Pontiacs Rebellion and Smallpox as a Weapon

Pontiac's Rebellion and Smallpox as a Weapon Triumph in the French and Indian Warâ had opened up new areasâ of North America for British pilgrims. The past occupants, France, hadn’tâ settled to the degree that the British currently attempted, and had not affected the Indian populaces all things considered. Be that as it may, pilgrims presently overflowed into the recently vanquished territories. Indian agents made it understood to the British that they were discontent with the number and spread of pilgrims, just as the expanding number of British fortresses in the zone. This last point was particularly warmed as British mediators had guaranteed that the military nearness was uniquely to vanquish France, however they had remained on notwithstanding. Numerous Indians were likewise annoyed with the British clearly breaking harmony understandings made during the French and Indian war, for example, those promising certain territories would be saved for Indian chasing only.​ Introductory Indian Rebellion This Indian disdain caused uprisings. The first of these was the ​​Cherokee War, brought about by pilgrim encroachment on Indian land, assaults on Indians by pioneers, Indian retribution assaults and the activities of a biased frontier pioneer who attempted to coerce the Cherokee by taking prisoners. It was bloodily squashed by the British. Amherst, the leader of the British armed force in America, actualized rigid measures in exchange and blessing giving. Such exchange was imperative to the Indians, yet the measures brought about a decrease in exchange and enormously expanded Indian outrage. There was a political component to Indian insubordination as well, as prophets started lecturing a separation from European collaboration and products, and an arrival to old ways and practices, as the manner by which Indians could end a descending winding of starvation and malady. This spread across Indian gatherings, and boss positive for Europeans lost force. Others needed the Fr ench back as a counter to Britain. Pontiacs Rebellion Pilgrims and Indians had gotten engaged with conflicts, however one boss, Pontiac of the Ottowa, followed up on his own drive to assault Fort Detroit. As this was essential to the British, Pontiac apparently took on an a lot more noteworthy job than he really did, and the entire more extensive uprising was named after him. Warriors from various gatherings ran to the attack, and individuals from numerous others-including Senecas, ​Ottawas, Hurons, Delawares, and Miamis-partnered in a war against the British to hold onto fortresses and different focuses. This exertion was just inexactly sorted out, particularly toward the beginning, and didn’t bring to tolerate the groups’ full hostile capacity.​ Indians were fruitful in holding onto British centers, and numerous fortifications fell along the new British boondocks, albeit three key ones stayed in British hands. Before the finish of July, everything west of Detroit had fallen. At Detroit, the Battle of Bloody Run saw a British help power cleared out, however another power making a trip to calm Fort Pitt won the Battle of Bushy Run, and later the besiegers had to leave. The attack of Detroit was then relinquished as winter drew nearer and divisions between Indian gatherings developed, despite the fact that they were near the very edge of accomplishment. Smallpox At the point when an Indian designation solicited the safeguards from Fort Pitt to give up, the British leader won't and sent them away. At the same time, he gave them endowments, which included food, liquor and two covers and a cloth which had originated from individuals enduring smallpox. The plan was for it to spread among the Indians-as it had done normally in the prior years and disabled person the attack. In spite of the fact that he didn’t know about this, the head of British powers in North America (Amherst) prompted his subordinates to manage the defiance by all methods accessible to them, and that included passing smallpox-contaminated covers to the Indians, just as executing Indian detainees. This was another strategy, unprecedented among Europeans in America, one brought about by franticness and, as per student of history Fred Anderson, â€Å"genocidal fantasies†. Harmony and Colonial Tensions England at first reacted by endeavoring to smash the defiance and power British principle onto the challenged domain, in any event, when it seemed as though harmony may be accomplished by different methods. After improvements in the administration, Britain gave the ​Royal Proclamation of 1763. It made three new states in the recently vanquished land however left the remainder of ‘the interior’ to the Indians: no pioneers could settle there and just the legislature could arrange land buys. A considerable lot of the subtleties were left unclear, for example, how Catholic occupants of the previous New France were to be treated under British law which banished them from votes and workplaces. This made further strains with the settlers, a large number of whom had would have liked to venture into this land, and some of whom were at that point there. They were additionally miserable that the Ohio River Valley, the trigger for the French Indian war, was offered over to Canadian organization. The British decree empowered the nation to haggle with the defiant gatherings, in spite of the fact that these demonstrated muddled gratitude to British failings and errors, one of which briefly returned capacity to Pontiac, who had gone wrong. In the long run, bargains were concurred, turning around a significant number of the British strategy choices went in the outcome of the war, permitting liquor to be offered to the Indians and boundless arms deals. The Indians finished up after the war that they could acquire concessions from the British by savagery. The British attempted to pull over from the wilderness, however pilgrim vagrants continued streaming in and fierce conflicts proceeded, much after the partitioning line was moved. Pontiac, having lost all eminence, was later killed in a detached occurrence. Nobody attempted to retaliate for his demise.

Ceremony by Leslie Marmon Silko essays

Function by Leslie Marmon Silko papers Leslie Silko's Ceremony is a profoundly useful and quick work that offers a closer look into the lives of Pueblo individuals and their way of life. The creator centers around the different services and conventions that are viewed as basic for profound and physical recuperating in such customary social orders. The story spins around the ailment that Tayo has contracted during wartime and that seems to devour him totally. Through Tayo and two other youngsters Rocky and Emo, Silko has attempted to uncover the feeling of inadequacy that Pueblo youth endures and the edginess with which they look for access to the world white. These three youngsters from Laguna enroll in the Army to accomplish their definitive objective of being a piece of the white world thus when the selection representative illuminates them that, Anybody can battle for America, even you boys.(p. 64), the three youngsters are normally happy. In any case, their fantasies, expectations and goals are impolitely shaken and broken by their involvement with the military during the Second World War. Rough bites the dust on the battleground, Emo goes to liquor to eradicate agonizing recollections and Tayo turns into a survivor of serious post-horrendous pressure issue. He was unable to upchuck any more, and the little face was still there, so he cried at how the world had come unraveled, how a large number of miles, high sea waves and green wildernesses couldn't hold individuals in their place. A long time and months had gotten feeble, and individuals could push against them and meander to and fro in time. (18). This sparkles off his mission for a fix and a lot amazingly, the white world flops hopelessly in giving a viable medication. Tayo understands that the fix that veterans had capitulated to was definitely not a fix. It was a figment, which was just pushing them more profound into the pits of wretchedness and affliction. Veterans had decided to fall back on drinking and sharing tales about witchery of the world that did nothing to diminish the agony. Tayo attempted this fix and it just frantic... <!

What I Wish Everyone Knew About Lab Reports

What I Wish Everyone Knew About Lab Reports The most effective way to demonstrate your understanding of a scientific investigation is to write a lab report. You should be able to convey to your teacher or professor that you understand the content. In a broader sense, the purpose is to share your scientific knowledge that youve gained with the scientific community. Your audience is going to want to be able to both gain knowledge from your report and to make sure that your arguments and observations are valid and based on evidence.There are several things to consider if you want to effectively communicate your findings:Do I understand the content of the experiment that Ive conducted?Is there a specific style of writing I should use?What are the specific details that should be present in each specific section?This guide will both help you think through the process and understand the standard parts that your report should include.Do you understand what happened during the investigation?Before you go about the task of writing your lab report, you must first have a firm understanding of what occurred during your experiment:Your experiment must be conducted in a scientific manner. Scientific experiments must be carried out so that you are testing only one thing at a time. For example, if you wanted to compare several substances to see how much of each one can dissolve in a given liquid such as water, you would want to keep all the conditions the same. If your substances were sugar, salt, calcium chloride, and zinc oxide, you would follow the same procedure to see how much of each one would dissolve in water (their solubility). You would need to use the same amount of water and keep all conditions the same, dissolving the substances in the same liquid until no more will dissolve.You also want to make sure that you are making accurate measurements and recording your data in a chart or in a lab notebook. Often, a professor (or lab book) will provide you with a specific step-by-step procedure to follow. If so, make sure that you are following the steps as closely as possible, asking questions of the teacher or professor as needed.When youve finished the experiment, you should make sure that you fully understand whats taken place. Consult with your lab partner if you have one to make sure that both of you are on the same page as far as your understanding. It helps to ask yourself questions once you have your data to make sure that you are ready to write up your results. Ask yourself the following questions before you begin to write your report. If you find yourself unable to answer the following questions, you may need to ask your professor for clarification, talk with your lab partner, or do some research on your own to clarify your results:What did you learn from the experiment?Can you communicate the results to someone else with clear and easy terms?Are there any questions you have about what took place?What writing style should you use?With any writing task, you must first consider your au dience. Your audience for a lab report is often a teacher or a professor, but it should also be the greater scientific community. You want to communicate in a concise, professional manner and give yourself credibility with proper grammar and research-backed observations.Remember that your audience is your professor or the greater scientific community. This means that you should write your report as if it might actually be published in a scholarly journal. Try to avoid wordy sentences and make sure that you begin each paragraph with a sentence that sets the tone for the content of that paragraph. Your thoughts and ideas should be your own. If you borrow someones ideas or quote someone, be sure to correctly cite your references according to your professor or teachers requirements.Be aware of the tense that you use. When you are referring to your results, you should use the past tense. When you are making reference to the report itself, the equipment or any theories that pertain to the research, use the present tense. For example, Sugar was found to be much more soluble in water at fifty-five degrees than salt. After measuring the solubility at several temperatures and seeing similar results, we came to the conclusion that sugar is more soluble in water than salt.Its generally a good idea to use the active voice in lab reports. This way you can express yourself in a brief manner and get to the point. For example, It was observed by the group that the solubility of substance A was much greater than substance B is passive and much less concise than the active voice: We observed a greater solubility with sugar than salt.Avoid the repetition of words to allow your writing to be more interesting and engaging. It can be tricky with science writing because you are often repeating types of equipment or concepts. Sometimes, its as simple as turning a noun into a pronoun when you need to mention the same substance or piece of equipment twice in one sentence. For example, A t fifty-five degrees Celsius, Calcium sulfate was found to be more soluble in water than when we tested it at four-five degrees.Read what you have written to be sure of sentence structure and flow, which is something that is often missed with computer spelling and grammar check programs. You can also catch obvious grammar and spelling errors as you correct and improve the structure of your sentences.How do you organize the details of a lab report?The way in which data is organized in a lab report can vary according to the standards of a school or specific requirements of a professor. However, there is a general structure that most lab reports include that more or less follows the scientific method. Most investigations framed this way require you to discuss the relevant research; discuss the purpose; form a hypothesis; test it; and then once you have the results, make the decision as to whether or not those results back up that hypothesis. Most lab reports require you to include an i ntroduction, a methods section, a results section, a discussion section, and possibly, a further reading section.The introduction is extremely important because it sets the tone for the entire report. Here, you need to include research that is related to the topic of your investigation. Once the groundwork is laid, you should state your purpose for the investigation, which is often confused with the hypothesis. The purpose is a more general statement that is narrowed with the formation of a hypothesis. For example, the statement, the purpose of this investigation is to test ideas about factors that increase the rate of a chemical reaction is a general statement. The hypothesis is a more specific statement or question that narrows or specifies the focus of the experiment: We hypothesized that increasing the surface area and temperature of the reactants would increase the rate of the reaction.The methods section is where you describe in detail the way that you tested your hypothesis. Some sources refer to this as the procedure that you followed when you tested your hypothesis. It is important to include as much detail here as possible so that someone could repeat the steps of your investigation just as you performed them. It is also important not to discuss the results in this section.In the results section, you are presenting the raw data and making statements about how it relates to your hypothesis. It is tempting to begin forming conclusions about what the results mean, but that should be reserved for the next section. Here it is enough to make short statements such as Crushing the reactants into powders resulted in shorter chemical reaction times. This is not where you would discuss why the results happened in that manner. You may also want to include charts and graphs to illustrate the relevant data. Your tables should include a title and the data should be arranged vertically. Check with your professor to see if they would prefer that information in this s ection or the appendices.The discussion section is very important because here you are fleshing out the implications of the results. In this section, you should again discuss how the data either supports or disproves your hypothesis. If there is any data that appears to be different from the rest of the information, you want to point that out. This section is where you will form a definitive conclusion based on your results: Based on the data we obtained, we can conclude that increasing the surface area of a reactant will indeed result in a faster chemical reaction. If possible, you should relate your conclusions to the research you discussed in the introduction. Finally, if there are any further questions that your conclusion brings to mind, you should discuss those here. Any practical implications or uses for the conclusions you have drawn should also be fleshed out here.Finally, many professors require a further reading section that lists references relevant to your experiment. O ften, this is a list of articles and books that explore the topic of your investigation in much more detail. This is different from a references page, which should come at the end of your report. Check with your professor as to which format they wish you to use for citing references.To write an effective lab report, it is important that you conduct your experiment in a scientific manner, testing only one factor at a time. Once you have obtained your results, make certain that you understand whats taken place, asking questions of your lab partner(s) and professor as needed. When you begin writing your report, consider your audience, making sure that you are sharing your own thoughts or ideas, and giving credit where it is due for your sources.Finally, follow the scientific method, making sure to include relevant research, a valid purpose and hypothesis, results section that clearly shows your raw data, and a discussion section that discusses its implications. If you follow this templ ate, you are not only likely to receive positive feedback from your instructor, you will also gain valuable insight into the scientific research and writing process.Relevant SourcesThe Writing CenterThoughtCo: How to Write a Lab Report

Macbeth And Wuthering Heights - 1006 Words

Crooked Relationships Why are women so controlling in everything? In William Shakespeare’s Macbeth and Emily Bronte’s Wuthering Heights, the women take control, over men, in the relationship. Sexism and jealousy are the two biggest problems in an existing relationship. The readers find out how ambition, sexism, and jealousy takes over lives. In other words, too much ambition may be fatal. When women don’t get what they want, bad things are subject to happen. Women will always rule in the face of the earth until none are left. Lady Macbeth rules the relationship over Macbeth himself. She wanted her husband, Macbeth, to kill Duncan, but he wasn’t going for it at all. Lady Macbeth quotes, â€Å"Art thou afeard†¦ live a coward† (Shakespeare†¦show more content†¦Actually, men do a lot more for their lady than anyone else. However, for Lady Macbeth, that’s not enough for her taste. Lady Macbeth quotes, â€Å"Come to woman’s breasts/ And take my milk for gall, you murd’ring ministers† (Thomas 85). She wants the evil spirits to come and give her a mind like a man, so she can do the things that her husband, Macbeth, won’t do. Just like how ambition took over on Macbeth, it took over his wife, Lady Macbeth, too. The readers of Macbeth know how too much ambition can go two ways. In Lady Macbeth’s situation, ambition has become very bad for him. Thomas quotes, â€Å"The â€Å"unsex me here† passage†¦ Lady Macbeth’s invocation parallels the witches earlier ones. Through her positioning and dress, she becomes essentially a fourth witch† (Thomas 85). Thomas says that she becomes a witch because she was secretly a part of the desperate murder of Duncan. When two people love each other, the relationship is usually going to last. When only one person is loving someone, it can be frustrating for not receiving the amount of love you’re putting out. Isabella was feeling frustrated because she was not being loved. Galef quotes, â€Å"Evincing a sudden and irresistible attraction toward the tolerated guest†¦ to frustrated love† (Galef 247). Isabella is mad at Catherine because Heathcliff doesn’t love her. Loving someone by a person who doesn’t love you is very hurtful. SometimesShow MoreRelatedMacbeth And Wuthering Heights1257 Words   |  6 PagesShakespeare s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy and betrayal. Now a days in current relationships women do have some sort of controlling power over men. Relationships have came a long ways since the Shakespearean era (1600s). In Macbeth there is an underlying theme of control from a woman. Lady Macbeth was the beloved wife to Macbeth and this was one of the main examples. There are thousands of examples of ways Lady Macbeth tricked Macbeth into doing dirtyRead MoreWuthering Heights and Macbeth Thesis1456 Words   |  6 Pagesand Catherine in Wuthering Heights by Emily Bronte, and Macbeth in The Tragedy of Macbeth by William Shakespeare died as a result of not being able to deal with their haunting past. Heathcliff, from Wuthering Heights, didn’t have an easy past. He’s an orphan that was brought to Wuthering Heights by Mr. Earnshaw. Although Heathcliff was accepted by Mr. Earnshaw and Catherine, Hindley always disliked him. After Mr. Earnshaw’s death, Hindley becomes the master of Wuthering Heights; he mistreats HeathcliffRead MoreMacbeth And Wuthering Heights Analysis1162 Words   |  5 Pagesdestructive love within relationships in ShakeSpeare’s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy,and betrayal. Many events took place in these two story crazy,sad and evil things. Times have changed now how women are trying to get control of the relationship but cant. In ShakeSpeares,time it was easy for women to gain control of the relationship well at least for lady Macbeth it was. In shakespeares story lady Macbeth in the beginning she had a lot of control andRead MoreQuestions Answered On Macbeth And Wuthering Heights1864 Words   |  8 PagesQuestions answered about Macbeth / Wuthering Heights Macbeth and Wuthering Heights not everyone s favorite books. But have you ever thought to breakdown and analyze the book s piece by piece. In this short essay, that will be during for questions such as why is their so much suffering in both novels, ambition, why do all the relationships in the book don’t end well, why women always in control, and finally why people dislike the suggested books. With that, I give you the theme of destructive loveRead MoreWilliam Shakespeare s Macbeth And Wuthering Heights 1199 Words   |  5 PagesAndrew Sloop Mrs. Weaver English 4 May 29, 2017 Destructive Love In Macbeth and Wuthering Heights The theme of destructive love within relationships in Shakespeare’s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy, and betrayal. How do women gain control in a relationship? Can men regain control in a relationship? What makes a good relationship? What makes a bad relationship? Can people be over ambitious? These questions are vital to understanding the complex relationshipsRead MoreDestructive Love In Brontes Macbeth And Wuthering Heights1395 Words   |  6 Pagesrelationships in Shakespeare’s MacBeth and Bronte’s Wuthering Heights are presented through sexism, jealousy and betrayal. Destructive love is an active process of destroying the affection and tenderness between a couple. Both authors represent this kind love well in their respective stories. Lady MacBeth was a mastermind the way she had control in the beginning of Macbeth. She influenced MacBeth to do all his actions. An example of this is when Lady MacBeth told MacBeth â€Å"When you durst do it/then youRead MoreDestructive Love In Shakespeares Macbeth And Wuthering Heights1408 Words   |  6 Pagesin Shakespeare s Macbeth and Bronte s Wuthering Heights are presented through sexism, jealousy, and betrayal. In Bronte s Wuthering Heights and Shakespeare s Macbeth there is a lot going on between the couples in both stories. In Macbeth, Lady Macbeth and Macbeth are in a terrible situation, starting off with Lady Macbeth pressuring Macbeth to kill Duncan. Macbeth not wanting to kill his king, finally caves in to his wife s request and ends up doing the deed. Lady Macbeth has her husband wrappedRead MoreTheme Of Shakespeare s Macbeth And Bronte Wuthering Heights 1095 Words   |  5 Pagesrelationships in Shakespeare’s Macbeth and Bronte’s Wuthering Height s are presented through sexism, jealousy, and betrayal. These stories both are portrayed with a theme of destructive love, the tragic love of Macbeth and Lady Macbeth, along with Heathcliff and Catherine. When a relationship has become destructive it means there has been some kind of destruction, one or both individuals affection towards each other has become hostile or in some romances one overpowers the other. In Macbeth there seems to be overpowermentRead MoreAnalysis Of Wuthering Heights 1398 Words   |  6 PagesWuthering Heights is a fictional novel written by Emily Bronte. This book is very sexist with the females frequently being immature, overly dramatic and childish. The betrayal in this book come when Heathcliff feels that Catherine betrayed herself by not pursuing his love. Hindle also showed jealousy towards heathcliff. In the play Macbeth written by William Shakespeare, Lady Macbeth is the most famous woman character. She is stronger, more ambitious and ruthless than her husband. Lady Macbeth pushedRead MoreThe Theme Of Destructive Love Within Relationships, Jealousy, And Betrayal1790 Words   |  8 PagesDestructive love The theme of destructive love within relationships in shakespeare’s Macbeth and Bronte’s Wuthering Heights are presented through sexism, jealousy, and betrayal. This three factors are the main causes of broken relationships and arguments between the partners. A good example would be the stories of Shakespeare’s Macbeth and Wuthering Heights. Sexism, jealousy, and betrayal can also lead to death in a destructive love. Love can be defined as an attraction of feelings, states, and

The Vietnam War A Very Interesting Topic - 1188 Words

The Vietnam War is a very interesting topic. Even today, it’s legacy still goes on. The Vietnam War has greatly impacted not only Vietnam, but also the rest of the world — the West in particular. The reason for conflict in Vietnam could be described as â€Å"the straw that broke the camel’s back†. Since the late 19th century, French had been colonizing Vietnam as part of their quest to take over Indochina for its vast amount of resources. Following World War I, a group of Vietnam nationalists gathered in Paris. They petitioned at Versailles for Vietnam’s independence, but were virtually ignored. One of these nationalists would go on to play a huge role in Vietnam’s future— Ho Chi Minh. Ho Chi Minh later went on to Moscow to study the ideologies of Communism. During World War II, France had fallen to Germany’s forces. Because of Germany’s alliance to Japan, this allowed Japan to occupy Vietnam. At the same time, Ho Chi Minh had returned to Vietnam to force the Viet Minh or the League for the Independence of Vietnam as it was also called. The Viet Minh had seen many conflicts with Japanese forces. In 1945, Japan withdrew from Vietnam and left France to take control of the now independent Vietnam. France’s re-arrival was not taken lightly as the Viet Minh immediately seized control of the city of Hanoi. The Viet Minh forces quickly rose to power as Ho Chi Minh formed the Democratic Republic of Vietnam in what was now considered North Vietnam. France had been left seeking to regainShow MoreRelatedAnalysis of the Fog of War: Eleven Lessons by Robert S. Mcnamara1156 Words   |  5 PagesFog of War Eleven Lessons by Robert S. McNamara was in so much as a great representation of the life of Robert S. McNamara. It showed his life to be dramatic and traumatic in many different ways. The lessons he learned and shared during the documentary movie were truly astounding to me. I personally thought the movie was a tad bit on the boring side, but it was a documentary after all. The Fog of War was a very informative piece of work. During Errol Morris s documentary, The Fog of War, ElevenRead MoreThe Things They Carried Questions1139 Words   |  5 Pagesâ€Å"The Things They Carried† Questions a) The main topic of this novel is burdens. O’Brien is writing about what burdens the soldiers and he had to carry throughout war, physically and emotionally. One way I know is because of the title- â€Å"The Things They Carried.† This title almost summarizes the whole book. O’Brien frequently showed and explained the burdens that were inner conflicts of his and outer conflicts too. In the chapter â€Å"The things They Carried,† O’Brien showed an emotional burdenRead MoreLittle Bit ( Mis ) Judged1472 Words   |  6 Pagesthe most overrated. Lyndon B. Johnson, the 36th President of the United States, arguably had an impactful presidency, but he was also a very overrated one. His domestic policy looks good because he addressed the Civil Rights at the right time, but at the same time his War on Poverty left unanswered problems. His foreign affair was dominated by the horrid Vietnam War, but he also played a part for the CIA-supported coup d†™etats that resulted in deaths of thousands of innocent people all over the worldRead MoreEssay on Between Two Fires: A Review947 Words   |  4 Pages David Clay Large, Between Two Fires: Europes Path in the 1930s (New York: W.W. Norton amp; Company, 1990). David Clay Large wrote an interesting account of the situation in Europe during the 1930s. His account was interesting for three reasons that will be discussed throughout this review. Firstly, his purpose was clear and he managed to follow it throughout the book. Secondly, his organizational structure was logical, appropriate and well designed. Finally, his innovative approach to aRead MoreA Renewed Sense Of Hopelessness : American Sentiment Following The Vietnam War1395 Words   |  6 PagesFollowing the Vietnam War.† Since I’m interested in studying how film actively molded Americans’ interpretation of the Vietnam War, I picked Francis Ford Coppola’s film, Apocalypse Now, as my artifact. I thought that it would be a good choice because it’s one of the most well-known war films and it came out just a few years after the Vietnam War. This image from the beginning of the film shows napalm being dropped on the Vietnamese forest, setting everything on fire. - The Cold War began shortlyRead MoreThe Class : A Study On The Culture, History, Geography, And History Of Southeast Asia1464 Words   |  6 Pagesreligions, political systems, geography, and history of Southeast Asia. This class was beneficial to me for many reasons. With this portfolio essay I will discuss what I learned in the class, then I will draw my on reflections an opinions about certain topics we discussed during the class. This will be based upon the question posted on the discussion board, videos and audio broadcasts, reading materials, and also any outside materials that I have learned. There were a number of things that changed forRead MoreThe Sorrow of War: Book Review998 Words   |  4 PagesThe experience of war brings out the moralities of war and the tragedies of loss and death. Bao Ninh portrays these realizations and tragedies throughout his novel The Sorrow of War. The stories told follow the central character Kien whose story shows the moralities of war and tragedies of loss and death. Bao Ninh’s The Sorrow of War is a novel depicts the horrors that are a result of war. Kien is the main character whose life is used to depict these horrors; a soldier who’s lost all his comradesRead MoreWas the bombing of Hiroshima and Nagasaki the only way to put an end to World War 2?716 Words   |  3 Pages1. â€Å"Was the bombing of Hiroshima and Nagasaki the only way to put an end to World War 2?† 2. â€Å"Were the bombings worth all the innocent (civilian) lives lost?† The following topic was chosen because it was very moving and interesting, as well as wanting to know about how the war (WWII) came to an end, some internet research was done in order to get to the bottom of how WWII ended thus the topic was decided. Then devastation set in followed by shock, meaning that it couldn’t be understood as to whyRead MoreThe United States Military History1570 Words   |  7 Pageswe talked about several different topics that are very pertinent to the shaping’s of today’s military. They are mainly important whether the individual serve in the United States Army, United States Air Forces, United States Navy, or United States Marine Corps. History is the study of the past. Studying may not be interesting to some, but if you do not understand your history, you will be liable to repeating some of the same mistakes made in the past. So it is very important to try and understand aRead MoreThe Vietnam War And The Military Interventions1643 Wo rds   |  7 PagesNapoleon’s mistake in Russia, and the United States from their repeated errors in Afghanistan and Vietnam. Unfortunately history isn’t the most interesting genre people seek when learning. Today movies have made it possible to transmit a narrative about an historical event in a more direct and personal way than books. Two historical moments that have acquired attention in both theater and literature are the Vietnam War and the military interventions in the Middle East post 9/11. The way these conflicts are

SIDS A Traumatic and Tragic Disease Free Essays

SIDS (Sudden Infant Death Syndrome) is a traumatic and tragic disease that affects thousands of babies throughout the world every year. There is no way of explaining the death of a child that has SIDS and there are no real ways of predicting if it could happen to any baby. What makes SIDS even worse is that the source of what exactly may be the cause of it is still unknown. We will write a custom essay sample on SIDS: A Traumatic and Tragic Disease or any similar topic only for you Order Now Advanced research in the last 30 years has dramatically reduced the number of deaths. SIDS not only affects the infants but also the families of the infant and it proves to be a very tough and emotional experience for them. So what exactly is SIDS? The term SIDS was finally defined in 1969 as the sudden death of an infant or child, which is unexpected by history and in which a through post-mortem examination fails to demonstrate an adequate cause of death (Culbertson 3). Basically this is another way of saying that it is not known why these babies die. SIDS is not a new disease contrary to what some people might believe, but it has been happening throughout time, unexplained deaths of babies are even recorded in the bible. SIDS was probably the most neglected disease ever recorded in history of man. It wasn†t until recently that major steps were taken to figure out why babies were dying so unexpectedly and what could we do to prevent it from happening. So what exactly causes SIDS and is there anything we can do to prevent it? Well as of right now, the cause of SIDS is unknown. We do not know what causes SIDS and there are no consistent warning signs that might alert us to the risk of it. However, scientists and researchers have discovered many things that might attribute to the causes of SIDS. SIDS almost always occurs at night when the infant is sleeping. A higher incidence of SIDS is seen among premature and low birth weight children. Women who smoke and let their children be exposed to smoke give their children a higher risk of SIDS. Low birth rates among children have a higher chance of getting SIDS. Finally there is a much higher rate of SIDS when infants are placed on their stomach to sleep. (Culbertson, 8-10) One of the biggest recommendations physicians make to new parents today is to let their babies sleep on their back. Putting them on their back greatly decreases the risk of SIDS to their children. These are just some of the things that have been THEORIZED by scientists and researchers that are possibilities that could be attributing factors to SIDS. But of course these are all theories that have been developed by researchers by statistics. Statistics is one of the greatest tools we have today to help us learn about the characteristics of SIDS. Since we don†t know what it is, seeing how it works and what things we can do to help slow it down are obviously good. Throughout history, before SIDS was defined, the accepted explanation was that either the baby choked on itself or was rolled on by the parents during sleep. Possibly an accepted answer due to the lack of knowledge in the past but know we know that most of the time they were wrong. Since there is no cure for SIDS, scientists and researchers have been studying new ways of possibly preventing it from happening to infants. New nursing techniques developed over the last 30 years have actually dramatically reduced the number of infant deaths caused by SIDS. But still we must not forget the fact we still don†t know what causes SIDS itself. That is what makes this so terrible, that researchers have all these techniques to help prevent SIDS but we still don†t know what we are preventing. Death by SIDS leaves a traumatic and terrible effect left on the parents and family members. A SIDS death usually promotes intense emotional reactions among surviving family members. After the initial shock and disbelief, parents often fall into a prolonged depression usually of self-denial about if they killed their baby. This depression can affect their sleeping, eating, ability to concentrate, and general energy level. (Culbertson 190-193) Crying, weeping, incessant talking, and strong feelings of guilt or anger are all normal reactions. Many parents experience unreasonable fears that they or someone in their family is in danger. Over protection of surviving children and fears for future children is a common reaction. As the finality of the child†s death becomes a reality for the parents, recovery finally occurs. Birthdays, holidays, anniversaries often trigger painful memories of the loss (Culbertson, 186-188). Children can also be affected by the loss. Many children may develop a fear that they themselves might die. In many cases children will also feel guilty about the death feeling that possibly it was their fault. However, children may deny being upset and try to hide their emotions which is a reason why most parents have to talk with their children and assure them it is not going to happen to them. (Culbertson,190-193) One of the true bright spots about the fight against SIDS is that in the last 20 years, deaths caused by SIDS have dropped dramatically in the United States and the rest of the world. Currently the average in the world among SIDS deaths is between 0. 5-3. 0 deaths per thousand (Culbertson,11). When comparing to that when it was first studied at about an average of 15-20 deaths per thousand(Bergman,10-11), a major improvement has been seen. However, though it isn†t that high of a number, it still accounts for 20 percent of all deaths between the ages of one month and one year and 95 percent of that between 2 months and 4 months. Guntheroth,70-73). It is important to point out that most all statistics of SIDS come from developed countries, countries that have the money to perform autopsies on infants. We can only assume that in undeveloped countries, which have a very high infant mortality rate to begin with, the presence of SIDS is there and probably have a much higher rate than in developed countries because throughout the world, SIDS rates are very constant with one another wherever studies have and can be conducted. SIDS ranks only second to injuries as the greatest cause of death to children who are less than 15 years of age and it takes more lives than leukemia, heart disease, cystic fibrosis, and muscular dystrophy in that age period. ( Bergman, xi). So in conclusion to all of this, there still is very little information on what exactly causes SIDS. Unlike other diseases, which we know the cause of, SIDS is the one that we don†t have any knowledge on what the source is that causes it. One of the most important statements but disheartening is that SIDS is a â€Å"disease of theories†(Bergman, 12). Everything we know, all the information that is produced and published is all just a theory because we don†t even know what happened and what caused the death. So where do we go from here? What can be done to stop this terrible disease? Who knows. All we can do is sit back and hope someone†s â€Å"theory† is the right one and be thankful that this disease only affects 1-3 infants per thousand born. There are so many questions but not nearly enough answers and until that day we can only do what the experts tell us to do and hopefully the SIDS disease will almost become non-existent. How to cite SIDS: A Traumatic and Tragic Disease, Essay examples

The Strange Case of the Speluncean Explorers free essay sample

Katie Rush July 6th, 2010 Intro to Philosophy The Strange Case of the Speluncean Explorers This prompt poses many moral questions. My immediate, intuitive response was that the four defendants were guilty of the crime of Roger Whetmore’s murderer. If you look at the question as simply and literally, â€Å"Did they willfully take the life of another? ,† the only possible answer is yes. However, the circumstances surrounding this problem were extreme, and that forces one to consider other factors in the problem. As a Judge on the Highest Court of the land, I would be required to give the defendants a completely fair trial. Innocent until proven guilty† does not apply in a traditional sense here, for they do not need to be proven guilty; all four involved in the crime have clearly and repeatedly admitted that they killed Roger Whetmore in order to eat his flesh, hoping to survive until they were able to escape or be rescued from the confines of the cave. We will write a custom essay sample on The Strange Case of the Speluncean Explorers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The real question at the heart of this issue is, â€Å"How does one define guilty? † Whetmore was the one who had initially suggested that they resort to cannibalism in order to bring about the group’s survival. He was the one who rallied everyone to understand the then-present necessity of eating the flesh of another human being. He convinced them that it was for the greater good of the group. Whetmore went even so far to say that even the victim had reason to be grateful, for he would die a quick death, avoiding the phlegmatic fate that would come from their imminent starvation. In fact, he said that he himself would prefer to be killed rather than starve to death. In this, he made a verbal contract with his fellow explorers, and through his idea, gave them hope of survival. This is why it came as such a sudden and painful shock when, at the the very last minute, he changed his mind and told everyone to wait yet another week; the defendant’s minds were already set on his previous idea and they had already begun to mentally prepare themselves for the gruesome, but necessary, task. Changing his mind, when he had previously been so adamant about his first argument made the rest of the party question his trust. Why should they listen to him now? Would he change his mind again? Is he just scared that he would be the unlucky one? Their mental state was one of primal excitement and expectation: it had been many weeks since the explorers had last eaten an adequate meal. Does carrying on with the initial plan truly make the defendants guilty? Prior to the radio running out of battery life, Whetmore suggested the idea cannibalism to the physicians, along with everyone else listening on the other side of the radio. He asked for moral guidance and practical advice; he wanted them to tell him if he was making the right and proper choice to ensure the survival of the group of stranded explorers. Present there was, in fact, the Secretary of the society (who was also a justice of peace) who decided to stay quiet when Whetmore suggested killing one their members in order to eat their flesh for sustainment. Although the Secretary did not give his express permission, he certainly did not voice opposition to the idea. I do not think that it is fair nor just that when the trapped asked for moral advice, none was given, and upon their return to civilization, they were immediately arrested and considered murderers. I find it to be extremely hypocritical for authority to sit back and not say anything when called upon for counsel, presumably in fear of being considered an â€Å"accomplice. † One of dominant players in this case is that the woman who Whetmore convinced to pull out with him at the last minute. She followed Roger’s every move; she was persuaded to agree to the cannibalism in the first case, but was just as easily swayed to â€Å"wait another week† upon Whetmore’s urging. The case portrayed the woman and Whetmore as if they would agree on every issue and almost as if they acted as one unit. Although she said that she didn’t want to partake in the drawing of lots, or the cannablism as a whole, she carried on, following the group, and partook of Roger Whetmore’s flesh after his murder. This is strong evidence that disproves the opposing theory that Whetmore and the woman pulled out of the initial agreement because of any moral opposition to cannibalism. Therefore, this leads me to conclude that the only real reason that they so suddenly changed their minds about killing one for the good of the majority is the fear that one of them would end up being the unfortunate one to have the unlucky roll of the dice. The â€Å"Trolley Case† is, on the surface, an entirely different scenario, but the two cases share several common themes and motifs. Both issues play to the moral question, â€Å"Is the ultimate ethical goal to save the most lives possible? † When asked about the first incident in the trolley problem (pulling the lever to move the trolley and kill one workman instead of five workmen), I was one of the twenty-five percent that said I would not pull it. In this particular case, you are not directly involved in the situation, and I believe that you do not have the power to decide which set of lives is more valuable. Some people argued that one is â€Å"actively making a choice by remaining inactive, by not making a choice,† or that â€Å"through not involving yourself, one is involving yourself. † But if you pulled the lever to save the five workmen and take the life of the one workman, you are taking away the one workman’s free will, and are â€Å"playing God. † Another sufficient difference in the Trolley Case is the important issue of timing. In this case, you do not truly have time to rationally consider all possibilities, and the decision of whether or not to pull the lever is â€Å"spur of the moment,† and completely reliant on animal instinct. In the Speluncean explorers case, the other members of the exploration group did have time to rationally and carefully consider their every choice. An additional difference is the circumstances, and the state of mind that the explorers were in when they committed the killing. In the Trolley problem, presumably, as the conductor, you are of sound mind at the time of the decision. In the Speluncean explorers case, on the other hand, it had been quite a few weeks since the group had last eaten and, at that time, one might start to look at everything in animalistic terms. They no longer saw their fellow explorers as friends or partners, but as possible fuel and means to survive. The Queen versus Dudley case is almost identical to the Speluncean explorers case; the primary difference is that in the Queen versus Dudley case, the cabin boy murdered for the sustenance of the majority was completely and entirely innocent. He had no prior knowledge or warning of the situation and had no idea that he could be killed; in other words, he was completely unaware of his impending doom and by no means brought about his own death. Conversely, in the Speluncean explorers case, Roger Whetmore not only was the most informed about the situation at all times, he was the one who had suggested the idea of partaking in the act of cannibalism in the first place. I do not think that the killing of Roger Whetmore and the consumption of his cadaver was entirely just, but I do think that it was excusable in a moral sense, considering all of the given circumstances. If there were particular changes and variations in the case, then the outcome (just versus unjust; excusable versus inexcusable) would directly vary. For example, had the idea of cannibalism had not been Roger’s idea in the first place, and he had opposed the consumption of human flesh from the beginning, he could have taken himself out of the drawing of lots without the consequence of the other explorers questioning his trustworthiness and capacity for follow-through. Another possible scenario is that when Roger suddenly backed out, he might have said he wanted to renege on the idea of cannibalism altogether, instead of just saying he wanted to wait another week. If Whetmore had done this sudden about-face mainly because the act of cannibalism went against his morals and value systems, this would have shown that his virtues overpowered his primitive hunger and his inherent desire for self-preservation. However, Roger contested by saying that he simply wanted to wait one more week to draw lots, proving that he was simply panicked that there was a twenty percent probability that his name would be called and he would wind up being the one sacrificed. This cowardly behavior shows that Whetmore breached trust. Although there are innumerable facets of this problem that affect the outcome and, ultimately, the judgment of the actions of the four surviving explorers, I feel that it is safe to say that they should not be held culpable for the death of Whetmore. The loss of human life, in any number, is not to be trivialized, but nor should the weight and importance that a leader’s decision carries. Roger Whetmore acting, essentially, as leader of the group, made a decision that was to lead to the survival of the rest of the explorers. Then, backing out of this choice for selfish reasons, he put the safety of the entire group in jeopardy. In this, he largely brought about his own tragic fate. His murder, as unfortunate as it was, can be justified when all of the circumstances are taken into account. In the evaluation of this case, one must be careful not to judge simply through the processing of numbers and figures in terms of human life; they must be cautious to consider important factors such as free will, the pertinence of the acting leader’s decisions, and the necessity of faithful follow-through. All of these factors are vital to the process of making an appropriately quantitative and qualitative assessment of this case.

Young and Feminine Comportment Essay Example

Young and Feminine Comportment Essay Example Young and Feminine Comportment Paper Young and Feminine Comportment Paper Iris Marion Young- Feminine Comportment The aim of this essay is to evaluate and discuss Iris Marion Young’s account of feminine comportment. Much of her essay is based on theories and ideas expressed in the work of Merleau-Ponty and so to evaluate Young, this essay shall briefly discuss the work of Merleau-Ponty. The essay shall then turn to the overview of Young’s essay. The evaluation of this argument shall be clearly and concisely encapsulated in a short conclusion. The first point that Young concerns herself with is that Erwin Strauss in his study of body comportment takes but a moment to discuss why young girls have the ineffective throwing style that they do. Strauss finds no conclusion as to why young girls awkwardly throw a ball and so puts it down to an â€Å"effeminate essence or feminine attitude†. However attitudes are built through socialization as in the blank paper socialization view- that perhaps seems the most possible if not rational. What is apparent is that attitudes are learnt- not acquired so where would a five year old girl have learnt of her â€Å"feminine essence†? In her own words Young seeks to â€Å"†¦fill a gap that thus exists both in existential phenomenology and feminist theory. † (Young. 1990, p 145) Young seeks to find out how the body completes a definite task and this is done through combining the works of Merleau-Ponty and Beauvoir who both tackle and formulate different ideas concerning movement. Awareness of body is inherent- our bodies have the ability to â€Å"learn† where we are in relation to space. With practice our bodies can act without cognitive thought, the things that we practice with thus become an extension of ourselves- as with an experienced typist that no longer needs to look at a computers keyboard, Merleau-Ponty likens this to his typewriter where a â€Å"motor space† opens under his hands and he is able to type without thinking about finding the letters. This can be noticed in sports too, for example when a squash player’s racquet is an extension of the body. The player is aware of it, has an idea of where it is in relation to them and employs it as an extension of the body without much thought, in order to hit the ball. The same occurs in many other sports like hockey, competent practice for long enough turns the stick into an extension of the arms, the player is as aware of it as they are of a limb. When a ball is hit dangerously into a player’s body, instead of raising hands to catch it, the stick automatically comes up to block it. This is because the player has trained to do so and now gives the action no thought- it just happens. This could be likened to muscle memory- and even after not touching a stick or riding a bicycle, the person trying to do either would still be able to. This idea that we can so involve our bodies in the world around us should not be strange. Humans are too removed from their surroundings for the most part and this mechanism of acquired body movement should be perfectly natural as after all we control our bodies. Young also mentions Simone de Beauvoir’s study on feminine comportment. The problem with this study according to Young is that Beauvoir focuses on why women have always felt their body a burden- this mostly due to how carrying child and giving birth tends to create a earthy bond to nature that men do not experience. This in part oppresses women- also the fact that men don’t carry children seems to be part of the natural oppression that women feel. However this does not address the issue of â€Å"feminine essence†, as this has to do with a woman’s physiology and not with a mysterious essence. She starts with the basic movements- mapping the differences in stance while walking, standing and sitting and then moves to how things are carried and used in relation to the body. The general findings are that women try to protect themselves from harm; they do not believe themselves physically able to perform heavy tasks like men do. Also their actions reflect an inherent subordinate position in relation to the way men walk, stand and interact with objects. Men and women use their bodies differently according to Young- as if this was not immediately apparent, but to Young the â€Å"why† is what is important. Quite generally Young concedes that women do not feel as comfortable with space as men do, men tend to take a more active view of space, and sport is a good way of measuring this. But surely it is too easy to say that women are more afraid of getting hurt than men are and that they don’t have confidence in their bodily abilities as men do- which Young offers as a two-prong answer to why women are at a base level more uncomfortable with space and actions. She suggests that women do not trust their bodies as men do instead having to fight their bodies to fulfill an action. Young then defines the three modalities of movement that are inhibited by inherent femininity and these are: ambiguous transcendence, inhibited intentionality and discontinuous unity. To explain these terms- ambiguous transcendence is the idea that rather than moving through the body, women are uncomfortable in it, they do not forget that they have a body, rather they are perpetually aware of it, and yet not comfortable with it. Transcendence is when you are one with your body, where your body is entirely you, you don’t even think about it because it is the thing that does all the experiencing. Immanence is when you are aware of something as a thing. The hockey stick thus is immanent to us. Young is saying that for women, their bodies are only partly transcendent. At no time does a woman become lost in an activity and forget she has a body, she doesn’t connect to the action through the body. She is always aware of the body as an object. She says that the fact that in, for example, throwing, women only move part of their bodies (just the arm, say) shows that the unmoving part is still an object for them. To describe inhibited intentionality, think that rather than your body reaching forward to get something, you hesitate. Intentionality is involved with how directly one intends to do something. Young here is interpreting Merleau-Pontys idea that people exhibit intentionality in their movement. Men have an excellent sense of intentionality while that of women is not as developed or is hindered by many factors. Discontinuous unity has got to do with the surroundings of the body. Young describes how women isolate muscles and muscle groups in order to get a task done. This is not productive by any stretch as women don’t use the major muscle groups to bear the weight. She also advocates the idea that women see themselves as objects within the situation. This is based somewhat on what Merleau-Ponty says about the unification of the body and the action, for Young it is possible that his experience is simply due to him being a man. This indeed would make his interaction with the world different from hers. Thus simple tasks, if Merleau-Ponty is correct would require a woman to do both the task at hand and also fight her body- or compel it into doing the task. â€Å"Woman takes herself to be the object of the motion rather than its originator† (Young. 1990, p150). Also it must be noted that Young takes the view that women see an object as coming at them not towards them, the idea of catching for instance must then difficult. The idea of the object coming at them must be conquered in order that the object can be caught. This adds another dimension to a simple act, as the body must be coaxed into doing such a seemingly simple task. To sum up the implications of this are easy- Young postulates that women experience a sense of inherent otherness concerning their own bodies. As to Young’s use of Merleau-Ponty’s work, she uses his work in her discussion of modality, which she summarizes into three points. Albeit these three points deal apparently with the same concept and seem to have almost the same premises and conclusion. The first relates that Merleau-Ponty makes a distinction between the types of space that a human can experience. The different ideas of space for him arise due to a man or woman’s relation to that space, from this, Young surmises that feminine space is different to that of males in that women find space enclosing and find themselves positioned in space- this must mean that men find themselves surrounded by space but not positioned in it- rather it around them. Merleau-Ponty finds that â€Å"here† and â€Å"there† to men are one and the same- as I would also have thought- being male- the view of men is that â€Å"here† and â€Å"there† are the same- joined by their bodies. Feminine spatiality again is not the same as it assumes the view that â€Å"there† is different from â€Å"here†- Young labels this double spatiality (Young, 1990, p152). The third point starts with the idea that women find themselves positioned in space. For Merleau-Ponty the world is made up of objects and objects require space, the body is not the object but the mechanism by which space can be measured. This cannot be so for women if they are positioned in space. Young sets out to propose that feminine bodily comportment is a complex issue and that it has nothing to do with a â€Å"feminine essence† as Strauss wanted to believe. Instead for Young- and her study does lead one to the conclusion that- the modalities of female bodily comportment are in fact due to the oppression of women by men since time immemorial. This has nothing to do with the anatomy and physiology of the female form, instead with the â€Å"situation† of women in society as Young calls it. Women have always been objectified- to the extent that this objectification is part of what it means in this contemporary world to be a woman. When a young girl sees how women walk and act- something that they in turn did occurs- she imitates their stance and behavior. This can be seen in the case of â€Å"tom-boys†, they are more likely to succeed at sport and they are generally stronger and more aware of space as they prefer the idea of being men when they are young. In conclusion, the work of Merleau-Ponty is compelling and intuitive- perhaps as I am a male- in all it is very concise, cogent and easy to understand. The ideas and insights that Young shares on how women view their bodies and space also seems clear and cogent. However the way that she uses Merleau-Ponty’s work to give contrast to her work is excellent. The usage of the three points that were in contrast to Merleau-Ponty’s study might perhaps have seemed repetitive but in fact they deal with miniscule differences that are seemingly unimportant until a further observation. In all this is a well written and intelligent argument or set of theories. The coup de grace is that as a male one cannot but blindly disagree- as one has no knowledge of what it is like to be a woman, or one must blindly agree as what is said about the way women relate to space does make sense. The idea that the way women walk, carry and hold things too is easy to agree with, there is no doubt that women have been oppressed and objectified throughout history and this could very likely have changed their views on space and the body- as opposed to the views of men. From a male point it would be more rational and politically correct to agree with Young. Words: 2052 List of Reference 1. Maurice Merleau-Ponty, 1962, Phenomenology of Perception, Routledge, London. 2. Iris Marion Young, 1990, Throwing Like a Girl and Other Essays in Feminist Philosophy and Social Theory, Indiana University Press, Bloomington

SAT Admission Requirements The Importance of the SAT

SAT Admission Requirements The Importance of the SAT SAT / ACT Prep Online Guides and Tips If you’re currently applying to college or getting ready to apply to college, you’ve probably heard of the SAT and/or the ACT.You may already know thatthe SAT is a standardized test which high school students take before applying to college, but how important is the SAT in college applications? It’s hard to overstate the importance of the SAT. Your testscore will beone of themost important partsof your college application (if not themost important part). In this guide, I'll explain why test scores are a key part of your application and how you can determine the SAT admission requirements for the schools you're interested in. Why Is the SAT Important to Colleges? There are two main reasons for the importance of the SAT to colleges. Let's go through them one at a time. #1: Your SAT Score Is How Colleges Compare You to Other Applicants from Around the Globe. Applicants to one university will come from different backgrounds, will have attended different high schools, will have taken different classes, will have done different extracurricular activities, but all applicants will have taken the SAT and/or ACT (at least at non-test optional schools). Your SAT score reveals whether your GPA and transcript are accurate representations of your academic ability. Admissions officers use your SAT/ACT score to figure out if your grades were inflated or not. If you have a 4.0 GPA with a perfect 1600 SAT score, admissions officers will likely be impressed and think your GPA is reflective of your academic potential.If you have a 4.0 GPA with 1000 SAT score, admissions officers may think your grades were inflated and that your SAT score is a better representation of your academic potential. A high SAT score can also make up for a lower GPA.If you have a 3.0 GPA with a perfect 1600 score, a college admissions officer may be willing to overlook your GPA and consider your SAT score as an indication that you’re college ready. #2: Colleges Are Judged by Their SAT Score Ranges The SAT is important to colleges becausethey use it tojudge your academic preparedness for college. However, it's also important to colleges because if you're admitted, your SAT score will be incorporated into their yearly SAT statistics. Each year, universities publish their freshman admissions profile (see an example of Princeton's freshman admissions profile).In this profile, collegesprovide the data on admitted students.The data includes either the 25th/75th percentile SAT/ACT scores (sometimes referred to as the middle 50%) or the average SAT/ACT scores of admitted students. However, usually, the 25th/75th percentile is provided instead of average score.The 25th percentile score means that 25% of admitted students scored at or below that score (and therefore 75% of admitted students scored above).The 75th percentile score means that 75% of admitted students scored at or below that score (and therefore 25% of admitted students scored above).The average score is just what it sounds like, an average of all the admitted students scores. The public judges this data to perceive the selectivity of the school (the higher the range, the more competitive or â€Å"better† the public thinks the school is).When you think of Ivy League schools such as Harvard, UPenn, Columbia, you likely think, "Wow those are good schools!" Why do you think they are good schools? You might think of their alumni or campuses. However, many lower ranked schools such as Denison have beautiful campuses with famous alumni like billionaire Michael Eisner. You might think of their low admissions rates, but there are othercolleges with comparable admissions rates tothe Ivies. The mainreason you associate Harvard, Stanford and other top colleges with prestige is because of their published SAT score ranges and their ranking. When doing research on applying to colleges, you likely came across the US News World Report ranking of US colleges.Every year, US News World Report assembles their rankings based on several categories including the SAT scores of admitted students.If you’re admitted to the school, your SAT score will be factored into that school’s overall national ranking in US News World Report. Top colleges such as Harvard, Yale, and Stanford want your SAT scores to be agood so that it reflects well on them. Even "second tier schools" such as Vanderbilt, USC, and Emory care about thisbecause they hope to continue to rise in theUS News World Reportrankings. Don't be blinded bybeauty or rankings! Find the right school for you! What Does This Mean for You? Because colleges rely so heavily on SAT scores in their college admissions process, you want to make sure that you have an SAT score that fits their expectations. How do you figure out what that theirscore expectation is? Remember, those score percentiles I mentioned earlier?As a brief refresher, colleges publish an admissions profile every year that shows either the 25th/75th percentile SAT/ACT scores (sometimes referred to as the middle 50%) or the average SAT/ACT scores of admitted students. Admissions officers use this data as the standard for the students they admit.Colleges willbe looking for applicantswho are in or above this range (or at or above the average). That way colleges are always getting the same or better caliber student (to either stay the same or increase their rankings). At PrepScholar, we recommend trying to get your score at or above the 75th percentile score for your target school to give yourself the best chance of admission. How To Find Out a College's SAT AdmissionRequirements? I’d recommend reading our guide to finding your SAT score for your target school first. However, the simple route is to Google Search for â€Å"[College Name] SAT PrepScholar.†That will bring you to our admissions page for your target school. You will find the average SAT score, along with the 25th/75th percentile SAT scores of admitted students, and you’ll be able to use our nifty admissions calculator to determine your chances of getting into that school based on your GPA and current SAT score. Take note of the 75th percentile SAT score listed onour admissions page for your target school. That should be your target SAT score. You can do it! What Can You Do To Improve Your SAT Score? Now that you’ve found out your target score, what can you do to reach it?If you have not prepared for the SAT, you need to. Start with our complete SAT study guide. If you’ve prepared but are still seeing no improvement, consider switching up your strategy. We’ve prepared many great SAT strategy guides. Read them hereand make sure you’re trying to incorporate some of these strategies. NOTE: not all strategies will work for all test-takers. Try out some on your practice tests. Try to figure out what works for you and what doesn't work for you. If you’ve tried all of the strategies and are still seeing no improvement, you should consider hiring a tutor or trying PrepScholar’s program.Don’t sweat! With the appropriate amount of time and effort dedicated, you should be able to reach your score. In a hurry? Check out our SAT 10-day cramming guide. What’s Next? Not sure where you’d like to go to college? Figure out how to find your target school. Worried about the rest of your college application? We’ll help you write a great personal statement and get excellent letters of recommendation. Still not sure whether the SAT or ACT is right for you? Let’s help you pick the right test for you! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Car engine danger Essay Example | Topics and Well Written Essays - 250 words

Car engine danger - Essay Example In this case a person was injured in a road accident, as he was hit by a fire engine which had ignored the red light while on duty to save lifes by reaching at the location as soon as possible so that any extra damage to the property and life could be minimized. The key issue in this case was whether there was any immunity and privilege enjoyed by fire extinguishers gave them a right to run over people while on duty and whether any exception exists in favor of emergency services on duty or the general principles of tort of negligence are applicable in these situations. The Court of appeal held in this case that "It is said that, because he was driving a fire engine, he was in a certain privileged position. That is not so. He was not in a privileged position at all. It is perfectly true that, when the bell is clanged, people generally draw aside, but, if they do not draw aside, the driver of a fire engine has no business to charge into them.

City Council Meeting Essay Example | Topics and Well Written Essays - 1250 words

City Council Meeting - Essay Example Seated at the center is the Deputy mayor and also the Head of Committee Services. To the left of the mayor are seated the Chief government, the town Solicitor and also the Council Manager. They supply recommendation on the conduct of the meeting similarly as creating a politician record of the proceedings and selections taken. Upon election, Councilors ar allotted a particular seat within the Chamber. The media create use of a Press Table set below the soapbox and ahead of the Members seating room. Variety of officers also will be gift within the meeting for supporting numerous aspects of the meeting. There’s a Public Gallery to the left of the Lord politician. Officers Gallery is going to be to the correct of the mayor. Each seat has shared access to an electro-acoustic transducer that is controlled from a console on the soapbox within the Chamber. The Lord politician encompasses a reproduction of the electro-acoustic transducer layout on the chamber in order that those desires to talk are often known. The console and also the Mayors electro-acoustic transducer incorporate associate degree override button. The reduction from originally a hundred sixty five Councilors to the current ninety Councilors implies that not all of the seats within the Chamber square measure currently occupied. The Council meets each seven weeks and extraordinary conferences square measure generally commands to subsume specific problems. At the start of each municipal year the council holds its annual general meeting. This is often the meeting wherever the mayor, deputy mayor, leader and executive board square measure appointed, yet as the numerous different committees of the council. There square measure total ninety councilors in thirty wards of urban center council. One ward is consisting of roughly twelve, thousand populations. All wards square measure community based mostly wards. There square measure three councilors for every ward. They’re the representative

Social Promotion Essay -- essays research papers

Social Promotion: An Excuse for Not Educating a Child   Ã‚  Ã‚  Ã‚  Ã‚  When it comes to students failing a grade level there has always been two options, either a student can be socially promoted or they can be retained. The choices for a failing child are limited and both situations have stigmas attached. Both options have positive and negative effects this I concur. While, presenting both sides of the argument I will note that retention is not always the solution to a failing child’s future, however, promoting a student without the skills or knowledge to proceed to the next grade level only paves a future of destruction. What is Social Promotion?   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Social promotion is the practice of promoting students to the next grade when they have failed to master part or all of the grade-level curriculum.† Social promotion is considered to keep a student’s social and psychological well being intact by allowing them to stay with their peers (social promotion). Social promotion reinforces failure, ignores students’ problems, and sends a message to every student that achievement and effort do not matter. (#1 pg. 1) The Alternative†¦Retention   Ã‚  Ã‚  Ã‚  Ã‚  Retention is often viewed as the only alternative to social promotion, it is a policy that holds back students who have failing grades at the end of a school year (#2 pg. 3). Retention allows students to have an additional year to repeat a grade and to master the core curriculum for that grade level. However, when a child repeats a grade level they are often taught the same skills in the exact same manner from the previous year, thus leading them through another unsuccessful year.   Ã‚  Ã‚  Ã‚  Ã‚  While most teachers know that educational research indicates that retention can be ineffective, if not harmful, they feel there are insufficient educational alternatives (#2 pg. 4). It is estimated that between 15 and 19 percent of students are retained each year and as many as 50 percent of students in large urban areas are usually retained at least once before they graduate or decide to drop out of school (Starr pg.1). The American Federation of Teachers reports that very few studies have ever documented any appreciable long-term academic gains with retention (Starr pg. 1). The AFT also notes that with retention come problems such as, student alien... ...ly intervention, and a determine and well prepared staff.   Ã‚  Ã‚  Ã‚  Ã‚  It is so easy to pass a child off by just promoting them to the next level. One might think it is not my problem anymore. By socially promoting children by just one grade level can effect that student’s performance for a lifetime. Students are in school to learn not to be passed off. They have right to a proper education and they must master all skills before being promoted. There is no hope for a child who has not met the standards or mastered the skills to be constantly promoted from one grade to the next. A student with an immeasurable amount of unmet skills and standards will never be able to function on â€Å"normal† level within society. If school systems, teachers, and parents do not hold each child responsible for the set standards then they are depriving these students of an education and a chance to ever have a successful future. When the question asked what is to be done with a failing student the answer is not social promotion. Social pro motion is an excuse, a scapegoat, or a way out of taking the time, extra effort, and responsibility of educating a child.   Ã‚  Ã‚  Ã‚  Ã‚  

Bronze Age Mesopotamia Leadership

The Epic of Gilgamesh Bronze Age Mesopotamia had a distinct culture and tradition; their rich cultural heritage was passed down by some incredible fictitious and non-fictitious writings like the ‘Epic of Gilgamesh’. There are many inferences that can be made about Bronze Age Mesopotamia by reading the ‘Epic of Gilgamesh’. It’s clear from this document that the dichotomy between a tyrannical and a just leader existed in the society where the leaders were expected to be courageous, bold and adventurous.The importance of the role of religion on leadership cannot be overlooked and religion seemed to mingle with and govern the lives of the leaders. One of the most powerful deductions that can be made about Bronze Age Mesopotamia is the constant struggle between a tyrannical ruler and a just ruler. In fact one can go as far as claiming that the entire document highlights the need for a leader who rules well over his people. In the end of the tale we see Gil gamesh, a tyrannical barbaric ruler, repent by pledging to become someone who loves the people he rules (Kovacs).This shows that perhaps corrupt tyrants who thrived at the expense of the common people marred the Bronze Age Mesopotamia. Similarly another key deduction on leadership is the apparent divine mandate to rule. The Persian Empire is known to have solidified the ‘divine mandate to rule’ and it seems that the Bronze Age Mesopotamia wasn’t too far off from the same notion. In the story we see Gilgamesh as a ‘hero’ mandated by the Gods to rule and after he displeases the Gods we see the birth of another ‘hero’ once again mandated by Gods to challenge Gilgamesh (Kovacs).This intricate relationship between heroes and Gods is something that seems to be a key feature of leadership as no ordinary person could simply become a leader. The Bronze Age Mesopotamian society had somewhat unique expectation from their leaders. The most important expectation dealt with courage and strength, which is to clear from the numerous incidents during the ‘Woe unto Gilgamesh who slandered me and killed the Bull of Heaven! † We see Enikdu and Gilgamesh fight off ‘the bull of heaven’ as well as fight each other with courage, passion and determination. A leader who did not ave the courage to fight and the strength to win was considered no leader at all during the Bronze Age Mesopotamia (Kovacs). Similarly, the leaders were also expected to have a sense of adventure to test out their courage. During the ‘Epic of Gilgamesh’ we see Gilgamesh and Enikdu travel to the dark cedar forest to fight the great monster called Humbaba. There seemed to be no reason for both these leaders to fight this monster but in order to prove their worth and win over the love of their people they had to embark upon this journey and prove their courage as seen in this quote, â€Å"I am Gilgamesh, I killed the Guardian!I des troyed Humbaba who lived in the Cedar Forest†¦ I slew lions in the mountain passes! † (Kovacs) . During the course of the ‘Epic of Gilgamesh’ we also find out about interesting and intricate relationship between Gods and leadership. The Bronze Age Mesopotamian notion of God was very different from our modern notion and God’s often had physical form and interacted with men and other beings. Its clear from the tale that Gods were deeply concerned about who rules and it what manner. As seen in tablet VI, after Gilgamesh rejected Ishtar’s proposal to her father, â€Å"the god of creation, brings about a curse upon the city of Uruk (Kovacs).Even though the Gods do not have complete control over how the leaders behave they seem to be the ones who ultimately decide their fate as is evident from the death Enkidu. The Gods also seem to decide the creation of leaders and their qualities. The leaders can be seen as ‘appointed officials’ and w henever a leader is doing what the Gods would have him do the God’s can create a new one to bring about balance and harmony. To conclude, the ‘Epic of Gilgamesh’, one of the few surviving works of the ancient literature, provides with wonderful insights into the hidden world of leadership in the Bronze Age Mesopotamia.From this tale we find out that the Mesopotamian society had experienced tyrannical rule but at the same time people seemed to have realized a way forward where rulers needed to be just. We also find out that Bronze Age Mesopotamian culture recognized courage, passion and a sense of adventure as important virtues in their leaders. Similarly a lot can be said about the close connection between leaders, Gods and the ultimate power of the Gods over the leaders. Works Cited Kovacs, Maureen. The Epic of Gilgamesh. N. p. , n. d. Web. 14 Sep 2012. .

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