Tutor profile: Sabrina G.
What is fluoride, and what is a con about its use?
Fluoride is a naturally occurring element, and it is found in rocks, soil, freshwater, and ocean water. Some examples of fluoride are sodium fluoride, stannous fluoride, and fluoride monofluorophosphate (Water Fluoridation and Cancer Risk). Fluoride is a substance that is used every day unintentionally, and it can be found in dental products like toothpaste and mouth rinses, food, water, and other beverages as well. For decades, fluoride is a key essential to water in an attempt to inhibit to effects of tooth decay (HowStuffWorks). In actuality, fluoride has a vast amount of negative symptoms that can ultimately be very harmful to the body. High doses of fluoride are sometimes used to detriment a community for heinous purposes. Although fluoride is used daily and has some positive side effects to aid the body, the positives do not outshine the negative effect, consequently, making fluoride is a very injurious substance. One of the numerous reasons why fluoride is grim for the body is because it can cause fluorosis. Fluorosis is a detrimental bone disease that usually affects the teeth. Fluorosis indicates overexposure to fluoride during adolescent years when the teeth were emerging. A person can tell if they have dental fluorosis by stained, besmirched, blotchy, or chalky-white teeth (UNICEF). According to UNICEF (n.d.), “These effects are not apparent if the teeth were already fully grown before the fluoride overexposure; therefore, the fact that an adult may show no signs of dental fluorosis does not necessarily mean that his or her fluoride intake is within the safety limit.” If the effects of fluorosis worsen and the intake of fluoride heightens, then this can lead to skeletal fluorosis. Skeletal fluorosis indications comprise of intermittent pain and laboriousness of joints, headache, stomachache, and muscle feebleness (UNICEF).
Subject: US History
What are the historical accuracies from the movie Apollo 13?
The historically accurate element of Apollo 13 is the mechanical impediments, such as the oxygen tank bursting on the Apollo 13 spacecraft and the crew on the spacecraft trying to get back to Earth. Two days into the mission, the three astronauts heard and felt a “pretty large bang”.  The explosion got their instant attention and, throughout the next few minutes as they and the ground controllers complete a hasty valuation of the health of the spacecraft, it became deceptive that, for some reason, two of the three fuel cells in the Service Module had gone lifeless.  None of the crew members knew what had occurred on the vessel but there was no uncertainty that the astronauts were in grim trouble. If the crew members were going to survive, they would need enough power, oxygen, and water for a four-day trip around the Moon and home to Earth, and without a healthy Service Module, those three merchandises were going to be in terribly short supply.  Usually on normal conditions of the spacecraft, oxygen and The oxygen tank bursting on the Apollo 13 spacecraft. The survival of the crew members of Apollo 13 was very slim due to circumstances they had to tolerate on the spacecraft, particularly with the carbon dioxide situation.  There was a sufficient amount of lithium hydroxide canisters, which eradicate carbon dioxide from the spacecraft, but the square canisters from the command module were not companionable with the round openings in the lunar module environmental arrangement.  Lithium hydroxide was intended to provision two men for two days and was requested to aid for three men for about four days. After a day and a half in the lithium hydroxide, a warning light indicated that the carbon dioxide erected up to a hazardous level. Mission control formulated a way to attribute the command module canisters to the lithium hydroxide system, using plastic bags, cardboard, and tape, all supplies carried on board. As stated by Jim Lovell, "The contraption wasn't very handsome, but it worked." After tapping the supplies on the board, the crew members had to maneuver their way to get back to Earth. Apollo 13 had made the normal midcourse correction, which would take it out of a free-return-to-Earth course and put it on a lunar landing route.  Now the mission was to get back on a free-return passage. The ground calculated a 35-second burn and fired it five hours after the explosion. (nasa.gov 2009) As they advanced the moon, another burn was computed, but this time long five-minute scorch to hurry up the return home. It took place two hours after turning the far side of the moon. (nasa.gov 2009) Finally, on April 17, 1970, the crew members of Apollo 13 made it back to Earth.  The mission was aborted, but the miraculous journey of these astronauts surviving in space for five days straight is such a milestone achievement.  (Hanks, Paxton and Bacon 1995)  (history.nasa.gov n.d.)  (lpi.usra)  (nasa.gov 2009)  (nasa.gov 2009)  (nasa.gov 2009)  (Redmond 2004)  (history.nasa.gov n.d.)  (history.nasa.gov n.d.)  (history.nasa.gov n.d.)
What is the banking concept of education and how does it work?
The “banking concept”, coined by Freire, is essentially an act that hampers the intellectual growth of students by turning them into exhausting "receptors" and "collectors" of information that has no real connection to their lives. Freire states, "Implicit in the banking concept is the assumption of a dichotomy between human beings and the world: a person is merely in the world, not with the world or with others; the individual is a spectator, not re-creator. In this view, the person is not a conscious being (corpo-consciente); he or she is rather the possessor of a consciousness: an empty “mind” passively open to the reception of deposits of reality from the world outside" (321). Freire states the banking concept imposes a schism between a person (teacher and/or student) and the “real world,” resulting in the evident demise of his or her true consciousness since the former can only be realized through the relationships and connections the individual draws from the material to their life. In this view, Freire claims that by assuming the roles of teachers as "depositors" and students as "receptors", the banking concept thereby changes humans into objects. Humans (as objects) have no autonomy and, therefore, no ability to rationalize and develop knowledge at a personal level and from this initial misconception, the method itself is a system of oppression and control (318-321).
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