Parents should not allow electronic devices in their children's Essay

Parents should not allow electronic devices in their children's bedrooms - Essay Example Facer et al. (2003) argue that with children spending an average of seven hours per day on different forms of electronic entertainment media, there is need to control their media diet. Limiting the access to such electronic devices at home is a perfect starting point for any parent who intends on reducing their children’s dependence on these forms of entertainment media. According to Facer et al. (2003), creating ‘screen-free’ zones within the home, especially the children’s rooms, is one of the ways parents can minimize the time their children spend on electronic devices. Parents should not allow children to have electronic devices in their bedrooms. This is because the children who have electronic devices in their bedrooms are at a higher risk of suffering the negative impacts of these gadgets due to long exposure hours. The problems that are associated with excessive use of electronic media include eating and sleep disorders, obesity, and difficulties in school because of attention problems. These are problems that most parents would like to protect their children from hence the need to reduce the hours the children are exposed to electronic devices. Sleep deprivation is the other negative effect of electronic devices that affects children. For instance, Boston College survey stated that 75% of children who were allowed to use electronic devices in their bedrooms and a similar proportion aged 9-10 were sleep deprived and had their grades negatively affected (Facer et al., 2003). Of these children, 1 in every 11 is addicted to technology and media. With the children staying late to watch content that promote, among other things, physical and sexual violence, child aggression is likely to increase. Facer et al. (2003) argue that the brains of infants grow between the ages of 0 and 2 years thus providing the appropriate environmental stimulus that is free from electronic devices improves development. Children

Manpower Issues Essay Example for Free

Manpower Issues Essay The fast food industry is a labor driven sector. It has an extensive requirement of manpower to serve the increasing flow of consumer traffic at the outlets. Skilled labor with fast pace of work is the basic requirement for this job. It is mostly youngsters who are eligible for this job but it can be stressful and at times hazardous. This industry requirement for long hours of duty, on the toe at all times and attentive to the needs of the customer is quite an uphill task. There is no doubt that the emergence and growth of this industry sector has solved the unemployment problem to a great extent. Many youngsters have found a living in this industry but the pay packages earlier were not very attractive. The pay scales have no doubt improved now but the work conditions remain almost the same. The Back Yard Burgers currently employ over 10,000 people throughout their chain of restaurants. Each restaurant employs around 25 employees, of which some are part timers. A company-operated restaurant has a unit supervisor and two co-unit supervisors. Each unit supervisor reports to the district manager. A district manager has about five to eight restaurants in their supervision. Their role constitutes of keeping tabs on all aspects of operations and management of the restaurants in their jurisdiction. Each of these district managers’ report to the Director of Operations. The company endorses strict training and personnel development strategy. All personnel have to go through a personnel-training program on fast friendly and efficient customer service, restaurant cleanliness, and proper management of day-to-day operations. The employees have to go through classroom sessions that brief them about aspects of food safety, sanitation, laws, and regulations related to the food industry and operational aspects of restaurant. The company envisages labor to be a critical factor in the coming years since the opportunities have increased manifolds. The demand for skilled labor is rising and this will lead to higher wages and compensation packages. Managing and retaining quality workforce in this industry will be a little difficult task and the key to effective manpower management is to keep the employees happy and satisfied with their jobs.

Lost Lady Essay -- essays research papers

The diction and detail used by Willa Cather in the book A Lost Lady, paints a picture in the readers mind by her prose selection of diction and arrangements of graphic detail, which conveys a feeling of passion, sadness, tense anger and unending happiness through Neil Herbert. Throughout the book, Cather describes Neil Herbert ¡Ã‚ ¯s life from his childhood, to his teenage years, and then to his adulthood with surpassing diction and supporting detail.   Ã‚  Ã‚  Ã‚  Ã‚  As the story begins, Cather describes Neil Herbert as,  ¡Ã‚ °a handsome boy of twelve whom she liked. ¡Ã‚ ± This description gives us a mental picture of this boy with a smile on his face and always being courteous. In his younger years, the reader can assume that Herbert was very energetic and always merry. He ¡Ã‚ ¯d even try to catch a bird in a tree so Ivy Peters couldn ¡Ã‚ ¯t kill it with a rock.  ¡Ã‚ °If I can get it now, I can kill it and put it out of its misery. ¡Ã‚ ± Through Cather ¡Ã‚ ¯s details the reader can tell that Herbert had a strong determination to catch the bird. Herbert ends up falling from the tree and breaking his arm of which he gets treated at Mrs. Forrester ¡Ã‚ ¯s house.  ¡Ã‚ °What soft fingers Mrs. Forrester had, ¡Ã‚ ± and he though,  ¡Ã‚ °what a lovely lady she was. ¡Ã‚ ± The author states that  ¡Ã‚ °The little boy was thinking that he would never be in so nice a place again. ¡Ã‚ ± Through Cather's descriptio n the reader can tell that Neil had a yearning passion for Mrs. Forrester and that her house was like heaven on earth. &nbs...

Miranda is an American short story, which was published in 1988

â€Å"Miranda† is an American short story, which was published in 1988. It points up the conflicts that might arise when a young girl finds out that she is pregnant. In addition to the obligatory section B, I will in my essay incorporate a short analysis of the text. The main character's name is â€Å"Miranda† as the title of the story. Miranda is an 18 year old girl who, in the beginning of the story, lives at home by her parents in Los Angeles, California. The story starts the day before she leaves for College in Boston. As the story progresses Miranda's feelings are changing. In the beginning of the story she seems like a well-balanced girl. She has everything: freedom, a great boyfriend and understanding parents. She seems like any other teenage girl. But as she finds out she is pregnant, she is slowly changing. She gets more and more sceptical towards her surroundings and the whole thing with the pregnancy is not easy for her either. She also becomes more serious and melancholic, because she learns more about life; about what is consists of. Holly is Miranda's friend and roommate in Boston. She is a year older than Miranda and a more free-minded kind of girl who tries to get Miranda to see things from her point of view. She is a girl who just wants to have fun and not necessarily always thinks of the consequences of her actions. That shows when she often sleeps with her new friend Brian on week nights, and then subsequently gets visited by her boyfriend Tom in the weekends. Holly's role in the story is to put Miranda into a situation where she has to choose, to tell the reader what kind of girl Miranda is; what her values are. That seems pretty obvious when Miranda says that she wants to be owned, and that she will marry Michael. (p. 4, l. 95) Holly represents the common opinion and she is the contrast to Miranda. When Miranda comes home to her parents, they are having a conversation about her pregnancy with her and Michael. Their reaction reflects the society they live in and they are, surprisingly, more than understanding and sympathizing – or so it would seem. As a true product of their environment, they strongly advise Miranda to get an abortion. Miranda's parents do not want a daughter who does not study and therefore cannot get an education. As her mother says, she will end up as a dumb little house-wife. (p. 5, l. 147) They want her to have an abortion, so she does not end up in misery. That is not only best for her and Michael, but also for the unborn child. Miranda is mortified at the thought of killing her child. She does not care about the hardships – she is willing to accept the responsibility of the child and raise it. When her parents realise that they are not reaching Miranda, they turn to Michael in an effort to influence him. Michael is young and at school, just the same as Miranda, and although he loves her and accepts the responsibility of the child, he is thinking of his future as well as. When he first heard the news, he soon talked about marriage, because he felt that it was the right thing to do. On the other hand Michael is relieved that her parents are trying to talk her out of it, because he realized that he is not ready to be a father. Michael knows he cannot forsake the baby, otherwise he would scar Miranda. He cannot look Miranda in the eyes; probably because he feels ashamed and guilty about the whole situation. Michael is hurting Miranda when he acts the way he does. She can see that his eyes are full of relief and gratitude when her parents come to the rescue for him. In a sense they buy Michael because they know that if he wont help raise the child, neither will Miranda. Unfortunately, Michael soon realises his mistake – by giving up on the baby, he is also giving up on Miranda. You could say that the choice was between Miranda and the child, or Michael and his future. â€Å"†¦ She looked at Michael. He looked at her, guilty, ashamed (p. 6, l. 195)†¦ He had both won and lost, and his unhappy face struggled to endure both. p. 6, l. 197) The central theme in this short story is teenage pregnancy and the worries and difficulties it brings along with it. The decision to have an abortion or not is a very complicated, because it brings up intense feelings and moral questions, and this often place people in difficult situations. Miranda is an example of a girl who has a lot of thoughts after becoming pregnant. She truly wants to have the baby, but ends up giving in to the fight with her parents. Miranda falls under the traditional values of what is â€Å"the right thing to do,† but at the same time she abandons her chance for happiness. That leads us to another theme in the story: Society's view on success and happiness. Today, the ultimate idea of success is to please ourselves first, get that major degree and job – then plan a family and a future. Miranda sees it all more simply; she has a baby, she is willing to take responsibility, and plans her future along a different path than society wants for her. Every so often you have to listen to your heart, in order to make yourself happy. Maybe that means going against everyone you know and all you've been taught, but sometimes, that is the only way to be happy.

Integrated Life Science Study Guide

Integrated Life Science Study Guide Test #1/Chapters 1,3,4,19 1. The scientific method- A continuous process use to collect observationsk form amd test hypotheses, make predictions, and identify patterns in the physical world. pg 4 2. Biodiversity- the number of different species that coexist at a given place pg. 8 3. Dimitri Mendelev- Russian Chemist; created the Period Table of the Elements; 1st 1800s to arrange elements in such a way that the showed something about it properties. Elements made of atoms-Iron, Helium, Hydrogen pg. 10 4. Creationism or creation science is the belief of the Judeo-Christians (Bible); Genesis; 2000+ yrs. The Earth is between 5-7000 yrs old. It’s the belief that it was created in 7 days. Science of Creation (most scientists believe) believes the universe is approx. 15 Billion yrs old. Earth-is about 4. 5 billio9n yrs old. No beginning and no end to this universe. 5. Stem cells- embryonic cells that can become any cell in a living organism. Source; ambilical cord Adult stem cell-restricting-almost useless to work with; medical science impeded by someones belief system 6. Work- force exerted over a distance Power- work divided by time; how fast you do work.. Power =work/time Energy= the ability to do work; we get energy from food; converts to calorie-> glucose; cell->work; plants also use glucose to live 2 types of energy- Kinetic-energy of motion Potential- stored (fat) Force-a push or pull from kinectic energy; gravity energy-> glucose 7. Trophic levels a. Omnivores-eat both plants and animals b. Carnivores-eat meat.. ex. Lions, tigers, c. Herbivores-eat plants, ex. Cows, horses d. Plants- glucose e. Decomposers-bacteria; worms, fungi, provide food to make soil rich 8. First Law of Thermodynamics- 1st law about energy f. All energy in the universe stays the same; it only changes form i. Glucose â€Å"sugar†-> energy cells-> carbon dioxide; ammonia 9. Calories-unit of energy measurement in food 1C=1000c Calorie-heat our body produces; energy inside the cell Calorimeter-measures calories in food 10. 2nd Law of Thermodynamics- g. Heat always flows cold ii. No such thing as cold- cold is the absence of heat h. No such thing as â€Å"Heat Engine† i. Overtime entropy increases iii. Entropy-a measure of disorder; a way we can measure how miixed up something is. 1. Types of animal insulation- fur, feathers, fat, blubber, skin, shells, scales, and blood 12. Entropy-a measure of disorder; a way we can measure how miixed up something is. 13. The science of Aging and DNA j. Lifestyle k. Dna l. Genetics m. Biological clock is about 110 yrs old Chemicals that age you are alcohol, tobacco, recreational drugs 14. Ecosystem- a system that includes bot h living and non-living things in a particular area (people) n. Non-living- chemicals; food o. Living-cells 15. Homeostasis- health, dna, good health, balance 16. Acid rain- nitrogen, sulfur, ad carbon; coal + oil fired; electricity; generating plants; polluntants mix with rain; forms sulphuric acid; nitric acid; and carbonic acid- kills plants & trees; destroys auto paint, etc. 17. Photovoltaic cells- a device that converts sunlight (photons) into direct electric current Short Answer 1. Global Warming a. CONS-temperature increasing; flooding; sea level rising; quit burning fossil fuels b. PROS- 2. temp increasing during growing season which is what’s necessary 3. Ozone layer is 20 miles or more up. It protects us from UVA and UVB rays. It’s getting thinner because of pollutants Smog is a layer created from automobiles and factories- near the earth-harmful 4. Landfills are considered â€Å"biological recyclers† because 5. The 6 characteristics shared by all ecosystems are pg. 391 c. Every ecosystem consists of both living and nonliving parts d. Energy flows through ecosystems e. Matter is recycled by Ecosystems f. Every organism occupies an Ecological Niche g. Stable Ecosystems achieve a balance among their populations h. Ecosystems are not permanent, but change over time 6. Four dimensions as described in the Second Law of Themodynamics pg. 88 i. East or west j. North or south k. Up or down l. Time 7. Creationists believe that evolution does violate this law because life is highly ordered, it could not have arisen spontaneously without violating the 2nd law. Scientists disagree and believe that all you need to make the evolution of life consistent with the 2nd law is that the order observed in living things must be offset by a greater amount of disorder in the sun. pg. 88 8. 3 ways that heat is transferred is through conduction, convection, and radiation. Example of: pg. 6 Conduction- Convection-air rising above a radiator or toaster; motion of the Earth’s Radiation-a fire or electric heater 9. Celery makes you lose more calories than you gain because it goes back to the principal that if we take in less energy than we expend, energy must be removed from storage to meet the defecit and the amt of body fat decreases. 10. Our food in the USA is che aper and much richer than most other countries. We tend to eat in larger portions than we should. Biologically, we clone our foods and inject them with hormones and chemicals to keep the supply steady and to keep costs low. 1. 5 Questions to ask when confronted with other kinds of psuedosciences are: pg. 12 m. Are the â€Å"facts† true as stated? n. Is there an alternative explanation? o. Is the claim falsifiable? p. Have the claims been rigorously tested? q. Do the claims require unreasonable changes in accepted ideas? 12. Peer review is a system by which the editor of a scientific journal submits manuscripts considered for publication to a panel of knowledgeable scientis wh, in conidence, evaluate the manuscript for mistakes, misstatements, or shoddy procedures. Following the review, if the manuscript is to be published, it is returned to the author with a list of modiciations and corrections to be completed. pg. a34 13. Arrow of Time is The uniform and unique direction associated with the apparent inevitable flow of time into the future. Pg 88 14. The 3 major polluntants that make up urban pollution are nitrogen oxides, sulfur compounds, and hydrocarbons. Pg. 399

Building a Complete School Retention Form

Building a Complete School Retention Form Student retention is always highly debated. There are clear-cut pros and cons that teachers and parents must take into consideration when making such an important decision. Teachers and parents should work together to come up with a consensus as to whether or not retention is the right decision for a particular student. Retention will not work for every student.   You must have strong parental support and an individualized academic plan that promotes an alternative to how that student is taught as compared to previous years. Each retention decision should be made on an individual basis. No two students are alike, thus retention must be examined taking into account the strengths and weaknesses of each individual student.   Teachers and parents must examine a wide array of factors before deciding whether or not retention is the right decision.   Once a retention decision has been made, it is important to explore how the students individual needs are going to be met at a deeper level than before. If the decision is made to retain, it is important that you adhere to all guidelines laid out in the districts retention policy. If you have a retention policy, it is equally important that you have a retention form that gives a brief description of the reasons the teacher believes the student should be retained. The form should also provide a place for to sign and then either agree or disagree with the teachers placement decision. The retention form should summarize placement concerns. However, teachers are strongly encouraged to add additional documentation to support their decision including work samples, test scores, teacher notes, etc. Sample Retention Form The primary goal of Any Where Public Schools is to educate and prepare our students for a brighter tomorrow. We know that each child develops physically, mentally, emotionally, and socially at an individual rate. Additionally, not all children will complete twelve grades levels of work according to the same pace and at the same time. Grade level placement will be based on the child’s maturity (emotional, social, mental and physical), chronological age, school attendance, effort, and marks achieved. Standardized testing results can be used as one means of the judging process. The grade marks earned, direct observations made by the teacher, and academic progress made by the student throughout the year shall reflect the probable assignment for the coming year. Students Name _____________________________ Date of Birth _____/_____/_____ Age _____ _____________________ (Student Name) is recommended to be placed in __________ (Grade) for the _________________ school year. Conference Date ___________________________________ Reason(s) for Recommendation of Placement by Teacher: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ Outline of Strategic Plan for Addressing Deficiencies During Retention Year: _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____________________________________________________________________________________________ _____ See attachment for additional information _____ I accept the placement of my child. _____ I do not accept the school’s placement of my child. I understand that I may appeal this decision by complying with the school district’s appeal process. Parent Signature____________________________ Date ______________ Teacher Signature __________________________ Date ______________

The holocaust essays

The holocaust essays The holocaust was a terrible time period where millions of Jewish people were man slaughtered. Economic and political conditions in Germany between 1918 and 1933 played a major role in the creation of a climate that made Nazism appeal to the German population. There was widespread unemployment. The German people turned towards nationalism. The Nazi party captured the nationalistic favor of the country. The spiritualism and doctrines of Nazism struck the heart of Germanys traditions and cultural life. The Nazi party set the Jews up as enemies and blamed them for all of Germany's troubles. The Jews became the scapegoat of the movement. They were held responsible for anything and everything that worked counter to the Nazi ideal. Support for the Nazi party increased between 1928 and 1933, when the party first started showing signs of popularity. Over the next few years the party's support expanded. As the party's following increased, Germany started becoming a totalitarian state. Until November 1938 the repression had been mainly political, but the Nazi party took the hatred of Jews to new depths. The persecution of the Jews continued as many Jews were forced to flee to other countries. By the outbreak of the war in 1939, only 285,000 out of the 690,000 Jews in Austria and Germany were left. The rest had immigrated to other countries. The Jews that remained, the majority, old or married to non-Jews, soon became part of the mass extermination that followed. On the 10th of January 1942, a meeting took place known as the Wannsee conference. At this meeting it was decided by Hitler, the leader the party, that the result of the war will be the complete annihilation of the Jews.This genocide changed the world for ever. Even though the world has this event to learn from, these types of things are still occurring today. Many people are being killed because of their race or religion. My grandfathers and his brothers were altered because of...

The 4 Different Types of Financial Aid Expert Guide

The 4 Different Types of Financial Aid Expert Guide SAT / ACT Prep Online Guides and Tips There are so many different types of financial aid out there, with some serving you better than others. This guide will demystify everything you need to know about the types of aid available to students. I’ll start with the various options available to you and include examples that you can check out for yourself. Then, I’ll tell you exactly where and how you can get your hands on this financial aid money. Finally, I’ll explain which types of aid you should take advantage of - and which types you should stay away from. Let's get started! What Are the Different Types of Financial Aid? Tackling financial aid can be overwhelming, but you might be relieved to know that there are only a few different types of aid out there. Once you get the basic info on each category of aid, you’ll be much better informed when it comes to getting the most (and the best) funding. The main differentiating factors between each aid category are: How you get the money Why you get the money Whether you have to pay the money back Here are the main aid types you should know about before you start looking for funding for college: Grants Grants are monetary awards that are typically based on financial need. If you receive a grant, you don’t have to repay the money at any point. Example: Pell Grant Loans Loans are sums of money that you borrow and then pay back on a monthly basis after you graduate. In addition to the original amount that you borrow (the principle), you’ll also be responsible for paying back an extra percentage of the loan amount (interest). Examples: Direct loans (subsidized and unsubsidized), Stafford loan, Perkins loan, Private loan Scholarships Scholarships are monetary awards similar to grants - you don’t have to pay them back at any point. Unlike grants, however; they’re often based on factors other than financial need, although need may be taken into account. Ultimately, scholarship eligibility can be based on almost anything depending on the goals of the person or entity that’s funding the scholarship. To give you some examples, here are some student characteristics that many scholarship programs tend to look for in their applicants: Strong academic records Volunteer experience Particular ethnic background Artistic skill Sports prowess Entrepreneurial interests Political ambitions Career goals Some combination of the above Examples: Gates Millennium, McDonald’s, Coca-Cola, Tylenol, Florida Bright Futures, Hispanic Scholarship Fund, Minority scholarships Work-Study A work-study award is a type of need-based â€Å"self-help† financial aid in the form of a wage subsidy. Ultimately, it’s meant to help students get jobs (especially on campus) because the subsidy makes the students less expensive for certain employers to hire. Some student jobs only hire people who have work-study awards. The work-study award pays for part of your hourly salary, and your employer pays the rest. You only â€Å"get† the money if you get a student job, and you don’t get any extra funding on top of your salary. The average work-study award is about $1,500, but the annual maximum tops out at $7,000. Check out our guide to the federal work study program to learn more. A student job might not be the most exciting way to get financial aid, but it can come with some perks. What Are the Most Important Sources of Financial Aid? Although there are only a few types of aid, funding for school can come from a bunch of different sources. The way you go about getting aid depends, of course, on where the money’s coming from. The main sources of student aid in the US are the federal government, state governments, the schools themselves, private organizations, and banks. Here, I’ll break down how you’d go about getting aid funding from each of these sources. Federal Financial Aid Types of aid given:Grants, loans, and work-study Aid eligibilitycriteria:There are quite a few eligibility criteria when it comes to accessing federal student aid. Although they may seem complicated, most of them aren’t hard to meet - the big things are that you have to have a high school diploma or GED, and you have to be accepted to a degree or certificate program. To make sure you meet all the necessary eligibility criteria, read our comprehensive guide to getting federal financial aid. How to apply:You apply for federal aid with theFree Application for Federal Student Aid, or FAFSA. You only have to submit this one application in order to be considered for any and all forms of federal aid. You can even estimate your aid eligibility before you submit your FAFSA if you’re interested in knowing beforehand how much (and what types) of aid you’re likely to be awarded by using the FAFSA4caster. Examples: Pell Grant, federal loans State Financial Aid Different states have their own protocols, budgets, and eligibility criteria when it comes to state-based financial aid. Some states may use the FAFSA whereas others may have their own processes for determining aid eligibility (like Florida). You'll have to do your own research on your state of residency. Read moreabout state financial aid optionshere. Aid From Your School Types of aid given: Primarily grants and scholarships, sometimes loans Aid eligibility criteria:Some schools offer only need-based financial aid in the form of grants. If you get into the school, then you’re automatically eligible for need-based aid as determined by the school’s financial aid policies. The most generousfinancial aid policies are often based solely on need. Some schools offer need-based and merit-based financial aid. Eligibility criteria for merit-based scholarships might depend on your GPA, standardized test scores, or sports performance. How to apply:Many schools use the FAFSA to determine eligibility for need-based financial aid. Schools automatically get your FAFSA info if you list them on your application. Your college applications will also often serve as an automatic scholarship application - the admissions or financial aid office will offer scholarships to particularly competitive students in order to persuade them to attend that school. Some school-based scholarships have separate applications, however. I’d encourage you to check out theschool’s financial aid website (or contact theirfinancial aid officer) if you have questions about additional scholarship opportunities that might be available. Aid FromPrivate Organizations or Nonprofits Types of aid given: Primarily scholarships and grants Aid eligibility criteria:Eligibility criteria varies widely based on the type of student that each scholarship or grant program is targeting. The most common criteria centers around US citizenship and academic performance, but check out the scholarships listed earlierfor more examples. How to apply:There are some umbrella organizations where one application will allow you to beconsidered for multiple scholarships (e.g. the Hispanic Scholarship Fund). Most of the time, though, you have to submit a separate application for each scholarship program that you’re interested in. Often there’s overlap in what information scholarship applications ask for, so you may be able to recycle parts of your applications (like essays, for example). Examples:Check out our lists of top scholarships for high school juniors and seniors Aid From Banks and Financial Institutions Types of aid given:This is where you go if you need access to private loans Aid eligibility criteria:This will vary based on which institution you go to and how much money you’re looking to take out. Basically, you'll have to show that you’re responsible and reliable so that banks trust that you’ll pay themoney back. You can do this with a good credit history. The problem is that most young people don’t really have a credit history, which means that most students who want to take out private loans need someone else (usually a parent) with good credit to cosign on the loan. How to apply:You’d have to work directly with a bank to apply forthe student loans you hope to take out. It involves submitting personal and financial information to the financial institution. For more information, check out our step-by-step guide to getting a student loan. What Are the Best Types of Financial Aid? What Are the Worst? Although all of the above forms of financial aid can help you pay for school, not all of them come with the same perks and benefits. There are some types of aid that’ll serve you better in the long run. I’ve organized categories of aid into tiers, with Tier 1 being the most desirable and Tier 3 being the least desirable. You should pursue aid in this order - seek out Tier 1 aid first before filling any gaps with Tier 2 and 3. Think of your financial aid options like tiers on a really delicious cake: you shouldn't start cutting just anywhere! Tier 1: Grants and Scholarships Grants and scholarships are the most desirable forms of financial aid because they come in the form of free money, often with no strings attached. Some grants and scholarships are applied right to your bill - you often see this with federal and school-based aid. When this happens you don't actually see the money - you just see a lower (or even non-existent) bill. Other grants and scholarships are given directly to you. This means you have more freedom with how the money's spent, but it also means you haveto be responsible with money management. Ultimately, it's best to apply grant and scholarship money to academic bills first before using funds to pay for other things. Tier 2: Federal Loans and Federal Work Study Tier 2 offers some solid options for students and families who still need to cover costs after looking into grants and scholarships. These options don’t come in the form of â€Å"free† money, but that doesn’t mean they don’t come with some benefits. Federal Loans You have to pay federal loansback, so they’re obviously not as desirable as grants or scholarships. That being said, federal loans can come with perks that you won’t find with any other borrowing options. Many federal loan options come with competitive interest rates, lengthygrace periods, options for forgiveness or cancellation, and flexible repayment plans. If you have to borrow money, borrow federal loans first before turning to any private lenders. Work Study With a work study award, you don’t have to borrow any money at all. You do, however, have to get a job in order to see any cash. The good news is that the money you earn is yours to spend or save as you see fit. Check out our guide to the federal work study program to learn more. Tier 3: Private Loans You should only look into private loans if you can’t cover your expenses after getting as much Tier 1 and Tier 2 money as possible. You can borrow responsibly with private loans, but borrowing terms tend to be less favorable than what you’d see with federal loans. First, it'spretty much necessary to have a cosigner on a private loan if you don’t have a credit history - this means that someone else is on the hook for your debt if you're unable to pay back what you borrow. They don't comewithoptions for loan cancellation or forgiveness. Finally,private loans tend to have higher interest rates than federal loans because they're not subsidized. The bottom line: you ending up paying more in the long run with private loans than with other forms of financial aid. Final Thoughts: Paying for College Responsibly The average sticker price for a college education is pretty high these days - too high for the typical student to take on by herself. As a result, most US college students relies heavily on financial aid to help fund their education. Sometimes, it’s a bit too easy to take out large amounts of student loans (especially private loans) to cover high college expenses. Although this investment can pay off in the long run for some students, student loans can turn into a frustrating burden for many others. It’s important to take a long-term perspective when considering student loan options. For example, you may want to ask yourselfthe following: How much do you anticipate making after graduation, given your career goals? How much would your total monthly payment (principle + interest) be for all your loans after you graduate? Could you afford to make this monthly payment after covering all anticipated living expenses? Before you take on large student loans, talk to potential cosigners, parents, and guardians. Finally, it would be wise to get the perspective of a trusted college counselor orfinancial advisor before committing to paying back large sums of money. People with this type of experience may be able to point you in the rightdirection when it comes to paying for your education. "Paying for college responsibly" is code for "not taking out more loans than you can handle." What's Next? Now that you've covered the basics, you can start thinking strategically about how to budget for a college education. You might want to begin by learning about how, when, and why to save for college. After that, you should check out our complete guide to covering your college expenses. Knowing how to apply for financial aid is an important part of covering college expenses, of course. Maybe you have more complicated challenges ahead of you. If so, you might want to read more about how to pay for college without parents' help andhow to pay for college without loans. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Monetary Policy Framework in the UK Essay Example | Topics and Well Written Essays - 2500 words

Monetary Policy Framework in the UK - Essay Example Stable price of products and confidence are important in controlling the inflation rate of the economy. The interest rates are controlled by the obligation of the government to control the inflation target in the economy. Hence the bank controlled the inflation rate through controlling the interest rates that are charged on the commercial banks. On the other hand financial stability includes protecting against threats to the whole financial system of a country. There are threat to the economic which are detected by the bank's surveillance and market intelligence functions which are dealt with through financial and other operations in the economy. These operations can be based at home or abroad. (Millard, 2006) All the above are important factors that are regulated through the monetary policies. In the UK, the Bank of England is bestowed with the role of a central bank. There is a monetary policy committee that deals with issues concerning the regulation of monetary policy in the economy. Throughout the history of the UK, there have been changes in the monetary policies that have helped to shape the economy of the UK. This paper will look closely at the way the monetary policies have been changing in the UK and look at the interaction that has been there between monetary polices and the inflation rate. ... This has corresponded with the changing rate of inflation in the country which has been caused by many factors. In order to streamline the performance of the economy, the monetary policies have been likewise changing with time to suit the environment. The bank of England in conjunction with the parliamentary committee have been playing crucial role in the changing of monetary policies in the country. There change in monetary policies has been corresponding with the changes in the rate of inflations. The bases of inflation control have been the use of integrated strategies to control the great demand. This has been implemented in conjunction with the banking sector which has played a crucial role in offsetting the rate of inflation in the country and likewise through the monetary policies. (Benito and Wood, 2006) The most notable change in the monetary policies in the UK has been the change that took place in the 1990 due to the changing landscape of inflation. By the standards of history, the performance of the economy under the inflation rate of this time had been unique. Between the periods of 1972 to 1992, there was recorded the lowest size of business-cycle frequency fluctuation. The unemployment-inflation trade-off displayed the greater stability was the greatest ever and the rate of inflation was the highest ever. But since then there has been historically unprecedented stability in the economy. Many economists have argued that this cannot be attributed only to the monetary framework but it can also be attributed to good luck in the performance of the macro economic policies. This has also been attributed to substantial consolidation of the fiscal policy which turned a deficit of 8% in 1993

Transgressors of Convention Essay Example | Topics and Well Written Essays - 2750 words

Transgressors of Convention - Essay Example The researcher of the essay "Transgressors of Convention" gives a critique on three works of Modern art. Modern art consists of includes cubism, expressionism and constructivism. Other forms of modern art, examined in this paper, are Primitivism, Avant-Garde and Performance Art. Their relationship to other works in the Modern art era include their similarities in color usage, strength, vividness, shock factor and other types of emotional appeal, minimalist approaches, unexplained elements or nonrepresentational elements, even lack of traditional materials. Their differences show the desire of an artist to be individually judged from their counterparts, despite evidence that explains the subconcious ‘community’ that shows up in all artists’ work. As Sholette writes, â€Å"how can the artist be defined as an autonomous producer detached from politics, history and the market?† given the constant grouping of people, even through debit cards that are created wit h a computer program called â€Å"Clever†. "Clever locates these Web-based fraternities "even before members are aware of their community's existence. And â€Å"the boundary between Self and Other is fluid rather than fixed. And â€Å"the boundary between Self and Other is fluid rather than fixed.† The Activist art collective critiques the bourgeois notion of self-institutionalization. But much of Modern art is simply the â€Å"challenging of the power of realism† by producing pieces with their own power. Die Bruckebegan as an offshoot of German expressionistism.... o be the evolutionary 'bridge' between the man of today and the 'superman' of tomorrow, but instead seemed to show their yearning to return to natural origins. Primitivism provides an alternative to the "sophisticated illusionism" and offered a more 'authentic' way of being. (Stokstad 2002) Three Nudes - Dune Picture from Nidden 1913 This work is representative of that which draws from primitivistic concepts2 of Africa, South America, "children and the mentally ill." (Stokstad 2002) Semi-representational, the figures in the piece are developed as a part of the whole instead of being separated from the background, as in portrait work. The message seems to be about the unity between these women figures and Nature. Considered crude drawing and simplistic in its arrangement of elements, the composition holds power in its saturation of color, the strength of its lines, the movement of its forms. Despite its seeming lack of thought, the design elements are planned and executed as well as a formal painting. The Die Brucke artists did go back to Nature to northern Germany during their summer breaks and their paintings often reflected their dislike for urban life, urban alienation. The contrasts are shown from their paintings of the psychological distancing of city society (Kirchner, Street, Berlin) to the inviting warmth of Three Nudes. (Stokstad 2002) Perhaps the freedom felt by more citizens of Europe in the early part of last century led the Die Brucke artists toward greater criticism of their world, to Expressionism and Activist art. But it was still not socially acceptable. 2 The word 'primitive' . . . categorized art of Africa, Pacific Islands and indigenous Americas . . . means 'early' . . . implies that these civilizations are frozen in their cultural development

How were the American colonies (united states) able to defeat Great Essay

How were the American colonies (united states) able to defeat Great Britain in the war for Independence. How did the leadership of George Washington contribute to this victory - Essay Example This gave the locals the capability of planning sneak raids and to better situate themselves for fighting. Also, the locals were short on funds, as well as military experience. Nevertheless, the French, who were sworn enemies Great Britain, decided to assist the Americans in the warfare (Simmons, 2005). The late president, George Washington, commanded the Continental Army of the United States during the Revolutionary War. He was extremely influential in the warfare, which brought victory to the United States. Washington had a leading political and military task in the American Revolution (Rickard, 2003). Washington’s involvement started as early as 1767. After the warfare erupted with the Battles of Concord and Lexington in April 1775, he was appointed as commanding officer of the Continental Army. Washington, unlike any other American leader, wore military uniforms to work signifying how stern he was in leading the nation. He was critical in uniting France and the Americas, which played a leading role in Americans triumph over Great Britain (Tokar, 2009). Washington was also devoted to republicanism, which puts the citizens of American first. This was one of his mantras when he went into the warfare making him committed to

Early Equity Feminists Essay Example | Topics and Well Written Essays - 1000 words

Early Equity Feminists - Essay Example Wollstonecraft thinks that the women’s passive acceptance of these roles and of an unequal education undercuts their status as independent â€Å"moral† agents, who can exercise their free will responsibly. Thus, she makes a case for the education of women (Wollstonecraft, 2007). Chopin also asserts that either a man or a woman can subject another to his/her â€Å"will†Ã¢â‚¬ ¦..that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature.†In other words, the tendency toward domination is a human tendency, not one restricted to either gender (Chopin, 2011). Still, in the story’s 19th century setting, men are clearly dominant. Louise Mallards situation illustrates several of the grievances of Stanton’s declaration of sentiments (Mansfield, 2007). In her book’ A Vindication of the rights of woman’ by Wollstonecraft, the author suggests that women should be given an equal ri ght to access education as her male counterparts . She argues that the acquiring of true liberty by the women enables equality between the different sexes by claiming that reason or intellect is more superior to their emotions, passions. In this book she greatly persuades the women to get into the act of acquiring strength of the body and mind. She greatly advocates that education is the key for achieving self respect along with new self images which will enable them to live to the fullest of their abilities in life. The author Wollstonecraft left a legacy as one of the founding authors of feminist works who greatly advocated for the women rights. She is also remembered for establishing the relationship between reasons and passion, various educational ideas concerning women, their sexuality along with the relevance of her work to the contemporary struggles carried out for women’s rights (Wollstonecraft, 2007). In Chopin’s the story of an hour, the author tells the stor y of a woman who suffers from a heart problem and has to be informed in a cautious manner of her husband’s death (Chopin, 2011). The woman in the story feels that she is finally going to enjoy all the freedoms she had previously been denied with the death of her husband. The author states that the woman succumbs to her heart problems following the discovery that her husband had not actually died when he enters their house. The story described by the author represents some of her experiences during childhood and she actually tries to represent the way that life should be lived (Chopin, 2011). Stanton on the other hand was a great leader in championing for women rights in the united states of America and was responsible for leading calls for the Seneca Falls conference where some declarations were made in the year 1848 (Stanton, 2004). She reportedly engages in the fight for women rights as a young child and as an adult she presented women’s grievances at the conference held at Seneca for which eleven solutions were achieved. She mainly presented the argument that the omen had a right to being treated equally in all aspects concerning their lives. It was the move initiated by Stanton that first made the issues affecting the women that led to them becoming a focus in the struggle for their rights (Stanton, 2004). Shalit, author of the book titled â€Å"Modesty revisited† talks about the generation gaps that existed between the older and newer generations due

Treating breast cancer with Radiographic therapy Essay

Treating breast cancer with Radiographic therapy - Essay Example The therapy refers to the use of specific rays in imagining thus monitoring the progress of the treatment. Additionally, the therapy includes the use of high-energy radiation to kill the cancerous cells thus eliminating the cancer. The therapy is effective since it destroys the DNA of the cancer cells thus discouraging the growth of such cells. While the use of radiation is efficient in killing the cancer cells, the radiations can destroy the normal body cells a feature that explains the extreme caution that doctors and patients must take during such therapies. The book investigates the nature of manifestation of the disease thus investigating the numerous methods of treatment key among which is radiographic therapy. The therapy begins with an equally effective diagnosis of the disease. The book explains that early determination of the cancer helps increase the effectiveness of the radiographic therapy. The book encourages self-inspection as a way of ensuring early detection of cancer â€Å"physical examination of a patient with breast cancer should begin with in inspection of breasts† (Winchester, David, Clifford and Larry 237). Such personal inspections of the breast investigate any irregular development in the breast. Inspecting the breast with the view to determining any anomalies is always an easy process especially for those with the tendency of doing so since they easily identify the varying types of anomalies that may hint cancerous growth. Effective early detection of the cancerous growth enhances the success of radiographi c therapy. The book explains that Radiographic therapy is essential even in other forms of cancer treatments such as surgical operations. After physical examination discussed above, patients should always seek radiography in order to validate the existence of cancerous cells in their breasts. The mechanism provides effective ways of capturing images of the internal parts of the body such as

Early Equity Feminists Essay Example | Topics and Well Written Essays - 1000 words

Early Equity Feminists - Essay Example Wollstonecraft thinks that the women’s passive acceptance of these roles and of an unequal education undercuts their status as independent â€Å"moral† agents, who can exercise their free will responsibly. Thus, she makes a case for the education of women (Wollstonecraft, 2007). Chopin also asserts that either a man or a woman can subject another to his/her â€Å"will†Ã¢â‚¬ ¦..that blind persistence with which men and women believe they have a right to impose a private will upon a fellow creature.†In other words, the tendency toward domination is a human tendency, not one restricted to either gender (Chopin, 2011). Still, in the story’s 19th century setting, men are clearly dominant. Louise Mallards situation illustrates several of the grievances of Stanton’s declaration of sentiments (Mansfield, 2007). In her book’ A Vindication of the rights of woman’ by Wollstonecraft, the author suggests that women should be given an equal ri ght to access education as her male counterparts . She argues that the acquiring of true liberty by the women enables equality between the different sexes by claiming that reason or intellect is more superior to their emotions, passions. In this book she greatly persuades the women to get into the act of acquiring strength of the body and mind. She greatly advocates that education is the key for achieving self respect along with new self images which will enable them to live to the fullest of their abilities in life. The author Wollstonecraft left a legacy as one of the founding authors of feminist works who greatly advocated for the women rights. She is also remembered for establishing the relationship between reasons and passion, various educational ideas concerning women, their sexuality along with the relevance of her work to the contemporary struggles carried out for women’s rights (Wollstonecraft, 2007). In Chopin’s the story of an hour, the author tells the stor y of a woman who suffers from a heart problem and has to be informed in a cautious manner of her husband’s death (Chopin, 2011). The woman in the story feels that she is finally going to enjoy all the freedoms she had previously been denied with the death of her husband. The author states that the woman succumbs to her heart problems following the discovery that her husband had not actually died when he enters their house. The story described by the author represents some of her experiences during childhood and she actually tries to represent the way that life should be lived (Chopin, 2011). Stanton on the other hand was a great leader in championing for women rights in the united states of America and was responsible for leading calls for the Seneca Falls conference where some declarations were made in the year 1848 (Stanton, 2004). She reportedly engages in the fight for women rights as a young child and as an adult she presented women’s grievances at the conference held at Seneca for which eleven solutions were achieved. She mainly presented the argument that the omen had a right to being treated equally in all aspects concerning their lives. It was the move initiated by Stanton that first made the issues affecting the women that led to them becoming a focus in the struggle for their rights (Stanton, 2004). Shalit, author of the book titled â€Å"Modesty revisited† talks about the generation gaps that existed between the older and newer generations due

Muslims are Bearing Most of the Historic Burden of European Racism Term Paper

Muslims are Bearing Most of the Historic Burden of European Racism - Term Paper Example Being the continent that experiences the highest inward migration, Europe should be least concerned by prejudicial perspectives towards immigrants. For example, in the case of Britain, many of the immigrant groups come from their former colonies, including the Caribbean, India, and Pakistan; lately, there are labor migrants coming in from Poland. In the case of Germany, many foreigners are those from Turkey, after they went there as temporary labor migrants. These examples demonstrate that the perception of foreigners as outsiders do not ordinarily depend on their origin, country of birth or citizenship. Additionally, foreigners belonging to non-Christian backgrounds are quickly considered outsiders, due to the overwhelmingly Christian orientation of Europe. For example, France has the highest ratios of Muslims, making about 10 percent. In the Netherlands and Germany, Muslims comprise about 7 and 6 percent of the general population.   In 2008, the European Commission created a special account of the discrimination experienced in Europe, using the measured survey branded, â€Å"Eurobarometer’. It was meant to establish the number of people that view themselves as members of minority groups. The report, also, explored the prevalence of the experiences of discrimination among the groups considered foreign or outsiders. The figures reporting the contact of individuals with outside groups, from the Eurobarometer show that 61 percent of Europeans reported having acquaintances from other religious groups or the people from other ethnic origins.

Five Things Your Fingers Tell About You Essay Example for Free

Five Things Your Fingers Tell About You Essay Purpose: To inform the audience about what their finger length tells about them. Theme: How to know more about yourself using your ring and index finger. Thesis Statement: Finger length cannot be an indicator of what or who you really are because it just informs us more about ourselves through our fingers length. Introduction: Hello there! Guys, did you know that your index finger is the best one to lose? Although it seems you need this finger more than any other, hand surgeons say that this is the best one to lose if you had a choice given by terrorists. But wait! Don’t lose it yet! Listen to me first and look at your fingers. Did you know that the length of your fingers can indicate how healthy you are, your sporting ability and even your sexuality? Body: It is thought that prenatal androgens affect the genes responsible for the development of fingers, toes and the reproductive system. High levels of androgens, such as testosterone increase the length of the fourth finger in comparison to the second finger. It is also important in the development of masculine characteristics such as aggression and strength. Evidence is growing that the length of your fingers can tell you a lot about yourself. So here are the five things your fingers say about you. Your sexuality. The most obvious thing the length of your finger tells you is your sexuality. Scientist from the University of California taught that higher levels of androgen in the womb influence both finger length and sexual orientation. According to the study, mens ring fingers are normally longer than their index fingers, while in women, ring fingers are normally shorter or tend to be the same length as their index fingers. A study also showed that lesbian women also tended to have more â€Å"masculine arrangement†-that is, they had shorter index fingers. Comparison between all men showed no differences. Only gay men with several older brothers had an unusually â€Å"masculine† finger ratio-in other words, they had significantly shorter index fingers. Homosexual men without older brothers had finger length ratios indistinguishable from heterosexual men, indicating that factors other than hormones-such as genetic influences-also contribute to sexual orientation. That you make a lot of money, or not. Researchers in Cambridge discovered that stock traders with long ring fingers made more up to 11 times their earnings than colleagues with shorter ring fingers. Again, this can be chalked up to higher testosterone, which can make men more assertive and likely to take risks. According to a new study, having a relatively long ring finger, augurs well for success in those high-stress financial arenas where fast thinking, good reflexes and good-old fashioned guts matter most. A long ring finger indicate greater exposure to testosterone in the womb which in turn gives â€Å"high-frequency† traders a biological leg up by encouraging the development of the right mix of mental attitude and physical skills for making money in a cutthroat business. How good you are at sports. Men and women whose ring fingers are longer that their index fingers are more likely to have an aptitude for sports. The correlation is particularly strong says finger expert Dr. John Manning, in middle and long distance runners. Those who have short index fingers may also do better in playing tennis and soccer and they are also more likely to be left-handed. That you are good at math. It has long been known that boys tend to do better on math tests while girls do better at writing, reading and verbal tests. Scientist behind this study suggests that measurement of finger length could help predict how well children will do in math and literacy. Scientist at the University of Bath found that children with masculine ring fingers- that is, long ring finger than their index fingers, do better in math tests than in literacy tests. Alternately, children whose second and fourth fingers are the same length perform better in literacy tests. Again, this is because of hormones called testosterone and estrogen. Testosterone lengthens ring fingers and is associated with greater math and spatial functions, while estrogen lengthens index fingers and is associated with greater verbal skills. If you are prone to arthritis. Researchers at the University of Nottingham have now discovered that arthritis could be connected to the hands. Having a ring finger longer than an index finger nearly doubles the chance of developing osteoarthritis in the knees and hips. And according to the study, the risk was grater in women than in men. Conclusion: Fingers are really significant to all of us and it is impossible for us to live without them. These things are facts gathered from the studies that can help us to know and inform ourselves better. But still, you yourself can define what or who you really are even without knowing these facts. These ideas that I have brought onto you are just guidelines. Your finger length differences won’t exactly define who you really are. Our health always depends on our lifestyle. Our future is the reward or the consequences of what we are doing in our present, it is in our hands not on our fingers. Let me end this speech with a quote by Fred Dehner, â€Å"The best helping hand that you would ever receive is the one at the end of your own arm.†

Inception, 2010 Film Analysis

Inception, 2010 Film Analysis Released in 2010, Inception in an American science fiction movie. Written, directed and produced by Christopher Nolan, the movie is a block buster. Star cast of the movie includes Leonardo Di Caprio, Joseph Gordon-Levitt, Marion Cotillard, Cillian Murphy, Michael Caine, Tom Hardy, Tom Berenger, Ken Watanabe and Ellen Page. DiCaprio plays the major role of Dom Cobb, a con having the ability to get inside the dreams of the victims mind and extract information from their subconscious mind. Although after the death of his wife Mal Cobb had decided to no longer perform the acts of inception but when he is offered with the opportunity to go back to his old life in exchange of one last job he decides to go for it as if he is successful he will be able to see his children (Eisenberg, 2010). Analysis of Inceptions Media Content: Character and Their Roles: Leonardo DiCaprio plays Dom Cobb, a con who carries the ability of extracting secrets from peoples minds while they are dreaming. Cobb hires Arthur, Ariadne, Eames, Saito, and Yusuf to implant an idea in Fischer Jr.s mind (Kit, 2009). Ken Watanabe plays Mr. Saito, a Japanese businessman who employees Cobb to implant an idea on Fischers mind. Joseph Gordon-Levitt plays Arthur, basically Cobs partner (Kit, 2009). Marion Cotillard plays Mal Cobb, Cobbs deceased wife and keeps on visiting his dreams persuading him to stay with her in the dreamland forever (Kit, Three circle Nolans Inception, 2009). Ellen Page as Ariadne, she is a architect and is given the responsibility to construct the location of the dreams. Tom Hardy as Eames, he acts as a shape shifter and takes form of Browning and Fischer Sr. during the mission. Dileep Rao as Yusuf, he is a doctor who formulates sedatives needed to keep somebody in a dream state Cillian Murphy as Robert Michael Fischer, he plays the role of heirloom of Fischer Sr Entire Corporation. Saito hires Cobb to enter Fischer Jr. mind (Rosson, 2010) The Plot: Dom Cobb played by Di Caprio is a highly skilled thief who has the power of entering into peoples subconscious mind while they are dreaming and then steal valuable secrets from them. This ability of Cobb has converted him into a coveted player who is mostly hired by multinationals to steal ideas from their rivals mind. However, due to his ability he lost his wife Mal. He got stuck in her in a limbo for around 50 years and when he finally woke her up from the dream by planting the idea in her minds that your world is not real she has a hard time accepting the reality. She loses value of her children for her it was only her and Cobb she could not find any emotional attachment with her children moreover she believing the dream life was far much better she decides to go back into it by killing herself in a suicide and portraying it like Cobb killed her. She committed suicide believing once she would die she would go back in the dream land and Cobb would eventually follow her. Since Cobb was blamed for the murder he leaving his children behind fled the country (Outlaw, 2010). Taking advantage of his weakness Japanese businessman Mr. Saito hires him but his job is different rather than stealing an idea he wants to place an idea into his rival Robert Fischer Jr.. Fischer Jr. is about to inherent his father empire which is a competitive to Saitos business. Saito wants Cobb to enter Fischers mind and plant the idea in his head that he should break his fathers empire and sell the pieces in the market. Like this Saito will keep on dominating the market while in return he will make arrangements with the U.S. government to wind up Cobbs case letting him enter U.S. and be with his children (Warner Bros Pictures, 2010). The Basic Elements of Inception: Firstly to understand the plot better we need to understand the basic terms of inception which in different phases have been defined by the team selected by Cobbs to help him with this mission. To plant an idea in to the victims head also known as mark the Cobb and others need to go into the a third-level dream i.e. a dream within a dream within a dream. In the initial phases the dreamers can be awaken if they feel they falling also known as the kick. However, in the third level dream defined as the limbo in the movie it is almost impossible to wake up because the dreamer starts believing this is the real world and can live for centuries in it just like Cobb and his wife did. Also, the dreamers have control on the time during inception. (Outlaw, 2010). The Five Levels of the Movie: There are mainly five levels of the movie. In the first level the entire team travels with Fischer Jr. in the plane that takes off from Sydney for L.A. In the plan they sedate Fischer and take his subconscious in to the dream. The level two starts when Yusuf the chemist starts dreaming and Cobb, Arthur, Fischer, Ariadne, Saito and Eames become participants in his dream. Here Eams takes form of Fischers right hand man Browing. He visits Fischer Jr and tells him that he is being tortured by the Inception group to tell them the combination of his fathers safe and they will not stop till they do not see the company dissolving. Like this successfully the first seed is implanted in Fischer Jrs mind that it is dangerous to inherent his fathers business. Fischer Jr however, does not become fully scared he decides to go after the thieves and the entire team is chased in a busy street in a van. During the chase, Satio gets shot in this level, starts bleeding to death and goes into a Limbo. Whi le Arthur starts to dream again and takes everybody to level three in a hotel room where Cobb convinces Fischer Jr. that the inception team is not the enemy in fact it is Browning and other members of his fathers empire who are his enemy and Browning made up the story of being tortured so Fischer Jr. can give it to him easily. To make him believe more Cobb offers to take him into Browning mind where he can see the truth himself. As Fischer Jr. agrees they all fall into sleep and enter Eams dream which is the level four. Since Eams is imposing as Browning Fischer Jr. believes he is visiting Browning mind. The team takes him to the fort to show that his rallies are the real enemy however before they reach it Eams with his army of soldiers bring the fortress down thus proving to Fischer Jr that the Inception team was right. However, this is when Mal appears she is a creation of Cobbs guilt and shoots Fischer Jr who goes into a Limbo (Rosson, 2010). The fifth stage is basically the limbo which is a shared state by everybody. Cobb and Ariadne go into it to find Mal as she is holding both Fischer Jr. and Saito. Mal gives up Fischer Jr. after making Cobb promise that he will stay with her in Limbo forever. Cobb tells Ariadne that she can get out of limbo by killing herself he knows this because him and Mal were also able to leave Limbo by coming in front of a train so Ariadne grabs Fischer and jumps off the building while Cobb convinces Mal that he cannot stay with her because the kids back home need him. He finds Saito who like Mal had started believing that Limbo was the real world for some time Cobb also believed the same but then eventually got out of it and shoots Saito before shooting himself. Once they are shot they wake up in the plane (Rosson, 2010). On the other hand Ariadne and Fischer Jr. go back in to the fourth level Eams dream where Eams takes the shape of Fischer Sr. telling Fisher Jr. that he should sell off the empire to save himself from the same fate as his father. Fischer Jr agrees to do so which brings a successful end to the mission. Arthur who had stayed back in his dream of level three separates the elevator from the shaft and it starts to fall which takes Eams, Ariadne, and Fischer back to Yusufs dream who throws the van in the water which brings Arthur and Yusuf back into reality. Ariadne and Fischer Jr. wake up after the sedation wears off them. Since the mission is successful Saito calls the U.S. authorities and once the plane lands Cobb is able to meet with his children at the airport. However, the end is quite interesting because just before Cobb sees his children he swindles the top. When in a dream the top does not stop spinning but when in reality the top stops but this is where it gets interesting because before he could see if the top stops or not his kids arrives and he rushes to them. This gives viewers the perception that he might still be in a limbo and is getting to see his children in a dream (Outlaw, 2010). Strengths and Weaknesses: The strengths of the movie are numerous almost uncountable. It is good enough to be compared with Matrix. However, when analyzed it is quite different from matrix. Matrix is about learning the truth while this is about creating a lie. The world that Nolan has created is original, sophisticated, entertaining and simply brilliant to look at. I must say it is the best feature of the summer a must watch (Movies Online). Whereas, the weaknesses are concerned there are loopholes in the plot such as no proper distinction between reality and a dream. Every character in the dream is given a totem which will make them identify if they are in reality or a dreamlike for Cobb it his wife spinning top but audience is not given with any totem. The plot is so confusing that audience is often left wondering whether the scene was a reality or a dream. Critical Suggestions to the Director: Nolans past experience shows that he is not so good with female characters. He has handled the women both in Batman Begins and The Dark Knight rather poorly the same typical trend is seen in this movie. The role of Adriane at many places appears to be uncompelling and underdeveloped. She is not as rounded as other male characters of the movie (Movies Online). Also there are places where the movie becomes boring especially in the beginning where Cobb visits Saitos dream and in the last level where Saito and Cobb are talking trying to remember real life it gets really boring if maybe the director could cut the shot a bit it would be much better. Apart from these factors the rest is all good. Although the last scene of the movie has received a lot of criticism because it creates a doubt in the mind of the viewer whether the entire movie is a fantasy or there were certain pieces of reality in it. But what the audience doesnt realize that this is the best part of the movie the end has bas ically added spice to the movie and has given us a reason to discuss it after we leave the theatre or to watch it again to solve the mystery.

Appalachian Music :: essays research papers

Appalachian Music Appalachee - people on the other side Folk music - What is folk music? Traditional songs existing in countries. Handed down through generations. Passes on by word of mouth, not written in musical notation. Don't know who wrote it. Melody and lyrics change as they are passed on. Folk Music is History in song: Tells about daily lives. Tells about Special events - often tragedies, themes of romance, battle, adventure, and history. Purpose of folk music: Entertainment, recreation, socializing, dancing, games. Teaching, make work go faster, religious. Tells a story (ballads). Origins of Appalachian people: Ireland Scotland England Music influenced by folk and mountain music: Country Bluegrass Modern folk Musical instruments used (folk instruments): Dulcimer, fiddle, banjo, guitar, mandolin, autoharp, mouth bow, washtub bass. Body percussion, spoons, washboard, Jew's harp. Harmonica, jug. Bluegrass Music - What is bluegrass music? Direct descendant of old-time string band tradition, which developed out of Southern mountain dance music & songs. Combines old-time string band music with gospel harmonies & blues rhythms. Played on acoustic instruments (natural sound): Banjo, guitar, fiddle, mandolin, bass fiddle, dobro (resophonic guitar) Instrumental leads used to show off technical ability Distinctive vocal harmonies Originations of Bluegrass Bill Monroe - "The father of Bluegrass" Grew up in Rosine, Kentucky (Ohio County) Music takes its name from Bill Monroe's band, The Blue Grass Boys Influenced by - Pendleton Vandiver ("Uncle Pen") the uncle who "raised" Bill and taught him how to play the fiddle. Arnold Schultz, black "blues" singer and guitar player. Timeline: 1911 - Bill Monroe born on September 13 1940's - development of bluegrass music 1950's - people began referring to his style of music as Bluegrass 1960's - concept of "bluegrass festival" introduced 1996 - Bill Monroe died on September 9 1997 - Bill Monroe inducted into Rock and Roll Hall of Fame Because of his influence on popular music Bluegrass Music featured in: Films of "Bonnie and Clyde", "Deliverance" Television Shows of "The Beverly Hillbillies", "The Dukes of Hazard" Written Overview A sample overview of the history of bluegrass music follows. It should be brief but comprehensive, as it may also be the introduction of the music to teachers as a study guide before or after an in school presentation or they may include this information in a history of social studies discussion if a program presentation is not possible. Bluegrass Music: The Roots The street balladry of the people who began migrating to America in the early 1600s is considered to be the roots of traditional American music. As the early Jamestown settlers began to spread out into the Carolinas, Tennessee, Kentucky and the Virginias, they composed new songs about day to day like experiences in the new land.

Course Syllabus

In order to prepare for this intensive weekend of work you are encouraged to: Read the course syllabus. You may want to bring a hard copy to the first day of class. There is substantial reading associated with the classes to be covered during the residence weekend. You should try to at least scan the relevant chapters in the text for the classes before the residence. It will be helpful to scan some of the early required readings before the residence to minimize the workload during the residence. In brief, prepare as much as possible for time will be scarce during the residence.The focus should be on gaining a basic understanding of the topics to be covered, and NOT on trying to memorize all of the concepts that will be discussed. This will enhance your learning and reduce the strain on you during the residence weekend. Am looking forward to our time together. David Bess Text: Essentials of Organizational Behavior by Stephen Robbins and Timothy Judge. This text covers the essentials o f what we will be covering in class. A supplemental resource is: Occupational Outlook Handbook [8 January' 2014] This is a HRS resource that may be of interest.It is for your information only and is not required. Http://vim. Bells. Gob/ooh/ Students will also be required to take the DiSC PRIOR TO RESIDENCE WEEKEND. Instructions will be forthcoming electronically. You should bring a printout of the report to class on Saturday morning of residence week. Office Hours: am generally in my office each day from and always the hour before class. You can drop by or call†¦ Or arrange a specific appointment by phone or e-mail. Lima: The syllabus, Powering slides, readings, and other materials are on the Class Lima site.Students should review this resource to prepare for classes. Disability Access Students with disabilities are encouraged to contact the KOKI-IA Program for information and services. Seen,'ices are confidential and students are not charged for them. Contact KUAKA at 956-7511 (voice/text), [email  protected] Du, or Student Services Center, Room 13. Course Objectives: To provide students with an advanced knowledge of management and organizational behavior and the role of Human Resources. This includes increasing the knowledge about individuals' personalities, motivations, etc. ND how they are best utilized in an organizational setting with special focus on groups and teams and the role of leadership. Students will also gain an appreciation of how such concepts as organizational design and culture are utilized in undertaking organization change. Special issues such as diversity in the workplace, ethics, and social responsibility will be addressed, as will the overarching topic of the global dimensions of the competitive environment. The focus of the course will be in the application of these concepts as they relate to Human Resources professionals and their special role in organizations.Learning Outcomes: Gain an understanding of the relevance of a glob al society, cultural sensitivity ND knowledge and the utilization of this knowledge by leaders. Gain an appreciation of personality/individual differences and utilization of this knowledge in better understanding ourselves and in leading and motivating others. Gain an understanding of the use of teamwork and how to improve team effectiveness. Gain an understanding of the concepts of power and how they relate to the development and use of leadership skills.Gain an understanding of effective communication concepts to improve both personal and organizational communications. Gain an understanding of leadership concepts and how to use them in various situations. Promote critical thinking using the concepts and skills/knowledge in managing both your professional and personal lives. Gain an understanding of the concepts of conflict and decision making and how they can be utilized in organizational settings. Gain an understanding and use Of the strategic utilization Of human resources manag ement.Course Procedures: The course will utilize a combination of lectures, class presentations and discussions, videos, experiential and non-experiential exercises, all of which dictate both attendance and participation in all class meetings. Some exercises will require pre-class work. Student oral and written reports will add to the learning experience of both the individual as well as the other members of the class. Students are expected to have read the materials from the text and the required articles for each class as stipulated in the course schedule.Students are then encouraged to read selections from the outside readings that appear to be most applicable to their individual situation/interests. Students are also expected to have prepared the appropriate self-assessments/cases/activities for class before class commences. Further, the professor will make available to the students set of Powering slides on each topic, on the class CD. Students are encouraged to bring hard copi es of the slides (probably best in the three or six slides per page format) with them to class for note-taking purposes.Course Requirements: End of Class Discussion Notes (Group): At the end of each most classes we will break into groups and discuss applications of the concepts covered in that session. The class time is to be augmented with group meetings outside of class. The purpose is to discuss the concepts covered and see how they may be utilized differently in different organizations. At least three pages of Ritter notes should be recorded at each session and submitted to the instructor as indicated in the course syllabus.The quality of these discussions as reflected in the notes is a critical part of the course. Note that these notes will also serve as input into your individual Reflective Notes. Notes on sessions 1-7 will be due at the beginning of our September 3rd class. Notes on sessions 8, 9 and 10 will be due at the beginning of class on September 10th. Notes on session s 11 – 12 will be due on at the beginning of class September 24th. Reflective Notes (Individual): Students will turn in two sets of reflective notes f readings, speakers, and topics covered in classes.These are designed to help you integrate the materials from class into your personal/professional lives to make the topics directly â€Å"relevant† to you. In essence, they are an opportunity for you to tell yourself â€Å"What I learned from these sessions, videos, exercises, readings, etc. That can use in my organization. † As you can imagine, applications will differ from organization to organization. To increase learning you must include in these notes comparisons with applications in at least two other organizations of your classmates†¦ ICC you will learn via the End Of Class Discussion Notes experience. This will be discussed in class. RAN#I on sessions 1-7 is due Wednesday September 3rd, and RAN#2 on sessions 8 – 10 is due September 10th. Paper # 1 (Individual): Each student will read What Got You Here Won't Get You There and then write a comprehensive paper on how you can apply the concepts to your professional development. At a minimum you will address the 21 habits in Section Two, and then apply Section Three. In doing this you will focus on how you can utilize the concepts in developing your leadership attention.References to past work experience are useful. This will be discussed in class. The paper is due on Wednesday, September 17th. Paper #2: Team Project: The class will be divided into groups of approximately 5. Each group will select an organization. The group will then analyze the changing environment of that organization, and study the changes that are taking place inside the organization, with a special focus on the changing demands on the Human Resources function/practices. The output will be a written report and discussion in class on Wednesday, September 24th.While a formal class presentation will not be requ ired, each team should be prepared to present their major/most interesting findings. ) Details of this project will be discussed in class. Paper #3: Individual Integrative Paper: The Group Project will enable the students to observe how other organizations operate, and to discuss differences among their organizations as well as the organization studied. Each student will write this third, related, paper in which comparisons of the target organization for the Group Project and team members organizations are compared to the individual's organization.Students will relate what they have learned, and provide insights into how what they have learned from that paper and how the contents of this course can be utilized to improve operations in their own organizations. Special focus should be on the HRS function/operations. Due Wednesday, September 24th. Details of this project will be discussed in class. Note: For all written reports, critical thinking, creativity, and accuracy are the keys. In addition, the papers should be: 1. Well organized, including an introduction and conclusions. 2.Grammatically correct 3. Typed in Times New Roman #12 font. 4. Single spaced. 5. Two sided printing is preferred to save paper. 6. Good documentation (bibliography, and footnotes as appropriate). But in writing the reflective notes bibliography/footnotes not required for the required readings. 7. Appropriate use Of charts and diagrams. 8. Neat and properly presented. Pages numbered and stapled together. Plagiarism is prohibited and will result in a failing grade. All direct quotes should note the source, and any significant paraphrasing should be noted.If students have any doubts as to what constitutes plagiarism I suggest studying websites on this subject. Some good ones can be found at: http:// sibs. Tama. Du/Eden/plagiarism. HTML. I grade from the assumption that everyone earns a â€Å"B,† satisfactory completion of the work, unless the individual â€Å"distinguishes† her/himself in a positive, or negative, manner. Grades will be determined as follows: In order to earn an A for the course all written work must be graded A and class participation must be graded B+ or better. Course Syllabus In order to prepare for this intensive weekend of work you are encouraged to: Read the course syllabus. You may want to bring a hard copy to the first day of class. There is substantial reading associated with the classes to be covered during the residence weekend. You should try to at least scan the relevant chapters in the text for the classes before the residence. It will be helpful to scan some of the early required readings before the residence to minimize the workload during the residence. In brief, prepare as much as possible for time will be scarce during the residence.The focus should be on gaining a basic understanding of the topics to be covered, and NOT on trying to memorize all of the concepts that will be discussed. This will enhance your learning and reduce the strain on you during the residence weekend. Am looking forward to our time together. David Bess Text: Essentials of Organizational Behavior by Stephen Robbins and Timothy Judge. This text covers the essentials o f what we will be covering in class. A supplemental resource is: Occupational Outlook Handbook [8 January' 2014] This is a HRS resource that may be of interest.It is for your information only and is not required. Http://vim. Bells. Gob/ooh/ Students will also be required to take the DiSC PRIOR TO RESIDENCE WEEKEND. Instructions will be forthcoming electronically. You should bring a printout of the report to class on Saturday morning of residence week. Office Hours: am generally in my office each day from and always the hour before class. You can drop by or call†¦ Or arrange a specific appointment by phone or e-mail. Lima: The syllabus, Powering slides, readings, and other materials are on the Class Lima site.Students should review this resource to prepare for classes. Disability Access Students with disabilities are encouraged to contact the KOKI-IA Program for information and services. Seen,'ices are confidential and students are not charged for them. Contact KUAKA at 956-7511 (voice/text), [email  protected] Du, or Student Services Center, Room 13. Course Objectives: To provide students with an advanced knowledge of management and organizational behavior and the role of Human Resources. This includes increasing the knowledge about individuals' personalities, motivations, etc. ND how they are best utilized in an organizational setting with special focus on groups and teams and the role of leadership. Students will also gain an appreciation of how such concepts as organizational design and culture are utilized in undertaking organization change. Special issues such as diversity in the workplace, ethics, and social responsibility will be addressed, as will the overarching topic of the global dimensions of the competitive environment. The focus of the course will be in the application of these concepts as they relate to Human Resources professionals and their special role in organizations.Learning Outcomes: Gain an understanding of the relevance of a glob al society, cultural sensitivity ND knowledge and the utilization of this knowledge by leaders. Gain an appreciation of personality/individual differences and utilization of this knowledge in better understanding ourselves and in leading and motivating others. Gain an understanding of the use of teamwork and how to improve team effectiveness. Gain an understanding of the concepts of power and how they relate to the development and use of leadership skills.Gain an understanding of effective communication concepts to improve both personal and organizational communications. Gain an understanding of leadership concepts and how to use them in various situations. Promote critical thinking using the concepts and skills/knowledge in managing both your professional and personal lives. Gain an understanding of the concepts of conflict and decision making and how they can be utilized in organizational settings. Gain an understanding and use Of the strategic utilization Of human resources manag ement.Course Procedures: The course will utilize a combination of lectures, class presentations and discussions, videos, experiential and non-experiential exercises, all of which dictate both attendance and participation in all class meetings. Some exercises will require pre-class work. Student oral and written reports will add to the learning experience of both the individual as well as the other members of the class. Students are expected to have read the materials from the text and the required articles for each class as stipulated in the course schedule.Students are then encouraged to read selections from the outside readings that appear to be most applicable to their individual situation/interests. Students are also expected to have prepared the appropriate self-assessments/cases/activities for class before class commences. Further, the professor will make available to the students set of Powering slides on each topic, on the class CD. Students are encouraged to bring hard copi es of the slides (probably best in the three or six slides per page format) with them to class for note-taking purposes.Course Requirements: End of Class Discussion Notes (Group): At the end of each most classes we will break into groups and discuss applications of the concepts covered in that session. The class time is to be augmented with group meetings outside of class. The purpose is to discuss the concepts covered and see how they may be utilized differently in different organizations. At least three pages of Ritter notes should be recorded at each session and submitted to the instructor as indicated in the course syllabus.The quality of these discussions as reflected in the notes is a critical part of the course. Note that these notes will also serve as input into your individual Reflective Notes. Notes on sessions 1-7 will be due at the beginning of our September 3rd class. Notes on sessions 8, 9 and 10 will be due at the beginning of class on September 10th. Notes on session s 11 – 12 will be due on at the beginning of class September 24th. Reflective Notes (Individual): Students will turn in two sets of reflective notes f readings, speakers, and topics covered in classes.These are designed to help you integrate the materials from class into your personal/professional lives to make the topics directly â€Å"relevant† to you. In essence, they are an opportunity for you to tell yourself â€Å"What I learned from these sessions, videos, exercises, readings, etc. That can use in my organization. † As you can imagine, applications will differ from organization to organization. To increase learning you must include in these notes comparisons with applications in at least two other organizations of your classmates†¦ ICC you will learn via the End Of Class Discussion Notes experience. This will be discussed in class. RAN#I on sessions 1-7 is due Wednesday September 3rd, and RAN#2 on sessions 8 – 10 is due September 10th. Paper # 1 (Individual): Each student will read What Got You Here Won't Get You There and then write a comprehensive paper on how you can apply the concepts to your professional development. At a minimum you will address the 21 habits in Section Two, and then apply Section Three. In doing this you will focus on how you can utilize the concepts in developing your leadership attention.References to past work experience are useful. This will be discussed in class. The paper is due on Wednesday, September 17th. Paper #2: Team Project: The class will be divided into groups of approximately 5. Each group will select an organization. The group will then analyze the changing environment of that organization, and study the changes that are taking place inside the organization, with a special focus on the changing demands on the Human Resources function/practices. The output will be a written report and discussion in class on Wednesday, September 24th.While a formal class presentation will not be requ ired, each team should be prepared to present their major/most interesting findings. ) Details of this project will be discussed in class. Paper #3: Individual Integrative Paper: The Group Project will enable the students to observe how other organizations operate, and to discuss differences among their organizations as well as the organization studied. Each student will write this third, related, paper in which comparisons of the target organization for the Group Project and team members organizations are compared to the individual's organization.Students will relate what they have learned, and provide insights into how what they have learned from that paper and how the contents of this course can be utilized to improve operations in their own organizations. Special focus should be on the HRS function/operations. Due Wednesday, September 24th. Details of this project will be discussed in class. Note: For all written reports, critical thinking, creativity, and accuracy are the keys. In addition, the papers should be: 1. Well organized, including an introduction and conclusions. 2.Grammatically correct 3. Typed in Times New Roman #12 font. 4. Single spaced. 5. Two sided printing is preferred to save paper. 6. Good documentation (bibliography, and footnotes as appropriate). But in writing the reflective notes bibliography/footnotes not required for the required readings. 7. Appropriate use Of charts and diagrams. 8. Neat and properly presented. Pages numbered and stapled together. Plagiarism is prohibited and will result in a failing grade. All direct quotes should note the source, and any significant paraphrasing should be noted.If students have any doubts as to what constitutes plagiarism I suggest studying websites on this subject. Some good ones can be found at: http:// sibs. Tama. Du/Eden/plagiarism. HTML. I grade from the assumption that everyone earns a â€Å"B,† satisfactory completion of the work, unless the individual â€Å"distinguishes† her/himself in a positive, or negative, manner. Grades will be determined as follows: In order to earn an A for the course all written work must be graded A and class participation must be graded B+ or better. Course Syllabus Finance Course Description A study of the financial forms of business organization, with special attention to the corporation and its advantages and disadvantages; capital stocks and bonds; budgeting; dividend policy; failure and reorganization; financial accounting; and cash Rationale This course Introduces the student to the role of the corporate finance manager In both raising and using funds. It highlights the usefulness of knowing tax, law, accounting, Investment principles, and the mathematics of finance. L. Prerequisites Junior statusII. Required Resource Purchase Disclaimer: The above resource provides information consistent with the latest research regarding the subject area. Liberty university does not necessarily endorse specific personal, religious, philosophical, or political positions found In this resource. Ill. Dilation Materials for Learning A. Computer with basic audited output equipment B. Internet access (broadband recommended) C.Microsoft Word (Microsoft Office i s available at a special discount to Liberty university students. ) D. Financial Calculator It is strongly recommended that the student have access to a financial calculator that is capable of TV (time-value of money), NP (net-present value), and AIR (internal rate of return) calculations. The Texas Instrument BAA II Plus series is an excellent solution. IV. Measurable Learning Outcomes upon successful completion of this course, the student will be able to: A. Interpret and analyze financial statements for the measurement of liquidity, profitability.

Abortion Outline 3

Why choose Pro-Life over Pro-Choice Thesis: Although convenient, abortions are cruel, and inhumane alternatives to pregnancy. I. What is abortion? A. Abortion is the termination of a pregnancy, either by choice, or for medical reasons. B. There are two possible ways to terminate a pregnancy (pill and in-clinic. ) C. There are also two kinds of abortion. Therapeutic abortion, which the baby is aborted for the safety of the mother, and elective abortion, in which the abortion is performed due to a choice that the mother has made for an unborn child. II. What is life? A.Most people who feel strongly of abortion and religion believe that life is created upon conception. (egg + sperm) B. Viability is when the fetus is 18 weeks old, and can live outside the womb. The fetus can still be aborted at 18 weeks, but if it were outside the womb, it would have the legal rights of a person. C. At three weeks old the fetus’ heart begins to pump blood to the body. III. Why is abortion chosen o ver adoption, or keeping the child? A. Some women feel its incontinent. B. Rape or incest only accounts for less than 2 percent of abortions. C. Since its not mandatory, some women don’t know the alternatives. IV.How is an abortion performed? A. There are 2 ways it can be performed. B. Aspiration abortion is the most common method of abortion. C. The average time for an abortion to be performed is 10-20 minutes. V. What are the legal attributions in an abortion? A. Abortions are 100% confidential (unless the patient is under 18. ) B. Obama’s executive order won’t protect the unborn. C. Since 1973 it has been the responsibility of 7 non-elected judges on the Supreme Court to make decisions on abortions for our nation. VI. Will the mother suffer any complications? A. Post traumatic stress disorder is very common among mothers. B.Many mothers suffer complications if they become pregnant after their abortion. C. 47% of women who have one abortion will have another. VII. Should abortion be illegal or just frowned upon? A. 53% of Americans believe that abortion should be legal in some circumstances. B. 22% believe that it should be illegal in all situations. C. Banning abortion, would make it a violation of human rights to some. VIII. Does ethnicity affect abortion statistics? A. African American women are almost 5 times as likely to have an abortion than a white woman is. B. The two main ethnicities that have abortions are Caucasian and African American.C. Most Mexican Americans are Catholic, and Catholics only contribute to 27% of abortions. IX. Abortions aren’t always performed in a safe environment. A. Unsafe abortions kill upwards of 70,000 women each year. B. Africa has the worlds highest maternal mortality (100x more than developed countries. ) C. In Latin America 21% of maternal deaths are associated with unsafe abortion. X. Unborn babies have characteristics of humans outside the womb. A. By 20 weeks fetuses have pain receptors. B. At 4 weeks fetuses can hear C. At 5 weeks the fetus is just a sac of DNA. XI. Abortion is not globally acceptedA. Abortion in Eastern Europe is higher than any other developed country. B. In Russia where abortion is legal 19/1,000 women have abortions. C. Whereas in Poland where abortion is illegal and highly frowned upon, not 1 % of the population has abortions. XII. Differences between pro-life and pro-choice. A. Pro-life tends to be more of a republican base and believe that everyone has a right to life. B. Pro-choice are more of a Democrat base and believe that a woman has the right to be in control over her body. C. Most people don’t know the extent of abortions, and their specific procedures.