The Behavioral Patterns Of Alcoholics Anonymous ( Aa )

Introduction In 1935, a fellowship by the name of Alcoholics Anonymous (AA) originated as an effort to develop a method for understanding the complexities of and recovering from alcohol abuse and addiction (Clinton Scalise, 2013; Hester Miller, 2003). AA is a non-professional spiritual organization of men and women who gather to share their experiences with alcohol abuse/addiction, to convey hope and strength to overcome alcohol dependence, and help others in the recovery process (Clinton Scalise, 2013). The counseling student attended two AA meetings as an observer in order to understand the dynamics of the AA culture and to experience the possibilities of working in the field of addictions. The purpose of this essay is to discuss the various behavioral patterns of use described in the AA meetings (e. g., intensity, frequency, length of time and attempts to quit). This paper also identifies other necessary information required for proper assessment and diagnosis. This essay concludes with a synthesis of the information gathered from personal observation and this course’s texts assignments. Behavioral Patterns AA member #1 attended both meetings. He shared that he started AA 2 years ago AA member #1 shared that he had trouble sleeping and began taking a drink or two each night before going to bed. He later found himself needing more alcohol to sleep and began drinking earlier during the day. He encountered three DUI accidents which caused him physical harm and a courtShow MoreRelatedThe Effects Of Alcoholism On The Alcoholic And Their Families1382 Words   |  6 PagesThe Effects of Alcoholism Alcohol indefinitely changed my life. My husband is an alcoholic. What is alcoholism? Why do people drink? What are the effects on the alcoholic and their families? How do you know you have a problem. What is the treatment? Is there a cure? How has this affected my life? People from all walks of life drink. 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Isolation, fear, and loneliness are current driving forces for her continued use, as well as her connection with the people andRead MoreCauses and Effects of Alcohol Abuse955 Words   |  4 PagesApril 22, 2013 English 101 Alcoholism is the excessive and usually uncontrollable use of alcoholic drinks. There are many symptoms, complications, treatments and ways of prevention for alcoholism. Certain groups of people may be at a greater risk than others for several different reasons. There are numerous factors in why people may become addicted. Usually, a variety of factors contribute to the development of alcoholism. Social factors such as the influence of peers, family

The Definition Of The Word Hero As A Man Admired For His...

Merriam-Webster lists the definition for the word hero as â€Å"A man admired for his achievements and noble qualities†. This definition is a perfect portrait former United States president Ronald Reagan. During his presidency, Reagan showed that he was this man through his patriotism, family values and faith in God, achieving economic prosperity and peace and stability during international turmoil. Explaining why he is one of America’s most revered presidents to date. Ronald Wilson Reagan was born on February 6, 1911 to parents John ‘Jack’ and Nelle Reagan along with older brother Neil in the small Midwest town of Tampico, Illinois. His father a shoe salesman and his mother a homemaker, the family often struggled to make ends meet. Throughout Ronald’s childhood, his family never once owned a home but instead uprooted, bumping from rental to rental often – an experience that proved very formative for young Ronald. Over time, Jack turned to alc ohol as a means of coping with the pressures of these short-comings. Constant moving and instability created a void in young, impressionable Ronald – an empty space that over time religion came to fill. Looking for an answer, he looked to his mother (a devout Christian herself), his heart and his feelings of loneliness all pointing him in the direction of living a life of faith. God became a very integral part of his every day, always present and the foundation of his new found stability in an a less than perfect upbringing. Despite hisShow MoreRelatedThe Aeneid And The Hero1103 Words   |  5 Pages The protagonist of the Aeneid and known hero to many, Aeneas, was a man of many virtues. His courage and obedience towards the Roman gods are clearly shown all throughout the book, as well as his passion for justice. When he leaves his lover, Dido, at the bidding of the gods, he shows obedience even when it went against his own will. 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Showing courage and noble qualities can be taken to mean many things, the most perfect definition I believe is a person who stands up for what they believe and puts the right course of action before themselves to help the greater good. A man who demonstrates heroic qualities is the Egyptian President An war al-Sadat, the man responsible for creating peaceRead MoreThe Hero With A Thousand Faces2252 Words   |  10 Pagesan American mythologist, writer and lecture. I am instructed by a lot of his thoughts when thinking about myth stories. As Dr. Joseph Campbell pointed out in his theory of the monomyth, all the myths that have withstood the test of time for thousands of years are based on a similar foundation. This foundation is explored in his book The Hero with a Thousand Faces where he describes the theory in this quote â€Å"A hero ventures forth from the world of common day into a region of supernatural

18th Century Monarchy free essay sample

Throughout the course of European history, empires have risen and kingdoms have fallen. The eighteenth century marks a time of great change and diversity for European empires and monarchs. It was a time of enlightenment, a break from custom and tradition, absolutism and constitutional rule. Based on this great rate of change, diversity and ultimate decline of monarchial rule, the definition of monarchy may be left to interpretation. Throughout the course of this essay I will analyze the different governing systems, the change, and decline in monarchial rule. With an analytical approach to this subject, we will then apply a working definition to the term â€Å"monarchy† and its implications in the context of eighteenth century Europe. Europe, in the 1700s, consisted of two different types of government systems: constitutional monarchy and absolutism. Europe, as a whole, was predominately under absolutist rule, England being one of the expectations. Constitutional monarchy is a system in which the monarch has shared and limited power with the parliament. In contrast, absolutism is a system in which the monarch has unlimited power and control over his or her country and society. Absolutism, in theory, claimed that the monarchial position was acquired by social contract, inheritance and divine right. However, it is important to note that Eastern European absolutism differs from Western European absolutism but shared an ultimate goal for centralized power. With the basic definitions of these different governing systems we will now examine these systems and the monarchs who ruled them. Western Europe included monarchs such as Louis XIV and Louis XV. Louis XIV, like the other monarchs, believed that he was in power because of divine rule. He is known as one of the most significant figures when it comes to absolutist rule. He wanted full power over the peasants, aristocracy and separation from the church. Being reliant on the church or aristocracy was not an option for Louis XIV. He controlled taxes, built a strong army and at the expense of the peasantry, pursued territorial expansion. Louis XV, grandson of Louis XIV, did not control the aristocracy as much as his grandfather. Instead of being fully engaged like Louis XIV, he was more passive and created more councils and official offices to conduct affairs. History has shown us that Louis XV was more interested in his many mistresses than the control of his state. Apart from his reforms, Louis XV’s reign can be marked as one of the declining points of the crown’s political and moral authority. Some of the significant Eastern absolute monarchs of this time included: Peter the Great, Catherine, Fredrick William, and Frederick II. Eastern Monarchs lacked the support and collaboration from their nobles like the West. Absolute monarchs of Eastern Europe also moved towards a more enlightened system of governing. Fredrick of Prussia had a very effective bureaucracy and focused heavily on his army. He too wanted a centralized government, taking power from the local nobles and appointed power to royal officials. Fredrick II, who took power after the death of his father, expanded absolute rule over Prussia. He was heavily influenced by enlightenment thought and made his mark as a very effective absolute monarch. However, his rule was unlike the rest. He wanted to stir away from self-interested rule and rather rule for the greater good of his people. He became the â€Å"first servant of the state. † In context, this was a step away from absolute power and into the direction of a societal based rule. In Russia, Peter the Great wanted a centralized and absolute rule over his people. He regulated economic activity and established a strong military. He wanted to divide, control and change the church and its practices. The Church has great power over its subjects; to control a country a monarch must strip the church of its authority. However, the crown lost a great amount of its authority after the death of Peter I, as the aristocracy took control of the preceding rulers. Elizabeth, Peter’s daughter, took the throne in 1791. She was one of the main characters in the decline of crown rule. She restored nobles control over their lands and exempted them from taxes. The decline in absolutism and the loss of the crown’s moral and political authority seem to be a reoccurring pattern in the eighteenth century. Enlightenment thought, decline in custom and tradition are also reoccurring factors in Europe at this time. One may find these patterns in a constitutional monarchy. In England, patterns such as religious toleration, enlightenment thought and parliamentary rule have already been established in England’s governing system. The aristocracy of England wanted to limit the king’s power and protect their feudal rights. Documents such as the Magna Carta, bill of rights and petition of right protected the rights of the people and limited monarchial power. This is in complete contrast to some of the absolutist kings who exploited their peasants. Kings, such as James I and Charles I wanted to establish an absolute rule but were not successful because of the great power and wealth of the parliament. Throughout the European experience in the eighteenth century, we have seen a pattern of decline in absolutism and a transition into an enlightened despotism system of government. Monarchs of the West, like Louis XIV and Louis XV established an absolute rule over France. They moved away from the control of the church, established fiscal reforms and a strong military. However, aristocrat control arose in result of the passive reign of Louis XV. Moreover, power of the crown also declined for the Monarchs of the East, like Peter the Great, Elizabeth, Fredrick William and Fredrick II. Enlightenment thought had also embedded itself into the governing systems; a move to a more tolerable and secular society was inevitable. Patterns, such as these, could be seen in England’s constitutional monarchy. Through the decline of absolutism, rise in parliamentary rule and enlightenment thought; how might we define monarchy in eighteenth century Europe? From the East to the West, we may define monarchy as position of power and virtue. That, however, would not be the best definition to ascribe to the monarchial powers of this time. Louis XV’s brothel involvement, Peter’s death threats and Catherine’s multiple sex partners are the farthest things from virtuous. Power may be a likely term, but from our analysis we can see that the power of the crown was in a great decline. As we take a look into Europe in the eighteenth century, it would be most fit to define monarchy as simply another chair authority. Their power is not unlimited, but rather controlled and limited by the parliament and its citizens.

The Principles of Animalism Essay Example

The Principles of Animalism Paper The Principles of Animalism are the set of principles devised by Old Major in Animal Farm that all the animals are expected to live up to and follow. These include complete equality among the animals, and a rejection of human ways. During the tale, we see these principles progressively subverted by the pigs for their own agenda, which is to assume complete control of Animal Farm, while encouraging the other animals to believe that the equality still exists. Squealer, as the propagandist on behalf of the pigs, and the sheep and dogs as groups utilised by Napoleon to advance his ause, are used by the pigs to destroy Old Majors idealism. Squealer is used by Napoleon as a spin-doctor, to manipulate the truth and deceive the other creatures. We can see an example of this when the pigs start to subvert the principle of equality, and decide to keep the apples and milk to themselves. Obviously this arouses the animals because they are just about clever enough to see that this is not fair, and that the pigs are being greedy. However, Squealer is sent by the pigs to quell any unrest that might be brewing: Comrades! he cried. You do not imagine, I hope, that we pigs are oing this in a spirit of selfishness and privilege? Of course, this is exactly what the animals think, but when they are confronted in such a straightforward manner, with such a reproving tone behind the question, they cannot really reply, which gives Squealer the chance to begin his lies, which the animals believe just because they can acknowledge the fact that the pigs are cleverer than themselves. This use of a rhetorical question is Squealers main technique against the animals, as this type of question hides a threat of disapproval if answered, and so makes answer impossible: It was almost unbelievable, said Squealer, that any animal could be so stupid. We will write a custom essay sample on The Principles of Animalism specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Principles of Animalism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Principles of Animalism specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Surely, he cried indignantly, whisking his tail and skipping from side to side, surely they knew their beloved Leader, Comrade Napoleon, better than that? Once he has thus silenced the animals, Squealer, can go on to say anything that he wishes to persuade them that everything is fine. Squealer will also support his rhetorical questions with a statement to make the animals feel guilty and shamed for ever doubting the pigs motives. Not only do they then drop their arguments, but they will take up a different train of thought ntirely: It is for your sake that we drink that milk and eat those apples. Now, as well as not being able to continue arguing, the animals will also have the new sense of gratification towards the pigs for their protection, thus making them less likely to argue in the future. Squealer is extremely clever, and so can exploit any of the animals weaknesses. One of these is their fear of the return of Jones who for them symbolises all the oppression that they were under in the past. By threatening the return of Jones, Squealer can make the animals more passive in their attitudes because in their minds Jones is the ultimate symbol of oppression and fear: surely there is no one among you who wants to see Jones come back? Now if there was one thing that the animals were completely certain of, it was that they did not want Jones back. Looking at their situation in such a light, the animals can romanticise that whatever is happening in their lives now, it cant be as bad as when they had no equality under Jones: But they were happy in their work; they grudged no effort or sacrifice, well aware that everything that they did was for the benefit of themselves False logic and facts are techniques that Squealer can use when talking to support what he is saying, but only because the animals are not educated. For example, he uses facts from subjects that they would clearly know nothing about because they cannot read. The animals have acknowledged the pigs intelligence over them, so they are prone to believe that the pigs know what they are talking about when in fact they do not, but are bluffing: Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brain-workers. Of course the animals have no basis or education to argue with Science, and so now in their minds, The importance of keeping the pigs in good health was all too obvious. The false logic that Squealer uses is often preposterous to the reader, as we can see where it breaks down and becomes sheer nonsense: A too rigid equality in rations, Squealer explained, would have been contrary to the principles of Animalism. However the animals are not able to make the same judgement because they have not developed completely logical thought yet. Often they need time to be able to gather heir thoughts, which Squealer does not give them by making his speeches long and conclusive. What makes Squealer such a good propagandist is his ability to control the animals thoughts by what he is saying. Nervous little skips from side to side, giving the appearance of anxiousness, is part of his act when he wants the animals to sense importance. In a way he acts as a bridge between the pigs and the animals, as he is pretending to be on their own level, while really just acting. He can make them believe this by calling them Comrades. He instils the trust in them, and then can xploit their belief in his truthfulness: Reading out the figures in a shrill, rapid voice, he proved to them in detail The animals believed every word of it. Whatever else is happening, and no matter how much the other pigs are distancing themselves, the animals will always trust Squealer to be giving them honest information. Napoleon uses the sheep to cause confusion and disrupt the animals train of thought. This is centred around their ability to be taught something and then repeat it for as long as desired. Because of a complete lack of intelligence on their part, they do ot actually have their own opinions on any matter, and even to teach them simple phrases takes its time. They are very useful though in quashing any signs of rebellion on the part of the animals, because they simply do not allow anyone to have any form of say by the sheer amount of noise they create: Frightened though they were, some of the animals might possibly have protested, but at this moment the sheep set up their usual bleating of Four legs good, two legs bad, which put an end to the discussion. The use of the sheep is here timed to perfection so that the animals have no way of rotesting against what the pigs are doing. This routine is thoroughly well planned by Napoleon so that he can do whatever he wishes without having to use Squealer or force (or in fact when he cant use Squealer, as when the pigs begin to walk on their hind legs- because they are now acting above the animals, Squealer is no longer a bridge). The sheep use simple slogans such as Four legs good, two legs bad, which are easy to remember and can be repeated over and over ad infinitum. In this way they usurp the animals right to free speech by denying them the opportunity to speak out. The timing of their bleating is co-ordinated by the pigs via secret signals and therefore disguised as coincidence. It was noticed that they were especially liable to break into Four legs good, two legs bad at the crucial moments in Snowballs speeches. The animals never realise that the pigs are controlling the sheep, it seems to them like chance whether the sheep will start bleating or not. They become accustomed to the sheep breaking in to calm any tensions: Then, as usual, the sheep broke into Four legs good, two legs bad! and the momentary awkwardness was smoothed over. This is the reason that the sheep are so successful in disruption; the animals are not aware that their timing has been orchestrated, and so do not realise that they will start their bleating at crucial moments. If they did they might be able to keep their key arguments in mind and then take up the issue at anothe r time. The other group of animals without any opinion is the dogs, who were taken away at birth by Napoleon to be secretly trained to respond to his command. They are very vicious, and seen by the other animals as being creatures who are completely nknown and alien. They quickly become the enforcement of order by brutal means, often killing, and so the animals quickly become afraid of them just as they are of humans. They attend the pigs wherever they go and prevent any form of argument with the threat of violence: But suddenly the dogs sitting round Napoleon let out deep, menacing growls, and the pigs fell silent and sat down again. Here the animals with the most chance of formulating an effective protest, some young pigs, are stopped in their protests at not being able to debate the running of the arm any more (the removal of free will from the animals) by the threat of force from the dogs. These same pigs are later targeted when the dogs serve a new purpose in executing animals who are apparently traitors to Animal Farm. The dogs influence quickly grows until they are on a par with the pigs in terms of importance and stature: Once again all rations were reduced, except those of the pigs and dogs. The dogs are needed in full health by Napoleon so that they can be a guarding escort for the important pigs, but they are more than that because they are Napoleons ersonal protection elite as well, and so hold more weight than a normal guard force would. They also start to help supervise the running of the farm, highlighting their difference to the other animals (they are not just being used): The dogs saw to it that these orders were carried out. The dogs are shown to be devoid of any personality, which contributes to the animals fear of them as it enforces their alien nature; they are thoughtless beings that exhibit no signs of compassion. When they kill, the animals are firstly horrified, but come to realise that they are easily capable of such things, and so a threat. Napoleon uses the dogs as a threatening force, a protection service and to get rid of potential troublemakers. These troublemakers are dispatched with intention, however there are also random killings that cause the animals much fear and distress. These random executions that begin are just a way of making all the animals live in fear of stepping out of line and of the dogs (their ruthlessness in killing their own kind is shocking to the animals). This fear means that they never dare to do anything other than go along with the pigs, because they know it will probably result in death for eing a traitor. All in all, the pigs use many methods with which to subvert the principles of Animalism. The use of fear is key to controlling the animals, and is used by both the dogs and Squealer, but in different ways; Squealer uses words to scare the animals into submission, while the dogs actually hold a force which they demonstrate regularly. Another method is that which is employed by the sheep, which is on the whole very different, yet very effective. By means of creating noise in the form of a repeated slogan, the sheep confuse the animals thoughts, and remove the opportunity or debate or argument. All of this goes towards making the animals passive in preparation for the final subversion of Animalism; the final great shift where the pigs make the transition from the animal to the human, the very same force that the animals strived to defeat and against whom they gained their independance in the first place (this shift meaning that all that the animals have done is worth nothing, as they are back where they started, perhaps with even less, as now they have no hope with which to console themselves; everything has been removed form them).

Greek Gods essays

Greek Gods essays When you think of Greek Mythology, you think of Zeus, probably, or Hercules (which is Roman). Well, there is A LOT more to it than just him. I mean a lot, a lot. There are dozens upon dozens of gods. But not all of them are worth mentioning, but most are. Because I cant make this very long, I have cut it down to the main three gods: Zeus, Poseidon, and Hades. But, I will start out by telling how the world was created and the gods were born, according to Greek Mythology. It all started with Chaos. It was dark, nothing was around. Out of the darkness came Erebus, which is the unknowable place where death dwells, and Night. It was still dark, when out of nowhere came Love, which brought order. Love brought Light and Day with it. With Light and Day, Gaea, the earth, was born. Gaea gave birth to Uranus, which became the heavens. They mated and produced 3 Cyclopes, 3 Hecatoncheires (beings with 100 pairs of arms, all equally strong), and the 12 Titans. Gaea didnt like Uranus, he was a bad husband and a bad father. So she conspired against him. None of her children, the Titans, would help her, except Cronus. Cronus was the youngest Titan of them all. He attacked him when he was sleeping and castrated him. The blood from Uranus created the Giants, Ash Tree Nymphs, and the Erinnyes. Cronus took over for his father and imprisoned the Cyclopes and the Hecatoncheires in Tartarus (Tartarus is the ultimate prison, worse than the Underworld, where there is no way you are getting out unless you are released.) He married his sister Rhea and all the Titans had many children during his reign. He was told one of his kids would overthrow him when they got older. So, to keep the from happening, he swallowed each of his children, except one. Rhea took her sixth child, Zeus, and hid him in the land of Crete. She then took a stone, wrapped it in a cloth and presented it to Cronus, which he then swallowed, thinking...

Quoting Out of Context Fallacy (Changing Meaning)

Quoting Out of Context Fallacy (Changing Meaning) The fallacy of quoting something out of context is often included in the Fallacy of Accent, and it is true that there are strong parallels. However, Aristotles original Fallacy of Accent referred solely to shifting the accent on syllables within words, and it is already stretched in modern discussions of fallacies to include shifting the accent between words within a sentence. To expand it further to include shifting emphasis on entire passages is, perhaps, going a bit far. For that reason, the concept of quoting out of context gets its own section. What does it mean to quote someone out of context? After all, every quotation necessarily excludes large sections of the original material and is thus an out of context quotation. What makes this a fallacy is to take a selective quotation which distorts, alters, or even reverses the originally intended meaning. This can be done accidentally or deliberately. Examples and Discussion Quoting out of Context A good example is already hinted at in the discussion of the Fallacy of Accent: irony. A statement meant ironically can be taken wrong when in written form because much irony is communicated through the emphasis when spoken. Sometimes, however, that irony is communicated more clearly through the addition of more material. For example: 1. This has been the best play Ive seen all year! Of course, it is the only play Ive seen all year.2. This was a fantastic movie, as long as you arent looking for plot or character development. In both of these reviews, you start out with an ironic observation which is followed by an explanation which communicates that the foregoing was meant to be taken ironically rather than literally. This can be a dangerous tactic for reviewers to employ because unscrupulous promoters can do this: 3. John Smith calls this the best play Ive seen all year!4. ...a fantastic movie... - Sandy Jones, Daily Herald. In both cases, a passage of the original material has been taken out of context and thereby given a meaning that is exactly the opposite of what was intended. Because these passages are being used in the implicit argument that others should come see the play or movie, they qualify as fallacies, in addition to just being unethical. What you see above is also part of another fallacy, the Appeal to Authority, which attempts to convince you of the truth of the proposition by appealing to the opinion of some authority figure - usually, though, it appeals to their actual opinion rather than a distorted version of it. It is not uncommon for the Quoting Out Of Context fallacy to be combined with an Appeal to Authority, and it is frequently found in creationist arguments. For example, here is a passage from Charles Darwin, often quoted by creationists: 5. Why then is not every geological formation and every stratum full of such intermediate links? Geology assuredly does not reveal any such finely-graduated organic chain; and this, perhaps, is the most obvious and serious objection which can be urged against the theory. The Origin of Species (1859), Chapter 10 Obviously, the implication here is that Darwin doubted his own theory and had encountered a problem he could not solve. But lets look at the quote in the context of the two sentences following it: 6. Why then is not every geological formation and every stratum full of such intermediate links? Geology assuredly does not reveal any such finely-graduated organic chain; and this, perhaps, is the most obvious and serious objection which can be urged against the theory.The explanation lies, as I believe, in the extreme imperfection of the geological record. In the first place, it should always be borne in mind what sort of intermediate forms must, on the theory, have formerly existed... It is now obvious that instead of raising doubts, Darwin was simply using a rhetorical device to introduce his own explanations. The exact same tactic has been used with quotations from Darwin about the development of the eye. Of course, such methods are not limited to just creationists. Here is a quote from Thomas Henry Huxley used on alt.atheism by Rooster, a.k.a Skeptic: 7. This is ... all that is essential to Agnosticism. That which Agnostics deny and repudiate, as immoral, is the contrary doctrine, that there are propositions which men ought to believe, without logically satisfactory evidence; and that reprobation ought to attach to the profession of disbelief in such inadequately supported propositions.The justification of the Agnostic principle lies in the success which follows upon its application, whether in the field of natural, or in that of civil, history; and in the fact that, so far as these topics are concerned, no sane man thinks of denying its validity. The point of this quote is to try and argue that, according to Huxley, all that is essential to agnosticism is to deny that there are propositions which we should believe even though we do not have logically satisfactory evidence. However, this quote misrepresents the original passage: 8. I further say that Agnosticism is not properly described as a negative creed, nor indeed as a creed of any kind, except in so far as it expresses absolute faith in the validity of a principle, which is as much ethical as intellectual. This principle may be stated in various ways, but they all amount to this: that it is wrong for a man to say that he is certain of the objective truth of any proposition unless he can produce evidence which logically justifies that certainty.This is what Agnosticism asserts; and, in my opinion, it is all that is essential to Agnosticism. That which Agnostics deny and repudiate, as immoral, is the contrary doctrine, that there are propositions which men ought to believe, without logically satisfactory evidence; and that reprobation ought to attach to the profession of disbelief in such inadequately supported propositions.The justification of the Agnostic principle lies in the success which follows upon its application, whether in the field of natural, or in that of civil, history; and in the fact that, so far as these topics are concerned, no sane man thinks of denying its validity. [emphasis added] If you notice, the phrase it is all that is essential to Agnosticism actually refers to the preceding passage. Thus, what is essential to Huxleys agnosticism is that people should not claim to be certain of ideas when they do not have the evidence which logically justifies such certainty. The consequence of adopting this essential principle, then, leads agnostics to repudiate the idea that we ought to believe things when we lack satisfactory evidence. Combining the Out of Context Fallacy with Other Fallacies Another common way to use the fallacy of quoting out of context is to combine with a Straw Man argument. In this, someone is quoted out of context so that their position appears weaker or more extreme than it is. When this false position is refuted, the author pretends that they have refuted the real position of the original person. Of course, most of the examples above are do not by themselves qualify as arguments. But it would not be unusual to see them as premises in arguments, either explicit or implicit. When this happens, then a fallacy has been committed. Until then, all we have is simply an error.

Court Report Case Study Example | Topics and Well Written Essays - 3500 words

Court Report - Case Study Example Investors who purchased a majority interest in a corporation did not commit fraud upon minority shareholder in either inducing him to execute employment and royalty contract, or during his subsequent performance under such contract; though following execution of contract investors failed to disclose their honest opinions on shareholder's job performance, failed to disclose facts concerning their attempts to sell corporation, and failed to disclose to prospective buyers corporation's potential liability to shareholder for enormous royalty benefits, such omissions and misrepresentations did not induce minority shareholder to execute contract, nor did he rely upon such omissions and misrepresentations to his detriment in his performance of the contract. A shareholder of a corporation does not generally have a right to sue personally for alleged losses sustained by the corporation due to mismanagement or breach of fiduciary duties; a shareholder may only sue to recover losses to a corpor ation resulting from mismanagement and breach of fiduciary duties secondarily through a shareholder's derivative suit. When an officer knowingly and intentionally acts against the best interest of the corporation or outside the scope of his authority, he can be held liable by the party whose contract right has been damaged. An action against a corporate officer for intentional and unjustified interference with contractual relations may be divided into separate elements: (1) the existence of a contract or a legally protected interest between the plaintiff and the corporation; (2) the corporate officer's knowledge of the contract; (3) the officer's intentional inducement or causation of the corporation to breach the contract or his intentional rendition of its performance impossible or more burdensome; (4) absence of justification on the part of the officer; and (5) causation of damages to the plaintiff by the breach of contract or difficulty of its performance brought about by the of ficer. Conclusion: 1. A plaintiff claiming the existence of an oral contract greater than $500 in value may prove its existence and terms by at least one credible witness and other corroborating circumstances 2. A plaintiff may serve as the one credible witness needed to establish existence and terms of an oral contract in excess of $500 3. The elements are necessary to prove fraud are (1) the existence of a contract or a legally protected interest between the plaintiff and the corporation; (2) the corporate officer's knowledge of the contract; (3) the officer's intentional inducement or causation of the corporation to breach the contract or his intentional rendition of its performance impossible or more burdensome; (4) absence of justification on the part of the officer; and (5) causation of damages. Court of Appeal of Louisiana, Fourth Circuit. SUN DRILLING PRODUCTS CORPORATION v. Jerry J. RAYBORN, Sr. No. 2000-CA-1884. Oct. 3, 2001. STATEMENT OF THE FACTS In 1994, Jerry J. Rayborn owned Sun Drilling Products Corporation. Rayborn began negotiations with a group of Philadelphia investors concerning the

Assignment Example | Topics and Well Written Essays - 1500 words - 4

Assignment Example There may be two types of efficiency in the market Productive efficiency and Allocative efficiency. The perfectly competitive market ensures maximum efficiency. In perfectly competitive the maximum profit point is where the marginal cost is equal to marginal benefit and since for them MR = AR= P. thus the profit maximization point i.e. MC =MR also ensures MC = MU (price). This means that in perfectly competitive markets the marginal benefit to the society derived by customers while consuming the product is just able to cover the marginal cost incurred by the society through the producer. Thus the marginal loss to the society is equal to the marginal benefit to the society which is a condition for efficiency. Which is not case with imperfectly competitive markets whose MU may not equal to MC at the point of profit maximization i.e. MR = MC, as for imperfectly competitive markets MR may not be equal to AR and price. Thus MC and price may not be equal. An example of market very close to perfect competition is street vegetable market in developing countries. The products are almost similar and each buyer and seller is very small thus almost similar prices prevail. Thus MR = P = AR, and for profit maximization MC = MR which means MC = P (MU) which ensures utmost efficiency. Figure 1 shows the profit maximizing point for a competitive market firm. The point for profit maximization is qe, as here MR = MC and since it’s perfectly competitive, AR = P = MR, thus MC = P, which shows the efficiency in the market. b) The example of imperfect competition is tooth paste market in the US a lot of firms selling differentiated products to many buyers. In this case the firms don’t sell at similar prices and their demand curves are sloping downwards thus MR falls faster than AR and P. Thus when MC comes equal to MR MC is actually less than AR which keeps the prices

The novel of life in rural Mississippi in the 1930 Essay Example for Free

The novel of life in rural Mississippi in the 1930 Essay She had been making her own stories out of it. The subject was slavery and a racist, white man published the history book that she was given and she thought the book was wrong. She had eventually got fired due to T. J getting revenge on her for accusing him of cheating. Mr Granger was a man who leased out sharecropping land to the black community and took almost all of their money after the harvest. On top of that, the Logans had financial problems and mortgage problems. People had to face the consequences without hardly any money. Black people had to pay their mortgage at the bank but the white people employed at the bank just caused more trouble. This novel examines many issues for example: courage, bravery, prejudice, the power to succeed and the strength to survive. Black people have known that courage comes only to those who earn it. Friendship is an important part of life. You need people to look you up to, someone on your side so you can be brave and someone you can depend on for giving you advice if youre in trouble. You will hardly ever see any black people and white people, as thats the way life was. Jeremy was a good friend of the Logans. Jeremy Likes T. J and the Logans Tree House and their generosity and friendship. Some white people would be scared of some blacks. I know this because of when Kaleb Wallace gazed up at Mr Morrison, then at the truck as if trying to comprehend the connection between the two. The major conflict in this story is when two white children beat up T. J and accuse him of robbing a store. The two children were the actual robbers with stockings over their faces. Then the white children go to T. Js house and tried to hang and burn his whole family. The Logans try to stop this by setting fire to their own cotton field so everyone will stop to put the fire out before it reached their own. Luckily, the lightening had struck the cotton field. This was the turning point in Roll of Thunder, Hear My Cry. Everyone stopped what they were doing just to put out the fire, including the whit people. They all worked as one without hate or dislike. This would also be considered the resolution because the prejudice is gone for a moment. The falling action is when the fire is out and everyone goes home. Mama had explained that we have no choice of what colour were born or who our parents are what we do have is some choice over what we make of our lives once were here. Something more important in our life is education. There were two separate schools that separated the black children with the whites. Children used to travel by bus, car or just walk. Either way, there could be disaster waiting to happen whilst on the journey. Uncle Hammer gave warnings about these situations all the time. He thought that things seemed worse than usual up there. It gets hot like this and folks get dissatisfied with life, they start looking round for somebody to take it out on. So everyone should be careful and to always be aware of danger. As I read Roll of Thunder, Hear My Cry, I have noticed the particular language that the people use. They use local dialect for when they talk. The local dialect in Mississippi often involves shortening words and blurring words together as well as creating new words, for example: mopin round, cuttin up, bout, farmin, yall. The apostrophes show where letters have been dropped when words are shortened. When T. J talks about friendship in several local dialect speeches. He once said to Stacey, I swear everything I told yall is the truth. I I admit I lied bout tellin on your mama, but I aint lyin now, I aint. People used to talk like this because it was shorter and easier for them to say it. There are several themes in Roll of Thunder, Hear My Cry. One of them could be described as when someone feels that is bad, he can still have the pride of his family and friends. Courage comes only to those who earn it could be another theme. The last theme involves the difficult situation life presents and a need to stand tall. This book, I think, was well written to let people see things through a childs eye and experience their innocence and disbelief in the cruelties of life brought in by racism and prejudice. The lesson I learned in reading Roll of Thunder, Hear My Cry is that when people are found to be tough, they can be; especially a child. Sometimes they come out stronger than the adult in one of lifes crisis. There has been a lot of trouble in this book and people like Mama always sense trouble. She says your lucky no worse happened and were glad to have you here especially now. When Cassie had racial situations approach her, she likes to get vengeance and after she had achieved her goal, she tells herself, oh, how sweet was well-manoeuvred revenge. Now you know that if you have an ounce of hope inside you, youll have the power to succeed and all live as one. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mildred Taylor section.

Investigating Osmosis in Potato Tissue :: Papers

Investigating Osmosis in Potato Tissue Aim To estimate the concentration of sucrose in potato tissue. Hypothesis ========== I believe that the potato tissue that has been in the hypotonic (0.1M sucrose) solution will be more turgid than before, while the tissue in the isotonic (0.3M sucrose) will be similar to its previous state. The tissue that has been in the hypertonic (0.5M sucrose) should be far more placid than it was before. This is because of osmosis - water diffusing in and out of the potato tissue cells. Apparatus =========  · 1 potato tuber  · 1 cork borer  · 1 ceramic tile  · 1 scalpel  · Paper towels  · 6 boiling tubes  · 1 marker pen  · 0.1M, 0.3M, and 0.5M sucrose solution  · Access to an electric balance  · 1 funnel Method ====== The volume of each boiling tube was calculated, and then 2 tubes were half-filled with 0.1M sucrose solution, 2 tubes were filled with 0.3M sucrose solution, while the final 2 tubes were filled with 0.5M sucrose solution. Then 6 cylinders of potato were cut from the tuber using the cork borer. These were then all cut down to 20mm in length using the scalpel. They were then dried with the paper towel to remove excess water before being weighed on the electric balance. The weight of each was recorded. They were then all immersed in the solution in the boiling tubes, and the tubes were labelled using the marker pen and then lids were put on. They were then left for 24 hours in a moderate temperature before being taken out and dried using the paper towels. They were then weighed on the electric balance and the final mass was recorded. The cylinders were then gently squeezed to determine the condition of the potato tissue after osmosis - very firm (turgid), firm, or soft (flaccid). The percentage difference between the mass before and after the experiment was then calculated, and the

The Host Chapter 17: Visited

The heat hit me first-like a wall of steam, the moist, thick air rolled over me and dewed on my skin. My mouth opened automatically as I tried to pull a breath from the abruptly denser air. The smell was stronger than before-that same metallic tang that clung in my throat and flavored the water here. The murmuring babble of bass and soprano voices seemed to issue from every side, echoing off the walls. I squinted anxiously through the swirling cloud of moisture, trying to make out where the voices came from. It was bright here-the ceiling was dazzling, like in the big room but much closer. The light danced off the vapor, creating a shimmering curtain that almost blinded me. My eyes struggled to adjust, and I clutched at Jeb's hand in panic. I was surprised that the strangely fluid babble did not respond in any way to our entrance. Perhaps they couldn't see us yet, either. â€Å"It's a bit close in here,† Jeb said apologetically, fanning at the steam in front of his face. His voice was relaxed, conversational in tone, and loud enough to make me jump. He spoke as if we were not surrounded. And the babble continued, oblivious to his voice. â€Å"Not that I'm complaining,† he continued. â€Å"I'd be dead several times over if this place didn't exist. The very first time I got stuck in the caves, of course. And now, we'd never be able to hide out here without it. With no hiding place, we're all dead, right?† He nudged me with his elbow, a conspiratorial gesture. â€Å"Mighty convenient, how it's laid out. Couldn't have planned it much better if I'd sculpted it myself out of play dough.† His laugh cleared a section of mist, and I saw the room for the first time. Two rivers flowed through the dank, high-domed space. This was the chatter that filled my ears-the water gushing over and under the purple volcanic rock. Jeb spoke as if we were alone because we were. It was really only one river and one small stream. The stream was closest; a shallow braided ribbon of silver in the light from above, coursing between low stone banks that it seemed constantly in danger of overrunning. A feminine, high-pitched murmur purred from its gentle ripples. The male, bass gurgle came from the river, as did the thick clouds of vapor that rose from the gaping holes in the ground by the far wall. The river was black, submerged under the floor of the cavern, exposed by wide, round erosions along the length of the room. The holes looked dark and dangerous, the river barely visible as it rushed powerfully toward an invisible and unfathomable destination. The water seemed to simmer, such was the heat and steam it produced. The sound of it, too, was like that of boiling water. From the ceiling hung a few long, narrow stalactites, dripping toward the stalagmites beneath each one. Three of them had met, forming thin black pillars between the two bodies of flowing water. â€Å"Got to be careful in here,† Jeb said. â€Å"Quite a current in the hot spring. If you fall in, you're gone. Happened once before.† He bowed his head at the memory, his face sober. The swift black eddies of the subterranean river were suddenly horrible to me. I imagined being caught in their scalding current and shuddered. Jeb put his hand lightly on my shoulder. â€Å"Don't worry. Just watch your step and you'll be fine. Now,† he said, pointing to the far end of the cavern, where the shallow stream ran into a dark cave, â€Å"the first cave back there is the bathing room. We've dug the floor out to make a nice, deep tub. There's a schedule for taking baths, but privacy's not usually an issue-it's black as pitch. The room's nice and warm so close to the steam, but the water won't burn you like the hot spring here. There's another cave just past that one, through a crevice. We've widened the entrance up to a comfortable size. That room is the farthest we can follow the stream-it drops underground there. So we've got that room fixed up as the latrine. Convenient and sanitary.† His voice had assumed a complacent tone, as if he felt credit was due to him for nature's creations. Well, he had discovered and improved the place-I supposed some pride was justified. â€Å"We don't like to waste batteries, and most of us know the floor here by heart, but since it's your first time, you can find your way with this.† Jeb pulled a flashlight from his pocket and held it out. The sight of it reminded me of the moment he'd found me dying in the desert, when he'd checked my eyes and known what I was. I didn't know why the memory made me sad. â€Å"Don't get any crazy ideas about maybe the river taking you out of here or something. Once that water goes underground, it doesn't come back up,† he cautioned me. Since he seemed to be waiting for some acknowledgment of his warning, I nodded once. I took the flashlight from his hand slowly, being careful not to make any quick movements that might startle him. He smiled in encouragement. I followed his directions quickly-the sound of the rushing water was not making my discomfort any easier to bear. It felt very strange to be out of his sight. What if someone had hidden in these caves, guessing I would have to come here eventually? Would Jeb hear the struggle over the cacophony of the rivers? I shone the flashlight all around the bathing room, looking for any sign of an ambush. The odd flickering shadows it made were not comforting, but I found no substance to my fears. Jeb's tub was more the size of a small swimming pool and black as ink. Under the surface, a person would be invisible as long as they could hold their breath†¦ I hurried through the slender crack at the back of the room to escape my imaginings. Away from Jeb, I was nearly overwhelmed with panic-I couldn't breathe normally; I could barely hear over the sound of my pulse racing behind my ears. I was more running than walking when I made my way back to the room with the rivers. To find Jeb standing there, still in the same pose, still alone, was like a balm to my splintered nerves. My breathing and my heartbeat slowed. Why this crazy human should be such a comfort to me, I couldn't understand. I supposed it was like Melanie had said, desperate times. â€Å"Not too shabby, eh?† he asked, a grin of pride on his face. I nodded once again and returned the flashlight. â€Å"These caves are a great gift,† he said as we started back toward the dark passageway. â€Å"We wouldn't be able to survive in a group like this without them. Magnolia and Sharon were getting along real well-shockingly well-up there in Chicago, but they were pushing their luck hiding two. It's mighty nice to have a community again. Makes me feel downright human.† He took my elbow once more as we climbed the rough stair-case out. â€Å"I'm sorry about the, um, accommodations we've got you in. It was the safest place I could think of. I'm surprised those boys found you as quick as they did.† Jeb sighed. â€Å"Well, Kyle gets real†¦ motivated. But I suppose it's all for the best. Might as well get used to how things are going to be. Maybe we can find something more hospitable for you. I'll think on it†¦ While I'm with you, at least, you don't really have to cram yourself into that little hole. You can sit in the hall with me if you prefer. Though with Jared†¦Ã¢â‚¬  He trailed off. I listened to his apologetic words in wonder; this was so much more kindness than I'd hoped for, more compassion than I'd thought this species was capable of giving their enemies. I patted the hand on my elbow lightly, hesitantly, trying to convey that I understood and wouldn't cause a problem. I was sure Jared much preferred to have me out of sight. Jeb had no trouble translating my wordless communication. â€Å"That's a good girl,† he said. â€Å"We'll figure this all out somehow. Doc can just concentrate on healin' human folks. You're much more interesting alive, I think.† Our bodies were close enough that he was able to feel me tremble. â€Å"Don't worry. Doc's not going to bother you now.† I couldn't stop shivering. Jeb could only promise me now. There was no guarantee that Jared would not decide my secret was more important than protecting Melanie's body. I knew that such a fate would make me wish Ian had succeeded last night. I swallowed, feeling the bruising that seemed to go all the way through my neck to the inside walls of my throat. You never know how much time you'll have, Melanie had said so many days ago, when my world was still under control. Her words echoed in my head as we reentered the big room, the main plaza of Jeb's human community. It was full, like the first night, everyone there to glare at us with eyes that blazed anger and betrayal when they looked at him and murder when they looked at me. I kept my gaze down on the rock under my feet. From the corner of my eye, I could see that Jeb held his gun ready again. It was only a matter of time, indeed. I could feel it in the atmosphere of hate and fear. Jeb could not protect me long. It was a relief to scrape back through the narrow crevice, to look forward to the winding black labyrinth and my cramped hiding place; I could hope to be alone there. Behind me, a furious hissing, like a nest of goaded snakes, echoed in the big cavern. The sound made me wish Jeb would lead me through the labyrinth at a quicker pace. Jeb chuckled under his breath. He seemed to get stranger the longer I was around him. His sense of humor mystified me as much as his motivations did. â€Å"It gets a bit tedious down here sometimes, you know,† he murmured to me, or to himself. With Jeb, it was hard to tell. â€Å"Maybe when they get over being cheesed off at me, they'll realize they appreciate all the excitement I'm providing.† Our path through the dark twisted in a serpentine fashion. It didn't feel at all familiar. Perhaps he took a different route to keep me lost. It seemed to take more time than before, but finally I could see the dim blue light of the lamp shining from around the next curve. I braced myself, wondering if Jared would be there again. If he was, I knew he would be angry. I was sure he wouldn't approve of Jeb taking me for a field trip, no matter how necessary it might have been. As soon as we rounded the corner, I could see that there was a figure slumped against the wall beside the lamp, casting a long shadow toward us, but it was obviously not Jared. My hand clutched at Jeb's arm, an automatic spasm of fear. And then I really looked at the waiting figure. It was smaller than me-that was how I'd known it was not Jared-and thin. Small, but also too tall and too wiry. Even in the dim light of the blue lamp, I could see that his skin was dyed to a deep brown by the sun, and that his silky black hair now fell unkempt past his chin. My knees buckled. My hand, grasping Jeb's arm in panic, held on for support. â€Å"Well, for Pete's sake!† Jeb exclaimed, obviously irritated. â€Å"Can't nobody keep a secret around this place for more'n twenty-four hours? Gol' durn, this burns me up! Bunch of gossipmongers†¦Ã¢â‚¬  He trailed off into a grumble. I didn't even try to understand the words Jeb was saying; I was locked in the fiercest battle of my life-of every life I'd ever lived. I could feel Melanie in each cell of my body. My nerve endings tingled in recognition of her familiar presence. My muscles twitched in anticipation of her direction. My lips trembled, trying to open. I leaned forward toward the boy in the hall, my body reaching because my arms would not. Melanie had learned many things the few times I'd ceded or lost my command to her, and I truly had to struggle against her-so hard that fresh sweat beaded on my brow. But I was not dying in the desert now. Nor was I weak and dizzy and taken off guard by the appearance of someone I'd given up for lost; I'd known this moment might come. My body was resilient, quick to heal-I was strong again. The strength of my body gave strength to my control, to my determination. I drove her from my limbs, chased her from every hold she'd found, thrust her back into the recesses of my mind, and chained her there. Her surrender was sudden and total. Aaah, she sighed, and it was almost a moan of pain. I felt strangely guilty as soon as I'd won. I'd already known that she was more to me than a resistant host who made life unnecessarily difficult. We'd become companions, even confidantes during our past weeks together-ever since the Seeker had united us against a common enemy. In the desert, with Kyle's knife over my head, I'd been glad that if I had to die I would not be the one to kill Melanie; even then, she was more than a body to me. But now it seemed like something beyond that. I regretted causing her pain. It was necessary, though, and she didn't seem to grasp that. Any word we said wrong, any poorly considered action would mean a quick execution. Her reactions were too wild and emotional. She would get us into trouble. You have to trust me now, I told her. I'm just trying to keep us alive. I know you don't want to believe your humans could hurt us†¦ But it's Jamie, she whispered. She yearned for the boy with an emotion so strong that it weakened my knees again. I tried to look at him impartially-this sullen-faced teenager slumped against the tunnel wall with his arms folded tightly across his chest. I tried to see him as a stranger and plan my response, or lack of response, accordingly. I tried, but I failed. He was Jamie, he was beautiful, and my arms-mine, not Melanie's-longed to hold him. Tears filled my eyes and trickled down my face. I could only hope they were invisible in the dim light. â€Å"Jeb,† Jamie said-a gruff greeting. His eyes passed swiftly over me and away. His voice was so deep! Could he really be so old? I realized with a double pang of guilt that I'd just missed his fourteenth birthday. Melanie showed me the day, and I saw that it was the same day as the first dream with Jamie. She'd struggled so hard all through the waking hours to keep her pain to herself, to cloud her memories in order to protect the boy, that he'd come out in her dream. And I'd e-mailed the Seeker. I shuddered now in disbelief that I'd ever been so callous. â€Å"Whatcha doing here, kid?† Jeb demanded. â€Å"Why didn't you tell me?† Jamie demanded back. Jeb went silent. â€Å"Was that Jared's idea?† Jamie pressed. Jeb sighed. â€Å"Okay, so you know. What good does that do you, eh? We only wanted to -â€Å" â€Å"To protect me?† he interrupted, surly. When did he get so bitter? Was it my fault? Of course it was. Melanie began sobbing in my head. It was distracting, loud-it made Jeb and Jamie's voices sound farther away. â€Å"Fine, Jamie. So you don't need protecting. What do you want?† This quick capitulation seemed to throw Jamie off. His eyes darted between Jeb's face and mine while he struggled to come up with a request. â€Å"I-I want to talk with her†¦ with it,† he finally said. His voice was higher when he was unsure. â€Å"She doesn't say much,† Jeb told him, â€Å"but you're welcome to try, kid.† Jeb pried my fingers off his arm. When he was free, he turned his back to the nearest wall, leaning into it as he eased himself to the floor. He settled in there, fidgeting until he found a comfortable position. The gun stayed balanced in the cradle of his lap. Jeb's head lolled back against the wall, and his eyes closed. In seconds, he looked like he was asleep. I stood where he'd left me, trying to keep my eyes off Jamie's face and failing. Jamie was surprised again by Jeb's easy acquiescence. He watched the old man recline on the floor with wide eyes that made him look younger. After a few minutes of perfect stillness from Jeb, Jamie looked back up at me, and his eyes tightened. The way he stared at me-angry, trying hard to be brave and grown-up, but also showing the fear and pain so clearly in his dark eyes-had Melanie sobbing louder and my knees shaking. Rather than take a chance with another collapse, I moved slowly to the tunnel wall across from Jeb and slid down to the floor. I curled up around my bent legs, trying to be as small as possible. Jamie watched me with cautious eyes and then took four slow steps forward until he stood over me. His glance flitted to Jeb, who hadn't moved or opened his eyes, and then Jamie knelt down at my side. His face was suddenly intense, and it made him look more adult than any expression yet. My heart throbbed for the sad man in the little boy's face. â€Å"You're not Melanie,† he said in a low voice. It was harder not to speak to him because I was the one who wanted to speak. Instead, after a brief hesitation, I shook my head. â€Å"You're inside her body, though.† Another pause, and I nodded. â€Å"What happened to your†¦ to her face?† I shrugged. I didn't know what my face looked like, but I could imagine. â€Å"Who did this to you?† he pressed. With a hesitant finger, he almost touched the side of my neck. I held still, feeling no urge to cringe away from this hand. â€Å"Aunt Maggie, Jared, and Ian,† Jeb listed off in a bored voice. We both jumped at the sound. Jeb hadn't moved, and his eyes were still closed. He looked so peaceful, as if he had answered Jamie's question in his sleep. Jamie waited for a moment, then turned back to me with the same intense expression. â€Å"You're not Melanie, but you know all her memories and stuff, right?† I nodded again. â€Å"Do you know who I am?† I tried to swallow the words, but they slipped through my lips. â€Å"You're Jamie.† I couldn't help how my voice wrapped around the name like a caress. He blinked, startled that I had broken my silence. Then he nodded. â€Å"Right,† he whispered back. We both looked at Jeb, who remained still, and back at each other. â€Å"Then you remember what happened to her?† he asked. I winced, and then nodded slowly. â€Å"I want to know,† he whispered. I shook my head. â€Å"I want to know,† Jamie repeated. His lips trembled. â€Å"I'm not a kid. Tell me.† â€Å"It's not†¦ pleasant,† I breathed, unable to stop myself. It was very hard to deny this boy what he wanted. His straight black eyebrows pulled together and up in the middle over his wide eyes. â€Å"Please,† he whispered. I glanced at Jeb. I thought that maybe he was peeking from between his lashes now, but I couldn't be sure. My voice was soft as breathing. â€Å"Someone saw her go into a place that was off-limits. They knew something was wrong. They called the Seekers.† He flinched at the title. â€Å"The Seekers tried to get her to surrender. She ran from them. When they had her cornered, she jumped into an open elevator shaft.† I recoiled from the memory of pain, and Jamie's face went white under his tan. â€Å"She didn't die?† he whispered. â€Å"No. We have very skilled Healers. They mended her quickly. Then they put me in her. They hoped I would be able to tell them how she had survived so long.† I had not meant to say so much; my mouth snapped shut. Jamie didn't seem to notice my slip, but Jeb's eyes opened slowly and fixed on my face. No other part of him moved, and Jamie didn't see the change. â€Å"Why didn't you let her die?† he asked. He had to swallow hard; a sob was threatening in his voice. This was all the more painful to hear because it was not the sound a child makes, frightened of the unknown, but the fully comprehending agony of an adult. It was so hard not to reach out and put my hand on his cheek. I wanted to hug him to me and beg him not to be sad. I curled my hands into fists and tried to concentrate on his question. Jeb's eyes flickered to my hands and back to my face. â€Å"I wasn't in on the decision,† I murmured. â€Å"I was still in a hibernation tank in deep space when that happened.† Jamie blinked again in surprise. My answer was nothing he'd expected, and I could see him struggling with some new emotion. I glanced at Jeb; his eyes were bright with curiosity. The same curiosity, though more wary, won out with Jamie. â€Å"Where were you coming from?† he asked. In spite of myself, I smiled at his unwilling interest. â€Å"Far away. Another planet.† â€Å"What was -† he started to ask, but he was interrupted by another question. â€Å"What the hell?† Jared shouted at us, frozen with fury in the act of rounding the corner at the end of the tunnel. â€Å"Damn it, Jeb! We agreed not to -â€Å" Jamie wrenched himself upright. â€Å"Jeb didn't bring me here. But you should have.† Jeb sighed and got slowly to his feet. As he did so, the gun rolled from his lap onto the floor. It stopped only a few inches from me. I scooted away, uncomfortable. Jared had a different reaction. He lunged toward me, closing the length of the hallway in a few running strides. I cowered into the wall and covered my face with my arms. Peeking around my elbow, I watched him jerk the gun up from the floor. â€Å"Are you trying to get us killed?† he almost screamed at Jeb, shoving the gun into the old man's chest. â€Å"Calm down, Jared,† Jeb said in a tired voice. He took the gun in one hand. â€Å"She wouldn't touch this thing if I left it down here alone with her all night. Can't you see that?† He stabbed the barrel of the gun toward me, and I cringed away. â€Å"She's no Seeker, this one.† â€Å"Shut up, Jeb, just shut up!† â€Å"Leave him alone,† Jamie shouted. â€Å"He didn't do anything wrong.† â€Å"You!† Jared shouted back, turning on the slim, angry figure. â€Å"You get out of here now, or so help me!† Jamie balled his fists and stood his ground. Jared's fists came up, too. I was rooted in place with shock. How could they scream at each other this way? They were family, the bonds between them stronger than any blood tie. Jared wouldn't hit Jamie-he couldn't! I wanted to do something, but I didn't know what to do. Anything that brought me to their attention would only make them angrier. For once, Melanie was calmer than I was. He can't hurt Jamie, she thought confidently. It's not possible. I looked at them, facing off like enemies, and panicked. We should never have come here. See how unhappy we've made them, I moaned. â€Å"You shouldn't have tried to keep this a secret from me,† Jamie said between his teeth. â€Å"And you shouldn't have hurt her.† One of his hands unclenched and flew out to point at my face. Jared spit on the floor. â€Å"That's not Melanie. She's never coming back, Jamie.† â€Å"That's her face,† Jamie insisted. â€Å"And her neck. Don't the bruises there bother you?† Jared dropped his hands. He closed his eyes and took a deep breath. â€Å"You will either leave right now, Jamie, and give me some space, or I will make you leave. I am not bluffing. I can't deal with any more right now, okay? I'm at my limit. So can we please have this conversation later?† He opened his eyes again; they were full of pain. Jamie looked at him, and the anger drained slowly from his face. â€Å"Sorry,† he muttered after a moment. â€Å"I'll go†¦ but I'm not promising that I won't come back.† â€Å"I can't think about that now. Go. Please.† Jamie shrugged. He threw one more searching look at me, and then he left, his quick, long stride making me ache again for the time I'd missed. Jared looked at Jeb. â€Å"You, too,† he said in a flat voice. Jeb rolled his eyes. â€Å"I don't think you've had a long enough break, to be honest. I'll keep an eye on -â€Å" â€Å"Go.† Jeb frowned thoughtfully. â€Å"Okay. Sure.† He started down the hall. â€Å"Jeb?† Jared called after him. â€Å"Yeah?† â€Å"If I asked you to shoot it right now, would you do it?† Jeb kept walking slowly, not looking at us, but his words were clear. â€Å"I'd have to. I follow my own rules. So don't ask me unless you really mean it.† He disappeared into the dark. Jared watched him go. Before he could turn his glower on me, I ducked into my uncomfortable sanctuary and curled up in the back corner.

Promote childrens behaviour Essay

Unit 304 Promote children and young people’s positive behaviour The role of a school is multi-faceted. It exists not only to educate, but to guide children’s development into well-adjusted, independent, and successful adults. In order to offer support and time to a class in its entirety, pupil behaviour needs to be managed effectively. Boundaries and rules need to be set for children and a consistent approach applied by all staff. Documented policies and procedures enable all to have a clear understanding of expectations and common goals. There are, however, behavioural or discipline problems that need to be referred to others and all need to be aware of when the situation needs additional assistance and where to obtain this. All staff, from teaching to support staff and lunchtime supervisors, within my setting have sight of the behaviour policy and are expected to adhere to the principles and strategies contained within it. This ensures that all know what is expected f rom them and children can respond positively. I believe that children respond well to having clear, consistent, boundaries and guidelines. When met with unclear, or differing rules, they will attempt to test or push the boundaries as they do not have the security of knowing where they stand. This is likely to be most evident with older students. When all staff follow the correct procedures and fairly apply boundaries, the children know what is acceptable and what is not. If children are aware of the scale of rewards and sanctions and the order in which they are applied, it should not matter, who is speaking to them about their behaviour. As a volunteer within the school, I have the same status and authority as contracted teaching staff with regard to behaviour management. I am fortunate to have the full support of the class teacher and this reinforces my confidence in dealing with inappropriate behaviour. The children can see that there is a â€Å"team† approach to behaviour management and that they will be treated in the same manner, regardless of who is with them at the time. . The school works collaboratively with parents by supplying each with a copy of the school promises at the start of the academic year. These are signed by the teacher and the children. The aim of the school is to reward good behaviour in order to develop an ethos of kindness and co-operation. This is certainly  true within the class in which I volunteer; however, I am aware that some days can be a battle against poor behaviour and it is a challenge to find positive behaviour to praise, but absolutely essential. A child may become accustomed to only getting attention for bad behaviour, which may serve only to reinforce his actions; especially if it is the only attention that they receive. The guidelines for the area of school in which I volunteer indicate that a child sit in the â€Å"thinking chair,† when they have behaved inappropriately, followed by moving their name if the behaviour continues. Further occurrences would mean the class teacher speaking to the parents. I recently told a child not to swing his p.e bag from his neck and discussed with him the potential dangers of doing so. He continued to display the actions that I had asked him not to and so I used the thinking chair. Further occurrences would have involved moving Julie Gibson10/11/2013 his name and continuing with the set behaviour procedure. Before returning to join the rest of the class, we discussed why he had been on the chair and the potential injuries he could have sustained. In this instance the class teacher also spoke to his parents because of the dangerous nature of his actions and spoke to the whole class about the incident, to reinforce the dangers. The following week, I observed the child warn another, not to put their cord around their neck as â€Å"it could hurt.† I praised the child for his actions and explained how much I valued his support. I knew that this particular child liked to be praised in front of his peers and so at a convenient moment, I stopped the class and explained to them that I was awarding him a team point for sensible behaviour in class. The pride and boost to his self-esteem was clear to see. Applying the same rules and boundaries helps children feel equal, valued and respected. Fairly applied boundaries can also help children become more independent and co-operative. It is important for all pupils to be recognised and rewarded for positive behaviour. As previously stated, children who are more often given attention for poor behaviour, require positive behaviour to be recognised and rewarded when positive behaviour is displayed. When children attempt to gain attention through undesirable behaviour, it is often better to ignore it if possible and give attention to those behaving  well. Research and studies developed by B.F Skinner in the 1940’s, suggest that behaviour that gives them recognition or praise is more likely to be repeated. In order to maintain a balance, children need six positive responses for every negative. If possible, negative behaviour should be ignored and diversion techniques used, to prevent the undesirable behaviour. Boundaries help children feel safe and avoid confusion. By rewarding good behaviour, children experience a boost to their self-esteem, which, ideally creates a self-perpetuating response of good behaviour. Good behaviour creates a positive environment for learning and should maximise performance in the classroom. There is no value in consistently applying rewards and sanctions, if I do not role model the actions that I am actively promoting. Children will take their lead from me and if I am not behaving responsibly or appropriately, they will not take me seriously. I ensure that interactions that I may have with other adults, or children are respectful and give a clear indication of the correct way to behave. If I make a mistake, I ensure that I apologise and show my actions to rectify as I am aware that negative actions observed will have a resulting, negative influence upon the actions of the children within my class. When giving instructions and guidelines on required behaviour to the class, I use a positive tone and discuss the benefits with the class e.g â€Å"why is it better to walk in class.?† Children are likely to give responses regarding tripping and hurting themselves. By using this tactic, the children are setting boundaries collaboratively. When they do not act in the way agreed, they are breaking their own rules, not Julie Gibson10/11/2013  simply ones enforced by me. When they do behave appropriately, I can highlight this and give praise and recognition. These may be by way of stickers and team points or recommending for a superstar certificate, to be awarded at the end of the week. Whilst all staff should feel confident in dealing fairly and consistently with inappropriate behaviour, there will always be occasions when others need to be involved. If it becomes clear that a situation is getting out of hand and there is possible danger to the staff member, or pupil, assistance should be requested from another staff member. A pupil may begin to behave in an unpredictable way that makes the  staff member uncomfortable. Referral to the SENCO may be required if a child with additional needs has a behavioural problem requiring specialist assistance and additional strategies for use within the classroom. If staff have a problem with a particular child that is proving increasingly difficult to resolve, assistance from senior staff, or the head teacher can be sought. They can assist in referrals to the local authority behaviour unit and educational psychologists, who will make assessments and offer advice, help and support. Clearly when situations concerning behaviour reach a point where external agencies become involved, parents should be fully aware of difficulties and their cooperation sought to enable a combined approach from all sides. Consistency is key when dealing with behavioural issues. If all staff support each other to deal in a fair manner, applying rules and boundaries equally, children feel safe in the knowledge that rewards and sanctions with be the same, regardless of who is dealing with their behaviour. By actively promoting positive aspects of behaviour and role modelling requirements, children are more likely to repeat appropriate behaviour. When poor behaviour creates a situation where staff or pupils may be endangered, help from others should be sought. Behaviour can be managed when all collaborate to support children to work within boundaries and help them to feel confident in their surroundings. .

Free Essays on Rembrandt Vs. Velazquez

Rembrandt and Velazquez Rembrandt and Velazquez were two influential artists in the 1600’s. They both had unique styles of artwork. They equally expressed their love for artwork over the years. Rembrandt was well known for his self-portraits, which he produced and his love for religious works. Velazquez also had a love for religious works and was well known for his portraits of royalty. The similarities and differences of the two famous artists are extraordinary. Rembrandt and Velazquez both painted distinctively. Their styles were exact, precise and unmistakable. Rembrandt was known for sketching his drawings with all his impressions. He predominately used red he also used brush and washes. His etchings were made to be extremely realistic for romantic pictures he used primarily oils. Red and yellow colors were used in military scenes. The landscapes were real and romantic. He used almost always etchings and drawings for landscapes. As he matured his techniques were modified using bold strokes, passages of broken color, and heavy impasto applied with a palette knife. Rembrandt combined pen strokes with brushwork. The early portraits showed impression of activity rather than thought. But as Rembrandt matured he realized that it was more important to focus on the inner state of his subjects rather the external details. As he matured his techniques were modified using bold strokes, passages of broken color, and heavy impasto applied wi th a palette knife. He also began to scumble areas of his works with his fingers to give them a softer more flowing look. Rembrandt used vivid colors in the beginning of his career, but in the late 1620’s he began using more delicate colors. He used cool colors such as lights blues, yellows, light greens, and olive. He generally used gray backgrounds to accent the colors he was using. The colors he picked to use were utilized to show light and shado... Free Essays on Rembrandt Vs. Velazquez Free Essays on Rembrandt Vs. Velazquez Rembrandt and Velazquez Rembrandt and Velazquez were two influential artists in the 1600’s. They both had unique styles of artwork. They equally expressed their love for artwork over the years. Rembrandt was well known for his self-portraits, which he produced and his love for religious works. Velazquez also had a love for religious works and was well known for his portraits of royalty. The similarities and differences of the two famous artists are extraordinary. Rembrandt and Velazquez both painted distinctively. Their styles were exact, precise and unmistakable. Rembrandt was known for sketching his drawings with all his impressions. He predominately used red he also used brush and washes. His etchings were made to be extremely realistic for romantic pictures he used primarily oils. Red and yellow colors were used in military scenes. The landscapes were real and romantic. He used almost always etchings and drawings for landscapes. As he matured his techniques were modified using bold strokes, passages of broken color, and heavy impasto applied with a palette knife. Rembrandt combined pen strokes with brushwork. The early portraits showed impression of activity rather than thought. But as Rembrandt matured he realized that it was more important to focus on the inner state of his subjects rather the external details. As he matured his techniques were modified using bold strokes, passages of broken color, and heavy impasto applied wi th a palette knife. He also began to scumble areas of his works with his fingers to give them a softer more flowing look. Rembrandt used vivid colors in the beginning of his career, but in the late 1620’s he began using more delicate colors. He used cool colors such as lights blues, yellows, light greens, and olive. He generally used gray backgrounds to accent the colors he was using. The colors he picked to use were utilized to show light and shado...

The Most Common North American Spruces

The Most Common North American Spruces A spruce is a tree of the genus Picea, a genus of about 35 species of coniferous evergreen trees in the Family Pinaceae, found in the northern temperate and boreal (taiga) regions of the earth. In North America, there are 8 important spruce species most important to the  timber trade, the Christmas tree industry and to landscapers. Spruce trees grow at either high altitudes in the southern Appalachians to New England or at higher latitudes in Canada and the higher elevations of Pacific coastal mountains and the Rocky Mountains. Red spruce occupies the Appalachians into upper Northeastern states and provinces. White and blue spruce trees mainly grow throughout most of Canada. Englemann spruce, blue spruce, and Sitka  spruce are native to the western states and Canadian provinces.   Note: Norway spruce is a common non-native European tree that has been extensively planted and has naturalized in North America. They are primarily found in areas of the Northeast, the Great Lake States and Southeastern Canada and the best are cut for New York Citys Rockefeller  Center annual Christmas Tree. Identification of the Common North American Spruce Trees Spruces are large trees and can be distinguished by their whorled branches where needles radiate equally in all directions around the branch (and look very much like a bristle brush). The needles of spruce trees are attached singly to the branches sometimes in a spiral fashion. On firs, there is  a distinct lack of needles on the bottom side of its  twig, unlike spruces that carry needles in a whirl all around the twig. In true firs, the base of each needle is attached to a twig by a structure that looks like a suction cup.   On the other hand, each spruce needle is situated on a small peg-like structure called a pulvinus. This  structure will remain on the branch after the needle drops and will have a rough texture to the touch. The needles (with the exception of Sitka spruce) under magnification are clearly four-sided, four-angled and with four whitish stripe line. The cones of spruce are oblong and cylindrical that tend to be attached to limbs mostly at the top of the trees. Fir trees also have similar looking  cones,  primarily at the top, but tend  to stand upright where spruce hangs downward. These cones do not drop and disintegrate attached to the tree twig.   The Common North American Spruce Red spruceColorado blue spruceBlack spruceWhite spruceSitka spruceEnglemann spruce More on Spruce Trees Spruces, like firs, have absolutely no insect or decay resistance when exposed to the outside environment. Therefore, the wood  is generally recommended for indoor housing use, for sheltered support framing and in furniture for cheaper structural construction. It is also used when pulped to make bleached softwood kraft. Spruce is considered to be a significant North American timber product and the timber trade gives it names like SPF (spruce, pine, fir) and whitewood. Spruce wood is used for many purposes, ranging from general construction work and crates to highly specialized uses in wooden aircraft. The  Wright brothers first aircraft, the  Flyer, was built of spruce. Spruces are popular ornamental trees in the  horticultural landscaping trade and enjoyed  for their evergreen, symmetrical narrow-conic growth habit. For the same reason, non-native  Norway spruce is also extensively used as  Christmas trees. The Most Common North American Conifer List Bald cypress  - Genus  TaxodiumCedar  - Genus  CedrusDouglas Fir  - Genus  PseudotsugaTrue Fir  - Genus  AbiesHemlock  - Genus  TsugaLarch  - Genus  LarixPine  - Genus  PinusRedwood  - Genus  SequoiaSpruce  - Genus  Picea

Market Assignment Example | Topics and Well Written Essays - 250 words

Market - Assignment Example Trying to sell it to people from the lower social class will make it seem like an inferior product (Camillo 67). Therefore, I can take advantage of this situation and advertise this product to people of the upper and middle social class in order to for it get the purchases it deserves. The product will be packaged in relatively expensive cases in order to give it that wealthy touch. Personal influence can also be tied to social influence whereby people who consume wine want to be seen as people with wealth or class in the society (Camillo 72). That is why when we visit people they insist on offering us wine to prove their class. Therefore, I can incorporate a renowned public figure during the advertisements of the product in order for people who consume it to feel associated with the figure. Also, the casing of the wine will have a picture of the person, which will attract more people to it. A lot people perceive that taking alcohol will give them the happy mood they have been longing for (Camillo 88). Therefore, during advertisements, a happy person should be incorporated in it in order for buyers to also want the same feeling. Happiness is priceless; hence, the price of the product should replicate what it gives to the

Scavenger Hunt Research Paper Example | Topics and Well Written Essays - 2000 words

Scavenger Hunt - Research Paper Example Question 2: sexually transmitted infections (STIs) that can cause infertility The two main sexually transmitted infections that cause infertility are gonorrhea and Chlamydia (Wingood & DiClemente, 2002). Gonorrhea is caused by bacteria and dwells in the bodily fluids. It is contacted through vaginal, anal or oral sex. It leads to a condition known as epididymitis and Pelvic inflammatory disease (PID) (Fogel & Woods, 2008). This is due to the infection of the urethral tract and the vaginal duct. Chlamydia is also caused by bacteria that stay in vaginal fluid and semen. It left untreated Chlamydia causes infertility where a condition known as epididymitis and PID causes the infertility (Covington, & Burns, 2006). Question 3: Giardiasis The disease is commonly known as Beaver fever (Veliah, 2005). It is a gastrointestinal illness that is exhibited by serious diarrhea. The disease is caused by a parasite that is known as Giardia Lamblia. This is disease is water-borne and it affects the human intestines where it affects over 200 million populace globally every years (Langford, & Langford, 2002). The disease is reported to have affected about 90 communities in the United States in the years between 1964 and 1984 (Caveney, Jones & Ellis, 2012). Question 4: peer-reviewed journal article on smoking cessation Michele A Faulkner, (2009), Smoking cessation: an economic analysis and review of varenicline, Journal: Clinical Economics and Outcomes Research, Vol. 1, issu 1. Pgs 25-30 is a peer reviewed article that addresses the attempts in reducing the use of tobacco. The article raises concerns that despite the many efforts in reducing the use of tobacco the rate of smoking continues to go high leading to premature death and morbidity. There are economic costs related to smoking which include health care costs and loss of productivity (AJHP, 1986 & Callahan, 2000). The main program raised in the article is the varenicline novel mechanism aimed at addressing the ability to r educe the addiction and withdrawal symptoms (Michele, 2009). Question 5: Durham Region with the highest percentage of births to teenagers According to various findings it has been established that Oshawa area in the Durham Region has the highest rate of births to teenagers which replicates the place the mother was living at the time the child was born (Smithard, 2009). The high births rates are as a result of availability of less expensive housing and the supports and motivation from the mothers (Goldin, Reinert & World Bank, 2007; Vargas, 2009). Question 6: The difference between angina and a heart attack Angina is a term that is applied by doctors to refer to the pain in the chest as a result of insufficient oxygen supply to the heart muscles (Jevon, 2012). This form of pain is identical to the pain as a result of heart attack (Jackson, 2004). On the other hand heart attack is a long lasting damage to the heart muscle which might lead to inability of the tissues to function well d ue to lack of blood supply. The heart muscles need regular oxygen supply which is initiated through the blood (Ramaiah, 2008). Question 7: The Cost of Type 2 Diabetes in Canada The type 2 diabetes is along life state where