culture and context, etc. This descriptive research further points out that knowing students learning strategies is of vital importance to teachers who attempt to help students become more successful language learners. Moreover, the paper also discusses the impact of culture and learning environment on the utilization of the strategies. These two main focuses are exactly what I am concentrating on in my research; therefore, more or less, I will be able to benefit from this descriptive study. Chamot, A. U., OMalley, J. M. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press. Chamot and OMalley write this book in an attempt to describe what language learning strategies are, how they help learners enhance comprehension and retain information in their memory, how they are learned, and why they influence the learning outcome. Furthermore, various theories regarding learning strategies in second language acquisition are also explained. More or less, these theoretical explanations will provide ground to my study. Djigunovic, J. M. (2001). Are language learning strategies motivationspeicific? : language learning strategies and motivation. Orbis Linguarum , 18, 125-138. In the study conducted in Croatia, Djigunovic put emphasis on the relationship between language learning strategies and learning motivation. Three separate studies were made at different learning institutions, and a large sample of participants, aged from 13 to 21, were given two sets of questionnaire to complete. One is SILL used to check the strategies used by students, and another one is the motivation questionnaire. The result showed that student motivation correlated significantly with all the strategies frequently used. The more motivated the learners were, the more frequently they used the learning strategies. However, the findings also revealed that the learning motivation decreased according to the learner age. The youngest learners were found to have the strongest connection between the motivation and strategies used. Though my study does not focus on the learning motivation, it will gain advantage from this study as well since motivation is what every learner needs in orde r to succeed in learning the language, and I do believe that the identification of the strategies which are able to motivate students to learn well will be of great benefit to my study. Edonomo, D. V., Secomo, Y. D. (2007). Foreign language learning strategy choice: naturalistic versus instructed language acquisition. Journal of Theory and Practice in Education , 3 (1), 4-11. In Turkey, a study conducted by Edonomo and Secomo to discover how different learning contexts-naturalistic and instructed language acquisition, with their different specific demands, affect language learning strategy preferences and frequency of use was investigated. In the study, 25 international students who were studying English at Bogazici University in Istanbul were selected. At the same time, they also had to study Turkish in order to survive in the country. Due to the fact that these international students were studying English in a formal setting (Instructed language acquisition) and Turkish in a non-formal setting (Naturalistic language acquisition), the researchers were interested in the language learning strategies frequently used by the students in the two different contexts. As a result, we could see that the students tend to use social and compensation strategies to learn Turkish in the outside classroom learning environment while metacognitive, cognitive, and compensa tion strategies are preferred to learn English in the classroom learning environment. Although, this study primarily focuses on the language learning strategies used in different learning contexts, it is somehow related to my proposed study which deals with the perspectives of students and teachers on the effective language learning strategies used in the classroom learning environment. To a certain extent, it also provides background information to my research study. Embi, M. A., Mahamod, Z., Teh, K. S., Yusoff, N. M. (2009). A closer look at gender and Arabic language learning strategy use. European Journal of Social Sciences , 9 (3), 399-407. There are many research studies done to investigate the correlation between language learning strategies and proficiency level or motivation. Differently, this study was conducted to find out the relationship between gender and strategies use in learning Arabic language. The researchers collected data, using SILL questionnaire, from a total of 457 students who were studying Arabic language in Malaysia. The result of the study was in accord with some studies done previously which showed that female students tended to use language learning strategies, especially affective and metaphysic strategies, more often than male students. This significant difference will give me an idea to determine the strategies frequently used by female Cambodian learners and the ones often used by male Cambodian learners. Fewell, N. (2010). Language learning strategies and English language proficiency: an investigation of Japanese EFL university students. TESOL Journal , 2, 159-174. In this study, Fewell attempted to investigate the correlation between English proficiency level and the correct utilization of language learning strategies on Japanese first year students. Other variables excepting learning strategies which may affect students proficiency level were carefully determined and excluded from the study, although the attempt was hard to achieve. In order to determine the impact of the utilization of learning strategies on the proficiency level, the researcher used SILL to unfold the strategies used by the top 25% of English proficient learners and the bottom 25% of English proficient learners. Unexpectedly, the analyzed result was contrary to the results of most studies showing the correlation between increased English proficiency and increased language learning strategy utilization. Due to the finding, I realize that this study is absolutely fascinating, and what really fascinates me is the underlying factors interfering the findings. Felder, R. M., Henriques, E. R. (1995). Learning and teaching styles in foreign and second language education. Foreign Language Annals , 28 (1), 21-31. The content of this descriptive study includes many findings I am looking for. The researchers purposefully raise the learning strategies particularly suitable for second and foreign language acquisition. Moreover, the authors discuss certain learning styles favored by the teaching styles of most language teachers. It is written in the paper that the unawareness of students learning styles and teachers teaching styles can lead to the unfortunate mismatch which can result in several negative consequences including boredom of learning, demotivation, poor academic performance, etc. This study, though not a field study, represents a valuable collective source of information on the issues in language learning strategies and, obviously, will become a fundamental reference to my study. Griffiths, C., Parr, J. M. (2001). Language learning strategies: theory and perception. ELT Journal , 55 (3), 247-254. This easily understandable article is closely related to my study. If looking at the research questions, Griffiths and Parr aim at discovering the most frequently used language learning strategies adopted by the contemporary language learners who are speakers of other languages and the teachers perception of the language learning strategies used by their students. To get the result, a large sample of 569 students who are non-native speakers of English in New Zealand were selected to fill the SILL and 30 experienced teachers were invited to complete ILLS (Inventory of Language Learning Strategies) questionnaires. The result of the study was quite interesting because there was a mismatch between students and teachers perspectives on using the strategies to learn the target language. Based on the students perception, social strategies are the most commonly used and memory strategies are the least; however, the teachers believe that their students use memory strategies the most and affec tive strategies the least. The difference in perception between the students and teachers really interests me, and I think this study can be a good model for my present study as it also provides useful information on the relation between changing language teaching and learning theories and the language learning strategies which go alongside. Oxford, R. L. (2003). Language learning styles and strategies: an overview. In Learning styles and strategies (pp. 1-25). GALA. In this chapter, Oxford mainly discusses the distinction between learning styles and strategies in depth. Extended definitions of the key terms are provided. This chapter of the book is fundamental to my study since detailed description of each style or strategy is given one by one, and there is also a part discussing the implications for L2 teaching. The author clearly indicates that harmony between students style and strategy preferences and a combination of instructional methodology and materials is the essence of helping students perform well in their L2 learning.

Brazil’s Bioethanol Initiative Essay -- Essays Papers

Brazil’s Bioethanol Initiative The OPEC oil embargo caused many ripple effects throughout the world, but few places set in motion a response as dramatic as the county of Brazil. Brazil, a sprawling oil-poor country in South America was hit especially hard by the drop in ready world oil supplies. The county was gearing up for the transition from an agricultural and subsistence economy, to an industrialized one in the early seventies. This was accompanied by an increase in oil imports to the nation from overseas. Early in this effort, the balance of trade was relatively good despite the oil imports due to a strong sugar market. This led to a relative abundance of foreign or â€Å"hard† capital for the Brazilian government to use to implement widespread changes to the county’s infrastructure. With the advent of the oil embargo, that changed the economic picture. The blow was worsened by sugar prices plummeting on the commodities market during the same period, giving the Brazilian economy a reeling combination. The Government reacted by instituting a relatively daring national policy, designed to deliver a two -pronged benefit to the county. The plan was to use the national excess sugar production to make ethanol for vehicle use. This program began in 1975 and was to use traditional fermentation to make fuel. Fermentation is the best known process by which various microbes break down sugars to make ethanol. While there a wide range of yeasts and bacteria that can make alcohol, the base substrate remains essentially the same. It requires either glucose or sucrose for the biologic pathways to function. This is arguably the earliest biotechnological process in the world and has been used for fuel, consumption and feedstocks for cent... ...ion of cellulose can be utilized to make substrate for fermentation, a technology that Brazil has invested in recently to make better use of its fibrous wastes from cane and other crops. Brazil has taken bold steps to self-sufficiency in the last three decades and has been a model often pointed to by the alternative energy community. I believe that they have plotted a courageous course and will be in the position to gain the fruits of their labors soon. Perhaps they can lead the rest of us by example. References: Assessing the Impact of the Green Revolution, 1960-2000 Evenson, R.A. and Gollin D. ; May 2003, Science, vol.3 Brazilian Biomass Processing Meetings (1998/99) www.ieabioenergy.com/library/66_ieanews2.html IEA Task 26: Biotechnology for the Conversion of Lignocellulosics to Ethanol, No 2 May 1998 www.ieabioenergy.com/library/66_ieanews2.html

Netflix Reaction Paper

Netflix: Responding to Blockbuster Again The concept covered in the discussion on Netflix responding to blockbuster is an interesting topic. Netflix is a great example of disruptive innovation. Its DVD-by-mail turned the video rental business on its head and helped push Blockbuster into bankruptcy. As a start-up and outsider, Netflix was able to see that Blockbuster underserved many users. In response, Netflix created a business that offered more affordability, accessibility and availability to these under-served customers.Netflix saw this as a great opportunity and with customers busier lifestyles, demand and the advancement in the technology, Netflix made a move and serve the underserved customers of Blockbuster. Netflix is definitely the most successful of these Blockbuster-replacement services and has been steadily gaining power over the years. They started out as a DVD rentals-by-mail service and business has been booming ever since they introduced a streaming subscription servi ce as well. The rise of internet media also raised the success of Netflix.Blockbuster’s demise was linked to the success of Netflix. The business model of Netflix focuses on addressing unmet needs on the part of consumers. The business model for video rental industry back then in early 2000 was to pay-per-rental. Customers were frustrated by late fees and not being able to find their movie of choice when they wanted it. Netflix used a design principle that any company aspiring to succeed at disruptive innovation must adopt – Think Big. Start Small. Fail Quickly. Scale Fast. Think Big.Netflix pursued the big idea of streaming video, even though it would render obsolete its mail-based system for distributing DVDs. By contrast, most companies think small—they try to protect their existing business even if they can see a long-term threat from the Internet or other technological disrupter. These companies tell themselves they’re making incremental improvements , only to wake up one day and find the world has changed. When that day comes, they switch to panic mode, as Blockbuster did once it realized Netflix had transformed DVD distribution. Start Small. Netflix started with lots of small projects.This way, the company would know the market reaction and work out the kinks before going national. Fail Quickly. When early efforts at streaming video looked iffy, Netflix adopted the poker player’s mantra that most money is lost early in a hand, when the tendency is to hope that something good will materialize even though reason suggests otherwise. Netflix folded, saving its money for the day when it finally got a good hand. By contrast, most companies keep playing bad hands far too long, partly because those involved know they’ll get tarnished by association with a failure.Scale Fast. Netflix is now scaling streaming video fast, maintaining the lead it worked so hard to build over competitors. Numerous companies have, however, won early battles and lost the war at this stage of innovation. Innovations are successfully developed but never find a home because, unlike Netflix, the company isn’t willing to attack its core business. It’s worth noting that Netflix is still very much a work in progress and should continue its quest to bold innovations in order to maintain its current competitive advantage.

The Stone Angel; Comparison essays

The Stone Angel; Comparison essays The film A Beautiful Mind and the novel The Stone Angel both have a very important and interesting theme: when life throws you a curveball, love will always be there. A Beautiful Mind is a film about the life of John Forbes Nash, a Nobel Prize winner who struggled through most of his adult life with schizophrenia. It is a true story, not only of one man's fight to overcome his own disability, but of the overreaching power of love - a theme that has also been embraced by the book The Stone Angel. This novel deals with the life of Hagar Currie Shipley, a 91-year-old woman who is on a tumultuous journey to accept her own life, and prepare for death. Yet even though she attempts to wrestle against the inevitable, there is always a constant reminder: love is always the key to happiness. Thus, the film and the novel explore the true importance of love and its role our lives. Both characters experience different stages of denial, anger, bargaining, depression and finally acceptance in their quest to define their lives and learn the fact that love is the most important thing. At one time, every individual is faced with death, horrific to the young, or inviting to the sick and the old. Death is interpreted as the end of existence, but to those who believe in the afterlife, as a whole new chapter of the unknown. When Hagar Shipley realizes the proximity of death, she is in denial. She comes to live in a world of memories in the past. All her life, she was hard, never showing emotion, even through the passing of her husband. However, near the end she comes to a new understanding, although she would not admit it: what is the purpose of living life, happily or unhappily, if there is a lack of love and trust? Likewise, John Nash is faced with his own death when he finally realizes that he is a schizophrenic, has taken many chances with his life already, and may die a lonely man if he does not come to accept his situation and use the remainder of h...