Stolen Childhood- Child Soldiers - 1434 Words

Children in America may spend their evenings doing homework or watching television, or some adolescents may have jobs. This is normal for persons under the age of 18 in America. However right now, in other parts of the world, children are being bought, sold, and recruited into armies, where their fates and evenings are left in the hands of their leaders. Many people wonder why children are so often recruited into armies, and what happens to them once they are enlisted. Many different variables, including what are called push and pull factors, can play a role in the process of turning a child into a soldier. The term â€Å"push factor† is used to describe any external source of pressure to enlist or be recruited. These factors can include†¦show more content†¦This loophole has allowed many tyrants to enslave children and escape punishment. These are just a few of one group of factors that can play a role in becoming child soldiers. While â€Å"push factors† are external forces of pressure, â€Å"pull factors† refer to more internal struggles. Some factors could include desire for acceptance and religious honor. Some militant groups had â€Å"voluntary† recruitment because the men were too old to fight. Also, in some countries, the boys saw fighting as a personal honor. In Sri Lanka during their civil war, the Tamil Tigers, a military group, had banned joining any other military groups. This group was one of the major separatist groups during this time. The Tamil Tigers had an estimated 7,000-10,000 soldiers, and about 20-40% of these were estimated to be children, despite the fact that they claimed to never use child soldiers (Somasundaram). This trend of using children as cheap labor is one of the reasons why the up and coming generation is already hindered with setbacks. While the older group of people in the world are simply power hungry, the children are taught from a young age to seek acceptance and approval from authority. In many countries, the children may go as far as to be easily swayed into military service. This is demonstrated in Liberia, where the mistreatment and discrimination against women instills an inferiority complex in females across the country. This also makes it easy for men to enslave young girls in sexShow MoreRelatedChild Soldiers901 Words   |  4 Pagesdiscuss the contentious issue of child soldiers and inform you of the implications this issue has for our modern society. Despite popular opinion, this issue is prevalent in our post-modern world and is far too widespread to ignore. The contentious t heme of child soldiers is represented as atrocious and an infringement of human rights in a diverse range of literary and non- literary texts such as the movie Blood Diamond, the poem Child Soldier Diary and the article Stolen kids turned into terrifying killersRead MoreChild Soldiers Essay907 Words   |  4 PagesPaper 4: Synthesis Worldwide the use of child soldiers is a serious issue. Today there are about 300,000 children as young as nine years old involved in armed conflicts all around the globe. These children are living under constant fears of being trapped in an ambush, landmines or gunfire. Girls are used as well in fact approximately one third of child soldiers are girls, they are given the same job as the boys but are used as a sex slaves and forced to be the â€Å"wives† of their commanders. Girls areRead MoreA Long Way Gone Argument Essay examples990 Words   |  4 PagesEddie Salcedo Mr. Stone December 5, 2012 7th period A Long Way Until The End of This Essay The author of A Long Way Gone argues against boy soldiers but also against the loss of innocence. Beah’s parents are burned alive by the rebels; this is the first step towards his animosity towards them. In his story he talks about snorting brown brown, shooting men and how he was slowly corrupted by the men around him, turning him into a machine. It tells the story of a world as horrendous as anyRead MoreThe Affect of War on Ones Innocence1099 Words   |  5 Pagesin the eyes of naive children or experienced soldiers. Whether one is a young boy or a soldier, war is never as easy to understand as the definition. comprehend. There will inevitably be an event or circumstance where one is befuddled by the horror of war. For a young boy, it may occur when war first breaks out in his country, such as in â€Å"Song of Becoming.† Yet, in â€Å"Dulce et Decorum Est† it took a man dying in front of a soldiers face for the soldier to realize how awful war truly is. Both â€Å"SongRead MoreEssay about The Hunger Games and Child Soldiers: the Sad Truth1441 Words   |  6 PagesHunger Games and Child Soldiers: The Sad Truth The Hunger Games, by Suzanne Collins,(Collins) and Child Soldiers are intertwined together because they are both children fighting for their lives. The children are alike because they got executed into being prisoners, that fight to their deaths and kill savagely. The children live similarly because they both have organizations or sponsors helping them get out of their situation. Lastly, the children experience the same emotions because The Hunger Games(Collins)Read MoreLord of The Rings/Kite Runner Compare and Contrast Essay1556 Words   |  7 PagesKite Runner and Lord of the Flies: Compare and Contrast What objects do you associate innocence with? Marriage, virginity, a childhood toy? When we think of dominance we think of war; we think of negativity. When the phrase ‘parental influence’ comes to mind, we go to our mothers tucking us into bed and watching the game with our fathers—at least that is what us lucky ones think of. Not everyone is lucky enough to have that innocence stored forever, violent free lives, and a mother and father byRead MoreAustralian Theater Ruby Moon and Stolen1413 Words   |  6 Pagesother fairytales, but in a distorted manner which challenges the audience’s perception of ‘the perfect story’.   Cameron also involves the question of ‘How well do we know our neighbors, especially living in suburbia.’ â€Å"Who would you trust with your child?† Techniques such as symbolism, metaphors, lighting and sound can support his message of suburbia being the dangerous, eerie place that Cameron portrays it to be The play uses a non- naturalistic style that brings an eerie, strange and disturbed senseRead MoreEssay on Resist The Feed1175 Words   |  5 Pageswho work as child labourers or the estimated 300,000 boys and girls who are exploited by armies during times of conflict, and forced to act as soldiers, sex slaves and servants† (FreeTheChildren.com). As Franklin said, â€Å"Society constructs the children it needs. Instead of policies to protect children in the community, the government and media have preferred to promote polices to protect the community from children† (5). This is exactly what the Feed has done to us, Titus. It has stolen our rightRead MoreEssay about Anne Frank1484 Words   |  6 Pagespatrolled frequently. Anne Frank’s family was one of these Jews and took up residence in the hidden rooms above her father’s former office. As the end of the war neared, Nazi soldiers began to get worried and cared less about apprehending Jews than they did about killing the ones they already had taken as prisoner. Since the Nazi soldiers were male, they treated men and women prisoners in their camps with a significant amount of difference. Prisoners were forced to do pointless yet challenging labour forRead MoreThe Childrens Crusade: Innocence, Masculinity, and Humanity1440 Words   |  6 Pagesbook is how innocent the soldiers are that are fighting in WWII. Towards the beginning of the book, Vonnegut visits his friend O’Hare when O’Hare’s wife, Mary, confronts Vonnegut on him writing his book, stating that they were just babies in the war. After her statement, he acknowledges that they were indeed just virgins in the war, right at the end of childhood(Vonnegut, 11). When going to war, he and others were unprepared both mentally and physically. The soldiers were naive and did not know

Causes And Effects Of The Japanese War - 3355 Words

Causes and Effects of the Russo-Japanese War Prepared By: Joseph Coccia Submitted To: Dr. Eric Ash Course: Regional History 5333: The Soviet Union Virtual Campus, Summer Session Due date: May 10, 2015 The 1904-1905 war between Tsarists Russia and the Empire of Japan pitted a newly developed modern military against and poorly funded, organized, and outdated war machine. It to become the bloodiest war fought prior to World War I. The conflict gained universal recognition as the Russo-Japanese War. The Russians desired to expand eastward and reap the economic benefits created by the natural resources contained within China and Korea. In addition, and most importantly they desired year-round access to a warm-water†¦show more content†¦Throughout all of the years of war Russian leadership sought to maintain political control, expand westward, and defend its perceived sovereign territory. Russia, under the leadership of Peter the Great, looked to the West as a model for modernization and westernization. However, due to continued economic strife, and an inability to align with western nations Tsar Nicholas II, turned his attentions to the Far East. It was his hope that Russia wo uld be able to gain access to the warm-water of the Pacific Ocean at Port Arthur, Manchuria. By controlling the port Russia could institute a military presence, gain economic access to other Asian nations, and establish a gateway to the East. In 1898 the Qing, China’s ruling government leased the Liaodong Peninsula to Russia and by 1903 Russian expansionism into the Far East included Port Arthur. Russia anticipated open trade with China and Korea. The lease irked Japanese leadership and the citizens and would be a primary cause to the war. The leaders of Japan had previous dealing with westerners, and had grown tired of unequal treaties that they were forced to sign. Japan first encountered European traders in 1542. The Europeans introduced religion and Western technology to the Japanese. Even though the Europeans and Japanese considered each other barbarians, Japanese leadership realized that their system of governmental control was antiquated. A continuing

Atomic Bomb 8 Essay Example For Students

Atomic Bomb 8 Essay Atomic Bomb In 1945, two bombs were dropped on Japan, on in Hiroshima and one in Nagasaki. Theses bombs marked the end to the worlds largest armed conflict. Despite the ghastly effects of such a weapon, it offered the best choice for a quick and easy defeat of Japan. President Truman, who authorized the use of the atomic bomb, made a wise decision under the circumstances of the war. Fifty years ago this is what people thought. Now many people are starting to find out that there might be more to the story than what was originally thought (Grant 26). The bombs dropped on Nagasaki and Hiroshima caused massive amounts of damage and ruined thousands of lives, but they saves many more lives by ending the war quickly. Many questions pop into the heads of people that might have doubts whether or not the bombings were necessary. Such questions might include: Why, exactly, was the bomb dropped? Was the second bomb necessary? Was Japan about to surrender? Was there a way to end the war less savagely? Would our current leaders have made the same decision? Was any authority opposed to the idea? Should we have bombed military bases instead of cities? These and many other questions arise. Before these are analyzed, a brief background on the bombs and the tests are in order (ONeal 47). When a man from the Soviet Union successfully split an atom, the question of a bomb immediately arose. Einstein wrote a letter to President Truman stating that if a bomb was possible then the country to own it would have complete power. In light of this information, Truman formed an Interim Committee to research the topic and find out if it was possible. It was funded by Trumans multi-million dollar personal budget. The results came back positive and full financial support was given to the team to start working on it immediately (Grant 29). The calculations made by the research team were as follows. The bomb would be equivalent to 4,000 planeloads of the current explosives. And estimate on cost and time could not be predicted because some still believed it wasnt possible (Reflections 1). At the end of a three-year research, a bomb was ready for testing. A test site was cleared in New Mexico. It had a 120-mile radius. Once the President gave the final confirmation, the test commenced. The test was on July 16, 1945, 30 min. before dawn (Teller 4). The scientist booth was 20 thousand feet away from ground zero. The bomb, weighing nearly 2 ton, was placed on a 70-foot tall tower made with 220 tons of steel. The scientist wore wielding goggles, dark sunglasses, and suntan lotion. When the bomb went off one scientist recalled lifting his glasses a bit and saw the sand as if it were noon. The light was brighter than any ever seen on earth before. The core temperature exceeded that of 3 times the surface of the sun. The mushroom cloud was instantly formed and climbed to 40 thousand feet. The bomb was equivalent to about 18 thousand tons of TNT. The tower it sat on completely demolecularized. A test rod of about 70 tons of steel embedded in a 20 foot wide concrete base 1000 feet away was never recovered (Purcell 14). The scientist had mixed emotions about the results of the test. They were happy that it had worked, but they soon realized the awful thing that they had created. The head scientist took a pole that most signed not agreeing to any decision to use the bomb (Grant 47). Truman was soon notified and a committee to determine alternates to the drops was formed. Few suggestions were made. Many thought that Japan was ready to surrender and a few more months of bombing and they would surrender. Truman didnt want to wait. .ub27dd23d4fa666f3fbcca46b59590a11 , .ub27dd23d4fa666f3fbcca46b59590a11 .postImageUrl , .ub27dd23d4fa666f3fbcca46b59590a11 .centered-text-area { min-height: 80px; position: relative; } .ub27dd23d4fa666f3fbcca46b59590a11 , .ub27dd23d4fa666f3fbcca46b59590a11:hover , .ub27dd23d4fa666f3fbcca46b59590a11:visited , .ub27dd23d4fa666f3fbcca46b59590a11:active { border:0!important; } .ub27dd23d4fa666f3fbcca46b59590a11 .clearfix:after { content: ""; display: table; clear: both; } .ub27dd23d4fa666f3fbcca46b59590a11 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub27dd23d4fa666f3fbcca46b59590a11:active , .ub27dd23d4fa666f3fbcca46b59590a11:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub27dd23d4fa666f3fbcca46b59590a11 .centered-text-area { width: 100%; position: relative ; } .ub27dd23d4fa666f3fbcca46b59590a11 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub27dd23d4fa666f3fbcca46b59590a11 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub27dd23d4fa666f3fbcca46b59590a11 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub27dd23d4fa666f3fbcca46b59590a11:hover .ctaButton { background-color: #34495E!important; } .ub27dd23d4fa666f3fbcca46b59590a11 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub27dd23d4fa666f3fbcca46b59590a11 .ub27dd23d4fa666f3fbcca46b59590a11-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub27dd23d4fa666f3fbcca46b59590a11:after { content: ""; display: block; clear: both; } READ: Arts Rationale Paper Essay Also he believed that Japan was willing to fight to the bitter end (Ferrell 34). Japan possessed little or no offensive threat to American forces. Despite this fact the Japanese were the most tenacious and driven of American foes throughout the war. The battles for Okinawa, Wake and Guam all were ample testament to the Japanese willingness to die in the face of overwhelming .

The Company of Wolves Research Paper Example

The Company of Wolves Paper In The Company of Wolves the distinction made between man and wolf is based upon, the wolf is the worst for he cannot listen to reason. (p. 111) The forest the wolf inhabits represents an intermediary between the natural and unnatural worlds and it is between the portals of the great pines (p. 111) that the danger lies. It is the apparent danger and inherent fears of the intermediate grey areas that allows Carter to use these realms as the centres for her subversive discourse. The wolf may be more than he seems, (p.111) for in his human form he also represents the peril that is the naked man (! ) The emphasis in this tale resting on the masculinity of the wolf. The wolf is carnivore incarnate,'(p. 110) a phrase repeated three times in the tale, thus the predator/prey relationship between the man and woman is focused upon and subverted when it is the adolescent girl who encourages the sexual encounter with the wolf. By actively burning his clothes she condemn [s] him to wolfishness (p. 113) a state, which to the girl seems preferable to manishness. We will write a custom essay sample on The Company of Wolves specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Company of Wolves specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Company of Wolves specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Alice and the girl in The Company of Wolves both reside in the realms between childhood and adulthood, on the brink of sexual maturity; between the virgin-child and the fallen woman of Perraults tale. Red Riding Hood ripped (p. 118) off the wolfs shirt and despite the fact that the old bones under the bed set up a terrible clattering she did not pay them any heed. (p. 118) In some aspect of the adaptation the girl has outwolfed the wolf. She will lay his fearful head on her lap, (p. 118) the ambiguity lying in where the fear dwells, is the wolf now afraid of her assertive sexuality? An image strikingly different from her initial presentation, She is an unbroken egg; she is a sealed vessel; she has inside her a magic space the entrance to which is shut tight with a plug of membrane. (p. 114) Egg, membrane, all serving to demonstrate the fragility and precarious stability of her situation, similar to Beautys glass bed in The Courtship of Mr Lyon. In contrast wolf-Alice already inhabits a world of sexual immediacy,'(p. 119) that the young girl has just entered, permitted by her wolf-like existence. The association between the animalistic and sensual working both when the wolf is masculine and feminine. The onset of menstruation in Alice serves to bring her into the human realm through her awareness of time, she discovered the very action of time by means of this returning cycle. (p. 123) Adolescence makes Alice no more or less of a sexual being than her animalistic associations have already allowed. Gamble notes that the virginity of the Beauty and Red Riding Hood figures, Constitute both her particular vulnerability and her peculiar defiance. It is what marks her out as the lycanthropes prey, as the shedding of her hymeneal blood is what he specifically desires. She argues that the girls actual pursuit of the sexual threat is necessary in order for her to develop from her virginal state. Her declaration that she is nobodys meat (p. 118) demonstrating this neither submissive nor aggressive11 pursuit of maturation. The presentations of virginity and femininity represent a change whereby the women are no longer gobbled up or passively taken by male sexuality, but meet on equal sexual terms. Carters representation refuses the Wholesome or pretty picture of female gender (nurturing, caring) and deal [s] plainly with erotic dominance as a source of pleasure for men and for women. 12 Warner argues that it is Beautys attraction to the beast before his metamorphosis that represents the most disturbing image of the story, the attraction of the feminine to the monstrosity of the other. The first connection between Beauty and Mr Lyon requires a transformation of her beliefs on the nature of the other, with a flood of compassion, understood: all he is doing is kissing my hands. (p. 47) Yet Carter does not present this alteration naively, she saw, with an indescribable shock, he went on all fours. (p. 47) Beautys metamorphosis is more gradual than the transformation of the Beast. Through her vanity, Beauty also possesses an element of monstrosity. Carters fashioning of the tales raises the question about the nature of beastliness and the true location of monstrosity. The original sources represented a difficulty in ascertaining friend from enemy, the normal from the monstrous, traditionally established through demonising these figures. 13 Carters interpretations of monstrosity and demonisation, initially, dared to look at womens waywardness, and especially at their attraction to the beast in the very midst of their repulsion. The presentation of an attraction to beastliness serves to deconstruct the marginalisation inherent in the original tales. The monstrosity of the wolf and the beast is replaced by that of grandmothers, fathers and the heroine herself. And what, I wondered, might be the exact nature of his beastliness? (p. 55) Yet the Beast himself shows no evidence of beastly behaviour. Her father a feckless sprig of the Russian nobility,'(p. 52) whose gaming whoring agonising repentances,'(p.52) killed Beautys mother is criticised more than the noble beast, who in his appeal to see Beauty naked wishes to see her true self beneath the artificiality of her clothing. Carter uses her examination of the location of monstrosity to investigate identity and individuality in a genre associated with stereotypes. Carter makes sense of the disparity between this contradiction through her understanding of the mercurial slipperiness of identity, as well as the need to secure meanings. 15 Carters fairy tales represent struggles and inner conflict her characters need to overcome in order to secure their identity and enter a true existence. Brewer suggests that this exploration is most successful when depicting processes of maturation, emotional maturation through the Beauty characters, coupled with the physical and sexual maturation of the Red Riding Hood figures. Carter extends the sense of individuality of Beauty in The Tigers Bride, through her use of the first person narrator, combining the narrative of the narrator with Her own prose, [which] was glitteringly, self mockingly hybrid, contrived and slangy at once, mandarin and vulgar, romantic and cynical. 17 In the same way as the narrative is hybridised, the tales are a combination of modernity and traditionalism, individuality and stereotypes, a modern view on the traditional discussions of identity. In The Tigers Bride the concentration of mirrors, images and unexpected reflections create the basis for Beautys quest to reconcile her confused identity. When Beauty looks in the mirror she sees the true vision of beastliness in the story, I saw within it not my own face but that of my father, as if I had put on his when I arrived Now all I saw was myself, haggard from a sleepless night. (p. 60) Beauty takes on the identity of her father in the paying of his debt. Warner suggests that Carter was fascinated with female impersonation and disguise. Similarly to Beautys confusion of identity, the beast also disguises himself in a mask, But one with too much formal symmetry of feature to be entirely human: one profile of his mask is a mirror image of the other, to perfect, uncanny. (p. 53) The beast adopts his disguise to make himself socially acceptable, to dispel his otherness. However, its perfection serves to isolate him more, he becomes uncanny. His identity becomes too slippery, Beauty can no longer simply label him as The Beast. The beast provides Beauty with the mirror image of herself in the form of the automaton, She is a marvellous machine, the most delicately balanced system of cords and pulleys in the world. (p. 60) A description one could easily apply to Beauty herself; the image of Beauty expected by her father and the patriarchal society, the element of control lying in the key in her side, to perform the part of my fathers daughter. (p. 65) Daughterhood becomes a role to be acted out. Otherness becomes acceptable to the father if it is conformist and obedient, as a robot. The moment of metamorphosis or the moment the disguise is removed represents the solidifying of identity and individuality. The metamorphosis of the Beasts changes their positions in society; the revealing of the wolf affects the identity of the girl, The granny bonnet, the wolf mask have offered a helpful disguise to some of the boldest spirits. The revealing of the wolf manifests a choice of situations for the girl, assimilation with otherness and individuality, the grasping of her own sexuality, or her allegiance with the mass culture of those who inhabit the areas outside the forest. For Mr Lyon, metamorphosis allows him and Beauty to join the domestic suburban life of modern civilisation, in his transformation he chooses Red Riding Hoods second option. In The Tigers Bride, Beautys revelation of her nakedness and her transmutation represent her maturation into her sexual role and her acceptance of otherness.

Rockwood Conservation Area Youth Education Program Essay Example

Rockwood Conservation Area Youth Education Program Essay Example Rockwood Conservation Area Youth Education Program Essay Rockwood Conservation Area Youth Education Program Essay Rockwood Conservation Area Youth Education Program Introduction Take a Hike – Outdoor education is a multidisciplinary team consisting of 6 students from the University of Waterloo. Our goal is to develop and implement outdoor education programs promoting a comprehensive, flexible, and environmentally focused outdoor education program for the Ontario School Board. Purpose of Research The current education system focuses on learning within the confines of a classroom through the use of textbooks and worksheets designed to create a structured learning experience for students. Information obtained from textbooks allows students to comprehend and later regurgitate the material presented; nonetheless, interaction with the natural environment would strengthen knowledge through practical learning and hands-on experience. For that reason, the Rockwood Conservation Area would provide exceptional opportunities for meaningful learning. The purpose of this study is to develop an outdoor education program that employs the environment of the Rockwood Conservation Area. This program would be beneficial to the education of middle-school students as it would enhance their knowledge pertaining to nature, science and geography through active learning, which coincides perfectly with the Ontario School Board Curriculum. The program will be designed to hold neutral ideologies, and therefore, would be applicable to any curriculum (Public, Catholic and additional school boards). Related research on the subject has been compiled and reviewed, and is described in greater detail under the heading â€Å"Literature Review. † Site Information The Rockwood Conservation Area is one of many parks within the Grand River Conservation Authority’s watershed. This 79-hectare property was acquired in 1958, and opened its gates to visitors in 1961 (Chapman 1984). A portion of this property was later sold to the University of Waterloo in 1972 (McKenzie 2011). The Rockwood Conservation Area is located east of Guelph on the outskirts of the village named Rockwood, residing by the Eramosa River (Chapman 1984). Its location is accessible to countless schools in Guelph, Kitchener, Waterloo, Cambridge, Hamilton, and the Greater Toronto Area. The conservation area possesses unique geological features, such as potholes created by the runoff of the Wisconsin glacier several thousand years ago, which includes the creation of the world’s largest pothole, the Devil’s Well (Morgan 2002). Morgan (2002) mentions that other features such as caves, wetlands, gorges, limestone cliffs, forests, trails, lakes and rivers can be found within the Rockwood area. Furthermore, camping, fishing, hiking, canoeing, and mini-golf are a few of the many recreational activities currently offered at the conservation area (Rockwood Conservation Area 2011). Literature Review Four main concepts were uncovered from the literature that was analyzed in relation to the implementation of an outdoor educational program. A deeper understanding of these four key concepts will help develop a more appropriate, as well as an all-encompassing program that would achieve its goal in all fullness. These concepts include curriculum, teaching techniques, benefits of outdoor learning, and conservation. The following paragraphs will specify relevant information pertaining to the proposed outdoor education program. Curriculum All school boards within the province of Ontario share the same curriculum. Under the Ontario School Board Curriculum, grade seven and eight students cover a wide range of topics that would be applicable to the development of learning activities for the proposed outdoor education program. The requirements of geography entails that grade seven and eight students learn about the environment, environmental issues, physical and human geography, and fundamentals pertaining to mapping. Regarding the requirements of science, grade seven and eight students learn about the impacts of pollution, water systems, the use of human technology and the use of fluids in technology and industry (Ministry of Education 2004). Teaching Techniques Through a thorough examination of journal articles, significant and positive teaching techniques were outlined. These methods can be utilized to enhance the learning and the overall outdoor experience for students. One study prepared by Vivian Shulman (2005), illustrated how teacher participation in planning workshops would lead to the development of discovery-oriented activities intended for student learning. This study was conducted in New York City, focusing exclusively on middle schools. Its purpose was to establish the impact regarding planning workshops on student academics. Thus, the study concluded that teacher involvement in planning programs would undeniably lead to a larger number of students meeting curriculum standards (Shulman 2005). An additional study presented by Terry Shaw and Terence Mills (1981), examined the association between outdoor education and student motivation in relation to learning. The results revealed that students preferred hands-on instruction and active learning in comparison to learning within a classroom. Additionally, student-teacher relations improved after such an experience (Shaw and Mills 1981). Simon Beames and Hamish Ross (2010) conducted their research in the Edinburgh area in England, which focused on the importance of student preparation prior to exploring school grounds, as this would reinforce knowledge pertaining to human and ecological influences on the environment. The findings revealed that students acquired the ability to construct their own learning plan appropriate to the demands of the curriculum (Beames and Ross 2010). Ina Stan’s (2009) study assessed the importance of facilitators and teachers that accompany school field trips. The area of study where the research was conducted was in a rural area of the English countryside. Stan (2009) concluded that facilitator presence and interaction with students would irrefutably contribute to a positive and successful outdoor experience. Furthermore, the experience appears to be most positive when the facilitator is directly engaged with the visiting group of students by means of social interaction, and thus, both will share in the learning experience (Stan 2009). Benefits of Outdoor Learning The vast majority of studies analyzed described the positive characteristics associated with outdoor learning. Peter Gibson’s (1979) article discussed the therapeutic benefits associated with outdoor activities. Gibson’s (1979) findings demonstrated that outdoor activities enabled participants to develop superior communication skills along with methods of handling conflict with others. Accordingly, these activities improved relationships amongst participants, while providing a more relaxed and non-restrictive learning environment (Gibson 1979). Chris Taylor, Sally Power and Gareth Rees (2010) performed their research in the United Kingdom, and based on their findings they declared that student participation in outdoor learning activities had essentially enhanced cognitive skills, personal development and improved social interaction capacities. A study performed in Melbourne, Australia by Cecily Jane Maller (2009), examined the correlation between the overall well-being of children in conjunction with hands-on contact with nature. The final results indicated that such activities had a positive impact on the emotional, social, and mental well being of children (Maller 2009). Richard Louv, author of the book entitled Last Child in the Woods, discussed the implications linked to the â€Å"Nature Deficit Disorder,† which was the focal point of the article presented by Kathleen Kennedy Manzo (2008). Louv declared that childhood obesity, depression, and the prevalence of attention disorders would amplify as a result of inadequate outdoor experiences. The necessity of nature-based learning is not limited to matters of health, as outdoor education can provide assistance in regards to student academics, social interaction, self-confidence, and will inevitably create an eagerness to learn and explore (Manzo 2008). Conservation The notion of conservation is quite significant especially when developing outdoor learning programs. The articles reviewed below portray student views in relation to conservation methods, and how their beliefs and attitudes have been altered after partaking in an outdoor education program. The study carried out by John Crompton and Christine Sellar (1981), utilized a sample group of third, fourth and sixth grade classes in Texas to show how outdoor learning can be used to influence children’s thoughts pertaining to conservation. The study concluded that outdoor education increased environmental awareness and sensitivity amongst students, and as a result, these newfound attitudes became a part of their beliefs (Crompton and Sellar 1981). Throughout Pavol Prokop’s (2007) article, he observed the short-term effects field programs had on student knowledge and their attitudes toward the environment. Prokop (2007) conducted his research in Slovakia, and he decided to narrow his study to rural schools, gathering student responses of those in grade six. The results show that student involvement in outdoor field activities had actually strengthened their knowledge of classroom material, and students became more appreciative of biological and ecological matters (Prokop 2007). Jeffery Marion and Scott Reid’s (2007) study centered on the use of low impact educational programs. These programs support a type of interaction with nature that leaves it completely undisturbed. Marion and Reid (2007) concluded that low impact education programs were successful in shifting participants’ attitudes in matters of conservation. As a result, participants were found likely to partake in conservation acts including reducing damage to the environment by means of disposing of garbage appropriately and following park regulations (Marion and Reid 2007). Methods Derived from Literature Review All the studies mentioned above obtained their data through participation and observation, and through the use of questionnaires, as well as focus groups. However, these methods have no implication on the outdoor education program that will be developed. The methodology that will be utilized for this study includes an analysis and observation of terrain and environmental characteristics. Therefore, the proposed study will not consist of data collection or participant input. The articles above were solely used to demonstrate the positive attributes in regards to the necessity of outdoor education programs. Therefore, their methodologies will not be discussed in greater detail. Goals and Objectives The goal of this study is to provide a comprehensive, flexible, and environmentally focused outdoor education program geared towards middle-school students, particularly those in grades seven and eight. This program will foster teamwork, creativity, and an appreciation for the environment, creating a positive experience gained through practical learning. Four objectives are required to achieve this goal. The first objective is to develop potential program activities that could be employed for the outdoor education program. The second objective is to analyze the conservation area for key locations that can be utilized for the program activities. The third objective would include the connection of these key location-based attributes to the designated activities, and relating this to the Ontario School Board Curriculum requirements. The fourth and last objective includes the construction of a flexible program that flows from activity to activity, covering a wide range of topics that coincides perfectly with the Ontario curriculum. Methodology The existing educational programs offered at Rockwood Conservation Area are sufficient for all ages; nonetheless, the research for this proposal will focus on improving the diversity of programs designated for middle-school students. Exploring background information pertaining to the Rockwood Conservation Area is crucial prior to fieldwork, as this will provide insight regarding past and present conditions, including geologic formations. Furthermore, through the use of topographic maps and aerial photographs, additional knowledge concerning the physical attributes of the area can be obtained. The significance of carrying out these methods is for decision-making purposes regarding where proposed educational activities will be positioned along the trail. Several literature reviews were conducted concerning the feasibility of outdoor learning as a core component of the Ontario school curriculum. Corresponding research topics included: learning benefits of outdoor education for both teachers and students, teaching techniques associated with mapping skills, and environmental awareness. The outdoor learning program currently offered at Rockwood Conservation Area was reviewed and taken into consideration for the implementation of proposed educational activities that would concur with any school curriculum. Prior to fieldwork, it is essential to determine the criteria required to construct an exceptional educational experience for students. Examples of such criterion includes the length of walking involved, the necessity of definite stops for discussion exercises, as well as enforcing students to remain on the designated path due to conservation issues and safety concerns. Lastly, the materials required such as maps of the area, a compass, and weather-appropriate gear, must be obtained prior to field research. Materials  · Compass  · Aerial photographs of Rockwood  · Map of the Rockwood Conservation Area  · Pens, pencils, notepad  · Mobile communication devices  · Digital Camera  · First aid kit  · Stopwatch  · Raincoats and boots Flexible Timeline January 7, 2011 (Friday) First class meeting: assemble a research group and decide upon a topic for the proposed research project. January 14, 2011 (Friday) Second class meeting: research was conducted in relation to background and site information of the Rockwood Conservation Area, as well as educational programs currently offered. The topic was narrowed down, and tasks were allocated to all group members. January 19, 2011 (Wednesday) First group meeting held at the Dana Porter Library, where each group member presented the literature they obtained over the past week, and explained its relevance to the proposed project. The project goal and objectives were discussed during this meeting. January 21, 2011 (Friday) Third class meeting: methodology, budget and timeline were considered. Each group member was given a section of the pre-field proposal report to be completed by January 26, 2011. January 26, 2011 (Wednesday) Second group consultation at the Davis Centre Library: integration of all components required for the final pre-field proposal. A team name was deliberated and decided upon. Group members were required to revise and format the field proposal on their own time. January 28, 2011 (Friday) Class meeting: submit a hard copy of the pre-field proposal. Discuss and finalize schedule for field visits. February 4, 2011 (Friday) Class meeting: amend the proposal and enhance project plan. Each group member will be responsible for bringing their own ideas regarding potential education programs to the class meeting. As well, the team must consider how the educational activities will be carried out. February 11, 2011 (Friday) Preparation for fieldwork: arranging rides, buying materials, considering safety precautions, and so forth. It is important to become familiar with the Rockwood Conservation Area through the use of maps. March 4, 2011 (Friday) First field visit to the Rockwood Conservation Area (by ourselves): take notes of the vicinity, and perform and strengthen activities. Take pictures to use in the final report. March 11, 2011 (Friday) Field visit with professor and teacher assistant: complete unfinished tasks from previous visit and carry out any additional work. March 15, 2011 (Tuesday) Group consultation: submit a summary of fieldwork. March 23, 2011 (Wednesday) Group consultation: prepare and practice for final presentation. March 25, 2011 (Friday) Give a class presentation: group seminar. April 15th, 2011 (Friday) Submit final report no later than this date. *Dates are subject to change due to weather variability. Budget Work Hours Research: 40 hours Includes preliminary research on methods and background information on Rockwood Conservation Area. Development of research plan and methodology Meetings: 100 Hours Includes weekly meetings to review and discuss methods, research, fieldwork, and the development of the education program. Reports: 50 Hours Includes production of statement of research and field plan, field work summary, and the final report Fieldwork: 180 hours Time for 6 Take a Hike researchers at Rockwood for 30 hours (Including travel) Analysis of site, selection of trails, and activity testing Summary of hours Item |Estimated* |Actual | |Research |40 | | |Group Meetings |100 | | |Reports |50 | | |Fieldwork |180 | | |Total: |370 | | * Labour costs are $25 per hour Materials/Additional Items Item |Estimated |Actual | |Field Supplies |$300 | | |Printing |$150 | | |Transportation |$250 | | |Meals |$350 | | |Total: |$1050 | | The total estimated labour and material costs for the development of the outdoor education program are $10,300. Actual figures will be provided as milestones are completed and the project progresses. Time Management Schedule Dates |Group Hours |Rey |Peter |Andrew |Rachel |Stephy |Zach | |01/07/2011 (In Class) |2 | | | | | | | |01/14/2011 (In Class) |2 | | | | | | | |01/21/2011 (In Class) |2 | | | | | | | |Components | | | | | | | | |Literature search | |1. 5 |2 |2 |3. 5 |4 |2 | |Methodology | | | | |2 | | | |Budget | | | |1 | | | | |Materials | |0. | | | | | | |Ethics | | | | | | |0. 5 | |Timeline | | | | | |0. 5 | | |Literature review | | |6 | | | | | |Editing |5 | | | | | | | Research and Ethics According to the Office of Research and Ethics, since the development of our project does not consist of research that involves humans as participants or research with animals, we do not need to apply for ethics approval from the University of Waterloo. We have the permission from the University of Waterloo for our research in the course Geography 391 – Field Research. In this course we will be working under the supervision of the Adjunct Associate Professor and Undergraduate Associate Chair, Ian McKenzie for the remainder of the Winter 2011 term. Conclusion The various studies examined confirm that the development of an education program within the Rockwood Conservation Area would be beneficial to its participants. The core components of the Ontario School Board Curriculum for science and geography, particularly for grades seven and eight, could easily be integrated into an outdoor education program using the unique natural landscape of the conservation area. Moreover, the teaching techniques associated with outdoor education programs would benefit both the students and teachers in matters concerning social interaction, academics, cognitive abilities, creativity, and physical health. Finally, nature-based learning exhibits conservation methods used to boost environmental consciousness. Take a Hike – Outdoor education can provide all services needed to accomplish this task and develop a comprehensive program for the Rockwood Conservation Area. ***Still need to work on works cited!!! Bibliography Stan, I. (2009). Recontextualizing the role of the facilitator in group interaction in the outdoor classroom. Journal of Adventure Education Outdoor Learning, 9(1):23–43. ( informaworld. c om/smpp/content~db=all? content=10. 1080/14729670902816611) Marion, J. , Reid, S. (2007). Minimizing Visitor Impacts to Protected Areas: The Efficacy of Low Impact Education Programmes. Journal of Sustainable Tourism, 15(1), 5-27. Retrieved from EBSCOhost. ( informaworld. com/smpp/content~db=all~content=a907373106~frm=titlel ink? words=minimising,visitor,impacts,protected) Chapman, L. J. and Putnam, D. F. (1984) The Physiography of Southern Ontario; Ontario Geological Survey, Special Volume 2, 270p. Accompanied by Map P. 2715 (coloured), scale 1:600,000. Toronto: University of Toronto Press Morgan, D. A. , (2002). The Grand Strategy: May-June 7, 4. Glacial Potholes at Rockwood 1-2. Rockwood Conservation Area, Summer 2010. Rockwood Conservation Area: A geological and biological treasure chest. Beames, S. and Ross, H. (2010). Journeys outside the classroom. Journal of Adventure Education Outdoor Learning, 10(2):95–109. ( informaworld. com/smpp/content~db=all? content=10. 10 80/14729679. 2010. 505708) Shulman, Vivian, and Deirdre Armitage. Project Discovery: An Urban Middle School Reform Effort. Education and Urban Society 37. 4 (2005): 371-397. Scholars Portal Journals. Web. 18 Jan. 2011. Shaw, Terry, and Terence Mills. Involved and Uninvolved Student Perceptions in Indoor and Outdoor School Settings Involved and Uninvolved Student Perceptions in Indoor and Outdoor School Settings. The Journal of Early Adolescence 1. 2 (1981): 135-145. Scholars Portal Journals. Web. 19 Jan. 2011 Prokop, Pavol. â€Å"Short-Term Effects of Field Programme on Students’ Knowledge and Attitude Toward Biology: a Slovak Experience. † Journal of Science Education and Technology 16. 3(2007). Web Jan 2011. DOI: 10. 1007/s10956-007-9044-8 Crompton, John L. Christine Sellar. â€Å"Do Outdoor education Experiences Contribute to Positive Development in the Affective Domain? † The Journal of Environmental Education 12. 4. 1981. Print. Gibson, Peter M. â€Å"Therapeutic Aspects of Wilderness Programs: A Comprehensive Literature Review. † Therapeutic Recreation Journal 2nd quarter. 1979. Print. Ministry of Education. â€Å"History and Geography. † The Ontario Curriculum. 2004. Ministry of Education. â€Å"Science and Technology. † The Ontario Curriculum. 2004. McKenzie. â€Å" Year when University of Waterloo bought property in Rockwood. † Personal Communication. Jan 21,2011.

Effective Error Correction In Class

Effective Error Correction In Class Error correction is often done by the teacher providing corrections for mistakes made by students. However, it is probably more effective for students to correct their own mistakes. In order to do this, students and the teacher should have a common shorthand for correcting mistakes. Aim: Teaching students to correct their own mistakes Activity: Mistake identification and correction Level: Intermediate Outline: Discuss the importance of correcting your own mistakes with students. Point out that information arrived out inductively (by their own reasoning) is more likely to be retained over the long term.Go through the shorthand used in the following exercise for various types of mistakes.Ask students to first find mistakes in the short biography.Give students the correction marks copy of the short biographyAsk students to correct the short biography based on the correction marks.Give students corrected version of a short biography. Correction Key T tenseP punctuationWO word orderPrep prepositionWW wrong wordGR grammarY upside down word missingSP spelling Find and mark the mistakes in the following short biography. Jack Friedhamm was born to New York on October 25, 1965. He began school at the age of six and continued until he was 18 years. He then went to New York University to learn Medicine. He decided on Medicine because he liked biology when he was at school. While he was to University he met his wife Cindy. Cindy was a beautiful woman with hair long black. They went along for years before they decided getting married. Jack began to work like a doctor as soon as he graduated to Medical School. They had two children named Jackie and Peter, and have lived in Queens for the past two years. Jack is very interested painting and likes to paint portraits of his son Peter. Compare your corrections with the image at the top and then correct the mistakes. Compare your corrected version with the following: Jack Friedhamm was born in New York on October 25, 1965. He began school at the age of six and continued until he was 18 years old. He then went to New York University to learn Medicine. He decided on Medicine because he liked biology when he was at school. While he was at University, he met his wife Cindy. Cindy was a beautiful woman with long black hair. They went out for years before they decided to get married. Jack began to work as a doctor as soon as he had graduated from Medical School. They have had two children named Jackie and Peter, and have lived in Queens for the past two years. Jack is very interested in painting and likes to paint portraits of his son Peter. Short Biography with Mistakes Printing PageShort Biography with Correction Marks Printing PageCorrect Version of Short Biography Printing Page

The equal pay for men and women Essay Example | Topics and Well Written Essays - 1000 words

The equal pay for men and women - Essay Example This gender-wage inequality naturally carries over into the world of pensioners, where sex discrimination and occupational segregation have an even greater effect. In fact, â€Å"the pay gap which already exists between men and women during their working lives becomes a vast pension gulf in later life† (BBC, 2003). The result is that, on a whole, women pensioners are poorer than male pensioners. In fact, according to the same report, women receive â€Å"just 32p for every  £1 of income received by men in a pensioner couple† (2003).   Many women suffer from this disadvantage in pension rates because of interruptions in their service in the labour force due to maternity and child/home care, and also because of receiving lower pay in their working years via the same occupational segregation and sex discrimination. Research shows that 45% of all women work part-time and 25% of those who do are shop and care assistants or cleaners (US-UK pensions dialogue).   Across th e board, women suffer from the effects of lower wages.  This gender-wage inequality naturally carries over into the world of pensioners, where sex discrimination and occupational segregation have an even greater effect. In fact, â€Å"the pay gap which already exists between men and women during their working lives becomes a vast pension gulf in later life† (BBC, 2003). The result is that, on a whole, women pensioners are poorer than male pensioners. In fact, according to the same report, women receive â€Å"just 32p for every  £1 of income received by men in a pensioner couple† (2003).   Many women suffer from this disadvantage in pension rates because of interruptions in their service in the labour force due to maternity and child/home care, and also because of receiving lower pay in their working years via the same occupational segregation and sex discrimination. Research shows that 45% of all women work part-time and 25% of those who do are shop and care assi stants or cleaners (US-UK pensions dialogue).   Across the board, women suffer from the effects of lower wages.   It has been found through research that â€Å"in every country in the world, women continue to be paid less for comparable work than men† (Women work more). Although the government has been taking action to revalue the jobs that women do, the current state of affairs leaves women poorer than men at almost every level. Women have been disadvantaged for many reasons, but arguments everywhere are that women are victims of sex discrimination and occupational segregation. To those who say women choose their own fate by opting for lower positions or accepting low first offers, Smithson et al.  ... This is especially true of older women, who lived in a generation where women were much less likely to attain higher levels of education. As a result, women find themselves in general receiving less money than men. This scenario, however, does not account for the many women who are as skilled as the men they work with, yet receive much lower wages. Evidence supports the claim by Grimshaw et al. that there exists a "need for a multi-faceted approach to closing the average gender pay gap" (2001, p. 209). This is true in several areas where sex discrimination occurs. According to Iona Heath (2004), general practitioner at Caversham Group Practice in London, women doctors earn an average of about 20.7% lower than men in the same position. A similar situation exists in universities. According to research done in 2004 by the Association of University Teachers (AUT), the wage gap is lower in academia than in other sections of the employment world. However, it is possible to argue that at 15% the average is still embarrassingly high in that section of the employment world that is populated with the so-called progressive intellectuals who should be doing much better at leading the UK to a more gender-equal economy. In fact, as that percentage represents only the average, it has to be noted that several higher-educational institutions pay women at a rate much lower than 85% of what is given to men. The same AUT research reported that The University of Wales College of Medicine pays women at a rate of 33% lower than men who hold similar positions (2004, p. 7). In addition, several other institutions had the wage gap above 20 percent. Another interesting finding of that study

Speeches of the Security Members during the Resolution over Syria Essay

Speeches of the Security Members during the Resolution over Syria - Essay Example Even though, America and NATO expressed their concern regarding the affairs in that region their worry was the intimidation masqueraded by Islamic terrorism (Amnesty International, 2012, Pg.123-124). The latest Sino-Russian support over Syria in the UN Security Council, the General Assembly and other global meetings is suggestive as it reveals a mutual sense of dangers, and solidarity to develop a policy to resist America, NATO and other regional nations where their course of action threatens Chinese and Russian interests. This paper shall analyze the latest Security Council debate, which led to the resolution S/2012/77 and criticized the extended brutality caused by the Syrian authorities. I shall particularly analyze the five speeches made by the representatives of the Security members, which includes, USA, China, Russia, Syria and Azerbaijan countries (Khashan, 2011, Pg.120). In the context of the latest Security Council, the debate that led to the veto resolution S/2012/77, the Syrian government is under criticism regarding its brutal actions, and the purpose of this debate was to stop violation of human rights and attacks caused by Syria. Instead of endorsing the move to full capacity, the Russian and the Chinese ambassadors, Vitaly Churkin and Li Baodong respectively, implemented a mutual policy purposed at creating a resolution that would not be harsh on both the Syrian authorities or remove president Bashar from office. In endorsing their policy, they claimed that implementing such a resolution would provoke external armed intrusion in Syria, and this may cause an outbreak of a bloodier civil war (International Crisis Group, 2011, Pg.100-101). Vitaly Churkin emphasized that Russia’s idea was an objective solution that would eradicate human violence and attacks and commence a political healing in Syria. He said that Russia had already arranged a meeting with President Al-Assad the following week, in order to obtain a concession that would create a peaceful dialogue between the regime and the opposition parties.  Ã‚  

Education - Teacher Essay Example for Free

Education Teacher Essay Honorable guest of honors, ministers, parents, friends, and students, l would like to welcome you to Borrowdale Brooke Academy Sports day. School sports day is a red letter day on the calendar. It is a day when students are freed from their classrooms to jump and run around, freed from the fetters of learning. It is a day for mothers to wear their summary best and fathers to cheer on their sons. It’s a day when children who may struggle with academic subjects show that they can race faster or jump further than anyone else. It’s a day for red faces and perspiration where t-shirts and shorts are the order of the day. It’s a day for starter guns or teachers with whistles. School sports day is a day for cameras and videos and smiling faces. It’s a day for triumph and disasters, for successes and failures. Speeches are given and medals are presented and, overall, it’s a day for sportsmanship and making memories. This year, I am pleased to see, many are competing encompassing over 50 staff and family members in a wide variety of events. Not least of which is the tug-of-war which I am told will be vigorously contested. As I look around here today I am reminded once again of just how passionate teachers are about sport and what great competitors you all are. One of the consistencies I see when I watch students play at school is the love BBA Students have for sport. And what a great thing sport is on so many levels. Beyond the obvious health and activity benefits, sport can teach us much about life. It teaches us about teamwork, it teaches us how to get along with others, and it teaches us to work together to achieve a common goal. It’s also about trust and responsibility and about dealing with success and failure. Sport also helps us learn about coping with pressure and the need to stick with training in order to improve. As well as the benefits to individuals, sports and physical activity also bring great benefits to communities through such things as improved health and education, rehabilitation, crime prevention, and gender equality. Another important aspect of sports is its ability to make people feel they are part of something. In a survey done on our last sports day, everybody interviewed said that â€Å"the event made them feel a part of Borrowdale Brooke Academy. Borrowdale Brooke Academy recognizes the value of using sport as vehicle for development But while the challenges are great, so is the commitment to find solutions. I want to acknowledge all the good work done by Teachers and also parents. Everybody has a responsibility to work towards making communities safer. To achieve that goal parents and teachers need to work closely together. This sports day is an excellent way to bring people together in a relaxed environment that will build lasting networks and friendships across the sector. I congratulate the organizers and particularly the director of studies Mrs. Henney, the principal Mrs. Rutsito and his deputy Mr. Muridzi, the technical coordinators Mr. Maviki, and other members of the organizing team who have done a great job in putting together today’s program. And now it only leaves me to wish all competitors good luck and to declare the First annual Borrowdale Brooke Academy Sports Day open. Thank you.

Analysis of Bury My Heart at Wounded Knee :: Bury My Heart at Wounded Knee Essays

Bury My Heart at Wounded Knee:Â   An Analysis Dee Brown's Bury My Heart at Wounded Knee is a fully documented account of the annihilation of the American Indian in the late 1800s ending at the Battle of Wounded Knee. Brown brings to light a story of torture and atrocity not well known in American history. The fashion in which the American Indian was exterminated is best summed up in the words of Standing Bear of the Poncas, "When people want to slaughter cattle they drive them along until they get them to a corral, and then they slaughter them. So it was with us_. " Bury My Heart at Wounded Knee, a work of non-fiction, attempts to tell the story of the American West from the perspective of the indigenous population, The American Indian. That in itself makes Bury My Heart at Wounded Knee an important work of literature as it is one of the few books supporting the Indian cause. This is done through the use of council records, autobiographies, and first-hand accounts. Each of the book's nineteen chapters deals with a certain tribe, battle, or historical event. Brown goes into deep and explicit detail throughout, as evidenced by the book's nearly 500 pages. However, while some may complain Bury My Heart At Wounded Knee is boring or text-book-like, I believe the opposite is actually true. Generally, very little is known about this terrible genocide and Bury My Heart at Wounded Knee is a wonderful and interesting learning tool. Brown has written many books about the life of the American Indian, including Creek Mary's Blood and Killdeer Mountain, but Bury My Heart at Wounded Knee is clearly his greatest work. Brown made sure to include songs, quotes, and portraits sprinkled throughout the book. These are very important as they break the monotony of page after page of text. The portraits are well selected and placed, as are the quotes, and help present a wider picture of the point in history. Bury My Heart at Wounded Knee helps to open a door into our past. It forces us to look at the dark side of our American history and

Transcoding Jpeg

Melvin Berena BTC640 February 1, 2012 Abstract There is a transcoding scheme that proposed to compresses existing JPEG files without losing the quality. It does it by using the H. 264-like block-adaptive intra prediction to use inter-block relationship of quantized DCT coefficients that are stored in the JPEG file. This prediction is performed in spatial domain of each block composed of 8? 8 pels, but the corresponding prediction residuals are calculated in DCT domain to ensure lossless reconstruction of the original coef? cients. Block-based classification is carried out to allow accurate modeling of PDF’s.A multi-symbol arithmetic coder and the PDF model is used for entropy coding to predicting residual of each DCT coefficient located in the in JPEG files. For monochrome JPEG images end result usually shows the reduction of coding rates about 18 – 28 %. Transcoding [Scheme] Scheme is a digital-to-digital data conversion method of converting to another type/format, lik e movie or audio files. This is frequently done when a particular target device does not support the file format or has limited storage capacity that requires a reduced file size.This is also done to convert incompatible or out dated data to a better and modern format. One good advantage of transcoding is to reduce storage cost. Example, Cineon and DPX are widely used as a standard movie format but it cost a lot of space (2hour movie = about 8 terabytes). It would be demand more storage and processing power to handle this this kind of file format. However, transcoding into a JPEG2000 lossless format has better compression performance than other lossless coding technologies. The Challenge The number one challenge I faced was when I approached this academic paper review and read the abstract.I did not understand a lot of information printed in this paper but as I kept reading the whole article I started getting a basic idea of what the paper is talking about. I took me a lot of time t o just read the Abstract as I was using the search engine (Google) to understand every other word. The second problem I faced was when I approached the Spatial Domain, I still don’t completely understand that concept but I get the basic understanding how the object ends up with the blurriness effect as the object enters a repetitive intensity variation. ReferencesAcademic Paper review: http://zenit. senecac. on. ca/wiki/imgs/Lossless_re-enconfig_of_jpeg_images. pdf Websites: http://en. wikipedia. org/wiki/JPEG#Block_splitting http://en. wikipedia. org/wiki/Transcoding http://en. wikipedia. org/wiki/Point_spread_function http://en. wikipedia. org/wiki/Discrete_cosine_transform http://www. eurasip. org/Proceedings/Eusipco/Eusipco2011/papers/1569428105. pdf (Coding rates) http://en. wikipedia. org/wiki/Entropy_encoding http://research. microsoft. com/en-us/people/fengwu/screen_icme_06. pdf (Block-based Classification)

The Vampire Diaries: The Awakening Chapter Seven

Bonnie was on the dance floor, eyes shut, letting the music flow through her. When she opened her eyes for an instant, Meredith was beckoning from the sidelines. Bonnie thrust her chin out mutinously, but as the gestures became more insistent she rolled her eyes up at Raymond and obeyed. Raymond followed. Matt and Ed were behind Meredith. Matt was scowling. Ed was looking uncomfortable. â€Å"Elena just left,† said Meredith. â€Å"It's a free country,† said Bonnie. â€Å"She went with Tyler Smallwood,† said Meredith. â€Å"Matt, are you sure you didn't hear where they were going?† Matt shook his head. â€Å"I'd say she deserves whatever happens-but it's my fault, too, in a way,† he said bleakly. â€Å"I guess we ought to go after her.† â€Å"Leave thedance ?† Bonnie said. She looked at Meredith, who mouthed the wordsyou promised . â€Å"I don't believe this,† she muttered savagely. â€Å"I don't know how we'll find her,† said Meredith, â€Å"but we've got to try.† Then she added, in a strangely hesitant voice, â€Å"Bonnie,you don't happen to know where she is, do you?† â€Å"What? No, of course not; I've been dancing. You've heard of that, haven't you: what you go to a dance for?† â€Å"You and Ray stay here,† Matt said to Ed. â€Å"If she comes back, tell her we're out looking.† â€Å"And if we're going, we'd better go now,† Bonnie put in ungraciously. She turned and promptly ran into a dark blazer. â€Å"Well, excuse me,† she snapped, looking up and seeing Stefan Salvatore. He said nothing as she and Meredith and Matt headed for the door, leaving an unhappy-looking Raymond and Ed behind. The stars were distant and ice-bright in the cloudless sky. Elena felt just like them. Part of her was laughing and shouting with Dick and Vickie and Tyler over the roar of the wind, but part of her was watching from far away. Tyler parked halfway up the hill to the ruined church, leaving his headlights on as they all got out. Although there had been several cars behind them when they left the school, they appeared to be the only ones who'd made it all the way to the cemetery. Tyler opened the trunk and pulled out a six-pack. â€Å"All the more for us.† He offered a beer to Elena, who shook her head, trying to ignore the sick feeling in the pit of her stomach. She felt all wrong being here-but there was no way she was going to admit that now. They climbed the flagstone path, the girls staggering in their high heels and leaning on the boys. When they reached the top, Elena gasped and Vickie gave a little scream. Something huge and red was hovering just above the horizon. It took Elena a moment to realize it was actually the moon. It was as large and unrealistic as a prop in a science-fiction movie, and its bloated mass glowed dully with an unwholesome light. â€Å"Like a big rotten pumpkin,† said Tyler, and lobbed a stone at it. Elena made herself smile brilliantly up at him. â€Å"Why don't we go inside?† Vickie said, pointing a white hand at the empty hole of the church doorway. Most of the roof had fallen in, although the belfry was still intact, a tower stretching up high above them. Three of the walls were standing; the fourth was only knee-high. There were piles of rubble everywhere. A light flared by Elena's cheek, and she turned, startled, to see Tyler holding a lighter. He grinned, showing strong white teeth, and said, â€Å"Want to flick my Bic?† Elena's laughter was the loudest, to cover her uneasiness. She took the lighter, using it to illuminate the tomb in the side of the church. It was like no other tomb in the cemetery, although her father said he'd seen similar things in England. It looked like a large stone box, big enough for two people, with two marble statues lying in repose on the lid. â€Å"Thomas Keeping Fell and Honoria Fell,† said Tyler with a grand gesture, as if introducing them. â€Å"Old Thomas allegedly founded Fell's Church. Although actually the Smallwoods were also there at the time. My great-grandfather's great-great-grandfather lived in the valley by Drowning Creek-† â€Å"-until he got eaten by wolves,† said Dick, and he threw back his head in a wolf imitation. Then he belched. Vickie giggled. Annoyance crossed Tyler's handsome features, but he forced a smile. â€Å"Thomas and Honoria are looking kind of pale,† said Vickie, still giggling. â€Å"I think what they need is a little color.† She produced a lipstick from her purse and began to coat the white marble mouth of the woman's statue with waxy scarlet. Elena felt another sick twinge. As a child, she'd always been awed by the pale lady and the grave man who lay with their eyes closed, hands folded on their breasts. And, after her parents died, she'd thought of them as lying side by side like this down in the cemetery. But she held the lighter while the other girl put a lipstick mustache and clown's nose on Thomas Fell. Tyler was watching them. â€Å"Hey, they're all dressed up with no place to go.† He put his hands on the edge of the stone lid and leaned on it, trying to shift it sideways. â€Å"What do you say, Dick-want to give them a night out on the town? Like maybe right in the center of town?† No, thought Elena, appalled, as Dick guffawed and Vickie shrieked with laughter. But Dick was already beside Tyler, getting braced and ready, the heels of his hands on the stone lid. â€Å"On three,† said Tyler, and counted, â€Å"One, two,three .† Elena's eyes were fixed on the horrible clown-like face of Thomas Fell as the boys strained forward and grunted, muscles bunching under cloth. They couldn't budge the lid an inch. â€Å"Damn thing must be attached somehow,† said Tyler angrily, turning away. Elena felt weak with relief. Trying to seem casual, she leaned against the stone lid of the tomb for support-and that was when it happened. She heard the grinding of stone and felt the lid shift under her left hand all at once. It was moving away from her, making her lose her balance. The lighter went flying, and she screamed and screamed again, trying to keep her feet. She was falling into the open tomb, and an icy wind roared all around her. Screams rang in her ears. And then she was outside and the moonlight was bright enough that she could see the others. Tyler had hold of her. She stared around her wildly. â€Å"Are you crazy? What happened?† Tyler was shaking her. â€Å"It moved! The lid moved! It slid open and-I don't know-I almost fell in. It was cold†¦Ã¢â‚¬  The boys were laughing. â€Å"Poor baby's got the jitters,† Tyler said. â€Å"C'mon, Dicky-boy, we'll check it out.† â€Å"Tyler, no-â€Å" But they went inside anyway. Vickie hung in the doorway, watching, while Elena shivered. Presently, Tyler beckoned her from the door. â€Å"Look,† he said when she reluctantly stepped back inside. He'd retrieved the lighter, and he held it above Thomas Fell's marble chest. â€Å"It still fits, snug as a bug in a rug. See?† Elena stared down at the perfect alignment of lid and tomb. â€Å"It did move. I nearly fell into it†¦Ã¢â‚¬  â€Å"Sure, whatever you say, baby.† Tyler wound his arms around her, clasping her to him backwards. She looked over to see Dick and Vickie in much the same position, except that Vickie, eyes shut, was looking as if she enjoyed it. Tyler rubbed a strong chin over her hair. â€Å"I'd like to go back to the dance now,† she said flatly. There was a pause in the rubbing. Then Tyler sighed and said, â€Å"Sure, baby.† He looked at Dick and Vickie. â€Å"What about you two?† Dick grinned. â€Å"We'll just stay here a while.† Vickie giggled, her eyes still shut. â€Å"Okay.† Elena wondered how they were going to get back, but she allowed Tyler to lead her out. Once outside, however, he paused. â€Å"I can't let you go without one look at my grandfather's headstone,† he said. â€Å"Aw, c'mon, Elena,† he said as she started to protest, â€Å"don't hurt my feelings. You've got to see it; it's the family pride and joy.† Elena made herself smile, although her stomach felt like ice. Maybe if she humored him, he would get her out of here. â€Å"All right,† she said, and started toward the cemetery. â€Å"Not that way. This way.† And the next moment, he was leading her down toward the old graveyard. â€Å"It's okay, honest, it's not far off the path. Look, there, you see?† He pointed to something that shone in the moonlight. Elena gasped, muscles tightening around her heart. It looked like a person standing there, a giant with a round hairless head. And she didn't like being here at all, among the worn and leaning granite stones of centuries past. The bright moonlight cast strange shadows, and there were pools of impenetrable darkness everywhere. â€Å"It's just the ball on top. Nothing to be scared of,† said Tyler, pulling her with him off the path and up to the shining headstone. It was made of red marble, and the huge ball that surmounted it reminded her of the bloated moon on the horizon. Now that same moon shone down on them, as white as Thomas Fell's white hands. Elena couldn't contain her shivering. â€Å"Poor baby, she's cold. Got to get her warned up,† said Tyler. Elena tried to push him away, but he was too strong, wrapping her in his arms, pulling her against him. â€Å"Tyler, I want to go; I want to go rightnow . †¦Ã¢â‚¬  â€Å"Sure, baby, we'll go,† he said. â€Å"But we've got to get you warm first. Gosh, you're cold.† † Tyler, stop,† she said. His arms around her had merely been annoying, restricting, but now with a sense of shock she felt his hands on her body, groping for bare skin. Never in her life had Elena been in a situation like this, far away from any help. She aimed a spiked heel for his patent-leather instep, but he evaded her. â€Å"Tyler,take your hands off me .† â€Å"C'mon, Elena, don't be like that, I just want to warm you up all over†¦Ã¢â‚¬  â€Å"Tyler, let go,† she choked out. She tried to wrench herself away from him. Tyler stumbled, and then his full weight was on her, crushing her into the tangle of ivy and weeds on the ground. Elena spoke desperately. â€Å"I'll kill you, Tyler. I mean it.Get off me .† Tyler tried to roll off, giggling suddenly, his limbs heavy and uncoordinated, almost useless. â€Å"Aw, c'mon, Elena, don' be mad. I was jus' warmin' you up. Elena the Ice Princess, warmin' up†¦ You're gettin' warm now, aren' you?† Then Elena felt his mouth hot andwet on her face. She was still pinned beneath him, and his sloppy kisses were moving down her throat. She heard cloth tear. â€Å"Oops,† Tyler mumbled. â€Å"Sorry 'bout that.† Elena twisted her head, and her mouth met Tyler's hand, clumsily caressing her cheek. She bit it, sinking her teeth into the fleshy palm. She bithard , tasting blood, hearing Tyler's agonized yowl. The hand jerked away. â€Å"Hey! I said I was sorry!† Tyler looked aggrievedly at his maimed hand. Then his face darkened, as, still staring at it, he clenched the hand into a fist. This is it, Elena thought with nightmare calmness. He's either going to knock me out or kill me. She braced herself for the blow. Stefan had resisted coming into the cemetery; everything within him had cried out against it. The last time he'd been here had been the night of the old man. Horror shifted through his gut again at the memory. He would have sworn that he had not drained the man under the bridge, that he had not taken enough blood to do harm. But everything that night after the surge of Power was muddled, confused. If therehad been a surge of Power at all. Perhaps that had been his own imagination, or even his own doing. Strange things could happen when the need got out of control. He shut his eyes. When he'd heard that the old man was hospitalized, near death, his shock had been beyond words. Howcould he have let himself get so far out of hand? To kill, almost, when he had not killed since†¦ He wouldn't let himself think about that. Now, standing in front of the cemetery gate in the midnight darkness, he wanted nothing so much as to turn around and go away. Go back to the dance where he'd left Caroline, that supple, sun-bronzed creature who was absolutely safe because she meant absolutely nothing to him. But he couldn't go back, because Elena was in the cemetery. He could sense her, and sense her rising distress. Elena was in the cemetery and in trouble, and he had to find her. He was halfway up the hill when the dizziness hit. It sent him reeling, struggling on toward the church because it was the only thing he could keep in focus. Gray waves of fog swept through his brain, and he fought to keep moving. Weak, he felt so weak. And helpless against the sheer power of this vertigo. He needed†¦ to go to Elena. But he was weak. He couldn't be†¦ weak†¦ if he were to help Elena. He needed†¦ to†¦ The church door yawned before him. Elena saw the moon over Tyler's left shoulder. It was strangely fitting that it would be the last thing she ever saw, she thought. The scream had caught in her throat, choked off by fear. And then something picked Tyler up and threw him against his grandfather's headstone. That was what it looked like to Elena. She rolled to the side, gasping, one hand clutching her torn dress, the other groping for a weapon. She didn't need one. Something moved in the darkness, and she saw the person who had plucked Tyler off her. Stefan Salvatore. But it was a Stefan she had never seen before: that fine-featured face was white and cold with fury, and there was a killing light in those green eyes. Without even moving, Stefan emanated such anger and menace that Elena found herself more frightened of him than she had been of Tyler. â€Å"When I first met you, I knew you'd never learned any manners,† said Stefan. His voice was soft and cold and light, and somehow it made Elena dizzy. She couldn't take her eyes off him as he moved toward Tyler, who was shaking his head dazedly and starting to get up. Stefan moved like a dancer, every movement easy and precisely controlled. â€Å"But I had no idea that your character was quite so underdeveloped.† He hit Tyler. The larger boy had been reaching out one beefy hand, and Stefan hit him almost negligently on the side of the face, before the hand made contact. Tyler flew against another headstone. He scrambled up and stood panting, his eyes showing white. Elena saw a trickle of blood from his nose. Then he charged. â€Å"A gentleman doesn't force his company on anyone,† said Stefan, and knocked him aside. Tyler went sprawling again, facedown in the weeds and briars. This time he was slower in getting up, and blood flowed from both nostrils and from his mouth. He was blowing like a frightened horse as he threw himself at Stefan. Stefan grabbed the front of Tyler's jacket, whirling them both around and absorbing the impact of the murderous rush. He shook Tyler twice, hard, while those big beefy fists windmilled around him, unable to connect. Then he let Tyler drop. â€Å"He doesn't insult a woman,† he said. Tyler's face was contorted, his eyes rolling, but he grabbed for Stefan's leg. Stefan jerked him to his feet and shook him again, and Tyler went limp as a rag doll, his eyes rolling up. Stefan went on speaking, holding the heavy body upright and punctuating every word with a bone-wrenching shake. â€Å"And, above all, he doesnot hurt her†¦Ã¢â‚¬  â€Å"Stefan!† Elena cried. Tyler's head was snapping back and forth with every shake. She was frightened of what she was seeing; frightened of what Stefan might do. And frightened above all else of Stefan's voice, that cold voice that was like a rapier dancing, beautiful and deadly and utterly merciless. â€Å"Stefan,stop .† His head jerked toward her, startled, as if he had forgotten her presence. For a moment he looked at her without recognition, his eyes black in the moonlight, and she thought of some predator, some great bird or sleek carnivore incapable of human emotion. Then understanding came to his face and some of the darkness faded from his gaze. He looked down at Tyler's lolling head, then set him gently against the red marble tombstone. Tyler's knees buckled and he slid down the face of it, but to Elena's relief his eyes opened-or at least the left one did. The right was swelling to a slit. â€Å"He'll be all right,† said Stefan emptily. As her fear ebbed, Elena felt empty herself. Shock, she thought. I'm in shock. I'll probably start screaming hysterically any minute now. â€Å"Is there someone to take you home?† said Stefan, still in that chillingly deadened voice. Elena thought of Dick and Vickie, doing God knew what beside Thomas Fell's statue. â€Å"No,† she said. Her mind was beginning to work again, to take notice of things around her. The violet dress was ripped all the way down the front; it was ruined. Mechanically, she pulled it together over her slip. â€Å"I'll drive you,† said Stefan. Even through the numbness, Elena felt a quick thrill of fear. She looked at him, a strangely elegant figure among the tombstones, his face pale in the moonlight. He had never looked so†¦ sobeautiful to her before, but that beauty was almost alien. Not just foreign, but inhuman, because no human could project that aura of power, or of distance. â€Å"Thank you. That would be very kind,† she said slowly. There was nothing else to do. They left Tyler painfully getting to his feet by his ancestor's headstone. Elena felt another chill as they reached the path and Stefan turned toward Wickery Bridge. â€Å"I left my car at the boarding house,† he said. â€Å"This is the fastest way for us to get back.† â€Å"Is this the way you came?† â€Å"No. I didn't cross the bridge. But it'll be safe.† Elena believed him. Pale and silent, he walked beside her without touching, except when he took off his blazer to put it around her bare shoulders. She felt oddly sure he would kill anything that tried to get at her. Wickery Bridge was white in the moonlight, and under it the icy waters swirled over ancient rocks. The whole world was still and beautiful and cold as they walked through the oak trees to the narrow country road. They passed fenced pastures and dark fields until they reached a long winding drive. The boarding house was a vast building of rust-red brick made from the native clay, and it was flanked with age-old cedars and maples. All but one of the windows were dark. Stefan unlocked one of the double doors and they stepped into a small hallway, with a flight of stairs directly in front of them. The banister, like the doors, was natural light oak so polished that it seemed to glow. They went up the stairs to a second-story landing that was poorly lit. To Elena's surprise, Stefan led her into one of the bedrooms and opened what looked like a closet door. Through it she could see a very steep, very narrow stairway. What a strange place, she thought. This hidden stairway buried deep in the heart of the house, where no sound from outside could penetrate. She reached the top of the stairs and stepped out into a large room that made up the whole third story of the house. It was almost as dimly lit as the stairway, but Elena could see the stained wood floor and the exposed beams in the slanting ceiling. There were tall windows on all sides, and many trunks scattered among a few pieces of massive furniture. She realized he was watching her. â€Å"Is there a bathroom where I-?† He nodded toward a door. She took off the blazer, held it toward him without looking at him, and went inside.

New Year Reflection Quotes and Sayings

New Year Reflection Quotes and Sayings The New Year is a moment of quiet reflection. Reflect on the year gone by; of the happy gains and missed opportunities. Recount the good and bad of the past year. Introspect on your personal growth, and learn from the experience. New Year is the time to ensure that we bring balance to our life with positive influences overriding the negative ones. New Year Reflection Quotes Here are some wonderful New Year quotes and sayings that inspire you to re-energize yourself. E. MarshallWhen then is lost, as time is by,We look upon the yearly wineTo see our substance in the lees.Did tribe and purse most pleasing leave?To look for clear and faithful sense,That gives a bodied stance bouquet,Then see the vat at mirrors faceand find in it, the yearly pace.Thomas HoodAnd ye, who have met with adversitys blast,And been bowd to the earth by its fury;To whom the twelve months, that have recently passdWere as harsh as a prejudiced jury - Still, fill to the Future! and join in our chime,The regrets of remembrance to cozen,And having obtained a New Trial of Time,Shout in hopes of a kindlier dozen.Sir Walter ScottEach age has deemed the new-born year. The fittest time for festal cheer.Charles LambNo one ever regarded the First of January with indifference. It is that from which all date their time, and count upon what is left. It is the nativity of our common Adam.Judith CristHappiness is too many things these days for anyone to wish ill on anyone lightly. So lets ju st wish each other a bileless New Year and leave it at that. Helen FieldingI do think New Years resolutions cant technically be expected to begin on New Years Day, dont you? Since, because its an extension of New Years Eve, smokers are already on a smoking roll and cannot be expected to stop abruptly on the stroke of midnight with so much nicotine in the system. Also dieting on New Years Day isnt a good idea as you cant eat rationally but really need to be free to consume whatever is necessary, moment by moment, in order to ease your hangover. I think it would be much more sensible if resolutions began generally on January the second.Brooks AtkinsonDrop the last year into the silent limbo of the past. Let it go, for it was imperfect, and thank God that it can go.Mark TwainNew Years is a harmless annual institution, of no particular use to anybody save as a scapegoat for promiscuous drunks, and friendly calls and humbug resolutions.W.H. AudenThe only way to spend New Years Eve is either quietly with friends or in a brothel. Otherwise when the e vening ends and people pair off, someone is bound to be left in tears. Jean Paul RichterEvery man regards his own life as the New Years Eve of time.Thomas MannTime has no divisions to mark its passage, there is never a thunder-storm or blare of trumpets to announce the beginning of a new month or year. Even when a new century begins it is only we mortals who ring bells and fire off pistols.Charles LambOf all sound of all bells... most solemn and touching is the peal which rings out the Old Year.John Greenleaf WhittierWe meet todayTo thank Thee for the era done,And Thee for the opening one.

50 Plain-Language Substitutions for Wordy Phrases

50 Plain-Language Substitutions for Wordy Phrases 50 Plain-Language Substitutions for Wordy Phrases 50 Plain-Language Substitutions for Wordy Phrases By Mark Nichol The following phrases need not be summarily replaced by more concise alternatives, but consider making the switch, especially when you find yourself using various wordy phrases frequently in the same text. 1. a number of: some, many 2. afford an opportunity: allow, let 3. an appreciable number of: many 4. as a means of: to 5. as prescribed by: in, under 6. at the present time: now 7. by means of: by, with 8. comply with: follow 9. due to the fact that: because, due to, since 10. during the period of: during 11. for a period of: for 12. has a requirement for: needs, requires 13. have an adverse effect on: hurt, set back 14. in a timely manner: on time, promptly 15. in accordance with: by, following, per, under 16. in addition: also, besides, too 17. in an effort to: to 18. in close proximity: near 19. in lieu of: instead of 20. in order for: for 21. in order that: so 22. in order to: to 23. in regard to: about, concerning, on 24. in relation to: about, to, with 25. in the amount of: amounting to, for 26. in the event of: if 27. in the near future: shortly, soon 28. in the process of: (omit without replacement) 29. in view of: because, since 30. is applicable to: applies to 31. is authorized to: can, may 32. is in consonance with: agrees with follows 33. is responsible for: handles 34. it is essential that [one]: [one] must 35. it is incumbent upon [one] to: [one] should, [one] must 36. it is requested that you: please 37. pertaining to: about, of, on 38. provide(s) guidance for/to: guides 39. relative to: about, on 40. set forth in: in 41. similar to: like 42. successfully accomplish/complete: accomplish/complete 43. take action to: (omit without replacement) 44. the month (or year) of: (omit without replacement) 45. the use of: (omit without replacement) 46. time period: period, time 47. under the provisions of: under 48. until such time as: until 49. with reference to: about 50. with the exception of: except Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:35 Synonyms for â€Å"Look†Capitalization Rules for the Names of Games15 Names and Descriptions of Effects

Silentos Criticism Essay Example | Topics and Well Written Essays - 500 words

Silentos Criticism - Essay Example Old philosophers did not feel confident about their opinions even after they had sufficiently addressed the concerns of the critiques. The philosophers looked for opportunities to move further understanding that it is not quite possible to outgrow the fear. The contemporary philosophers began with the arrival of such venerable figures so that they might move ahead.2. Silento’s criticism regarding the period of 1840s is fundamentally directed towards the fact that ideas then were sold rather than promoted for the wellbeing of the society. Everything had become business. The philosophers of 1840s were too shallow in their analysis of the subjects and did not evaluate the objectivity of their claims by doubting their theories unlike the philosophers of the past e.g. Descartes that gave the self doubt so much importance that they would spare even the most obvious facts because of a life-long cultivated doubt.