Steroids And Athletes Essays - Anabolic Steroids, Sex Hormones

Steroids And Athletes What kind of role model is Mark McGwire? Many people are familiar with his seventy homeruns in one season, but do they know that he has been using androstenedione, a type of steroid that boosts testosterone levels? While it is perfectly legal in the United States and in the major leagues, it sends the wrong health message to athletes of every age. If young adults take androstenedione, or any other steroid, they may regret it for the rest of their lives. Artificially high levels of testosterone have been shown to permanently damage the heart, trigger liver failure, and stunt a teenager's growth (Gorman 21-22). All are too great of a price for any sport. What it all comes down to is that we need to educate both ourselves and all intercollegiate athletes about the risks involved with steroid use. Anabolic-androgenic steroids are chemical derivatives of the male sex hormones. Anabolic refers to the constructive or building-up process of the body's metabolism. Androgen refers to male-life or masculinizing characteristics. There are also two other types of steroids: estrogenic or corticosteroids. Estrogenic steroids produce female or feminizing characteristics, and corticosteroids originate in the cortex of the adrenal glands and have a shrinking effect. The latter is used to treat tissue stress, reduce inflammation, and to ease pain (Ringhofer 174). Users take steroids in cycles lasting six to twelve weeks or more. Stacking, or the use of more than one type of steroid, helps to maximize strength gains, minimize side effects, and avoid detection. To build size, strength, and speed, athletes often use 10 to 100 times the medical dosage (Yesalis xxv). Anabolic-androgens can be taken either by mouth, by injection, or, more recently, by skin creams or patches (Cowart 25). The two main reasons that athletes use steroids are to improve athletic performance and to improve their appearance. In 1985, Anderson and McKeag did the first study of college athletes correlated with steroid use. They interviewed 2039 male and female athletes and discovered much new information. Nine percent of football players used anabolic-androgen steroids. Other male sports included track and field (4%), baseball (4%), tennis (4%), and basketball (3%). The only women's sport associated with steroid use was swimming, in which 1% were users. Five percent of Division I athletes were users in 1985, as well as 4% of D-II and 2% of D-III athletes. The same study was repeated in 1991, in which 2282 athletes were questioned. Overall, steroid use slightly increased, especially since three women's sports became associated with steroid use. Swimming remained at 1%, but one percent of basketball players and track and field athletes also admitted to using the drugs. For men's sports, the figures are the following: football (10%), track and field (4%), baseball (2%), basketball (2%), and tennis (2%). Five percent of both Division I and II athletes admitted to using steroids, as well as 4% of D-III athletes (Yesalis 60). Since then, steroid use has decreased in Division I sports, but increased among females. Steroid use by adolescent girls in the US is low but significant (Cowart 61). The use of anabolic-androgenic steroids can lead to some cosmetic side effects. First, they have an effect of body hair. Body hair patterns are steroid hormone dependent. Normal anabolic-androgenic steroid use can lead to an increase in facial hair growth and a gradual recession of the hairline. Balding is accelerated with long-term administration to normal individuals with the balding gene. Androgens increase sebaceous gland size and secretion rates, which can result in acne. Relatively weak androgens can increase sebum production and skin lipid cholesterol content also. Lipid cholesterol content appears at peak levels in the sebum excretion after three or four weeks of androgen administration (Yesalis 115-116). Gynecomastia, the development of abnormal breast tissue in males, "occurs in men when estrogen levels increase or androgen levels decrease relative to the amount of estrogen present" (Yesalis 116). Many other side effects occur that are not visible. Increase in appetite, energy, or aggressiveness, and a more rapid recovery from strenuous workouts may be some of the first to appear. Anabolic-androgenic steroids can affect the liver and cardiovascular and reproductive systems. Liver function can be damaged, resulting in jaundice, blood-filled cysts, and benign and malignant tumors. An increase in blood cholesterol levels and blood pressure can lead to early development of heart disease, which can increase the risk of heart attacks and strokes. For males, production of naturally occurring hormones may be increased, which can result in shrinking testes, low sperm count, and infertility. In females, male-like characteristics may appear, such

Boots Preferred by Woodsmen

Boots Preferred by Woodsmen In a discussion ending with  a vote  with loggers, foresters and forest owners, I offer  you these recommendations for purchasing forestry, logging, or hiking boots. I also want to post this information along  with links to purchase boots from these recommended companies at competitive prices and online. Although many boot companies sell only through retail distributors and catalogs, you can purchase most of the boots right from this feature. The professional promoters of these boots have had years of experience in the woods and, to my knowledge, have no particular connection to any of the boot companies. I asked for their opinion and have listed the top boots in order of popularity according to a poll that has been on my site for years. With that out of the way, lets look at some of  the forestrys favorite boots. The Top Boots For Forest Work and Recreation Voted #1 - Danner Boots.  The Danner  Shoe  Company continues to manufacture a complete line of hiking, fishing, hunting, uniform, and work boots in their 30,000 square foot factory in Portland, Oregon, U.S.A. The Danner  wholesales to specialty retail stores and mail-order companies throughout the country and has one company-owned factory retail outlet. I prefer  Danner Boots...they sell insulated, non-insulated, etc. and they are a top quality boot. - STEVE SWANSON 1976 Voted #2 - Whites Boots (buy womens only from Amazon).  Whites Boots Company has been manufacturing Whites, Buffalo, and Hathorn Boots for over a century. Foresters, firefighters, linemen, loggers, and active hunter  and hikers who simply enjoy the outdoors have been Whites customer base. Whites specialty is in hand-crafting boots for customers requiring a custom fit to their exact specifications, utilizing a tri-dimensional fitting process to ensure proper measure. I only wear  Whites Boots  and use Obenaughes oil. Spendy but nice........ - RECYCLE1 Voted #3 - Herman Survivor Boots.  Herman Survivors boots sales and customer service are available only from Wal-Mart and are considered a budget boot (which probably had a lot to do with its high vote). I have owned several Herman survivors but only had a good experience with the Buffalo steel-toe boot and the engineer style. Voted #4 - Red Wing Boot.  From a tiny corner shop started in 1905 in Red Wing Minnesota, the Red Wing Shoe Company, Inc. has grown into a respected manufacturer of working boots and shoes as is confirmed by talking to loggers and foresters. Four facilities and hundreds of craftspeople making thousands of pairs by hand each day keep up with supplying a good boot at a fair price. Red Wings  and  Herman Survivors  are good and they are a little cheaper than Whites... Wearem every day, even to meetings and when Ill be in the office all day. - PHORESTER Voted #5 - Chippewa Boot Chippewa Boots, Inc. started with only logger boots in 1901 and are pioneers in manufacturing woods grade boots. They claim to use only the best materials, the best construction techniques, and the most innovative technology to build a boot. The result as is attested to by a loyal group of hikers and foresters are the best boots around. Here are companies that did not make the poles favorite ranking. Still, I believe they are good companies with a quality product and provide exceptional boot value per dollar spent. Honorable Mention #1 - Rocky Boots Headquartered in Nelsonville, Ohio, Rocky Shoes and Boots, Inc. provide quality outdoor and occupational footwear since 1932. Nearly 30,000 retail and catalog outlets carry ROCKY ® footwear. Honorable Mention #2 - Georgia Boots For over 60 years Georgia Boot has been a leader in the work footwear market. Based in Nelsonville, Ohio, the company manufactures and markets quality work and outdoor footwear. Georgia Boots safety footwear meets the highest safety standards set by OSHA. Honorable Mention #3 - Wolverine Boots Established in 1883 in Rockford, Michigan, Wolverine made original boots that helped build the railroads, erect skyscrapers, and expand highways across North America. Wolverine is a great boot company but just not caught on with forestry and logging types. Honorable Mention #4 - Timberland Boots Timberland is a global supplier of boots. Timberland services retail stores throughout North America, Europe, Asia, Latin America, South Africa, and the Middle East. The Timberland PRO line of boots is specially designed gear for working professional craftspeople.

The Science of Giftcards Research Paper Example | Topics and Well Written Essays - 3750 words

The Science of Giftcards - Research Paper Example Cards issued by banks are also usually accepted at any vendor. Just as with anything else there are laws governing gift cards, though they vary quite a lot by different States. Provisions are in place regarding fees that may be assessed on them, rules concerning expiration dates, and still more rules governing escheat provisions, which are to describe when property considered abandoned or unclaimed can be reclaimed by the government. According to the Federal Reserve’s website as of July 2010, new laws will take effect governing gift cards, also another 20 iStates have legislation pending regarding gift certificates and gift cards. We will not look more closely at these laws in recognition of the fact that this report is being prepared for a National Company. 2011 saw over 25 billion dollars spent on cards of all kinds, from the traditional store valued, rebates, promotional and loyalty cards, electronic and e cards. Holiday gift cards have been the most requested gift the previous four years with no competition even close. National Retail Fashion estimated that more than 75% of shoppers purchased at least one this Christmas Season. In the past few years gift cards sales have increased exponentially. Bankers, merchants, retailers, credit card companies, and makers of consumer goods haven’t failed to take notice of this. A secondary market has even formed as backlash from the high success of the gift card market, where customers can sell, swap, and buy one another’s cards. Third party processors are now needed to manage the cards legal, regulatory and accounting issues. The last fact of these gift cards is quickly becoming a concern for some. Liabilities are complex when a gift card expires before the consumer has been able to redeem the card. Some States feel that unused breakage or balances are unclaimed property due them under State escheatment laws.

Article Analysis Essay Example | Topics and Well Written Essays - 500 words - 2

Article Analysis - Essay Example According to this method of costing, there are only two parameters needed : the cost of time per unit of supplying resource capacity and the unit times of consumption of resource capacity by products, services, and customers. The author argues that this approach is better since it can be applied even to complex transactions in a large company since more precise cost-driver rates can be determined due to unit times. Therefore, estimating the resource cost per unit for different variables such as cost per cubic meter or cost per megabyte can be ascertained. In addition to this, the article presents the advantage of the new method over the traditional ABC by assuming that employees or machines do not always operate in full capacity thereby presenting a more realistic computation of costs. Because of this, the manager can make important decisions on maximizing the unused or unfulfilled capacity which may mean putting off capitalization to a later time until everything is fully efficient or productive. Another important argument that this article presents is that Time Driven Activity Based Costing can be updated. This enables the management to review the costs according to existing conditions. Kaplan, R. Anderson S. ( 2005 ) Rethinking Activity Based Costing,excerpt from "Time-Driven Activity-Based Costing," Harvard Business Review, Vol. 82, No. 11, November 2004.Retrieved from http://hbswk.hbs.edu/item/4587.html on May 10,

658 Essay Example | Topics and Well Written Essays - 250 words

658 - Essay Example e main reason why there is a difficulty in the United States educational reform is because the reforms have failed in changing the conditions of learning and teaching for the teachers and students (Elmore, 2004). He adds that the failure has been caused by lack of establishment of accountability frameworks, lack of support for teachers in analyzing their practices and lack of continuous learning across and within schools. The chapter is relevant to the district roles in supporting and leading reforms in the system-wide education. Elmore mentions several times that most education reforms fail to get their teaching instructional core. He demonstrates that the legislation of â€Å"No Child Left Behind† brings more pressure on reform, but does not bring focus that would be essential for classroom reforms. He also has a compelling argument regarding internal accountability as a core factor that promotes external accountability (Elmore, 2004). Therefore, it means that for the occurrence of internal accountability, there must be necessary capacities such as the focus of workload complexity, school reforms, community and parent relationships and finally student and school

Determination of Substance through Density

Determination of Substance through Density DExperiment #1 DENSITY OF SUBSTANCES Prepared by Paul Okweye and Malinda Gilmore Purpose of the Experiment To learn about the properties of matter such as density that are used as a method of physical identification. In this experiment the objectives are: To teach the correct use of a balance and graduated cylinders, To determine the densities of solids, pure liquids and solutions, To determine percent errors during experimental analysis, and To teach the use of graphing of experimental data. Background Information Density, like boiling point, color, odor, solubility, and melting point, is a physical property of matter. Therefore, density may be used in identifying matter. Density is defined as mass per unit volume and is expressed mathematically as d = m / v (Equation 1: d is density, m is mass, and v is volume). The density of a sample of matter represents the mass contained within a unit volume of space in the sample. The units of density, therefore, are quoted in terms of grams per milliliter (g/ml) or grams per cubic centimeter (g/cm3) for most solid and liquid samples of matter. The density of a sample represents the mass of the specific sample divided by its volume. density (g/ml) = mass (g) à · volume (ml or cm3) Eqn. 1 Often, a density varies with temperature because of the volume of the sample such as gases. Therefore, densities are usually determined and reported at room temperature (about 25oC; see Table 1). References such as chemical handbooks always specify the temperature at which a density was measured. As previously stated, density can be used as a method of identification. Various things that density can be useful for are listed below: Table 1. Densities of various substances at room temperature, 25oC. Density is often used as a point of identification in the determination of an unknown substance. The density of the unknown might be used to characterize the unknown from a list of known substances. It is very unlikely for two substances to have the same density, and when added with boiling point and melting point it adds even more validity to the identity of the substance. Density can also be used to determine the concentration of solutions in certain instances. When a substance is dissolved in water, the density of the solution will be different from that of the pure water itself. Handbooks list detailed information about the densities of solutions as a function of their composition (typically, in terms of percent substance in the solution). If a sample is known to contain only a single substance, the density of the solution can be measured experimentally, and then the handbook can be consulted to determine what concentration of the substance gives rise to the measured solution density. Several techniques are used for the determination of density of substances. In general, a density determination involves the determination of the mass of the sample divided by the determination of the volume of the sample. However, the method used for determining mass or volume depends on whether or not the sample is a solid or a liquid. For solid samples, the volume of the solid can be determined using Archimedes’s principle, which states that an insoluble, nonreactive solid will displace a volume of liquid equal to its own volume. Typically, a solid is added to a liquid in a volumetric container (such as a graduated cylinder) and the change in the liquid level is determined. For liquids, very precise values of density may be determined by measuring an accurate volume of liquid in a container that can then be weighed and then determining the mass of the liquid that was measured. A convenient container for determining the volume of a liquid is to weigh a particular volume of liquid in a graduated cylinder. The density of substances is very important especially when talking about buoyancy the tendency or capacity to remain afloat in a liquid or rise in air or gas. Often one asks the question, â€Å"Why does ice float in water?† The answer to that question depends totally on density of the substances involved. When dealing with water, water can be in the form of ice, liquid or solid (Table 2). The density of ice is 0.917 g/cm3 and then density of water in its liquid state at 25oC (room temperature) is 0.999 g/cm3. Therefore, the density of ice is less than the density of water so that is why ice floats in water. Temperature (oC) Density of Water (g/cm3) 0 (ice) 0.91700 0 (liquid water) 0.99984 2 0.99994 4 0.99997 10 0.99970 25 0.99707 100 0.95836 Table 2. Temperature Dependence of Water Density Safety Precautions Safety goggles and lab coat / apron are required for this lab The solutions used in this lab are flammable. Use them only as directed Materials and Chemicals Graduated cylinders (25 mL, 50 ml, and 100 mL) Balance Regular Solid Sample Irregular Solid Sample Liquid Sample (Isopropyl Alcohol) Distilled Water Sodium Chloride (5%, 10%, 15%, 20% and 25% solutions) Procedures A. Determination of the Density of Solids Obtain a regular shaped solid (cubic metal). On your data sheet, write down the name of the solid and describe its appearance. Using a balance, weigh the regular shaped solid. Weigh it on a balance to the nearest 0.01 g. Record the weight on the data sheet in the section labeled â€Å"Weight of the Solid.† Using a 100-mL graduated cylinder, add 75 mL of distilled water. Record the exact volume of water in the graduated cylinder to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Initial Volume of Water for the Solid†. Gently place the regular solid (cubic metal) into the cylinder (do not drop the metal because it could splash the water in the graduated cylinder). Read the level of the water in the graduated cylinder, again making your determination to the precision permitted by the calibration marks on the cylinder. Record this volume on the data sheet in the section labeled â€Å"Final Volume of Water for the Solid.† The change in the water (Vsolid = Vf – Vi) level represents the volume of the solid. Calculate the density of the regular solid (cubic metal) using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Solid.† Compare the calculated (experimental value) density of the regular solid (cubic metal) with the actual density value provided in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Solid.† Calculate the percent error of your measurement. Record value on the data sheet in the section labeled â€Å"Percent Error of Solid†. Note: Percent Error = Experimental Value – Actual Value x 100% Accepted Value Dry the regular solid (cubic metal) with a paper towel and return the sample to your instructor. B. Density of Pure Liquids Pure Water (Distilled Water) Clean and dry a 50 ml graduated cylinder. Accurately weigh the dry graduated cylinder using a balance. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Water).† Add 45 mL of water to the graduated cylinder. Record the exact volume of the water in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Water†. Weigh the graduated cylinder and water as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Water).† Calculate the density of the water using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section labeled â€Å"Experimental Value of Density of Water.† Determine the temperature of the water in the cylinder. You will use the temperature of the water to determine which density value of water to use from Table 2. Record the temperature on the data sheet in the section labeled â€Å"Temperature of Water.† Compare the calculated (experimental value) density of the water with the actual density listed in Table 2. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Water.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Water†. Clean and dry the graduated cylinder. Rubbing Alcohol Obtain a sample of rubbing alcohol (isopropyl alcohol = rubbing alcohol). Clean and dry a 10 ml graduated cylinder. Weigh the dry graduated cylinder as accurately as you can with the balances you have available. Record weight on the data sheet in the section labeled â€Å"Initial Weight of the Graduated Cylinder (Rubbing Alcohol).† Add 5 mL of rubbing alcohol to the graduated cylinder. Record the exact volume of the alcohol in the cylinder, to the level of precision permitted by the calibration marks on the barrel of the cylinder on the data sheet in the section labeled â€Å"Volume of Rubbing Alcohol.† Weigh the graduated cylinder and rubbing alcohol as accurately as possible. Record weight on the data sheet in the section labeled â€Å"Final Weight of the Graduated Cylinder (Rubbing Alcohol).† Calculate the density of the rubbing alcohol using Equation 1. Record the calculated value (experimental value) of the density on the data sheet in the section label â€Å"Experimental Value of Density of Rubbing Alcohol.† Compare the calculated (experimental value) density of the rubbing alcohol with the actual density listed in Table 3. Record the actual density on the data sheet in the section labeled â€Å"Actual Density of the Rubbing Alcohol.† Calculate the percent error. Record value on the data sheet in the section labeled â€Å"Percent Error of Rubbing Alcohol†. Clean and dry the graduated cylinder. C. Density of Solutions Chemical solutions are often described in concentrations and most times in terms of the solutions’ percent composition on a weight basis. For example, a 1% sodium chloride (NaCl) solution contains 1 g of NaCl in every 100 mL of solution (which corresponds to 1 g of NaCl for every 99 mL of water (H2O) present). Obtain 50 mL solutions of NaCl in H2O consisting of the following percents by weight: 5%, 10%, 15%, 20%, and 25%. Make the weight determinations of NaCl and H2O accurately as possible. Using the method described earlier for samples of pure liquids, determine the mass, volume and density of each of your NaCl solutions. Record that information on the data sheet under the specified section. Compare the calculated (experimental value) density of the NaCl solutions with the actual density listed in Table 3. Calculate the percent errors for each solution. Record value on the data sheet in the section labeled â€Å"Percent Error of NaCl Solutions†. Using Excel, construct a graph of the calculated (experimental value) density of your NaCl solutions (y-axis) versus the percent of NaCl the solution contains (x-axis). Obtain the straight line equation (y = mx + b). Record this equation in the designated area on the data sheet. Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET A. Determination of the Density of Solids Sample Name ______________________________ Appearance of Solid ______________________________ Weight (g) of the Solid ______________________________ Initial Volume (mL) of Water for the Solid ______________________________ Final Volume (mL) of Water for the Solid ______________________________ Volume (mL) of the Solid ______________________________ Experimental Value of Density (g/mL) of Solid______________________________ Actual Density (g/mL) of the Solid ______________________________ Percent Error of Solid ______________________________ B. Determination of the Density of Pure Liquids Pure Water (Distilled Water) Initial Weight (g) of the Graduated Cylinder (Water) ______________________________ Final Weight (g) of the Graduated Cylinder (Water) ______________________________ Weight (g) of Water Sample______________________________ Volume (mL) of Water ______________________________ Experimental Value of Density (g/mL) of Water ______________________________ Actual Density (g/mL) of the Water ______________________________ Percent Error of Water ______________________________ Name_______________________________________________________________________________ Lab Partner____________________________Section/Day/Time_______________________________ Experiment #1 DENSITY OF SUBSTANCES DATA SHEET Rubbing Alcohol Initial Weight (g) of the Graduated Cylinder (Rubbing Alcohol)______________________________ Final Weight (g) of the Graduated Cylinder (Rubbing Alcohol) ______________________________ Weight (g) of Rubbing Alcohol Sample______________________________ Volume (mL) of Rubbing Alcohol ______________________________ Experimental Value of Density (g/mL) of Rubbing Alcohol ______________________________ Actual Density (g/mL) of the Rubbing Alcohol ______________________________ Percent Error of Rubbing Alcohol ______________________________ C. Determination of the Density of Solutions % NaCl Mass (g) Volume (mL) Density (g/mL: Calculated) Density (g/mL: Actual) % error 5 10 15 20 25 Note: Show calculations in your lab report. Name____________________________________________________________________________ Lab.Partner____________________________Section/Day/Time_____________________________ Experiment #1 DENSITY OF SUBSTANCES HOMEWORK SHEET 1. Explain density in words. 2. What error would be introduced into the determination of the density of the solid if the solid were hollow? Would the density be too high or too low? 3. An insoluble, nonreactive metal sphere weighing 18.45 g is added to 21.7 ml of water in a graduated cylinder. The water level rises to 26.8 ml. Calculate the density of the metal. 4. An empty graduated cylinder weighs 34.4257 g. A 10-ml pipet sample of an unknown liquid is transferred to the graduated cylinder. The graduated cylinder weighs 40.1825 g when weighed with the liquid in it. Calculate the density of the unknown liquid. 5. Your data for the density of the NaCl (sodium chloride) solutions should have produced a straight line when plotted. How could this plot be used to determine the density of any concentration of sodium chloride solution? 6. Examine your graph and determine the density for each of the following percents of NaCl: 3%, 9%, 15%, 21%, and 45%.

The Reference of Theoretical Terms :: Philosophy Philosophical Papers

The Reference of Theoretical Terms ABSTRACT: A popular explanation of the success of theories of science is that of scientific realism. It maintains, besides that the theories of a mature science are typically approximately true, that observational terms and theoretical terms refer to or denote entities. Therefore it is part of the realistic claim that "reference" explains "success." But if the realist is not able to clarify "reference" and a fortiori the reference on theoretical objects, the realist comes to a vicious circle, for there is no further criterion as the success of the theory to show that the term is referential. So it is necessary to clarify the notion "reference." Needless to say, "reference" is a relational term; but it easily becomes a problem that we are not only habituated to imagine the elation but we are convinced that a relation is just a relation between entities in a strict (viz., Quinian) sense. There are different kinds of references. For example, one is usually called "intentionality." If we , considering the traditional separation between reference and meaning, analyze meaning, we will find at least one referential component (intentional object). Such a referential process is not a meaningless aspect of linguistic reference, but now and then is the subject of the kind of relation called "denotation." The notion of meaning and the concept of reference are nonsubstantial constructions of interpretation. Nevertheless, I argue for a reference-theoretical approach. A popular explanation for the success of scientific theories is made by presupposing scientific realism. The realist's thesis maintains that typically the theories of "mature" science are approximately true and that observational terms and theoretical terms do actually refer, i.e. they denote entities. Therefore, it is part and parcel of the realistic claim that it is "reference" which explains theory "success". But if we or the realist are not able to clarify what "reference" is and a fortiori cannot specify the reference to theoretical "objects", we, and especially the realist, become entangled in a vicious circle, without any further independent criterion — apart from the success of the theory — which shows that the term is indeed a referring term. It is therefore clearly necessary to clarify the notion of reference. Needless to say, "reference" is a relational term; but immediately a problem arises here namely, that we not only habitually imagine the relata, but we are also convinced that a relation can only be a relation between entities in a strict (Quinean) sense.