Early learning studies Essay

In the first five years of life, a child has gone through rapid development in physical, cognitive, and social/emotional characteristics. Around the time these children start kindergarten, their growth has slowed down. However, it is still vital for the kindergarten teacher to know how their students have developed and what they can do to further develop their students as a whole. According to â€Å"Educating Children in Nursery Schools and Kindergartens† by Lillian L. Gore, by the age of 5 children are learning how to relate to others in a positive manner. This skill forms the basis of all human relations (16). In general, kindergarten-aged children are beginning to develop their own self image and their likes and interests through sensory and other experiences (Gore 16). To a kindergarten-aged child, the world is big and mysterious. The combination of physical, cognitive, and social/emotional development allow these children to explore and begin imposing basic order and control over their environments (Gore 16). Overall, these experiences allow children to understand and appreciate the world around them. When the teacher looks at the overall development of their kindergarten students, the physical, cognitive, and social/emotional aspects are relatively similar across each child. That is to say that each child experiences relatively the same development in all three areas. Physically, a kindergartener has two distinct developmental characteristics. #1 is the individual characteristics such as rate of growth, body build, and eye color (Gore 17). The teacher should respect each child’s unique characteristics and teach others to respect them as well. #2 is each kindergartener has a wide output of energy (Gore 17). A kindergarten teacher should expect their students to be fully active one day and inactive the next. Similarly, the activities the children participate in receive different levels of energy from day to day (Gore 17). Cognitive development in kindergarten in vital for a child to understand and experience all that school and the world have to offer. In Gore’s book, she notes two important cognitive developments that a kindergarten child experiences. #1 is the development of hand-eye coordination (Gore 17). At this stage, children are developing awareness for everything that needs both hands and eyes in order to function properly. As the teacher, you should be aware of the students and their surroundings. Particularly on the playground, the teacher should know the students inability to judge speeds and distances properly (Gore 17). To aid in the development of proper hand-eye coordination, the teacher should incorporate hand-eye coordination lessons and activities into the daily schedule. The second important cognitive development in kindergarteners is that they want to grow and learn (Gore 19). Kindergarten is a stepping stone into what school will be like for the rest of their lives, and the fact that each student wants to grow and learn makes the teacher’s job easier because the students are intrinsically motivated. To further their enjoyment of learning it is important for the teacher to provide conditions for each student to explore, discover, and feed their sense of wonder at their own pace (Gore 19). Teachers should also allow students to think and solve problems at their own pace as well (Gore 19). By letting each student work at his or her own pace, the student feeds their desire to grow and learn and also learns that they are capable of many things. One of the most important developments that kindergarten children make is social and emotional developments. Both these developments aid children in forming friendships, relationships and emotional maturity as their lives continue. Two social developments are highlighted in Gore’s book. #1 is that children will fluctuate their patterns of social growth and they may regress at times (Gore18). This is a natural process that children go through and navigating it can be tricky. As a teacher, we should encourage children to proceed in and out of groups at will (Gore 18). This will allow children to experience many different people and form many friendships. As teachers we should also encourage students to relate an experience with one group of students to experiences with another group (Gore 18). This will allow each student to mentally process each experience and decide which experiences they prefer to have, which in turn leads to them having friends of similar beliefs and interests. Above all, kindergarten children learn how to cooperate with others when they choose which group of students to associate with. The second social characteristic that kindergarten children develop is their preference of children of the same sex as playmates and friends (Gore 18). As a teacher we should support this development and help each child learn appropriate sex role with their peers. In addition, kindergarten teachers should also encourage children of the opposite sex to interact. When it comes to emotional characteristics of development, the #1 characteristic is that children in kindergarten are learning how to accept and give affection (Gore 18). This developmental characteristic is vitally important because if children do not learn how to give and accept affection, then all their relationships with others will be short-lived. We as teachers can help foster this important characteristic by providing warm relationships for emotional growth in the classroom and individually with your students (Gore 18). In addition to the developmental characteristics, a kindergarten teacher must also be aware of how they arrange their classroom. Utilizing space and organizing the classroom to best suit the needs of the students allows each kindergartener to maximize their use of the classroom. In Doris Fromberg’s book â€Å"The Full-day Kindergarten†, it is important to know both the teacher’s and the student’s views on four elements relating to classroom organization. Those four elements are; â€Å"Choice: what the students will be doing. Space: where the students will be engaged. Pacing: when the students will be participating. Social Activity: how and with whom the students will interact† (Fromberg 62). These elements are also applicable to what the students are doing in a kindergarten classroom and what activities they participate in. By understanding when and where to implement these four elements, the classroom experience will be enhanced for all the kindergarten students. In a kindergarten classroom, the students are capable of making choices that are relevant to the school-day procedure (Fromberg 62). When a kindergarten student, or any other person, chooses what to do, their attention is higher to that activity than if they had not chosen. However, this is not to say that kindergarten students enter into an â€Å"anything goes† classroom (Fromberg 62). The teacher has preselected and screened everything that is already in the classroom to ensure that it is safe and educationally-sound. The teacher also screens the materials that students bring from home on the same criteria (Fromberg 62). By ensuring that all materials in the classroom are on the same level and that the children decide what they want to do, they will establish a routine of making independent choices knowing that what they choose will spark their interests and be educationally appropriate. The space and organization of the classroom is an important concept to consider when in a kindergarten classroom. Kindergarten students enjoy moving around and being independent, but also need a sense of stability and security. How the classroom space is organized reflects four characteristics about the teacher and the classroom in general: 1) How independent the students are expected to be. 2) How responsible the students are expected to be. 3) Relays what activities are valued in the classroom. 4) How students will spend their time in the classroom (Fromberg 64). When organizing the classroom, it is important to keep materials where they will be used and in limited-use sections. By creating a section of the room only for writing, or art, or reading, children will be more focused on that activity or feel part of a small group (Fromberg 64). Limited-use sections also help the students answer the question, â€Å"What will I do next? † (Fromberg 64) For example, a child that is finished at the writing center will know that there is nothing more they can accomplish at this center; they decide that they want to work on their art project and move to the appropriate section. By utilizing limited-use sections, the students are minimizing procrastination and are maximizing their ability to select their own choices. By using these elements, Fromberg describes a properly organized kindergarten classroom. In a kindergarten classroom, all materials are stored where they will be used; books are in the reading areas, writing supplies are in the writing area, and art supplies are in the art area. The students work in the areas where the materials are stored. This not only keeps them focused on their tasks, but also eliminates the possibility of misplacing materials. These active work areas should be located away from student desks or other areas where students are meant to concentrate and reflect (Fromberg 64). In addition, the teacher should always organize their classroom where they and the students are visible to each other at all times. This not only allows the teacher to monitor behavior, but it also allow students to see what model behavior looks like. In addition to the organization of the room, there also needs to be proper time management as well. Proper time management can help reduce the issues that arise in those students who have ADHD or other unpredictable behavior patterns (Fromberg 66). In a full day kindergarten classroom, it is beneficial to have a whole-class planning session in the morning and afternoon, with a small gathering before lunch or around 11:00 AM according to Fromberg (66). Kindergarten instructors have found it helpful to provide at least two long activity blocks of 30 minutes or more each day (Fromberg 66). In this time, the students will be engaging with the different sections of the room; art, writing, reading, etc. at their own choice and pace. From having this time to select which activity to do and how long to do it for, the students are inspired to make long-range plans and increase their sense of control over their environment (Fromberg 66). Within the kindergarten environment, the lessons and activities should emphasize academic content but also personal relationships and social behaviors. While kindergarten does prepare students to â€Å"do school† and everything that comes with it, I believe that lessons and activities that stress proper relationship techniques and social behaviors are just as important. For example, kindergarteners may not realize what they say sometimes and although they find nothing wrong with it, the teacher or others students will. Having several lessons on how to talk to other students in a nice and polite way will not only benefit the students in class, but they can take that knowledge and apply it to other situations as well, such as talking to adults. Lessons that demonstrate proper social behaviors and etiquette will also benefit kindergarteners. For example, how to stay quiet and listen while another person is talking or how to solve conflicts in a respectful manner will again not only benefit the students in the classroom, but also prepare them for the world as they grow older. Finally, classroom management is very important in a kindergarten class. A teacher could have a perfectly organized room and excellent lessons, but if they cannot manage their students they will never get a chance to utilize their room or lessons. Firstly, the kindergarten teacher should make a set of class rules for the school year. In addition to their professional opinion, the teacher should ask the students themselves what rules should be followed during the school year. This serves two purposes: 1. it reinforces the element that children are capable of making relevant choices pertaining to school and 2. It allows the students to feel that they have a say in how the classroom is to be run. By having this sense of control, the students are more likely to follow the rules and provide less argument when disruptions arise. Secondly, student behavior accountability should be established. In her article â€Å"Classroom Management†, Jody Camp describes her accountability system. She has four circles displayed in her room, each a different color and face. All the students have a clothes pin with their name on it. Every morning each student starts on the green smiley face. If a student breaks one classroom rule, they move their clothes pin to the yellow face. The yellow face is a warning for the student to start acting correctly. In addition to that, the student loses 5 minutes of recess. If the student breaks another rule, they move to the red face, which means the student needs to stop and think about what they are doing. The student also misses an entire recess. The last face in Jody Camp’s management system is the blue sad face. This means that the student needs to go to the principal’s office (Classroom Management). By implementing these or similar classroom management techniques, any teacher will be successful and be able to focus the majority of their time on educating the minds of America. As a student moves through elementary school and into middle school many changes occur so fast that they may, to the frustration of teachers and parents, act like kindergarteners once more. However, it is important to realize and understand the developmental characteristics of middle school students so they still have a positive educational experience. Similar to kindergarten students, middle school students have their own unique set of physical, cognitive, and social/emotional characteristics. Physically, middle school students are in transition between their childhood bodies and their adult bodies. This leads to three main physical characteristics. Susan Robinson, Guidance Counselor at Southern Columbia School District in Catawissa, PA, nicely lays out physical characteristics of middle school students (5th-8th grade) on her webpage. The first physical characteristic is large muscle development (5th Grade Characteristics). In boys, this means that their arm and leg muscles are becoming more defined, as well as their abdomens. In girls, muscle development leads to growth spurts and gaining weight. The second physical characteristic is the desire to be outdoors and physically challenged (5th Grade Characteristics). It is at this time that both boys and girls become very interested in sports and physical activity. This characteristic can also lead to a decline in school performance because the students are more interested in playing outside than doing homework. The third physical characteristic is that they become restless and in constant motion (6th Grade Characteristics). The need to move and be active can also lead to declining performance because the students won’t be as focused. This can also lead to more discipline because the students can’t stay in one place for extended periods of time. Cognitively, middle school students are now open to more abstract and logical reasoning than ever before. The first cognitive characteristic is that 5th grade students have is an increased memory and ability to abstract (5th Grade Characteristics). The increase in memory potential allows the students to remember more academic information, but also helps them remember social activities like birthday parties and phone numbers. The second cognitive characteristic is the affinity for logical reasoning and problems solving (5th Grade Characteristics). 5th and 6th grade students are now using more of their brain in every aspect of life which allows them to solve and reason more than ever before. Similar to how kindergarten students like to impose control on their environments, middle school students enjoy the feeling of being able to solve a problem or think logically with classmates and teachers. The third cognitive characteristic of middle school students is their increased concentration in all aspects of school (5th Grade Characteristics). With the increase of concentration students are able to read, focus on homework, and participate in activities for longer periods of time. This cognitive gain can help balance out the need for movement during physical development. Middle school is the time when every student starts to define who they are and who they want to be. Socially and emotionally, each middle school student is becoming more mature as they grow older and it is important to know what developmental characteristics these students face. When a student is in 5th grade they are more socially and emotionally sound than 6th graders. The first developmental characteristic of 5th graders is that they are generally content with themselves and others (5th Grade Characteristics). At this stage they are in a state of equilibrium in terms of social and emotional growth. This is not to say that 5th graders are void of anger. When this age group gets angry, they tend to get angrier faster than usual but they also are faster to forgive (5th Grade Characteristics). The second characteristic of 5th graders is that they work well in groups and enjoy team-oriented activities such as sports and clubs (5th Grade Characteristics). Because they are generally content, it boosts 5th graders abilities to work cooperatively. This age group would benefit greatly from pods in the classroom and team-oriented competition. Lastly, 5th graders are mostly truthful and are developing a larger sense of right and wrong (5th Grade Characteristics). At this age, students want to be taken seriously because they feel that they have valuable opinions. They realize that they can’t lie and be taken seriously so they tell the truth. Also, as they are telling the truth more, they are expanding their sense of right and wrong. It is at this point when crucial right/wrong situations should be explained to the students such as drugs and alcohol. When a child hits 6th grade, they change once again and sometimes not for the better. There are three main characteristics of 6th graders from Susan Robinson’s website. The first is that 6th graders become more moody and sensitive (6th Grade Characteristics). 6th graders are starting to hit puberty and this messes with their normal selves. The hormones set off mood swings and sensitivity towards almost any situation. It is important to know this because it could be the cause of many problems with your students. The second characteristic is that 6th graders are becoming more autonomous and with that comes more opposition to rules and punishments (6th Grade Characteristics). As they get older, the students begin to realize that they are held to higher standards but still try to get around those expectations. This inevitably leads to confrontations between teacher and student(s) and the student(s) will test your patience at this age. The third characteristic is more positive. As the students age and grow during 6th grade, they will start to take on an adult personality (6th Grade Characteristics). They will lessen their oppositional behavior and become more respectful and dutiful in school work and social activities. While their bodies are going through a massive amount of change in a short period of time, it is important to layout the classroom, lessons, and management techniques to keep up with these middle school learners. First off, it is important to keep the students in groups when at their desks. This helps the students remain social with others and it helps the students to keep working in teams. As they are older, each student should be given their own desk. This allows the student to become more independent and it allows for individuality to show through if they are permitted to decorate their desk. Similar to the kindergarten room, there should be sections of the room where students can go to complete different assignments. Especially at this time, the movement will allow these students to relieve some tension from their growing bodies. Overall, the classroom at the middle school level starts to become similar to that of high school and college classrooms, but should still represent a sense of home and security for 5th and 6th graders. The lessons and activities that these students participate in should also be developmentally appropriate. At this stage of life, the students are beginning to think and reason logically. Therefore, lessons in math and science can enhance the individual student’s ability to think and reason logically. In addition to logic and reasoning, social skills are key to a healthy development. In 5th and 6th grade, it is important to teach and model proper social etiquette and behaviors. One way to accomplish this is to have the students sit in pods when at their desks. This serves two purposes: 1) it allows each student to work in close proximity to other students and 2) it allows students to practice proper social behavior on a daily basis. Lastly, students at this age are going through major physical changes and it is important to keep that in mind when designing lessons and activities. When possible, incorporate some form of physical movement into your lesson plans. This will allow the students to move their bodies and retain focus in school. If you simply let the students sit at their seats all day, they will become restless very quickly and will lose focus and interest in what you are trying to teach them. Similar to the kindergarten classroom, without successful classroom management techniques, the teacher will struggle to maintain focus and interest in their lessons. With this age group, routines are essential to having successful classroom management. As noted by many teachers, routines help the students to know what is coming next in the school day and how to proceed from one task to the next. With a regular routine, students won’t need to be told to take out their reading materials or their math books; they will already know what is coming. By establishing successful routines, the teacher can minimize distractions and maximize learning time. Another management technique that I remember from 6th grade was the use of a money management system. My teacher, Diane Dale, set up a management system that revolved around the use of a weekly â€Å"allowance† for each student. Each student started the week with a predetermined amount of â€Å"money†, i. e.$100. Actions in class had either a positive or negative effect on the student’s allowance. For example, if one student got a perfect on their math test, they may get $25 added to their account. If another student starts a fight on the playground, besides the consequences of the principal, they may lose $75. At the end of each week the students with the 3 highest allowances got to pick a prize from the â€Å"Class Treasure Chest†. To my recollection, this system worked well in our class and I plan on modifying this management system to create my own. All in all, as an elementary teacher it is important to know and be able to work with students from all age groups. By understanding the characteristics of the students in your class, you will be able to maximize the effectiveness of your lessons because they are aimed to work with their developmental characteristics, not as a substitute. In addition, to knowing developmental characteristics, a teacher should also institute effective classroom management techniques and proper lesson plans that will maximize the learning experience for each student. Works Cited Gore, Lillian L. , and Rose Koury. Educating Children in Nursery School and Kindergartens. Washington: U. S. Dept. of Health, Education, and Welfare, Office of Education, 1964. Print. Wills, Clarence Dechent, and Lucile Lindburg. Kindergarten for Today’s Children. Chicago: Follett Educational Corporation, 1967. Print. Fromberg, Doris. The Full-Day Kindergarten. 1995. eBook. Camp, Jody. http://www. atozteacherstuff. com/Tips/Classroom_Management/Managing_Behavior/index. shtml Robinson, Susan. http://www. scasd. us/ms/RobinsonPage/grade5. htm White, George. Incoming 6th Graders. http://www. ringwoodschools. org/files/ryerson/parent_orientation_booklet. pdf.

Creatine and Improved Athletic Performance: Benefits, Risks, and Regulation

Kaitlyn Paul Ani Govjian English 105 2 October 2012 Creatine and Improved Athletic Performance: Benefits, Risks, and Regulation Abstract Creatine, being a natural building block in fast twitch muscle energy supply, can also be used by athletes as a supplement to increase muscular performance. It can be classified by many athletic associations as a muscle building supplement, much like anabolic steroids, and these associations take that into account when generating use policies for competition.However, there are many risks associated with such use: organ failures, blood clots, and a reduction of the effectiveness of natural creatine stores within the body. The lack of regulation on such supplements also presents the risks of contamination and reactions with other substance ingested simultaneously as well as separately. The implications of creatine supplement use have not been fully developed and further research needs to be conducted to improve the limited knowledge base of the comple te function of this complex substance in order to protect the safety of the athletes using them.Key Terms Creatine, phosphocreatine, type II (fast twitch) muscle fibers, National Collegiate Athletic Association (NCAA), ATP (Adenosine-5-triphosphate), Food and Drug Administration (FDA), nutritional supplements Introduction Performance enhancing drugs have been used and abused in sports for as far back as historians can remember. One such substance, creatine, could be considered the non-steroidal anabolic steroid. Use of this supplement has spiked and has spread across various athletic disciplines.While creatine most definitely contributes to muscle performance in athletes, not enough research and regulation to fully consider it safe or even to understand its effects on the body have occurred. Creatine and Improved Athletic Performance Creatine is a naturally occurring amino acid that is produced in the pancreas, liver, and kidneys and is used as an energy source for the body’s skeletal muscles. It is also ingested with the consumption of meats and fish (Creatine Supplements 2011).The body reserves this substance and converts it into phosphocreatine which is stored within the muscles for later use. Phosphocreatine is then converted into ATP (Adenosine-5-triphosphate) when the cells within type II or â€Å"fast twitch† muscle fibers call upon it during brief, high intensity exercise such as sprints or bounds (Jenkins 1998). Using a supplement to increase creatine levels within the body has become widely popular among athletes as it increases strength and helps build lean muscle mass during exercises that utilize type II muscle fibers (Ehrlich 2011).However, due to its classification as a muscle building supplement, much like anabolic steroids, the NCAA prohibits the supply of creatine supplements to athletes by school officials of any kind (Greenwood 2008). Therefore, the athlete is responsible for the selection and consumption of creatine supplemen ts should he/she decide to take them. Risks of Creatine Consumption Creatine promises benefits that are every athlete’s dream such as increased muscle mass and improved performance.However, research has indicated that there are some valid health concerns regarding creatine use that athletes may want to consider before deciding to ingest this particular supplement such as: renal and liver issues, blood pressure, and anterior compartment syndrome (Greenwood 2008). An increased risk of stroke can also be caused by the excessive use of creatine, especially when combined with commonly ingested substances such as non-steroidal anti-inflammatory drugs like ibuprofen (Advil) and naproxen (Aleve) or caffeine (Ehrlich 2011).The long-term use of creatine can also prove to be dangerous to one’s health with side effects from muscle cramps to seizures, ranging in severity with length of exposure (Creatine Supplements 2011). Dosing and overuse are also important factors to be conside red. With roughly 44% of high school senior athletes having reported using creatine in one particular study, it is evident that a large number of users have not yet reached adulthood (Creatine Supplements 2011).Although creatine has been through some research, there is none that has indicated its safety in users under the age of 19 which is the largest demographic of users that experience overdose (Ehrlich 2011). Because creatine occurs naturally with the consumption of meat products and production within the liver and kidneys from amino acids, when one supplements their diet with exogenous creatine, it slows the production of natural creatine thus increasing their need to take supplements and furthering the original issue (Jenkins 1998).Furthermore, the negative effects of creatine may be compounded by the other contents in the supplements. FDA Regulation of Supplements The Food and Drug Administration in the United States does not regulate the contents of nutritional supplements n or does it regulate/ensure proper labeling on product containers. The FDA simply requires reporting of adverse reactions to the contents of said supplements as they occur. Because of the lack of regulation from the FDA, any supplement, including creatine, could potentially contain substances harmful to the user as an athlete and/or as a human being (Jenkins 1998).For instance, there have been reports of contaminants within creatine such as dicyandiamide and dihydrotriazine, which are both microbiocides: substances that kill microbes or 90% of cells in the human body (Greenwood 2008). Further, since creatine is still mostly a mystery with regards to its effects on important organ systems and its effects when combined with commonly consumed substances such as energy drinks and over-the-counter drugs, ingesting it can prove to be extremely dangerous seeing as how a majority of Americans use these substances on a regular basis.Conclusion The use of creatine, though heavily encouraged by the demands of society on athletes to be stronger or faster than their competitors, has the potential to ruin an athlete’s career because of the multitude of risks. One may see the words â€Å"all natural† on a bottle and assume that creatine supplements are safe to consume, but athletes should be educated about the possible effects on his or her body and athletic career in the long run.Creatine needs to be banned in athletic competition and competitors need to be subject to testing like that of anabolic steroids until further research and innovations have been completed to ensure the integrity and safety of the product. The FDA needs to implement more restrictive regulations on supplements of any kind to reduce the possibility of contamination and/or improper labeling. There is no doubt that creatine had a multitude of effects based on its natural rigins within the body, but athletes, and people in general, need to be smart about what they put in their body and weigh the risks over the benefits.References Ehrlich S, reviewer. 2011. Creatine [Internet]. Baltimore, MD: University of Maryland Medical System; [cited 2012 Sept 13]. Available from: http://www. umm. edu/altmed/articles/creatine-000297. htm Greenwood M. 2008. Creatine overview: facts, fallacies, and future. Essentials of Creatine in Sports and Health. [Cited 2012 Sept 11]; 211-240. SpringerLink [Internet]. Springer, Part of Springer Science+Business Media. date unknown]. Available from: http://www. springerlink. com/content/p5x7536l76h55717/fulltext. pdf. System Requirements: Adobe Acrobat Reader and subscription required for access. Jenkins MA, author. 1998. Creatine supplementation in athletes: review [Internet]. SportsMed Web; [cited 2012 Sept 11]. Available from: http://www. rice. edu/~jenky/sports/creatine. html Unknown, compiler/author. 2011. Creatine supplements [Internet]. American Academy of Orthopaedic Surgeons; [cited 2012 Sept 13]. Available from: http://orthoinfo. aaos. or g/topic. cfm? topic=a00373

Political Influence Essay

A person is fed information throughout their life from various outside influences; this is how one forms values, views and opinions. From this, one is able to shape their political views based on what they believe or have been taught to believe. There are many factors that come into play when these views are formed, such as historical events. Others while apparent have a latent effect, such as gender, race, socio-economic status etc. The way a person is brought up has a fairly large impact on political socialization. Children come to know their parents value systems and beliefs. The children are brought up around these beliefs and these beliefs are instilled upon them in both unconscious and conscious ways. This is the beginning. As a person is introduced to more situations and experiences their views are molded further but the foundations are always there. Most Americans do not look thorough the inner workings of our government and the general idea of politics. Instead they look at what politics has to offer for them. It is far easier to just look at politics based on your opinions rather than through the policies and procedures. With the innovations of modern technology and the mass media, people don’t have to look that hard for issues surrounding politics. All they have to do is turn on their T. V. or read the news on their favorite search engine web site. I think that this has had a negative effect on people’s political views. Instead of reading articles and forming opinions on their own, they are shown the sensationalized view of politics and a fairly biased/limited perspective. My own political views were formed the same way everyone else’s were. My parents taught me about the differences between democrats and republicans, what the president does and even about the legislative branch. These teachings were mainly based around their own views but always with quite a bit of objectivity. I grew up in a fairly free household; my parents encouraged individuality and self-reliance. This gave me the ability to learn and think about things on my own, being able figure out how I felt about them. Another interesting thing about my upbringing is that I grew up without a computer, so when I wanted to know what was going on I had to watch the news on T. V. The school that I went to was fairly progressive and the teacher that I had for Social Studies taught us a lot about both our local and federal governments, all of which have helped me from my political views. I am a very open-minded person and this carries over heavily into how I view politics. I tend to focus on the single issues at hand and not on which party is proposing them. I feel strongly on many issues, to include abortion, education, foreign/domestic policy, welfare and most recently civil unions; however I try to understand both sides; not to agree but to understand. I do feel that I could be far more educated in politics, but I believe I am off to a good start.

Create a multi-task workforce to satisfy customer demands at Etisalat Essay

Create a multi-task workforce to satisfy customer demands at Etisalat Abood - Essay Example d this project is the need to find out how Etisalat can make sure that the customer gets all the help needed and services required from the staff without bothering himself to get up from his seat. Whereas, the staff also will not need to waste their time in waiting for the customer and allow the company to get the maximum output and utilize their staff. This project goal is to have more focus on the way Etisalat needs to adopt to have better reach to customer with the best personnel customer care. This deployment and reach of customer satisfaction will guarantee customer loyalty and sustain the number of subscribers in the company with services that enhanced customers’ experience and success in increasing the number of customers will lead to growth in the revenue. Training will play an imperative role within the achievement of Etisalat’s success as a business. Every now and then business owners such as Etisalat will regularly find the accessible training is too ambiguous and not apposite to the individual requirements of the business. The preeminent return on Etisalat’s training venture will be accomplished by identifying the company’s training requirements, taking a methodical approach to finding the source of appropriate training, and enrolling its workers on the correct courses for skills needed for the job. Once Etisalat will have identified its employee skills or even knowledge gaps, the subsequent thing is to get the best training form to accomplish the results the company will want. Etisalat will try to steer clear of finding training primarily, and afterward fitting this to Etisalat workers. For best possible results, Etisalat will try to go with its preferred training alternative with the requirements of the business, along with the way its staff will learn best. Etisalat will utilize a number of training concurrently namely ‘off-the-shelf’ training courses, in-house training, job shadowing, mentoring, conferences, seminars, workshops, and

Police and Affrimative Action Research Paper Example | Topics and Well Written Essays - 750 words

Police and Affrimative Action - Research Paper Example The main areas in the police selection process where affirmative action has had its effects include physical agility testing and use of written assessments. Today, people from the minority groups hold a significant number of positions in the police department. Affirmative action is a policy developed in United States in order to create guidelines to use either directly or indirectly in awarding jobs, promotions, and resources to persons from minority groups. Persons from minority groups who seek employment in the police force must prove their membership in a protected group for them to be employed. This move by the US government aimed at compensating people believed to be from minority groups for past discrimination. The main objective of the affirmative action includes ensuring that the number of women and racial minorities in the police department approximates the number of the majorities. The introduction of physical agility testing and written tests in the police selection process marked the beginning of reforms that were to be experienced in the police department. The use of physical agility testing used standards on height and weight at its inception. The process later adopted health based physical agility screening to end the inefficiencies of use of height and weight. The use of health based testing procedure incorporated gender based norms, which reduced gender based biases that occurred when physical agility testing was in place (COOP, 2005). Application of written tests was mainly concerned on the way minorities performed in the written tests. The use of written tests revealed that minorities had poor performances on police written selection tests compared to their majority counterparts. This appeared to be a form of racial discrimination and it discouraged the minorities from choosing policing as a career. Therefore, various concerned groups forwarded recommendations on the need to improve the use of written tests

Natural resource -Solar Resource Essay Example | Topics and Well Written Essays - 750 words

Natural resource -Solar Resource - Essay Example In their analysis of economics of pollution however, the authors note that pollution is a side effect of practices that provide the human race with good things. The profound consequences of industrial production result in air pollution and discharge of pollutants into rivers through the manufacture of fertilizers. Therefore, this essay examines and discusses the social costs and benefits of externalities especially pollution and explains how solar energy can give solution to harmful activities associated with extraction of natural resources. The question of how much pollution that should be allowed takes everyone back to the evaluation of marginal social cost of pollution and also the marginal social benefit of pollution. Krugman and Wells (2012), define marginal social cost of pollution as the extra cost placed on the society as a whole by each extra unit of pollution whereas the marginal social benefit is the additional advantage to the society as a result of pollution. Conventionally, pollution carries along an external cost and yields both marginal benefits and cost to the society and these benefits are influenced by the decisions of the owners of the companies who determine how much pollution should occur in absence of government intervention (Krugman & Wells, 2012). As noted in this chapter, environmental costs of pollution are the most popular and essential example of external costs, which are usually uncompensated costs imposed on other people by individuals or firms. In the process of extracting natural resourc es, industries emit and also discharge harmful substances into the environment whose implications jeopardize human welfare. In order to minimize the effects of production, alternative sources of energy such as solar energy resource that are eco-friendly and sustainable can be opted. Since the sunshine is usually in abundance and free, solar energy can be the best alternative source of

Discuss religion and religious freedom in Somalia Essay

Discuss religion and religious freedom in Somalia - Essay Example The paper begins by explaining the meaning of religious freedom, and then goes ahead to explain religion and religious freedom in Somalia. Freedom of religion is the individuals right or freedom to hold whatever religious beliefs he or she believes to be the best for him/her. Religious freedom, also known as the freedom of worship, allows people to freely practice their religion as long as they don’t infringe upon the rights of other people by practicing their preferred religion. Religious freedom is one of the basic human rights universally recognized. Somalia is a country found in the Horn of Africa; Somali borders Ethiopia to the West, the gulf of Eden to the north, Djibouti to the northwest, Kenya to the southwest, and Indian Ocean to the east. Somali is predominantly a Muslim country; majority of the Muslims in Somali are Sunni Muslims, according to the Pew research conducted in 2010, 99.8% of Somali people are Muslims (Pew Research Centre, n.p). But, there are also a few other religions in Somalia, although these other religions have very few followers; Christians are minority in Somalia and they constitute less than o.1% of the Somalia population. According to the Catholic diocese of Mogadishu estimates in 2004, there were less than 200 Catholics in Somalia in the year 2004 (The economist, 22/10/2009). The Mogadishu Catholic diocese is the only Catholic diocese in Somalia. Besides Muslim and the few Christians, there are religions in Somalia. According to the Pew Research conducted in 2010, the other religions in Somalia, in cluding Hinduism, Judaism, and Buddhism constitute less than 0.1% of the Somalia population (Pew Research Centre, n.p). For better explanation of Somali religion and religious freedom in Somalia, it is important to briefly look at the political situation in Somalia because religion and politics in Somalia are inseparable. This is because the constitution of Somalia

Genetically Engineered Crops Essay Example | Topics and Well Written Essays - 2500 words

Genetically Engineered Crops - Essay Example The essay outlines the genetic engineering for agricultur. The U. S., British, and other governments that envision the biotechnology sector as the wave of the future, and as a means of augmenting their national competitiveness, have strongly supported the industry and its efforts to commercialize (and normalize) these new technologies. They have devoted considerable sums of money to biotechnology research (Gottweis 1998), taken significant strides to deregulate the industry (Wright 1994), and sought to promote the spread of U. S.-style intellectual property rights in the World Trade Organization. The U. S. government in particular has also promoted the dissemination of agricultural biotechnology in developing countries through the U. S. Agency for International Development. With so much economic and political muscle propelling them, it is not surprising that GE crops hit the ground running when they came onto the scene in the mid-1990s. But what is surprising is that the rapid growth in GE crop deployment has been matched by an equally remarkable (and perhaps historically unprecedented) proliferation of citizens' voices challenging the biotechnology industry on economic, environmental, cultural, and moral grounds. Indeed, long before transgenic crops made their way to the market, individuals and groups concerned about the dissemination of these new technologies were already questioning their safety, utility, and necessity. Advances in genetics have reached a stage where breeding schemes can now be augmented with the use of a number of technologies.

Principles of Managing Operations Essay Example | Topics and Well Written Essays - 2250 words

Principles of Managing Operations - Essay Example Galloway defines 'Operations Management' as 'all activities concerned with the deliberate transformation of materials, information or customers' Elaborating his definition he states that 'Operations Management' is "concerned with both the effective and efficient management of any operation." (1998 1-2) Johnston et al define 'Operations Management' as "concerned with the design, planning, control and improvement of an organization's resources and processes to produce goods or services for customers." Thus key management tasks in operations management are designing, planning, controlling, improvement of activities; transforming input resources into goods or services (input-transformation-output); understanding the organisation's strategic intentions and translating them into operations and performance objectives which in turn guide operations decisions about design, planning, control and improvement of operations resources and processes. (1997 15-25) Supermarkets are self-service food stores stocking and selling a variety of goods including groceries, foods, medicines, clothes, alcohol (where permitted) and other household goods. Supermarkets may offer some goods produced by them but more generally they retail products of many manufacturers. They are often chains of stores supplied by the distribution centres of large businesses. Today they offer home deliveries, online transactions, extend their services to credit cards and other financial products (e.g. Tesco in the UK). They operate on the principles of 'economies of scale' because of which they are able to offer products cheap and convenience because they offer a variety of goods and services in one location. While these features are common to all supermarkets, the creativity with which a supermarket market markets its products (or services), establishes its brand equity and ultimately the quality of services it offers lend it the winning edge. 1. Product Design: As we have seen earlier the brand differentiator in the case of supermarkets is their quality of service to customers. In the case of manufactured goods the customer is not involved in the transformation process and the finished product is stocked prior to supply. On the other hand, American Marketing Association defines a "service" as "Activities, benefits or satisfactions, which are offered for sale or provided in connection with sale of goods." (Galloway 1998 1-2) Customer satisfaction in the context of supermarkets is obtained by locating them in their vicinity or offering free home delivery, offering large varieties to suit customer tastes and delight, the ease with which a customer can find or is helped to find his/her requirements, the efficiency with which the customer is serviced, pricing vis--vis competitors and of course underwriting quality of the products sold. It is difficult to define which of these issues appeals to individual customers but to be in business a supermarket has to strike a balance among them. A customer who is not able to find (for e.g.) sugar in a supermarket, a customer who can not find his favourite brand of coffee because the supermarket does not stock it, a customer who does not find a ready attendant to

Essay Example | Topics and Well Written Essays - 250 words - 179

Essay Example The media’s contribution to marginalized groups and their political empowerment to know their rights and fight for them has given such groups a voice that they did not have before (Turner, 2000). The marginalized groups may be mistreated but when the media brings them in through communication using videos and cassettes their plight is eventually known throughout the world. Their way of life is eventually known, and people can relate to them according to the way they are without judging them harshly. Complex communication in societies has been an issue that is of great importance. The complex groups have been delved into to find out how they communicate with each other where they way they talk has been taped further the terms of the respective languages (Cody, 2009; Inoue, 1996). The concentration of backstage work is important in understanding the bigger idea, which involves the large group’s interactions. Therefore the communications between the various marginalized need to be analyzed in a clear manner especially their word usage to determine if they are close to the larger groups that are more diverse in their communications since they have interacted with many other groups. The different, therefore, communicate different and have their own political though not conventional as the larger groupings have. Therefore bringing them to a common ground is in important. CODY, F. R. A. N. C. I. S. (August 01, 2009). INSCRIBING SUBJECTS TO CITIZENSHIP: Petitions, Literacy Activism, and the Performativity of Signature in Rural Tamil India. Cultural Anthropology, 24, 3, 347-380.

Procedures Involved in Fracking Research Paper Example | Topics and Well Written Essays - 1250 words

Procedures Involved in Fracking - Research Paper Example Though many officials and researchers have credited fracking and claimed that it will improve the economy by reducing energy costs and creating more jobs, the data is greatly exaggerated and this paper will reveal the actual facts of the subject matter. Even before taking fracking into consideration, environmentalists have already expressed great concern on the level of industrial pollution and this process will only increase the adverse effects that society has been trying to reduce. Taking all the scientific evidence into consideration, it is clear that hydraulic fracturing is a hazardous process that should not be a part of modern day society, and in detail, this paper will further solidify this point. Firstly, the paper will illustrate the methodologies utilized during hydraulic fracturing. The process involves the injection of high-pressure fluids deep into the rock layers. This leads to the formation of fissures within the layers of the rock formation. This leads to an increase in the flow of natural gas, in turn, increases the amount of gas that is available for extraction. One of the main areas of concern is the composition of the fluids that are used in the extraction process. In fact, several states have created laws to regulate the number of harmful additives that are used in this process. For example, Barer and Gordon reported that the legislation in Texas requires fracking companies to send a list of the ingredients used in the fracking to the residents living near the drilling sites (par. 1). The major component of fracking fluids is water. It also contains a solid component in the form of ceramic or sand beads. The components which mainly bring a concern to the public are the chemical additives, which are sometimes toxic.

Format for a Business Report Essay Example for Free

Format for a Business Report Essay There are few standard rules for writing business reports that dictate what information should come in which section of the report. This format is followed in most of the business report examples, that one may refer to. The most widely used format consists of the following standard sections: Title Section: In a short report, this could be the first page bearing the title of the report, author name and date. The reason of making such a report could also be included in this section, so that the reader can establish an instant connection with the information in subsequent sections. In case of long reports, include the Table of Contents, Terms of References and so on. Summary: As the name suggests, this is the summary of the whole report. Then why include it in the beginning of the report itself? It is because this is the section that most of the senior personnel, who do not have enough time to go through the whole report, will read through. Hence, give a very clear and precise information about the problem/aspect of business that the report is analyzing. Also, include the main points, conclusions, recommendations and important results. Although, this section contains a lot of information, ensure that it is a small one. Treat the summary as a separate report and use bullets and numbered lists to highlight important points. Methodology: List the methodologies used in your research, like if you interviewed focus groups or consulted research firms. Also, give the reason why you resorted to using a particular methodology. Introduction: This is the first part of a proper report. Use this section to provide the background of the report. Highlight the reasons why the report is important for the readers. Include information about what is covered in the main body and the order in which the details are covered in the report. In case, the Terms of Reference has not been mentioned in the Title Section, Introduction is the section to include it. Main Body: This is the heart of the report. Arrange all the information in order of priority, so that this section follows a logical sequence. Divide this section further into subsections. Lend greater order to the Main Body using sub-titles within each subsection. A paragraph about the relevance of the findings of the report can also be included in this section. Data Tabulation: Another important factor when writing format of business report is data tabulation. Presenting your data in lists or tables can help in readily understanding the report. Also, data tabulation or listing, makes the report look professional and neat. So, accompany necessary lists or tables in your report whenever required. Make sure you use neutral colors to make tables and keep the list and tables looking neat and crisp. Conclusion: Present logical conclusions for the topic investigated in the report. One can also suggest an option for the way forward. In case, discussion has not been included in the Main Body, include it in the conclusion. Otherwise keep this section small. Recommendations: Since you have worked on the report, no one would have a better understanding of the topic than you. There may be a few solutions or actions that you think would be effective in dealing with the problem, investigated in the report. Include those solutions in this section. List them in bullets and numbered lists for easier comprehension. Appendix: Although very few people read the Appendix, the information in this section gives support to the arguments used in the report. It is the Appendix where the author includes all the sources and research information, in detail. Although it is not about creative writing, good writing skills are important in business information reports, as one needs to give comprehensive information using precise words. It is advisable to keep the language simple and lucid in a business report, specially in the Summary and the Recommendations, as these are the sections most commonly read by senior level managers. However, some technical jargon can be used in the Main Body, as this is the section that is mostly read by experts. In the world of business, time is money. Following a standard business report format is what senior level managers and busy businessmen look for, as it reflects what they value the most, that is effective utilization of time. You can find many such examples online and use them as a reference for designing a suitable report format.

Vargas Teaching Theory Analysis

Vargas Teaching Theory Analysis Question one What are your ideas of teaching? How does that compare with or contrast to Vargas perspective? Answer My ideas of teaching is to have a positive impact on my students in terms of their cognitive domain, affective domain and psychomotor domain. As a professional teacher, I understand that students have different learning styles and that is why my ideas of teaching and method of delivering instructions focuses on student center basically the 4Cs (collaboration, communication, critical thinking and creativity). I want students to have freedom of expression which gives room to open discussion and creativity. This boost their level of confidence and ability to express themselves out there any time. And finally, my Ideas of teaching is to challenge my students, watch them grow to their full potential, develop together for the betterment of everyone. Comparing my ideas of teaching with Vargas perspective, Vargas (2013) believes teaching is not just presenting to an empty class and we both have similar ideas on how teaching should be basically by knowing the students better, work on their behavior in every area and finally she doesnt think knowing the subject matter is a major factor on how students feel or perceive change in their attitude (p. 5). Which I totally I agree with her on this. Question two Briefly summarize Skinners perspective as it relates to behavior Answer Skinner, B.F. believed that the environment is a major determinant of behavior. Skinners perspective people have consistent behavior pattern because they have kinds of response tendencies (Vargas, 2013). He made a discover that most behavior is not the reaction to a stimulus that it depends upon its effect on the immediate environment. Vargas also stated in her book that Skinner believed that it was the consequences of individual actions and not antecedent stimulus that determined what the animals did. He called the behavior operant (p. 8). Question three What is your interpretation of Behavior Analysis? Support your answer with detail from the text. Answer My interpretation of behavior analysis is that it is a natural science that seeks to understand the behavior of individuals. Vargas (2013) explained that behavior analysis is a discipline based on the science first discovered by B.F. Skinner and the practices of operant conditioning have spread to all areas of behavior including animal training, business, clinical work, health and teaching. It is the science of behavior of humans and non-humans (p. 9). Question four How can the discussion What is a Cause (page 21), help the classroom teacher? Answer The discussion what is a cause will help the classroom teacher to focus on conditions or events on which an event or behavior depend on (Vargas, 2013). It will help teachers to learn and adopt strategies to improve behavior. Also what is a cause discussion on p. 21 will help teachers to know more about dependent and independent variables. With this, teachers will know more about the number of problems, assignment completed by the students. It will help them to sense what could be responsible for a behavior to identify functional relations between the behavior. And finally, the way the next generation behave will determine a countrys future more than any other resources within its borders (Vargas, 2013, p. 3). She believes teachers are expected to teach more while they receive more difficult students (p. 4). It is important to understand behavior of these students, it is very important to find the variables responsible for these behaviors. Vargas stated that Finding the causes becomes a search for functional relations among all the contingencies that occur in a setting (p. 22). This is exactly what is a cause discussion explained in details on page 21 of the text which will help the teachers a lot. Question five What new information did you find in chapter 2? Please explain. Answer The new information found in chapter 2 of the text behavior analysis for effective teaching is the functional relation which is a systematic relationship between dependent and independent variables. Independent variable explained as circular explanation or explanatory fiction which is a statement that has the form of an explanation, but in which the cause essentially restates the behavior to be explained while a mentalistics explanation relies on activities of a hypothesized mind to explain behavior (Vargas, 2013, pp. 22-23). Chapter 2 tries to explain more about Independent variables which buttress more points on behavior which can be circular or mentalistics. Question six What did you already know about Pavlov and his theory? After reading about Pavlov in chapter 3, what did you learn about his theory? Answer What I knew about Pavlov and his theory was that he was the one who discovered respondent conditioning and he believed that respondent behavior is controlled by a stimulus. But after reading about him from the text, I learnt that Pavlovs discovery was titled conditional reflexes instead of respondent conditioning (Vargas, 2013). The principle involves respondent behavior which occurs in response to a specific stimulus as part of a reflex. He believes reflexes consist of specific physiological reactions to a specific stimulus (pp. 8-9). What I learnt about his theory as a professional teacher is to be a good observer and a good researcher because it was due to his ability to research and observe that made him noticed something surprising about his dogs salivating before the food was put into their mouths. This is where his investigation began. As a teacher, we must research and observe what different behaviors of students must do with their learning. Question seven Define the Criticism Trap? Have you ever played a role in the criticism trap? Explain. Answer Vargas (2013) defined Criticism trap as a situation where criticizing a behavior you dislike or you wish to decrease seems to work because it temporarily decreases or stop the behavior, but criticizing it strengthens the behavior so that it occurs more frequently in the future. Yes, I had played a role. This happened to me and my wife with our little son at age 2. Anywhere we are going out, hes always excited to follow us but one thing he does is wearing his shoes or slippers the wrongly. After this, we will criticize him always for wearing his shoes wrongly, then he corrects himself and does it again and again. One day we realized criticizing him to correct him didnt work for him, so we adopted a method to correct him. Any time he wears his shoes wrongly, we will calmly correct him and once he does that, we tell him good boy or thats my boy and since then, he wears his shoes correctly and never wears them wrongly. What we learnt from the situation above is that we should praise imperfection and reward approximation the behavior we are looking for. And its working till now. Question eight How can teachers use the information found in chapter 3? Answer As a teacher, lets start from the criticism trap, we shouldnt criticize ourselves too much because in the long run, you will find yourself criticizing your students. We should learn to use praise frequently and use criticism relatively infrequently especially in the classroom. With these, we wont have problems with students. Another information here is punishment. Teachers must know the consequence of punishing a child because punishment has a bad effect on the punisher as well as on the recipients of the treatments (Vargas, 2013, p. 51). References Vargas, J.S. (2013). Behavior analysis for effective teaching (2nd ed.). New York, NY: Routledge.

From Enlightenment To The Haitian Revolution

From Enlightenment To The Haitian Revolution The purpose of this research paper is to follow the path of the French Enlightenment through its internal revolution, and, consequently, its revolutions in its New World colonies. Upon doing so, it will be determined that ideologies present in the French Enlightenment are present in the following revolutions. Furthermore, it will be concluded that the French Revolution not only resulted in revolutions in its colonies, but it served as the catalyst due to faulty trans-Atlantic bureaucracy. The Age of Enlightenment was a period in Europe that has deep roots in France. The ultimate goal of this movement was to reform society, pursue knowledge, and enforce the new humanist and liberal ideologies the Enlightenment gave birth to (Hyland et al., 2003). Great works from Descartes and John Locke advocated for the equality of all men and women and an end to government corruption and abuse of power (2003). While these ideas have been posited in the past, the social and political conditions of France demanded they be answered. The end of the Enlightenment directly coincides with the beginning of the French Revolution in 1789. The French Revolution began in 1789 due to a myriad of causes ranging from the tangible to the philosophical: with ideals from the enlightenment being the catalyst (Anderson, 2005). Combine this with Frances debt problems, its attempt to solve the problem through raising taxes, and the history of broken promises from the Monarchy, a revolution of the proletariat with ideas of equality was bound to happen (2005). When Paris was consumed by riots and the French Guard took sides with the revolutionaries, the motion had begun which would have drastic implications for Frances territories abroad. To briefly summarize the effects of the French Revolution in its territories, the dissolution of the monarchy, lack of control over its foreign operations, and the resources needed domestically to manage the revolution, resulted in France losing its power hold over its colonies (2005). The historical significance of Haiti will be discussed heavily; however, it is important to recognize that while France was having its own internal changes, the development of the colonies carried its own set of problems that would greatly aid in the revolutions against France. It was not a question that since the French Revolution was explicitly built on the war cries of liberty and equality that this mentality would find it in the mechanisms behind the French slave trade and colonial system. French Slavery There were several French colonies in the Caribbean in which slavery was the modus operandi for their plantation based economies. The plantations typically produced sugar, coffee, and, later, cotton. Due to the size of Saint Domingue, present day Haiti, it will receive the most emphasis. Saint Domingue had approximately 500,000 slaves (Fick, 1990). Ironically, approximately one third of all slaves owned were owned by previously freed slaves; however, these free slaves were not allowed to hold any office or practice in any profession. The slave system in the French colonies was regulated by a series of edicts from the King, the most important being the French Code Noir proclaimed in March of 1685 (Fick, 1990). While this code presented the terms and conditions of slave owning and managing through a strictly religious perspective, they outline how slaves would be sold, how their family life would be dictated, forms of punishments, and life after slavery: unlike British slaves, many French slaves could eventually become free (The Code Noir, 1687). Saint Domingue was Frances most profitable colony and most pivotal in its Atlantic slave trade. At this point, it is essential to emphasize two key points. The first is that Saint Domingue was Frances most profitable colony. The second is that France was entering a period of Enlightenment at this time. Due to the importance of the slaves in the islands and the rise of enlightenment in France, many French diplomats began to attempt to understand the slaves for which they were responsible for. One notable individual is Mederic Louis Elie Moreau de Saint Mery, who approached the slaves from an almost anthropological and social point of view. Upon doing so, he realized several key tenants that would dictate how the French treated the slaves and their future role in the Haitian revolution. He concluded that many slaveholders feared the threat of slaves running away, try to poison them, and a great fear for their religious which many viewed as barbaric and rooted in African voodoo (de St. Mery, 1947). Saint Domingues Response to the French Revolution Upon hearing of the enlightenment movements and the quest for liberty and equality taking hold in France, the colonies were quick to take part by sending delegates to France to demand representation in the new National Assembly that would be formed. The purpose of this movement was to ensure the economic interests of white planters would be accounted for. The mulattos, or previously freed slaves, also sent delegates to France, but they were ignored for the most part. The main agent of action would come from the Society of Friends of the Blacks whose members included Jacques-Pierre Brissot and the leader of abolition in Britain, Thomas Clarkson. Branching off of enlightenment ideologies, the sought the commencement of abolition and to pursue better public relations with slaves including more rights and government positions. As Fick would suggest, however, their efforts fell on deaf ears and quickly became overshadowed by the crisis of the First French Republic and the outbreak of the Haitian Revolution (Gaspar et al., 1997). Even though French colonists, freed slaves, and slaves alike attempted to gain greater rights and were promptly ignored, the necessity for dramatic changed intensified. The complete disregard of the homeland French from the French colonialist resulted in the radicals, supporters of the enlightenment, to fight for complete civil and political equality of blacks and slaves in the colonies. Needless to say, this was met which much fervor and opposition from the white plantation owners who had their economic and business interests to protect. As the French Revolution began the movement in favor of granting rights to free blacks and abolish the slave trade, the uncertainty of Saint Domingue became increasingly evident. Success of the working classes in France created a mentality that there was hope among the free blacks and mulattos in the colonies (Fick, 1990). The uncertainty for the future of Saint Domingue resulted in an ever increasing polarization of the colony in which there was no middle ground to be found or settled upon. French radicals promised freedom for all, while white planters, fearful of this movement spreading, demanded complete independence from France and an abolishment of the Code Noir in favor of a much stricter code (Fick, 1990). Very is little known amount the internal mechanisms of the slave rebellion fomenting, but an excerpt from Henry Christophes slave paints squalid conditions when he writes, Have they not forced them to consume faeces? And, having flayed them with the last, have they not cast them alive to be devoured by worms, or lashed to stakes in the swamp to be devoured by mosquitoes (Heine, 1996). With a sentiment like this, it is certain that slaves wanted to be free. Another point to consider is the economic impact of freeing the slaves on the island; this was the one issue the white plantations holders feared the most. Whether slavery was still utilized after the French Revolution or not, the fact of the matter is the burden would be placed upon the white plantation owners. These sentiments were reaffirmed by Americas ability to maintain a system of slavery despite British edicts to end the slave trade previously. They went even as far to petition the National Assembly to remove themselves from the French Constitutional powers and prosecute anyone by death who attempted to create a slave based rebellion: this was granted, however it would prove not to be enough. Furthermore, initially blacks and mulattos believed their National Assembly would benefit them as it was going to benefit their counterparts in France; however, this was not the case. The French governments, before during and after the revolution, had no intention to relinquish any power of its territories. Rising Tensions As the National Assembly attempted to quell the opposition from the white plantation owners, unrest began to ferment in Saint Domingue. Most notably, the National Assembly and their March 1790 Decree failed to address the needs and political rights of free blacks: this would be a major mistake (Brown.edu, 2012). While the free blacks had a strong understanding of what was occurring, the slaves did not: yet the French Revolutionary slogan of liberty, equality, and freedom was easy to understand and began to ferment rebellious attitudes. The one key factor they had, that ultimately resulted in their success, was that slaves and free blacks accounted for a significant majority of the population. As a result, slaves began to plan and coordinate how they were going to overthrow their owners, blacks and white alike. The first slave rebellion took place in October of 1790 in which 350 mulattos rebelled against their plantation owners (Brown.edu, 2012). This resulted in very violent killings in which owners were massacred and tortured in some cases. The rebellion was quickly quelled when the French militia aligned with plantation owner resulting in the public execution of James Oge in 1791 (Brown.edu, 2012). Rather than quell rebellious sentiment, this action added fuel to the fire and served as an irreparable incident for the island. In order to combat any future rebellions, the de factor leaders Francois Dominique Toussaint-Louverture and Jean-Jacques Dessalines prompted the National Assembly in France to enact progressive laws. As a result, on May 15, 1791, the National Assembly granted equal political rights to all free mulattos and blacks provided they were born from free parents (Brown.edu, 2012). This did very little to appease the majority slave population, and research shows that this law, although progressive, only applied to a few hundred individuals. Needless to say, it was not want the slaves and former slaves needed nor wanted. As a result of this law, white plantation owners utilized more aggressive and abusive policies to their slaves paving the way for the point of no return. The Haitian Revolution Despite repeated efforts on all sides to address the issue of slavery, the demands on all parties were not being achieved. Fed up with government bureaucracy and familiar of Frances growing decline in the region, even more slave rebellions began to occur. The most notable occurred on August 22, 1791, in which the slaves began an approximate 7 years war against their colonialists (Anderson, 2005). It is important to note that during this time, the French National Assembly rescinded the rights given to free blacks and mulattos which only worsened relations and caused the slaves to burn down plantations, destroy government buildings, and massacre all whites and government officials. While the government in France, no matter the form, was unable nor unwilling to do anything about the slavery situation in Saint Domingue, the slaves were becoming more organized and began to make pacts with British and Spanish navies for freedom. The growing fear of losing its colonies to foreign powers dur ing its revolution forced France to abolish slavery on February 4, 1794 (Fick, 1997). This marks the first successful revolution of slaves against a foreign power.

Canada Health Act Essay examples -- essays research papers

The Undermining of the Canada Health Act Abstract   Ã‚  Ã‚  Ã‚  Ã‚  In the past, Canada’s government-funded, universally accessible, health care system has been praised and admired both at home and abroad as one of the finest in the world. A great source of pride and comfort for many Canadians is that it is based on five fundamental principles. Principles that are a reflection of the values held by Canadian citizens since the formation of Medicare in 1966. These principles were reinforced in the Canada Health Act, (CHA), of 1984 and state that the Canadian system is universal, accessible, portable, comprehensive and non-profit. With increasing concerns of debts and deficits, Canada’s publicly funded health care system has recently become the target of fiscal attack. Efforts to reform and restructure the system have produced few results. Currently, some governments throughout the country are looking towards a more radical approach. An approach that would see not only the reform and restructuring of the method of operation of the current system, but that would change the system entirely. The proposed idea? In Alberta, it is to increase the role of the private sector in the current system.   Ã‚  Ã‚  Ã‚  Ã‚  On December 29th, 1999, Nancy MacBeth leader of the Alberta liberal party was cited in the Edmonton Journal as saying: â€Å" There’s ‘ample evidence’ that the Alberta government’s plan to expand the role of private health-care will contravene the Canada Health Act.† This is the strongest argument against privatization. It reflects the fears of many Albertans and Canadians; the fear that a two-tier system similar to that of the United States will develop. The fear that the system which was built upon values reflected in five principles will be eroded and replaced and that they will be the ones left to suffer the consequences. Privatization of health care would undermine the principles of the Canada Health Act and as such would undermine the integrity of the health care system. The evolution of Health Care  Ã‚  Ã‚  Ã‚  Ã‚   In 1966 one of Canada’s most prided achievements to date was introduced to the Canadian Health Care system. Medicare was a daring and innovative concept pioneered by Canadians for Canadians. It revolutionized health care. Canadians overwhelmingly supported the new system as it reflected their values and the import they placed on universality and equal access to health. ... ... accommodating the needs of a changing population, while maintaining the fundamental principles of the Canada Health Act. References Alberta Association of Registered Nurses. (1995). Position Statement on Privatization. Edmonton: Author. Armstrong, P., & Armstrong, H. (1996). Wasting Away: The Undermining of Canadian Health Care. Toronto: Oxford University Press. Armstrong & Fegan. (1998). Universal Health Care. New York: New York Press.   Ã‚  Ã‚  Ã‚  Ã‚  Canadian Nurses Association. (1997). Code of ethics for registered nurses. Ottawa: Author. Dirnfeld, V. (1996). The benefits of privatization. Canadian Medical Association,155 (4), 407-410. Gordon, M., Mintz, J., & Chen, D. (1998). Funding Canada’s health care system: A tax based alternative to privatization. Canadian Medical Association, 159 (5), 493-496. National Advisory Council on Aging. (1997). The NACA position on the privatization of health care. Ottawa: Author. Taft, K. (1997). Shredding the Public Interest: Ralph Klein and 25 Years of One-Party Government. Edmonton: The University of Alberta Press and Parkland Institute. Wilson, D. (1995). Myths and facts about paying privately for health care. AARN,51(10), 9-10.

Animal Farm :: Free Essay Writer

Animal Farm The novel, Animal Farm, was written by George Orwell andwas published in 1946. The story is about a farm in England around the time of the Russian revolution. The animals on Manor Farm are irritated with the way they are being treated, so they start a revolution. The pigs,who were the smartest animals on the farm, took controlof the farm while the other animals worked. Throughout the novel the pigs lie to the other animals and change the rules, of the farm to accommodate themselves.George Orwell's real name was Eric Blair. He was born in 1903. He went to school at Eton, and after service with the Indian Imperial Police in Burma, he returned to Europe to earn his living writing novels and essays. He was a political writer who wrote of his own times. He was a man of intense feelings and fierce hates. He hated cant and lying and cruelty in life and in literature. He was critical of communism but was himself a Socialist.The setting for Animal Farm is Manor Farm in England during the time of the Russian revolution. The farm is enourmous.The farm has been enlarged by two fields bought from Mr. Pilkington, and various new buildings had been added. One of the major characters in the novel, Animal Farm, is Nepoleon. Napoleon, after driving Snowball, another pig who was trying to take over the farm, off the farm, took over. Nepoleon says one thing, and does the other, takes otherpeoples ideas, and he is the biggest liar on the farm. Nepoleon took the freedom of the animals, that they had gained from the revolution, and twisted it so that now instead of being enslaved by the farmer, they were enslavedby him.In the novel, Animal Farm, the animals speak with a Russian accent. For instance, the word "comrade" is used often. The pigs mostly use a Russian accent, but the other animals mainly use an American accent.Animal Farm is about a farm in England during the Russian revolution. The animals on Manor Farm are fed up with the way they are being treated. Inspired by a speech given to them by a late animal named Major, the animals revolt. The animals drive the owner off the farm and take over. The pigs who were the smartest animals took control, set up rules, and kept the farm together.Throughout the years on the farm the pigs lie to the other animals about, if they work hard, all the luxuries they would receive.

Parking slot system Essay

INTRODUCTION A parking space is a location that is designated for parking, either paved or unpaved. Parking spaces can be in a parking garage, in a parking lot or on a city street. It is usually designated by a white-paint-on-tar rectangle indicated by three lines at the top, left and right of the designated area. The automobile fits inside the space, either by parallel parking, perpendicular parking or angled parking. (http://en.wikipedia.org/wiki/Parking_space) In most countries where cars are the dominant mode of transportation, parking lots are a feature of every city and suburban area. Shopping malls, sports stadiums, mega churches and similar venues often feature car parks of immense area. Wikipedia(2007) There are lots of parking space here in the Philippines who are traditionally operated by the security guards. We don’t have a choice but to follow that traditional operation. Every day that we are traveling in the mall or in any place, we need to find a parking slot. Sometimes there is traffic inside the parking area because most of the drivers can’t find a parking slot for their vehicles. The traditional process of any parking areas are like a cycle, you will enter on the entrance and didn’t know if there is a space for you to able to park your car and you will be driving cyclical on the parking lot and suddenly you will be irritated because you can’t find any space for your car, and you have no choice but to head the exit. This is the cycle that every people experienced every minute, every hour or every day in every parking lot area. The problem of the parking areas is it can’t manage only by the security guard’s, they can’t search the whole area in every minute to know if there is a space for the new incoming drivers on the parking lot unless there is a security guard in every designated area. And most of the parking areas are too small for the customers who have private vehicles. The reasons why we are proposing this research is to reduce the problem of the vehicle drivers who are suffering to find an available space or slot in the parking areas. This research aim to help all the drivers to find a parking space faster and easier than the traditional system. STATEMENT OF THE PROBLEM How may the manual system be described in terms of: 1.1Time Time consuming of finding a space in parking lot. 1.2AccuracyandConsistency. Increase of problem in parking lot. 1.3Speed Slow in finding a slot for vehicles. 1.4Security No security guard will monitor your vehicles. How may the proposed system be described in terms of: 1.1Time Saving your time to find a parking space. 1.2AccuracyandConsistency Use automated car parking system to reduce wasting of time finding a parking slot. 1.3Speed It’s more quickly to find parking slot. 1.4Security The automated car parking system is more secured than the traditional system.

Masque Of The Red Death English Literature Essay

Death is Inevitable: How â€Å" The Masque of the Red Death † Illustrates the Inevitability of Death. â€Å" The Masque of the Red Death, † written by Edgar Allan Poe in 1845, displays a certain subject about the irrevocability of decease. The narrative follows Prince Prospero as he tries to utilize his wealth and power to evade a deathly pestilence by concealing off in an abbey with a 1000 other invitees ; nevertheless, Death is the vanquisher of this narrative as the narrative concludes with the decease of Prince Prospero and all of the invitees. In â€Å" The Masque of the Red Death, † Poe describes a subject that decease is ineluctable as can be seen in the storyteller, the sarcasm of the secret plan itself, and the huge sum of symbolism in the narrative. The storyteller adds to the subject of the narrative because the storyteller in â€Å" The Masque of the Red Death † is Death itself because of the incompatibilities planted by the writer in individual, tense, and chronology throughout the narrative. The beginning of â€Å" The Masque of the Red Death † is written in 3rd individual ; yet, in three topographic points in the narrative, the narrative is in first-person, proposing that the narrative is really a storyteller, a character in the narrative. The following beginning of grounds is the difference in tense in the narrative. In the narrative, the tense of the narrative displacements from past to show. The significance of the tense displacement suggests non merely that the storyteller was present during the events of the narrative but besides that the storyteller survived the event in order to state the narrative. The 3rd piece of grounds alludes to the thought of Death as the storyteller is in the chronology of the n arrative. The narrative is evidently written during the clip of feudal system and aristocracy ; nevertheless, in the narrative, the storyteller mentions Hernani, a 19th century work by writer Victor Hugo. By utilizing this mention, Poe is stating that the storyteller was non merely present at this event, perchance in the Middle Ages but besides lived through the 19th century. The clip difference placed by Poe spans 100s of old ages, touching to the thought that the storyteller must be person or something that has existed 100s of old ages. Because Poe creates incompatibilities that do non adhere to a individual type of storyteller or narrative, Death itself becomes a really plausible pick for the storyteller. The fact that Death is the storyteller of the narrative merely builds up and intensifies the overall subject of the narrative that decease is ineluctable. Since Death is a plausible the storyteller of the secret plan, the following subscriber to the overall subject of the narrative is the sense of sarcasm found in the secret plan of the narrative. In the narrative, Prospero has a rubric of aristocracy ; nevertheless when word of the Red Death comes, Prospero flees, go forthing the outside universe to â€Å" take attention of itself † ( 231 ) . Prospero is irresponsible in the eyes of the reader, because he does non care about any of the topics underneath him but considers his ain life and the lives of his friends to be indispensable. The sarcasm of the secret plan is seen in the condescension of Prince Prospero because he genuinely believes that his wealth and place in the universe will let to get away decease. The sarcasm of the narrative is rooted in this thought that decease can be cheated because of money and power Throughout the class of the narrative, the Prince holds to this thought that he is above decease ; nevertheless , in the terminal of the narrative, allegorically, Death overcomes. The irresponsibleness of Prospero becomes dry because locking themselves in this monolithic abbey in an effort to get away the disease is what seals their destiny in the terminal of the narrative. The abbey as described by the writer, â€Å" A strong and exalted wall girdled it in. This wall had Gatess of Fe. The courtiers, holding entered, brought furnaces and massy cocks and welded the bolts. They resolved to go forth agencies neither of immersion nor egressaˆÂ ¦ † ( 231 ) . When Death comes for them at the terminal of the narrative, it is by their ain making that they are trapped in this monolithic abbey, their lone pick, to eventually accept the call of Death. While the function of the storyteller and the sarcasm found in the secret plan attention deficit disorder to the subject, the chief subscriber to the subject of â€Å" The Masque of the Red Death † is the multiple histories of symbolism given in the narrative. The symbolism of the narrative is largely seen in two elements of the narrative: the decor of the abbey and the coal black clock. The decor of the abbey is described for the reader in much item, for a ground. The abbey is set up of seven suites from E to West and are arranged in a colour form of blue, purple, green, orange, white, violet, and the last room is black. The different colourss of the suites are symbolic of the human life rhythm. The colourss can be â€Å" read † from east to west because the E is symbolic of get downing while the West is symbolic of stoping, like the rhythm of the Sun. The bluish represents birth, the beginning. The purple can be viewed as development because the beginning ( bluish ) h as been mixed with life ( ruddy ) . The green suggests life every bit good, but more in the sense of growing or young person. The orange represents the extremum of life, when the Sun is at its highest. The white alludes to the thought of aging. Violet is much darker than the other colourss, because it represents the slow decay of life. Finally, the black room represents decease. Throughout the narrative, the invitees ne'er enter into the black room because they fear decease. The symbolism of the colourss of the room is besides found in the flood tide of the narrative. Prince Prospero chases ruddy decease from the bluish room and stoping with his decease in the black room, stand foring the stoping of a life. The invitees all run into the black room to uncloak ruddy decease, and they all die. Besides in the black room, the large coal black clock is found. The large coal black clock is besides a symbol associated with decease. However, the clock does non intend decease straight. The cl ock represents the thought that even though the invitees are â€Å" rip offing † decease clip still goes on. Time does non halt for the invitees, and the invitees know that they excessively will decease no affair what they do. This idea is represented in the narrative because every clip the coal black clock bells signaling the hr, all the invitees stop their gallivanting and partying and go soundless, as if frozen. The coal black clock is a changeless reminder to the invitees of the Prince that they will non get the better of decease, but merely that their life has one less hr. The symbolism of the coal black clock and the decor of the abbey are a major subscriber to the thought that decease is ineluctable. Edgar Allan Poe uses his command of composing to convey the thought that Death is grim in â€Å" The Masque of the Red Death. † This cardinal overall subject that decease is ineluctable can be seen in the storyteller, Death itself, in the dry nature of the secret plan, and most blatantly in the huge sum of symbolism scattered throughout the narrative. Death is inevitable for everyone: no sum of money or power can change this natural order. Work Cited Poe, Edgar Allan. â€Å" The Masque of the Red Death. † Introduction to Literature. 1st erectile dysfunction. Boston: Pearson, 2011. 231-6. Print.

Babette’s Feast and the Power of Art Essay

When all deadlines are met and time is out in my favor, one can usually find me sitting comfortably on the couch with a bowl of popcorn on one hand and a remote control on the other. Watching movies has always been one of my favorite leisure. Although I try to see films from different parts of the world as much as I can, perhaps like the many others who belong in my generation, Hollywood movies are always top of the list. Seldom do I find fascination with other international productions especially European ones. They are slow-paced, often more serious and â€Å"less entertaining† than those produced in Hollywood. However, watching the Danish film â€Å"Babette’s Feast† made me reconsider and view European films with a different lens – one with a little more appreciation and interest. While the slow pacing is inherent to this kind of cinema, they also present a different style and meat altogether, leaving more room for its audience to think rather than just instant gratification offered by most American movies. This is very evident in Babette’s Feast. In its subtlety and simplicity, together with the use of brilliant metaphors and symbolisms, it was able to uncover the transforming power of art with beauty and sophistication. Babette’s Feast tells the story of two pious sisters whose lives were changed by their French servant, who was apparently an unspoken artist, Babette. One of the images that constantly reappear all throughout the movie, especially in the beginning, is the image of the dried fish. This symbolizes the life of Martina and Philippa and perhaps even those in the community who was devoted to the preaching of their father that to attain salvation, one must deprive himself all physical or worldly pleasures including food. They lived a life of unhealthy simplicity and unreasonable meagerness. Their simple and puritan way of living is so extreme that it has become dreary and ironically â€Å"lifeless†, like a dried fish in contrast to the delectable meal of Babette in the end. Another powerful symbolism is Babette’s washing of the window from the outside. It speaks to me as if Babette was trying to show the sisters what they have been missing for the longest time. Their world and their lives are similar to the dirty windows Babette were washing – dark and clouded by their austere beliefs. Because of the hyperbolic focus on spirituality, they were blinded from the beauty and joy of the outside world, from the other things that life has to offer including the love from men they rejected when they were young. Through Babette’s feast, which they initially refuted as they believed it was sinful, the sisters were opened to a new world from which they were hiding, to a reality where â€Å"righteousness and bliss [..] kiss†, where the spirit and the flesh are both nourished and nurtured without choosing or isolating one from the other. This reconciliation is symbolized by the candlelight snuffed out in the end. Aside from Babette’s art which is the sumptuous food she prepared very well, another integral element that played a significant role in the transformation of the sisters and the other members of the congregation is the character of General Loewenhielm, one of the sisters’ ex lover. If the sisters lived a deprived life, a deprivation not of accident but of choice, the general was at the other end of the spectrum. He symbolizes everything the sisters were not – luxurious and powerful. He enjoyed a life of abundance and glory. Because of this background, the general honestly and wholeheartedly enjoyed the feast while the others remained skeptical, refusing to surrender to their delight of the food. It was also the general who had this realization that there is joy both from bodily and spiritual nourishment, as he was dumfounded to partake in such kind of dinner in an unexpected place, considering it then as a grace and blessing from the heavens. All in all, Babette as an artist was successful. Like a masterpiece that brings joy to its audience, her feast was able to transform and bring love and happiness on the table, to the people who received her art. And this is what is meant by her statement, â€Å"an artist is never poor.† Her talent, which was able to transcend the material, and her ability to do her very best, is her wealth. Indeed, art has a very strong power to transform. Not only did Babette’s art transformed the characters in the story but the movie itself, as a form of art, was able to transform its viewers, me included. It may not be able to provide the â€Å"fun† from the thrilling and idealistic yet shallow plot of Hollywood movies but it was able to deliver something deeper and more delicate, something worthy of admiration and appreciation.

A Crisis in My Life

Oh God! I think I'm going to die. I'm sorry if this sounds really dramatic but I feel like I've been struck by lightning, hit over the head with a hammer and thrown from the top of a building†¦Ã¢â‚¬ ¦ This morning everything started normally. At seven o` clock I was awoken by the sound of the man- hunting piranha (my sister Elle) asking if she could borrow my new Gucci bag for her interview and when I shouted back â€Å"no get your own!† I was screamed at and lectured about how selfish I am. I mean who does she think she is, as if I'm going to let her use my Gucci bag, I thought she would of got the picture by now that I am never going to borrow any of my stuff to her! When the man- hunting piranha had finally left I got up and started to blow-dry my hair but after about ten minutes she came back into my room again snatched the hairdryer off me and screamed â€Å"that's mine, as you say Get Your Own!† I don't know what's wrong with her lately, we used to get on so well but recently she's become so self obsessed! As she left I shouted at her and when I realised that she wasn't listening I screamed â€Å"bitch† really loudly. Seeing as I didn't have a hairdryer to use I had to use the straightening irons instead which set me back about half an hour. When I had finished my hair I started to do my make up only to find that my sister had nicked my pink eye shadow and I couldn't get it back because she had locked herself in her room and to make matters worse she had her crappy old steps album playing full blast so even if I banged on the door and made all the noise in the world she wouldn't be able to hear me. In the end I had to use my white eye shadow which was nearly running out. After I had finished I got dressed ran down the stairs, took a fiver off the side and left the house. I didn't have time for breakfast because as per usual I had spent too much time getting ready and was late. I met Karen and Carrie at Archway station and I could tell that they were pissed off with me! We talked it over and I told them that it took a lot of time and patience to look as beautiful as me and they just laughed. After about half an hour a bus finally came and we arrived at school about an hour late. When we got into school I had to rush down to the music department because I had a microphone practice for the forthcoming school concert. I was going through my song and everything was going well, the song sounded great and I was singing all the right notes when in walked a vision that I had only ever seen in my dreams. Then I noticed that the vision was wearing a school uniform. This had too be one of the worst days of my life because this meant that I would see the boy of my dreams every day and this meant that I would have to get up an hour earlier every morning so that I would look just perfect. The teacher that he had come in with went over to talk to my music teacher. I tried to avoid eye contact with the Sex God but I failed and ended up looking straight into his beautiful blue eyes. I couldn't believe my eyes when I saw him coming towards me and then he asked me to come down off of the stage so that we could talk. It was like a dream come true. This is where things started to go terribly wrong. As I went to go down the stairs of the stage my legs turned to jelly and I ended up tumbling down the stairs head over heals, then as if things couldn't get any worse I ended up flat on face with my knickers showing right in front of the Sex God . He was kind enough to help me up and we just laughed it off but I still felt really embarrassed. We talked for a while and he told me that his name was Daniel and he had just moved down to London from Newcastle due to his dad's new job. The teacher that he had come in with called him to go with him down the hall, I walked back towards the stage looking back at Daniel and like the idiot I am I fell flat on my face for the second time. I didn't tell any one about Daniel nor did I tell them about my idiotic behaviour and fortunately I didn't see him again till the end of the day where once again I made a complete fool of my self! We were walking home when I saw him again he was with a big group of boys and I was dreading walking past them because I was sure that he would have told them how stupid I had been. When we walked past nothing was said and just as I thought I was in the clear I heard my name being called. I turned round to see who it was and because I wasn't looking where I was going. I bashed into a lamp post. It turns out that it was Daniel who called me, he came over to me and started talking to me he asked me if I had a boyfriend and of course I had to say no. He then looked at me with his beautiful big blue eyes and I think he was just about to ask me out when to my horror I heard my dad's voice calling out my name I tried to ignore him but every one was looking at me so grudgingly I turned round. When I turned around my dad blew a kiss at me, beckoned me over to the car and called out â€Å"leave my little princess alone or I'll hunt you down and kill you† and then to make matters worse I saw him giving Daniel a dirty look. I turned back round to where Daniel was standing before my dad had arrived but Daniel was no longer there he was back in the crowd with all the other boys and I could tell that nearly every one in Archway was talking about me. I have never been so embarrassed in all of my life and now to be totally honest it wouldn't surprise me if Daniel never talks to me again. I made such a fool of myself today what with falling flat on my face twice, bashing into a lamp post and having my dad embarrass me in front of the whole of Archway. Daniel must think I'm a right fool! Any way I'll keep you posted. Love Jade x.x.x Friday December 1st You'll never guess what my music teacher told me today, I'm going to the fame academy house on Monday with my music class and I can't wait! I didn't see Daniel today, but I had another argument with Elle this time it was because she had sneakily borrowed my little black dress from Morgan and not only did she get make up all over it but she had split it trying to get out of it. The fat cow! I hate her so much I wish she would just die! Any way I've got to go mums calling me. Chat to you soon. Love Jade x.x.x Monday December 4th Sorry I haven't wrote all weekend but i`ve had a really bad stomach. Today has been the best day of my life not only did I go to the fame academy house for a private concert but despite of all that happened last week Daniel asked me out. I am the girlfriend of a Sex God! Daniel came up to me today during break and asked me out I was so happy and to make things even better every girl in school fancies Daniel so they are all jealous of me! We're going out on Saturday to the cinema and then were going for something to eat. I don't have a clue what to wear I might try and sneak something from the man-hunting piranha's room! The concert was wicked I even got to meet the stars of fame academy and I got their autographs it was great I loved every minute of it. I haven't had so much fun in ages and the concert was filmed so we were on television. I've got to go now because I've got course work to do. Talk to you soon. Love Jade x.x.x Monday December 4th The sex God just rang me, Thank fully my mum picked up the phone so Daniel couldn't be scared off. I say this because my mum is really sweet and wouldn't hurt a fly and seeing as I'm a spoilt little mummy's girl and she isn't very protective she doesn't mind boy's phoning the house. I wasn't expecting it to be Daniel, I thought it was just going to be one of the girls so I got a surprise when I heard â€Å"hello gorgeous† I couldn't believe it was him, my legs turned to jelly again and I had to hold onto the wall so that I wouldn't fall to the floor. He asked me if I wanted to go out with him next week to an Alicia Keys concert so I asked mum and fortunately she said yes. I don't think I'll be able to sleep tonight, I'm to0 excited. Oh I love being the girlfriend of a Sex God! Goodnight, chat to you soon Love Jade x.x.x Tuesday December 5th Sex God didn't come into school today but he came to pick me up after school and he walked me home. When we met outside the school I ran up to him and hugged him and then he kissed me and it was just amazing. We held hands all the way home and he looked even more gorgeous in his own clothes. He was wearing Evisu jeans with a white Evisu t shirt and as we walked down the street all the girls were looking at him and I just kept thinking to myself â€Å"He's gorgeous and he's all mine!† Daniel walked me to the end of my road and then he kissed me good bye and told me he would see me tomorrow. Oh how I love my life! Love Jade x.x.x Wednesday December 6th I hate my sister, I wish she would just die, she's such a bitch! You'll never guess what she's gone and done now she had the cheek to read my diary and then she went and told my dad everything that was in it and now I might not be able to go out with Daniel on Saturday. I've got to go now because the bitch is coming up the stairs and I want to know why she told my dad about Daniel. Bye Love Jade x.x.x Friday December 8th Dad said I could go out with Daniel on Saturday. Hurray! I can't wait I've got to go now I've got loads of homework to do. Bye Love Jade x.x.x Saturday December 9th I have waited for this day for so long and now it's finally here I feel sick! The day has barely even started and already everything is going wrong! I got up at half five this morning and had a shower only to find that some idiot had forgot to leave the hot water on. Then as if things couldn't get any worse once again my sister had nicked my pink eye shadow so this meant I had no eye shadow to match my outfit. The next disaster happened when I was blow drying my hair and the hair dryer blew up. My sister is going to kill me when she finds out! I have to go now because I've only got two hours before I have to meet Daniel. Bye Love Jade x.x.x Sunday December 10th I can't believe it despite all of the problems I had yesterday the date actually went well! Elle found the hairdryer and she went mad, then she told my dad and now I'm not allowed to go to the Alicia Keys concert. I hate her so much! If I had the chance I really would kill her! Love Jade x.x.x Monday December 11th At about twelve o` clock I got pulled out of class and I was told that I was to go home, I said bye to Daniel and he said he would ring me later and then I went home. When I got home no one was in so I got changed out of my uniform and just watched M.T.V Base. At about half three the phone rang and it was my mum she told me to put some of Elle's stuff in a bag and wait with it by the door. My mum pulled up about ten minutes later and when I got in the car I asked what was going on, she pretended not to hear me but I knew something was wrong because she looked upset. My mum didn't speak to me for the whole journey there was just an awkward silence I kept asking her where we were going but she just ignored me. When we stopped we were outside the Whittington hospital, and at first I wondered why we were there and then it clicked that we were here to see Elle. I asked my mum what was wrong with her and once again I was ignored .When we got inside we headed towards intensive care and not expecting to get an answer I asked if Elle was going to be O.k., surprisingly my mum answered with a muffled â€Å"I don't know† . When we reached intensive care I saw my dad he was crying, this was the first time I had ever seen my dad cry so I knew that something bad had to of happened to Elle! I asked my dad all the questions that I had asked my mum but the difference was that this time I actually got some answers .My dad told me that there had been a hit and run accident in Muswell hill and that the victim was Elle. I asked if she was going to be alright and my dad said that they didn't know. I had never seen my sister like this before, she looked so helpless she had a cast on her leg, a bandage round her head and she was connected to loads of tubes. I looked at my sister and thought about what would I do without her and that's when I realised that all of the tubes that were connected to my sister were also connected to a life support machine ! I thought about what the last thing I had said to her was and then I remembered that the last time we spoke was yesterday when we had an argument. I then tried to think when I last said something nice to her but it was that long ago that I couldn't remember. It was then that I broke down in tears my mum and my dad tried to comfort me but nothing they said could make me feel better, cause all I could think of was that she could die not knowing that I love her! I'm at home now and Mum has just left to go back to the hospital because dad is still there. I don't think I'll be able to sleep tonight .bye Love Jade x.x.x Tuesday December 12th I was sitting watching over Elle in the hospital when I realised that I might never get to speak to her again. Mum and dad were outside talking to the doctor so it was just me and Elle. The doctor had told me that she could hear everything I said, so I took the opportunity to tell her that I loved her. When my mum and dad came back into the room they found me leaning over Elle crying. I told them that I wanted to stay but they just ignored me and took me home. When I got home I just cried and cried until I had no more tears left to cry then I made myself something to eat and I went and sat in my sisters room just wishing that she could be there to tell me to get out. At about half five the phone rang but I didn't want to pick it up in case it was my mum or dad ringing to tell me that she was dead. At the moment I am sitting on Elle's bed. Mum and dad still aren't home yet so I'm just going to try and go to sleep. Bye Love Jade x.x.x Friday December 15th Sorry I haven't written in all week but I've been at the hospital with Elle. She isn't getting any better and the doctors are starting to loose faith. I've got to go now because I've got to go to the hospital. Bye Love Jade x.x.x Saturday December 16th When I woke up this morning there were two bouquets of flowers don stairs they were both from Daniel one was for me and one was for Elle . Monday December 18th I went back to school today and all day I had people coming up to me telling me how sorry they were. I just couldn't wait for school to finish so that I could just go to the hospital. When school finished Daniel walked me to the hospital gave me a hug then he told me that everything was going to be o.k. but for some reason I didn't believe him. As I made my way towards intensive care I had a feeling that something wasn't right , when I reached the ward I found my mum and dad crying and I knew instantly that something was wrong. I asked what was wrong and my dad told me that they were going to turn off the life support machine. I told them that they couldn't do that because she would die and they told me that the doctor said that they wanted to see if she can breathe for herself. I said that they couldn't do that because if she couldn't breathe then she would die and then I went over to the bed held her hand told her I loved her and began to cry. After about ten minutes the doctor came in and asked my mum and dad to come outside with him. When they came back in my mum was crying again and that's when I knew that I would never see or talk to my sister again. When the doctor returned he told my mum and dad that he would be ready in ten minutes and I screamed and told him to leave us alone, then I started hysterically crying and my mum came over to me and hugged me then he left .