One morning, when Gregor Samsa woke from troubled Essays

One morning, when Gregor Samsa woke from troubled dreams, he found himself transformed in his bed into a horrible vermin. He lay on his armour-like back, and if he lifted his head a little he could see his brown belly, slightly domed and divided by arches into stiff sections. The bedding was hardly able to cover it and seemed ready to slide off any moment. His many legs, pitifully thin compared with the size of the rest of him, waved about helplessly as he looked. "What's happened to me?" he thought. It wasn't a dream. His room, a proper human room although a little too small, lay peacefully between its four familiar walls. A collection of textile samples lay spread out on the table - Samsa was a travelling salesman - and above it there hung a picture that he had recently cut out of an illustrated magazine and housed in a nice, gilded frame. It showed a lady fitted out with a fur hat and fur boa who sat upright, raising a heavy fur muff that covered the whole of her lower arm towards the viewer. Gregor then turned to look out the window at the dull weather. Drops

model qq Essay Example

model qq Essay Example model qq Essay model qq Essay SCIENCE SOURCES OF ENERGY {SAMPLE QUESTION AND ANSWER} 1 . Which of following is more environment friendly? Burning of coal (b) burning of fire wood (c) burning of charcoal (d) Burning of diesel. 2. Major problem in harnessing nuclear energy is to split heavy nucleus (b) sustain nuclear reactions (c) Convert nuclear energy into electricity (d) dispose off nuclear waste. 3. Fusion reaction is also known as chemical reaction (b) elastic scattering (c) thermonuclear reaction (d) photo nuclear reaction 4. India exploded her first under ground nuclear device at Ranchi (b) Kota (c) Jaipur d) Pokhran 5. Although charcoal is a clean and deter source of heat energy yet it cannot be used as a domestic fuel because it cause environmental pollution (b) produce less heat energy (c) cannot be stored easily (d) is expensive fuel 6. Write two advantages of using solar cooker? 7. Suggest two ways to reduce energy consumption? 8. What is geothermal energy? Write its advantages? 9. Why are many thermal power plants set up near coal or oil fields? (2) 10. Name three forms in which energy from ocean is made available for use. What are OTEC power plants? How do they operate? (3) 11. List three forms of energy we use when we wake up from morning till we reach the school. Also from where we get these different forms of energy? (3) 12. Compare and contrast bio- mass and hydro-electricity as source of energy. The production cost of hydroelectricity is cheaper than the electricity produced in a thermal power station. Explain why? 13. What kind of mirror concave, convex or plane would be best suited for the use in a solar cooker. Why? What is the role of glass sheet used in a solar cooker? Also write two disadvantages of using a solar cooker? 14. (i) What is biogas? Name two main combustible components of biogas? What is the use of spent slurry in a biogas plant? (iii) Name the microorganisms responsible for the fermentation of slurry in the digester? ANSWERS 6. (i) Pollution free Nutrition value of food is preserved when food is cooked inside a solar cooker. 7. (i) Fuels used for burning must be extinguished as soon as their use is over. (it) Bulb, fans and other electrical appliances must be switched off as you leave your room. . The heat energy obtained from hot rocks present in earths crust of geo thermal energy. The advantages of geo thermal energy are- i) Environment friendly. (it) Cost of converting geo-thermal energy into electricity is less. 9. The thermal power plants are usually set up near coal or oil fields so that the fuel is easily available and the problem of air pollution while transporting the fuel may be minimized. 10. (i) Muscular energy to perform different activities like taking bath, climbing stairs and muscular energy comes from food we eat. it) Fossil fuel energy used in bus or car to reach the school and this energy come from fossil fuels like petrol, diesel and CNG. (iii) Chemical energy in the form of breakfast and it lso comes from the food we eat. 11. (i) Tidal energy (it) Ocean waves energy (iii) Ocean thermal energy OTEC power plants are ocean thermal energy conversion plants. For operating OTEC temperature difference of 200C or more between the surface water of ocean and inside water of ocean is required to boil liquid like ammonia or chlorofluorocarbon (CFC). The vapors of the liquid at high pressure used to rotate the turbine of the generator to produce electricity. 12. BIOMASS HYDROELECTRICITY 1 . Energy supplied by the burning of biomass causes pollution. 2. Energy can obtained by burning it directly or by a gobar gas plant. . lt does not cause any pollution. 2. Hydroelaectricity can be obtained by constructing dams. In a thermal power station coal is burnt to produce electricity where as hydroelectricity is produced by allowing the water to fall on turbines. Water in rivers is available free of cost but the cost of extracting and transporting coal is very high. 13. Concave mirror will be best suited for the use in solar cooker because it concentrates all the sunlight to a point after reflection from the mirror and thus raises the temperature of that point. Plane glass plate does not allow the infrared or eat radiation entered in the box to go outside the box thus heating the box and creating green house effect. The two disadvantages of using a solar cooker are (i) Food cannot be cooked at night and on a cloudy day by using a solar cooker. it) Food cannot be cooked quickly by using a solar cooker. 14. (i) Biogas is a mixture of various gases formed when the animal dung mixed with water is allowed to decompose in the absence of air. The two combustible component of biogas are CH4 and H2 gas. (it) The spent slurry in biogas plant is rich in nitrogen and phosphorous required for the growth of plants and hence can be used as a manure. iii) An aerobic micro- organism. 1 . A solar cooker may not cook food if. (1) (a) Interior of the box and the container of food are perfectly shining. b) Glass sheet over the box is not closed. (c) Solar cooker is placed in the shade. (d) All the above. 2. Radiations which are harmful to the living organisms are (1) (a) Infrared radiation. (b) ultraviolet radiations (c) Visible radiation. (d) micro waves 3. Solar cells are made of (1) (a) metals (b) insulator (c)semi conductors (d) none of these 4. The main constituent of CNG is (1) (a) butane (b) methane (c) ethane (d) propane 5. Which of the following is not a bio mass energy source? (1) (a) gobar gas (b) coal (c) wood (d) nuclear energy 6. Hydro power is a renewable source of energy. Justify. (2) 7. Write two qualities of an ideal source of energy? (2) 8. What are the advantages of nuclear energy? (2) 9. Name two activities in our daily life in which solar energy is used? (2) 10. (a) Distinguish between renewable and non- renewable sources of energy? (b) Choose the renewable source of energy from the following list: coal, biogas, sun, natural gas. 1 1 . (a) name the device used to convert (i) Solar energy in to heat and it) solar energy in to electricity. (b) explain the working of windmill (3) 12. What is biogas? How can biogas be obtained? Why is the use of biogas obtained from cow dung advised in preference to burning of cow dung cakes? (3) 13. What are the limitations of extracting energy from (a) the wind (b) waves (c) tides (3) 14. A student constructed a box type solar cooker. He found that if did not work Efficiently. What could this be due to? Give any four possible mistakes in the solar construction and operation of the cooker what maximum temperature Can ordinarily be reached inside a solar cooker? . (d) All the above 2. (b) Ultraviolet 3. (a) Seine conductors 4. b) Methane 5. (d) Nuclear energy 6. Hydro power is a renewable source of energy because if is derived from the renewable source of energy i. e. Sun. 7. The tow qualities of an ideal source if energy are- (i) It does not cause environ mental pollution- (it) Economical. 8. Advantages of nuclear energy- (i) A small quantity of fuel provides large amount of energy. (it) The nuclear fuel once inserted in nuclear power plant give s large amount of energy for a longer period of time. 9. (i) For cooking food using solar cookers. For drying clothes and food grains. 10. a) Difference between renewable and non-renewable sources : Renewable Sources Non-Renewable Sources The sources of energy which can never be finished and are continuously supplied by nature are known as renewable sources of energy. The sources of energy which are exhaustible (can be finished) and took lots of time to be formed again are known as non-renewable sources of energy. For example : Wind, the Sun, Bio-Gas, Hydro-power etc For example : Coal, Natural Gas, Petroleum etc. (b) Biogas and the sun are renewable sources of energy 11 . (a) (i) Solar cooker it) Solar cell. b) When the wind blows with a minimum speed of 1 5km/hr, the kinetic energy of the wind is used to rotate the blades of wind mill. The rotation energy of the blades is used to rotate the armature of the generator and generator in turn produce electricity. 12. Biogas is a mixtur e of gases namely methane, C02, H2 and H2S. it is obtained from an aerobic decomposition of cow dung and plants and animal wastes in a biogas plants. Biogas is advised for burning in preference to burning of cow- dung cakes because: (i) it cause no air pollution (it) It is a cheaper source of energy. 13. ) Wind energy is not sufficient to operate heavy machines and moreover it is limited to a certain place. (b) Energy of the waves can be extracted only if strong wind blows all the time across the sea. (c) Tidal power plant can extract the tidal energy from the water levels of high tide and low tide is very large. 14. He might have committed some mistakes. (i) Interior of the solar cooker not painted in black colour. (it) Instead of glass sheet, plastic sheet is used to cover it. (iii) Solar cooker is without insulation. (iv) Black containers have not been used. Maximum temperature is 1400C in solar cooker.

Trata de personas y efectos migratorios en EEUU

Trata de personas y efectos migratorios en EEUU La trata de personas es una felonà ­a grave en el que una persona –el victimario– capta, recluta, transporta o aloja a la và ­ctima mediante el uso de fuerza fà ­sica, amenazas, secuestro, fraude, mentiras o abuso de situacià ³n de superioridad. El fin es explotar a la và ­ctima sexualmente o forzarla a trabajar en condiciones similares a la esclavitud o a la servidumbre, o para extraer de su cuerpo uno o varios à ³rganos. Tambià ©n se considera trata de personas forzar a la và ­ctima a mendigar, a producir pornografà ­a, a contraer un matrimonio de conveniencia, a vender a un hijo o a operar como soldado o guerrillero. Este artà ­culo informa sobre la situacià ³n del trfico de personas en EE.UU., las leyes que aplican a este delito, las exenciones migratorias para las và ­ctimas y quà © hacer si se sospecha de trfico de personas. Puntos clave: Trata de personas y efectos migratorios en EEUU En el delito de trata de personas, el victimario engaà ±a o fuerza a la và ­ctima, quien es explotada sexual o laboralmente.En EE.UU. la trata de personas es un delito federal castigado con penas de 10 aà ±os a cadena perpetua. El extranjero condenado por esta felonà ­a es deportado.Las và ­ctimas de trata de personas en EE.UU. pueden solicitar la visa T para permanecer en el paà ­s junto con sus familiares inmediatos.Para reportar trata de personas o solicitar ayuda, marque gratis y confidencialmente al 1 (888) 373-7888. Se habla espaà ±ol. Datos sobre el trfico de personas en Estados Unidos La Organizacià ³n Mundial del Trabajo estima que, en la actualidad, 25 millones de personas en todo el mundo son và ­ctimas de trata de personas, siendo el 75 por ciento de ellas mujeres o nià ±os. Este es un problema que tambià ©n existe en Estados Unidos, por lo que las leyes de este paà ­s establecen castigos para los victimarios y ayuda para las và ­ctimas. Adems, si las và ­ctimas son extranjeras, podrà ­an calificar para el alivio migratorio o exencià ³n conocido como visa T para và ­ctimas de trfico humano. Segà ºn Polaris, la principal agencia de lucha contra la trata de personas en Estados Unidos, cientos de miles de personas son và ­ctimas de este delito. En el aà ±o 2017, se reportaron a la Là ­nea Caliente Nacional del Trfico de Personas (NHTH, por sus siglas en inglà ©s) un total de 8.759 casos de trata de personas en el paà ­s, que afectaron a ms de 10.000 và ­ctimas, casi 5.000 victimarios y 1.500 negocios. Las principales causas de denuncia por trata de personas fueron la explotacià ³n sexual, donde la edad media de las và ­ctimas era de 19 aà ±os, seguido de la combinacià ³n de explotacià ³n sexual y abuso laboral que se desarrolla en lugares como locales de masaje ilegales, strip clubs o cantinas. En tercer lugar de frecuencia en los casos de denuncia figura la explotacià ³n laboral, incluyendo casos de servidumbre domà ©stica, explotacià ³n en el trabajo agrà ­cola y mendicidad forzada. Del total de casos reportados, el 80 por ciento de las và ­ctimas eran mujeres y nià ±as, y el 35 por ciento de los casos en los que se reportà ³ el grupo à ©tnico, este era el latino. Leyes de EEUU sobre trata de personas y sus castigos En Estados Unidos, las leyes federales sobre trata de personas son las ms importantes y tienen aplicacià ³n en todo el paà ­s. La ms relevante es la Ley de Proteccià ³n de Và ­ctimas de Trfico Humano (TVPA, por sus siglas en inglà ©s) que se aprobà ³ en el aà ±o 2000 y que incluyà ³ a este delito dentro de la categorà ­a de crà ­menes federales. Adems, creà ³ la visa T para proteger a los migrantes và ­ctimas de trata de personas. Tambià ©n son importantes el conjunto de leyes que se conoce como Ley de Reautorizacià ³n de Proteccià ³n de Và ­ctimas de Trfico Humano (TVPRA, por sus siglas en inglà ©s) y que fueron aprobadas entre 2003 y 2013. En particular destaca la de 2003, en la que se establece que el delito de trfico humano puede ser juzgado de acuerdo a las provisiones del Estatuto de Organizaciones del Crimen Organizado, conocido en inglà ©s por las siglas RICO. En otras palabras, a los acusados de trfico humano se les puede juzgar con las mismas leyes que aplican a la mafia. Tambià ©n es de destacar la ley aprobada en 2008, la cual exige que se examine a todos los nià ±os que llegan solos a la frontera de Estados Unidos para determinar si son và ­ctimas de trata de personas. Finalmente, la Ley Mann de 1910 que califica de felonà ­a el persuadir o forzar a otra persona a cruzar de un estado a otro para ejercer la prostitucià ³n y que es utilizada frecuentemente para juzgar el delito de trata de personas. Todas estas leyes estn codificadas en el Capà ­tulo 78, Tà ­tulo 22 del Cà ³digo de los Estados Unidos. Por à ºltimo, cabe destacar que adems de las leyes federales, aplican las leyes del estado donde se cometa el delito. En cuanto al castigo por trata de personas, las penas pueden ir de diez aà ±os a cadena perpetua, dependiendo de las caracterà ­sticas del crimen. Adems, es posible perder la propiedad sobre las instalaciones en las que se hubiera alojado a las và ­ctimas extranjeras de este delito, en aplicacià ³n de la Ley de Incautacià ³n de Bienes Civiles (CAFRA, por sus siglas en inglà ©s). Asimismo, si el victimario condenado por la felonà ­a de trata de personas es extranjero, ser deportado al cumplir su pena de prisià ³n. Dichas personas son consideradas, desde el punto de vista migratorio, como inadmisibles para ingresar a Estados Unidos. Exencià ³n o alivio migratorio para và ­ctimas de trata de personas Cada aà ±o fiscal, las autoridades de Estados Unidos aprueban un mximo de 5.000 visas T para và ­ctimas de trata de personas. Los beneficiados y sus familiares inmediatos pueden quedarse en el paà ­s y solicitar, a los tres aà ±os, una tarjeta de residencia permanente, tambià ©n conocida como green card. Para obtener este beneficio migratorio es necesario cumplir una serie de requisitos estrictos. En primer lugar, ser và ­ctima de trata de personas calificada como grave. Tienen dicha consideracià ³n las và ­ctimas de trfico sexual y las de trfico laboral. En segundo lugar, la và ­ctima debe estar presente en Estados Unidos, Samoa Americana, Islas Marianas Americanas o en un puerto de entrada. En este à ºltimo caso, la razà ³n debe ser precisamente porque en ese momento se est intentando ingresar a la và ­ctima a EE.UU. para explotarla sexual o laboralmente. En tercer lugar, para recibir la visa T, la và ­ctima de trata de personas debe colaborar con las autoridades en la investigacià ³n del caso. La à ºnica excepcià ³n aplica a los menores de 18 aà ±os, si no estuvieran en condiciones de hacerlo. En cuarto lugar, la và ­ctima debe ser considerada admisible desde el punto de vista migratorio o, si no lo es, solicitar y obtener un perdà ³n o waiver correspondiente.Y en quinto y à ºltimo lugar, la và ­ctima debe demostrar que sufrirà ­a dureza extrema en forma de daà ±o inusual y severo si tuviera que regresar a su paà ­s de origen. Para solicitar la visa T la và ­ctima debe enviar al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) el formulario gratuito I-914 y acompaà ±arlo del I-914 Suplemento B. Debido a la complejidad de estas visas y a la situacià ³n de indocumentados de los solicitantes es altamente recomendable contar con la asesorà ­a de un abogado para dichas planillas. Adems, si la và ­ctima solicita la visa para sus familiares, debe tambià ©n enviar al USCIS el formulario I-914 Suplemento A. En cuanto a los familiares que pueden incluirse, la respuesta depende de la edad de la và ­ctima. Asà ­, si tiene 21 aà ±os de edad o ms, puede solicitar la visa T para su cà ³nyuge y para sus hijos solteros menores de 21 aà ±os. Por el contrario, si la và ­ctima es menor de 21 aà ±os, puede solicitar la visa para su cà ³nyuge, hijos, padres y hermanos solteros menores de 18 aà ±os. Si el gobierno aprueba la visa T, su beneficiario obtendr al mismo tiempo un permiso de trabajo. La visa es vlida por tres aà ±os y al finalizar ese plazo se puede solicitar la tarjeta de residencia permanente mediante trmite que se conoce como ajuste de estatus. Mientras se resuelve la solicitud de la visa T, los solicitantes deben consultar sobre los posibles beneficios que pueda brindar el estado en donde residen. Por ejemplo, en California se podrà ­a tener derecho a ocho meses de asistencia econà ³mica, adems de cupones de alimentos y seguro mà ©dico a travà ©s de Medi-Cal. Sin embargo, teniendo en cuenta los cambios legislativos recientes sobre quà © es beneficio pà ºblico y sus efectos migratorios, se recomienda consultar con un abogado antes de solicitarlos.  ¿Dà ³nde reportar sospechas de trfico de personas y encontrar organizaciones de ayuda? Polaris es la organizacià ³n sin fin de lucro a cargo de la là ­nea caliente nacional para reportar el delito de trata de personas o solicitar ayuda. Se puede marcar gratuita y confidencialmente al 1(888) 373-7888, donde atienden en ms de 200 idiomas, incluido el espaà ±ol. Tambià ©n se puede contactar en las redes sociales o enviando el mensaje de texto BeFree al 233733. Adems, todas las grandes organizaciones de ayuda a los migrantes pueden ayudar a las và ­ctimas o referirlas adecuadamente. Finalmente, Kids in Need of Defense y Coalition to Abolish Slavery Trafficking son dos organizaciones muy comprometidas a brindar ayuda en casos de trata de personas, incluida la asesorà ­a legal a migrantes. Este es un artà ­culo informativo. No es asesorà ­a legal.

The market situation and current issues relevant for Lohospo Assignment

The market situation and current issues relevant for Lohospo - Assignment Example Center of discussion in this paper is Lohospo, a service agency for hosts in the region of Freiburg and Schwarzward. The main aim of the Lohospo is to offering access to tourism and hospitality related marketing and distribution scheme for small and medium sized hosts, who avail their accommodation services part-time with the opportunities of the Internet. The study includes current rate of potential hosts, holiday’s homes, and bed and breakfasts of Bodensee market and also the way in which this hosts are mainly attract there guests. â€Å"Bodensee Standort Marketing GmbH is a supraregional business promotion service and contact partner for the international business region of Lake Constance† and at the same time there are also lots of competitors in the market, who are offering online booking services. The main purpose of the Individual Consultancy Study is to offer useful foundation to motivate interest of the private sector. The findings will outline a sound foundati on for the private sector to carry out further research in development plans on Bodensee market. The Government is open-minded on the growth of Bodensee market. Demand of the Market will be the driving factor for such growths. Any growth will have to take into consideration the environmental insinuations and guarantee sustainability. The Tourism Commission is a co-organizing party in government to manage tourism developments in Bodensee market. The Tourism Commission will carry on playing the helping role in promoting the private sector with additional explore suggestions for Bodensee market. There is a rising universal trend for persons who are planning their holiday to consist of bath and resort rudiments in their vacation itinerate. â€Å"Tourism Industry Growth in any country is prone to the changing economic conditions. In the event when a country is passing through a low phase or an individual's job is at stake, not many people choose to travel† (Tourism Industry Growth 2010). As a well-known tourist destination, it is significant for Bodensee market to examine the possible cost and advantages and recognize main issues of rising world class facilities in the Bodensee market, in the strategic perspective of further developing the position of Bodensee market as a tourist centre. To enter Lohospo into the Bodensee market, it is very much necessary to understand the current issues and condition of the market. An hotelier always intends to provide his consumers with whole high-quality experience; part of it is in the destination data provided by devoted concierge and other hotel workers. â€Å"The internet enables customers to search for information even before their arrival. Hotels can use this opportunity to provide pre arrival highly relevant information whilst maintaining a continuance relationship with its customer’s right after the booking process† (Stay Planner for Hotels 2007). The Strategic Aims of Entering Lohospo in the Bodense e Market Were: To widen the range of tourism services, providing to the extremely high-end segment of the market with a kind of facility that can extend tourists stay and improve the tourism experience. To optimize the possible benefits of existing resources in improving Bodensee market picture and status as a tourist destination. To contribute to a long-standing tourism growth of Bodensee market, for it to offer an extensive range of world class tourist services, appeals and experiences. To cautiously inspect the possible demand for bath and associated resort and leisure services, suitable to Bodensee market particularly tourism growth and climatic context. To carry out market research and assessments to determine the most suitable kind of facilities based

Love is a theme long explored by poets whether it is love won or lost, Essay

Love is a theme long explored by poets whether it is love won or lost, unrequited love, erotic love or familial love. Show how poets work within this classic theme in at least two poems - Essay Example â€Å"Funeral Blues† talks about how the extinguishing of one’s love in death seems to extinguish everything else in life, how one cannot imagine the world continuing when one’s beloved has died. â€Å"When You Are Old† takes a slightly different track, focusing on the wide variety of loves one experiences throughout one’s life, either â€Å"false or true† (l. 6) and from a wide variety of people. But this poem also contains a touch of the triste, asking the subject to remember how â€Å"Love fled† to be lost â€Å"among the stars,† which could either refer to an unrequited love (for example, in the subject’s youth) or losing one’s love â€Å"among the stars† through their death (l. 10-11). One of the most interesting things about these poems it that they both adhere to a very strict rhyme scheme that they does not vary in the slightest throughout. Auden’s rhyme scheme is perhaps much more obvious, a simple A B A B pattern which draws the reader’s attention to itself, as opposed to Yeats’s more subtle A B B A which hits the reader a bit less forcefully. Auden’s rhyme scheme, by being so obvious, somewhat removes the speaker of the poem from its events. Rhyme, like any artifice takes time and energy to create, and thus makes its creator seem in control of their faculties and at the peak of their art. This, however, jars somewhat with aspects of the poem that make the pain of death seem immediate to the speaker. Firstly, the speaker uses phrases like â€Å"The stars are not wanted now† (emphasis mine) which create immediacy and make the reader think that the sorrow has just befallen the speaker (l. 13). Secondly, the speaker uses first person, â€Å"I thought that love would last forever, I was wrong† which emphasizes that the speaker is indeed the person who has suffered the loss. This jarring contrast between the artifice of rhyme and the immediacy of pain seems somewhat problematic in this poem. Yeats’s

The Game of Baseball Essay Example for Free

The Game of Baseball Essay Baseball is one of Americas favorite past times, as well as mine. There are many different sports for boys to play, however, baseball was the only one my heart got attached to. It has always given me that adrenaline rush that made me want to continue playing even up to today. Baseball is one of my fondest memories because it was a huge part of my childhood, it introduced me to some of my best friends, and helped mold into the person I am today. The baseball field brings back the best memories. Baseball is in my genes. When I would run onto the baseball field it’s like I just got hit with adrenaline. I played soccer and basketball also, but as I got older I felt that if I focused on one sport I could make myself great. I’ve been playing ever since I was able to throw and catch, and I am still playing in college. When I was younger it started with playing recreation sports. Playing for the recreation department wasn’t the greatest experience, but everyone made the team and everyone was out there to have fun. -16 Once I turned eleven I joined a travel team. On the travel team we traveled to Baton Rouge or Gulfport every weekend. We qualified for a chance to go play a week in Cooperstown, New York. We then got on a plane and flew to South Carolina, which we were supposed to switch planes to go to New York. When we got to South Carolina we found out that the plane we were supposed to get on left early so we had to take a charter bus the rest of the way and it took forever. We didn’t win the tournament; it was a great experience to play teams from all over the United States. After that tournament that team split up, and I joined a different team, which we played for a few years and won many tournaments. When I was fourteen, we qualified to go to the World Series in Liberty, Missouri. We won our first four games in pool play. We ended up getting second seed going into double elimination. Then we lost our first elimination game. If we lost any more games we were finished. When the team got back to the hotel we had a team meeting with all the parents. That meeting had everyone thinking and saying, â€Å"We aren’t losing the World Series. † We came out playing teams that also had one loss that were in the losers bracket, ten run ruling almost every team. We were dominating after our pep talk from the parents. When we made it out the losers bracket, we had to play the first place team that everyone was talking about the whole tournament. We had to beat them twice because they were undefeated and had to lose two games. The first game was a breeze, we won twelve to three. Then the final game we came out hitting and beat them again like it was nothing, twelve to two. We dog piled on the field, and after we stripped down to our sliding shorts then ran and jumped into the pond behind the center field fence. Winning the world series in a different state was the best baseball experience at the age of fourteen. Since I started playing at such a young age it got me prepared for middle school, in which I played both years. Then came high school, in which the fields were much bigger and bigger crowds. My senior year in high school was a year that I will never forget. I played five different positions, contributing my skills everywhere to help the team out in any way. I was First Team All-District Utility Player of the Year and had the second best batting average in district. We had a great season going undefeated in district. We were upset when we ended up losing in the second round of the playoffs to Central Baton Rouge 3-1. I was shocked when they got the last out of the games, I didn’t know what to do. After we went shakes hands the team just walked to the outfield and just sat down. It was a very emotional time because we were expected to win state. I walked to center field and just sat down and started tearing up. Some of the younger players didn’t know what to do but it helped a lot when everyone started giving out hugs. Then after a while we got into a circle and the coaches said a few words, but it was hard for them to talk. That was probably the hardest to ever leave a baseball field. Once we walked back to the dugout the parents were waiting for us to try to cheer us up. The seniors stayed in the dugout for probably an hour just realizing that was the last game we would play together on the same team. The baseball field looks amazing when the grass is freshly cut and the infield dirt is freshly dragged on game day. The night games are the ones that get your heart pumping when the lights come on and the field is lit up. It makes you feel like yopur invincible.

Analysis of First To Fight Essays -- Book Review, Military History

First To Fight begins with Krulak engaged in a conversation with a Gunnery Sergeant who was asked how the Marine Corps got the reputation of having one of the world’s greatest fighting formations. The GySgt replies â€Å"Well lieutenant they started telling everybody how great they were and pretty soon they started believing it†. The story goes on to talk about how there nearly wasn’t a Marine Corps. starts out with Marine Lieutenant General Holland M. Smith on the bridge of the command ship Mt. Olympus, off Iwo Jima on the morning of 23 February 1945 with Secretary of the Navy James Forrestal who said that the raising of our flag atop Mt. Suribachi means there will be an Marine Corps for the next five hundred years. Smith commented â€Å"When the war is over and money is short they will be after the Marines again†, and a dozen Iwo Jimas would make no difference. The resolute general was voicing the frustrations of the many generations of Marines before him who had learned through hard experience that fighting for the right to fight often presented greater challenges than fighting their country’s enemies. The Marines’ survival struggles during their first century and a half were mere skirmishes compared with what was to commence following the Second World War. Even as America was still trying to see through the smoke of Pearl Harbor, there were problems which were seen that were far more serious. A carefully designed plan which, if implemented, would destroy the Marine Corps as a fighting force. The scene was set according to Krulak by three events. In early October 1942 Krulak was a member of a team of four Marine officers assigned to the Army’s 25th Infantry Division at Schofield Barracks, Hawaii to conduct instruction for the divisi... ...states there are three powerful external factors that cloud the Marines’ horizon. The first being the oppressive influence of threat. That threat is rooted in the attitudes or aspirations of the Army, the Navy, or various chief executives. Its nature has varied-threat to the Corps’s repute, to its right to fight, to its very survival. Secondly, the recurrent military affliction called austerity. At worst, they linger in active service and are a hazard to all around them. The third is the dead hand of bureaucracy that lies over the entire military establishment. While the larger services may be able to handle the pressures of bureaucracy, the Marine Corps has neither the instinct nor the time for it. The Marines are an assemblage of warriors, nothing more. Paper massaging and computer competitions do not kill the enemy, which is what the Marines are supposed to do.

Math for Elementary Teachers Essay

Math for Elementary Teachers II is the second part in a two part series. The mathematical concepts that were focused on throughout the second part of Math for Elementary Teachers were on measurement, geometry, probability, and data analysis. Just like part one of Math for Elementary Teachers, part two also address the relationship of the course concepts to the National Council of Teachers of Mathematics Standards for K-8 instruction. The first two weeks of this course, the main concepts that were explored was data analysis and probability. When learning about data analysis, A Problem Solving Approach to Mathematics for Elementary School Teachers taught students that data analysis is the measures of Central Tendency, Statistics, and Variation. During data analysis students also reviewed that different ways data can be presented; bar graphs, circle graphs, line graphs, or scatter plots. Probability taught theorem and tree diagrams/geometry probabilities. Both of these mathematical concepts were cover throughout chapters 9 and 10 of A Problem Solving Approach to Mathematics for Elementary School Teachers. The mathematical concepts covered during week three and four was Introduction to Geometry. During these two weeks, the concepts of geometry that were covered were; angles, basic notation, geometry in three dimensions, and polygons. These mathematical concepts of geometry were covered throughout chapter 11. Mathematical concepts covered during week five and six was Applications of Geometry. During these two weeks, the main concepts of application of geometry that were taught were rotational symmetry, lines of symmetry, similar triangles, similar igures, lines and linear equations, tessellation patterns, translations, rotations, reflections, and glide reflections. These mathematical concepts of Applications of Geometry were covered throughout chapters 12 and 14. Mathematical concepts covered during week seven and eight was Applications of Measurement. During these two weeks, the main concepts of application of measurement that were covered were; areas of polygons and circles, distance formula, equation of a circle, linear measure, mass, Pythagorean theorem, surface areas, temperature, and volume. These mathematical concepts of Applications of Measurement were covered throughout chapter 13. The concepts learned throughout this course are relevant to the characteristics of a professional mathematics teacher based off of the National Council of Teachers of Mathematics (NCTM) Standards. Based off the lessons for Data Analysis and Probability, Introduction to Geometry, Applications of Geometry, and Applications of Measurement in this course and under the NCTM standards the curriculum meets the expectations that the National Council required professional mathematic teachers to have. The curriculum of Data Analysis and Probability in this course meets NCTM standards and expectations by represent data using concrete objects, pictures, and graphs, collect data using observations, surveys, and experiments, represent data using tables and graphs such as a line plots, bar graphs, and line graphs, describe parts of the data and the set of data as a whole to determine what the data show, and describe the shape and important features of a set of data and compare related data sets (The National Council of Teachers of Mathematics, 2012). The curriculum for Introduction to Geometry and Applications of Geometry in this course meets NCTM standards and expectation by recognize, name, build, draw, compare, and sort two-and-three dimensional shapes, find the distance between points along horizontal and vertical lines of a coordinate system, and predict and describe the results of sliding, flipping, and turning two-dimensional shapes (The National Council of Teachers of Mathematics, 2012). The curriculum for Applications of Measurement in this course meets NCTM standards and expectation by recognize the attributes of length, volume, weight, area and time, understand the need for measuring with standard units, develop strategies for estimating the perimeters, areas, and volumes of irregular shapes, and develop strategies to determine the surface areas and volumes of rectangular solids (The National Council of Teachers of Mathematics, 2012). When starting the first part of Math for Elementary Teachers, the idea that I had in mind was that these two courses were going to be about learning the basic mathematical concepts, counting, adding, subtracting, and learning shapes. However, now that I have completed the first part of Math for Elementary Teachers and am getting ready to the last week of the second part, my ideas and philosophy about teaching elementary students mathematical concepts changed. Teaching elementary children about Data Analysis and Probability, Geometry, and Applications of Measurement can become overwhelming for young children because these are concepts that they gave never learned about. Elementary children are used to understanding the basic mathematical concepts. I believe that when it is time to start learning about other mathematical concepts it is important to make learning fun for the younger children. I will stand my philosophy of adjusting the lesson plans to create fun hands on activities that will help my students learn and remember all the different mathematical concepts. I also believe that it is important to go that extra mile to provide students with the best mathematical education there is and by getting the parents involved to help students at home by suggesting different websites or by sending home activity books. I can honestly say, that the recommended changes to the practice of mathematics that have been instruction based off my experiences in both Mat for Elementary Teachers I and Math for Elementary Teachers II is that these two courses should be longer than nine weeks long. There is so much information that needs to be learned, and for a lot of students that are taking these courses it has been many years since they have learned these concepts. Another issue that I was not pleased with was at the start of this course having to take MyMathLab Orientation again. With these being a two part class and having to use MyMathLab during the first part of this course, it seemed pointless having to do another orientation for MyMathLab, but then again m most students should know how to use MyMathLab seeing as thy have other courses that require them to use MyMathLab. In total with the entire math course that are required for an Associate degree in Elementary Education 36 weeks is spent using MyMathLab.

Getting To Yes

I played the part of the agent for this exercise and Chloe played the role of business manager. In this case, I was trying to negotiate a deal for Sally Soprano. Basically my job was to make sure that she got the lead role of Norma. Sally did not care how much she was going to get paid; she just wanted the role because it was going to revitalize her career. This lead role would then give her momentum to get into different mediums such as movies and television.Right off the bat in the negotiations I tried to separate the person from the problem. Instead of coming right out and telling Chloe that I wanted this, this, and this, I asked her about what she thought about Sally and how she might affect the show. I also asked her about what she felt about having Sally be the lead performer instead of telling her how great Sally would be for the part. I wanted to make sure that we talked about all of the outstanding issues at hand before we even started negotiating about who get what in the s ituation.While I was using this technique I felt that Chloe was becoming much more comfortable with my approach and me. Instead of putting her on the defensive and guarding her position. I felt that she was much more willing to work with me and cooperate on the negotiations. It worked because in the end I feel like we came to a deal that worked very well for all parties involved.I remember Chloe using the technique of generating options for mutual gain. So my main goal we discovered was to make sure that Sally Soprano could have enough publicity that would launch her into tv and movies. Chloe wanted to make sure the theatre could sustain itself and stay financially viable. So we exchanged many different ideas about how we could both mutually benefit from each other. We discussed profit sharing and different ways to split up the money. I had to relay to Chloe that Sally Soprano was a veteran who could guarantee a great show/ performance. Yet Chloe was hesitant to want to sign such an ageing star, this lead to some conflict.A part that I could have used more would have been focusing on interest and not so much on positions. I tried to stay open and accommodating yet I had to hammer home the fact that Sally needed to get the lead role and there was no other way around it. This may have led to some roadblocks in out bargaining and may have been a poor choice on my part. Yet in the end we decided on Sally would get the main part for 18,000 and would be guaranteed three additional shows in the future to ensure that she got the kind of exposure that she wanted.As a person who is new to the GTY method of negotiating I think that separating the people from the problems is the hardest part of negotiating with this new technique. Some people are hard wired into thinking that they must fight for what they have to get and are on the opposite team as the other person. Yet I feel like what GTY teaches most is making deals the benefit both parties involved. Which in the end i s what both people want.

Hitchcock Blonde by Terry Johnson Essays

Hitchcock Blonde by Terry Johnson Essays Hitchcock Blonde by Terry Johnson Paper Hitchcock Blonde by Terry Johnson Paper Essay Topic: Literature In September Theatre studies group and I went to see Hitchcock Blonde by Terry Johnson at the Lyric Theatre, Shaftsbury Avenue, which was originally staged at The Royal Court. We sat in to Dress Circle of the theatre and I sat in the middle so I saw everything that happened onstage. The production concept is that it explores the work of Alfred Hitchcock, also it shows the relationships of middle-aged men with younger blonde women be it a body double (Hitch), and University student (Alex) showing both male characters have some of the same characteristics. Throughout the play the two stories become intertwined and it explores the blend of sex, fantasy and film and it also shows the blending of film within theatre, in the scenes on the film set used as well normal stage lighting used huge film lights, the angles on the top of the stage and the film strip at the top of the white backdrops showing links of film and theatre and the use of a thin gauze at the start of the play showing that the truth is being revealed. The performance of the actors were O. K. ut I think that Hitch who was played by William Hootkins was too much of a caricature for my liking especially as when he was walking he waddled like a penguin which normal people dont do but I must compliment him on his accent and it was very Hitchcock-esque and also the Blonde who was played by Rosamund Pike, the monologues she performed were far too slow and the myself and the rest of the audience lost interest but she was a very stereotypical fifties actress, she was tall, blonde and elegant and a typical dumb blonde but also did not see much of her relationship with her husband. Alex played by David Haig was very good and consistent performance he also had a good stage presence, I also think that his performance was very effective. His relationship with Nicola started off as a teacher-student relationship then as soon as they arrive in Kalithia their relationship becomes more serious and of a sexual nature. Nicola was played by Fiona Glascott and I think that her performance was OK but there were a few faults in her performance, the relationship with Alex was the same as Alexs relationship with her but once he had got what he wanted he didnt want anything to with her but Nicola was wanting to love him all the time and it was unrequited love. The design concept was that the play was staged on a Proscenium Arch Stage, the stage itself had a hydraulic trap door which introduced us to Hitch and the Blonde, the production constantly used projections onto the white backdrops with emphasises my point of which blends film and theatre also the image of the naked woman onto the flow of the water which comes from the shower, which captures the transient nature of sexual longing that runs throughout the play, the window in Alexs room at the start of play showed that it was a massive nineteen-sixties university building, the stage hands which were dressed as movers on a film set links theatre and film once again. The swimming pool and shower in the set of the villa links it with Hitchcocks Psycho. Props for both of Hitchs eating scenes are shown onstage by the props used, firstly Hitch is sitting on an unplumbed toilet and sitting at a table with film reels and other things on the table showing he is on a film set and when is eating in his house it is more elegant, proper padded seats and the table is set properly with candleholders, cutlery and wine glasses. The Blonde lives in a trailer park with her husband which is shown by projections of a window looking out onto other trailers. The swift scenes changed are made by the use of the hydraulic trap door to bring up tables and chairs. Also when Alex shines light in Nicolas eyes it shows methods of police interrogation, I think the play was both had elements of symbolism and realism, realism because the different locations of the play were very specific created by the projections. The costume was very effective for all three time periods especially in the fifties because the Blondes dress in the scene in Hitchs house was very elegant and Hitchs suit was very in keeping with the time as were of the periods but this period really stands out in my mind. The moods and atmospheres of the play were created by use of music and lighting and also the by the tension created onstage, an example of this would be when the music from Psycho was used and also the moments between the Blonde and her husband. The dramatic shape was created by elements of tension and suspense created when in my view was Nicola taking the tweezers and audiences first impression was that she was going for Alex but we later find out that she cuts up herself. The music used from Psycho was used to create tension to very good effect especially when Blondes husband stubs out his cigarette, music is used to make you think he is going to do something really bad. The lighting effects used in the play were used very well like huge film studio lights were used to create the studio effect also a spotlight was shone on the film reel that Alex gets out of the filing cabinet to shows to Nicola which was the supposed work of Hitchcock which later was uncovered to be the remains of one of his actresses also the light from the projector which the Blonde shone in the eyes of her husband is quite impressive how they can achieve that and probably used one of the big film studio lights offstage (stage left). In all I think that the set design and concept are very effective to put across the central issues and the main themes of the play.

Male Sexuality in Ancient Rome

Male Sexuality in Ancient Rome Modern sexuality offers a two-tiered dichotomy based on sexual preference. A homosexual is characterized by his exclusive sexual preference for same-sex relationships. Similarly, a heterosexual favors exclusive sexual relationships with members of the opposite sex. Ancient sexuality, on the other hand, finds its basis in status. The active partner, i.e. the partner of a higher social status, assumes the role of the penetrator; whereas, the passive partner, i.e. the partner of inferior social status, takes on the penetrated position.(www.princeton.edu/~clee/paper.html) - Malakos Our modern preoccupation with sexuality has depended on a distinction between homo- and hetero-. That gender-changing operation and other, less dramatic transgender behavior are blurring our neat borders should help us understand the very different Roman attitudes. Today you can have a lesbian who was born a man and a gay male who was born a woman or a male in prison who behaves in ways that to the outside world appear homosexual, but to the prison, ​the  community does not, alongside the more traditional homosexual, bisexual, and heterosexual roles. How Did the Romans See Gender? Instead of todays gender orientation, ancient Roman (and Greek) sexuality can be dichotomized as passive and active. The socially preferred behavior of a male was active; the passive part aligned with the female. The relation between the active and passive partner is thought of as the same kind of relation as that obtaining between social superior and social inferior. - Malakos But before I go further, let me stress: this is an oversimplification.   To Be an Ancient Roman Male in Good Standing ...Walters makes a crucial distinction between males and men: Not all males are men, and therefore impenetrable. In particular, he refers to the special nuance of the term vir, which does not simply denote an adult male; it refers specifically to those adult males who are freeborn Roman citizens in good standing, those at the top of the Roman social hierarchy those who are sexually impenetrable penetrators Craig A. Williams Bryn Mawr Classical Review of Roman Sexualities And... ... since the concepts heterosexual and homosexual did not exist, but there does seem to be a high degree of correlation between the conduct of men identified as cinaedi and that of some men now labeled homosexuals, though it must be appreciated that the modern term is clinical while the ancient one is emotional and even hostile, and that both have been imposed from outside. Richard W. Hoopers Bryn Mawr Classical Review of The Priapus Poems To be an ancient Roman male in good standing meant you initiated penetrating acts of sex. Whether you did this with a female or a male, slave or free, wife or prostitute, made little difference as long as you were not on the receiving end, so to speak. Certain people were off-limits, though, and among them were free youths.This was a change from the Greek attitude which, again to simplify, condoned such behavior in the context of a learning environment. The ancient Greek education of its youth had begun as training in the arts necessary for battle. Since physical fitness was the goal, education took place in a gymnasium (where physical training was in the buff). Over time the education came to encompass more academic parts, but instruction in how to be a valuable member of the polis continued. Often this included having an older male take a younger (post-pubescent, but still unbearded) one under his wing with all that entailed. Although later Romans sometimes asserted that homosexuality was imported from Greece, by the close of the 6th century B.C.E, Polybius reported, there was widespread acceptance of homosexuality [Polybius, Histories, xxxii, ii]. Lesbian and Gay Marriages For the ancient Romans, who claimed to have adopted other passive behaviors from the ancient Greeks, free youths were untouchable. Since adolescents were still appealing, Roman males gratified themselves with youthful slaves. Its thought that in the baths (in many ways, successors to the Greek gymnasia), freedmen wore a talisman around their necks to make it clear their naked bodies were untouchable.

Assignment 6 Analyzing Conflict Management Essay

Assignment 6 Analyzing Conflict Management - Essay Example This essay aims at analyzing such a case of conflict in school and how it should be managed. Description of the Conflict The St. Mary’s Public School, New York has newly admitted a new student Amanda Martinez who has come recently from the country of Brazil to the United States. Amanda is a sincere worker and performs quite well among her peers in school. She has joined school in the last week. She did extremely well in her admission test to the school and therefore the principal has awarded her a scholarship for the entire term of year. The teachers are also very cooperative in the school and help the new student in every possible way. In her class there are about 30 girls of the same age. Most of them are Americans except for Isabel who is also of a South American descent. The students of the class did not accept her in their group from her initial days. Isabel and Amanda however have become very good friends in a very short span of time. In the forthcoming group task, stude nts in the school had to work in groups of five. Amanda and Isabel are in the same group but along with them 3 other students are present. Amanda and Isabel find it uncomfortable to work with them. When the work of the group started Amanda wanted to be the team leader as she was the best among them in studies and could allocate the duties better among the five people. However, Joanna another team member wanted to have the leadership role since it was difficult for her and two of her friends to accept that they would be working under Amanda. Thus the work could not be started because of the conflict among the team members. Analysis of the Critical issues of the Conflict: Context of the conflict The main reason why the problem has cropped up in the group is that there is a conflict of interest among the team members. Both Amanda and Joanna want to be the leader of the team. The reason why Amanda wants to have the leadership role is that she is a sincere worker and would understand the work better. She would be able to distribute the work in a fair manner among the group members. Though Isabel is happy with this decision, Joanna and the remaining two in the group have difficulty in accepting her as they want to have a power in the decision making related to the activities of the group. Apparent and underlying reasons of the conflict The perceptible reason for the conflict is the power distribution among the two groups of people working together for the achievement of the same goal. Both of the students want to have a power in the group and take interest in the allocation of the duties. The true reason behind this conflict is that Joanna being a resident of New York since her early childhood has a problem accepting the fact that they have to accept the instruction of a newly entered student. Amanda also cannot acknowledge Joanna as their leader because she is not convinced about her abilities and is worried that ignorance on part of Joanna as a leader would affect their grades for the group task. Thus there is an issue of racial discrimination in this particular case and it needs to be properly redressed. Types of Conflicts in the case This is a form of dysfunctional conflict because the students cannot work in a harmonious way which is hampering the education of the students. This kind of conflict does not lead to any productive end. It is also a form of interpersonal conflict between Amanda and Joanna