DC Sniper essays

DC Sniper essays The mystery of why, how, and who are all questions that needs to be answered. People are scared and want these mysteries to end, so that they can go back to living without fear. The shootings need to stop. The possibilities of who could be the D.C. Sniper are endless, but when I first thought about it, terrorists were the first suspect I look to for an answer. It seemed to be the easiest group of people to put the blame on, because the killings were so random and it was circa the nations capital, the only two pieces of evidence that I had to go on. As I listened to the news for the next week, I realized that not even the cops had a lead to go on, so I definitely didnt know who to suspect. It could be anyone. The number of killings has grown to nine and eleven have been shot by the so called D.C. Sniper without motivate. That is the scariest thing about it, we dont know his reasons. No motivate killings strike me as terrifying. A person killing another person with a reason, even though still not right, gives the public a sort of a conclusion to why. The medias coverage of the shootings have been as detailed as possible, they have been covering it 24 hours a day. The media can only receive half of the story though, because the police can not leek out details to the shooter. The police probably have tons of information that is not permitted to be released and all of the students surveyed at Elon agree with me. And believe that it is a good idea that the police do so. The D.C. Sniper could be watching the Television and maybe use the information to his advantage. The media is doing as good of a job, on covering the shootings, as possible. But the question should be asked, why the media is hyping and publicizing the shootings as much as they are. People are starting to get paranoid and afraid to do certain things outside of their homes in the Washington D.C ...

Exactly How Hard Are AP Tests and Classes

Exactly How Hard Are AP Tests and Classes SAT / ACT Prep Online Guides and Tips Sure, they can help you get college credit and make your transcript more impressive. But are AP tests hard? The answer isn’t an easy yes or no. You need to consider many factors, including your own academic strengths, your school, and national score statistics. We'll guide you through these different factors and help you decide for yourself how hard AP tests will be! The AP Test Versus the AP Class There are two factors to consider when deciding how hard an AP subject is: the difficulty of the AP exam itself, and how the AP class is taught at your high school. Your score on the exam will affect whether you can get college credit for the class. Your grade in the class will affect your GPA and overall transcript impressiveness. For example, if you’re wondering, "Is AP Biology hard?" the answer depends on a few factors. AP Biology could be a very tough course at one high school but an easy A at another, depending on the teacher and curriculum. The exams, however, are pretty similar year to year. Some are harder than others, though your experience will depend on your personal strengths. In general, all AP classes are challenging and the exams are difficult, since they’re meant to be at the same level of an introductory college class. That said, we'll explore some factors that could make an AP class and test harder or easier. How Hard Is It to Pass an AP Exam? Earning a passing score (3+) on the AP test proves that you mastered the material and are able to study for a college-style cumulative exam. Doing well on the AP exam can help you get college credit and give your college applications a boost. It’s important to think about how hard an AP exam might be for you before signing up for the class. The average passing rate is around 60-70%, so your odds of passing an AP exam are generally good. However, just because the odds are in your favor, that doesn't mean you can slack off- far from it, in fact! The odds of passing with a 5- the highest score- are quite low on any exam: between 10% and 20% for most tests. They are even lower for popular tests, such as both AP English tests and AP US History, which have 5 rates below %. This is likely because a wider pool of exam takers results in more less-prepared students taking the test. Check out the table below to see the 2019 passing rates for all AP exams: Exam Name Passing Rate (3+) 5 Rate Studio Art: Drawing 91.1% 20.8% Spanish Language and Culture 89.0% 24.9% Chinese Language and Culture 88.3% 57.2% Studio Art: 2-D Design 86.4% 21.0% Calculus BC 81.5% 43.2% Physics C: Electricity Magnetism 81.1% 35.9% Seminar 80.7% 6.8% French Language and Culture 76.7% 15.5% Research 76.2% 10.8% Japanese Language and Culture 75.0% 38.2% Computer Science Principles 72.7% 13.6% Spanish Literature 71.9% 9.1% Physics C: Mechanics 71.1% 34.6% German Language and Culture 70.5% 18.4% Studio Art: 3-D Design 70.1% 10.1% Computer Science A 69.9% 27.0% Microeconomics 68.4% 22.2% Gov. and Politics - Comparative 66.2% 22.2% Biology 64.6% 7.1% Italian Language and Culture 64.6% .8% Psychology 64.4% 20.2% Art History 63.9% 12.0% Physics 2 63.5% 12.6% Music Theory 63.4% 20.9% Latin 63.1% 13.1% Statistics 59.2% 14.5% European History 58.4% .7% Calculus AB 58.3% 18.9% Macroeconomics 57.9% 17.6% World History 56.0% 8.7% Gov. and Politics - United States 55.2% 12.9% English Language and Composition 55.1% 10.1% Chemistry 54.6% 10.7% United States History 54.3% 12.1% English Literature and Composition 50.1% 6.2% Environmental Science 49.6% 9.5% Human Geography 49.1% 10.7% Physics 1 44.6% 6.2% Source: College Board. Note that a lot of AP classes self-select for motivated students or students with experience in a subject- especially the ones with ridiculously high pass rates, such as Calculus BC, Chinese, and Physics. Even though these exams have high pass rates, they're are often viewed as some of the hardest AP classes to pass. Also, notice that exams with some of the lowest passing rates, such as Environmental Science and Human Geography, are ones many students say are the easiest. These exams have lower passing rates because younger high school students who are less prepared for AP tests often take these classes. In addition, many students simply underestimate them and don’t study enough. As a result, these exams can be easier to pass, but you have to be prepared to study and not expect to pass without some hard work. If you are studying for a test with a particularly low pass or 5 rate, be sure to do plenty of multiple-choice and free-response practice so you can get that top score. Also, consult our scoring guide to learn how to come up with a target raw score while practicing. Furthermore, instead of just going off the pass rate table only, think about the subjects you’ve traditionally been strong at- these will likely be easier APs for you to pass. On the other hand, if there is a subject you've always struggled with, the AP exam in it will likely be hard for you, even if it seems as though a lot of students are able to pass it every year. How Hard Are AP Classes? So what about the classes themselves? Is AP Chemistry hard? Is AP Psychology hard? How about Statistics or English? How hard an AP class itself will be for you is important to consider. In general, a B in an AP class is more impressive than an A in a regular course. However, if your GPA is getting dragged down by a bunch of AP classes, that’s not the best outcome either. After all, your GPA is very important in college admissions and is used to calculate your chance at getting scholarships, too. Therefore, you want to make sure that you challenge yourself but don’t spread yourself too thin. Of course, getting an A in an AP class is ideal. The difficulty of an AP class will depend on your school and its grading policy (some schools weigh AP classes so getting lower than an A won’t necessarily drop your GPA below a 4.0). AP class difficulty also varies a lot from teacher to teacher. Some teachers won’t assign a lot of work but will expect you to study on your own. Others will keep you busy with nightly assignments, practice tests, and projects. As an example, I took both World History and US History AP courses in high school. Both AP tests are considered difficult: you have to learn a ton of material and also be able to write quality free-response answers in a short amount of time. However, even though the tests were similarly hard, these two AP history classes were taught very differently at my school. For AP World History, we were given reading assignments out of the textbook and unit tests, but there were not many daily assignments or projects. Basically, we were expected to keep up with the material on our own, and, as a result, I had to independently handle much of my own studying for the test. For US History, we had textbook readings, outlines, vocabulary lists, and research projects. Our teacher also held many after-school and Saturday study sessions. The class itself kept me very busy, but the assignments were important practice for the AP test, and so there was less I had to do on my own. World History was fairly easy to get an A in but a tough test to pass. By contrast, US History was tough to get an A in and a tough test to pass. There is no right way to teach an AP class. But as a student, you should be aware of your strengths and limitations. Do you do better directing your own studying, or is it helpful for you to have daily assignments to force you to stay on top of things? Being able to answer this question will help you choose AP classes that play to your strengths, and also let you get good grades and pass the exam. In general, there is a lot of material to cover in AP classes, so they tend to be more challenging than regular classes- especially courses like AP Calculus, AP Biology, AP Physics, US and World History, and English. These are all much harder than their regular or honors equivalents. Some exceptions are AP US Government, which some schools cover in a semester because there is less material, and AP Environmental Science, which has less memorization than AP Biology and AP Chemistry do. Still, how hard any one AP class will be ultimately depends on your school and the teacher. Find out about the teacher and curriculum of an AP class before signing up to make sure it’s a good fit for you and your study style. (See our post on which AP class you should take to learn more about scoping out classes.) How to Decide Whether an AP Class Is Too Hard for You It's often difficult to determine whether an AP class will be too difficult for you. Here are some tips to lend you a hand for both before and after you sign up for an AP class. Before You Sign Up for an AP Class ... #1: Think About the Classes You've Already Taken For example, in order to take AP Biology, most schools require students to take regular or honors biology first. The more background knowledge you have of a certain subject, the more likely you'll do well in its corresponding AP class. If you don't have a ton of prerequisites for an AP class, think carefully about whether the class will be out of your reach. It'd be very tough to take on, say, AP Physics, if you've never taken a physics course before! #2: Can You Find a Copy of the AP Syllabus? Looking at the AP class's current syllabus can help you find out what the workload is like and how the teacher integrates practice AP exams into the course. You can also talk to current students and ask about their experiences in the class. #3: Find Out the Passing Rate for the AP Test at Your School If the passing rate for the AP test is low, recognize that you might have to put in a lot of work on your own in order to pass it. If it’s a high pass rate, though, that’s a good sign that the teacher has a strong AP-prep curriculum in place. #4: See Whether There's a Summer Assignment Many AP classes kick off with work over the summer. If you already have summer plans that will make it hard to complete the work, think carefully about whether you can fit that class into your schedule. After You Sign Up for an AP Class ... #1: Evaluate How Things Are Going at Your First Midterm What’s your grade so far in the class? How are you doing with the teacher’s style? How well are you getting the material? Consider dropping to the regular class if you are seriously struggling, but try to push through the first marking period. Just make sure that you don’t pass your school’s class- change deadline! #2: Reevaluate at the End of the First Term If, by the end of the first quarter/trimester, your grade hasn’t improved or you don’t think you are understanding the material, seriously consider dropping to the regular version of the course. It’s not worth taking the AP exam if you’re certain you won’t pass- and it’s definitely not worth damaging your GPA over an AP test you won’t pass! #3: Before Dropping, Explore Extra Resources Don't just drop an AP class right away; rather, try to explore other resources available to you, such as in-school tutoring, private tutoring, online resources, and study groups. If meeting with a study group once a week or doing your own online practice problems helps you keep up with an AP class, then consider pushing through. However, if you try adding an outside resource and are still seriously struggling to understand the material and make it through the class, it's better to just drop to regular and focus your efforts on other advanced classes. What’s Next? Read our guides to learn more about AP tests, such as how long they are and how can you deal with exhaustion. Also, learn about how AP tests are scored. The first step to getting a 5 is finding out the minimum raw score you need to earn one! Have you taken the ACT or SAT yet? Not sure which one you’ll do best on? Read our guide to choose the test that’s right for you. If you've taken the SAT and want to improve your score, check out our guides to improving your Reading, Writing, and Math scores. Taking the ACT instead? Learn the vocabulary you need to know, all the most important grammar rules, and how to write an ACT essay. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Examine the work of any three twentieth century artists who have Essay

Examine the work of any three twentieth century artists who have sought a political role in their art - Essay Example They created a special social movement that can bring about changes in human life. While people usually tend to steer away from writings on philosophy they rather enjoy it if philosophical thoughts are revealed through fiction, paintings or other forms of art. For instance, communist movement in west spread across the world due to its representation in the works by various artists. In the same lines, some artists do seek political roles in their art and try to propagate the theories they believe in through the media of art. This can be witnessed in the case of three pioneering artists of twenty century who used their medium to project Marxian ideals as well as to criticize the flawed social set up of their times. Diego Rivera, an artist in the realm of murals and paintings, was a Mexican, born in Guanajunto on December, 1886. Rivera had a long sojourn in Europe for 14 years between 1907 and 1921. During this period he came in direct association with French intellectual and political life, which provided him the opportunity to meet eminent figures like Pablo Picasso Georges Brague and several other renowned artists. Due to their influence, he became an inspired cubist producing a series of cubist works during the period between 1914 to1917. An artist cannot remain long in seclusion, cut off from the milieu of political and social upheavals during his time and this obviously holds true in the case of Diego River, too. The chaos of World War-I and the resultant wretched existence of human beings, acted as an intellectual stimulation that prompted some of his works. Communism then ascended as a new political philosophy in the West, and it lent a new life to all art forms and its influence especially marked in painting was both impressive and manifold. Political content in Rivera’s work is apparent through his association with the communist party, especially from his paintings on Lenin, as also from his

Business plan Case Study Example | Topics and Well Written Essays - 2500 words

Business plan - Case Study Example hopes to be a competitive success in providing alternative exercise environments. Shapes! has a mission: To be the foremost leader in alternative exercise and personal therapy, providing a combination of in-house exercise equipment for the heavy-set or health-conscious consumer who does not necessarily enjoy working out in large gym environments. Shapes! recognizes that large competing gyms can be intimidating to consumers with average to heavy-set body frames, especially when comparing to more developed customers with better physiques, therefore Shapes! is the solution. Shapes will provide in-house massage therapy from a reputable and qualified massage therapist, offering everything from aromatherapy to deep penetrating massage treatments. Shapes! also provides a variety of exercise equipment, on an hourly or monthly membership basis, thus giving consumers options and flexibility in the ability to schedule exercise or conduct spontaneous, walk-in use of Shapes! equipment. Shapes! will be a local success due to the limited volume of competition specializing in alternative exercise and therapy. Additionally, there is a growing trend in consumer behavior toward healthy eating and exercise as part of a balanced lifestyle habit, therefore making our desired target markets more dedicated and focused toward exercise. Shapes! is a relatively low cost model, in terms of operating expenses, therefore the majority of sales are retained as profit. Growth rate in this industry is quite favorable as consumers of many different demographics have become focused on using exercise as a means to enhance lifestyle and personal health. These trends are noticeable in the national business focus reducing saturated fats and offerings of healthier food options, and Shapes! can capitalize on these social trends by using innovative marketing to appeal to this new lifestyle focus. Curves, a like competitor on this market, has found massive success with their

Values & Ethics Essay Example for Free

Values Ethics Essay Within this essay I will look at my own personal and professional development in relation to the case study of Mrs Begum, a British South Asian women aged 79 who has been diagnosed with vascular dementia. Although I recognise that there are many more values that could be explored I have chosen the following values to discuss; respect, self-determination and empowerment. I will also explore anti-oppressive and anti-discriminatory values in terms of age, disability and race as they are all included within the case study. I will analyse my learning in regards to personal and professional values and the reading undertaken to support my learning. Throughout this essay I will identify areas of development personally and professionally in order to use values successfully within social work practice. To date I have learnt about social work values through various sources, how they apply and how they can be implemented. I will outline some of these sources and their value guidelines which will highlight the values that I have chosen to discuss in relation to Mrs Begums case study. The British Association of Social Workers (BASW) has a Code of Ethics which every social worker who becomes a BASW member is required to be committed to. This Code of Ethics comprises of five basic principles; social justice, human dignity and worth, integrity, service to humanity and competence. These principles all include key social work values such as ‘respect the diversity of the societies in which we practice’, ‘respect, promote and support people’s dignity and right to make their own choice and decisions’, ‘uphold and promote human dignity and well-being’ BASW (2012) [online]. The Code of Ethics is there to ensure that service users receive a quality service. It does this by providing social workers with a guideline and checklist to enable them to provide the best service possible. As Parrott (2011, p. 17) states ‘The purpose of social work values is to provide a common set of principles, which social workers can use and develop as a means of working in an ethical way with the service user’. Parrott continues to go on and say ‘The importance of having a value base for social work is that it is intended to guide the action of social workers and protect the interests of the service user’. The National Occupation Standards for Social Work (NOS) also set out key values that social workers must adhere to. These are; have respect for the users and their carers and the expertise and knowledge they may have about their own situation, empower users and carers in decisions affecting them, be honest about the power invested in them and their role and the resources available to them, respect confidentiality and inform them when information needs to be shared with others, be able to challenge discriminatory practices affecting users and carers and put them first. The TOPSS (2002) [online]. The Health and Care Professions Council also provide a clear guideline on how to apply the practice. Some of the values I will be discussing in relation to Mrs Begums case study such as self- determination and respect were spoken about by Biestek (1961) over 50 years ago but they remain relevant today. Biestek writes about seven traditional values and they have been cited by Thompson (2009) and Dominelli (2009). These values are Individualisation, Purposeful expression of feelings, Acceptance, Non-judgemental attitude, Client self-determination, Confidentiality and Respect for persons. Firstly I will look at Mrs Begum’s case study in terms of the value respect. A value that is included within NOS, BASW and Biestek’s set of values. NOS sets out that as a social worker I will need to respect the service user regardless of their age, ethnicity, culture, level of understanding and need, also the knowledge the service user may have about their own situation TOPSS (2002) [online]. Therefore I would show Mrs Begum respect by treating her in a way I believe all people should be treated and in a way that I would wish to be treated myself. As stated by Thompson (2009, p. 35) ‘the basic point is a simple one really, namely the importance of treating people with respect – not treating them in a way that you would object to if other people treated you like that’. On meeting Mrs Begum her age, ethnicity and culture would not be an issue. More importantly I would treat her as an individual in order to be able to assess the services that can be pr ovided to her to help her improve her quality of life. Mrs Begum has an insight into some of the difficulties she has been experiencing and is aware of the danger she faces should she have another fall. Mrs Begum’s son has said that his mother ‘must go into a home’. While I would take his concerns and the information he has provided me with very seriously, it would be my job to respect the fact that Mrs Begum has expressed on a number of occasions that she wishes to return home and I would focus on the help she would need and work with Mrs Begum in order to fulfil her wish. Respect is a value that I’ve always held and pre-course I still would have treated her with the respect she deserves. The next value I would employ is empowerment . To give service users a meaningful choice of courses of action for the present and to enable them to create valuable options for their future (Clarke, 2000). As a social worker it is important to try and provide community care where possible. In order to make Mrs Begum feel empowered enough to live as independently as possible and remain in her own home, I would focus on her, listen to her and respect her wishes while showing her compassion, empathy and understanding of her situation. I would discuss with Mrs Begum what assistance she thinks she needs in order to achieve her wish of living at home, for example meals delivered, help with mobility, home help, help with medication or direct payments. It is suggested by Adams (2008, p. xvi) ‘the capacity of individuals, groups and/or communities to take control of their circumstances, exercise power and achieve their own goals, and the process by which, individually and collectively, they are able to help themselves and others to maximise the quality of their lives’. I would act as an advocate for Mrs Begum by providing her with as much information and contacting relevant service providers on her behalf. This would ensure that she was aware of the services that are or are not available to her. To empower Mrs Begum it would be important that she knows that I have taken her wishes seriously and in order to do this I would summarise the points she has made to me so that she has a chance to add or correct anything that I have said but at the same time it will let her know that I have listened and understood what she has been telling me. These actions will help to build a good relationship with Mrs Begum and help her to feel that we are working in partnership towards achieving her wishes. I would also have to respect that not all individuals wish to be empowered. They would be happy for the social worker to take control of their situation. I believe that all people should be empowered but some to a lesser degree than others as some people’s abilities are stronger than others. The value of self-determination is a bit more complex. As suggested by Beckett Maynard (2010, p. 130) ‘it would appear that a service user’s right of self-determination should be respected, but only as long as it doesn’t harm others, conflict with the interests of society, or harm the service users themselves. The service user’s right of self-determination is therefore, provisional, and a social worker is very often placed in the position of deciding whether or not the service user’s wishes are permissible’. As a social worker it is my duty to care and not put the service user at risk, it is also my duty to risk assess and should the assessment show that there is a possibility of significant harm to the service user or others it would restrict the service user’s right to self-determine. I would have to take in to account that Mrs Begum had been found walking in the street near her home appearing lost. As a social worker I would play an active role in helping the service user to understand the risks. Therefore, I would help Mrs Begum recognise the choices that were available to her to help her remain at home, as mentioned before home help, help with mobility etc. I would provide enough information so that Mrs Begum and her family can make informed decisions about the options and resources available to her and to help her explore these options. Supporting her and encouraging her to make her own decisions. As mentioned previously within my essay, one of BASW values is to ‘respect, promote and support people’s dignity and right to make their own choice and decisions’ BASW (2012) [online]. I believe it is a person’s human right to be able to express and give their opinion as well as make decisions even if they are unpopular or seem unwise to another individual. This belief has developed during my time on the course. Other factors that Mrs Begum may experience are ageism society’s views that older people can be a burden or nuisance in turn being treated insensitively by being shouted at, excluding them from conversations and being patronised. As Butler and Lewis (1973) suggests ‘ Ageism can be seen as a process of systematic stereotyping of the discrimination against people because they are old, just as racism and sexism accomplish this for skin colour and gender’. Due to Mrs Begum’s disability assumptions can also be made such as, she isn’t as capable, her opinion isn’t as valid and her cognitive ability may be questioned. These are all based around dominant ideas within society which makes things acceptable or unacceptable. According to Disability Rights Activist, Justin Dart (1992) [online] ‘The hard reality is this, society in every nation is still infected by the ancient assumption that people with disabilities are less than fully human and therefore, are not fully eligible for the opportunities which are available to other people as a matter of right’. Mrs Begum is of South Asian decent she may experience racism due to tereotypical believes formed by society about an individual’s race/ culture. ‘The belief that races have distinctive cultural characteristics determined by hereditary factors and that this endows some races with an intrinsic superiority over others. Abusive or aggressive behaviour towards members of another race on the basis of such a belief’ (Collins English Dictionary, Standard Sixth Edition, 2003). These factors and society’s influence can lead to oppressive or discriminative behaviour. While looking at the case study in terms of values it has become apparent to me that prior to doing the social work degree I did think in an oppressive and discriminative way even if it was not consciously. I would have been looking at the aspects that Mrs Begum could not do for herself and the difficulties she would face rather looking at it from a can do perspective. Stereotypes would play a role. In terms of elderly people I thought they could be stubborn and didn’t always know or want to listen to what is best for them. In terms of a disability such as dementia I would have thought that someone was practically incapable of making a rational decision as to what was best for them in certain situations and would possibly need full time care and supervision and probably need to go into residential care. Since being on the social work course, I have been able to develop my understanding and instead of sympathising with an individual I empathise with them. I am able to work in a much more anti-oppressive and anti-discriminative way by putting stereotypes to one side and not making assumptions about an or a particular group of people. By doing so it redresses the power balance within society and enables the social worker and service user to work in partnership. As Parrott (2011, p. 23) states ‘AOP represents a general value orientation towards countering oppression experienced by service users on such grounds as race, gender, class, disability, etc. On the other, it also contains specific practice values; these are values of empowerment, partnership and minimal intervention’. Also learning about what services are available to individuals such as community care and direct payments I have realised that people of different ages and disabilities are able to achieve a lot more and have their wishes met. To ensure that Mrs Begum did not experience any inadvertent discrimination I would do research in to her culture and her religion if applicable as she is a British South Asian women and therefore, may have different ideas from myself about family and the way society works. Age, disability and race are all characteristics that are protected under the Equality Act 2010. In conclusion I feel that from the beginning of the course until now I have developed personally and professionally in terms of values and being able to implement them by looking at and putting aside stereotypes I had which in turn has helped me to work in a less anti-oppressive and anti-discriminative way. When I first started the course I thought equal opportunities was about treating everybody the same but I have since learnt that as everyone is an individual each person’s case should be treated according to their needs. This is done by giving them the same opportunities available to everyone in order to provide them with the best service. I have also become aware of how complex values can be as they are personal beliefs that vary from person to person. Some of the values such as self-determination and the respect for people to make their own decisions may not be able to be fulfilled due to the level of risk to the service user or others involved. I am now able to look at myself critically and can recognise areas that I need to develop. My self-determination will need to be developed further because there will still be a part of me that will feel that some service users may be making the wrong decision but I will have to respect this as a social worker. I will need to continue to be aware of my development when facing new situations. I believe the way in which I have developed my original value base will help my career as a social worker.

Richard III - Did Richard Kill the Children? :: Richard II Richard III Essays

Did Richard III Kill the Children? Â   We really cannot know for certain. If there was a cover-up to protect the actual murderers, it was done exceedingly well and so thoroughly that we will never be able to prove beyond a shadow of a doubt what really happened. In spite of what I see as very persuasive evidence that Richard did not kill the children, there are many very intelligent, highly successful, and unquestionably reputable historical scholars out there who believe that they have evidence that the king did commit the murders and that this evidence is equally as compelling as anything I believe. Â   But since you ask, let me give you my reasons. First, Richard did not have a strong enough need to kill the boys or enough of a reason. He seems to have successfully had them declared bastards legally--based on evidence of bigamy against his elder brother (their late father) Edward IV-- before he (Richard) ascended the throne. This action removed the boys from the line of succession to the throne of England. Killing them might thereby rid Richard of two people who later might try to prove their own right to inherit, but killing them also might alienate him from his own supporters as a murderer of his own family. This logic, however, does not save Richard from the charge of having had someone else--most commonly thought to be Buckingham--assassinate them secretly. I still do not feel this is likely, for reasons I will explain as I go. But Richard's successor, the usurper Henry Tudor, had all sorts of good reasons to kill off any Plantagenet heirs to the throne, the main one being that Henry was out to establish his own family--the Tudors--as the reigning dynasty. Henry celebrated his success in taking over the throne by hiring his own historian to write an account of how this all came about, and we are still relying on this account, even though we know that it is pro-Tudor propaganda. Â   Second, Richard's family is known to have been extremely close in their affections for each other. Richard's older brother, Edward IV, seems to have trusted Richard a great deal; when the younger sibling was a mere teenager, Edward had him commanding armies in the battles over the succession (a.k.a. The Wars of the Roses). When Edward made his will, he left Richard as Regent to protect the two sons--Edward, Prince of Wales and Richard of York--of the dying king and his wife Elizabeth.

Conintelpro and Malcolm X Essay

My intention is to do a research paper on a topic which is still a very controversial topic right up until today, the assassination of Malcolm X, and who really played a major part in it. The reason I am so interested in writing on this topic is because the FBI until this very day, refuses to open and reveal documents about his assassination and who was really involved. What are they hiding? I intend to provide evidence that two innocent men went to prison and that there are some who were involved in his murder still walking the streets today. Too many bogus movies and uninformative documentaries have been presented before the public portraying only one viewpoint of this story in order to misinform and deter the public from the truth. Malcolm X was depicted as an advocate of violence which was another lie advocated by The FBI. Both the FBI and CIA refuse to reveal documents pertaining to his death. I will also touch on both assassinations of John F. Kennedy, and Martin Luther King, and why their deaths appear to be very suspect as well. This paper will also focus on J.  Edgar Hoover, the first Director of the Federal Bureau of Investigation, which he transformed into his own secret police force called COINTELPRO (Counter Intelligence Program). J. Edgar Hoover’s main objective was to neutralize any movement or individuals which he felt was a threat to National Security, which in most cases was a product of his own imagination. Even Charlie Chaplin was on Hoover’s list as being suspected of advocating communist propaganda. The sources I will use will be an article from Goodmen Project. com, whatreallyhappened. com, and Cointelpro – the FBI war on political freedom.

Human Growth And Development Essay

There are four questions, each of which is worth 25 points for a total of 100 points. MYEDUCATION LAB Activity: The Major Developmental Theories Review the following theoretical perspectives on development: psychodynamic theories (e.g., Freud), psychosocial theories (e.g., Erikson), behaviorist (learning) theories (e.g., Watson, Skinner), social learning theories (e.g., Bandura), cognitive developmental theories (e.g., Piaget), information processing theories (e.g., Siegler), and bioecological theories (Bronfenbrenner). Question 1: Which theory or theories focus more on the importance of nature than nurture? Which theory or theories take a strong position that nurture is more important than nature? The humanistic perspective contends that people have a natural capacity to make decisions about their lives and control their behavior. The humanistic perspective emphasizes free will and the natural desire of humans to reach their full potential. Question 2: Which theory or theories focus on the universality of development more than diversity of individuals? The contextual perspective considers the relationship between individuals and their physical, cognitive, personality, and social worlds. The bioecological approach stresses the interrelatedness of developmental areas and the importance of broad cultural factors in human development. Vygotsky’s sociocultural theory emphasizes the central influence on cognitive development exerted by social interactions between members of a culture. Question 3: Which theory or theories focus more on qualitative change than on quantitative change? The Cognitive Theory focuses on qualitative, the goal of the theory is to explain the mechanisms and processes by which the infant, and then the child, develops into an individual who can reason and think using hypotheses. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and  environmental experience. Children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment. The humanistic perspective contends that people have a natural capacity to make decisions about their lives and control their behavior. The humanistic perspective emphasizes free will and the natural desire of humans to reach their full potential. Question 4: Which theory or theories focus more on discontinuity than on continuity over development? The psychodynamic perspective is exemplified by the psychoanalytic theory of Freud and the psychosocial theory of Erikson. Freud focused attention on the unconscious and on stages through which children must pass successfully to avoid harmful fixations. Erikson identified eight distinct stages of development, each characterized by a conflict, or crisis, to work out.

new england vs chesapeake essays

new england vs chesapeake essays On a warm early September night, all seventeen of us girls on the Eisenhower Dance Team sat anticipating our first football game of the 2003 season. Though so many emotions were felt that night, excitement would overcome us all. Since the Dance Team the year before had been known for their amazing talent, we knew there would be expectations to live up to. Everyone met in the cafeteria, like we usually did for practices. Dressed in out black and purple skirts and shell uniforms, makeup on, and hair tied back; everyone was ready to go. Since near half of the team was made of new members, this whole experience was a first for most of us. Soon enough we were getting our selves together and heading off to the field. After carrying the benchers to the track, we began to dance sidelines. While dancing, for a straight half-hour, the stands had become packed to the complete maximum. It was a full house that night. Ladies and gentlemen, welcome to the first Eisenhower home game of the 2003 season was heard over the speakers. It was time for the game to begin. Soon after the players lined up on the field the kickoff took place. Even though the game was slightly boring, the first half seemed to go by quicker than expected. No one on the dance team was much of a football wiz, but it was clear that this was going to be a sweet victory. Just as fast as the first quarter had past, the second quarter was passing too. With five minutes left before half time, we went on the track to stretch and for on e last quick marking of the dance. While stretching on the track that night, all I could do was worry. What if I messed up? What if I blanked and forgot the dance? What if I slipped and fell? Thoughts all alike flooded my head. With one last touchdo ...

LinkedIn Is it for Everyone Even Yoga Teachers

LinkedIn Is it for Everyone Even Yoga Teachers When I get interviewed or just talk to people about LinkedIn, one question I often get is, â€Å"Does everyone need a LinkedIn profile? Are there some professions where you don’t need one?† I typically respond that there are some job titles where having a LinkedIn profile is not essential for a job search. Nursery school teachers and plumbers might not find their jobs through LinkedIn, nor, probably, will nurses or doctors- at least not right now. And I still recommend that people have a profile. Why? For one thing, the professional world is constantly changing. Seven years ago, I was telling lawyers that LinkedIn was not the most important place for them to be for their job search. Lawyers are notoriously slow to catch on to emerging technology (most firms insisted on using the dinosaur WordPerfect for years after everyone else had switched to Word). But now most attorneys I encounter find value in LinkedIn, both in the realm of job search and for networking purposes. Why Yoga Teachers Need LinkedIn Profiles One profession that might not be an obvious choice for LinkedIn success is â€Å"yoga instructor.† But LinkedIn posted a blog on March 7 about Rebecca Mayne, a woman who built a thriving yoga business using †¦ yep, you guessed it †¦ LinkedIn. Rebecca did something many yoga teachers fail to do: she created a LinkedIn profile. Soon she discovered that yoga studio owners were looking on LinkedIn for teachers. They hired her! She then built her network by connecting on LinkedIn with her students, which led to a private session at someone’s workplace, followed by classes for the organization’s employees. Not only has Rebecca’s corporate yoga business exploded, but she is now training new teachers to do what she does. She was able to do all that because of LinkedIn. And I’m willing to bet that when a corporation is interested in hiring her, the first thing they do is look at her LinkedIn profile. What About Other Professions? A March 9 article from Wellesley College’s newsletter explored this issue as well. Overall, Wellesley students reported that they found the LinkedIn alumni group to be very useful in their networking efforts. One public health student, Sophie Gilbert, reported meeting with 10 alumnae for coffee, which gave her huge value as she was learning about her field. She also regularly reaches out to Wellesley alumnae in organizations that interest her- a practice that could very well lead to a job after graduation. Says Sophie, â€Å"LinkedIn can be quite helpful for public health even though there is no specific group for it. You can search for degrees like [Master’s in Public Health] or keywords that have to do with public health and find tons of alumnae who are working in this very broad field. Other than speaking with professors at Wellesley, LinkedIn is all there is for networking in public health.† Sophie Kerwin, in contrast, is a student curatorial research assistant interested in pursuing a Ph.D. in Art History, leading to a career in academic or curatorial work. She has not found LinkedIn to be valuable in pursuing an academic career in art history. Still, she has found it useful as a way to track the career paths of other academics and curators. She has followed a best practice of modeling her profile after theirs, a strategy I recommend highly. â€Å"More people from the museum world are utilizing professional networking sites, but few people from the academic world utilize them,† she said. â€Å"Most of the networking I’ve done in both fields has been in person [or] through connections I’ve made at Wellesley either in the Art Department or at the Davis Museum.† I agree, based on my experience, that the academic and art worlds have not embraced LinkedIn as fully as have some other professions. But that doesn’t mean they won’t, perhaps even within the next year. Why LinkedIn Can Be for Everyone For everyone, regardless of profession, LinkedIn can be a place to learn, network and explore. There are groups for almost every profession, and if there’s not a group for yours then you can start one. I’ll bet that â€Å"if you build it, they will come.† As the Wellesley article stated, â€Å"†¦ the site cannot replace other means of networking such as developing in-person connections or creating accounts with career-specific websites.† But that doesn’t mean you should not create a profile and milk it for all it’s worth.

Analysis of Brooks Essay Example | Topics and Well Written Essays - 750 words

Analysis of Brooks - Essay Example The theme is eminent at the begging of the book as refuges are hurrying to go back to their own home countries despite the travel barn warning issued by authorities. An example is that the airports are flooded by individuals who are fleeing from their host countries to find time of seeing their families. The planes are all boarded and individuals are even sleeping at the airport with the hope of boarding flights when opportunity avails itself. Individuals have grown to be protective of their families to the extent of even killing for them (Brooks 24). An example is that the main character despite knowing that it is not legal to shoot a fellow human since he was also san officer of the law shoots at the individuals who attacked his wife at the supermarket. Another scenario is the law officer who witnesses the shooting committed by the main character but ignores the scene just to get his stock of goods at the supermarket. While getting his daughter her medicines, the main character comes across an individual who is armed and also is search of the same medicine for his daughter. His was ready to shoot at the main character to get the medicine, but when he realizes they are in abundance, he offers some to the main character. This shows the level at which individuals are willing to go just to assure their loved ones safety (Brooks 79). Moreover, while on the run, the main character and his family comes across a building and loses their daughter there. They later find their daughter at a door asking a family who were hesitant to allow her in. This scenario shows how love had made individuals to become selfish to individuals who were stranger to them. They did not know the girl and they were protecting themselves as they did not know whether the girl standing at their door was infected or not. At the house and while sleeping, the boy at the house because of love shows pity to the

Common Law Duty of Care and the Liability of Employers for References Essay

Common Law Duty of Care and the Liability of Employers for References - Essay Example At the same time, the university has a duty of care for even the students they do not know in person. It is the first element of duty when it comes to negligence, and must be established by the claimant that it was breeched as a duty of care. In this case, negligence can be the failure of the University to act in a reasonable way that it would have acted in any circumstances. The university has the duty to take liability in case of any violation of the common law duty of care. The law can between the universities and students or employees with no direct relationship, and can be formalized as a social contract. This is the responsibility held by the University to the society. The care of duty arises in cases where an employee is harmed mentally, physically, or economically. A duty care is a duty of taking care, to avoid actions which one can foresee to cause injury to persons who are close and directly affected by the act (Climenson 2010, 30). The University is expected that they carr y their responsibility and that of employees with care. This duty care can be breached through an individual action or failure by the University to act through the activities of the institution. ... Â  A duty of care exists when there is an existing relationship between two parties, the University and the students had a relationship is built on trust. The University students and employees should be qualified when they leave the institution to face potential employees. The breach of conduct comes into perspective when, the standard of care ought to have been taken falls below the standards set. This can be negligence of duty if the students not given the proper training as expected (Efstathios 2006, 49). It is the duty of the University of making sure that the organizations activities are met and the standards of ethical practices followed. The University should make sure that there is a strategy that is reviewed and updated so that necessary actions are taken in the likelihood of a risk. The institution should be aware of the duty of care that collectively or individually they take in relation to the employer and care to the assets and reputation of the employees. The Universit y must act in the interest of the institution, and not for their personal interest or another organization. When the University works and acts conscientiously in carrying out their duties this way, they limit their personal liability in cases of any loss, harm or damage caused through the breach of duty of care (Ian 2007, p 37). An employer’s duty toward their employee’s, in this aspect, the University’s duty to the current students and employees is to provide and maintain; a safe environment for learning of work, a safe system of both learning and working, and provision of fellow competent fellow employees. The university can delegate his duties or functions to nominated employers but can not delegate legal responsibility (James 2006, p 75). Employers can be liable for