Morris Kent Jr. vs. the United States Essay Example for Free

Morris Kent Jr. versus the United States Essay At 14 years old years in 1959 he was accounted for to have submitted a few offenses on housebreakings and endeavored satchel grabbing. He was set under probation on his mother’s care with relating social administrations. At 16 years old in 1961 he was accounted for to have submitted housebreaking, taking the house owner’s wallet, and assaulting her. After which he conceded submitting a few offenses of a similar way. The waiver Kent’s mother, a legal advisor, and a case manager from the adolescent court documented a request to consider deferring the case while he was put at the District of Columbia Receiving Home for kids for seven days. The preliminary and decision He was sentenced to six depends on housebreaking and theft yet was vindicated on two assault tallies by reason of craziness. The intrigue Objections to fingerprinting continuing, nonappearance to warning of guardians, and courts refusal to the entrance on his social administrations document. Solicitor additionally scrutinized the legitimacy of the multi week confinement at the District of Columbia which if a grown-up is as of now thought to be unlawful. The legitimacy of the waiver which denies the applicant the advantages of the adolescent courts parens patriae limit (Howell 1998). Schall versus Martin The history At 14 years old in Dec. 13, 1977 Gregory Martin was captured with first degree theft, second degree ambush, and criminal ownership of a weapon. Martin with two others supposedly hit an adolescent on the head with a stacked firearm. They at that point took the victim’s coat and tennis shoes. The method Martin confirm of absence of management depended on ownership of a stacked weapon, delay of great importance, and bogus data on his location given to the police. He was kept for a sum of fifteen days between the underlying appearance and the fruition of the reality finding. The preliminary and decision Martin was seen as blameworthy on burglary and criminal belonging charges. Since he was mediated as reprobate, he was set on two years probation. The intrigue Objections were made on the pretrial detainment of adolescents inferring more prominent maltreatment of law and force. Re Gault, re Winship, Mckeiver versus the State of Pennsylvania The cases Winship was a multi year old kid in 1970 who went into a storage and took $112. 00 from a woman’s wallet. He was requested put in a preparation school for an underlying time of year and a half subject to yearly augmentations from the premise of prevalence of the proof. Gault was 15 years of age in 1967 when arrested because of an objection that he had made lustful calls. He was requested to proceed as an adolescent reprobate until he should arrive at development at the State Industrial School. Mckeiver was accused all together of 11 to 15 years with different demonstrations of misdeeds which emerged from a few showings fighting school assignments and a school union arrangement. People in general was prohibited from the conference for significant explanation that the adolescent continuing may make the preliminary into a completely enemy process. Every individual from the adolescent gathering was viewed as a reprobate while putting every one of them under probation. Investigation and proposals The Juvenile Justice Services Administration is answerable for the powerful organization of the adolescent equity programs for reprobate and hopeless young people which is being done as a team with the adolescent courts. The ID of the requirements of youngsters confronting wrongdoing prompts the innovation and making of the adolescent courts to back off of youthful lawbreakers. The fast expanded of adolescent wrongdoing and youngsters distinguished as in danger has made an excitement on stunning adolescent wrongdoing insights which came about to an open clamor on the requirement for change in the administration of youthful guilty parties within each one of US states across the country. This for all intents and purposes contested a few guilty parties in grown-up criminal courts. The contention subtleties on little youngsters who had perpetrated vicious violations like ambush, assault, murder and outfitted theft which are frequently settled in a similar court as peaceful guilty parties accused of shoplifting, robbery, and trivial burglary to tranquilize offenses. The developing bafflement of the remedial and inadequate methodology of the adolescent equity framework has come about to advances for a change of its fair treatment to move youthful guilty parties to grown-up courts and jails. It has been the present society’s want to contradict restoration and impact discipline. They solidly accepted that the structure of the adolescent equity framework has allowed youthful wrongdoers to maintain a strategic distance from responsibility which prompted its nonadversarial, decriminalized process where brutal guilty parties were never isolated and ordered by the seriousness of their violations. The court along these lines measures to give direction and restoration of the youngster and insurance for society not to fix criminal duty, blame and discipline as per their parens patriae limit. It appears that US is currently found its own strategy which appears to create a fast increment of adolescent guilty parties who are not managable to recovery who goes about as lawbreakers who happens to be kids. The courts are presently managing on the intersection of engaging themselves to consider agreeability between kids who fail and those kids who carries out a disconnected criminal offense against the commands of the adolescent equity court framework. There is a checked reliance issues inside the locale of the court and for youthful wrongdoers in any case associated with the legal framework. The framework which serves to act like a basic piece of the national improvement procedure to secure the youthful and keep up quiet request in the framework has made disarray due to its arrangement and practice of casual equity for issues of social control. Most regular practice is the treatment of each adolescent who abuses the law isn't named as an adolescent reprobate except if they were authoritatively handled through the adolescent courts and formally arbitrated. Yet, how might they be appropriately prepared if toward the beginning police intercessions are now putting remiss arrangements in question? Is it a matter of strategy producers and approaches usage? Or on the other hand is it a matter of family passionate and authority interconnections that made the youngster as he is today? The reasons and strategies of adolescent courts have become drench on open responses considering assessments the framework. To ensure the privileges of the youthful guilty parties, there must be an order on issues of the wrongdoing that was submitted. It is important to overhaul another adolescent equity framework before it accomplishes progressively open mischief. Youthful guilty parties trapped in the snare of the current criminal equity framework will be characterized by the seriousness of the wrongdoing that was perpetrated through individualized appraisal and proactive case the board. There will be a various menu of alternatives where the foundation will be made exclusively for the youthful guilty parties. This is the day that the court will regard wrongdoing as a wrongdoing paying little mind to the offender’s age and the suitable time that youthful guilty parties will hold responsibility and experience the results of their demonstrations. Youngsters who disregard the law are not, at this point ensured exceptional treatment basically in light of the fact that they are youthful however should be taught by the seriousness of the infringement they had submitted on independent adolescent establishments. The different foundation is as yet a type of extraordinary treatment where the offices and the instruction and preparing of the youthful guilty parties are to be altogether contemplated. In the midst of the seriousness of the wrongdoing, youthful guilty parties will in any case keep on being psychologically, genuinely and socially unique in relation to grown-ups. Along these lines the partition and the production of a remarkable organization for them where they will go to preparing and training inside and still get confirmations for their instruction keeps on serving them as residents and youthful guilty parties. There must be a mother picture or model allocated to a specific gathering of five or six kids who will screen their own needs and truly act like a parent to them. Screening for the enlistment of moms on this procedure must be careful and all around kept up. At the point when we state that youngsters are defenseless against negative impacts, we can legitimize the mother or parent issue by the model parent who continually screens and thinks about them and instructs them essential family esteems that might be more than what their organic guardians could give to a great extent subject to the nature and qualities of the model parent screening enrollment process. Why not employ Asians? Perhaps a difference in culture presentation will work for these guilty parties. At the point when you are out of thoughts on the most proficient method to control them, we should attempt different societies to explore the impact. We should give mixing strategies and practices a shot the consideration the board of these adolescent delinquents. There will be no breaches over the privileges of the youngster being attempted in a grown-up court paying little heed to age based on the seriousness of the wrongdoing in light of the fact that the organization to where he goes isn't a blend grown-up one however a recently made foundation that provides food adolescent crooks for this issue. No dread of any unfavorable impact on social issues and adverse grown-up impacts since they communicate with individuals of the equivalent savage violations and same age section. Or on the other hand to change court procedures, since we as of now have arrangements on the seriousness of offenses then it can move to make law fitting for these adolescents who were criminally charged. In any case, the preliminaries will be done under and inside the umbrella of the adolescent equity framework with no demonstration of preference on issues old enough. So waivers on issues of ward may not represent a danger to submitting botches on placing the youngster into the grown-up establishment. The issue here is the ability of the State to give such adolescent prison. The expense and the spending apportionments will more or le

What is IR Theory Essay Example | Topics and Well Written Essays - 500 words

What is IR Theory - Essay Example Global Relation hypothesis raises on a very basic level experimental issues which must be settled by examining the realities. Teacher Martin Wight, in the 1960 April issue of global Relations, distributed a paper titled â€Å"Why Is There No International Theory?† The Professor accepts that the sovereign state has, since the Reformation, been the point of convergence of Western political idea and experience (Morgenthau 63). The global hypothesis is consistent with strategic experience, and is increased when confidence in progress is pervasive. As indicated by this way of thinking, if things stay as they were before, man would get frantic. This hypothesis he alluded to as â€Å"the contention from desperation†. Global relations is generally includes repeat and redundancy as worldwide reality and universal hypothesis impact. Global hypothesis turns into a kind of theory of history as it includes a definitive encounter of national presence and national termination. For national presence, each individual requires the insurance of the express that speaks to them in the worldwide network (Wight 38). This view believes a sovereign State to be the finish of a political encounter and movement. This juristic articulation believes worldwide legislative issues to be a messy expansion of household governmental issues. It is an orderly and proceeded with perceived leverage between various players. Universal Relations is a transient subject with the cutting edge society being in a condition of change. The past events in a single state relating with different states impacts the future connections that are probably going to happen. In this way, the guessing of universal relations is compared to an arrangement of theoretical suggestions with a prescient capacity. In the perspective on this framework, countries become generalized participators in generalized symmetric or awry relations (Morgenthau 65). The cutting edge society has risen up out of a medieval society and is

Full-Text Psychology Journals - Free Index

Full-Text Psychology Journals - Free Index Student Resources Print Full-Text Psychology Journals - Free Index Psychology Research and Articles By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on February 08, 2020 Wilfred Y Wong / Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers If you are a psychology student or taking any sort of social science class, then you will need to be able to read and understand the articles found in research journals. Such articles describe different psychology studies on a wide range of subjects. As you are writing papers or conducting your own research, these journals can provide helpful sources and background information. Finding full-text psychology journals online can be difficult, especially for students with limited access to academic libraries or online databases. There are a number of psychology, social science, and medical journals that offer  free full-text articles, which may be especially useful for students living in rural areas or studying via distance education. The below journals offer access to a selection of full-text articles online. These journals represent just a few of the resources that are available online. If you are still looking for additional research, pay a visit to your university library to access their database of journal articles. In many cases, your schools library may have access to a number of different research databases where you can find full-text journal articles for your research. Full-Text Psychology Journals Addictive BehaviorsAddictive Behaviors?? offers a sample issue of the journal online. The sample issue contains full-text articles in both HTML and PDF format. A great resource for students researching addictions. American Journal of Drug and Alcohol AbuseFind full-text articles on the study and treatment of drug abuse and alcoholism?? . The American Journal of Drug and Alcohol Abuse focuses on a wide range of topics including clinical, pharmacological, administrative, and social aspects of substance abuse. Archives of Internal MedicineOffers free full-text articles to registered users 12 months after publication. Published by the American Medical Association, the journal covers a wide range of topics related to internal medicine. Free registration is required to access the articles. Biology of ReproductionFind full-text articles as well as article abstracts dating back to 1969 from the Biology of Reproduction journal. Brain: A Journal of NeurologyFind free full-text articles on neurology as well as free editorials. A useful resource for students of neuroscience and biopsychology. British Journal of PsychiatryFind articles covering all topics in psychology from the British Journal of Psychiatry. The journal is focused on clinical aspects of mental health and includes issues of interest to psychiatrists, clinical psychologists, and students of psychology. Full-text articles are available from January 2000 and articles become available one year after publication. CogPrintsCogPrints features journal articles on a number of topic areas, including many in psychology. Find articles on behavioral analysis, clinical psychology, psychobiology, social psychology,?? and more. Current Psychology LettersThis electronic journal offers short papers on current topics in psychology. Available papers date from 2000 to 2006. Electronic Journal of Research in Educational PsychologyThis journal is a great resource for current research in educational psychology. Find full-text journal articles in both English and Spanish. Evolutionary PsychologyFind full-text articles and reviews on the history, research, and theoretical work in evolutionary psychology.?? Journal of Abnormal Child PsychologyRead full-text articles focused on child  psychotherapy, prevention, assessment, and treatment. Research of interest includes childhood disorders including developmental disorders, depression,?? and anxiety. Journal of Abnormal PsychologyRead selected articles on topics in  abnormal psychology  from this journal published by the  American Psychological Association. Journal of Applied Behavior AnalysisRead current and past research on applied behavior analysis in back issues of this journal. Journal of Experimental PsychologyThis journal, published by the American Psychological Association, offers a selection of full-text journal articles on topics in experimental psychology. Journal of General PsychologyOffers full-text articles on a variety of topics in psychology. A great reference for psychology students. Journal of Instructional PsychologyThe Journal of Instructional Psychology provides articles and essays on education, the psychology of learning, and instruction. Journal of NeuroscienceThe Journal of Neuroscience offers full-text journal articles in their archive starting in 1996. Full-text access is available for articles 1.5 years after publication. Learning and MemoryThis journal focuses on the neurobiology of learning and memory offers access to articles one year after publication. PsychartPsychart is an online journal focused on the psychological study of the arts. Articles are primarily focused on  psychoanalytic theory, literature, and film.

The United Bill Of Rights - 1369 Words

The United Bill of Rights is perhaps one of the most important pieces of constitutional legislature that protects the rights of the individual to freedom, liberty, and personal autonomy by limiting the powers of the federal government. While most people and the media discussions surrounding the Bill of Rights usually clusters around the 1st and 2nd Amendments, the 7th Amendment is also an integral component in limiting federal power, which aids in transferring the power of government from the concentrated hands of a few to instead the people. However, the 7th Amendment plays a less significant role in affecting the day to day lives of the average American in today s time than it did when the Bill of Rights was initially ratified in 1791. The 7th Amendment is fairly straightforward in meaning and intention, but has important implications in terms of limiting federal power. There are two important elements of this amendment. The first component, known as the Preservation Clause, declares: â€Å"In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved.† This is the part most people know, which details in what situations a jury is needed for trial. The second component, known as the Re-examination clause, states: no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.† Consequently, federal judges are prevented from overrulingShow MoreRelatedThe United Bill Of Rights Essay1702 Words   |  7 Pageshttp://www.coloradolaw.net/scholarship The United Bill of Rights is perhaps one of the most important pieces of constitutional legislation that protects the rights of the individual to freedom, liberty, and personal autonomy by limiting the powers of the federal government. While most people and the media discussions surrounding the Bill of Rights usually clusters around the 1st and 2nd Amendments, the 7th Amendment is also an integral component in limiting federal power, which aids in transferringRead MoreThe United States Bill Of Rights882 Words   |  4 PagesThe United States Bill of Rights was created in September 25, 1789 and ratified December 15, 1791. The Bill of Rights are the first ten amendments to the Constitution that were established to defend our rights as individuals and as American citizens. The Bill of Rights describes the rights of its people. The first four articles of the amendments deal specifically with the balance of power between the federal government and state government. There were some people who opposed to the ConstitutionRead MoreThe Bill Of Rights Of The United States1665 Words   |  7 PagesThe Bill of Rights was passed because concepts such as freedom of religion, speech, equal treatment, and due process of law were deemed so important that, barring a Constitutional Amendment, not even a majority should be allowed to change them. Rule of law is a principle under which all persons, institutions, and entities are accountable to laws that are: publicly promulgated, equally enforced, independently adjudicated, and consistent with international human rights principles. The United StatesRead MoreThe Bill Of Rights Of The United States1557 Words   |  7 PagesThe Bill of Rights lists certain freedoms and liberties that are guaranteed to the people of the United States of America. Because these rights are in the Constitution, they are federal laws that apply to everyone in America. To ensure there was no question as to who the Bill of Rights appl ied to, the Fourteenth Amendment was passed in 1868 giving anyone born in, or a citizen of, the United States the rights guaranteed by the Bill of Rights. The amendment left clauses giving some interpretationRead MoreThe Bill Of Rights Of The United States999 Words   |  4 PagesIntroduction The Bill of Rights is easily one of the most important sections within constitution, and this is because of the way that it protects the citizens of the United States from the government. One of the items therein the Bill of Rights is the 4th Amendment which states that, â€Å"The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supportedRead MoreThe Bill Of Rights Of The United States1270 Words   |  6 Pages Banks 1 From the time that the Bill of Rights was ratified in 1787, the definition of the second amendment had remained the same. In 1980, Ronald Reagan was elected into office and carried a gun rights enthusiast along with him. At the same time a Republican senator from Utah, Orrin Hatch, was handed the reigns of chairman of an important sub-committee. Senator hatch stated that he had discovered proof that individual citizens could rightfully own firearms underRead MoreBill Of Rights Of The United States1251 Words   |  6 PagesEvery know that U.S. is a country that civilize have right from â€Å"bill of rights†,Amendment II to keep a fire arms legal. This is what is Amendment II said: â€Å"A well regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed.† But it makes this country dangerous. First, there are too many guns in The America, the number of guns is more than US’s population, it means for average every person own a gun, include kids and oldRead MoreThe Bill Of Rights Of The United States Constitution914 Words   |  4 PagesWhat is a bill of rights? What is an amendment? How are the different? A bill of rights is a formality such as the Declaration of Independence and it is the outline of what the citizens feel their born rights are as people of a union. An amendment is the changing or altering of a legal or civil document. Specifically amendments in the United States Constitution include the changing or detailing of what the people need. These two phrases differ in what their purposes are. The bill of rights was setRead MoreThe Bill Of Rights Of The United States Constitution Essay1359 Words   |  6 PagesThe Bill of Rights contains the first ten amendments to the United States Constitution. These first ten amendments were ratified on December 15, 1 791. The Bill of Rights define and interpret constitutional rights and protections that are guaranteed under the US Constitution. The following text is a transcription of the first ten amendments to the Constitution in their original form. â€Å"Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exerciseRead MoreHouse Bill : The Rights Of The United States1545 Words   |  7 Pagesare born with certain rights that are guaranteed to us a citizen of the United States and as human beings. These rights include the fact that â€Å"All human beings are born free and equal in dignity and rights† (â€Å"Universal Declaration†). In the United States, we are also guaranteed the rights to not be discriminated against due to race, gender, age, sex, and sexual orientation, however, discrimination is all too common. Discriminatory laws and practices occur all over the United States daily and affect

Graham On The Mind Body Problem - 1502 Words

Elizabeth Clines PHIL 290-16 April 15, 2015 Paper 2: Graham on the Mind-Body Problem The Mind/Body Problem: Dualism, Physicalism, or Both? In â€Å"The Disordered Mind†, author George Graham claims the mind/body problem to be one of the most famous problems in the history of philosophy. The mind/body problem is â€Å"the question of the place of consciousness and intentionality or of the mind in the physical world† (Graham 76). In other words, are the brain and mind two separate entities, or are they one physical entity? Graham presents two different attempts to the mind/body problem known as dualism and physicalism. The mind/body problem is best described through the relative ideas of both dualism and physicalism. It’s crucial to first understand consciousness and intentionality. According to Graham, intentionality and consciousness are the two characteristics of the mental. Mental states are about something external to the mind itself (Lecture on 3/24/15). Intentionality is described as the outward directedness of the mind: what the mental state is directed at, or what the mental state is of or about (Graham 31). For example, the emotion of love is an intentional mental state because one feels love for something other than itself. Fear is also an intentional mental state because the fear is directed towards the object that one fears. Consciousness, on the other hand, is the first person self-awareness of one’s mental states. One knows and understands exactly what they areShow MoreRelatedIntentionality And Consciousness And The Characteristics Of The Mental1441 Words   |  6 Pagesphilosophers. What constitutes our mental thoughts? Putting characteristics together to describe â€Å"The Mental† is something that Graham has done in order to try and explain the ongoing phenomenon of the Mind-Body problem. Philosophers and writers, including Graham, have developed, and held onto the ideas that Intentionality and Consciousness are directly related to the Mind-Body problem. They use these two factors to come up with true reasoning as to why we think and react the way that we do and what drivesRead MoreReasons for the Rejection of Anti-Realism in Relation to Mental Disorders 1422 Words   |  6 Pagesrelation to mental disorders by psychologist George Graham of Georgia State University. In this essay I w ill explain the relevance of realism and anti-realism as well as present two arguments that Graham proclaims support anti-realism. This analysis of Graham’s thoughts and ideas on anti-realism and mental disorders will be squarely based upon the information supplied by Graham in his book titled, The Disordered Mind. In this book, the realist minded Graham develops and ultimately supports a non-reductiveRead MoreMoral Skepticism About Mental Disorders1574 Words   |  7 Pagesdisorders, while taken for granted by most people, is disputed by moral skeptics. Moral skepticism is the view that mental disorders do not exist and that it is wrong to label someone as having a mental disorder. In his book, The Disordered Mind, George Graham discusses moral skepticism at great length and offers his contrasting viewpoint. In this essay, I will discuss Graham’s view of moral skepticism and contrast that with the views of one of moral skepticism’s greatest proponents, Thomas SzaszRead MoreBob Graham And The President Of Florida1486 Words   |  6 PagesIntroduction Bob Graham has an accomplished career in public service in the Florida and United States Congress. Rising through the public-school system in Dade County, Florida, Graham graduated in the 1950s and then attended the University of Florida and Harvard Law School. Four years after being admitted to the Florida Bar, he ran a successful campaign for the Florida State House of Representatives and served there until he ran for the Florida State Senate in 1970, where he worked for eight yearsRead MoreThe Black Table By Lawrence Otis Graham964 Words   |  4 Pageswith others. In this case, Graham felt that those African Americans that would sit at the black table were isolating themselves. He would make these theories while in solidarity, only to realize that forms of isolation still currently take place in all social groups. Adolescence are the years that teenagers develop their emotional states largely through contact with others. Without this contact, an adolescent obtains a distorted pe rception of oneself, similar to Graham. This preferred isolation contributesRead MoreSecrets of the Mind Essay example929 Words   |  4 PagesRufus Bryant National American University Composition I-WI12-EN1150 Final Draft Secrets of the Mind This summary is based on a video series, found on YouTube, depicting the findings of neurologist, Dr. V.S. Ramachandran. Ramachandran is noted for his use of experimental methods that rely relatively little on complex technologies such as neuroimaging. According to Ramachandran, too much of the Victorian sense of adventure [in science] has been lost. In the case of Derek Steen, who is sufferingRead MoreCultural, Ethical and Legal Considerations in Psychological Testing1400 Words   |  6 Pagesthey are working in. Across cultures, there are different practices, with similarities and differences that is why test fairness, race norming, and differential prediction should be considered before concluding pieces of information. Reference: Graham, J.R. (1984). Psychological Testing. Englewood Cliffs, N.J: Prentice Hall Inc. Aiken, L.R. (1971). Psychological Testing and Assessment, Eighth Edition. Needham Heights, Massachusetts: Simon amp; Schuster Inc. Whiting, G. amp; Ford, D. (2003)Read MoreReflections on Old Age with Billy Graham Essay1550 Words   |  7 Pagesof all ages. Graham also discusses two major themes of adult development: retirement and primary aging. His book can be used to help professionals working with older adults in a variety of ways. One of the most significant ideas from Billy Graham’s book is the idea of the value of older adults and their influence on younger generations. Society seems to have lost respect and reverence for those who are elderly and this view is sometimes even seen in older people themselves. Graham shows there isRead MoreGlobalization of Eating Disorders1382 Words   |  6 PagesThe Globalization of Eating Disorders Eating disorders are a huge problem across the nation. Some of these disorders include anorexia nervosa, bulimia-nervosa, binge eating, and body dysmorphic disorder. Anorexia is a disorder in which subject obsesses about food and how much they eat, while a Bulimic person eats an excessive amount of food, then purges. People affected by these disorders are obsessed with food however; they do not want the calories, so they eat as much as they can, then throw itRead MoreAndrew Carnegie And The Gospel Of Wealth957 Words   |  4 Pagesthrough poverty. After coming up with crafty investments and going through various jobs, he rose to great prosperity. Because he has experienced poverty and knows that it is a well-known problem, â€Å"Carnegie sought to use philanthropy to provide opportunities for individuals to help themselves.† Unlike Carnegie, William Graham Sumner (1840-1910), an influential professor at Yale University, believed that those who were rich deserve to be rich an d those who were poor deserved to be poor. He was in favor of

Teenage Pregnancy Introduction Free Essays

MARCH 13 2013 LECTURER: ZHEN ROLLE COURSE TITLE: HUMAN GROWTH DEVELOPMENT TOPIC: TEENAGE PREGNANCY INTRODUCTION Today many teenage pregnancies are evident, contrary to the biblical view point and the understanding of the rule â€Å"NO SEX before MARRIAGE. Many young females have fallen into lust and temptation of involving themselves into sexual activities, which leads to many disastrous outcomes, one of which is teenage pregnancy. This occurrence was rarely evident back in the days; it was very rare to see a young girl pregnant, now when a teenage girl is expecting a baby it is more on an excitement level than a shameful mistake. We will write a custom essay sample on Teenage Pregnancy Introduction or any similar topic only for you Order Now In this paper I will try to show how young women report varied accounts of the extent to which their pregnancy was planned; how their childhood and backgrounds acted as contributing factors to â€Å"planning† a pregnancy and also how more explicit and direct influences include viewing pregnancy as a chance to gain a new identity and direction in life. I interviewed four young ladies whose lives have been changed by teenage pregnancy. They were between the ages of 13-22 most has been in stable relationships, and got married, though some relationships had since broken down. What are some reasons why teenage pregnancy exists? Well statistics has shown that most children who grow up in Nuclear Families are most likely to succeed. They tend to be more in control of certain circumstances compared to children who come from a single family home. Whereas children who live with a single parent are more unsettled and fails to reject the social pressures plaguing society today. An unsettled background and bad experiences at school provided an impetus to change direction in life. Young people saw this as way to control their own life and to gain independence. INTERVIEWS Interview 1 Interviewer: Hi. I am not asking for advice on a pregnancy. I am not pregnant. I am doing a research project on teen pregnancies. I would like to hear about your experience. Patty: I would be glad to help you with your research I have experienced a great deal. I got pregnant at 15, a sophomore in high school, but I hid it from everyone till I was almost 8 and 1/2 months along because I didn’t feel it was anyone’s business but mine. When my parents found out, my mom threatened to make me put the baby up for adoption, well needless to say, I had my first which was a girl and I was still seeing the father but my mom did what she could to try and break us up and I just ended up seeing him more and more so I ended up in a foster home for a few months until my mom and dad agreed to sign for me to get married, because I was already pregnant with my second one. I still went to school though, my parents agreed for me to get married on the terms of me finishing high school, but I flat out told them that nobody would make me finish, I was finishing because I wanted to not because someone else wanted me to. Well I got married at 17, had a house, a husband, and 2 kids to take care of but I still graduated with my class and there were many hard times but I dealt with them the best I could. Me and my husband both worked and I had my third one at 19, and my last one at 21. I began college once all my kids were in school and got EMT certified. So no matter what happens in life, just deal with them and the worst things in life just make you a stronger person. Interview 2 Interviewer: How do you think teenage pregnancy affected or changed your life? Chrissy: Well first I can say that I came from a home where my parents were married but my mom’s husband was not my biological father, he was my step dad, so I never experienced firsthand a father figure in my childhood, because of this I stayed away and limited my conversations with my mother, never telling her the things I realized she needed to know; for example my first crush on a boy in high school and how that day was exciting as well as bittersweet in a way; or the tingle in my breast when I watch certain programs, all these things I refused to discuss with my mother because she was not understanding to my feelings. I feared her more and this caused me to put all of my trust into my boyfriend James, who said all the right things I needed to hear at the time and made me smile. Because of this I rewarded him with sexual pleasures, which resulted in pregnancy. Interviewer: What was it like to become a mother in your early teens? Chrissy: I was excited because now I thought I found true love and I had everything I could possibly want and need. Then the baby came and it changed everything, my boyfriend of six years no longer wanted to be with me; he left me having to defend for myself and my baby. At first it was hard but eventually I was able to go back to school and get a job good enough to provide for me and my child. Being a single parent can be hard at times but I won’t change this experience with my child for the world. It taught me to be the best parent I can be both financially and mentally. Interview 3 Interviewer: Why do most females get pregnant? Sharell: I don’t think that they wanted to get pregnant. In my case I did not want to get pregnant, I was just caught up in the moment. Meeting someone who convinced you that they loved you, and then the next thing that happened was we had a baby. Instead of waiting on marriage we were caught up in the moment, having shared each other viewpoints we explored areas that should have been left for marriage. Interviewer: What seems to you has been the best time to have a baby? Sharell: Well having been married, with a secure environment I would say, one can be ready to have children. Unfortunately we got married and we were still divorced after a few years. I say this to say because of the baby my time was spent with the child instead of with my husband who eventually felt neglected. He started seeing another woman and left me. This taught me a valuable lesson that we can make mistakes that can change our lives forever and so if you are fortunate and your partner marries you balance your relationship with motherhood. I see being a mother as a job if I wasn’t a mom I don’t think I’d even have a job so it was probably a good decision for me personally. Interview 4 Interviewer: Hello Jennifer, what can you tell me about your teenage pregnancy and how you learned all the ups and downs it may come with? Jennifer: Well for one there’s a reason why the bible states that marriages are Gods intention between a man and a woman, because two heads are certainly better than one, with my situation I grew up in a foster home, never knew my biological mother or father, and lived with an aunt who was not very nice and loving to me. So I meet a guy who seemed to fill all of the above i thought I was missing. We started living together, not married and eventually I became pregnant. Interviewer: What was it like to become a mother in your early twenties? Jennifer: Children where two parents are present and they can definitely share the responsibility of raising children together, I being a single parent is hard, children need support, love comfort, food and clothes and we as parents have to provide these things. Being single you may and will lack in one of these areas. So growing up children in a nuclear family home for me is more secure than a single household. CONCLUSION We hear the saying that wisdom comes with age, or that age is nothing but a number, be it as it may today teenage pregnancy is ramped in society and as heard in all the interviews, there are a number of reasons for this. None of these teenagers were prepared, but each one of them was able to take their personal stories and talk about the good and bad. In the end each one of them has to live with whatever decisions they chose to make, and who are we to judge. Teenage pregnancy has different motivating factors. It is clear that each young parent thought that they had improved their lives by becoming independent, gaining a sense of purpose or even seizing chance to right the wrongs of their own childhood. As a final point given the disadvantaged circumstances common to the majority of the ladies their decisions to become a teenage mother were seen by them to be reasonably rational. Pregnancy and parenthood offer these young women a chance to change their lives for the better. Unlike most alternative ways of changing their life, such as education, training or employment, pregnancy was seen as an option totally within their control. The majority said they were most adamant that pregnancy had been the right decision at this time in their life. How to cite Teenage Pregnancy Introduction, Essay examples

The Watergate Affair Essays - Watergate Scandal, United States

The Watergate Affair The Watergate affair was the most significant scandal in United States governmental history. Watergate is defined as a scandal involving abuse of power by public officials, violation of the public trust, and attempted obstruction of justice. The Watergate scandal is named after the building complex in Washington D.C., which was the site of the illegal activities that took place in 1972. In this essay I will explain what Watergate was, a few of the key players (many too numerous to mention), and the end result of the people involved. Watergate all started on June 17, 1972 when five men attempted to break in to the Democratic national headquarters in Washington's Watergate complex. The men were arrested after police were notified from a security guard, and were in possession of cameras and electronic surveillance equipment. They were suspected of attempting to tap the telephones there in order to gain the upper-hand information of the Democratic campaign. The men were tried and convicted in a federal court, but the judge, John Sirica suspected the major cover-up of a possible national conspiracy. Sirica later received a letter from one of the burglars, James McCord which stated that there was definitely a cover-up. This letter led to a nationwide eruption and the trust and tolerance for politicians greatly declined. The five burglars were sent to jail in January of 1973. White House counsel John Dean attempted to buy the men's silence with 400,000 dollars of ?hush? money and the possibility of presidential pardons. Instead the burglars began to talk and the Nixon administration was being pushed against a wall. A separate committee was started to investigate and John Dean began to sweat. Dean told Nixon that (in my revised words) ?We're in deep crap?. Nixon sensed that his high officials were going to break at any moment so he fired Dean, chief domestic advisor John Ehrlichman, and White House Chief of Staff H.R. Haldeman. Televised hearings later followed and the whole dirt was brought out. John Dean, the former White House counsel, stated in court that members of the Nixon administration, notably Attorney General John Mitchell, had known of the burglary. The hearings also revealed the Nixon has previously taped conversations in the Oval Office, and when the special prosecutor Archibald Cox requested these tapes, Nixon fired him. Cox made great strides in uncovering major evidence of a political espionage by the Nixon administration. He uncovered evidence of bribery for corporate contributions to Nixon in return for political favors, and illegal wiretapping of citizens. The uncovering of the corporate contributions led to the passing of the Election Reform Act which limits a candidate to spending 20 million dollars on a bid for election or re-election. It also regulated the amount an individual may contribute to campaign funds to 1,000 dollars. During the investigation, the testimony of White House aide Alexander Butterfield really created a light for the prosecution. Butterfield told the committee that Nixon had ordered that a taping system to be installed in the White House to record all conversations. These are the events that led to Coxs dismissal. After Butterfield's testimony, Cox demanded eight relevant tapes in which Nixon refused to hand over. His excuse was that the tapes were vital to national security. (The only thing they were vital to was the skin on his rear end) Nixon then told Attorney General Elliot Richardson to dismiss Cox, but Richardson refused and resigned, as did Deputy Attorney General William Ruckelshaus. Cox's successor, Leon Jaworski was appointed by Nixon and was given the tapes, and Jaworski gave the tapes to Judge Sirica. Some of the tapes were missing and one of the tapes had a mysterious 18? minute gap. The gap was part of five separate erasures. Although the tapes, the break-in, and the cover up were a large part of the Watergate affair, they were not all of it. During Nixon's term the government was very secretive and this was a result of Nixon's ways. Before all of the break-in stories, there were other issues questioning Nixon's morals. In 1969 there was an article in the New York Times talking about a secret bombing of Cambodia. So illegally the FBI taped conversations secretly of

Where to Buy Sodium Hydroxide

Where to Buy Sodium Hydroxide Sodium hydroxide (NaOH) or lye is a common ingredient in many science projects, particularly chemistry experiments, and to make homemade soap and wine. Its also a caustic chemical, so its not as easy to find in stores as it used to be. Some shops carry it as Red Devil lye with laundry supplies. Its also found, usually in impure form, in solid drain cleaners. Craft stores carry lye for soapmaking. There is also food-grade sodium hydroxide, sold in some specialty cooking stores.You can find sodium hydroxide online. You can purchase it at Amazon as sodium hydroxide or lye. Pure lye drain opener, caustic soda, and pure or food grade sodium hydroxide. Depending on your project, you may be able to substitute potassium hydroxide (KOH), which has similar chemical properties and is easier to find. However, these two chemicals arent the same, so if make the substitution, expect slightly different results. How to Make Sodium Hydroxide If you cant purchase sodium hydroxide, you can use a chemical reaction to make it. You will need: Table salt (sodium chloride, non-iodized)2 Carbon electrodes (from zinc-carbon batteries or graphite pencil leads)Alligator clipsWaterPower supply (e.g., 9-volt battery) In a glass container, stir salt into water until it dissolves. Do not use an aluminum container or aluminum utensils because sodium hydroxide will react with them and damage them.Place the two carbon rods in the container (not touching).Use alligator clips to connect each rod to a terminal of the battery. Let the reaction proceed about 7 hours. Place the set-up in a well-ventilated space, as hydrogen and chlorine gas will be produced. The reaction produces a sodium hydroxide solution. You can use it as such or can evaporate off the water to concentrate the solution or obtain solid lye. This is an electrolysis reaction, which proceeds according to the chemical equation: 2 NaCl(aq) 2 H2O(l) → H2(g) Cl2(g) 2 NaOH(aq) Another way to make lye is from ashes. To do this, boil ashes from a hardwood fire in a small amount of distilled water for about half an hour. To get a large amount of lye requires a lot of ashes. Hardwood ash (e.g., oak) is preferable to softwood ash (e.g., pine) because softer woods contain a lot of resin.Let the ashes sink to the bottom of the container.Skim lye solution from the top. Evaporate the liquid to concentrate the solution. Note that lye from ashes is relatively impure but should be good enough for many science projects or to make soap. To make a crude soap from homemade lye, all you need to do is combine lye with fat. Sodium Hydroxide Projects Once you have lye, you can use it in a variety of science projects. You can make a sodium hydroxide solution to use as a base, make homemade soap, make water glass for homemade magic rocks, or try the gold and silver magic pennies experiments.

Visa para recibir tratamiento médico en Estados Unidos

Visa para recibir tratamiento mà ©dico en Estados Unidos Las personas extranjeras que residen habitualmente fuera de los Estados Unidos y que desean ingresar al paà ­s para recibir tratamiento mà ©dico  deben  hacerlo con estatus de turista. Es decir, no hay una visa mà ©dica o una visa humanitaria. En este artà ­culo se informa sobre las diferentes opciones para ingresar como turista en los Estados Unidos y los problemas que pueden surgir tanto a la hora de solicitar una visa como cuando ya se tiene y se debe evitar situaciones que den lugar a su cancelacià ³n,   incluidos los casos especà ­ficos de tener un bebà © en Estados Unidos cuando la mam tiene estatus migratorio de turista. Ingresar como turista en Estados Unidos para recibir tratamiento mà ©dico Las siguientes opciones no aplican a los ciudadanos canadienses, para quienes estn previstas otras   reglas. Para el resto de extranjeros estas son las opciones para ingresar como turista a los Estados Unidos: La primera opcià ³n y que va a aplicar a la mayorà ­a de los extranjeros, es sacar la visa de turista.  tambià ©n conocida como visa B2,   de paseo o placer.  En casos de urgencia para recibir el tratamiento mà ©dico, hay un protocolo previsto en los consulados para resolver estas solicitudes cuanto antes. Es muy comà ºn que cuando se ingresa con esta visa se reciba autorizacià ³n para permanecer en los Estados Unidos 180 dà ­as, pero no siempre es asà ­. Por ello es importante verificar la fecha fijada en el I-94, conocido tambià ©n como registro de ingreso y de salida. Nunca fiarse por la fecha de expiracià ³n del visado, que realmente significa otra cosa. Si una vez que se est en el hospital la estancia necesita alargarse, puede pedirse una extensià ³n. Los hospitales generalmente ayudan con este trmite. Si por razones de causa mayor no se salià ³ de Estados Unidos a tiempo ni se pidià ³ la extensià ³n, podrà ­a en algunos casos pedirse la restauracià ³n de estatus. Una segunda posibilidad sà ³lo posible para mexicanos o residentes permanentes en Mà ©xico que viven a lo largo de la frontera con Estados Unidos es ingresar con una visa lser, tambià ©n conocida como tarjeta de cruce. En estos casos el lugar donde se puede recibir el tratamiento est limitado a un nà ºmero de millas a contar desde la là ­nea fronteriza y tambià ©n est restringido el nà ºmero de dà ­as que se puede permanecer en Estados Unidos. Y finalmente, una tercera posibilidad es entrar como turista sin visa, por un mximo no extensible de 90 dà ­as. Para ello es necesario ser ciudadano de uno de la treintena de paà ­ses que pertenecen al Programa de Exencià ³n de Visas (VWP, por sus siglas en inglà ©s). Pero hay que tener muy claro que la estancia no se puede alargar, bajo ninguna circunstancia, ms de tres meses a contar desde el dà ­a de entrada a EEUU.   Si se llega por avià ³n hay que solicitar previamente una autorizacià ³n para volar, que se conoce como ESTA. En estos momentos esta opcià ³n solo aplica a chilenos, espaà ±oles y tambià ©n a algunas personas con doble nacionalidad y que por esa circunstancia uno de sus pasaportes es de un paà ­s incluido en el VWP. Problemas para ingresar a Estados Unidos como turista para recibir tratamiento mà ©dico En el caso de viajar sin visa por el programa que dispensa a los ciudadanos de 38 paà ­ses de este requisito los problemas pueden surgir de 2 formas. En primer lugar si un oficial de migracià ³n en un puerto de entrada considera que no se tienen ingresos suficientes para recibir el tratamiento y existe un riesgo de que esa persona se convierta en una carga pà ºblica.  En este caso se puede negar la entrada a Estados Unidos por ser inadmisible. El segundo problema puede surgir si los 90 dà ­as no son suficientes para completar el tratamiento mà ©dico y es que bajo ninguna circunstancia se puede sacar una visa en Estados Unidos o extender esa estancia de 3 meses. Por esta razà ³n se debe solicitar una visa de turista si el tratamiento va a durar ms tiempo, ya que debe evitarse quedar ms tiempo del permitido debido a sus graves consecuencias. En el caso de tener que solicitar una visa de turista los problemas pueden surgir ya al solicitarla. Es necesario ser considerado elegible para el visado y tambià ©n admisible para ingresar a los Estados Unidos. Respecto a esto à ºltimo, es importante poder demostrar ingresos o recursos para costear el tratamiento. Hay que evitar crear la sospecha de que se va a ser una carga econà ³mica para el gobierno de los Estados Unidos si la visa es aprobada.    Por lo tanto, estar en condicià ³n de acreditar uno o varios de los siguientes medios de pago: Seguro mà ©dicoIngresos o patrimonio propio o familiarDinero aportado por el gobierno del paà ­s al que uno pertenece, una ONG nacional o extranjera, etc. Ni las oficinas consulares de los Estados Unidos estn autorizadas a conceder visas para recibir tratamiento mà ©dico a personas que no pueden sufragar gastos mà ©dicos ni los hospitales van ha admitir ingresos sin  asegurarse el pago. Una vez que se tiene la visa de turista, à ©sta puede ser cancelada o revocada por muchas causas. Pero la ms comà ºn es quedarse ms tiempo del permitido.   Asimismo, puede haber problemas por ingresar con demasiada frecuencia. Para evitarlo, llevar siempre prueba que acredite el tratamiento mà ©dico y el pago de facturas. El caso comà ºn de ingresar  a Estados Unidos a tener un hijo Todos los dà ­as entran a EEUU decenas de mujeres extranjeras en las à ºltimas fases de sus embarazos para dar a luz, o como dicen en algunos paà ­ses, a aliviarse. Es una prctica comà ºn y legal que brinda un gran beneficio: la ciudadanà ­a estadounidense para el bebà © que nace en Estados Unidos. Pero hay que tener en cuenta ciertas circunstancias, para evitar problemas con el gobierno.   De interà ©s para los pacientes de cncer y sus familiares Las estadà ­sticas muestran que uno de los tratamientos que ms reciben en Estados Unidos los pacientes extranjeros tiene que ver con el cncer. Estos son los top  10 hospitales  para tratamiento de esta enfermedad.  Muchos de ellos tienen un departamento dedicado a ayudar a los pacientes internacionales en sus gestiones y un servicio que habla espaà ±ol. Este es un artà ­culo informativo. No es asesorà ­a legal.

Practical Application of the Ethical Decision-Making Manual for Essay

Practical Application of the Ethical Decision-Making Manual for Helping Professionals - Essay Example This model focuses on ethical strategies within an inter-professional context, so that it attempts to provide guidance for ethical dilemmas that may occur across the helping professions, such as education, nursing, social work, law and medicine (Steinman, Franks Richardson & McEnroe, 1998). This paper shall review the complexity of ethical decisions that are at times required by teachers within elementary, middle and high schools. Firstly, a brief outline of five ethical principles considered necessary for all ethical decision-making models shall be provided. Secondly, the model of Steinman, Franks Richardson and McEnroe shall be detailed. Next, applications of the proposed ethical decision-making model shall be presented, as relevant to ethical considerations within the school system. Finally, a conclusion shall synthesize the main points of the paper to highlight the importance of ethics to schools. School staffs continually experience situations that could be considered ethical dilemmas, in which they are required to apply confident and strong decision-making abilities (Strike, 1997). As such, for school staff to behave in a manner that is considered ethical, it is necessary that they also be responsible for their behavior, as the two are interdependent concepts (Strike, 1997). Essentially, school staffs are expected as educational leaders to continually develop the ability and capacity for reflection on their behaviors and choices to determine if they have acted ethically. Although many of the numerous decisions teachers and other schools staff make throughout a single day may not immediately appear to have ethical implications, contemporary Western societies are experiencing a rapid advancement in technologies, increases in litigations, and an increased emphasis on issues of social protection, all of which are relevant to the conduct of school staff. Additionally, at a local level, educational institutions are more and more are required to adopt standardized assessments of student achievement, and to be aware of issues of equal opportunity across genders, ethnicities and physical/cognitive abilities (Strike, 1997). Another ethical consideration relevant to the school includes the evaluation of teachers' performance (Messer, 2001).Ethical decision-making models tend to be based on five over-riding moral principles (Kitchener, 1984 as cited in Bradley and Hendricks, 2001). Kitchener (1984) determined that these five principles formed the basis of the concepts that comprise any ethical decision (as cited in Bradley & Hendricks, 2001). The five moral principles are: 1) Autonomy - each individual is acknowledged to have a freedom of choice. In regards to school staffs, they have the right to make their own decisions that align with theirpersonal philosophies, whilst also recognizing that they are responsible for theirdecisions, and that this responsibility requires assessment of the effects of one'sactions on others. The rights of autonomy extend to students, and school staffs are

Louisiana Historical Sites Article Example | Topics and Well Written Essays - 1250 words

Louisiana Historical Sites - Article Example Added to the National Register of Historic Places in 1979, the Centenary State Historic Site holds some of the buildings of the College of Louisiana, which opened in 1826 at Jackson. Though it was not a successful college, with only 24 men graduating from it, however, during the Civil War the buildings of the college were used by both factions. The Union soldiers used it as their area headquarters, whereas the Confederate troops used it as a hospital. This site is historically significant because it gives a glimpse into education in the 19th century, as well as the early history of Jackson and its foundation, and, finally, into the medicine practiced during the Civil War. Established as a military outpost, Fort Jesup, or Cantonment Jesup as it was originally called, operated from 1822 to 1846. The Fort was placed at the Neutral Strip, which was created because of a dispute between Spain and the United States arising out of the Louisiana Purchase – the land in contention was proclaimed a Neutral Strip with no interference or presence of the armed forces of either country. However, Texas was won over by the United States, the fort was rendered unnecessary. Even though only a kitchen remains of the original structure, however, the reconstructed site renders insight into what life was like at the outposts. As the soldiers there were involved with the American settlers, the visitors can also learn much about how the lands were surveyed, roads built and treaties negotiated during those days. The Locust Grove State Historic Site consists of a cemetery which was owned by the sister of Jefferson Davis, Anna E. Davis Smith, and her family. Some semi-famous people from history are buried here. The daughter of General Zachary Taylor, who was the first commander of Fort Jesup, is also buried here, as is General Eleazer Wheelock Ripley who served in the war of 1812. The visitors to the site can learn about the cemeteries of 19th

Very Large Telescope and NACO Instrumentation

Very Large Telescope and NACO Instrumentation This report describes the Very Large Telescope array in Chile, the VLT consists of four Unit Telescopes with main mirrors of 8.2m diameter and four movable Auxiliary Telescopes with main mirrors of 1.8m diameter. One of the Unit Telescopes, UT 4, is discussed in more detail, specifically its location, mounting, optics, the range and focus locations and the available instruments. The last part of the report is an example of an observation planning to image the Becklin-Neugebauer (BN) object with the NACO S13 camera and K band filter. Introduction The Very Large Telescope array (VLT) is at this moment the worlds most advanced optical instrument (1), the VLT is located on the Paranal Observatory, see Figure 1, in the Atacama desert Northern Chile (70 ° 24 11 West; 24 °3731 South). The Paranal mountain is probably the best site for astronomical observations in the southern hemisphere, with e.g a humidity of 5-20% and a maximum rainfall of about 100 mm per year. The observatory is divided into two areas, a telescope platform at the top of the mountain at an altitude of 2635 meters. and a base camp at the foot at an altitude of 2360 m. The observations take place at the telescope platform, the base camp contains staff quarters, maintenance facilities, including a visitorscentre for the public. Overview of the VLT The VLT consists of four identical Unit Telescopes (UT) with main mirrors of 8.2m diameter and four movable 1.8m diameter Auxiliary Telescopes, located on the telescope platform, see Figure 2 . The Unit Telescopes are Ritchey-Chrà ©tien telescopes, they can operate in Cassegrain, Nasmyth or Coudà © focus. The four Unit Telescope have an altitude-azimuth (alt-az) mounting (2). The Unit Telescopes have fixed locations, the Auxiliary Telescopes can be repositioned on 30 different stations, the UT and AT telescopes can be used in several different modes: independent telescope mode combined coherent mode or VLT interferometer (VLTI) combined incoherent mode In the independent telescope mode each UT is used separately, in the combined coherent mode the UT and AT telescopes work together, in groups of two or three, to form a giant interferometer giving an angular resolution equivalent to a telescope with a diameter of 200 meters and in the combined incoherent mode the four UTs are combined providing the total light collecting power of a 16-metre single telescope. For the four Unit Telescopes, names of objects in the sky in the Mapuche language were chosen and they are now known as Antu (UT1, The Sun ), Kuyen (UT2, The Moon ), Melipal (UT3, The Southern Cross ), and Yepun (UT4, Venus as evening star). Unit Telescope 4 (Yepun), see Figure 3 is discussed in more detail in the next section The VLT instruments includes large-field imagers, adaptive optics corrected cameras and spectrographs, high-resolution and multi-object spectrographs operating at wavelengths ranging from deep ultraviolet (0.3 nm) to mid-infrared (24  µm). With these instruments important data can be collected for a large range of research topics such as: formation and evolution of galaxies search for extra-solar planetary systems distances to galactic Cepheids circumstellar disks around young stellar objects active galactic nuclei stellar evolution fundamental parameters of the Universe Unit Telescope 4 Optical set-up Unit Telescope 4 can operate in four foci two Nasmyth, one Cassegrain and one Coudà © focus (2), for the optical lay-out, including the eight mirrors (M1 to M8) and the main dimensions see Figure 4. Light is collected by the primary mirror M1 and concentrated by the secondary mirror M2 either to the Cassegrain focus below the primary mirror or to one of the two Nasmyth foci, at the side of the telescope. In the Nasmyth configuration the optical layout is of the Ritchey-Chrà ©tien type, the Cassegrain focus however is not of the Ritchey-Chrà ©tien type, changing between the two foci means repositioning of the secondary mirror and changing the curvature of the primary mirror. By transferring one Nasmyth focus to another location in the telescope basement the Coudà © focus is obtained (mirror M4 to M8), from the Coudà © focus the light can be sent to the combination mode focus or to the interferometric focus. The Coudà © focus is located below the main telescope structure. The primary mirror (M1) The 8.2 m primary mirror of UT4 is made of Zerodur and is 175 mm thick the shape is actively controlled by means of 150 axial forces actuators, the mirror has a central hole of about 1.0 m. .Zerodur is a glass-ceramic made by Schott Glaswerke AG (Mainz, Germany). The secondary mirror (M2) The secondary mirror is a convex hyperbolic mirror made of Beryllium with an external diameter of 1.12 metres and a thickness of 50 mm. By changing the position and orientation of the mirror it is possible to correct some optical aberration of the telescope (defocus and decentring coma) and to change the pointing . The secondary mirror is supported by the M2 Unit at the top of the telescope and reflects the light from the M1 mirror towards the M3 plane mirror The optical quality depends on the mode of the mirror, if the mirror is in the active mode (active optics correction in operation) , the Central Intensity Ratio is larger than or equal to 0.98, with an atmospheric coherence length of 250 mm at a wavelength 500 nm. In the passive mode, active optics correction not in operation, the root mean square (RMS) slope error of the surface of the mirror is less than 0.7 arcsec. The tertiary mirror (M3) The tertiary mirror is flat and elliptically shaped (890x1260mm2), the mirror is made of Zerodur and produced by Schott Glaswerke AG. In Nasmyth configuration, see Figure 5, the M3 mirror deflects the light beams towards the scientific instruments located at one or the other Nasmyth focus. In Cassegrain configuration, Figure 5, the M3 mirror assembly is remotely flipped in towed position, parallel to the axis of M3 Tower. Mirror M4 to M8 ( the Coudà © train) The Coudà © Train is based on a combination of cylindrical and spherical mirrors, the light is sent to the Coudà © Train by mirror 4 (M4) a concave cylindrical mirror in front of the Nasmyth adapter. Relay optics provide an image of the sky at the Coudà © focus, the relay optics consists of the following mirrors: M5 a concave spherical mirror (R = 8975 mm) M6 a concave cylindrical mirror (R = 290,000 mm) , the cylinder direction is rotated by 90 ° with respect to M4 M7 a concave spherical mirror ( R = 5176.2mm) M8 a flat mirror. Technical description The telescope mounting of Unit Telescope 4 (3) is altitude-azimuth (alt-az), the telescope tube moves around a horizontal axis (the altitude axis ), the two bearings which support the telescope tube are mounted on a fork rotating around a vertical axis (the azimuth axis) The telescope tube is a steel structure, supporting at the bottom the primary mirror (M1) , and at the top the M2 Unit, with the secondary mirror, by metallic beams (spiders). Unit Telescope 4 is protected by an enclosure, this enclosure also provides access for operation and maintenance to certain areas of the telescope and a protection against the wind during observations. The telescope is mounted on a concrete foundation, the telescope pier. The geographical coordinates of UT4 are: latitude 24 ° 37 31.000 South and longitude 70  ° 24 08.000 West The structure of Unit Telescope 4 consists of a large number subassemblies and parts see Figure 6 , some of the main assemblies are: the tube structure with the M2 spiders which hold the M2 unit . the fork structure with two Nasmyth platforms that support the Nasmyth instyruments. the Coudà © tube that provides the interface to the Coudà © mirror units. azimuth tracks which support the fork structure. an azimuth platform which provides access for the Cassegrain instrument. Specifications Adaptive and active optics UT4 has adaptive optics (AO) correction both at Nasmyth and at Cassegrain foci, UT4 is also equipped with a sodium laser guide star facility for active optics. For the non-AO telescope operation the Central Intensity Ratio (CIR) quantifies the image quality. A high CIR implies high signal throughput, high contrast and small image size. The peak signal in the long-exposure point spread function is given by (4): Equation where is ta the transmissivity of the atmosphere, r0 the coherent wave-front size, tt the transmissivity of the telescope optics, D the diameter of the telescope and CIR the Central Intensity Ratio. The Central Intensity Ratio defined by : Equation where y0 is the Strehl ratio of the telescope. (Strehl ratio is the ratio of peak diffraction intensities of an aberrated wavefront versus a perfect wavefront). The optical quality specification is that the Central Intensity Ratio CIR = 0.82 with a coherent wave-front of size r0 = 500 mm (seeing angle 0.2 arcsec) at = 500 nm. Field of view The total field of view (FOV) for UT4 in the Cassegrain focus is 15 arcmin, in the Nasmyth focus 30 arcmin and in the Coudà © focus 1 arcmin. Atmospheric dispersion The atmospheric dispersion is corrected up to zenith angles of 50 ° for instruments requiring high image and spectrophotometric quality. Pointing and tracking UT4 is able to get any target to within 70 ° zenith distance in less than 3 minutes. Offset pointing of 45 ° and 60 ° in altitude and azimuth respectively is possible within 35 seconds, to within 0.1 arcsec accuracy. UT4 tracks better than 0.05 arcsec RMS over a period of 15 seconds without using guide-star position information, and over a one hour period when using guide-star tracking. Zenith distance The UT4 can operate at zenith distances ranging from 0.5 ° to 70 °, obstruction by adjacent enclosures is limited to zenith angles larger than 60 °. Instrumentation The instruments that are mounted on Unit Telescope 4 are shown in table 1. HAWK-I HAWK-I is a near-infrared (0,85 2.5 µm) wide-field imager installed at the Nasmyth A focus of UT4 , the operating temperature of the instrument is 120 K, operating temperature of the detectors is of 80 K (3). HAWK-I has 10 observing filters placed in two filter wheels: Y, J, H, Ks , 6 narrow-band filters Brg, CH4, H2 and three cosmological filters at 1.061, 1.187, and 2.090  µm. SINFONI SINFONI is a near-infrared (1-2.5  µm) integral field spectrograph installed at the Cassegrain focus of UT4. The spectrograph works with 4 gratings J, H, K, H+K with spectral resolutions of R is 2000, 3000 and 4000, corresponding to the J, H and K gratings respectively, and R is1500 with the H+K grating. The resolution power R of a spectrograph is given by : Equation where c is the velocity of light and dv the radial velocity . NACO (NAOS + CONICA) The Nasmyth Adaptive Optics System (NAOS) and the High Resolution Near IR Camera (CONICA) are installed at the Nasmyth B focus of UT4. NACO provides adaptive-optics corrected imaging, polarimetry, spectroscopy, and coronagraphy in the 1-5 ÃŽÂ ¼m range. The NACO instrumentation will be discussed in more detail in the next section. Laser Guide Star The Laser Guide Star is an artificial source, a 4W CW Sodium Laser (589 nm) will be used for this. The laser beam is focussed at an altitude of 90 km, at that height an atomic sodium layer is present which backscatters the spot image, producing an artificial star with a magnitude range from 11 mag. to 14 mag. NACO instrumentation Instrument characteristics NAOS NAOS is an adaptive optics (AO) system that has been designed to work with natural guide stars (NGS) and moderately extended sources , NAOS can also use the laser guide star facility (LGSF) and a natural tip-tilt source (TTS) to provide adaptive optics correction (3). NAOS gives a turbulence corrected f/15 beam and a 2 arcmin field of view to CONICA. Two off-axis parabolas re-image the telescope pupil on the deformable mirror and the Nasmyth focal plane on the entrance focal plane of CONICA. A dichroic-filter splits the light between CONICA and the wave front sensor, a field selector is placed after the wave front sensor input focus to select the reference object for wave front sensing, see Figure 7. NAOS has two wavefront sensors one visible light and one near-IR sensor , the two sensors are of the Shack-Hartmann type. It is possible to select an off-axis natural guide star within a 110 arcsec diameter field of view (FOV). NAOS allows wave front sensing with faint natural guide stars and extended objects, observations of very bright objects are possible with the visible wave front sensor using neutral density filters. CONICA CONICA is an infra-red (IR) (1 5 ÃŽÂ ¼m) imager and spectrograph which is fed by NAOS. CONICA is capable of imaging, long slit spectroscopy, simultaneous differential imaging (SDI), coronagraphy, polarimetry , with a large range of plate scales, filters and masks. The CONICA detector is a InSb Aladdin 3 array, the parameters of the array are: format 1026 ´1024 pixels pixel size 27 µm dark current 0.05-0.15 ADUs-1 pixel-1 wavelength range 0.8-5.5  µm Quantum efficiency 80-90 % The detector has three readout modes and four detector modes .The readout modes refer to the way the array is read out, the read our modes are : Uncorr The array is reset and then read once, used for situations when the background is high. The minimum detector integration time (DIT) is 0.1750 seconds. Double_RdRstRd The array is read, reset and read again, used for situations when the background is intermediate between high and low. The minimum DIT is 0.3454 seconds. FowlerNsamp The array is reset, read four times at the beginning of the integration ramp and four times again at the end of the integration ramp. Each time a pixel is addressed, it is read four times. This is used for situations when the background is low. The minimum DIT is 1.7927 seconds. The detector mode refers to the setting of the array bias voltage, four modes have been defined: HighSensitivity, HighDynamic, HighWellDepth and HighBackground. HighSensitivity has the fewest hot pixels, but it has the smallest well depth, this mode is used for long integrations in low background situations. HighBackground has the largest well depth but has many more hot pixels, this mode is used in high background situations . S13 camera CONICA is equipped with several cameras such as S13, S27, S54, the characteristics of camera S13 are; scale 13.221 ± 0.017 mas/pixel, field of view (FoV)14 ´14 arcsec and spectral range 1.0-2.5  µm. Available filters for the S13 camera are broad- and narrowband filters in the 1-2.5  µm region, Information on the broadband filters can be found in table 1. Unit Telescope 4 parameters Example observation planning The observation planning contains the next subjects (5): target scientific goal visibility period of target required observing conditions seeing atmospheric transparency lunar illumination required observing time list of required instruments, modes and configurations Target The chosen observation target is the Becklin-Neugebauer (BN) object located in the Orion Nebula Cluster, coordinates; right ascension (RA) 05h 35 m 14s.117 and declination (D) -05 ° 2222.90, epoch 2000.0, Scientific goal The Becklin-Neugebauer object was discovered as a bright 2 ÃŽÂ ¼m infra-red source (10) by Becklin and Neugebauer in 1967 (11), about 45 in projection from the Trapezium stars of the Orion Nebula Cluster, at a distance of ~ 450 pc. The Becklin-Neugebauer object together with the Kleinmann-Low nebula (KL) is part of the Orion Molecular Cloud 1 (OMC-1) region, a high-mass star formation region in the Orion constellation. In 2004 Shuping, Morris and Bally (8) discovered, at 12.5 µm, an arc of emission associated with the BN object, the so-called BN SW arc. The nature of this SW arc is still unknown, it may be externally heated gas or dust by UV radiation or is possibly a compressed shell created by an outflow or jet from BN. The BN SW arc is an interesting feature that needs further investigations both imaging and spectroscopy at other wavelengths to determine its true nature. Required observing conditions Seeing/airmass Seeing is defined as the image full width half maximum (FWHM )in arcsec ,the seeing values are 0.8and 1.2 at Zenith. Airmass quantifies the effects of all atmospheric processes, these atmospheric effects will be minimum when radiation travels vertically through the atmosphere, in this case z = 1. During the observation period the airmass ranges between z = 1.0 and z = 1.5 see table A, appendix 1, average airmass z = ~1,2. Atmospheric transparency During the observation period there should be no visible clouds and the transparency variations should be less than 2%. Lunar illumination Lunar illumination (FLI) is defined as the fraction of the lunar disk that is illuminated at local (Chile) civil midnight, where 1.0 is fully illuminated. Dark time corresponds to moon illumination less than 0.4, so the best time to observe the target is when the moon is new, see subsection 7.4. Visibility period of target To calculate the visibility of the target I have used the local sidereal time equation: Equation where LST = local sidereal, HA = hour angle and RA = right ascension. RA of BN-object = 05h 35 m 14s.117 = 5.587 hr. , on 21 March RA = 12hr is on the meridian at local midnight. RA = 5.587 hr will be on the meridian at local midnight about (5.587-12.0)ÃÆ'-30/2 = ~ 96 days =~ 3 months earlier . Thus the target will be well placed in November 2011 and December 2011. New Moon is on 25 November 2011 and 24 December 2011, so the best dates to observe the BN- object will be 22-27 November and 22-26 December 2011, see table B, appendix 2. The chosen observation period is the night of 24/25 December 2011, between 22hr and 2hr local time. Required observing time Angular resolution The theoretical angular limit of resolution is given by: Equation where l = wavelength, D = aperature diameter The wavelength of the K-filter is l = 2.18  µm, so the resolution is The resolution however is limited by atmospheric turbulence to where r0 is the Fried parameter. The Fried parameter is directly linked to the strength of the turbulence and it depends on the wavelength as: Equation for average observing conditions, r0 is about 0.6 m at 2.2 ÃŽÂ ¼m. Seeing disk The angular diameter of the seeing disk is Equation so for l = 2.18  µm and r0 = 0.6 m Area of seeing disk: Exposure time Exposure time Equation where: t = integration time r = signal to noise ratio f = flux transmitted by atmosphere fsky = sky background flux a = area of seeing disc A = effective area of telescope UT4 Q = quantum efficiency l = flux of the BN object l = wavelength = 5.510-7 m h = Plancks constant = 6.6310-34 J c = velocity of light = 3.0108 ms-1 The adopted signal to noise ratio S/N = r = 5. The flux transmitted by the atmosphere f = 1.0, see figure 3.2 NACO User Manual (3) The liming sky background magnitude is 13.0 mag (3), the sky background flux Equation Area of seeing disk a = 0.442 arcsec Effective area of UT4 Quantum efficiency Q = 0.85 The magnitude of the BN object corrected for extinction mv = 5.2 mag (11), the extinction in the V passband Av = ~18 mag. (8) so the apparent magnitude of the BN object m = 23.2 mag. Flux /magnitude conversion Equation The flux of the BN object is The exposure time for the BN object is: t = 639 sec. The exposure time calculated with ETC is 122,320 seconds !? , see appendix 4 table D. List of required instruments, modes and configurations The required telescope to observe the BN object is UT4 with the NACOS instrumentation. The NAOS with natural guide star, the CONICA imager with camera S13 and broadband filter K (2.18 mm). The chosen detector readout mode is FowlerNsamp and not Double_RdRstRd because the intergration time is larger than 60 seconds. Guide star id. 0477400932, RA 05hr 35m 16s.41, Dec -05 ° 23 23.0 magnitude 5.00 see table C, appendix 3, Conclusion The Very Large Telescope array is at this moment the most advanced optical instrument and the most productive individual ground-based observatory in the world. The instrumentation programme is the most ambitious programme for a single observatory and because of to the outstanding angular resolution and the use of adaptive optics VLT opens a new era of discoveries. Bibliography/References ESO http://www.eso.org/sci/facilities/paranal Giacconi R. The VLT White Book ESO http://www.eso.org/public/products/books/vlt_whitebook/ Girard J. et al. Very Large Telescope NACO Users Manual Do. No.: VLT-MAN-ESO-14200-2761 Date 12-02-2010 http://www.eso.org/sci/facilities/paranal/instruments/naco/doc/VLT-MAN-ESO-14200-2761_v86.0.pdf Dierickx P., et al The VLT primary mirrors: mirror production and measured performance http://www.eso.org/sci/facilities/paranal/telescopes/ut/m1unit.html de Zeeuw T. Call for Proposals ESO Period 87 30 August 2010 http://www.eso.org/sci/observing/proposals/CfP87.pdf Moorwood A. Astronomical News Report on the Conference Science with the VLT in the ELT Era Held in Garching, Germany 8-12 October 2007 Minchin N.R. et al Near-infrared imaging polarimetry of bipolar Nebulae-I. The BN-KL region of OMC-1 Mon. Not. R. astr. Soc.(1991) 248,715-729 Shuping R. Y., Morris M. and Bally J. A new mid-infra red map of the BN/KL  Region using the Keck telscope  The Astronomical Journal, 128:363-374, 2004 July Sansom A. UVOIR Astronomy AA2053  University of Central Lancashire , 2010 Tan J. The Becklin-Neugebauer Object as runaway B star  ejected 4000 years ago from the q1C system. The Astrophysical Journal Letters  11-12-2001  http://arxiv.org/abs/astro-ph/0401552v2 Robberto M. et al The Orion Nebula in the mid-infrared  The Astronomical Journal, 129:000-000  2005 March Becklin E.E., Neugebauer G. Observations of an infrared star in the Orion  Nebula  California Institute of Technology  Pasadena, California  September 12,1966 http://adsabs.harvard.edu/abs/1967ApJ147..799B Testor G. et al VLT/NACO near-infrared imaging and  spectroscopy of N159-5 in the LMC HII complex N159  Astronomy Astrophysics  469, 459-469 (2007) Appendices Appendix 1 Hourly airmasses for 05 35 14.12 -05 22 22.90 Paranal Observatory (VLT) Sat, December 24, 2011 *** Hourly airmass for Target *** Epoch 2000.00: RA 5 35 14.1, dec -5 22 23 Epoch 2011.98: RA 5 35 49.5, dec -5 21 57 At midnight: UT date 2011 Dec 25, Moon 0.00 illum, 151 degr from obj Local UT LMST HA secz par.angl. SunAlt MoonAlt HelCorr 22 00 1 00 2 31 -3 05 1.502 -118.5 -4.27 22 30 1 30 3 01 -2 35 1.341 -121.5 -4.32 23 00 2 00 3 31 -2 04 1.229 -126.1 -4.38 23 30 2 30 4 01 -1 34 1.152 -132.8 -4.43 0 00 3 00 4 32 -1 04 1.101 -142.9 -4.50 0 30 3 30 5 02 -0 34 1.071 -157.8 -4.56 1 00 4 00 5 32 -0 04 1.059 -177.2 -4.62 1 30 4 30 6 02 0 26 1.066 162.7 -4.69 2 00 5 00 6 32 0 56 1.090 146.5 -4.75 Table A: Hourly airmasss during observation period. SkyCalc provided by courtesy of John Thorstensen, Dartmouth College. [emailprotected] http://www.eso.org/sci/observing/tools/calendar/observability.html Appendix 2 Observability for 05 35 14.117 -05 22 22.90 Paranal Observatory (VLT) RA dec: 5 35 14.1, -5 22 23, epoch 2000.0 Site longlat: +4 41 36.8 (h.m.s) West, -24 37 30 North. Shown: local eve. date, moon phase, hr ang and sec.z at (1) eve. twilight, (2) natural center of night, and (3) morning twilight; then comes number of nighttime hours during which object is at sec.z less than 3, 2, and 1.5. Night (and twilight) is defined by sun altitude Date (eve) moon eve cent morn night [emailprotected]: HA sec.z HA sec.z HA sec.z 2011 Oct 11 F -8 54 down -4 28 2.5 -0 02 1.1 4.7 3.9 3.0 2011 Oct 26 N -7 45 down -3 31 1.7 +0 42 1.1 5.4 4.6 3.8 2011 Nov 10 F -6 33 down -2 32 1.3 +1 29 1.1 6.2 5.4 4.5 2011 Nov 24 N -5 25 5.7 -1 34 1.2 +2 17 1.3 7.0 6.2 5.3 2011 Dec 9 F -4 13 2.2 -0 29 1.1 +3 15 1.6 7.4 7.2 6.1 2011 Dec 24 N -3 05 1.5 +0 37 1.1 +4 19 2.4 7.4 7.0 6.1 2012 Jan 8 F -2 02 1.2 +1 44 1.2 +5 30 6.3 6.8 6.0 5.1 Table B: Observability of Becklin-Neugebauer object SkyCalc provided by courtesy of John Thorstensen, Dartmouth College. [emailprotected] http://www.eso.org/sci/observing/tools/calendar/observability.html Appendix 3 ESO GSC Online Server Query Result Center: RA: 05:35:14.117 DEC: -05:22:22.90 Search radius: 20 arcminutes nr gsc_id ra (2000) dec mag mu d pa 1 0477400932 05 35 16.41 -05 23 23.0 5.00 F; 1.15 150 2 0477400931 05 35 16.47 -05 23 22.8 5.09 F; 1.16 150 3 0477400933 05 35 22.83 -05 24 57.8 5.09 F; 3.37 140 4 0477400871 05 35 17.10 -05 23 40.6 5.51 F; 1.49 150 5 0477400934 05 35 26.27 -05 24 58.2 6.40 F; 3.98 131 6 0477400930 05 35 17.16 -05 23 12.7 6.69 F; 1.12 138 7 0477801369 05 35 54.09 -05 37 43.2 7.09 T; 18.28 147 8 0477400906 05 35 31.37 -05 16 02.7 7.19 T; 7.65 34 9 0477400906 05 35 31.26 -05 16 02.0 7.58 T; 7.65 34 10 0477801369 05 35 53.99 -05 37 42.1 7.74 T; 18.25 147 11 0477400935 05 35 31.33 -05 25 14.1 8.18 F; 5.15 124 12 0477400915 05 35 06.10 -05 12 15.5 8.28 F; 10.32 349 13 0477400809 05 34 46.89 -05 34 14.3 8.30 F; 13.66 210 14 0477400849 05 35 09.73 -05 27 52.6 8.53 F; 5.60 191 15 0477400823 05 34 55.20 -05 30 21.7 9.04 F; 9.27 211 16 0477400867 05 35 58.44 -05 22 31.0 9.11 F; 11.03 91 17 0477400855 05 36 27.09 -05 24 31.0 9.28 F; 18.29 97 18 0477400792 05 34 42.19 -05 07 14.2 9.39 T; 17.10 332 19 0477400894 05 35 34.18 -05 06 20.9 9.45 F; 16.79 17 20 0477400830 05 35 18.12 -05 03 54.5 9.48 F; 18.50 3 21 0477400792 05 34 42.19 -05 07 14.3 9.55 T; 17.10 332 22 0477400890 05 35 31.28 -05 33 08.5 9.74 F; 11.58 158 23 0477400829 05 35 35.71 -05 12 20.5 9.78 F; 11.39 28 24 0477400877 05 35 21.17 -05 09 15.7 9.79 F; 13.24 8 25 0477400812 05 35 00.05 -05 25 15.7 9.85 F; 4.53 231 26 0477400878 05 34 52.14 -05 33 08.1 9.96 F; 12.06 207 27 0477400810 05 34 49.89 -05 18 44.4 9.96 F; 7.04 301 gsc 1.0 25/Sep/1995. ESO/ST-ECF Archive| ESO| ST-ECF| Help| Search Send comments to HYPERLINK http://archive.eso.org/comments/[emailprotected]/Page:/cgi-bin/gsc. Table C: Guide stars Becklin-Neugebauer object

Ideal Education Model Essay

Education is one of the most important things for a society to prosper and be safe which forms the character and intelligence of the individuals around the world. Education makes one able to understand what is happening in the world logically and clearly. Education enables individuals to put their potential to use and make a difference in the future. It is essential for individuals to be educated in a way that they will expand their knowledge vastly. An ideal educational model is very difficult to achieve, and is often argued over by people in society. Every person in the world is unique in their own way, having their own strengths and weaknesses. Everyone has a learning style that is unique to them, developed over time. It is absurd for educators to clump together all of these different individuals and teach them in one manor. Teachers should cater to every individual student learning capabilities. The issue in public schools today is that teachers do not have the time to teach each of their many students individually. There are too little teachers for the volume of students at public schools. In the comic titled â€Å"Multiple Intelligences† an environment with various students learning in different ways is displayed. All of the different students are fully engaged in activities that interest them. This comic is showing that by allowing some freedom to students to learn in the ways they find interesting will be beneficial in the end. It is very difficult for students to receive one on one time with the teacher. An increased budget to public schools would provide more teachers to better educate each student. The student should be in an environment in which they are comfortable and not pressured by the constant drilling of information. The student should be able to express themselves to the teachers if they do not understand information taught. This concept ties back to the urgency for more teachers in the public school system. In an average public school there is about twenty or thirty students to one teacher, causing most students to be unable to receive one on one time. It is also very important to maintain complete respect for the student. No matter what skill level a student has they should be treated equally to all other students. â€Å"The secret of Education lies in respecting the pupil. It is not for you to choose what he shall know, what he shall do† (Education). The student chooses whether or not they want to be educated, one cannot force knowledge upon a student. Teachers  should encourage students and provide them the tools to learn, not force students or put them down. In order to teach successfully teachers must learn about first learn about their students. Teachers must assess the student’s capabilities and interests. Some students are visual learners, while others learn from hands on activities, or verbal communication. Not all students can learn through memorization, rather they learn through interest and relation to the topic. â€Å"To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school† (Democracy and Education). The curriculum should encompass material that is most useful for a student to learn. It seems that in the majority of schools, students are not given the flexibility to guide their own learning, but rather follow rigid instructions that destroy the student’s imagination. Homeschooling is one pathway of education that effectively teachers each student based on their individual needs. At home there is one student, and one teacher who know the students learning capabilities completely. â€Å"This individualized instruction, combined with homeschooled students’ experience in studying and pursing goals on their own, may be showing long-lasting effects† (Homeschoolers on to College). Some students need extra help in order to understand information, and homeschooling would be very beneficial to these students. No matter how many teachers are hired at a public school, it will never compare to the one on one education provided homeschooling. People, especially children enjoy receiving attention, and will often thrive when attention is given. If a child feels that they are not cared about, then they may very well fall through the cracks of public schooling. Every child should be considered when educating in a classroom setting. Everyone is differ ent, and everyone deserves a proper education.

The Tried and True Method for Friendship Essay Samples in Step by Step Detail

The Tried and True Method for Friendship Essay Samples in Step by Step Detail Here's What I Know About Friendship Essay Samples Friendship is a sense of love and affection of a single person for one more. Sometimes it gets broken due to the ego and matter of self-respect. During childhood, it helps in making us understand and develop the habit of sharing and caring. Since early childhood, friendships play a crucial role in everybody's life. The One Thing to Do for Friendship Essay Samples Some people decide to compose their essays on friendship, since it gives them something they can easily write about. It's always important to get a notion of the person that you desire to read your essay. Find here some of the intriguing essays on friendship day in English which is going to be a good support to you. If you wish to compose the ideal essay on friendship, there are a couple of things that you will wish to consider. From time to time, you might find yourself in need of an essay idea. You can't just assume that choosing an effortless topic is likely to make the essay simple for you. To get started writing your assignment you would want to run into an interesting and promising topic. Friendship Essay Samples Options When you would like to visit the movies or to the mall but you don't wish to go alone you've got your pals, but there'll be occasions when all your friends are busy. Friends are crucial in our life just as food is necessary for living. As my friends began to get to understand his friends dating began. Friends and their friendship play a good part in everybody's life. The Nuiances of Friendship Essay Samples It's simple to locate a friend, but searching for a very best friend is hard. On the flip side, friends can dare open an individual's eyes saying the tough truth when it's really needed. A superb friend should be an individual that one may look up to. Fully being an actual friend means accepting you the way you're. Whispered Friendship Essay Samples Secrets Friendship doesn't require any formalities and the should truly feel bad about whatever happens that could be an awkward situation otherwise. Completely free Friendship essay samples are offered on FreeEssayHelp with no payment or registration. In many cases, they get lost with the course of the time. As an example, true friends can give a valuable advice when an individual has to pick a college or college major. Friendships that are a significant part of every individual's life may have a substantial influence on an individual's communication skills, self-esteem and lifestyles. What sustains the artist is the expression of love in the view of the beholder. A friend is somebody you'll be able to turn on to when all the problems of the planet are facing you. A great frie nd can provide you support in a number of various ways, whether that means simply offering companionship or taking the opportunity to supply you with a helping hand. Friendship is something which most of us simply take for granted and this is something that nearly all of us probably do not truly appreciate the worth of. It's inspiring to observe a tremendous friendship bloom in such a despairing moment. The idea of friendship is quite intricate and can be seen from very different angles. The value of friendship was emphasized time and again and the notion isn't overrated. If you've been giving the job of writing anessay about friend, about friends or friendships, you've accepted an excellent job. A friend will allow you to win sometimes especially if he's too decent that you beat in a for instance a game like chess. Although friendship looks like a very good topic for speech, it's factually an extremely extensive field for reflections. In conclusion, it is a huge part of o ur lives and it is something to be treasured. Writing an essay about friendships does not need to be difficult. Dedication and trust is quite essential to keep the friendship for extended moment. So friendship has to be treated very delicately. To me friendship is essential and I don't make the most of it one second! Otherwise friendship may not be possible. FRIENDSHIP There are lots of valuable things in life, but friendship could possibly be one of the absolute most important.

Commonly Confused Words Beside and Besides

Although theres some  overlap in meaning  between beside and besides, the two words arent usually interchangeable. Definitions Beside is a preposition meaning next to or in comparison with. As a preposition, besides  means except  or in addition to. As a conjunctive adverb, besides means also or moreover. Examples Rose was too angry to sit beside Sam.  Besides, she preferred to wait outside.Louisa Weed, a pretty girl of nine was looking out the western windows. Her younger brother Henry was standing beside her.(John Cheever, The Country Husband. The New Yorker, 1955)[The] forgotten little house on the  South Side had somehow never been sold or mortgaged. A day came when Albert, the last surviving son, found this piece of property the only thing he owned in the world besides his personal effects.(Willa Cather, Double Birthday. The Forum, 1929)The boy couldnt swim, and [the fisherman]  wasnt going to have him climbing in and out of the skiff anymore than necessary. Besides he was too big.(Lawrence Sargent Hall, The Ledge. The Hudson Review, 1960)The old home had been long and low, and  an enormous willow tree, which had miraculously escaped the fire and still grew, had shaded one corner of the roof.  The new home stood beside the macadamized new road and was high and boxlike, painted y ellow with a roof of glittering tin. Besides the willow tree, the principal barn at the old home had also escaped the fire and it was still used for storing hay and as a shed in which were kept most of the farm implements.(Elizabeth Bishop, The Farmers Children. Harpers Bazaar, 1949) Usage Notes While the two words were once used interchangeably, beside has been reserved as the preposition and besides as the adverb since the late 18th century. But they are still confounded.(Bryan A. Garner, Garners Modern American Usage. Oxford University  Press, 2009)The Potential for AmbiguitySome critics argue that beside and besides should be kept distinct when they are used as prepositions. According to that argument, beside is used only to mean at the side of, as in There was no one in the seat beside me. For the meanings in addition to and except for besides should be used: Besides replacing the back stairs, she fixed the broken banister. No one besides Smitty would say a thing like that. But this distinction is often ignored, even by widely respected writers. While it is true that besides can never mean at the side of, beside regularly appears in print in place of besides. Using beside in this way can be ambiguous, however; the sentence There was no one beside him at the table coul d mean that he had the table to himself or that the seats next to him were not occupied.(The American Heritage Dictionary of the English Language, 4th ed., 2000)The Use of Beside for BesidesAs a number of commentators remark and all conscientious dictionaries show, there is a certain amount of overlap between these two words. The OED shows that historically there was even more than there is now. . . .The only question arises when beside is used in the preposition sense of besides. Gould [in 1856] disliked this use, and most commentators since his time simply avoid it by not mentioning it at all. Although it is not nearly as frequent as besides, it is well attested. It has been in use since the 14th century and appears in the King James version of the Bible in several places. Our modern evidence for this sense is modestly literary. . . . While this use of beside is not wrong, nor rare, nor nonstandard, besides is the word most people use.(Merriam-Websters Dictionary of English Usage, 1994) Practice (a) Thoreau lived _____ a pond.  Few people _____ his aunt ever visited him.(b)  Mr. Moody took several dollar bills out of his pocket and placed the money _____  his plate.(c)  Nobody _____  me knows the password.(d)  I wasnt in the mood to play tennis, and  besides, I was already late for work. Answers to Practice Exercises:Beside and Besides (a) Thoreau lived  beside  a pond.  Few people  besides  his aunt ever visited him.(b)  Mr. Moody took several dollar bills out of his pocket and placed the money  beside  his plate.(c)  Nobody  besides  me knows the password.(d)  I wasnt in the mood to play tennis, and  besides, I was already late for work. Glossary of Usage: Index of Commonly Confused Words