Night Mare Essays - Del Rey Books, Magic In Fiction, Night Mare

Night Mare This book is called Night Mare. It is written by Piers Anthony. In this book, the nextwave of barbarian warriors invade a place called Xanth ravaging and destroying as they advanced. But a Mare named Imbrium has her own problems. She has started to mishandle her job of delivering bad dreams. Now the Night Stallion dismissed her, exiling her to the day world. Piers Anthony is the pen name of Piers Anthony Dillingham Jacob. He was born on August 6th, 1934 in Oxford England. He has written over 100 novels in the genres of science fiction, fantasy, horror, and martial arts. Some of his other books include, Split Infinity and Changing the Lady. In Xanth, deserving people receive nightmares. They are delivered by "Night Mares" from the gourd. The gourd resembles a Mundane squash with a hole on the surface. If one peeps into the hole, they become entranced into the gourd. Their body stays outside, but their soul goes into the land of the gourd. The only way to be released, is if someone blocks the victims' view of the peephole. Inside the gourd there are several sections, the graveyard, the city of Brassies and all kinds of spooky stuff. When you go into the gourd and then leave, when you look at the peephole again it takes you right back to the place you left. Inside the gourd is where nightmares are made. Nightmares are each constructed for each individual who is to receive it. People must have nightmares. If they didn't, they wouldn't have any consciences. Nightmares make you a better person. The Night Stallion is in charge of the gourd. He assigns the nightmares to the "Night Mares" who deliver the bad dreams all over Xanth and sometimes Mundania. Night Mares are solid black and are immortal. They phase out in the darkness and travel all night delivering nightmares. You can tell that one has been there by the hoof prints they leave behind. The most famous Night Mare is Mare Imbrium. She had always had a secret desire to see a rainbow. Since Night Mares can not be out in the day, she had never seen one. After she received half a soul, which ruined her, she no longer had the right attitude to deliver her nightmares with the malice in which they were to be delivered. So the Night Stallion fired her and sent her to day duty. Day Mares deliver day dreams. They also have been known to show up in Mundania. After she became a Day Mare, Mare Imbrium was told by the Night Stallion to deliver a message "beware the horseman". This started an adventure that consisted of saving the whole of Xanth. I hated this book because it is a science fiction book and it was so boring to read. Although it kept me going for a couple of chapters, it got really hard to read after about the fourth chapter. Night Mare is written by Piers Anthony. I didn't like the book very much because it is a science fiction. It was about Night Mares that bring bad dreams to people that deserve them.

Bringing Tobacco Into Canada

Bringing Tobacco Into Canada If youre a Canadian traveling abroad and discover a new kind of pipe tobacco you know your grandfather would like, can you bring it home with you and get it through customs?   There are some specific rules about how much and who can bring tobacco into Canada. Its wise to be familiar with these rules before you get to the customs line; otherwise, your wish of bringing tobacco products home with you could go up in smoke. Returning Canadians, visitors to Canada, and people moving to settle in Canada are allowed to bring a limited amount of tobacco into Canada with certain restrictions. You must be over the age of 18 for any of these rules to apply, however, and you can only bring tobacco products for your own personal use. A special duty applies to cigarettes, tobacco sticks or loose tobacco unless they are marked with an excise tax stamp reading DUTY PAID CANADA DROIT ACQUITTÉ (droite  acquittà © is French for duty paid).  Canadian-made products sold at duty-free shops are marked this way. Here are the specific limits and kinds of tobacco products that a Canadian can bring through customs under his or her personal exemption (the personal exemption allows Canadians to bring goods of a certain value into the country duty- and tax-free). 200 cigarettes50 cigars200 grams (7 ounces) of manufactured tobacco200 tobacco sticks These limits apply to tobacco products as long as they accompany the person bringing them into Canada (in other words, you cant ship or import the tobacco separately like you can with some other goods). If you bring in more than allowed under your personal exemption, youll pay any applicable duty on the excess amount. How to Report Tobacco Products at Customs The amount you claim for your personal exemption must be reported in  Canadian dollars. If you arent sure of their value, you can use a foreign currency exchange converter, and enter the amount you paid for the items (keep those receipts) and the currency used.   And an important note for Canadian citizens and temporary residents: the length of time youve been out of the country determines what youre allowed to claim as your personal exemption. If its been less than 48 hours, your tobacco products will be subject to the usual duties and taxes. Try to have any tobacco products readily available when you arrive at the country border. Digging through your luggage to find those cigars or cigarettes will only make the process take longer. Try not to forget the emergency pack of cigarettes you have stashed in your pocket; you have to declare all tobacco products, even open packages.   Taking Tobacco to Other Countries Canadians traveling to other countries should become familiar with the rules about bringing Canadian tobacco products with them before they depart. The rules can vary considerably from one country to the next (even for Canadas neighbors to the south).

Article reviews for Theory and Practice of Mediation

Reviews for Theory and Practice of Mediation - Article Example But in this practice it is impossible to establish a dialogue between the clients. Finally solution focussed in brief in nature so waiting lists can be reduced. The main point of this reading was though a solution focussed model is a good way of solving the conflicts it suffers from a few drawbacks. An important strength of this piece of work is that it is well organised and it appears as if a thorough research has been done about the topic before writing and the writer has a complete knowledge and understanding about the topic he is writing about. A weakness of this article is it has failed in explaining properly the actual concept or the actual theory of solution focussed model. When the focus of the mediator is on ascertaining whether there is an underlying cause that has fueled the parties’ conflicts and the attempt to interest the parties in addressing it than it is called as a strategic style approach. Strategic style is the product of particular mediator characteristics and social circumstances. The characteristics of strategic style are – the attention to the latent causes is extremely pragmatic, the style is enacted in 3 discrete stages. Therefore it shares some similarities with variants of mediation with respect to these points – problem centered, pragmatic focus, emphasis on hidden dimensions of conflict and the notion that the mediator is the strategist who drives the problem solving process. The main point of this reading is that the strategic style focuses on the causes of conflict between the parties. An important strength of this piece of article is that it provides a comparative study between different methods and the va rious similarities and also the differences between them. An important weakness of this piece of article is that it does the ways in which this method will help in finding the causes or reasons of a particular conflict between the two parties. This theory is

Compose a paper which compares and contrast the positions of Essay

Compose a paper which compares and contrast the positions of chritsianity, Judaism, and Islam can use hinduism as well concerning Suicide f - Essay Example The distinction of suicide from another different sins is that conducted suicide permits no time for repentance. Early church gatherings denied Christian entombment to those liable of suicide. Southern Baptists have passed resolutions communicating worry about suicide in 1972, 83, 92, 96, and 2001; yet, these announcements are tangentially identified with suicide, centering upon things, for example, medication and alcohol utilize, euthanasia and assisted suicide. Suicide is sinful but it is not unpardonable sin (cf. Matt. 12:31–32; Mark 3:28–29). Suicide is a sin against God as the inventor of life. It rejects Gods power and usurps his right with respect to life and passing. Suicide is an infringement of the 6th commandment. Suicide slights the picture of God and the sacredness of human life. Suicide means poor stewardship of someones body. Suicide exhibits misled love and is harmful to others Suicide neglects the estimation of human enduring. Suicide neglects to percei ve the unnatural way of death. Jesus declined to commit a suicide (Black 2003). The individuals who take their own particular lives are actually not qualified for Jewish entombment and grieving rites–but suicide as an unreservedly picked act (with the above results) has been about characterized out of presence by psychological wellness contemplations in the advancement of Jewish law, and much of the time passings by suicide are dealt with like every other passings The individuals who take their own particular lives are actually not qualified for Jewish entombment and grieving rites–but suicide as an unreservedly picked act (with the above results) has been about characterized out of presence by psychological wellness contemplations in the advancement of Jewish law, and much of the time passings by suicide are dealt with like every other passings (Jacobs 1995). Jewish law does not, notwithstanding, place all suicides in the

American Civil Exam Assignment Example | Topics and Well Written Essays - 1250 words

American Civil Exam - Assignment Example Things came to a head in 1968, when Johnson, who had inherited Lincoln’s Cabinet when Lincoln was assassinated, decided to fire his Secretary of War, Edwin Stanton, who publicly supported the radical Republicans over Johnson. Under the 1867 Tenure of Office Act, Johnson was prohibited from firing any of his staff who’d been approved by the Senate for their position. After a gentlemanly stand-off in the War building between Stanton and his appointed replacement, the House voted to adopt and Impeachment Resolution, citing Johnson’s disregard of the Tenure of Office Act as well as other â€Å"high crimes† and misdemeanors.† The Republican argument was simple: Johnson had openly violated the Tenure of Office Act. Plus, the House went on to add, he was â€Å"an accidental Chief† and the â€Å"elect of an assassin.† By this time, the House was openly hostile — a fact that historians say might have hurt their case.

Coach-Athlete Relationship Model

Coach-Athlete Relationship Model Introduction The coach-athlete relationship is widely recognised as one of the most important interpersonal relationships in sport (Jowett and Cockerill, 2002; Lyle, 1999). In the past, coaching focused largely on improving the physical and technical skills of the athlete; however, more recently, the importance of developing the athlete’s psychosocial skills has also been acknowledged (Miller and Kerr, 2002). It is now accepted that the behaviours, thoughts and emotions of the coach and athlete are interconnected, with both individuals having a mutual appreciation and respect for each other (Jowett and Meek, 2000; Philippe and Seiler, 2006). The main goal of the coach-athlete dyad is to produce an outcome of improved, high performance from the athlete, and the quality of this relationship can impact significantly on whether successful outcomes are achieved. The aim of this paper is to review published evidence on the nature and dynamics of the coach-athlete relationship and the potential i nfluence of significant others on this dyad. Conceptual models to investigate the dynamics of the coach-athlete relationship Traditionally, the dynamics between coach and athlete have been studied from the perspective of coaching leadership (Jowett, 2005). The earlier models which provided a conceptual framework for this research include the Mediational model (Smoll and Smith, 1989), the Multidimensional model (Chelladurai, 1993) and the Coaching model (Cà ´tà ©, Salmela, Trudel, Baria, Russell, 1995). These models focus on the behaviours of the coach, perceptions of these behaviours, and the impact of such behaviours on outcome variables such as performance and satisfaction. A number of newer conceptual models have been developed which also largely have a behavioural focus (Jowett and Cockerill, 2002; Mageau and Vallerand, 2003; Poczwardowski, Barott, Peregoy, 2002; Wylleman, 2000). Worthy of note is the Motivational model proposed by Mageau and Vallerand (2003), which may be of value in the study of inspirational motivation, a recent focus of leadership research. This considers whether an individual sh ows an exceptional ability to lead others to higher performance levels and/or provide inspiration through the use of clear principles and goals, and has been shown to be a strongly associated with athletes’ level of satisfaction with their coach (Gomes, Sousa, Cruz, 2006). It can be argued that a major limitation of all these models is that they fail to consider the non-behavioural aspects of the coach-athlete relationship (e.g. thoughts and emotions) which may also be importance influencers of the effectiveness and success of this relationship. The 3Cs and Co-orientation models The Closeness, Commitment and Complementarity (3Cs) conceptual model developed by Jowett and colleagues incorporates both behavioural and non-behavioural components of the coach-athlete dyad, and reflects the relational aspects of emotions, cognitions and behaviours, respectively (Jowett, 2002; Jowett, 2003; Jowett and Cockerill, 2002; Jowett and Meek, 2000). An additional interpersonal construct, co-orientation, has also been evaluated and is included in the Co-orientation model (Jowett, 2006; Jowett and Clark-Carter, 2006). This adds another dimension by considering coaches’ and athletes’ perceptions about each other from three different aspects: actual similarity, assumed similarity and empathic understanding (Jowett, 2005). Both the 3Cs and Co-orientation models have been pivotal in recent research investigating the nature of the coach-athlete dyad from the perspective of the athlete in individual sports including swimming (Philippe and Seiler, 2006; Poczwardowski, Barott, Jowett, 2006). Analysing the nature of the coach-athlete relationship In addition to their own perspective on the coach-athlete relationship, both members of the dyad will also form perceptions of how the other member views the relationship. Laing and colleagues (1966) first proposed the terms ‘direct perspective’ (i.e. the individual’s own perspective) and ‘meta-perspective’ (the individual’s perception of the other dyad member’s perspective). More recently, Kenny and Acitelli (2001) developed a method of measuring the accuracy of these perceptions (Kenny and Acitelli, 2001). A study using this methodology has investigated empathic accuracy and assumed similarity in perceptions of closeness, commitment and complementarity in the coach-athlete relationship (Jowett and Clark-Carter, 2006). Findings showed that empathic accuracy and assumed similarity were evident in both coach and athlete perceptions; however, athletes were more accurate in identifying their coaches feelings in terms of closeness, while in newer relationships, both members showed higher levels of empathic accuracy. Communication is another important component of the coach-athlete dyad (Jowett, 2003; Phillipe and Seiler, 2006). Studies have demonstrated that effective communication promotes a shared understanding of the importance of key issues between both dyad members and may therefore reduce the likelihood of problems or conflict occurring within the relationship The Coach-Athlete Relationship Questionnaire (CART-Q) is a self-report instrument developed to explore the nature of the coach-athlete relationship by examining closeness, commitment and complementarity from a meta-perspective (Jowett and Ntoumanis, 2004). The validity, internal consistency and reliability of this questionnaire were demonstrated in two independent samples of British coaches-athlete dyads. More recently, a Greek language version of the questionnaire (GrCART-Q) has been developed, together with a modified version incorporating co-orientation (Jowett, 2006). The validity and reliability of both versions of this questionnaire were confirmed in a sample of coach-athlete dyads from individual sports (Jowett, 2006). Effective versus successful coach-athlete relationships When considering the nature of the coach-athlete dyad, it is important to distinguish between effective and successful relationships. Effective relationships are underpinned by values such as empathy, support, acceptance, respect and responsiveness (Jowett and Cockerill, 2003; Jowett and Meek, 2000). While these undoubtedly provide positive psychosocial benefits for the athlete, they will not necessarily improve performance. In contrast, successful relationships are ones in which a measure of performance success has been achieved, although these may not always be effective in nature (Jowett, 2005). The influence of significant others on the coach-athlete relationship It has been suggested that the coach-athlete relationship should not be considered solely as two members of the dyad working together, but also should also take account of the influence of significant others. For example, some believe that coach leadership may be a shared function rather than a role taken on by the coach alone (Jowett, 2005; Jowett and Chaundy, 2004) while in the case of children, parents and other family members may play an important role in the development and success of the athlete (Cheng, Marsh, Dowson, Martin, n.d.). To conclude, there is a considerable body of literature investigating the nature and dynamics of the coach-athlete dyad and those factors which may influence the development, effectiveness and success of this important relationship. References Chelladurai, P. (1993). Leadership. In R. N. Singer, M. Murphy, L. K. Tennant (Eds.) Handbook on research on sport psychology. New York: MacMillan. Cheng, J. H. S., Marsh, H. W., Dowson, M. Martin, A. J. (n.d.) Exploring the effect of relationship dynamics of support on gymnasts’ and figure skaters’ self-concept, education and psychological resilience: a research proposal. Retrieved 5 July, 2008 from http://www.aare.edu.au/05pap/che05309.pdf Cà ´tà ©, J., Salmela, J. H., Trudel, P., Baria, A. Russell, S. (1995). The coaching model: A grounded assessment of expert gymnastic coaches knowledge. Journal of Sport and Exercise Psychology, 17, 1–17. Gomes, A. R., Sousa, S. A. Cruz, J. F. (2006). Charismatic, trnasformational and visionary dimensions in sport leadership: towards new paths for the study of coach-athletes relationships. In N. S. Huber M. Harvey (Eds.). Leadership at the crossroads. University of Maryland: The James MacGregor Burns Academy of Leadership. Jowett, S. Cockerill, I. M. (2002). Incompatibility in the coach-athlete relationship. In I. M. Cockerill (Ed.) Solutions in Sport Psychology. London: Thomson Learning. Jowett, S. Cockerill, I. M. (2003). Olympic medallists perspective of the athlete-coach relationship. Psychology of Sport and Exercise, 4, 313–31. Jowett, S. Chaundy, V. (2004). An investigation into the impact of coach leadership and coach-athlete relationship on group adhesion. Group Dynamics: Theory, Research and Practice, 8, 302–11. Jowett, S. Clark-Carter, D. (2006). Perceptions of empathic accuracy and assumed similarity in the coach-athlete relationship’, British Journal of Social Psychology, 45, 617-37. Jowett, S. Ntoumanis, N. (2004). The Coach-Athlete Relationship Questionnaire (CART-Q): development and initial validation. Scandinavian Journal of Medicine Science in Sports, 14, 245–57. Jowett, S. (2002). The coach-athlete questionnaire and dyad maps (Research Monograph No. 1). Staffordshire: School of Health, Staffordshire University. Jowett, S. (2003). When the ‘honeymoon’ is over: a case study of a coach–athlete dyad in crisis. The Sport Psychologist, 17, 444–60. Jowett, S. (2005). The coach-athlete partnership. The Psychologist, 18, 412–5. Jowett, S. (2006,). Interpersonal and structural features of Greek coach–athlete dyads performing in individual sports. Journal of Applied Sport Psychology, 18, 69–81. Jowett, S. Cockerill, I. M. (2002). Incompatibility in the coach-athlete relationship. In I. M. Cockerill (Ed.) Solutions in sport psychology. London: Thomson Learning. Jowett, S. Meek, G. A. (2000). The coach-athlete relationship: an exploratory content analysis. The Sport Psychologist, 14, 157–75. Kenny, D. A. Acitelli, L. K. (2001). Accuracy and bias in perceptions of the partner in close relationships. Journal of Personality and Social Psychology, 80, 439–48. Laing, R. D., Phillipson, H. Lee, A.R. (1966). Interpersonal Perception. Baltimore: Perennial Library. Lyle, J. (1999). Coaching philosophy and coaching behaviour’. In N. Cross J. Lyle (eds.) The coaching process: principles and practice for sport. Oxford: Butterworth-Heineman. Mageau, G. A. Vallerand, R. J. (2003). The coach-athlete relationship: a motivational model. Journal of Sports Sciences, 21, 883–904. Miller, P. S. Kerr, G. A. (2002). Conceptualising evidence: past, present and future. Journal of Applied Sport Psychology, 14, 140–53. Philippe, R. A. Seiler, R. (2006). Closeness, co-orientation and complementarity in coach-athlete relationships: What male swimmers say about their male coaches. Psychology of Sport and Exercise, 7, 159–71. Poczwardowski, A., Barott, J. E. Peregoy, J. J. (2002). The athlete and coach: their relationships and its meaning – methodological concerns and research process. International Journal of Sport Psychology, 33, 98–115. Poczwardowski, A., Barott, J. E. Jowett, S. (2006). Diversifying approaches to research on athlete coach relationships. Psychology of Sport and Exercise, 7, 125–42. Smoll, F. L. Smith, R. E. (1989). Leadership behaviours in sport: a theoretical model and research paradigm. Journal of Applied Social Psychology, 19, 1522–51. Wylleman, P. (2000). Interpersonal relationships in sport: uncharted territory in sport psychology. International Journal of Sport Psychology, 31, 555–72.

Small Animal Diseases :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Louise Pasteur, a Frenchman who was neither a physician nor a veterinarian moved into the spotlight to help find a vaccine for Rabies. He began the study of Rabies when two rabid dogs were brought into his laboratory. One of the dogs suffered from the dumb form of the disease: his lower jaw hung down, he foamed at the mouth, and his eyes had a rather vacant look. The other dog was furious: he snapped, bit any object held out to him, and let out frightening howls (McCoy 65).   Ã‚  Ã‚  Ã‚  Ã‚  Through the studies already observed, rabies was transmitted through the bite of a rabid animal, and that the incubation period varied from a few days to several months. Beyond this, nothing definite was known. Then M. Bouley, a professor of veterinary science, noted a germ or organism in the saliva of a rabid dog. Pasteur confirmed Bouley’s findings by collecting some mucus from a child bitten by a rapid dog, and injecting it into rabbits. The results of this experiment ended with all the rabbits dying within 36 hours. This experiment established two facts: an organism was present in the saliva of rabid animals, and it could be transmitted to another animal or a human being through a bite (McCoy 66).   Ã‚  Ã‚  Ã‚  Ã‚  Further research led Pasteur to the conclusion that the rabies organism was located in other parts of the infected animal's body besides its saliva. Experiments on the skulls of rabid dogs shoed that the brain contained the rabies virus. Pasture then cultured some viruses from several rabid dogs' brains. The virus was then injected into rabbits. In every case the rabies would appear within 14 days (McCoy 67).   Ã‚  Ã‚  Ã‚  Ã‚  After several experiments, Pasteur went on to perfect a rabies vaccine. He first demonstrated to physicians and veterinarians that the rabies could be cultured from the brains of living dogs. Pasteur successfully proved that his antirabies vaccine could now be safely administered and animals could be vaccinated against the disease. Once the vaccine was perfected, Pasteur turned the task of finding a vaccine for human patients. After considerable research and patients, Pasteur eventually developed a human vaccine against rabies. The vaccine would be given through a system of inculcations and would prevent the disease in a patient recently bitten by a rapid dog (McCoy 67).   Ã‚  Ã‚  Ã‚  Ã‚  This system became known as the Pasteur Treatment for rabies. Although there is still no cure for this disease in animals or humans, the disease can be prevented if the vaccines are given early enough.

Class in America

Mantsios Class in America In Mantsios article â€Å"Class in America† he states that Americans hold beliefs that blind them to social classes, citizens in America have four myths they use to ensure talk about the classes never take place. America has the largest gap between rich and poor in the world, and the lower class has no means to an end they can’t afford health care or quality education. The upper class avoids talk about social class the most; wealthy people don’t want to admit that they are better off than others. While the lower class sees how much better off others are than them, but they still don’t like to label themselves.I agree with Mantsios that most Americans avoid talk about classes although I am not one of them. Also I would agree there are myths that this country was founded on that may have at one point been true, but not anymore. As for Mantsios’s opinion on health care and education I would have to disagree, although many lowe r class Americans do not get the education and health care they need to survive I was not one of them. Mantsios States Americans avoid talk about classes. Americans avoid phrases like upper class, middle class and lower class because it’s an ugly truth about American society.Those terms are not in Americans vocabulary, unlike the rest of the world. Both the lower class and upper class avoid using class distinctions. When I was in high school I had a friend whose parents were very well off. I have tried to talk to my friend about the wealth of his parents. My friend won’t admit his parents are wealthy and he thinks that everyone is as well off as his family. His father owns a landscaping company where my friend works in the summers when he isn’t in college. I’ve worked for my friend’s father before for about six months and then I was laid off when the economy hit the peak of the recession.My friend, his brother and I were the only white people his f ather had working for him the rest were Mexican and barely spoke English. I felt like my friend’s mother looked down on me because her husband’s employee and instead of being in college I was working for him. This feeling I got from my friends mom wasn’t just from working for their company. The entire time I’ve been their son’s friend which has been since first grade, I’ve felt small in their eyes like I wasn’t good enough to be friends with him. In Mantsios’s article he says there are four myths that Americans believe to ake sure talks about class never take place. These myths are that our country is classless, that we are mostly middle class, America is slowly becoming better off and everyone has an equal chance to succeed. If someone pays attention they can see the classes all around them. Each state has a minimum wage that the country’s lower class usually is stuck barely making a living, and barely surviving because of the low wage. The upper class consists of business owners and huge company executives. These people are very well off and have everything they want and need while the lower class suffers.With an economy like Americas, the poor is getting worse off every year. The fact is America has the largest gap between rich and poor in the world. This gap is the largest it’s ever been and shows no sign of improving its steadily getting worse. The lower class is the biggest contributor to the nation’s unemployment rate, because their jobs depend on the economy to keep working. The lower class has to work extremely hard to work up the class ladder. Working class citizens have nothing they need to succeed while the upper class has everything they want in life.Another one of Mantsios’s main points is that the lower class has a high chance of health issues and a low chance of quality education. In this Article Mantsios sites Richard De Lone, He states that SAT scores strongly depend on the wealth of the students’ parents. The more wealthy the parents the better score the student got on the SATs. If the income of a family was over a hundred thousand then the students averaged a score of 1130 on their SAT. I would have to say I was not one of these Students my family was poor, but I got a good education and feel that I have a wealth of knowledge.Growing up in a lower class family my mother was barely able to pay the bills. My father left my mother when I was fourteen. So she was forced to provide for my siblings and me on her school bus driver salary. My mother had the best health benefits a job provides, her children never went without healthcare. I will say the majority of lower class family’s do not have this luxury, it depends on the job. My siblings and I have also had a quality education because my mother researched the school districts in our area before deciding where to enroll her kids.The lower class can get a quality education we just have to be determined to work hard. In order to get a college education as a lower class citizen I have to work a full time job while going to school full time. I have a wonderful role model my mother got her bachelor’s degree while working to full time jobs one graveyard and one during the day while going to school full time. If she can do that then I can’t disappoint her all she’s ever wanted for her children was a better life. The government provides financial aid, but it isn’t enough to live on while going to school.I have to utilize every free moment I have to complete my assignments, because of that I don’t have any free time. College is my only shot at moving up the class ladder of America. Americans Don’t want to believe the US is a class based society because of the myths that this country was founded on. The upper class gets everything they need, top of the line health care and education. America is not a middle class country the gap between upper class and lower class is getting bigger with each year. With an economy in the toilet the poor are getting worse off and the rich are getting better off.Success in America isn’t equal in America it’s not what you know it’s how much money you’ve got and who you know that matters. The gap between rich and poor in America is eleven to one the largest in the world, japans gap is only four to one. The reality is the poor have a higher chance of health issues and low chance of a quality education because they have no means to help themselves. Mantsios, Gregory. â€Å"Class in America. †Ã‚  Ã‚  The Norton Field Guide to Writing with Readings. 2nd  ed. Ed. R. Bullock & M. D. Goggin. New York, NY:   Norton, 2010. 697-717. Print. Class in America Mantsios Class in America In Mantsios article â€Å"Class in America† he states that Americans hold beliefs that blind them to social classes, citizens in America have four myths they use to ensure talk about the classes never take place. America has the largest gap between rich and poor in the world, and the lower class has no means to an end they can’t afford health care or quality education. The upper class avoids talk about social class the most; wealthy people don’t want to admit that they are better off than others. While the lower class sees how much better off others are than them, but they still don’t like to label themselves.I agree with Mantsios that most Americans avoid talk about classes although I am not one of them. Also I would agree there are myths that this country was founded on that may have at one point been true, but not anymore. As for Mantsios’s opinion on health care and education I would have to disagree, although many lowe r class Americans do not get the education and health care they need to survive I was not one of them. Mantsios States Americans avoid talk about classes. Americans avoid phrases like upper class, middle class and lower class because it’s an ugly truth about American society.Those terms are not in Americans vocabulary, unlike the rest of the world. Both the lower class and upper class avoid using class distinctions. When I was in high school I had a friend whose parents were very well off. I have tried to talk to my friend about the wealth of his parents. My friend won’t admit his parents are wealthy and he thinks that everyone is as well off as his family. His father owns a landscaping company where my friend works in the summers when he isn’t in college. I’ve worked for my friend’s father before for about six months and then I was laid off when the economy hit the peak of the recession.My friend, his brother and I were the only white people his f ather had working for him the rest were Mexican and barely spoke English. I felt like my friend’s mother looked down on me because her husband’s employee and instead of being in college I was working for him. This feeling I got from my friends mom wasn’t just from working for their company. The entire time I’ve been their son’s friend which has been since first grade, I’ve felt small in their eyes like I wasn’t good enough to be friends with him. In Mantsios’s article he says there are four myths that Americans believe to ake sure talks about class never take place. These myths are that our country is classless, that we are mostly middle class, America is slowly becoming better off and everyone has an equal chance to succeed. If someone pays attention they can see the classes all around them. Each state has a minimum wage that the country’s lower class usually is stuck barely making a living, and barely surviving because of the low wage. The upper class consists of business owners and huge company executives. These people are very well off and have everything they want and need while the lower class suffers.With an economy like Americas, the poor is getting worse off every year. The fact is America has the largest gap between rich and poor in the world. This gap is the largest it’s ever been and shows no sign of improving its steadily getting worse. The lower class is the biggest contributor to the nation’s unemployment rate, because their jobs depend on the economy to keep working. The lower class has to work extremely hard to work up the class ladder. Working class citizens have nothing they need to succeed while the upper class has everything they want in life.Another one of Mantsios’s main points is that the lower class has a high chance of health issues and a low chance of quality education. In this Article Mantsios sites Richard De Lone, He states that SAT scores strongly depend on the wealth of the students’ parents. The more wealthy the parents the better score the student got on the SATs. If the income of a family was over a hundred thousand then the students averaged a score of 1130 on their SAT. I would have to say I was not one of these Students my family was poor, but I got a good education and feel that I have a wealth of knowledge.Growing up in a lower class family my mother was barely able to pay the bills. My father left my mother when I was fourteen. So she was forced to provide for my siblings and me on her school bus driver salary. My mother had the best health benefits a job provides, her children never went without healthcare. I will say the majority of lower class family’s do not have this luxury, it depends on the job. My siblings and I have also had a quality education because my mother researched the school districts in our area before deciding where to enroll her kids.The lower class can get a quality education we just have to be determined to work hard. In order to get a college education as a lower class citizen I have to work a full time job while going to school full time. I have a wonderful role model my mother got her bachelor’s degree while working to full time jobs one graveyard and one during the day while going to school full time. If she can do that then I can’t disappoint her all she’s ever wanted for her children was a better life. The government provides financial aid, but it isn’t enough to live on while going to school.I have to utilize every free moment I have to complete my assignments, because of that I don’t have any free time. College is my only shot at moving up the class ladder of America. Americans Don’t want to believe the US is a class based society because of the myths that this country was founded on. The upper class gets everything they need, top of the line health care and education. America is not a middle class country the gap between upper class and lower class is getting bigger with each year. With an economy in the toilet the poor are getting worse off and the rich are getting better off.Success in America isn’t equal in America it’s not what you know it’s how much money you’ve got and who you know that matters. The gap between rich and poor in America is eleven to one the largest in the world, japans gap is only four to one. The reality is the poor have a higher chance of health issues and low chance of a quality education because they have no means to help themselves. Mantsios, Gregory. â€Å"Class in America. †Ã‚  Ã‚  The Norton Field Guide to Writing with Readings. 2nd  ed. Ed. R. Bullock & M. D. Goggin. New York, NY:   Norton, 2010. 697-717. Print.

ADOLF HITLER Essays (1231 words) - Hitler Family, Klara Hitler

ADOLF HITLER Essays (1231 words) - Hitler Family, Klara Hitler ADOLF HITLER Adolf Hitler changed the course of history. His childhood strongly shaped his personality. There were many deciding factors that determined the kind of person Hitler finally became. Adolf's father was Alois, an illegitimate child, his mother was Marie Schickulgruber. Alois took his fathers name Hitler before Adolf was born. Alois was already a successful border guard when he was 18, and later became an Austrian customs official. He retired in 1849 after 40 years of service. He was 58 and retired early because of bad health. After he retired he bought a nine acre farm near the small town of Hafeld. His dream was to live a country life, but the farm took much more work than he expected. Since his health was poor, he had a very hard time making a living on the farm. He had always found that spending time with his children was irritating, but on the farm they were forced to work side by side. This was difficult for Alois, who was very hard on the children. He often beat them when they didn't mind. Adolf's father's main hobby was bee keeping, often the mother had to remove 30 or more bee stingers at the end of a day. Alois married his former house keeper, Klara Poelzl, in 1885 she was already pregnant. Klara had three children who died when they were very young, before she had Adolf. Five years late she had a daughter, Paula. Even though Klara was kind to her step children she showed favoritism to her own children. Adolf was fond of his sisters but never got along with Alois Jr., A step child from a previous marriage. Alois Jr. especially disliked Adolf because their mother always loved Adolf more. Alois Jr. resented his father, who often beat him with a whip for disobedience, and ran away at the age of fifteen and never came home. He was jailed twice for theft and led an unhappy adult life. He lived in Paris for a while and then moved all the way to Ireland, but when Adolf became famous he moved to Berlin and opened a cafe hoping to take advantage of his brother's popularity. Adolf disliked him and told his friends never to mention his name. When Adolf was born his mother was afraid he would die so she gave most of her attention to him. She treated the other two kindly but never with the same affection as she treated Adolf. Adolf liked his half sister Angela much better, but his baby sister Paula was his closest sibling. Paula too charge of his household, and remained faithful even after he became famous. Adolf was born in 1889 in Brounan, Austria, a small city on the German border. When Adolf was young, he took singing lessons and sang in the choir in a Benedictine monastery. Adolf did very well in elementary school until he became interested in art. As soon as he saw all the attention he could get from drawing he immediately began drawing pictures of castles and landscapes that amazed his peers. Much to his fathers disappointment he decided to pursue a career in art instead of following in his fathers footsteps. Since he did his drawing in class his school work suffered. Hitler said later on in life that he did bad in school so his father would let him pursue his career in art. At this time children either went to Gymnasium or Reilschule. Gymnasium was for people who wanted a classic education and Reilschule was a technical and scientific school. His father wanted him to go to Reilschule and Hitler agreed mainly because it offered a drawing class. Every day Hitler walked 3 miles to attend Reilschule in Rintz. Reilschule was much bigger than his old school and he didn't get the attention he was used to. After a while though, he started to fit in. He often organized the children into groups to play war games in which he was always captain. He based many war games on the stories he read out of James Cooper. Even as a child he was a convincing speaker, organizing the children into debate teams. He wrote later in Mein Kampf that he thought that this is where he got his speaking and organizational skills Hitler was fourteen when his father died. He could now follow the career of his choice. When he was 16 his grades were to

the declining significance of essays

the declining significance of essays The Declining Significance of Marriage: Changing Family Life in the United States This paper reviews the roles of divorce, nonmarital childbearing, and cohabitation in the changing family contexts of children, and then provides new estimates of current family composition which incorporate cohabitation. The underlying process is viewed in terms of the declining significance of marriage linked to long-term trends in individuation. Half of all children in the U.S. will spend some time in a single-parent family, and nonmarital childbearing is an important factor creating these families. At the same time, increased cohabitation requires that family definitions based on marital status be replaced with those that include cohabitation. A sixth of traditionally defined mother-only families are cohabiting two-parent families, and the one-fourth of current stepfamilies that are missed by marriage-based definitions. 1. The research question was what were both the dynamics and consequences of changing family transitions, and do we understand them? 2. The purpose of the research was to review the roles of divorce, nonmarital childbearing, and cohabitation in family contexts of children, and provides new estimates of current family composition that incorporate cohabitation. 3. There was no review of the literature. 4. Aversion to long term commitments, a process with clear implications for marriage, cohabitation, childbearing, parenting, and the stability of families is a process that has occurred more among men more that women. The variables were childs Age, race and ethnicity, mothers education, and mothers family at age 15 were the variables. 5. The type of research design picked was correlation. The method of data collection was survey. 6. The Black, white, and Mexican-American population were under observation. Two-parent and one-parent families out of each race were samp ...

Progressive Supranuclear Palsy Research Paper Example | Topics and Well Written Essays - 1500 words

Progressive Supranuclear Palsy - Research Paper Example Men are known to be affected by this condition to a greater extent as compared to the females (Golbe and Ohman-Strickland, 2007). Clinical Presentation The PSP encompasses distinguishing mild dementia, lack of memory, sluggishness of contemplation procedure, poignant or behavior modifications encompassing lethargy or hopelessness with infrequent outbreaks or petulance and weaken capability to maneuver attained information, the condition leads to subcortical dementia, the characteristic feature of PSP. The clinical features include parkinsonism, though with rigidity in extension rather than flexion and tremor is usually minimal. In addition there must be a supranuclear paralysis of eye movements, usually downgaze for the appropriate diagnosis. These features are accompanied by pyramidal signs and cognitive impairment. The condition belongs to the family of taupathies and engross both cortical and subcortical structures (Stamelou et al, 2010). PSP is a symmetric, akinetic-rigid syndrom e, frontal shortfalls, postural instability as well as falls. Early gait interruption with sub-zero, micrographia and hypophonia comprise an additional deviation entitled pure akinesia with gait freezing (Williams and Lee, 2009). Observations reveal that in case of progressive supranuclear palsy, cortical lesions play an imperative role in highlighting the symptoms and signs of the disease. The patient thus presents supranuclear opthalmoplegia. Apart from these features, additional clinical characteristics involve, progressive asymmetric dystonia, apraxia and cortical sensory loss (PSP-corticobasal syndrome) (Josephs et al, 2005). The heterogeneity of the medical management emerges to trail distinction in the anatomical allocation of diverse, PSP-specific histopathological amendments (Willians and Lees, 2009). These features are supported with retrospective neuropathological research. Neuropathology Neuropathologically, PSP is defined as an accumulation of neurofibrillary tangles an d thereby loss of neuronal cells encompasses cortical and subcortical constitution, in particular the subthalamic nuclei, globus pallidus, red nucleus, superior colliculi, pretectal regions, periaqueductal grey matter, substantia nigra, thalamus, cerebellum, the entire pontine tegmentum, oculomotor nucleus, medulla, dentate nucleus and the spinal cord (Williams and Lees, 2009). Cases which do not predispose these features are difficult to diagnose. Research studies reveal that genetic mutations in the tau gene present on the chromosome 17 is responsible for the frontotemporal dementias. Stanford et al (2000), have identified that a silent mutation (S305S) in the tau gene is responsible for noteworthy atrophy or cellular collapse of the frontal and temporal cortices. Histopathological tests display intracellular, somatodendritic tau-aggregates which are shown by the silver staining (Dickson, 1999). Presence of neurofibrillary tangles in neurons, neuropil threads in neuronal processes , coiled twisting bodies in oligodendrocytes, tufted astrocytes in the basal ganglia, amygdala and motor cortex as well as nonexistence of neuritic plaques aid to discriminate PSP from other tauopathies. Taupathies is a common terminology employed to neurodegenerative disorders displaying tau-pathology in the glial or neuronal cells. Tau protein is expressed in neurons, associated with the microtubule.

Why Mobile Phone Conversations Are Never Private Essay

Why Mobile Phone Conversations Are Never Private - Essay Example The privacy of mobile phones for instance, has been a predominant topic in the field of feminist media studies (Baker, 2006, p.1). Through the use of mobile phones, many people have been subjected to unwarranted infringement of personal privacy depending on the gender of the individual and this has led to various studies aimed at investigating how different genders use mobile phones and how the use of these devices has contributed to politically-motivated social history (Hijazi-Omari & Ribak, 2008, p.154). This paper seeks to explore the relationship between the use of mobile phones by teenage girls and the resulting privacy issues. The paper will further focus on the contemporary media practices and how they have influenced different people’s lives depending on their genders. Moreover, the paper will examine the various elements of insecurity applicable in the use of mobile phones and how these pronounce the privacy complexities (Stuart, 2007, p.1). Eavesdroppers, hackers and thieves Despite the conventional privacy belief associated with the use of mobile phones, their use has actually exposed many people to the traps of unintended and self privacy infringing illegal use (Stuart, 2007, p.2). Today, the use of mobile phones has increased to a level that it does not matter where you are or what you are doing but whether your hands are free to hold the handset to your ears for conversation as long as the other person is ready to communicate. The freedom brought by the use of mobile phones has highly influenced the social structures of various communities and even cultures that never used to communicate physically can now access and communicate to the other party devoid of the cultural barriers (McRobbie, 2007, p.720). In this regard, feminist populations in communities that do not allow women to freely mingle with men have been able to freely communicate with their male counterparts without the culturally defined blockages. However, it is imperative to no te that the use of mobile phones has also worked to fuel various illegal activities since other people are able to intercept the communication between the users of mobile phones making the communication media vulnerable (Baker, 2006, p.1). Given the frequency of use and the location of the users of mobile phones, eavesdroppers, hackers and thieves have found it easy to access the mobile phone devices and this enables them to plan and execute their illegal acts without the consent of the mobile phone users (Stuart, 2007, p.1). In many occasions people share their experiences and even personal information with the other users of mobile phones without considering their location and whether there are people around them who could use such information for other purposes. Take for example the use of mobile phones in a cyber cafe or even in a foods store. In these places, different people come for different purposes and some people can access other electronic equipments like lap tops and ot her computer devices (Krotz, 2011, p.2). When an individual either in a line waiting to be served or already enjoying the services of the facility begins to communicate with another person sharing individual experiences and personal information, another person in the same place could easily record the personal information and even schedules and this will aid their planning and execution of illegal acts (Earle, 2010, p.1). Eavesdroppers, hackers and thieves have made the use of mobile phones less private as should be according to the conventional beliefs (Privacy Rights Clearinghouse, 2010, p.2). In this regard, hackers have shown that they don’t actually need the physical mobile devise to track and utilize personal information of the owner of the mobile phon