Is Carbon Dioxide Poisonous

You probably know carbon dioxide is a gas that is present in the air you breathe. Plants breathe it in order to make glucose. You exhale carbon dioxide gas as a by-product of respiration. Carbon dioxide in the atmosphere is one of the greenhouse gases. You find it added to soda, naturally occurring in beer, and in its solid form as dry ice. Based on what you know, do you think carbon dioxide is poisonous or is it non-toxic or somewhere in between? You Need Carbon Dioxide to Live Ordinarily, carbon dioxide is not poisonous. It diffuses from your cells into your bloodstream and from there out via your lungs, yet it is always present throughout your body. Carbon dioxide serves important physiological functions. As its level rises in the bloodstream, it stimulates the impulse to breathe. If the rate of breathing isnt sufficient to maintain the optimal level of CO2, the respiratory center responds by increasing the rate of breathing.  Low oxygen levels, in contrast, do  not  stimulate increased rate or depth of breathing. Carbon dioxide is essential for hemoglobin function. Carbon dioxide and oxygen bind at different sites on the hemoglobin molecule, but the binding of CO2 changes hemoglobin conformation. The Haldane Effect occurs when binding of carbon dioxide decreases the amount of oxygen bound for a particular partial pressure of the gas. The Bohr Effect occurs when rising CO2 partial pressure or decreased pH causes hemoglobin to offload oxygen to tissues. While carbon dioxide is a gas in the lungs, it exists in other forms in the blood. The enzyme carbonic anhydrase converts about 70% to 80% of carbon dioxide into bicarbonate ions, HCO3-. Between 5% and 10% of carbon dioxide is a dissolved gas in plasma. Another 5% to 10% is bound to hemoglobin as carbamino compounds in red blood cells. The exact about of carbon dioxide varies according to whether blood is arterial (oxygenated) or venous (deoxygenated). Too Much Carbon Dioxide Is Toxic However, if you breathe high concentrations of carbon dioxide or re-breathe air (such as from a plastic bag or tent), you may be at risk for carbon dioxide intoxication or even carbon dioxide poisoning. Carbon dioxide intoxication and carbon dioxide poisoning are independent of oxygen concentration, so you may have enough oxygen present to support life, yet still suffer from the effects of rising carbon dioxide concentration in your blood and tissues. The condition of excess carbon dioxide concentration in the blood is called hypercapnia or hypercarbia. Symptoms of carbon dioxide toxicity include high blood pressure, flushed skin, headache and twitching muscles. At higher levels, you could experience panic, irregular heartbeat, hallucinations, vomited and potentially unconsciousness or even death. There are several potential causes of hypercapnia. It may result from hypoventilation, diminished consciousness, lung disease, rebreathing air, or exposure to an environment high in CO2 (e.g., near a volcano or geothermal vent or under in some workplaces). It can also occur when supplemental oxygen is administered to a person with sleep apnea. Diagnosis of hypercapnia is made by measuring blood carbon dioxide gas pressure or pH. A blood gas concentration over 45 mmHg carbon dioxide combined with low serum pH indicates hypercarbia. Fun Facts The average adult human produces about 1 kg (2.3 lbs) of carbon dioxide per day. In other words, a person releases about 290 g (0.63 lbs) of carbon each day.Breathing too quickly depletes carbon dioxide levels, causing hyperventilation. Hyperventilation, in turn, can lead to respiratory alkalosis. In contrast, breathing too shallowly or slowly eventually causes hypoventilation and respiratory acidosis.You can hold your breath longer after hyperventilating than before it. Hyperventilation lowers the carbon dioxide concentration of arterial blood without having a significant impact on blood oxygen levels. The respiratory drive diminishes, so the urge to breathe is reduced. This carries a risk, however, since its possible to lose consciousness before feeling an overwhelming urge to breathe. Sources Glatte Jr H. A.; Motsay G. J.; Welch B. E. (1967). Carbon Dioxide Tolerance Studies. Brooks AFB, TX School of Aerospace Medicine Technical Report. SAM-TR-67-77.Lambertsen, C. J. (1971). Carbon Dioxide Tolerance and Toxicity. Environmental Biomedical Stress Data Center, Institute for Environmental Medicine, University of Pennsylvania Medical Center. IFEM. Philadelphia, PA. Report No. 2-71.

Literature Review - Concept Map - 716 Words

Introduction This paper will discuss the literature review section of Adena LeJeune’s 2010 dissertation titled â€Å"Examination of Louisiana Certified Public Accountants Perceived Educational Needs Related to International Financial Reporting Standards† (IFRS). Beginning with the author’s strategy, the learner identifies the theoretical framework and research methodology followed by an explanation of the work’s organizational layout. The next sections explore the levels of analysis used and the limitations, implications, and recommendations as identified by the author. Finally, the paper will present a visual in the form of a concept map and conclude with a brief summary about the learner’s takeaways from this assignment. Agency Theory†¦show more content†¦For the presentation of the literature review, the author used a logical methodology by first explaining the study’s purpose, search strategy, and the basis for the theoretical framework. Delving into the historical literature, the author focused on agency theory, the principal-professional relationship, early IFRS research, and the rationale behind IFRS’ CPE for the Certified Professional Accountant (CPA). Switching gears to current literature, the author again focused on the principal-professional relationship and CPE rationale, and ended the section with a review of IFRS’, its status in the United States, and results from other adopting IFRS in other countries. The author summarized the literature review emphasizing the need for IFRS’ CPE as a responsibility of accountants under the principal-professional relationship through motivation by the professional (accountants) and the profession (accounting agenci es). Limitations, Implications, and Recommendations This section highlights an author-identified limitation, implication, and recommendation for this and future IFRS’ CPE research. While the author found studies conducted at the profession and country levels, studies at the professional level only existed in Bahrain with this work adding to the literature as aShow MoreRelatedHow to Write a Literature Review?1099 Words   |  5 PagesA GOOD LITERATURE REVIEW? You should use the literature to explain your research - after all, you are not writing a literature review just to show what other researchers have done. You aim should be to: âž ¢ Show why your research needs to be carried out, âž ¢ How you came to choose certain methodologies or theories to work with, âž ¢ How your work adds to the research already carried out, etc. What is the purpose of a Literature Review? The purpose of a literature review is to conveyRead MoreA Critique on the Thesis1383 Words   |  6 PagesShirley, C.C.S. (2004).This thesis can be found on the database of Hong Kong University. This report mentions the slimming pheromone in Hong Kong, and wants to find out whether those behaviors will develop into illness. And the introduction, literature review, objective, methods will be critiqued in this report. Introduction The research problem statement highlighted three main components: ‘Eating attitudes, Slimming Behaviors and Perfectionism’. The paper will investigate in the attitudes and behaviorsRead MoreGis : An Abbreviation For Geographic Information Systems Essay792 Words   |  4 Pagesproduce living, breathing maps. By utilizing the power of Geographic Information Systems, users can create powerful applications. These applications can range in size from being small (surveying a single farm) to large (displaying real time voting across the country in a presidential election). The paper will begin with a literature review on the sources used for research including conference papers, lectures, and trade magazines. 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Theory appears to be the map of the main elements that determine an outcome and the relat ionship between the causative factors. Graham (2011) describes the â€Å"why† of theory as identifying the influences and concepts, while considering â€Å"how† the elements in the theory are related. Theory expresses â€Å"why† the factors and associations merit relate in the larger context. RudestamRead MoreThe Elementary School Participantsspace1425 Words   |  6 PagesSwift, L. E., (2014). Relations among multiple types of peer victimization, reactivity to peer victimization, and academic achievement in fifth-grade boys and girls. Merrill-Palmer Quarterly, 60 (3). pp. 302-327. 2. Concepts and findings discussed in the literature review include: †¢ Previous research studies indicate that approximately 10% of elementary and middle school students have experienced repeated peer victimization. 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Comparative Literature in an Age of Globalization Free Essays

COMPARATIVE LITERATURE IN AN AGE OF GLOBALIZATION: Utrecht University The bylaws of the American Comparative Literature Association stipulate the writ-ing every ten years of â€Å"a report on the state of the discipline. † The present collection Comparative Literature in an Age of Globalization represents the latest in the series and is a follow up to Charles Bernheimer’s Comparative Literature in the Age of Multiculturalism (1994). The structural similarities between the two titles, with their repetition of â€Å"Comparative Literature in the age of † is striking, and I will corne back toit. We will write a custom essay sample on Comparative Literature in an Age of Globalization or any similar topic only for you Order Now The nineteen essays in the collection have been written by a team of eminent scholars and they respond not only to Bernheimer’s collection and to the general theme of â€Å"globalization† but also to each other. The resuit is an interesting series of kaleidoscopic interventions, some highly readable and pulling lots of punch; others less user-friendly and, in attempting to arise to the occasion, somewhat convoluted and over-written. Granted: the â€Å"report† is a very awkward genre for which there are no rules and, given this need to improvise, the editer Haun Saussy has made a good job of providing a nuanced and multiperspectival account of the â€Å"state of the discipline†. It would have enhanced the impact of the present volume, however, had it been at times less an inward looking colloquy among seniors and more inviting to the as-yet not initiated graduate student. As it is, it makes very interesting reading for the diehard senior member of staff (and presumably the members of the ACL A) while being less accessible to the future scholar or to those working in other disciplines and interested in finding out what Comparative Literature stands for, where it is going to, and why it might be important. Canadian Review of Comparative Literature / Revue Canadienne de Litterature Comparee CRCL DECEMBER 2008 DECEMBRE RCLC 0319-051Ãâ€"708/35. 4/353  ©Canadian Comparative Literature Association 54/ CRCL DECEMBER 2008 DECEMBRE RCLC ANN RIGNEY | COMPARATIVE LITERATURE IN AN AGE OF GLOBALIZATION/ 355 A survey attempting to do justice to the complexity of an academie field and what is at issue in it, almost inevitably leaves the reviewer less with a single argument than with a variety of perspectives on a variety of issues (on among other things, the importance of historical approaches, the value of study of graphie novels and other visual forms alongside texts; the nature of comparative literature as a â€Å"metadiscipline† or exploratory space). So what is really surprising about this collection, then, is the degree of convergence that it nevertheless manifests. To begin with, the majority of contributors do address some issue within the broad frame of â€Å"globalization† taking their eue from the substantial introductory essay by Saussy, himself a specialist in Chinese literature. Where the 1994 report focused on questions of the boundaries between literature and other cultural expressions, ten years later the main emphasis here is on themes that are in many ways more traditional within the multilingual field of comparative literature: the concept of world literature or â€Å"literatures of the world† and how best to teach it (David Damrosch and Katie Trumpener provide interesting solutions); the cultural role of translation and its status as a medium in teaching and research (Steven Ungar); the nature of comparison itself and the grounds upon which texts or movements from different cultural and linguistic traditions, even from different periods, may usefully be compared with each other and if indeed, as Emily Apter argues following Alain Badiou, if grounds for comparison are always needed; the future role of (East) European literature and theory within the much larger body of world literature now becoming available (Caryl Emerson). Even Marshall Brownà ¢â‚¬â„¢s enthusiastic celebration of the close reading of particular texts, using the example of Effi Briest, reflects the concern with globalization: the very fabric of Effi’s provincial life is woven through, as Brown shows, with the impact of more distant and general developments. Such concerns suggest that we are witnessing the return of Comparative Literature to its origins as the inter-cultural and multilingual study of literature. As if to con-firm this, the polyglossic Zeitschrift fur Vergleichende Literatur established by Hugo Meltzl de Lomnitz in 1877 is cited on more than one occasion as the foundational text of the discipline (rather than say, the Russian Formalists’ programme for a general literary science as promoted among others by Rene Wellek). The phrase â€Å"return to origins† might seem at first sight a merely conservative retreat to older positions, but re-engaging with roads taken earlier in comparatism is not a symptom in this case of burnout. Instead, the present concern with intercultural and interlinguistic â€Å"comparatism† as the basis for the common pursuit of literary studies represents not just a return, but also a revitalization: a return to a well-established tradition that had been marginalized as long as other theoretical formations, taking a more universalist approach to literary texts, dominated the academie study of literatures, as they did from the 60s on. But it also represents a revitalization and expansion of this tradition: at a time when globalized communication networks, intercultural exchanges and human mobility are such dominant features of our lives, some of the traditional concerns of comparative literature a la Meltzl de Lomnitz and Paul van Tieghem among others have become relevant in new ways and have the possibility of taking central stage in the field of literary studies at large. Ail of this is good news for those who continue to want to disengage the study of literature from the inevitable parochialism of the separate language departments and who are committed to the study of literature as a trans-national medium that has long been crossing borders—before ever the term globalization was invented—both in the original and in the form of translations. The report thus bespeaks confidence in the Comparatist project and a certain excitement at the sense that literature has become an even richer domain now that we in the West are becoming belatedly aware of the variety of literatures in the world and, thanks to work done in the last years to make it more accessible in the form of anthologies, a little better equipped to talk about nonEuropean literatures. As several contributors point out, the success of comparatist concerns in the field of literary studies at large along with the more general acceptance of translation as a legitimate medium for teaching, may mean that Departments of Comparative Literature as such may become less distinctive. The even greater risk is also there that the inter-linguistic and inter-cultural aims of the Comparatist project may end up being reduced to the derivative study of â€Å"literatures of the world† through the monolingual filter of a globalizing English. For globalization, of course, is always double-edged: while providing a greater awareness of cultural diversity it also tends to reduce that diversity by the very fact that it makes cultures more widely accessible in an homogenizing lingua franca. Given this downside of globalization, the distinctive aims of Comparative Literature as the multilingual study of literature have become ail the more urgent. As the present collection demonstrates, however, the traditional demand that students of Comparative Literature be at home in three (European) languages is no longer enough for the task at hand. More language skills are needed. But since there are presumably also limits to the number of languages any individual scholar can master, there is new need for different forms of collaboration between specialists in various fields-a point implied by a number of contributors, though not extensively thema-tized in the present collection. Indeed, given this need for collaborative projects, the core of Comparative Literature may no longer be in a particular â€Å"disciplinarity† (i. e. that it is carried out by individuals who are skilled in various languages, though hopefully these people will continue to exist) but in its function as a platform for research and teaching: the fact that it brings together scholars who are committed to exploring in a collaborative way the cross-currents and exchanges between literatures written in different languages across the world at different periods. This report on â€Å"the state of the discipline† thus gives not only food for thought but also reasons for confidence. Nevertheless, it also leaves me with some niggling doubts about the very way in which we as literary scholars think about our work. My concern centres on the generic title: â€Å"Comparative Literature in the age of†¦ † The problem lies not so much in the epochal tone, suggesting as it does that in the course of 10 years we have moved from the â€Å"age of multiculturalism† to that of â€Å"globalization† (as if mul- 356/ CRCL DECEMBER 2008 DECEMBRE RCLC ANN RIGNEY | COMPARATIVE LITERATURE IN AN AGE OF GLOBALIZATION/ 357 ticulturalism were somehow no longer relevant or globalization a new thing). The problem is more with the implicit assumption that one should define â€Å"the state of the discipline† by looking at ils relation to â€Å"the age† around it as if it should be its mirror. Behind this conceptualization lies, of course, the legacy of Matthew Arnold and the belief that criticism’s main task is to provide knowledge, not so much of literature as such, as of the world itself as this is represented or reflected through literature. â€Å"Comparative Literature in the age of † bespeaks this grand commitment to be the conscience of the world and to interpret the â€Å"best† that has been thought in it. This continues to be a self-evident aim within literary studies. Hence the ongoing selfsearching about what is the proper object of study fuelled by the belief that the choice of object (world literature, literatures of the world, popular fiction or highly regarded works of literature) involves an ethical decision about what is relevant at the present time or in the present world. With our present global perspective and our awareness that there is more to literature than the canon of European classics, that â€Å"worldly† task has become an even heavier one and the way to its realization more fraught by the need to select carefully. Far be it from me to trivialize the importance of cultural criticism or a commitment to seeking out interesting literary phenomena to study above more banal ones. Nevertheless, there is something paradoxically ostrich-like about the ways in which Comparative Literature defines itself in relation to the world around it and in relation to â€Å"the age† as a whole. The very moral authority accorded to literature is also a throw-back to a time when literature (vide Arnold) was the dominant cultural form. But for ail its ostensible worldliness, the present collection arguably puts its head in the sand when it cornes to the changing status of literature in the highly mediated world in which we live and where globalization has been effectuated more obviously through the medium of television, film, popular music and internet than it has through literature. In paying so much attention to world literature and how it should be defined and taught (in itself a really positive development) the collection nevertheless succeeds in ignoring the fact that literature’s relation to the world, and its place in the world, has fundamentally changed. More precisely, it ignores the interface between literature and other media, and between literature and other forms of knowledge at the present time. In raising this point, I do not mean to uggest that we should ail drop the study of literature in favor of looking at other media (a pos-sibility raised briefly by Malti-Douglas), for that would be to p erpetuate the belief that literary studies is somehow a super-discipline that provides the conscience for the humanities and has a responsibility for ail of culture. Rather it is an argument in favor of reconsidering the changing relations between literature and other cultural media, and the impact both in the past and in the present of new technologies and changing literacies on the very possibilities we have for expression and interpretation. It is also an argument for considering new forms of collaboration with specialists in other fields of culture. In other words, the next challenge is to conceive of literary studies itself from a comparative perspective, that is, in relation to other forms of knowledge about culture and media. In the last decades, certainly in Europe, media studies have been institutionalized and have been providing increasing competition for literary studies both when it comes to attracting students and to attracting research funding. The question which needs to be addressed, sooner rather than 10 years down the line, is how to reposition comparative literary studies in relation to these adjacent fields. In the first place, this will mean becoming more modest: accepting the fact that writing and reading are just one form of culture among other, albeit the one with the longest history and about which there is the greatest body of knowledge (here we should be much less modest). It will also involve becoming more pro-active as we define more clearly, and become once again surprised by the magic of language in its various manifestations, what literature can and can not achieve (Jonathan Culler’s intervention hints in this direction). Instead perhaps of soul-searching continuously about the identity of Comparative Literature in relation to the set of objects (world literature, counter-canons, etc) and in relation to â€Å"the age† as a whole, we need to look outside the discipline and accept that there is an outside. Hopefully the next report will focus less on â€Å"the state of the discipline† as seen from within and be more specific about what we have to offer the world of learning at large. How to cite Comparative Literature in an Age of Globalization, Essay examples

Addiction Problem for Drug and Substance Abuse - myassignmenthelp

Question: Discuss about theAddiction Problem for Drug and Substance Abuse. Answer: Introduction Drug and substance abuse has been a great tragedy in the 21st century, and it has come about with many consequences in the society (Bissessar, 2014). The media has also been an important communication platform, and many individuals gain information through different media platforms such as newspapers, movies, books, and advertisements (Gaal, Szabo, Kovcs, Csepregi, 2015). Drug and substance abuse being a critical problem in the world according to (Butler, 2017), and it is therefore communicated through different forms of media since many people can easily access the different forms of media. Several movies have been released showing drug and substance abuse problems and one of these movies, in this case, a documentary is called The Anonymous People. This documentary has filmed a community of about 23.5 million American people living with drug and substance abuse problems and also people facing long-term recovery conditions (Cohen, Mikhitarian, Reilly, Williams, 2014). The recovery faces have been hidden and the voices silent for an extended period due to stigma in the society which is intensely entrenched. The story of these anonymous people is told through the voices and faces of the volunteers, the leaders, celebrities and corporate executives putting it all out in black and white to save the lives of other individuals just like them (Mikhitarian, 2015). The recovery movement was aimed to fuel a changing conversation intended to transform public opinion and shift a problematic policy to the direction of a lasting recovery solution. Several stereotypes, attitudes, and assumptions were portrayed in the society. The attitude that drug addiction was a crucial problem in the society was highlightened since most of the prominent people and celebrities in the community such as Chris Harren, a basketball player came out and talked about their addiction problems so bother to help other persons like them in the society. The portrayal is very genuine since it talks about real people in real life situations battling or who had battled with drug and substance use problems and it is not fiction as it is in the movies. The documentary film also captures the challenges that these drug addicts face in the society which is a similar portrayal of exactly what happens to many people around the globe (NEPA Scene, 2016). However, this does not stigmatize a persons clients, but on the contrary, it gives them hope. In the documentary, the 20-25 million Americans facing alcohol and other drug and substance abuse problems have optimism through the emergence of active grassroots advocacy recovery and support movements. Brave people who have recovered from drug and alcohol addiction problems came up and formed associations uniting for the first instance in years to offer hope and address the addiction problem which was America's most persistent problem in public health. Stigmatization of individuals with addiction problems is highly condemned, and the faith of coming out of the slavery of the addiction problem is given to the addicts through the life-changing stories of different people. The society should realize that drug addiction makes a person enslaved to drugs and therefore turning back is never easy. When this concept is understood stigmatization will be significantly reduced. The society has to accept people with addiction problems and also help them change because isolation has never solved drug addiction problems, but it instead increases the cases. The victims need to feel like part of the community, and they need to be cared for and counseled by service providers, law enforcers, policy m akers and the media at large. This can be done through the media channels, seminar forums, in the rehabilitation centers and also in homes. The Anonymous people views stigmatization as being a societal disease and campaigns against it (Phoenix House, 2013). Many famous faces and voices offer to come out to the light and talk about their addiction problems so that individuals facing the same can be able to relate to them and overcome their challenges just as they did. The general public is also discouraged against stigmatization since it causes enduring mental and health stress to individuals with addiction problems. Stigmatized people are more likely to be depressed, and this reduces treatment, and it worsens their addiction problems since they tend to turn to drug abuse for consolation (Livingston, Milne, Fang, Amari, 2012). Some may even be harmful to themselves and other people, therefore, being a threat and they might also end up being at logger's heads with the law as a result of the stigma. The positive portrayals of people who faced addiction problems and overcame gave hope to others, and the recovery results wer e positive. The psychological model could be appropriate to practice in the field of drug addiction because it focuses on what takes place for a person to start using drugs. The model emphasizes that drug addiction is psychologically motivated therefore making everyone vulnerable to addiction (Ngo, 2014). The social learning theory of addiction is applicable in this case. This model reflects current issues in drug addiction since a learned behavior, and a character defect and a learned behavior is an addiction (Kelly White, 2010). This is evident in the current addiction situations since most people become addicts as a result of several circumstances such as a marriage separation, being fired from work among many other issues. The psychological model is linked to the social service work theory as the observing people with addictive behavior could psychologically motivate others also to start using drugs. It is, therefore, crucial to learn about stigmatization and the addiction problem to learn on how to handle persons with addiction problems and how to help the society to be able to view drug addicts as normal people and to help them recover. Conclusion Stigmatization being a worldwide problem, it is essential to find ways to deal with how people view drug addicts in our society to help them change and to help their rehabilitation process to be a lot easier. Given the widespread of addiction in the various parts of the world and echoed by the happenings of the movie it is a clear indication that the issue needs clear policies to control the behavior of the people. The policy will help in building the self-esteem of the addicts which is essential for the recovery process. References Bissessar, A. M. (2014). The Tragedy of a Small Country: Combatting Substance Abuse and Illegal Drugs. International Journal of Humanities and Social Science , 51-65. Butler, J. C. (2017). 2017 ASTHO President's Challenge: Public Health Approaches to Preventing Substance Misuse and Addiction. Journal of Public Health Management Practice, 531-536. Cohen, A., Mikhitarian, B., Reilly, j., Williams, G. D. (2014, August 8). The Globe and Mail. Retrieved from https://beta.theglobeandmail.com: https://beta.theglobeandmail.com/arts/film/film-reviews/a-misguided-attempt-to-bring-addiction-out-of-the-closet/article19963543/?ref=https://www.theglobeandmail.com Gaal, Z., Szabo, L., Kovcs, N. O., Csepregi, A. (2015). Exploring the Role of Social Media in Knowledge Sharing. The Electronic Journal of Knowledge Management Volume, 185-197. Kelly, J. F., White, W. L. (2010). Addiction Recovery Management: Theory, Research and Practice. Berlin: Springer Science Business Media. Livingston, J. D., Milne, T., Fang, M. L., Amari, E. (2012). The effectiveness of interventions for reducing stigma related to substance use disorders: a systematic review. Wiley-Blackwell Online Open, 39-50. Mikhitarian, B. (2015). Many Faces, One Voice: Secrets from The Anonymous People. New York: Central Recovery Press, LLC. NEPA Scene. (2016, February 31). NEPA Scene. Retrieved from https://nepascene.com: https://nepascene.com/2016/08/anonymous-people-film-recovery-addiction-screens-free-scranton-sept-8/ Ngo, V. (2014, March). Addiction According to Moral, Disease, and Learning Models. Simon Fraser University , pp. 1-12. Phoenix House. (2013, September 10). https://www.phoenixhouse.org. Retrieved from Phoenix House: https://www.phoenixhouse.org/news-and-views/our-perspectives/the-anonymous-people-what-does-anonymity-actually-mean/