The Catcher In The Rye By J.D. Salinger, 1945 Essays - Fiction

The Catcher in the Rye by J.D. Salinger, 1945 The Catcher in the Rye by J.D. Salinger, 1945 4 Main Characters: Holden Caulfield- A young teenager who is kicked out of Pencey High because of several fails and a lack of motivation. He avoids telling his parents of his failings and wanders the streets of New York. He is confused, as well as opinionated. Phoebe Caulfield- The younger sister of Holden. They have a good relationship, and she doesn't want him to live her. Stradlater- This good looking athlete is the room mate of Holden at Pencey High. Holden finds him annoying. Robert Ackley- This is another student at Pencey that Holden finds extremely annoying. Ackley is annoyed by everything, especially Stradlater. 2 Minor Characters: D. B. Caulfield- He is the older brother of Holden. He lives in the West; Hollywood, California. He is a writer. Holden mentions him several times. Jane Gallagher- Stradlater goes on a date with her, and she used to be a friend of Holden. 3 Main Settings: Pencey Prep- This is the high school that Holden has just been kicked out of. A few of the chapters take place here. D.B.'s room- After sneaking into his own house, Holden spends the night in his unoccupied brother's room. The zoo- At the zoo, Holden takes Phoebe to the carousel and feels the happiest he has felt in a long time. Plot: The books starts out with Holden Caulfield just having been kicked out of Pencey Prep School because he fails his classes. To avoid telling his parents, he leaves Pencey without telling them, and wanders the streets of New York. Holden becomes very lonely and wishes to talk with his loving little sister, Phoebe. He sneaks home and spends the night in his unused brother's room. After Holden gives the news to Phoebe that he would like to move to the west, Phoebe is upset and gives Holden the silent treatment. Later, Holden takes Phoebe to the zoo. She is still not speaking to him, but goes along with him. At the zoo, they see the carousel, which Phoebe has always loved. He gives her a ticket to ride and the silent treatment ends. He promises her that he will stay and not go West. As it starts to pour rain, Holden sits getting drenched and watching Phoebe go round and round on the carousel. He feels that this is one of the happiest times of his life. He realizes that this is what makes him happy and near the end, he begins to miss his friends at Pencey. 2 Symbols: catcher in the rye- Holden states that he wants to be the catcher in the rye, preventing people from falling off the edge of a cliff. This symbolizes what Holden truly wants to be. Phoebe- She is a symbol of happiness and joy for Holden. Her happiness brings Holden to tears of joy. Style: Salinger writes this novel in first person, which gives the real thoughts and feelings of Holden. He also has Holden use cuss words and slang to express his many opinions. These techniques make the whole story seem so realistic. Philosophy: The Catcher in the Rye is a book dealing with a young teenager who finds his true self. He goes through several incidents which make him realize that he wants to be the catcher in the rye, not just another annoying high school teenager. 4 Quotes: "They advertise in about a thousand magazines, always showing some hotshot guy on a horse jumping over a fence. Like as if all you ever did at Pencey was play polo all the time. I never saw a horse anywhere near the place." This is an example of Holden's opinionated feelings about Pencey School. "You're right in my light, Holden, for Chrissake...Ya have to stand right there?" This shows Stradtlater worrying about his appearance for girls. "I was surrounded by jerks. I'm not kidding." Holden says this referring to some people at the bar. He shows his disgust toward ?fake' people. "How do you know you're going to do something until you do it?" Holden replies with his whenever someone asks if he's going to ?apply' himself. This is not really Holden's philosophy but his lack of consideration on the topic and a way to beat around the bush.

Accident remedial measures are actions undertaken to correct perceived or actual deficiency or risks in road traffic to improve safety. The WritePass Journal

Accident remedial measures are actions undertaken to correct perceived or actual deficiency or risks in road traffic to improve safety. Introduction Accident remedial measures are actions undertaken to correct perceived or actual deficiency or risks in road traffic to improve safety. IntroductionReferencesRelated Introduction Accident remedial measures are actions undertaken to correct perceived or actual deficiency or risks in road traffic to improve safety. A WHO 2004 report indicates that about 1.2 million people are killed annually the world over and forecast that by â€Å"2020 road accident will be the second cause of death if the growing problems are not tackled† (WHO 1999) . Currently in the developing world it is the second largest cause of death after HIV Aids. Statistics indicates that on the average, the total cost of road accident is estimated to be about 2.5% of the Gross National Product of many nations. The Dft report (2009) indicates that accident place a huge economic and social cost to countries in terms of personal injury and damage to property. The above indicates that there is the need for a wide range of accident remedial measures to be adopted to curtail the risks of motorisation and reduce human suffering and social cost. To be able to target the appropriate remedial measure s to tackle this challenge, a good accident data system will be needed to determine where accidents cluster and permit decision makers to prepare and identify priority areas that need the most attention.   There are various ways by which this can be carried out such as ranking site by actual number of accidents (frequency) or rates of accidents occurrence (eg numbers per kilometre travelled) or the cost of the accident. The merits associated with using numbers is that it has the ability to portray actual injuries or death and makes the data easy to relate to and the actual impact known and understood even by lay persons, example media men in reporting road accidents to the public are more comfortable using numbers (frequency) to rates and it appeals to the public than using rates. In this sense it is argued that it is easier to communicate to stakeholders and the public using numbers than rates. This also enables sites to be ranked in terms of absolute number of casualties and road safety interventions targeted at those sites can be supported by politicians who may not have in-depth knowledge on rates since numbers are easier to understand than rates. Accident numbers refer to accident occurrence in a given stretch of road at a period of time. The use of numbers to set target are mostly used by practitioners because it allow the use of statistical models to determine significant relationship between dependent variable and a number of explanatory variables and rates calculated to compare risk level. This result can be used to predict effects of the accident and identify the key variable, example speed, alcohol that causes the accident and appropriate intervention adopted to mitigate impacts. One of the arguments against using numbers to set target for safety measures is that a change in the number of occurrence of accidents due to low flow of traffic will alter numbers even though the level of the risk may remain the same thereby given a false impression. It can therefore be misleading particularly on low flow traffic roads where a single accident can greatly alter the rate, thereby giving a false interpretation which can have a big impact on the outcome. Setting remedial measure using rates expressed in accident per number of population is recommended by most practitioners because it gives a value that can be easily related to and compared with local, national or international averages.   Example comparing road death per 100,000 populations in say 2009 between regions or nations to compare performance for evaluation. The formula for calculating this is express as: Annual Accident rate = number of accident Ãâ€" 100, 000/ number of population. When accident data is combined with exposure to calculate accident rates such as number of road accidents per 100,000 populations, a more informative comparative level of road safety is achieved at international level depending on the availability and comparability of these data. It is widely argued in the transport sector that accident rate rather than numbers is a better performance measure in that the rates reflects the activity level and their relationship to the number of accidents. This tracks changes in the accident rates for a fixed volume of vehicle or human population. Example xyz accidents per 100,000 vehicles or population. By tracking the rate of accidents per vehicle or human population, decision makers can more accurately point out safety concerns or trends indicating potential safety concerns. It allows public risks to be calculated by extracting health risk rate from available population data such as number of deaths per 100,000 populations. One of the arguments against rates in target setting is that it is nebulous to appeal to non-professionals in road safety in that it is expressed in technical languages, example Nigeria proposing to reduce the number of seriously injured per billion vehicle- kilometres by 15% by 2020 may be too difficult to comprehend by non-road safety professionals. Also, indicators for rates per unit of exposure need its corresponding exposure data, example population per kilometre which are most time not easily available immediately. One of the disadvantage of using rates is that, regions with limited length of road network could register lower accidents due to average distance travelled and may give a false impression of the risks and the level of safety in those regions. Moreover, traffic risk is most appropriately measured using level of exposure data, example vehicle per kilometre travel which are not available in most countries and cannot not also be collected in the required level of details due to inconsistencies in definition of road network and different modes of transport used in different countries. The use of both numbers and rates as an approach by the UK in setting national target can be helpful in that depending on the situation, quantity and reliability of data, information on accident rates may vary to be used for proper prioritisation, therefore, it is appropriate to use more than one type of accident analysis in ranking the problem to achieve a balance assessment of data.   This data analysis can be based on accident rates, number of accidents or severity of injuries sustained or the cost of the accident. It is therefore appropriate to set targets in terms of absolute numbers and the rates so that where volumes traffic fluctuates the outcome can be amenable to treatment. The use of both measures allows comparison of risks of road travel modes with the risk frequency of occurrence so that transport safety budgets can be allocated most effectively References WHO (1999); World Health Report: Making a difference, Geneva: World Health Organisation WHO (2OO4) World Health Report on road traffic injury prevention, Geneva: World Health Organisation

An Open Letter to Ninth Graders

I am one of the co-editors of What Is â€Å"College-Level† Writing? —a 2006 collection of essays that focuses on the difference between high school writing and college-level writing. Because of my work on that book, I’ve spent a great deal of time in the last five years thinking about what students need to make the transition from high school to college. Many studies and reports in recent years have argued that there’s an important â€Å"expectations gap† between the skills students are typically bringing to college and what college teachers like me think students should be bringing with them to college. This letter is an attempt to state those expectations clearly, at least from my perspective. I offer you my advice and encouragement as you embark on your high school career because I think there’s a lot that you can do on your own to get ready for college. A good place to start is with some advice from Stephen Covey’s book The Seven Habits of Highly Effective People: â€Å"Begin with the end in mind. † I am advising you to set clear and specific long-term goals for yourself and then work incrementally over a period of time to meet them. I would like to provide you here with a number of specific goals that you can work toward over the next four years. Let’s begin with perhaps the most fundamental of all college-readiness skills— reading. Reading Reading comprehension, as measured by standardized tests like the SAT and the ACT, is certainly an essential college-level skill. Students in college are required to read an enormous amount of material across a formidable range of disciplines, and college students must be able to understand and engage with this material thoughtfully. Reading is a foundational skill that makes success possible in virtually all areas of your college education. Strong reading comprehension skills, though, do not in themselves guarantee that you are ready for college. The best college students I’ve worked with over the years have had a number of other reading-related strengths in addition to strong comprehension skills, and I would like to briefly outline them for you here. Remember, you have four years to work on these. Students who are ready for college like to read. If you don’t like to read, you are going to find college very difficult. Students who are ready for college have read some good books as well as some important books while they were in high school. I’m not suggesting that you need to follow any particular or prescriptive reading list, like the one that literary critic E. D. Hirsch includes, for example, in Cultural Literacy. But a high school student who is ready for college should have some sense of our shared intellectual and cultural history, as well as at least some exposure to work outside the Western cultural tradition. A high school student who is ready for college should be able to recognize and respond in some thoughtful way to, say, a reference in a lecture toKing Lear. Ideally, a student ready for college would have some visceral sense of what Lear feels like as a dramatic experience and as a point of reference in our common heritage. The same can be said about the book of Job, Toni Morrison’sThe Bluest Eye, Cervantes’s Don Quixote, Willa Cather’s My Antonia, Gabriel Garcia Marquez’s One Hundred Years of Solitude, and Richard Rodriguez’s Hunger of Memory, among others. Students who are ready for college read for pleasure. Reading is not something that a student who is ready for college always associates with â€Å"work,† â€Å"discomfort,† â€Å"inconvenience,† or â€Å"pain. † Students who are ready for college enjoy reading. Being able to enjoy reading is often the result of a long engagement with books and the written word that cannot be replaced by â€Å"cramming† or taking special college preparatory classes. The students whom I have found to be most ready for college have loved books and loved to read. If you don’t love to read, you will probably be confused and frustrated while at college. Reading is perhaps the most paradigmatic activity of a liberal arts education. It is where learning begins at college. You have four years to learn to love to read. Writing Strong writing skills are, of course, essential to college success. As a longtime composition instructor, I know that there are many things that high school students can do to become strong writers. First of all, you should expect any piece of serious writing to require considerable effort. Students who are ready for college routinely plan to produce multiple drafts of essays; expect to read and reread assigned texts; expect to think and rethink key ideas they are exploring in their essays; and routinely ask friends, family members, tutors, and professors for feedback about their work. High school students who are ready for college know that good writing does not get produced without considerable effort, and they are willing to make that effort. Most of the time they do such work enthusiastically. Students who are ready for college come to college interested in learning how to become better writers. Many of the most problematic students I’ve encountered in my teaching career come to college unable or unwilling to believe that they have anything left to learn as writers. (I’ve been writing seriously now for about thirty years, and I’m still actively looking for ways to become a better writer. ) Students should come to college with the understanding that they have a great deal to gain from listening to their professors as they discuss and evaluate their written work. In fact, students who are ready for college understand that this is where much of the most important learning in college takes place. A whole range of behavioral and attitudinal qualities are also essential to anyone who hopes to be a successful college-level writer. English professor Kathleen McCormick described these qualities memorably in an online exchange among contributors to What Is â€Å"College-Level† Writing? Commenting on an essay by Kim Nelson—a student whose contribution to the volume described the process of completing a college-level essay on J. R. R. Tolkien—McCormick wrote, Let’s begin by listing many of the skills with which Kim entered college. I think they should be divided into two types: behavior skills and writing skills. Behavioral skills are not exclusive to college-level writing, but without them, it is hard to achieve anything, and they are skills that few of us articulate as explicitly as Kim does, so I think they deserve to be underscored: Work through â€Å"panic† and refuse to procrastinate. Pace yourself to work on assignments for an extended period of time. Find others to help you (parents, teachers, friends at dinner, tutors at the writing center). Recognize that a critique by a professor, while initially disheartening, is helpful. Initiate repeated visits to the professor. Value intellectual work and collaboration and validation more than the grade. Brainstorm in note form. â€Å"Bang out† an outline and critique it. Choose quotations. Develop a thesis. Transfer writing skills learned in high school to the college situation. Maintain sensitivity to language use. Reread texts you plan to write about; underline. Do library research. Listen to multiple levels of textual analysis. Rewrite and revise your thesis and writing. Thinking I would advise you to seek out classes and learning experiences that challenge you. Research is beginning to show us that the brain responds in very powerful and positive ways to cognitive challenges. Don’t limit yourself to subjects or activities that are familiar or easy. Students who are ready for college bring with them a curiosity about ideas and an interest in encountering new ways of looking at the world. In fact, one of the reasons they come to college in the first place is to expand their minds, to encounter new ideas and perspectives, and to grow. High school students who are ready for college have genuine curiosity about the world and the people in it. Do you? Listening Listening is a vastly undervalued and underappreciated skill in our culture. Strong listening skills (and the patience and empathy that make listening possible) will be enormously valuable to you in all areas of your life, in college and beyond. Listening skills will certainly help you move toward a more open and welcoming engagement with the world and with others. Strong listening skills also make possible healthy, positive, respectful human relationships. Much of college success depends on establishing strong working relationships with professors, college staff, and fellow students. Such relationships are built, of course, with strong listening skills. Students who are unable to listen are typically unable to learn, for all the obvious reasons. Good listeners bring to any interaction with others a number of important qualities, including patience, empathy, personal generosity, emotional intelligence, and respect for others. Good listeners are also able to suspend an interest in themselves and focus instead in respectful ways on what others think and feel. Students who are ready for college have done some of the important personal work that makes this possible. Listening is a skill, like many others, that improves with practice, and one can become a better listener simply by endeavoring to be one. â€Å"Grit† â€Å"Grit† is another quality that is vitally important for college readiness. Researchers who use this term suggest that it includes self-discipline, perseverance, and passion. As psychologists Angela Duckworth and Martin Seligman note in their recent essay â€Å"Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents,† grit appears to be at least as important to academic success as IQ or â€Å"smarts. † In fact, all high school students should hear what Duckworth and Seligman have to say about self-discipline: Underachievement among American youth is often blamed on inadequate teachers, boring textbooks, and large class sizes. We suggest another reason for students falling short of their intellectual potential: their failure to exercise self-discipline. . . . We believe that many of America’s children have trouble making choices that require them to sacrifice short-term pleasure for long-term gain, and that programs that build self-discipline may be the royal road to building academic achievement. Any student is capable of bringing a quality of joyfulness to their work at college, and the same can be said for the qualities of selfdiscipline, perseverance, and passion. Without these qualities, students can only be considered ready to be bored, lost, angry, or confused at college. Attitude Toward College Drinking, socializing, and taking reckless advantage of â€Å"freedom† on campus lead many students to squander their time at college. I’ve seen many young men and women trapped in a protracted adolescence that often lasts well into their late teens, early twenties, and beyond. As teachers, we want students to have a youthful spirit (however old they may be), but we also want them to bring maturity to the college enterprise. Some students, usually as a result of difficult life experience, arrive at college with such maturity. But many do not. In my experience, mature students are often able to engage with college in very productive ways. Those who do not bring such maturity, however, typically cannot. Such students often find themselves confused or angry or without any real direction. You also need to understand that the chance to attend college is an opportunity of incalculable value. Because many students take this opportunity for granted, I recommend that community service be a required part of every high school student’s preparation for college. Community service is an excellent way for you to begin building a balanced and mature perspective on life. Such a perspective will be invaluable to you when you attend college. Determining Readiness I have developed a checklist of the college-readiness skills described in this article. You can use this practical document to track your progress in high school and ensure that you are ready for college by the time you graduate. Visit here to view and print the checklist. Remember: you have four years to develop the skills that you will need to succeed in college. Patrick Sullivan teaches English at Manchester Community College in Connecticut. He is the editor, with Howard Tinberg, of What Is â€Å"College-Level† Writing? Reading Comprehension questions: Answer the questions below using evidence from the text in your responses where aplicable. Each response should be no less then four sentences.

Teaching strategies to students with severe disabilities who are Research Paper

Teaching strategies to students with severe disabilities who are second language learners - Research Paper Example This paper shall discuss the various strategies which can be applied by the teacher in order to effectively teach students with severe disabilities who are also second language learners. Body Learning impaired students refer to students who have been diagnosed with learning disabilities, disabilities which are ranging from processing deficits (input, integration, storage, or output) (Rathus, 2010). It also includes function impairment, developmental dyslexia, dysphagia, aphasia, as well as low IQ scores. These impairments often imply that the students are not performing well in school and may be even delayed in their studies (Rathus, 2010). Second language students are those students who are in the process of learning a second language. More often than not, they may be immigrant students trying who are not native English speakers. The challenge in this case is how the teacher can communicate with the second language students, especially those students who are learning impaired. The t eacher must develop strategies in order to manage the challenges in teaching these students. Schools are institutions which represent the richness and diversity of culture and languages, including customs and traditions. For most students, parents, and other educators, establishing ways by which to instruct all children effectively and meaningfully is considered a professional and pedagogical responsibility (Lopez-Reyna, 2002). Specifically, ways to manage the knowledge which many people have established from the bilingual and special education fields have also been established by various academicians. Crucial to the process of teaching children is to secure a thorough understanding of his or her learning based on his or her specific learning skills, weaknesses, and needs (Wagner, et.al., 2005). There is a need to secure a complete and informal evaluation in order to ensure that the teacher understands what the child knows, and what he already understands. The primary assumption on learning is that there is also a need to secure a strong sense of a student’s language, his home setting, his values, and his previous experiences in his current or previous school (Lopez-Reyna, Birnbaum, 2002). There are eight principles which are considered effective in teaching English language learners (Gersten and Jimenez, 1994). These principles include the need to secure higher order thinking opportunities as well as expectations, including the higher level of involvement in one’s own learning, experiences, and cultural diversity. Suggestions on the use of mediation via visual organizers and modelling the application of appropriate resources have also been made. Support for the application of collaborative and cooperative learning has also been advocated (Calderon, et.al., 2011). A determination on which language to use for learning impaired students has often been posed. Even as the benefits of ensuring instruction in a child’s primary language has been seen in terms of general education settings, it is not clear how the learning should unfold for learning impaired students (Lopez-Reyna, 2002). Using English can be a challenge because it would take years to master the language for second language learners. In effect, teaching academic skills to students in their native language seems to be the more effective method of teaching

3D Printing in the world Research Paper Example | Topics and Well Written Essays - 2000 words

3D Printing in the world - Research Paper Example This technique is a modern technique which differs in many ways from the machine techniques that were traditionally used. The traditional methods relied on the methods involving removal of materials such as cutting. This is why they were known as subtractive processes whereas 3D printing is known as additive process. The 3D printing uses the digital technology and these printers were initially manufactured by China. These printers came in the late 1980’s and ever since then they have been increasingly used all over the world. In the beginning of the 21st century, as the digital technology became more popular and advanced, the growth in the sales of the 3D printers was greatly observed. The sales of these printers increased in various parts of the world where they were used for new and innovative purposes. Gradually, as the sales and the demand grew, the costs of these printers fell immensely since they were first manufactured. Some of the purposes for which these machines were used were in industrial uses, architecture, jewelry, aerospace, engineering, medical, education, information systems and many others (Griffith, 2012). 3D printing is the technology to create materials and objects using a sequential layers technique. The materials which are produced by using the layering process can be anywhere in the product life cycle. However, the subtractive methods of manufacturing objects can be used as traditional methods in manufacturing. 3D printing was invented by Charles W. Hull (Chuck). In the mid 1980’s when it was invented, it used a stereolithography technique. This technique used a UV laser which was shined in the vat of an ultraviolet-sensitive photopolymer, and then it traced the object so that it was created on the surface. The polymer would solidify wherever it was touched by the beam, and that beam would print the particular object layer by layer as per the instructions fed in the CAD/CAM file through which it is working. CAD file is comp uter-aided design and CAM is computer-aided manufacturing. Chuck also founded a company which was called 3D Systems. The company made stereolithography machines which expensive machines of over $100,000 used in commercial techniques. 3D Systems is still operating today and now it sells the 3D printers of advanced technology. There is a variety of printers that are manufactured using different advanced technologies ranging from entry-level kits to the advanced commercial systems. The company also provides on-demand services manufacturing parts for business users. Many businesses and industries use the 3D printers and they need the machines to be up to date and maintained. There are many benefits of 3D printing which is why it is immensely used in the world today. Many designers use the 3D printing techniques to rapidly design the concepts and turn them into 3D models or rapid prototyping. It also allows for the rapid design changes which enables the designers to carry out their work rapidly and smoothly using the up to date technologies. The manufacturers are also allowed to produce the products rapidly on demand rather than on large run, which also increases the management of the sufficient amount of inventory and reduces the warehouse space. 3D printing techniques can help the people living in remote locations to fabricate the objects that would be inaccessible to them otherwise. 3D printing must be a onetime cost because once the designers and businesses have bought the machinery for 3D printing; they can save a lot of material and money which is used in subtractive techniques of manufacturing. The material in this technique is drilled, cut and shaved off; hence raw material can be wasted. 3D printing is

English Song Essay Example for Free

English Song Essay The song is basically a tribute for Princess Diana for the genuine kindness and compassion she has shown to the people of England, especially to the common people. The Meaning of Each Stanza: The first stanza aims to bid goodbye to Princess Diana, with a promise that her acts of kindness be remembered in England. The composer also wants to tell everyone how lucky they are to be given a gift like her, who has been with them through difficult times. The second stanza shows how Princess Diana has shared and given hope to those who have nearly given up. The third stanza tells that the memories of Princess Diana will live forever in the hearts and minds of the people of England. The fourth stanza tells that the good acts of Princess D will always have a special place in England and it will never be forgotten even if she has already passed away. The fifth stanza tells that the death of the princess is considered a great loss among the people of England and that they shall always remember her for her deeds. The sixth stanza tells that the death of Princess D is a great sorrow for everyone and that they are thankful to her for her kindness when she was still alive. The seventh stanza expresses how the people felt for the princess death. They expressed how much they will miss her and that they will forever remember her acts of kindness. Connection to Real Life Experiences: If we could still remember, Princess Diana has helped a lot of poor and needy people during her lifetime. She was involved in so many activities with a goal of helping those in need. The song was composed to serve as a tribute for everything she has done for her countrymen and how she has helped them gain strength in the lowest points of their lives. By just listening to the song, one can already imagine how great Princess Diana’s impact was to the lives of her countrymen. Special Meaning of the Song Personally, I consider the song special because in a way or another, Princess Diana’s acts have touched me. The way she cares for the people in England is so pure and genuine that it makes me long to have a million more Diana in the world. Her compassion is extraordinary and since not everyone is capable of giving such selfless love, I really adore her and consider her as my model. Like the people of England, I grieved too when I learned of the princess’ untimely death. Figures of Speech Used: Metaphor is the most common figure of speech used in the song. An example is using Rose as a symbol to describe Princess Diana’s role among the people of England. The song also uses personification in this line â€Å"the stars spell out your name†. Of course the star cannot literally spell out her name because it is inanimate but it was regarded in this song as a living creature. Simile was also used when she was compared to a candle in the wind using the word â€Å"like†.

Internet Usage :: Essays Papers

Internet Usage Are Mainstream Scientific Researchers Using the Internet to its full Multimedia Potential? As a research presentation medium, the Internet has been designed to offer vastly more to publishers than easy text access. It's astoundingly simple to incorporate photographs, diagrams, illustrations, sounds, animations, movies and all kinds of non-text content into a website using today's user-friendly web development software. This subject, Networks and Multimedia in Science and Technology, has been designed to open its students' eyes to the exciting multimedia possibilities available that can communicate research findings more accessibly, effectively and concisely than plain text. A look through some of the research presented by many of these students, found linked to the NAMIST CONFERENCE PAGE, makes it clear that well-designed web sites can make even the most potentially boring topics (statistics? butterflies?) attractive and interesting through the use of intuitive structures and appropriate multimedia. However, a browse through the web site of Australia's principal government-funded Scientific organisation, the CSIRO AUSTRALIA page, reveals myriads of research papers published almost exclusively in text-only format. The http://www.nobel.se/announcement-98/physics98.html official 1998 Nobel Prize award announcement for the field of Physics includes some diagrams, but nothing one would not find in a 1970's textbook. Many of the links from american science organisation www.Sigmaxi.org's science resource page, http://www.sigmaxi.org/scienceresources/scienceresources.htm, have a small amount of graphical content, but only one site I found, http://volcano.und.nodak.edu/ - a site dedicated to volcano research - made consistent use of movie files, sounds and animation, and this site was filed under "fun for kids" on sigmaxi's resource list. I believe there are many reasons for the scientific community's apparent dislike for multimedia. Not a small factor could be the possible perception that research that is presented in a flashy, colourful way is lacking in substance, that researchers who spend large amounts of time on presentation are compromising the research itself. The traditional presentation of research has been through publication in scientific journals, not renowned for their attention to visual appeal, and the use of extensive visual or multimedia assistance to focus the reader's attention could be viewed as condescending. Furthermore, making use of the available technology, whilst relatively easy using today's advanced, user-friendly development software, is nonetheless far more time-consuming than the use of simple text. In the context of a scientific report, visual cues are far more labour intensive to include than equivalent textual explanations in most cases. Furthermore many researchers are unfamiliar with the techniques required to produce them, and more willing to attempt written explanations than commission graphic artworks.

Student’s Must Read Books

In our generation, gadgets and technologies have increased, and because of that many of us change their likes and the way we enjoy our free time. Because of gadgets and technologies many of us now are spend less time in reading. Good afternoon, I here speaking in front of you to tell what can you get through reading books. â€Å"A room without books is like a body without a soul† a hero, a martyr, and great writer named Jose Racial in his early time of his life. Reading books is one of his building blocks. If I were knew Racal's family had their own library on their house.He grab that opportunity to read many books and learn something that some other Filipino doesn't know. That's why in his early of age he was enlighten and inspired to help his countrymen. He read books and he made books and he is now the well known great Filipino hero. You see, the key to success is to have some knowledge, knowledge that will help us to be a better person. There are lots of different books th at can help us or make us become smarter and better like encyclopedia, where we can get some information that would help us to define or to answer our questions.And dictionaries here we can learn different kinds of languages in order for us to communicate to others like foreigners. â€Å"So many books, so little time† these generation that we live now is the generation where we students are too lazy on reading books. When we have assignments and projects we Just surf on the internet and find the words we needed to; and then ‘WALL EH† we Just copy and paste. We people doesn't learn on a copy paste technique it's Just tolerate us to become lazy and ignorant, sorry for the word but it is the reality, we have many information that is already written and the only thing that e should do is to read it.But what? We are Just ignoring the books, and hide it on the shelves and continue playing video games, or to watch some entertainment. We are Just wasting our time focusing on the thing that is not beneficial to us. Reading books helps our vocabulary become broader. It sharpens our mind to think critically wise and it can widen one's imagination and also it can develop our verbal abilities. You wanted to be smart? Remarkable? Start making some action start on reading books of information and share what you have learned in that order others may inspire too

AP U.S. History Application

AP U. S. History Application Essay Many people have made an impact on me, but if I were to choose one person I have learned about in any of my History classes, I would choose Osama Bin Laden. Osama Bin Laden attacked the United States’ on September 11, 2001 and ever since the attacks that killed nearly 3,000 people, this event has been known as the nine-eleven. The nine-eleven was a series of four suicide attacks that were committed in the areas of New York City, Washington D. C. , Virginia, and Pennsylvania. After the nine-eleven, he has been the major target of the Federal Bureau of Investigation (FBI).After the death of Osama Bin Laden, I realized a few key points that have changed my view of the way human beings think. Osama Bin Laden did not influence me to have a grudge against the United States, or any of the sorts, but he helped me view the world in a different way. For instance, many people in the United States celebrated his death after he was found and shot on May 2 , 2011. I disapprove of this reaction from the citizens of the United States. He did wrongs to thousands of people and caused the United States to pay billions of dollars to fix the damage.But regardless of what he did, it is wrong for us to celebrate his misfortune. To take joy out of someone’s tragedy proves human beings to be immorally unjust. If human beings celebrate the death of someone who is equal to them, they are not being compassionate. Though Osama Bin Laden’s decision to bomb the United States and its people was heartless, the act of rejoicing the death of a human also proves us to be inhumane. People forget to be compassionate towards the others who make the terrible decisions, because they believe that they are only meant to do harm, but that’s not always the case.If we do not discriminate and if we treat each other equally, less suicide attacks will occur. The big reason why terrorists decide to act the way they do is because of all the unjust an d discrimination they have to face in their daily lives. The way human beings react to the death of others is important because it teaches others how inhumane our world has become. The main reason why wars start is because of power and money; and the after-results of the war often does no good.It only forces the people of the country to live a controlled life of poverty. The government restricts us from practicing our true freedom by forcing propaganda upon us, and Osama Bin Laden is one of them. The citizens of the United States understand that he made wrong decisions and that he needs to pay for what he’s done, but we should respect everyone; because all human beings were created equal. In conclusion, Osama Bin Laden has influenced the way I think towards the human behavior and thoughts through America’s response to his death.American citizens took joy out of his misfortune, without thinking about the amount of respect they are giving to Osama Bin Laden, because I be lieve we should all be treated and respected equally. Rejoicing for someone’s death will do no good for the present or the future, because of the immoral actions. It’s imperative for each person to remember that everybody is created equal and human beings are human beings; we think similarly. Osama Bin Laden has inspired me see the world with a different perspective: to think and treat others with respect, no matter what kind of background they have or what kind of sins they have committed.

Free Essays on The Colonizer And The Colonized

Distinguished Leaders: Miss Kim Creel â€Å"There are a lot of drugs and violence right here on our corner [the west-end of Charleston, WV]† states Kim Creel. â€Å"Our children are at-risk, a lot of them are running the streets and our juvenile crime rates are high† (2002). With these facts, Creel was determined to find a way to keep an after school program, on the verge of closing, open and available for children at no cost. Creel is the executive director of the Bob Burdette Center, which is a free Christian based after school program for underprivileged children. In 1993, this after school program was started and known as the James Paige Learning Center. However, in 1995 the center was going under financially and something needed to be done in order for it to remain in operation. Creel and other church members from Emmanuel Baptist came to the rescue to form the Bob Burdett Center. Creel wrote grants and started a fund-raising campaign, while Emmanuel Baptist Church scraped together money to help keep it running. Within no time, it became a stable and beneficial non-profit organization to many (Tranum, 2000). The Bob Burdette Center is open on weekdays from 2:30pm to 6pm. According to Creel, it benefits approximately eighty-five children ages Kindergarten through the eighth grade. The center serves four elementary schools form the West Side including Chandler, Glenwood, JE Robins and Grandview; these schools send fifty-eight students. The additional twenty-seven students are from Stonewall Jackson Middle School. These junior high students participated in the program when they were younger; although now older, they still did not have anywhere to go after school, but wanted to continue going to the safe environment. Attending this after school program helps keep the children off the streets and away from a neighborhood that is contaminated with drug dealings and violence. Although, the center’s main focus is homework time, ... Free Essays on The Colonizer And The Colonized Free Essays on The Colonizer And The Colonized Distinguished Leaders: Miss Kim Creel â€Å"There are a lot of drugs and violence right here on our corner [the west-end of Charleston, WV]† states Kim Creel. â€Å"Our children are at-risk, a lot of them are running the streets and our juvenile crime rates are high† (2002). With these facts, Creel was determined to find a way to keep an after school program, on the verge of closing, open and available for children at no cost. Creel is the executive director of the Bob Burdette Center, which is a free Christian based after school program for underprivileged children. In 1993, this after school program was started and known as the James Paige Learning Center. However, in 1995 the center was going under financially and something needed to be done in order for it to remain in operation. Creel and other church members from Emmanuel Baptist came to the rescue to form the Bob Burdett Center. Creel wrote grants and started a fund-raising campaign, while Emmanuel Baptist Church scraped together money to help keep it running. Within no time, it became a stable and beneficial non-profit organization to many (Tranum, 2000). The Bob Burdette Center is open on weekdays from 2:30pm to 6pm. According to Creel, it benefits approximately eighty-five children ages Kindergarten through the eighth grade. The center serves four elementary schools form the West Side including Chandler, Glenwood, JE Robins and Grandview; these schools send fifty-eight students. The additional twenty-seven students are from Stonewall Jackson Middle School. These junior high students participated in the program when they were younger; although now older, they still did not have anywhere to go after school, but wanted to continue going to the safe environment. Attending this after school program helps keep the children off the streets and away from a neighborhood that is contaminated with drug dealings and violence. Although, the center’s main focus is homework time, ...

Criminal justice system in Australia Essay Example | Topics and Well Written Essays - 2000 words

Criminal justice system in Australia - Essay Example There are various types of criminal justice systems – the adversarial and the inquisitorial are two of the systems more commonly used by various countries and territories. This paper shall focus on Australia and its adversarial system. It shall discuss the thesis: When all is said and done, the current criminal justice system is about as fair and equitable as we can reasonably expect. This paper is to be analysed based on the Australian justice system as it applies its adversarial system as a fair and equitable tool. Discussion The adversarial criminal system is a common law system of carrying out proceedings where the parties, not the judge, have the task of establishing the issues being disputed and of investigating and further advancing the proceedings (Law Reform Commission, 1999). In contrast, the inquisitorial system is the civil code system where the judge has an important responsibility. The term adversary implies â€Å"opposition.† ... The crucial consideration in this system is the fact that the most number of fair resolutions of crimes are likely to occur with both sides being allowed to argue cases effectively before a fair and impartial jury (Schmalleger, 2007). In effect, it is not up to the prosecution or the defence to establish the guilt of a party, it is up to an impartial party hearing the case. As a result, it can be easily deemed that advocates on either side, arguing their side of the issue before an impartial judge can be considered the best means of achieving justice in the criminal justice system (Schmalleger, 2007). In instances however, when the system is seen as a means of seeking fault in a crime, there must be a thorough awareness of the limitations of this system. When all is said and done, the Australian adversarial criminal justice system is about as fair and as effective as can be reasonably expected. The Australian criminal justice system is fair and effective because the main goal of an a dversary system is to â€Å"prevent private justice by retribution† (Law Reform Commission, 2004, p. 24). The aim of this system is to secure procedural fairness within the society, a fairness which provides both sides of the issue a chance to express their side and be given equal protection by the system. The jury system has always been known as the linchpin of the system because in most of the cases, the judges play an active role, and the jury, a passive role (Associated Content, 2006). This is especially crucial for the defendants who are often defended by overworked and underskilled defenders (Associated Content, 2006). The judge plays an active role because the system has to depend on the ability of the advocates who are representing the

Basics of Existentialism Essay Example | Topics and Well Written Essays - 1750 words

Basics of Existentialism - Essay Example The way man lives his life is according to his desires. There are some people who live their lives â€Å"as morally and as rationally as possible.† Their intention for doing this is to be a light, an example, to their fellow men. They want others to know that it is possible to live life following what is moral, and rational. These people, however, have one time or another â€Å"been false to themselves.† Even when man gets all else he wants and desires, he will want to prove himself. The choices he will make will be far from rational in this effort. When life is lived manifesting the will of a man, it becomes worthless. Man has desires which present him with the chance to make a choice. The option that man makes is made, according to what he stands to gain from it. But, the advantage only seems, it is not real. The way we live our lives is what makes it a sorry business. When man makes a choice, it is made in order to obtain a supposed advantage. But this advantage that seems to be real is, in fact, nonsense. More so, the choice is made in foolishness. Therefore, looking at the whole business of making choices, it is driven by things that are not what they seem to be. When the options possible for explaining a certain situation are worked out on paper, the desires that drove us to them in the first place no longer exist. We make these choices nonetheless. The desires we have, give essence of our living. â€Å"Extractions of square-roots,† is a means of Dostoevsky saying that life is not a series of mathematical deductions.