Unit Activity Essays - Knowledge, Belief, Epistemology, Reason

Unit Activity Unit: Functions This activity will help you meet these educational goals: Mathematical Practices-You will make sense of problems and solve them, reason abstractly and quantitatively, construct viable arguments and critique the reasoning of others, use mathematics to model real-world situations, look for and make use of structure, and look for and express regularity in repeated reasoning. Introduction In this unit, you learned how to create, use, and compare functions. In this activity, you will analyze and compare real-world situations by modeling them as functions. __________________________________________________________________________ Directions and Analysis Task 1: Saving for Vacation [pic] Jerry plans to begin saving money for a trip by putting $1 in a savings account the first month and then adding enough to double the amount in the account each following month. a. After he finishes contributing to the account, he will withdraw $500 to make a down payment on the trip. Create a function to show how much money will be in the account if he finishes contributing to the account after t months. Type your response here: b. Jerry plans to keep up this saving pattern until he can no longer afford it. At that time, he hopes to have enough in his account for his trip. How much will be in the account, after making the down payment, if the most he will be able to contribute in a month is $1,200? Type your response here: c. Jerry's friend Brandon is planning to start saving for a trip at the same time as Jerry. The graph shows the balance in Brandon's account over the first few months of saving. Whose account will have the greatest balance after the first five months of savings, Brandon's or Jerry's? [pic] Type your response here: d. How long will it take for the person with the smaller account balance after five months to have the greater balance? Type your response here: e. Brandon will also need to withdraw $500 to make a down payment on the trip. How much will be in Brandon's account, after making the down payment, if he contributes for the same amount of time as Jerry? (Review your calculation in part b to determine how long Jerry continued his savings plan.) Type your response here: Task 2: Driving [pic] Jerry is driving to his vacation destination. He decided to keep track of the distance to his destination after different amounts of times spent driving. He created a table from the data he collected. |Hours Spent Driving |1 |5 |6 |9 | |Miles to Destination |1,259 |999 |934 |739 | a. Assuming that the pattern is the same for Jerry's entire drive to his destination, create a function to represent the distance remaining to his destination based on the number of hours, h, he has driven. Type your response here: b. What is the domain of this function in the context of the problem? Explain. Type your response here: c. What is the range of this function in the context of the problem? Explain. Type your response here: d. When Jerry recorded the last entry in the table (9 hours driven, 739 miles to go), how much longer did he need to drive to arrive at his destination? Type your response here: __________________________________________________________________________ Resources Document any references you used for this project below. At minimum, include a title and URL for any Internet resource: Evaluation Your teacher will use this rubric to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Total Points: 10 |Task 1: Saving for Vacation |Task points: 5 | | | | |Create a function. |1 | | | | |Find the amount in Jerry's account after the down|1 | |payment. | | | |1 | |Determine whose account has the higher balance | | |after five months. | | | | | |Find how long it would take for the person with |1 | |the lower account balance to have the higher | | |account balance. | | | |1 | |Find the amount in Brandon's account after the | | |down payment. | | |Task 2: Driving |Task points: 5 | | | | |Create a function. |1 | | | | |Find the domain of the function. |0.5 | | | | |Find the range of the function. |0.5 | | | | |Find how much longer it will take to reach the |1 | |destination. | | | |1 | |Write a recursive function. | | | |1 | |Explain when a recursive function would be more | | |helpful. | | ----------------------- 2014 EDMENTUM, INC.

Climate Change Essay

Climate Change Essay Climate Change Essay Interpreting Dreams and Dream Types AP Language and Composition Mrs. Cowger February 28, 2014 Abstract This paper looks at the idea of interpreting dreams and understanding if they can show us something special. The writing also dives deep into the different kinds and categories of dreams we have every other night. The research in this paper comes from a number of psychological references that have conducted research about the subconscious activity in the brain. This writing takes into consideration that perhaps, not all dreams can be interpreted. However, there is substantial evidence to support the fact that some dreams do have meaning. As opposed to the conscious mind, this shows the possibility that dreams may actually be a form of self-discovery. Interpreting Dreams and Dream Types Interpreting Dreams Almost every culture throughout time has tried to develop ways of interpreting dreams. But today many people believe that search has been unsuccessful. Scientists have even said that dreams are just random signals sent from primitive regions of the brain, meaning nothing, and that trying to interpret dreams is some sort of superstition. This conclusion is premature. For many years, researchers have been using quantitative methods of analysis to study the content of dreams. The findings from some studies provide compelling evidence that dreaming is not meaningless â€Å"noise† but rather a sophisticated mode of psychological functioning. Recent advances in digital technology are expanding this approach, potentially boosting the magnitude of our ability to understand the statistically recurring patterns in people’s dreams. You could say that we are learning how to â€Å"data-mine† dreaming. The earliest work in the quantitative study of dream content goes back almost a century ago, to a Wellesley psychologist named Mary Whiton Calkins. Her 1893 article â€Å"Statistics of Dreams† described one of the first scientific experiments devoted to dream content. Calkins and a colleague kept journals of their dreams, recording each one upon awakening. She collected a total of 375 dream reports, each of which she analyzed and â€Å"coded† for several categories of content and then tabulated to determine which elements appeared most often. She found that the content of these dreams usually included realistic settings, lots of familiar characters, â€Å"the dream world is well peopled† (Bumb 200 1). Calkins used fairly simple tools and a small data set to identify patterns in dream content, but later studies have largely confirmed these insights and extended them to new groups of people. For example, we now know that â€Å"artists are more likely than non-artists to have nightmares and that younger people are more likely than older people to have â€Å"lucid† dreams† (Goleman 1984). The emergence of modern digital-search technology has raised the intriguing possibility of pushing Calkins’ rather slow and labor-intensive approach to new levels of speed and sophistication. To take the first step in exploring that possibility William Domhoff at the University of California has conducted several experiments to confirm Calkins predictions. Here’s how it works. A colleague sends Professor Domhoff an electronic file of dream reports from a participant whose identity is hidden from him. Without reading the narratives of the dreams, he uploaded the file i nto a computer program designed for this purpose. The program enables the use of a word-search template to analyze the reports. The template includes categories for perceptions, emotions, characters and many other common features of dream content. For each category he compared the word-usage frequencies of an individual’s dreams with those from previous studies of dream content, looking for unusually high or low frequencies that might signal a meaningful connection. Then he made inferences about the person’s concerns, activities and relationships in waking life and send

Vietnam War Timeline

Vietnam War Timeline The Vietnam War (also known as the Second Indochina War and the American War in Viet Nam) was an outgrowth of conflicts between the colonizing French forces in Vietnam supported by Bao Dais Vietnamese National Army (VNA) and the communist forces led by Ho Chi Minh (the Viet Minh) and Vo Nguyen Giap. The Vietnam War itself began in 1954 when the United States and other members of the Southeast Asia Treat Organization were drawn into the conflict. It would not end until 20 years later, with the fall of Saigon to the Communists in April 1975. Vietnam War Key Takeaways The Vietnam War was one of several conflicts which began with the struggle over Indochina to overthrow the French colonial forces.  Known as the Second Indochina War, the Vietnam War officially begins when the U.S. gets involved in 1954.The first American fatality was in 1956 when an off-duty airman was shot by a colleague for talking to some children.Four U.S. Presidents oversaw the Vietnam War: Eisenhower, Kennedy, Johnson, and Nixon.The war ended when Saigon fell to the Communists, in April 1975. Background to Conflicts in Vietnam 1847: France sends warships to Vietnam, to protect Christians from the ruling emperor Gia Long 1858–1884: France invades Vietnam and makes Vietnam a colony. Procession of Indigenous Cavalry or Troops in French Indo-China (Vietnam, Aug. 1903). Corbis / Getty Images Early 20th century: Nationalism begins to rise in Vietnam, including several separate groups with different political systems. October 1930: Ho Chi Minh helps found the Indochinese Communist Party. September 1940: Japan invades Vietnam. May 1941: Ho Chi Minh establishes the Viet Minh (League for the Independence of Vietnam). September 2, 1945: Ho Chi Minh declares an independent Vietnam, called the Democratic Republic of Vietnam, and fighting begins with French forces and the VNA. December 19, 1946: All-out war breaks out between France and the Viet Minh, signaling the start of the First Indochina War. 1949: Mao Zedongs Communist Party wins the Chinese Civil War. January 1950: The Viet Minh receive military advisors and weapons from China. July 1950: The United States pledges $15 million worth of military aid to France to help its troops fight in Vietnam. 1950–1953: Communist takeover in China and the war in Korea creates concern in the West that Southeast Asia would be a dangerous Communist stronghold. The Second Indochina War Begins May 7, 1954: The French suffer a decisive defeat at the Battle of Dien Bien Phu. July 21, 1954: The Geneva Accords creates a cease-fire for the peaceful withdrawal of the French from Vietnam and provides a temporary boundary between North and South Vietnam at the 17th parallel. The accords call for free elections in 1956; Cambodia and Laos receive their independence. South Vietnamese President Ngo Dinh Diem rides with Commissioner Richard Patterson and Chief Protocol of the State Department, Wiley T. Buchanan Jr. in a parade in New York City. Carl T. Gossett Jr / Getty Images October 26, 1955: South Vietnam declares itself the Republic of Vietnam, with newly elected Ngo Dinh Diem as president. 1956: President Diem decides against the elections required in the Geneva Accords because the North would certainly win. June 8, 1956: The first official American fatality is Air Force Technical Sergeant Richard B. Fitzgibbon, Jr., murdered by another American airman as he was talking with local children. July 1959: North Vietnams leaders pass an ordinance calling for continued socialist revolutions in the north and south. July 11, 1959: Two off-duty U.S. military advisors Major Dale Buis and Master Sergeant Chester Ovnand  are killed when a guerilla strike at Bienhoa struck their mess hall. The 1960s North Vietnamese President and communist revolutionary leader Ho Chi Minh (1890–1969, left) with Prime Minister of the Peoples Republic of China, Zhou Enlai (1898–1976) in Vietnam, 1960. Three Lions / Getty Images December 20, 1960: The insurgents in South Vietnam are formally established as the National Liberation Front (PLF), but are better known to their enemies as the Vietnamese Communists or Viet Cong for short. January 1961: John F. Kennedy takes office as the President of the United States and begins to escalate American involvement in Vietnam; two U.S. helicopter units arrive in Saigon. February 1962: A U.S.-backed strategic hamlet program in South Vietnam forcibly relocates South Vietnamese peasants to fortified settlements. June 11, 1963: A buddhist monk makes the ultimate protest in Saigon by setting himself alight. Keystone / Getty Images June 11, 1963: Buddhist monk Thich Quang Duc sets himself on fire in front of a pagoda in Saigon to protest Diems policies; the journalists photo of the death is published worldwide as The Ultimate Protest. November 2, 1963: South Vietnamese President Ngo Dinh Diem is executed during a coup. November 22, 1963: President Kennedy is assassinated; the new President Lyndon Johnson would continue the escalation. Lyndon B. Johnson takes the oath of office as President of the United States, after the assassination of President John F. Kennedy November 22, 1963. National Archives / Getty Images August 2 and 4, 1964: North Vietnamese attack two U.S. destroyers sitting in international waters (the Gulf of Tonkin Incident). August 7, 1964: In response to the Gulf of Tonkin Incident, the U.S. Congress passes the Gulf of Tonkin Resolution. March 2, 1965: A sustained U.S. aerial bombing campaign of North Vietnam begins (Operation Rolling Thunder). March 8, 1965: The first U.S. combat troops arrive in Vietnam. January 30, 1968: The North Vietnamese join forces with the Viet Cong to launch the Tet Offensive, attacking approximately 100 South Vietnamese cities and towns. March 16, 1968: U.S. soldiers killed hundreds of Vietnamese civilians in the town of Mai Lai. Refugees flee the Tan Son Nhut area after a Viet Cong attack on May 6, 1968. Bettmann Archive / Getty Images July 1968: General William Westmoreland, who had been in charge of the U.S. troops in Vietnam, is replaced by General Creighton Abrams. December 1968: U.S. troops in Vietnam reaches 540,000. July 1969: President Nixon orders the first of many U.S. troop withdrawals from Vietnam. September 3, 1969: Communist revolutionary leader Ho Chi Minh dies at age 79. November 13, 1969: The American public learns of the Mai Lai massacre. The 1970s Hundreds of students at Kent State staged a demonstration in protest against the Nixon administrations expansion of the Vietnam War into Cambodia on May 4, 1970. Bettmann Archive / Getty Images April 30, 1970: President Nixon announces that U.S. troops will attack enemy locations in Cambodia. This news sparks nationwide protests, especially on college campuses. May 4, 1970: National Guardsmen fire a barrage of tear gas into a crowd of demonstrators protesting the expansion into Cambodia on the campus of Kent State University; four students are killed. June 13, 1971: Portions of the Pentagon Papers are published in The New York Times. March 1972: The North Vietnamese cross the demilitarized zone (DMZ) at the 17th parallel to attack South Vietnam in what became known as the Easter Offensive. January 27, 1973: The Paris Peace Accords are signed that provide a cease-fire. March 29, 1973: The last U.S. troops are withdrawn from Vietnam. March 1975: North Vietnam launches a massive assault on South Vietnam. April 30, 1975: Saigon falls, and South Vietnam surrenders to the communists, the official end of the Second Indochina War/Vietnam War. WASHINGTON, DC - APRIL 30: Vietnam war veteran Steve Moczary, who served two tours during the war, searches for the name of his friend Msgt. Cecil Hodgson at the Vietnam Veterans Memorial. Win McNamee / Getty Images July 2, 1976: Vietnam is unified as a communist country, the Socialist Republic of Vietnam. November 13, 1982: The Vietnam Veterans Memorial in Washington, D.C. is dedicated.

Telomeres and Tumors Paper Research Example | Topics and Well Written Essays - 2000 words

Telomeres and Tumors - Research Paper Example At one time, the DNA at the ends of chromosomes seemed to be static. Yet in most organisms that have been studied, the tips, called telomeres, are actually ever changing; they shorten and lengthen repeatedly† (Glieder and Blackburn). Since the past fifteen years, there have been remarkable findings, with respect to this change. Getting to the specifics, it has led to the discovery of theastonishing enzyme, telomerase that acts on telomeres and is considered a pre requisite for the maintenance of cancer in human being. Geneticists, Barbara McClintock, of University of Missouri at Columbia, and Hermann J. Muller, from the University of Edinburgh, are credited with having done extensive work on the intricate subjects of telomeres and telomerase. These scientists workedunconnectedly and with dissimilar organisms, however both of them realized that chromosomes were stabilized by a special component on their ends. â€Å"Muller coined the term telomere, from the Greek for end (telos) and part (meros). McClintock noted that without these end caps, chromosomes stick to one another, undergo structural changes and misbehave in other ways. These activities threaten the survival and faithful replication of chromosomes and, consequently, of the cells housing them.† (Glieder and Blackburn). ... â€Å"The observed heterogeneity led Blackburn, who had moved to the University of California at Berkeley, Jack W. Szostak of Harvard University and Janis Shampay of Berkeley to propose a new solution to what has been called the end-replication problem† (Glieder and Blackburn). â€Å"In 1972 James D. Watson, working at both Harvard and Cold Spring Harbor Laboratory, noted that DNA polymerases, the enzymes that replicate DNA, could not copy linear chromosomes all the way to the tip. Hence, the replication machinery had to leave a small region at the end (a piece of the telomere) un-copied.† (Glieder and Blackburn). Theoretically, if the cells were unable to reimburse for this fluke, chromosomes would decrease in their respective lengths, with each level of mitosis. The corrosion henceforth eradicating the telomeres and perilous genes in some group of the cells. The variations in the length of telomere, for the scientists, were an indicator that cells uphold telomeres at a constant size, or at least they try to. The telomeres decrease in length during mitosis, but their length also increases as freshly formed subunits attach themselves to them. â€Å"The researchers suspected that the source of these additional repeats was some undiscovered enzyme capable of a trick that standard DNA polymerases could not perform.† (Glieder and Blackburn). â€Å"When cells replicate their chromosomes, which consist of two strands of DNA twisted around each other, they begin by separating the double helix. The polymerases use each of these parentstrands as a template for constructing a new partner. The special enzyme the workers envisioned would be able to build extensions to single strands of DNA from scratch, without benefit of an existing DNA template.† (Glieder

COMMUNITY PROJECT PAPER Statistics Example | Topics and Well Written Essays - 2500 words

COMMUNITY PAPER - Statistics Project Example There are major topography figures in the location and one of them is the great hill of Maryland that one has the ability of seeing as he enters the town. There is also a river that flows right in the middle of the town and acts as a symbol of unity for communities that dwell in that location. The housing of the area is another factor to put in mind. The structures put up in the city are apartment building with the likely possibility of about 10 families per building. However, as one goes deeper into the city, there are bungalows erected by individual people and their families. The sanitation in the entire street is appealing seeing as there runs a draining system all through the town and in all major buildings except for some that share a drainage system. There are numerous safety factors in the environment that ensure that people do not get into any complications as they run their day to day lives. One of the safety factors to recognize is the presence of speed limit signs to avoid accidents and street lights to keep people safe from mugging at night. The source of water for the community is the river that runs downtown. This river runs into a lake where a reservoir then holds the water for pumping purposes. As stated earlier, the sanitation of the town is rather very effective. This is from the fact that the drainage system is well maintained by the city council and there are no cases presented by the local communities with regard to the sanitation. There are numerous nuisance factors in the society that make it rather hard for people living in that location. One of them is street gangs that have a history of shooting innocent people during their gang wars and also making it very hard for people to live peacefully in the area due to violence and robbery. The potential for disaster in the location is another factor that one ought to look at keenly in an effort to understand the location even better. The fact that

Animal Imagery of Moral Reversal Essay Example for Free

Animal Imagery of Moral Reversal Essay In William Shakespeare’s Macbeth, the theme of moral corruption is portrayed through the moral reversal of animals through out the play. Shakespeare utilizes this strategy to help establish the theme to his audience. This type of reversal is usually connected with Macbeth himself and the more he grows self corrupt, the more abundant the animal imagery. Toward the beginning of the play, Macbeth is portrayed off as a lion in comparison to a rabbit, an eagle in comparison into a sparrow, showing Macbeth’s courageousness and bravery; â€Å"†¦Yes’ as sparrows eagles, or the hare the lion. If I say sooth, they were as cannons overcharged with double cracks† (Act I: Scene II: Line 35). This image only helps establish further the moral reversal and corruption throughout the play because, as a reader, Macbeth is here seen as a brave courageous man, a hero if you must. But as the play goes on, we drastically see a change in Macbeth as he grows more corrupt and following along with it, we see the change in animal imagery associated with Macbeth. Not only does Shakespeare use animal imagery to portray Macbeth and his own corruption, but he also uses it to evoke it by depicting moral disorder amongst the animals themselves, showing how Macbeth’s actions not only affect him, but the balance of nature as well. â€Å"On Tuesday last A falcon tow’ring in her pride of place, Was by a mousing owl hawked at and killed. And Duncan’s horses – a thing most strange and certain †¦Turned wild in nature†¦ ‘Tis said they ate each other.† This scene was depicted after Duncan’s death by the murderous hand of Macbeth. This not only shows how Macbeth’s negative actions upset the balance of nature, but it shows the destroying of balance with in Macbeth himself. This comparison to Macbeth earlier being portrayed as a lion, an eagle, as this courageous man, shows his shift in character. It’s a great depiction of his corruption progressing within contrast to earlier depictions. â€Å"We have scorched the snake, not killed it. She’ll be close and be herself, whilst our poor malice remains in danger of her former tooth.† In Act III Scene II, Macbeth thinks of Banquo in this way because of the witches saying he will make kings, but not be one himself. Macbeth refers to Banquo like this because he has identified Banquo as a threat that could, as a snake can, lurk in the underbrush and strike him when he least expects it. It is an ironic use of the image, since it is Macbeth who really is the snake. Macbeth falls deeper in his corruption, only causing him to seek out to â€Å"get rid of† others who he sees as a â€Å"threat†. The animal imagery here helps portray this image and this detail. Macbeth says â€Å"o, full of scorpions is my mind, dear wife!† Meaning his mind is full of evils and dark thoughts. This shows his realization of his corruption, and here we can see more that Macbeth has fallen deeper into his own corruption in contrast to early portrayals of his corruption. Throughout Macbeth, Shakespeare uses animal imagery not only as metaphorical imagery, but to portray the fall of Macbeth and his inner corruption.

Adolescents and Sleep-Deprivation: Should High School Classes Start La

Seventeen-year-old Jilly Dos Santos (a student of Rock Bridge High School) struggled every morning to be at school for 7:50 a.m. Rushing to put on makeup, skipping breakfast, and being tardy was common for Jilly. â€Å"I will die†¦I will drop out of school† claimed Jilly when she found out that the school board was considering moving the start of the school day 30 minutes earlier (Hoffman 2). Jilly became a sleep activist because she knew that, biologically, adolescents go to bed and wake up later. Mary Carskadon, considered to be an expert on sleep and circadian rhythms of adolescents, claims that adolescents should receive about 9 hours of sleep a night (Onyper). Many students suffer from sleep-deprivation due to alterations in the peak times of melatonin production, a hormone directly involved in sleepiness, and personal schedules, which affects the body in various ways (Nathan). For example, sleep-deprivation lowers levels of leptin, which is the main hormone involved in the regulation of appetite, thus increasing the chance of overeating (Spiegel). It also increases the chances of depression and affects the levels of cortisol, a toxic hormone induced by stress (Bergland). I believe that classes for 13-21 year-olds should start later because it would result in adolescents sleeping more, performing better in school, and reduce health risks. Based on evidence that adolescents need more sleep, psychologists are starting to believe that schools start too early. Let us say that a school starts classes at 7:30a.m. Students would have to wake up around 6 in order to have the time necessary to get dressed, eat breakfast, and make it to school by 7:30. In order for adolescents to get at least 9 hours of sleep, they would have to go to ... ...014 Hoffman, Jan. â€Å"To Keep Teenagers Alert, Schools Let Them Sleep In.† New York Times. 13 Mar 2014: n.p. Web. 28 Mar. 2014. Nathan, Nila, and Jamie Zeitzer. "A Survey Study Of The Association Between Mobile Phone Use And Daytime Sleepiness In California High School Students." BMC Public Health 13.1 (2013): 1-5. Academic Search Complete. Web. 25 Feb. 2014. Oynper, Serge. â€Å"Class Start Times, Sleep, and Academic Performance in College: A Path Analysis.† Chronobiology International. 15.1 (2012): 318-324. EBSCO. Web. 4th Feb. 2014. Pejovic, Slobodanka, et al. â€Å"Leptin And Hunger Levels In Young Healthy Adults After One Night Of Sleep Loss.† Journal Of Sleep Research 19.4 (2010): 552-558. Academic Search Complete. Web. 14 Apr. 2014. Spiegel, Karine. â€Å" The Impact of Sleep Deprivation on Hormones and Metabolism.† Medscape.org. n.p. August 2005. Web. 13 April 2014.

Book Review of Not So Quiet Essay

The role of women during the First World War or even the Second World War has never been fully recognized as that of men. There are only a few literary and academic pieces which depict the roles that they played and their significance to it. In this regard, children who are tasked to read history books get the notion that women did nothing significant during the war. However, in reality, there are many women who played important roles during the war, their effort were just left unrecognized by historians. Women, just like men also participated in the war and exerted tremendous effort just to get through it. Many of them also served in the battle grounds fighting for their country and helping their countrymen who are risking their lives just to raise the flags of their country and protect their interests. The book Not So Quiet by Helen Zenna Smith mirrors one of the significant roles that women played during the First World War. The story is a funny and lively story of a group of women who served as ambulance drivers for the British army. They had the privilege of bringing the wounded soldiers from the freezing cold of the war zone. These women were sent by their parents to serve in the army in order to signify their patriotism for the British crown. Their parents are very proud of their children who are in the army. However, they just don’t know the pain and hardships that they are going through just to be considered as patriots. These women were under the tutelage of their Commandant, who they named as â€Å"Mrs. Bitch†. As the name itself signifies, Mrs. Bitch is not a very good Commandant in the eyes of the girls. She is very watchful and strict. She wants the girls to be always on the go while the girls at times would want to rest from their heavy work. For instance, they want to take a decent bath but they cannot because they do not have the sufficient facilities that would allow them to and even of they had, Mrs. Bitch would not allow them. Moreover, Mrs. Bitch was very cruel that she would take every pain they complain of as â€Å"mere feminine affectation†. Tosh, one of the female ambulance drivers, decided to cut her hair short because her hair is starting to be a house of lice. This act was frowned by many of her colleagues since she looks like a boy. To them, the hair reflects a lot about feminity. It is a crowning glory of every women and thus should be preserved as much as possible. However, for Tosh, the hair is not much of a big deal especially if she cannot have the resources in order to care to it. Although Smithy is serving hard in the war, she does not see the point of going to war and shedding tons of blood. Unlike those people who are so engrossed to becoming a patriot, she holds the view that wars are pointless and useless. It is a gruesome manner of taking away limb parts from a human being and ending many innocent lives. Everyday, she takes the bodies of men screaming from pain. They are full of blood and some parts of their bodies are even missing. She somehow empathizes with their cause but she cannot do anything but to bring them to where medical services are available. In addition, wars also put women like her on the line 24 hours a day, seven days a week just to serve the needs of her countrymen, regardless if they are sick. â€Å"Ambulance drivers have no fixed hours. They can be called out any one of the twenty four,† Helen said. The total war changed Helen’s life in so many ways than one. First she was exposed to the realities of life. Living in their home with her parents and siblings, she had not idea how the war zone is like and what patriotism is all about. The war zone is not a place for those who are weak and afraid. It is a place for strong and determined individuals. In addition, the war zone is a not place for those who do not have regard for patriotism. Although not a self-acclaimed patriot, she has done much for her country to consider her one. She has to work in field even if she is sick or had not even experienced a complete rest. Moreover, her work requires her to adequately take care of the sick and injured soldiers while they are not yet being attended to by medical practitioners. Ambulance drivers are not simply drivers. They also need to take extra care in dealing with the needs of the people the transport. â€Å"We have no fixed rest times after driving all night, and consider ourselves lucky to get consecutive hours’ sleep†¦Ã¢â‚¬  â€Å"We are supposed to have an afternoon off weekly†¦I never had mine once,† Helen claimed. There was even an instance wherein she is sick but had to spend only a few hours of rest as this is the Commandant asked her to. Another change that Smithy had to deal with is to eat the food served on the table. In the comfort of her own home, she has a caring mother to take care of her meals. She eats palatable and satiable food. However, her service in the war forced her to eat whatever the cook serves them, the taste be it good or bad. Eating as a matter of fact has become a joy for the drivers as they do not eat anything if they are on the road. â€Å"Any driver out on duty during mealtimes simply misses the meal,† Helen said. Moreover, Smithy was raised to become prim and proper. She was educated with the proper ways of speaking and acting in front of many people. She was raised well, however, in the war zone, she had to be accustomed to the brutal manner of speaking and dealing with other people. It is a man’s world and she needs to let go of her desire for sophistication just to survive and be the hero that her parents expect from her. She can only whine about the changes that she is facing. â€Å"My conversation daily is growing less refined,† Smithy said. Having a woman in the war zone is entirely difficult. There are many adjustments that the woman needs to face just to survive the war. The first thing that she should get accustomed with is the fact that she does not have the luxury of time to pamper and beautify herself. In the case of Smithy, they are ambulance drivers who are always on the go. They can be called anytime thus, they cannot get their hairs done or apply make up on before they leave otherwise, their patients will die. In addition, they also do not have the option to have a decent bath or to care for themselves. They have to satisfy themselves with whatever is available. â€Å"We have not had our garments off for nine days†¦,† Smithy claimed. Compared to men, women are very conscious of their looks, the clothes that they wear and the appearance that they exude to the public, however, Smithy and her co-ambulance drivers had no room for any of these feminine routines. They need to suffer in the itchiness of their heads and bodies. â€Å"We have been itching furiously for days past,† Smithy uttered. Aside from their looks, women who are serving in war zone also need to get accustomed with a light diet while working the tasks of a man. They had to content themselves whatever is available be they stale biscuits or the bad food in the canteen. As Smithy said, â€Å"we are always hungry in varying degrees†. Another difficulty that they faced but encountered is dealing with bloody screaming men. At first they had difficulty completing their tasks but as they went along, they got used to dying men inside the carts of their ambulance. The women in the story may have faced difficulty in completing their task as ambulance drivers but they managed to pull it off. While being a woman gave them several difficulties in dealing with their job, they did not use these in order to back off and leave their dying countrymen in the war zone. These women only show that men and women are just as capable in doing anything for their country. These women survived in a man’s world and became instrumental in saving the lives of their soldiers. In this regard, women should never be forgotten in history books. They should be seen in equal light as men are for they too have their own contribution to the liberty that many nations now enjoy. Reference: Smith, H. and Marcus, J. (1989). Not so quiet: stepdaughters of war. New York: Feminist Press

The Ultimate Punishment: a Defense by Ernest Van Den Haag

The Ultimate Punishment: A Defense by Ernest Van Den Haag In The Ultimate Punishment, Van Den Haag talks about the death penalty in the United States and takes the stance that it is morally justifiable and sometimes needs to be a punishment that is used to gain retribution. He states, â€Å"It ends the existence of those punished, instead of temporarily imprisoning them. † A murderer has taken away the lives of other people, as well as punishing the family members indirectly causing them pain. Therefore not only is this retribution to the person who was killed, but also to the people that the victim was survived by.The first section of this article is about distribution of equality. Van Den Haag states, â€Å"The ideal of justice demands that justice be equally distributed, not that it be replaced by equality. Justice requires that as many of the guilty as possible be punished, regardless of whether others have avoided punishment. † In other words justice to him is the idea that everyone will ‘get what they deserve’ or ‘an eye for an eye’ type of treatment. And even if somehow others have slipped through the cracks that doesn’t mean we should let more people do it too.Also that just because a few people have been wrongfully murdered it is part of the better good because of the number of people that have been rightfully convicted. Deterrence is also a big part of his views on the death penalty. â€Å"I believe the death penalty, because of its finality, is more feared than imprisonment, and deters some prospective murders not deterred by the threat of imprisonment. † Therefore if one person’s life is saved by the deterrence factor of a potential murderer not killing due to being afraid of the death penalty it is well worth it.Justice is also brought up in the last section of his article. Ernest believes that if you decide to commit the crime and still knowingly commit it when you know your consequences then why would you not be forced to suffer them? The following quote from Van Den Haag sums up his thoughts on the topic in one line, â€Å"By murdering, the murderer has so dehumanized himself that he cannot remain among the living. The social recognition of his self-degradation is the punitive essence of execution.

A Five-Step Guide to Write My Literary Analysis Necessary Help

A Five-Step Guide to Write My Literary Analysis Necessary Help What Is a Literary Analysis Essay? A literary analysis essay is an argumentative analysis that carefully examines a piece of literature by looking at the characters of the story, theme, tone, setting as well as the plot and other literary devices used to narrate the story. It encourages a reader to think about how and why a novel, poem or play was written. Its meant to be an analysis of a key element in the literature thus you should refrain from writing a paper that explains every single point of the plot of the story. An argument can be raised by looking at the authors intentions and attempting to explain their significance or from a personal perspective in which case the original text has to defend and account for the argument to the reader. The Purpose of a Literary Analysis The purpose of a literary analysis is to demonstrate why the author used specific characters, themes, settings, imagery, etc. to persuade the reader in a story. It tries to identify an important theme and then investigates the literary devices that the author used to reveal that theme. A literary analysis also helps to develop critical thinking skills in students by challenging them to look beyond the literal meanings by dissecting the story to see how the pieces fit together. Literary Analysis vs. Reading Analysis From a general view, literal analysis delves into the why and tries to understand the obvious and hidden meanings that lurk beneath the main plot. It causes one to not only reflect on the story itself but to understand the bigger picture of history, human condition etc. Reading analysis, on the other hand, is the act of reading to extract information. 5 Steps on How to Create an Excellent Literary Analysis The process of learning how to write literary analysis can be daunting and overwhelming at first, but as you gain more practice with this kind of thinking, you can craft a method that works best for you. Here is a guide that outlines everything you need to know to write a good literary analysis. Step One: Choose and focus the topic First, you need to read the work thoroughly and ensure you understand the plot of the play, poem or novel and who the characters are. An analysis is only possible when you have a clear understanding of the story. Always pick a topic that interests you as it is easier to start off with something you enjoy. Brainstorm a list of potential topics (themes) by asking yourself questions like, what was striking in the text? Why did the author write this? How are characters developed? How are the literary devices used? and try to look for connections and patterns by mapping out the different aspects of the chosen element. Step Two: Gather Evidence Its important for students to research the topic before or text before writing. Collect enough material to help you answer or support your question. Step Three: Introduction The introduction makes the first impression on a reader so its essential that you bring it out in a clear and concise manner. A good introduction to a literary analysis essay should provide relevant information about a particular aspect of a work of literature and orientate the reader to what will follow. The introduction must, therefore, include a hook, author, title, main characters, short summary and thesis. A thesis appears as the last sentence in the first paragraph and will mainly allude to the three main points you wish to address in the main body of the essay. Here is an example of a good thesis statement for literary analysis. In a Tale of Two Cities, Charles Dickens demonstrates the process by which an unfruitful and wasted life can be redeemed. Sidney Cartons intense love for Lucie Manette transforms him from a hopeless man into a hero and star whose life and death bring so much meaning. Step Four: The Body After the introduction, you will move towards the body of your essay where you present the paragraphs ( usually three paragraphs for a 500-750 word essay) that support your thesis statement. Each paragraph in the body should include a topic sentence, textual evidence(paraphrase or quotation), commentary/explanation and a concluding sentence. Step Five: Conclusion This is the last paragraph in your essay which should reflect how your essay topic relates to the book as a whole. You will need to summarize all that you have discussed in the essay without introducing any new ideas. Formatting a Literary Analysis Literary analysis papers are generally written using MLA citation style formatting guidelines unless specified otherwise by your professor. Writing literary analysis is often a time-consuming activity that requires a lot of research and skill. With the use of our writing services, you will not only receive quality literary analysis essays even on the most challenging topics, but you will create a more professional piece that depicts you as one with a deep understanding of literature. Get an expert writing assistance today and leave your worries behind.

105 Training Essay Example for Free

105 Training Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Haven't found the essay you want? Get your custom sample essay for only $13.90/page ? Training Principles You will perform the Sit and Reach exercise as described in the lesson and then answer the questions below based on your experiences. Important: Â ·Answer each question in the document by highlighting or bolding your answers. Â ·Save the file as 105training. rtf. Â ·Below the file name is the field for file type. Use the drop down menu to choose ‘Rich Text Format’. This will save it with the . rtf file structure required. Â ·Submit the completed assignment for Assessment 1. 05 Training Principles. Complete each exercise below: A. Reach to 0 cm mark and hold 10 seconds B. Reach to 8 cm mark and hold 15 seconds C. Reach to 15 cm mark and hold 10 seconds D. Reach to 22. 5 mark and hold 15 seconds 1. Of the four exercises attempted in the activity I was able to complete A. None of the exercises. B. Item A only C. Items A and B D. Items A, B, and C E. All of the exercises 2. Reaching to 0 cm mark and holding for 10 seconds was: A. Easily done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 3. Reaching to 8 cm mark and holding 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 4. Reaching to 15 cm mark and holding 10 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach 5. Reaching to 22. 5 mark and hold 15 seconds was: A. Easily Done B. Done C. Slightly Difficult D. Very Difficult E. Could not yet reach Part II: Principle of Overload 1. How frequently would you need to stretch if the sit & reach was easily done? A. Very Often – several times a week B. Often – 3 times a week C. Rarely – once a week 2. Which of the above stretches made you work harder (had the greatest intensity)? A. 0 cm B. 8 cm C. 15 cm D. 22. 5 cm 105 Training. (2018, Nov 15).

Economics 319-1 Essay Example | Topics and Well Written Essays - 1250 words

Economics 319-1 - Essay Example The financial crisis put to waste years of growth and resulted to unfathomable harm the fundamental productivity of the economy. One of a direct result of financial crisis is the loss of paper wealth (that can be measured monetarily). Loss of paper wealth has an indirect effect on the real economy in that it effects are felt incase depression or recession follows. The 2007-2009 financial crisis originated from within the United State market. it coincided with what many saw as a shift from the geopolitical dominance of the United States to a multi-polar international framework. It was not accident but rather a mistake driven by deregulatory mentality that took half a decade of post-New Deal financial stability for granted. The crisis was a failure of free market capitalism and over regulation which helped sow the seed of the crisis. The world experienced the most severe financial crisis in most recent times since Second World War. It was precipitated by sub-prime mortgages crisis which became apparent to the wider public in the year 2007. In 2008, it became a global financial crisis, and consequently into a global economic down turn that forced many countries to into recession. Stock market fell, large financial institutions collapsed and government had to come up with rescue packages to bail out the financial systems (Manuel, 2009). For a clear understanding of the crisis there is need to look at the economic happenings of Post -world war II. This period shows a significant decline in the rate of profit in the economy of the United States. From 1950 to mid 1970s, profit rates declined almost by 50%. As in past depression times, this decline triggered reduction in business investment, and consequently slower growth and higher unemployment rate. As a result many governments adopted expansionary monetary and fiscal policies. However the policies resulted to higher inflation rates