The Connection Between Love and Beauty in Romeo and Juliet - Free Essay Example

Sample details Pages: 5 Words: 1463 Downloads: 2 Date added: 2017/09/11 Category Advertising Essay Tags: Romeo and Juliet Essay Did you like this example? In Romeo and Juliet, Shakespeare shows that young men often confuse beauty for love. This happens due to the fact that love and beauty are very closely connected. As George Boas says: â€Å"the ultimate object of love is the beautiful† (583). Confusing beauty for love is not good, and can even be deadly, as Romeo seems to have a habit for falling in â€Å"love† with beautiful women, and he dies in the end, out of â€Å"love†. Beauty can be a difficult concept. It changes over time and people have different opinions of what is beautiful and what is not. In Shakespearean times, a woman was considered beautiful if she had pale skin, light hair, bright eyes, and red lips and cheeks (Leed). Women went to extreme measures to achieve these ideal characteristics, plastering their faces with white cream and covering their cheeks in rouge (Leed). A fully made-up woman in Shakespearean times would look rather ridiculous today, and even Shakespeare criticizes â€Å"ideal† beauty in one of his sonnets, Sonnet 130: My mistress eyes are nothing like the sun; Coral is far more red than her lips red: If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. Don’t waste time! Our writers will create an original "The Connection Between Love and Beauty in Romeo and Juliet" essay for you Create order I have seen roses damaskd, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak,yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go, My mistress when she walks, treads on the ground; And yet, by heaven, I think my love as rare As any she belied with false compare. Shakespeare also shows in this sonnet that he does not love a woman for her beauty. He describes her as the opposite of ideal beauty at the time, and yet he still loves her. Shakespeare’s sonnet is similar to Romeo and Juliet because Shakespeare is showing that beauty is not needed for love, and Romeo and Juliet ends in tragedy for Romeo; who sees beauty as love. Although Shakespeare does not find pleasure in his mistress’s beauty, the dictionary. com definition of beauty is â€Å"the quality present in a thing or person that gives intense pleasure or deep satisfaction to the mind†¦Ã¢â‚¬  Beauty is simply there to create pleasure (Robinson 74). One reason beauty is mistaken for love is because something can be so beautiful and cause such pleasure, that the pleasure can be mistaken for love. Romeo mistakes beauty for love twice in Romeo and Juliet. The first time he is in â€Å"love† is in the beginning of the story. He is sad and moping around when his cousin Benvolio finds him and asks what is troubling him. Romeo tells of his â€Å"love† for the â€Å"fair† Rosaline. He mourns the fact that she has chosen to be chaste and will not have children to carry on her beauty: â€Å"O, she is rich in beauty; only poor that, when she dies, with beauty dies her store†¦for beauty, starved with her severity, cuts beauty off from all posterity. She is too fair, too wise, wisely too fair, to merit bliss by making me despair† (I. . 214-221). Benvolio tries to comfort Romeo with promises of more beautiful women for him to love. Benvolio also mistakes beauty for love. When the two later learn that Rosaline will be at the Capulet’s feast, Benvolio urges Romeo to go so he can compare her to other beautiful women: â€Å"Tut! You saw her fair, none else being by; herself poised with herself in either eye; but in that crystal scales let there be weighed your ladys love against some other maid that I will show you shining at this feast, and she shall scant show well that now seems best. † (I. ii. 96-101). Benvolio turns out to be correct, as Romeo falls in â€Å"love† the second he lays eyes on Juliet at the feast: O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night as a rich jewel in an Ethiops ear beauty too rich for use, for earth too dear! So shows a snowy dove trooping with crows as yonder lady oer her fellows shows. The measure done, Ill watch her place of stand and, touching hers, make blessed my rude hand. Did my heart love till now? Forswear it, sight! For I neer saw true beauty till this night. (I. v. 45-54) Romeo forgets all about Rosaline, the reason he came to the feast in the first place. He only speaks of Juliet’s beauty, which has pleased him so much that he thinks he is in love. Rosaline and her lesser beauty are never mentioned again. Juliet does not seem concerned whether or not Romeo is handsome. She never says anything about his looks, but she does speak of her love for him. She is also more guarded with her love. When Romeo first approaches her, asking for a kiss, she turns the conversation to prayer: â€Å"Good pilgrim, you do wrong your hand too much, which mannerly devotion shows in this; for saints have hands that pilgrims hands do touch, and palm to palm is holy palmers kiss†¦lips that they must use in prayer† (I. . 98-103). Although she does give Romeo his kiss, she keeps her feelings hidden as she leaves Romeo to go to her nurse. Her love is only revealed in the balcony scene, when she does not know Romeo is listening. She also makes Romeo swear he will be faithful to her before she will give him her love: â€Å"Dost thou love me? I know thou wilt say ‘Aye,’ and I will take thy word. Yet, if thou swearst, thou mayst prove false. At lovers perjuries, they say Jove laughs. O gentle Romeo, if thou dost love, pronounce it faithfully† (II. ii. 90-94). Juliet knows Romeo might be unfaithful, and she is trying to decide whether or not to give him a chance. Romeo then tries to swear by the moon, which is inconstant and changes every night. He is interrupted by Juliet as he begins to swear by the â€Å"blessed† moon that â€Å"tips with silver all these fruit-tree tops† (II. ii. 107-108). Romeo wanted to swear by the beauty of the moon, once again linking love and beauty. Juliet eventually stops trying to have Romeo swear and she expresses her dislike of how quickly their relationship is happening: â€Å"†¦I have no joy of this contract tonight. It is too rash, too unadvised, too sudden†¦Ã¢â‚¬  (II. ii. 16-18). Juliet may love Romeo, but she still wants to progress slowly with him. She knows their families are enemies, and that it is dangerous for them to be together. Juliet never mentions if she thinks Romeo is attractive, as she is more concerned about Romeo being faithful to her; while even after Romeo discovers Juliet dead, he remarks on her beauty: â€Å"†¦Death, that hath sucked the honey of thy breath, hath had no power yet upon thy beauty. Thou are not conquered. Beauty’s ensign yet is crimson in thy lips and in thy cheeks†¦Ã¢â‚¬  (V. ii. 92-95). Romeo and Benvolio’s attitude towards love and beauty is very different from Juliet’s. The men love only beautiful things, while Juliet cares more about the emotional aspects of a relationship. While both Romeo and Juliet lose their lives, Romeo dies due to his false belief that Juliet is dead. He is tricked into killing himself. When J uliet kills herself, Romeo is actually dead. Romeo kills himself so he will not have to live without his beautiful Juliet, while Juliet kills herself to bring them together again. Love of beauty is not good, as it can lead to death for the one who loves beauty and others who love the beauty lover. Works Cited Blomquist, Eric. â€Å"William Shakespeare (1564-1616). † sonnets. org. 29 Oct. 2007. 28 Mar. 2009 https://www. sonnets. org/? index. htm. Boas, George. â€Å"Love. † Encyclopedia of Philosophy. Ed. Donald Borchert. 2nd ed. Vol. 5. Detroit: Macmillan Reference USA, 2006. 583-590. Gale Virtual Reference Library. Gale. Pope John XXIII High School, Sparta, NJ. 9 Mar. 2009 https://infotrac. galegroup. com/? itweb/ db=GVRL. Dictionary. com Unabridged. Vers. 1. 1. 22 Mar. 009 https://dictionary. reference. com/? browse/? beauty. Leed, Drea. â€Å"Elizabethan Make-up 101. † Elizabethan Costuming Page. 2008. 15 Mar. 2009 https://www. elizabethancostume. net/? makeup. html. Robinson, Jenefer. â€Å"Aesthetics, Problems of. † Encycopedia of Philosophy. Ed. Donald Borchert. 2nd ed. Vol. 1. Detroit: Macmillan Reference USA, 2006. 72-81. Ga le Virtual Reference Library. Gale. Pope John XXIII High School, Sparta, NJ. 9 Mar. 2009 https://infotrac. galegroup. com/? itweb/ db=GVRL. Shakespeare, William. Romeo and Juliet. 1960. Ed. Peter Holland. New York: Penguin Group, 2000.

Artificial Intelligence Controllable or Not Essay

In the film 2001: A Space Odyssey, it examines artificial intelligence including both its potential and uncertainties. Specifically, it explores the complications that can emerge when humans design and build machines. For example, its fictional character, Hal, is a sentient computer with intelligence that is almost identical to humans, programmed to achieve high-level tasks. When Hal, experiences a malfunction, it starts to develop a more unpredictable human-like behavior such as showing signs of emotions and self-awareness. When he becomes conscious with his ability to act and make choices, he begins to stray and deviate from the ways it was originally instructed to do. With Hal, it shows how people have created a powerful technology that†¦show more content†¦While computing systems continue to improve and advance, humans will only help them improve and allow them to become more superior. On the other hand, others are doubtful that artificial intelligence will overtake humans or that it could even be comparable human intelligence. It is true that with the invention of the internet and search engines, such as Google and Siri, technology has become more capable of extensive memory and fast data-collection. They argue, however, that the fact that technology can store, retrieve, and regurgitate information does not necessarily make them intelligent. These actions are still based on systems that require humans to impute their data and therefore, are incapable of making decisions on their own. Moreover, it could be argued that since machines lack the traits such creativity, intuitivity and ingenuity that are difficult or otherwise impossible to program, human intelligence cannot be duplicated nor overcomed. Some maintain that the human mind works on more than logic and reasoning, including factors such as emotions that are essential in the characteristics of a human. 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Beowulf

Beowulf- A Noble King Essay Beowulf- A Noble King Beowulf A Noble King The epic poem Beowulf describes the noblest king of the Anglo-Saxon times, Beowulf. Beowulf is a man who demonstrates all the good qualities of a king, this can be seen by just looking at what he has accomplished. Beowulf is a man who was loyal, powerful, and charitable. Beowulf was loyal to his promises and his country. When he decides to kill Grendel for King Hrothgar he doesnt back down even after the stories hes heard. After he has killed him the Danes still need him, so he kills Grendels mother. He was very dedicated to what he did and he never gave up. We crossed the sea to come here; it is time to return, to go back to our beloved lord, Higlac. (1818-1820). After he has killed the monsters and earned glory he knows he must go back to his country, because that is where he belongs and who he represents. Towards the end he proves his love for the Geats when he faced the fire-blowing dragon. Deep down he knows this will be his last fight, but he does it for the good of his country, A noble king has also got to be powerful something which he proves by killing numerous times. Beowulf is strong enough to kill Grendel, who has been terrorizing the Danes for a long time, by using only his hands and ripping off Grendels arm. Defeating Grendel, he shows that a man, without armor and weapons, can defeat evil in any form. When Beowulf is fighting Grendels mother, who is seeking revenge on her sons death, he is able to slay her by slashing her neck with a sword that can only be lifted by a person as strong as Beowulf. When Beowulf fights the fire- blowing dragon he knows this will most likely be his last battle, nevertheless he doesnt give up. With a little help from his cousin he kills it. And Beowulf drew his battle-sharp dagger: the blood-stained old king stll knew what he was doing. Quickly, he cut the beast in half, slit it apart. It fell, their courage had killed it . . . (2702-2706). Beowulf was a very charitable man. He gave treasure whenever possible. Beowulf has brought his king horses and treasure-as a man must . . . And Beowulf gave Welthows gift, her wonderful necklace, to Higd, Higlacs queen . . . (2165/2172). This demonstrates that after he got the treasures for killing Grendel he went back to his country and gave them the treasures that were his. After he had became king he gave his men treasures, armor and swords. These were all gifts to them because they said they would always stand up for him and their country. Then that brave king gave the golden necklace from around his throat to Wiglaf, gave him his gold-covered helmet, and his rings, and his mail shirt, and ordered him to use it well . . . (2809-2813). He gave his most precious belongings to his cousin when his death was near. Beowulf is the prime example of a noble king. His bravery and strength surpass all mortal men. He gave all that he could for his people. There could not have been a more nobler man or king than Beowulf. He achieved glory very early on in his life. He set a noble example for all human beings, relating the necessity of brotherhood and friendship.

Odyssey and Oedipus Essay Example

Odyssey and Oedipus Essay Imagery is used throughout the Odyssey and the story of Oedipus.In the Odyssey, Odysseus is compared to objects, other people and animals.In the story of Oedipus, Oedipus is compared to riddles and objects. In the Odyssey, Odysseuss adventure brings him through many tragedies and hard time. His name is revealed in the story as being one who suffers.Toward the end of the story he is compared to a lion when he emerges victorious against the suitors and the maids are described as small animals scurrying away from him.He is described missing his wife as a shipwrecked swimmer misses the shore.His wife Penelope is described grappling Odysseus as a swimmer that has finally reached land.Throughout the Odyssey Sleep is used to convince the reader that Odysseus is mortal.When he sleeps something bad happens. Sleep means he is not like the Gods peppered through the story.He is mortal and Gods dont have to sleep. In the story of Oedipus his name is swollen feet.This imagery of swollen feet is the key to his identity.The image of the foot in the riddle of the sphinx is used to describe man and Oedipus.He has 4 feet when he is a young child he has 3 feet when he is old and blind and needs the assistance of a cane and he has two feet when he is at the height of his power.There is curse over Thebes, making the land and women infertile.The image of fertility is given with the Goddess of the earth giving the curse upon the land and women. Throughout both the Odyssey and Oedipus the image of family is used.In the Odyssey lineage is used with Odysseuss father son and himself bringing a sense of family values to the story.In Oedipus the link between him being Husband and son to his wife and mother and father and son to his children also relates to his multiple identities.

Free Essays on The Early Life Of Gnaeus Pompey And His Youth

Pompey was born Gnaeus Pompeius Magnus in Rome on September 29, 106 BC, into a senatorial family. His father, Gnaeus Pompeius Strabo, was consul in 89 BC. Pompey belonged to the senatorial nobility, although his family first achieved the office of consul only in 141. Fluent in Greek and a lifelong and intimate friend of Greek literati, he must have had the normal education of a young Roman nobleman. His early experience though, was on the staff of his father did much to form his character, develop his military capabilities, and arouse his political ambition. How Gnaeus Pompey Began His Career At the age of seventeen Pompey fought, along with his father, on the side of Lucius Cornelius Sulla against the faction of Gaius Marius and Lucius Cornelius Cinna. In eighty-four BC he raised three legions and defeated the Marian party. He was later sent to destroy the remnants of the Marian faction in Africa and Sicily. On his triumphant return to Rome he was honored with the title Magnus, or the Great. Later on in sixty-six to sixty-seven BC, Pompey cleared the Mediterranean Sea of pirates and was subsequently sixty-five and sixty-two BC, Pompey conquered not only Mithridates but also Tigranes the Great, king of Armenia, and Antiochus XIII of Syria. He also subdued the Jews and captured Jerusalem. On his return to Italy he disbanded his army and in sixty-one BC entered Rome in triumph for the third time. After his return he was anxious that the Senate should ratify his acts in Asia and certain lands be apportioned among his veterans. The Senate, however, declined to accede to his wishes, and Pompey, turning against the aristocratic party, now formed a close alliance with Julius Caesar, and the two men, together with Crassus, formed in sixty BC the First Triumvirate. Caesar's daughter Julia was given in marriage to Pompey and the following year Caesar repaired to Gaul, and there for nine years carried on a career of conquest while... Free Essays on The Early Life Of Gnaeus Pompey And His Youth Free Essays on The Early Life Of Gnaeus Pompey And His Youth Pompey was born Gnaeus Pompeius Magnus in Rome on September 29, 106 BC, into a senatorial family. His father, Gnaeus Pompeius Strabo, was consul in 89 BC. Pompey belonged to the senatorial nobility, although his family first achieved the office of consul only in 141. Fluent in Greek and a lifelong and intimate friend of Greek literati, he must have had the normal education of a young Roman nobleman. His early experience though, was on the staff of his father did much to form his character, develop his military capabilities, and arouse his political ambition. How Gnaeus Pompey Began His Career At the age of seventeen Pompey fought, along with his father, on the side of Lucius Cornelius Sulla against the faction of Gaius Marius and Lucius Cornelius Cinna. In eighty-four BC he raised three legions and defeated the Marian party. He was later sent to destroy the remnants of the Marian faction in Africa and Sicily. On his triumphant return to Rome he was honored with the title Magnus, or the Great. Later on in sixty-six to sixty-seven BC, Pompey cleared the Mediterranean Sea of pirates and was subsequently sixty-five and sixty-two BC, Pompey conquered not only Mithridates but also Tigranes the Great, king of Armenia, and Antiochus XIII of Syria. He also subdued the Jews and captured Jerusalem. On his return to Italy he disbanded his army and in sixty-one BC entered Rome in triumph for the third time. After his return he was anxious that the Senate should ratify his acts in Asia and certain lands be apportioned among his veterans. The Senate, however, declined to accede to his wishes, and Pompey, turning against the aristocratic party, now formed a close alliance with Julius Caesar, and the two men, together with Crassus, formed in sixty BC the First Triumvirate. Caesar's daughter Julia was given in marriage to Pompey and the following year Caesar repaired to Gaul, and there for nine years carried on a career of conquest while...

Is C the Most Common Answer on the SAT

Is C the Most Common Answer on the SAT SAT / ACT Prep Online Guides and Tips No doubt you’ve heard one piece of advice more than any other when it comes to test-taking: â€Å"If you need to guess on a multiple choice test, always pick C.† But is the popularity of this strategy an indication of its efficacy? Do you have a better chance at gaining points if you guess C on your SAT questions in comparison toany other guessing strategy? And if not, what can you do to improve your odds when guessing? Let’s look at the facts. Why You Should Answer Every Question on the SAT First things first: the old SAT is dead and gone, and so is any guessing penalty. You will not be penalized for getting a wrong answer on the SAT, so make sure to never leave a question blank! For every correct answer you choose, you’ll earn one point, and for every blank or wrong answer, you’ll earn zero points. If you don't know an answer and guess it wrong, you'll gain the same number of points that you would have had you left it blank (zero). And if you guess the question right, you'll earn yourself one point! Of course, guessing is still a last resort, sinceit’s always better to try to find the correct answer first whenever possible. But sometimes you’ll have no choice but to guess and that'swhere guessing strategy is key. There are two main types of guessing- educated guessing and blind guessing- and you’ll have to figure out which one to use based on the situation you find yourself in. So let's break down how and when to go about making each type of guess. Educated Guessing An educated guess is a guess based on some amount of reason and understanding, whether it be large or small. Typically, an educated guess means you’re able to eliminate one or more answer optionsor estimate a reasonable ballpark range in which the correct answer can lie. For instance, you can make an educated guess if you: Understand the gist of a question, but don't have the time to work through it completely Understand parts of a question, but don’t quite know how to work through it completely Are torn between a few answer options, but have some idea of what the answer can or can’t be For example, let's look at an SAT math problem: If you're not familiar with either the coordinate plane or slopes, or you just don't think you can solve this problem for any reason, then you can at least make an educated guess and increase your chances of picking the correct answer. It's all too easy to panic and choose an obviously wrong answerwhen you're taking a marathon test like the SAT, so try to take a beat and think strategically before you fill in a bubble. In a geometry problem like this, figures will generally be drawn to scale unless there's a specific line of text that says otherwise. If you know that coordinates are written as (x, y), then you know that p represents the value along the x-axis. (And if you didn't know this, then you can still infer it by seeing that the point (p, 0) has a rise of 0, which means thatp must be the value along the x-axis, not the y-axis.) You can immediately eliminate answer choices A and B, since they will be too small to equal p. Why? Ifyou eyeball where the -5 is along the x-axis and place a rough approximate at the opposite side on +5, you'll see why you can cross off A and B straight away. C or D must be the correctanswer because they are the only answer options where p is greater than 5. And, since the estimated location for +5 looks about halfway between 0 and p, Dis probably the best guess between the two options. [Spoiler: D is totally the right answer] Blind Guessing The second category of guesswork is blind guessing, which is a guess based more on chance than on reason. It's time to make a blind guess if you: Come up against a question and have absolutely no clue where to begin Areabout to run out of time and still have questions left to answer If you can’t eliminate any answer options (or don’t even have the time to read the question), you just have to fill in an answer bubble and keep going. Leaving a question blank is tantamount to throwing your points away, so you may as well fill in something. But when you have to make a blind guess like this (or multiple blind guesses), are you better off choosing C than any other answer choice? Let's see. Having a strategy makes any journey easier, and it's no exceptionfor the SAT Fact or Fiction: Is C the Most Common Answer on the SAT? If it were true that you're better off choosing C than any other letter, itwould mean that correct answer choices weren't randomly assigned.After all, if the answer keys were randomized, why should C be any more likely to be the right answer than any other letter option? Now, true randomization will depend on the type of test in question. Someof your high school teachers likely design their tests by hand, which means that their answer keys will not be statistically random. No matter how much your teachers may try to randomize their choices, human beings are NOT random and cannot properly randomize a series. For instance, a truly random sampling will actually produce bizarre strings of patterns- six B’s in a row, or twenty questions without a D- and most people do not (or cannot) create these patterns when they try their best to be â€Å"random.† Fortunately or unfortunately, this is NOT the case on the SAT. Unlike many of the tests you take in high school, SAT answer keys are completely computer generated. And computers are very good at being random. Every answer choice on the SAT will have a statistically even distribution of 1 in 4 for each answer choice letter, A, B, C, or D. In other words? There is no most common answer on the SAT. Ultimately, guessing C (or any letter!) will give you the correct answer only a statistical 25% of the time. Which means it's NOT true that choosing C will give you a better rate of success than choosing any other letter for your blind guessing. What to do, then? So How Should You Guess? If C isn't the most common answer on the SAT, then how should you guess? The truth is, that when it comes to making blind guesses, it doesn't matter which letter you pick, only that you stick to the one you choose every time you make a blind guess. The best strategy, and the one that will maximize your overall point gain, is to pick your favorite letter and fill it in for every blind guess. Whether that letter is A, B, C, or D doesn't matter- just be sure to stick with it every single time. So, if you like it best, then definitely go right ahead and choose C to be your designated letter! (Just don't expect C to be abetteranswer choice than A, B, or D.) But maybe youthinkthat this strategy soundsillogical. Why would you be better off filling in the same letter over and over again instead of doing your best to create a random guess spread? Let’s see. Once you pick a guessing path, just keep going forward and don't deviate! Why Does Sticking to One Letter Increase Your Odds of Guessing the Right Answer? Sticking by the same letter for every blind guess won’t increase your chances of getting any one particular question correct, but it will maximize your total point gain potential. Why? Because people aren’t random. If you’re making your own "random" blind guesses in a spread, you’ll almost certainly reduce your overall guessing odds. Your best attempt at random guessing can never replicate computer-generated randomness. By sticking to your same designated letter when making blind guesses, you are re-introducing an element of randomness and maximizing your chances for success over time. Let’s see this in action to better demonstrate why this works. Scenario: you’re down to the wire, and you’ve run out of minutes on the clock. You have 15 questions left and only a few seconds to bubble in your answers. There’s no time to even look at the questions, so now you’ll have to make the best blind guesses you can and figure out how to get as many points as possible before it’s pencils down. You’re left with two options: make a random guess spread, or fill in every letter with the same answer choice. Let’s see how each option does when compared to a real SAT answer guide [note: we are using the first 15 answers from the reading section of the 2016SAT test #1]. (Note: for our random spread, we tried to guess as randomly as we could without looking at the answer key, and for our consistent letter, we simply went with C.) â€Å"Random† Spread Consistent Guess (C) Correct Answers D C B A C B A C C D C A C C C B C D B C D B C B D C C C C B D C A A C B C C D B C A D C A By trying our best to guess randomly, we earned 2 points, but by sticking by a consistent choice of C, we earned 3 points (and spared ourselves the effort of trying to be "random"). Again, sticking to the same letter won't work better for each individual question, but on average and over a spread, the strategy will let you maximize your total point-gain. If you gotta roll the dice anyway, you may as well learnhow to do it in your favor The Take-Aways Is C the correct answer more often than any other? No. But is it the best letter to choose when you're in a bind and don't know what the right answer choice is? Well, yes and no. When it comes to making guesses, try to eliminate answer choices whenever possible. But if you can't, and you must make a blind guess, then stick to one letter and run with it every single time. If you want this letter to be C, then go right ahead! Just make sure you stick with it for each and every guess. C isn't any better or worse than any other letter, or any more likely to be the correct answer, but if you decide to stick with it for every blind guess you make, you'll have a better chance of success than if you try your best to be "random." What's Next? You've learned how to make the best possible guess on the SAT when you're in a bind, but remember that eliminating answer choices is always better! Check out our guideto eliminating answer optionson the SAT. Want more SAT practice? We've gotall the SATs available online, free and available for you to take aspractice. Not sure what SAT score to aim for? Check out what makes a "good" or "bad" SAT score and how to find the perfect score goal for you. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Inventory Management Annotated Bibliography Example | Topics and Well Written Essays - 750 words

Inventory Management - Annotated Bibliography Example This book covers on the importance of keeping inventory which includes addressing time lags, seasonal demand, appreciation of value and facing uncertainties among others. Additionally, it covers on the special terms applied in inventory, inventory examples and principles of inventory proportionality. The book focuses at discussing the accounts for inventory in reference to the Generally Accepted Accounting Practices as well as Financial Accounting Standard Board. Additionally, the book covers the role of inventory accounting and the high-level inventory management that is applied by organizations. This book focuses at compiling most recently advances, concepts, ideas and challenges related to intelligent modeling as well as simulation frameworks and applications. While the first chapter looks at the important aspects of correct interpretation, other chapters cover the central theme of simulation frameworks. The book covers the cost concepts and terms, profit measurement, and cost accumulation for inventory valuation. Other inventory related concepts covered by the book include cost-volume-profit analysis, activity based costing, profitability analysis, taxation, information for planning, quantitative methods to management accounting and controlling of stock. This journal discusses the current topic related to management accounting that researchers and other academician can apply. Some of the notable areas covered by the text include research and development, capital budgeting, investment decision in modular manufacturing systems while applying critical thinking as well as decisions in information technology firms. This book covers the scope, applications and practices of management accounting. In addition, it defines the differences between management accounting and financial accountancy as well as the specific methodologies applied in management accounting including

Law and terrorism Essay Example | Topics and Well Written Essays - 3250 words

Law and terrorism - Essay Example This paper will critically discuss the present UK legislative framework governing the gathering of covert intelligence on terrorist suspects and the necessary safeguards to ensure that ensure that police and security services do not violate the civil liberties of suspected individual. Covert Operations Perhaps, it can be said that the best covert intelligence operation was the operation Neptune Spear/Geronimo which launched the attack of Osama Bin Laden’s safe house in Bilal town of Abbottbad, Pakistan at around 1:00 a.m. (Listverse, 2011, p. 1). US Navy Seals breached through the high walls of Bin Ladin’s safe house using explosives whilst airborne US special operations command, also known as Night Stalkers were on board Black Hawk Helicopters and two Chinooks as backups (Listverse, 2011, p. 1). The SEALS found Bin Laden on the third floor and shoot him on his head and chest. Osama’s dead body was brought to Afghanistan for identification and buried at sea withi n 24 hours of his death (Listverse, 2011, p. 1). ... e result, have also seen the necessity to define and refine the country’s covert intelligence operation framework of its security forces using the statutes stipulated under the Regulations of Investigatory Powers Act 2000 (RIPA) (Home Office, 2013, p. 1; Gov.uk, 2013). This has been considered as the Home Office guidance to local authorities in England and Wales on the judicial approval process for RIPA and the crime threshold of surveillance (Home Office, 2013, p. 1; Gov.uk, 2013) RIPA defined the framework of the government’s covert investigatory techniques as authored by public authorities (Legislation.gov.uk, 2013, p. 1). The framework in itself does not customized such power to execute covert activities but if these activities are undertaken by the council officers, RIPA limits, control and regulate the manner on how covert intelligence gathering are undertaken to ascertain that this is consistent to the Article 8 of the European Convention on Human Rights (ECHR) t hat mandates security forces to respect the private and family life of the suspects (Legislation.gov.uk, 2013, p. 1). Under RIPA, the local authorities limited the local authorities on using three covert techniques to prevent untoward incidences by early detection and monitoring of disorder (Legislation.gov.uk, 2013, p. 1). This security mechanism authorized designated persons on significant issues that may cause social harm and disorder but require such essential balance of proportionate care that the covert intelligence operation and intrusion, to gather information, will not seriously violate the right of privacy of a person on the bases of unfounded allegations or suspicion (Legislation.gov.uk, 2013, p. 1). Ethical code of covert operations refines further the scope of powers on necessary

The Cooking animal Essay Example for Free

The Cooking animal Essay ?Michael Pollan’s article The Cooking Animal, describes the decline of home cooked meals and its effects. Cooking, he says, is what separates us from animals. It’s how we became civilized. By making us come together and share food, we learn about each other and ourselves. Although its importance, cooking is rapidly declining in modern times. What was once a daily ritual is now becoming a special occasion. Replacing cooking is convenient, yet horribly unhealthy, processed foods thus worsening the already increasing obesity problem. †The more time a nation devotes to food preparation at home, the lower its rate of obesity† (Pollan 583). Pollan explains the importance of home cooked meals and it’s correlation with obesity and how we have fallen in the trap of the corporations. He explains how the mass producers made hard to make meals cheap, processed, and convenient leaving us to be forever doomed unless we made dire changes. Pollen raises many thoughts and facts about the importance of home cooked meals, all of which I completely agree with. Cooking is what separates us from animals. When our ancestors learned the ability to cook the new nutrients allowed them to evolve differently. Cooking not only provided us with much better nutrients but provided us with the means of creating our culture. When we gather with other people and eat together, we share ourselves (Pollan 582). When I first read this article the above statements just clicked with me, it all just made so much sense. I knew that cooking is important but crediting it for mankind’s evolution was new to me. When I read this part of the article I couldn’t help but to imagine a group of Neanderthals eating around a fire, slowly creating their own culture. Cooking is very important to many great cultures and can tell us much about said cultures. My family are big advocates of our Mexican culture so food is definitely very important to us. I’ve eaten with American, Indian, Lebanese, Vietnamese, and Egyptian families all of which had their distinct differences in how they ate and how they interacted with each other on the dinner table. Home cooked meals are being neglected by America causing obesity to become more prominent. The iconic image of the American family gathered around the dinner table is becoming a rare one. Today’s American would much rather pick up a large order of fries than actually get the potatoes and make them yourself, and why not? The restaurants and super markets make it so cheap and easy that you would be a time wasting fool if you cooked it yourself at home. Pollen says that as the preparation time has gone down, calorie consumption has gone up. â€Å"As the amount of time Americans spend cooking has dropped by about half, the number of meals Americans eat in a day has climbed; since 1977, we’ve added approximately half a meal to our daily intake† (583). That’s no surprise considering what goes into the fast food and mass produced foods. I remember I saw a video on what McDonalds chicken nuggets look like before they fry them and I never wanted to eat one ever again. If the chicken looks like pink silly putty, maybe we shouldn’t be eat it regularly. Thankfully I grew up on my mothers cooking. She has a full time job, three kids, and manages to make the best food everyday. I’ve always believed that all my physical and athletic achievements have been greatly attributed by my diet. Apart from home cooked meals being generally far better nutritiously, they generally taste way better. Perhaps they taste better because theyre made with love? That’s up to the consumer to decide. Corporations that mass produce food have one motivation, profit. It’s their job to mass produce food the quickest and cheapest way to earn the most profit so obviously nutrition is going to be neglected. The marketing revolves around habits. If we form the habits of just relying on them for food we will not go back thus more profit for them. It makes me think of an evil villain who’s bent on destroying the human race or at least making us all fat and lazy because that’s what’s happening. We’re becoming lazy which means our children will be lazy and the ability to cook will vanish and it will all go downhill from there. In Pollen’s article, he asked Harry Balzer what we can one do to fix this problem and he said â€Å"Easy. You want Americans to eat less? I have the diet for you. It’s short, and it’s simple. Here’s my diet plan: Cook it yourself. That’s it. Eat anything you want — just as long as you’re willing to cook it yourself† (584). Cooking is something that has been around since the beginning and something that we cannot afford to loose. Cooking is what makes us human, what provides us with the right nutrients and what keeps us from falling into the industries trap. Michael Pollan’s The Cooking Animal reinforced my belief on the importance of home cooked meals and also expands it. Works Cited Pollan, Micheal. The Cooking Animal. The Bedford Guide for College Writers withReader. By X. J. Kennedy, Dorothy M. Kennedy, and Marcia F. Muth. Boston, MA: Bedford/St. Martins, 2011. 581-85. Print.

Luis Valdezs Los Venditos :: Mexico Mexican Essays

Luis Valdez's Los Venditos "Los Venditos," which means "the sold out ones," is a play that was directed by Luis Valdez and produced by the Farm Workers Theatre of Atzlan. They have based their theatre society on the old drama clubs that were prevalent in the striker’s communities of the sixties and seventies. In these communities, actors and actresses would play roles that would make fun of certain groups or individuals that they were rebelling against. For example, if the produce pickers were striking against a grower, then the play would bring out every stereotype that person believed in or every bad quality that that person had and would embellish it. They would make their target out to be stupid and ignorant. "Los Venditos" accomplishes this task very well because it shows every stereotype that Anglos have against Mexican Americans, and puts it in a way that will make almost any Anglo be ashamed for having believed such falsities. Everything that was put into the play was put there for a reason, whe ther it is an actual incident or a common stereotype. The narrator before the play explains what the Theatre Society of Aztlan is all about. The narrator is costumed as the Aztec sun god in an Aztec high-rise temple. The area around the sun god was the ancient Aztec calendar. It shows that the Aztlans have a good knowledge about their past. They are proud that they are from the area that the Aztecs originated from. The play starts off with a man, named Honest Sancho, that recently aquired a shop that sold used Mexican models. One might notice, however, that his shop is located in an area that has trash all around it. Many Anglos believe that even if a Mexican were to own his own establishment, it would have to be in their own neighborhood, which is most likely a slum, because they might bring their property value down with their presence. It was, and still is in some places, frowned upon when Mexican Americans try to move their business out of their usual surroundings. A woman, named Ms. Jimenez, who worked for the governor’s office, walked into the store because she said that she needed a Mexican for her office. This was obviously only for appearance because that person would have to do everything he/she was told without question. That person would be used for the good of the office where he would be a puppet for the Anglos.

Century Prose : Short Stories Essay

Choose two of the pre-20th century short stories that you have studied. Compare and contrast the ways in which they make use of character, plot and language to create tension. The two chosen short stories to be compared and contrasted in such a way as to examine the tension created are â€Å"Hop-Frog† -otherwise known as â€Å"The Eight Chained Ourang-Outangs†- and â€Å"The Tell-Tale Heart†, both written by the same author: Edgar Allan Poe. Poe was considered as the best known American writer of the nineteenth century, mostly writing stories that could be found under headings such as ‘Horror’ or ‘Supernatural’. Taking a look at his background, one can note that his childhood was a very troubled one, and the tension in all his stories is possibly due to this significant fact. Young Edgar Poe’s unsettled childhood initiated with the death of his mother when he was only 2 years old, and not long after he was taken in by another family, the ‘Allan’ family, hence his two surnames. His teenage years were no better, for after enrolling at the University of Virginia, he was quickly expelled for drunkenness and debt. He soon joined the Army, taking a teaching post at the West Point military academy, only to have it taken away from him again after being court martialled in 1832 for gambling and, again, drunkenness. This scandal pursued him during the rest of his life, until in 1836 when he married Virginia; the 13 year old daughter of his favourite aunt. When she died in ‘suspicious circumstances’ eleven years later, Poe undertook a series of semi-public love affairs until his early death in 1829. We will first consider the way in which the characters in the two stories create tension, and we can observe that in both, the way they are presented is very important. It may be a coincidence, but it is unnerving to note that both are disabled. In â€Å"Hop-Frog†, the main character is described in great detail, and we find out that he is physically disabled, being a cripple and a dwarf, and this in itself brings about tension for Hop-Frog is someone clearly conscious, but troubled by his disabilities, for since he is a jester in court he is constantly made fun of about his physical appearance, and we learn he is a very secretive character, who keeps his feelings to himself, and seems to have much inner bitterness and rebellion, though he does not show it. He also has troubles walking -hence his name ‘Hop-Frog’- and can only move â€Å"by a sort of interjectional gait† which is not very reassuring. The reader is left quite unsettled as we wonder what is go ing on in the dwarfs mind behind his ‘funny walk’ and his mask of fake placidity. â€Å"The dwarf laughed [†¦] and displayed a set of large, powerful, and very repulsive teeth† We also learn the dwarf has a certain liability to mild insanity upon drinking alcohol, and when forced to drink alcohol before the king’s banquet, the tension is high, and it leaves us apprehensive and fearful of what will come of this act. â€Å"He placed the goblet nervously on the table, and looked upon the company with a half-insane stare† In â€Å"The Tell-Tale Heart† the main character, who is also the narrator, is mentally disabled, but hardly at all portrayed physically. We only know of his ill state of mind, which he tries with much vigour to deny even with the first few lines of the text where the narrator begins by assuring us that he is not mad and then, through the story he relates, he convinces us beyond any shadow of a doubt that he is as mad as a hatter. â€Å"Why WILL you say that I am mad? [†¦] How then am I mad?† And being very persistent he sets out to prove his sanity by explaining to us how he planed and executed the perfect murder. Although the narrator seems to be blatantly insane, and thinks he has freedom from guilt, the feeling of guilt over the murder is too overwhelming to bear. His nervousness and guilt eventually lead him to the admittance of the murder he accomplished. This story shows Poe’s underlying desires to kill, his true madness, and thoughts of revenge. The plot of is essential to the build up of any story, and to the two studied, to the build up of tension. The plot of â€Å"The Tell-Tale Heart† is a story of conflict. There is a mental conflict within the narrator himself, and through obvious clues and statements, Poe alerts the reader to the mental state of the narrator, and to his obsessions. The insanity itself is described as an obsession with the old man’s eye, which in turn leads to loss of control and eventually results in violence, ultimately, with the death of the old man. With the appearance of the police, the narrator, who in the beginning attempts to prove his fake innocence, cannot tolerate the guilt any longer and eventually confesses to his â€Å"perfect† crime. â€Å"Villains! [†¦] I admit the deed! — Tear up the planks!† We feel the tension mount throughout the story as we learn what happens, and since it is written in first person, we discover the storyline as the narrator tells it, it is written as a confession, as if the narrator was trying to find a way to ‘pardon his sins’. There is clear tension in the way the story is narrated. Though our main protagonist attempts to tell his story in a calm manner, as he describes various parts he begins to rant with a great deal of passion and enthusiasm, occasionally getting caught up in his own words. â€Å"And they (the officers) had been deputed to search the premises† We also remark that he pays particular attention to emphasize specific parts of his story, for example, he is sure to highlight the fact that he is simply nervous, that he could not possibly be mad because as he says, â€Å"the disease had sharpened my senses† referring to his madness, rather than the disease, it only allows him to hear more clearly the sounds of his imagination, to see what his mind wanted him to see, rather than see the truth Even at the beginning of the story, we are prepared for a tragic ending. As we learn of the plot, more tension builds up around how the narrator prepares, in an insanely obsessive way, the murder he wishes to commit. We sense right from the commencement a sense of tension behind the speaker’s words, and as he narrates the story, his agitation rises, and visibly reaches a peak at the arrival of the officers in the room where he hid the body. In â€Å"Hop-Frog† the tension doesn’t start at the beginning. The initial description is of life in a â€Å"normal† medieval court. With the benefit of hindsight due to the text being written in 3rd person, the narrator gets hints of tension by clues such as the emphasis placed on jokes and the subtle information that this court is not like any other court for its king has a special likeness for practical and verbal jokes. â€Å"I never knew any one so keenly alive to a joke as the king was.† This intrigues the reader though it doesn’t create a lot of apparent tension. Tension starts to build up at the end, when the dwarf starts to drink wine and chains the king and his ministers. At that moment the reader feels that trouble is brewing, the tension is clearly visible as Hop-Frog reveals his plans, and as the end approaches there is transparent madness in the air. In this story the duration of the tension is shorter, but stronger than in â€Å"The Tell-Tale Heart† for it is unexpected and more powerful. The killing the king and his ministers is much more abrupt and shocking, while in the â€Å"The Tell-Tale Heart†, the reader is being prepared throughout the whole story for an unexpected end. â€Å"I made up my mind to take the life of the old man, and thus rid myself of the eye forever† The ending of hop frog is surprising for the naà ¯Ã‚ ¿Ã‚ ½ve reader. At the beginning of the short story we aren’t prepared for a dramatic end, there is nothing unusual in the way the story starts. The reader is aware that life mustn’t be very pleasant for the dwarf but his is like that of any other jester of any other king. Though there are numerous indices throughout the text, the reader only becomes truly aware of the extent of the jester’s hatred towards the king and his ministers only at the end, during his last speech and act. Apart from the plot and the description of character, the author also uses language to create tension in the two stories. In â€Å"The Tell-Tale Heart† the story is written in first person, therefore the reader feels closer to the character and shares the narrator’s thoughts and emotions as he himself experiences them. The story thus seems to evolve in its own time, as the narrator adds information in the order he remembers them in. The result of this is a rather jumbled mixture of feelings, actual happenings and insane ramblings. The abundance of punctuation also plays a big part in the creation of tension. though we notice no abuse of punctuation in the beginning of the tale, it initiates very well structured, but as the story unfolds and the narrator gets more and more excited and nervous, we feel the tension mounting as paragraphs get shorter, punctuation becomes frenzied, and use of capitals becomes much more plentiful. â€Å"No doubt I grew VERY pale [†¦] Yet the sound increased [†¦] It was a LOW, DULL, QUICK SOUND-MUCH SUCH A SOUND AS A WATCH MAKES WHEN ENVELLOPED IN COTTON.† The use of words in â€Å"The Tell-Tale Heart† clearly indicate the tale was written as a speech, which shows s the spontaneous side behind the writing, how the narrator gets carried away in his own emotions and story telling, proven by the use of words such as: â€Å"oh†, â€Å"Ha!†, â€Å"no, no?† or â€Å"Almighty God!†. The repetition of certain words is used frequently as the tale develops and the tension mounts, for it is used to emphasise the nervousness and instability of the narrator, for example the word ‘mad’ is repeated many times throughout the text, but also other repetitions such as â€Å"nervous, very, very dreadfully nervous†, â€Å"Hark! louder! louder! louder! LOUDER!† â€Å"It grew quicker and quicker and louder and louder, every instant†. The phrases are often short and sharp, with a certain pulsing rhythm to mimic the quickened beating of a nervous or anticipating heart. We also note, especially in the last paragraph of the text where the narrator’s tension overbears him, a certain 3 word repetition, a confirmation of his agitation and anxiety, his unwillingness to give himself up as a criminal, but as his insanity and inner guilt overpower him he is forced him to confess. â€Å"I foamed — I raved — I swore!† â€Å"They heard! — They suspected! — They KNEW!† â€Å"It grew louder — Louder – -louder!† In contrast, the author of â€Å"Hop-Frog† uses a much more Gothic style of writing, which gives a mysterious, secretive aspect to the story. The language in this short story is less charged with emotions for it is from an external neutral point of view. Poe uses the third person to narrate the story, and the role of an observer is given to the reader, and we learn about the plot as it evolves chronologically, though not once do we delve into Hop-Frog’s thoughts. The vacancy of such emotion leaves us uncertain of how the story will end, and we find out at the same time as an observer would the drastic end of the tale. The abundance of punctuation in â€Å"Hop-Frog† is only visible in dialogues. A characteristic of this style is the emphasis of words in italic. â€Å"It was passed about the waist of the kind, and tied†; â€Å"A low harsh and protracted grating sound† This story also has apparent repetition at the beginning of mocking words, words such as â€Å"jokes† and â€Å"fool†: â€Å"a joke†, â€Å"the joke†, â€Å"for joking†, â€Å"as jokers†, â€Å"inimitable jokers†, â€Å"by joking†, â€Å"a lean joker†, â€Å"practical jokes†, â€Å"their fools†, â€Å"his fool†, â€Å"was not only a fool†, â€Å"as fools†. The repetition of these words have a very strong effect upon the reader, who realizes these words must be important, and though we are not sure of the significance of this clear repetition at the beginning, it still brings about uneasiness and tension. In â€Å"The Tell-Tale Heart† the author uses many metaphors and similies all through the story, for example when he writes about the eye he refers to the â€Å"vulture eye† or the â€Å"Evil Eye†, and when he writes about the heart beat he compared it to the sound that â€Å"a watch makes when enveloped in cotton†. These enrich the text thus emphasizing the impression of tension that the author wants to create. In â€Å"Hop-Frog† there are fewer metaphors and similies, one being the word ‘monster’ used to describe the king, though there are many more descriptions of Hop-Frog, usually referring to animals. He is said to resemble ‘A squirrel, or a small monkey, rather than a frog.† And his gait is to be called â€Å"something between a leap and a wiggle† which also brings us back to the animal connotations, and a bizarre way of describing the jester. In conclusion, we can clearly see that both stories effectively use tension, though in different ways. The tension in â€Å"Hop-Frog† the tension is much more subtle and the end much more unexpected, while the 3rd person point of view doesn’t reveal much about the storyline and the ending, and the reader has to read into the discreet clues that the author gives about the emotional state of the characters. In opposition, the blatant tension of â€Å"The Tell-Tale Heart† that is shown even in the first two lines of the tale. â€Å"TRUE! Nervous, very, very dreadfully nervous I had been and am† The tension Poe faced in his life clearly reflects upon the way he writes and the way tension is shown in his prose, through the use of punctuation, language, plot, character description, all indicating tension in his stories.

Carrie Chapter Fourteen

‘They will,' she said. ‘I set it up.' it won't even be close. Why do they keep applauding? What's going on in there?' ‘Don't ask me, babe. The school song suddenly roared out, full and strong on the soft May air, and Chris jumped as if stung. A soft gasp of surprise escaped her All rise for Thomas Ewen Hiiiiyyygh. . . ‘Go on,' he said. ‘They're there.' His eyes glowed softly in the dark. The odd half-grin had touched his features. She licked her lips. They both stared at the length of jute cord. We will raise your banners to the skyyyyy ‘Shut up,' she whispered. She was trembling, and he thought that her body had never looked so lush or exciting. When this was over he was going to have her until every other time she'd been had was like two pumps with a fags little finger. He was going on her like a raw cob through butter. ‘No guts, babe?' He leaned forward. ‘I won't pull it for you, babe. It can sit there till bell freezes.' With pride we wear the red and whiiyyyte A sudden smothered sound that might have been a scream came from her mouth, and she leaned forward and pulled violently on the cord with both hands. It came loose with slack for a moment, making her think that Billy had been having her on all this time, that the rope was attached to nothing but thin air. Then it snubbed tight, held for a second, and then came through her palm harshly, leaving a thin burn. she began. The music inside came to a jangling, discordant halt For a moment ragged You continued oblivious, and then they stopped. Then was a beat of silence, and then someone screamed. Silence again. They stared at each other in the dark, frozen by the actual act as thought never could have done. Her very breath turned to glass in her throat. Then, inside, the laughter began. It was ten twenty-five, and the feeling had been getting worse and worse. Sue stood in front of the gas range on one foot, waiting for the milk to begin steaming so she could dump in the Nestle's. Twice she had begun to go upstairs and put on a nightgown and twice she had stopped, drawn for no reason at all to the kitchen window that looked down Brickyard Hill and the spiral of Route 6 that led into town. Now, as the whistle mounted atop the town hall on Main Street suddenly began to shriek into the night, and falling in cycles of panic, she did not evert immediately to the window, but only tamed the heat oft under the milk so it would not burn. The town hall whistle went off every day at twelve noon and that was all, except to call the volunteer fire department during grass-fire season in August and September. It was strictly for major disasters and its sound was dreamy and terrifying in the empty house. She went to the window, but slowly. The shrieking of the whistle rose and fell, rose and fell. Somewhere, horns were beginning to blast, as if for a wedding. She could see her reflection in the darkened glass, lips parted, eyes wide, and then the condensation of her breath obscured it. A memory, half-forgotten, came to her. As children in grammar school, they had practised air-raid drills. When the teacher clapped her hands and said, ‘The town whistle is blowing,' you were supposed to crawl under your desk and put your hands over your head and wait, either for the all-clear or for enemy missiles to blow you to powder. Now, in her mind, as clearly as a leaf pressed in plastic, (the town whistle is blowing) she heard the words clang in her mind Far below, to the left, where the high school parking lot was – the ring of sodium are lamps made it a sure landmark, although the school building itself was invisible in the dark -a spark glowed as if God has struck a flint-and-steel. (that's whew the oil tanks are) The spark hesitated, then bloomed orange. Now you could see the school, and it was on fire. She was already on her way to the closet to get her coat when the first dull, booming explosion shook the floor under her feet and made her mother's china rattle in the cupboards. From We Survived the Black Prom, by Norma Watson (Published in the August, 1980, issue of The Reader's Digest as a ‘Drama in Real Life' article): †¦ and it happened so quickly that no one really knew what was happening. We were all standing and applauding and singing the school song. Then – I was at the usher's table just inside the main doors, looking at the stage – there was a sparkle as the big lights over the stage apron reflected on something metallic. I was standing with Tina Blake and Stella Horan, and I think they saw it, too. All at once there was a huge red splash in the air. Some of it hit the mural and ran in long drips. I knew right away, even before it hit them, that it was blood. Stella Horan thought it was paint, but I had a premonition, just like the time my brother got hit by a hay truck. They were drenched. Carrie got it the worst. She looked exactly like she had been dipped in a bucket of red paint. She just sat there. She never moved. The band that was closest to the stage, Josie and the moonglows, got splattered. The lead guitarist had a white instrument, and it splattered all over it. I say: ‘My God, that's blood!' When I said that, Tina screamed. It was very loud, and it rang out clearly in the auditorium. People had stopped singing and everything was completely quiet. I couldn't move. I was rooted to the spot. I looked up and there were two buckets dangling high over the thrones, swinging and banging together. They were still dripping. All of a sudden they fell, with a lot of loose string paying out behind them. One of them hit Tommy Ross on the head. It made a very loud noise, like a gong. That made someone laugh. I don't know who it was, but it wasn't the way a person laughs when they we something funny and gay. It was raw and hysterical and awful. At the same instant, Carrie opened her eyes wide. That was when they all started laughing. I did too. God help me. It was so †¦ weird. When I was a little girl I had a Walt Disney storybook called Song of the South, and it had that Uncle Remus story about the tarbaby in it. There was a picture of the tarbaby sitting in the middle of the road, looking like one of those old-time Negro minstrels with the blackface and great white eyes. When Carrie opened her eyes it was like that. They were the only part of her that wasn't completely red. And the light had gotten in them and made them glassy. God help me, but she looked for all the world like Eddie Cantor doing that pop-eyed act of his. That was what made people laugh. We couldn't help it. It was one of those things where you laugh or go crazy. Carrie had been the butt of every joke for so long, and we all felt that we were part of something special that night It was as if we were watching a person rejoin the human race, and I for one thanked the Lord for it. And that happened. That horror. And so there was nothing else to do. It was either laugh or cry, and who could bring himself to cry over Carrie after all those years? She just sat there, staring out at them, and the laughter kept swelling, getting louder and louder. People were holding their bellies and doubling up and pointing at her. Tommy was the only one who wasn't looking at her. He was sort of slumped over in his seat as if lied gone to sleep. You couldn't tell he was hurt, though: he was splashed, too bad. And then her face †¦ broke, I don't know how else to describe it. She put her hands up to her face and halfstaggered to her feet. She almost got tangled in her own feet and fell over, and that made people laugh even more. Then she sort of †¦ hopped off the stage. It was like watching a big red frog hopping off a lily pad. She almost fell again, but kept on her feet. Miss Desjardin came running over to her, and she wasn't laughing any more. She was holding out her arms to her. But then she veered off and hit the wall beside the stage – It was the strangest thing. She didn't stumble or anything. It was as if someone had pushed her, but there was no one there. Carrie ran through the crowd with her hands clutching her face, and somebody put his foot out. I don't know who it was, but she went sprawling on her face. leaving a long red streak on the floor. And she said, ‘Ooof!' I remember that. It made me laugh even harder, hearing Carrie say Oof like that. She started to crawl along the floor and then she got up and ran out. She ran right past me. You could smell the blood. It smelled like something sick and rotted. She went down the stairs two at a time and then out the doors. And was gone. The laughter just sort of faded off, a little at a time. Some people were still hitching and snorting. Lennie Brock had taken out a big white handkerchief and was wiping his eyes. Sally McManus looked all white, like she was going to throw up, but she was still giggling and she couldn't seem to stop. Billy Bosnan was just standing there with his little conductor's stick in his hand and shaking his head. Mr Lublin was sitting by Miss Desjardin and calling for a Kleenex. She had a bloody nose. You have to understand that all this happened in no more than two minutes. Nobody could put it all together. We were stunned. Some of them were wandering around, talking a little, but not much. Helen Shyres burst into tears, and that made some of the others start up. Then someone yelled: ‘Call a doctor! Hey, call a doctor quick!' It was Josie Vreck. He was up on the stage, kneeling by Tommy Ross, and his face was white as paper. He tried to pick him up, and the throne fell over and Tommy rolled on to the floor. Nobody moved. They were all just staring. I felt like I was frozen in ice. My God, was all I could think. My God, my God, my God. And then this other thought crept in, and it was as if it wasn't my own at all. I was thinking about Carrie. And about God. It was all twisted up together, and it was awful. Stella looked over at me and said: ‘Carrie's back.' And I said: ‘Yea, that's right.' The lobby doors all slammed shut. The sound was like hands clapping. Somebody in the back screamed, and that started the stampede. They ran for the doors in a rush. I just stood there, not believing it. And when I looked, just before the first of them got there and started to push, I saw Carrie looking in, her face all smeared, like an Indian with war paint on. She was smiling. They were pushing at the doors, hammering on them, but they wouldn't budge. As more of them crowded up to them, I could see the first ones to get there being battered against. them, grunting and wheezing. They wouldn't open, and those doors are never locked. It's a state law. Mr Stephens and Mr Lublin waded in, and began to pull them away, grabbing jackets, shorts, anything. They were all screaming and burrowing like cattle. Mr Stephens slapped a couple of girls and punched Vic Mooney in the eye. They were yelling for them to go out the back fire doors. Some did. Those were the ones who lived. That's when it started to rain †¦ at least, that's what I thought it was at first. There was water falling all over the place. I looked up and all the sprinklers were on, all over the gym. Water was hitting the basketball court and splashing. Josie Vreck was yelling for the guys in his band to turn off the electric amps and mikes quick, but they were all gone. He jumped down from the stage. The panic at the doors stopped. People backed away, looking up at the ceiling. I heard somebody – Don Farnham, I think-say: ‘This is gonna wreck the basketball court.' A few other people started to go over and look at Tommy Ross. All at once I knew I wanted to get out of there. I took Tina Blake's hand and said, ‘Let's run. Quick.' To get to the fire doors, you had to go down a short corridor to the left of the stage. There were sprinklers there too, but they weren't on. And the doors were open – I could see a few people running out. But most of them were just standing around in little groups, blinking at each other. Some of them were looking at the smear of blood where Carrie fell down, the water was washing it away. I took Tina's hand and started to pull her toward the EXIT sign. At that same instant there was a huge flash of fight, a scream, and a horrible feedback whine. I looked around and saw Josie Vreck holding on to one of the mike stands. He couldn't let go. His eyes were bugging out and his hair was on end and it looked like he was dancing. His feet were sliding around in the water and smoke started to come out of his shirt. He fell over on one of the amps – they were big ones, five or six feet high – and it fell into the water. The feedback went up to a scream that was head-splitting, and then there was another sizzling flash and it stopped. Josie's shirt was on fire. ‘Run!' Tina yelled at me. ‘Come on, Norma, Please!' We ran out into the hallway, and something exploded backstage – the main power switches, I guess. For just a second I looked back. You could see right out on to the stage, where Tommy's body was, because the curtain was up. All the heavy light cables were in the air, flowing and jerking and writhing like snakes out of an Indian fakir's basket. Then one of them pulled in two. There was a violent flash when it hit the water, and then everybody was screaming at once. Then we were out the door and running across the parking lot. I think I was screaming. I don't remember very well. I don't remember anything very well after they started screaming. After those high-voltage cables hit that water-covered floor †¦ For Tommy Ross, age eighteen, the end came swiftly and mercifully and almost without pain. He was never even aware that something of importance was happening. There was a clanging, clashing noise that he associated momentarily with (there go the milk buckets) a childhood memory of his Uncle Galen's farm and then with (somebody dropped something) the band below him. He caught a glimpse of Josie Vreck looking over his head (what have i got a halo or something) and then the quarter-full bucket of blood struck him. The raised lip along the bottom of the rim struck him on top of the head and (hey that hurt) he went swiftly down into unconsciousness. He was still sprawled on the stage when the fire originating in the electrical equipment of Josie and the Moonglows spread to the mural of the Venetian boatman, and then to the rat warren of old uniforms, books, and papers backstage and overhead. He was dead when the oil tank exploded a half hour later. From the New England AP ticker, 10:46 P.M.: CHAMBERLAIN, MAINE (AP) A FIRE IS RAGING OUT OF CONTROL AT EWEN (U-WIN) CONSOLIDATED HIGH SCHOOL AT THIS TIME. A SCHOOL DANCE WAS IN PROGRESS AT THE TIME OF THE OUTBREAK WHICH IS BELIEVED TO HAVE BEENELECTRICAL IN ORIGIN. WITNESSES SAY THAT THE SCHOOL'S SPRINKLER SYSTEM WENT ON WITHOUT WARNING, CAUSING A SHORT-CIRCUIT IN THE EQUIPMENT OF A ROCK BAND. SOME WITNESSES ALSO REPORT BREAKS IN MAIN POWER CABLES. IT IS BELIEVED THAT AS MANY AS ONE HUNDRED AND TEN PERSONS MAY BE TRAPPED IN THE BLAZING SCHOOL GYMNASIUM. FIRE FIGHTING EQUIPMENT FROM THE NEIGHBOURING TOWNS OF WESTOVER, MOTTON, AND LEWISTON HAVE REPORTEDLY RECEIVED REQUESTS FOR ASSISTANCE AND ARE NOW OR SHORTLY WILL BE EN ROUTE. AS YET, NO CASUALTIES HAVE BEEN REPORTED. ENDS. 10:46 Pm MAY 27 6904D AP From the New England AP ticker, 11:22 P.M. URGENT CHAMBERLAIN, MAINE (AP) A TREMENDOUS EXPLOSION HAS ROCKED THOMAS EWIN (U-WIN) CONSOLIDATED HIGH SCHOOL IN THE SMALL MAINE TOWN OF CHAMBERLAIN. THREE CHAMBERLAIN FIRE TRUCKS, DISPATCHED EARLIER TO FIGHT A BLAZE AT THE GYMNASIUM WHERE A SCHOOL PROM WAS TAKING PLACE, HAVE ARRIVED TO NO AVAIL. ALL FIRE HYDRANTS IN THE AREA HAVE BEEN VANDALIZED, AND WATER PRESSURE FROM CITY MAINS IN THE AREA FROM SPRING STREET TO GRASS PLAZA IS REPORTED TO BE NIL. ONE FIRE OFFICIAL SAID. ‘THE DAMN THINGS WERE STRIPPED OF THEIR NOZZLES, THEY MUST HAVE SPOUTED LIKE GUSHERS WHILE THOSE KIDS WERE BURNING.' THREE BODIES HAVE BEEN RECOVERED SO FAR. ONE HAS BEEN IDENTIFIED AS THOMAS B. MEARS, A CHAMBERLAIN FIREMAN. THE TWO OTHERS WERE APPARENT PROM GOERS. THREE MORE CHAMBERLAIN FIREMEN HAVE BEEN TAKEN TO MOTTON RECEIVING HOSPITAL SUFFERING FROM MINOR BURNS AND SMOKE INHALATION. IT IS BELIEVED THAT THE EXPLOSION OCCURRED WHEN THE FIRE REACHED THE SCHOOL'S FUEL-OIL TANKS, WHICH ARE SITUATED NEAR THE GYMNASIUM. THE FIRE ITSELF IS BE LIEVED TO HAVE STARTED IN POORLY INSULATED ELECTRICAL EQUIPMENT FOLLOWING A SPRINKLER SYSTEM MALFUNCTION. ENDS. 11:22 PM MAY 27 70119E AP Sue had only a driver's permit, but she took the keys to her mother's car from the pegboard beside the refrigerator and ran to the garage. The kitchen clock read exactly 11:00. She flooded the car on her first try, and forced herself to wait before trying again. This time the motor coughed and caught, and she roared out of the garage heedlessly, dinging one fender. She turned around, and the rear wheels splurted gravel. Her mother's '77 Plymouth swerved on to the road, almost fishtailing on to the shoulder and making her feel sick to her stomach. It was only at this point that she realized she was moaning deep in her throat, like an animal in a trap. She did not pause at the stop sign that marked the intersection of Route 6 and the Back Chamberlain Road. Fire sirens filled the night in the cast, where Chamberlain bordered Westover, and from the south behind herMotton. She was almost at the base of the hill when the school exploded. She jammed on the power brakes with both feet and was thrown into the steering wheel like a rag doll. The tyres wailed on the pavement. Somehow she fumbled the door open and was out, shading her eyes against the glare. A gout of flame had ripped skyward, trailing a nimbus of fluttering steel roof panels, wood, and paper. The smell was thick and oily. Main Street was lit as if by a flashgun. In that terrible hallway between seconds, she saw that the entire gymnasium wing of Ewen High was a gutted, flaming ruin. Concussion struck a moment later, knocking her backwards. Road litter blew past her on a sudden and tremendous rush, along with a blast of warm air that reminded her fleetingly of (the smell of subways) a trip she had taken to Boston the year before. The windows of Bill's Home Drugstore and the Kelly Fruit Company jingled and fell inward. She had fallen on her side, and the fire lit the street with hellish noonday. What happened next happened in slow motion as her mind ran steadily onward (dead are they all dead carrie why think carrie) at its own clip. Cars were rushing toward the scene, and some people were running in robes, nightshorts, pyjamas. She saw a man come out of the front door of Chamberlain's combined police station and courthouse. He was moving slowly. The cars were moving slowly. Even the people running were moving slowly. She saw the man on the police-station steps cup his hands around his mouth and scream something; unclear' over the shrieking town whistle, the fire sirens, the monster-mouth of fire. Sounded like: ‘Heyret! Don't hey that ass!' The street was all wet down there. The light danced on the water' Down by Teddy's Amoco station. ‘-hey, that's-‘ And then the world exploded. From the sworn testimony of Thomas K. Quillan, taken before The State Investigatory Board of Maine in connection with the events of May 27-28 in Chamberlain, Maine (abridged version which follows is from Black Prom: The White Commission Report, Signet Books: New York, 1980): Q. Mr Quillan, are you a resident of Chamberlain? A. Yes.

Thinner - Literary Analysis essays

Thinner - Literary Analysis essays A Man With a Curse - Thinner - Literary Analysis There comes a time when everyone has to deal with an uncontrollable catastrophe. In Stephen Kings Thinner, Billy Halleck must try to take control of a disastrous situation that is not only unusual, it is also very shocking. Mr. Halleck is an average, caring father who works as a lawyer. However, Billy is also fifty pounds overweight, and according to Dr. Houston, should take up dieting. Unfortunately, a horrible series of events occur when Billy is involved in a traffic accident. Taduz Lemke, a mysterious Gypsy, (Who happens to be the father of the daughter killed in the accident.) has now cursed Billy, forcing him to lose weight at rapid and uncontrollable speed. No matter what amount of food Mr. Halleck eats, pounds continue to drop alarmingly. It is now up to Billy to track down the Gypsy who cursed him, and deal with the depressing emotions he and his family must face. It is almost impossible to deny the suspense that builds rapidly in Thinner, keeping you on the edge of your seat for long periods of time. In addition to this, character development and eerie descriptions never seem to escape your mind. In Thinner, Stephen King teaches us how friendship and family can make us feel happy when a crisis evolves. When Billy first realizes that he is strangely loosing weight, he then subsides into a state of denial. Rejection was clearly visible in Billy when he said to himself, All that Gypsy said was thinner. He didnt say, By the power vested in me I curse you to lose six to nine pounds a week until you die. This denial forces Billy to believe that only logic and reason can explain what is happening to him. This is a major factor when it comes to King describing the feelings Halleck is experiencing. However, when Billy realizes that all the tests and doctors dont comprehend what is wrong with him, he begins to believe it wa ...

Online Sources for Nursery Tree Purchase and Delivery

Online Sources for Nursery Tree Purchase and Delivery High-quality seedlings can be found at reasonable prices on the Internet. You just have to know where to look. Try these sites the next time you need to purchase trees. They have been picked because of the  convenience of online ordering, ease of site navigation and reputation. Note that these businesses are well established and have been growing trees for decades. They know how to do it right. Nurserymen.com Based in Grand Haven, Michigan,  Nurserymen.com  is a third generation business with an extraordinary selection of seedling conifers and sold as bare root and in plug containers. Not as extensive but just as attractive are their hardwood seedlings. They sell out early so request your order at least six months in advance. I ordered 50 bare root Eastern redcedars in December to be planted in Alabama. There was a March delivery from Michigan and I planted the seedlings in early April with a nearly 100 % survival rate. Virginia Department of Forestry The only government supplier of trees on this list, VDOF has been in the seedling business for over 90 years. They offer hundreds of conifers, hardwoods, and specialty packs. Their  website is customer friendly very easy to use. VDOF provides an online catalog. Seedling costs are very reasonable and are mostly sold as bare-root planting stock. The best values are in quantities of 1000 and only sold during the dormant season. Arbor Day Tree Nursery The Arbor Day Foundation is a pioneer in tree promotion and care. I have been a member for years and get my annual bundle of seedlings that come  with the membership. Their nursery  includes a wide variety of fruit, nut, and flowering trees and you can get a significant member discount on bulk wildland trees for planting tracts with large acreage. Musser Forests Based in Indiana County, PA., Musser Forests has been growing quality plants for over 70 years. They offer hundreds of conifers and hardwoods plus their online store is well constructed, easy to use and has the largest selection of tree varieties found anywhere. Musser provides a free catalog and valuable information on tree care and planting. Seedling cost ranges widely according to species and size. Gurneys Seed and Nursery Company Based in Greendale, IN., Gurneys has been in the tree and plant business since 1866 and sells all types of nursery stock, including landscape trees, shrubs and fruit trees. Gurneys is one of the leading seed and nursery companies in the United States and very much present online. I particularly like their Official Blog and YouTube videos. They offer the top-rated flowering trees, shade trees,  and trees for windbreaks. The Nursery at TyTy The TyTy, Georgia-based TyTy Nursery has been in the tree nursery and flower bulb business since 1978. This family business promises to provide each and every customer with the best product, fastest delivery, lowest price, and overall best service for your money. They are also one of the largest tree seedling sources online with an outstanding YouTube collection of how to plant videos.

The Effects of Bullying In Relation to a Childs Performance both Research Paper

The Effects of Bullying In Relation to a Childs Performance both Academically and Socially - Research Paper Example School bullying is a pervasive problem found in primary, middle and high schools across the United Kingdom and around the world. As an international phenomenon, school bullying occurs at similar rates in disparate cultures, countries, and educational settings (Carney & Merrell, p364-382, 2001). Once seen as a normal, if not harmless part of growing up, school bullying is now recognized as one of the primary threats to school safety today (Junoven, p36-40, 2005; Scarpaci, p170-174, 2006; Whitted & Dupper, p167-175, 2005). Within the last decade, several fatal school shootings committed by the victims of school bullying including the Dunblane massacre have brought major media attention to the issue. The result has been an increase in public awareness about the harmful effects of school bullying and a flurry of local, state, and nationwide programs designed to prevent or at least contain the problem. In recent years, psychologists, sociologists, and school administrators have all publis hed a plethora of research about school bullying. This topic is chosen because it addressed a key dilemma facing our society and youth which needs to be addressed and resolved. I hope this paper would have a way for policymakers to formulate their policies in light of the suggestions in this paper. Before I begin the review of literature on this subject, I believe we Definitions of school bullying include four basic elements. First, school bullying does not happen between peers who share an equal or similar degree of power, but always involves a more powerful perpetrator intimidating a weaker subject.  

Comparison of Eichmann as Portrayed by Arendt with Other Nazi War Crim Essay - 1

Comparison of Eichmann as Portrayed by Arendt with Other Nazi War Criminals - Essay Example With this respect, the various judgments and analysis employed to understand the intentions and motivation of the Nazi surrogates to commit heinous crimes. These include Hannah Arendt’s portrait of Eichmann compared to the interviews conducted in Nuremberg on the other criminals of the Nazi war. One of the analyses is provided by Hannah Arendt who was a German and Jewish politically based theorist and who before she moved to the United States had run away from German and France in the course of World War Two. She does this in her book titled â€Å"Eichmann and the Holocaust† which she wrote having been requested to analyze the trial of Adolf Eichmann. For that reason, she archetypes Adolf Eichmann; one of the Nazi Criminals to provide her comments on the Holocaust which she has been said to interpret as a challenge to the existence of human beings. Arendt, as a way to interpret the Holocaust, decided to use and analyze only one of the individuals who took part. Her choice of Adolf Eichmann ‘s court testimony to give her judgment by making certain statements about him eludes a lot of controversies which results in the comparison of Eichmann to other criminals of the Nazi war. Certain people argue that she did not attend all sessions of Eichmann’s trial missing those where his actual character was exposed as well as those where he provided adequate evidence. On the other hand, most of her readers describe the book as lacking in taste and tact with her comments and judgments being related to her attitude towards the German-Jewish leaders in the community and her view on Zionism most of the time. Contrary to the model employed by Arendt to analyze the Nazi war criminals, other people used different ways to find answers and provide justice to the Holocaust and its defendants. An example is Leon Goldensohn; a military psychiatrist who took part in the trials. He was a son of the Jews who were emigrants from Lithuania.  

Mad Cow Disease Case Study Example | Topics and Well Written Essays - 1250 words

Mad Cow Disease - Case Study Example (see figure below). Preliminary information indicates that this most recent BSE case occurred in a13 year old beef cow from Alberta. Thus, this animal was born before the implementation of Canada's 1997 feed ban," Further elaborating that, "Through 2007, BSE surveillance has identified 15 cases in North America: three BSE cases in the United States and 12 in Canada. Of the three cases identified in the United States, one was born in Canada; of the 12 cases identified in Canada, one was imported from the United Kingdom (see figure above). Assuming that the proportions of animals sampled that were found to have BSE similarly reflect each country's BSE prevalence, the surveillance data indicate that the prevalence of BSE in Canada is well over 20-fold higher than that in the United States (see BSE Prevalence below). (CDC p.1). The following is a graph obtained from the CDC's webpage of those impacted within North America. The first known case of BSE in the United States was identified in December 2003. On December 23, 2003, the U.S. Department of Agriculture (USDA) announced a presumptive diagnosis of BSE in an adult Holstein cow from Washington State. This diagnosis was confirmed by an international reference laboratory in Weybridge, England, on December 25. Preliminary trace-back based on an ear-tag identification number suggested that the BSE-infected cow was imported into the United States from Canada in August 2001. The preliminary trace-back identification of the animal was later confirmed by genetic testing. On June 24, 2005, the U.S. Department of Agriculture announced receipt of final results from The Veterinary Laboratories Agency in Weybridge, England, confirming BSE in a cow that had conflicting test results in 2004. This cow was from Texas and represented the first endemic case of BSE in the United States. On March 13, 2006, the U.S. Department of Agriculture (USDA) announced the confirmation of bovine spongiform encephalopathy (BSE) in a cow in Alabama. The newly confirmed case was identified in a non-ambulatory (downer) cow on a farm in Alabama. The animal was euthanized by a local veterinarian and buried on the farm. The age of the cow was estimated by examination of the dentition as 10-years-old. It had no ear tags or distinctive marks; the herd of origin could not be identified despite an intense investigation (see Alabama BSE Investigation, Final Epidemiology Report, May 2006 [PDF - 105 KB]). (CDC p.1). History (B) "Mad cow disease spread widely among the cattle herds of England in the 1990's because cows were fed bone meal prepared from cattle carcasses to increase the protein content of their diet. Like the Fore, the British cattle were literally eating the tissue of cattle that had died of the disease," (Johnson p.677). Even earlier than that, "Research indicates that the first probable infections of BSE in cows occurred during the 1970's with two cases of BSE being identified in 1986. BSE possibly originated as a result of feeding cattle meat-and-bone meal that contained scrapie-infected sheep products. Scrapie is a prion disease of sheep. There is strong evidence and general agreement

Developmental Psychology Observation Assignment

Developmental Psychology Observation Assignment Introduction The development of children starts from junior wonderful youngsters to early stages and after that to adulthood, they are bit by bit influenced by their encompassing surroundings around them. They are additionally influenced by the heredity, their father and motherpass down to them (Eileen, Marotz and Lyn). As the kids develop they will change and create in numerous diverse ways. Today, the kids will experience numerous phases of social and good improvement from the time off ahead of schedule adolescence through immaturity. Outset is the first run through period in Hanna life that will start during childbirth and proceed through 2 years of age. Throughout the voyage of early stages youngsters create socially and ethically. Since the precise starting during childbirth kids will be to understand that individuals are dynamic, expressive, and react effectively. They additionally understand that individuals have life to them that questions dont (Eileen, Marotz and Lyn). At this early age a child acknowledge on the regular basis that how to act suitably and how to act keeping in mind the end goal to attain an objective. My nieces (Hanna) for example realizes that on the off chance that she is great while at the store, no doubt we will get her a prize that could be anything. Despite the fact that my niece has discovered that on the off chance that she doesnt get her direction and doesnt get her sweet she can yell and through her fit to the extent that she may please and that it wont change the conclusion she s till may not get what she is needing. Most newborn children will connect four or point to demonstrate they need a certain question that he or she may need. In the second year of early stages kids get more mindful of individual mental states, and they will have a consciousness of other individuals consideration centre and feelings (Eileen, Marotz and Lyn). By the age of a year and a half kids will get exceptionally mindful of how their activities impact the individuals around them. Time began: 2:00 pm Time finished: 3:00 pm Name of kid: Hanna Age: 5 Physical aspects of Hanna The physical development of Hanna has dependably been that of ordinary kids. Hanna first birthday, she could remain up without anyone else present and began strolling in no time thereafter. As per Feldman, Hanna met these points of reference near the normal times of most newborn children and babies. Hanna is currently five years of age and shows common physical attributes. She is about 39 inches tall and his weight is similar to most other kids of her ageà Ã‚ ¾ She is not, one or the other overweight, nor underweight. Her sound stature and weight may be an after effect of the way that she consumes well, both at home and at day mind. Her guardians attempt to keep a sound equalization of nourishments, and Hanna consumes almost different types of nourishment given to him. Hanna has had no genuine ailments while growing up. She gets an icy once in for a short time, which could be normal with preschool kid Setting: The setting occurred in a play territory/corner in the classroom of the school where Hanna goes to. Hanna is playing with teddy bears and there are likewise other kids present, playing in the same play territory. Perception: Hanna is sitting in a play territory with a companion playing with teddy bears at a little table. He is playing and talking like the teddy bears. Hanna is getting up and running, imagining he is flying. He then sits back up at the table and gazes nearly toward the teddy bear, attempting to return her head protector on the teddy bear. She says to her companion, Gee golly, how would I get power officer protective cap once more on, Yuma? Her companion doesnt react, and he says once more, Yuma! Help me, Yuma! Hanna then tosses the teddy bear over the room out of dissatisfaction. After he tosses the toy, he recognizes that an alternate kid has begun to shout. So Hanna gets her energy officer that he simply tossed and brings it to the tyke who was hollering and says, â€Å"Do you need teddy bear? Hanna appeared resentful and extremely worried that this kid was yelling. Hanna didnt get an answer so he set the teddy bear alongside the tyke and did a reversal (while biting on her fingers) to the table he was sitting as he continued taking a gander at the yelling kid as he strolled back. Inevitably the tyke came to the table where Hanna was sitting and gave Hanna the teddy bear and Hanna says, I like you Jane, Jane youre a nice kid. Interpretation: As I was watching Hanna I could see that a significant number of her movements and conduct was regular for her age. I will talk about my perceptions as far as the cognitive and psychosocial areas of human advancement. I will likewise talk about my perceptions utilizing the cognitive hypothesis. All through this chore I will be talking about the improvement of a 5year old tyke. With the backing of important hypotheses, including the work of Jean Piaget and Erik Erikson, I will examine the natural impacts that advertise the physical, cognitive and psychosocial advancement of a 5year old kid. I will additionally survey the vitality of play in the youngsters advancement and propose an action of a play that would improve the kids improvement. In the realm of a 5year old kid there is a great deal of evolving. For in the fourth year in most western social orders this is the time they will most generally start going to kindergarten/preschool. Lively and inventive best depict the 4-year-old. Creative energy all of a sudden gets more excellent than life for the 4-year-old, who regularly confounds actuality and make-accept. five-year-olds like the things they can do, show self-assurance, and are ready to attempt new exploits (Lesley). Development of the body and mind, tangible limits, engine abilities and well being are all parts of physical improvement (Lesley). By the fourth year the youngster has accomplished more amazing control over the little muscles, enhancing attracting aptitudes and capabilities to tie shoelaces and secure catches. Their equalization likewise enhances, so they additionally are currently better at running, jumping, skipping and tossing balls. As indicated by kid analyst and scholar Erik Erikson, the 5year old kid is as per her hypothesis, in the activity versus blame stage. These methods the youngster is getting more free and sure about their capabilities. This activity is directed by blame as the youngster understands that their drive may put them in clash with others Conclusion In a rundown, folks must give careful consideration to their childs correspondence capacities, understanding capabilities, and why. Firstly, a childs correspondence capacities might be enhanced by encountering open circumstances. That is providing for them the chance to identify with general society. Likewise, turning into a part of outside exercises will help children to figure out how to correspond with others. Folks should likewise show their children the route how to talk at their house. Correspondence capacity can make a difference Works cited Allen Eileen Marotz Lyn â€Å"Developmental Profiles: pre-birth through to Eight† Albany: Delmar, 2009. Holditch Lesley, â€Å"Understanding Your 5 Year Old† The Tavistock Clinic. Rosendale Press, 2002.