Thank You Speech for Award Sample

Thank you speech is a speech that is done when a person gets an award. It is an outstanding way to express gratefulness for help on the way to the achievement. The speaker might devote much attention to the event, to the people who came to it, and to the people who contributed to the achievement of the award. Thank you speech for award sample can provide an example of how to build a speech for accepting an award for any kind of accomplishment and in any environment. Dear colleagues, I am very glad to have a chance to deliver my speech on such a pleasant occasion. It is a large honor for me to receive an award for the implementation of the most successful project of this year. I am strongly grateful for this high recognition of the work that was done as far as I believe that every project deserved to be distinguished with this award. Being honest, the way to this award and project realization was rather long and not easy. Starting from the moment when the project was only one small idea and until today, much work has been done. Bringing the idea into life required much effort, and many challenges arose on the way. However, every problem that appeared on the way was solved, and every obstacle was overcome. The importance of the project striving to ease the lives of a large number of people was the most powerful stimulus and the driving force, leading to impressive results. However, all of that would have been impossible without the coordinated work of the team that collaborated in order to overpass the barriers and to make the idea function properly. Here, I would like to use the chance to express my deep gratitude to the members of the team who were working on this project for the last year. I believe that every participant of the project has made a weighty contribution to the project. It would not be an exaggeration when I say that it is an honor to me to be a manager of such a professional and highly devoted team. Our collective work has resulted in impressive results, and it is an achievement of each team member and project participant. The solution of problems, coming up with new ideas, developing plans were the results of common work and constant collaboration. I must say now that the team has transformed into a family and our project became our child. I remember active and fierce discussions that resulted in new and well-developed decisions. I also remember time spent in the office after the working day ended as far as inspiration came then. I remember the support and friendly approach on the side of team members and willingness to help each other. I remember persuading the high management about the importance of changes, and I am happy that it was accomplished. Those were the great moments that taught me much, and I believe that they made the implementation of the project possible. Today I am grateful to everyone who participated in the realization of the project. I believe that the work that was done within this project deserves an award, as well as everyone who devoted their time and effort to it. This project was a great starting point for a larger one, and I hope that it would ultimately result in an even larger success due to collaboration and creative potential. Thank you very much!

Foucault s Influence On Political Theory - 2360 Words

Jordan Riggs Pos 353 Political Theory Essay John Hultgren 10/30/2014 Essay Foucault is a very famous name when it comes to political theory. In our contemporary theory politics course, one of the required reading materials was Foucault’s Discipline and Punish. Foucault had these very strong ideas about punishment, especially about, the â€Å"modern penal system† or otherwise known as prison. Foucault was very analytic about discipline and punishment prior to the eighteenth century. In the beginning of Discipline and Punish, Foucault explains how prior to the eighteenth century, punishment was something that was used as severe torture to the human body, as well as explaining how when people were punished, punishments usually were public and or ceremonial. Foucault had strong ideas and he mentioned some very important terms to make his argument. To help the reader of this essay, some very important key terms will be defined. These key terms include, knowledge, power, discipline, panopticism, and politics. Hopefully these key terms can help the reader understand Foucault’s beliefs and ideas, as well as the second part of the essay where Foucault’s ideas will be related to modern day pop culture. Two very important terms that are the foundation of Foucault’s work are, knowledge and power. The root of Foucault’s analytic would be those two previous words. Foucault does not view power as a negative thing, because he believes it is something that is always going to exist. FoucaultShow MoreRelatedLiterary And Cultural Theory During The Modern And Postmodern Period1539 Words   |  7 PagesTheories investigating subjectivity have dominated the field of literary and cultural theory during the modern and postmodern period. The way we understand subjectivity effects the way we understand the world around us, whether the subject is viewed in the Cartesian manner as a fixed entity, with a pre-existing nature that is not affected by the discourses that surround the it, or if we view the subject as one produced in and through the forces of power available in the time period, whether theyRead MoreGoffman And Michel Foucault s Theory Of Society And The Unspoken Rule Of Conduct Of Our Everyday Interactions1324 Words   |  6 Pagesrealize how much social norms influence our behavior until the norm has been broken. Sociologist Erving Goffman and Michel Foucault were concerned with the characteristics that make up the structure of society and the importance of the production of social order. Both theorists have used different methods to study the effect of social life in society and the unspoken rule of conduct of our everyday interactions. In this paper I will compare and contrast their influences, focusing on how social orderRead MoreCompare and contrast the views of Goffman and Foucault on how social oreder is produced.1596 Words   |  7 Pagesï » ¿TMA 04 Compare and contrast the views of Goffman and Foucault on how social oreder is produced. In a community some form of order is an essential foundation for people to live and interact together. ‘’Order is part of the way people both imagine and practise their social existence.’’ (Silva et al., 2009, p. 311) Taylor (2004, p.58) argued that ‘’ the human capacity to imagine order is at the foundation of society itself.’’ (Taylor, cited in Silva et al., 2009 p.311) Social order draw inRead MorePower And Institutional Control / Domination Essay1356 Words   |  6 Pageswill reflect on power and institutional control/ domination. This paper will discuss how supplemental readings #4 Emile Durkheim- The Rules of Sociological Method, #14 Karl Marx- The Communist Manifesto, #16 Max Weber- Economy and Society #20 M. Foucault- Docile Bodies from Discipline and Punish all contribute to a true meaning understanding of power and institutions control/ domination. The key components that deals with power, and institutions control/ domi nation are family relationships betweenRead MoreTopic . The Goals Of My Research Strive To Assess The Biopolitical1457 Words   |  6 Pagescriteria, they are strictly â€Å"othered† by the Singaporean state and their reproduction is consequently devalued via various mechanisms. If these are the findings I come to, I will conclude that the restriction and stratification of low-skill labour migrant s reproduction functions as a means for the state to construct a certain national identity; one comprised of ideal, desirable citizens. Developing Argument Due to their marginal position on a biopoitically constructed hierarchy of otherness, labourRead MorePunishment Essay1120 Words   |  5 Pagesorder still quot;worksquot;. Durkheims theory suggests that punishment must be visible to everyone, and so expresses the outrage of all members of society against the challenge to their collective values. The form of punishment changes between mechanic (torture, execution) and organic (prison) solidarity because the values of society change but the idea behind punishing, the essence, stays the same - keeping the moral order intact not decreasing crime. Foucault has a different view of the role or functionRead MoreThe Classic Greek Discourse On Leadership Essay1948 Words   |  8 Pagesawestruck by the leader’s capacity for wisdom and virtue. The relationship between leader and follower in this discussion establishes follower obedience and leader concern for follower well-being. The nineteenth century saw the rise of the ‘Great man Theory’ asserting the inheritance of traits and qualities required to be a leader, usually belonging to an upper class lineage (Carlyle, 1993). The popular notion being that in times of distress somewhere out of magic a leader would emerge to guide peopleRead MoreThe Curriculum Policy Statement Of The Council On Social Work5929 Words   |  24 PagesStatement of the Council on Social Work Education (CSWE, 2001), the accrediting body of all bachelor s and master s social work degree programs in the United States, requires all social work programs to teach students how to promote economic and social justice. The revised Code of Ethics (1996) of the National Association of Social Workers proclaims the pursuit of social justice one of the profession s core values and establishes as an ethical imperative, â€Å"Social workers challenge social injustice†Read MoreCritical Social Theory : Power, Critique And Praxis37 94 Words   |  16 PagesSCS730: Critical Social Theory: Power, Critique and Praxis Assessment Task 3: Major Essay ______________________________________________________ In order to delineate the nature of power and domination in understanding contemporary society, this major essay will provide an advanced critical and comparative analysis of the social theory ideas of Karl Marx, Michel Foucault and Dorothy Smith. Resultant of such analysis, this essay will also postulate how conceptions of power and domination may beRead MoreThe Global Forces Of Capitalism Essay1840 Words   |  8 Pagesdefinitions by Peter Bachrach and Morton S. Baratz in its ‘second dimension’, that of setting the agenda (Bachrach and Baratz 1962). Next, Steven Lukes’ ‘third dimension’, which explains how the power of non-observable conflict alters the wants of those it exercises power over, with this not being in their true interest (Lukes 2005: 25). Subsequently, I will turn the attention to Michel Foucault’s definition of power as a â€Å"multiplicity of force relations† (Foucault 1978: 92) and its link with Hannah Arendt’s

P1- Health and Social Care Life Stages Free Essays

string(58) " contractions are normal and not a sign of preterm labor\." The Life Stages 0-3 years is Tommy 4-9 years is Amy 10-18 years is Abbey 19-65 years is Denise/Jack 65+ years is Pat The human life span is set in age stages; these are called Life Stages. The stages are listed from 0-3 years to 65+ years. Growth is a term used within describing the life stages because it’s a term to describe an increase in quantity. We will write a custom essay sample on P1- Health and Social Care Life Stages or any similar topic only for you Order Now For example, as children grow the height and weight increases. We also use the term development; this describes the development of someone’s abilities, as they grow older. We can also use this term to describe the development of quantity change, such as height and weight. Also describing the lift stages, we use the term called maturation. This is different to development and growth. Puberty is an example of maturation because when development is expected to be due to a genetically automated sequence of change. Development norms, is another term we use to describe a set of average expectations to an infants or child’s development. Holistic development is similar but instead its describing someone’s physical, emotional, intellectual and social development in one. Conception pregnancy A human baby’s life begins at conception. A woman usually develops 1 egg per month, roughly this happens 2 weeks after her last period. A women is most likely to get pregnant within a day or so of ovulation. An egg lives for about 12-24 hours after its released. For a woman to actually get pregnant the egg needs to be fertilized by a sperm cell within this time. Pregnancy is divided into  3 trimesters. Each trimester is a little longer than 13 weeks. The first month marks the beginning of the first trimester. 1, 2 and 3 weeks The egg is fertilized in one of the fallopian tubes and is carried into the uterus. Fertilization of the egg happens in the fallopian tube. As the egg passes through the fallopian tube is sets itself in the wall of the uterus. The embryo becomes a shape of a pear with a head shaped rounded, pointed lower spine and notochord running along its back. 4- 5 weeks The embryo becomes C-shaped and a tail is visible. The umbilical cord forms and the forebrain enlarge; at this stage of pregnancy the internal organs a begun to form. During this stage of development, the embryo is vulnerable to harmful substances consumed by the mother, which may cause defects. 6-8 weeks The eyes, mouth, nose and ears have begun to form and the limbs grow rapidly from tiny buds. The head and face has formed more human, the head is more upright, and the tail has gone. Legs and arms have developed. Fingers and toes have formed. 9-10 weeks * The embryo develops into a fetus after 10 weeks. * Fingers and toes are longer. The umbilical cord connects the abdomen of the fetus to the placenta. The placenta is attached to the wall of the uterus. It absorbs nutrients from the woman’s bloodstream. The cord carries nutrients and oxygen to the fetus and takes wastes away from the fetus. 1-12 weeks The fetus is now measured from the top of its head to its buttocks. This is called crown-rump length. The fetus has a CRL of 2–3 inches. Its Fingers and toes are no longer webbed whilst the Bones begin hardening. Skin and fingernails begin to grow. Changes triggered by hormones begin to make external sex organs appear — female or male. The fetus begins making sponta neous movements. Kidneys start making urine, Early sweat glands appear and Eyelids are fused together. 13-14 weeks (second trimester) The baby has a CRL of about 3 inches long which is about 8 cm long at this stage. The sex of the fetus can sometimes be seen on the ultra sound of the mothers scan. Hair begins to grow on the babys head and the roof of the baby’s mouth is formed, whilst the prostate glands are developing on the male. Ovaries move down from the abdomen to the pelvic area in the female. 15-16 weeks Some of the early signs and symptoms of pregnancy begin to be relieved during the fourth month for example Nausea is usually reduced. But other digestive problems — heartburn and constipation — may be still occurring. Breast changes — growth, soreness, and darkening of the areola — usually continue. It’s common for women to have shortness of breath or to breathe faster. Increased blood flow may lead to unpleasant pregnancy symptoms, such as bleeding gums, nosebleeds, or nasal stuffiness. Pregnant women also may feel dizzy or faint because of the changes to their blood and blood vessels. 17-20 weeks The fetus has CRL of about 6. 5 inches long which is 16cm long. The fine downy hair begins to cover the body, which is called Lanugo. The skin is also covered with Vernix Caseosa, which is a greasy material that covers the body. The uterus now has developed into either a male or female. Women usually feel faint movements for the first time during the fifth month. It may feel like flutters or butterflies in the stomach. The pregnancy symptoms of the fourth month continue into the 5th month- Heartburn, constipation, breast changes, dizziness, shortness of breath, nosebleeds, and gum bleeding are common. Breasts may be as much as  2 cup sizes bigger by this time. 21-24 months The baby now has a CRL of about 7 inches, which is about 18-19 cm long. The bone marrow now starts to develop blood cells and taste buds start to form. Pregnancy symptoms from the fourth and fifth month usually continue. Shortness of breath may improve. Breasts may start producing colostrum — tiny drops of early milk. This may continue throughout pregnancy. Some women have Braxton-Hicks contractions. They feel like a painless squeezing of the uterus or abdomen. This is the uterus’s way of practicing for labor and delivery. Braxton-Hicks contractions are normal and not a sign of preterm labor. You read "P1- Health and Social Care Life Stages" in category "Essay examples" But women should check with their health care providers if they have painful or frequent contractions or if they have any concerns. Weeks 25–26 The baby has now got a CRL of about 9 inches long which is roughly 23 inches long. Also the baby develops more and more fat from now until end of pregnancy. * Week 27–28 The baby now has a CRL of about 10 inches which is 25 cm long. Eyelids are usually fused together until 28 weeks. A woman’s uterus continues expanding. Back pain is common. Pregnancy symptoms from earlier months continue. Dizziness may lessen. * 29-30 weeks (third trimester) * * The fetus has a CRL of about 10. 5 inches (27 cm). Testes usually begin descending into the scrotum from the abdomen between weeks 30 and 34 in a male fetus. This is usually complete by 40 weeks. Week 31–32 The fetus has a CRL of about 11 inches (28 cm). Lanugo starts falling off. ?Women often start feeling tired and have a more difficult time breathing as the uterus expands up. They may get varicose veins — blue or red swollen veins most often in the legs — or hemorrhoids — varicose veins of the rectum. Hemorrhoids can be painful and itchy and cause bleeding. Women may also get str etch marks where skin has been expanded. Braxton-Hicks contractions, heartburn, and constipation may continue. Women may urinate a bit when sneezing or laughing because of pressure from the uterus on the bladder. Hormones may make hair appear fuller and healthier. Weeks 33-36 * The fetus has a CRL of about 12 inches (30 cm). The eyes have developed enough for pupils to constrict and dilate when exposed to light. * Lanugo is nearly all gone. The fetus is considerably fatter, and the * Skin is no longer wrinkled. 37-40 weeks * The fetus has a CRL of about 13–14 inches (34–36 cm). * The fetus has a firm grasp. Many women give birth around this * Time. The average new born weighs around 7-8lbs which is * Around 18-22 inches long with legs extended. By the end of pregnancy, the uterus has expanded from a woman’s pelvis to the bottom of her rib cage. Pregnancy symptoms in the tenth month largely depend on when the fetus drops down into lower part of the uterus in the pelvis. Shortness of breath, heartburn, and constipation usually improve when the fetus drops. But the position of the fetus lower in the pelvis causes frequent urination and trouble holding urine. The cervix will begin to open — dilate — to prepare for delivery. This may happen a few weeks before delivery, or it might start when a woman goes into labor. A woman may feel sharp pains in her vagina as the cervix dilates. After the newborn is delivered, the placenta and other tissues also come out of the woman’s body. This is called the afterbirth. For the first couple of days after giving birth, Tommys mother can feel the top of your uterus at or a few finger widths below the level of your belly button. In a week, her uterus weighs a little over a pound – half of what it weighed just after she gave birth. After two weeks, it’s down to a mere 11 ounces and located entirely within her pelvis. By about four weeks, it should be close to its pre-pregnancy weight of 3. 5 ounces or less. This process is called involution of the uterus. Even after her uterus shrinks back into her pelvis, you may continue to look somewhat pregnant for several weeks or longer. That’s because her abdominal muscles get stretched out during pregnancy, and it will take time – and regular exercise – to get your belly back in shape. 0-3 years physical development motor control develops from the head and moves down through the arms and the bottom and then to the legs and feet. Initial movements are reflexive in nature, such as turning the head to the side when the cheek is stroked; this then leads to feeding. Motor skills are related to the growing ability to observe and interact with the environment. According to the healthy children American website, a baby turns its head from side to side when lying on their back or belly and brings both hands together at the chest or mouth at 1 month of age. 3-6 months physical development At 3 months of age, an infant progresses at lifting the head and chest up when lying on its belly and may press up with its arms. At 3 months old, Tommy should beable to kick his legs when lying on his belly or back. Also at this age, Tommy should beable to play with soft toys that are required for his age. Tommy will have a sharp grasp with his hands so he can hold objects such as toys securely (if small). According to the healthy children American website, between 3 and 4 months Tommy begins rolling from his belly to his back and then back to belly around 6 months old. 6-12 months old physical development The average age at which an infact sits without support is 6 months old, so by the time tommy is this age he should be able to do this. Standing with support, Tommy should beable to do this roughly at 7. 6 months (according to healthy children American website). Infants in the study, crawl on hands and knees at 8. 5 months, walking with assistance occurs usually at 9. 2 months. The average age for a baby to walk alone is 11 months. 12-24 months old physical development. The world health organization study notes that a young toddler like Tommy can take two-three steps alone around 12 months. Also they start to walk without support across a room with stopping or changing direction between 13-15 months. Around 18 months of age Tommy will be kicking and throwing balls, running, climbing stairs with assistance and playing with scooters with confidence. 24-36 months old physical development Between the ages of 2 and 3, balance improves and tommy walks with a smoother pattern. During this time tommy may be able to balance on 1 foot, walk backwards and walk on tiptoes. Usually around 24 months, tommy starts to jump over obstacles around 36 months. At 24 months tommy can climb a small ladder and go down a small slide. Around 35 months, Tommy can confidently go around a playground, trying out all the playground climbing frames. Also ride a bike suitable for his age or scooter. 0-3 months intellectual development Around this stage of life, theres not much intellectual about Tommy, Its usually about the relationship between him and his parents. When tommy first opened his eyes, he would just stare a lot at whats around him. He fixates on objects around him that usually move, around 12 inches from his face. At this stage Tommy will begin to know who his parents are and distinguish their faces from strangers faces. He will also beable to exhibit sense of size, colour and shape recognition. 4-8 months intellectual development At this stage of Tommy’s life intellectual development, his starts to handle and explore objects, such as feel, taste and smell objects. Such as cuddly toys. They also start to explore their surroundings like their home and who lives with him. At this stage his starts to point and use it as a sign of communication if he wants something. Tommy may show signs of fear, for example falling. He may start to imitate actions such as â€Å"pat-a-cake’’. He also may want to play games repetitively and only likes one toy or book to look at once. 8-12 months intellectual development At this stage, Tommy may start gesturing by giving a wave to say goodbye or lowing kisses. He may also start to copy relatives and mimic movements, for example dancing and clapping. Also at this stage tommy can start to recognize facial features, such as eyes, nose, ears and mouth. He might also beable to identify objects such as books, balls and animals. Tommy may also like to do things intent ionally for reaction, such as dropping toys. Tommy at this stage may show a memory of short term which is perfectly normal. 12-24 months intellectual development At this stage of development tommy may start to have his own imagination especially during play time, so he may start to move things around the floor. He also may start to potty train and understand when he needs to go toilet. Tommy may start to show an understanding of shapes and colours and start to colour and draw himself with crayons and paints. With memory skills, these will show an increase as he gets older and as the brain develops properly. 24-36 months intellectual development At this stage of tommys intellectual development he can speak fully and show an understanding of what others are saying to him and what he might ask him to do. He may start to development in comparing objects to others such as ‘little’, ‘bigger’, or ‘really big’. He may also start to count up to ten or maybe more. Tommy may start to match pictures and objects and start to play- act thoughts, for example tommy may start to pretend to be a dinosaur. He may also start to learn how to share and use terms such as please and thank you. 0-3 months emotional and social development At this stage of tommys social and emiontal development, he may start off by being attached to parents or carers. At the first few weeks of Tommys life he may tend to be used to the people around him, so the cloest, he will be attached quicker. He may also enjoy being held or cuddled. He may also express discomfort, enjoyment or unhappiness. He may also entertain himself by playing with fingers, watching the t. v such as programs that consist of movement and bright colours. 4-8 months social and emotional development At this stage of Tommys life he may have shown full attachment to either his mother/father or carer, he may also develop a sense of security and trust with parents or carer, he may also show preference and reaction of separation from his mother/father or carer. This way he may show different responds to facial expressions and sounds. He may love to be picked up, held and cuddled by parents or relatives. He may start to hear himself at this stage and start to make loud noises, laugh and smile. To communicate he ay cry and he may seek attention. 8-12 months social and emotional development When Tommy is a really young baby he shows full attachment to his parents which is immediate, that way he may also always want to be near them or in their sight, showing this he may begin to show fear to strangers. He may also start to be emotionally attached to something socialable like a t. program, blanket or a toy. He also may start to enjoy going out and being socialable for example, going shopping or going to the park. 12-24 months social and emotional development At this stage of social and emotion development Tommy may start to develop a sense of humor and start to love being in the center of attention. He may also start to show selfishness and begin not to share his toys with other friends. With Tommy he lives with his p arents so he may start to copy their daily activities such as driving, reading, cooking, hugging and blowing kisses. At this stage Tommy will start to try new things every day, show jealousy towards his parents and get frustrated really easy. 24-36 months social and emotional development As a child gets older, their emotional and social development gets a lot more interesting. Tommy my start to get confident and except new people and start to talk to them but also if they still have that full attachment to their parents, they may start to show shyness to around new people. If he gets upset, he may start to pull hair, kick, slap or bite other children. Also he may start to show some patients on the other hand. Around places, objects, certain people he may start to show dislike. He may be more sensitive around people and if they cry he may turn it into a tantrum. 4-9 years growth development Between the ages of 4 and 9 children may begin to look thinner, this is because they grow increasingly but their fact accumulation is staying relatively the same. By the time Amy is 6 years old, North Dakota state university that they begin to proportion a lot better and her centre of gravity will be centrally located. She is likely to experience a growth spurt between the ages of 6-8 and may notice hair begins to grow darker. Nutrition intake and genetics are big factors when it comes to her growth at this stage. 4-5 years growth development At 4 years of age, Amy will fully develop hand-eye co-ordination, that will allow her to play with objects that have smaller perplexed parts to them. Amy will show that shes energetic most of the time and prefer running and jumping, by the age of 5, she will beable to catch a ball, throw a ball over her head, hop on one foot, walk up and down the stairs alone and hold cutlery properly with 3 fingers rather than her whole fist. -7 years growth development Shortly after 5 years, Amy will beable to skip and have the ability to bounce a ball and skate. By the age of 7 she should be able to ride a bike, draw shapes and patterns. Also Amy maybe beable to use a comb in her hair, brush her own teeth and also tie her own hair up in a pony tail. Also at this stage she will beable to do simple household tasks such as making her bed, tidying up after herself. At school she may sh ow a development in playing musical instruments. 7-9 years growth development Between the ages of 7 and 9, Amy will beable to identify herself during school or things they take part in. Amy will be able to recognize herself, such as at school, either being an athlete or artist. This is influenced from teachers at school, parents or siblings. By this time, amy is capable to kick, throw and roll, which makes them able to take part in organized sports at school such as football, hockey and rounder’s. Intellectual development 4 – 9 years Around 4 years of ages Amys development of intelligence is still very simple but getting more and more intelligent by the days. Amy should be asking a lot of questions around 5-6 years old such as ‘why is the sky blue? ’, ‘why do birds have feathers? ’. Amy will begin to ask more and more questions every day but this is the development of a milestone. Around this stage of 5 years, amy will start to recognize familiar colours and understand the idea of same and different, pretend and fantasize more creatively, she will be able to remember parts of stories, understand times of the day, count and understand the concept, sort objects by shape and colour, complete puzzles, recognize different shapes and colours. Five years and above, Amy will start to development more sophisticated thinking and learning abilities. Children around 7-9 year often think in very concrete ways, needing hands-on examples to improve their understanding. They often can not change the rules of a game to make it more fun, for example because they perceive rules to be firm and rigid. As children’s minds mature like Amy, she will development more flexible in their thinking. Children in this age group are capable of more abstract thought aswel. Emotional and social development 4-9 years Four year olds are moving out into the world and can usually play happily with other children and enjoy lots of physical games aswel as tell stories. As Amy gets to between 5 and 6 years old, she may then start to learn about the feelings and needs of others and can share their toys plus take turns, at least some of the times. In some stages of Amy’s life can get jealous of her parents relationship. This is where the often development of the game ‘mummies and daddies’ comes from, this is a well-known game for children to grow up on. Playing games such as ‘mummies and daddies’ allows her to try out various adult roles in life. Around 6-7 years, children begin to actually learn new things and experience learning new things at school so they develop a sense of eagerness in themselves. They generally prefer structured activities to more open-ended experiences. Amy may wonder about the world and ask a lot of ‘what if? ’ questions. Pretend play means a lot to Amy at this stage in her child hood because they develop a strong imagination and involve others like friends at school. Around 8 and 9 years, children such as Amy start to involve more people in their lives, for example at school, amy may start to have best friends and play with other children with the same gender. As amy grows older she grows out of being self-centered as should be at around 5 years old because she has matured. Also around this stage amy will begin to understand other peoples views and can imagine themselves in situations of other friends experiences. Physical development 10 -18 years (adolescence) 10-11 years physical development Physical development around this time it’s the start of many different experiences for young children and teenagers. For girls between the ages of 11 and 13, it may sometimes begin earlier for some children; puberty begins. Girls usually start around 2 years before boys. Boys usually start between the ages of 13 and 15 years. Puberty is an important stage for abbey because it prepares the body for sexual reproduction. It is all started by the hormones and controlled but the sexual development. Around the teen years, girls and boys will experience a definite growth spurt. 12-14 years physical development round this physical development of life for teenagers, its all about the development of puberty, for girls around abbeys age, around the breast area they begin to be quite painful because they are beginning to develop. Usually around 13 years of age, Abbey may have started her menstrual cycle and public hair has developed. For boys on the other hand, testicular growth begins, t he voice changes, pubic hair develops and they may start to experience â€Å"wet dreams†. 15-17 years physical development around this age, Abbey would of completed the physical changes related to puberty by the age of 15. Boys are still developing around this age, maturing and gaining strength. Muscle mass develops and they are completing the development of sexual traits. Around 15-17 years, oily skin may appear which turns into acne. Hair has grown under the armpits. Breasts have developed but still maybe growing. Abbey may have developed a curvy outline to her hips which is caused from fat deposition. Internally wise, primary sexual organs grow such as uterus and vagina, ovulation and menstruation has fully developed, and lastly public hair has grown. 18 years physical development Around 18 years, many of the major changes for growth in puberty have completed by this age, in boys and girls. They are still growing but major changes have developed. For boys around 18 years, facial hair has grown on the face, hair is also under the armpits, testes have produced sperm. The voice box, which is called the larynx, has broken and the voice has developed deeper. The prostate gland produces secretions, and the penis has enlarged. Intellectual development 10-18 years. Between the ages of 10 and 13 years, preteens start to experience â€Å"stressful† imes at school or high school because they are having their first â€Å"exams†. Preteens around this stage develop abstract thoughts usually by the age of 13. Between the ages of 11-14 years, they are still concrete thinkers- they perceive things as good and bag and whats wrong and rights. They are just beginning to imagine possibilities, recognize consequences of their actions and anticipate what others are thi nking. Anxiety enters their lifes and may cause major distractions interfering with abstract thinking. Teenagers may show an interest in ideas, ideals, values and social issues. Around 15 and 16, at this stage they show a well better established abstract thinking at school and in any other situations that may occur. Around this age Abbey may start to make applications to her own current and future situations and social situations. As abbey progresses in life, abilities to abstract thinking develop better and problem-solving skills increased by demands at school and college. Preteens and teens tend to think things wont happen to them, this explains why they are risk-takers. Also they believe they are the center of attention, for example, abbey may have a pimple on her forehead, this is making her life hell right now. This explains why teenagers are terribly self-conscious. Social and emotional development 10-18 years Around this stage of Abbeys teenage life, she begins to spend more time with her friends and less time in home and with her family. Abbey will start to form her own identity around 12-13 years and try different clothes, hair styles, friends, music and hobbies. This will then progress and carry on throughout her teenage life. Preteens like abbey around 13-14, push limits that adults put on them to assert their independence, preteens and teenagers like Abbey around 14 and 15 may start to develop more moody moods and start to express mixed feelings about â€Å"breaking away† from parents. Troubled youth may act out (for example, get into physical fights, use alcohol or other drugs, skip school) to express emotional pain. Physical development 19-65 years Adults in this age have to be very careful because there are many different age related changes to become as Denise grows up. Some individuals, not so much Denise have to wear glasses for reading and writing. Some adults like denise may start to lose there hearing in later adult hood. Adults tend to have some changes in hair colour, it may start to turn grey. Men sometimes start to lose there hair around 35 to 45 years old, around 45, women start their menopause. Young adults start to see and maybe feel their physical changes between the ages of 18-28. Adults are still fit and healthy at young adult hood stage but not as fit as they used to be. Around the ages of 30, adults may start to feel that their fitness, speed and strength has decreased. Some adults still go to the gym in their middle adulthood stages to keep feeling healthy and fit. Early adulthood Early adult hood is the first stage of adulthood in which the body physically changes. In this stage, denise may have continued to add abit of height and weight to her late teenage frame come into her adult hood. The body continues to undergo significant hormonal changes. In menm their heard may grow a little thick, the voice may become slightly more deepeer and richer. Early adulthood is the period when women have children, so this is the time denise would of gained abit of weight and breast development would of completed. Middle adulthood Middle adulthood is the second stage of adulthood in which one of the most noticeable changes is loss of elasticity in the skin, especially in the face. This results to wrinkles and lines in the skin, this then shows denise â€Å"aging†. Men usually gain weight around the stomach and women gain weight around the hips and legs. Strength and flexibility both decrease in both genders. Women usually experience hormonal changes during this period that result in rhe loss of ability to reproduce, this then is called the menopause. Both genders experience graying of the hair or the hair may start to thin out. Later adulthood Late adulthood is the final stage of physical change, the skin continues to lose elasticity as it started in middle adulthood and the result is deeper lines and wrinkles, age spots or brown spots often form. Eye sight deteriorates, which causes them to need stronger glasses. Reaction time slows down and appetitive may also slow down. Intellectual development 19-65 years Intellectual development may increase in this age group. Some older adults like Denise may have a slower reaction to things but increase in knowledge may give back for this in many work situations. Older adults are more skilled then younger adults and teengers when it comes to complex decisions. Adults like Denise are typically more focused in specific directions, having gained insight and understanding from life events that teenagers and young adults have not yet experienced. No longer viewing the world from an absolute and fixed perspective, middle adults have learned how to make compromises, question the establishment, and work through disputes. In recent years, colleges and universities have reported an increased enrollment of adult learners—students age 25 or older. Of course, labeling this age group as adult learners is not to imply that the typical college student is not also an adult. Academic institutions typically identify those outside the 18–21 range as adults, because most have been working and rearing families for some time before deciding to enter or reenter college. Compared with younger students, adult learners may also have special needs: anxiety or low self-confidence about taking classes with younger adults, feelings of academic isolation and alienation, fears of not fitting in, or difficulties juggling academic, work, and domestic schedules. Adults most often choose to go to college for work-related purposes. Many employers require workers to attain certain levels of education in order to qualify for promotions. Other workers go to college to learn new skills in preparation for another career. Additionally, certain organizations, such as state licensing boards, may require professionals to have a certain number of continuing education hours each year to maintain their licenses. Finally, adults may also return to college simply for personal enrichment. Social and emotional 18-65 years Young adults like Denise face some difficult developmental tasks. Denise maybe at the beginning of this stage is concerned with beginning a career. They may be studying to gain the serious qualifications, or training at the entry level of an organization. Some will not be so lucky. In many countries, youth unemployment rates have been very high during the last century and appear set to continue. Studying, employment and unemployment each presents its stresses. At the same time, young adults tend to be finding their way through the world of romance, which can also lead to stress and anguish. All of this happens alongside changes in relation- ships with parents, and the increasing expectation that the young person will take responsibility for her own life – including, perhaps, a shift to a new home. It would be an unusual person like denise indeed who proceeded through these developmental tasks without at least occasionally wondering who she is, or who she is becoming, and how she is faring compared to her peers. For most people, facing these issues brings a range of emotional reactions. Physical changes 65+ During late adulthood, the senses begin to dull. With age, the lenses of the eye discolor and become rigid, interfering with the perception of color and distance and the ability to read. Without corrective glasses, nearly half the elderly population would be legally blind. Hearing also diminishes, especially the ability to detect high-pitched sounds. As a result, the elderly may develop suspiciousness or even a mild form of paranoia to not being able to hear well. They may attribute bad intentions to those whom they believe are whispering or talking about them, rather than correctly attributing their problems to bad hearing. Hearing problems can be corrected with hearing aids, which are widely available. The sense of taste remains fairly intact into old age, even though the elderly may have difficulty distinguishing tastes within blended foods. By old age, however, the sense of smell shows a marked decline. Both of these declines in sensation may be due to medications, such as antihypertensive, as well as physical changes associated with old age. Intellectual development 65+ Some old people decide to retire some carry on working. However they still contribute in a good way to society as many of them give a positive view and things and are good role models to others. They give wise advice to people and people learn from it, during this age they may also enjoy playing board games or meeting other people their age. Many older adults complain about not being able to remember things as well as they once could. Memory problems seem to be due to sensory storage problems in the short-term rather than long-term memory processes. That is, older adults tend to have much less difficulty recalling names and places from long ago than they do acquiring and recalling new information. Studies have shown that practice and repetition may help minimize the weakening of memory and other cognitive functions. Researchers have found that older adults can improve their scores on assorted tests of mental abilities with only a few hours of training. Working puzzles, having hobbies, learning to use a computer, and reading are a few examples of activities or approaches to learning that can make a difference in older adults’ memory and cognitive functions. Emotional and social development 65 + After this age the older people may start feeling upset because of their age and may feel that there’s no point of being in society because they are not able to do things. They will start getting mixed emotions. However many might feel happy as they will have more free time and spend it with family. Reference: Healthy Children- physical development of school ages children. Bodycenter. com, parenting. com and cliffsnotes. com How to cite P1- Health and Social Care Life Stages, Essay examples

Macbeth Ambition Essay Example For Students

Macbeth Ambition Essay Ambition Essay What a person craves for herself often determines her fate. The ambition of three characters in the play Macbeth was a key factor in the outcome of their fate, Macbeths ambition for the throne of Scotland, Lady Macbeths ambition for her husband to have power, and Banquos lack of ambition for himself. These intentions all determined the fate of these characters, as well as the outcome of the play. Being named Thane of Cawdor after absorbing the three witches prophesies prompted Macbeths sole ambition to have the throne of Scotland for himself. Macbeth is somewhat uneasy to the fact that he feels that he wants fate alone to hand him the throne, rather than killing Duncan himself to inherit it. (If chance will have me king, why, chance may crown me, without my stir. Act 1, Scene 3, Lines 154-156) Macbeth contemplates the idea of killing Duncan even as he is saluting Duncan at Duncans palace. Macbeths urge to exterminate Duncan increases when Duncan names Malcolm the Princ e of Cumberland, the heir to the Scottish throne. Macbeths ambition strengthens because he pleads to the stars (his destiny) to make his plan a reality. (Stars, hide your fires; Let not light see my black and deep desires: The eye wink at the hand! yet let that be, which the eye fears, when it is done, to see. Act 1, Scene 4, Lines 57-60) During the banquet held at Macbeths castle at Inverness in honor of Duncan, Macbeths ambition changes. He contemplates his wicked plan of executing Duncan and arrives at the conclusion of not allowing his plan to fall through. Lady Macbeth scorns Macbeth when she hears of his change of plans. She becomes successful in altering his ambition. Macbeth later slaughters Duncan, and inherits the throne of Scotland as he had previously planned. Along with the crown, Macbeth inherits a ruthless, immoral character that corrupts him to his downfall. This happens because of Macbeths ambition for the throne, an ambition that he will do anything in order to beh old. Lady Macbeth wants Macbeth to be a great and powerful man. She loves Macbeth, and her only ambition is to help him gain the throne of Scotland. She craves this to the extent that she pleads to all of the evil spirits to replace her nourishment with ruthlessness. Lady Macbeth thinks that Macbeth will be less of a person if he does not steal the Scottish throne. She late dubs him a coward for not wanting to carry out their murder plan. (Was the hope drunk Wherein you dresss yourself? hath it slept since? And wakes in now, to look so green and pale At what it did so freely? From this time Such I account thy love, art thou afraid To be the same in thy own act and valour As though art in desire? Wouldst thou have that which thou esteemt the ornament of life, And live a coward in thire own esteem,. Act 1, Scene 7, lines 38-46). The ambitions of Banquo are much more simple and paradox than that of Macbeth and Lady Macbeth. Though Banquo was curious when it concerned the witches prophe sy, he was reluctant to believe it. Banquo was much more simple, honest, and harmless in character. He did not challenge his own fate like Macbeth and Lady Macbeth, therefore he did not corrupt himself. Banquo thrusted his ambitions toward leading an orthodox life, and he did not allow other forces to interrupt his ambitions such as the witches, his destiny, greed and so on. (why do you start, and seem to fear things that do not sound so fair? Ithe name of truth, Are ye fantastical, or that indeed which outwardly show? My noble partner You greet with present grace and great prediction of noble having, and of royal hope, That he seems rapt withal; to me you speak not: If you can look into the seeds of time, And say which grain will grow and which will not, Speak to me, who neither not by fear Your favours nor your hate. Act 1, Scene 3, Lines 54-64) Banquo was skeptical of the witches prophesy, thus prohibiting their spell to penetrate his soul, leaving him pure. Banquos ambitions wer e honest. These three characters all had ambitions which led the way to their fate. Macbeths and Lady Macbeths greedy ambitions led them to failure, while on the other hand, Banquos pure ambitions led him to victory despite his ruthless murder. Banquos heirs will have the throne of Scotland, and Banquo died an honest man. .ufa5d1a0c5effd8a4aad444546b7440b5 , .ufa5d1a0c5effd8a4aad444546b7440b5 .postImageUrl , .ufa5d1a0c5effd8a4aad444546b7440b5 .centered-text-area { min-height: 80px; position: relative; } .ufa5d1a0c5effd8a4aad444546b7440b5 , .ufa5d1a0c5effd8a4aad444546b7440b5:hover , .ufa5d1a0c5effd8a4aad444546b7440b5:visited , .ufa5d1a0c5effd8a4aad444546b7440b5:active { border:0!important; } .ufa5d1a0c5effd8a4aad444546b7440b5 .clearfix:after { content: ""; display: table; clear: both; } .ufa5d1a0c5effd8a4aad444546b7440b5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufa5d1a0c5effd8a4aad444546b7440b5:active , .ufa5d1a0c5effd8a4aad444546b7440b5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufa5d1a0c5effd8a4aad444546b7440b5 .centered-text-area { width: 100%; position: relative ; } .ufa5d1a0c5effd8a4aad444546b7440b5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufa5d1a0c5effd8a4aad444546b7440b5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufa5d1a0c5effd8a4aad444546b7440b5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufa5d1a0c5effd8a4aad444546b7440b5:hover .ctaButton { background-color: #34495E!important; } .ufa5d1a0c5effd8a4aad444546b7440b5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufa5d1a0c5effd8a4aad444546b7440b5 .ufa5d1a0c5effd8a4aad444546b7440b5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufa5d1a0c5effd8a4aad444546b7440b5:after { content: ""; display: block; clear: both; } READ: Cultural Conservation Essay

The Causes of the Great Depression an Example of the Topic History Essays by

The Causes of the Great Depression There is a reason behind every event that occurs. Throughout history, there are many unfortunate circumstances which happened; to be able to thoroughly understand these, one must trace its underlying causes. The Great Depression was one of the most difficult phases in history. In essence, the era was defined by economic failure and widespread unemployment. Though the Great Depression was experienced in various parts of the globe, the negative effects were heavily concentrated on the United States of America. This essay seeks to determine and explain the causes behind the Great Depression. Need essay sample on "The Causes of the Great Depression" topic? We will write a custom essay sample specifically for you Proceed One major cause of the Great Depression was the consumerist American lifestyle in the 1920s which threatened the equilibrium between supply and demand (McElvaine 1). The 1920s in the United States, also known as the Jazz Age, was marked with the constant fixation on consumerism. People became focused on wealth and material goods. The excessive lifestyle was encouraged by the abundance of commodities which were easily produced by the industries (McElvaine 1). It is important to note that the success of the economy relied on the balance between supply and demand (McElvaine 1). However, this balance was not maintained during that time. While there were many consumer goods available, only a fraction of American society could afford to purchase them. The wealth of the Jazz Age was unequally distributed; most of the income was in the possession of a few Americans. Hence, while there were many goods being produced, there were only a few who could buy them. To resolve this problem, credit was invented. This invention allowed the people to buy products now and pay the costs later. Nonetheless, the emergence of the credit only exacerbated the situation. People have relied heavily on credit, causing them to accumulate debt. In the end, people still cannot buy all the available commodities. There was too much supply and not enough demand (McElvaine 1). This caused the Great Depression. Another cause of the Great Depression was the gold standard (Smiley). Other nations also suffered from an economic slump because of this. In 1914, most of the wealthiest nations established an unchanging rate between the currency of the country and gold. The United States maintained the gold standard, keeping the gold value of the dollar constant in the midst of the First World War. This decision prompted those who possessed gold to invest in the United States, since other countries had fluctuating exchange rates (Smiley). However, keeping the existing exchange rates posed a big problem. There was an influx of money as a result of the war; if the gold standard was maintained, it was possible for devaluation and deflation to take place (Smiley). In time, the United States had a significant percentage of the worlds gold in their possession. The need for gold resulted in the return of the gold standard in various countries (Smiley). Meanwhile, this prompted the Federal Reserve System to increase the discount rate in 1928. By increasing the discount rate, the interest rates will increase as well. The United States sought to increase interest rates in an attempt to restrain the outpouring of their gold and slow down the stock market. In 1929, the United States and France had most of the worlds gold in their possession. The nations who had lost their gold were forced to enact policies for deflation. Through these policies, the said nations had controlled economic activity and decreased prices. This is what c aused the Great Depression to begin (Smiley). There were two major reasons why the Great Depression occurred. The first reason was the imbalance between the supply and demand, which was triggered by the prevalent consumerism and unequal distribution of wealth in the United States in the 1920s. The second reason was the maintenance of the gold standard in a time when there was much spending due to war, resulting in deflation. These two causes should be considered in understanding the origins of the Great Depression. Works Cited McElvaine, Robert. Great Depression in the United States. Microsoft Encarta Online Encyclopedia. Smiley, Gene. Great Depression. The Concise Encyclopedia of Economics. Library of Economics and Liberty. 2008 http://www.econlib.org/library/Enc/GreatDepression.html

How to Write a Heart-Melting Graduation Speech

How to Write a Heart-Melting Graduation Speech College is almost left behind. Youve finished top in your class. You put in all the time to get those straight As and impress the pants off your teachers. Now you expect to leave school on a speech that has to be impressive for both faculty stuff and your fellow graduates. You need to write a speech that makes them laugh, cry, and think. It’s up to you to distill 4-6 years of heartbreaking sacrifice, agonizing defeat, and tons of embarrassing party stories into 10 minutes. In order to make your mark on your graduating class, you need to employ some of these vital speech-writing skills. Introduction (One Minute) You need to start your speech with something that gets their attention. While you might be tempted to go serious from the first instant, people respond to humor much better. Take advantage of your captive audience by hitting them with about a minute of solid college jokes. You can make good fun of your Dean, you can laugh about how much â€Å"research† you had to do to get your degree in Criminal Studies, or you can just tell about the time you woke up in the toilet. Do: Make sure you test out your potential jokes ahead of time to ensure that they land well. Don’t: Do not start your introduction with how much you don’t want to give a speech. Not only is it boring, but it instantly shows everyone that they shouldn’t listen to you. Your Story (3-4 Minutes) Here’s where you start to bring it down to a level. Now that you’ve got them laughing, you want to tell them a story. This needs to be a true story that has a lot of heart. Were you raised in the Foster Care system? Did you finish school despite being a paraplegic? This is what they really want to hear. They want to be inspired by the fact that you, like they, have overcome nearly insurmountable odds to come to this point in your life. Do: Explain both the trials and accomplishments over the last years of your life. If you don’t have anything (which is unlikely), choose a great historical figure, important professor, or your mom. Everyone loves their mom on graduation day. Don’t: Lie or make fun of anyone who has helped you. Remember, your audience wants to be uplifted and inspired. Make sure that even the darkest story always hints that there will be light at the end of the tunnel. Connect With Your Audience (3-4 Minutes) Once you have shared your story, it’s time to make this story about your audience. Just like you, they have been through hard things. Some of them are single parents, some of them have lost loved ones, some of them took decades to complete their degree. And, through it all, they’ve been dedicated to following their dreams. Congratulate them on their success and show them that your success is really just the success that you all share together. Do: Remember all the different people who you are representing. You are representing the poor, the lonely, the popular, the minorities, the gay, the straight. Honestly call out the fact that you are no better than they are, and that each one of you have accomplished something great. Don’t: Make fun of any individual or group that you represent. It’s your duty to represent the best in every one of the 50-50,000 people who are wearing caps and gowns. Respect their sacrifices and make your speech about them. Conclusion (1-2 Minutes) This is the end part, where you wrap everything together into one heart wrenching ball. Complete your speech by showing your audience who they could be and how each of the hard and wonderful moments of their life have led to this day. Express how their actions today will affect generations of children. Show them that they are the true heroes. Do: Look inside yourself and find the most true thing you know about who you are and who you can be. Then tell them that they have the same power, and that today is where their future begins. Don’t: Be afraid to cry. If you’re doing it right, you will realize how amazing it is that you have accomplished this goal – and so will they. They will look back on this speech and thank you for giving them a singular moment of inspiration on this momentous day. Is your graduation speech ready but you are scared to death to deliver it? Find out how to memorize your speech and   how to overcome the stage fright to stay calm on this important day! Cant write it by yourself, keep in mind that our experts are ready to write your speech for you.

People's Health as the Most Important Think in Their Life Essay - 1

People's Health as the Most Important Think in Their Life - Essay Example Life is not all about living and breathing only; it is rather about doing something, leaving at least some imprint in the lives of other people and making a difference. In other words, it is the accomplishments, even minor ones, which are important and meaningful when it comes to defining what one has reached in life. I have always felt that my mission in life is helping other people. Perhaps, like any other person, at first, I did not know what exactly I should do so that my mission is fully accomplished. With the course of time, as I learnt more about the world and my place in it, the picture started taking shape. As a result, today I am going to apply as a transfer student to Tufts University to get a major degree in biology and then hopefully join a medical school there and accomplish my degree as a doctor. Being a doctor means helping people to deal with the most important thing in their lives, which is their health. However, I see myself not in a clinic in my own consulting roo m but rather working and trying hard to lend a helping hand to people who face harsh problems they cannot overcome on their own, such as Ebola virus epidemic in Africa. Coming to the rescue to those who suffer from dramatic war wounds in the Middle East is the task I have set for myself as well. Although nobody can predict what will happen in the future, and I am not an exception from this rule of life, I hope my efforts will not be barren and I will find a place in the world so that I can really make a difference.

Pleas rewrite this essay about political economic

Pleas rewrite this about political economic - Essay Example In regards to the authors, their argument logic exemplifies that there is a link between colonialism and development (historical determinant), that areas where settlers from Europe have reached are prospectively to have potential for enhanced institutions. The authors had stated a theory that different kinds of policies of colonialism resulted to diverse kinds of institutions from settling states and extractive states, settlement feasibility influenced the theory of colonization in regards to the extractive state having unlivable environment, and colonial states and institutions continued after attaining independence. They supposed that the manifestation of settlers from Europe during the colonialism era led to a considerable influence on the development in the areas of their settlement. The authors also avail evidence regarding their argument concerning economic growth and historical determinants. For instance, Canada, the united States, as well as, Australia where Europeans immensely settled have representative and protective institutions. Thus, they argue that colonization or the European settlement served as a foundation for sturdy institutions and future growth, as well. Additionally, they demonstrated that minimal distortionary policies and enhanced secure property rights would aid in investing more in human and physical capital that will be greatly utilized to attain an advanced income level. Further, they also possess check and balances systems to make certain equal power among government branches. On the contrary, an extractive state such as Congo that has extracted from Belgium is characterized by the absence of check and balances and property rights to impose exploitation from the government, and their key aim emphasizing on transferring resources to Belg ium. This discourages opportunity from the development of the economy. Nonetheless, the argument by Glasser was a counter argument. Glasser posit

Organized Crime and Kentucky Research Paper Example | Topics and Well Written Essays - 3000 words - 1

Organized Crime and Kentucky - Research Paper Example When considering organized in the United States, one often hears a discussion centering around the crime families of New York, Philadelphia, and Chicago.   In fact, much is known about the organized criminal elements throughout history in these major cities.   We can trace their development, origin, and arrive at various sociological theories to explain away their existence.   Less is understood, however, about the reality that organized crime has also flourished throughout the rural areas of America during the course its relatively young existence.   Kentucky is certainly a worthy example of this. We know, for example, those criminal elements are not only a part of the state's history, but that organized groups continued to develop in Kentucky throughout the 1940s and 50s.  Such organizations became a central part of society in the areas of Newport and Covington. Sociologists have long been interested in studying the perplexity that would create the need for such organized crime.   What has been discovered is that individuals will typically continue to seek out access to those activities that are either deemed illegal by the government or taboo by current the current standards and mores of society.   Examples of these, common during the Kentucky of the 40s and 50s, include illicit gambling activities, bootleg liquor, prostitution services, and a host of others. The history of Kentucky is certainly layering with various groups that have sought to capitalize on these areas of gambling and vice.

Experiment on Size, Shape and Structures of Aggregates

Experiment on Size, Shape and Structures of Aggregates Introduction Dye sensitized solar cells (DSSC) have made considerable attention because of their unique features for conversion of free, unlimited solar energy into electricity by utilizing environmental friendly, inexpensive raw materials for low production cost1,2. DSSC composed of nanostructured, mesoporous semiconductors with wide-bandgap materials, to which the dye molecules (sensitizers) are adsorbed, a counter electrode and an electrolyte. In DSSC the dye molecule absorb visible light, and inject electron from photo-excited state of dye molecule to conduction band of semiconductor1,3 The performance of a dye-sensitized solar cell is mainly based on the structure of the visible light absorbing dye/ sensitizer. Applications of several natural carotenoid dyes with higher absorption coefficient in the visible region of the solar spectrum with higher conversion efficiency, is under investigations1,4. Carotenoids are C40 tertraterpenoid hydrocarbons consist of eight-C5 isoprene units5. The major characteristic feature of Car molecule is it comprises of extensive conjugated system of delocalized Ï€-electrons which makes them highly hydrophobic molecules. Therefore when these carotenoid molecules are dissolved in hydrated solvents they tend to form aggregates since the molecule is hydrophobic in nature. The surface arrangements and the aggregation behavior of the sensitizers (carotenoids) on semiconductor nanoparticles is greatly influenced the performance of carotenoid based artificial photosystems such as DSSC. It was stated (Wang et al.2006) that formation of dye aggregates suppresses the performance of DSSC6 since the device performance is influencing the nanoscale morphology of the aggregates. Therefore several researchers have focussed on the nanoscale organization of molecular aggregation in solutions of these conjugated molecules at atomic level resolution. Interchain agg regation behavior of a conjugated polymer (DP10-PPV) which used in opto-electronic applications such as pohotovoltaics, dissolved in two solvents having different qualities at different concentrations were studied by (Chen et al. 2009) using Small angle neutron scattering (SANS), revealed that the internal conformational structure of these network aggregates were differ in different solvents. A similar study was also carried out by Chen and coworkers for another semirigid conjugated polymer (DP6-PPV) in solutions7,8. Moreover it has been reported that, when carotenoid molecules are deposited on the surface of semiconductor often it forms H-shape aggregates5. Aggregation phenomena of natural and artificially modified carotenoids were proved that J- and H-aggregates are the possible geometries9. Apart from the formation of self-assembled aggregates in hydrated solvents of these carotenoid molecules, there is strong relationship between the structural conformation and the composition o f molecules in the solution with the ability of aggregation5. Polar carotenoids consist of –OH (hydroxyl groups) in the carotenoid structure promotes the formation of aggregates compared to the molecules without any functional groups, (Simonyi et al. 2003). Furthermore the position of the functional group may also significantly affect the type of aggregates form10. It was observed experimentally for the first time (Cheng et al. 2009), the crossover from swollen coils in semidilute regime to unperturbed coil at high concentrations11 with the variation of polymer radius of Gyration (Rg) of poly(methyl methacrylate) in chloroform as a function of polymer concentration (à Ã¢â‚¬ ¢). Perahia et al. used SANS data12to investigate how molecular solutions of poly(2,5-dinonylparaphenylene ethynylene)s (PPE) aggregates into large flat clusters. Ratnaweera et al. 2012 and Lodge and coworkers were studied self-assembly modes of several block copolymers in selective solvents using SANS13 -15. Therefore the studies of dye aggregates are really essential for future developments of carotenoid based electrochemical devices for solar energy conversion. Spectroscopic studies on carotenoids in hydrated solvents revealed that the aggregation behavior of carotenoids is significantly affecting the S0 →S2 electronic transition16 of neutral carotenoids. Therefore the solvent quality is one of the major factors for carotenoid solutions which govern the size of the aggregate. When the carotenoid molecules are uniformly dissolved in a good solvent at low concentrations to form a homogeneous mixture, carotenoids are exist as isolated molecules that are very far from each other17. Therefore the interactions between monomers are very weaker than the monomer-solvent interactions and polymer tends to swells and its size is larger than the ideal size13,18. Cheng coworkers stated11 that in the good solvent domain (T > ÃŽ ¸), the repulsions of excluded volume is greater which results Rg of the aggregates enhanced beyond its unperturbed size. Further this expansion effect is greater in dilute solutions since the volume fraction of polymer is very low compared to its overlapping concentration. When the concentration of the solution is increased, the attraction between monomers are stronger and the aggregates tried to collapses into globules wit h solvents inside it corresponds to a poor solvent. The size of the structural conformation of collapsed globule is smaller than the ideal chain17. For a polymer solution (NA = N and NB = 1) to be favorable for mixing or aggregation is depends on the Flory-Huggins equation which consist of two terms, the entropy and energy terms17. The energy change of binary mixing which depends on composition of the mixture is the main factor, for a polymer to be dissolved in a good solvent to make an equilibrium state of a homogeneous mixture of polymer solution. Entropy of mixing is small for polymer solutions and always positive hence promotes mixing, but the energy of mixing is either positive or negative which measures the attractive or repulsive interactions between species. The net attraction between species in the solution is important because it measure the value and the sign of the Flory interaction parameter (χ) and hence to know whether the given mixture consist of single-phase or separated into phases. In this research the small angle neutron scattering (SANS) data was used to investigate the quantitative experimental information on size, shape and structures of aggregates. Two carotenoid molecules, bixin and norbixin were selected in this study to characterize their structural information of monomeric and aggregated forms. The natural dyes, bixin and norbixin are belongs to the group of apo-carotenoids, extracted from annatto seeds of the Bixa orellana tree1. The chemical structures of cis-bixin (C25H30O4) and cis-norbixin (C24H28O4) is shown in fig. 1. (1) Gà ³mez-Ortà ­z, N. M.; Và ¡zquez-Maldonado, I. A.; Pà ©rez-Espadas, A. R.; Mena-Rejà ³n, G. J.; Azamar-Barrios, J. A.; Oskam, G. Solar Energy Materials and Solar Cells 2010, 94, 40. (2) Zhou, H.; Wu, L.; Gao, Y.; Ma, T. Journal of Photochemistry and Photobiology A: Chemistry 2011, 219, 188. (3) Xu, H.; Tao, X.; Wang, D.-T.; Zheng, Y.-Z.; Chen, J.-F. Electrochimica Acta 2010, 55, 2280. (4) Yamazaki, E.; Murayama, M.; Nishikawa, N.; Hashimoto, N.; Shoyama, M.; Kurita, O. Solar Energy 2007, 81, 512. (5) Landrum, J. T. Carotenoids : physical, chemical, and biological functions and properties; CRC Press: Boca Raton, 2010. (6) Wang, X.-F.; Koyama, Y.; Nagae, H.; Yamano, Y.; Ito, M.; Wada, Y. Chemical Physics Letters 2006, 420, 309. (7) Li, Y.-C.; Chen, K.-B.; Chen, H.-L.; Hsu, C.-S.; Tsao, C.-S.; Chen, J.-H.; Chen, S.-A. Langmuir 2006, 22, 11009. (8) Li, Y.-C.; Chen, C.-Y.; Chang, Y.-X.; Chuang, P.-Y.; Chen, J.-H.; Chen, H.-L.; Hsu, C.-S.; Ivanov, V. A.; Khalatur, P. G.; Chen, S.-A. Langmuir 2009, 25, 4668. (9) Auweter, H.; Benade, J.; Betterman, H.; Beutner, S.; Kà ¶psel, C.; Là ¼ddecke, E.; Martin, H.; Mayer, B. Pigments in food technology. Sevilla: Dep Legal 1999, 197. (10) Simonyi, M.; Bikadi, Z.; Zsila, F.; Deli, J. Chirality 2003, 15, 680. (11) Cheng, G.; Graessley, W. W.; Melnichenko, Y. B. Physical Review Letters 2009, 102, 157801. (12) Perahia, D.; Traiphol, R.; Bunz, U. H. F. The Journal of Chemical Physics 2002, 117, 1827. (13) Ratnaweera, D. R.; Shrestha, U. M.; Osti, N.; Kuo, C.-M.; Clarson, S.; Littrell, K.; Perahia, D. Soft Matter 2012, 8, 2176. (14) Lodge, T. P.; Hamersky, M. W.; Hanley, K. J.; Huang, C.-I. Macromolecules 1997, 30, 6139. (15) Lodge, T. P.; Bang, J.; Park, M. J.; Char, K. Physical Review Letters 2004, 92, 145501. (16) Alwis, D. D. D. H.; Chandrika, U. G.; Jayaweera, P. M. Journal of Luminescence 2015, 158, 60. (17) Rubinstein, M.; Colby, R. Polymers Physics; Oxford, 2003. (18) Halperin, A. Journal de Physique 1988, 49, 547.

backstreet boys :: essays research papers

Backstreet Boys   Ã‚  Ã‚  Ã‚  Ã‚  In a world full of imitations, the Backstreet Boys are definitely not just another fabricated, bubblegum-pop boy-band, but are a multi-talented group of real musicians. With each Backstreet Boy having his own unique experiences in such areas as: acting, singing, modeling, and playing instruments, it is obvious that it would add flavor to their phenomenal voices, and lead them to fame and fortune. â€Å"Honestly, looking at them for the first time with their country, down to earth, all American boy image, I thought they were out of their heads. Eventually, their vocal abilities and their passion for music changed my mind,† stated their former manager, Johnny Wright on VH1 Music Television. Although it may seem as if success was easily handed over to them, these five regular guys from Orlando, Florida experienced many struggles on their bumpy road to the top.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"They are liked and have such a huge following because of the diverse group of boys represented,† Kayla Jones stated in a personal interview. Despite their success in being number one in thirty-eight different countries, each member had his fair share of struggles before reaching his status in the Backstreet Boys (Gold Collector’s Series Entertainment Magazine). Leaving their mark on the world was not as easy as it may seem. Each member comes from a different background with influences ranging from Latin to even Blackfoot Indian (Krulik, 11). What brings such a young and talented group of guys together is their love and passion for music and the stage. Ashufta 2 Nicholas Gene Carter, better known as Nick from the Backstreet Boys, was born in Jamestown, New York on January 28, 1980 (Golden 61). Being born in the same hospital as Lucille Ball, it was inevitable that he was destined for a career in show business. Shortly after his birth, his family moved to a dream house in Orlando, Florida. It was there that Nick truly developed his skills and desires for the entertainment world. He experienced the different aspects of show business including: singing for the Tampa Bay Buccaneers halftime shows, acting in Phantom of the Opera, winning talent shows, and even working for Nickelodeon and the Disney Channel (Golden 64). Despite of his accomplishments, he was still unsatisfied and was determined to discover his ideal job in the spotlight. The rebel of the Backstreet Boys, Alexander James (A.J.) McLean was born on January 9, 1978 in West Palm Beach, Florida.

Senior Scholars to Freshmen Flunks: the Five Paragraph Essay Unraveled

Cover Page Through writing this paper, I wish to actively inform the public about the universal argument towards the five paragraph essay and formulaic writing in general. To help share this information, I wanted to present the opinions of several accredited sources, and insert them into a conversational format so that the reader can easily navigate and understand their arguments. Apart from informing the public about the current debate, I wanted to introduce a solution to the problem of students using the five paragraph essay in their college English classes.By introducing higher level writing earlier in the education system, students will have a head start once they start taking courses at their university. I believe that this paper will be effective because it appropriately lays out accredited opinions about the positives and negatives of formulaic writing, while at the same time proving the point that it will not be accepted in a college atmosphere. Furthermore, it presents a sol ution to this situation by seeking to implement higher level writing methods while students are still taking high school courses.This paper introduces the argument, supports it from both sides, frames itself, and then offers a possible solution. I personally think that the synthesis of my essay is well written. I feel that I did a good job finding sources that agree or disagree with each other and then implementing those arguments into a conversation. Apart from those strengths, I fear that my niche may seem weak due to the strength of my synthesis. I feel that I may have overshadowed the personal part of the essay with the information I learned from my sources.As a result of this project, I have learned that writing is just another medium through which to inform people about a given topic. I have come to realize that writing is very simple: you do it to inform the reader about something. The complex part occurs when you try to decipher how you will complete that task. In terms of à ¢â‚¬Å"developing theory of writing,† this realization is probably the main point I learned because in all honesty that is a very big concept that I took away from this project. I am excited to see how this theory will change based on the works to come.Campbell Bailey Michael Johnson English 1510 18 February 2013 Senior Scholars to Freshman Flunks: The Five Paragraph Essay Unraveled Almost every high school English classroom in America has been taught the same thing: the five paragraph essay, or â€Å"formulaic writing,† is the proper way to write a paper. Most students would agree with this statement; they think that they five paragraph essay is a simple and efficient way to draft an essay. Additionally, students often start college with the incorrect assumption that this writing style is adequate and acceptable by their instructors.As long as they write an introduction, three supporting paragraphs, and a conclusion, they will receive their coveted grade of an A+. But w hat is the science behind this formulaic writing? Why does it seem to work so well for high school students, but not college students? The five paragraph essay (or FPE) should not be disregarded or seen as a necessity; it should be viewed as an instrument to improve the writing of novice students. But all writing mechanisms have a proper time and place for implementation.As a result, prior to entering college all students must learn that the five-paragraph essay will not always suffice in a university environment. If they continue with formulaic writing style, they run the risk that their assignments won’t come close to receiving the grade that they desire. This represents a shortcoming in the schooling of today’s novice writers, and this limitation cannot be filled by any brilliant instructor. The solution lies at the feet of none other but the institution of education.The American schooling system must start preparing students during their high school years for the c ollege level writing that they will need to become proficient, while also making them aware of both the positive and negative aspects of formulaic writing. The five paragraph essay has been taught in schools for years because it achieves fantastic results. Students can grasp its construction easily, resulting in good grades and positive reputations for school districts. According to Dictionary. com, formulaic is defined as â€Å"made according to a formula; composed of formulas† (dictionary. com).Not surprisingly, that is exactly what the FPE is: it’s a specific formula that, if followed, helps students create and write their papers. Almost every formula for the FPE is the same, and one will rarely find a different structure then the one taught in almost every school system across America. The construction of the FPE is quite simple, which is why it can be taught to students at an academically young age. The first paragraph is the introduction, with the thesis statemen t ending the paragraph. The next three paragraphs all support the thesis, and each one usually contains a source that helps build the writer’s argument.The last paragraph is named the conclusion, and summarizes the main points of the paper. This structure has been used by countless students over the years, and it has yielded consistent and positive results. Not only is it easy for a teacher to grade, but it also allows students a quick and efficient way to write their essays on various state-sanctioned tests. But a problem arises once these students arrive at the college level. It is here where the great debate between scholars begins about whether or not the FPE is a proper and justifiable method for teaching writing skills.In the current and ongoing argument over the FPE, it seems that a great deal of controversy is about format. Both high school teachers and college professors seem to have differing opinions on the topic. Jan Haluska, who currently chairs the English Depar tment at Southern Adventist University, believes that the versatility of the FPE creates more beneficial thought and ideas then does writing without a formula. Novice writers are more capable of furthering themselves intellectually if they follow a set of guidelines, rather than not following anything at all (30).But Rick VanDeWeghe of the University of Colorado, and Richard Argys of North Glenn High School disagree, stating that â€Å"The FPE formula may assist students with proper formatting of papers, but it appears to fall short of helping them offer a cogent discussion of their thoughts† (99). The FPE helps students in the short run with the format of their papers, but it oppresses the persuasive aspect of their words. It seems that while the FPE essay offers students organization and simplicity, it also holds back their natural intellectual ability to persuade and inform.The argument over the structure of the FPE is even more hotly debated. VanDeWeghe and Argys positive ly support the FPE format, saying that it offers writers a solid groundwork unto which to build their essay. They agree that all writers have a hard time creating work, and it is a great advantage to have a clear view of what a proper dissertation looks like (98). In a metaphorical sense, following guidelines to the five paragraph essay is much like riding a bike with training wheels. Without training wheels, the rider would lose their balance and crash, much like a writer ith no direction or foundation. But other writers believe the thesis statement that accompanies the teaching of the FPE overshadows any foundational aspects. Author Mark Graham believes in this notion, and expresses his belief by writing â€Å"And so you can't begin with a thesis, because you don't have one, and may never have one. An essay doesn't begin with a statement, but with a question† (Graham). Many college level educators heartily agree with this statement, and this concept has been used to sway ma ny to veto the use of the FPE.Essays were not initially created to persuade, but to inform and discover. While there is evidence that the FPE suppresses this notion, the fact that the formulaic essay creates a positive working environment for writers cannot be overlooked. It seems that today’s educators play the lottery with whether or not to support formulaic writing; the only way to know if they have hit the jackpot is to pour over the crisp final drafts of their students. When freshman students begin their college careers and flip open their English writing syllabus, they often find themselves anxious and fearful.Thoughts of constantly writing papers and hours of essay formatting leave them anxious with knots in their stomachs so tight that they can hardly breathe. But the stomach knots of some students who have mastered the five paragraph essay are usually a little looser than others according to Kerri Smith, a freshman composition professor at Fairleigh Dickinson Univers ity. Smith exalts students who possess skill with the five paragraph essay. She welcomes them to her class, eagerly overjoyed that she will finally have some students intellectually capable enough to withstand the rigors of college writing (16).So it seems that professors may genuinely believe that formulaic writing lends students a hand in kick-starting their writing careers. They arrive to college armed with valuable information about the structure, organization, and overall atmosphere of a successful essay. But Smith shows us in the above comment exactly what so many educators are arguing for. She references that formulaic writing prepares students for the â€Å"rigors of college writing. † In this one single sentence Smith deals the ultimate blow to the argument for the use of the FPE in college environments.Although it may bring better writers to universities around the country, students will arrive at their freshman English course and discover that they have the skills for an A paper, but they lack the correct form. The formulaic writing that they once knew and loved is rendered completely obsolete by the harsh standards of college writing. Imagine you have been trained from birth to swim with fins attached to your feet. By the time you are 19 years old, you have perfected your stroke and you can gracefully glide through the water. But suddenly, you are told that fins are no longer allowed to be worn while you swim.You confidently take them off and plunge into the water, kicking with your feet like you are so accustomed to doing. You quickly realize that you are hardly moving at all, and that you don’t even possess the strength to tread water in your bare feet. Exhausted, you cling to the side of the pool and come to the conclusion that if you ever want to swim again, you will have to completely re-think and re-learn the skills you have been taught your whole life. The fins represent the formulaic structure of writing that the average stude nt is familiar with.The bare feet symbolize the liberal construction of a college level essay. As one can clearly tell, a college student trying to excel in courses with only knowledge of formulaic writing will struggle much like a swimmer who only knows how to swim with fins. It seems that the â€Å"big final paper† around the country for high school seniors is to write a research paper. This paper is often feared by many students, even though they typically have to argue for one side of a specific topic. These seniors will often investigate a specific topic, and write a glorified summary of the views of a few accredited sources.While this essay is obviously not five paragraphs, students will almost surely mold their writing in a formulaic fashion. They will have a one sentence thesis at the end of their introduction, cite one source per paragraph, give their explanation of that source, and then end with an expected conclusion. The students receive an A grade, and they feel happy and ready to enter college with their expert writing skills, when in reality, they do not have the slightest understanding of what is expected in college writing classes.The concepts that students learn in their freshman English course need to be taught earlier in the curriculum in order to prevent this mistake from happening. Senior year, students are primed and ready to learn essential skills that will help them thrive in a university environment. Concepts that are incorporated into college essays should be introduced at this time. For example, many high school students do not understand that an essay should shed light on two, three, or even four opinions of a specific argument.They also do not know that a complete essay should contain an original argument, or a niche, which is a new opinion or angle on the topic that the writer brings to the conversation. Lastly, high school students don’t understand what a real conclusion is, and this weakness quickly becomes appare nt in their early college career. Writer Paul Graham has never understood the method for writing a conclusion that he was taught in high school, saying that it seemed like he was â€Å"just supposed to restate what we said in the first paragraph, but in different enough words that no one could tell† (Graham).This is a common misconception about the conclusion of an essay, and it is something that develops in middle school and continues on until students graduate from grade school. If high school educators could mold their second semester curriculum around teaching their students the three basic concepts above, freshman writers in their English courses would be better prepared and, but they will also be less anxious which will in turn allow them to write more successful, journal-worthy essays. There has yet to be a study conducted which researches the success of college students in regards to the five paragraph essay.A researcher could study the success of freshman students in their English writing course, and interpret that data based on the intensity of their prior knowledge of the five paragraph essay. Furthermore, a study has yet to be done about the success of freshman college students that had prior knowledge of college-level writing concepts, as discussed above. Such studies would shed much light on the effectiveness of the five paragraph essay. These results may even be the final nudge educators need to rethink and adjust their high school curriculums.In conclusion, academia may never know or agree if the five paragraph essay has a universally positive or negative effect on student writing. There are too many variables that factor into the situation, such as the intentions of the writer, the difficulty of the class they are in, etc. Writers will have to make a personal decision on how they prefer to write their cherished essay. Will they play it safe and stick to a simplistic format of five paragraphs, or will they take the plunge into a risky si xth paragraph and dare to offer multiple sides of the argument?Oddly enough, in the end, this hotly debated decision lies in the hand of the one who holds the pen. Works Cited â€Å"formulaic. † Collins English Dictionary – Complete ; Unabridged 10th Edition. HarperCollins Publishers. 17 Feb. 2013. ;Dictionary. com http://dictionary. reference. com/browse/formulaic;. Graham, Paul. â€Å"The Age of the Essay. † paulgraham. com/essay. html. N. p. , n. d. Web. 10 Feb 2013. Haluska, Jan. â€Å"The Formula Essay Reconsidered. † Education Digest 78. 4 (2012): 25. MasterFILE Premier. Web. 10 Feb. 013. Mary Kendrick, et al. â€Å"EJ† Extra: The Five-Paragraph Essay And The Deficit Model Of Education. † English Journal 98. 2 (2008): 16-21. ERIC. Web. 10 Feb. 2013. Smith, Kerri. â€Å"Speaking My Mind: In Defense Of The Five-Paragraph Essay. † The English Journal 4 (2006): 16. JSTOR Arts & Sciences IV. Web. 10 Feb. 2013. VanDeWeghe, Rick, and Ri chard Argys. â€Å"Research Matters: One More Thing: Can We Teach Process Writing And Formulaic Response?. † The English Journal 3 (2008): 97. JSTOR Arts & Sciences IV. Web. 10 Feb. 2013.

Jena Six and United States Courts Essay

Jena Six and United States Courts Essay Jena Six and United States Courts Essay United States Courts Assignment 2: United States Courts james mikes Professor Robert Hammes August 23, 2013 FOOTBALL STAR On July 8, 2002, 16-year-old Brian Banks, a blossoming football star at Polytechnic High School in Long Beach, California, was attending summer school and anticipating his senior season on the football team. He had verbally accepted a four-year scholarship to play football at the University of Southern California. Shortly after 11:00 a.m., the 6-foot-4-inch, 225-pound Banks requested a pass to leave the classroom to use the telephone. On his way down the hall, he saw 15-year-old Wanetta Gibson, whom he had known from middle school, leaving the bathroom. On January 3, 2003, the Los Angeles County District Attorney’s office charged him with two counts of forcible rape and one count of sodomy with a special circumstance of kidnapping. Facing a potential prison term of 41 years to life, Banks pleaded no contest on July 8, 2003. He was sentenced to six years in prison. Banks served five years in prison and then was released on parole with an ankle monitor, he was required to regist er as a sex offender. On May 24, 2012, the conviction was set aside and the charges against Banks, 26, were dismissed at the request of Los Angeles Deputy District Attorney Brentford Ferreira. In 2013, the Long Beach Unified School District won a $2.6 million default judgment against Gibson. Justice was severed after a man spent six years of his life incarcerated that can’t be given back. This falls back on the high school where this event took place, for the lack of security in the school. Wanetta Gibson having to pay 2.6 million back to the school for false acquisition against Brian is justified. This case shows the true flaws in the justice system and how imperfect humans can be on judgment. JENA 6 Five members of the Jena Six pleaded, no contest to misdemeanor simple battery and won't serve jail time, ending a case that thrust a small Louisiana town into the national spotlight and sparked a massive civil rights demonstration. The five, standing quietly surrounded by their lawyers, were sentenced to seven days unsupervised probation and fined $500. It was a far less severe end to their cases than seemed possible when the six students were initially charged with attempted murder in the 2006 attack on Justin Barker, a white classmate. They became known as the "Jena Six," after the central Louisiana town where the beating happened. As part of the deal, one of the attorneys read a statement from the five defendants all of whom are black in which they said they knew of nothing Barker had done to provoke the attack. Charges against Carwin Jones, Jesse Ray Beard, Robert Bailey Jr., Bryant Purvis and Theo Shaw had previously been reduced from attempted murder to aggravated second-degree battery. All but Shaw were assessed $500 in court costs. The judge did not tack that punishment on to Shaw's case because he stayed in jail for almost seven months, unable to raise bail, following his initial arrest. The matter at hand started with the noose hanging, the young man that was assaulted didn’t happen the day noose was seen. Therefore the six young men planned before hand and received a lighter charge, because people marched in their favor and the media played a big role in the case. â€Å"Simple battery is a misdemeanor offense and carries up to 6 months in jail and fines reaching $1,000.† LA Code RS 14:35 This case is one of the most controversial case in American history, due to the overall outcome. David Ranta was convicted of killing a Jews rabbi Chaskel Werzberger in Williamsburg on February 8, 1990 in a botched robbery attempt of a diamond courier. The recently created Conviction Integrity Unit of the Brooklyn District Attorney's office determined after a year-long investigation that witnesses were coached and police mishandled evidence. Ranta had proclaimed his innocence from the start. Investigators

The eNotes Blog Shakespeares 400th Commemoration ContestWINNERS!

Shakespeares 400th Commemoration ContestWINNERS! We asked you why you think William Shakespeare is still relevant, even 400 years after his death, and we are excited to share the winners below! Runners-up will receive 50 credits (to use on academic QA, essay review, and live tutoring)  and the grand prize winner will receive $400 cash, a 1-year subscription, and 100 credits. We were so excited to hear of the many ways the Bard still inspires you, and even came to some fresh appreciations based on all the various  answers- and answerers that- submitted. Dont miss out on another contest: Follow us on Facebook and Twitter, and/or sign up for an account, to get notified of all the giveaways, contests, and more! Five Runners-up 1. From user user3184928: It was plain old curiosity that drew me to William Shakespeare’s works. Whenever someone quoted or talked about him, I used to think, â€Å"What the heck are they talking about? At the time I was unaware of the true extent of the playwright’s talent. Shakespeare is still relevant today because he has succeeded as a truly remarkable and prolific writer and playwright. He has managed to ensnare the engagement of every generation by imbuing highly entertaining values of comedy, drama and tragedy in the lives of complex characters. Thus, when combined with a never-before-used style of writing, a star was born. Shakespeare’s plays portray stories which are filled to the brim with feelings, emotions, questions and opinions. Surely, these have the power to touch every soul that has read or seen his work, just as they have mine. For example, there is a sinking sensation which strikes me because sometimes what I want to do or what I want to be is something which my family will find difficult, if not impossible to accept. This just like the hopelessness that Romeo and Juliet feel when they learn of each others’ identities and know that their families are enemies. In addition, in Romeo and Juliet, a number of characters who die place their blame upon fate and other characters. It is, after all, easier to do that rather than sit down and contemplate where the true blame lies (almost always on themselves). This sits true with me because I used to blame other people and other things for whatever went wrong. I am happy to say that I am working on it. Through his plays, I have learnt not to let emotions get the best of me and to keep a cool head, unlike Macbeth, whose greed leads him to violence and destruction. Also, I believe it is better to invest time and energy in realistic thoughts and ideas instead of in self-fulfilling prophecies. Shakespeare portrays so many different kinds of men: it is truly a wonder Shakespeare was able to keep track of them. If the multitude and versatility of his works are not astounding then I don’t know what is. He does not even leave supernatural elements out in the rain. The use of universal themes and abstract ideas and concepts always brings the promise of discovering something new, like a connection newly made between characters and/or events even if it is the fourth or fifth read. I could spend so much time just thinking about every belief, thought or opinion that is challenged or provoked, and to quote and explain everything would take a lot of time. It is not in the stars to hold our destiny but in ourselves. 2. From user rubydunn2001: William Shakespeare is still relevant today as a historical figure, as he shows how anybody, whatever humble beginnings they start out from, can achieve greatness and influence the lives of others in the years, decades, and even centuries to come. William Shakespeares works are still relevant today because, aside from the sometimes difficult language, they are full of human foibles, fripperies, funny ways, and fancy aspirations. Not only do Shakespeares works continue to entertain audiences today with their rollicking tales, quick action, dramatic fights, and slapstick euphemisms, but for each play there is a moral, some clearer than others. In Othello, we find that jealousy and insecurity can lead even the most noble to terrible acts, in Romeo and Juliet we see that passion may not always be the best game, in The Taming Of The Shrew  we are taught that every successful marriage consists of compromise and equality. Below the surface of each plays antics and clear points, there are a myriad of different interpretations- is Hamlet a story arguing for action or inaction? Does The Taming Of The Shrew speak for submission in marriage, rather than equality? Is Othello a racist play, or not? And below each of these many interpretat ions there is always the personal tale that every person gains from the plays of Shakespeare- the line that strikes someone, the speech that they write and stick by their desk to encourage them, the moment that makes them realise who they really care about, or what they want to do. Even Shakespeares language, his Elizabethan tongue, contributes to the audiences enjoyment, and it is every directors pleasure to decide which lines are spoken amidst the conversations onstage, and which to the audience, or which as soliloquies. It is in these lines and speeches that each actor, each reader, each listener or audience member, can impress upon the tale their own view, in a way that more modern literature, film and television does not allow, so that each person who encounters a line in Shakespeare will find a different meaning. Though the language can be hard to comprehend, and though I do not advocate shoving it down peoples throats when they do not understand it, and though I do not believ e that modern translations of Shakespeare are not really Shakespeare, I do believe that the language he uses, however incidental or deliberate, is so written that any view can be impressed upon it, and so provide a never-ending stream of different stories to be told. I believe that Shakespeare is still relevant today because his work shows a progression of different views, all which can be manipulated to show further or deeper views; his words can be so personal to each reader, and because he was just a lower-middle-class kid from Stratford-Upon-Avon. 3. From user ekmosca3: Shakespeare amazingly still demands a viable presence in our lives 400 years later. As I teach  Romeo and Juliet in my classroom today, I constantly find myself asking my students  how they can relate. They are astonished when they find themselves talking about how the themes play into their lives. Peer Pressure Being an adolescent is awkward in many ways. One of those ways is the battle between being true to yourself and your family values. Romeo battles his family by loving a Capulet, Juliet by loving a Montague, but they defy the risk and love each other anyway. The stress in doing this is mirrored and often shared by classmates. Intense Love Loving each other so much that they want to kill themselves and ultimately are successful in doing so? Sadly I hear this mimicked in students love cries today. That desperation and heartache is validated by this story. A vigorous and vivid display of love is seen from beginning to end, even through platonic relationships, as with Mercutio and Romeo. Many types of love- healthy, unhealthy, happy, lustful, and intense- are all explored as my students explore them themselves. Masculinity vs. Femininity Juliet defies the damsel role by giving Romeo attitude, and blatantly ignoring his wishes. Romeo is a peacemaker who is naive and whiny. They both embody and challenge gender roles, something students often struggle with. The list goes on and on, but awe is inspired through the sheer fact that a 400-year-old dead white man could write literature that resounds through the ages, and with the hope that we may do so ourselves. 4. From user jadescotford: Not only are the plays of Shakespeare still relevant today, I believe that they will always be relevant because Shakespeare’s themes, ideas, and characters are universal. The beauty of Shakespeare’s work is that it revolves around concepts that are at the core of existing as a human being. The language of Renaissance England can act as a barrier to modern students who may find Shakespeare’s plays inaccessible, but with proper teaching this can be overcome. Once one has an understanding of Shakespeare’s language it can be surprising to many how relatable his work can be. Othello is a prime example of the pain and rage people can feel when they believe someone they love has cheated on them (though most people do not go to the extreme of murdering their unfaithful spouse). Macbeth tells the story of overreaching ambition and its terrifying consequences, King Lear deals with the encroaching specter of age and the fear that our children will not remain loyal to us once we grow old, Romeo and Juliet is about the blossoming of love, and Hamlet explores how we experience family tragedy and the debilitating effects of grief and depression on the psyche. I could go on, but the point is, broken down to its essential elements, every Shakespeare play explores an element of human nature that is relatable and enlightening to his readers. Such themes were relevant in the Renaissance, they are relevant today, and they will always be relevant because they are at the core of what makes us human beings. 5. From user user8528858: I use two film versions of Romeo and Juliet, the 1968 Zefferelli version that takes a very classic Shakespearean approach, and the 1994 Baz Luhrmann version that presents the story in a contemporary urban setting with the Montague and Capulets as warring street gangs. The latter uses rap and rock and roll for it soundtrack. Students generally react poorly to the Zefferelli production, which I show first, and very positively to the Luhrmann version. My observation is that Shakespeare remains relevant to todays students because his universal themes are as formidable today as they were when he wrote his plays. Seeing students react so positively to the near-contemporary Luhrmann film, which uses fast-paced film editing, highly saturated colors, and the aforementioned music to break through the barrier of Shakespeares classic language, which is used by Luhrmann, I can see that students can relate to the story and the themes that resonate because the pressures many of them face are a big part of the Romeo and Juliet narrative. Grand Prize Winner! We are excited to announce D. Gittinger  as our grand prize winner! The passion and respect for the Bard is evident especially as the entrant  is not a literature/English teacher, but a math teacher, who still imbibes his  life and classroom lessons with Shakespearean material.  Gittinger wrote up and shared and extremely unique activity blending  Shakespeare, math, and humor in one. To top it all off, he  wrote a lovely sonnet for  his  wife- all of which can be found in his answer below. From user dgitting: Because Shakespeare is fun!  He is clever and relevant even today because he addresses the human condition in all its glory and ignominy. He makes us think and helps us to understand. Not only do I emulate him by writing sonnets for my wife- see an example at the end- but I have collected many of his insults and written a few of my own. I compiled them and asked my students and colleagues if they could identify which insults are real and which were made up by yours truly. It was a crowning achievement when my high school English teacher thought that one of MY insults was actually the Bards! When he read Thou wast not born like mortal man, But rather hatched, like an evil plot, he said that it was from Macbeth! Since I teach math, not English, I decided to do something mathematical: in the table below, all the prime numbers up to 107 identify where I put my made-up insults. Hence, the fake insults are numbered 2, 3, 5, 7, 11, 13, 17, 19, 23, 29, 31, 37, 41, 43, 47, 53, 59, 61, 67, 71, 73, 79, 83, 89, 97, 101, 103, 107.   After 107, I ran out of my own insults. Heres what I send out: Put â€Å"T† if you think each insult below is a true Shakespearean insult and â€Å"F† if you think it’s a fake. For a lot of extra credit, name the play from which each real insult was taken. For a little extra credit, find the first occurrence of iambic pentameter in this missive. For a modicum of extra credit, name the author of the fake insults. For no credit, use the Internet to get a lot of extra credit. Hint: there are exactly 28 fakes. And, of course, 28 is a perfect number because 28 is the sum of its proper divisors: 1 + 2 + 4 + 7 + 14 = 28. Answers available upon request; just send me the 28 numbers corresponding to the insults that you think are fake. Suggestions for improvement are welcome. 1.  The complaints I have heard of you I do not all believe; ‘tis my slowness that I do not; for I know you lack not folly to commit them and have ability enough to make such knaveries yours. 2.  Dost thou enjoin my gaze upon thy face, And command me listen to thy witless speech? Better to pluck mine eyes and stuff them in mine ears. 3.  Surely thou canst walk upon the waters, For even the sea would not embrace thee whole. 4.  You should be women, And yet your beards forbid me to interpret That you are so. 5.  Thy countenance doth make men praise the gods For giving them swift legs to take their leave. 6.  If thou be’st not an ass, I am a youth of fourteen. 7.  The maggots in thy hair rejoice that they are blind and short-lived 8.  Thou wert best set thy lower part where thy nose stands. 9.  You are not worth another word, else I’d call you knave. 10.  Nothing in his life Became him like the leaving of it. 11.  Flowers die in thy shadow and wilt where thou hast trod. 12.  To say nothing, to do nothing, to know nothing, and to Have nothing, is to be a great part of your title, which is Within a very little of nothing. 13.  Thy lack of grace is matchd by lack of wit 14.  Till I have no wife I have nothing. 15.  He’s a most notable coward, an infinite and endless liar, An hourly promise-breaker, the owner of no one good quality. 16.  Is it possible he should know what he is, and be that he is? 17.  No flesh so vile hath eer been sired by man: Methinks thy dam were consort to the devil 18.  He will lie, sir, such volubility that you would think truth were a fool. 19.  That he is not thou is the devils redemption. 20.  In his sleep he does little harm, save to his bedclothes about him. 21.  He hath out-villain’d villainy so far that the rarity redeems him. 22.  I saw the man today, if man he be. 23.  Death is Gods gift to rid the earth of thee. 24.  Pray you stand farther from me. 25.  Thou art so leaky that we must leave thee to thy sinking. 26.  The dullness of the fool is the whetstone of the wits. 27.  It is a deadly sorrow to behold a foul knave uncuckolded. 28.  What shall I call thee when thou art a man? 29.  Thou wast not born like mortal man, But rather hatched, like an evil plot. 30.  His brain is as dry as the remainder biscuit after a voyage. 31.  At birth thy sorry wit took leave of thee As excrement from a hanged knave. 32.  Let’s meet as little as we can. 33.  I do desire we may be better strangers. 34.  Ã¢â‚¬ËœTis a fault I will not change for your best virtue. 35.  By my troth, I was seeking a fool when I found you. 36.  [You are] falser than vows made in wine. 37.  Thou hast naught to say, And even that, say poorly 38.  You lisp and wear strange suits. 39.  Let her never nurse her child herself, for she will breed it like a fool. 40.  There’s many a man hath more hair than wit. 41.  You wager my esteem for you be slight? You overshoot the mark: tis naught at all. 42.  I will kill thee a hundred and fifty ways. Therefore tremble and depart. 43.  I kiss my direst enemy lest my spit die upon thy face. 44.  Here comes a pair of very strange beasts, which in all tongues are called fools. 45.  If thou art changed to aught, ‘tis to an ass. 46.  She’s the kitchen wench, and all grease, and I know not what use to put her but to make a lamp of her, and run from her by her own light. 47.  Better to pluck my heart from my breast And bury it in a dunghill Than suffer it to beat in thy foul presence 48.  Thou are sensible in nothing but blows, and so is an ass. 49.  Your abilities are too infant-like for doing much alone. 50.  [You are] one that converses more with the buttock of the night than with the forehead of the morning. 51.  I find the ass in compound with the major part of your syllables. 52.  More of your conversation would infect my brain. 53.  Had I one word for thee, twould be begone. 54.  He’s a disease that must be cut away. 55.  The tartness of his face sours ripe grapes. 56.  He is a thing too bad for bad report. 57.  Her beauty and her brain go not together. 58.  It is fit I should commit offence to my inferiors. 59.  Thy life abuseth reason. 60.  That such a crafty devil as his mother should yield the world this ass! 61.  For thy trifling wit to grasp, My speech must needs be slow, my words, short: I love thee not, nor have, nor will. 62.  Men’s vows are women’s traitors! 63.  Thy words I grant are bigger; for I wear not my dagger in my mouth. 64.  . . .not Hercules could have knock’d out his brains, for he had none. 65.  One may smile, and smile, and be a villain. 66.  God hath given you one face and you make yourselves another. 67.  A thousand births thy mother would endure To rid her womb of devils scurvy seed. 68.  Ã¢â‚¬ËœTis a vice to know him. 69.  O, if men were to be saved by merit, what hole in hell Were hot enough for [you]? 70.  There’s neither honesty, manhood, nor good fellowship in thee. 71.  Who would claim a child as thee? Thou art th abandoned son of infamy and shame. 72.  There’s no more faith in thee than in a stewed prune. 73.  Thou art barely a man, with little substance and no wit. Surely the briefest breeze doth topple thee. 74.  I am whipp’d and scourg’d with rods, Nettled, and stung with pismires, when I hear Of this vile politician. 75.  You tread upon my patience. 76.  How now, wool-sack, what mutter you? 77.  Thou are essentially a natural coward without instinct. 78.  Do thou amend thy face, and I’ll amend my life. 79.  Thou dost not bathe, yet thou art clean. Tis no surprise. Even dirt and stench flee thy foul company. 80.  You are as a candle, the better part burnt out. 81.  [You] fortify in paper and in figures, Using the names of men instead of men. What a disgrace is it to me to remember thy name! 82.  Is it not strange that desire should so many years outlive performance? 83.  Thy wit escapd thy noddle, Ere thy mothers womb evictd thee. 84.  It was more of his courtesy than your deserving. 85.  I, in my condition, shall speak better of you than you deserve. 86.  I would you had but the wit. 87.  Thy life did manifest thou lov’dst me not, And thou wilt have me die assur’d of it. 88.  Thou hid’st a thousand daggers in thy thoughts, Which thou hast whetted on thy stony heart, To stab at half an hour of my life. 89.  A words a word too many to tell The difference ’twixt thee and a beast. 90.  [You are] a ruffian that will swear, drink, dance, Revel the night, rob, murder, and commit The oldest sins the newest kind of ways. 91.  What wind blew you hither? 92.  Reply not to me with a fool-born jest. 93.  Your horse would trot as well were some of your brags dismounted. 94.  His jest will savour but of shallow wit When thousands weep more than did laugh at it. 95.  [He] saw a flea stick upon your [nose], and said it was a black soul burning in hell. 96.  Three such antics do not amount to a man. 97.  Tis the suns shame to guide thy path. 98.  He hath a killing tongue and a quiet sword; by the means whereof he breaks words, and keeps whole weapons. 99.  His few bad words are matched with as few good deeds. 100.  He never broke any man’s head but his own, and that was against a post when he was drunk. 101.  I gladly trade the richest place on earth And make abode on Luna’s darkest side To be farthest from thy rotten face. 102.  He is not the man that he would gladly make show to the world he is. 103.  If thou art a man, I write not this sentence. 104.  I should be angry with you if the time were convenient. 105. I did never know so full a voice issue from so empty a heart: but the saying is true, â€Å"The empty vessel makes the greatest sound.† 106.  [You] do offend our sight. 107.  Thou offendest offence itself. 108.  [Your] face is not worth sunburning. 109.  Your face is as a book, where men May read strange matters. 110.  [Your] horrid image doth unfix my hair. 111.  Be not lost so poorly in your thoughts. 112.  Confusion now hath made his masterpiece! 113.  [Your] sole name blisters our tongues. 114.  Fit to govern? No, not to live. 115.  I would not have such a heart in my bosom, for the dignity of the whole body. 116.  Now does he feel his title hang loose about him, like a giant’s robe upon a dwarfish thief. 117.  All that is within him does condemn itself for being there. 118.  [This] is a tale told by an idiot, full of sound and fury, Signifying nothing 119.  You scullion! You rampallian! You fustilarian! Ill tickle your catastrophe! 120.  That trunk of humours, that bolting-hutch of beastliness, that swollen parcel of dropsies, that huge bombard of sack, that stuffed cloak-bag of guts, that roasted Manningtree ox with pudding in his belly, that reverend vice, that grey Iniquity, that father ruffian, that vanity in years? 121.  You starvelling, you eel-skin, you dried neats-tongue, you bulls-pizzle, you stock-fish- O for breath to utter what is like thee!- you tailors-yard, you sheath, you bow-case, you vile standing tuck! 122.  Peace, ye fat guts! 123.  Go, prick thy face, and over-red thy fear, Thou lily-liverd boy. 124.  Your virginity breeds mites, much like a cheese. 125.  Marry, sir, shes the kitchen wench and all grease; and I know not what use to put her to but to make a lamp of her and run from her by her own light. I warrant, her rags and the tallow in them will burn a Poland winter: if she lives till doomsday, shell burn a week longer than the whole world. Heres one of my sonnets: All Aboard by D. Gittinger Within our crystal ball we can’t quite see, As wave-by-wave, our journey is revealed. We set our sails without a guarantee, And know not when, or how, our fate is sealed. A ship lies safe when not too far from shore, In waters still, where ill winds seldom go. But ships are sound and pine for so much more, for oceans deep, where swifter breezes blow. Upon the seas, at last our craft sets sail. And spirits us beyond familiar sands. As one, we parry storms, the winds, and hail To taste the magic air in distant lands. At journey’s end, our grail lies not in wait, But sails with us- the sailing is our fate. Let us sail on together. All of us really are brothers and sisters. Thank you to everyone who entered and best of luck on our next prize-winning opportunity!