The government of the United States Essay Example | Topics and Well Written Essays - 500 words

The government of the United States - Essay Example The government of the United States is based on a constitution first developed in 1789 making it the first constitutional state in the world. The constitution relies on the principles of federalism which provides for a mechanism of power-sharing between the federal states and the central government. The fact that the country has fifty semi-autonomous states coming together under one central government influenced the formation of an effective and concrete constitution that captures the interests of all the states. Additionally, the racial segregation later in the history of the country and the subsequent abolition of the slave trade resulted in the formation of the American bill of rights to safeguard the interest of every citizen. The bill of rights provides for the respect of human life and to oversee this is the judicial arm of the government constituted of independent courts which exercise their powers thus ensuring obedience to the laws of the land. The constitution defines power s of both the executive and the Congress which are crafted in a way to defend the interest of the citizens and uphold the values of equality among all Americans irrespective of their diverse backgrounds. Wood (1998) asserts that the American government has three arms namely the judiciary, the executive, and the legislature all of which are independent in their operations. The three tires approach to governance protects the citizens from exploitation thus resulting in a more responsive form of governance over time.

Harlem a Dream Deferred â€Explanation Essay Example for Free

Harlem a Dream Deferred –Explanation Essay The poem by Langston talks about the fate of dreams that are never fulfilled. The poem is a metaphorical depiction of the disappointment of the ‘black population’ in Harlem. In the poem the dream refers to the hopes of the black people which were opportunity, better living conditions freedom from racism. However the expectations were dashed by conditions of overpopulation exploitation. In the poem, Langston describes the fate of an unfulfilled dream by comparing it to a raisin that shrivels in the sun and ultimately disappears. Here the Sun represents time. The unfulfilled dream may become a sickening reminder of ones failure by ‘stinking like rotten meat’ or it may just crust over with sugar. This last statement here means that society may cover unmet goals with a veil of normalcy. The act is superficial because on the surface the problem may appear to have disappeared. However it would always remain since the root cause was never eradicated. The last line â€Å"Or does it explode? is quite ominous and as it highlights the severity of a postponed dream. Here the poet compares the oppressed black people who have been denied yet another dream as a ticking bomb ready to explode.

van gogh :: essays research papers

His move to Paris in 1886 brought van Gogh into contact with Paul Gauguin, Camille Pissarro, Georges Seurat and Henri de Toulouse-Lautrec. Paris saw the first evolution in his paintings; his palette became lighter and he started to use pure colours. In 1888 he moved to Arles, where his artistic liberation was accelerated and completed. He also had his first attack of insanity there; he used to paint every day and produced an astonishing amount of marvelous work, such as the Sunflower series. During a visit by his friend Gauguin van Gogh cut off one of his own ears. Austrian expressionist artist Egon Leo Adolf Schiele, b. June 12, 1890, d. Oct. 31, 1918, was at odds with art critics and society for most of his brief life. Even more than Gustav Klimt, Schiele made eroticism one of his major themes and was briefly imprisoned for obscenity in 1912. His treatment of the nude figure suggests a lonely, tormented spirit haunted rather than fulfilled by sexuality. At first strongly influenced by Klimt, whom he met in 1907, Schiele soon achieved an independent anticlassical style wherein his jagged lines arose more from psychological and spiritual feeling than from aesthetic considerations. He painted a number of outstanding portraits, such as that of his father-in-law, Johann Harms (1916; Solomon R. Guggenheim Museum, New York City), and a series of unflinching and disquieting self-portraits. Late works such as The Family (1918; Oesterreichische Galerie, Vienna) reveal a newfound sense of security. 1902 - Ansel Easton Adams born on February 20, at 114 Maple Street, San Francisco, the only child of Olive and Charles 1915 - Despises the regimentation of a regular education, and is taken out of school. For that year, his father buys him a season pass to the Panama-Pacific Exposition, which he visits nearly every day. Private tutors provide further instruction. 1916: Family Trip to Yoesmite, Californina. 1925: Decides to become a pianist.

Martin Luther King as a Role Model Essays -- Civil Rights Papers

Martin Luther King as a Role Model Everyone has someone that they look up to. It may be a hero or a role model. Martin Luther King serves as a role model for many African Americans because of his contributions and fight towards civil rights. King became very popular and touched the lives of many. According to Robert A. Divine and other authors of America Past and Present, the arrest of Rosa Parks sparked a massive protest movement that witnessed the emergence of Martin Luther King, Jr., as an eloquent new spokesman for African Americans. King led a prominent bus boycott in honor of Mrs. Parks. The boycott successfully ended a year later when the Supreme Court ruled the Alabama segregated law unconstitutional. As a result, King became well known around the world with his belief of passive resistance. He visited Third World leaders in Africa and in Asia and paid homage to Ghandi. He led a victorious Prayer Pilgrimage to Washington in 1957 on the third anniversary of the Brown decision. He held many vigils and led many protests to end segregation. King founded the Southern Christian Leadership Conference (SCLC) to promote others to fight against segregation a year after the bus boycott. Then, in April 1960, he found the Student Nonviolent Coordinating Committee (SNCC). These newly formed coalitions led to "dramatic success for the movement, but also ushered in a period of heightened tension and social turmoil in the 1960s. By 1968, he was winning the hearts and minds of more and more Americans on both sides of the color line. His efforts successfully merged the a... ... Select Committee also concluded that "James Ray fired one shot at Dr. Martin Luther King, Jr.; the shot killed King." After the House Select Committee released its final Report in 1979, Committee Chairman Louis Stokes (D-Ohio) and Chief Counsel G. Blakey ordered that all of the committee's backup. Credits Branch, Taylor. Parting the Waters : America in the King Years, 1954-63. Simon & Schuster, 1988. Divine, Robert, et al. America: Past and Present. 5th edition; volume II, Addison Wesley, New York: 1999. Garrow, David J. bearing the cross: Martin Luther King, Jr., and the Southern Christian Leadership Confrence. Morrow, 1986. Jakoubek, Robert E. Martin Luther King, Jr. Chelsea Hse., 1989 For younger readers. Lewis, David L. King: A Biography. 2nd ed. Univ. of Illinois Pr., 1978. Martin Luther King as a Role Model Essays -- Civil Rights Papers Martin Luther King as a Role Model Everyone has someone that they look up to. It may be a hero or a role model. Martin Luther King serves as a role model for many African Americans because of his contributions and fight towards civil rights. King became very popular and touched the lives of many. According to Robert A. Divine and other authors of America Past and Present, the arrest of Rosa Parks sparked a massive protest movement that witnessed the emergence of Martin Luther King, Jr., as an eloquent new spokesman for African Americans. King led a prominent bus boycott in honor of Mrs. Parks. The boycott successfully ended a year later when the Supreme Court ruled the Alabama segregated law unconstitutional. As a result, King became well known around the world with his belief of passive resistance. He visited Third World leaders in Africa and in Asia and paid homage to Ghandi. He led a victorious Prayer Pilgrimage to Washington in 1957 on the third anniversary of the Brown decision. He held many vigils and led many protests to end segregation. King founded the Southern Christian Leadership Conference (SCLC) to promote others to fight against segregation a year after the bus boycott. Then, in April 1960, he found the Student Nonviolent Coordinating Committee (SNCC). These newly formed coalitions led to "dramatic success for the movement, but also ushered in a period of heightened tension and social turmoil in the 1960s. By 1968, he was winning the hearts and minds of more and more Americans on both sides of the color line. His efforts successfully merged the a... ... Select Committee also concluded that "James Ray fired one shot at Dr. Martin Luther King, Jr.; the shot killed King." After the House Select Committee released its final Report in 1979, Committee Chairman Louis Stokes (D-Ohio) and Chief Counsel G. Blakey ordered that all of the committee's backup. Credits Branch, Taylor. Parting the Waters : America in the King Years, 1954-63. Simon & Schuster, 1988. Divine, Robert, et al. America: Past and Present. 5th edition; volume II, Addison Wesley, New York: 1999. Garrow, David J. bearing the cross: Martin Luther King, Jr., and the Southern Christian Leadership Confrence. Morrow, 1986. Jakoubek, Robert E. Martin Luther King, Jr. Chelsea Hse., 1989 For younger readers. Lewis, David L. King: A Biography. 2nd ed. Univ. of Illinois Pr., 1978.

Macbeth man or a monster? Essay

Macduff calls Macbeth a ‘fiend of Scotland’ and a ‘hell-kite’. Do you think Shakespeare has presented Macbeth as a man or a monster? At the time that Macbeth was written people strongly believed in witches and witchcraft. In fact the king at the time was so interested in witches it is said he snuck into witch trails, in disguise, to find out what was happening. People who lived at this time also believed strongly in Christianity, so they spent their whole lives trying to reach Heaven as they had a terrible fear of Hell. When Macduff calls Macbeth a fiend (A Devil: one actuated by the most intense wickedness or hate) of Scotland, he is basically calling him the devil of Scotland and thus condemning him to hell as he is so evil. When Macduff calls Macbeth a Hell-kite, he is calling him a cold-blooded killer with no heart or heavenly soul, as he is a pure evil killer. These two insults are some of the worst that Macbeth could have been called at the time, implying he is evil, possessed and Heartless. At the start of the play it is set just after a battle between the rebels and the king. At this part of the play the soldiers are talking about one thing. Macbeth. ‘For brave Macbeth – well he deserves that name – Disdaining fortune, with his brandished steel,†¦Ã¢â‚¬â„¢ (Captain Act1, Scene 2, lines 16-17) This quote shows that Macbeth is regarded very highly amongst the soldiers at this part in the play. Macbeth also gain favour with the king at this point. ‘What he hath lost noble Macbeth hath won.’ (Duncan Act 1, Scene 2, line 68) At this point in the play Macbeth is an innocent, hardworking, devoted soldier. I believe Macbeth is a man and not a monster at this point of the play. In Act 1, Scene 3 Macbeth meets the witches upon a heath; Macbeth and Banquo are on their way to somewhere when they see the witches. They stop and the witches give Macbeth three prophecies; ‘All hail Macbeth, hail to thee, Thane of Glamis’ (1st Witch Act 1, Scene 3, line 48) ‘All hail Macbeth, hail to thee, Thane of Cawdor’ (2nd Witch Act 1, Scene 3, line 49) ‘All hail Macbeth that shalt be king hereafter’ (3rd Witch Act 1, Scene 3, line 50) When Macbeth hears the prophecies for the first time he dismisses them, saying some of them will never happen. ‘Stay you imperfect speakers, tell me more. By Siniels death I know I am Thane of Glamis, But how of Cawdor? The Than of Cawdor lives A prosperous gentleman; and to be King Stands not within the prospects of belief, No more than to be Cawdor.’ (Macbeth Act 1, Scene 3, lines 70 -75) This quote shows that he outwardly dismisses the prophecies at first apart from to become the Thane of Glamis, but I believe that this sparks an idea that he could be much bigger, much more powerful. He tells us he thinks this later on in his letter to Lady Macbeth. When Lady Macbeth reads his letter in Act 1 Scene 5 ideas about her becoming more powerful start to spring into her mind, so much so that she tries ask the spirits to become pure evil ‘†¦ ,unsex me here And fill me from the crown to the toe top-full Of direst cruelty; make thick my blood, Stop up th’access and passage to remorse, †¦Ã¢â‚¬â„¢ (Lady Macbeth Act 1, Scene 5, lines 41-44) The difference is Macbeth tries to dismiss them and thinks nothing of it whereas his wife starts to make plans as she has decided that she wants to be queen. So when Macbeth arrives back at his castle Lady Macbeth tries to make him kill his beloved king Duncan. At the start he doesn’t want to know and says he has never intended to kill Duncan but Lady Macbeth uses all sorts of tactics to try and persuade Macbeth to change his mind and Murder Duncan. However Macbeth doesn’t want anything to do with it as he believes Lady Macbeth has understood him. All though He says he doesn’t want to kill Duncan he has obviously thought about becoming king because in Act 1 Scene 4 he says; ‘The Prince of Cumberland – that is a step, On which I must fall down, †¦Ã¢â‚¬â„¢ (Macbeth Act 1, Scene 4, lines 48-49) Macbeth makes this remark just after Duncan’s son Malcolm is named Prince of Cumberland and next in line to the throne (ahead of Macbeth). In Act 1, Scene 7 I think that Macbeth still doesn’t want to actually kill the king himself, but more that he is being forced into it by his wife through blackmail. I think this because it seems that he is trying to talk himself into doing it. ‘†¦ , that we but teach Bloody instructions, which being taught return To plague th’ inventor.’ (Macbeth Act 1, Scene 7, lines 8-10) In this quote Macbeth is basically telling himself I have been taught to kill – I am a killer, which I think is just hyping himself up as he doesn’t have a better reason to kill Duncan, Because of this I believe Macbeth is a Man and not a Monster at this point. I think the dagger soliloquy In Act 2, Scene 1 could be telling us that Macbeth is getting nervous or he could be ill (physically or mentally) about killing Duncan which could be causing him to hallucinate, ‘A dagger of the mind, a false creation, Proceeding from the heat-opressed brain?’ (Macbeth Act 2, Scene 1, lines 38-39) But I think the most likely cause is that Shakespeare has put this in to show that Macbeths’ thoughts are wandering and not concentrated as he is still deciding (in his conscience) what to do, the dagger helps in this way as it actually points the way in which to go; ‘Thou marshall’st me the way that I was going, †¦Ã¢â‚¬â„¢ (Macbeth Act 2, Scene1, line 42) The dagger also guides him by showing he must kill Duncan; ‘And on thy blade and dudgeon gouts of blood, †¦Ã¢â‚¬â„¢ After Macbeth has committed the murder he starts to get paranoid claiming that he has heard all kinds of voices, shouts and cries from other chambers. ‘There’s one did laugh in’s sleep, and one cried â€Å"Murder!†Ã¢â‚¬Ëœ (Macbeth Act 2, Scene 2, lines 19-20) After this they realises that Macbeth hasn’t placed the daggers back on the guards but has kept them in his hands, so Lady Macbeth takes them off him and does what he failed to as he tries to wash his hands but as he is doing this we learn that he feels he can never wash the blood of Duncan off of his hands. ‘Will all great Neptune’s ocean wash this blood Clean from my hand? No, this myhand will rather The multitudinous seas incarnadine, Making the green one red.’ (Macbeth Act 2, Scene 2, lines 57-60) I think in most of Act 2, Scenes 1 and 2 that Macbeth is a monster. But in this brief moment at the end I believe he has become a man again. In the scenes that follow the murder of Duncan Macbeth suspects Banquo of suspecting that Macbeth killed the king. However unfaithful to his old friend this may sound Macbeth is right as Banquo does suspect Macbeth. ‘Thou hast it now, King, Cawdor, Glamis, all, As the weird women promised, and I fear Thou play’dst most foully for’t; †¦Ã¢â‚¬â„¢ (Banquo Act 3, Scene 1, lines 1-3) And so because of what Macbeth thinks he plans to have Banquo killed. Since the murder of Duncan the relationship between Macbeth and his wife has changed dramatically; she is no longer the influential, controlling figure she was but now Macbeth has taken charge, and I think this was a big mistake as all the problems in the plans so far have come about because of Macbeth, either in what he did (or didn’t) do or because of how he reacted, or what he said etc. Macbeths new plan includes a visit to the witches so they can tell him what’s going to happen in the future. When he arrives however their prophecies don’t seem to be as clear-cut as the first ones although Macbeth interprets them word for word as that is what happened with the first prophecies. ‘Macbeth, Macbeth, Macbeth, beware Macduff; Beware the Thane of Fife.’ (1st Apparition Act 4, Scene 1, lines 71-72) ‘Be bloody, bold and resolute; laugh to scorn The power of man, for none of woman born Shall harm Macbeth.’ (2nd Apparition Act 4, Scene 1, lines 79-81) ‘Be lion-mettled, proud and take no care Who chafes, who frets, or where conspirers are. Macbeth shall never vanquished be, until Great Birnam wood to high Dunsinane hill Shall come against him'(3rd Apparition Act 4, Scene 1, lines 90-95) Macbeth takes this first Apparition very seriously and so he decides to go and kill Macduff, even though he thinks he is invincible and can’t be killed, as he believes it impossible for someone to not be born of woman. But when his men reach Macduff’s castle at Fife, Macduff isn’t their but they kill everyone inside it anyway, including his wife and children. The 2nd Apparition Macbeth also takes very seriously, word for word thinking he is invincible as everyone is woman born so he can never be killed. Macbeth also takes the 3rd Apparition word for word and as he believes the wood outside his castle (Great Birnam Wood) can never move he thinks he can never be defeated. I think at this stage in the play Macbeth is becoming more and more of monster as he has now resorted to killing innocent women and children. In the final scenes of the play Macbeth puts all of his trust and faith into the witches prophecies so they might save him from the imposing English army; ‘Bring me no more reports, let them fly all. Till Birnam wood remove to Dunsinane, †¦Ã¢â‚¬â„¢ (Macbeth Act 5, Scene 3, lines 1-2) ‘I cannot taint with fear. What’s the boy Malcolm? Was he not born of woman? The spirits that know All mortal consequences have pronounced me thus: â€Å"Fear not Macbeth, no man that’s born of woman shall e’er have power upon thee.†Ã¢â‚¬Ëœ (Macbeth Act 5, Scene 3, lines 3-7) However when one of the witches prophecies – that Great Birnam wood Macbeth is shocked and lashes out at the messenger who tells him by brandishing him a; ‘Liar and a slave!’ (Macbeth Act 5, Scene 5, line 37) And; ‘If thou speak’st false, Upon the next tree shalt thou hang alive†¦Ã¢â‚¬â„¢ (Macbeth Act 5, Scene 5, lines 38-39) During the last few scene in the play Macbeth has moments of his real, original character of a loyal, brave soldier come out. ‘I’ll fight, till from my bones my flesh be hacked, Give me my armour.’ (Macbeth Act 5, Scene 3, lines 32-33) This is an extremely brave side of Macbeth coming out. In the final fight with Macduff the Macbeth we see is a defiant and desperate one clinging onto his one last hope – the last prophecy; ‘Let fall thy blade on vulnerable crests; I bear a charmed life, which must not yield To one of woman born.’ (Macbeth Act 5, Scene 8, lines 11-13) Macduff then answers to this with; ‘Despair thy charm And let the angel whom thou still hast served Tell thee, Macduff was from his mother’s womb Untimely ripped.’ (Macduff Act 5, Scene 8, lines 14-17) What Macduff is saying here is that he was born by a caesarean section and not naturally born. Macduff and Macbeth carry on fighting until Macbeth is slain. In conclusion I believe that Macbeth was a noble soldier who was almost considered a hero amongst his fellow men who was pushed by his evil, controlling, influential wife to commit a murder he did not want to commit however after this turning point Macbeth became a bloodthirsty, evil monster completely by his own doing, until at the end were we start to see him in his original state again. Others may consider him a complete and utter monster, whereas some will defend his actions saying it was the right thing, or he was forced to do it, but I suppose one way to sum it all up would be to say; ‘One mans terrorist is another mans freedom fighter’ or more simply; It’s a matter of perspective.

Analysis of the three projects

Analysis of the three projects Project Juniper The project is clearly at the initiation stage (Reiss, 2007). The risk profile for this project is lowest. It is likely to be complete in six months and making a profit within one year – one of the deliverables of this project analysis. Although investing in this project does not serve the company’s long-term needs, because technology will render it obsolete, it is a profit-making investment.Advertising We will write a custom essay sample on Analysis of the three projects specifically for you for only $16.05 $11/page Learn More I would rather make profits then invest a another project in three years because, in comparison, the project that will last a long time does not look long-term – 7 years is not much. These actions and thoughts are clearly the first two steps of Project Management – initiation and planning (Schwalbe, 2012). Project Palomino The project is better than Juniper on two major fronts. First, it cat ers to the company’s long-term needs as it employs existing technology. Second, the Return on Investment (ROI) is also higher though with higher overall investment (Jacobs Chase, 2011). Ana analysis of budget and time reveals that I would prefer Juniper to Palomino. Additionally, the risk profile is greater which may compromise implementation necessary risk mitigation techniques are not employed (Jacobs Chase, 2011). The critical path is the longest route in a network diagram that indicates the time the project will take. It is hard to construct a network diagram for a project with complex times and huge budgets but the availability of software for that purpose makes it easy. In this project, the techniques may be useful to the project manager in evaluating the progress of the project. Project Stargazer This project’s recommendation of getting to the deep end of the swimming pool is too risky. Bringing in a new innovative product to the market requires too much inves tment in the analysis of the project (Jacobs Chase, 2011). Hence, the cost of analysis, which is not reflected in the description, may take up any profits that the company is likely to make in the first month. Making profits in the first month is one of the deliverables of this project. The forecasted product life of 7 years is quite appealing but risky too. However, this project, is successful, may set the company apart from the others. The management will be happy for been the innovative house. Customers will appreciate the company’s innovativeness, which they will reciprocate with trust. Hence, the future may look so bright for the company (Jacobs Chase, 2011). Recommendation In light of key deliverables – profits within the first year, time, and budget Project Stargazer is the riskiest. The budgets are high and the possibility of non-completion quite high too. However, I would recommend the project for implementation stage (Jacobs Chase, 2011). The initiation a nd planning stages take up quite some investment in budget. The stages are also quite speculative. Implementation is likely to reveal greater loopholes.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The company will be investing in more than just this project because the future of the company as an innovation house will be guaranteed. Its NPV is greatest and its payback period second best. Although the budgets are almost double the other two projects, Project Stargazer’s benefits far outweigh the budgetary thinking. This project’s project manager may find it quite useful to engage the use of a Gantt chart in managing complexity in cost and time. References Jacobs, R. Chase, B. (2011). Operations and supply management: The core. Boston: McGraw-Hill Higher Education Reiss, G. (2007). Project Management Demystified. New York, NY: Routledge. Schwalbe, K. (2012). An in troduction to project management. Minneapolis: Kathy Schwalbe LLC.

How to Write a Speech about Someone

How to Write a Speech about Someone If you are writing a speech about someone such as Martin Luther King is important to understand how to write your speech effectively. Writing a speech about someone such as Martin Luther King can be a challenge because you have to present an outstanding person with speech and text. What is the rhetorical structure? The rhetorical structure for your speech is much the same as every other piece of writing such that you need the introduction, the body, and the conclusion. Introduction Within your introduction you should not state the name of the person you were going to write about immediately. If you are writing about Martin Luther King, do not open with his name. Instead, build suspense. Mention some of the most well-known achievements of Dr. King, give the audience a question, or introduce a famous quote. Body Within the body you want to present the reasons you chose this person. What makes this person stand out from everyone else? What is so exciting and remarkable about that person? Think about what you expect your audience to understand when your speech is over, what you want the audience to know and to feel. Inside of the body you should also include a bit of background information on the successes of that person, the trials they faced, and what challenges they overcame. You want to characterize their work, what things they did, how they stood out from the rest, and what their particular style was. You want to introduce their greatest influence or perhaps the sources of their inspiration. You might consider throwing in a funny piece of trivia or a funny fact that people dont know about that person. You can include how they influenced society as well. Conclusion Within the conclusion you want to refer back to your speech and make sure that you not only leave the listener with the message you want them to take home but point some of the future plans about the person you are presenting or perhaps how their life ended and what their contribution means for today. Another way to wrap up the speeches is to end with a meaningful quote from the person about whom you are speaking. If you are writing a speech about Dr. Martin Luther King you can end with a quote from one of his speeches or books. You can also end with a question, something which is thought-provoking for the audience. If the person you are speaking about has led a meaningful life or has left some great lessons to be learned you can end with a reference to those lessons. Some phrases you can use in the introduction include the following: I am sure this individual needs no introduction†¦ Some of you might be wondering why I have selected this person†¦ I am sure most of you are familiar with†¦ To say that this person is influential is an understatement†¦ To say that this person has changed their sphere is an understatement†¦ For the body you might consider using phrases such as the following: Did you know†¦? Im sure all of you will agree that†¦ You might not be aware that†¦ That leads us to†¦ You probably wont be surprised to hear†¦ And were you aware that†¦? For the conclusion you can say things such as the following: I want to leave you with one final thought†¦ Let me just finish by saying the following†¦ In a nutshell it is simple to understand why this person is considered one of the most outstanding people in their sphere. Theres so much more that I could share but for now let me leave you with†¦

Convert Molarity to Parts Per Million Example Problem

Convert Molarity to Parts Per Million Example Problem Molarity and parts per million (ppm) are two units of measurement used to describe the concentration of a chemical solution. One mole is equivalent to the molecular or atomic mass of the solute. Parts per million, of course, refers to the number of molecules of solute per million parts of a solution. Since both of these units of measurement are commonly referred to in chemistry, its helpful to understand how to convert from one to the other. This example problem demonstrates how to convert molarity to parts per million. Molarity to ppm Problem A solution contains Cu2 ions at a concentration of 3 x 10 -4 M. What is the Cu2 concentration in ppm? Solution ï » ¿Parts per million, or ppm, is a measure of the amount of a substance per million parts of a solution.1 ppm 1 part substance X/ 1 x 106 parts solution1 ppm 1 g X/ 1 x 106 g solution1 ppm 1 x 10-6 g X/ g solution1 ppm 1 ÃŽ ¼g X/ g solution If the solution is in water and the density of water 1 g/mL then1 ppm 1 ÃŽ ¼g X / mL solution Molarity uses moles/L, so the mL need to be converted to L1 ppm 1 ÃŽ ¼g X /( mL solution)x(1 L/1000 mL)1 ppm 1000 ÃŽ ¼g X / L solution1 ppm 1 mg X/L solution We know the molarity of the solution, which is in moles/L. We need to find mg/L. To do this, convert moles to mg.moles/L of Cu2 3 x 10-4 M From the periodic table, the  atomic mass of Cu 63.55 g/molmoles/L of Cu2 (3 x 10-4 mol x 63.55 g/mol)/Lmoles/L of Cu2 1.9 x 10-2 g/L We want mg of Cu2, somoles/L of Cu2 1.9 x 10-2 g/L x 1000 mg/1 gmoles/L of Cu2 19 mg/LIn dilute solutions 1 ppm 1 mg/L.moles/L of Cu2 19 ppm Answer:A solution with 3 x 10-4 M concentration of Cu2 ions is equivalent to 19 ppm. ppm to Molarity Conversion Example You can perform the unit conversion the other way, too. Remember, for dilute solutions, you can use the approximation that 1 ppm is 1 mg/L. Use the atomic masses from the periodic table to find the molar mass of the solute. For example, lets find the ppm concentration of chloride ions in a 0.1 M NaCl solution. A  1 M solution of sodium chloride (NaCl) has a molar mass 35.45 for chloride, which you find from looking up the atomic mass of chlorine on the periodic table and noting there is only 1 Cl ion per NaCl molecule. The mass of sodium doesnt come into play since were only looking at chloride ions for this problem.  So, you know have the relation: 35.45 gram/mole or 35.5 g/mol You either move the decimal point over one space to the left or multiply this value times 0.1 to get the number of grams in a 0.1 M solution, to give you 3.55 grams per liter for a 0.1 M NaCl solution. 3.55 g/L is the same as 3550 mg/L Since 1 mg/L is about 1 ppm: A 0.1 M solution of NaCl has a concentration of about 3550 ppm Cl ions.

ENERGY WEDGES Lab Report Example | Topics and Well Written Essays - 500 words

ENERGY WEDGES - Lab Report Example Our group resorted to cutting carbon emission by half hence built an energy wedge that shows how the significant reduction is likely to take place if endorsed by the whole world. Our energy wedge begins with efficiency in transport as the basic of reducing carbon emission by 50%. The group believes that the current consumption of fuel by vehicles is likely to double from 30 mpg to 60mpg in the next 50 years. In order for saving to be achieved, there is need for the economy to shift from carbon energy sources to hybrid diesel engine technologies. Building efficiency comes second in the wedge. If technology is well utilized, buildings are supposed reduce emissions of carbon by 25% (Levy, 2010). This can be done through using solar heaters and using good insulators in construction of houses to reduce the demand of heat by electricity and other carbon sources. The next energy conservation strategy involves use of conservative measure in transport. Reducing face-to-face communication and using more electronic sources of communication will reduce the rate at which people travel (Neuhoff). This will lead to conservation of energy. The next wedge of conservation is efficiently producing electricity. Use of coal as a source of energy leads to production of about a fifth of worlds carbon. Reducing this b half in the next 50 years helps in solving this problem. Use of green sources as energy conservation form the next four level of our wedge. We realized that production is only likely to reduce by half so we opted for other means through which the remaining half of carbon emitted could be stored or reduced. This could be achieved by use of forest storage. Conserving forests ensures that trees absorb carbon emitted and use it as a source of food production. Soil is also another form in which carbon products can be stored. This can be supported by planting cover crops and preventing soil erosion. Use of

Textual analysis about What Every Soldier Should Know Essay

Textual analysis about What Every Soldier Should Know - Essay Example The atmosphere that the reader gets into at first is the ever-present threat of death and the psychologically torturing situations of the American soldiers on their daily life.In this text, Brian Turner uses figurative language, clichà © and other textual strategies to capture the attention of the reader and make the poem more meaningful as well as clear. I will analyze these strategies and the emotions they present to the reader. In the first stanzas, the author narrates about some common practices, which according to the title of this poem is something that every soldier should know about it. In addition, this inspires the reader to feel that these instructions are a way of showing respect to the Arabic culture and that the soldiers must be familiar with this culture as well as the optimum techniques to deal with it. According to the writer â€Å"If you hear gunfire on a Thursday afternoon, it could be for a wedding, or it could be for you.† (Turner, 609).The author mentions some Arabic practices that are present in the Arabic world such as use of gunfire celebration in the wedding, which the foreigners may misunderstand and act in the wrong way, in the process causing serious problems to the American soldiers. This stanza represents the Arab culture in general and every soldier should know about it.The atmosphere that the readers create when they read this stanza, is that there are some common cultu ral practices that the soldiers should know about the Arabic world which normally are not acknowledged. Since they are so close to the Arabic cultural practices daily, the American soldiers must know that they are strangers to this world and they ought to deal with these practices in a proper way to avoid any severe consequences. My take here is that the American soldiers ought to learn this atmosphere and respect others. The author uses some words to represent a common phrase, which help the soldiers to be in the safe side in the Arabic world. Furthermore, this

The EasyJet strategic management process Assignment

The EasyJet strategic management process - Assignment Example Strategic management is a major aspect that cannot be overlooked in order to attain the objectives in any given company. Being undertaken by top level managers, this paper covers the three essential stages involved in strategic management. These include strategic analysis, strategy formulation and strategy implementation. During the strategic analysis process, firms make appropriate choices that act as guidelines during the next stages This paper covers the strategies that EasyJet Airline, a British based firm has adopted thus making it to attain a competitive edge in the airline industry. This paper depicts selection of the best courses of action as the key aspect during the strategy formulation process. Similar to the use of environmental scanning tools including PESTEL and SWOT in the strategic analysis, managers in EasyJet among other local and international companies also use the tools during strategy formulation. The third stage covered by this paper is the strategy implementat ion. During this stage, organizations translate the plans as set in the previous stages into actions that are focused at attaining the objectives. Strategic Management Process 1.0 Introduction Strategic management entails analyzing the primary initiatives that are undertaken by firm’s top level managers on behalf of other stakeholders including the shareholders and employees among others. Some of the notable initiatives that are involved in the strategic analysis include evaluation of firm’s internal and external environments as well as monitoring the use of resources within a company. Additionally, it entails establishing the vision and the mission of an organization, objectives as well as developing policies that are geared towards achieving the set objectives. In order to ensure that the roles of strategic management are effectively attained, it is imperative for managers to maintain a balanced score card. This is a tool that is used to evaluate the entire performan ce of an organization and its progress towards achieving the goals as outlined by the top level management team. As local and international firms engage in investing in their resources including workers to meet the stiff competition in the market, strategic management has been one of the issues that have not been overlooked (Kotler and Kevin, 2009). One of the major companies that have embarked on adopting of strategic management policies is EasyJet Airline Company. EasyJet Airline Company is a Britain based airline company that enjoys more than 600 routes in 30 countries. Being headquartered in London, the company employs more than 8,000 employees who are responsible for spearheading its services in the international market. EasyJet was established and launched in 1995 by Stelios Haji-Ioannou, a renowned businessman. In the airline industry, EasyJet has acquired a competitive edge based on its effective marketing strategies that involves providing prioritizing safety and strong tea m work that ensures the company policies are attained. It is vital to note that the company has achieved key positions in major markets that include London Stansted, Paris Charles De Gaulle, Rome Fiumicino, London Gatwick, London Southend and London Luton among others. Another aspect that has made the company to attain a competitive position is the acquisition of rival companies. In this way, the company capital base and marketing strategies have been boosted to a significant level. Some of the notable firms that EasyJet has acquired include TEA Basle, London Stansted-based Go, GB Airways among others. This paper will discuss the three major processes of strategic management that includes strategic analysis, strategy formulation and strategy implementation in relation to the EasyJet Airline

History of Bosnian Muslims in Bosnia-Herzegovina Essay

History of Bosnian Muslims in Bosnia-Herzegovina - Essay Example The Bosnian realm lost its independence to the Ottoman Kingdom in 1436. It acquired its name Bosnia and Herzegovina as an effect of a sudden change of political events. The Austro-Hungarian realm officially took over Bosnia and Herzegovina in 1908 to create a Greater Serbia. This ignited the flames of the Serbs which made them revolt and eventually led to the assassination of the Austrian Archduke Franz Ferdinand. This assassination also was the reason behind World War I.1 The Kingdom of Yugoslavia annexed Bosnia after the First World War. From 1941-1945, Bosnia was a part of the Independent State of Croatia. Though being part of Croatia, the Partisan had large part of Bosnia under its control. After this timeline, Bosnia and Herzegovina became a federal republic constituent of Yugoslavia.2 Bosnia and Herzegovina finally announced its independence in 1992 after its separation with Yugoslavia. But due to this proclamation of independence, many Bosnian Serbs went up against it which resulted to a bloody war. The 1995 Dayton Agreement was established which stated Bosnia and Herzegovina being composed of two constituent territories – the Federation of Bosnia and Herzegovina and the The native people of Bosnia speak the Bosnian language. This only has slight difference from the Serbian or Croatian language. This slight difference is visible in writing and grammar but the people’s slang (colloquial) is the same with the Croats and the Serbs. Though the language has a number of orientalisms and Germaninsms, this doesn’t limit affect the communication of different people in the land. 4Due the geographical situation of Bosnia, being at the middle of Serbia and Croatia, the language used is not so different from the neighbouring territories surrounding Bosnia. Begovica was the first script in Bosnia. This was a descendant of the Cyrillic script which was used in the entire region. The second script was the Arabica which was a version of the Arabic script.

Control in Training Essay Example | Topics and Well Written Essays - 500 words

Control in Training - Essay Example It is possible to distinguish three types of control: (1) routine control (from lecture to lecture), (2) monitoring (during the course) and (3) control of the skills acquired at the end of the course. It is possible to control the level of skills and personal development, compare skills of employees with certain standards or skills development of other employees (Truelove, 1995). During the training course, it is essential to provide continuing direct attention to learning process and skills of the trainees. In the sense that the supervisor will be attempting to sustain the performance of these employees, the intent will be task-related. However, the actions will be largely employee-oriented in nature and manner; the supervisor will be encouraging, reinforcing, patient, willing to listen. At this stage, the task of the manager is to support trainees and correct their actions if necessary. The instilling of standards and confidence (accompanying the skill development) during training is important for both the organization and employees. The role of the trainers is to develop certain skills and knowledge according to standards and new requirements. Employees with high self-esteem and high need for achievement, for example, appear to need feedback that gives information related to competency and control over the task.

History of Bosnian Muslims in Bosnia-Herzegovina Essay

History of Bosnian Muslims in Bosnia-Herzegovina - Essay Example The Bosnian realm lost its independence to the Ottoman Kingdom in 1436. It acquired its name Bosnia and Herzegovina as an effect of a sudden change of political events. The Austro-Hungarian realm officially took over Bosnia and Herzegovina in 1908 to create a Greater Serbia. This ignited the flames of the Serbs which made them revolt and eventually led to the assassination of the Austrian Archduke Franz Ferdinand. This assassination also was the reason behind World War I.1 The Kingdom of Yugoslavia annexed Bosnia after the First World War. From 1941-1945, Bosnia was a part of the Independent State of Croatia. Though being part of Croatia, the Partisan had large part of Bosnia under its control. After this timeline, Bosnia and Herzegovina became a federal republic constituent of Yugoslavia.2 Bosnia and Herzegovina finally announced its independence in 1992 after its separation with Yugoslavia. But due to this proclamation of independence, many Bosnian Serbs went up against it which resulted to a bloody war. The 1995 Dayton Agreement was established which stated Bosnia and Herzegovina being composed of two constituent territories – the Federation of Bosnia and Herzegovina and the The native people of Bosnia speak the Bosnian language. This only has slight difference from the Serbian or Croatian language. This slight difference is visible in writing and grammar but the people’s slang (colloquial) is the same with the Croats and the Serbs. Though the language has a number of orientalisms and Germaninsms, this doesn’t limit affect the communication of different people in the land. 4Due the geographical situation of Bosnia, being at the middle of Serbia and Croatia, the language used is not so different from the neighbouring territories surrounding Bosnia. Begovica was the first script in Bosnia. This was a descendant of the Cyrillic script which was used in the entire region. The second script was the Arabica which was a version of the Arabic script.

Enhancing Dementia Practice Essay Example | Topics and Well Written Essays - 2500 words

Enhancing Dementia Practice - Essay Example w of the most important strategies in Northern Ireland include: educating people about the possible signs and symptoms of dementia, creating a friendly community for people with dementia, creating public awareness about the importance of early diagnosis, integrating a wide-range of services that will support the specific needs of people with dementia, and extending necessary trainings and support of carers of people with dementia. Dementia is often characterised by having memory impairment and increased risk of having aphasia – language deficit, agnosia – perceptual disorder, and apraxia – motor functioning disorder (Mendez and Cummings, 2003, p. 6). Aside from having progressive memory loss, people with dementia can be very much disoriented (Gilmour and Brannelly, 2010). Likewise, there are cases wherein people with dementia experience cognitive deficit when it comes to comprehension and reasoning (Gilmour and Brannelly, 2010). Among the common types of dementia include Alzheimer’s disease (62%) followed by vascular dementia (17%), mixed dementia (10%), lewy-body dementia (4%), fronto-temporal dementia (2%), Parkinson’s dementia (2%), and others (3%) (Alzheimers Society, 2015a). As of 2015, roughly 20,966 people in Northern Ireland were diagnosed with dementia (Alzheimers Society, 2015a). By 2051, the number of people with dementia in Northern Ireland is expected to increase between 60,000 (Department of Health, Social Services and Public Safety, 2011) to 61,000 (DSDC, 2015). (See Figure I – Types of Dementia below) Almost half the number of people with dementia is receiving care and support in care homes (Department of Health, Social Services and Public Safety, 2011). To help improve the quality of health and social care services given to people with dementia, the Health Minister of Northern Ireland received a funding of  £6 million from the state government last September 2014 (Northern Ireland Executive, 2014).Through state funding, it is

Research Ethics Stanford Prison Experiment Summary Essay Example for Free

Research Ethics Stanford Prison Experiment Summary Essay The Stanford Prison Experiment (SPE) was conducted in 1971 at Stanford University in the basement of the psychology building. Philip Zimbardo as lead researcher headed the research team to study the impact of situational variables on human behaviour. Zimbardo and his team advertised for volunteers to a social experiment offering $15 in payment per day. Wanting to examine the â€Å"dark side† of human nature, applicants were required to have no criminal record, no psychological issues and no major medical conditions. Each of the 70 applicants were psychologically tested and the 24 most â€Å"normal† were selected to take part in the SPE. The 24 selected participants were then divided into two groups randomly, with one half being prisoners and the other half being guards. The guards were taken to the mock prison before the prisoners arrived to help in the final stages of the prison’s construction and to help select their military style uniforms, this was to give the guards a sense of ownership over the prison environment. Alternatively the prisoners were surprised with real police and authentic processing before being incarcerated into the prison. Despite it being an artificially created environment the guards and prisoners quickly altered their behaviour in response to the situational variables of the experiment. Prisoners were dehumanized and their individuality stripped away, while the guards became increasingly more sadistic and degrading towards the prisoners. After the guards crushed an early attempted rebellion by the prisoners, one prisoner was released for acting irrationally to a point that seemed pathological. After this some of the prisoners became super-conformist, following rules to the letter. While other prisoners began to act crazy in an effort to passively escape like the first released prisoner. The guards fell into three categories with some acting sadistically and degrading towards the prisoners, others going completely by the book and some guards acting kindly and doing small favours for the prisoners. None of guards ever intervened or questioned the actions of other guards however no matter what kind of guard they were. The experiment was terminated early after just six days when an outsider, a recent PhD graduate came in from the outside and saw how out of control the experiment had become. Ethical issues that arose during the SPE were the harm done to the participants. Guards were allowed to inflict real pain and humiliation on the prisoners over an extended period of time. The experiment was allowed to continue for longer than it should have because the participants and observers fell too deeply into their roles. There was also little or no regard for the participants’ confidentiality during the SPE.

Measuring Zinc Intake Among Children in Luwelezi Mzimba

Measuring Zinc Intake Among Children in Luwelezi Mzimba TITLE: Validating the Zinc intake amongst Children aged 24-36 months in Luwelezi Mzimba using food frequency questionnaire. INTRODUCTION Our bodies contain 1.5 to 2.5 grams of zinc, found in all organs, tissues, and body fluids .Zinc is essential for the growth and repair of tissues because it is involved in the synthesis of DNA and RNA, therefore making Zinc Very important for the Developing child (24-36 months). Zinc intake correlates directly with protein consumption, groups are at risk because of limited meat intake. Zinc deficiency in children effects growth retardation, skeletal abnormalities, impaired immunity and Poor wound healing. Zinc deprivation impairs growth and development of infants and children. Evidenced with studies that showed zinc supplements produced highly significant improvements in linear growth and weight gain of children .Consequently Zinc intake estimate are important both for epidemiological studies and in the clinical setting. A reliable assessment of nutrient intake is a difficult task, and the choice of method depends on the aim of the study. Food frequency questionnaires (FFQs) is a pr actical tool for validating nutrient consumption, however can the same be noted when validating Zinc intakes. OBJECTIVE: To assess the Validity of zinc intake using a food frequency questionnaire for children between 24-36 months. MATERIALS METHODS A longitudinal survey design was conducted, data was collected twice over the year.Calculation of sample Size. Total number = 96, using error of mean 10%, 50% CV and 95% confidence level. Exclusion Criteria was used, this included the ability to keep a diet record therefore only Parents and Guardians that were literate, no previous involvement in a diet assessment study, and no major diet changes in the past 6 months. Leading to the study recruiting n=85 Children (age range 24 – 36 months) from Luwelezi in Mzimba. Participants were selected using Simple random sampling. Informed consent was obtained from participating parent/guardian, and a special effort was made by the Nutritionist to illuminate the importance of an accurate and not manipulated 3 day diet record. Collecting biological samples is often culturally unacceptable, moreover with children (aged 24 – 36 months) to rural populations in countries like Malawi and opportunistically getting samples from children already compromised at Hospitals/Clinics cannot offer the correct reflection of Zinc intake due to some already being Zinc deficient. According to a study by Gibson he found that Zinc level findings of dietary recall to biochemical indexes were significantly similar of 60 women in southern Malawi, therefore this study will not be using biochemical markers. Ethical approval was sorted from Local, District and National authorities. Zinc FFQ Although the FFQ is apt to self-administration, in this study it was administered by a trained interviewer, this was done due to low literacy rates and thus to improve accuracy. The operation required less than 10 min for each interview. Biasness arises when collecting data using FFQ done once a year, which may introduce a seasonal bias because certain foodstuffs are often consumed only at one time of the year. Therefore, this study collected data during both seasons rather than just at one time then calculated the average. The steps that were taken to improved internal validity of the FFQ included, Assembled and calibrated equipment a selection of local utensils were purchased and calibrated with a standard measuring cup. Acquirement of Picture charts depicting the foods most often eaten in Mzimba. Translated and pretested the FFQ was translated into local Language Chichewa Tumbuka, a pilot draft of the questionnaire was tested on a smaller sample, using respondents similar to actual population. Trained the interviewers adequate training for the interviewers is critical. The interviewing techniques should always be consistent both among the interviewers and over time. Estimating portion sizes is the most challenging part of the recall interview but also one of the most critical for ensuring high-quality results. This study used clay molded into the correct size and shape of the food to help estimation. Converting portion sizes to weight equivalents ,portion sizes was converted into weight equivalents by using dietary scales and using leftover portions to Calculated the proportion of edible percentage. FFQ usually suffer from overestimations or underestimation, this will reduce them errors. Reviewed the recall interview data at the end of the interview with respondent being present. Atomic Absorption Spectroscopy Some nutrient composition values for a local staple food could not be derived, therefore the study obtained direct chemical analysis. This approach is especially desirable for zinc because their content in plant-based Staples often depends on local trace element levels in soil, agronomy practices. The principle of analysis is to determine zinc using flame atomic absorption spectrometry (AAS) based upon the absorption of radiation by free atoms .This was done by preparations of three replications of each concentration in order to get an average using 100-mL volumetric flasks. In order to determine the total amount of zinc, multiply the concentration obtained by the dilution factor (100mL). 3 day food record After completing the FFQ, subjects were asked to keep a 3 day estimated diet diary (food record), recording everything they ate and drank, at the time of eating. A list of household measures was enclosed with the diary form. Comprehensive verbal and written instructions were given to the subjects on the methods of recording data. Emphasis was put during the explanatory phase prior to diet recording to just record the actual intake without any fear of judgment relative to nutrition. Estimation of Zinc nutrient scores For each food item, zinc nutrient content per average unit was compiled. Using Nutritional composition of each food derived from the US Department of Agriculture (USDA) food composition tables and Diet Master 2100 software when necessary was developed allowing the total Zinc intake for the FFQ and 3 Day Record to be calculated and compared to AAS. STATISTICAL ANALYSIS Zinc intakes were calculated separately for FFQ, 3 day Record and AAS, and only then were comparisons made (refer to Fig 1). Calculating total zinc intakes Once the daily food intake has been measured, total zinc intakes can be calculated by multiplying the amount (g) of each food consumed by its zinc content (mg zinc/100 g). Specificity was defined as the proportion of those with a daily Zinc intake below 0.80mg on the FFQ. Sensibility was defined as the proportion of those with a daily Zinc intake above 0.8mg on the FFQ. Confidence intervals at 95% were also calculated using Excel 2013 software, ANOVA single Factor refer to Fig: 1. RESULTS The study had 85 respondents of which 47 (55.3%) were females and 38 (44.7%) were boys refer to graph 1. The average age of the Respondents was 29.0  ± 1.2 months. Mean dietary Zinc intake from the 3 Day diet records was 0.909 mg=day with a variance of 0.041, whilst FFQs was 0.90mg=day with a variance of 0.0366 and AAS was 0.89mg=day with a variance of 0.0366. The normal distribution of Zinc data from both diet AAS, 3 day record and FFQ revealed no significant difference between mean intakes (P ¼0.064). Fig 1: Anova Single Factor for zinc Intake for the children diets, with P-value of 0.91.Results shows they is a no significant difference in zinc intake between the 3 methods used. DISCUSSION The study findings showed that all the assessment tools used to assess zinc intake were equally precise as evidenced by Figure 1 (F= 0.09≠¤3.03, p = 0.91), this shows that they is no significant difference in findings, the different assessment tools were able to come up with similar results in zinc intakes of all the n=85 respondents . Hence increasing the reliability of FFQ, since it is one of the most used instruments in the majority of large-sample studies in nutritional epidemiology. Validation studies are carried out to measure the extent to which a method actually measures the aspect of the diet it was designed to measure with the group being measured. Validity and reliability are currently used criteria for selecting dietary assessment tools for observational research. However it is important to note that validation procedure of a dietary assessment tool is essentially impossible, as there is no absolute gold standard for measuring dietary intake CONCLUSION The purpose of this study was to validate Zinc intake for children in Luwelezi Mzimba using the FFQ. It was found that they was a significant correlation of Zinc intakes between all the methods used to calculate zinc intake, therefore the study justifies that FFQ is a valid tool in assessing dietary intake of Zinc. STUDY LIMITATIONS Using FFQ is depends solely upon the respondent’s memory. Calculating procedures based on estimation and assumptions. QUESTION 2 INTRODUCTION Systematic universal approach to determine nutrition status is an essential to achieve global health, recommended by the World Health Organization (WHO). This assessment allows explanation of present and past occurrences, hence indicates likelihoods of future possibilities to child’s health. For this purpose, growth charts are adopted, in April 2011 Malawi also joined the 125 Countries across the world shifting from National Center for Health Statistics (NCHS/1978) to WHO/ 2006.This paper aims to explore why it was necessary for Malawi to make this outstanding change. The recommendation for adopting the WHO standards for Malawi are based on several considerations including: IMPROVED METHOLODY AND TECHNOLOGY ADVANCEMENT. The production of the WHO child growth curves underwent a careful, methodical process. Which included vicious methods of data collection, standardized across sites has to be followed during the entire study, thus exclusion criteria develop. Sound procedures for data management and cleaning were applied). The selection of the best statistical approaches and State-of-the-art statistical methodologies used to generate these standards making them the highest conceivable quality Smoothed curves and empirical methods indicating a true description of the growth of healthy children, in contrast the NCHS/WHO data was collected from 1929 to 1975 and does not even match current national birth weight distributions. Also, the statistical methods available at the time the NCHS/WHO growth curves were constructed were too limited to correctly model the pattern and variability of growth. As a result, the NCHS/WHO curves do not adequately represent early childhood growth. The equipment by NCHS in 1977 cannot be matched to State-of-the-art statistics used by WHO in 2004. Equally evidenced by differences between recumbent length measurements from the Fels data and the stature measurements from the NCHS data sets were larger than expected when the transition was made from recumbent length to stature between 24 and 36 months compared to WHO standard. IMPROVED DIAGNOSTIC AND MONITORING WHO and UNICEF have developed a network with facilitators which aim at supporting training and other technical aspects of the standards’ implementation at regional and country level. They provide training packages emphasizing the importance of accurate measurement, plotting and interpretation, plus documentation of growth problems. A child that has a nutritional growth problem, is identified and appropriate action should be determined to address it. Growth assessments by NCHS/WHO is not supported by appropriate response actions to prevent and treat excessive or inadequate growth, hence it is not effective in improving child health. Some Malawian settings where parents are not able to seek and afford treatment plus no presence of an NGO leaves the diagnosed child in grave danger. Another plus for WHO growth charts is that their study was followed incrementally, with each infant measured 21 times between birth and two years. The shorter measurement intervals results in a better tool for monitoring the rapid and changing rate of growth in early infancy However, the NCHS/WHO infants were measured once every 3 months and used supplemental data due unavailable data for the first two to three months of life. The cross-sectional nature of the NCSH/WHO charts represents achieved size of infants, it does not describe rates of growth as accurately as growth represented in longitudinal growth charts BREASTFEEDING The WHO growth standard promotes breastfeeding as the custom that should be followed to attain optimal growth among children exclusively or predominantly breastfed. This is consistent with the Malawi’s Baby-friendly Hospital approach. Infant feeding guidelines recommend breastfeeding as the peak source of nutrition during infancy. Thus, the WHO standards provides a platform for advocating the protection, promotion and support of breastfeeding and adequate complementary feeding. In this regard, the WHO standards are expected to make meaningful contributions to reducing child morbidity and mortality in Malawi. This will now allow accurate assessment, measurement and evaluation of breastfeeding and complementary feeding because it recognizes the adequacy of human milk to support healthy growth and development. However the NCHS/WHO nearly all infants included in the sample were formula-fed resulting in a reflection different to the pattern of growth typically observed in healthy b reastfed infants. This makes it gravely suitable for Malawi due to most of our infants being Breastfed, therefore exposing them the many benefits exclusive breastfeeding come with promoting optimal child health. GROWTH STANDARD NOT GROWTH REFERENCE Children in the WHO standards were raised under ideal circumstances and health conditions. As a result the WHO growth charts are designated as the Golden standard identifying how children should grow when provided with optimal conditions .On contrast with NCSH/WHO charts which shows a snapshot of weight and heights of the sampled population, irrespective of whether their rate of growth was optimal or not. Therefore the NCSH/WHO charts potentially show the growth of some infants who may have been fed sub-optimally, raised in substandard environmental circumstances; or had infections, chronic illness or disease. Adopting this â€Å"Golden Standard† is helpful for Malawi as it allows the comparison to be made with the very best. INTERNATIONAL SAMPLE POPULATION The origins of the children included in the WHO standards were widely diverse. They included peoples from Europe, Asia, Africa, Latin America and the Middle East In this respect they are similar to a lot of populations ,due being ethnic diverse. The growth of the children in the 6 various sites was very similar because their environments were similarly healthy. This indicates that we should expect the same potential for growth in any country. Traditionally it was believed that different ethnic groups show different patterns of growth. However WHO standards has refuted this belief showing that variability in infant growth was greater within population groups than between the different country groups. The major Concern with NHCS charts is that the sample consisted primarily of white middle-class infants from southwestern Ohio (USA). So making the data obtained unrepresentative, WHO charts means Malawians are also capable of growing to these heights under optimal conditions. ‘Osat i zungu simuthu, amakula kwambiri kuposa ife Amalawi’. NEW ELEMENTS WHO Standard approach goes beyond the development of growth references towards a standard, inclusion of motor development milestones provide a solid instrument for helping to meet the health and nutritional needs of the world’s children. A further set of charts comprising: MAUCZ, HCZ, SSFZ and TSFZ were released early in 2007. All charts are available both percentiles and Z-scores, making it easier than ever before to record and assess Nutritional status of infants, one can just get a paper, pen and MAUC tape fold in the pocket and off they go into the Community. Then generate reports using WHO Anthro, which is an exciting software in itself. CONCLUSION After sensible and carefully evaluation the adoption of the WHO charts for usage in Malawi appears more helpful for the children’s nutritional screening and hence hospital admission than NCSH/WHO growth References. This is due it enables the detection of a higher number of malnourished children or at nutritional risk, thus allowing the much needed beneficial early intervention to be undertaken. Also the Development of WHO charts were promoted and supported by Stakeholders (NGO’s, Governments etc.) that are currently active in Malawi and contribute significantly to our National Budget, WHO charts makes it easier for steadfast interventions and communication between these stakeholders and Malawi .

Black and White by Thomas Essay -- Black White Race Racial Thomas Essa

Black and White by Thomas â€Å"Who am I?† (Thomas 415). Many ask themselves this relevant question in times of self-doubt or ambivalence. Leona Thomas asks this question in her essay entitled, â€Å"Black and White.† As the child of a black father and a white mother, Thomas finds herself in a racial dilemma. Society punishes Thomas for being â€Å"mixed.† Through the use of the literary techniques of pathos, logos, and inductive reasoning, Thomas effectively persuades the reader that society should look beyond one’s mixture. She shows that racial orientation should not determine how a person is perceived by society, and that the people in society should stop being racist to one another. Thomas uses pathos in order to demonstrate the difficulties she had to endure while growing up as an interracial child. She goes in depth concerning the treatment she received from both racial spectrums. Thomas presents her first example of unfair treatment from a black person’s perspective by stating how whites reacted when they found out her true identity beyond her physical appearance. She states, â€Å"I have had friends never speak to me again, parents forbid their children to play with me, job offers suddenly evaporate†¦when people found out my father is black† (416). Thomas distinctly uses these examples mainly because they are synonymous with the racial boundaries that blacks endure in an everyday American society. Furthermore, these examples grab the emotions of the reader, especially if the reader is black. To further the influence of pathos in the essay, Thomas changes her direction by focusing on how the black community did not accept her, knowin g of her mixture. She provides her second example of society’s ignorance by explaining her... ...rticulars) in order to achieve her conclusion (the general). From the examples of the sororities to those of the racial mentality of society, Thomas is able to devise a conclusion which states, â€Å"Racism and hatred only divide people; it is time to start building bridges and stop destroying one another† (418). Certainly, Thomas successfully and effectively gets her points across by using an abundance of examples and evidence. â€Å"Who am I?† (415). This is the question Leona Thomas asks in her essay entitled â€Å"Black and White.† Through the use of pathos, logos, and inductive reasoning Thomas is able to come to a consensus that â€Å"I am black and white, both races, both cultures, and both heritages† (418). For Thomas, there is some form of closure as to where she belongs racially and culturally, but many others still lie in ambivalence concerning their race and culture. Black and White by Thomas Essay -- Black White Race Racial Thomas Essa Black and White by Thomas â€Å"Who am I?† (Thomas 415). Many ask themselves this relevant question in times of self-doubt or ambivalence. Leona Thomas asks this question in her essay entitled, â€Å"Black and White.† As the child of a black father and a white mother, Thomas finds herself in a racial dilemma. Society punishes Thomas for being â€Å"mixed.† Through the use of the literary techniques of pathos, logos, and inductive reasoning, Thomas effectively persuades the reader that society should look beyond one’s mixture. She shows that racial orientation should not determine how a person is perceived by society, and that the people in society should stop being racist to one another. Thomas uses pathos in order to demonstrate the difficulties she had to endure while growing up as an interracial child. She goes in depth concerning the treatment she received from both racial spectrums. Thomas presents her first example of unfair treatment from a black person’s perspective by stating how whites reacted when they found out her true identity beyond her physical appearance. She states, â€Å"I have had friends never speak to me again, parents forbid their children to play with me, job offers suddenly evaporate†¦when people found out my father is black† (416). Thomas distinctly uses these examples mainly because they are synonymous with the racial boundaries that blacks endure in an everyday American society. Furthermore, these examples grab the emotions of the reader, especially if the reader is black. To further the influence of pathos in the essay, Thomas changes her direction by focusing on how the black community did not accept her, knowin g of her mixture. She provides her second example of society’s ignorance by explaining her... ...rticulars) in order to achieve her conclusion (the general). From the examples of the sororities to those of the racial mentality of society, Thomas is able to devise a conclusion which states, â€Å"Racism and hatred only divide people; it is time to start building bridges and stop destroying one another† (418). Certainly, Thomas successfully and effectively gets her points across by using an abundance of examples and evidence. â€Å"Who am I?† (415). This is the question Leona Thomas asks in her essay entitled â€Å"Black and White.† Through the use of pathos, logos, and inductive reasoning Thomas is able to come to a consensus that â€Å"I am black and white, both races, both cultures, and both heritages† (418). For Thomas, there is some form of closure as to where she belongs racially and culturally, but many others still lie in ambivalence concerning their race and culture.

Attention Deficit Disorder †Is It Myth or Reality? :: essays research papers fc

Attention Deficit Disorder is one of the more controversial topics for parents, educators and physicians in their efforts in identification and treatment of the disorder. Imagine your son or daughter being involved in this horrifying, grotesque, nightmarish hell. â€Å"On December 1, 1997, Michael Carneal, a fourteen-year old opened fire on students at a high school prayer meeting in West Paducah, Kentucky. Three teenagers were killed, five others were wounded, and one was paralyzed. Carneal was reportedly on Ritalin.† (Wiseman) â€Å"On March 24, 1998 in Jonesboro, Arkansas, eleven-year-old Andrew Golden and fourteen year old Mitchell Johnson shot fifteen people killing four students, one teacher, and wounding ten others. According to one report, the boys were believed to be on Ritalin.† (Wiseman) This is just a few of the numerous events that the one common denominator was the use of Ritalin or other mind-altering drugs. These drugs drive some of the children who take them to acts of violence, murder, and suicide. Bruce Wiseman is one of the many who believes that Attention Deficit Disorder is widely fraudulent labeling and drugging of our nation’s youth without proper identification and without trying other remedies or solutions. (Wiseman) We claim that we are a society of â€Å"Just Say No To Drugs.† Then why are there are approximately four million children on Ritalin today. (Connecting with Kids, Fox News 43, November 13, 2000) The World Health Organization and the U.S. Drug Enforcement Agency (DEA) place Ritalin in the same category as cocaine, morphine and opium. These drugs are known to have the highest potential for abuse and are very addictive. Literature that is given to parents, does not address the abuse potential or actual abuse of methylphenidate, a generic for Ritalin. It is portrayed to be a mild substance that is not associated with abuse or serious side effects. In reality, there is scientific literature, which indicates that methylphenidate shares the same abuse potential as morphine, opium or cocaine. There are case reports that abuse can lead to tolerance and severe psychological dependence. (a 30 page report by the Drug Enforcement Agency in 1995 entitled, â€Å"Methyphenidate†) These reports are not taken seriously and in many cases not referenced at all. Therefore, the parents are not given the opportunity to make an intelligent decision based upon information mainly due to information that is very vague, general and possibly misguiding. There is no biologic, organic or scientific basis for Attention Deficit Disorder.

The Vampire Diaries: The Awakening Chapter Three

The first light of dawn was streaking the night sky with pink and palest green. Stefan watched it from the window of his room in the boarding house. He had rented this room specifically because of the trapdoor in the ceiling, a trapdoor that opened onto the widow's walk on the roof above. Just now that door was open, and a cool damp wind blew down the ladder below it. Stefan was fully dressed, but not because he was up early. He had never been to sleep. He'd just returned from the woods, and a few scraps of wet leaf clung to the side of his boot. He brushed them off fastidiously. The comments of the students yesterday had not escaped him, and he knew they had been staring at his clothes. He had always dressed in the best, not merely out of vanity, but because it was the right thing to do. His tutor had often said it: Anaristocrat should dress as befits his position. If he does not, he is showing contempt for others . Everyone had a place in the world, and his place had once been among the nobility. Once. Why was he dwelling on these things? Of course, he should have realized that playing the role of a student was likely to bring his own student days back. Now the memories came thick and fast, as if he were skimming through the pages of a journal, his eyes catching an entry here and there. One flashed before him vividly now: his father's face when Damon had announced he was quitting the University. He would never forget that. He had never seen his father so angry†¦ â€Å"What do you mean, you are not going back?† Giuseppe was usually a fair man, but he had a temper, and his elder son brought out the violence in him. Just now that son was dabbing at his lips with a saffron-colored silk handkerchief. â€Å"I would have thought even you could understand such a simple sentence, father. Shall I repeat it in Latin for you?† â€Å"Damon-† Stefan began tightly, appalled at this disrespect. But his father interrupted. â€Å"You are telling me that I, Giuseppe, Conte di Salvatore, will have to face my friends knowing that my son is ascioparto ? A ne'er-do-well? An idler who makes no useful contribution to Florence?† Servants were edging away as Giuseppe worked himself into a rage. Damon did not even blink. â€Å"Apparently. If you can call those who fawn on you in the hopes that you will lend them money your friends.† † Sporco parassito!† cried Giuseppe, rising from his chair. â€Å"Is it not bad enough that when youare at school you waste your time and my money? Oh, yes, I know all about the gambling, the jousting, the women. And I know that if it were not for your secretary and your tutors you would be failing every course. But now you mean to disgrace me utterly. And why? Why?† His large hand whipped up to grasp Damon's chin. â€Å"So that you may return to your hunting and hawking?† Stefan had to give his brother credit; Damon did not wince. He stood, almost lounging in his father's grip, every inch the aristocrat, from the elegantly plain cap on his dark head to his ermine-trimmed cloak to his soft leather shoes. His upper lip was curved in a line of pure arrogance. You've gone too far this time, thought Stefan, watching the two men whose eyes were locked together. Even you won't be able to charm your way out this time. But just then there was a light step in the study doorway. Turning, Stefan had been dazzled by eyes the color of lapis lazuli, framed with long golden lashes. It was Katherine. Her father, Baron von Swartzschild, had brought her from the cold lands of the German princes to the Italian countryside, hoping it would help her recover from a prolonged illness. And since the day she had arrived, everything had changed for Stefan. â€Å"I beg your pardon. I did not mean to intrude.† Her voice was soft and clear. She made a slight motion as if to leave. â€Å"No, don't go. Stay,† Stefan said quickly. He wanted to say more, to catch her hand-but he didn't dare. Not with his father here. All he could do was gaze into those jewellike blue eyes that were raised to his. â€Å"Yes, stay,† Giuseppe said, and Stefan saw that his father's thunderous expression had lightened and that he had released Damon. He stepped forward, straightening the heavy folds of his long fur-trimmed gown. â€Å"Your father should be returning from his business in the city today, and he will be delighted to see you. But your cheeks are pale, little Katherine. You are not ill again, I hope?† â€Å"You know I am always pale, sir. I do not use rouge like your bold Italian girls.† â€Å"You don't need it,† said Stefan before he could stop himself, and Katherine smiled at him. She was so beautiful. An ache began in his chest. His father continued, â€Å"And I see all too little of you during the day. You seldom give us the pleasure of your company until twilight.† â€Å"I have my studies and devotions in my own rooms, sir,† said Katherine quietly, her lashes dropping. Stefan knew this was not true, but he said nothing; he would never betray Katherine's secret. She looked up at his father again. â€Å"But I am here now, sir.† â€Å"Yes, yes, that is true. And I must see that tonight we have a very special meal for your father's return. Damon†¦ we will speak later.† As Giuseppe motioned to a servant and strode out, Stefan turned to Katherine in delight. It was seldom they could speak to each other without the presence of his father or of Gudren, her stolid German maid. But what Stefan saw then was like a blow to his stomach. Katherine was smiling-the little secret smile that she had often shared with him. But she was not looking at him. She was looking at Damon. Stefan hated his brother at that moment, hated Damon's dark beauty and grace and the sensuality that drew women to him like moths to a flame. He wanted, in that instant, to strike Damon, to smash that beauty to pieces. Instead he had to stand and watch as Katherine moved slowly toward his brother, step by step, her golden brocade gown whispering on the tiled floor. And even as he watched, Damon held out a hand to Katherine, and smiled the cruel smile of triumph†¦ Stefan turned away from the window sharply. Why was he reopening old wounds? But, even as he thought it, he drew out the slender gold chain he wore under his shirt. His thumb and forefinger caressed the ring that hung from it, then he held it up to the light. The little circlet was exquisitely worked in gold, and five centuries had not dimmed its luster. It was set with one stone, a lapis the size of his little fingernail. Stefan looked at it, then at the heavy silver ring, also set with lapis, on his own hand. In his chest was a familiar tightness. He could not forget the past, and he didn't really wish to. Despite everything that had happened, he cherished Katherine's memory. But there was one memory he must truly not disturb, one page of the journal he must not turn. If he had to relive that horror, that†¦ abomination, he would go mad. As he had been mad that day, that final day, when he had looked upon his own damnation†¦ Stefan leaned against the window, his forehead pressed to its coolness. His tutor had had another saying: Evil will never find peace. It may triumph, but it will never find peace . Why had he even come to Fell's Church? He had hoped to find peace here, but that was impossible. He would never be accepted, he would never rest. Because he was evil. He could not change what he was. Elena was up even earlier than usual that morning. She could hear Aunt Judith pottering about in her room, getting ready for her shower. Margaret was still fast asleep, curled up like a little mouse in her bed. Elena passed her younger sister's half-open door noiselessly and continued down the hallway to let herself out of the house. The air was fresh and clear this morning; the quince tree was inhabited only by the usual jays and sparrows. Elena, who had gone to bed with a throbbing headache, lifted her face to the clean blue sky and breathed deeply. She felt much better than she had yesterday. She'd promised to meet Matt before school, and though she wasn't looking forward to it she was sure it was going to be all right. Matt lived only two streets away from the high school. It was a simple frame house, like all the others on that street, except that maybe the swing on the porch was a little shabbier, the paint a little more peeled. Matt was already standing outside, and for a moment her heart picked up at the sight of him as it used to. He was good-looking. There was no doubt about that. Not in the stunning, almost disturbing way that-that some people were, but in a healthy American way. Matt Honeycutt was all-American. His blond hair was cropped short for the football season, and his skin was sunburnt from working outdoors on his grandparents' farm. His blue eyes were honest and straightforward. And just today, as he held out his arms to hug her gently, they were a little sad. â€Å"You want to come inside?† â€Å"No. Let's just walk,† Elena said. They went side by side without touching. Maples and black walnut trees lined this street, and the air still had a morning hush. Elena watched her feet on the wet sidewalk, feeling suddenly uncertain. She didn't know how to start after all. â€Å"So you still haven't told me about France,† he said. â€Å"Oh, it was great,† said Elena. She glanced sideways at him. He was looking at the sidewalk, too. â€Å"Everything about it was great,† she continued, trying to put some enthusiasm in her voice. â€Å"The people, the food, everything. It was really†¦Ã¢â‚¬  Her voice trailed off, and she laughed nervously. â€Å"Yeah, I know. Great,† he finished for her. He stopped and stood looking down at his scuffed tennis shoes. Elena recognized them from last year. Matt's family barely got by; maybe he hadn't been able to afford new shoes. She looked up to find those steady blue eyes on her face. â€Å"You know,you look pretty great right now,† he said. Elena opened her mouth in dismay, but he was speaking again. â€Å"And I guess you have something to tell me.† She stared at him, and he smiled, a crooked, rueful smile. Then he held out his arms again. â€Å"Oh,Matt ,† she said, hugging him hard. She stepped back to look into his face. â€Å"Matt, you are the nicest guy I've ever met. I don't deserve you.† â€Å"Oh, so that's why you're dumping me,† said Matt as they started walking again. â€Å"Because I'm too good for you. I should have realized that before.† She punched him in the arm. â€Å"No, that isn't why, and I am not dumping you. We're going to be friends, right?† â€Å"Oh, sure. Oh, absolutely.† â€Å"Because that's what I've realized we are.† She stopped, looking up at him again. â€Å"Good friends. Be honest, now, Matt, isn't that how you really feel about me?† He looked at her, then rolled his eyes heavenward. â€Å"Can I take the Fifth on that?† he said. As Elena's face fell, he added, â€Å"It doesn't have anything to do with that new guy, does it?† â€Å"No,† Elena said after a hesitation, and then added quickly, â€Å"I haven't even met him yet. I don't know him.† â€Å"But you want to. No, don't say it.† He put an arm around her and gently turned her. â€Å"Come on, let's head toward school. If we have time, I'll even buy you a doughnut.† As they walked, something thrashed in the walnut tree above them. Matt whistled and pointed. â€Å"Look at that! Biggest crow I've ever seen.† Elena looked, but it was already gone. School that day was merely a convenient place for Elena to review her plan. She had woken up this morning knowing what to do. And today she gathered as much information as she could on the subject of Stefan Salvatore. Which wasn't hard, because everyone at Robert E. Lee was talking about him. It was common knowledge that he'd had some sort of run-in with the admissions secretary yesterday. And today he'd been called to the principal's office. Something about his papers. But the principal had sent him back to class (after, it was rumored, a long-distance call to Rome-or was it Washington?), and everything seemed to be settled now. Officially, at least. When Elena arrived for Euro History class that afternoon, she was greeted by a low whistle in the hall. Dick Carter and Tyler Smallwood were loitering there. A couple of prize jerks, she thought, ignoring the whistle and their staring. They thought being tackle and safety on the varsity football team made them hot stuff. She kept an eye on them as she loitered in the corridor herself, refreshing her lipstick and fiddling with her compact. She'd given Bonnie her special instructions, and the plan was ready to be put into effect as soon as Stefan showed up. The compact mirror gave her a wonderful view of the hall behind her. Still, she missed him coming somehow. He was beside her suddenly, and she snapped the compact shut as he passed. She meant to stop him, but something happened before she could. Stefan tensed-or, at least, there was something about him that seemed wary all at once. Just then Dick and Tyler stepped in front of the door to the history classroom. Blocking the way. World-class jerks, thought Elena. Fuming, she glared at them over Stefan's shoulder. They were enjoying the game, slouching in the doorway, pretending they were completely blind to Stefan standing there. â€Å"Excuse me.† It was the same tone he'd used with the history teacher. Quiet, detached. Dick and Tyler looked at each other, then all around, as if hearing spirit voices. â€Å"Scoozi?† Tyler said in a falsetto. â€Å"Scoozi me? Me scoozi? Jacuzzi?† They both laughed. Elena watched muscles tighten under the T-shirt in front of her. This was completely unfair; they were both taller than Stefan, and Tyler was about twice as broad. â€Å"Is there a problem here?† Elena was as startled as the boys were at the new voice behind her. She turned to see Matt. His blue eyes were hard. Elena bit her lips on a smile as Tyler and Dick moved slowly, resentfully out of the way. Good old Matt, she thought. But now good old Matt was walking into class beside Stefan, and she was left following them, staring at the backs oftwo T-shirts. When they sat down, she slid into the desk behind Stefan, where she could watch him without being watched herself. Her plan would have to wait until after class. Matt was rattling change in his pocket, which meant he wanted to say something. â€Å"Uh, hey,† he began at last, uncomfortably. â€Å"Those guys, you know†¦Ã¢â‚¬  Stefan laughed. It was a bitter sound. â€Å"Who am I to judge?† There was more emotion in his voice than Elena had heard before, even when he had spoken to Mr. Tanner. And that emotion was raw unhappiness. â€Å"Anyway, why should I be welcome here?† he finished, almost to himself. â€Å"Why shouldn't you be?† Matt had been staring at Stefan; now his jaw squared with decision. â€Å"Listen,† he said. â€Å"You were talking about football yesterday. Well, our star wide receiver tore a ligament yesterday afternoon, and we need a replacement. Tryouts are this afternoon. What do you think?† â€Å"Me?† Stefan sounded caught off guard. â€Å"Ah†¦ I don't know if I could.† â€Å"Can you run?† â€Å"Can-?† Stefan half turned toward Matt, and Elena could see a faint hint of a smile curve his lips. â€Å"Yes.† â€Å"Can you catch?† â€Å"Yes.† â€Å"That's all a wide receiver has to do. I'm the quarterback. If you can catch what I throw and run with it, you can play.† â€Å"I see.† Stefan was actually almost smiling, and though Matt's mouth was serious his blue eyes were dancing. Astonished at herself, Elena realized she was jealous. There was a warmth between the two boys that shut her out completely. But the next instant Stefan's smile disappeared. He said distantly, â€Å"Thank you†¦ but no. I have other commitments.† At that moment, Bonnie and Caroline arrived and class started. Throughout Tanner's lecture on Europe, Elena repeated to herself, â€Å"Hello. I'm Elena Gilbert. I'm on the Senior Welcoming Committee, and I've been assigned to show you around the school. Now, you wouldn't want to get me in trouble, would you, by not letting me do my job?† That last with wide, wistful eyes-but only if he looked like he might try to get out of it. It was virtually foolproof. He was a sucker for maidens who needed to be rescued. Halfway through class, the girl sitting to her right passed her a note. Elena opened it and recognized Bonnie's round, childish handwriting. It read: â€Å"I kept C. away for as long as I could. What happened? Did it work† Elena looked up to see Bonnie twisted around in her front-row seat. Elena pointed to the note and shook her head, mouthing, â€Å"After class.† It seemed a century until Tanner gave some last-minute instructions about oral reports and dismissed them. Then everybody sprang up at once. Here goes, thought Elena, and, with her heart pounding, she stepped squarely into Stefan's path, blocking the aisle so that he couldn't get around her. Just like Dick and Tyler, she thought, feeling a hysterical urge to giggle. She looked up and found her eyes exactly on a level with his mouth. Her mind went blank. What was it she was supposed to say? She opened her mouth, and somehow the words she'd been practicing came tumbling out. â€Å"Hi, I'm Elena Gilbert, and I'm on the Senior Welcoming Committee and I've been assigned-† â€Å"I'm sorry; I don't have time.† For a minute, she couldn't believe he was speaking, that he wasn't even going to give her a chance to finish. Her mouth went right on with the speech. â€Å"-to show you around the school-† â€Å"I'm sorry; I can't. I have to-to get to football tryouts.† Stefan turned to Matt, who was standing by looking amazed. â€Å"You said they were right after school, didn't you?† â€Å"Yes,† Matt said slowly. â€Å"But-† â€Å"Then I'd better get moving. Maybe you could show me the way.† Matt looked helplessly at Elena, then shrugged. â€Å"Well†¦ sure. Come on.† He glanced back once as they left. Stefan didn't. Elena found herself looking around at a circle of interested observers, including Caroline, who was openly smirking. Elena felt a numbness in her body and a fullness in her throat. She couldn't stand to be here for one more second. She turned and walked as quickly as she could from the room.

Remember the Titans Essay

A scene in the film of which I thought it was strong was when the new coach takes the players into the woods for a run and they arrive at a sort of cemetery. He tells them about a lesson from the death; they have to come together, otherwise they will be destroyed. He tells them whether they like each other or not, they should respect each other. I really like this scene of the movie, first, because I think it takes place in a special surrounding. All the players are exhausted from the running and kind of impressed by the place. Second, I like this part because I like the message and the way the coach tries to create one team out of two groups. The third message I got from the video is the fact that sports brings people together. No matter what race, as friends in a team you can make it work. In the video the white boys and the African-American boys have each their own team with their own rituals. Along the road, their passion for football and their desire to win brings them together. They combine their habits and the difference in their cultural backgrounds gives them a special feeling of a united group and makes them stronger. Also in other situations can sports play an important factor, you can see it in the world with for example the Olympic Games, but also other major sports events. I think sports can unite individuals from different cultural backgrounds because the rules are the same in every culture and as people are playing, they do not necessarily have to speak the same language. So, if you put the messages all together, I would say that in my opinion the movie is a really good one. After watching it I realized even more that it is about personalities and characters instead of the way people look or the cultural background they are from. Although it can be hard for some individuals to act this way, for example because of pressure from their peers or because the way they are raised. I hope that for the future that every day more people will realize that it is not about the differences, but about the similarities.

California State teaching requirements Essay Example | Topics and Well Written Essays - 750 words

California State teaching requirements - Essay Example There is also a PDF file which covers the teachers requirements in order to conform with the of the â€Å"No Child Left Behind Act 2001†. This is a well set out over 43 pages, covering everything in a bullet pointed of diagrammatical format and is very easy to comprehend. There are certain standards that must be maintained by teaching staff and these are laid down both on a national and state basis. The National Board of Professional Teaching standards (NBPTS) website outlines the range of standards which teachers should seek certification in. These cover a range of areas: - A number of the above are broken down into various age sectors such as 3-8, 7-12 and early adolescence. Each section is presented in an easy to follow format, which leads you through every step of the process of regulation and certification. California’s teaching standards are essentially based upon the NBPTS standards described. However in this case they are contained within six areas of best teachers techniques. This can be view by visiting the California department of Education (CDE) website and following the links for professional development. In the section marked teaching. In this area there are PDF files available that cover the requirements of the â€Å"No child left behind Act† together with National and State standards. The CDE website also provide details of content (achievement) standards and curriculum frameworks. The content standards cover six key learning areas over, in total 1038 pages. The curriculum framework covers eight subjects over a total of 1992 page. However, one does not have to read all of these documents, concentrating instead on the subject areas in which one is going to be concentrating. In general terms I found that both the NBPTS and CDE websites easy to follow and the subject matter contained within them produced on a step-by-step basis which made it a simplified system to follow. More detailed information was available once one had selected the