A Comparison of Love in The Knights Tale, Wife of Baths Tale, and Fra

Love in The Knight's Tale, Wife of Bath's Tale, and Franklin's Tale    The Canterbury Tales, written by Geoffrey Chaucer around 1386, is a collection of tales told by pilgrims on a religious pilgrimage. Three of these tales; "The Knight's Tale", "The Wife of Bath's Tale", and "The Franklin's Tale", involve different kinds of love and different love relationships. Some of the loves are based on nobility, some are forced and some are   based on mutual respect for each partner. My idea of love is one that combines aspects from each of the tales told in The Canterbury Tales.      Ã‚  Ã‚  Ã‚  Ã‚   In "The Knights Tale", the love between the two knights and Emily is intensely powerful. The love that Palomon and Arcite feel towards Emily is so strong that the two knights feel that it is worth more than life. At one point Palomon says to Arcite, " Though I have no weapon here . . . either you shall die or you shall not love Emily." The love that Palomon feels for Emily is so overwhelming that he is willing to take on an armed man, in mortal combat, just for the love of a woman. Perhaps he feels that without her he will surely die, so why not die trying to win her.      Ã‚  Ã‚  Ã‚  Ã‚   The ironic fact about the relationship between the two knights and Emily is that Emily does not wish to marry either of the knights. she expresses this in a prayer to Diana, the goddess of chaste, " Well you know that I desire to be a maiden all my life; I never want to be either a beloved or a wife." This is so ironic because Arcite and Palomon are about to kill each other for her love and she doesn't want to beloved by either of them. She enjoys the thrills of maiden ho... ... Wife of Bath's Tale" the knight is forced into a love relationship, which I feel could only lead to an unfulfilling relationship. Also in " The Knight's Tale ", Arcite and Palomon are in love with a woman to whom they have never even spoken to. This is hardly the basis for a strong and lasting relationship.    Works Cited    Bowden, Muriel.   A Reader's Guide to Geoffrey Chaucer.   New York:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Farrar, Straus and Giroux, 1964.    Howard, Edwin J. Geoffrey Chaucer.   New York: Twayne Publishers,   Ã‚  Ã‚  Ã‚  Ã‚   In., 1964.    Justman, Stewart. "Love in The Canterbury Tales."   Ã‚  Ã‚  Ã‚  Ã‚   Modern Critical Views on Geoffrey Chaucer.   Ed. Harold   Ã‚  Ã‚  Ã‚  Ã‚   Bloom.   New York: Chelsea House Publishers, 1995.    Patterson, Lee.   Chaucer and the Subject of History.   Wisconsin:   Ã‚  Ã‚  Ã‚  Ã‚   The University of Wisconsin Press, 1991

Harper Lees To Kill a Mockingbird :: Harper Lee Kill Mockingbird Essays

Harper Lee's To Kill a Mockingbird Harper Lee's To Kill a Mockingbird is a highly regarded work of American fiction. The story of the novel teaches us many lessons that should last any reader for a lifetime. The messages that Harper Lee relays to the reader are exemplified throughout the book using various methods. One of the most important and significant methods was the use of symbols such as the mockingbird image. Another important method was showing the view through a growing child's (Scout Finch) mind, eyes, ears, and mouth. There is another very significant method that was used. In the novel, To Kill a Mockingbird, Harper Lee utilizes the effects of irony, sarcasm, and hypocrisy to criticize a variety of elements in Southern life. Harper Lee employs the effects of irony in To Kill a Mockingbird as a way to criticize the deficiency of public education. "Now tell your father not to teach you any more. It's best to begin reading with a fresh mind." (pG. 22) Instead of praising Scout's ability to read at an advanced level, Miss Caroline discourages it. This ironic example set by Miss Caroline seems to demonstrate the inadequate training that she had received for her occupation. Miss Caroline seems to have been instructed upon a strict standard on how her students are expected to behave, but when she encounters something different, such as Scout's advanced ability to read, she advises Scout to stop being advanced, whereas a modern-day schoolteacher would capitalize on Scout's ability to read and encourage her to read more. "You won't learn to write until you're in the third grade." (pg. 23) The strict, recipe-style, rubric method of teaching that Miss Caroline uses is once again emphasized here. Miss Caroline once again discourages Scout's advanced abilities and regards Scout's ability with contempt. "The Dewey Decimal System consisted, in part, of Miss Caroline waving cards at us which were printed 'the,' 'cat,' 'rat,' 'man,' and 'you.'" (pg. 23) The Dewey Teaching Method was supposed to place an emphasis on "active" learning, yet the irony in Miss Caroline's "use" of it was that her teaching method wasn't "active" at all. It was, in fact, extremely passive. The students in the class didn't do anything. They became extremely bored and learned very little. As I have established, the use of irony clearly reveals the deficiency of the public education system in the 1930's. Teachers did not seem to be trained enough to handle the vast abilities of their students.

How does radiation damage DNA Essay

Mobile phones harm body cells and damage DNA Radio waves from mobile phones harm body cells and damage DNA in laboratory conditions, The research project, which took four years and which was coordinated by the German research group Verum, studied the effect of radiation on human and animal cells in a laboratory. After being exposed to electromagnetic fields that are typical for mobile phones, the cells showed a significant increase in single and double-strand DNA breaks. The damage could not always be repaired by the cell. DNA carries the genetic material of an organism and its different cells. This means the change had procreated. Mutated cells are seen as a possible cause of cancer. The radiation used in the study was at levels between a Specific Absorption Rate (SAR) of between 0.3 and 2 watts per kilogram. Most phones emit radio signals at SAR levels of between 0.5 and 1 W/kg. SAR is a measure of the rate of radio energy absorption in body tissue, and the SAR limit recommended by the International Commission of Non-Ionizing Radiation Protection is 2 W/kg. The study also measured other harmful effects on cells. Because of the lab set-up, the researchers said the study did not prove any health risks. But they added that â€Å"the genotoxic and phenotypic effects clearly require further studies †¦ on animals and human volunteers.† Adlkofer advised against the use of a mobile phone when an alternative fixed line phone was available, and recommended the use of a headset connected to a cellphone whenever possible. Previous independent studies into the health effects of mobile phone radiation have found it may have some effect on the human body, such as heating up body tissue and causing headaches and nausea, but no study that could be independently repeated has proved that radiation had permanent harmful effects. In a separate announcement in Hong Kong, where consumers tend to spend more time talking on a mobile phone than in Europe, a German company called G-Hanz introduced a new type of mobile phone which it claimed had no harmful radiation, as a result of shorter bursts of the rad io signal. How does radiation damage DNA? Radiation can damage anyone’s DNA. Radiation is really just high-powered particles or energy. When something like that smashes into your DNA , it is  definitely going to do some damage. Luckily, our cells are very good at repairing the damage so it takes a lot of radiation to do permanent harm. Damaged DNA matters because your DNA has the instructions for making and running you. If these instructions get damaged, it can sometimes affect how well you run. Like any good instructions, the ones in DNA are written up with letters. The high energy of radiation can mess up the instructions by changing a letter. It can also tear the DNA removing one, some, or even millions of these letters. This would be like ripping out anything from part of a page to a whole chapter of your personal instruction manual.

Compare and Contrast: Judith Ortiz Cofer’s “Catch the Moon” and W.D. Wetherell’s “the Bass, the River, and Sheila Mant” Essay

Compare and Contrast Essay Love is an emotion that deeply alters a person’s thought-process. This emotion can bring out the best of people or even make them question who they are and what they’re willing to give up for the person they love. In Judith Ortiz Cofer’s short story â€Å"Catch the Moon†, she suggests that love can change a person for the better by making them want to improve themselves. However, in W.D. Wetherell’s short story â€Å"The Bass, The River, and Sheila Mant†, he suggests that love can make a person try to be someone they are not, ultimately leading in disappointment and regret. Although both authors center their stories on the topic of love, they differ greatly from their character conflicts, character changes, conflict resolutions, and their themes. In â€Å"Catching the Moon†, Luis Cintron and his father constantly argue and never get along very well. However, when Luis meets this girl named Naomi, he experiences an emotion that reconnects him with his dad. Meeting Naomi causes Luis to experience love—an emotion he hasn’t felt since the death of his mother—and causes him to want to develop better character because he knows that his mother would want him to be happy. In order to prove his improved character to both Naomi and his dad, Luis searches all night for a hubcap that will match the one that Naomi is looking for. After hours of searching, Luis finally finds the hub cap and rushes to bring it to Naomi. Cofer states that Luis, â€Å"†¦waited to give her [Naomi] the first good thing he had given any one in a long time† (Cofer, pg. 240). This quote demonstrates that because of his new love, Luis was ready to change his personality for the better and that love can truly reconnect old fla mes from within oneself. â€Å"The Bass, The River, and Sheila Mant† portrays a different message than that of â€Å"Catching the Moon†. In this short story, the narrator faces an internal conflict between choosing over his two passions—Sheila Mant and fishing. The narrator has always dreamed about impressing Sheila Mant, but he wavers when Sheila criticizes fishing for being dumb and boring. Regardless of her opinion, the narrator continues his mission of impressing Sheila by taking her on a boat ride and going to a popular party. On the way to the party, a fish gets caught on the fishing line the narrator left out  on the boat, and by the struggle the fish puts up, he knows that it’s the bass he’s been waiting all summer to catch. Emotions rush through his head, and even though the narrator has waited all summer for this fish, he chooses Sheila instead. The narrator cuts the line, goes to the party with Sheila, and has his heart broken when she chooses to ditch him for another guy. From this experience, the narrator learns that there are plenty of fish in the sea and that he shouldn’t have changed himself just to get a girl to like him. He even goes on to say that, â€Å"There would be other Sheila Mants in my life, other fish, and though I came close once or twice, it was those secret, hidden tugging in the night that claimed me, and I never made the same mistake again† (Wetherell, pg. 150). This quote demonstrates the story’s theme of not changing who you are for love because it will only result in regret and disappointment. Love is a very complex emotion. There are a lot of rules and regulations to love, as well as a lot of exceptions to these rules. All in all, in order to have a happy relationship, one must do want makes oneself happy. If someone’s happiness is put in jeopardy just because of a relationship, then the relationship was definitely not meant to be. In other words, when entering a relationship, don’t choose the better boy or girl; choose the boy or girl that will make you a better person. Works Cited Cofer, Judith Ortiz. â€Å"Catch the Moon.† 2003. Holt Literature and Language Arts. 4th ed. Austin, Texas: Holt, Rinehart and Winston, 2003. 234-40. Print. W.D. Wetherell. â€Å"The Bass, The River, and Sheila Mant.† 2003. Holt Literature and Language Arts. 4th ed. Austin, Texas: Holt, Rinehart and Winston, 2003. 245-50. Print.

Tuesdays with Morrie Book review

Memoir is an Inspirational memoir, by Mitch Album. It is a well- written novel which is mainly concerned with the rejection of the popular culture. If you enjoy nonfiction. And life-lesson giving themes, then you should read this book. Album included himself into the story as Mitch, Morris's old student. The novel is expressed from Album's own point of view of his character In the novel. This has many influences on the novel, and is more controllable for him. Eve chosen this novel due to the fact that I read it for summer reading, and this novel really gave me arioso thoughts and tons of inspiration, Album frequently used symbolism throughout his novel. Album uses a pink hibiscus life representing Morris's life. Since the first day, the plant's life started fading and so did Morris's. Memoir stated throughout the book â€Å"when you're in bed you're dead,† (131) so he always preferred to stay in his chair. When Morris's last days come closer he decides to stay in his bed due t o Immobility and other ALLS causes.Memoir eventually lived his last day on his bed on the Last Tuesday. Another example of symbolism used by Album is the media. The media was referred to as an evil dictator throughout the book. It also caused Match's state of mind before he met Memoir; Mitch was so much of a workaholic that the only thing on his mind was the money. The novel is basically emphasizing that the society. Media, and pop-culture do not contribute anything to the people. The novel had a very sentimental meaning to Album.Album, who is â€Å"Mitch† in the novel, visits his old professor Memoir, who suffers from ALLS (Metamorphic Lateral Sclerosis). They meet every Tuesday as his disease starts and continues to progress. Album, as I mentioned earlier, included himself as a character in his novel with his first name, Mitch. Memoir was Match's old sociology professor at his time In college. Mitch just supported and helped Memoir with everything and anything. Morris's goa l was to make Mitch cry and inspire him at some point, which he eventually did.Memoir wanted to attach Mitch to the world again, due to Match's detachment blaming it to society. Mitch and Memoir were both my favorite characters, there Is no In-between. They both inspired me in some type of way. The antagonist was the ALLS disease, which in real life Memoir had to go through. I have participated In a camp experience located in Counterpoint, Texas. At this amazing place, kids/adults of all ages and sizes come and go. This Is the place where they have the mum of their lives, not a drop of sadness is present.I took care of an 8-year old who suffered from Ret Syndrome. I was her companion for a week and my life changed the instant I met her. I do not and will not ever take anything in life for granted. This book has now become #1 on my list of favorites. My favorite scene was every single Tuesday. Mitch and Memoir always had did something that lights up every reader. There are no least f avorite parts in this memoir, I admire Album. I would totally recommend this book to anyone who asks me a recommendation.Any type of person would like his book, no matter the genre the reader personally reads. Album basically wrote what I feel, and how I changed after my experience. I t Off change my perspective, he can change anyone's. Album couldn't have done better when writing this momentous material. Memoir has changed many hearts, and has inspired numerous amounts of people. Society today is best described in the book, as evil. Mitch and Memoir are my inspiration, and I hope they continue to grow more love under everyone's hearts'.

Health and medical needs Essay Example | Topics and Well Written Essays - 500 words

Health and medical needs - Essay Example Elements of self-care should also be built into such therapy, like eating, brushing, dressing, communication and a range of movements culminating with walking/running. Patterning therapy (1) is useful in a range of brain injuries. 2. Preparedness for medical emergencies, injuries and neurological crises. In the population of neurologically impaired children there are diverse causes, and most often specialized centers for groups such as autism, epilepsy, cerebral palsy exist to organize knowledge and experience better. It might often be difficult to detect medical crises due to poor communication, and it is important to be vigilant and aware of the issues involved and deal with them promptly. Hostility and behavioural issues are also common, and may present as crises, and carers / staff must be well-prepared to deal with such eventualities. 3. Nutritional issues : Brain injured children often have special feeding requirements through the use of nasogastric feeding tubes, stomach tubes and stomas, with special dietary formulations. In addition many children might be on avoidance and special diets e.g. phenylketonuria, and need special provisions. It is also important to remember that these children are at a higher risk of aspiration and lung complications, and need careful feeding.

An environmental accident for which a company was liable. It can also Term Paper

An environmental accident for which a company was liable. It can also be a deliberate environmental incident for which a compan - Term Paper Example Sea water breached the tsunami walls protecting the facility after a tsunami that followed the earthquake. The tsunami wave was 13 meters while the tsunami walls protecting the facility were only 10 meters high. TEPCO had predicted a possibility of a tsunami wave breaching the wall in case of an earthquake of a high magnitude. The paper seeks to establish the liability of the company in regard to the Fukushima Daiichi nuclear disaster. Table of contents 1. Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦4 1.1 Fukushima I nuclear power plant†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.†¦Ã¢â‚¬ ¦..4 2. Causes of the Fukushima I nuclear plant disaster†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦...5 3. Safety issues r elating to the Fukushima nuclear plant prior to the disaster.†¦Ã¢â‚¬ ¦..†¦..6 3.1 Changed layout of the emergency cooling system†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 3.2 Falsified safety records by TEPCO†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦..†¦6 3.3 Prior failure of the backup generator †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦6 3.4 Ignored tsunami warning†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..7 3.5 Location of the reactor†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦..7 4. ... Unit 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 4.4 Issues in Unit 4†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦.10 5 Release of radioactive substances into the environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...10 6. Liability for the Fukushima nuclear disaster†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦11 6.1 Assessing TEPCO’S liability†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦...12 Work cited †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 1. Introduction The Great East Japan Earthquake with magnitude of 9.0 did a substantial damage to Japan and its environs. The gigantic tsunami that followed the quake resulted in more damage. The earthquake was complex and unusual double quake with a severe period of around 3 minutes. As a result of the earthquake Japan shifted a few meters east and the country's coastline sank half a meter. The death toll from the earthquake is recorded at 19,000, and much of the coastal area was destroyed. 1.1 Fukushima I nuclear power plant The Fukushima I Nuclear Power Plant comprised of six boiling water reactors. These reactors were designed by General Electric. During its activity, the plant produced a total power of 4.7 gigawatts. The plant was among the largest nuclear plants around the world. It was run by TEPCO (Tokyo Electric Power Company). At the time of the earthquake unit 1, 2 and 3 of the plant were operational while unit 4 had been de-fueled and both unit 5 and 6 had been shut down for maintenance. After the earthquake the functioning units in all nuclear plants, including unit 1, 2 and 3 in the Fukushima I plant were shut down following government regulations (Ohnishi, 12). A 13