The House And The Ushers Essays - Meaning, Literature, Fiction

The House and the Ushers One of the central themes underlying the short story, The Fall of the House of Usher, is that of the nature of the house. The way it is described and the way it is so mysterious. Another central theme about this story is the nature of the people that live in the house. They are portrayed very much in the same manner throughout the story. Thus, they have several similarities with each other. All of which are of a bad feeling, showing how bad things are for the people and the house. These similarities are very well laid out in the story and are, I believe, meant to be something to be considered when reading it. At the beginning of the story there is a very negative feeling being attached to the appearance of the house. He uses a couple of things to try and make you feel negatively about this place. He used words and phrases such as: "insufferable gloom," "vacant," "black and lurid," and the "rank sedges" were mentioned too. These are obviously there to give a sort of a bad connotation, or bad karma, to the house. He speaks of how the house has a "wild inconsistency" and how each individual stone is starting to decay and fall apart. Suggesting that the house has many problems, all problems that could possibly lead to the destruction of a house. Some accounts even take it as having a kind of gothic feeling to it. Which, after reading the descriptions about it, is very understandable. Another word thrown around when speaking about the house is ghostly. Other phrases such as, "through many dark and intricate passages" and ebon blackness" also help to set the mood correctly. They all set up the fact that some sort of fearful event is going to take place soon. All these things put together and a few others help to connect the house to Roderick and Lady Madeline. When the narrator first sees Roderick after a long period of time, he thinks that he resembles that of a corpse. Then Roderick tells him the reason for his appearance, why he looks so bad. He said he had an illness that was a "morbid acuteness of the senses." The word morbid, when used anywhere, has very strong meaning and it is of the negative type. He uses the word tortured when he is describing his eyesight and says that even the slightest sound is almost unbearable. Thinking about having all of these symptoms put together is a very bad picture to paint in your mind. His condition, in this case, is very comparable to that of the condition of the house. Then Madeline is introduced, and the first thing stated about her is that she has an unknown illness. Her illness is so bad that she cannot respond to any outside stimuli. She is never even seen again by the narrator after this brief introduction. The way both of the characters were introduced, with their appearance and the descriptions of all of the illnesses that they have, gave them a very negative connotation. Poe is trying to set the mood of the story by throwing out all of these negative things about the structure of the house and how it is decaying and falling apart. He is doing the same by telling about Roderick and Madeline and how they are sick and virtually doing the same as the house is, rotting away and slowly coming apart. Bibliography N/A

Janet Frame Towards Another Summer Essay Example

Janet Frame Towards Another Summer Essay Example Janet Frame Towards Another Summer Essay Janet Frame Towards Another Summer Essay What is it that makes Towards Another Summer so enticingly powerful? Although Janet Frame self-deprecatingly considered her novel to be embarrassingly personal, in fact, its captivating personal nature is where the novels power derives from; where through Grace Cleave, Frame bravely explores her mental illness, difficult childhood and her migratory conflicts with identity and place. Such a brave exploration is evident throughout the novel, including when Grace and the Thirkettles venture out into the Winchley market in the novels 15th chapter. Here, Frame uses her signature narrative methods of extensive syntax, parallel characterization, striking imagery, vivid tone and clever repetition to craft this significant event in Graces weekend of self-discovery and personal growth. Much of Summer constitutes of extensive and relaxed syntax, which not only exposes every thought and feeling Grace has in a lengthy stream of consciousness, but also indicates to readers Graces highly observant disposition and tendency to have complex cognitions. When reaching the library, Frame shows this with Anne changed Sarahs book while Sarah watched dismayed, as the seaside book where the animals had been picnicking on the sands, eating tomato sandwiches, ice cream and bananas, disappeared over the desk, and when the new book was found for her she looked suspiciously at it. Though this abundance of thought may seem harmless, throughout the novel and in this instance also, her almost obsessive thinking and observations juxtaposes with her minimal syntax of speech, for example her reply of -Yes. This suggests not only social awkwardness, but attributes much to Graces mental illness, the novels most pervading theme. Frame therefore makes it clear that even in a new situation and e nvironment that she creates, like the library, Graces mental illness is with her wherever she goes. Modern literary critic Jan Cronin noted in regards to the novel that the past increasingly leaks into the present and readers cannot help but concur where Frame weaves Graces childhood into the fabric of the present. This is not just with literal transitions into her memories, but also through Frames technique of making resonating parallels between characters of Graces past with characters of her present which she does superbly in this instance. As characterized here, the young and naà ¯Ã‚ ¿Ã‚ ½ve Sarah who cannot distinguish between reality and narrative fiction, with Anne having to explain that animals had been in the library book to be shared with other children, and now Sarah had a new book with different animals and people , directly reflects Graces inability to do so also as a child (Grace is a Jackdaw, p69) and more sadly as an adult (with her constant delusion that she is a migratory bird). Readers who notice this parallel between Grace and Sarah acknowledge how Frame is ard ent to show that like Graces mental illness, her past is also inescapable no matter what situation she is in. In shaping the situation of the Winchley Market venture, Frame additionally shows how Graces divided sense of place are persistent also, by using salient mood and imagery which contrasts with other parts of the novel. The atmosphere of the Market is described as warm with bodies, steam, sweat, smells with rows of stallsflashy jewellery and knick-knacks where a young man and woman were standing, staring at chocolate box picture. thus crafting an environment of pleasantness and warmth. Readers should note how when Grace is with the Thirkettles and thinking of England she is always warm, however when reminiscing in solitude of New Zealand she is cold (immediately the chilling air surged near her pg.83). Graces feelings of warmth in England may well be symbolic of her relative happiness in the country, compared to the cold New Zealand which holds many painful memories of her childhood and of how she was a certified lunaticadvised to sell hats for [her] salvation. Readers may then apprec iate this situation at the market in how it shows these feelings of happiness and warmth in the protagonist of whom are aware has been through much adversity in their past. Though her mental illness, childhood and divided sense of place permeate this Winchley market venture, Graces personal growth as an individual is evident also, where Grace remarks Wonderful, Grace agreed, with a brazen air of I like flashy things, you know, I appreciate this market!. The tone of voice here is vividly joyous and exciting, and is a vast development from the pre-weekend Grace who seemed incapable of projecting any lively emotion. To further emphasize Graces growth, Frame uses the stunning figurative Grace felt as complete and shimmering as a mermaid where the beautifully elegant metaphor indicates her improvement from a woman who once had a very negative view of herself. As readers have most likely waited 15 chapters for Grace to feel complete, it would come as no surprise if this was the special highlight in the novel. Because of the arrestingly beautiful language and tone Frame employs here, it is with certainty that this moment was a special highlight for Graces (a nd therefore Frames) life also. In her critical review, Joy Cronin also wrote Phillip (the journalist) and Anne frequently meld into Graces parents, George and Lottie, and the Winchley venture is perhaps the best example of this in Summer. Graces perception of Phillip and Anne in this situation is clearly clouded with applied resonations with her own parents, where in contrast to her shimmering as a mermaid, Grace felt sorry for Anne. She guessed that Anne may might not have another chance during the week to buy the sheeting that children, house and home (and Ulysess) would be taking all her time which purposely mirrors the greatly domestic role of Lottie who also made sacrifices for her family and Graces strong guilt she felt for her hardworking mother. Graces symbolism of Anne as her mother is matched with her dramatic perspective of her exchanges with Phillip, where she creates a tension between the two with conveyed tones of mild disapproval, and ashamed emotions but more effectively her incessant repetition of domesticity including a domestic dream, domestic matters and Annes eyes were clouded with what could only be described as domestic concern. Her identification of Phillip and Anne as her parents reflects her almost Freudian desire for new parents who would lovingly say to each other -All right love as the Thirkettles did.

Occupational safety and health - legal aspect Assignment

Occupational safety and health - legal aspect - Assignment Example The Resource Conservation and Recovery Act (RCRA) is federal law enacted in 1976 and it gives the Environment Protection Agency (EPA) the powers to control solid wastes considered hazardous. The controlling authority over hazardous waste ranges from generation, treatment, transportation, storage to disposal. RCRA does not only involve management of hazardous waste but also nonhazardous solid waste (http://www.law.cornell.edu/wex/resource_conservation_and_recovery_act_rcra). Comprehensive Environmental Response, Compensation, and Liability Act (CERCLA) is a federal law enacted in 1980 to assist in controlling releases of specific hazardous wastes. CERCLA is also known as the Superfund. This law empowers the EPA to respond to releases or threatened releases of hazardous substances that may pose a danger on the environment, welfare and public health. CERCLA also empowers the EPA to compel parties responsible for contaminating the environment to remove the hazardous substance, or reimbur se CERCLA for response and or EPA’s remediation expenditure (http://www.epa.gov/agriculture/lcla.html). The Federal Insecticide, Fungicide, and Rodenticide Act (FIFRA) is a Federal law whose objective is control pesticide distribution, sale and usage. The law requires that all pesticides used in the United States to be registered (Licensed) by EPA (http://www.epa.gov/oecaagct/lfra.html). S. 1166 Protecting America’s Workers Act-Amends the Occupational Safety and Health Act of 1970 (OSHA-1970) to expand its coverage to federal, state, and local government employees (â€Å"S. 1166—112th †, 2011). The Act gives the Secretary of Labour under specified conditions to cede OSHA-1970 power to another federal agency in accordance with certain occupational standards for such agency’s employees. The Act also increases protection for

Disciplinary Action by the Texas Board of Nursing Essay

Disciplinary Action by the Texas Board of Nursing - Essay Example RNs have a duty to resolve any issues that may compromise the safety of the patient such as conflicts of interest; and ensure that professional integrity is upheld. The duty to the patient requires RNs to cooperate fully with other clinicians and staff in treatment processes. In the society, Goodman and Spry (2014) have pointed out that RNs have a responsibility to create awareness about human health, and prevention and management of diseases. Additionally, RNs should extend their service to cover community outreach initiatives and civil programs regarding health care. In light of this, RNs have an obligation to be well informed about health-related issues both within their countries of operation and across the world: these include; disease outbreaks, disasters, and communicable diseases (Haag-Heitman, & George, 2010). An RN must also help the society with administering effective vaccines, interventions to famine, provide solutions to pollution, affect easier and closer health care s ervices, and safeguard human rights. 2. What is the RN's Scope of Practice? According to Law and Marks (2013) the RN’s scope of practice involves advancing the interests of the patient and his or her loved ones as envisaged in the Nurse Practice Act (NPA) and the Board of Nursing regulations. Spence, Vallant, Roud and Aspinall (2012) have pointed out that it is within the RN’s scope to use specialized judgment and knowledge in precarious nursing situations. The nursing practice requires the professionals to render effective services premised upon sound skills of practice. The practitioners must also observe biological, social science and physical doctrines in their effort to settle for the best nursing interventions on patients (Haag-Heitman, & George, 2010). Despite their wide mandate in the provision of health care service, it is beyond the RNs’ scope of practice to diagnose patients’ health complications or offer treatment options for them. 3. What are prohibited practices or grounds for disciplinary actions by the Board of Nurse Examiners? The Board of Nurse Examiners (BNE) has laid out prohibited practices that normally guide professional practice. On the issue of patient care, any behavior that compromises the safety of the patient such as grave medication errors, patient exploitation, and negligence are prohibited in the profession (Goodman, & Spry, 2014). Chemical dependency is also prohibited in the profession, especially when the abuse compromises the safety of the patient. Such prohibited behaviors normally warrant different disciplinary measures such as license revocation, suspension, and even prosecution of the RNs. 4. Describe a RN's duty to report colleagues who may expose others to risk of harm. An RN has an obligation to ensure that the safety of the workplace is not compromised by fellow RNs or other clinicians (Haag-Heitman, & George, 2010). He or she must labor to promote everyone’s legal rights, individua l privacy, and professionalism in order to ensure the provision of quality services for the patient. In view of this, it is the duty of RNs to report negligent clinicians and other staffs whose actions or inactions may compromise the safety of the workplace by hurting the patients and or fellow clinicians. 5. When does the professional nurse have an obligation to report these actions? Matsusaki and Sakai (2011) have pointed out that the professional nurse is under an obligation to report colleag

Child Study Paper Essay Example for Free

Child Study Paper Essay The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoes personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.

Cruel and Unusual? Exploring JLWOP Sentencing Essay -- Criminal Justic

The JLWOP sentence (or juvenile life without parole) has been the topic of controversy lately. Many have battered the issue back and forth, based on the morality level of American society. Should juveniles be sentenced to life without parole? In some cases people are viewing children in our society as less than competent, despite the majority of countries around the world that view adulthood as beginning shortly after puberty. It is impossible to deny the emotional and physiological differences between adolescents and adults. However, I think that despite these natural changes we go through as humans, occasionally there are deformities that can be the cause of some to deviate from this natural pattern of progression. I believe in some cases, once a juvenile has crossed the line of murder and victimization, there is very little anyone can do to prevent it from happening again. Because of this, I support JLWOP sentencing when the psychological stability of the juvenile is compromised. The JLWOP sentence is a sentencing guideline that is being debated by the Supreme Court following the ruling against children receiving the death sentence in 2003. The Supreme Court ruled that death sentences for minors were deemed â€Å"cruel and unusual punishment† and violated the Eighth Amendment of the constitution. The Supreme Court is now looking to the JLWOP with a moral parameter based on that 2003 ruling, attempting to decide whether or not JLWOP is considered unconstitutional by means of being cruel and unusual. In order to determine cruel and unusual punishment, the Supreme Court would have to find that JLWOP was excessive and disproportional to the crime of a juvenile. In rare cases, it is the only option for some young people today, despite... ...ders committed by juveniles that do not warrant this sentencing. Rather, the juvenile court system should view each case individually, despite the charge and make the best decision for the offender, the victims and the community. If the JLWOP continues to be mandated, society in general should demand stringent guidelines to ensure we are not punishing the adults of tomorrow, but rather to keep society safe from those individuals that pose a lifelong threat. Works Cited Lockup: Hollman. Dir. Hillary Heath for MSNBC. Perf. Kenny Loggins. 2006. M.D., Dr. Glen Gabbard. Treatment of Psychiatric Disorders Third Edition. Washington DC: American Psychiatric Publishing, 2001. Sukhoi, Yevgney. Killing for Kicks, Youth Confess to 21 Murders. Moscow: Russia Today, 2008. Totenberg, Nina. "Supreme Court Ends Death Penalty for Juviniles." National Public Radio. 2005.

Physics in Everyday Life Essay

1) When we walk or run, our motion is part of laws of mechanics and thrmodynamics. 2) We eat food which undergoes chemical reactions producing heat energy which is converted into mechanical energy 3) Use of refrigerator, pressure cookers, washing machines, television, music system, computers, etc. are all designed on the principles of physics. 4) When we speak, we produce sound properties of which like pitch and intensity are studied in physics 5) Electricity that we use in household is a gift of physics 6) Automobiles design is based on physics The list is endless. Vlad T answered 6 years ago Very vague question but practically everything we do in our daily lives involves SOME degree of physics. Putting on toast, boiling a kettle – heat energy, electricity Cycling a bike – mechanical movements Using the brakes – Friction Using a door handle – Levers and Springs Throwing a ball – weights, gravity, trajectory, air resistance 1)We walk, walk fast, run, jog, jump into a bus etc. All these or any type of motion is associated with Newton’s law of motion. 2) When we talk, our vocal cords vibrate producing sound. 3) When we eat food, the chemical energy of the food is being converted into mechanical energy which we use to do different types of work. 4). The electricity is our house is a gift of Physics. Hydroelectric project is the method in which water is used to generate electricity. The mechanical energy of the water is converted into electrical energy using dynamo.