Skeletal Muscle Undergoes Repair and Regenaration Throughout Free Essays

|21 | Coursework R: Mini-Review Topic Selected: Topic 2: â€Å"Skeletal muscle experiences fix and regenaration for the duration of typical life. Compose a survey on the procedures in question, accentuating the job of satellite cells. † Muscle Cell Regeneration and the Impact of Aging Introduction: Throughout ordinary life, skeletal muscles experience fix and recovery in light of injury through a procedure including a few successive advances. We will compose a custom article test on Skeletal Muscle Undergoes Repair and Regenaration Throughout or on the other hand any comparable point just for you Request Now A significant job in this recovery is played by satellite cells, which are little mononuclear begetter cells found in develop muscle tissues. In this audit, we will investigate the results of maturing in satellite cell numbers and their capacity to keep up and protect muscle tissue. Steps included when skeletal muscle is harmed: The homeostatic procedure that permits muscle recovery because of a physical issue improvement, includes four interrelated advances: degeneration, aggravation, recovery and renovating fix. At the point when myofibers are harmed, extracellular calcium streams into the cell, starting proteolysis, which causes rot. The corruption of myofibers realizes an incendiary reaction where neutrophils and macrophages penetrate the harmed site. Neutrophils are the first to show up; they evacuate cell garbage by discharging free radicals and proteases just as emitting professional incendiary cytokines that invigorate the appearance of macrophages. There two unique classes of macrophages showing up at the harmed site: M1 (communicating CD68) and M2 (communicating CD163). The M1 class is answerable for delivering a high centralization of master incendiary cytokines, which advance further tissue irritation. Showing up straightaway, is the M2 class of macrophages that instigate angiogenesis and tissue renovating and fix, by enacting immature microorganisms. This period of aggravation is basic to the muscle recovery process. Examinations have demonstrated that on the off chance that the aggravation reaction is restrained, at that point muscle fix can't happen by any means. In any case, there must be a harmony among lacking and extreme aggravation reaction. The regenerative stage is accomplished by the enactment, expansion and separation of satellite cells that combine to shape multinucleated myotubes. This is managed by the nearness of various development factors, for example, insulin-like development factor-1 (IGF-1), hepatocyte development factor (HGF) and others. The last period of the regenerative procedure is ‘remodelling and repair’ and it includes the redesigning of connective tissue, angiogenesis and useful recuperation of the skeletal muscle. How does this occur? All things considered, when the muscle is harmed, there is an extreme creation of collagens that elevate scar tissue to frame. This is supposed fibrosis arrangement is enacted by changing development factor-? 1 (TGF-? 1), which assumes a significant job in this course. This stage is over once the harmed muscle has been supplanted by a useful and contractile mechanical assembly. Figure 1: [pic] Fig. 1 shows the means required for a satellite cell to shape a myotube. (www. bioscience. organization) The job of satellite cells: Satellite cells (recognized utilizing electron microscopy) are situated under the basal lamina and are a kind of muscle undeveloped cells. They are available in muscle tissue in the quiet frame and can be enacted by both physiological boosts, (for example, broad exercise), just as obsessive conditions (injury or degenerative sickness). Their primary capacity is to make a populace of myoblasts that can meld with one another or with different myofibers and separate, in order to fix muscle tissue. Both calm and dynamic satellite cells express the translation factor Pax-7 that is thought to drive interpretation and look after expansion. Despite the fact that the job of Pax-7 isn't totally comprehended, it is clear that without it, we would not have satellite cells. Truth be told, an analysis indicated that mice lacking Pax-7, didn't make due past about fourteen days. Furthermore, actuated satellite cells express a protein called myogenic administrative factor (MyoD), which is a pivotal factor in directing the separation of muscle cells. Effect of maturing in muscle degeneration: Hypothetically, despite the fact that the quantity of satellite cells diminishes with age, the couple of cells remaining ought to be sufficient to start the regenerative instrument. Be that as it may, tests have indicated that the encompassing tissue and fundamental condition to which the satellite cells were set, were unquestionably more significant components for muscle recovery than the quantity of cells present. This speculation was bolstered by the way that old muscle tissue could be recovered when it was set in a youthful creature, yet the inverse didn't happen. Along these lines, the theory that the decline in satellite cell numbers because of maturing was the central point that influenced recovery was end up being incorrectly. Figure 2: [pic] Fig. represents the distinction between an ordinary myofiber and a recovering myofiber. (www. bioscience. organization) Conclusion: All on the whole, sarcopenia modifies the recovery and fix of muscle, which can cause basic variations from the norm. Maturing causes a sensational lessening in satellite cell numbers and diminishes their capacity to fix harmed muscle. Despite the fact that youthful undeveloped cells ap plied to matured or harmed skeletal muscle appear to be encouraging for remedial applications, we should increase a superior comprehension of satellite cell science so as to utilize regenerative medication to treat sarcopenia. Book index: Carosio, S. , Berardinelli, M. G. , Aucello, M. , Musaro, A. (2011) Aging exploration audits. Effect of maturing on muscle cell recovery. 10: 35-42 Kierszenbaum, A. L. , (2007) Histology and cell science: A prologue to pathology (second Ed. ). Philadelphia: Mosby. 7: 197-210 Crowe, J. , Brdashaw, T. (2010) Chemistry for the Biosciences. The basic ideas. (second Ed) Oxford University Press. 9(3): 270-272 Satellite Cells. [Online]. Accessible from: http://www. earthy colored. edu/Courses/BI0032/adltstem/sc. tm [Accessed 6 December 2011] Zammit, S. P. , et al (2006) Pax7 and myogenic movement in skeletal muscle satellite cells. [Online]. Accessible from: http://jcs. scholars. organization/content/119/9/1824 [Accessed 7 December 2011] Seime, A. , Caron, A. Z. , Gremier, G. (2009) Frontiers in Biosciences:Advances in myogenic cell transplantation and skeletal muscle tissue designing. [Online]. Accessible from: http://www. bioscience. organization/2009/v14/af/3431/fulltext. asp ? bframe=figures. htmdoi=yes [Accessed 7 December 2011] Word tally: 747 Step by step instructions to refer to Skeletal Muscle Undergoes Repair and Regenaration Throughout, Essay models

Halfway House Programs and the Community Essay

The utilization of shelter as a beginning stage for the individuals who were once in jail is an extraordinary thought and can be valuable to not just the people who are changing in accordance with life outside of jail yet additionally to the network around them. These homes help to balance out the individual, help them to have the option to conform to life in the public arena again and help them to turn out to be better pieces of society. There are numerous who accept that shelter are not something to be thankful for and would prefer not have them however there are numerous reasons that these individuals are not taking a gander at the entire picture and are not investigating the advantages that asylums can give. There are numerous reasons that the encompassing neighbors and networks could fear an asylum. A portion of these reasons are the generalizations that are related with these spots. This implies there is the regular contemplations and convictions that the individuals who are in the shelter are not genuinely fit to be improved and hence it tends to be believed that these people ought to stay in jail. This is a misguided judgment as the shelter furnishes the person with security and encourages them to have the option to progress into an actual existence outside of jail. The asylum regularly furnishes the person with an approach to have the option to discover business, get snared with required clinical and other medicinal services administrations including recovery and psychological well-being, and an approach to have the option to live until they can take care of themselves (Welsh and Harris 2009). Without shelter these previous crooks would be left all alone to discover these assets and commonly in the past the people made some hard memories finding these things which has brought about them perpetrating more violations. With asylums the arrival rate to jail is lower. Another issue that numerous people have with shelter is that they don't see how giving the individual a spot to live is truly what they merit. Anyway there are some new projects that are offered in some shelter where the culprits of wrongdoing are compelled to pay compensations to the survivors of their violations. These projects have been effective in the fulfillment for both the culprit and the person in question. In an ongoing report on this issue, the outcomes were seen as positive for all that were included (Bonta, Boyle, Motiuk, and Sonichsen 1983). Another regular confusion is that the occupants of the asylum are not prepared to be in reality when they leave and that there is a high pace of rehash criminal offenses. This was taken a gander at by a gathering of scientists and what was found was that the individuals who had effective culminations of the shelter programs were less inclined to have rehash criminal offenses where as the individuals who were not fruitful in their treatment through asylums (Hartman, Friday and Minor 1994). This is essential to note as there are numerous reasons that an individual would not have an effective finishing yet then when an individual had a fruitful treatment that they ought to be permitted the advantages of reorganization and accepted to be changed and seeking after a superior life. Asylums can be advantageous to both the previous hoodlums that possess them and the nearby networks in which they are found. Much of the time asylums give a spot to these previous detainees to live while they are dealing with financially recovering and getting steady. Shelter and their projects helpful to the person as they are not in the city or attempting to make it all alone in reality as we know it where it is increasingly hard for them to discover a spot to lease, acquire work or whatever else. The advantage to the network is that these previous lawbreakers are off of the roads and in a spot where treatment and oversight is compulsory while they are getting progressively steady. Accordingly they are more averse to submit trivial offenses like robbery so as to eat or bring in cash for required things.

Ivy League Common App Essay Examples TKG

Ivy League Common App Essay Examples We post some of our favorite essays on our website in hopes that you’ll read them. They’re fun, interesting, and great examples of thinking outside the box. We also realize that they aren’t necessarily helpful to someone looking for actual tips on how to write their own essay. The best and worst news is that there is only one requirement when writing your common app essay. It must be less than 650 words. That’s really it. The rest is up to you. This level of freedom can either be inspiring or daunting, and we get that. There are countless directions you could go in, but there are three things that we look for when it comes to an Ivy League essay, and we’ve broken them down below: Breaking Form Creative Subject MatterHumor BREAKING FORM: Remember the traditional five paragraph essay you learned how to write? Great. Now forget it. What you choose to write about for the common app essay is not a school paper with a thesis. The best way to break form is to think of your essay a s a story. You’re telling a story, not proving a theorem. You want it to be unique, fresh, and most importantly to help you stand out amongst a gigantic pool of applications. Admissions officers have read countless essays on any given day and by breaking form you’re providing a breath of fresh air.  Here are a few ways to break form:  PoetryWriting multiple scenes Using dialogue to advance the plot VignettesWriting in free formUsing deeply descriptive language Playing with sentence structure Lyrics  The above are just a few, but don’t be afraid to think creatively about different ways you can get your point across (and avoid the dreaded thesis statement.)  CREATIVE SUBJECT MATTER:  First things first, don’t write about anything you’ve seen online, heard worked for a friend last year, or have written about for school. It’s so important to brainstorm on your own and find a fresh topic that shows another side of yourself: what worked for someone else won’t necessaril y work for you. On that note, you absolutely can not write about anything that appears anywhere else on your application. You don’t want to double down on any characteristics you’ve already proven, and need to take advantage of every opportunity you have to provide depth to your application. Especially when applying to an Ivy, assume that every other applicant has the exact same resume and test scores as you. When you strip away the grades and extracurriculars, you’re looking for a way to humanize yourself.  Think small. This essay is about the little things that make you human and relatable: it’s easy to get overwhelmed and think you have to prove yourself with this essay (which you do) but at the end of the day there’s an actual person reading your submission and your ultimate goal is for them to gain a better understanding of how you think and who you are as a person.  Spend some time thinking about relationship dynamics and routines. If you’re really stuck, growth from failure can be an area to explore. We’ve also written about topics to avoid. Keep in mind that the point is not to simply write something beautiful. Good writing (and editing) is a must, but will not make up for a lackluster topic. HUMOR: Full disclosure: it’s much harder to write comedy than it is to write tragedy. Humor writing also requires a lot of confidence. The person reading your essay has likely spent their day reading sob stories: students often try to make admissions officers feel something or prove their emotional depth. They’ve heard it all, and it’s exhausting. Most students assume that it’s easier to empathize if you’re getting pity points, but making them laugh is actually the way to go.  When we talk about humor writing, we don’t mean slapstick. It’s not a joke with a setup and a release. We mean that the tone of the work can be funny, witty, dry, or sarcastic â€" but don’t make yourself the punchline. Avoid cringe worthy topics and think abo ut a topic you could shed light on in a humorous way. We know the stakes are high and that Harvard had an acceptance rate of 4.59% last year. We also know that the Harvard Lampoon is a 142 year old mainstay on campus, and we’ve had kids apply (and get in) to Harvard. Feeling overwhelmed? Get in touch.

All Quiet On The Western Front - 1754 Words

More often than not, war novels romanticize the soldier on the battle field as a heroic figure that would gladly die for his county’s honor. Erich Maria Remarque’s â€Å"All Quiet on the Western Front†, paints a vividly different picture than one of a patriotic soldier willing to be at war. Remarque’s work masterfully shows that the soldier’s expectations of war could not be any further from society’s concept of warfare. â€Å"All Quiet on the Western Front† follows a young and innocent soldier, Paul Baumer, through the living Hell that is World War I. Through Paul’s character, Remarque’s antiwar novel demonstrates that war is nothing but, irrational, patriotic fueled violence that turns humans into insensible soldiers, while simultaneously indicating that their lives have no meaning. The delusion that most war novels advocate is that a young man should be eager and enthusiastic to fight for his country’s honor . While this may temporarily be the case, â€Å"All Quiet on the Western Front† depicts young men that would like nothing more than to leave the senseless violence of war. Earlier on in the novel, Remarque raises the argument that war is utterly senseless. Paul and his company soon come to the understanding that their superiors mislead them about the truths of war, â€Å"While they continued to write and talk, we saw the wounded and dying. While they taught that duty to one’s country is the greatest thing, we already knew that death-throes are stronger† (Remarque, 13). TheShow MoreRelatedAll Quiet of the Western Front756 Words   |  3 PagesPlot Summary: All Quiet on the Western Front Written by Erich Maria Remarque, All Quiet on the Western Front is the tale of a young man by the name of Paul. Paul who is nineteen years old gathers several of his friends from school and together they voluntarily join the army fighting for the Axis alliance. Before they are sent off into actual battle, they are faced with the brutal training camp. Along with this they face the cruelty of the life of a soldier. This made them question the reason forRead MoreAll Quiet on the Western Front700 Words   |  3 PagesThe greatest war novel of all time, All Quiet on the Western Front, by Erich Maria Remarque, is a novel that depicted the hardships of a group of teenagers who enlisted in the German Army during World War 1. Enlisting right out of high school forced the teens to experience things they had never thought of. From the life of a soilder on the front line to troubles with home life, war had managed to once again destroy a group of teenagers. Throughout the novel, we saw the men of the Second CompanyRead MoreAll Quiet On The Western Front1797 Words   |  8 PagesTitle: All Quiet on the Western Front Creator: Erich Maria Remarque Date of Publication: 1929 Class: War Novel Anecdotal Information about Author: -Erich Maria Remarque was conceived on 22 June 1898 into a working people family in the German city of Osnabrà ¼ck to Peter Franz Remark (b. 14 June 1867, Kaiserswerth) and Anna Maria (nà ©e Stallknecht; conceived 21 November 1871, Katernberg). -During World War I, Remarque was recruited into the armed force at 18 years old. On 12 June 1917, heRead MoreAll Quiet on the Western Front943 Words   |  4 Pages The book All Quiet on the Western Front, by Erich Maria Remarque, is about a group of 19 year old young men who are changed by the ways of war. There is paul: the main character; Tjaden: a tall, skinny locksmith, also the biggest eater; Albert Kropp: a lance-corporal and the clearest thinker; Muller: studious, intelligent, and likes school; Leer: has a preference for the girls from the prostitution houses and has a beard; Haie Westhus: a peat-digger, and big in size; Deterring: a peasant, he alwaysRead MoreAll Quiet On The Western Front2393 Words   |  10 PagesAll Quiet on the Western Front: Book Review Erich Maria Remarque, author of All Quiet on the Western Front, actually fought in WWI (Remarque 297). Because of this, he was able to write this book with accurate depictions of the war. He writes how being in combat can really take a toll on a person and affect them in a negative way. He also writes of the pain and suffering that the soldiers must cope with that comes along with living in constant fear and danger. When looking at the title of theRead MoreAll Quiet On The Western Front2085 Words   |  9 PagesThis essay will consider the different effects created by Erich Maria Remarque in his novel All Quiet on the Western Front. As a writer, Remarque unknowingly left his novel open to readers with completely different perspectives, and to various forms of criticism. This undoubtedly meant that every single reader had been affected by the novel in many different ways which unfortunately for Remarque may have been an effect that he never intended. This essay is divided into 5 main sections. Firstly itRead MoreAll Quiet On The Western Front1089 Words   |  5 Pages In Erich Maria Remarque’s novel, All Quiet on the Western Front, human nature is the only abstract periphery between belligerent barbarism and justifiable violence. Through the insipid bombardments that rained shells over the Germans’ heads and noxious implementation of mustard gas, Remarque dexterously misleads the reader into believing that he fights in an apathetic war where all remnants of human nature and identity have been destroyed with the introduction of trench warfare. Through Paul Baumer’sRead MoreAll Quiet On The Western Front1509 Words   |  7 Pagesâ€Å"He fell in October 1918, on a day that was so quiet and still on the whole front, that the army report confined itself to a single sentence: All quiet on the Western Front† (Remarque 296). Paul Baumer, the narrator of All Quiet on the Western Front, enlisted into the German army at a young age of nineteen with a group of friends from school. Kantorek, Paul’s teacher, â€Å"gave us long lectures until the whole of our class went, under his shepherding, to the District Commandant and volunteered† (RemarqueRead MoreAll Quiet On The Western Front1129 Words   |  5 PagesIn Erich Maria Remarque’s All Quiet on the Western Front, soldiers at the front have a better idea than civilians of the true n ature of war because they have experienced the war while civilians have only read about it or listened to government propaganda. Remarque is trying to tell us that only those who experience the war can understand how awful war truly is. In All Quiet on the Western Front, the main character Paul goes back to his home, the people he meets still think that the Germans are winningRead MoreAll Quiet On The Western Front1790 Words   |  8 Pagessmell of cigar smoke, gunpowder, and dirt that filled the air. There was no nationalism; all Paul wanted was survival. World War I was supposed to be about nationalism and the propaganda forced upon the soldiers to feel superiority over other countries, but Paul helps to prove otherwise, as his story tells what is was like to be at the front, and how tough it was to be a soldier. â€Å"All Quiet on the Western Front† portrays war as it was actually experienced, replacing the romantic picture of glory and

Effects Of Burnout On The Workplace - 1713 Words

A major concern in human service occupations is burnout as it has been linked to turnover, absenteeism, a reduction in the quality of services, numerous physical and psychological disorders, and a disruption in interpersonal relations (Barford 271). Child and youth care workers are especially susceptible to burnout as the inherent challenges of working with high-risk youth causes difficulties in attracting and maintaining qualified employees. Social workers are committed to the protection and empowerment of populations at risk, helping improve their physical and mental well-being within a society characterized by great economic inequality and a high potential for vulnerability (Hamama 113). Social welfare is constantly looking at the†¦show more content†¦In 1987, Christina Maslach along with Susan Jackson expanded the definition, describing burnout as emotional depletion, deprofessionalization, and reduction of personal competence. Maslach and Jackson designed a multidimensi onal model of burnout that went into further detail of these three main components: emotional exhaustion, the depletion of mental energy involved in professional obligation; depersonalization, the development of negative attitudes, emotional numbness, apathy, and cynicism toward the client; reduced personal accomplishment, the diminution of self-esteem and ambition. Whiton Stewart Paine asserted that the factors underlying burnout also include the worker’s personality traits, environmental factors, and various organizational and social conditions. Although a bulk of the burnout research to date has focused on the role of organizational characteristics in the development of burnout, individual characteristics and social support have also demonstrated predictive value. The demographic factors that have been shown to be most predictive of burnout levels are the age of the employee, their marital status, and their perceived levels of social support, as well as gender, professiona l seniority, and education level. Age is generally considered to be the demographic variable that most effectively predicts the level of

The War Of Independence And The American Revolution

On April 19th 1775 â€Å"the shot heard ‘round the world† initiated the war for independence by the American colonists against the British. There were many reasons why the American Revolution came to be, but the two main reasons were for unjustified taxing acts against the colonists and to receive independence from their mother country England. In the Age of Revolution there were many wars taking place around the world and the American Revolution was one of them, the main objective of these wars was for the achievement of liberty. In this paper I will be talking about many subject matters that have to deal with the American Revolution such as the goals of this war, whether the colonists wanted to simply seek independence from their mother country or create a democratic nation, who benefitted from this war and who didn’t, and so much more, so sit back, relax, and get ready to go back in time as we discuss issues surrounding the war of independence between the colon ists and the British. The American Revolution, which some could say was about money and respect. The two principle goals of the American Revolution were to make the American colonies a single and independent nation disconnected from Britain and their abusive leader King George III and the other was to make a democratic nation, however in the end the nation wasn’t really democratic since not everyone was guaranteed rights and not everyone in the end benefitted from the war. Hollitz stated, â€Å"For a reformed America theyShow MoreRelatedThe American Revolution And The War Of Independence964 Words   |  4 Pagesdifferent aspects of the American Revolution and the war of Independence, especially consisting of the people directly involved within the Americas. Of course the people of the colonies were involved because they were the main participant in the war and the British were involved because that is who the colonies were fighting to gain independence from. The Indians wer e involved in a minor way, mainly on the British side. The African Americans also played a part in helping the Americans. The French also playedRead MoreThe American Revolution And The War Of Independence999 Words   |  4 PagesThe American Revolution, also known as the U.S. War of Independence, goes back to 1765-1783. One of the major effects of the American Revolution was that the colonies became recognized as independent. It was now separated from Great Britain. France joined in and became our allies and helped the colonies in 1778. Since France joined the war, they turned a civil war into an international war. There were a lot of causes that led up to the beginning and the end of the war. There was a lot of causes thatRead MoreThe American Revolution And The War For Independence779 Words   |  4 PagesThe year 1775 marked the beginning of the American Revolution or, to the colonists, â€Å"The War for Independence.† The American Revolution did not happen by itself but past conflicts such as the seven years war provoked the future event of the American Revolution. The seven year war was fought between the Thirteen Colonies and the French Empire as well as Native American allies, over territory in America. Before the seven year war, the British government proposed the colonists to pay for protectionRead MoreThe American Revolution And American War Of Independence1379 Words   |  6 PagesThe American Revolution or the American War of Independence was one of the most remarkable wars in the history of the world. The motives behind the war can be interestingly explained by Zinn from the chapter Tyranny Is Tyranny in A People’s History of The United Stat es: 1â€Å"Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. 2They found that by creating a nation, a symbol, a legal unity called the United StatesRead More The American Revolution: A War for Independence Essay1422 Words   |  6 Pages The American Revolution was a war for independence. It was a war which was fought for equal rights and the freedom of a would be nation. It showed the pure courage and heart of the American colonists by pitting them against a much more powerful opponent. The British had the best army in the world, and the colonists were often just poor farmers armed with their hunting muskets. It was truly a case of David versus Goliath. The reasons, course, and outcome of the American Revolution providedRead MoreIt Was the American Revolution and NOT the American War for Independence631 Words   |  3 PagesIndependence was the main focus of the colonies after monarch rule of the British. During this key period of American history, The American Revolution would be a more appropriate term instead of The War for Independence. In the dictionary, the term revolution is defined as an overthrow of one government and its replacement with another. The American Revolution gives a broader sense of what is going on; starting from the initial ideology of independence, the acts and protests carried outRead MoreAmerican War Of Independence And The French Revolution Essay1755 Words   |  8 Pages Lynch and Stillinger attempt to define it historically rather than continuously, naming it the â€Å"shortest †¦ period in British literary history† (3). They place it within the timespan of 1785 to 1832, beginning between the American War of Independence and the French Revolution and ending with the passage of the Reform Act in British Parliament. In this time of reflection and change, authors re-examined the previously discarded medieval romances and breathed new, strange life into them. Romantic artRead MoreThe Revolutionary War Of Independence1366 Words   |  6 PagesThe American Revolution which began as a War of Independence for American quickly transformed into a civil battle between the American patriots and loyalists joined by Indian forces. This war of independence, irrefutably, had a great effect on the citizens of America in varying degrees. The revolution, of course, gave a free rein to unforeseen political revolutions which often spark social revolutions. However, the American Revolution has foreseen the beginning of an abolitionist movement for AfricanRead MoreRevolutions: The Road to Independence Essay877 Words   |   4 PagesRevolution is a significant change of control or authority within a governmental setting. Most Revolutions are caused by political, social, and economic disputes. Consequently, the common matter for the American, French, and Latin America revolutions emerged to gain their own independence. In North America, the colonists put emphasis on their independence from Great Britain and established a new republic. In France, protesters abolished the authority of France and reorganized the French society,Read MoreEssay Howard Zinn vs. George Wood934 Words   |  4 PagesS. Wood’s argument and what is Howard Zinn’s argument on the nature of the American War for Independence and what evidence do the two historians present to support their interpretations? Who do you think presents the better case? Howard Zinn Howard Zinn’s argument on the nature of the American War for Independence was the war for independence was not a social revolution. Instead, he argues the colonial elite used the war for their own personal gain in power and status. The wealthy and powerful found

How is the story told in Jessie Cameron free essay sample

Told by a third person narrator, the poem begins in media res with dialogue from the persistent ‘neighbour’s son’, admirer of Jessie Cameron, repeating the titular character’s name with desire. This young lady who Rossetti creates as self-confident and stubborn is formed as a woman in her own right who is defiant enough to refuse the hand of a bachelor, multiple times. Subsequently, the setting of the beach becomes clearer, as the menacing sea draws nearer. Jessie’s persistence becomes more forceful as the story progresses until she starts refusing to answer him. We then hear of the ‘foot that would not fly’, and the meaning of this becomes apparent when the poem moves into the second part, where rumours are discussed about the death of the pair, through reported narrative. The poem ends with the debate of possibilities about their deaths, and the distinct image of the ‘hand or hair’ in the sea. In the first four stanzas, the setting of twilight on the beach is described at the start- ‘Day was verging towards the night, There beside the moaning sea’. This setting then continues into the second half of the poem but the reader becomes aware of the attempt Rossetti is making for the setting of the sea, which represents society, to be almost up against Jessie Cameron’s character. Rossetti writes ‘But now her feet are in the foam, The sea-foam sweeping higher. ’ The strength of the sea, or her opposition as society, is gaining power against her stubbornness, and will for independence. The setting then looks to the ‘darkening beach’. It is perhaps here that the reader is encouraged to assume that the pair drowned, as the darkening of the scene almost reflects the move from life into death. Therefore, Rossetti primarily tells this story using the reinforcement of the powerful imagery that is linked to the setting, in order to reflect upon the rumours that structure the story. The poem of Jessie Cameron has a clear structure of two distinct halves. The first involves the dialogue and interaction between Jessie Cameron and her lover, the ‘neighbour’s son’. This is a specific event and shows this series of actions from the past in linear chronology. The dialogue between the two youths is argumentative. He cannot accept that she want s to be free of him. Their conversation is portrayed like the sea, with ‘to and fro’. The second half is structured mainly around rumours of what happened to Jessie Cameron and her lover. It involves a lot of words such as ‘some say’ and ‘whether’. There is therefore a contrast shown between the concrete, true details of the first section and the vague uncertainty of the events that followed in the second half. This section interestingly starts with the powerful fifth stanza, in which the most dramatic rumour is mentioned, that the lover used powerful gypsy magic to conjure the sea that drowned them together. As the sea becomes more and more aggressive, the speech of the lover echoes it with desperation, almost as if he is chanting a spell or a curse. This sudden change of tone makes the change between sections much more apparent. However, it is clear that the narrator is reserving judgement on the matter as Rossetti writes ‘Yet he had gone through fire and flood, Only to win her smile. ’ This almost biblical description makes him seem almost admirable, as well her. The narrator is not accusing him, but simply reporting the rumours that others are. By using this kind of narrator, Rossetti tells the story of the poem in an unbiased way, allowing the reader to make his own judgement. This poem has a third person narrator. They have no insight into the feelings of Jessie Cameron or her lover. There is however numerous references to the pressure of society in this poem, showing that the narrators perspective is heavily affected by these views in relation to Jessie Cameron’s character. The sea, as a theme brought to the foreground of the poem by the repeated mentions of it as an image, could be seen to represent the repressive society of the era. Jessie Cameron’s outgoing personality and readiness to speak stand in direct contrast to the traditional expectations of a modern Victorian maiden who is demure, timid and slow to speak. The sea is personified throughout the poem which enhances this impression, and also makes the theme of society more prominent. The two lines that seem most important are ‘The troubled sea for all its stir, Finds no voice to tell. ’ We understand that society cannot find any ways to deal with women like Jessie Cameron who want independence. The sea, as society, keeps the secret story of Jessie Cameron to itself, yet at the end it has the last word, quashing the voice of Jessie Cameron which seemed so strong and defiant at the start. Therefore, Rossetti uses this story, in the appropriate form of a ballad, to be told and passed between generations for years to come- armed against the traditional Victorian society in which it was written. To conclude, the aspects of narrative that are arguably dominant in the telling of this story are the setting, structure and narrative voice. There is a consistent use of thematic imagery and symbolism, but all of these techniques create a story that the reader can relate to and learn from, and it can be passed on through the centuries and generations as a well-known ballad.

Teaching Emotive Language

Introduction Regardless of the audiences, public speakers and writers use â€Å"some form of emotive language to grab the attention of the listeners† (Carnine, 2007, p. 347). The speakers use captivating words like â€Å"tyranny† and â€Å"savagery† to trigger a reaction from the audience. The primary objective of using emotive language is to elicit an emotional response, thus making the audience more amenable to what is being said.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More Humans have a tendency to endorse or censure things based on emotional attachment. Thus, for one to win the approval of the audience, they have to be calculative in choosing their words. Besides, the speakers have to be cautious of the connotation. They have to avoid using ambiguous words that the audience might misconstrue and result in squabbles. Summary of Obse rvation Notes The tone plays a significant role in emotive language. The tone of the speaker determines the level of attention of the audience. Tone entails numerous factors that include pitch and the speed of the speaker’s voice. Tone does not â€Å"necessarily correlate to the message, and if the speaker is not careful, their delivery can result in a confused audience† (Carnine, 2007, p. 349). Debbie O’Connell’s tone is apposite for the target audience. She uses a low tone and does not shout to the audience. Such a tone does not startle the learners, therefore ensuring that they pay attention. Apart from using a low tone, the teacher does not speak very fast. O’Connell uses a moderate pace when talking to the learners. The primary objective of using an average speed is to ensure that the learners get every word that comes from her mouth. With such a rhythm, it is easy for the students to understand what the instructor is saying as well as interna lize it. To stir the emotions of the audience, a speaker has to demonstrate confidence and be friendly. O’Connell exudes a lot of confidence in what she is saying. Her voice and pronunciation are clear, therefore ensuring that the students understand everything that she teaches. Besides, she does not use sarcastic terms or phrases that might confuse the learners. Word choice is of great importance in emotive language. Speakers must choose words that are easy to understand and attract attention (Carnine, 2007). The speakers must ensure that they use words with favorable connotation. O’Connell uses words that are not only easy to comprehend but also have favorable connotation. For instance, she uses the term â€Å"jagged† to describe the nature of the rocks. The word helps the learners to visualize and understand the environment or the habitat of the lion. Besides, she uses the term â€Å"innocent† when describing the cab as a way to evoke sympathy. By usin g the term â€Å"innocent†, she manages to trigger the emotions of the learners and make them commiserate with the cab.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In so doing, the students understand the meaning of a sentence. Speakers are supposed to use words that communicate a feeling. For instance, O’Connell uses the phrase â€Å"staring hungrily† to signify the strong attachment between the lion and its cab. In return, the students can figure out why a lion guards its cabs fiercely. Nonverbal communication like gestures is vital in emotive language. Gestures not only help to keep students attentive but also understand what the instructor is teaching (Kinnucan-Welsch, 2007). Debbie uses gestures to describe the nature of rocks as well as the lion. The gestures act as a teaching aid to make the learners understand. Debbie pauses as she reads the sentence to all ow the students understand how they can use better words to make a sentence understandable. By the time she finishes the lesson, the students can identify the ordinary words that if replaced may lead to an appealing sentence. The students apply the thinking aloud technique that enables them to follow what the teacher is saying and understand. The primary objective of the lesson is to help learners understand the importance of replacing ordinary words in a sentence with better words. Moreover, the teaching aims at nurturing creativity in students by inspiring their imagination. Reflection From O’Connell’s video, it is clear that for one to give instructions effectively, they must adhere to certain principles. One has to purge all possible interruptions that might distract the audience. Besides, it is imperative to maintain eye contact when giving instructions. Maintaining eye contact helps to ensure that the audience remains attentive. Failure to maintain eye contact ma y lead to the audience not taking you seriously, therefore ignoring whatever you are saying. The use of a firm voice makes the audience pay attention. A speaker should not use a commanding or shrill voice. Instead, the voice should be appealing to the listeners. One should be clear about what they want the listener to do. O’Connell is not only clear about the objective of the lesson but also uses an appealing voice and maintains eye contact with the students. When asking questions, one should ensure that they do not use ambiguous words. The use of words with unfavorable connotation may attract negative answers or confuse a student. Hence, a question should be clear and well structured. A well-structured problem is easy to understand and answer. Summary of Year 5 Class Activity Direct Instruction The class activity entails investigating the idea of probability using marbles. The teacher places a box in front of the class and fills it with marbles of different colors. The teach er instructs one of the students to shake the box to ensure that the marbles get mixed up. The objective of shaking the box is to make sure that no marbles of the same color are close to one another. It increases the chance of picking marbles of different colors every time the students dip their hands into the box.Advertising We will write a custom critical writing sample on Teaching Emotive Language specifically for you for only $16.05 $11/page Learn More In the beginning, the students mix a small number of marbles of each color. The teacher ensures that the students do not put the same number of marbles of each color into the box. After finishing the first experiment, the teacher instructs the students to increase the number of marbles of each color and repeat the experiment. The teacher assists the students to represent the probability of picking a marble of each color on a line. Besides, the students are asked to express the probability as percentag es and fractions. After determining the probabilities, the students are requested to create column graphs and pie charts to represent the different possibilities. Purpose of Direct Instruction The primary objective of the direct instruction is to help students understand the likelihood of a particular event happening. Students encounter dilemmas in their daily life. In an event where a student has to choose between multiple options, it becomes difficult to make a viable choice. Having the knowledge of probability may go a long way towards helping a student to weigh between the existing options. Therefore, the objective of the direct instructions is to equip learners with skills in how to assess the possible repercussions of their decisions. Besides, the direct instructions aim at helping the students to learn how to express probabilities as percentages or fractions as well as interpret them. Students are asked to draw pie charts and column graphs to help in determining which type of marbles was dominant in the box. Besides, the students learn how to interpret probabilities using graphs and pie charts. Monitoring the Response of Students Teachers can tell if students have understood a concept by giving them simple exercises. A teacher is not supposed to introduce a new concept if a majority of the learners are not conversant with a previous theory. To know whether students have understood an activity, it is imperative to let them practice the exercise under supervision. Therefore, to monitor the response of the students, the instructor will ask the students to complete a class work that entails determining the probability of picking marbles of distinct colors. Besides, the teacher will give the students different possibilities and ask them to create column graphs and pie charts. Later, the students will interpret the graphs and pie charts to determine if they have understood the concept. The teacher will be keen to determine the accuracy of the answers that the students give. Research indicates that new â€Å"behaviors are learned most rapidly when correct responses are immediately reinforced, and incorrect responses are eliminated† (Baumann, 2005, p. 95). Consequently, the teacher will help learners to identify their mistakes and make the necessary adjustments.Advertising Looking for critical writing on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Assumptions about Teaching A teacher’s or student’s assumptions about teaching contribute to the success of a coursework. Both teachers and pupils have assumptions that they believe if upheld would facilitate the creation of a favorable learning environment (Baumann, 2005). Prior to this semester, students had many assumptions about teachings. While some of the assumptions were right, others were wistful and hard to accomplish or implement. One of the assumptions that were uncovered during this semester is the perception that hands-on experience amounts to effective teaching. There is no doubt that hands-on experience is an integral constituent of effective teaching. Nevertheless, it is important to note that experience cannot work alone (Emerson, 2014). The semester confirmed the importance of encouraging students to think aloud and use imagination. Students should use the experience gained in class to enhance the knowledge by articulating their thinking. The knowledg e acquired during the semester confirmed that students cannot rely on experience alone. Instead, they ought to reflect on the experience and develop skills. As a teacher, one is supposed to train students in how to make good use of the experience they acquire both in class and outside. They can do this by establishing a participatory environment that challenges students to think (Emerson, 2014). Some teaching guides discuss the concept of the habit of mind. The guides emphasize the importance of pupils using facts to substantiate their claims. In other words, the experience that students gain in class should help to develop their creativity. The activities of this semester confirmed the importance of going beyond hands-on and emphasizing on a â€Å"minds-on† way of teaching. The second assumption that was uncovered during the semester is the notion that a teacher should never leave students to fend for themselves. Previously, a majority of learners assumed that teaching entai ls a teacher helping students in everything that they do (Garrison, 2006). The assumption may hold in some instances. However, it is imperative to allow students to work independently as this instills creativity and confidence. A teacher should only monitor the students and help them when necessary. Failure to let the students fend for them may hamper the capacity to assume responsibilities in future (Garrison, 2006). The activities of the semester revealed that students cannot take responsibility for their studies if they are not given time to work independently. Therefore, teachers should come up with a program that enables them to â€Å"carefully and gradually release responsibilities to the students when they are ready† (Giannakidou, 2006, p. 578). The activities confirmed the importance of allowing students to operate independently. The success of learning and teaching environment depends on the abilities of the teacher. Much of what â€Å"the teacher does is not instan tly apparent to those who think that education involves an adult doing most of the talking at quiet students† (Hess, 2009, p. 452). Encouraging students to do research independently goes a long way towards enhancing teaching. For effective teaching, a teacher should be well-informed, considerate, and intentional. Moreover, teachers should work with learners and delegate responsibilities to students based on their capabilities. In other words, effective teaching comprises delegating duties to pupils in a gradual manner. The third assumption that was uncovered during the semester is the opinion that an effective teaching involves covering the entire coursework. Most teachers believe that for students to learn, they must cover the entire syllabus. There is no problem in covering the curriculum or sharing as much information as possible with students. However, a teacher is not assured that the students will understand all that is covered. Mostly, students tend to forget if they ar e fed with a lot of information (Pressley, Johnson, Symons, McGoldrick, Kurita, 2004). A lasting teaching does not entail sharing a lot of information with learners. Instead, it comprises breaking the information into parts and sharing it bit by bit. Covering a lot of content can â€Å"result in students missing the main ideas, trying to memorize everything and recalling little after the test† (Pressley et al., 2004, p. 23). The assumption that effective teaching entails finishing the syllabus is wrong. Rather than covering the entire syllabus, a teacher should focus on the key concepts that students need to learn. Besides, the teacher should identify the various abilities related to those concepts. They should use simple words to explain the concepts or come up with relevant examples. The semester confirmed the importance of intensive teaching. Conclusion Teaching emotive language entails selecting words that stir the emotions of the students. Moreover, it requires encourag ing the learners to think aloud and be creative. The success of teaching emotive language lies in the ability to select words that are not only easy to understand but also trigger the imagination. The primary objective of using emotive language is to draw the attention of the students. A teacher has to use words with favorable connotation to avoid misunderstandings. References Baumann, J. (2005). The effectiveness of a direct instruction paradigm for teaching main idea comprehension. Reading Research Quarterly, 20(2), 93-108. Carnine, D. (2007). Diverse learners and prevailing, emerging and research-based educational approaches and their tools. School Psychology Review, 23(2), 341-350. Emerson, G. (2014). Ten common assumptions about teaching: Reflections on Taylor and Miller. Canadian Journal of Education, 11(1), 9-19. Garrison, D. (2006). A cognitive constructivist view of distance education: An analysis of teaching-learning assumptions. Distance Education, 14(2), 199-211. Giannak idou, A. (2006). Only, emotive factive verbs, and dual nature of polarity dependency. Language, 82(3), 575-603. Hess, F. (2009). Revitalizing teacher education by revisiting our assumptions about teaching. Journal of Teacher Education, 60(5), 450-457. Kinnucan-Welsch, K. (2007). Challenging assumptions about teaching and learning: Three case studies in constructivist pedagogy. Teaching and Teacher Education, 14(4), 413-427. Pressley, M., Johnson, C., Symons, S., McGoldrick, J., Kurita, J. (2004). Strategies that improve children’s memory and comprehension of text. The Elementary School Journal, 90(1), 3-32. This critical writing on Teaching Emotive Language was written and submitted by user J0nah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Discussion Question Help Example

Discussion Question Help Example Discussion Question Help – Coursework Example Experimental, Quasi-Experimental, and Correlational Research Experimental, Quasi-Experimental, and Correlational Research Scientific research involves asking questions about a test subject and coming up with conclusion from the answers given. Considering the diversity in questions asked during a scientific research, there has been need to come up with standards procedure in doing research. These include quasi-experimental, experimental, and correlation research (Raulin and Graziano, 1993). However, these procedures differ in various ways. The difference is usually in the area each method focuses on.Experimental research generally focus on the impact one variable has over the other in an experiment, often, the effect of independent over dependent variable. The independent variable is controlled by presenting it to a test group which is assumed to be equivalent at the beginning of the research. Quasi-experimental research, unlike experimental research, goes further and considers the fa ct that, it is not a must for all the groups involved in an experiment to be equivalent at the start of the study. According to Raulin and Graziano (1993), for credible result, it is important to conduct a pre-test on the subject before the test, so as, to have a rough idea on what to expect. This will also help in ruling out or avoiding any contradicting variables that may rise during the experiment. In the case of correlation research, the key focus is usually on the bond between the variables themselves. It indicates the status of the variables, positive or negative, and the magnitude of the variables which may be strong or weak (Oswald et al, 2008). In conclusion, it is clear that experiment research focus on the questions about the variables, quasi-experiment on the differences among the test groups and finally, correlation focuses on the direction and strength of the variables. Therefore, it is clear there are different research methods with different approaches. It is also cl ear that clarity in scientific research is well tested and all possible contradiction considered. ReferencesRaulin, L. and Graziano, M. (1993). Quasi-Experiments and Correlational Studies. (pp.1122-1137). New York, NY: State University of New YorkOswald, Price And Triona. 2008. Retrieved from April 7 2014

Australian Health Care System Essay Example | Topics and Well Written Essays - 1750 words

Australian Health Care System - Essay Example Proper health care is essential because one can never be sure of the physical and psychological trauma the immigrant or refugee has endured. Compounding the problem is the language problem in case the immigrant is unable to converse in English. There is the need to engage doctors, nurses and other health service workers who understand the immigrants' languages. Australia is a multicultural society. The land is open to receive skilled workers. There is also a blossoming tourist industry. People emigrating from as far as Sudan also reach Australia to make life for themselves. It is necessary to provide primary health care for recently arrived immigrant groups. Many of these people come from countries that have different models of health care compared to Australia. For some, the concept of private insurance or universal insurance is difficult to understand. These clients of local community centre may not have private health insurance and need to access public health services. It is important to bear in mind that many of these people are highly skilled in their sphere of work. They are capable of integrating with the rest of the population in Australia and making a good life for themselves once their health issues are addressed. We are concerned with health issues of immigrants and refugees who are vulnerable to poor health and have ... There is the issue of culture shock these immigrants may undergo. Addressing their health care will also ensure that they settle down quickly to their new way of life in Australia. Primary Health Care We are concerned with health issues of immigrants and refugees who are vulnerable to poor health and have different and complex health backgrounds as compared to the broader Australian community. Some of them come from very difficult situations and it is unsure if they are getting their health needs met post-immigration in Australia. Basic health issues such as vaccination coverage that health care providers might take for granted as having been attended are known to be major areas of deficiency in refugee populations. There are other factors that contribute to difficulties with accessing appropriate and comprehensive care. These include difficulties with language and literacy, lack of familiarity with health care system, lack of awareness of refugee health issues as well as the fragmented nature of current health care delivery for refugee population. These immigrants need to be vaccinated appropriately and it is not known if they are getting it. It is also not known if they are getting adequate and comprehensive health care. More research is needed to track them down and find out if they are diligently seeking and receiving the health care necessary in the initial stages of their stay in Australia. If they are not receiving the needed health care, it is necessary to find out the reasons why they are not receiving it. Normally, a yellow fever vaccination certificate is required from travelers over one year of age within six days of having stayed in Australia. The purpose of these measures is to

Accounting Industry in the USA Essay Example | Topics and Well Written Essays - 3250 words

Accounting Industry in the USA - Essay Example Before this, it is used to known as the big five. External Factors affecting the performance of the Industry A business unit does not operate in hollow. It operates in an environment. The business environmental factors can be categorized as micro and macro environmental factors. The micro or internal environmental factors are those that can be controlled, whereas the macro or external environmental factors cannot be controlled by the firm and yet those factors affect the modus operand of a firm immensely. Therefore it is important for companies belonging to any industry monitor the external environmental factors and develop or modify business strategies accordingly. The external environmental factors include Political, Economic, Social and Technological factors or in short PEST (Cowan, 2005). Political Factors The political environment in the US is quite stable. Although the country has been engaged in conflicts in Iraq and Afghanistan; the local political environment has not been ha mpered by those issues. The Us government - both present and past have welcomed business investments due to which the country has become one of the economic superpowers. However, due to increase in competition, there have been cases of unethical practices. As a result, the government has imposed strict legal measures on companies induced in unethical practices. Accounting professionals have a huge role to play to ensure ethical practices are conducted by the company. Hence from an accounting firm’s perspective, it is important that reporting and mandatory disclosures are carried out ethically to avoid legal punitive actions from the government or any other regulatory bodies (Henry, 2008). Economic Factors The global economy especially Europe and U.S. are looking to get over the economic recession. The economic downturn has forced most of the companies including the major firms to focus on cost minimization. The accounting professionals play a very important role in providing a recommendation to the management to minimize cost without comprising the overall the performance of the firm. Also due to the economic recession, various companies look to outsource the accounting activities to specialist accounting firms. This may cause the companies a few bucks, but all in all, it actually helps the companies to make the business operations a lot smoother as professionals would be looking after the core accounting issues. Social Factors The people of U.S. have always been entrepreneurial in nature and hence this provides a lot of opportunity to the accounting firms as such companies may look for specialists who can help the companies in overall accounting operations.

Graduation Speech Essay Example for Free

Graduation Speech Essay ?It’s a rare opportunity to be given this privilege to talk to young minds like youthe youth whose minds and thinking are ideal, pure and filled with enthusiasm. Our theme is The Graduate: A Partner Towards Transformational Society, An Answer to Societal Change. We cannot effect social change if we ignore the social problems that are in our midst nowadays facing our very eyes. We should dig deeper to the root causes of these social problems. Every day, every hour, and every minute of our lives, we hear, we see the social problems besetting our country and our community. There is poverty, corruption in the government, violence, drug addiction, crimes, injustice and so on as if they are here to stay. Are there no more solutions for these ills of society? How and when can we stop this? The real root causes of these problems are the values of the people which they were brought up. Diploma is nothing without moral values. We have intelligent people in our society but they do not possess the right values. They think only for themselves. We have intelligent graduates but they ended up as greedy politicians and greedy businessmen. We have intelligent graduates but they are also indifferent, self-centered, irresponsible and lazy. What the society needs now are graduates who are disciplined, hardworking, honest, hospitable, makiKapwa, makaDiyos at Makabayan, not intelligent alone. Graduates, I encourage you to participate in our Sangguniang Kabataan actively in all its programs and activities. Let us always relive the bayanihan spirit and start it with the SK. It’s alright to aim for success in life. But true success is not only with becoming rich in material respect but rich with moral values. To our graduates, let’s not forget our Filipino values. Let’s keep our moral fibers intact as we go along the ladders of success. We know we cannot transform our society overnight. We know we cannot do it alone. As the future leaders of our society, you, graduates, should start now in your own little ways. Parents, and teachers, let’s us be a model to them and help our graduates in directing their path—to the path that is noble and worth living. To the graduates, congratulations, and may God Bless you.

The Challenges of Tent Camping :: Exploratory Essays Research Papers

The Challenges of Tent Camping Each year, thousands of people throughout the United States choose to spend their vacations camping in the great outdoors. Depending on an individual's sense of adventure, there are various types of camping to choose from, including log cabin camping, recreational vehicle camping, and tent camping. Of these, tent camping involves "roughing it" the most, and with proper planning the experience can be gratifying. However, even with the best planning, tent camping can be an extremely frustrating experience due to uncontrolled factors such as bad weather, wildlife encounters, and equipment failures. Nothing can dampen the excited anticipation of camping more than a dark, rainy day. Even the most adventurous campers can lose some of their enthusiasm on the drive to the campsite if the skies are dreary and damp. After reaching their destination, campers must then "set up camp" in the downpour. This includes keeping the inside of the tent dry and free from mud, getting the sleeping bags situated dryly, and protecting food from the downpour. If the sleeping bags happen to get wet, the cold also becomes a major factor. A sleeping bag usually provides warmth on a camping trip; a wet sleeping bag provides none. Combining wind with rain can cause frigid temperatures, causing any outside activities to be delayed. Even inside the tent problems may arise due to heavy winds. More than a few campers have had their tents blown down because of the wind, which once again begins the frustrating task of "setting up camp" in the downpour. It is wise to check the weather forecast before embarking on camping trips; however, mother nature is often unpredictable and there is no guarantee bad weather will be eluded. Another problem likely to be faced during a camping trip is run-ins with wildlife, which can range from mildly annoying to dangerous. Minor inconveniences include mosquitos and ants. The swarming of mosquitos can literally drive annoyed campers indoors. If an effective repellant is not used, the camper can spend an interminable night scratching, which will only worsen the itch. Ants do not usually attack campers, but keeping them out of the food can be quite an inconvenience. Extreme care must be taken not to leave food out before or after meals. If food is stored inside the tent, the tent must never be left open.

Night World : Soulmate Chapter 3

I he sleek white limousine raced through the night like a dolphin underwater, carrying Thierry Des-couedres away from the airport. It was taking him to hisLas Vegas mansion, white walls and palm trees, limpid blue fountains and tiled terraces. Rooms full of artwork and museum-quality furniture. Everything anyone could ask for. He shut his eyes and leaned back against the crimson cushions, wishing he were somewhere else. â€Å"How wasHawaii , sir?† The driver's voice came from the front seat. Thierry opened his eyes. Nilsson was a good driver. He seemed to be about Thierry's own age, around nineteen, with a neat ponytail, dark glasses despite the fact that it was nighttime, and a discreet expression. â€Å"Wet, Nilsson,† Thierry said softly. He stared out the window. â€Å"Hawaiiwas very†¦ wet.† â€Å"But you didn't find what you were looking for.† â€Å"No. I didn't find what I was looking for †¦ again.† â€Å"I'm sorry, sir.† â€Å"Thank you, Nilsson.† Thierry tried to look past his own reflection in the window. It was disturbing, seeing that young man with the white-blond hair and the old, old eyes looking back at him. He had such a pensive expression †¦ so lost and so sad. Like somebody always looking for something he can't find, Thierry thought. He turned away from the window in determination. â€Å"Everything been going all right while I've been gone?† he asked, picking up his cellular phone. Work. Work always helped. Kept you busy, kept your mind off things, kept you away from yourself, basically. â€Å"Fine, I think, sir. Mr. James and Miss Poppy are back.† â€Å"That's good. They'll make thenext Circle Daybreak meeting.† Thierry's finger hovered over a button on the phone, considering whom to call. Whose need might be the most urgent. But before he could touch it, the phone buzzed. Thierry pressed send and held it to his ear. â€Å"Thierry.† â€Å"Sir? It's me, Lupe. Can you hear me?† The voice was faint and broken by static, but distant as it was, Thierry could hear that the caller sounded weak. â€Å"Lupe? Are you all right?† â€Å"I got in a fight, sir. I'm a little torn up.† She gave a gasping chuckle. â€Å"But you should see the other wolf.† Thierry reached for a leather-bound address book and a goldMont Blanc pen. â€Å"That's not funny, Lupe. You shouldn't be fighting.† â€Å"I know, sir, but-â€Å" â€Å"You've really got to restrain yourself.† â€Å"Yes, sir, but-â€Å" â€Å"Tell me where you are, and I'll have somebody pick you up. Get you to a doctor.† Thierry made a practice mark with the pen. No ink came out. He stared at the nib of it in mild disbelief. â€Å"You buy an eight-hundred-dollar pen and then it doesn't write,† he murmured. â€Å"Sir, you're not listening to me. You don't understand. I've found her.† Thierry stopped trying to make the pen write. He stared at it, at his own long fingers holding the chunky, textured gold barrel, knowing that this sight would be impressed on his memory as if burned in with a torch. â€Å"Did you hear me, sir? I've found her.† When his voice came out at last, it was strangely distant. â€Å"Are you sure?† â€Å"Yes. Yes, sir, I'm sure. She's got the mark and everything. Her name is Hannah Snow.† Thierry reached over the front seat and grabbed the astonished Nilsson with a hand like iron. He said very quietly in the driver's ear, â€Å"Do you have a pencil?† â€Å"A pencil?† â€Å"Something that writes, Nilsson. An instrument to make marks on paper. Do you have one? Quick, because if I lose this connection, you're fired.† â€Å"I've got a pen, sir.† One-handed, Nilsson fished in his pocket and produced a Bic. â€Å"Your salary just doubled.† Thierry took the pen and sat back. â€Å"Where are you, Lupe?† â€Å"The Badlands of Montana, sir. Near a town called Medicine Rock. But there's something else, sir.† Lupe's voice seemed less steady all of a sudden. â€Å"The other wolf that fought me-he saw her, too. And he got away.† Thierry's breath caught. â€Å"I see.† â€Å"I'm sorry.† Lupe was suddenly talking quickly, in a burst of emotion. â€Å"Oh, Thierry, I'm sorry. I tried to stop him. But he got away-and now I'm afraid he's off telling†¦ her.† â€Å"You couldn't help it, Lupe. And I'll be there myself, soon. I'll be there to take care of-everything.† Thierry looked at the driver. â€Å"We've got to make some stops, Nilsson. First, the Harman store.† â€Å"The witch place?† â€Å"Exactly. You can triple your salary if you get there fast.† When Hannah got to Paul Winfield's house the next afternoon, the sheriff was there. Chris Grady was an honest-to-goodness Western sheriff, complete with boots, broad-brimmed hat, and vest. The only thing missing, Hannah thought as she walked around to the back of the house where Paul was hammering boards across the broken windows, was a horse. â€Å"Hi, Chris,† she said. The sheriff nodded, sun-weathered skin crinkling at the corners of her eyes. She took off her hat and ran a hand through shoulder-length auburn hair. â€Å"I see you found yourself a couple of giant timber wolves, Hannah. You're not hurt, are you?† Hannah shook her head no. She tried to summon up a smile but failed. â€Å"I think they were maybe wolf-dogs or something. Pure-bred wolves aren't so aggressive.† â€Å"That print wasn't made by any wolf-dog,† Chris said. On the concrete flagstones outside the window there was a paw print made in blood. It was similar to a dog's footprint, with four pads plus claw marks showing. But it was more than six inches long by just over five inches wide. â€Å"Judging from that, it's the biggest wolf ever heard of around here, bigger than the White Wolf of the Judith.† The sheriff's eyes drifted to the empty rectangles of the broken windows. â€Å"Big and mean. You people be careful. Something's going on here that I don't like. I'll let you know if we catch your wolves.† She nodded to Paul, who was sucking his finger after banging it with the hammer. Then she set her hat back on her head and strode off to her car. Hannah stared at the paw print silently. Everyone else thought there was something going on. Everyone but her. Because there can't be, she thought. Because it has to all be in my head. It has to be something I can figure out and fix quick†¦ something I can control. â€Å"Thanks for seeing me again so soon,† she said to Paul. â€Å"Oh†¦Ã¢â‚¬  He gestured, tucking the hammer under his arm. â€Å"It's no trouble. I want to get to the bottom of what's upsetting you as much as you do. And,† he admitted under his breath as he let them in the house, â€Å"I don't actually have any other patients.† Hannah followed him down a hallway and into his office. It was dim inside, the boards across the windows reducing the late afternoon sunlight to separate oddly-angled shafts. She sat in the contoured chair. â€Å"The only thing is, how can we get to the bottom of it? I don't understand what's upsetting me, either. It's all too strange. I mean, on the one hand, I'm clearly insane.† She spoke flatly as Paul took his seat on the opposite side of the desk. â€Å"I have crazy dreams, I think the world is going to end, I have the feeling I'm being followed, and yesterday I started hearing voices in my head. On the other hand, me being insane doesn't explain wolves jumping through the windows.† â€Å"Voices?† Paul murmured, looking around for a pencil. Then he gave up and faced her. â€Å"Yeah, I know. I understand the temptation. Last night after having those wolves stare at me, I was about ready to believe that there had to be something†¦Ã¢â‚¬  He trailed off and shook his head, lifting papers on his desk to glance under them. â€Å"Something†¦ really strange going on. But now it's daytime, and we're all rational people, and we realize that we have to deal with things rationally. And, actually, you know, I think I may have come up with a rational explanation.† He found a pencil and with an expression of vast relief began to waggle it between his fingers. Hope stirred inside Hannah. â€Å"An explanation?† â€Å"Yeah. I mean, first of all, it's possible that your premonitions and things are entirely unconnected with the wolves. People never want to believe in coincidence, but it happens. But even if the two things are connected-well, I don't think that means that anybody's after you. It could be that there's some sort of disturbance in this area-something that's stirring up the whole ecosystem, making wolves crazy, doing who knows what to other animals†¦ and that you're somehow sensing this. You're attuned to it somehow. Maybe it's earthquake weather or-or sunspots or negative ions in the air. But whatever it is, it's causing you to think that some terrible disaster is coming. That the world is ending or that you're about to be killed.† Hannah felt the hope sink inside her, and it was more painful than not having had it at all. â€Å"I suppose that could happen,† she said. She didn't want to hurt his feelings. â€Å"But how does it explain this?† She reached into the canvas bag she carried instead of a purse and pulled out a folded slip of paper. Paul took the paper and read it. † ‘They've seen you. They're going to tell him. This is your last chance to get away.' † He stuck the pencil in his mouth. â€Å"Hmmm †¦Ã¢â‚¬  â€Å"I found it this morning wrapped around my toothbrush,† Hannah said quietly. â€Å"And it's your handwriting?† She shut her eyes and nodded. â€Å"And you don't remember writing it.† â€Å"I didn't write it. I know I didn't.† She opened her eyes and took a deep breath. â€Å"The notes scare me. Everything that's happening scares me. I don't understand any of it, and I don't see how I'm supposed to fix it if I don't understand it.† Paul considered, chewing on the pencil gently. â€Å"Look-whatever's happening, whoever's writing the notes, I think your subconscious mind is trying to tell you something. The dreams are evidence of that. But it's not telling you enough. There's something I was going to suggest, something I don't exactly believe in, but that we can try anyway. Something to get to your subconscious directly so we can ask it what's going on.† Get to her subconscious directly†¦. Hannah held her breath. â€Å"Hypnosis?† Paul nodded. â€Å"I'm not a big hypnosis fan. It's not some magical trance like TV and the movies want you to believe. It's just a state of mind where you're a little more relaxed, a little more likely to be able to remember threatening things without choking up. But it's nothing you can't achieve yourself by doing breathing exercises at home.† Hannah wasn't happy. Hypnosis still seemed to mean giving up control. If not to Paul, then to her own subconscious. But what else am I supposed to do? She sat and listened to the quiet helplessness in her mind for a moment. Not a peep from the cool wind voice or the crystal voice-and that was good, as far as she was concerned. Still, it pointed up the fact that she didn't have an alternative. She looked at Paul. â€Å"Okay. Let's do it.† â€Å"Great.† He stood, then reached for a book on the corner of his desk. â€Å"Always assuming I remember how†¦. Okay, why don't you lie down on the couch?† Hannah hesitated, then shrugged. If I'm going to do it, I might as well do it right. She lay down and stared at the dark beams in the ceiling. In spite of how miserable she was feeling, she had an almost irresistible impulse to giggle. Here she was on a real psychologist's couch, waiting to be hypnotized. Her friends at school would never consider even going to a shrink-out here inMontana craziness was okay. After all, you had to be a little eccentric to be living in this hard land in the first place. What wasn't okay was admitting you couldn't deal with it on your own, paying too much attention to it, asking for help. And allowing yourself to be hypnotized was even worse. They all think I'm the most independent and together of any of them. If they could see me now. â€Å"Okay, I want you to get comfortable and shut your eyes,† Paul said. He was perched with one hip on the edge of his desk, leg swinging, book in hand. His voice was quiet and soothing-the professional voice. Hannah shut her eyes. â€Å"Now I want you to imagine yourself floating. Just floating and feeling very relaxed. There's nothing you need to think about and nowhere you need to go. And now you're seeing yourself enveloped by a beautiful violet light. It's bathing your entire body and it's making you more and more relaxed †¦Ã¢â‚¬  The couch was surprisingly comfortable. Its curves fit under her, supporting her without being intrusive. It was easy to imagine that she was floating, easy to imagine the light around her. â€Å"And now you feel yourself floating down deeper†¦ into a deeper state of relaxation†¦ and you're surrounded by a deep blue light. The blue light is all around you, shining through you, and it's making you more comfortable, more relaxed†¦Ã¢â‚¬  The soft soothing voice went on, and at its direction Hannah imagined waves of colored light bathing her body. Deep blue, emerald green, golden yellow, glowing orange. Hannah saw it all. It was amazing and effortless; her mind just showed her the pictures. And as the colors came and went she felt herself becoming more and more relaxed, warm and almost weightless. She couldn't feel the couch underneath her any longer. She was floating on light. â€Å"And now you're seeing a ruby red light, very deep, very relaxing. You're so relaxed; you're calm and comfortable, and everything feels safe. Nothing will upset you; you can answer all my questions without ever feeling distressed. Do you understand me?† â€Å"Yes,† Hannah said. She was aware of saying it, but it wasn't exactly as if she had said it. She wasn't aware of planning to say it. Something within her seemed to be answering Paul using her voice. But it wasn't frightening. She still felt relaxed, floating in the ruby light. â€Å"All right. I'm now speaking to Hannah's subconscious. You will be able to remember things that Hannah's waking mind isn't aware of-even things that have been repressed. Do you understand?† â€Å"Yes.† Again, the voice seemed to come before Hannah decided to speak. â€Å"Good. Now, I've got this last note here, the one you found wrapped around your toothbrush this morning. Do you remember this note?† â€Å"Yes.† Of course. â€Å"Okay, that's good. And now I want you to go back in your mind, back to the time that this note was written.† This time Hannah was aware of a need to speak. â€Å"But how can I do that? I don't know when it was written. I didn't write-â€Å" â€Å"Just-just-just let go, Hannah,† Paul said, overriding her. His voice soothing again, he added, â€Å"Feel relaxed, feel yourself becoming very relaxed, and let your conscious mind go. Just tell yourself to go back to the time this note was written. Don't worry about how. See the ruby light and think 1 will go back.' Are you doing that?† â€Å"Yes,† Hannah said. Go back, she told herself gamely. Just relax and go back, okay? â€Å"And now, a picture is beginning to form in your mind. You are seeing something. What are you seeing?† Hannah felt something inside her give way. She seemed to be falling into the ruby right. Her ordinary mind was suspended; it seemed to have been shuttled off to the side somewhere. In this odd dreamlike state, nothing could surprise her. Paul's voice was gently insistent. â€Å"What are you seeing?† Hannah saw it. A tiny picture that seemed to open up, unfold as she stared at it. â€Å"I see myself,† she whispered. â€Å"Where are you?† â€Å"I don't know. Wait, maybe I'm in my room.† She could see herself, wearing something long and white-a nightgown. No, she was that self, she was in her bedroom, wearing her nightgown. She was in Paul's office, lying on the couch, but she was in her bedroom at the same time. How strange, she thought dimly. â€Å"All right, now the picture will get clearer. You'll begin to see things around you. Just relax and you'll begin to see them. Now, what are you doing?† Without feeling anything-except a kind of distant amusement and resignation-Hannah said, â€Å"Writing a note.† Paul muttered something that sounded like, â€Å"Aha.† But it might have been, â€Å"XJh-huh.† Then he said softly, â€Å"And why are you writing it?† â€Å"I don't know-to warn myself. I have to warn myself.† â€Å"About what?† Hannah felt herself shake her own head helplessly. â€Å"Okay†¦ what are you feeling as you write it?† â€Å"Oh †¦Ã¢â‚¬  That was easy. Paul was undoubtedly expecting her to say something like â€Å"fear† or â€Å"anxiety.† But that wasn't the strongest thing she was feeling. Not the strongest at all. â€Å"Longing,† Hannah whispered. She moved her head restlessly on the couch. â€Å"Just-longing.† â€Å"I beg your pardon?† â€Å"I want-so much †¦ I want†¦Ã¢â‚¬  . â€Å"What do you want?† â€Å"Him.† It came out as a sob. Hannah's ordinary mind watched somewhere in amazement, but Hannah's body was entirely taken over by the feeling, racked with it. â€Å"I know it's impossible. It's danger and death to me. But I don't care. I can't help it†¦Ã¢â‚¬  â€Å"Whoa, whoa, whoa. I mean, you're feeling very relaxed. You're very calm and you can answer my questions. Who is this person that you're longing for?† â€Å"The one who comes,† Hannah said softly and hopelessly. â€Å"He's wicked and evil †¦ I know that. She explained it all to me. And I know he'll kill me. The way he always has. But I want him.† She was trembling. She could feel her own body radiating heat-and she could hear Paul swallow. Somehow in this expanded state of consciousness she seemed to be able to see him, as if she could be everywhere at once. She knew he was sitting there on the edge of the desk, looking at her dazedly, bewildered by the transformation in the young woman on his couch. She knew he could see her, her face pale and glowing from inner heat, her breath coming quickly, her body gripped by a fine muscular tremor. And she knew he was stirred-and frightened. â€Å"Oh, boy.† Paul's breath came out and he shifted on the desk. He bowed his head, then lifted it, looking for a pencil. â€Å"Okay, I have to admit, I'm lost. Let's just go back to the beginning here. You feel that somebody is after you, and that he's tried to kill you before? Some old boyfriend who's stalking you, maybe?† â€Å"No. He hasn't tried to kill me. He has killed me.† â€Å"He has killed you.† Paul bit his pencil. He muttered, â€Å"I should have known better than to have started this. I don't believe in hypnosis anyway.† â€Å"And he's going to do it again. I'll die before my seventeenth birthday. It's my punishment for loving him. It always happens that way.† â€Å"Right. Okay. Okay, let's try something really basic here†¦. Does this mystery guy have a name?† Hannah lifted a hand and let it drop. â€Å"When?† she whispered. â€Å"What?† â€Å"When?† â€Å"When what? What?† Paul shook his head. â€Å"Oh, hell-â€Å" Hannah spoke precisely. â€Å"He's used different names at different times. He's had-hundreds, I guess. But I think of him as Thierry. Thierry Descouedres. Because that's the one he's used for the last couple of lifetimes.† There was a long silence. Then Paul said, â€Å"The last couple of †¦ ?† â€Å"Lifetimes. It may still be his name now. The last time I saw him he said he wouldn't bother to change it anymore. He wouldn't bother to hide any longer.† Paul said, â€Å"Oh, God.† He stood, walked to the window, and put his head in his hands. Then he turned back to Hannah. â€Å"Are we talking about †¦ I mean, tell me we're not talking about†¦Ã¢â‚¬  He paused and then his voice came out soft and boneless. â€Å"The Big R? You know†¦Ã¢â‚¬  He winced. â€Å"Reincarnation?† A long silence. Then Hannah heard her own voice say flatly, â€Å"He hasn't been reincarnated.† â€Å"Oh.† Paul's breath came out in relief. â€Å"Well, thank God. You had me scared there for a minute.† â€Å"He's been alive all this time,† Hannah said. â€Å"He isn't human, you know.†

Should School Uniforms Be Mandatory High Schools Essay

Lately, many high schools are considering a question that has been around for decades. Should uniforms be mandatory in high schools? Uniforms were used many years ago and have slowly become less frequent. With the rise in violence, negative behavior, and inequality of students, many education administrators wonder if there is a correlation with uniforms to theses negative issues. Some schools have adopted uniforms and found that the effects of implementing school uniforms in high schools are significantly valuable compared to the protest against it. High Schools who have implement school uniforms have provided results that they bring unity and equality within a school. This has gained attention of many district schools who have been looking for a solution with these types of results. A prime showcase for this is scholar Attillah Brookshire (2016) who researched why advocates have shown support for uniforms. 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