Womens Charity Organisation Essay Example For Students

Womens Charity Organisation Essay An Inspector Calls is full of lies and deceit. Write fully about the way in which Priestly exposes weakness and wickedness, not only in the characters on stage, but also in society. The title of the play An Inspector Calls, is very specific and immediately we know that the key words are Inspector and Calls, this is obviously what happens. I will attempt to write fully how Priestly exposes weakness and wickedness, in the characters on stage and also in society. The play tells the story of the Birling family and Gerald Croft and how their lives are intertwined. There are hidden lies and truths that the family keeps from each other. Any family that tells lies or has hidden truths must display signs of being weak or wicked. In my opinion all the characters show signs of weakness or wickedness and in some cases both, for example the whole of the family must share responsibility of Eva Smith or Daisy Renton, nobody in the family realised everybody was involved with her. Arthur Birling is in his middle fifties and is the father of Sheila and Eric. He runs his own company called Birling and Company. We will write a custom essay on Womens Charity Organisation specifically for you for only $16.38 $13.9/page Order now The first sign of wickedness that Mr Birling shows is him refusing to make the wages higher which Eva Smith wanted, shed had a lot to say-far too much-so she had to go, but the other girls who complained of low wages, as well as Eva were allowed to stay. This displays Mr Birling deceiving his staff because they went on strike for higher pay rises, well, we let them all come back-at the old rates-except the four or five ring-leaders, whod started the trouble. Eva was amongst the ring-leaders so she was sacked. I understand from this that really the employees went on strike for nothing. Another sign of his wickedness is that he wanted to keep labour costs down and prices high, so that he got more money, to buy the luxuries in life such as port and cigars. This was also one of his greater weaknesses being pompous, always offering port or cigars to his visitors. Sybil Birling is approximately fifty and married Mr Birling who was below her class. They have two children. Her interest is raising funds for the Womens Charity Organisation. In my opinion she lied when she denied all knowledge of Eva Smith. When the Inspector showed her a picture he asked, You recognise her? she replied No. Why should I? She was trying to hide that she knew Eva so she didnt get into trouble, but the Inspector knew the truth because he had read a diary of Evas. Mrs. Birling indicates wickedness in her character when Eva turned up at the Brumley Womens Charity Organisation asking for help to find a place to live. She was homeless and had hardly any money to buy food or drink. Mrs. Birling wasnt satisfied with the girls claim. Eva Smith seemed to Mrs. Birling not a good case and so she used her influence to have it refused. She deceived her committee members in advising them not to allow her claim for assistance, as she didnt feel Eva was suitable. Sheila is the twenty-year-old fiance of Gerald Croft and on the night the Inspector calls they are having an engagement party. A signal of weakness in Sheilas character is jealousy, this is noticed when she visited Milwards, a clothes shop to try something on. The assistant and her mother advised her that it wouldnt suit her. As she was trying a dress on she knew herself it wouldnt suit, but in the mirror she caught the assistant sniggering. Eva Smith the assistant had held the same dress up against herself and it looked perfect because she was also beautiful. .u280344ebea1d4dc1b5a55fa3f73fd825 , .u280344ebea1d4dc1b5a55fa3f73fd825 .postImageUrl , .u280344ebea1d4dc1b5a55fa3f73fd825 .centered-text-area { min-height: 80px; position: relative; } .u280344ebea1d4dc1b5a55fa3f73fd825 , .u280344ebea1d4dc1b5a55fa3f73fd825:hover , .u280344ebea1d4dc1b5a55fa3f73fd825:visited , .u280344ebea1d4dc1b5a55fa3f73fd825:active { border:0!important; } .u280344ebea1d4dc1b5a55fa3f73fd825 .clearfix:after { content: ""; display: table; clear: both; } .u280344ebea1d4dc1b5a55fa3f73fd825 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u280344ebea1d4dc1b5a55fa3f73fd825:active , .u280344ebea1d4dc1b5a55fa3f73fd825:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u280344ebea1d4dc1b5a55fa3f73fd825 .centered-text-area { width: 100%; position: relative ; } .u280344ebea1d4dc1b5a55fa3f73fd825 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u280344ebea1d4dc1b5a55fa3f73fd825 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u280344ebea1d4dc1b5a55fa3f73fd825 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u280344ebea1d4dc1b5a55fa3f73fd825:hover .ctaButton { background-color: #34495E!important; } .u280344ebea1d4dc1b5a55fa3f73fd825 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u280344ebea1d4dc1b5a55fa3f73fd825 .u280344ebea1d4dc1b5a55fa3f73fd825-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u280344ebea1d4dc1b5a55fa3f73fd825:after { content: ""; display: block; clear: both; } READ: 'Croft' family EssayIn a furious temper Sheila immediately approached the manager and wickedly arranged for Eva to be dismissed stating that shed persuade mother to close the account with them. In my opinion Sheila didnt lie because she said to Gerald, Im trying to tell the truth. She was not deceitful either. Eric is a public school and University educated only son of Mr and Mrs. Birling. He is the brother to Sheila who is of a similar age. He is an employee of the family firm Birling and Co, but his father threatens that unless you brighten your ideas, youll never be in a position to let anybody stay or to tell anybody to go.

Sorority Life essays

Sorority Life essays The Creation of a Peanut Butter and Jelly Sandwich In order to make a delicious peanut butter and jelly sandwich, you must follow a series of steps and procedures so that the process of making one is simple and painless. There are 6 essential steps you must follow in order to make a great sandwich. First, you need to take a trip to your local grocery store to buy all of the items needed. Once you have gathered all of the supplies return home and set everything out on the counter for easy access. Next, comes toasting of the bread, followed by the adding of the peanut butter and then jelly. After all is slathered on the toasted bread, smush the pieces together, set in on a plate, and eat. These 6 steps can help you to make a delicious peanut butter and jelly sandwich. First, drive to your local grocery store and pick up all of your supplies. Picking the proper jar of peanut butter, jelly, and bread are crucial in the making of a sandwich. When you arrive at the grocery store be ready to choose between crunchy or smooth peanut butter and a flavor of jelly. You must also buy some bread. You should choose white or wheat for this creation. Once you have picked out your choice and rung up your order, go home and start creating your peanut butter and jelly sandwich. Immediately following your return home set out all of the items you bought at the store, on a counter or table. You'll need to also set out a butter knife and spoon for the peanut butter and jelly. Meanwhile, as you're setting up, have the bread in the toaster in order for it to become a golden brown. This should give you enough time to continue making sure you have everything. Next grab the finished toast from the toaster and set them face up on a plate. Open up your new jar of peanut butter. Grab your butter knife and dip it into the peanut butter. Get a good amount on the knife so that it will spread out evenly. Smooth the peanut butt ...

Starting an English Conversation for Beginners

Starting an English Conversation for Beginners Here are 10 questions to help you start speaking English. Each of these questions can help you begin or continue a conversation. The questions are divided into two categories: Basic Facts and Hobbies and Free Time. There are also a number of questions that can help you continue the conversation after the first question. Five Basic Facts These five questions will help you get to know people. They are simple questions with simple answers and provide information so you can ask more questions. What is your name?Where do you live?What do you do?Are you married?Where are you from? Peter: Hello. My name is Peter.Helen: Hi Peter. Im Helen. Where are you from? Peter: Im from Billings, Montana. And you?Helen: Im from Seattle, Washington. What do you do? Peter: Im a grade school teacher. Where do you live?Helen: I live in New York. Peter: Thats interesting. Are you married?Helen: Now, thats an interesting question! Why do you want to know? Peter: Well ...   More Questions to Continue the Conversation These questions help to continue the conversation after your first question. Here are some more related questions to ask for more details.   What is your name? Its a pleasure to meet you. Where are you from?Thats an interesting name. Is it Chinese / French / Indian, etc.?Does your name have a special meaning? Where do you live? How long have you lived there?Do you like that neighborhood?Do you live in an apartment or house?Do you have a garden at your home?Do you live alone or with your family? What do you do? Which company do you work for?How long have you had that job?Do you like your job?Whats the best / worst thing about your job?What do you like best / least about your job?Would you like to change jobs? Are you married? How long have been married?Where did you get married?What does your husband / wife do?Do you have any children?How old are your children? Where are you from? Where is ....?How long did you live there?What is XYZ like?Do you like living here?How is your country different than here?Do the people in your country speak English / French / German, etc.? Hobbies / Free Time These questions will help you  find out more about peoples likes and dislikes. What do you like doing in your free time?Can you play tennis / golf / soccer / etc.?What kind of films / food / vacations do you enjoy?What do you do on weekends / Saturdays? More Questions About Hobbies These questions will help you ask for more detail once youve learned if someone does certain things. What do you like doing in your free time? How often do you (listen to music, eat out in restaurants, etc.)?Where do you (listen to music, eat out in restaurants, etc.) in this town?Why do you like (listening to music, eating out in restaurants, etc.) so much? Can you play tennis / golf / soccer / etc.? Do you enjoy playing tennis /golf /soccer /etc.?How long have you played tennis /golf /soccer /etc.?Who do you play tennis /golf /soccer /etc. with? What kind of films / food / vacations do you enjoy? Whats the best place to see /eat / go on vacations?Whats the best type of film /food / vacation, etc. in your opinion?How often do you watch films / eat out / go on vacation? What do you do on weekends / Saturdays? Where do you go to ...?Could you recommend a good place to (go shopping / take my children swimming / etc.)?How long have you done that? Questions With Like Questions with like  are common conversation starters. Notice the differences in meaning in these questions that use like but ask for different information. What are you like? -  This question asks about a persons character, or how they are as people. What are you like?Im a friendly person, but Im a little shy. What do you like doing?  - This question asks about general likes and is often used to ask about a persons hobbies or free time activities.   What do you like doing?I enjoy playing golf and taking long hikes.

The nternational economic forces Assignment Example | Topics and Well Written Essays - 2250 words

The nternational economic forces - Assignment Example This essay discusses that in European countries global economic factors and international economic conditions have been creating significant impacts on their various economic conditions. After the World War II economic conditions of these countries have been changing to great extent and these economic conditions are increasingly becoming dependent on international economic as well as financial factors. Governments and economic policymakers of these countries have been trying to implement various economic policies, including both fiscal and monetary policies aimed at reducing the level of intensity of international economic factors in the process of creating negative impacts on economies of these countries. These economic problems are associated with various economic factors, such as inflation, unemployment, lower level of income, detrimental effects on growth aspects of these countries, demand side as well as supply side obstacles etc. In these various fiscal as well as monetary poli cies have been introduced by the governments and policymakers of these countries. These policies have been introduced in order to mitigate if the negative effects of global economic and financial crises and also to reduce the level of dependence of these countries on international economic forces. International economic forces are those economic forces which are created mainly in the global or international market by various global or international economic agents, but affect various economic and financial conditions of the national economies. ... he World War II economic conditions of these countries have been changing to great extent and these economic conditions are increasingly becoming dependent on international economic as well as financial factors. Governments and economic policymakers of these countries have been trying to implement various economic policies, including both fiscal and monetary policies aimed at reducing the level of intensity of international economic factors in the process of creating negative impacts on economies of these countries (Acs and Szerb, 2012, p.15). These economic problems are associated with various economic factors, such as inflation, unemployment, lower level of income, detrimental effects on growth aspects of these countries, demand side as well as supply side obstacles etc. In these various fiscal as well as monetary policies have been introduced by the governments and policymakers of these countries (Dornbusch et al., 2012, pp.149-151). These policies have been introduced in order to mitigate if the negative effects of global economic and financial crises and also to reduce the level of dependence of these countries on international economic forces. International economic forces: International economic forces are those economic forces which are created mainly in the global or international market by various global or international economic agents, but affect various economic and financial conditions of the national economies. These international economic forces sometimes create positive effects on the national economies; however they also create negative or detrimental effects on economic aspects of national economies as well. One of the most important international economic forces has been the global financial and economic crises of recent times which have not only

Should women be banned from wearing veils in public Essay

Should women be banned from wearing veils in public - Essay Example inst and for it, the following analysis will discuss the issue of the face veil and attempt to draw a conclusion with regards to whether or not it should be â€Å"allowed† within Democratic Western society. Firstly, the most salient argument against outlawing the veil in public is concentric upon individual liberty and discrimination against Muslims. Although there are certainly a number of nations that can be considered as representative of â€Å"Western democracy†, a core similarity that exists between all of these nations is a certain degree of self-determination and free will; within the confines of the existing law. By and large, personal liberty is a complement of all of these democracies. As such, those individuals that argue against a ban on the facial veil point to the fact that such a ban is inherently against the liberty and founding principles of the societies in question. Moreover, due to the events of the past several decades, there is already a high level of distrust, suspicion, and oftentimes, right hatred, or Muslim individuals within society. Accordingly, those who argue against a band point to the fact that restricting the natural behavior of individuals, rega rdless of their religious interpretation, would only lead to a further escalation with regards to the hatred and distrust that are oftentimes placed against Muslim communities throughout the West. By means of comparison and contrast, those individuals that argue against allowing the veil in public, and promote the belief that it should be outlawed, also point to fundamental rights and interpretations of liberty and freedom as the backbone of their arguments. For instance, those in favor of a band point to the fact that women’s rights are inherently guaranteed with regards to the democratic principles that define governance. As such, by restricting the mobility and potential level of integration that women can exhibit within society, a facial veil is tantamount to a level of second-class

Crystals Research Paper Essay Example for Free

Crystals Research Paper Essay Crystals form in the depths of the Earth to the extension of the clouds in sky. Some think that crystals elude the sight of people’s eyes everyday in life, but they are everywhere including ingredients for food, construction materials, and even in ice-cold weather. The crystals in this experiment are ammonia-generated crystals that can be created right in a home. The experiment will be testing the different effects and products on crystals in different temperatures and forms of light. Different measurements will be recorded throughout the experiment such as mass and length. But first the crystals must grow. The scientific study of crystals and crystal formation is called crystallography. All over the world, though the different ages of man, crystals have been found to take their place throughout different cultures, countries, and religions. Not only were crystals used for a part in the currency of some ancient economies, but also they date back as far as 1500 BC as a source of healing and medicinal uses. â€Å"The ancient Egyptians strongly believed in the healing and protective power of crystals. Many pharaohs wore crystals on their headdresses and many crystal amulets have been found in their tombs.† Pharaohs of ancient Egypt often believed that the use of crystals in the masks and jewelry gave them the effect of bettering their rule. Amazonite and Lapis were reoccurring crystals found in the tombs found in Egypt, particularly King Tut where Lapis was actually apiece in the famous mask he wore. Cleopatra’s favorite jewelry was supposed to be a ring made of the crystal am ethyst. The ancient Chinese are also found to be users of the healing purposes of crystals. In two hundred different occasions, crystals are referred to in the bible. New Jerusalem, God’s heavenly city, was said to be built on top of crystals. â€Å"And the building of the wall of it was of jasper: and the city was pure gold, like unto clear glass. And the foundations of the wall of the city were garnished with all manner of precious stones. The first foundation was jasper; the second, sapphire; the third, a chalcedony; the fourth, an emerald; The fifth, sardonyx; the sixth, sardius; the seventh, chrysolite; the eighth, beryl; the ninth, a topaz; the tenth, a chrysoprasus; the eleventh, a jacinth; the twelfth, an amethyst. Tibetan monks also viewed quartz crystal spheres as holy objects and worshiped them. The monks often referred to quartz as the â€Å"crystal of enlightenment†. Alexander The Great included a large emerald crystal encrusted in his battle helmet to insure a victory in the battle. The Shah Jahan, monks who built the Taj Mahal, wore talismans similar to Alexander The Great. Overall, There is a reoccurrence of crystals used for different purposes such as healing, sacred items, and fine jewelry. There are many different structures of crystals based on the formation of them. The different forms are Cubic, Isometric, Tetragonal, Orthorhombic, Hexagonal, Trigonal, Triclinic, and Monoclinic. Cubic and Isometric are similar but don’t always have to be cubes. They can be found in forms of octahedrons and dodecahedrons as well as cubes. Tetragonal form double prisms and double pyramids due to one axis being longer than the other. Orthorhombic form dipyramids and rhombic prisms. Hexagonal are six-sided prisms and when viewed from a certain angle, the cross section is a hexagon. Trigonal, instead of having a 6-fold axis like the hexagonal, it has a 3-fold, thus making it trigonal. Triclinic has no set shape so these kinds of crystals can come in any shape and strange ones as well. Monoclinic are very similar to tetragonal crystals except they are skewed a bit so they don’t form good angles. These formations of the atoms and molecules in a crystal are all part of what is called the crystal lattice. The crystal lattice is the repetition of a pattern in three dimensions. The atoms and molecules of crystals form in such a way that in all three dimensions, they are repeating a certain pattern. The shapes of the microscopic atoms can determine the shape of the macroscopic crystal. So, Cubic, Isometric, Tetragonal, Orthorhombic, Hexagonal, Trigonal, Triclinic, and Monoclinic atom formations repeat in different crystals to make them the shape they are. Crystals can also be grouped by their properties. The property arrangements include covalent, metallic, ionic, and molecular crystals. Covalent crystals have many true covalent bonds connecting all the atoms in the crystal. Covalent crystals tend to have very high melting points. Some covalent crystals include zinc sulfide and diamonds. Metallic crystal’s atoms sit on a lattice, therefore the outer electrons of the atoms in the crystal are free to move around and float whichever way they want. Metallic crystals have a high melting point like covalent crystals but just not as high. Ionic crystals are bonded together by ionic bonds just as covalent crystals are held together by covalent bonds. Ionic crystals have high melting points like the other crystals and are usually very hard. An example of an ionic crystal is salt (NaCl). Molecular crystals are very recognizable in terms of their molecular structure. They are bonding by hydrogen bonds or non-covalent bonding. Molecular crystals are usually soft and have lower melting points compared to the other crystals. Relating the properties of crystals to the atom structure (crystal lattice) will allow one to realize how the structure correlates to the property. They’re ere 2 different types of structure in the crystal lattice, crystalline and non-crystalline. Crystalline structures are the atom structures that contain the repeating patterns. While non-crystalline structures contain miniscule faults in the patterns and are not perfect. Ionic crystals contain a crystalline structure and therefore are very hard and dense. The more crystalline the structure, the more compact the atoms are arranged. And the more the compact the atoms are, the more dense and hard the crystal becomes. Molecular crystals tend to have a weak, non-crystalline structure of the atoms. This results in the Molecular crystals being weak with low boiling points. The atoms in Molecular crystal tend to be spread out over farther distances in contrast to ionic crystal’s structure. Different wavelengths and colors of light can affect the color of the crystal itself and the wavelength output of the crystal. Different crystals are different colors due to the different chemicals in each one and how each one absorbs light. Many crystals reflect a certain color of light depending on the chemicals. So, crystals absorb one color of light or wavelength of light, and reflect a different color of light. So the idea of complimentary colors comes into play. Complimentary colors are the colors that the crystals absorb to then reflect a different color of light. There are many examples such as if a crystal is yellow, it is reflecting yellow light but the light it absorbs is blue. Also, if a crystal is red, it is reflecting red light but it is absorbing green light. Normally, crystals will grow much faster in the light, but these crystals will be much weaker than crystals grown in the dark. This is due to the time it takes for each to grow. In dark rooms crystals grow at a much slower rate but are significantly stronger than crystals grown in light. Crystals are found all over and all inside the Earth. In some rock cavities, whether it is close to the surface or deep and closer to the core of the Earth, mineral-rich solutions contain the essential elements to grow crystals. Thus, in these rock cavities, many different crystals can be found, and some are very old. Crystals can also be found around volcanoes and past eruption areas because after a volcano erupts, the cooled magma forms crystals. In many caves, rock walls contain similar solutions as rock cavities and form similar crystals. Crystals can also be found where there are mineral-rich vapors present, such as deep caves and rock formations. Many different crystals can form in various environments. Such as the location of turbulent water such as pipes and quick paced streams. Also, crystals can be found in the presence of evaporating salt water, where salt crystals will form. Crystals are also formed in the process of condensation, or in clouds for that matter. Every time it snows, the water has frozen into microscopic ice crystals that are the snowflakes. Also, Crystals can form under water and many on the Earth have not been seen because of this. Crystals grow and form in different and various ways. Crystals begin growing in a process called nucleation, which contains 2 different types, unassisted and assisted. Unassisted nucleation occurs when a â€Å"proto-crystal† forms in the solution that has been added to a solute. The solute is the solid and the solution is the liquid surrounding the solute. When molecules in the solution begin to attract to one another they combine and sometimes are separated by intermolecular forces but sometimes they stay together. When these molecules stay together they begin to attract different molecules of the solution to join and this is the â€Å"proto-crystal†. The â€Å"proto-crystal† then attaches itself to a couple other molecules or other â€Å"proto-crystals† in the solution and the actual crystal begins to form. In assisted nucleation, the solution is provided with a solute that the molecules of the solution can attach or adsorb to. When this occurs it attracts molecules just as in unassisted nucleation and the crystals begin to form. Because of the ability for crystals to grow from the build up of the solute molecules in the solution, crystals are able to grow at their highest when the solution being used is saturated with the solute being use. The more material to build up, the more the crystals are going to be able to grow and grow to full extent. Crystal formation is very slow, so it must be given a long geological process to form. Depending on the kind of crystal, the times of formation vary, so some form faster than others. This is where super saturation comes into play. Super saturation is the presence of more dissolved material in the solvent that could be dissolved in normal conditions. When a solution is supersaturated, it contains many particles and molecules of material to begin the nucleation process. When the supersaturated solution is under the correct conditions, crystallization begins to occur more rapidly. But this is not the case for all liquids or solutions. Some solutions may be saturated at one temperature but supersaturated at another so temperature is able to affect this as well. Temperature plays a huge part in the growth and the rate in which crystals grow. The growth rate of crystals changes depending on the temperature they are in. But some crystals grow faster in warm temperatures than in cold temperatures. This is because of the process of evaporation. When a saturated solution is in a warm environment it begins to evaporate. When the liquid begins to evaporate, overtime the material that was once dissolved in the solution will begin to bunch up and crystallize the more the liquid evaporates. But this process is a lot quicker than in cold environments so this leads to less stability and weaker crystal strength. In colder environments, the opposite process is used to begin the crystallization process. The process of precipitation is used. This process takes a much longer time than the evaporation process. Since this process takes a much longer time, it has the ability to create well formed and high quality crystals that are much stronger than crystals formed in hotter temperatures. Mainly crystals grown in the dark take much longer to grow. Because of the absence of light, there is not as much heat than crystals in light. Crystals in light receive much more heat. But this is not the case for all types of crystals; in some cases the rules for temperature are switched. For example Borax, these are crystals that usually generate faster in colder temperatures. If the Borax solution is saturated at room temperature or at any temperature higher than room temperature, the crystals grow faster in colder temperatures. This is due to the molecular structure of the Borax solution and the movement of the molecules causes the saturated solution at room temperature to become a supersaturated solution at colder temperatures. And the super saturation leads to faster crystal growth. So growth rates vary depending on temperature, kind of crystal, and kind of solution being used in the experiment. Bibliography 1.Crystal. Wikipedia. Wikimedia Foundation, 13 Dec. 2012. Web. 15 Dec. 2012. 2.History of Crystals. History of Crystals. N.p., n.d. Web. 15 Dec. 2012. 3. A Brief History of Crystals and Healing. History of Crystals and Healing. N.p., n.d. Web. 15 Dec. 2012. 4.Basic History of Crystals. Holistic Apothecary. N.p., n.d. Web. 15 Dec. 2012. 5.Types Of Crystals. About.com Chemistry. N.p., n.d. Web. 15 Dec. 2012. 6.The Structure of Crystals. The Structure of Crystals. N.p., n.d. Web. 15 Dec. 2012. 7.ScienceDaily. ScienceDaily, n.d. Web. 15 Dec. 2012. 8.Temperature and Crystal Growth. Temperature and Crystal Growth. N.p., n.d. Web. 15 Dec. 2012. 9.UCSB Science Line Sqtest. UCSB Science Line Sqtest. N.p., n.d. Web. 15 Dec. 2012.

The Death Penalty - Just Punishment for Murder Essay -- Capital Punish

The Death Penalty - Just Punishment for Murder Essay has Problems with Format The death penalty has always been and continues to be a very controversial issue. People on both sides of the issue argue endlessly to gain further support for their movements. While opponents of capital punishment are quick to point out that the United States remains one of the few Western countries that continue to support the death penalty, Americans are also more likely to encounter violent crime than citizens of other countries (Brownlee 31). Justice mandates that criminals receive what they deserve. The punishment must fit the crime. If a burglar deserves imprisonment, then a murderer deserves death (Winters 168). The death penalty is necessary and the only punishment suitable for those convicted of capital offenses. Seventy-five percent of Americans support the death penalty, according to Turner, because it provides a deterrent to some would-be murderers and it also provides for moral and legal justice (83). "Deterrence is a theory: It asks what the effects are of a punishment (does it reduce the crime rate?) and makes testable predictions (punishment reduces the crime rate compared to what it would be without the credible threat of punishment)", (Van Den Haag 29). The deterrent effect of any punishment depends on how quickly the punishment is applied (Workshop 16). Executions are so rare and delayed for so long in comparison th the number of capitol offenses committed that statistical correlations cannot be expected (Winters 104). The number of potential murders that are deterred by the threat of a death penalty may never be known, just as it may never be known how many lives are saved with it. However, it is known that the death penalty does definitely deter those who are executed. Life in prison without the possibility of parole is the alternative to execution presented by those that consider words to be equal to reality. Nothing prevents the people sentenced in this way from being paroled under later laws or later court rulings. Furthermore, nothing prevents them from escaping or killing again while in prison. After all, if they have already received the maximum sentence available, they have nothing to lose. For example, in 1972 the U.S. Supreme Court banished the death penalty. Like other states, Texas commuted all death sentences to life imprisonment. After being r... ...cibly take back what a robber took by force. It would be wrong to imprison someone that illegally imprisoned someone else. It would also be wrong for the police to drive over the speed limit to peruse someone who was speeding. The death penalty is a deserved and just punishment for murder. It does deter some murders, which saves an unknown number of innocent lives. These reasons are why, through all the controversy, three-quarters of Americans continue to support capital punishment. Works Cited The Bible. King James Version. Brownlee, Shannon, Don McGraw, and Jason Vest. "The Place For Vengeance." U.S. News and World Reports 16 June 1997: 24-32. Hartsburg, Hendrick. "Burning Question." The New Republic 20 February 1989: 4+. Norton, Mary, et al. A People and a Nation. Boston: Houghton Mifflin Inc, 1990. Turner, Richard. "Death-Penalty Taboos." Newsweek 30 June 1997: 83. Van Den Haag, Earnest, and John Conrad. The Death Penalty: A Debate. New York: Plenum Press, 1997. Winters. Paul (ed.). The Death Penalty: Opposing Viewpoints. San Diego: Greenhaven Press Inc, 1997. Worsnop, Richard. "Death Penalty Debate." CQ Researcher. Vol. 5. 10 March 1995: 193-213.

The Harsh Truth in the Filipino Curriculum

The Harsh Truth in the Filipino Curriculum In the Filipino society today I cannot help but notice that when it comes to intellectual stuff the English language is more commonly used than the native language. James Syrians one of the students of Atone noticed this and he even made an article about it which enraged many people. In my opinion James Garrison's Article has a point, it's looks negative at first but it actually has a good meaning. But he problem is that most Filipinos are too stubborn to accept the truth.When he said that the Filipino language is commonly used in the streets I agree because you wouldn't use the English language in the local street stores or when dealing with local vendors because it would look awkward. One of the probable reasons why his article has received many negative criticisms is because in some parts of the article he used his own perspective based on the environment he grew up in especially hen he said that the Filipino language is not used on intel lectual.But ironically the school Atone(his school) uses the Filipino language for intellectual arguments. Since James Garrison's articles presents the problem that the Filipino language has today it would be good if the Depend would check this article and come up with something to help flourish the Filipino Language. I would suggest that they modify the curriculum wherein they would use the Filipino language in teaching some major objects like Math and Science during grade 1-6 so that the students would understand it better.Because during those years the students haven't even mastered their mother tongue and it would be better to let them learn it well first before teaching them the English language. The article of James Syrians may look very offensive for a Filipino at first but if we read between the lines we can learn a thing or two about the state of the Filipino language in the current curriculum.

Importance of a Logo for Any Business Essay

Many a time, entrepreneurs wonder what a good logo meant for the business? A long set of questions may erupts in minds of business people regarding the importance of logo to business like why is it important, does it matter what it looks like, besides many others. In this article, I just want to clear up the haze from this aspect and we will do an analysis regarding the value that you place on having a good logo for your business. Now a days, a logo is very important from the business point of view. Experts say that it speaks volume about the company and some further adds that business logo is capable of making or breaking the business. In the current business scenario a logo tells your clients about the future prospects of your organisation, it directs them whether you are a right person to do a business or not. Logo gives an identity to the company. This creatively designed symbol is the center of the marketing job and is put on everything right from products to letters, business cards, websites and advertisements. In nutshell, your business logo is just as important as your name. Three reasons why one should design a logo: There are innumerable advantages of a logo to a business owner. But following are the three main reasons of designing a logo for the organisation. Built credibility and trust: Having a good logo denotes seriousness of an entrepreneur towards his business. It conveys a sense of security among people with whom you do business besides making you more legitimate and trustworthy. Showcases professionalism: It not only built credibility but also showcases the sense of professionalism on your part. A well designed logo denotes highest degree of professionalism and showcases that you are sincere towards your business dealings. Infuse your personality into the brand: Your business can convey lot of things. Similarly a logo depicts lot of things about the business to your business associates. As we discussed earlier it showcases professionalism and built a sense of credibility so it is very important to pick the right logo at the right time.

Pygmies Essays - African Pygmies, Mbuti People, Ef People

Pygmies Essays - African Pygmies, Mbuti People, Ef People Pygmies Pygmy groups are scattered throughout equatorial Africa, from Cameroon in the west to Zambia in the southeast. In Zaire, there are three main groups of Pygmies: the Tswa in the west, the Twa between Lake Kivu and Lake Tanganyika, and the Mbuti (also referred to as Bambuti or BaMbuti) of the Ituri Forest. According to Schebesta, the author of the earliest reliable reports, only the Mbuti are true Pygmies, i.e., under 150 cm. in height and relatively unmixed with neighboring peoples. The other groups are referred to as Pygmoids, being highly intermixed with other peoples both physically and culturally (Turnbull 1965A: 159-B). The following summary refers only to the Mbuti Pgymies of the Ituri Forest in Zaire. The Mbuti are located at lat. 0 degrees-3 degrees N and long. 26 degrees-30 degrees E. Their territory is a primary rain forest. The Mbuti have conventionally been divided into three groups, which are distinct from each other linguistically, economically, and geographically. Each of the three groups speaks a different language (which corresponds to the language spoken by neighboring villagers), practices different hunting techniques, and is territorially distinct. The Aka speak the Mangbetu language (Sudanic family), hunt primarily with spears, and live in the north. These spear-hunters have not been extensively studied. The Efe speak the Lese language (Sudanic family), are archers, and are located in the east. The Efe were studied by Schebesta. The Sua speak the Bira language (Bantu branch of the Benue-Congo family), hunt with nets, and live to the south. They were studied by Putnam and Turnbull. The most profound difference between the three groups, the linguistic difference, is, according to Turnbull, of recent origin and is purely accidental (Turnbull 1965B 22-23). Furthermore, in spite of the fact that the three languages are very different, there are enough similarities in intonation to make it possible for Pygmies to recognize, if not comprehend, each other. All of the Pygmies of the Ituri Forest recognize themselves by the term Mbuti, and the only political identity they have is in opposition to the village cultivators. The Mbuti as a whole are clearly distinct from these village neighbors both racially and culturally, and, Turnbull says, the economic differences between the three Mbuti groups mask a basic structural unity (Turnbull 1965B: 22-23). Since there has never been an official demographic census, it is impossible to give an accurate estimate of the total Mbuti population. From discussion with missionaries and administrators and from his own experience, however, Turnbull guessed that the population was approximately 40,000 in 1958 (Turnbull 1965B: 26). The Mbuti live in territorially defined nomadic bands. The membership of these bands is very fluid. Bands have no formal political structure; there are no chiefs, and there is no council. An informal consensus among old respected men is the basis of decisions affecting the entire camp. In spite of Turnbull's insistence on basic structural unity, the differences in hunting techniques aqppear to have considerable effect upon the nature of the band organization. Net hunting is a cooperative venture, requiring the cooperation of the whole band, including the women and children. Archery, on the other hand, is primarily a family venture, requiring only two or three men. The most obvious distinction resulting from the economic differences is that of band size. Archer bands average about 6 huts per band, while net-hunting bands average about 15 huts. The Mbuti maintain relationships with surrounding village cultivators whose languages the Mbuti have adopted. Many accounts indicate that the Mbuti are highly acculturated and have adopted many features of villager lifestyle beyond language, such as the clan system and certain religious observances. Turnbull feels that these features are quite superficial, however. The relationship between the Mbuti and the villagers is maintained on several different levels, centering around trade. The Pygmies bring the villagers honey and meat in return for plantation products. This economic exchange can occur on several levels: between the band and the village as a whole (capita/chief), between lineage and lineage (lineage elder/Kpara), or between individuals (kare/kare). The first type of relationship does not occur very often, exchanges being more easily conducted on an interpersonal basis. The lineage relationship is hereditary on both sides. The kare brotherhood is established in nkumbi initiations. In the nkumbi initiation, male villagers and Mbuti are circumcised. The relationship established in the initiation is continued throughout life and centers around economic exchange. The religious life of the Mbuti is not at all clear. Early reports state that they had no religion at all, and later reports dwell on whether or not the Mbuti relationship to the supernatural structurally constitutes religion (usually defined by belief in one supreme being) or magic. In

Second Seminole War, 1835-1842

Second Seminole War, 1835-1842 Having ratified the Adams-Onà ­s Treaty in 1821, the United States officially purchased Florida from Spain. Taking control, American officials concluded the Treaty of Moultrie Creek two years later which established a large reservation in central Florida for the Seminoles. By 1827, the majority of the Seminoles had moved to the reservation and Fort King (Ocala) was constructed nearby under the guidance of Colonel Duncan L. Clinch. Though the next five years were largely peaceful, some began to call for the Seminoles to be relocated west of the Mississippi River. This was partially driven by issues revolving around the Seminoles providing sanctuary for escaped slaves, a group that became known as the Black Seminoles. In addition, the Seminoles were increasingly leaving the reservation as hunting on their lands was poor. Seeds of Conflict In an effort to eliminate the Seminole problem, Washington passed the Indian Removal Act in 1830 which called for their relocation west. Meeting at Paynes Landing, FL in 1832, officials discussed relocation with the leading Seminole chiefs. Coming to an agreement, the Treaty of Paynes Landing stated that the Seminoles would move if a council of chiefs agreed that the lands in the west were suitable. Touring the lands near the Creek Reservation, the council agreed and signed a document stating that the lands were acceptable. Returning to Florida, they quickly renounced their previous statement and claimed they had been forced to sign the document. Despite this, the treaty was ratified by the US Senate and the Seminoles were given three years complete their move. The Seminoles Attack In October 1834, the Seminole chiefs informed the agent at Fort King, Wiley Thompson, that they had no intention of moving. While Thompson began receiving reports that the Seminoles were gathering weapons, Clinch alerted Washington that force may be required to compel the Seminoles to relocate. After further discussions in 1835, some of the Seminole chiefs agreed to move, however the most powerful refused. With the situation deteriorating, Thompson cut off the sale of weapons to the Seminoles. As the year progressed, minor attacks began occurring around Florida. As these began to intensify, the territory began preparing for war. In December, in an effort to reinforce Fort King, the US Army directed Major Francis Dade to take two companies north from Fort Brooke (Tampa). As they marched, they were shadowed by the Seminoles. On December 28, the Seminoles attacked, killing all but two of Dades 110 men. That same day, a party led by the warrior Osceola ambushed and killed Thompson. Gaines Response In response, Clinch moved south and fought an inconclusive battle with the Seminoles on December 31 near their base in the Cove of the Withlacoochee River. As the war quickly escalated, Major General Winfield Scott was charged with eliminating the Seminole threat. His first action was to direct Brigadier General Edmund P. Gaines to attack with a force of around 1,100 regulars and volunteers. Arriving at Fort Brooke from New Orleans, Gaines troops began moving towards Fort King. Along the way, they buried the bodies of Dades command. Arriving at Fort King, they found it short on supplies. After conferring with Clinch, who was based at Fort Drane to the north, Gaines elected to return to Fort Brooke via the Cove of the Withlacoochee River. Moving along the river in February, he engaged the Seminoles in mid-February. Unable to advance and knowing there were no supplies at Fort King, he elected to fortify his position. Hemmed in, Gaines was rescued in early March by Clinchs men who had c ome down from Fort Drane (Map). Scott in the Field With Gaines failure, Scott elected to take command of operations in person. A hero of the War of 1812, he planned a large-scale campaign against the Cove which called for 5,000 men in three columns to strike the area in concert. Though all three columns were supposed to be in place on March 25, delays ensued and they were not ready until March 30. Traveling with a column led by Clinch, Scott entered the Cove but found that the Seminole villages had been abandoned. Short on supplies, Scott withdrew to Fort Brooke. As the spring progressed, Seminole attacks and the incidence of disease increased compelling the US Army to withdraw from key posts such as Forts King and Drane. Seeking to turn the tide, Governor Richard K. Call took the field with a force of volunteers in September. While an initial campaign up the Withlacoochee failed, a second in November saw him engage the Seminoles in the Battle of Wahoo Swamp. Unable to advance during the fighting, Call fell back to Volusia, FL. Jesup in Command On December 9, 1836, Major General Thomas Jesup relieved Call. Victorious in the Creek War of 1836, Jesup sought to grind down the Seminoles and his forces ultimately increased to around 9,000 men. Working in conjunction with the US Navy and Marine Corps, Jesup began to turn American fortunes. On January 26, 1837, American forces won a victory at Hatchee-Lustee. Shortly thereafter, the Seminole chiefs approached Jesup regarding a truce. Meeting in March, an agreement was reached which would allow the Seminoles to move west with their negroes, [and] their bona fide property. As the Seminoles came into camps, they were accosted by slave catchers and debt collectors. With relations again worsening, two Seminole leaders, Osceola and Sam Jones, arrived and led away around 700 Seminoles. Angered by this, Jesup resumed operations and began sending raiding parties into Seminole territory. In the course of these, his men captured the leaders King Philip and Uchee Billy. In an effort to conclude the issue, Jesup began resorting to trickery to capture Seminole leaders. In October, he arrested King Philips son, Coacoochee, after forcing his father to write a letter requesting a meeting. That same month, Jesup arranged for a meeting with Osceola and Coa Hadjo. Though the two Seminole leaders arrived under a flag of truce, they were quickly taken prisoner. While Osceola would die of malaria three months later, Coacoochee escaped from captivity. Later that fall, Jesup used a delegation of Cherokees to draw out additional Seminole leaders so that they could be arrested. At the same time, Jesup worked to build a large military force. Divided into three columns, he sought to force the remaining Seminoles south. One of these columns, led by Colonel Zachary Taylor encountered a strong Seminole force, led by Alligator, on Christmas Day. Attacking, Taylor won a bloody victory at the Battle of Lake Okeechobee. As Jesups forces united and continued their campaign, a combined Army-Navy force fought a bitter battle at Jupiter Inlet on January 12, 1838. Forced to fall back, their retreat was covered by Lieutenant Joseph E. Johnston. Twelve days later, Jesups army won victory nearby at the Battle of Loxahatchee. The following month, leading Seminole chiefs approached Jesup and offered to stop fighting if given a reservation in southern Florida. While Jesup favored this approach, it was declined by the War Department and he was ordered to continue fighting. As a large number of Seminoles had gathered around his camp, he informed them of Washingtons decision and quickly detained them. Tired of the conflict, Jesup asked to be relieved and was replaced by Taylor, who was promoted to brigadier general, in May. Taylor Takes Charge Operating with reduced forces, Taylor sought to protect northern Florida so that settlers could return to their homes. In an effort to secure the region, the constructed a series of small forts connected by roads. While these protected American settlers, Taylor used larger formations to seek out the remaining Seminoles. This approach was largely successful and fighting quieted during the latter part of 1838. In an effort to conclude the war, President Martin Van Buren dispatched Major General Alexander Macomb to make peace. After a slow start, negotiations finally produced a peace treaty on May 19, 1839 which allowed for a reservation in southern Florida. The peace held for a little over two months and ended when Seminoles attacked Colonel William Harneys command at a trading post along the Caloosahatchee River on July 23. In the wake of this incident, attacks and ambushes of American troops and settlers resumed. In May 1840, Taylor was granted a transfer and replaced with Brigadier General Walker K. Armistead. Increasing the Pressure Taking the offensive, Armistead campaigned in the summer despite the weather and threat of disease. Striking at Seminole crops and settlements, he sought to deprive them of supplies and sustenance. Turning over the defense of northern Florida to the militia, Armistead continued to pressure the Seminoles. Despite a Seminole raid on Indian Key in August, American forces continued the offensive and Harney conducted a successful attack into the Everglades in December. In addition to military activity, Armistead used a system of bribes and inducements to convince various Seminole leaders to take their bands west. Turning over operations to Colonel William J. Worth in May 1841, Armistead left Florida. Continuing Armisteads system of raids during that summer, Worth cleared the Cove of the Withlacoochee and much of northern Florida. Capturing Coacoochee on June 4, he used the Seminole leader to bring in those who were resisting. This proved partially successful. In November, US troops attacked into the Big Cypress Swamp and burned several villages. With fighting winding down in early 1842, Worth recommended leaving the remaining Seminoles in place if they would remain on an informal reservation in southern Florida. In August, Worth met with the Seminole leaders and offered final inducements to relocate. Believing that the last Seminoles would either move or shift to the reservation, Worth declared the war to be over on August 14, 1842. Taking leave, he turned command over to Colonel Josiah Vose. A short time later, attacks on settlers resumed and Vose was ordered to attack the bands that were still off the reservation. Concerned that such action would have a negative effect on those complying, he requested permission not to attack. This was granted, though when Worth returned in November he ordered key Seminole leaders, such as Otiarche and Tiger Tail, brought in and secured. Remaining in Florida, Worth reported in early 1843 that the situation was largely peaceful and that only 300 Seminoles, all on the reservation, remained in the territory. Aftermath During operations in Florida, the US Army suffered 1,466 killed with the majority dying of disease. Seminole losses are not known with any degree of certainty. The Second Seminole War proved to be the longest and costliest conflict with a Native American group fought by the United States. In the course of the fighting, numerous officers gained valuable experience which would serve them well in the Mexican-American War and the Civil War. Though Florida remained peaceful, authorities in the territory pressed for the full removal of the Seminoles. This pressure increased through the 1850s and ultimately led to the Third Seminole War (1855-1858).

The Undetected Occurrence of PTSD in Soldiers Assignment

The Undetected Occurrence of PTSD in Soldiers - Assignment Example Since soldiers are prone to exposure to various traumatic experiences in their endeavours, these traumatic events may lead to the occurrence of PTSD amongst the soldiers. Thus, this creates a need for the detection and prevention of PTSD, especially among soldiers. There exist a number of strategic interventions with regard to the occurrence of PTSD in the society (Bryant, Creamer and O’Donnell, 2009; Foa, Keane, Friedman and Cohen, 2009; Forbes, Creamer and Bisson, 2010; Sones, Thorp and Raskind, 2011; Ursano, Bell and Eth, 2004). These potential intervention measures can be divided into three. Psychological interventions offer a wide variety of intervention methods for adults with respect to the occurrence of PTSD (Gray, Maguen and Litz, 2004; Hoge, Worthington and Nagurney, 2012; Jakupcak, Roberts, Martell, Mulick, Michael and Reed, 2006; Ruzek, Brymer and Jacobs, 2007; Wood, Murphy and McLay, 2009). Thus, some of the psychological intervention methods with regard to the prevention and treatment of PTSD include psychological first aid (PFA); cognitive therapies and exposure-based therapies among other interventions. Since the occurrence of PTSD can also be attributed to biological pathways, there exist various pharmacological intervention methods (Holbrook, Galarneau and Dye, 2010; Matar, Cohen and Kaplan, 2006; McCleery and Harvey, 2004; Schelling, Roozendaal and De, 2004; Stein, Kerridge and Dimsdale, 2007). This is owed to the fact that such debriefing interventions would be geared towards providing the necessary information concerning the occurrence of PTSD amongst the soldiers (Barboza, 2005). The interventions would also create a platform for the affected soldiers to share the traumatic experiences with other concerned parties (Schnurr and Green, 2004). This would significantly contribute to the reduction of the stigmatization associated with the  occurrence of PTSD among soldiers.This implies that CISD and CISM provide a suitable intervention platform for individuals who may be affected indirectly by traumatic events such as soldiers.