Cause Of The Culture Wars Essay Example For Students

Reason for The Culture Wars Essay Indeed, even an easygoing spectator of the American culture can't resist the opportunity to be intrigued by the expanding level of polarization of American governmental issues, however of social qualities and even ways of life and perspectives. There is by all accounts a perpetual cluster of contention minor contrasts of assessment, yet significant clash in any event, bringing about savagery and murder. The outcomes appear to be praised or detested relying upon whose side you are on. The result of this contention couldn't be more significant it is nothing not exactly the endurance of Western human progress. This is on the grounds that the underlying foundations of this contention run far more profound than a great many people acknowledge, and its results unmistakably progressively genuine. For instance, one of the significant battlegrounds is over social liberties for gay people. On the one side, there are traditionalists who guarantee that gay people are looking for extraordinary rights and have a gay plan determined to make sure about those uncommon rights. On the opposite side are dissidents who accept that gay people are a subdued minority who endure separation and fanaticism, and that gay people merit minority status and rights. The dissidents who speak to that view accept that legislature ought not include itself in the private existences of people, if it can't show a convincing state enthusiasm for doing as such. Numerous traditionalists, then again, accept that the administration ought to be founded on a perspective on administration enlivened by their understanding of Christian culture, established in the Bible. For what reason are the two perspectives at such loggerheads? For what reason are they ready to battle one another, even to the death?It is a direct result of an essential, key change that has occurred in Western progress. The change is the consequence of two mechanical advancements that have on a very basic level changed how Americans and Western social orders as a rule are sorted out and how these individuals identify with one another. The first is mass transportation. Without precedent for mankind's history, it is conceivable start an excursion on one landmass toward the beginning of the day and be on another mainland in an alternate piece of the world before the sun sets that equivalent day. Furthermore, at a value that can be managed by a huge level of the universes populace. It is additionally conceivable to get and proceed onward an abrupt announcement, to follow a vocation or discover increasingly adequate neighborhoods or day to day environments. The second is mass interchanges, particularly overall TV broadcasting. Once more, without precedent for mankind's history, it is feasible for a person to make his voice heard by individuals around the globe, and in this manner, make his sentiment known. What's more, every night, the sentiments communicated by conventional individuals with respect to occasions that have influenced them, are seen and heard by watchers around the globe. Again, individuals living in the most unfortunate towns in India and Africa see these occasions in a world they have never known. The outcomes have sabotaged the very premise on which civic establishments have been sorted out since the primary stirrings of civic establishments in Mesopotamia and East Asia. For millenia, individuals have had a pledge to their old neighborhood for no other explanation than that they were stuck there. They couldnt move. Regardless of whether they had the physical methods, there was frequently no activity or other monetary open door that made moving ceaselessly from the origin conceivable. Hence, a great many people had to stay in a similar network, and few were eager to hazard the wrath of their neighbors. It was a reasonable reality that these individuals would be a piece of the remainder of their lives, and it was essentially imperative to get along by coming. Presently that is not true anymore. Mass transportation has made it conceivable to change main residences and locate a progressively functional or charming living and workplace. Also, since individuals can, they regularly do. Americans move all the more much of the time as time passes. The outcome has been an absence of duty. Why put forth an attempt to know your neighbors when you will be gone in a year or two at any rate? Or then again they may even be gone before you! So why become acquainted with them? Why settle a contest? Simply move away! We not, at this point have the motivation to settle debates and come to get along. So we no longer feel a guarantee to our networks, and modest mass transportation is the motivation behind why. What Causes Cell Phone Radiation and How Does it Effect Your Body? EssayIt is in any event, turning out to be evident that the dictator and his methods of doing things are out of date. For a certain something, the despots armed force can not just annihilate the adversary in hours or minutes, yet the enemys armed force can decimate his with comparative dispatch. Armed forces have become so dangerous that the most remarkable are no longer sent against one another an excessive amount of annihilation would result. For another, the ruler cannot do anything without every one of his subjects and his foes knowing it very quickly. It is no mishap that servitude didn't end nor did majority rule government flourish on the planet until modest mobile sort made literature and early types of mass transportation made the wide dispersal of knowlege conceivable. For a third, modest mass transportation has made universal outskirts permeable and progressively hard to control, even to the point of superf luity by and large, particularly in the third world. Presently, with TV, the effect of mass interchanges has gotten considerably more emotional. The facts demonstrate that words usually can't do a picture justice, and now TV brings thirty of them from around the globe directly into the home each second. The outcomes couldnt have been progressively emotional. Presently, just because, one can watch the overseeing procedure in another nation as intently as though one were in that nation. And all the contentions and thoughts are heard and seen, in any event, when they ponder ineffectively that drained old patriarchial dictator and his followers. However, the old request is having none of it. Among the traditionalists, there is a firm confidence in the rightness of the old man centric society. One hears the mottos: My nation right or wrong, my nation, a womans place is in the home, keep em at home, shoeless and pregnant! What's more, for Gods purpose keep em out of the military! There are not kidding proposition being coasted to control the substance of TV, despite the fact that as satellite innovation advances, the capacity to control that substance dissolves. This disintegration had no little influence in the breakdown of the completely patriarchial Soviet realm. The man centric society isnt surrendering without any problem. It utilizes all the old defenses, regardless of whether they are significant or not, whether they are valid or not. What's more, frequently, the main support is an old one surely religion. We even observe the display of genuine proposition for the American armed force being expanded in size and impact when no trustworthy danger to America remains, and for the American country, established on common vote based system, to be transformed into a religious government, with an old-style patriarchial religion in charge!The more the old patriarchists feel undermined, the more they retreat into the bygone era religion. It legitimizes their feelings of trepidation and their partialities. It makes constraint adequate, in light of the fact that it is for God (frequently Jesus) and ruler (America was established on Christian standards!). Accordingly, that which was initially concocted to help the patriarchial request turns into its he ad justification!So here is the premise of the way of life war. The millenia-old patriarchial request says its along these lines since it is regular and God appointed it thusly and ladies and minorities saying we are mistreated and we request to be heard and our privileges regarded. Neither one of the sides is eager to surrender to the next. In any case, neither one of the sides has all the responses to the issues that Western progress faces. The revolting minorities surely don't have the responses to the inescapable clashes that will and are emerging between themselves. The patriarchialists thoughts were established on a legend and cant endure the extreme examination of the new media of thought trade. So the war starts. On its result, drape the destiny of Western social orders. Hit the nail on the head, and we will have a progressively respectable and just society, in view of veritable uniformity in which the idea of self assurance is genuinely regarded. Miss the point, and we will enter another dull age, in light of savage restraint and dismissal of innovations and thoughts that have certainly been freeing. Which side would you say you are on?

Employees or Independent Contractor-Free-Samples for Students

Questions: 1.Give Veronica lawful exhortation comparable to the circumstances. 2.Advise Mary with regards to her legitimate position, refering to applicable statuteand Case Law. Answers: 1.Issue: The issues that would emerge in the given case dependent on the realities of the case are: Regardless of whether there is a vicarious risk on Veronica for the demonstration of Sylvester? Regardless of whether there is a vicarious risk on Veronica for the demonstration of Bob? Rules of Law: To respond to the inquiry whether there was a risk that existed we need to see whether the Sylvester and Bob were representatives or self employed entity (Difference among workers and temporary workers, 2017). On account of Performing Right Society Ltd v Mitchell and Booker (Palais de Danse) Ltd the obligation of the litigant relied upon if the connection between the gatherings was that of individual agreement or business and representative (Performing Right Society Ltd v Mitchell and Booker (Palais de Danse) Ltd, 1924). The composed agreement between the gatherings had standard long stretches of work, fixed business period, the work environment was directed, administration requests restrictiveness, synopsis excusal directly for penetrate of guidance, there was prevailing, nitty gritty and consistent control on every single point. These elements prompted the choice that the band was a representative (Burnett, 2007). The pressure was laid fair and square of control that was put or the control test for deciding whether the band was a representative in any case, there were different factors too that were thought of. On account of Zuijs v Wirth Bros Pty Ltd (1955) the variables which were considered by the High Court for characterizing the connection among Zuijs and carnival was that the compensation was given in wage structure, synopsis excusal should be possible dependent on unfortunate behavior, despite the fact that there was no immediate control that the bazaar had over the exhibition of Zuijs act since they didn't have the necessary aptitude there was bearings given for different viewpoints (Zuijs v Wirth Bros Pty Ltd, 1955). These variables were considered to add up to business, it was contemplated by High Court that however the presentation of obligations relied upon unique information or aptitude or the demonstration of the representative possibly with the end goal that there is no place for order that existed, this in any case, was not the point what made a difference was the legal expert for directing thus far as there is degree to do likewise. This case is the expert for the rule that it isn't the genuine control however the option to control which is fundamental. To respond to the subject of obligation we need to glance through the idea of vicarious risk, there is vicarious obligation on the business for the demonstration of the representative or any exclusion if the equivalent is finished over the span of his work. As opined on account of Llyod v Grace Smith the general principle for risk is that the business is obligated for the extortion and deceptive direct or oversight of the worker if such a demonstration was done inside the representative course of work (Llyod v Grace Smith, 1912). On account of New South Wales v Lepore (Thomson, 2012) it was opined by Gleeson CJ that (New South Wales v Lepore, 2003): Not everything that a representative accomplishes at work, or during working hours, is adequately associated with the obligations and duties of the worker to be viewed as inside the extent of the business. Furthermore, the way that bad behavior happens away from the working environment, or outside typical working hours, isn't indisputable against obligation. On account of Ffrench v Sestili a valuable examination of this test has been made where the representative had misused the assets over the span of his business (Ffrench v Sestili, 2007). The Full Court Supreme Courts choice, Debelle HJ in simultaneousness with Layton HJ and Sulan HJ contained a helpful refining of the standards from the case law concerning the vicarious obligation regulation. There were two suggestions that were refered to by Debelle which were applicable, first the way that it was purposefully that the representative had occupied with a direct that was criminal or other penetrate of law may not be adequate for denying vicarious risk and second the way that such lead which was locked in by the worker was in opposition to the guidelines that the business had given was not adequate for denying the vicarious obligation. As for individual risk in a business structure of a sole broker there is close to home obligation on the proprietor of the business structure regarding each part of the business (Sole merchant, 2017). There is an individual obligation for all parts of the business which incorporates a business liabilities or obligations. There can't be any sharing of this obligations. For all parts of maintaining the business there is an individual obligation (Adams, 2015 p. 78). Utilization of Law Veronica and Sylvester, there will be an individual obligation on Veronica for the demonstrations of Sylvester. It tends to be seen as on account of As saw on account of Performing Right Society Ltd v Mitchell and Booker (Palais de Danse) Ltd applying the control test and Zuijs v Wirth Bros Pty Ltd that however the exhibition of obligations relied upon unique information or ability or the demonstration of the worker possibly with the end goal that there is no place for order that existed, this be that as it may, was not the point what made a difference was the legal expert for directing thus far as there is extension to do a similar accordingly Sylvester is a representative and not an individual temporary worker. There will be a vicarious risk on Veronica for the demonstration Sylvester as opined on account of Llyod v Grace Smith since it was in his extent of work. Further as on account of New South Wales v Lepore it doesn't make a difference in the event that it was not in the worki ng environment that the demonstration happened. Further on account of Ffrench v Sestili the risk would not be expelled simply because the demonstration was not in circle of business or the way that it was not trained by the worker. Along these lines being a sole broker she will be actually subject for the demonstration of Sylvester. Veronica and Bob, albeit like Sylvester Bob is was likewise a worker anyway he had been terminated by Veronica in this way according to the Llyod v Grace the demonstration was not inside the course of his work as he was not, at this point the representative of Veronica End Veronica being a sole broker and manager would be vicariously subject for the demonstration of Sylvester however not for the demonstration Bob. 2.Issues The issue is in the given circumstance that: Regardless of whether there is an installment obligation on the association for the installment to Mary for the acquisition of reviewing instruments? Regardless of whether there is installment obligation on the organization for the installment to Mary for the acquisition of smaller than usual oil drillers? Rules of Law For replying of issue as for the presence of installment risk it is basic to under the idea of exchange which there between the gatherings. The area 5 of the Partnership Act (Cth,) states that the accomplices of a firm are its specialists and they are likewise for the motivations behind doing the business different accomplices operators, this business is required to be in the ususal way, and it is a part accomplice who has attempted such a demonstration, at that point all things considered the accomplices and the firm will be limited by such a demonstration. Except if, a proof is there for the way that there was no position that the accomplice who was following up for the sake of the firm had for acting in such way and the person with whom the exchange was made was either mindful of it or if not mindful didn't accept that there was such power that existed. There exists between the organizations accomplices a guardian relationship, there is an obligation that an accomplice owes towards different firms accomplices when he is activity for the benefit of the firm as its operator and their exists an obligation likewise for the accomplices which they owe towards the accomplices who is following up in the interest of the firm as was opined on account of (Phillips-Higgins v Harper, 1954). For the firm to be held obligated for a demonstration which is finished by one of its accomplices with no expert for doing such a demonstration in the way that it has been done it is required that there ought to be four necessities that should be agreed to as referenced beneath (Fletcher, 2007, p 110): First: The exchange ought to be entered by an accomplice. Second: It is inside the businesss scope that the exchange or act ought to be finished. Third: It must be inside the typical way that it is affected. Fourth Requirement: Essential that the executing party is unconscious of the way that the accomplice executing has not authority or accepts or realizes that such authority is isn't there. On account of National Banking Corporation of Australia Ltd. v Batty it was opined by the High Court that the rest of the accomplices would at present be held obligated for a demonstration regardless of whether it had been finished by the accomplice without the accomplice having any genuine authority of doing such a demonstration (National Banking Corporation of Australia Ltd. v Batty, 1986). Further on account of Watteau v. Fenwick (Watteau v. Fenwick, 1893) it was opined by the court that the teaching of head and specialist will apply once it has been set up that the chief is the respondent. The risk of the considerable number of demonstrations of the operator will be with the head. For an exchange which has been gone into by the accomplice of the firm, there may exist an obligation on the firm for such exchange despite the fact that the exchange has not been gone into by the firm. The case is so when the exchange which has been gone into by the firm is for the most part in a similar industry (Mercantile Credit Co Ltd v Garrod, 1962). Despite the fact that, on account of Goldberg v Jenkins (1889) 15 VLR 36 (Goldberg v Jenkins, 1889) it was opined that in the circumstance wherein the exchange made is past the standard method of the firm then all things considered the firm can't be bound to such exchange Use of Law There is an agreement of offer and buy that had been entered among Mary and Smith for looking over provisions and smaller than normal oil driller. The agreement for t

APSIA Graduate School Fairs in Asia COLUMBIA UNIVERSITY - SIPA Admissions Blog

APSIA Graduate School Fairs in Asia COLUMBIA UNIVERSITY - SIPA Admissions Blog SIPA will be sending alumni representatives to three upcoming graduate school fairs in Tokyo, Seoul, and Beijing. The fairs are sponsored by the Association of Graduate Schools of International Affairs (APSIA). Those who wish to attend can pre-register by clicking here. Pre-registration is free and there is no cost to attend the fairs. Alumni will hand out promotional materials and answer questions about their experiences at SIPA and how their education has helped to influence their careers. For specific questions regarding admission or finanical aid opportunities, the alumni will recommend that interested prospects contact our office directly by sending an email to sipa_admission@columbia.edu. The details of the events are:

Lewis And Clark s Expedition - 1786 Words

Before Lewis and Clark’s famous expedition through the United States and towards the Pacific, Western North America was a great unknown. It was a mythical place where anything imaginable could exist. Moving West was not seen as a legitimate idea, it was not an ideal destination for homes and work. For the citizens of the early United States, all they knew was the East Coast. Even today, much of the US population is still located on the east coast. There was very little known about it and people were unsure of how safe the West was. Lewis and Clark’s expedition forever changed America. The journey was a representation of a rising American nation. The Settlers aggressively expanded in order to achieve commercial gain and increase their property of land. Their exploration also lead to the idea of Manifest Destiny. Manifest destiny was the belief that the American Settlers were destined to expand across the continent. Without this idea of a nation destined to be united from coast to coast, the United States would not be one united nation. The expedition began on May 14, 1804, Lewis and Clark led a group called The Corps of Discovery. The expedition began in St. Louis, they used the Missouri River as a guide. Clark’s job during the expedition was to direct the Corps and map their route. Lewis was in charge of making observations and collected wildlife samples. The trip was a struggle for the group, they faced challenges instigated by nature and cautious trekking through unknownShow MoreRelatedThe Expedition Of Captain Meriwether Lewis And Lewis s Close Friend As Second Lieutenant William Clark1117 Words   |  5 Pagescommission an expedition under the command of Captain Meriwether Lewis and Lewis’s close friend as Second Lieutenant William Clark. Jefferson’s main objective in this expedition was to explore and create a map of the newly acquired territory thus finding a route across the western half of the continent. This was to help him establish an American presence in the west before Spain, Bri tish and other European powers could claim it. Despite this being the main objective of the expedition, it helped toRead MoreThe United States Of The Mississippi River1515 Words   |  7 PagesSt. Charles with cheers from the crowd†¦into unknown civilization.† (Lewis and Clark) The United States of America was considered to be all of the land east of the Mississippi river. All the land west of the river was, as they thought, a remote and uncivilized part of the world. Sent by President Thomas Jefferson to find the fabled Northwest Passage, Meriwether Lewis and William Clark led a very important, but dangerous expedition to explore this land and find a passage to the Pacific Ocean. TheseRead MoreDon t Let Your Dreams Be Dreams1161 Words   |  5 Pagesâ€Å"Don’t let your dreams be dreams, just do it†, Shia Lebouf. Young Lewis and Clark dreamed of adventures and exploring. They did not let their dreams be dreams. As adults the two would lead an expedition of historical significance to the United States. â€Å"Meriwether Lewis was born on August 18, 1774, near Charlottesville, Virginia and was the boyhood neighbor of Thomas Jefferson.† (lewisandclark) â€Å"Meriwether Lewis spent much of his time as a youth in the outdoors, and developed an interest inRead MoreThe Lewis ( 1774 ) And William Clark1735 Words   |  7 PagesMeriweather Lewis (1774) and William Clark (1770) are famously known for their expedition through the Louisiana territory to the coast of the Pacific, along with Sacagawea from the Shoshone tribe. They traveled down the Ohio River, up the Missouri River, across the Continental Divide, and to the Pacific Ocean. In 1803, President Thomas Jefferson sent the Cords of Discovery to the land never traveled before by any American to explore. They traveled over 8000 miles and discovered over 300 unknown speciesRead MoreThe Lewis And Clark Expedition1415 Words   |  6 PagesCaptain Meriwether Lewis and William Clark put their lives on the line only to return with i nformation regarding the Pacific Northwest of the United States territory. Their reasons behind this journey, being to expand the United States to the West, involved the entire nation but debatably, their accomplishments and the reaction of others became a major part of today’s history. The foremost reason behind the Lewis and Clark expedition was all based on Thomas Jefferson’s, president at the time, interestRead MoreThe Great Rock Mountains By Thomas Jefferson1092 Words   |  5 PagesAt the time when Thomas Jefferson was president, the U. S. had bought new land in France. He had Meriwether Lewis to lead an expedition to the New Lands who turned to Wiliam Clark to be the Co-commanding captain which turned into the Lewis and Clark expedition. It was 1803. Thomas Jefferson was the president and he guided a piece of foreign diplomacy through the U.S. senate. After the Louisiana treaty was made, Jefferson took power of an exploration on a new purchased land beyond the â€Å"Great RockRead MoreThe State Of The Louisiana Territory1616 Words   |  7 Pagesbeen many important expeditions, discoveries, and wonders. One of the most famous and important expeditions in this country’s history is that of Lewis and Clark. Within their great journey, the two men met countless obstacles, met many new and intriguing cultures, and saw some of the most incredible land that God had ever made. After the purchase of the Louisiana Territory from France, President Thomas Jefferson commissioned Meriwether Lewis and William Clark to lead an expedition on a journey to exploreRead MoreAnalysis Of The Journey Of Meriwether Lewis And William Clark1011 Words   |  5 PagesMeriwether Lewis and William Clark as they explore the American West. Ambrose uses the thoughts of Lewis himself as a guide to the book; he even uses extensive journal entries which not only help the readers visualize what is going on during this expedition, but it helps the readers have a better understanding for what is happening in 19th century America. Ambrose uses a bit of his own logic and opinion in the book as well, he makes it apparent that he has nothing but admiration for Lewis and Clark whichRead MoreThe Lewis And Clark Expedition1424 Words   |  6 Pages On May 14, 1804 in the eastern city of Saint Louis, William Clark and Merry-weather Lewis set of on the westward adventure that would change America as we know it today. Their journey began on the Mississippi River, those rapids would propel Lewis and Clark into the Corps of Discovery. Across the vast land that these men would soon travel lived the many native-american tribes. The Native people hunted freely across their western lands, lived their life as one with the ground they so ca refullyRead MoreThe Manifest Destiny, And The Economic Rewards1456 Words   |  6 PagesMeriwether Lewis and William Clark to go on a three year expedition westwards to the Pacific Ocean in August of 1803. While the journey to the West provided Lewis and Clark was one that was both fascinating and difficult, the journey back home was one that was filled with obstacles. Some of the difficulties faced on the journey home can be attributed to the climate and topography of the land which are recorded in the journals of Lewis and Clark. During June of 1806, Lewis and Clark are returning

Medeas Monologue by Euripides (Mother Character)

In one of the most chilling monologues in all of Greek Mythology, Medea seeks revenge against the heroic yet callous Jason (the father of her children) by killing her own offspring. Found in the play Medea by the Greek writer Euripides,  this monologue offers an alternative to the traditional female monologues found in classic literature. In the play, Medea kills her children (offstage) and then flies away on the chariot of Helios, and while many have argued that this play demonizes women, others contend that Medea represents literature’s first feminist heroine, a woman who chooses her own destiny despite the hand she was dealt by the gods. Although not the typical  mother character monologue, Madeas monologue  is deeply expressive of the difficulty and multiplicity of the emotions love, loss, and revenge, making it a truly excellent audition piece for female actors who want to convey their ability to portray a depth of complex emotions. Full Text of Medeas Monologue Taken from an English translation of the Greek play by  Shelley Dean Milman  found in The Plays of Euripides in English, vol ii, the following monologue is delivered by Medea upon discovering Jason has left her for the princess of Corinth. Upon this realization that shes been left alone, Madea attempts to take control of her own life and says: O my sons!My sons! ye have a city and a houseWhere, leaving hapless me behind, withoutA mother ye for ever shall reside.But I to other realms an exile go,Ere any help from you I could derive,Or see you blest; the hymeneal pomp,The bride, the genial couch, for you adorn,And in these hands the kindled torch sustain.How wretched am I through my own perverseness!You, O my sons, I then in vain have nurtured,In vain have toiled, and, wasted with fatigue,Suffered the pregnant matrons grievous throes.On you, in my afflictions, many hopesI founded erst: that ye with pious careWould foster my old age, and on the bierExtend me after death—much envied lotOf mortals; but these pleasing anxious thoughtsAre vanished now; for, losing you, a lifeOf bitterness and anguish shall I lead.But as for you, my sons, with those dear eyesFated no more your mother to behold,Hence are ye hastening to a world unknown.Why do ye gaze on me with such a lookOf tenderness, or wherefore smile? for theseAre your last smiles. Ah wretched, wretched me!What shall I do? My resolution fails.Sparkling with joy now I their looks have seen,My friends, I can no more. To those past schemesI bid adieu, and with me from this landMy children will convey. Why should I causeA twofold portion of distress to fallOn my own head, that I may grieve the sireBy punishing his sons? This shall not be:Such counsels I dismiss. But in my purposeWhat means this change? Can I prefer derision,And with impunity permit the foeTo scape? My utmost courage I must rouse:For the suggestion of these tender thoughtsProceeds from an enervate heart. My sons,Enter the regal mansion.  [Exuent SONS.]  As for thoseWho deem that to be present were unholyWhile I the destined victims offer up,Let them see to it. This uplifted armShall never shrink. Alas! alas! my soulCommit not such a deed. Unhappy woman,Desist and spare thy children; we will liveTogether, they in foreign realms shall cheerThy exile. No, by those avenging fiendsWho d well with Pluto in the realms beneath,This shall not be, nor will I ever leaveMy sons to be insulted by their foes.They certainly must die; since then they must,I bore and I will slay them: tis a deedResolved on, nor my purpose will I change.Full well I know that now the royal brideWears on her head the magic diadem,And in the variegated robe expires:But, hurried on by fate, I tread a pathOf utter wretchedness, and them will plungeInto one yet more wretched. To my sonsFain would I say: O stretch forth your right handsYe children, for your mother to embrace.O dearest hands, ye lips to me most dear,Engaging features and ingenuous looks,May ye be blest, but in another world;For by the treacherous conduct of your sireAre ye bereft of all this earth bestowed.Farewell, sweet kisses—tender limbs, farewell!And fragrant breath! I never more can bearTo look on you, my children. My afflictionsHave conquered me; I now am well awareWhat crimes I venture on: but rage, the causeOf woes most grievous to the human race,Over my better reason hath prevailed. Even Euripides contemporaries found the monologue and play to be shocking to the Athenian audiences at the time, though this may have stemmed more from the artistic liberties Euripides took in retelling Medeas story—the children historically were said to have been killed by the Corinthians, not by Medea—and the play itself was ranked third of three at the Dionysia Festival where it premiered in 431 B.C.

Autism and Psychology Free Essays

Autism: â€Å"Man is by nature a social animal; an individual who is unsocial naturally and not accidentally is either beneath our notice or more than human†¦ â€Å"(Aristotle, 328 B. C. in Aronson, 1995). We will write a custom essay sample on Autism and Psychology or any similar topic only for you Order Now We have been designed from birth to need and trust and socialize with one another in various ways. Yet, why is it so difficult for some but not for others. I have a four year old Autistic son that also has severe developmental delays due to prematurity and birthing complications. There are days that he gets frustrated at not even being able to communicate basic needs or just wants to be in his own world, left to his own device. That for anyone is rough, but knowing I am his mother makes it worse. Social interaction is such an important part of growing as not only a human being, but also for the brain. Even from the beginning of time man has leaned on the premise of needing that companionship and contact with the world around them. Being from the South, you are instructed and taught from day one to be cordial and have social interactions regularly with others in and out of your class, race, or religion. But what if you cannot convey and relate to the social customs? Does that mean you are to forever be labeled as a deviant, eccentric, or antisocial? If it is funding that you have mental issues you don’t discuss them or you are forever looked at as a child. Traditionally, that means that these individuals were ostracized, stigmatized and even eliminated for the good of the whole, as the compromised the very fabric of society by proposing to build a group of individuals, somewhat like a cult, that were interconnected forever( Aronson, 1995). Animal test subjects have been well conditioned to run through mazes or pressed bars for food or to avoid electric shocks administered by researchers; likewise humans comply within similar consequences. Furthermore, it has also been documented that behavior motivated by external consequences is relatively short-lived, ceasing with the consequence is no longer available (Thompson, Iwata, 2001). This can even be seen when a mother is watching her children, and then steps out. The children understand to behave in both situations and the latter situation may have a punishment if that direction is not followed properly. Yet, as soon as the mother steps out, the non-conformist child will misbehave, only because of the punishment, even if the other sibling(s) is behaving themselves properly. Something stops a child like this from comprehending why this is wrong and what is truly acceptable. This may be in part to some issues with the connections to neuro-transmitters or lack thereof. Often times these children are not even motivated by reward systems, they will continue to misbehave at some point even when the mother returns, almost challenging her. Therefore, they will never be in society as an integral part, but as part of the problem. This, however, is not true for Autistic children. They wish to be the same, but again, the neuro-transmitters misfire and do not allow for them to ‘compare apples to oranges’. In 1943 Leo Kanner named such children as, socially withdrawn. He outlined the social disorder in 11 boys that he studied as an â€Å"autistic disturbance of affective contact† because of their apparent disinterest in other people and inability to be socially influenced (Kanner, 1943, in Frith, 1989). In spite of this, in 1984 the American Psychiatric Association, deemed this as a pervasive disorder, among others, and now it is simply known as Autism (APA, 1984). Over the past ten years Autism has been redefined again as the most complicated neurological disorder affecting the central nervous system of a large number of people. It is also the most confusing and pervasive of the developmental disorders as little is known for a cause, there is no cure, and treatments vary among individuals (Frith Happe’, 1994). The typical stereotype of an individual with autism describes a withdrawn, mute child with an inverted gaze engaged in repetitive activities or self-stimulatory behaviors, ASD or Autism Spectrum Disorder, ranges from severe to very mild(Mesibov Burack, 2001). Yet, the ones that have such disorders, have recently been labeled as Autistic due to lack of social prowess and extreme knowledge and fixation on one profession. These subsets of children can often times appear normal within the first year but start regressing in knowledge and skill, or not improving or gain skills at all. Eventually, one can build a wall to even keep family out, or fixate on something so hard it becomes an obsession or routine that if stopped could be mentally, physically, and socially detrimental(Kennedy Shukla, 1995). Although, it is also important to remember that individuals with ASD are not totally withdrawn, socially and may even interact from time to time, but this can be limited. I know as more going from hearing your child say ‘I love you’ and hug often, to once or twice week is difficult. The first time my son ran and hugged me and looked me in the eye was very emotional for me, but he did not understand. This leads to my next point: cognition. As I said before many ASD children do not understand emotions or are seldom empathetic. They may ask questions about the emotions you are showing but do not fully understand what you are telling them. This again is due to a misfiring of neuor-transmitters. That is why so many ASD children really like Thomas the Train. He teaches them emotions and what the facial expressions mean. My son now understand crying, anger, and excitement. Therefore, while they have a social desire, the interference in the cognitive system proves to be the main problem (Happe, 1999; Baron-Cohen, 1985; Dodge, 1980). Cognitive processing systems such as motivation, decision making and emotions are believed to be prompted when one responds to stimuli. These stimuli characterize the different mental states (desires, imagination, emotions, etc. ) that psychologists believe to be the cause of ones actions. Yet, without appropriately developed social cognition individuals have difficulty forming social relationships with others and this is evidenced by poor social behavior (Baron-Cohen, 2000). A study was designed to test this theory, and it found that 64% of individuals with ASD have first degree relatives with more extensive mental health issues, like major depression, and 39% had other social phobias (Smalley, et al, 1995). That being said, one can conclude that unlike other studies, ASD maybe a genetic disease mutated from other mental illness issues. This would also help the justice system that was once scandalized by improprieties of inmates due to a lack of knowledge. By understanding what type of ASD and the severity one can simply argue mental illness? Now I am not condoning every run out on the crazy defense, but if the shoe fits, why would we just put someone who is innocent into the system as done years ago. Think of the good old days when one could be simply thrown in jail for no id or not talking but if you have a mentally ill or developmentally disabled individual, and you put them in an environment that is rough, harsh, and not anything like their routine, it is no wonder why we had so many inmate suicides and still do inmates slip through the cracks continuously. But we may never see that happen due to public opinion. We as a society look at children with developmental delays or ASD as animals. I find it sickening. Or we think the parent does not discipline the child. Yet, due to lack of cognitive understanding, it would gain to reason why one does not benefit from punishing this type of child; they simply do not understand and are eager to please. Some may disagree but my son’s doctor actually explained to us that anything more than timeout/cool down period would be over his head. Even taking away toys would be ineffective. So the next time you are at a store take that into consideration. Now that I am off of my soapbox consider this: The acceptance of inadequacies in the empathizing process of individuals with Autism can offer more tolerance of the behaviors they display. Thus, they are not capable enough to calculate the conduct of others readily and we would expect an avoidance of impulsive situations. This is apparent in the outbursts and obsessive behaviors these individuals show in an effort to control and maintain routines in their environments (Dodge, 1980). Now some can point to sensory issues, needing to feel secure through various methods close to the five senses. A lot of the Autism community says that therapies for these aversions and how to cope will cause the ASD patient to understand, control, and manipulate to achieve a normal life. Nevertheless, the sensory struggles coincide with socio-emotional issues and are noted as early as infancy. Hence, the various longitudinal studies of infants later diagnosed with autism show empty eye gaze, poor response to name, aloofness, reduced looking-at-faces, and deficits in directing attention (Mottron Burack, 2001). And while it appears that these skills, as well as impairments in early social-communication skills and joint attention are present long before speech and mind blindness develop (Koegel Mentis, 1985; Shanker, 2004; Wing Gould, 1979). Additionally, developmental theories on attachment and affective responsiveness have suggested that children with impaired social emotional relating in infancy will not develop appropriate social understanding and as a result social interaction and communication skills will suffer (Kennedy Shukla, 1995). In spite of that, Supporters of the theory of mind suggest that people with Autism lack the ability to comprehend thoughts and experiences that occur outside of themselves (Happe, 1991). While I can see that, since my son gets stuck on one thing that happened and will talk about it for months as though it happened yesterday, the difficulty in understanding the mental thoughts of others often results in bizarre communication patterns (Happe, 1999). Thus, blindness and a clear lack of meeting of the minds, also appears to interfere with the ability to identify with others or to understand another person’s point of view (Shanker, 2004). So do we really know what people with Autism need, or are we just grabbing air in a world full of marshmallows? Bibliography American Psychiatric Association DSM-IV (1984). Diagnostic and Statistical Manual of Mental Disorders (4th ed. ). American Psychiatric Association. Aronson, E. (1995). The social animal. (7th ed. ). New York, NY: W. H. Freeman and Company. Baron-Cohen, S. (1985). Mindblindness: An essay on autism and theory of mind. Cambridge, Massachusetts: MIT Press. Baron-Cohen, S. (2000). Theory of mind and autism: A fifteen year review. In S. Baron-Cohen, H. Tager-Flusberg ; D. J. Cohen (Eds), Understanding other minds: perspectives from developmental cognitive neuroscience (pp. 3-20). Oxford: Oxford University Press. Dodge, K. (1980) Social cognition and children’s aggressive behavior. Child Development. 51, 162-170. Frith, U. (1989). Autism: Explaining the enigma. Oxford: Basil Blackwell. Frith, U. , Happe, F. (1994). Autism: Beyond †theory of mind. † Cognition, 50, 115-132. Happe, F. (1991). The autobiographical writings of three asperger syndrome adults; problems of interpretation and implications for theory. In U. Frith (Ed. ), Autism and asperger syndrome. Cambridge: Cambridge University Press. Happe, F. (1999). Autism: cognitive deficit or cognitive style. Trends in Cognitive Sciences, 3, 6, 216-222. Kennedy, C. H. , Shukla, S, (1995). Social interaction research for people with autism as a set of past, current, and emerging propositions. Behavioral Disorders, 21, 21-35. Koegel, R. L. , Mentis, M. (1985). Motivation in childhood autism: Can they or won’t they? Journal of Child Psychology and Psychiatry and Allied Disciplines, 26, 185-191. Mesibov, G. B. , Adams, L. W. , ; Klinger, L. G. (1997). Autism: Understanding the disorder. New York, NY: Plenum Press. Shanker, S. (2004). The roots of mindblindness. Theory ; Psychology, 14, 5, 685-703. Smalley SL, McCracken J, Tanguay P. (1995). Autism, affective disorders, and social phobia. American Journal of Medical Genetics, 27, 60, 1, 19-26. Thompson, R. H. , ; Iwata, B. A. (2001). A descriptive analysis of social consequences following problem behavior. Journal of Applied Behavior Analysis, 34, 169-178. Wing, L. , ; Gould, J. (1979). Severe impairments of social interaction and associated abnormalities in children: Epidemiology and classification. Journal of Autism and Developmental Disorders, 9, 11-29. How to cite Autism and Psychology, Essay examples

Are We Addressing The Needs Of Our Schools Essay Example For Students

Are We Addressing The Needs Of Our Schools? Essay Matchmaker.com: Sign up now for a free trial. Date Smarter!AreWe Addressing The Needs Of Our Schools?There are many problems that need to beaddressed in the public schools today. What factors are causing these problemsin the schools? The main causes are absence of prayer, the many pressuresof school, lack of dress code, and insufficient numbers of caring teachers,faculty, and students. When I say lack of prayer in the schools,I dont mean lets make everyone one religion and every morning at schoolwe can pray in that one religion. Instead there should be a moment of silence. Not to take up time but to let everyone have a moment to pray to whomeveror however they wish. For the kid whos grandpa died and has to go to schoolbecause they need their two points for this six weeks. And the ones whowish not to pray can take that moment to just think. Lord knows we as highschool students dont have much time to just stop and think. There are many pressures in the publicschools. All of a sudden in high school everything changes. Everyone takesthat first merger into the real world. As a junior there is much morepressure put on the students. One minute a sophomore thinking Yeah Imgoing to college. While the next as a junior thinking How on earth amI going to get to college. Now that we are juniors we are suppose to begrown up. Everything from Where am I getting my gas money? to Wheream I going to college? is going through our minds all of the time, andyet some how we are supposed to come out calm and prosperous. All of thispressure and many of young adults do not get a chance to let it out. Itis like tossing a human body in to outer space with no protection. Itsa vacuum that just tears it apart piece by piece. Could this have beenwhat caused the Columbine shooting? Perhaps there was so much pressureput on those two boys to be in the in crowd that one day they just couldnttake it anymore. A small element in all of this is the dresscode. How sad is this? There is a shooting at least every year in a school,and administrators and teachers are worried about whether our shorts aretoo short. The office complains of girls wearing shorts that are too shortwhen there are rather larger girls running around with an extra layer ofskin. Perhaps we should have uniforms. Would that really solve the problemthough? Kids would still get theirs clothes too tight or too baggy. Theschools would still have as much segregation as there is in the schoolstoday. People do not only judge by how we dress but also by what we livein, where our house is located, what we have, and who we are related to. No one can change any of these things. Maybe uniforms will make a differenceand maybe they wont?Another factor in all of this is the faculty,parents, and students attitudes. Most of the faculty either just do notcare, or they are afraid to say something in fear of loosing their jobs. The guidance counselors are another part of this. When students go in totalk to the guidance, they are always eating and they say come back later. When you come back, they are still eating. When arent they eating? Thenwe actually catch them not eating, go in to tell them our problems, andthey end up telling us theirs; then nothing gets done about the studentsproblems. Where are the students suppose to go? We go to a teacher; theytell us that is what the guidance is for. We go to the guidance, and theyare eating. We go home and our parents are at work. So here we are allno where to turn so we are forced to bottle it up inside. When we do catchthe counselors and tell them our problems supposedly in all secrecy thewhole school and half the town ends up knowing. What were we better offdoing? Students end up with even more anger than before they even toldanyone. .ud79d4aa66782e55a0f79faaf1d20e218 , .ud79d4aa66782e55a0f79faaf1d20e218 .postImageUrl , .ud79d4aa66782e55a0f79faaf1d20e218 .centered-text-area { min-height: 80px; position: relative; } .ud79d4aa66782e55a0f79faaf1d20e218 , .ud79d4aa66782e55a0f79faaf1d20e218:hover , .ud79d4aa66782e55a0f79faaf1d20e218:visited , .ud79d4aa66782e55a0f79faaf1d20e218:active { border:0!important; } .ud79d4aa66782e55a0f79faaf1d20e218 .clearfix:after { content: ""; display: table; clear: both; } .ud79d4aa66782e55a0f79faaf1d20e218 { 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; } .ud79d4aa66782e55a0f79faaf1d20e218:active , .ud79d4aa66782e55a0f79faaf1d20e218:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ud79d4aa66782e55a0f79faaf1d20e218 .centered-text-area { width: 100%; position: relative ; } .ud79d4aa66782e55a0f79faaf1d20e218 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ud79d4aa66782e55a0f79faaf1d20e218 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ud79d4aa66782e55a0f79faaf1d20e218 .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; } .ud79d4aa66782e55a0f79faaf1d20e218:hover .ctaButton { background-color: #34495E!important; } .ud79d4aa66782e55a0f79faaf1d20e218 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ud79d4aa66782e55a0f79faaf1d20e218 .ud79d4aa66782e55a0f79faaf1d20e218-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ud79d4aa66782e55a0f79faaf1d20e218:after { content: ""; display: block; clear: both; } READ: anne frank EssayIt is no wonder that we have all of theproblems in our schools. We have no organization, the students dont understandwhat dress code means and the administration doesnt understand that theyarent supposed to bend rules for relatives. The teachers, parents, andfaculty arent any additional help. Or maybe we could just let these problemstake their course and we wont have to worry about over populating theearth. Its ironic that with all the things students have to worry about,now we have to worry about the safety of going to school. Whether it bethe ride to school on the bus, being at school, or being discriminatedagainst.

3 Weapons God gives us when going to college Essays - Christianity

3 Weapons God gives us when going to college Proverbs 22:6(KJV) 6 Train up a child in the way he should go: and when he is old, he will not depart from it. Philippians 4:6-7 6 Don't worry about anything; instead, pray about everything. Tell God what you need, and thank him for all he has done. 7 Then you will experience God's peace, which exceeds anything we can understand. His peace will guard your hearts and minds as you live in Christ Jesus. Jeremiah 29:11-13(KJV)For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future. 12 Then you will call on me and come and pray to me, and I will listen to you. 13 You will seek me and find me when you seek me with all your heart. Introduction When I began writing this speech the first thing I did was look at the countdown timer I had created for myself so I can see how much more time I got until the burden of high school is over. The timer was at 7 weeks, 19 hours, 20 minutes, and 32 seconds until my official graduation ceremony begins. And for the last couple months each day I would check this timer and I would say to myself I'm so ready to go, I'm ready to get out of Charlotte, I'm ready to get away from my parents I'm ready to get out of North Meck , I'm ready to go. I know i'm not the only one. It seems like when we get this vision of us leaving and going to college and being( to a certain extent) on our own we begin to fantasize and over anticipate and underplay the readiness of college. But as a start to think about it I'm starting to realize that the closer and closer I get to graduation the more and more real this whole scenario is beginning to get I am beginning to see that this next section on my life is truly all on me. I have to rely on myself more than I ever have had to in my life. My parents aren't gonna be there everyday probably not even every month seeing that I am going to be hours away. And the thing is for a lot of us Seniors in here that is the realization of a lot of our situations most of us. Most of us will at least three to four hours away. And for most of us times will get tough, things will get hard, life will knock us down in these next four to five years. But the great thing about the word of god is that it has a solution to every situation we encounter in life. This scripture was a favorite of our reverend pellum as it seemed almost on every week long trip that we had. That Scripture is Jeremiah 29:11-13(KJV)For I know the plans I have for you," declares the Lord, "plans to prosper you and not to harm you, plans to give you hope and a future. 12 Then you will call on me and come and pray to me, and I will listen to you. 13 You will seek me and find me when you seek me with all your heart. I feel like this scripture can carry us through any situation that we are going to face in college and in life. This scripture tells us that any situation that we come across, any hill we have to climb we can give it to God and he will work it out. When you come across a class and you don't know how you're gonna pass remember God has a plan for you. When you're buried in books and you literally feel like giving up just remember god has a plan for you. When you done spent up all of your meal swipes and you got two more weeks left in a month and you have no extra funds to pay for food just remember god has plan for you. When the boy or girl you fell for

Smart Budgeting for College Students

Smart Budgeting for College Students College: the time when we stretch our wings, learn to fly†¦and do some serious partying! All levity aside, college is an important time in any person’s life. It’s where we set the stage for the rest of our life and form habits that will serve us well (or ill) in the years to come. Many will tell you that study habits are an important skill to cultivate. They might be. Some say your interpersonal skills will take you places. Uh-uh. Kindness, love, positive outlook? Maybe. Of course you shouldnt be completely lacking in all these areas. But these things can be learned fairly easily at any time during your life. And hopefully, you’ve already been practicing these skills for the majority of your years. The Importance of a Budgeting Skill The most important habit to strengthen during your college years is BUDGETING. Though you may not feel that money is something you should be focused on – and you’re right, it’s not, you should be able to exercise at least a modicum of control over your cash on hand. That’s the important point: Control. Living within your means, saving for the future (not talking retirement – think car or trip), and not getting caught in the slippery slope of debt (credit card interest rates rank among the most insidious and evil forces in the universe†¦right behind sugar). Self-Control is the Hardest Part At its heart, budgeting isn’t a difficult thing. The really tricky part is self-control. Budgeting provides something we all want – money for the things we need when we need them – but does require that we sometimes go without the things we want. The nice thing is, if we do it right, we can eventually have both: the things we need AND the things we want. It just takes time. That’s where the self-control comes in. We have to be able to wait and save for the wants while focusing squarely on the needs. And college is a perfect time to hone the budgeting skills because many of us still have a backup (our parents) to whom we can turn. How To Do It 1) Separate needs from wants. This is definitely the hardest part of the whole process. Wants can suddenly become needs when the weekend looms large and you need to unwind. But partying is by no means more important than eating or having a place to sleep or being able to get to class. Needs are, for the most part, things that keep you alive and functioning in your environment. Food, shelter, utilities, transportation money, so you can get to class. Wants are everything else. You could still make it through college alive and with a decent GPA without that case of beer†¦it would be less fun but you could do it. 2) Money goes to the needs first. Whatever money you have coming in (thorough work or an allowance) you should use to pay for the needs first. Unless you’re really poor, you’ll have a bit of money left over after the needs are taken care of. This leftover money can be used or saved for wants. That’s pretty much budgeting in a nutshell. The practice though, can take many forms and can be as complicated or as simple as you like. It can involve multiple bank accounts and lots of back-and-forth transfers or just a number of envelopes and a pile of cash. Cash is not recommended to college students – the envelope system is great, – but it’s just too easy to cheat (plus, there’s the whole security thing). The best method is somewhere in between complicated and simple while still making use of the basic concepts of the envelope system. Budgeting Categories Basically, all money that comes in is deposited in a checking account. You can then use a budgeting app or financial tracking software (choose your favorite) to earmark (set aside within the checking account) money for the needs and wants for which you are saving. Again, that’s pretty much it. Some categories in budget may include: food (meals), rent, utilities, gas money, weekend money (this includes parties), travel (probably not other countries but maybe just taking road trips every once in a while) and snacks (some coffee and a muffin now and again). If you spend all the money in one of the â€Å"want† categories (i.e., weekend money or snacks), you resist the urge to take from one of the other categories (even if it’s a â€Å"want† category) so that you train yourself to spend within your means. Make It More Simple If it’s easier to think in terms of weekly expenses, divide your monthly expenses by four and save accordingly. Most bills are paid monthly so if you know that you need $100 a month for food, earmark $25 each week to that category. When the end of the month comes, write a check for the monthly amount and start saving again. It is really just that simple. It may take a few minutes each week – and some serious self-control the rest of the time – to get everything earmarked but it’s time well spent in the long run. The college experience never comes around again but your money habits are with you for the rest of your life (like luggage). Take the time to build a good financial routine and your college years will be productive regardless of how much time you spend partying.

I will upload the artical Essay Example | Topics and Well Written Essays - 2500 words

I will upload the artical - Essay Example On the other hand, MM-GBSA is normally used in the computation of the free binding energy differences between the bound and the unbound states of solvated molecules. This paper seeks to critically discuss the MM-GB (PB) SA methods and their potential applications There are a number of alternative and competing methods to MM-GB (PB) some of which include free energy perturbation (FEP), multi-state Bennett acceptance ratio (MBAR) and thermodynamic integration (TI) among others [1]. Many people use these alternative methods due to their computational accuracy. However, compared to the other methods, MM-GBSA and MM-PBSA methods are more computationally efficient molecular modeling algorithms that are potentially quite useful in drug design particularly with regard to ranking drug binding affinity. Drug binding affinity ranking is critically important in computer aided drug design where it is normally used to facilitate the efficiency and accuracy of the routine identification of the possible candidates. This is particularly critical during the early stage stages of drug discovery [1]. Generally, Implicit solvents addresses the problem by representing solvent as a continuous medium as opposed to individual â€Å"explicit† solvent molecules in order to estimate free energy of solute-solvent interactions in structural and chemical processes some of which often include folding and conformational transitions of proteins. This can significantly help in the estimation of the contribution of each residue to the overall protein-ligand/protein binding; thereby helping in the identification of mutations that can potentially enhance the binding affinities of the protein complex. A number of previous researches have explored the potential reliability of using MM-GB(PB)SA in estimating ligand binding affinities of a series of structurally diverse inhibitors. On the other hand,

Virtual Cemetery Essay Example | Topics and Well Written Essays - 1250 words

Virtual Cemetery - Essay Example It is clear that members of the family were buried at a common ground. In addition, the graves of the people that belonged to a given family preferred to design their graves using the same materials, same shape, same size and the same design, it shows the commonness among the people of the family and their uniformity. This in most cases acted as a form of identity to a certain family. For instance, the Comings family that consisted of Lydia, Benjamin, Samuel and Josiah, all had identical graves. This shows the preference of a given family having identical graves. Hereunder is the clear data about the people, their ages, sex, date of death, the type of grave one was buried in, material used to make the graves, design of the grave, the condition of the grave, and the size of the grave and little in formation of concern (Dethlefsen and Deetz 1996). Gravestone design Shape Size Material Condition Design Biography Demography Gravestone design Surname First name(s) Sex Birth Date Death dat e Age Type Shape Size Material Condition Design Comment Hallet Warren M 1791 8th Feb 1811 20 H D S Tall Slate G U & W Hamblen Cornelius M 1752 30th May 1811 59 H D S Tall Sandstone F U & W Howes Ebenezer M 1737 20th Feb 1811 74 Ob SDWC Tall slate P U & W Lombard Caleb M 1736 14th Dec 1811 75 H D Tall marble P U & W Rich Rabeccca F 1742 18th Oct.1811 69 M DISC Tall Marble F M Bangs Benjamin M 1758 9th March 1814 56 Ob D Tall granite F U & W Gray Elizabeth F 1774 16th May 1814 40 H GDWC Short Slate E U & W Hamblen Ruth F 1755 20th Sep 1814 59 H DISC Tall Marble P Ch Knowles Elizabeth F 1738 29th June 1815 77 M DISC Tall Sandstone P Ch Rich Isaac M 1756 29th June 1815 59 P D Short Slate F U & W Atkins Silas M 1742 17th April 1816 84 M D S Short Slate F U & W Burges Thomas M 1748 11th Feb 1816 68 M D S Tall Slate G P Higgins Joseph M 1771 2Oth Nov.1816 45 Ob S D Tall Sandstone P U & W Snow Tamsin M 1811 11th April 1816 5 H D Tall Sandstone G M Collins Marcey M 1814 15th May 1817 3 H SDW C Tall Sandstone G U & W Collins Mary F 1794 20th Oct.1817 23 P GDWC Short granite P U & W Gross Thomas M 1740 17th May 1817 77 P Rectangular Tall granite F R Snow Mary F 1793 9th sept 1817 24 H SDWC Tall Sandstone F M Stevens Levi M 1747 16th March 1829 82 H S D Tall Granite G P Sears Elizabeth F 1782 24th Aug 1829 47 H S D Tall granite P U & W Comings Samuel M 1807 July 1829 22 H S D Tall granite p U & W Comings Benjamin M 1817 1839 22 H S D Tall granite p U & W Comings Josiah M 1810 1810 0.33 H S D Tall granite P U & W Comings Lydiah F 1826 1826 0.08 H S D Tall granite P U & W Damon Judy f 1750 19th Nov 1828 78 H S D Tall granite P U & W Coan Betsy f 1794 12th Dec 1821 27 P Rectangular Tall marble F Ch Hallet Charles m 1751 15 Nov 1821 70 Ob DISC Tall granite F U & W Hallet Elizabeth f 1732 9th March1821 89 H S D Tall granite F U & W Smith John C m 1783 4th Oct.1811 28 H S D Tall Marble F U & W Rider Ruth f 1791 6th Sep.1812 21 Ob Round Gothic arc Tall Granite p P Hall Bethiah f 1763 27th Sep 1813 50 H Rectangular Tall Sandstone p M Gray Elizabeth f 1774 16th May 1814 40 Oth Sharp Gothic arc Tall Sandstone f M The grave forms a sharp arch at the top and its tall. Rich Richard m 1739 1813 74 H S D Tall Sandstone f M Bangs Benjamin m 1758 1814 56 Ob Gothic discoid with caps Tall Sandstone f M Knowles Elizabeth f 1738 1815 77 Ob Gothic discoid

Social and Economic Impact of Tuberculosis

Social and Economic Impact of Tuberculosis Introduction Overview Tuberculosis is a common and infectious communicable disease that is caused by mycobacterium tuberculosis. It is of two principle kinds: pulmonary TB, which usually attacks the lungs, and extra-pulmonary TB, which attacks any part of the body, such as: the lymphatic, pleural, bone and/or joint, genitourinary, miliary, peritoneal, meninges and/or central nervous system (CNS), and all other sites combined. Pulmonary TB sometimes combined with extra pulmonary tuberculosis (Parimon, 2008; Sreeramareddy et al., 2008; Friedman, 2001). Tuberculosis is spread in form of droplets which are expelled when the infected persons cough, sneeze, speak, or sing. Close, prolonged, frequent, or intense contacts are the main ways that leads to 22% of the infection rate. Other resources include: foreign-born from areas where TB is common, residents and employees living in plagued congregate settings, health care workers who serve severely infected clients, low-income populations, highly inflicted racial or ethnic minority populations, children exposed to severely infected adults, and persons who inject illicit drugs. Extra pulmonary TB that occurs outside the lungs may spread through lymphatic or hematogenous dissemination to any tract or through coughing and swallowing to the gastrointestinal tract. Such a type of bacteria may remain dormant for years at a particular site before causing the disease. Since extra pulmonary TB can affect virtually all organs, it has a wide variety of clinical manifestations. A matter which causes difficulty and delay in its diagnosis (Mehta, 1991; Gonzalez et al., 2003). Though, it is said to be more often diagnosed in women and young patients (Rieder et al., 1990; Gonzalez et al., 2003; Yang et al., 2004; Noertjojo et al., 2002; Cowie and Sharpe, 1997; Antony et al., 1995; Chan-Yeung et al.,2002). In the United States, extra pulmonary TB is associated with ethnic minorities and with those born in other countries (Rieder et al., 1990) while in Asia, lymphatic TB occupies the front position of the risky infectious diseases (Cowie and Sharpe, 1997, 1998; Moudgil and Leitch, 1994; Nisar et al., 1991; Ormerod, et al., 1991). A study of Somali TB patients in Minnesota showed frequent lymphatic TB as well (Kempainen, et al., 2001). In HIV-infected patients, the frequency of extra pulmonary TB depends on the degree of decrease in cellular immunity (Huebner and Castro, 1995; Barnes, et.al., 1991). While in patients with

Slave Conspiracy of 1741

Tension had always existed between the whites and the blacks even before the slave conspiracy of 1741. This tension was not purely racial but was also economic in nature. Most slaves in order to survive offered their labor for a very small amount and engaged in the same trade as their masters. This tension was at its peak in early part of the 17th Century when there was 1 slave for every four white. As a result, thousands of whites were displaced from their employment and suffered poverty. Because of the cheap services they offered, the black slaves failed in their competition against the white. Because of these tensions and the fear that someday these slaves will lead an uprising against the whites, laws were passed against them. The movements were restricted. They were severely punished for every commission of an offense, even if it was a minor infraction. They were mistreated and were given little or no rights at all. Perhaps because of the oppression they experienced, in April 1712, two dozen slaves burned buildings in New York and used guns, axes and swords to attack those who tried to put out the blaze. The slaves killed or wounded twenty whites before the police arrested them. More than twenty slaves were tried for treason and murder. Harsh penalty was imposed against those who found guilty. They were either hanged or burned. In 1741, the whites were weary that the 1712 event will happen again. The times were hard for the whites but it was worse for the black slaves. Tension was felt such that a mere hint of unrest had the effect of creating panic among the whites for fear of slave rebellion. The slave revolt which had happened in neighboring countries such as South Carolina and Caribbean added to this tension. â€Å"New York Slave Insurrection of 1741†) II. The so-called Slave Conspiracy of 1741 In Feb 1741, there was an isolated case of burglary in New York committed by a black slave named Caesar. This case of burglary was later on connected with a series of mysterious fire that will eventually be blamed against the slaves. The first of this series of fire started in March 1741 when the house of a lieutenant governor was ravaged by fire. Initially the lieutenant declared that the cause of the fire was due to a plumber who used live coals while repairing a gutter in his house. John V. Morris) Several days after a series of fires happened in New York. Though the cause of the fire was explained by the owners of these houses, rumors spread quickly that the slaves are plotting against them and that they want to overthrow the government. The suspicion that a conspiracy was being hatched by the slaves increased as the cases of fires grew in number. In April, a series of fires broke out once more. This time, a black man was seen running away from the scene. A white man wary of a slave uprising tried to catch him and yelled that â€Å"The Negroes are rising! The slave was eventually caught and tried. Now there seemed to be evidence which proves that the fires are not accidental and that it is intentionally being done by slaves. At this point, concerned about the rumors of a slave uprising, the city council ordered an intense investigation on this matter. Though nothing concrete was found, the investigation conducted merely made the situation worse and intensified the rumors about a slave conspiracy. Before these occurrences, Caesar, the person who committed the burglary in February of 1741 was eventually arrested in the tavern of Hughson. Hughson was immediately suspected of receiving stolen goods. Initially, the accusation against him was limited to the purchase of stolen items. But the investigators discovered Mary Burton, the indentured slave of Hughson who claimed to know something about the robbery but was initially reluctant to testify against him saying that: â€Å"I'll be murdered or poisoned by the Hughsons and the negroes for what I should tell you. † (George Dewan) Mary Burton was immediately placed under protective custody. At this point the series of fire broke out. The city council began to entertain the possibility that the fires was actually the work of arsonists and that there is a slave conspiracy to overthrow the government. This was fueled when in one of the fires mentioned above, a black slave was seen running away from the fire and shouts of â€Å"The Negroes are Rising were heard† Mary Burton made the connection between the robbery and the arson when she testified before the jury that the slaves were plotting to burn the city and massacre the whites. `In their common conversations they used to say that when all this was done, Caesar should be governor, and Hughson, my master, king,† (George Dewan) Because of this testimony, the Caesar was convicted and hanged. The same thing happened to Hughson and his wife though till the very last moment of their lives they denied their knowledge of and involvement in any slave conspiracy but admitted that they purchased stolen goods from the s laves. (John Morris) The arrests continued and several others were hanged without any direct evidence and purely on the basis of Mary Burton’s testimony. It bears stressing that her testimony was full of inconsistencies but despite this the jury gave credence to her. The trials and executions culminated in August of 1741 when John Ury was convicted. He was a schoolteacher who had a mastery of Latin. He was likewise arrested when Mary Burton suddenly remembered about him being one of the plotters to the conspiracy. But during the duration of the trial, Mary Burton made no mention of him. After the trial, Mary Burton got her reward from the city on Sept. 2, 1742. It totaled 100 pounds sterling, more than enough to pay for her freedom. By the end of the trials, 160 blacks and 21 whites had been arrested, 17 blacks were hanged and so were four whites, 13 African were burned at stake, and 72 blacks were banished from New York. (â€Å"The New York Slave Insurrection of 1741†) III. Conclusion Adopting the words of Thomas J. Davis, â€Å"New York's officials indulged themselves and the public in acting out their fears. They simply deceived themselves by systematizing real disorders into a single scheme where all the enemies of the English world suddenly surfaced. † I share the view of most historians on the issue of whether there was â€Å"The Slave Conspiracy of 1741† or â€Å"The Great Negro Plot. † I believe it did not exist. From the point of view of law, there is conspiracy when two or more persons come to an agreement regarding the commission of a crime and decide to commit it. In proving conspiracy, it is not necessary that there be a direct evidence of conspiracy or that proof of the agreement be produced. Conspiracy may be inferred from the acts of two or more persons when two or more persons proceed toward the accomplishment of the same objective, each doing his own act, so that their acts though seemingly independent were in fact connected showing a closeness of former association and concurrence of sentiment. In this case, the black slaves and some whites were being charged with conspiracy to burn the whites and overthrow the government. The evidence submitted was only the self-serving assertion of Mary Burton the indentured slave of Mr. Hughson who after the trial received 100 pounds sterling which was enough to buy her freedom and enjoy the rest of the money for herself. For one to be convicted of conspiracy there must be a showing that there a common purpose and design in pursuing the objective. The facts mentioned above however do not show that a conspiracy existed. There was no showing that the series of fires were intentionally committed for the purpose of overthrowing the go vernment. Reports of the owners of the houses burned even had a logical explanation as to why the fire happened contrary to the allegations that there was arson. There was likewise no showing that the series of fires was connected and that there is only one group responsible for it. Contrary to the testimony of Mary Burton, the evidence shows that the series of fires were accidental. Further there was likewise no showing that the burglary that happened in February 1741 was connected with the fires that happened a few weeks after. Ordinarily, a person who is about to die would admit the offense he had committed. Hughson however did not admit that he was part of the conspiracy though he admitted that he purchased stolen goods from slaves.

8th Grade Curriculum Essay

Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. Elements of Literature: Short Story : Collection 1 Plot and Setting Weekly Warm-Ups-Written Responses to Poetry Read: â€Å"The Treasure of Lemon Brown† â€Å"The Inn of Lost Time† â€Å"The Monkey’s Paw† â€Å"Aunty Misery† Nonfiction Reading Strategies- KWL, Main Idea, Supporting Details-Notetaking Sheet Nonfiction Article on Harlem-Background Information before reading â€Å"The Treasure of Lemon Brown† Nonfiction Article on Samurai Warriors-Background Information before reading â€Å"The Inn of Lost Time† Graphic Organizers: Plot and Setting: Story Map, Setting Map(weather, time, customs, effect on character, etc.), Imagery Wheel, Plot Outline, Cause and Effect Chart Selection Tests: Multiple Choice Test with Essay Question 8th Grade Language Arts Curriculum Map 2010 pg. 2 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: a. Prewriting b. Drafting c. Revising d. Editing e. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quick writes-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Pre-write Compare and Contrast Essay: Compare the Literary Elements in â€Å"The Monkey’s Paw† and â€Å"Aunty Misery† in Elements of Literature. Six Trait Writing Rubrics to teach and assess writing projects 8th Grade Language Arts Curriculum Map 2010 pg. 3 Unit Standard Skills Assessment, Projects & Resources Unit 1 (Short Stories) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. John Hopkins Social Skills training- Y charts Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 4 Unit Standard Skills Assessment, Projects & Resources Unit 2 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. Elements of Literature: Short Story : Collection 2 Characterization Read: â€Å"Hamadi† â€Å"A Retrieved Reformation† â€Å"The Wise Old Woman† â€Å"Mrs. Flowers† Graphic Organizers for Characterization-Character Analysis chart Continue with Story Maps-Summaries Selection Tests: Multiple Choice Test with Essay Question Compare/Contrast characters in â€Å"The Wise Old Woman† and â€Å"Mrs. Flowers† 8th Grade Language Arts Curriculum Map 2010 pg. 5 Unit Standard Skills Assessment, Projects & Resources Unit 2 Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: f. Prewriting g. Drafting h. Revising i. Editing j. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Short Story Summary with a Graphic Organizer Prewrite Narrative Essay: Personal Experience Essay Six Traits of Writing 8th Grade Language Arts Curriculum Map 2010 pg. 6 Unit Standard Skills Assessment, Projects & Resources Unit 2 Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Small Group Literature Circles Think-Pair-Share Analyzing Visuals: Setting and Characterization 8th Grade Language Arts Curriculum Map 2010 pg. 7 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Reading and Literature B. Vocabulary Expansion C. Comprehension D. Literature B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and independent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes, and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting A C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C 13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, motivation and give supporting evidence from the text. D4. Analyze and evaluate how figurative languae and  literary devices contribute to the meaning of a text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. B. Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue Word Posters using Greek and Latin Word Parts. C. –D. Elements of Literature: Short Story : Collection 3-4 Theme and Author’s Style To introduce Theme-Read: â€Å"The Cub† â€Å"Stop the Sun† â€Å"The Medicine Bag† Aesop’s Fables: Small Group Activity: Read six fables, complete story chart, characterization, plot, and theme, or moral of the story. To introduce Author’s Style-Two Author Studies Read-Edgar Allen Poe: Tell-Tale Heart The Raven The Cask of Amontillado The Pit and the Pendulum-View film Examine: Mood, Tone, Literary Devices (imagery, dialect, symbols), Figures of Speech (similes, metaphors, personification, idioms), Irony Read-Ray Bradbury Ray Bradbury Biography-â€Å"Ray Bradbury is on Fire† â€Å"The Flying Machine† â€Å"The Dragon† â€Å"The Foghorn† â€Å"The Smile† â€Å"There Will Come Soft Rains† â€Å"All Summer in a Day† Complete Story Chart- Setting, Characters, Plot, Theme for each of the stories Variety of comprehension activities for each story 8th Grade Language Arts Curriculum Map 2010 pg. 8 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Writing A. Types of Writing B. Elements of Composition . C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: k. Prewriting l. Drafting m. Revising n. Editing o. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Literary Devices Packet- Similes, Metaphors, Alliteration, Idioms, Onomatopeia Multiparagraph Film Summary/Analysis: Essay on the Pit and the Pendulum Theme Strips: Choose one of Ray Bradbury’s short stories and create a theme strip, illustrating it with symbols that have significance to the story. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 9 Unit Standard Skills Assessment, Projects & Resources Unit 3 (Poetry) Speaking & Listening A. Speaking and Listening B. Media Literacy A1. Participate in and follow agreed upon rules for conversation and formal discussion in large and small groups. A2. Actively listen and comprehend messages. A5. Follow a speaker’s presentation and represent it in notes. A6. Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose. A7. Participate effectively in group meetings. Analyzing Visuals View â€Å"The Pit and the Pendulum† Complete story chart, analyze irony, write summary Small Group Activities 8th Grade Language Arts Curriculum Map 2010 pg. 10 Unit Standard Skills Assessment, Projects & Resources Unit 4 Reading and Literature A. Fluency B. Vocabulary Expansion C. Comprehension D. Literature A1. Increase fluency B1. Acquire, understand, and use vocabulary through explicict and indirect vocabulary instruction and indeWpendent reading. B2. Determine the meaning of unknown words by using a dictionary or context clues. B3. Recognize and interpret words with multiple meanings. B4. Describe the influences of other languages on the English Language. B5. Apply knowledge of Greek and Latin roots, prefixes and suffixes to understand content area vocabulary. B6. Determine word meanings by using definition, restatement, example, comparison or contrast. B7. Identify and explain analogies, similes and metaphors. B8. Apply correct word pronunciation and inflection. C1. Summarize and paraphrase main idea and supporting details C2. Recall and use prior learning and preview text to prepare for reading. C3. Comprehend, interpret and evaluate information in a variety of texts using a combination of strategies C4. Make inferences and draw conclusions based on explicit and implied information C7. Use knowledge of narrative and expository text structures in a variety of content areas to summarize information. C10 Monitor comprehension and use strategies to clarify understanding of the selection. C13. Identify and utilize a variety of sources to compare and contrast information. C14. Critically read and evaluate to determine the author’s purpose, point of view, audience and message. D1. Read a variety of high quality literature. D2. Analyze and evaluate relationships among elements of fiction. D3. Analyze a character’s traits, emotions, or motivation and give support from the text. D4. Analyze and evaluate how figurative language and literary devices contribute to the meaning of the text. D5. Contrast points of view in narrative texts and explain how they affect the overall them of the works. D6. Relate a given literary work to historical events. D7. Respond to and analyze the effects of sound, form, figurative language and graphics in order to uncover meaning in poetry. D8. Identify and understand recurrng themes across literary works and historic eras. D12. Respond to literature using ideas and details from text to support reactions and make literary connections. D13 Read from and respond to a variety of fiction, poetic, and nonfiction texts of increasing complexity for personal enjoyment. A. Accelerated Reader-30 minutes a day B. Continue with Study of Latin and Greek word parts: Word Maps-Creating a Graphic organizer including the etymology of the word, examples of how vocabulary words are used, meaningful sentence, synonyms, word picture clue. 1960’s Study: Introduce using materials from 1960’s Postal Service Publication Vocabulary related to the 1960’s Read nonfiction relating to the 1960’s Era Create Timeline of Major Events Analyze Music and Poetry from the 1960’s Complete Setting Chart using Scholastic Issue: â€Å"The 1960’s† Novel: Vocabulary: â€Å"Think About It† charts to analyze context clues. Character Chart Plot Outline Variety of comprehension Activities Question Writing Activity Robert Frost Poem: â€Å"Nothing Gold Can Stay† 8th Grade Language Arts Curriculum Map 2010 pg. 11 Unit Standard Skills Assessment, Projects & Resources Unit 4 Writing A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: p. Prewriting q. Drafting r. Revising s. Editing t. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing 8th Grade Language Arts Curriculum Map 2010 pg. 12 Unit Standard Skills Assessment, Projects & Resources Unit 4 Speaking & Listening A. Types of Writing B. Elements of Composition C. Spelling, Grammar, and Usage D. Research E. Handwriting and Word Processing A1. Write frequently in a variety of forms, including but not limited to the following: poetry, stories, essays, editorials, letters, directions and research reports. B1. Create multiple paragraph compositions that state, maintain and use details in a logical order to support a main idea. B2. Create narratives that develop settings, people/characters, dialogue, and conflicts using descriptive, concrete language to engage audience. B6. Use composing processes to develop writing, including: u. Prewriting v. Drafting w. Revising x. Editing y. Publishing B7. Consider the intended audience. C1. Compose complete sentences C2. Edit writing C3. Apply grammar conventions C4. Apply punctuation conventions E1. Write legibly using cursive E2. Format word-processed texts to present information in an organized, readable fomat, integrating graphics, illustrations and bulleting as needed Quickwrites-Journaling TAG Questions-Answer multiple questions within an essay question Biopoem Essay: Character Analysis Essay: Choose one character from the novel, The Outsiders, and write a character analysis. Six Trait Writing