Religion in Public Schools Essay - 2315 Words

Religious Rights in Public Schools JESUS in the classroom! Are you feeling uncomfortable yet? Religion in the public school systems is among the top of the list of controversial topics in American society, Weve long been advised to avoid this and other religiously politically intertwined subjects in polite conversation. If youre like most Americans, this topic makes you frustrated, high strung, or at least a little queasy. From the day the 1st amendment right appeared in the U.S. Constitution, to this present day, and surely into our nations tomorrows, the proper role of religion in public schools has been, is, and will continue to be a subject of great debate. It is important for school officials, parents, and students†¦show more content†¦The second is known as the Free Exercise Clause, which prohibits congress from removing the right of the people to freely exercise any religion, or none at all. Although these two clauses of the 1st amendment right seem simple to understand and clear and direct in its meanings, there is no doubt that the 1st amendment needs breathing space and room for interpretation, and statutes attempting to restrict or burden the exercise of First Amendment rights must be narrowly drawn (Herndon v. Lowry, 1937). For example, even the most stringent protection of religious rights would not protect a teacher from sacrificing her students in the name of religion. Every case, whether it be as ridiculous as the one above or a situation that would be much more relevant to every day life is confronted with a question, was the religious expression used in such circumstances or are they of a nature that creates a clear and present danger? Congress has a right to prevent those instances that will bring about substantive evils. In the end the question is one of proximity and degree (Holmes, 1999). Since this amendment first appeared in December of 1791, there have been hundreds of court cases, ruling on the religious rights of students, teachers and other officials in public schools. These court cases with their extraordinary impact, have paved the way to the educational system we have today. Though schools were originally founded for the purpose of inculcatingShow MoreRelatedReligion : Public Schools And Religion2002 Words   |  9 PagesReligion in Public Schools Issues involving public schools and religion have been topics involving intense debate. It is difficult for the government to elucidate the appropriate boundaries of religion in the public schools. It is true that teaching about religion is permitted in the public education systems, but the real question is where the margin should be set between teaching religion and simply teaching about religion. It is almost impossible to teach about the history of the United StatesRead MoreEssay on Religion in Public Schools 1442 Words   |  6 PagesThe subject of religion in public schools is one that has been debated vigorously and passionately. The warriors from the Right and Left fail to appreciate the facts because they are caught up in the rhetoric and have difficulty viewing this emotional topic dispassionately (Haynes, 2011). Both sides are right about one thing: this is an important subject. The debate on religion in the public school is complicated by the fact that there are two clauses dealing with religion in the First AmendmentRead MoreFreedom of Religion in Public Schools1748 Words   |  7 Pagesthe individual practice of religion in school has become a very controversial topic. There are many different views on this matter and even more opinions on how it should be handled. There are people on both sides of the spectrum, there are those who believe that it should be taught and allowed in school, and there are those who believe it should not be taught or practiced in school. There have been cases brought to court about how religion should be taken out of schools, or if it should be allowedRead MoreThe Practice of Religion in Public Schools762 Words   |  4 PagesThe Practice of Religion in Public Schools The â€Å"establishment† or â€Å"religion† clause of the First Amendment of the Constitution reads: â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof† (Education Week, 2003, para. 2). It is from this clause that the idea of separation of church and state comes. It is also the basis for much of the debate regarding the practice of religion in public schools (Education Week, 2003). OneRead MoreReligion and Public school Essay1652 Words   |  7 Pagesestablished religion. To prevent this from happening in America, the Framers of the constitution banished the ability for the state to interfere with religion, and vice versa. Yet over time this mixture of government and religion has been tested, especially in cases involving school and religion. Like any argument, there is a party which agrees and another which disagrees. When looking at schools and practices of religion, there is a side that believ e the mixture of school and religion is just andRead MoreReligion in Public Schools Essay1131 Words   |  5 PagesDefinition: Religion in school is the practice of any personal religious beliefs in a place of education. Introduction: In recent years teaching or the individual practice of religion in school has become a very controversial topic. There are many different views on this matter and even more opinions on how it should be handled. There are people on both sides of the spectrum, there are those who believe that it should be taught and allowed in school, and there are those who believe it shouldRead More Religion In Public Schools Essay1444 Words   |  6 Pages Religion in Public Schools nbsp;nbsp;nbsp;nbsp;nbsp;Congress shall make no law respecting an establishment of religion or prohibiting the free exercise thereof......Ó according to the First Amendment of the Constitution. This idea of freedom of religion has been stated very clearly, but it also raises questions about the meaning of religious freedom . Should religious expression be excluded from all government activities? Has separation of church and state been violated by the U.S. TreasuryRead More Religion in Public Schools Essay602 Words   |  3 Pages Religion in Public Schools Are you religious? Do you have children? What kind of environment would you like your child in while he/she is in school? A century ago, most of America’s public schools were religious schools. Over time the state has redesigned schools in order to make schools for all children and not alienate any students. The Supreme Court then accelerated the movement in 1962 when it declared that prayer in public schools was unconstitutional. Then one year later the court removedRead More No Religion or School Prayer in Public Schools Essay3018 Words   |  13 PagesConstitution was adopted, the separation of church and state issue focused on preventing a government mandated religion (Davis 245). The framers of the Constitution knew first hand the harmful consequences of a government that has complete control over religion. Protecting the religious freedoms of the various religions seeking refuge in America also raised great concern. Each religion s hould be given the same rights wh en practicing their beliefs. For these reasons, the First Amendment of hteRead More Religion and School Prayer in Public Schools Essays1853 Words   |  8 Pagespractice the same religion, Americas first legislators made certain that government intervention in religious matters was prohibited. Therefore, religious freedom was ensured in the First Amendment to the Constitution, as it states, Congress shall make no law respecting the establishment of religion, or prohibiting the free exercise thereof. . . (Whitehead, Rights 49). This statement allowed Americans to f reely express and practice or chose not to practice a religion. The two distinct parts

Community Assessment Essay - 5210 Words

Abstract This paper will conduct a community assessment of Marion County, Indiana. Marion County is located in the heart of Indianapolis, which is the capital of the state of Indiana. Marion County was created April 1, 1822 and was formed from Delaware New Purchase. It was named after General Frances Marion from South Carolina in the Revolutionary War period. This assessment will address the health needs and risks of Marion County through the use of the WGU assessment forms identifying the population’s economic status, neighborhood and community safety inventory, cultural assessment, and the disaster assessment and planning guide. Marion County Indiana Population Economic Status Assessment Marion County, Indiana had a†¦show more content†¦The community of Marion County according to the 2010 U. S. Census was comprised of 58.6% of the population as non-Hispanic White, 27.2% non-Hispanic Black or African American, 0.2% non-Hispanic American Indian and Alaska Native, 2.1% non-Hispanic Asian, 0.3% from some other race (non-Hispanic) and 2.2% of two or more races (non-Hispanic). 9.4% of Indianapolis population was of Hispanic, Latino, or Spanish origin (U.S. Census, 2010). The percent of Latino’s in Marion County has increased over 50% within the last 10 years going from 33,000 to more than 84,000 according to new census figures posted as of February 2011. Safety Hazards in the Natural Environment Air pollution is associated with a wide range of health risks, including respiratory problems, allergies, cancer, lead poisoning, and others. Marion County is in compliance with air quality standards established by the Environmental Protection Agency (EPA) for ozone, carbon monoxide, nitrogen dioxide, sulfur dioxide, particulates, and lead. Radon, on the other hand, is a naturally occurring radioactive gas, which emanates from rocks and soil that contributes to the incidence of lung cancer. Children appear to be at a higher risk for lung cancer because they are more sensitive to the ionizing effects of radiation than adults, and parents that smoke amplifies their children’s risk. Marion County as a whole, has been categorized by the EPA asShow MoreRelatedCommunity Health Assessment of a Community2461 Words   |  10 Pages Community assessment and analysis Presentation Red group Interview with Community health Nurse Essex County New Jersey Demographic of Essex County Essex County is located in the North eastern part of new jersey. The history of Essex county dates back to 1666 when 30 families from Connecticut established settlement along the banks of Passaic river. Essex County was officially established in 1682 by east jersey legislatureRead MoreCommunity Windshield Assessment2564 Words   |  11 PagesCaring for Populations: Milestone1: Community Windshield Survey Form Directions: Please refer to the Milestone 1: Community Windshield Survey Guidelines and grading rubric found in Doc Sharing for specific instructions in order to complete the information below. This assignment is worth 150 points. Type your name above and your answers below directly on this form. Click Save as and save the file with the assignment name and your last name (e.g., â€Å"NR443 Windshield Survey Form_Smith†). When youRead MoreCommunity Needs Assessment Essay1621 Words   |  7 PagesResearch Method Paper A Community Needs Assessment Research is conducted in a variety of different ways using different methods and methodologies. How these methods are used is imperative to how clear and accurate research will be. Community needs assessment is a research method used by many researchers that assists in finding gaps within a particular target group within a particular community. Throughout this paper I will discuss what a community needs assessment is and when and how it isRead MoreEssay on Scottsdale, Az Community Assessment1829 Words   |  8 PagesRunning head: SCOTTSDALE: COMMUNITY ASSESSMENT AND ANALYSIS Scottsdale: Community Assessment and Analysis Jennifer Hensley Megan Kehrli Isha Maina Maribel Martinez Kelly Simpson Lisa Taylor Grand Canyon University: NRS-427v Community Health February 3, 2013 Scottsdale: Community Assessment and Analysis Scottsdale, Arizona was incorporated in 1951 and is the sixth largest city in Arizona (City of Scottsdale, 2013). Scottsdale is 184.2 square miles located in the picturesqueRead MoreThe World Of Assessment On The Education Community1951 Words   |  8 PagesAbstract This paper was created to explore the world of assessment issues in the education community. This paper was focused on using state tests in order to formally evaluate teachers. Teachers are being evaluated all the time to determine whether they are fit to be in the classroom. This paper focuses on the issues created by NCLB as well as race to the top. It has become a competition to have teachers get the best state scores on tests. These scores are how we are evaluating our current andRead MoreFunctional Health Patterns Community Assessment2781 Words   |  12 Pages------------------------------------------------- Functional Health Patterns Community Assessment Guide * Functional Health Pattern (FHP) Template Directions: This FHP template is to be used for organizing community assessment data in preparation for completion of your collaborative learning community (CLC) assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community. Value/Belief Pattern Predominant ethnicRead MoreA Needs Assessment Survey in a Gastroenterology Endoscopy Community of Practice12128 Words   |  49 Pagesï » ¿A NEEDS ASSESSMENT SURVEY FOR A GASTROENTEROLOGY ENDOSCOPY COMMUNITY OF PRACTICE A Clinical Capstone Proposal Presented to the Faculty of the School of Health Sciences La Salle University In Fulfillment Of the Requirements for the Degree Doctor of Nursing Practice By Jordan Hopchik Doctor of Nursing Practice Program COPYRIGHT BY JORDAN HOPCHIK 2014 Title of Clinical Capstone Proposal: A NEEDS ASSESSMENT SURVEY FOR A GASTROENTEROLOGY ENDOSCOPY Read MoreA Community Assessment Of 70806 Baton Rouge3485 Words   |  14 PagesA Community Assessment of 70806 Baton Rouge. The 70806 of Baton Rouge, LA consists of a diverse community of college students, low income and middle class income areas. Driving through the community reveals income inequality, poverty and opulence, homelessness and extravagant houses, healthy youth and elderly sick individuals. It was a challenge to assess the 70806 due to the great diversity but a much greater challenge to come up with viable. Description of the Community The community of 70806Read MoreCommunity Assessment930 Words   |  4 PagesRunning head: COMMUNITY ASSMENT AND MARCO ANALYSIS 1 Community Assessment and Marco Analysis and Assessment of Community needs and Identification of Macro Themes Affecting solution to the Community Problems Mabel A. D. Brown San Diego State University COMMUNITY ASSESSMENT AND MACRO ANALYSIS 2 Abstract This paper explores the assessment of a community agency Sharp Mary Birch Hospital for Woman amp;Read MoreCommunity Assessment And Its Impact On The Community1778 Words   |  8 PagesAnderson and McFarlane (2004) defined community assessment as a process; it is the act of becoming acquainted with a community (p.169). Community Assessment is similar to a physical assessment of a person because one has to review the history, examine all areas thoroughly, and report problem areas encountered. The community I assessed was Little Haiti. During the assessment, I was able to participate in various activities that helped transition into the community. The main method used in learning about

The Evolution Of The World Analysis Essay Example For Students

The Evolution Of The World Analysis Essay The Greek geographers of the later Roman period developed systematiccalculations for the mapping and shaping of the earth. However, whatwould come to replace these systematic calculations? Why were theideologies of a flat earth accepted and why were those of a sphericalearth ridiculed? The answer to this question is very simple and can beanswered by one clear and concise word: Religion. Thus saith the Lord God; This is Jerusalem: I have set it in the midstof the nations and countries that are round about her. (Ezekiel 5:5)This verse from the of book Ezekiel simply states that the city ofJerusalem should be in the center of all maps created. This eliminatedthe need for any latitude or longitude. Before hand, there had been morethan six hundred maps created, not one having this holy city as thecenter. There was nothing new about putting the most sacred place atthe center says Boorstin. The Hindus placed Mount Meru, a mythological70,000 foot high mountain at the center of their map. In the Muslimfaith, the Kabah in Mecca was the highest point on earth and thepolestar showed the city of Mecca to be opposite the center of the sky. As one can clearly see, many maps, had different centers. Each map had adifferent center, each based on a different religion. Many years before the birth of Jesus Christ, the Greeks theorized thatthe earth was a globe. But after that, there was a period in historycalled The Great Interruption. This period was categorized by acomplete silence where people in general, forgot about the issue ofwhether the earth was flat or whether it was a globe. Another reasonthat brought the theories of a globular world to rest was because thepriests told the general public that the earth was flat. Priests such asSt. Augustine and others invented the Antipode theory, which stated thata world shaped like a globe is impossible because objects would behanging downwards and growing backwards. Once again, religion played amajor part in this argument that would rage on for many years to come. To conclude, much like the theories of the priests in the first 400years after the birth of Jesus Christ, who said that Jerusalem was thecenter of a flat earth, one might be able to relate this period in timeto a much more recent and modern one. Prior to the French Revolution in1789, France was ruled by an absolute divine right monarchy. Theinstitution that had the most power at the time was the Catholic church. No one in France would ever dare question the word of the Church. Everything the Church said had to be true and that was that. This isfurther reinforced by the churchs persecution of Copernicus who lateragain theorized that the earth was not the center of the solar system. This illustrates that 1000 years later, religion remained the backboneof society, and to a lesser extent, the same still holds true today incertain societies.

Is knowledge justified true belief Essay Example

Is knowledge justified true belief Paper Epistemology is amongst the most important and most debated areas of Philosophy; Defining knowledge itself has proved to be one of the most pressing problems. Knowledge has often been described as justified true belief; This tradition can be observed to have been applied as far back as the times of Plato, and claims that there are three criteria that must be satisfied in order for an individual to possess knowledge. This is known as the tripartite theory of knowledge. Following the requirements of this theory, if we believe something, have justification for such a belief, and it is true, then our belief is knowledge. 1 The allegory of a ladder aptly describes the logic behind the tripartite theory of knowledge; the bottom of the ladder representing ignorance, and the top, knowledge. A belief must overcome each rung of the ladder, thus bringing it closer to knowledge. The first step is an unjustified belief. At the next step, the belief becomes justified, but may still prove to be true or false and therefore cannot constitute knowledge. The next step is an unjustified true belief; hereby truth has been found but there is no reasoning behind it. The last stage, when accomplished, establishes a justified true belief. The believer knows their belief to be true and has justification for this; hence the believer has achieved knowledge. 2This seems logical and straightforward, but it is debatable as to whether this can really be praised with describing the full extent of what knowledge is. We will write a custom essay sample on Is knowledge justified true belief specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Is knowledge justified true belief specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Is knowledge justified true belief specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Gettier most notably expanded upon why this theory is slightly dubious by pointing out that a justified true belief may not actually be what we would commonly refer to as knowledge by pointing out a number of examples of justified true beliefs that were not knowledge. 3 Thus, it would seem, the tripartite theory, fails. However, by expanding upon the notions of truth and justification it might be possible for find some way of agreeing with the tripartite theory post Gettier. On the basis of the tripartite theory, to be considered true knowledge, a belief must be justifiable4. If we take the meaning of a justifiable belief to be one we are within our rights of holding5 we must question our justification for such a conclusion. Therefore, it must surely call the benefits of defining a belief as justifiable into question, that is to say, it leads us to consider whether justifiable is really a term worthy of a rung on the allegorical ladder to true knowledge. It also means that, in fact, any justifications we might propose in search of certain knowledge, have to justify the means of their justification; therefore leading to a seemingly infinite regression. To avoid this, one might suggest that there must be some form of basis that we may rely on without questioning; This basis of beginning with a priori principles which we must believe to be true prior to experience is the stance taken by rationalists. However, many Empiricists have questioned whether such a priori principles can actually exist. Since our experience is so limited, it seems valid to suggest that, in fact, we can only ever say what has been the case as far as we and others may account for. For the Empiricists, our knowledge is based on reasoning, through a process of deduction7. Therefore, we gain knowledge from what we might call a common denominator perceived from a range of experiences. Hereby, for the likes of Aristotle, true knowledge is what we gain from our reasoning on the basis of our experiences in the world. However, this idea of basing knowledge, although partially, on perception, also seems to call many things into question. Surely, therefore, it seems safer to suggest that knowledge could merely be what one subjectively believes to be true even if such a proposition would deem the idea of knowledge as less worthy. Perception and observation can be understood as conveying information about what is inputted to our senses. The result of these processes, or output, is considered to be a belief; such a belief may constitute knowledge. However, it would seem that much of our knowledge does come to us through our senses, adding to the suggestion of it subjective nature. Although the way that we perceive the world may be, in part, determined by the world, it is also heavily determined by us. We are not able to receive information about the world passively, and arguably contribute much to our own experiences. Thus implying an unreliable basis for knowledge and leading to questioning of whether true knowledge can actually exist at all. The notion that knowledge or certainty can never be absolute has been entertained by philosophers for years; in particular, certainty of anything that is based wholly on sense experience8. Throughout the history of philosophy there have been numerous arguments portraying the unreliability of sense experience that are often hard to refute; one of the most memorable being that anything we gather from what we experience through our senses can never be deemed reliable as to what is actually beyond such appearances. Sensory skeptics have highlighted this fact that that any knowledge gained from perceptions is biased by how things appear solely to us and that we cannot know what causes those appearances. Thus, any explanation of knowledge that involves experience, or sense knowledge, is called into question. Throughout the history of philosophy, sensory skeptics have argued that we perceive only things as they appear to us and cannot know what, if anything, causes those appearances. Thus, if there is sense knowledge involved in a theory of knowledge from that stance of the skeptic, it will always be personal, direct and inconsistent as any conclusions we make from this very personal input are, therefore, subject to error as we have no way of knowing whether our inferences from our perceptions of the world are actually correct. This case could lead us towards Platos argument of true knowledge that states that it is to be found outside the realms of the physical world. However, in turn, surely we must question the worthiness of something outside our own experience as it can never be experienced and therefore has questionable value. It would seem a logical conclusion that all we can ever claim to know must be on the basis of our own experience. Thus we begin this deductive process of acquiring knowledge at birth where the mind is, what John Locke referred to as a Tabula Rasa,9 Therefore, knowledge could be more simply defined at the output of our reasoning on the basis of our experiences. In conclusion, knowledge, even if we are to question its certainty or its basis of what has been called assumption, is information that is both true and justified in as far as it is possible to draw any conclusions on the matter. In response to Gettier, if we have a belief that is true and we can find justification for it, even if the justification is false, we still, arguably come to the same truthful conclusion. We might add to the tripartite theory that true knowledge also requires that the justifications made to also be true, that is to say, there must be no errors is the reasoning of the individual. Although when subject to the challenges of skepticism as to the concept of knowledge itself, as far as we can understand, the tripartite theory does produce as adequate account of what knowledge is and logical way or establishing it. Therefore, knowledge is justifiable true belief that has been based on experienced and justified by human reasoning. Any definition of knowledge without these qualifying factors is beyond the realms of our experience and, therefore, arguably beyond our understanding and therefore of little value.

Diagnosis and the Level of Traumatic Brain Injury

Diagnosis and the Level of Traumatic Brain Injury The subject of the case study under consideration is a 17-year-old Latina girl, Mary S, who is delivered to a hospital unconscious with a head bleeding freely as a result of an unsuccessful pool jump from the second floor. She is given PET scans that help to define a number of injuries and the necessity to be placed on precautionary life support.Advertising We will write a custom case study sample on Diagnosis and the Level of Traumatic Brain Injury specifically for you for only $16.05 $11/page Learn More The level of TBI has to be defined by means of the analysis of the results of three types of tests: the Glasgow Coma Scale, the duration of post-traumatic amnesia, and the duration of the unconscious state (Lezak, Howieson, Bigler, Tranel, 2012). As she follows the orders of a neurologist, opens her eyes briefly, moves her fingers, but is not able to speak just moan incoherently, the Glasgow Coma Scale demonstrates the results such as: E3, V2, and M6. The loss of consciousness lasts for about 3 hours. Amnesia is hard to observe as the girl does not respond verbally for about a day. The next day, she recognizes her parents. The interpretation of these elements proves that Mary has the moderate type of brain injury. The moderate brain injury usually causes brain swelling and bleeding as a result of which a person spends much time sleeping. At the same time, a person is not in comma and can be aroused (still, it is not recommended) (Brain Trauma Foundation, n.d.). Taking into account all information got and the evaluation of the DSM-V standards, the following diagnosis may be given: traumatic brain injury with the consequences like adjustment disorder with mixed anxiety and depressed mood (309.28 DSM code), posttraumatic stress disorder (309.81 DSM code), and disorder of written expression (315.2). A Pre-Morbid Estimation The estimation of pre-morbid functioning is one of the crucial steps that have to be done as when a TBI case takes p lace. As a rule, special tests like the NAART or WTAR are used to determine a person’s pre-morbid level of intellectual functioning along with the use of existing records (Strauss, Sherman, Spreen, 2006).Advertising Looking for case study on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the case study under analysis, it is stated that Mary has not passed through full-scale IQ tests, this is why the results of the tests are definite in regards to a particular situation. The WTAR (Wechsler Test of Adult Reading) on the basis of No-Child Left Behind Testing records is may be used with Mary as she meets its age ranges (16-89 years), speaks English perfectly, and can demonstrate her abilities to pronounce irregular verbs with a clear understanding of what they are all about (Strauss, Sherman, Spreen, 2006). The test lasts about 10 minutes during which an examiner presents 50 word cards one by one and gives promp ts to a patient on how to pronounce a word. Each correct answer is 1 score for the patient. In case 12 incorrect answers take place, the test has to be stopped. The peculiar feature of the test is the possibility to compare predicted and actual functioning considering the general intellectual status and the condition of memory. As soon as all 50 cards are shown, the results are evaluated in regards to the age of a patient. Mary is a 17-year-old girl with a high level of knowledge and abilities to work during classes. Her results are expected to be high indeed as she likes to study and achieve the highest grades in comparison to her fellows. Assessment of Mary’s Post-Injury Intellectual Ability The WAIS-IV is the test used on Mary to check out her post-injury intellectual abilities and define the possible deficits between her pre-injury performance and post-injury performance. The test consists of a number of stages that touches upon the girls’ verbal comprehension, wor king memory, perceptual reasoning, and processing speed (Strauss, Sherman, Spreen, 2006).Advertising We will write a custom case study sample on Diagnosis and the Level of Traumatic Brain Injury specifically for you for only $16.05 $11/page Learn More Mary came to the hospital to take the tests in time and demonstrated her desire to pass through the tests within a short period. She supported eye contact and was eager to answer all questions clearly. During the tests, she stayed calm and focused on the tasks, but she could be easily distracted by outside noise. Sometimes, it was seen that Mary was at a loss as she could not find out a correct answer as quickly as she used to. She liked to complete tasks before the deadlines, still, the results of the test proved that she could suffer from some deficits. WAIS-IV scores were as follows: VC (114): similarities 13, vocabulary 103, information 12; WM (100): digit span 10, arithmetic 10; PR (98): block design 10, matrix 910, symbols 11. In general, full scale IQ was about 105; general ability index was 106.Advertising Looking for case study on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The evaluation of the tests and Mary’s reaction, it is possible to admit that her TBI associates with such deficits like short-memory problems, processing speed, attention functioning (she is unable not to pay attention to the distracting factors around), and social perception deficit (she wants to control the reactions of people on her behavior, but she cannot do it). The comparison of her pre-injury and post-injury performance proves that the girl has some problems with the perception of the world around and the inabilities to complete the functions she used to complete. She is upset and even angry with her inabilities to memorize simple facts mentioned recently. Assessments of Cognitive Speed Several tests, which are more sensitive, are used in order to determine why Mary cannot keep up in class. These are Trails AB, the PASAT, and Digit Symbol. As Mary was diagnosed with TBI, the tests under consideration should help to define the reasons of why she cannot concentrate on the details, be more attentive, and memorize information. The purpose of the Trail Making Test is to prove the presence of brain injury. Mary has to connect the 25 numbers chaotically distributed on a page. She begins properly, still, in several seconds, she starts making mistakes and stop completing the test. She does not want to continue. The part B of the test (the alternation between numbers and letters) helps to check out Mary’s visual motor abilities and visual spatial abilities. The results are the same: the girl does not want to finish the test due to her inabilities to focus on the task. She does not meet time limits as well. It proves the presence of TBI as well as the consequences such as anxiety and written expression. The PASAT test causes a number of problems as the use of a tape and the necessity to follow certain rules in a definite period of time make Mary dissatisfied and angry because of her inabilities to meet time deadlines and requirements of the test. S everal attempts are made to re-start the test, still, it also serves as a proof of a traumatic brain injury that causes a number of problems with cognition and behavior in general. Finally, the Digit Symbol test, that requires attention and time, calms Mary down and provides her with a chance to complete the task properly meeting all the standards. It shows that her cognition may undergo some improvements in case special conditions are provided. Recommendations for Accommodations and Rehabilitation The effects of brain injury turn out to be catastrophic for Mary. She refuses to attend school and talk to her parents about the problems that really bother her. Her injury harms her cognitive skills, memory, and concentration abilities. The results of these deficits are problems with reasoning and even vocabulary. She cannot keep up in class and suffers from fatigue and anxiety. This is why some accommodations in classrooms and rehabilitation at home are necessary for Mary. Accommodation s can be as follows: Provide with additional time for various class assignments; Support Mary with some teacher’s notes; Give her oral and written instructions; Allow her using notebook to check her spelling and grammar in cases of emergency; Reduce the rubric expectations in regards to the quality of the work done. Still, it is necessary to admit one fact – Mary may not want to be provided with special terms of education. This is why it is better to offer her some time for rehabilitation at home and use medical support to overcome the challenges of TBI. Rehabilitation details: Cognitive therapy focuses on the improvement of cognitive skills that can be relearned. It is possible due to certain repetitive activities, support of a professional, and clear explanations. Occupational therapy may be provided by advanced nurses and followed according to a properly developed health plan in a hospital. Neuropsychological tests should be considered on a regular basis as they can show the results of the therapies used. As soon as these hints are taken into consideration by Mary and her parents, she has all chances to get recovered and achieve appropriate results within a short period of time. A Prognosis Mary’s case is a tragic development of the events that cannot be predicted but may be improved. As soon as she is diagnosed with TBI with a number of consequences influencing the girl’s cognitive development, memory, and behavior, the test assessments, and evaluation of her reactions by the professional neurologists prove that Mary suffers from long-term TBI effects. She is in need of professional help and appropriate treatment at home as well as in a hospital. She has to be treated by an expert in order to re-develop her skills and be able to gain control over her emotions and inabilities. Mary has to be ready that she cannot perform all the activities at the same level as she used to. She needs to be supported by her family and her frien ds. In case these suggestions are followed, a prognosis of her recovery may be rather positive. Of course, people suffer from some problems after their TBIs. They need time and understanding. Mary’s status in a society she lives in should help her to find the required portion of support and continue living according to her ordinary style of life soon. Reference List Brain Trauma Foundation. (n.d.). Facts about traumatic brain injury. Web. Lezak, D., Howieson, D.B., Bigler, E.D., Tranel, D. (2012). Neuropsychological assessment. New York, NY: The Oxford University Press. Strauss, E., Sherman, E.M., Spreen, O. (2006). A compendium of neuropsychological tests: Administration, norms, and commentary. New York, NY: Oxford University Press.

Definition of Pogrom

Definition of Pogrom A pogrom is an organized attack upon a population, characterized by looting, destruction of property, rape, and murder. The word is derived from a Russian word meaning to commit mayhem, and it came into the English language to refer specifically to attacks perpetrated by Christians upon Jewish population centers in Russia. The first pogroms occurred in Ukraine in 1881, following the assassination of Czar Alexander II by a revolutionary group, Narodnaya Volya, on March 13, 1881. Rumors circulated that the murder of the Czar had been planned and executed by Jews. At the end of April, 1881, the initial outbreak of violence occurred in the Ukrainian town of Kirovograd (which was then known as Yelizavetgrad). The pogroms quickly spread to about 30 other towns and villages. There were more attacks during that summer, and then the violence subsided. The following winter, pogroms began anew in other areas of Russia, and murders of entire Jewish families were not uncommon. The attackers at times were very organized, even arriving by train to unleash violence. And the local authorities tended to stand aside and let acts of arson, murder, and rape occur without punishment. By the summer of 1882 the Russian government tried to crack down on local governors to stop the violence, and again the pogroms stopped for a time. However, they began again, and in 1883 and 1884 new pogroms occurred. The authorities finally prosecuted a number of rioters and sentenced them to prison, and the first wave of pogroms came to an end. The pogroms of the 1880s had a profound effect, as it encouraged many Russian Jews to leave the country and seek a life in the New World. Immigration to the United States by Russian Jews accelerated, which had an effect on American society, and particularly New York City, which received most of the new immigrants. The poet Emma Lazarus, who had been born in New York City, volunteered to help the Russian Jews fleeing the pogroms in Russia. The experience of Emma Lazarus with the refugees from the pogroms housed at Ward’s Island, the immigration station in New York City, helped inspire her famous poem â€Å"The New Colossus,† which was written in honor of the Statue of Liberty. The poem made the Statue of Liberty a symbol of immigration. Later Pogroms A second wave of pogroms occurred from 1903 to 1906, and a third wave from 1917 to 1921. The pogroms in the early years of the 20th century are generally linked to political unrest in the Russian empire. As a way to suppressing revolutionary sentiment, the government sought to blame Jews for unrest and incite violence against their communities.  Mobs, fomented by a group known as Black Hundreds, attacked Jewish villages, burning houses and causing widespread death and destruction. As part of the campaign to spread chaos and terror, propaganda was published and spread widely. A major component of the disinformation campaign, a notorious text titled  Protocols of the Elders of Zion  was published. The book was a fabricated document which purported to be a legitimate discovered text advancing a plan for Jews to achieve total domination of the world by means of deception. The use of an elaborate forgery to inflame hatred against Jews marked a dangerous new turning point in the use of propaganda. The text helped to create an atmosphere of violence in which thousands died or fled the country. And the use of the fabricated text did not end with the pogroms of 1903-1906. Later anti-Semites, including the American industrialist Henry Ford, spread the book and used it to fuel their own discriminatory practices. The Nazis, of course, made extensive use of propaganda designed to turn the European public against the Jews. Another wave of Russian pogroms took place roughly concurrent with World War I, from 1917 to 1921. The pogroms began as attacks on Jewish villages by deserters from the Russian army, but with the Bolshevik Revolution came new attacks on Jewish population centers. It was estimated that 60,000 Jews may have perished before the violence subsided. The occurrence of pogroms helped propel the concept of Zionism. Young Jews in Europe argued that assimilation into European society was constantly at risk, and the Jews in Europe should begin advocating for a homeland.

Comparison of Two Short Stories Essay Example | Topics and Well Written Essays - 500 words

Comparison of Two Short Stories - Essay Example To a person who understands and truly lives their heritage, such as Maggie Johnson, cultural items are for every day use. For others, such as Dee Johnson, these items are related to a culture she believes she has lost, and not to the reality of her life. Dee struggles with the apparent incompatibility of her family heritage and the Black heritage that is filtered through the context of American life, while Maggie has already successfully integrated her life and her culture. This is made apparent by the way in which the two sisters view their mother's quilts - Dee wants to use them as decorative pieces, while to Maggie the quilts are things to be used for their intended purpose, and more importantly to evoke memories of the ancestors who created them. In A Clean, Well-Lighted Place, Hemingway turns the story's setting into the theme of the story itself, in contrast to Walker, who exposes her story's theme in the way her characters interact with and attach meaning to everyday objects. In Hemingway's story, the caf is a "clean and pleasant" (Hemingway) place where consolation and comfort is provided for a few hours to the people who come to it. The light of the caf is comforting and welcoming and drives out fear and dread, and for a few hours, an old man who lives in dark and despair can feel dignity and peace.

Compare and contrast the effects of the First and Second World Wars on Coursework

Compare and contrast the effects of the First and Second World Wars on the international system - Coursework Example trend of the international system has had no parallel since creation Cantor and Land (1985); Tuttle (1988); Goemans (2000); Karsmakers (2003) and ; the combined effects of the two wars changed the shape of the international system than all other recorded wars in history combined. Kvasnicka and Bethmann (2007) believe that posterity’s perfect understanding of the similar and combined effects of these wars can be enhanced by making a holistic view on the effects these wars had on migration, global population sex ratio and labor availability, and world order. Each of these perspectives would now be looked in context to see how the effects of the two wars were similar on them. In his book An Illustrated History of the First World War, Keegan (2001) maintains that the world’s population knew an unprecedented trend in location and relocation during WWI. This location and relocation was usually from one country to another or from one city/town to another. Such movement was usually to flee from danger from one part of the world to another part of the world where danger was not so imminent. According to Keegan, such movement was ever feasible because, although this war was termed a world war, it practically did not involve all the countries of the world per se. Infact, some authors like Keegan himself, Banks (2002); Gilbert (2004) have persistently held that the first world war was a European war, arguing that the US role in the war was more of an arbitration or mediating one. So some countries remained neutral and were favorable destinations for people to move from war-torn countries like Germany, Britain, France and Belgium. Meanwhile, contributions from authors on the Second World War pointing to the same issue of migration abound. Karsmakers (2003); Kvasnicka and Bethmann (2007) and Cantor and Land (1985) revealed that the bombings of the second world war made people to leave their homes to seek refuge elsewhere more that in a y recorded period in history. Such

Forensic Psychology Essay Example for Free

Forensic Psychology Essay 1.How often is the insanity defense used and how successful is it? I would like to answer this question, with the presentation of my opinion and the performed research. It is within my opinion, that the insanity defense is used over excessively and is taking part in almost every defense to any crime. Offenders seem to have the knowledge to the use of this defense and will often provide a plea to guilty by insanity or temporary insanity, within the faith, to receive a reduced sentence. While insanity has to be a proven fact and a psychologist has to conduct a variety of tests to confirm the offender is suffering from a mental incompetence or insanity, most offenders have the ability to mislead or deceive psychologists to receive the evaluation they seek. Such action, if discovered, would actually prove the sanity of such offenders, but in most cases, it cannot be ascertained. The success of such defense is, within my view, very effective. The performed research is revealing a different answer. According to the St. Joseph News Press (2007), it has stated the opposite to my opinion. This article within a study of the national mental health institute claim’s; â€Å"the insanity defense plea is used in less than one (1) percent of criminal cases in the United States and less than a quarter of those pleas are successful†. Retrieved from; St. Joseph News Press (2007). With these opinions and views in combination, one would have to conduct further studies on this subject, to establish the correct answer. Everyone has different sentiments, within the use of the insanity defense and the successfulness of such validation. 2. Identify and discuss the major criticisms of the insanity defense. It is my belive,the major criticism of the insanity defense could be the establishment of prove to the claim of insanity. More often, offenders will try to make use of this defense for the hope of receiving a reduced sentence or the sentence to receive institutional care. According to my research, there are three (3) major criticisms within the insanity defense. The Insanity defense is mentioned as confusing to the psychiatric and legal concept. Furthermore, it is explained that the word â€Å"insane† is more of a legal word, then a medical term, and therefor to prove a person or a criminal insane, one must find the mental condition, of a criminal, severely impaired to the point of losing one’s free will. A psychiatrist may be or may not able to determine such illness, and a jury’s decision solely based on a psychiatrists’ opinion may be grounded on unreliable evidence. Retrieved from; Wests Encyclopedia of American Law, edition 2 (2008). 2. This criticism is on the moral basis and the consequences. This section suggests that the crime is of more importance, then the moral imperatives. It also addresses the way a criminal, who does plea insanity, should be trialed and punished for the crime. It is suggested, that the criminal should be convicted and the mental illness should be taken in consideration at the time of sentencing. If this method would be used by the court, it would allow the judge to determine the length of imprisonment, within a hospital prison, and the defendant would have to provide prove of improvement to the once dangerous behavior. Retrieved from; Wests Encyclopedia of American Law, edition 2 (2008). 3. This last criticism, is turned to the rich and wealthy criminals, who make use of the insanity plea. It is argued; â€Å"only wealthy defendant have the ability to retain a high-priced psychiatrist, who may be able to declare the defendant insane with the performed examination†. It also is believed, people who have less monetary funds and depend on the defense of a public defender, will not receive the same quality of defense, and they are also unable to receive the same value within the insanity exam. Such critic is based on the suggestion, that the insanity defense should be eliminated. Retrieved from; Wests Encyclopedia of American Law, edition 2 (2008). 3. When a mentally ill person is convicted and incarcerated, what are some of the difficulties in providing appropriate psychological treatment for these offenders? The difficulties in providing appropriate care, to a incarcerated mentally ill person, would stand to the inappropriate care and knowledge of the staff or facility personnel, to the condition of the mentally ill. A prison or jail is not equipped nor can such establishment provide the correct treatment to the mentally ill. To take in consideration the staff and the special medical treatment such person would require, every day, while in such confinement. But the alternative to this problem is stated in: Wrightsman’s Psychology and the Legal System, 6e,(2011) in which it is proposed; â€Å"When defendants are found incompetent to stand trial, they can be committed for a period of treatment designed to restore their competence†. And also; â€Å"for dealing with the unrestorably incompetent criminal defendant include her or his waiving the right to be found incompetent to proceed to trial and using a special form of commitment for incompetent defendants who are judged at a provisional trial to be guilty of the crimes with which they are chargedâ€Å". Retrieved from; Wrightsman’s Psychology and the Legal System, 6e, pg; 249 (2011). It is my believe, the above suggested method, would be the better approach to the incarceration of incompetent or the mentally ill offenders.

Dysfunctional Families in Revolutionary Road and Anna Karenina Essay

Dysfunction within an individual can be the result of various occurrences, whether it is a traumatic experience that has stemmed into a life of self-doubt and vulnerability, or it is a series of unfortunate events that has led the individual to believe that life is simply an ongoing controversy. However, dysfunction within a family is much more than self-afflicted stress, it is rooted within the familial bonds that gradually break as a result of conflict, co-dependent adults, perhaps substance abuse, and oftentimes a struggle of conformity brought on by an external source. In the novels Revolutionary Road and Anna Karenina, Richard Yates and Leo Tolstoy depict familial dysfunction that can occur as a result of society’s overwhelming ability to alter perspective and act as a catalyst to mediocrity. The characters that choose to conform to society’s moral values end up losing themselves in the process, causing dysfunction within the family unit; whereas the characters tha t choose to take their lives into their own hands and ignore society’s wrath ultimately prevail and restore moral order within themselves and within their families. Firstly, in Anna Karenina, the protagonist, Anna, is isolated by her hypocritical society with superficial values, which in turn leads her to her downfall. Secondly, in Revolutionary Road, John and April Wheeler are conflicted with society’s primary focus on materialism and wealth, which leads to the downfall of their dream causing their marriage to collapse. Similarly, both societies are led by the same motives where the protagonists of the novels seem to be corrupted by external sources, predominantly being their judgmental societies, which consequently causes the corruption of their families. Lastly, ... ...selves, and ultimately within the family unit by gaining a sense of perspective on what truly matters, being inner content, as opposed to societies judgment. The conflict of what truly causes a family to become dysfunctional wages on in literature, however Yates and Tolstoy inherently prove that the corruption of a family is typically the result of a degraded society with deteriorated morals. Bibliography †¢ Olesen, John, Joanne Fallon, and Louise Mark. Groups: a manual for chemical dependency and psychiatric treatment. Santa Fe, NM (342 Hillside Ave., Santa Fe 87501): CL Productions, 1993. Print. †¢ Tolstoj, Lev NikolaeviÄ . Anna Karenina. [Complete and unabridged]. ed. Ware (Hertfordshire): Wordsworth, 1995. Print. †¢ Yates, Richard. Revolutionary road. 3rd Vintage contemporaries ed. New York: Vintage Contemporaries, Vintage Books :, 2008. Print.

Minorities in Film a Biography on John Woo

John Woo, one of Hong Kong's most famous and respected action director, has long been a cult favourite in the United States. John Woo[1] is a Chinese film director known especially for the ballet-like violence in his movies. Woo's films are also often tragic and sentimental, engaging with themes of loyalty and honour and the place of the loner hero in a world full of corruption and violence.Woo was born in Guangzhou, China, in 1946, and moved to Hong Kong with his family at age four. He was educated at Matteo Ricci College and, at age nineteen, began making experimental films. In lieu of film school, Woo sought entry-level positions in the flourishing Hong Kong film industry.It is identified that the bread-and-butter of the film industry is the action movie. Every season audiences can expect to see car chases, gunfights and explosions, and studios can expect to see millions and millions of dollars in return. Though most viewers and critics see these movies as â€Å"fuzz† enter tainment, there is one director, John Woo that puts as much heart and soul into his â€Å"fluff† as any number of talented directors put into their â€Å"serious† movies.He is the best contemporary director of action films working anywhere in the world. One of Woo's most vivid childhood memories was seeing a man killed on his front steps. After his family was aided by a local church (who allowed Woo to attend school there), he envisioned a different kind of path. He wanted to become a priest, but the fathers saw something different in him. John Woo's illustrious career as a filmmaker began in Hong Kong, where he spent over two decades at the centre of a thriving film industry directing nearly 30 feature films. He was known primarily as a comedy specialist until the mid-1980s when he created a series of inspired romantic and violent gangster dramas that broke box-office records.John Woo turned to the movies, which were a refuge for him from his earliest memories. As a t eenager, with borrowed film equipment, Woo and several of his friends began experimenting with the items and by the time he was 22, Woo was making his own movies. In 1969 Woo landed his first â€Å"real† job as a script supervisor at Cathay Studios.In 1971, Woo moved to the prestigious Shaw Bros. studio, where he worked under the well-known martial-arts director Chang Cheh, who taught Woo many things (the most important being editing). By 1973, Woo started working on his first film as director, The Young Dragons, a fairly nondescript martial-arts film that also had a young Jackie Chan working on it (as the fighting coordinator).The film was thought to be too violent and was shelved for two years. Upon release of The Young Dragons and its success at the box office, Woo was hired by Golden Harvest, which, while viewed as a young upstart at the time, would go on to become one of Hong Kong's biggest studios in the mid-1980's.Woo went on to write and direct several more martial-ar ts films, including Hand of Death (1976) which not only starred Woo himself but also reunited him with Jackie Chan (who was in a starring capacity this time out) and featured future Hong Kong superstar Sammo Hung. Hand of Death was an important step in Woo's career and for introducing Woo's ideals about dictators and revolutionaries and brotherhood and loyalty (shown by Chan's character).After his initial kung-fu phase, he made a comedy called The Pilferer's Progress (1977) which became a huge success and gave Woo recognition as a comedy director. The one exception was Heroes Shed No Tears (1983), where Woo escaped from the kung-fu and comedy genres in an ultra-violent tale of mercenaries sent to capture a drug lord deep inside Vietnam. He has called it his â€Å"first real movie†.There is something deeper to the obvious joy Woo finds in filmmaking and the intense bonds fostered on the film set. More important to Woo than being applauded for his maverick style, is the pleasur e in collaboration with his crew and actors, the thrill of making movies and paying tribute to a lost chapter in American historyWoo discussed his own reasons behind making the movie: Comedies and Kung Fu films dominated Hong Kong cinema in the mid-eighties. Other genres rarely got the support of the studio and the audience. And also, right before ‘A Better Tomorrow,' he shot two films in Taiwan, that were commercially unsuccessful; so it seemed quite impossible for him to make the films. He felt that Hong Kong at that time was seriously lacking in moral values. So he wanted to make an uplifting film to highlight the lost traditional values, including the values of family, friendship, tolerance etc.and Hark continued to team together and produced some of the landmark titles of the â€Å"heroic bloodshed† genre, which combined Scoresian-style relationships and themes, such as friendship and loyalty, with Peckinpah-style â€Å"ultraviolence.†ABT† also (probab ly permanently) linked Woo with leading man Chow Yun-Fat. With the success of ABT, He eventually moved on to create Just Heroes (1987) as a sort of benefit project for his aging mentor Chang Cheh.The film, a loose retelling of Shakespeare's King Lear set within a Triad â€Å"family,† was actually a joint project between Woo and his friend Wu Ma (who was having financial troubles at the time). As such, even though it features big Hong Kong stars such as Danny Lee and Woo's now-typical explosive gunfight sequences, the film lacked the focus of ABT and was a disappointment for Woo. He did enjoy some aspects of filming Just Heroes. After Just Heroes, Woo struggled to find another project.He wanted to stay away from ABT, but the film's popularity (teenagers took to dressing like Mark Gor, something which got Woo in trouble with politicians, who accused him of glorifying the Triad lifestyle) and Tsui Hark's constant prodding eventually convinced Woo to do the sequel. â€Å"ABT2â⠂¬  features a high-powered finale with one of the highest body counts per minute recorded on film and was another huge hit for Woo. However, things behind the scenes were not so rosy.Woo felt the characters in ABT were under-developed and were against any changes. Despite its status now as a classic, The Killer (which is Woo's favourite movie, since he feels that the characters are fully developed) flopped in Hong Kong. Many people thought the film is too serious and just not very â€Å"fun† to watch. However, Woo was gaining international recognition. At the age of 44, his contemporaries were calling Woo a â€Å"wunderkind† and he finally started to think of him as a success.After a series of disputes over â€Å"A Better Tomorrow III†, Woo and Hark parted ways. After being virtually blackballed from most of the major studios, Woo eventually formed his own production company with his new business partner Terence Chang.Woo used his new company to produce his ve rsion of the â€Å"ABTIII† script, which he reworked into â€Å"Bullet in the Head†. BITH is, by Woo's own account, his most personal film to date. While BITH is regarded as one of Woo's best films, again the local audience didn't like it.This time, the intense riot scenes were just too much for a people still reeling from the Tiannemen Square Massacre. Woo was forced to shoot another ending only a few official copies of Woo's original vision survive today. Woo's next film was 1991's Once a Thief, a breezy comedy/action/romance.While not a huge hit, Once a Thief did well enough at the box office to gain Woo funding for his next movie, â€Å"Hard-Boiled† (1992). Again though, Hard-Boiled was not popular with the Hong Kong people. Many felt Woo was becoming too dark and over-the-top, however, as with Woo's previous films, Hard-Boiled has become known as a classic in the action genre, both in Hong Kong and around the world.After attracting Hollywood's attention[2], John Woo was invited by Universal to direct the Jean-Claude Van Damme vehicle Hard Target in 1993. Woo clashed with the studio heads many times during the making of the picture, mostly due to the fact that his initial edits failed to produce a â€Å"R† rated picture.Eventually, Hard Target was taken out of Woo's hands and chopped down by the studio itself (after even â€Å"the muscles from Brussels† Van Damme had a shot in editing the film) to produce a â€Å"suitable† cut. In 1996, after receiving CineAsia's prestigious Lifetime Achievement Award, he finished working on Broken Arrow, which teamed him with American pop icon John Travolta.Face/Off (1997), which would go on to surpass the â€Å"hit† mark for American movies film awards, winning the â€Å"Best On-Screen Duo† and â€Å"Best Action Sequence† at the 1997 MTV Movie Awards.   He has directed two pilots for television, John Woo's Once a Thief (based on the Hong Kong movie) and Bla ckjack, and has become an executive producer, lending his name to The Replacement Killers (which was Chow Yun-Fat's American debut) and The Big Hit.The influence of Woo's films is quite easy to see, especially in his native Hong Kong; by 1988. In western countries such as America, the effects were more subtle. For example, the â€Å"mindless killing machine† personified by John Rambo (Sylvester Stallone) in 1985's Rambo.The trend continues today; very rarely do we see a hero in American films such as Clint Eastwood's â€Å"Dirty† Harry Callahan (a virtual icon for 1970's and 80's American action movies) who kill with no remorse.The Killer as one of his favourite movies. In fact, the â€Å"black suits with skinny ties look† popularized by Tarantino's Reservoir Dogs and Pulp Fiction was first used in Woo's A Better Tomorrow II (as an interesting side note, two characters in the Tarantino-scripted film True Romance are watching ABTII on television during one scene in the movie).Woo is also known for the â€Å"Mexican standoff,† where one or more characters have a â€Å"dead lock† on one another. Woo's innovative editing techniques, such as the use of â€Å"wipes† and freeze-frames (which were considered by many American editors to be â€Å"hokey† and â€Å"too TV†) have also become mainstays of American action cinema, as has Woo's use of slow-motion to add dramatics to his action sequences. It is because of all of these influences that many consider John Woo to be an auteur.John Woo, after many years of hard work, has become known as the world's best action film directors. His action sequences have become the stuff of legend and are now the basis from which all other action movies are judged. More importantly, along with the bloodshed, Woo has proven that he can create real characters with real emotions that the audience can sympathize with. Perhaps that is his greatest talent, and perhaps that is why he wil l become known as an auteur in the years to come.References1) Bordwell, David and Thompson, Kristin. Film Art: An Introduction. McGraw-Hill, New York, 1994; pp.492-495.2) Brieglieb, Volker. hardboiled.de. Internet document. Found at: http://www.hardboiled.de/man.Cinema of Vengeance, directed by Toby Russell. Xenon Home Video, England, 1994.3)Gaschler, Thomas. E-mail conversations conducted with the author, September 2000.Hard Boiled, DVD commentary and notes from John Woo and Terence Chang. Criterion, United States, 1998.4)Hoover, Michael and Odham-Stokes, Lisa. City on Fire: Hong Kong Cinema. Verso, New York, 1999; pp. 38-64[1] John Woo's illustrious career as a filmmaker began in Hong Kong, where he spent over two decades at the centre of a thriving film industry directing nearly 30 feature films. He was known primarily as a comedy specialist until the mid-1980s when he created a series of inspired romantic and violent gangster dramas that broke box-office records.[2]   John Woo made his reputation as an action film director in Hong Kong during the 1980s, but since 1992 has worked in Hollywood directing big-budget thrillers such as Face/Off (1997, with John Travolta and Nicolas Cage) and Mission Impossible.

Genre analysis in poetry †the pragmatic approach Essay

Introduction Poetry has been a special genre and it is one of the many genres that remain consistent (structural means) even after being exploited for years. Looking back at the British poems in the late 80s, the stanzas and lines have not changed much, at least not the structure of it. Even until today, these shapes remained the same, although altered in position such as the use of indentation or tabulation in each line, alternatively. Besides, poetry has become a medium of communication in various situations and often used by the higher classes (they are more educated) to express their feelings or messages. Nonetheless, it takes a little intelligence to understand these corpuses of descriptive lexis because today, the poems are more straightforward due to the change of generations. The genre analysis on poetry or literary text covers a wide scope – from musical traditions to prayers (olden days) and from letters to advertisements. Therefore, it is safe to say that poems were widely used for communicative purpose, whether in general or specific aspect. Steinberg (2007) also stated that poems, like art, has been used as a communicative medium because they are easier to follow and learn by heart, after which they can be  combined with other genres such as songs and dances. Besides that, the exploitation of genres is also evident as we study on the pragmatics and structural cognition of a poem. Pragmatics is the study on the meaning behind the context; later in this research, the study will reveal the relationship between them as to how it affects the understanding of the cohort today. Furthermore, the paper will also discuss on the structural cognition of a poem – why the lines and stanzas are arrange in a certain manner , as well as does it bring any meaning or purpose towards the readers. 1 Literature Review  According to Taheri and Ahi (2013), it is a must for people to deal with all sorts of communication in our daily lives that uses some of the methods of poetry, including editorials, sermons, political speeches, advertisements and magazine articles. No doubt, our further research shows that poems are used to advertise a product in a creative way since the usual â€Å"paragraph-ish† sentences were too common in newspapers or printed mediums. The study of pragmatics are not clearly stated by author Dijk (1977), however he mentioned that a literary text may be pragmatically â€Å"vague† or ambiguous so to say, in which  both a literary or ritual function and a â€Å"practical† function may be assigned. Therefore, we conducted our research on a slight aspect of pragmatics to study on the relations with current generation and if it means anything to the message the poets are trying to tell. Our research questions are therefore: 1. How are â€Å"literary actions† and their context related to structures of literary text? 2. In which respect are these actions, context and textual manifestations similar to and/or different from those in other types of communication, both verbal and non- verbal? In short, our aim and purpose of this study is to find (if) there is anything dissimilar to the poetic genre and to understand the literary pragmatics better as well as to discover the rhetorical function of poetry respectively. 2 Methodology The research is qualitative overall. Eight poems in total are collected – four taken from two books and another four from websites. These collections are taken randomly just because we would like to study on the effectiveness of arbitrary decisions, but it will not be discussed in this research paper as it does not contribute to the main objective of our study, at  all. Following is the list of our materials: 1. An abstract from Sohrab and Rustum – Matthew Arnold (1853) 2. An abstract from Lines by Matthew Arnold (1951) 3. An abstract from A Battalion-Commander Complains to His Secretary by Ha Jin (1989) 4. An abstract from My Lost Youth by Henry Wadsworth (1855) 5. http://www. scribd. com/doc/67525005/Love-Letter-1#scribd 6. http://www. poets. org/poetsorg/poem/nothing-gold-can-stay 7. http://www. croftonacademy. org. uk/year%208%20Charlotte%20Dymond %20ballad. pdf 8. http://www. azlyrics. com/lyrics/nickiminaj/superbass. html Then, we compare and contrast between poems of different genre – lyric poem, traditional and modern poem, love letters and advertisement. As for the advertisement genre, it would be discussed separately as the effect of poems on the current generation later in the final wrap-up of our research. Nevertheless, the classifications of poems are as follow: 1. Lyric poem: (2), (4), (6) and (8) 2. Traditional and modern poem: (1), (3) and (7) 3. Love letters: (5) Data Analysis In this section, we will include the poems or abstracts used in the comparison stage. This section will also include the elements that touch on the context and textual manifestations of the literary actions. 3 Figure 1 Lyric poems – rhymes: (8) and (2) Elements involved: Rhymes, lines, couple-rhymes Figure 2 Lyric poems – adverbs and conjunctions: (4) and (6) Elements involved: adverbs, coordinating, conjunctions, pronoun 4 Figure 3 Story poem – traditional: (1) Elements involved: context, illustration, approach, italics, emphasis Figure 4 Story poem – modern: (3) Elements involved: emotion, direct, simple 5 Figure 5 Story poem – modern: (7) Elements involved: adjective, direct, simple 6 Results and Discussion. The use of â€Å"system† and â€Å"up† as well as â€Å"deal†, â€Å"bill†, â€Å"ship† and â€Å"lip† in Figure 1 proves that the structure of poem is still maintained in the 20th century. One of the main elements of a poem is the rhymes – always come in pair but could be in a structure of alternate lines. For example, line 1 and line 2 of â€Å"Super Bass† (the repetition of â€Å"system† and â€Å"up†) and the alternation of â€Å"-od† and â€Å"-out† in line 1 and line 3 of â€Å"Lines†. As for Figure 2, there are repetition of adverbs â€Å"there† and coordinating conjunctions â€Å"so† and â€Å"and† in lyric poems. Another noticeable element would be the pronoun â€Å"her† and â€Å"she†. In short, they are more descriptive in nature. By looking at Figure 3, we found that traditional poems used to have italics for emphasis purpose. For instance, â€Å"Like some old miser, Rustum hoards his fame, And shuns to peril it with younger men. † – in this sentence, we know that Rustum is a proud man. The previous context (Gudurz’s reply) tells us that when they are being challenged, Rustum was hiding away. Hence, Gudurz was warning Rustum about what the others might say, that he rather keep his pride (miser: a stingy person/reluctant to spend) by trying to avoid (shun) the  danger (peril) with his troop because losing a battle means losing one’s pride in the older days. Thus, we can conclude that traditional poem is more objective due to the â€Å"flowerish† choice of words. Additionally, the poems are written through illustration approach – the italics allow readers to interpret the events of the context in any way they want – without knowing the importance of pride, one can also take Rustum’s action as being considerate and defensive as his plan to escape might save him and his team’s lives. 7 Contrary to the traditional poem, modern poem are more subjective. Meaning, it involves emotions and hence, more direct in terms of the language used. If we look closely to the lexis in each paragraph, there is nothing unique or interpretable about the words; they are simple and are â€Å"blasted† towards the readers. The emphasis on â€Å"blasted† is meant by the impact focus directly towards a reader’s emotion. This can be found in Figure 4: â€Å"It was no use†, â€Å"Damn it†, â€Å"begging me for help†, â€Å"If I got killed that way†, and â€Å"he got his head knocked off while fooling with a mortar in the barracks†, as well as in Figure 5: â€Å"And never  came home again†, â€Å"Never saw the razor†, â€Å"But they found her in the flood†, and â€Å"beaming with her blood†; there is simply no room to imagine the otherwise situation like what we found in Figure 3. Story poems, regardless of type, are free from the poetic rules in line – rhymes. However, they still follow the standard structure of stanza, which is in block. Moreover, each poem has their unique subjects or objects or nouns that catches the readers’ attention: â€Å"martyr†, â€Å"blood†, â€Å"April rain†, â€Å"Lady Day†, â€Å"battalion†, â€Å"killed†, â€Å"take heed† and â€Å"nature’s first green is gold†. Some subjects, though, are enhanced with adjectives to describe them, such as those found in Figure 5. This helps the present generation to understand the whole context of a poem in the fastest way possible, whilst not feeling bored or even to say, give up on poetry. 8 Conclusion With such exploitation on poems throughout the century, many new genres came about, noticeably in the advertising genre as shown in Figure 6. As we view these poems in the contemporary period, we can see the effect of poems on the advertising industry – the changed in written creativity. Following that, the poems also hit right to the point, in terms of human needs: â€Å"the objects are closer than they appear† and â€Å"pay less† and â€Å"experience success†. It may seem as though the poems are confusing at times, such as the disconnection of â€Å"Got milk? Go get the feeling†, which allows reader to interpret it freely. On the other hand, this type of poems does not follow coherent rules. According to Lieb (2009), â€Å"Flick my Bic† means to start a fire because during the 1970s, Bic made the famous disposable lighter with their slogan â€Å"Flick my Bic†, and was well received by the society. Thus, the term â€Å"Flick my Bic† is often used to replace words like â€Å"help me out†, â€Å"light up my cig’† or even in sexual context, referring to the clit when performing oral sex. Figure 6 Advertising poem 9 Following that, long loss tradition of love letter writing is revived by a famous poet, Louise Bennett, shown in Figure 7. Love letter poem uses comparison or representation between human, food, or environment. These ranges of elements are usually the favourites of the writer. Apart from being much more flexible and not tied to grammatical rules, it is sometimes cultural based. The poet is an African, so the words used are spoken based, and seemly hard to understand at one point of a time. Words like â€Å"gizada†, â€Å"pen-nib† and â€Å"yeye! † are only known to their culture, perhaps. Figure 7 Love letter poem Nevertheless, other types of poem include a certain way of starting. Some was created to aid amateurs in poetry like the â€Å"Roses are†¦Ã¢â‚¬  poem, shown in Figure 8, 9 and 10 below. 10 Figure 8 Amateur aid poem Figure 9 Amateur aid poem Figure 10 Amateur aid poem 11 References Dijk, T. A. (1977). The pragmatics of literary communication. Amsterdam: University of Amsterdam. Lieb, L. (2009). What do people mean when they say ‘wanna flick my Bic? ‘. Retrieved March 29, 2015, from ChaCha: http://www. chacha. com/question/what-do-people-mean- when-they-say-‘wanna-flick-my-bic%3F’ Steinberg, Sh. (2007). An Introduction to Communication Studies. Cape Town, South Africa: Juta, 120. Taheri, M. , & Ahi, M. (2013). LITERARY COMMUNICATION AND ITS ROLE IN POETICS. In (3rd ed. , Vol. 3, pp. 221-232). Hamadan: International Journal of Language Learning and Applied Linguistics World (IJLLALW). 12 Table of Contents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ †¦ †¦Ã¢â‚¬ ¦ 1 Literature Review†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ 2 Methodology†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ †¦ †¦Ã¢â‚¬ ¦ . 3 Data Analysis†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Results and Discussion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦ †¦Ã¢â‚¬ ¦ 7 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦ †¦. 12 13 GEN RE ANALYSIS IN POETRY – THE STRUCTURAL ELEMENTS An Analysis on Literary Text By D. Chan, E. Elleanae, S. Smith & I. Al-Khaldi

10 Sentences with Muddled Meanings Made Clear

10 Sentences with Muddled Meanings Made Clear 10 Sentences with Muddled Meanings Made Clear 10 Sentences with Muddled Meanings Made Clear By Mark Nichol One of my mottos is â€Å"Mean what you say, and say what you mean.† I try to write by the same standards, but it’s harder than it looks. What appears to be a reasonable sentence often isn’t and â€Å"I understand what the writer meant to write† is a poor excuse for â€Å"I understand what the writer wrote.† Here are some examples of how to make an almost-right statement a right statement: 1. â€Å"The colonists were eager to surround themselves with the gardens of their homeland.† This sentence implies that the colonists excavated the gardens in their homeland and deposited them in their new environs. Here’s the intended meaning: â€Å"The colonists were eager to surround themselves with gardens reminiscent of those in their homeland.† 2. â€Å"The amount of water pumped from the reservoir reached a seemingly impossible peak of half a million acre-feet.† Peak is an awkward analogical term when referring to water volume. A more semantically neutral description is called for: â€Å"The amount of water pumped from the reservoir reached a seemingly impossible maximum output of half a million acre-feet.† 3. â€Å"We visited a Polish concentration camp.† The writer states an impossibility: Poland never established concentration camps. What is true is that Nazi Germany established concentration camps in Poland. Superficially speaking, the difference is subtle, but the insensitivity of the inadvertent error is profound. To be accurate, write, â€Å"We visited a concentration camp in Poland.† 4. â€Å"The opposite pole with respect to availability is represented by Poland.† While we’re in Poland, let’s note the distracting use of pole, which when capitalized refers to a person from Poland, in a sentence about that nation. In addition to omitting the distraction, let’s make the sentence active: â€Å"Poland represents the other extreme on the spectrum of availability.† 5. â€Å"The 275-square-mile tropical island off the southern end of the Malay Peninsula is smaller than New York City and every other country in southeast Asia.† The phrase â€Å"New York City and every other country† implies that the Big Apple is located in southeast Asia. Here’s what the writer meant: â€Å"The 275-square-mile tropical island off the southern end of the Malay Peninsula, dwarfed by every other country in southeast Asia, is smaller than New York City.† 6. â€Å"Another report with thirty-two in-depth interviews has shown that all participants support the procedure.† Unless both reports in question were based on thirty-two in-depth interviews, the sentence should be slightly revised to indicate otherwise: â€Å"Another report, with thirty-two in-depth interviews, has shown that all participants support the procedure.† 7. â€Å"One group of countries (Argentina, Colombia, Costa Rica, Finland, France, Mexico, New Caledonia, and Puerto Rico) does not permit adoption by homosexual couples but does permit single people to adopt.† The phrase â€Å"one group of countries† incorrectly implies that they act in concert to prohibit adoption by homosexual couples. Omit the troublesome phrase and start with the list: â€Å"Argentina, Colombia, Costa Rica, Finland, France, Mexico, New Caledonia, and Puerto Rico do not permit adoption by homosexual couples but do permit single people to adopt.† 8. â€Å"The United States was right in interning the Japanese, and maybe it should happen again.† This sentence, part of a discussion about dealing with terrorism practiced by Islamic extremists, isn’t meant to propose that people of Japanese ancestry in the United States should be interned in response to the terrorist attacks, but that’s what it says. The statement should be revised to convey that the reference to the Japanese is an analogy: â€Å"The United States was right in interning the Japanese, and maybe a similar strategy should be employed again.† 9. â€Å"Many Americans seem resigned to the notion that agriculture and big industries require a ton of water, and there’s not much we can do to change that.† This sentence, out of context, has an almost invisible error. The point is not that altering the notion is seemingly insurmountable; it’s that Big Business’s supposedly insatiable need for water is part of the notion: â€Å"Many Americans seem resigned to the notion that agriculture and big industries require a ton of water and that there’s not much we can do to change that.† 10. â€Å"If you havent been there, it is one of the greatest and most civilized places on Earth.† This subtle error is of a type called a false conditional; when read literally, it implies that if, and only if, you haven’t visited a certain country, it can claim to be what the sentence conveys about it. (Isn’t that faintly insulting to you?) The intended meaning follows: â€Å"If you haven’t been there, you should go, because it is one of the greatest and most civilized places on Earth.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Is She a "Lady" or a "Woman"?25 Russian Words Used in English (and 25 More That Should Be)20 Slang Terms for Law Enforcement Personnel

How to Send AP Scores to Colleges

How to Send AP Scores to Colleges SAT / ACT Prep Online Guides and Tips If you've taken AP exams, you might be wondering how to send AP scores to colleges. How do you ensure that colleges get your AP scores? Is it possible to send official AP score reports? Here, we give you a complete guide that goes over how to send AP scores, which colleges want to see these scores with your applications, and how you can save money on sending scores. Do You Need Official AP Score Reports for Your Applications? First off,do colleges want the official AP score report when you're applying,or is it just for the purpose of verifying scores once you've enrolled? This is important to know before you spend any money to send your scores. Turns out, AP scores often appear on your high school transcript.Ask your guidance counselor whether your school includes AP scores on its transcripts or not. Furthermore, there is a place on the Common Application where you can self-report your AP scores. Given this information, and by looking at college websites and contacting admissions offices, we’ve learned that most colleges want applicants to self-report AP scores on their applications,and only send in an official report once they've committed to attending. This means you’ll only submit one official AP score report in your life, once you’ve chosen the college you want to go to. Here's what a Harvard admissions representative said when we called their office: "For the application we need at least one official report for the SAT or ACT. If you take the SAT Subject Tests, you should send one as well ... For AP tests, you can self-report your scores." Stanford and MIT said the same thing as well. Princeton puts this policy directly on their website: "We recommend that you self-report all of your AP or IB scores on your application. You must submit your SAT and/or ACT scores to Princeton directly from the testing firms." Yale has a similar policyon its website: "If you have Advanced Placement (AP) scores, we recommend that you self-report them in the space provided in the testing section of the Common Application, Coalition Application, or QuestBridge National College Match Application." Don’t confuse sending AP scores with sending SAT/ACT scores- those scores have to be sent for admission directly from the testing agency (the College Board or ACT, Inc., respectively). Exception: Schools With Flexible Standardized Testing Policies Although most colleges don't require AP scores and prefer applicants to self-report any scores they have on their applications, there is an exception to this ifyou're applying to a college that has a flexible standardized test policy.For example, if you're applying to NYU, you can submitthree AP test scores in place of the SAT/ACT for admission. If you're submitting AP scores as your standardized test scores, they must be on an official score report or on a report by a school official.In other words, you can't just self-report your scores. Therefore, if you’re a senior looking to send AP scores to your chosen college, or if you’re applying to a school that has a flexible-testing policy, such as NYU, you’ll need to know how to send scores. Keep reading to learn how! You can use your AP scores, instead of the ACT or SAT, to apply to NYU. How to Send AP Scores Using Your AP Answer Sheet Every year you take AP Exams, you have the opportunity to send one free AP score report. You do this by entering the four-digit code of the college, university, or scholarship program on your AP answer sheet. (Your AP Booklet will include an index with codes for most colleges and universities, but you can also look up codes here.)This is a great way to get all your AP scores sent during your senior year to the college you’ve chosen to attend, free of charge! I called the College Board and confirmed that when you use this service, it sends allAP scores you have ever gotten and not just that year’s scores. If you're a senior, you will have made your college choice by the time of AP exams(the reply deadline is May 1, and AP exams are held the first two weeks of May), so go ahead and send your scores to your future school. You can send these free scores if you want during your freshman, sophomore, and/or junior year, but keep in mind that it’s not really necessary to do this since you’ll be self-reporting your AP scores on your college applications anyway. Furthermore, I strongly recommend not sending your AP scores to your dream/reach schools when you're a freshman, sophomore, or juniorfor the same reason I'm hesitant about sending the free ACT/SAT score reports- you're sending your scores blind, and you don't want to send bad ones! Although one bad AP score isn’t exactly going to ruin your college admission chances, I think it’s safer to wait and report AP scores on your actual application. If you're a freshman, sophomore, or junior, just focus on doing well on the AP tests- not sending scores. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in. How to Order AP Score Reports Online, Anytime If you forget to use the free score report option your senior year, or if you’re sending AP scores for an application, follow the steps below to learn how to send scores online at any point in the year. First,log in to your College Board account to view and send your AP scores. On the first page after you log in, click on the "Send Scores to Colleges Now" button to get started. Your scores are right below this, organized by year. Look up the college (or colleges) you're sending scores to, pay the fee, and then receive a confirmation and expected delivery date. The fee for standard delivery of AP score reports is $15 per report, andthe fee for rush delivery is $25 per report. Standard delivery takes about seven to 14 business days, while rush delivery takes approximately five to nine business days. Standard delivery should be just finesince you are most likely sending these senior year in time for your registrar’s office to receive them before classes start your freshman year of college. Check with your college’s registrar to get the deadline for submitting AP scores. If you're submitting AP scores for college applications, be mindful of deadlines so you can send your scores using standard delivery and save some money. Note that since June/July is a busy time for score reports, orders placed between June 15, 2018, and July 2, 2018, won't be processed and sent until July 3. To make up for this, these reports will be processed on July 3 as rush delivery but will cost the cheaper standard delivery fee ($15). If you're a senior, check your college's deadline for receipt of AP scores for credit and placement to make sure that your scores will arrive on time given the June/July score crunch. Additional Ways to Order AP Score Reports If you can't order AP score reports online for some reason, you may instead submit a request to the College Board by either mail or fax. #1: By Mail To order AP score reports by mail,submit a written, signed request with your payment method. Your request should include the following information: Your full name You mailing address Your phone number Your sex You date of birth AP number(s) Your Social Security number (if you provided it on your answer sheet) Name and address of your high school Full name(s) of the AP exam(s) for which you're sending scores Year(s) you took the AP exam(s) Credit card number with expiration date, check, or money order Name, city, state, and four-digit code(s) for the college(s) you're sending AP scores to You'll then mail the request to the following address: AP ServicesPO Box 6671Princeton, NJ 08541-6671 #2: By Fax If you'd rather order AP scores by fax,submit a signed, written request that includes all the information listed above to the AP Services fax number:610-290-8979. You must also include your credit card number and expiration date in your request. 2 Other AP Score Report Options You have a couple of additional options you can use if you don't want to send one or more of your AP scores. #1: AP Score Withholding You can withhold one or more AP scores from any college you're sending AP scores to. This is a helpful solution if you have a bunch of 4s and 5s but also a 2 you're embarrassed about. It costs $10 per score per college to withhold a score.You have tomail an official request to the College Boardto take advantage of this option. The score you choose to withhold won't be included on any future AP score reports sent to that college,and it won't be deleted from your records. You can later release the score to that college (if desired) by sending AP Services a signed written request. Note that it won't cost you any extra money to release a withheld score. Is this option worth it, though? Not if you’re sending your AP scores to a college you’ve already gotten into. By the time you’ve gotten accepted, that school is probably more concerned with the tests you passed and aren’t going to kick you out just because you have some lower AP scores. However, if you’re applying to a school with a flexible standardized test policy and only want them to see your top scores, this might be a good option for you. Especially since these schools often only require a few AP scores, it would be fine to leave off any lower scores you have so you can present your best case for admission. #2: AP Score Cancellation It's also possible to completely cancel an AP score. Canceling an AP test score deletes it forever. You can cancel an AP exam at any time, but you have to cancel by June 15 the year you take the AP test to prevent it from showing up on the score report being sent to the college you designated on your AP answer sheet. While canceling technically doesn't cost any money, you're losing the money you spent to take the exam. Our advice? Don’t go through the hassle of canceling a score if you’re just submitting your AP score report to your chosen college. Again, they’re not going to revoke your admission thanks to one low AP score. You can make your own call on this if you have a low score (1 or 2) you don’t want a college to see, and you’re submitting a score report for an application. That said,colleges generally want to see that you’ve taken the AP exam after taking an AP class. Withholding might be the better option since you’ll still have access to that test score in case you decide you want to keep it. Finally,never, ever delete a score of 3 or higher! Don't just assume that no place will accept your 3. The truth is that many colleges accept scores of 3 or higher on AP exams. And since you don’t know how the college admissions process will shake out for you until senior year, you might regret hastily deleting a 3 you could have used for credit! What’s Next? Taking AP exams is great, but did you know many colleges look for SAT Subject Tests as well? Get a complete list of colleges that require SAT subject tests for admission here. Have you taken the SAT or ACT yet? Happy with your score? Learn what a good or bad ACT/SAT score looks like at your top schools. Will taking AP classes help you get into Harvard? Maybe- but they’re not the only component you need. Get an in-depth guide for getting into the nation’s top schools by our resident SAT full scorer and PrepScholar co-founder, Allen Cheng. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Letter to self Essay Example | Topics and Well Written Essays - 750 words

Letter to self - Essay Example Your journey in becoming a highly skilled communicator was filled with challenges, being an international student and not a native English speaker. You had to struggle in learning the complicated rules of the English language which so confused you at that time! Not to mention that you were very young and was at the phase of adjusting to a new culture in America, coming from your home country, Bahrain. However, due to your zest for learning and your persistence in mastering the English language, you succeeded in communicating effectively in your second language. You learned that you had to suit your style to your audience. It was easy for you to write informally when your audience were your friends and people who did not mind a more laid-back approach. However, when it came to writing formal essays, research papers and business correspondences, you found it more difficult to adjust your tone to a more serious audience. You’ve always been a great communicator, judging from your work in high school when there was no issue about using a second language. In your native tongue, you expressed yourself very well in both verbal and non-verbal ways. Your essays and letters were very clear and reflected your personality. Add to your strengths, your capacity to understand instructions well and deliver action quickly and accurately. In your first semester in College, learning English was no easy feat! You manifested weakness in exams and tests and were frustrated in performing poorly in such tasks. However, once you persevered in learning the language well, you were able to achieve the goals you set for yourself as a college student eager to prove your inherent skills and abilities. Living at a time when language evolves rapidly, it is easy to give in to the temptation to adopt colloquial and bastardized words in one’s writing. The proliferation of â€Å"text language† or short-cut spellings of words in text messages such as IKR (I know, right!_, BRB (b e right back) or even the oft-used LOL (laugh out loud) may confuse people with its use in writing. It is still not acceptable to use such in more formal writing work. Remember not to include them in your repertoire of words to use in your future business correspondences or else you might not be taken seriously. Learning about theories in your college years clarify much of what you will encounter in actual practice. That is why you studied about the works of prolific writers and authors. Reading articles and books helped a lot in building your vocabulary and developing our own style. Do keep reading books, magazines, newspapers and even online articles to keep you up-to-date and keep learning how people use the English language to convey their messages. You have also learned about the ethics of using other people’s ideas in your work. Never plagiarize. Give credit where credit is due. How would you feel if someone else snatched your awesome work or bits of it and never mentio ned that it was you who came up with such a brilliant idea? Reading other people’s works should not stop you from developing your own original ideas. Let it enhance your own imagination to create something related but different. Cultivate your creativity share your novel ideas with others. In your own practice as a business person, work on innovating things and come up with new strategies to promote your business. Use various communication avenues to disseminate it. As of this time, the internet is a great medium in sharing one’