Kevin Badon Essays (715 words) - Health, Obesity, Bariatrics

Kevin Badon English 101 C. Gorvine Fall 2016 Childhood Obesity Childhood obesity is a problem that we have been dealing with for quite some time now, and parents are struggling to get a handle on their children's eating habits. The schools haven't really been much help, it's causing more and more health issues by the day. Families are forced to watch their children be morbidly obese, and instead of taking a stand and cutting down on children's consumption of fatty and high calorie foods, they don't. We as parents and love ones must take out the time and make a difference in our kids' lives, like encourage better eating habits, and physical exercise. To create change on this issue parents, schools, and high influential television networks should work together for the heath of children. As parents, being one of the most influential people in a child's life, we have the biggest role to play in keeping our kids healthy. The most commonly acknowledged influence, of course, is what parents feed their children. Where parents make, the mistake is that they buy products that contribute to obesity. About a third of children and adolescents in the United States weigh too much, thinking that cheaper is better, but that is misunderstood. Keith Ayoob, a registered dietician with the Albert Einstein College of Medicine in New York, says "This new study should come to action by parents to look in their pantry and clean out all the junk food" ( qtd. Hellmich). The way parents can help fix the issue, is to encourage better eating habits, become more active and eat snacks in moderation. Also, parents need to become more educated about the health of children. Just as well as the parents, the schools are an influence on kid's food intake. The schools have these types of foods available to children, by having it in the cafeterias. They are serving items such as pizza, hot dogs; because of that kids will be drawn to eat these types of foods more often. To help make this issue better, they should make healthier food options available to students. There is healthier foods such as fruits and vegetables. Per Kidshealth.org, "Encourage kids to choose cafeteria meals that include fruits, vegetables, lean meats, and whole grains, such as whole wheat bread instead of white bread. They should also avoid fried foods when possible and choose low-fat milk or water as a drink". This issue is a very sad and depressing one, although we have the knowledge and resources to make it better, we choose not to. Mainly the big companies are more concerned about capital gain than the health of the children. Many children have a higher risk of Type 2 diabetes, high cholesterol, and other harmful diseases. Children will also will be face with sleep apnea, making it very difficult for them to breath while asleep. It will make simple task hard for them like walking upstairs, running, and jumping as a normal child would do easily. On the other hand, the future could be a very promising one if an effort was put forth the help children. There would be less obese children in the world, and fewer children with horrible diseases that rob children of a healthy childhood. The reason for this change is simple " give the children a longer life span", and they can look forward to a healthy adult life as well. "A study in 2005 found that children today may live shorter lives by two t o five years than their parents because of obesity"(Hellmich). What could happen if it isn't changed, is that we'll continue to struggle with the obesity issue and it will definitely get worse; The diabetes rate will rise, and more kids will perish at a young age because of it. More parents will have broken hearts because of losing their children, regretting not taking more initiative to educate themselves and their children on eating healthier. According to Bethany Thayer of the American Dietetic Association, " parents may think they can get away with making unhealthy choices, but the kids are watching"( Hellmich). Works Cited BIBLIOGRAPHY Hellmich, Nanci. "parents must be role model to fight obesity." USA TODAY (2010): 3. Kidsheath from Nemours. 29

Bon marché - French Expression

Bon marchà © - French Expression Expression: Bon marchà © Pronunciation: [ bo(n) mar shay] Meaning: inexpensive, cheap Literal translation: good deal Register: normal Notes The French expression bon marchà © might be translated by either inexpensive or cheap. Like the latter, bon marchà © can be both positive (indicating a reasonable price) and negative (insulting the products quality). Bon marchà © is invariable in gender and number: it does not change to agree with the noun it modifies. Examples   Ã‚  Ã‚   Je cherche un cadeau bon marchà ©.   Ã‚  Ã‚  Im looking for an inexpensive gift.      Ã‚  Ã‚   Avez-vous des voitures bon marchà © ?   Ã‚  Ã‚  Do you have any cheap cars? However, bon marchà © can be made comparative and superlative:   Ã‚  Ã‚   Je prà ©fà ¨re la tà ©là ©vision meilleur marchà ©, mà ªme si elle est un peu plus petite.   Ã‚  Ã‚  I prefer the cheaper TV, even though its a little smaller.      Ã‚  Ã‚   Il a achetà © les chaussures les meilleur marchà ©.   Ã‚  Ã‚  He bought the least expensive shoes. ​Synonyms (Positive and Negative) un bon rapport qualità ©-prix - good valueune bonne affaire - good dealun prix avantageux - bargain pricepas cher - inexpensiveune mauvaise affaire - bad dealla pacotille - cheap piece of junk More Expressions with bonFrench shopping vocabularyMost common French phrasesInvariable adjectives

Tu Quoque (Logical Fallacy) - Definition and Examples

Tu Quoque (Logical Fallacy) s A type of ad hominem argument in which a person turns a charge back on his or her accuser: a logical fallacy. Also called the you too, the two wrongs, or the look whos talking fallacy. Pronunciation:  tu-KWO-kwayAlso known a s:  the two wrongs fallacy, the pot calling the kettle blackEtymology:  From the Latin, you too For a broader definition of tu quoque  arguments, see examples and observations below.   Examples and Observations: It is clear that a tu quoque response to an accusation can never refute the accusation. Consider the following: Wilma: You cheated on your income tax. Dont you realize thats wrong?Walter: Hey, wait a minute. You cheated on your income tax last year. Or have you forgotten about that? Walter may be correct in his counter-accusation, but that does not show that Wilmas accusation is false.(William Hughes and Jonathan Lavery, Critical Thinking, 5th ed.  Broadview, 2008) Recently, we highlighted a British journalist’s story about the underside of Dubai’s startling ascent. Some in Dubai called foul, including one writer who wants to remind Britons that their own country has a dark side. After all, what to think of a country in which one-fifth of the population lives in poverty? (Dubai’s Rebuttal, The New York Times, April 15, 2009) The tu quoque fallacy occurs when one charges another with hypocrisy or inconsistency in order to avoid taking the others position seriously. For example: Mother: You should stop smoking. Its harmful to your health.Daughter: Why should I listen to you? You started smoking when you were 16! In this example, the daughter commits the tu quoque fallacy. She dismisses her mothers argument because she believes her mother is speaking in a hypocritical manner. While the mother may indeed be inconsistent, this does not invalidate her argument.(Jacob E. Van Vleet,  Informal Logical Fallacies: A Brief Guide. University Press of America, 2011) A Broader Definition of Tu Quoque The tu quoque argument or you too argument, according to the broader account, can be described as the use of any type of argument to reply in like kind to a speakers argument. In other words, if a speaker uses a particular type of argument, say an argument from analogy, then the respondent can turn around and use that same kind of argument against the speaker, and this would be called a tu quoque argument . . .. So conceived, the tu quoque argument is quite a broad category that would include other types of argument as well as ad hominem arguments.(Douglas N. Walton,  Ad Hominem Arguments. University of Alabama Press, 1998)   The Childish Response Of all human instincts, not even the urge to say I told you so is stronger than the response called tu quoque: Look whos talking. To judge from children, it is innate (Cathy says you took her chocolate, Yes but she stole my doll), and we dont grow out of it . . .France has led calls for pressure to be put on the Burmese junta at the security council and through the EU, where foreign ministers discussed the issue yesterday. As part of the push, it has tried to enlist a recalcitrant Russia which, conscious perhaps of Chechnya, has no great wish to be seen criticizing anyone elses internal affairs. Hence a Russian ministers response that the next time there were riots in France he would refer the matter to the UN.This reply was at once childish, irrelevant, and probably very gratifying. (Geoffrey Wheatcroft, The Guardian, Oct. 16, 2007)

Independent Journal Essay Example | Topics and Well Written Essays - 750 words

Independent Journal - Essay Example Presently, there is a significant evolution of the issue of medical marijuana use in the region. The author gives a great illustration of how the medical marijuana hawkers carry out their roles in the boardwalk in Venice Beach. The individuals spot green uniform and host bright green leave signs advertising doctors to the passing crowds. Primarily, the referred doctors offer the drug at a fair price of $40 and provide legally required physician recommendation to acquire the drug. The doctors are often located on the pot shops and are present everywhere in the public. Following California, several other states legalized the use of medical marijuana and as well established their regulation measures regarding its production and distribution. Florida is one of those states and its marijuana project is expected to be huge for it has many patients who may require the drugs in comparison to other states. The marijuana stakeholders encompass of the manufacturer, the treatment center, the advertisers and the customers. The producers plant and distribute the drug to the customers. The advertisers help get the products to the consumers and advise them on its availability. The doctors, on the other hand, recommend the drug in right quantity to the customers and the consumers are primarily the patients in requiring the drug. They comprise of the epileptic people, the cancer patients among others who suffers diseases associated with a lot of pain. The established measures and rules in relation to the drug should be adhered to in order to eliminate chances of the drug abuse. The concerned authorities need to ensure that the drug is only consumed by the targeted clients and that it is given on necessary cases. The doctors need to be held accountable for the drugs issued and any other party in the drug admission cycle. The concerned parties should not only focus on maximizing their profits but also observe the health needs of the clients they serve. The article

Why It Was Not Possible for the Catholic Church To Stamp out Heresy Essay

Why It Was Not Possible for the Catholic Church To Stamp out Heresy During the 16th Century - Essay Example Heresy, being a deadly poison generated within the organism of the Church, must be ejected if she is to live and perform her task of continuing Christ's work of salvation. Each pastor in his parish, each bishop in his diocese, is in duty bound to keep the faith of his flock untainted; to the supreme pastor of all the Churches is given the office of feeding the whole Christian flock (Wilhelm). The power granted to the Catholic Church of expelling heresy is an important factor in the constitution of the Church. The power of rejecting heresy however needs to adapt into the social and political circumstances of the time. In the beginning, the Catholic Church exercises its power without an organization. The bishops were able to find heresies in their congregation and checking the progress with all its power vested upon it by the hierarchy. When a heresy gathered support and proved a danger to the Church, the bishops assembled in councils, provincial, metropolitan, national, or ecumenical to discuss the matter (Wilhelm). In the early church, heresies were sometimes determined by a selected council of bishops, or ecumenical council, such as the First Council of Nicaea. Actually, the Catholic Church had little power to punish heretics in the early years, other than by excommunication, a spiritual punishment. Excommunication was the worst form of punishment possible because it separated the believer from the body of Christ or the Church. Excommunication, or even the threat of excommunication, was enough to convince many a heretic to renounce his views (Heresy).In the years that followed, the Catholic Church instituted the Inquisition (Latin: Inquisitio Haereticae Pravitatis Sanctum Officium), an office of the Roman Catholic Church charged with suppressing heresy. The Inquisition was a permanent institution in the Catholic Church charged with the eradication of heresies (Inquisition). The Inquisition was active in several nations of Europe, particularly where it had fervent support from the civil author ity (Heresy).The Catholic Church however, never had executed anyone for heresy. Rather, the Church turned over heretics to the respective governments for execution. Thus making heresy a part of political self-definition and exclusion (Bambrick et al). When Constantine had taken upon himself the office of lay bishop, episcopus externus, and put the secular arm at the service of the Church, the laws against heretics became more and more rigorous. Under the purely ecclesiastical discipline no temporal punishment could be inflicted on the obstinate heretic, except the damage which might arise to his personal dignity through being deprived of all intercourse with his former brethren (Wilhelm). Why it was not possible for the Catholic Church to stamp out heresyDuring the 16th century During the 16th century, stamping out heresy became more difficult due to varied reasons such as the Black Death, changes in the society, especially the corruption and moral decay within the Catholic Church. The 16th century is the period in which the medieval Church was defining itself and unifying its identity (Bambrick et al). The Catholic Chur

Prose Commentary, Pat Barker Essay Example for Free

Prose Commentary, Pat Barker Essay The title of the book from which this excerpt is taken, Regeneration, highlights what I see as the main theme in this thought provoking prose piece. This piece of prose raises images for me of the moist dampness, humid soil, death and the prospect of life arising from the continuation of the cycle of life and death. These Images are shown in phrases such as the final sentence, which says, Now they could dissolve into the earth as they were meant to. This sentence is the one which stuck out most to me in the whole excerpt; I found it very powerful in that it brings out the theme of regeneration to the reader and it is a sentence which sticks in your mind. I can see this as an overall whole picture, where Burns, who I view as a returning soldier, perhaps from the Gulf War given the date, experiences, and successfully faces one of his terrible fears, picked up from the war, of bloody, dead corpses, and through this finds the prospect of soul peace before him. I also see that nature and the cycle of life as a big theme in this excerpt as it shows up in nearly every line. Words such as, rain, mud, trees and wind support this. The narrative structure of this excerpt is also important, because it is as if the story of Burns is being told by someone else and so it is likely not subject to the bias of the actual persons account. In the first three paragraphs, rain and the wetness of the land is a large part of describing, setting the scene and the tone of the rest of the excerpt. The author creates a feeling about Burns, that he is somewhat stranded, for the writing states, He didnt know what to do and so long since hed been anywhere alone. As well as creating a lost feeling this sentence confirms the thoughts, though not directly, that Burns is a returning soldier. The use of the words, Raindrops dripped with the repeated d sound, creates the patter of large raindrops. Persistent and monotonous link up with each other to remind the reader of the continuity of the wetness. When Burns reaches a fence, he sees that, A tuft of grey wool had caught on one of the barbs. Perhaps an animal had once quite recently struggled to free itself from this discontinuity in nature as Burns does when he too gets caught on a barb just like an animal. The repetition of the b sound in Burns blinked, carries on the theme of the persistence of the rain. Throughout the whole of the third paragraph there is another repetition of the b sound, this time though it is used to bring out the sound of the thud and plodding of Burns in his mud encumbered boots. There is also a repetition of the s sound in words such as slipping and stumbling for exactly that, to create the sound of someone slipping in the wet mud. The writer also uses words such as cold, khaki and tight cloth to create a chilling stiff sound to make the reader feel the cold that Burns is experiencing. In the next two paragraphs, the author makes the wind and its severity, an impacting factor on Burns' progress toward the safety that he seeks. The wetness of the setting which surrounds Burns is also again a major influence in his quest. The tone of these two paragraphs is much more severe than the first three. The author says that the wind tries to scrape Burns off its side. suggesting that the situation has become more intense. That line is very effective literally because the word scrape is an onomatopoeic word and when joined together with side it creates an alliterating s sound. The fact that he has to keep his head bent and the Rain beat onto his head both confirm the increased severity of the weather. When the weather is so bad that the distance vanishes in a veil of rain, the alliterating v sound bringing out the hum of the constant rain, Burns' survival instinct kicks in and he decides to take shelter, running clumsily toward a clump of trees. But again he is slowed to a walk because of the dragging mud. The words mud dragged are effective here, for even to say them together takes effort and your reading is slowed by them, amplifying their effect. The sucking of your reading is again shown in the words mud-clogged boots, the d, g and b sounds all together make the reader have to pronounce each syllable in a drawn out way. Where the author talks about, the whine of shells he is referring to the sound that you hear when you put a shell to your ear and compares it to the noise of the wind through the trees. In paragraph five the author shows the exhausted Burns so tired he cannot even be bothered to wipe away the rain drenching his face. In the next three paragraphs, the tone of the extract becomes quieter; there is neither mention of the intense rain nor the sound of it. The tone of the setting becomes almost sinister amongst the trees. Burns now in what he thinks is the safety of the trees continues to stumble and the writer again uses the repeated b sounds in the words, began, stumbling, blindly and between to show us that Burns has still not quite got his bearings right yet. The author uses the repeated c sounds in the words catching, clumps and bracken to the same effect. Because he is stumbling blindly, something brushed Burns' cheek and when he tried to push it away, his hand touched what he first thought to be slime. On turning to see what it was, Burns discovered that there was a dead mole, suspended, apparently, in air. The use of commas in those few words are effective because they make the reader pause and thus put emphasis on a very important part of the extract, it begins the change in plot of the whole extract. Its small pink hands folded on its chest. suggests the authors feeling that the mole was innocent, but was still killed. The author provokingly compares the dead animals Burns sees to a fruit tree bearing, what the author makes you think are heavy fruit by using the word laden. Heavy fruit because they are generally more likely to smell of decay, which is what the dead animals are, decaying. The author quite interestingly uses animals from each part of the earth; the magpies from the sky; the fox from the ground and the moles from under the ground, this I see as a continuation of the regeneration theme carried on throughout the whole excerpt. I think that the fox scared Burns so much because it reminded of something that he saw in the war. Again in paragraph eight the trees are against Burns. The author uses the alliteration of the words twigs tore through the t sound to remind the reader of the snapping sound of twigs and the force that Burns was putting into getting away was enough to snap the twigs on his skin. It brings out how frightened he really was. The writers reference to dead leaves also fits in with the theme of Regeneration for dead leaves must dissolve into the earth to create nutrients for the trees from which they fell and thus continue the circle of life. In the short paragraph nine, the setting changes briefly once more because Burns goes out into the field once more. He splashes effectively through the alliterated flooded furrows, the f making the sound of the swishing water. Burns then hears a voice, probably the voice of a fellow soldier from the war. It is said to be the voice of a person named Rivers. I did find it quite ironic that the author of the book from which this excerpt is taken, would use the name Rivers for the voice which Burns hears because in Scotland a small river is called a burn. This brings out to me that the author is making the aspect of water very important to this particular scenario. I feel that the use of water here is important to the overall theme of regeneration because water is a key part in the cycle of life, it is the source of all life and so I think that this is why the author emphasises this point. The voice that Burns hears tells him that, If you run now, youll never stop. basically telling him to face his fear. This may be because perhaps Burns ran away from something before and did not face his fear. The last two paragraphs of the excerpt talk of Burns facing his fear, finding a peace amongst his dead companions and his finding a control which he did not have at the beginning of the excerpt. Burns turns back therefore facing his fears. The fact that the author talks about what the real Rivers might have said confirms that Rivers is a real person and he is probably still alive. When Burns lets down the dead animals he is allowing for the natural cycle of Regeneration to be complete. This seems to make him feel better for he sits down inside the circle of his companions who he no longer views as scary and is happy because, Now they could dissolve into the earth as they were meant to do. By facing his fear, Burns was regenerated in himself, this also made him content. The last line is the most important in the whole text; it sums up and puts into context the entire idea of Regeneration. In conclusion I would say that there is one main theme in this excerpt; it being the ongoing recurrence of the idea of Regeneration through the means of nature, water, the cycle of life and death and the facing of fear. It is also important to say that in order for regeneration to happen, something has to die.

What Causes Teenagers to Lose Motivation in School? Essay -- Education

What Causes Teenagers to Lose Motivation in School? missing works cited Some reasons for high school student academic failure, which range from drug use to individual student insecurity, can be plainly traced to the nature of adolescence. Social acceptance and a desire to belong to a crowd are placed above academics in the minds of teens. When academic underachievement is the norm, devoted students may come under ridicule as being "nerds" or "teacher's pets". There is a difficulty, therefore, in getting students to become motivated. How do you propose to motivate a group of students who feel that they cannot jeopardize their social status for doing well in school? Other reasons for academic failure range from student feelings of incompetence in learning the materials, to boring class subjects and busy work. To adequately solve the problem of academic failure, researchers are looking for ways to build a connection between identifying these students and reinforcing motivation in them. Causes and Effects of Adolescent Academic Failure: Lack of Motivation This category encompasses discussion of drug use, peer pressure, inadequate study and time management skills as well as adolescence itself, as they pertain to the causes and effects of each of these issues. "Facts About Alcohol and Drugs: Grades 9-12" is a web page containing statistics compiled by a national school health survey. The poll taken by the National Institute on Drug Abuse in the fall of 1987 revealed that eighty-nine percent of the tenth graders surveyed reported having tried alcohol. Thirty-five percent of tenth graders reported having tried marijuana. The survey was conducted among eleven thousand eighth and tenth graders in a nationwide survey... ...uate to get by. The way sociological and psychological aspects of student motivation relates to the overall topic of student motivation lies in the fact that the root of the problem resides in the minds of students and teachers, rather than in the outward manifestation of low grades, test scores, etc. In other words, even if a teacher makes it possible for students to raise their grade from an "F" to an "A", it does not necessarily mean that students learned anything at all. It is possible that the teacher made special provisions for a certain student to get through the class easier, such as offering extra credit. Only by tapping their minds for the want to learn will students actually thirst for knowledge, putting our educational standards on par with Japan and other world powers that pride themselves on preparing their kids for entrance into the real world.

Revenge is sweet!

On October the 13th she took her last breath, on November the 6th we buried her. On November the 21st I heard her call on me for the first time, and on December the 13:th it was my turn to take my last breath. Around one and a half-month ago, my little sister was killed. She was only ten years old. The police are still searching for the murderer, but they believe that it was a robber, because her mobile phone and her money had been taken away when they found her. Everybody tries to make me forget what has happened, but I can't. It was a Sunday morning when I heard her for the first time. â€Å"I miss you so much, why can't you be with me?† Is it you Minnie; is it my dear sister? â€Å"I feel so alone in here, come and be with me.† The voice was faint and husky. â€Å"Minnie, can you hear me? Are you all right?† â€Å"I can hear you, I'm not alright, it is a terrible stench in this little coffin, and I feel so alone. Come to me, come to me†¦Ã¢â‚¬  â€Å"Who did you talk to?† â€Å"Mum, it was Minnie, she told me†¦Ã¢â‚¬  â€Å"Minnie? Stop kidding with me.† â€Å"I promise, it was Minnie, and she told me that she felt alone.† â€Å"Honey, I know you think that this is hard, it is hard for all of us, but she is dead, you did not hear her. I dream about her too, and the dreams seem to be real, but then suddenly I wake up, and realize that it's just a dream.† I was just quiet. I knew that there wasn't an idea to try to make mum believing me. Maybe she was right, maybe it wasn't Minnie. But it sounded so real†¦ The dark has always made me scared. Every scary thing happens in the dark, were none can see what's happening. So when I, a couple of days after I heard Minnie for the first time, was I going to sleep, I felt a bit afraid. I don't know why, I just got an unpleasant feeling. The darkness seemed to be everywhere. Both inside and outside me. Suddenly I felt a cold wind. The window was closed, and it has never been any draught here before. I draw the duvet close to me. Then I heard her for the second time. â€Å"It is cold in here. Do you think of me while your laying in your bed with you warm duvet† â€Å"Oh Minnie, I'm thinking of you every second, every minute, every hour. I miss you so much.† â€Å"So why don't you come down to me, I'm not that deep down.† â€Å"Oh Minnie I wish I could. I'll make a plan, I promise, but mum will think I'm crazy if she saw me digging on the burial-ground.† â€Å"Come to me soon, I feel so alone in here†¦Ã¢â‚¬  †I†m coming soon. Soon.† The burial-ground was desolated, and the lights were not turned on yet. The sky was gray and everything looked dusky. I felt like all the tombstones stared at me, wondering why I was here. I†ve always thought that it is nice to walk at the burial-ground at all saints day, because there is so many candles on the tombs, and I thinks that the candles shows that people care and not forget the dead humans. But now everything felt dark and forgotten. I walked to Minnie's tombstone, it was a white tombstone, and it looked quite new in opposite of the other graves. Everything was so quiet; I just heard the wind blow. I felt like I was watched on, and turned around. Behind me stood an old man, with a long white beard. He's eyes was blue, and observed me from my head to my shoes. â€Å"Feeling alone?† â€Å"No. Just thinking.† It wasn't true, I felt alone. However, I didn't want his company. â€Å"Your sister down there?† â€Å"Yes. How did you know?† â€Å"I know her.† â€Å"How do you know her? I meant knew her.† â€Å"Know her. I've seen her. She is very pale, but those coffins isn't to nice.† This man is crazy. â€Å"Err, okay.† â€Å"You don't believe in me, right?† I didn't know what to say. â€Å"You'll see that I'm right, but trust me, do the things Minnie tells you to, or you'll end up like those.† He pointed at the names at the tombstones. I closed my eyes and when I opened them again, he was gone. I thought of what he had said. Do the things Minnie tells you to? Has she told me anything? I won't dig her up, I don't even know if I've heard her, or if it is just my mind that makes it up. Well. The man was an old crazy idiot; there's no reason to listen at him. When I was lying in my bed that night, I heard her again. â€Å"Why didn't you come down to me today? I heard you; you spooked to the old man at the burial-ground. Why didn't you start to dig when he was gone?† â€Å"Minnie, I don't even know if it is you who speaks to me.† â€Å"It is me, but I can prove it if you want to.† â€Å"How can you prove it?† â€Å"You'll se tomorrow. If I prove it, do you promise to go down do me then?† â€Å"Minnie, I don't know†¦Ã¢â‚¬  â€Å"Promise, or I'll leave you forever†, she sounded a bit angry, and I was afraid that she would leave me unknowing if she were Minnie or not. â€Å"Okay.† â€Å"Se you tomorrow then.† Everything was quiet. She was gone. When I woke up next morning and thought about what Minnie had said, I felt insecure. What if she proved it? Should I go to her then? No, impossible. She can't prove it. She's dead. And if she against all odds will prove it, I won't go to her. Not yet anyway. However, she won't prove it. But she did. When I came to school I got a big shock. All over the roof there was painted; I watch every single step you take, is this evidence enough? I didn't know what to do. In school there was a lot of talk about who did it, they thought that it was one of the gangs in town. But I knew. I said to my teacher that I was sick, and that I wanted to go home. Then I walked to the park beside the burial-ground. I had been there for approximately ten minutes when she started to talk to me. â€Å"What are you waiting for? Go and dig me up.† Her voice sounded angry and ordering. I was just quiet. Maybe she would think that I didn't here her if I just ignored her. â€Å"I know that you hear me. You're in the park. Why don't you dig me up? Are you afraid? You promised me to dig me up. If you don't dig me up, everything will be worse for you.† I was afraid. How could she know where I was? And what would happen if I didn't do as she said. But I didn't say anything. She would give up, and what could she do? She was dead. â€Å"I know what you're thinking, but I can do a lot. I can destroy your life, 'cause I'm manipulating it. I can promise that you'll dig me up sooner or later.† Her voice was ecstatic, and it scared me. I started to walk away, but she didn't want to stop talking with me. She screamed: â€Å"I'm manipulating your life, I manipulating your life, so you better dig me up soon.† Her voice tormented me all day, and when I at last fell asleep I had nightmares. I dreamed that the old man at the burial-ground haunted me, and that Minnie laughed at me when I stumbled. And when I had stumbled, I couldn't stand up again. Everything turned into different red coulors, and Minnie's laugh became higher and higher. When I finally woke up, I felt like I hadn't slept at all. I went to school, and tried to not look at the roof with Minnie's message. I went in to my classroom. The first lesson was math. I hate math, so when my teacher told me to go to the front of the classroom, I felt afraid. Would she give me a hard question? â€Å"Okay everybody, quiet please. We all know that somebody painted a sentence on the roof. We don't know what the culprit wants to tell us, we didn't even know who was the culprit. But now I know. I know it, 'cause the culprit by herself called to me yesterday and admit that she painted it. She said that she wanted to tell the class why she did it. So, can you tell us why?† She looked at me. I didn't understand anything. â€Å"Angelica, can you tell us?† â€Å"But it wasn't me.† I felt like a fool. Damned Minnie, if it is you who have done this, you can forget every hope about that I will dig you up. â€Å"Well. We all know who's the culprit now, and if you won't tell us Angelica, you can go straight away to the porter, and he'll give you the things you'll need to clean the roof.† â€Å"But it wasn't me.† â€Å"GO!† I started to walk away. I was so mad at Minnie. It wasn't me, it was Minnie, so why did I have to clean the roof? However, how could she call to my teacher? And didn't my teacher recognize that it wasn't my voice that she heard? I became more and more afraid, what would she do next? She spoke to me every single minute, and her voice sounded more and more frightening. She was totally convinced that I would dig her up, and she repeated again and again that she manipulated my life. Sometimes I believed in her, because I couldn't do anything with her voice in my head. And I did a lot of things that she told me to do, I was afraid that she would do anything worse if I didn't. However, I wouldn't dig her up. The things that she got me to do was just stuff as clean her room, put her photos in a frame or say good things about her. She repeated that it would just be worse if I didn't dig her up soon. And it should, much worse. I had stopped going to school, 'cause everybody avoided me. My teacher was mean to me, and derided me when I did something wrong. At December the 11th it was time for the next thing to happen. Mum was mad at me because I didn't walk to school. But she couldn't make me change my mind. We had just had a fight, and she screamed to me that she would go to her job and do some good instead of just sit and cry. I was mad at her and at the whole world, because nobody seemed to understand anything. I walked out of the door and went to the supermarket to buy some chocolate. I had nearly accepted Minnie's voice, but today it was scarier then ever. â€Å"I'm sorry to say this Angelica, but today will I hurt other people to get you dig me up.† â€Å"If you do that, I'll kill you.† â€Å"Good luck, I am already dead.† â€Å"I won't dig you up.† â€Å"Well, go home and se if you change your mind when you se what I've done.† She sounded satisfied, and that made me scared. I ran home, and what I'll never forget what I saw. The first thing I saw was just that the door was red. I stared at the door a few seconds before I realized that the red thing was blood. I flung the door open, and inside I found a tail. I started to shiver. If she had†¦ I didn't even wanted to think about it. â€Å"CHARLIE!† I screamed frightened. But our dog Charlie didn't come. I ran in to the living room, and there I saw Charlie. Anyway, I saw a part of him. But his head and his paws were gone. I started to scream and cry; I didn't know what to do. My thoughts was just a mess, Why do you does this to me Minnie? You loved Charlie so much, how could you ever kill him? Why do you want me to dig you up? If you are dead, why do you want me to be with you? Oh Minnie, why? I called mum. She came home as fast as she could, and we were both struck dumb. She asked me if I knew who had killed him, and I said that I didn't know. She cleaned the living room, and I walked up to my room. Minnie started to talk to me again. â€Å"Do you dig me up now?† â€Å"No, I won't. You are terrible, I hate you.† â€Å"I know that you hate me, but if you don't dig me up soon, I'll have to do something worse than this. If you haven't dig me up in 24 hours, It'll be time for another harmless to die.† Later that day when I was going to use the toilet I heard mum and dad talking to each other. I didn't believed what I heard. â€Å"I'm worried about Angelica. It is terrible what has happened to Charlie, but in fact I'm wondering if it can be Angelica who has killed him. I know it sounds weird, but she has change a lot since Minnie died. I guess that that's normal, but†¦ I don't know; she has always loved school, and now, she hates it. Her teacher called to me and told me that she had written a form of message on the roof, and that she had admit that it was her who did it once, but said that it wasn't she later. I don't know, maybe I'm just too worried. But she has been so introspective.† â€Å"I guess she's just shocked about Minnie's death. But I'm worried about Charlie's death too. Maybe it is she who killed him, I'll speak to her this weekend.† I was terrified. How could they even think about it? That I killed Charlie? Why can't anyone believe me? The 24 hours ran away. I didn't dig Minnie up. I'll never do it. I hate her and I won't do anything that she want's me to do. 12 hours later I had changed my mind. I can hardly think about what happened. But I'll try to tell. I had been on the burial-ground, when Minnie started to talk to me. â€Å"Well, you didn't dig me up, and I've made my choice. I'm sorry that I have to do this.† â€Å"Do what?† â€Å"Go home and se for yourself.† Her voice sounded honestly sad. I ran home and the first thing I smelled was a terrible stench. Then I smelled blood. I heard how daddy screamed and I ran in to the house. Inside I found dad paralyzed. And I found mum. On the floor. And I found Charlie's head. In the place where mum's head should be. â€Å"Dad what has happened?† â€Å"I don't know. I was in the kitchen, and I heard her scream. I went in to the living-room, and I found her.† â€Å"Oh dad. It's all my fault. I have to do a thing. Dad, I love you. I went down to the cellar and brought a spade and ran to Minnie's grave. I have never been that angry before. â€Å"Are you satisfied now Minnie?† â€Å"You haven't dug me up yet.† Her voice was very weak. I dug as fast as I could. After a few seconds I saw the coffin. I opened it. â€Å"Lay down.† I did as she told me to. Nothing to lose anymore. Exactly when I lay down, the coffin's lid smashed down. I heard scratch from a spade, and I couldn't open the lid. I screamed for my life, but noon heard. I guess that I screamed for hours. At last I had no voice left. I started to investigate the coffin, and I found the head of my mother, and Charlie's paws. The last time I watched my clock it showed: Friday the 13th 13:00. The last time I heard Minnie she said: â€Å"Revenge is sweet.†

Reading Comprehension and Mathematical Problem Solving Skills Essay

ABSTRACT This study determined the relation between reading comprehension skills and mathematical problem-solving skills of fourth year high school students of Tagaytay City Science National High School. Specifically, the study aimed to: describe the profile of the students in terms of age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; determine the level of reading comprehension skills of the students; determine the level of mathematical problem-solving skills of the students; determine the significant differences in the students’ reading comprehension skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income; determine the significant differences in the students’ mathematical problem-solving skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation , and monthly family income; and determine the significant relationship between students’ reading comprehension skills and mathematical problem-solving skills. The descriptive-correlational research design was used in this study. The respondents of the study were the 222 fourth year high school students under the general curriculum. In order to collect data and provide answers to the research hypotheses, Students’ Questionnaire, researcher-made test on mathematical problem solving, and Gates-MacGinitie Reading Test were used by the researcher in gathering data. For data analysis, the following statistical tools were used: frequency, percentage, mean, t-test, analysis of variance and Pearson Product-Moment Coefficient of Correlation. The significance of the differences and relationship were tested at 0.05 level. Based on the findings, the following conclusions were drawn: The fourth year high school students of Tagaytay City Science National High School are mostly of average age, their ages range from 15 – 16 years old. There are  more female students than male students. A big percentage of the respondents are middle born. Majority of the respondents’ parents finish high school. Majority of the respondents’ fathers and mothers are unskilled workers. Most of the respondents’ family are low income earners, the monthly family income range from P 10,000 – P 19,999. The level of reading comprehension skill of the students is â€Å"good.† The level of mathematical problem-solving skill of the students is â€Å"fair.† There are no significant differences in the students’ reading comprehension skills when grouped according to age, gender, birth order, parents’ educational attainment, and monthly family income. However, there is a significant difference between reading comprehension skills and fathers’ occupation but there is no significant difference between reading comprehension skills and mothers’ occupation. There are no significant differences in the students’ mathematical problem-solving skills when grouped according to age, gender, birth order, parents’ educational attainment, parents’ occupation, and monthly family income. Finally, there is a significant relationship between students’ reading comprehension skills and mathematical problem-solving skills. The following are hereby recommended by the researcher: Students should observe proper study habits . They should develop a study schedule to help them maximize their time for studying that could lead to improvement of their reading comprehension and mathematical problem solving skills. There is a need to assist students develop favorable attitude toward reading different reading materials that suit their interest and age. Students should constantly practice solving mathematical problems, for them to master and to improve their skill. English teachers should motivate students to engage in recreational reading to facilitate language learning. They should help them develop the attitude of learning while enjoying. They should give quarterly reading reports using books, magazines, newspapers, and other reading materials that test their level of comprehension along literal, interpretative, and critical areas. These reports can be used to evaluate the progress of reading comprehension of the students. Likewise, mathematics teachers should provide students with proper motivation related to problem solving and create a positive learning environment to improve their performance. Further, mathematics teachers should introduce varied techniques and strategies in solving word problems. During classroom  instruction, they should check the steps adapted by the students in solving mathematical problems to correct their mistakes in that instance and to enhance their performance in mathematics. Parents must see to it that their children observe proper study habits and if possible guide them in their homeworks and other class activities . They must advise and encourage their children to read different reading materials. In addition, parents must understand that their children need to be guided most especially in their weaknesses in problem solving. The administrators should continuously train teachers in reading strategies to update them on the latest trends and issues so that they can use these in teaching students on how to read effectively and meaningfully. Similarly, the administrators should provide seminars and trainings about mathematical problem solving techniques to equip their teachers with new methods in problem solving, which they can later impart to their students in solving problems systematically and analytically. Moreover, school administrators should be supportive of their teachers to help them grow professionally. They should encourage teachers to pursue graduate studies in English and mathematics. Finally, school administrators should exert efforts to conceptualize programs and activities on how reading can be involved in mathematics instruction. Curriculum makers should develop learning materials that will enhance the reading comprehension and mathematical problem solving skills of the students. They should also focus on improving the curriculum of English and mathematics. Lastly, future researchers may conduct studies of this nature to validate the results of the present study and to include other variables which were not investigated in this study such as attitude toward mathematics and English, study habits, and some teacher related factors. MATEL, PABLO B., Reading Comprehension and Mathematical Problem-Solving Skills of Fourth Year High School Students of Tagaytay City Science National High School, SY 2013 – 2014. Master’s Thesis. Master of Arts in Education major in Mathematics Cavite State University, Indang, Cavite. Octber 2013. Adviser: Dr. Constancia G. Cueno.

The Warsaw Pact of 1955 essays

The Warsaw Pact of 1955 essays The Warsaw Pact of 1955 was an alliance of countries similar to the North Atlantic Treaty Organization of 1949. These countries which were subjugated by the communist regime of the Soviet Union which included: People's Republic of Albania, the People's Republic of Bulgaria, the Hungarian People's Republic, the German Democratic Republic, the Polish People's Republic, the Rumanian People's Republic, the Union of Soviet Socialist Republics and the Czechoslovak Republic. This treaty was assembled by Nikita Khrushchev as a result of the western allies creating a newly re-militarized West Germany. The main premise of the Pact was: The Contracting Parties, reaffirming their desire for the establishment of a system of European collective security based on the participation of all European states irrespective of their social and political systems, which would make it possible to unite their efforts in safeguarding the peace of Europe; mindful, at the same time, of the situation created in Europe by the ratification of the Paris agreements, which envisage the formation of a new military alignment in the shape of "Western European Union," with the participation of a remilitarized Western Germany and the integration of the latter in the North-Atlantic bloc, which increased the danger of another war and constitutes a threat to the national security of the peaceable states; being persuaded that in these circumstances the peaceable European states must take the necessary measures to safeguard their security and in the interests of preserving peace in Europe; guided by the objects and principles of the Charter of the U nited Nations Organization; being desirous of further promoting and developing friendship, cooperation and mutual assistance in accordance with the principles of respect for the independence and sovereignty of states and of noninterference in their internal affairs, have decided to conclude the present ...

The Subjunctive in German

The Subjunctive in German Konjunktiv I und II The German subjunctive mood (der Konjunktiv) comes in two varieties: (1) Subjunctive I (present subjunctive) and (2) Subjunctive II (past subjunctive). Despite their nicknames, it is important to understand that the subjunctive (in English or German) is a verb mood, not a verb tense. Both the so-called past and present subjunctive forms can be used in various tenses in German. What Is the Konjunktiv? What does the subjunctive actually do? Youll find subjunctive verb forms and expressions in almost any language, including English and German. The subjunctive mood is designed to convey a message. The message can vary, but the subjunctive is telling you that a statement is not just a plain fact (the indicative mood), that there may be some doubt, or something is contrary to reality. In English, when we say, If I were you... the verb form were is subjunctive and it conveys a message: I am not you, but... (The indicative form would be the rather unlikely I am you.) Other examples of the subjunctive in English: If we only had the money, we could...That would be a crazy thing to do.God save the Queen!They insist that she go.Be that as it may.He said he would not do that. Notice that in the examples above the words would and could often turn up. Its the same in German. In all of the examples given, the verb takes on an unusual form, different from the normal conjugation. Its the same in German. For instance, the indicative (normal) form would be God saves rather than God save. Instead of indicative she goes, we see she go in the subjunctive. In German, the Konjunktiv is also formed by altering the verb conjugation in some way. Which of the two subjunctive forms is more important for students learning German? Both of course! But the Subjunctive II is used more in conversational German than Subjunctive I. In fact, the past subjunctive is very common in daily German. It is found in many common expressions (ich mà ¶chte..., I would like...) and is used to express doubt or politeness. But well discuss all that when we get to the Subjunctive II lesson. Lets start with number one, the somewhat easier Subjunctive I. Konjunktiv I - The Quotative - Present Subjunctive In general, the Subjunctive I (present subjunctive) is used mostly for the so-called quotative or indirect speech (indirekte  Rede). It is heard or seen less and less frequently in modern German, with the important exception of news stories on radio and TV and in the newspaper. Sometimes the Subjunctive II is also used for indirect speech, usually when the Subjunctive I form is not obviously different from the indicative form. Recognize It When You See It! Since the Subjunctive I is encountered primarily in a passive way - in print or in TV/radio news, it is not necessary for most German-learners to learn how to produce it. It is more important to recognize it when you see it or hear it  because the subjunctive is sending a message you need to understand. What message? Generally the  Konjunktiv I  is telling you that someone said something that may or may not be true. For instance, in a news feature a newspaper may report what someone said, using the Subjunctive I: Der Nachbar  sagte, die Dame  lebe  schon  lnger  im  Dorf. The normal present tense conjugation is die Dame  lebt, but the subjunctive form die Dame  lebe tells us that this what someone said. The reporter/newspaper is not (legally) responsible for the truth of the statement. When you read the news in German or hear it on the radio, this so-called indirect speech (indirekte  Rede)  is a form of  indirect  quotation that says, in effect, thats what we were told but we cant vouch for the accuracy of the statement. The other terms sometimes used for the Subjunctive I also say something about its use: the quotative, indirect discourse, indirect speech. Other Uses The Subjunctive I is also used in formal or technical writing and in directions or recipes to express propositions or instructions: Technical: Hier  sei  nur  vermerkt, dass... (Here let it only be noted that...)Recipe: Man  nehme  100 Gramm Zucker,  zwei  Eier... (Take 100 g of sugar, two eggs...)Slogan: Es  lebe  der Kà ¶nig! (Long live the king!) Conjugating the Subjunctive I Many  German grammar  books or  verb guides  will list full subjunctive conjugations, but in practice, you really only need to know the  third person singular  forms most of the time. The Subjunctive I is almost always found in the third-person form:  er  habe  (he has),  sie sei  (she is),  er  komme  (hes coming), or  sie wisse  (she knows). This -e  ending (except for to be) rather than the normal -t  ending in the German third person is your clue to indirect quotation. The other non-third-person forms are rarely if ever used, so dont bother with them! Similarityto Command Forms The basic Subjunctive I form of a verb is usually identical to its imperative or command form. Although there are some exceptions, the third person singular subjunctive and the familiar (du) command forms often look alike:  Er  habe/Habe Geduld!  (Have patience!),  Sie  gehe/Geh(e)!  (Go!), or  Er sei/Sei  brav!  (Be good!). This is also true for the  wir-commands (lets, we-commands):  Seien  wir  vorsichtig!  (Lets be cautious!) or  Gehen  wir!  (Lets go!). For more about the command forms in German, see  Lesson 11  of German for Beginners. But remember, unless youre writing for a German newspaper or magazine, you dont need to be able to write or say the Subjunctive I forms. You only need to recognize them when you see them in print or hear them.

NUR 654 Class Evaluation Personal Statement Example | Topics and Well Written Essays - 250 words

NUR 654 Class Evaluation - Personal Statement Example Public Policies, I can say, overrule Nursing practice. In fact, going by the various policies that were reviewed through NUR 654, it is blatant that Nursing is at the mercies of the Public Policies. The policies can either lift the standards of nursing or bring it down. For instance, Representative Manny Diaz had sponsored a House bill that, in my opinion, would lift the face of Nursing in the State of Florida by liberating the experienced nurses. Before then, the prior laws had tied their hands. From a personal perspective, the policies are both constructive and destructive. These policies have been very instrumental in curbing the emergence of fraudulent nurses. The policies have always aimed at the perfection of nursing practice. For instance, even as HB 547 sought for the liberation of nurses, it still emphasized that a nurse must be under a strict supervision for a period not less 2000 hours in 3 years. This step is just to ensure that perfection is achieved for the good of the public. However, who formulates these policies and how they are passed into laws is a debatable matter. How can a legislator who has never stepped into a Nursing class, for instance, sit down and design policies that guide the practice? What does he or she know about nursing practice? I find this a weakness in the making of public policies. I suggest that policies that govern nursing be drafted by a panel of nurses, with little political and public