My Grandfathers Son

Introduction Clarence Thomas book, My Grandfather’s Son explores his biography in terms of his childhood, life achievements and also his misfortunes in life. The memoir is based on a real-life story of Clarence Thomas. The narrative is inspiring and at the same time illustrates the challenges that individuals encounters in life. Clarence Thomas refers to himself as My Grandfather’s Son since his grandfather played a key role in his upbringing.Advertising We will write a custom essay sample on My Grandfather’s Son specifically for you for only $16.05 $11/page Learn More Clarence Thomas was born in 1948, in Georgia, Deep Southern part of United States. The book re-counts that, Clarence was brought up in a humble background. However, the divorce of his parents provided a new challenge in his life. The book asserts that, his mother was employed as a maid. Hence her income was not that enough to sustain major family obligations. Thomas (2 5) illustrates that, the money was too little to sustain the family; hence, to purchase sugar, breakfast cereal was an absolute nightmare to the family. The challenging economic conditions the family was experiencing compelled his mother to transfer caring role of him and his younger brother to Mr. Myers Anderson, their grandfather. Mr. Myers thus played a big responsibility in taking care of their education. Clarence Thomas went to school while living with his grandfather in his savannah home. The absent of a father figure in their lives contributed to the grandfather assuming the role. His grandfather was a supporter of racial discrimination. He believed that racial discrimination will only be eradicated when complete self-reliance is encouraged among the blacks. Besides, Myers Anderson ethics of a; being strict disciplinarian, hard work ethic and a figure-head provided a role model in the lives of Clarence and his brother. This greatly contributed to their sound and hardworking p ersonalities. This is illustrated in the examples in the book, for instance, he made Clarence and his brother to understand that by observing hard work, self-discipline, time-consciousness and obedience among other good habits, they would end up getting a salaried job. He adored the wise advices bestowed to him by his grandfather to the extent that, in most cases, he would match his grandfather’s philosophy as only Godly. His grandfather had a small business dealing with fuel-oil from which he managed to get the savings to send him to a catholic school. Racism played a central role in American schools. Catholics schools in Georgia, where Clarence joined were of no exception. It was dominated with vast racial discrimination. The book illustrates that, at the time Clarence was at holy cross seminary school, only two black students had sustained the vice.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn Mo re Holly Cross seminary school had constant fights against racial issues; however, the trust of black communities was still not shaken. Racial issue in school encouraged Clarence to work extra hard while in school, a virtue he had acquired from his grandfather. Also, the book points out that Clarence developed interests in the field of law while in school so as to allow him advocate for the racism issues in American society. By focusing in his dream, Clarence passed his exams and was admitted to Yale University to pursue a degree in law. However, at the university, it was not easy for him; he was exposed to harsher racial injustices because of his the black communities. Clarence encountered his first marriage at an early age which bore him a son. For him, balancing between marriage life and work proved futile and he resolved to compulsive drinking pattern, this, however, destabilized him financially. His drinking habits degenerated to the point of breaking his marriage. His good k nowledge of law allowed him to reconcile with his wife thus, once again establishing a good family. The book illustrates how Clarence character was shaped. It points out the role of his grandfather and great thinkers of the time such as Thomas Sowell. Equality is seen as some of his major strength. This is seen when he practices fairness for all races in a commission championing for employments rights of the black community. He further advocates for civil rights movements and strengthens the systems of transparency and fairness among all races. Reflecting on his youthful frustrations and the bias against the black communities, he handles his duties with biases deploying a defensive strategy and unjustly treating his enemies. He does take the opportunity of implementing major reforms, because the existing policies on racial matters are biased to extend of favoring the whites. This is illustrated when he works for the U.S government for some years and what he receives is an underpayme nt for his legal services. Clarence Thomas position as the Supreme Court justice of the America was not without a political engagement as pointed out in the book. Before being appointed to this position, he faced challenges of oppression from his former employee, Anita Hill and persecuted for his initiatives in implementing reform changes through the elimination of racist white groups. However, despite of all the challenges he underwent, the book shows that, his winning strategy has been his defenseless ego which is hidden among his foes. Conclusion The book, The Grandfathers Son, by Clarence Thomas illustrates the challenges that still exist in the American society. However, despite of these challenges, one can arise and be what he or she wants in life through hard work. Clarence gives us this lesson.Advertising We will write a custom essay sample on My Grandfather’s Son specifically for you for only $16.05 $11/page Learn More He rose from a cha llenging childhood thus becoming the United States Supreme Court justice. In achieving goals in life, appreciations of mentors are important because they offer guidance and emotional support to one’s ambition. In this connection, Mr. Myers Anderson played a vital role in instilling good qualities in Clarence. Works Cited Thomas, Clarence. My Grandfather’s Son: A Memoir, New York; HarperCollins, 2007 This essay on My Grandfather’s Son was written and submitted by user Javion C. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

sex essays

sex essays Using his unique style and structure, Joseph Heller masterfully manages to interlay humor and terror, comedy and tragedy, and reveals in the process the perversions of the human character and of society gone mad. The first stroke of Heller's deft touch is his presentation of outrageous characters, acting outrageously. From the first chapter, we are presented with a slew of unbelievable characters whose actions and ideologies are uproariously funny, and horrifically disturbing. In fact, the manner in which the reader recognizes the character's dual nature will serve as the first example of Heller's amalgamation of comedy and tragedy. Dunbar's theory of life is first received with a burst of laughter from the audience. Life is short, and Dunbar wishes to extend it as much as possible. If time flies when one is having fun, then conversely, time must slow when one is bored. Dunbar endeavors to make his life as boring as possible, thus increasing the length of its passing. Indeed, it is understandable why such an attitude should elicit a laugh, but the further implications are horrific. Society's emphasis on life over meaning comes as a shocking revelation to the audience. Heller further reinforces that idea with characters such as Doc Daneeka, who values self-preservation and money over responsibility and friendship, and Milo who values self-improvement and fortune over the lives of thousands of others. The motif that follows gives us characters that are, above all else, more interested in self (Cathcart, Mrs. Daneeka, Duckett, the Old Man, Peckem, etc.). Though they are initially humorous, their nature is ultimately revealed to be false and horrific, arousing disgust and pity, a brilliant combination of comedy and tragedy. The perversion of society is revealed further in a second major type of character, the deluded. Though most serve largely as foils to Yossarian and his philosophy, much can still be made of their condition. Clevinge...

The Role of Reading Fluency Tables in Comprehension

The Role of Reading Fluency Tables in Comprehension Listening to a student read, even for a minute, can be one of the ways a teacher determines a students ability to comprehend text through fluency. Improving reading fluency has been identified by the National Reading Panel as one of the five critical components of reading. A student’s oral reading fluency score is measured by the number of words in a  text that a student reads correctly in a minute. Measuring a students fluency is easy. The teacher listens to a student read independently for one minute in order to hear how well a  student reads accurately, quickly, and with expression (prosody). When a student can read aloud with these three qualities, the student is demonstrating to the listener a level of fluency, that there is a bridge or connection between his or her ability to recognize words and the ability  to comprehend  the text: â€Å"Fluency is defined as reasonably accurate reading with suitable expression that leads to accurate and deep comprehension and motivation to read† (Hasbrouck and Glaser, 2012). In other words, a student who is a fluent reader  can focus on what the text means because he or she does not have to concentrate on decoding the words. A fluent reader can monitor and adjust his or her reading and notice when comprehension breaks down.   Fluency Testing A fluency test is simple to administer. All you need is a selection of text and a stopwatch.   An initial test for fluency is a screening where passages are selected from a text at the students grade level that the student has not pre-read, called a cold read.  If the student is not reading at grade level, then the instructor should select passages at a lower level in order to diagnose weaknesses.   The student is asked to read aloud for one minute. As the student reads, the teacher notes errors in reading. A student’s fluency level can be calculated following these three steps: The instructor determines how many words the reader actually attempted during the 1-minute reading sample. Total # of words read ____.Next, the instructor counts up the number of errors made by the reader. Total # of errors ___.The instructor deducts the number of errors from the total words attempted, the examiner arrives at the number of correctly read words per minute (WCPM). Fluency formula: Total # of words read __- (subtract) errors______words (WCPM) read correctly For example, if the student read 52 words and had 8 errors in one minute, the student had 44 WCPM. By deducting the errors (8) from total words attempted (52), the score for the student would be 44 correct words in one minute. This 44 WCPM number serves as an estimate of reading fluency, combining the students speed and accuracy in reading. All educators should be aware that an oral reading fluency score is not the same measure as a student’s reading level. To determine what that fluency score means in relation to grade level, teachers should use a grade level fluency score chart. Fluency data charts   There are a number of reading fluency charts such as the one developed from the research of Albert Josiah Harris and Edward R. Sipay  (1990) which set fluency rates that were organized by grade level bands with words per minute scores. For example, the table shows the recommendations for fluency bands for three different grade levels: grade 1, grade 5, and grade 8.   Harris and Sipay Fluency Chart Grade Words per minute Band Grade 1 60-90 WPM Grade 5 170-195 WPM Grade 8 235-270 WPM Harris and  Sipays  research guided them to make recommendations in their book  How to Increase Reading Ability: A Guide to Developmental Remedial Methods  as to the general speed for reading a text  such as a book from the  Magic Tree House Series  (Osborne). For example, a book from this series is leveled at M (grade 3) with 6000 words.   A student who could read 100 WCPM fluently could finish  A Magic Tree House  book in one hour while a student who could read at 200 WCPM fluently could complete reading the book in 30 minutes. The fluency chart most referenced today was developed by researchers Jan Hasbrouck and Gerald Tindal in 2006. They wrote about their findings in the International Reading Association Journal in the article â€Å"Oral Reading Fluency Norms: A Valuable Assessment Tool for Reading Teachers.† The major point in their article was on the connection between fluency and comprehension: â€Å"Fluency measures such as words correct per minute has been shown, in both theoretical and empirical research, to serve as an accurate and powerful indicator of overall reading competence, especially in its strong correlation with comprehension. In coming to this conclusion, Hasbrouck and Tindal completed an extensive study of oral reading fluency using data obtained from over 3,500 students in 15 schools in seven cities located in Wisconsin, Minnesota, and New York.† According to Hasbrouck and Tindal, the review of student data  allowed them to organize the results in average performance and percentile bands for fall, winter, and spring for grades 1 through grade 8. The scores on the chart are considered  normative  data scores because of the large sampling.   The results of their study were published in a technical report entitled, â€Å"Oral Reading Fluency: 90 Years of Measurement,† which is available on the  website for Behavioral Research and Teaching, University of Oregon. Contained in this study are their grade level fluency score tables  designed  to help instructors to assess the oral reading fluency of their students relative to their peers. How to read a fluency table Only three-grade level data selections from their research are in a table below. The table below shows fluency scores for grade 1 when students are first tested on fluency, for grade 5 as a midpoint fluency measure, and for grade 8 after students have been practicing fluency for years. Grade Percentile Fall WCPM* Winter WCPM* Spring WCPM* Avg Weekly Improvement* First 90 - 81 111 1.9 First 50 - 23 53 1.9 First 10 - 6 15 .6 Fifth 90 110 127 139 0.9 Fifth 50 110 127 139 0.9 Fifth 10 61 74 83 0.7 Eighth 90 185 199 199 0.4 Eighth 50 133 151 151 0.6 Eighth 10 77 97 97 0.6 *WCPMwords correct per minute The first column of the table shows the grade level. The second column of the table shows the percentile.  Teachers should remember that in fluency testing, percentile is different from  percentage. The percentile on this table is a measurement is based on a grade level peer group of 100 students. Therefore, a 90th percentile does not mean the student answered 90% of the questions correctly; a fluency score is not like a grade. Instead, a 90th percentile  score for a student means that there are nine (9) grade level peers who have performed better.   Another way to look at the rating is to understand that a student who is in the 90th percentile performs better than 89th percentile of his grade level peers or that the student is in the top 10% of his peer group. Similarly, a student in the 50th percentile means the student performs better than 50 of his or her peers with 49% of his or her peers performing higher, while a student performing at the low 10th percentile for fluency has still performed better than 9 of his or her grade level peers. An average fluency score is between 25th percentile to 75th percentile Therefore, a student with a   fluency score of 50th percentile is perfectly average, squarely in the middle of the average band. The third, fourth, and fifth columns on the chart indicate into which percentile a students score is rated at different times of the school year. These scores are based on normative data. The last column, average weekly improvement, shows the average words per week growth that student should  develop to stay on grade level. The average weekly improvement can be calculated by subtracting the fall score from the spring score and dividing the difference by 32 or the number of weeks between the fall and spring assessments. In grade 1, there is no fall assessment, and so the average weekly improvement is calculated by subtracting the winter score from the spring score and then dividing the difference by 16 which is the number of weeks between the winter and spring assessments. Using the fluency data   Hasbrouck and Tindal   recommended that: â€Å"Students scoring 10 or more words below the 50th percentile using the average score of two unpracticed readings from grade-level materials need a fluency-building program. Teachers can also use the table to set long-term fluency goals for struggling readers.† For example, a beginning fifth grade student with a reading rate of 145 WCPM should be assessed using fifth grade level texts. However, a beginning grade 5 student with a reading rate of 55 WCPM will need to be assessed with materials from grade 3 in order to determine what additional instructional support would be needed to increase his or her reading rate. Instructors should use progress monitoring with any student who may be reading six to 12 months below grade level every two to three weeks to determine if additional instruction is needed. For students who are reading more than one year below grade level, this kind of progress monitoring should be done frequently. If the student is receiving intervention services through special education or English Learner support, continued monitoring will provide the teacher the information on whether the intervention is working or not.   Practicing fluency For progress monitoring on fluency, passages are selected at a students individually determined goal level. For example, if the instructional level of a 7th grade student is at the 3rd grade level, the teacher may conduct the progress monitoring assessments by using passages at the 4th grade level. To provide students the opportunity to practice, fluency instruction should be with a text that a student can read at an independent level.   Independent reading level is one of three reading levels described below: Independent level is relatively easy for the student to read with 95% word accuracy.Instructional level is challenging but manageable for the reader with 90% word accuracy.Frustration level means the text is too difficult for the student to read which results in less than 90% word accuracy. Students will better practice on speed and expression by reading at an independent level text. Instructional or frustration level texts will require students to decode. Reading comprehension is the combination of numerous skills that are performed instantaneously, and fluency is one of these skills. While practicing fluency requires time, a test for a students fluency takes only one minute and perhaps two minutes to read a fluency table and to record the results. These few minutes with a fluency table can be one of the best tools a teacher can use to monitor how well a student understands what he or she is reading.

Manufacturing process wings for formula one cars using with ribs Coursework

Manufacturing process wings for formula one cars using with ribs - Coursework Example This is the first step and it entails the design process of the parts of the wings. According to Keynes (2014), software such as Siemens, product lifecycle management software permits the racing engineers to improve product design and production process, as well as attainingdesign iterations in the virtual environment. In that perspective, this process involves choosing the shape and patterns of the wings and its parts. This step also focuses on the optimization of the aerodynamics of the wings to ensure efficient output during the racing process. This is the second step and it involves the manufacture of the designed parts. The materials used in this process is carbon fibre and its foams. As cited by. (Wood, 2013) moving from the concept of aerodynamic to a carbon composite fit for the racetrack needs a significant bunch of engineering processes and tools and processes. The designed patterns are moulded, produced and taken to a clearing chamber where several layers of carbon fibre and carbon forms are put together in layers. The parts, according to the design, may take up to 100 layers of carbon foams. After the layers have been put together, they are then sealed together and then put into a vacuum chamber to remove air. The vacuum chamber then sucks the air out. The third step involves forwarding the put together layers into a chamber for a curing process. The layers are then subjected to a high pressure of up to seven atmospheres at a temperature of up to one hundred and nineteen degrees Celsius. This results into the binding of the layers together by squeezing. The bending process is actually handled by the spars that run the span of the wing. Besides, the outer skn needs to be tailored towards avoding skin buckling since the wings have the capability of flexing and bending. The fourth step involves the assembly of the different parts of the wings to make a complete functional wing. The different parts are bind together using rivets. In

Research in Business and Management Literature review

Research in Business and Management - Literature review Example A woman even in the current epoch needs to go through several organizations hazards in workplace if they really desire to succeed in their professional career. Such unequal treatments practiced in contemporary organizations are highly unethical and immoral. This paper will make a critical analysis of several scholarly articles relating to this matter. It is highly rational to critical analyze this issue because if development process of a firm is not engendered, then it prosperity is endangered in the long run (Leinonen, 2012). Long back it was claimed by of all the wilderness of human unawareness, perhaps the most spendthrift and precious to human development has been the waste of the distinguishing authorities of womanhood after the child-bearing age (Leinonen, 2012). It was also found that that both vertical and horizontal segregations among men and women labour force in organizations exists in favour of men workers and against to the female employees (Poutanen and Kovalainen, 2013). They also stated that in work-family arrangements, in labour markets or while making the choice of professions, gender related inequalities are common characteristic features. In 1989, a special study introduced on American military organization showed that the opportunities offered to women were less than the aggregate opportunities provided to men (Swan, 2010). It was claimed that in most of the workplaces in the contemporary era, gender wage gap is highly persistent workplace negativity in most of the nations (Swan, 2010 ). Women are subjected to several occupational hazards in their professional life. The midlife and older women working in various corporate organizations are subjected high job attrition at times of crisis and problems in the external world (Aghazadeh, 2004). Like the recent global financial crisis have significantly lowered the level of women employments relative to that of men in

Islamic Art and Architecture; Influence and Effects Essay Example for Free

Islamic Art and Architecture; Influence and Effects Essay Introduction During the reign of the Ottomans, Safavids, and Mughal rulers, architecture and art took on more meaning than it had in the past. The types of architecture and manuscript writing have had both symbolic significance and influence on the people of these empires. The architecture can be said to have had the greatest impact on the presence of power and devotion to Islamic arts of all of the empires, while manuscripts were held privately until trends influenced their spread over greater distances and people. The Ottomans, in their quest to expand their lands and influence, conquered Constantinople in 1453, which sparked a major period of construction in the new capital of the Ottoman Empire. This large building initiative took place in order to encourage a repopulating of Istanbul, as well as the revitalization of the economy in this declining city. The buildings and complexes the Ottomans built shed an interesting light on their concerns and ideals. For example, while the complexes were mainly built as places of worship, they took on other roles, such as, centers for education, commerce, and hospital care. One complex is clear in its intentions to the public, as can be seen by the endowment deed, which read â€Å" to elevate matters of religion and religious sciences in order to strengthen the mechanisms of worldly sovereignty and to reach happiness in the afterworld†, (Bloom Blair, 298). This combination of buildings in a complex format drew people from the old capital and cities of the empire, and generated revenue that amassed into fortunes for the rulers of the Ottoman Empire. The Ottomans, however, were not the only empire to enjoy great wealth and displays of that wealth. The Mughals, who descended from the same Turkish conquerors as the Ottomans, also enjoyed prosperity from great building projects. The architecture of the Mughals was able to change with great regularity during its time, due to the constant movement of the central government. The Mughals also benefited from a blend of styles and influences to create their palaces. The most famous example of Mughal architecture was the Taj Mahal, which was built in the memory of a deceased favorite wife. In the building of temples and tombs in Mughal history, it is quite common to find them built as reminders to the community of saints, heroes, or loved ones. It was  also common to find that they lacked as muc h fine detail as their neighbors to the west, but brought new styles to the architecture derived from the rich traditions of the people of India. Unlike the Ottomans and The Mughal, the Safavids were derived from the family lineage of Mohammed the prophet. Despite this difference, the Safavids built great temples and complexes for similar reasons. The Safavids built great complexes, and like the Ottomans, they moved their capital to a centralized location in order to centralize power, and increase commerce. The Safavids also shared another trait in building with the Ottomans. They both had a strong emphasis on education, and liked to keep a watchful eye over it. For this reason, religious complexes often included the highest forms of education for both the government and the religion of Islam. Though in competition for much of their histories, the Ottomans and Safavids adhered to many of the same architectural styles, with one major difference. Due to their difference in branches of Islam, the Safavids, unlike their Sunni neighbors the Ottomans, had little problem with diverging from traditional customs of avoiding the use of depictions of animals and people in their design. This proved to enhance the appearance of the buildings, but also give them a unique place in the history of Islamic buildings. Manuscripts, on the other hand, have a very different history than do the magnificent buildings of the Islamic world. In the Ottoman Empire, as was true of most of the Muslim world, the Koran was the most copied manuscript. Copies of the Koran were reproduced with astonishing art, but were usually given as gifts to other rulers. In this system, the common person was excluded from viewing the finest manuscripts. Common manuscripts were produced by artisans, but lacked the high quality of that of the royal courts. The Ottomans also used their talents to reproduce manuscripts that depicted great rulers and events in history, as well as topography paintings that displayed the prominence of conquest in the Ottomans daily life. Ottoman manuscripts were not as popular or unique as the ones created by the Safavids or Mughals, but they did posses superiority in the ar t of calligraphy. Manuscripts from the Safavid and Mughal empires possessed greater detail in art, but most of the calligraphers were not as skilled as those of the Ottoman Empire. Despite this lack of good calligraphy, the Safavids and Mughals were more skilled in art and design. Like the Ottomans, the Mughals and Safavid empires copied  the Koran at a high rate, but only the best works of art were given away as gifts. This lack of quality reproductions, which included not only writing, but also painting, led to the decline of the bound book. This decline led to the development of an industry of artisans creating single manuscripts. These manuscripts allowed for both artistic differences that were hard to avoid in large manuscripts, and it allowed more people to posses art. They were collected into books, but they had a greater impact on both the people of the Muslim world and the Europeans, who were exploring the area heavily in search of people to colonize. The arrival of the Europeans also led to a decline in the production of small manuscripts, due to the fact that the printing press and mass production of books were arriving in Europe. Conclusion Islamic art and architecture both had more than one use in Islamic life. The architecture reminded the people of saints, great rulers, martyrs, or beloved figures, as well as serving as a center for religion, education, commerce, and medicine. The art of the Islamic world was originally used to tell of battles, heroes, and most popularly recreate the Koran. Art also allowed for the growth of writing, painting, and the distribution of ideas over greater distances than the spoken word. Both Islamic art and architecture still hold as reminders to Muslims and the world that great rulers, conquerors, and artists have made a lasting impact on the region and its culture.

Declaration of Independence Essay -- U.S. History

Children’s voice shouting in parades, spinning noise-makers, giant flags of red, white, and blue waving in every corner of the street, fireworks light up the night sky, friends and family gathering around with big smile on their faces; it is not somebody’s birthday nor it is an ordinary day. It is a true festival, a country’s birthday. The Fourth of July marks the anniversary of the glorious day in 1776 when America, as a new nation declared to the world its independence from monarchs. Because of the importance of this day, thus, the Declaration of Independence can be considered as one of the most influential documents in American History. Not only that, other organizations and countries have also adopted its manner and tones for their own documents or declarations, such as â€Å"Declaration of the Rights of Man† from France or the â€Å"Declaration of Sentiments† from the Women’s Right movement. After the Congress ratified the text on July Fourth, the Declaration of Independence had been issued in several forms. It was originally published as a printed broadside that was generally distributed and read to the public. Nevertheless, although the wording was approved on the Fourth of July, most historians have concluded that â€Å"it was signed almost a month later after its adoption, not on July Fourth as is commonly believed† . The Declaration not only justified the independence of the United States of America by listing colonial complaints against King George III, but it also asserted certain and legal rights, including the right of evolution. Nonetheless, after the American Revolution, the original purpose of the text was ignored. Since then, the Declaration of Independence can only be viewed as a major statement on human rights. Yet, the ques... ...lic (New York: Oxford University Press, 2003), 123–24 John H. Hazelton, The Declaration of independence: its history (New York, Dodd, Mead and Company, 1906), 13 George William Frederick, His Majesty's most gracious speech to both Houses of Parliament, on Friday, October 27 [i.e. Thursday, October 26], 1775 (Philadelphia, Printed by Hall and Sellers, 1776) Jack N. Rakove, The Beginnings of National Politics: An Interpretative History of the Continental Congress (New York: Alfred A. Knopf, 1979), 89 Herbert Friedenwald, The Declaration of Independence: an interpretation and an analysis (New York, The Macmillan Company, 1904), 67 Pauline Maier, American Scripture: Making the Declaration of Independence (New York, Alfred A. Knopf, 1998), 41 Brian Boyd, Origin of Stories: Evolution, Cognition and Fiction (Massachusetts, Belknap of Harvard UP, 2010), 21 Declaration of Independence Essay -- U.S. History Children’s voice shouting in parades, spinning noise-makers, giant flags of red, white, and blue waving in every corner of the street, fireworks light up the night sky, friends and family gathering around with big smile on their faces; it is not somebody’s birthday nor it is an ordinary day. It is a true festival, a country’s birthday. The Fourth of July marks the anniversary of the glorious day in 1776 when America, as a new nation declared to the world its independence from monarchs. Because of the importance of this day, thus, the Declaration of Independence can be considered as one of the most influential documents in American History. Not only that, other organizations and countries have also adopted its manner and tones for their own documents or declarations, such as â€Å"Declaration of the Rights of Man† from France or the â€Å"Declaration of Sentiments† from the Women’s Right movement. After the Congress ratified the text on July Fourth, the Declaration of Independence had been issued in several forms. It was originally published as a printed broadside that was generally distributed and read to the public. Nevertheless, although the wording was approved on the Fourth of July, most historians have concluded that â€Å"it was signed almost a month later after its adoption, not on July Fourth as is commonly believed† . The Declaration not only justified the independence of the United States of America by listing colonial complaints against King George III, but it also asserted certain and legal rights, including the right of evolution. Nonetheless, after the American Revolution, the original purpose of the text was ignored. Since then, the Declaration of Independence can only be viewed as a major statement on human rights. Yet, the ques... ...lic (New York: Oxford University Press, 2003), 123–24 John H. Hazelton, The Declaration of independence: its history (New York, Dodd, Mead and Company, 1906), 13 George William Frederick, His Majesty's most gracious speech to both Houses of Parliament, on Friday, October 27 [i.e. Thursday, October 26], 1775 (Philadelphia, Printed by Hall and Sellers, 1776) Jack N. Rakove, The Beginnings of National Politics: An Interpretative History of the Continental Congress (New York: Alfred A. Knopf, 1979), 89 Herbert Friedenwald, The Declaration of Independence: an interpretation and an analysis (New York, The Macmillan Company, 1904), 67 Pauline Maier, American Scripture: Making the Declaration of Independence (New York, Alfred A. Knopf, 1998), 41 Brian Boyd, Origin of Stories: Evolution, Cognition and Fiction (Massachusetts, Belknap of Harvard UP, 2010), 21

Blood Donation Srs Essay

The system will consist of CIS Alumni Home page with five selections. The first selection is to fill out a survey. The questions on the survey will be created by a designated faculty member. The survey will ask the Alum questions concerning their degree, job experience, how well their education prepared them for their job, and what can the CIS department do to improve itself. This information will be retained on the departmental server and an e-mail will be sent to the designated faculty member. The second selection is to the Entries section. There are two choices on this page. One choice is to add a new entry. A form is presented to the Alum to be filled in. Certain fields in the form will be required, and list boxes will be used where appropriate. A password typed twice will be required of all new entries. The second selection of the Entries page is to update an Alum entry. A form will be presented allowing the Alum to enter their year of graduation and then to select themselves from a list. A password will be required before the information will be presented to the Alum to be updated. The third selection is to search or e-mail an Alum. A form will be presented requiring the requested Alum’s year of graduation. The requesting Alum will search a table to see if the requested Alum is in the database, and if so non-sensitive information will be returned. At this time the Alum can select to e-mail the Alumnus or search for another Alumnus. If the Alum chooses to e-mail the Alumnus a form will be presented for the message to be entered with the sending Alum’s name and e-mail. The message, with all necessary information will be forwarded to the requested Alum. The e-mail address of the requested Alum will not be seen by the sending Alum as a privacy measure. All pages will return the Alum to the CIS Alumni Home Page. 2. 3. 1. Use Case: Access Alumni Home Page [pic] Figure 2 Access Alumni Home Page Brief Description The Departmental Web Server is waiting on an Alum to connect. Initial step-by-step description For this use case to be initiated, the alum must be connected to the Internet and connected to the University Web Server. 1. The Alum connects to the University Web Server. 2. The Alum selects the Alum link on the CIS home page. 3. The University Web Server passes the Alum to the Alumni Home Page. Reference SRS Use Case: Alum Chooses Survey [pic] Figure 3 Alum Selects Survey Brief Description: The Alum chooses to fill out a survey. Initial step-by-step description: For this use case to be initiated the Alum must be connected to the Internet and on the CIS Alumni Home Page. 1. The Alum selects the â€Å"Fill out a survey† link. 2. The Departmental Server returns the survey form. 3. The Alum fills in the form. 4. The Alum clicks submit. 5. The Departmental Server retains information in the database designated faculty member will be notified. 6. The Departmental Server returns the Alum to the Alumni Home Page. Reference SRS   Use Case: Create New Entry [pic] Figure 4 Alum Selects Create a New Entry Brief Description: The Alum chooses to create a new entry on the Entries page. Initial step-by-step description. For this use case to be initiated the Alum must be connected to the Internet and on the CIS Entries page. 1. The Alum selects the â€Å"Add a New Alum† link. 2. The Departmental Server returns the â€Å"Add a New Alum Form. † 3. The Alum fills in the form. 4.

What Cause People to Have Shame

According to the New International Webster s Pocket Dictionary of the English Language shame means, a painful feeling caused by a sense of guilt, unworthiness, impropriety, etc. Another definition is a person or thing causing disgrace or humiliation. I m going to use the first definition in this paper. There are a lot of thing that causes people to be ashamed. When shame shows up in people s lives it causes people to be unhappy, hide things from others, and to feel guilty about things. Shame causes people to be unhappy. In the story The Necklace Mathilde was a poor woman and she married and poor man. Mathilde was unhappy with her life because she wasn t living the life that she wanted to live. She wanted expensive things like large, silent anterooms, decorated with oriental tapestries and lighted by high bronze floor lamps, with two elegant valets in short culottes dozing in large armchairs under the effects of forced-air heaters (Manupassant 4). She also wanted large drawing rooms draped in the most expensive silks, with fine end tables on which were placed knickknacks of inestimable value (Manupassant 4). The last thing she wanted was the perfume of dainty private rooms, which were designed only for intimate tete-a-tetes with the closest friends, which make her the envy of all the other women. Like we discussed in class, if she was so unhappy with the way she was living then why come she didn t marry a rich man and then she would have the things that she dreamed of. Her shame over material things that she wanted made her unhappy. Also In The House on Mango Street there was this little girl and her parents they lived in a apartment that wasn t worth living in. The girl was unhappy with the place she had to live. She wanted to live in a house with a back yard and a house that wasn t tore up but in perfect condition. She wanted what we call the ideal house. In tell she will have her ideal house it s just takes time. Shame cause people to feel guilty. Guilt is a feeling of blameworthiness for having committed a crime or wrong (Webster 223). In The Necklace Mathilde was a shame of the clothes that she had. Her husband and herself were invited to a dinner party, but she refused to go because she wanted a new dress. He finally gave in and got her a new dress. After she got that she still refused to go because she didn t have any jewelry to wear so she borrowed from her friend. She went to the dance and had a good time. On the way back home she lost the necklace. Shame made here feel guilty because she had lost something that didn t belong to here. In The House on Mango Street the girl felt guilty to tell people where she stayed because of the condition of the house. The girl was ashamed of were she stayed that it made her unhappy to even have to go there everyday. In First Confession Jackie felt guilty having gone to confession to confess his sins. He thought that he was a really bad person. He told the priest that he didn t like his grandmother and her wanted her dead and that he had tried to kill his sister with a bread-knife under the table. Shame causes people to hide things from others. In The Necklace Mathilde borrowed a necklace from one of her friends and on the way home from the dinner party she loses it. Instead of telling her friend that she lost she hid it from here. So she had to borrow money from people to go buy another necklace. At the end of the story she runs into her friend that she borrowed the necklace from and to come to find out the necklace wasn t even real. When you hide things from others you re not hurting them you re hurting yourself. If she had told her friend that she lost her necklace then she wouldn t have had to go through the turmoil that she went through. In other words she should have been honest with her friend. She was so shame that she had lost her friend s necklace that she wanted to hide it from here so that she wouldn t think that she was a careless person In conclusion, shame can affect us in many ways. In this paper I talked about how shame causes people to be unhappy, to feel guilty, and to hide things from others.

The eNotes Blog 8 Quotes to Get You Back Into SherlockHolmes

8 Quotes to Get You Back Into SherlockHolmes Sir Arthur Conan Doyles short stories and novellas featuring Sherlock Holmes became enduring classics of the mystery and detective genre. In honor of Doyles classic stories, weve gathered some of our favorite quotes from an array of different Sherlock Holmes stories.   â€Å"I have heard, Mr. Holmes, that you can see deeply into the manifold wickedness of the human heart.† ― â€Å"The Adventure of the Speckled Band† â€Å"What one man can invent another can discover.†Ã¢â‚¬â€¢ â€Å"The Adventure of the Dancing Men† â€Å"The weak man becomes strong when he has nothing, for then only can he feel the wild, mad thrill of despair.†Ã¢â‚¬â€¢ â€Å"The White Company† â€Å"The world is full of obvious things which nobody by any chance ever observes.† ―  The Hound of the Baskervilles â€Å"My life is spent in one long effort to escape from the commonplaces of existence. These little problems help me to do so.† ― â€Å"The Red Headed League† â€Å"Work is the best antidote to sorrow, my dear Watson.† ― â€Å"The Adventure of the Empty House† â€Å"You see, but you do not observe.† ― A Scandal in Bohemia â€Å"How small we feel with our petty ambitions and strivings in the presence of the great elemental forces of Nature!† ―  The Sign of Four Do you have any other beloved Sherlock Holmes quotes? Share them in the comments below!

Should the Number of Passengers Be Limited in Cars Driven by Teens

Should the Number of Passengers Be Limited in Cars Driven by Teens The article is about the importance of limiting the number of passengers in the cars driven by teens. Driving is quite liberating, a rite of passage for most American teenagers. It means  freedom  from parental oppression, is a way for an adolescent to have some of the responsibilities of an adult. Most teens get their driver’s license around 16 or 17 years old, during their sophomore and junior years of  high school. Teens spend hours after school, nights on the weekends, driving around with their friends. It’s a major part of their lives, with social, even spiritual, implications. However, though it’s a major part of the adolescent experience, it’s still taken for granted – not just the privilege, but dangerousness of it. And it’s because of this that the number of passengers should be limited to just two people in cars driven by minors, one of which being a licensed drivers, as well. TV HAS A NEGATIVE IMPACT ON TEENAGERS Why just two passengers in teen-driven cars? First of all, adolescent drivers just aren’t experienced enough drivers to ride around with a car packed full of other people, especially other teens. It’s too distracting for them. They aren’t thinking about safety, about a safe-driving speed, aggressive drivers on the road, etc. What’s on their minds? Popularity, looking cool and having fun are important to them – teens think they’re invincible. There are not anticipating the unexpected – a deer in the road, a drunk driver, an accident up the road. Any teen driver is too self-absorbed to think that when they are driving a car, they are at the wheel of a loaded weapon capable of taking the lives of others. They just aren’t thinking of these things. It’s not important to them. They just don’t yet have the driving experience. A federal law should be put in place limiting the number of passengers in teen-driven cars to just two for one more important reason: With fewer drivers in a car, there are fewer distractions. Teens are notorious for spending too much time on their iPhones, totally ignoring everyone and everything else around them. They don’t have the attention span to safely drive a car full of other people; and if that car is filled with loud, self-absorbed attention-seeking teens, it’s even harder for a teen driver to focus on what is important: driving safely to a destination, protecting its passengers. And that is virtually impossible when there are too many people in a car driven by an adolescent. Not only should teen-driven cars be limited to just two passengers, a licensed driver, regardless of their age, should always be in the car with a teen driver unless they are driving in the car alone. This way, that licensed passenger can help the young, inexperienced driver as a passenger – aiding them in paying attention, stopping when necessary, and when to ignore rowdy, distracting drivers. Licensed drivers also use their own experience, even if limited, to get the car safely to its destination. And this notion of legally mandating a licensed driver to ride as a passenger in a teen-driven car holds the driver more responsible – it holds them to a higher standard, because they realize this passenger, the licensed driver, will be watching them and keeping them focused, which will most likely make the teen driver a better, safer, more attentive and mindful driver. WHY MISSING A CLASS IS A BAD IDEA Let’s conclude this argument, that the number of passengers should be limited to two people total in cars driven by minors, one of which being a licensed driver. It should be no other way, potentially legally enforced in every American state. Repercussions should be extreme, as to scare young drivers into obeying the law and realizing that a car is a weapon when not driven responsibly and safely. Of course, several teen drivers are assuredly good drivers with a good perspective, who are responsible and mindful of how dangerous driving truly is. But the majority of teens do not, to the full extent, realize the potential disasters that come with driving, consequences that too often lead to premature death and serious injury. And if teen drivers are limited to just two passengers at a time, one of which being a licensed driver, then driving-related accidents will lessen, and the road will be a better, safer place for people to travel.

Service Marketing Essay Example | Topics and Well Written Essays - 1500 words

Service Marketing - Essay Example The company has been globally accepted and has a high visibility of their brand. (Source from website http://instruction.bus.wisc.edu/obdemo/may%20not%20need_2/starbucks.htm) Starbucks has been renowned for its customer service. A "service" is any act of performance that one party can offer to another, that is essentially intangible and does not result in the ownership of anything. Its production may or may not be tied to a physical product. ( Kotler, 2000) By creating a unique atmosphere, Starbucks has differentiated themselves from their competitors and catered to their customer's preferences. A company's offering to the market place will include some kind of service. It may be a major or minor part of the product. It may be purely tangible goods that require no service, a mix of goods and services in varying proportions, or just pure service. Services can be equipment based or people based. Some services require the client's presence while some do not. Services may be a personal need or a business need. It could be for profit or non-profit and be private or public depending on ownership. ( Kotler, 2000) Intangibility- Services cannot be seen, tasted, felt, heard or smelled. This makes evaluating service quality very difficult. Service quality is therefore ascertained by the potential consumers by perusal of other evidences like place, people, equipment communication etc. as indicators of quality. Inseparability- Services are produced and consumed at the same time and cannot be separated from their providers. There is no stocking or distribution. The provider and client must interact for the service to occur and therefore both parties become part of the service provided. Both of them influence the outcome of the service. Variability - As the consumer and producer are both part of the service, the quality of services depends largely on who, when, where and how they are provided. Therefore, service providers become the representative of the organization as a whole and service quality depends on the quality of the service providers themselves. Perishability- Services must be consumed as they are provided and cannot be stored for future use. Therefore, a missed opportunity will create a loss of service that needed to be rendered. The demand and supply needs to be carefully monitored and services offered as needed during the time period. Non-Transferability- Services cannot be owned by the user. An excellent service has good retentivity though and acts as an incentive to the customer to opt for the same service again. Starbucks has survived and grown in the new economy because of its innovative capability to adapt to a dynamically changing environment. Their customer-focused strategy has allowed them to garner sales selling the humble coffee at a premium value due to the perception of value inculcated in the customer. Quality of Service Providing the level of service to desired expectations is of prime importance. Quality management is a way of doing business that allows an organization to design products and services that meet or exceed customer needs and build operational processes that achieve high levels of performance and quality. A good service company understands the psychology of the consumer, adds in a qualitative