Famous Celebrity Trials and Court Cases

Even the rich and famous can find themselves in trouble with the law. Being a celebrity in the United States does not protect you from the pursuit of justice. Nor does it protect you from becoming a crime victim. These stories give the timeline of criminal investigations and trials of cases involving celebrities. Some of the cases are closed and adjudicated, while others are still on-going. The Death of Michael Jackson On June 25, 2009, less than a month before he was scheduled to begin a series of comeback concerts, paramedics were called to Michael Jacksons rented home in Holby Hills near Los Angeles where they found him unconscious and not responding. The Trial of Michael Jackson Pop singer Michael Jackson faced charges of conspiracy to commit child abduction, false imprisonment and extortion, three counts of committing lewd acts upon a child, attempted lewd acts upon a child, and four counts of administering intoxicating agents to assist in the commission of a felony. The Legal Saga of O.J. Simpson On Sept. 13, 2007, Simpson and four other men entered a Las Vegas casino hotel room where some of his sports memorabilia were being offered for sale by two collectors. Police arrested O.J. Simpson on kidnapping and armed robbery charges. The Robert Blake Case Robert Blake faced trial for the murder of Bonny Lee Bakley and soliciting two other men to kill her. Bakley, 44, was shot to death on May 4, 2001, as she sat in Blakes sports car behind a restaurant where the couple had just dined. The Phil Spector Case Legendary rock and roll music producer Phil Spector was charged with the fatal shooting of former actress Lana Clarkston Feb. 3, 2003, at his Los Angeles mansion. The Jennifer Hudson Family Murders On October 24, 2008, the bodies of Academy Award-winning actress Jennifer Hudsons mother and brother were found in the familys home on Chicagos South Side. Shot to death were Hudsons mother, Darnell Donerson, and her brother, Jason Hudson. The Legal Troubles of Joe Francis Joe Francis, who has made millions from his Girls Gone Wild videos and magazines, has found himself entangled in legal trouble in civil and criminal courts on the state and federal levels. The Kobe Bryant Case Professional basketball star Kobe Bryant, 24, was charged with a single count of felony sexual assault against a 19-year-old woman at an exclusive spa where he was staying when he came to Colorado for knee surgery in the summer of 2003.

The Declaration And The French And Indian Wars - 1191 Words

Even though you might have heard stories about the origins of this present state of affairs, that we live in, you will not be aware of the various incidents that led up this day. Most of us, especially the younger ones, tend to take our present situation for granted. However, if you knew about the amount of blood that was spilled for this day one might approach life in a much fresher and novel way. The times before the Declaration and the French and Indian Wars were not a pleasant place to be. During these times, we were not free men and had to follow decisions which were made for us, rather than by us. Still then, most colonists thought of themselves as proud subjects of the strong British Empire that changed with the passing of the Coercive Acts in 1774. However, to talk about the political decisions that created such an impact would seem too foreign and incomprehensible to you. Instead, I want you to know the story of these years through a more personal perspective, mine. Throug h events, we know our present and future has been developed by our past, as those before us paved the way in improving this great nation by fighting for economic policies, political ideas and social advancements. It was the year 1776 where most of my days were spent within the walls of my tea shop. Being a loyal citizen of the times, I was a merchant under the East India Company that had a monopoly on tea. This company was the main avenue through which the British took their controlShow MoreRelatedThe French And Indian War895 Words   |  4 PagesMany wars were fought between the English and the French. The French and Indian War was an important factor in the writing of the Declaration of Independence. The war was very costly for the British. After the war ended the British thought of ways to gain money from the colonists to help replenish funds lost from the war. This usually was in the form of taxes. The colonists were not happy with the British government and made their feeli ngs and opinions known. The colonists wanted their freedom andRead MoreReligious, Social, Philosophical, And Political Upheaval1394 Words   |  6 Pagesfact, leaders of both the American (1776-1781) and French (1789-1815) revolutions saw these ideals as the basis for the creation of new governments (Duiker, 468; 472). During this century of political instability, global conflicts such as the French and Indian war between France and England over North American territory and the above-mentioned revolutions greatly impacted power balances and prevailing thought processes. While the French and Indian war, which ended in 1763, amounted to a struggle overRead MoreGeorge Washington : The French And Indian War1249 Words   |  5 Pagescommander in the French and Indian war, George Washington was better equipped to serve as a commander in chief during the Revolution because of his respected nature and his newly found military tactics. â€Å"The French and Indian War was the North American conflict in a larger imperial war between Great Britain and France known as the Seven Years’ War.†(â€Å"Office of the Historian†1) George Washington served as the commander during this war. He led his troops to victory against the French. George WashingtonRead MoreThe British And Indian War913 Words   |  4 Pageswestward expansion led to land claim disputes with the French on the Ohio River Valley and the Northeast fisheries. These disputes led to the French and Indians uniting against Britain in the war known as the the French and Indian War. Although American relations with Britain remained economically similar in the time before and after the French and Indian War in that Great Britain relied on the American colonies for revenue, the French and Indian War was a significant political turning point in thatRead MoreFrench and Indian War: Relationship between America and Britain945 Words   |  4 Pages The effects after the French and Indian War created an unbalanced relationship between Britain and the British colonies. The victory allowed Britain to expand their territory, but also brought Britain in g reat debt. Britain believed that Parliament should have more authority over the colonists and so they put in Acts to enforce their rules. The many different Acts created resentment throughout the colonies towards their mother country. The French and Indian War also had the effect on the coloniesRead MoreMakena Compoc. Professor Sturdevant. 5/5/2017. Why Did1170 Words   |  5 Pagesafter this came the Declaration of Independence, the Articles of Confederation, and the drafting of the U.S. Constitution. Before the Stamp Act was introduced by Britain in 1765, there was the French and Indian War, also known as the Seven Years War. This war lasted between the years of 1754 and 1763, and the purpose was for Britain to gain the land that â€Å"New France† owned on the other side of the Appalachian Mountains and the 13 colonies. The event that sparked the Seven Years War was an incidentRead MoreRights: Procured through Independence Essay721 Words   |  3 Pagesunfairly, major acts and events such as the French and Indian War, Intolerable Acts and Boston Tea Party were leading factors in precipitating the American Revolution, and had they not been issued nor forced, none of this warring would have occurred. The first major cause of the American Revolution was the French and Indian War, a long and brutal crusade that expelled the French from all of their American territory. The most negative outcome of this war was the arrears factor: once Britain came outRead MoreThe Opinion Of The Declaration Of Independence880 Words   |  4 Pagesfreedom began with the signing of a very important document called the Declaration of Independence. In 1776, the Declaration of Independence was written by Thomas Jefferson, John Adams, Roger Sherman, Robert Livingston, Benjamin Franklin, and signed by John Hancock. It was written in a time of turmoil between the 13 original colonies and Britain. It has three parts – the preamble, indictment and conclusion. The Declaration was written to provide a theoretical case for revolution, to list complaintsRead MoreA Union Of A Warehouse Producing Work867 Words   |  4 Pagesreplenish funds lost during their war with France (Stamp Act 1997). I can see this going into place because just like today the government spends our tax money on wars and were left with so much debt afterwards how is it going to be paid off, oh yeah the citizens! As the settlers are building an empire for the government, the government is becoming more powerful and rich. There are now situations that are leading to a fight and break away from the British Government and many wars are to be fought. As thisRead MoreThe War Of Americ The Declaration Of Independence1056 Words   |  5 Pagesthe Declaration of Independence. The event that commenced the starting history of the Declaration of Independence was the French and Indian War. The French and Indian War was a battle in the middle of Britain and France that endured from 1754-1763. The English eventually came to defeat the colonial outposts, however it was at a cost so amazing that the debt practically annihilated the English government. It was that debt that created the heightening of strains prompting the Revolutionary War. Parliament

Children Getting Parents in Trouble Free Essays

Although children are a parents responsibility, parents are not constantly with their children to keep them from doing irresponsible acts. Parents can only control what their children are doing if they are in their sight. Children will often blame their parents for their actions when in reality the child is either pressured by a friend, curious, or wanting to live the â€Å"life of a teenager† and have fun. We will write a custom essay sample on Children Getting Parents in Trouble or any similar topic only for you Order Now It is argued that parents should know where their children are but, children are not stupid and have many ways of working around that. They could tell their parents that they are going to go to their friends house and spend the night. The parents can only trust that their child is actually there. Then, there is a problem with parents who do not care at all about what their children do. If a child (child 1) was to spend the night at a friends house (child 2) and the parents of child 2 did not care at all about what the kids did and the kids went out to a party and got really drunk causing them to make some bad decisions, probably drunk driving, arsine, or murder. Than the parent that should have been watching the children is at partial fault. But they are not always the ones who get charged for the crime and it’s the other parents who get the blame. Parents can not help the curiosity that their children have. Children know right from wrong and know that what they are doing is not appropriate. They need to be punished for what they have done, if every child got away with crime and their parents were charged, than the child would never learn from their mistakes and think that they will be able to get away with anything and continue to commit crimes. How to cite Children Getting Parents in Trouble, Papers

Challenges In Cyber Security For Business †Samples for Students

Question: Discus about the Challenges In Cyber Security For Business. Answer: Introduction and justification The biggest concerns in the business today is the issue of cybersecurity, but in reality, very few people comprehend what is specifically required to keep the business and its information safe from offenders. While the whole public may be in a position to understand why it is important to keep computers and information protected, the employees may often miss having the powerful working acquaintance that is needed to avert dwindling target to the complexities in cyber crimes taking place in our workplaces currently. There are a good number of very small unintended employee actions that can lead to problems for the companies of any size (small or big). This action includes opening seemingly harmless emails, opening or clicking on the unknown links, leaving browsers and windows open or unattended to. The guard of valuable stuff and business data in digital form is the progressively critical management issue Milhorn (2007). Challenges related to cybersecurity faces each and every business organisation. based on the use of plenty use of technology in the workplace, cyber criminals possess a varied choice of organisational weaknesses to adventure. A malicious collection of small bits of personal data from a wide variety of sources can lead to costly breaches to security, fraud and identity theft. It is possible that nearly any piece of data composed of genuine business drives can be subjugated for doubtful advancement. While the existing customers might not be in a position to know all of the information related to the cyber threats, the put trust to the companies they trade with to stay up-to-date on the issue be inflammatory in keeping right-hand data protected Broadhurst (2008). Project Objective In the dominion of cyber security in the business, current is vital information is vital for maintaining an authoritative approach to kerbing the crimes related to the cyber. employees must make sure that they comprehend the importance of collective tasks. Ensure that safety mechanism is properly working so that the members of the crew are not attracted to find ways about the made in security measures. Ensure that the company makes cyber-security a matter of fact as part of all the employee's repetitive activities. In conjunction to this, the company should be in a position to offer motivations or tests about cyber security to keep the topic fresh in the minds of each and every employer. Project scope To keep the cyber security at the forefront of the business, the informational detail about the cyber security will take variation from one department to another but inside an organisation, the terms and policies should be firmly demarcated and comprehended by all team members. There are several tools to keep the conversation on track, these includes organising workshops, training and lunch -and-learns. Each and every employee in the organisation possess a very significant chance to tighter security measures on all facades Townsend (2009). Escalating the acquaintance and training on a labour force on the subject of the cyber security can shape more integrated front counter to a latent cyber-attack. A sound in an informed team can be in a position to offer very professional assistance about where their weaknesses are can give an essential feedback to IT experts working transversely conjoin divisions to help secure company-wide digital properties. The top influential people in all industries should be proactive, innovative and be in a position to respond to their organisation needs that are related to cyber security. Putting investments in proper training for a number of divisions and departments in an organisation is a very important task but may take a bit of research. Having a secure competitive edge in business nowadays means constructing a cybersecurity strategy that has a focal point of upholding the uppermost standards of trust to the client and the corporate security. Throughout the coming decades, cyber security is likely to remain one of the most expensive intimidations to the business affluence. Leaders with the foresight to put a good investment cyber security policy and training should remain in high demand in most industries because of the development of technologically complex global marketplace evolution. Literature review Cyber security is big issue today in our business as large number of business have reinforced their cyber safety potentials done in the previously limited ages. Million dollars take actually remained dedicated towards execution strategies which lead to identification and prioritisation IT security risks and make developments of mitigation strategies. Desktop atmospheres are far less extensively exposed they really appeared some 5 ages before, as nearly all USB harbours have been restricted while some emails gridlocked. To address the attack the perimeter, robust technologies and initiatives have taken this initiative. According to recent research in depth, it is clearly evident that the blending of these advances in the inventiveness expertise and more operative malicious performers is obscuring the works linked to protection of business progressions and data. A question in mind is, why are most businesses experiencing more attacks online than it ever happened a year of a few months ago? this is because more online content and online transactions make superior motivations for cyber criminals. It is important for a business to learn cyber solution since the greatest stimulating outbreaks feat human susceptibilities relatively than high-tech ones that are much simpler to reinforce. Gradually, organisations that are related to cyber crime make usage of data gathered from communal interacting locations to create extremely beleaguered occurrences that trap executive managers or overseers of the system to snap on the bugs that will inject spyware on their computers. According to the case whereby the retailers seek to make a multichannel understanding transversely the e-commerce and in individual connections, nearly cybercrime put a combination offline and online strategies Townsend (2009). Research Questions/Hypothesis Why is it important to get new business-driven cybersecurity model? It is basic to understand that shielding a certain business information, business technology possessions on or after a malevolent harm and unsuitable usage, involves intellectual constrictions on how partners, employees and customers asses corporate submissions and information. fewer safeguards will automatically result to the in the injury of the serious information, but excessively severe panels may lead to undertaking corporate or partake supplementary worst paraphernalia. An example is the asset row where death sluggish safety software produced her expert to release company computers and transmitting amenities for cloistered policies and contents of the web email. Due to this a corporate-determined cyber safety prototypical single that can propose a link to gradually supply, exposed initiatives unfluctuating in the aspect of extremely proficient and strong-minded malicious performers is commencing in making an appearance Wall (2007). Secondary question Why should cybersafety be given a priority by the organisation's executives?According to the most organisations, cyber security has been addressed primarily as an issue dealing with technology. The senior corporate influential have very slight considerations of the IT security jeopardises and professional insinuations to debate the trade-offs for risk, user performance and investments. A small number of institutions have made cybersecurity a key tactic other than focusing much on the technology governance. Research design and methodology Methods used for data collection In an interview with most organisations, it was resolved that it is indeed clear that they have approached cyber security by trying to put increasingly erudite fortifications everywhere their structure. In a clear reality, it is evident that an employee may unintentionally from an introductory (for instance by accidentally sending a mail to containing sensitive customer data.) broadminded corporations are redefining security designs from locations and devices to data and roles Smith (2014). In the questionnaire, it was clearly evident that many respondents had a view of the CEOs and other executives need to inquire on how to solve cyber security. The corporations need to acknowledge that this is a continuing fight. Inventions of new digital resources and instruments for accessing them merely means new natures of occurrences. Already several organisations are developing organisational strengths and conducting specified cyber attacks to identify the unanticipated susceptibilities for handling fissures. A good number of organisations have built sophisticated abilities to cumulate and analyse big amounts of performance information (for example the email headers and IP traffic) to expose the evolving coercions. Another important measure is to ensure that the security takes cyber security such as the information security measures that are necessary to be implemented before going to new topographies, a significant share of business case for key inventiveness or innovative merc handise summaries Christiansen (2017). At big organisations, cybersecurity must be a continuous element of the plans of the boards and CEOs.to focus ahead and stay away from the threats the executives must engage in a constant negotiation to certify their approach repeatedly changes and brands the suitable trade-offs between the corporate chance and menaces. This dialogue should commence with a good number critical issues that include: the individual accountable for developing and upholding the cross- functional tactic to the cyber security and the extent to which the business leaders are owning this issue. They should also address the information assets that are most critical, the value stake in the event it is breached. It should also talk about the roles of the cyber security and the trust they play in the customer value proposition, the steps to take to keep the data secure and the step to take to keep the data secure and support end to end customer experience Kshetri (2010). Research Limitation Journals method According to the research from the journals and other books, it was evident that the information about cyber security is so widespread and has led to a growing anxiety over the past few years. This journal stressed that changes in how enterprises use technology have simultaneously made corporate environments difficult to defend while making an increase on the importance of protecting them. These are the trends in that are emerging: digital information has grown to become more pervasive and value continues to drift online. The level of a supply chain is increasingly becoming interconnected. To strengthen ties to the potential clients and optimising supply chains, companies are highly putting an encouragement to the vendors and customers to join their networks Reuvid (2008). Conclusion Constricted combination with business partners, of course, can give clear benefits, but it also means that the companys guard against outbreaks rests on the side of the security rules of partners and clients. For example, one company restricted its employees from sharing delicate company documents over web networks using peer-to-peer software, only to make a discovery that the onsite contractors routinely used this software to make a review of the same documents. References Reuvid, J. (2008). The secure online business: e-commerce, IT functionality and business continuity. London, Kogan Page Kshetri, N. (2010). The global cybercrime industry: economic, institutional and strategic perspectives. Heidelberg, Springer. Christiansen, B., Kasarci, F. (2017). Corporate espionage, geopolitics, and diplomacy issues in international business. Smith, R. (2014). Cybercrime - A Clear And Present Danger The Ceo's Guide To Cyber Security. [S.L.], Lulu Press Inc. Gragido, W., Molina, D., Pirc, J., Selby, N. (2012). Blackhatonomics: an Inside Look at the Economics of Cybercrime. Burlington, Elsevier Science. Wall, D. (2007). Cybercrime: the transformation of crime in the information age. Cambridge, Polity. Brenner, S. W. (2010). Cybercrime: criminal threats from cyberspace. Santa Barbara, Calif, Praeger. Milhorn, H. T. (2007). Cybercrime: how to avoid becoming a victim. Boca Raton, Fla, Universal Publishers. Ec-Council Press. (2017). Computer forensics: investigating network intrusions and cyber crime. Broadhurst, R. G., Grabosky, P. N. (2008). Cyber-crime: the challenge in Asia. Hong Kong, Hong Kong University Press. Thomas, D. (2000). Cybercrime: law enforcement, security and surveillance in the information age. London [u.a.], Routledge. Halder, D., Jaishankar, K. (2012). Cyber crime and the victimisation of women: laws, rights and regulations. Hershey, PA, Information Science Reference. Thomas, D. (2008). Cybercrime: law enforcement, security and surveillance in the information age. London [u.a.], Routledge. Clifford, R. D. (2009). Cybercrime: the investigation, prosecution and defence of a computer-related crime. Durham (North Carolina), Carolina Academic Press. Townsend, J. (2009). Cybercrime. Oxford, Raintree.

Will HST really strengthen the BC Economy

Games Master, like Edge, is a multi-format magazine Essays

Games Master, like Edge, is a multi-format magazine Essays Games Master, like Edge, is a multi-format magazine Paper Games Master, like Edge, is a multi-format magazine Paper Games Master, like Edge, is a multi-format magazine. Despite this similarity, the two magazines are significantly different in many terms of the language framework. The combination of a similarity and a variety of key differences makes the two magazines especially appropriate for comparison and analysis. The magazine appears to appeal to a younger generation of readers than Edge, which is particularly evident from the framework features of lexis and graphology contained within the text. Lexis The complexity of language found in Games Master is somewhat inferior to that in Edge. Propulsion and innovative are examples of lexis which are not comparable to the lexical elevation of Edge. There are also items which suggest Games Masters intended audience, like emotive language often used to modify verbs and nouns. Examples of this are dribs, drabs, zipping, whizzing, toxicity and thwack among many others. The words present a sense of comparative informality which would appeal to a younger audience, rather than older one. The amount of specialist lexis is relatively reasonable (see Pie Chart Analyses) but also lacks the elevation of that in Edge. Gameplay is the most complex of these words in Games Master which strongly suggests the magazines audience as the casual gamer. By this I mean a person who has no interest in the technical aspect of games reviewing and only the games more interesting aspects. Grammar The most noticeable difference between Games Master and Edge is the sentence length and structure. Games Master never uses any short sentences, but instead longer ones to suit the method of review. While Edge based its review on the history of the game and its main advantages and flaws, Games Master produces a more in-game and storytelling review. : Because of this, the text flows avoiding constant interruption by the full stop. An example of the sentence length is in When Mario is wrongly convicted of vandalism on his arrival, hes forced to use Flood to clean up the mess as part of his community service: and so begins a long chase to find the real culprit in each of the games worlds. I initially believed Edge would contain the longest sentences due to its formal nature, but instead uses complex phonological and lexical techniques such as cohesion. Games Master is the opposite and contains long sentences with no hidden framework techniques and a less direct approach. Whereas Edge is direct in its points, Games Master uses metaphorical and imaginative terms to describe things. The following is two extracts from Edge and Games Master, reviewing the game in comparison to imitators, reinforcing this theory: (See overleaf for quote comparison). Games Master: Nintendo developers somehow manage to pour buckets of curdled shame on their competitors. Edge: Everyone was waiting for Nintendos guiding light, and it arrives, and its far above its imitators, but someway below its inspiration. Apart from biased implications, the differences are obvious. Games Masters metaphoric language suits its audience well by producing a more reader friendly image. The relative formality of Edge can also be seen in this example. Graphology The graphological features of Games Master are important in distinguishing its intended audience. The amount of images (information extracted from Pie Chart Analyses Section) is particularly useful. Their number causes them to dominate the page, patronising the text, but their placements are also important. Instead of the harmonic order found in Edge, Games Masters screenshots are littered about on tilted angles with a relative lack of structure. Of course, this makes the page more appealing, especially to the younger eye. Another important feature lacked by both Edge and FHM is the appearance of the games character, twice on the first two pages. The character, Mario, dominates the first page in the form of a blown up screenshot extract. This signifies the intended audience and lays the foundation of the reviews style (basic with a low specialised lexis count). However, the most important feature is the award that is given to the game, situated on the first page Gaming Masterpiece. In my opinion, this is an indicator of the magazines relatively informal format as it is an encouragement for the audience to read the review, and which particularly draws younger readers into it something which formal articles, broadsheet newspapers as an example, do not use. In reinforcement, this award system is also used by FHM who use Game of the Month. In relation to these two, Edge expectantly does not use such a system, and the games review score even takes a subsidiary role. In relation to this feature, the use of fact boxes suggests similar things. An example of this in Games Master can be found on the second page in the top right. The contents are not even particularly relevant and even quite abstract, but it is this kind of item which attracts a young audience. The review is completed with a review box situated at the bottom right of the final page. It is divided into the three key parts of games review, which is a feature confirming tabloid similarity in terms of subtitles. They are used for easy reference which suggests the audience of Games Master is of lower education than Edge, which strictly structures all of its points within the main review, and lacks a review box. The subtitle structure is also used in the main review, and gives very general ideas upon what the following section is about, exactly like a tabloid newspaper. Phonology Onomatopoeia is the key phonological feature of the Games Master review. This is directly linked to the lexical use of a magazine with a young audience. The following are examples of onomatopoeia in Games Master. Zipping, gloop, thwack, zip and swoosh. All of these words are informal and resultantly make phonology another feature which suggests the youth or education of the audience. The Games Master whole text also appears to portray a much more spoken tone than that of Edge which contributes to its high readability. An example of this is the instructive, but humorous sentence, Dont get Yoshi wet! Use his regurgitastic spit. But dont even think of chucking on a constable, like us. Helpfully, this sentence also contains further implications which would fall into sections of lexis and grammar, but have been mentioned here due to their relevance to the section of phonology. Firstly, the type and level of humour is that which would amuse readers of an early age (8 -14 years). The humour is based around one of the games characters spitting ability and the magazine focuses upon using this upon a policeman, which is something a young person might feel rebellious doing, thus producing an element of humour. Secondly, the non-dictionary lexical item of regurgitastic is used. The word itself shares the suffix of the adverb fantastic and thus exaggerates the dictionary word, regurgitate. The suffix tastic replaces the previous one of tate. The word now appears much more interesting and appealing to the younger audience. Thirdly, the use of the exclamation mark, ! , adds a degree of humorous instruction to the sentence and contributes to its spoken tone. A final point on this sentence is its ending, like us, which serves the purpose of encouraging the reader to do what has previously been said. Although they jokingly warn against it, the rebellious implications of the sentence will make the reader do it (spitting on the policeman) and the like us ending will simply cause the reader to want to follow the magazines example. Discourse The audience of Games Master is significantly confirmed by the magazines lexical use and phonological features. The tone is generally spoken in order to involve the audience more and particularly to appeal to their youth. Elements such as pronouns, exclamation marks and humour echo this theory. Games Masters purpose is to inform in a humorous way. However, it differs from Edge because it strongly bases its informing upon the games storyline rather than Edges tendency to cover how good the game is which is the point of a review.

Relevant furniture piece or other interior design element in the Assignment

Relevant furniture piece or other interior design element in the Victorian period (1850-1890) - Assignment Example He acquired the idea of decorating the Armoire from his mother. The above piece of furniture had an approximated cost of thirty four thousand dollars (Online Garallies, p.1). The Fine Armoire above has a lot of significance to the Victorian period. Among its importance, include; it provide an inspiration of the fine arts that were being produced during the Victorian period. It also provides other designers a fundamental basis for their design given that the idea was invented earlier. The furniture above help to encourage innovation and creativity among the designers of the current era. The Fine Armoire is significant because it indicates the type of materials that were used by the designers during that period. It also provide an important reference of what the previous artist used to do during the Victorian period (Online Garallies,

European Union Debt Essay Example | Topics and Well Written Essays - 500 words

European Union Debt - Essay Example The European Union debt crisis was a fusion of complex elements in the world market. The globalization of finance and facilitation of easier access to credit in 2002-2008 period enhanced risky lending and borrowing among the member states. Moreover, the fiscal policies, trade imbalances and property bubbles accelerated the dept status (Dikson, Julie, and Pavlos 30). The governments were losing money following the banking system bailouts to defaulters of the property bubble. Furthermore, the pension commitments and the unsustainable public wages increased the debt level (Lynn 11). The increased capital and savings in the global pool of the European Union and other investors set the policy and regulatory structures in the member countries. This is because lenders and borrowers were quick to transact thus generating economic bubbles in each continent (El-Agraa 39). A decline in the monetary value resulted in significant losses and declines in property values. However, the liabilities owed to the global investors remained at constant prices resulting in major losses to the borrowers and insolvency of banks and government (Crifò 30). According to Sanghera (21), the Northern countries, such as Norway and Sweden, were able to cope with the crisis because their governments lent capital to property developers. This generated huge property bubbles. When the bubbles collapsed, their governments and citizens assumed private debts. These reduced excessive burden to the government to bail the nation out. After some time, these nations were able to retain a fair economic position with better employment percentage. In Greece, however, the government enhanced its commitment to the public employees by facilitating higher wages and pension settlements. Notably, the employment wage bill doubled exponentially in real terms. Moreover, the banking systems grew quickly creating enormous external

What were Antoine Augustin Parmentier achievements and what did he Essay

What were Antoine Augustin Parmentier achievements and what did he contribute to French gastronomy - Essay Example In 1772 he scooped the prize of Besancon academy owing to his findings of potato nutrients. The study on the chemical and physical properties of milk earned him the prize of Royal Society Medicine in the year 1790. He also won the same prize in the year 1791 owing to his study on blood’s chemical information (Wisniak 2010, p. 144). Napoleon Bonaparte awarded him with the Legion of Honor in the year 1802. He significantly contributed in gastronomy in several ways including establishing the chemical and physical properties of milk and potato as a food crop. On request of Societe de Medicine, Antoine-Augustin together with Deyeux carried studies on the milk of cow, woman and goat to ascertain their chemical and physical properties. These studies enabled them to present agricultural economic aspects of milk (cheese and butter production and production of milk alcohol) and medical aspects of milk (milk’s impact on physical feelings, food and mood) (Wisniak 2010, p. 147). Assuming bread as the base of food for human being, he carried out studies on potatoes to determine if it was fit for consumption. He found that potato contained starch which was sweet and healthy for consumption (Wisniak 2010, p.

Female Oppression History And Its Role Today Philosophy Essay

Female Oppression History And Its Role Today Philosophy Essay Humanistic/sameness feminism is that everyone is equal; everyone is a self no matter their gender. The main focus is on the common humanity between woman and men (Notes from 10-6). In Mills argument he states that we would be equal, however women suppress themselves into the stereotype theyre in. Years ago they did not speak up; they were expected to be the arm candy and only do what was told of them. No one had the courage to step outside the box and speak up for themselves. Women made themselves into artificial beings. They allowed the men to mold them and bake them into any form they wished. They initiated the stereotype for non-educated, child bearer, step ford wife. Mills argument was telling woman that we needed to break free from all of this instead of sitting back and watching it kill the beauty from within. Sameness feminism in his eyes was to break the stereotype against women, against discriminated groups, so that we could all be treated equally. Schechter also explains humanist feminism in her argument. She explains the problem with battered women cases and how theyre not handled properly. They need to be dealt with just as much importance as a case involving a male would, or the way any other case of that nature would be treated. If battered cases were categorized with cases of abused children or gang violence, they would receive the same strict consequences and the probability of them happening would decrease. In her article, Schechter discusses how she feels the problems should be worked out between the families. This I completely disagree with because I feel that no one, whether the victim male or female, would want to be counseled with the person who threatened their life. The victim is not going to want to work on the problems because the same situation could potentially play out again. All in all I feel that society is too concerned with keeping the families together instead of focusing on the safety of each individua l within the case. Humanist feminism in this case is not so much about making everyone equal (because women were still a suppressed gender), but making the cases against them and every discriminated race/gender qualify for equal attention. Simone de Beauvoir also discusses the idea of a humanist feminism approach. The article discusses how women are inferior to men. They lack the qualities and characteristics that would make a powerful leader. She talks about that no matter what the definition of the other is; society would always categorize a group as being that because there are two; men and women. When de Beauvoir discusses the bipolarity between the sexes, stating that men are the positive and neutral pole and women are the negative pole, it best explains the humanist feminism approach. Women are striving to become not of man, but of their equal; equal as in work distribution, income, social status, etc. They need to stop portraying us as a negative, and start treating us as a neutral gender, just like man. Question #2 Gynocentric feminism is women centered feminism. It emphasizes the point of view from a woman. It is the different fundamental attributes of men and women (Notes from 10-6). Gilligan explains this idea with two main points; justice perspective and care perspective. The justice perspective is what is right or wrong by law or how a person views justice within their own society. It is how you think the problem through based on the laws and what you know is right/wrong, rather than relying solely on your gut feeling. Care perspective is based on how you feel the situation should be handled based on your experiences. It is like the Golden Rule, Treat others the way you would want to be treated. I mix these two perspectives daily based on the situation and who is involved. With family you would lean more towards gut feeling because you have a bond with them and a love that you need to maintain. With strangers or situations you stumble across, you would use the justice perspective. This way you can handle the situation based on facts and law and both people get an equal chance. Young discusses the Five Faces of Oppression. No matter what type of group is being discriminated against or bullied because of race/gender, it all leads back to oppression in society. Woman often face these more than other categories just based on our history. We have been suppressed in every form possible and these are issues that we still have to deal with on a day-to-day basis. We deal with exploitation within the workplace; suffer from rape and battery, sovereignty, othering. Young doesnt just focus on women; he focuses on all discriminated categories and states that they will experience a different combination of the five faces at some point (from Young handout). Lorde exemplifies gynocentric feminism in the sense that women are disempowered based on the fact that their sexual and erotic behaviors are denied. Erotic in the form of being a strong suppressed feeling women have towards something the desire. It is entirely a womans feeling. In our lives we were conditioned to feel erotic only in the bedroom with our male companion. It was unheard of for woman to feel erotic with themselves or even with other women. Being only a feeling and idea from women, it can threaten patriarchy because men have no control over it. We have finally broken out of the mold and have found other means of pleasure than solely from a man. Question #3 Dominance feminism is basically stating that men are dominant and women are suppressed. It explains that the dominant figure is one who has the upper hand in politics, businesses, and religion. Marilyn Frye discusses the idea of being a Willful Virgin or a Lesbian. Her idea is that youre either a virgin, a married woman who is not having sex; one who is free and socially and sexually on her own (Pg. 330). Then youre categorized as being a tease or a bitch, or even a lesbian. On the other hand if youre openly having sex and youre a straight woman, youre a whore and easy. Youre either the stereotypical housewife or you must be a lesbian. Why cant it be that you just want to express who you really are and not fall into the same category as a majority of the women? Frye is trying to explain dominance feminism in the way that women dont even have control over their sexual desires. They are constrained and conformed to keep their bodies hidden for only their man to see. Bartky also exemplifies dominance feminism by discussing many ways in which men hold the upper hand and women are suppressed. The idea of the Panopticon is a structure that allows you a view from all angles. It gives the watchmen the overall feeling of the highest power. Thats how men want to be perceived over woman. Woman diet and focus their day around perfecting the latest fad or trend. They are expected to be soft and delicate, and keep to themselves. Our bodies are expected to be a timeless piece; never aging, never showing sign of wear. We are so used to this way of life that even when no one is there to tell us how to act or what to do, we have disciplined ourselves so much that these behaviors are natural. Kimmel discusses the idea of masculinity. We believe that every man has manhood. We shrug off their actions because we expect it from them. If men are to branch out from the stereotype then we categorize them as gay. Men judge men just as the world judges women. It is just as much of a competition for them as any other being. They see who can get the nicest car, best job, biggest muscles, and the best looking girl. They use us to their advantage because it means that they must be doing something right. Men hold the power to overthrow another mans power. They fear that another can strip away their exterior and find that they dont possess the qualities that an ultra-man should. They themselves are the dominant gender, yet they suppress within their society. It is not a matter of whether or not what theyre doing (suppressing women or themselves) is right, its more about keeping their mouths shut to avoid being frowned upon. So all in all, men have the choice to either remain dominant ov er women as well as their own gender, or fear that they will be excluded and shut out from their manhood. Question #6 I believe that womens personal lives matter in the case of sameness feminism. The whole idea behind creating men and women equal depends solely on their lives on a personal level. I believe that whether or not women will continue to dig themselves farther into the pit of suppression will determine which way feminists will lean. The idea of battered women is also a big personal issue. You have a choice whether or not to act upon it or hide because you feel you wont be taken seriously. Of course women do this to themselves, but its only because of the way weve been conditioned all of these years. Gynocentric feminism rests solely on a womens personal level; mainly because it translates into women centered feminism. It emphasizes a womans point of view and focuses on what would benefit her. The care perspective goes hand in hand with this. That is how we react to situation based on our internal feelings and past experiences weve had. We then dissect the situation and handle it in a way that we would expect it to be if it were us on the receiving end. How we deal with exploitation and the suppressing of our erotic feelings can determine the class of woman that you become. We are conditioned to be of a certain nature, however it is our duty to break the mold and create a new meaning for the word woman. Dominance feminism is the main issue in regards to othering of the female gender. It is exactly what it states; men are dominant and women are suppressed. Whether women stick to that suppression is the real situation. We have become so disciplined within ourselves that we act without being told. We have conformed ourselves to be the picturesque wife; flawless skin, perfect body, and well-mannered. Not all women want to be perceived in that light, but without it wed be ridiculed. Men hold such power over us. They control our actions, words, movements, sexuality. If we break the mold we are then placed into a new category; lesbian, whore, or even psycho. These are all things that we have to take into consideration on a daily basis. We walk on eggshells trying not to bring attention to ourselves in a negative sense. Whether it is in the workplace or out having drinks with our friends, we try to keep a cool and collective faà §ade so that we can prove to men that they dont have the control. We hold jobs in high positions, we run for president; we have our work published in books when it was unheard of. We have begun to crack the glass, now we just need to do something to make it shatter.

Enders Game :: essays research papers

Ender’s Game In this book Orson Scott Card writes about a boy who is born to save the Earth. Ender Widgeon is born as a â€Å"Third† in the future where only two children are allowed per family. Ender’s older brother and sister, Peter and Valentine, were not what the government needed to save the world, so Ender was born, that he would be somewhere in the middle of their extremes. Peter is too violent, and Valentine has too much empathy. Ender is the right combination for the Battle School. Ender and Peter have power, but, only Ender has respect. Both of them are killers, but Peter loves killing while Ender regrets it after he does it. They both also become heroes, but both will not remain heroes when the historians begin to examine things. Though Peter and Ender both have power over other people. However, Ender & Peter get and use their power differently. Peter gets power by terrifying people. Everyone knows he is a cold-blooded murderer, so they do as he says because they are afraid. Also, he influences on the â€Å"nets† (The nets are networks similar to the internet). He uses them to sway the public. Once Peter has gotten power, he uses the power for himself. He uses people as pawns to do what he wants—to rule the world. However, Ender gets his power by being the best at all the games. He becomes commander of an army. But, he doesn’t use the army to get anything for himself, except to be number one in the point standings. He makes the people in his command better soldiers by telling them what he knows. He allows the platoon leaders to make decisions in battles, so that the whole army doesn’t rely on him all the time. Peter and Ender kill throughout the book. Peter kills squirrels and animals. He threatens to kill Ender and Valentine if they do not do as he tells them. He enjoys these kind of things. He shows no sorrow or sympathy for the dead animals he leaves in his back yard. Ender kills out of defense and feels lots of sorrow. He never intends to kill anyone that he kills. All the people he kills are accidental, but if Ender wouldn’t have killed them, they would have killed him. These deaths are hidden from Ender because of the pain he would feel knowing what he had done.

Maritime Students Perception on School Related activities Essay

School activities are very important for the students and for the school. For the students, because they gain new skills and motivation. It’s a real chance for them to enjoy school and choose to do something they are really interested and passionate about, and therefore their motivation for learning and their motivation for their teachers and the school increase. It makes them relate academic knowledge to the practical experience, which leads to a better understanding of their own abilities, talents, and career goals and for the school because as studies shows that such participation provides marginal students an opportunity to create a positive and voluntary connection to their school also. Involvement in extracurricular activities may support the at-risk student by maintaining, enhancing, and strengthening the student-school connection therefore decreases dropout School activities at St. Therese MTC – Colleges are often held when there is a celebration it’s either a school celebration (like foundation day), national or international. These were held most especially for the enjoyment of the students and for them to fulfill their potentials. But these activities often cancels classes. We cannot hide the fact some students are not participating in the school activities thus, they take the cancellation of classes as an opportunity for them to go out and do whatever they want that commonly results into bad things like drinking alcohols, taking drugs and other vices. While some considers it as a burden for it adds to there payment. Some consider it mainly as a disruption of classes and a delay to their learning. While some consider it very important and take the opportunity to express and discover themselves, enjoy and boost their potentials. Every person have varying perception on things especially on things that they really do not know about. And everytime there is an activity students make a different perception about it. Either good or bad. These perceptions are very important in the part of the organizers and to the facilitators for it makes them know if the activity was successful or not and what will they do to make it more successful so that they could apply it the next time they conduct the same activity. Maritime Courses here in the Philippines are at high cost. Though many are still taking it because of high demand in the market and higher salary rate especially on international voyages where one earns dollar, many of the maritime students are coming from families having low Socio Economic Status (SES). Still they pursue even though they get through loans and depts hoping that when their children graduate and get onboard ships they can easily pay all their depts and raise their life’s situation. Every centavo and Peso is important. It is a product of blood and sweat of those who earned it. That’s why in every centavo and a peso increase in the accounts of the student adds to the burden of their family. Rumors were heard every time there is an activity and everytime the statement of account were released. Some say that another payment is added to the school fee. While some say that the payment was worth it. For these reasons that triggered the researchers to conduct this study to further find out and discuss the real perception of maritime students on school related activities and create a guidelines on what and how to conduct the activities the maritime students want. Statement of the Problem This research aims to find out what are the perceptions of maritime students towards school related activities. Consequently, this research study seeks answers to the following questions: 1. What are the school related activities of ST-MTCC engaged by Maritime students when classified as to course and year level? 2. What are the perceptions of Maritime students on school related activities when classified as to course and year level? 3. How to conduct the activities that the students want? 4. Is there a significant difference on the perception of the maritime students to school related activities when classified as to course and year level? Objectives of the study This research main objectives is to determine and discuss the main perception of Maritime students about the school related activities. Furthermore it aims to: 1. Determine the school related activities of ST-MTCC students when classified as to course and year level. 2. Determine the perception of Maritime students on school related activities when classified as to course and year level. 3. Determine how to conduct the activities that the students want. 3. Find out the significant difference of the students on school related activities when classifies as to course and year level. Hypotheses Based on the foregoing statements, the hypotheses are advanced: H0 There is no significant difference on the perception of the Maritime students on school related activities when classifies as to course and year level. H1 There is a significant difference the perception of the Maritime students on school related activities when classifies as to course and year level. Definition of Terms Activities – things being done for leisure, fun or learning (Meriam Websters Dictionary) In this study activities refers to the school related activities participated by the ST-MTCC Maritime students. BSMar E – (Bachelor of Science in Marine Engineering) In this study BSMar E refers to the Maritime course that focuses on studying the works and obligations of the Engine Department onboard ship. BSMT – (Bachelor of Science in Marine Transportation) In this study BSMT refers to the Maritime course that focuses on studying the works and obligations of the Deck Department onboard ship. Maritime Students– in this study maritime students refers to students taking up Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMar E) courses. Perception – the act or faculty of perceiving , or apprehending by means or of the mind; understanding. In this study perception refers to the understanding of the students about the school related activities. School – an institution for the teaching of children (Meriam Websters Dictionary) In this study school refers to St. Therese MTC- Colleges (ST-MTCC), Tigbauan Site. Year level – in this study, year level refers to the level achieved in school by which the respondents are enrolled in. Significance of the study The conduct and result of this study will bring benefits to the following: School Administration – the significant result Made from this study will serve as guide to the Student Affairs Office, Office of the Students Services, Student Executive Council, and other activity implementing departments and bodies of the school. Students – The significant result of this study would help the students enjoy the activities and satisfy their expectations as the result of this research were applied. Future Researches – this study was highly recommended to have a further study on the same topic. Scope and Limitations of the Study The descriptive study will be conducted to find out the perception of the maritime students on school related activities. This study will involve 310 students who are taking Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science Marine Engineering (BSMarE) SY 2012-2013. The participants will be selected randomly and will be classified according to course and year level. The data to be used in this study will be gathered by the researchers. The Antecedent Variable will be the respondents’ course and year level and the School Related activities classified into in and out campus activities The dependent variable to be treated in this study will be the perception of the maritime students on school related activities. This study will be conducted at St. Therese MTC-Colleges in Tigbauan, Iloilo on June-October 2013. The descriptive statistics to be used in this study will be the mean and mean standard deviation. The inferential statistics to be used will be the Mann Whitney U test for independent samples, Kruskal Wallis H Test, and Spearman Rho to determine the perception of the students in school related activities. All levels of significance will be set at 0.05 alpha. The Statistical Package for the Social Sciences Software (SPSS) version 16.0 will be used to process the data. Chapter II Review of Related Literature Key Concepts on Benefits of Co-curricular Activities Activities Support the Academic Mission of Schools School Activities are not a diversion but rather an extension of a good educational program. Students who participate in activity programs tend to have higher grade-point averages, better attendance records, lower dropout rates and fewer discipline problems than students generally. Activities are inherently Educational Activity programs provide valuable lessons for practical situations – teamwork, sportsmanship, winning and losing, and hard work. Through participation in activity programs, students learn self-discipline, build self-confidence and develop skills to handle competitive situations. These are qualities the public expects schools to produce in students so that they become responsible adults and productive citizens. Activities Are Privileges, Attendance Is Required School districts typically define extracurricular activities as privileges; students earn the right to participate by complying with school rules and regulations. These typically include rules on school and class attendance. Annandale High School in Virginia, for example, has an extracurricular activities participation policy that requires students to attend all scheduled classes on the day of a competition or activity to be eligible to participate in extracurricular activities on that day Outreach Activities Outreach activities are designed to strengthen the relationship between a school system and the surrounding town groups or businesses. Outreach activities invite students to become more active members of their community as well as encourage community members to become part of the school community. Activities Foster Success in Later Life Participation in school activities is often a predictor of later success – in a career and becoming a contributing member of society. Students who spend no time in extracurricular activities are 49% more likely to use drugs and 37% more likely to become teen parents than those who spend one to four hours per week in extracurricular activities. Extracurricular school activities are often important to adolescent students, and they have many benefits. Students learn how to lead through student government or how to play a musical instrument, or take on the responsibility of teamwork in sports, while maintaining their academics. The challenge of balancing these competing responsibilities is an opportunity for students to grow and mature. Educators have studied the relationship between class attendance and extracurricular activities, and many schools set policy in these areas. Foreign Studies A 2010 study of a western Nebraska school district found a correlation between a student’s extracurricular activities and her attendance record. The study concluded that students who participated in extracurricular activities had a higher rate of school attendance than students who did not participate. It used data from 2007-08 and 2008-09 pertaining to 275 of the district’s high school graduates. A University of Massachusetts educator studied middle and high school students and how certain school-related factors — including extracurricular activities and school attendance — affected their eventual completion of a college degree. The study concluded that a student’s good attendance — not skipping classes or school — had a positive correlation to college degree completion. Additionally, the study concluded that the more a student participated in school-sponsored extracurricular activities, the more likely he was to complete a bachelor’s degree. The study also tested these results across racial lines and found that attendance was equally important to future completion of the bachelor’s degree regardless of the student’s race or ethnicity. A Harvard Educational Review article in 2002 found that participation in extracurricular activities in high school appears to be one of the few interventions that benefit low-status, disadvantaged students – those less well served by traditional educational programs – as much or more than their more advantaged peers. In telephone interviews of a national sample of teens in 2001, more than half (54%) said they wouldn’t watch so much TV or play video games if they had other things to do after school. The same survey found that more than half of teens wish there were more community or neighborhood-based programs available after school, and two- thirds of those surveyed said they would participate in such programs if they were available. Bonnie Barber and her colleagues, contributors to the 2005 book, Organized Activities as Developmental Contexts for Children and Adolescents, concluded that making diverse clubs and activities available to a wide range of students is important. The opportunity to embed one’s identity in multiple extracurricular contexts and to experience multiple competencies facilitates attachment to school and adjustment. Activity participation is also linked to affiliation with peers who are academically focused. Adolescents can benefit from this synergistic system when they have opportunities to participate in diverse activities. A Minnesota State High  School League survey of 300 Minnesota high schools showed that the average GPA of a student-athlete was 2.84, compared with 2.68 for the average student, and that student-athletes missed an average of only 7.4 days of school each year, compared with 8.8 for the average student. (Trevor Born. High Standard for GPA, in Minneapolis Star Tribune, May 14, 2007.) Participation in extra-curricular activities provides all students – including students from disadvantaged backgrounds, minorities and those with otherwise less than distinguished academic achievements in high school – a measurable and meaningful gain in their college admissions test scores according to researchers Howard T.Everson and Roger E. Millsap, writing for the College Entrance Examination Board in 2005. In a 2006 research project published by the Center for Information & Research on Civic Learning & Engagement (CIRCLE), it was found that 18-25 years old who participate in sports activities while in high school were more likely than nonparticipants to be engaged in volunteering, regular volunteering, registering to vote, voting in the 2000 election, feeling comfortable speaking in a public setting, and watching news (especially sport news) more closely than non-participants. An extensive study commissioned by the Alberta Schools’ Athletic Association found, in that Canadian province in 2006, an average of 78.3% of Alberta’s top corporate CEOs and Members of the Legislative Assembly had participated in interschool sports. Nearly 80% indicated that being involved in school sports significantly, extensively or moderately complemented their career development and/or academic 5 pursuits. This same study pointed out that normal participation rate of students in high school sports is around 30 to 35%. The corporate and political leaders surveyed in Alberta (see above) cited the following benefits associated with their involvement in high school athletics: teamwork, discipline, goal setting, leadership, independence, self confidence, stress relief, character development and personal growth, fair play, and acceptance of others. From a cost standpoint, activity programs are an exceptional bargain when matched against the overall school district’s education budget. Researcher Richard Learner, writing in Promoting Positive Youth Development through Community After-School Programs, found that informal educational and developmentally supportive experiences offered to young people in the context of after-school or community-based programs are a potent source of resources  increasing the probability of positive development among youth. In 2003, the Journal of Adolescent Research reported that extracurricular activity participation is linked to lower rates of dropping out of school, greater civic involvement and higher levels of academic achievement. Moreover, research tracking participation from eighth through twelfth grades and examining outcomes in the postsecondary years concluded that consistent participation has positive effects that last over a moderate length of time. Extracurricular activities stand out from other aspects of adolescents’ lives at school because, according to the Winter 2005 issue of the Journal of Leisure Research, they provide opportunities to develop initiative and allow youth to learn emotional competencies and develop new social skills. A study conducted by Boston University, and published in Adolescence, Winter 2001, reported on a survey of 1,115 Massachusetts high school students. Survey results indicated that athletes were significantly less likely to use cocaine and psychedelics, and less likely to smoke cigarettes. Researchers writing in 2004 in the American Journal of Health Behavior conducted an examination of cross-sectional data from a nationally representative sample of high school students enrolled in public high schools in the U.S. They showed that students participating in organized sports were 25 percent less likely to be current cigarette smokers Stephanie Gerstenblith and her fellow researchers, writing in the 2005 book, Organized Activities as Developmental Contexts for Children and Adolescents state, â€Å"Just as schools with efficient procedures and structure have been found to have positive outcomes, our findings indicate that participants in after school programs with these qualities experience reductions in rebellious behavior and increases in intentions not to use drugs.† In 1985, the NFHS sponsored a national survey of high school principals and nearly 7,000 high school students in all 50 states. The survey, funded by a grant from the Lilly Endowment in Indianapolis, was conducted by Indiana University in cooperation with the National Association of Secondary School Principals. Following are the results of that survey. 10 95 percent believed that participation in activities teaches valuable lessons to students that cannot be learned in a regular class routine. 99 percent agreed that participation in activities promotes citizenship 95 percent agreed that activity programs contribute to the development of â€Å"school  spirit† among the student body. 76 percent said they believe the demand made on students’ time by activities is not excessive. 72 percent said there is strong support for school activity programs from parents and the community at large. Students who compete in high school activity programs make higher grades and have better attendance. A study of nearly 22,000 students conducted by a University of Colorado professor for the Colorado High School Activities Association which was released in the fall of 1999 indicates students who participate in some form of interscholastic activities have â€Å"significantly higher† grade-point averages than students who do not. Data obtained from the spring 1997 study by Dr. Kevin J. McCarthy revealed student participants in Jefferson County high schools had an overall grade-point average of 3.093 on a 4.0 scale, while the GPA for non-participants was 2.444. Jefferson County School District, the state’s largest school district, has matched the academic success of its students with success on the playing field. The 16 district schools have won a combined 39 state championships in the 1990s in sports, while its music programs consistently bring home â€Å"superior† ratings. Nancy Darling, et al., writing in the 2005 Journal of Leisure Research notes that extracurricular activities allow youth to form new connections with peers and acquire social capital. They are one of the few contexts, outside of the classroom, where adolescents regularly come in contact with adults to whom they are not related. Students who spend no time in extracurricular activities are 49% more likely to use drugs and 37% more likely to become teen parents than those who spend one to four hours per week in extracurricular activities (United States Department of Education. No Child Left Behind: The facts about 21st Century Learning. Washington, DC: 2002.) On June 23, 2000, then President Bill Clinton issued an Executive Memorandum directing the Secretary of Health and Human Services and the Secretary of Education to work together to identify and report within 90 days on â€Å"strategies to promote better health for our nation’s youth through physical activity and fitness.† The resulting report entitled â€Å"Promoting Better Health for Young People through Physical Activity and Sports was released in November 2000 and stated that â€Å"enhancing 7 efforts to promote participation in physical activity and sports among young people is a critical national priority.† Of the 60 students listed in the May 14, 1998, USA Today’s All-USA High School Academic First, Second and Third Teams and the 51 who earned honorable mention, 75 percent were involved in sports, speech, music or debate. The 29th annual Phi Delta Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools of September 1997 reflects an increase in perceptions about the value of co curricular activities. In 1978, 45 percent of the public, judged extracurricular activities to be very important. That figure fell to 31 percent in 1984. In 1985, the figure was 39 percent and jumped to 63 percent in the 1997 poll. The 1997 poll also asked about the emphasis placed on such sports as football and basketball. Fifty-three percent of the respondents believed the current emphasis was about right. In a survey of 4,800 high school students in March 1995, the Minnesota State High School League found that 91 percent of them said students who participate in school activities tend to be school leaders and role models; 92 percent said that participation in school activities provides an opportunity not found in a regular classroom setting to develop self-discipline. Adolescent Time Use, Risky Behavior, and Outcomes: An Analysis of National Data, issued in September 1995, by the Department of Health and Human Services found that students who spend no time in extracurricular activities are 57 percent more likely to have dropped out of school by the time they would have been seniors; 49 percent more likely to have used drugs; 37 percent more likely to have become teen parents; 35 percent more likely to have smoked cigarettes; and 27 percent more likely to have been arrested than those who spend one to four hours per week in extracurricular activities. A study by Search Institute in 1995 indicates that co curricular activities play a central role in students’ healthy development. Yet too many schools are finding it necessary to cut these programs for budgetary reasons. With asset building as a focus, these programs are not peripheral to the school’s mission, but important components of a comprehensive strategy. In the March 1997 issue of School Counselor, 123 students involved in interscholastic soccer are analyzed. Results indicate that activity participation does not harm and may enhance academic performance. Male athletes showed in-season improvements in academic performance. Ralph McNeal (1995) showed that different kinds of  activities have varying abilities to control school dropout rates. He concluded that students who participate in athletics, fine-arts activities, and academic organizations were an estimated 1.7, 1.2, and 1.15 times, respectively, less likely to drop out than those who did not participate. Athletic participation reduces the probability of school dropouts by approximately 40 percent. For example, the probability that the typical person in the sample would drop out of school is .0487, but if this same person participated in athletics, the estimated probability would be .0299. The impact of fine-arts participation for the typical person’s estimated probability is reduced from .0487 to .0415, or 15 percent. Silliker and Quirk (1997) investigated the academic improvement of students who participated in extracurricular activities. In this case, they looked at male and female high school students who participated in interscholastic soccer and who did not engage in another sport or major activity at the conclusion of the soccer season. They discovered that female participants in season maintained a GPA of 87.7 mean (M) with a 5.6 standard deviation (SD). Out of season these statistics dropped to 87.5 M with a 6.4 SD. The male participants in season maintained a GPA of 84.7 M with a 7.5 SD, and out of season their GPAs dropped to 83.8 M with an 8.7 SD. These data show that participants had significantly higher GPAs in season than out of season. The girls earned higher GPAs than did the boys, but the boys’ GPAs rose significantly in season versus out of season. The study supports the belief that involvement in athletics for high school students does not endanger, and may enhance, academic performance. Susan Gerber (1996) also found that extracurricular participation is not detrimental to student performance and that participation in these types of activities promotes greater academic achievement. In addition, she discovered that participation in school-related activities was more strongly associated with achievement than was participation in activities outside of school. Herbert Marsh (1992) compared predicted outcomes for students who did not participate in extracurricular activities with those of students who were moderately active. He found that this difference in participation level is associated with outcome differences of .582 SD in social self-concept and .390 SD in academic self-concept. He concluded that the effects of participation on social and academic self-concepts are significant. Evidently, participation  in extracurricular activities, even those not obviously associated with academic achievement, leads to increased commitment to school and school values, which leads indirectly to increased academic success. William Camp (1990) studied the effects of participation in activities on overall student success in school, as measured by grades, while controlling for the effects of other variables that could reasonably affect those grades. He used the symbol b* to represent standardized regression coefficients calculated in his structural analysis. He found that students’ activity levels produced a positive, significant effect on academic achievement (b* = .122). Particularly interesting in his study was the fact that this effect was more than twice as great as that of study habits (b* = .055), which are generally regarded as an important causal variable of academic achievement. John Mahoney and Robert Cairns (1997) indicated that engagement in school extracurricular activities is linked to decreasing rates of early school dropouts in both boys and girls. They discovered that such participation provides marginal students an opportunity to create a positive and voluntary connection to their school. Conversely, other strategies typically used to address the needs of at-risk students, such as school dropout prevention programs and remedial education, focus on the deficits of students and serve as a catalyst in the formation of deviant groups. The researchers strongly believe that involvement in extracurricular activities may support the at-risk student by maintaining, enhancing, and strengthening the student-school connection. Theoretical Framework This study is anchored to the Theory of Involvement that has been proposed by Astin (1984). According to the theory, students learn more the more they are involved in both the academic and social aspects of the collegiate experience. An involved student is one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty. Based on the 1984 report, Involvement in Learning, student involvement takes the form of participation in academically related activities, out of class activities, and interactions with faculty, staff, and peers. Activities related to academics could include: attending class prepared for discussion and the day’s lesson; participating in study groups; and/or membership in academic  honor programs or societies, career-related organizations, and performance groups in the arts. Involvement in outside-of-class, or co-curricular activities, could include campus based student organizations, college athletic or intramural sports, employment on-campus, and volunteer service experiences. Involvement with peers and faculty/staff include those relationships where learning takes place beyond classroom settings: serving as a teaching or research assistant, talking with faculty during office hours, assisting in a laboratory or a fine arts production. Different from the role of the student in Astin’s earlier â€Å"input-process-output† model (Pascarella, 1991, P.50), where the student is passively developed by the faculty and by university programs, this theory posits that the student plays an integral role in determining his or her own degree of involvement in college classes, extracurricular activities and social activities. Of course, the more quality resources available, the more likely those students who are involved will grow or develop. Therefore, faculty interaction both inside and outside the classroom and high quality university programs and polices reflective of institutional commitment to student learning are necessary for student growth. Astin states that the quality and quantity of the student’s involvement will influence the amount of student learning and development (Astin, 1984, p.297). True involvement requires the investment of energy in academic, relationships and activities related to the campus and the amount of energy invested will vary greatly depending on the student’s interests and goals, as well as the student’s other commitments. The most important institutional resource, therefore, is student time: the extent to which students can be involved in the educational development is tempered by how involved they are with family friends, jobs, and other outside activities (p.301). There are several practical applications resulting from this theory, but Astin states that the most important to teaching is that instructors are encouraged to take the focus off the course content and their own technique and put it on their students. Astin states that the intended end of institutional and pedagogical practices is to achieve maximum student involvement and learning; to do that instructors cannot focus solely on technique but must also be aware of how motivated students are and how much time and energy they are devoting to the learning process (p.305). According to Astin, his theory of involvement has an advantage over traditional pedagogical approaches because it focuses on the motivation and behavior of the student. Therefore all institutional policies and practices can be judged by the degree of involvement they foster in student. Also, all faculty, from instructors to counselors, can work with the same goal in mind, unifying their energies into making the students more involved in the college environment and therefore better learners (p.307). Astin also discusses the benefits to students of staying connected to the campus environment by living in campus-related housing, attending college full-time rather than part-time, studying with other students on campus, and working at jobs on campus. Based on the stated theories, the study is conducted and has the following variables as shown in Figure 1.( The research paradigm ) The research paradigm of the study is presented in Figure 1. Figure 1.Research Paradigm. The paradigm shows the relationships of the antecedent variable, Course and year level and the in and out campus activities to the dependent variable, Perception of the maritime students on school related activities. Chapter 3 Research Design and Methodology Research Design This study will use descriptive method of research consisting of qualitative research as it seeks to determine the perception of the maritime students on school related activities Respondents/Sample This study will involve 310 students who are taking up Bachelor of Science in Marine Transportation (BSMT) and Bachelor of Science in Marine Engineering (BSMar E), S.Y. 2013-2014. The sampling method to be used for this study will be the simple random sampling because students from each course with varying year levels will be included as respondents of the study. Table 1. Profile of Respondents Course and year level Total population Number of respondents Percentage BSMT 1 195 44 23% BSMT 2 192 43 23% BSMT 3 184 42 23% BSMar E 1 299 68 23% BSMarE 2 255 58 23% BSMar E 3 243 55 23% 1368 310 2.3% Table 1 shows the number of respondents as classified as to course and year Instrument This study will use the researcher-made questionnaire based on the paradigm of this study that the researcher has gathered and subject for validation by the experts. There will be two parts of the instrument: Part One will be the personal information of the respondents such as course and year level. Part Two is the questionnaire which will gather data relative to the perception of the maritime students on school related activities. Data-Gathering Procedure Permission to conduct the study will be secured from the Dean of Maritime Studies of St. Therese MTC – Colleges Tigbauan. The researchers will personally distribute the questionnaires which will be filled out by the respondents in their respective classrooms. After which, these will be retrieved and reviewed fro completeness of data. The data obtained will be culled, encoded, analyzed, and interpreted. Data Analyses Procedure All data gathered will be computer-processed using the Statistical Package for the Social Sciences software (SPSS).The descriptive statistics to be used will be the mean and standard deviation to determine the perception of the students on school related activities. The inferential analytical tools to be utilized will be the t- test for independent samples to determine differences that would exist in course and year level with the outreach activities; analysis of variance (AnoVa) for antecedent samples to determine differences that would exist in course and year level with the school activities; Spearman Rho the perception of the maritime students on school related activities Finally, the level of significance for the analysis was set at 0.05 alpha. The bases for interpretation of the trainings (SSO/SSA), company support, self-preparedness, onboard preparation and measures and national/international coordinationand measures will be as follows: Mean ScaleQualitative Description 3.25 – 4.00Highly effective 2.50 – 3.24effective 1.75 – 2.49moderately effective 1.00 – 1.74less effective

Exponential Functions - How to Find the Starting Value

Exponential Functions - How to Find the Starting Value Exponential functions tell the stories of explosive change. The two types of exponential functions are exponential growth and exponential decay. Four variables - percent change, time, the amount at the beginning of the time period, and the amount at the end of the time period - play roles in exponential functions. This article focuses on how to find the amount at the beginning of the time period, a. Exponential Growth Exponential growth: the change that occurs when an original amount is increased by a consistent rate over a period of time Exponential Growth in Real Life: Values of home pricesValues of investmentsIncreased membership of a popular social networking site Heres an exponential growth function: y a(1 b)x y: Final amount remaining over a period of timea: The original amountx: TimeThe growth factor is (1 b).The variable, b, is percent change in decimal form. Exponential Decay Exponential decay: the change that occurs when an original amount is reduced by a consistent rate over a period of time Exponential Decay in Real Life: Decline of Newspaper ReadershipDecline of strokes in the U.S.Number of people remaining in a hurricane-stricken city Heres an exponential decay function: y a(1-b)x y: Final amount remaining after the decay over a period of timea: The original amountx: TimeThe decay factor is (1-b).The variable, b, is percent decrease in decimal form. Purpose of Finding the Original Amount Six years from now, perhaps you want to pursue an undergraduate degree at Dream University. With a $120,000 price tag, Dream University evokes financial night terrors. After sleepless nights, you, Mom, and Dad meet with a financial planner. Your parents bloodshot eyes clear up when the planner reveals an investment with an 8% growth rate that can help your family reach the $120,000 target. Study hard. If you and your parents invest $75,620.36 today, then Dream University will become your reality. How to Solve for the Original Amount of an Exponential Function This function describes the exponential growth of the investment: 120,000 a(1 .08)6 120,000: Final amount remaining after 6 years.08: Yearly growth rate6: The number of years for the investment to growa: The initial amount that your family invested Hint: Thanks to the symmetric property of equality, 120,000 a(1 .08)6 is the same as a(1 .08)6 120,000. (Symmetric property of equality: If 10 5 15, then 15 10 5.) If you prefer to rewrite the equation with the constant, 120,000, on the right of the equation, then do so. a(1 .08)6 120,000 Granted, the equation doesnt look like a linear equation (6a $120,000), but its solvable. Stick with it! a(1 .08)6 120,000 Be careful: Do not solve this exponential equation by dividing 120,000 by 6. Its a tempting math no-no. 1. Use Order of Operations to simplify. a(1 .08)6 120,000 a(1.08)6 120,000 (Parenthesis) a(1.586874323) 120,000 (Exponent) 2. Solve by Dividing a(1.586874323) 120,000 a(1.586874323)/(1.586874323) 120,000/(1.586874323) 1a 75,620.35523 a 75,620.35523 The original amount, or the amount that your family should invest, is approximately $75,620.36. 3. Freeze -youre not done yet. Use order of operations to check your answer. 120,000 a(1 .08)6 120,000 75,620.35523(1 .08)6 120,000 75,620.35523(1.08)6 (Parenthesis) 120,000 75,620.35523(1.586874323) (Exponent) 120,000 120,000 (Multiplication) Practice Exercises: Answers and Explanations Here are examples of how to solve for the original amount, given the exponential function: 84 a(1.31)7Use Order of Operations to simplify.84 a(1.31)7 (Parenthesis) 84 a(6.620626219) (Exponent)Divide to solve.84/6.620626219 a(6.620626219)/6.62062621912.68762157 1a12.68762157 aUse Order of Operations to check your answer.84 12.68762157(1.31)7 (Parenthesis)84 12.68762157(6.620626219) (Exponent)84 84 (Multiplication)a(1 -.65)3 56Use Order of Operations to simplify.a(.35)3 56 (Parenthesis)a(.042875) 56 (Exponent)Divide to solve.a(.042875)/.042875 56/.042875a 1,306.122449Use Order of Operations to check your answer.a(1 -.65)3 561,306.122449(.35)3 56 (Parenthesis)1,306.122449(.042875) 56 (Exponent)56 56 (Multiply)a(1 .10)5 100,000Use Order of Operations to simplify.a(1.10)5 100,000 (Parenthesis)a(1.61051) 100,000 (Exponent)Divide to solve.a(1.61051)/1.61051 100,000/1.61051a 62,092.13231Use Order of Operations to check your answer.62,092.13231(1 .10)5 100,00062,092.13231(1.10)5 100,000 (Parenthesis)62,092.13231(1.61051) 100,000 (Exponent)100,000 100,00 0 (Multiply) 8,200 a(1.20)15Use Order of Operations to simplify.8,200 a(1.20)15 (Exponent)8,200 a(15.40702157)Divide to solve.8,200/15.40702157 a(15.40702157)/15.40702157532.2248665 1a532.2248665 aUse Order of Operations to check your answer.8,200 532.2248665(1.20)158,200 532.2248665(15.40702157) (Exponent)8,200 8200 (Well, 8,199.9999...Just a bit of a rounding error.) (Multiply.)a(1 -.33)2 1,000Use Order of Operations to simplify.a(.67)2 1,000 (Parenthesis)a(.4489) 1,000 (Exponent)Divide to solve.a(.4489)/.4489 1,000/.44891a 2,227.667632a 2,227.667632Use Order of Operations to check your answer.2,227.667632(1 -.33)2 1,0002,227.667632(.67)2 1,000 (Parenthesis)2,227.667632(.4489) 1,000 (Exponent)1,000 1,000 (Multiply)a(.25)4 750Use Order of Operations to simplify.a(.00390625) 750 (Exponent)Divide to solve.a(.00390625)/00390625 750/.003906251a 192,000a 192,000Use Order of Operations to check your answer.192,000(.25)4 750192,000(.00390625) 750750 750

Villains in Shakespeare essays

Villains in Shakespeare essays When reading a story, people tend to identify with the hero. They like to think of themselves as heroes in their own lives and the success of a hero in a story makes them feel better about their chances of success in their own lives. However, a hero is only as great as the obstacle he can overcome. The obstacle can be a natural disaster or even a wild animal but it is a human villain who himself develops and changes as the story unfolds that can be the most challenging, and therefore interesting obstacle to overcome. In fact, it is the villain who makes the story exciting. What is a story without a villain? For example, what would the story of Cinderella be without the ever-present evil of Cinderellas wicked stepmother and stepsisters. And the ending of the story would be much less satisfying if the prince did not have to run all over town, shoe in hand to find his true love. We would never have come to know and love the seven dwarfs if Snow White wouldnt have been kicked out of the house by her jealous stepmother. It is the villain who moves and compels the story. It is the villain who provides the conflict that in turn sets the story into motion. As George W. Williams says of Iago ...The most energetic of the number and because of that energy... the most interesting (Williams, 96). It seems that many of the best theatrical moments go to these shadowy figures. There are many characteristics that define a villain. Shakespeare does an outstanding job of creating tremendously well developed villains, the type of villains that you love to hate. I will use two of Shakespeares most famous villains, Iago and Claudius, to examine the character and function of villains in a drama. For one, villains are self-serving. These egocentric characters place their own interests above the interest of others. They refuse to accept the idea of a higher morality and pursue their own end...

Wood and stone carvings Essay Example | Topics and Well Written Essays - 500 words

Wood and stone carvings - Essay Example Other traditional and cultural use of wood artistically include making of decoys as well as fish carvings. These are common across cultures. Cultural Due to woods lightness and ability to take very fine details, it is very suitable for sculpting marks and other ornaments that can be worn by people. Moreover, wood is much easier to sculpt than stone and is cheaper. As discussed by Sayers, C. M. (2012) various methods and techniques exist for wood sculpting. These include: chip curving, relief carving, caricature, whittling, treen and lovespoon and Scandinavian flat plane among others. Techniques involved on the other hand include use of tools like V tool, curving knives, veiner, chisel, gouge, copping saw etcetera. These tools are used in different methods to come up with the beautiful artistic and cultural sculptures that are used by diverse societies. The carvings could also be colored, or sealed to protect the wood from moisture and dirt. Shuman, A. (2015) discuses stone carving as amongst the ancient activities that involved use of stone to make ornamental sculptures. Stone works created during the prehistoric periods are in existent to date owing to the materials. Stone carvings in the early days were done through use of hard stones to scratch the softer ones in to shape. However, the discovery of iron has made it possible for manufactory of tools like chisels that can now be used to achieve the desired shapes even more easily. This process commences with selection of stones that are suitable for curving. The stone can be an inspiration for the object curved out of it while in some cases some artist would be having idea I the mind and look out for the best stone. Large portions are then knocked off the stone and then a chisel is brought in to action to shape the intended statue. The final product is then smoothen and its shaped enhanced with rasps and rifflers. Li, X. H. (2011) explains that stones have been used for

Without Strategies It Is Not Possible to Provide Direction for the Research Paper

Without Strategies It Is Not Possible to Provide Direction for the Construction Companies - Research Paper Example Corporate strategies have been divided into Five Ps by Mintzberg and they are Plan, Ploy, Position, Pattern and Perspective. While each is a separate type of strategy with its attendant qualifications, yet they are usually present in all strategies to some degree. The real difference lies in the fact that one of them will be dominant and others will play a supportive role. (Mintzberg). Markets are heterogeneous and companies, irrespective of size and area of operation, need to remain competitive in order to survive and make profits for their owners. Companies need strategies following which competitive advantage can be gained. Environments have a great impact on companies. The strategy is the reaction or response to these external and internal situations. Ansoff et al (1976) state that, amongst other things, responsiveness to the problems is what strategy is all about. The aggressive response to competition, the sublime response to the customers, the firm but fair response to the managers and workers are but a few ingredients of strategy. Minzberg et al (1998) offer another concept of strategy which is that it acts as a mediation force between the organization and the environment. The strategy is the internal and inherent capacity of the organization to meet and face challenges posed by the environment. There are different responses that formulate strategies and they can be divided into three different prescriptive or narrowed down schools of thought. They are the Design, the Planning and the Positioning schools of thought.

Translations of the American Anthem Essay Example | Topics and Well Written Essays - 2000 words - 1

Translations of the American Anthem - Essay Example The researcher states that in a world of muti-culturalism, where we declare ourselves to be living in a global village, the issue of translating a national anthem is not only politically sensitive, but problematic. This is so, simply because the act of translation is always seen as a transgression of the natural order of nationalism and belonging. Translating a national anthem not only takes us back to an epistomological search of our roots, but can break the politicized realms of an community of nationalists and the idea of a nation. When to come to discuss something as intellectually engaging as the translation of the American National Anthem, it is to be kept in mind that the issue would inherently move out from the general quarters of translationary activities and delve into the more serious issues of political intent and the inherent problems of multi culturalism. What the real problem happens in the act of translation is the intent of having the anthem in several National Langu ages or trying to have several versions of a National Anthem. In the translation of the anthem in 1919, the wuthot makes a conscious effort to go beyond the confines of narrower linguistic theories. His translation addresses the matter of text interpretation based not just on the words of the text but on the intent of the author, the relationship of the author to the intended audience, the culture and world view of the audience. Thus, his translation of the National Anthem of America is based on the wider context of the communication situation.