The Crucible And The Use Of Au Essay Example For Students

The Crucible And The Use Of Au Essay Todays society is composed of a country built on the Constitution, which is governed by laws, justice in these laws and authority. Authority holds precedence in any situation; the policeman upholding the law, the judge administering justice, the common citizen being law abiding. However, true authority is not constituted by a diploma, an appointment, or a title, it is earned by respect, honor and integrity. All of which are misused, and misunderstood, in the The Crucible. Authority can be a means of rectifying ones situation in a community. With a title, authority is swayed to protect a persons image or self respect, resulting in anothers misfortune. Reverend Parris himself led in the persecution of several innocent townspeople, all in protection of his own image and pulpit let it be disgraced by a niece that was a liar and sleep around. Now a man of lesser title, or precedent, would probably have been sneered at for believing his niece was afflicted with witchcraft and carrying out such accusations against the townspeople, but, as a man of god, more people were willing to believe in his feelings, resulting in the death of 20 individuals. Thomas Putnam, a man resembling wealth and property authority, was able to conveniently gain more property and wealth as a means of accusing his enemies of witchcraft to spite his own profit. Deputy Governor Danforth, a symbol of civil authority, controlled the court to his advantage by limiting his thoughts in regar ds to the obvious act put in front of him by the afflicted girls. A person who may have been innocent could easily be persecuted by a wealthy or titled person who had more authority, or was deemed so by the standards of the day or the title beseeched him. We will write a custom essay on The Crucible And The Use Of Au specifically for you for only $16.38 $13.9/page Order now Respect and honor are key in maintaining authority. A persons true authority comes from the people, and is gained only through respect and honor. A respected person holds more weight in a society than any wealthy or titled individual. Rebecca Nurse, who is well known in Beverly for her goodwill, shows authority over the people who believe in her and mourn her when she is being persecuted for witchcraft. John Proctor also holds authority throughout the trials as an honest working man who holds deep honor and integrity for himself, despite his previous acts of adultery. Rebecca and John both lead the people in establishing a crumbling within the trials, they are deeply respected within the community. Nurse is not the Bridget Bishop who slept with her husband a year before marriage, and John is not the man who drank his family into debt and starvation. These facts give them a higher edge in the community, and cause in the dissolution of the trials themselves. Respect and honor earn them both authority in Salem, a position normally bestowed on titled or diplomed individuals who may, or may not, deserve it. A person with integrity can also easily hold authority in a situation. Reverand Hale shows true authority when he realizes that innocents are being helplessly persecuted, and shows so by leaving the court. Procter shows integrity for himself when he refuses to sign his declaration of being possessed by the devil. Governor Danforth lacked authority as a result of lacking integrity. By failing to remain open minded in relation to F. Nurse, Giles Corey, Mary Warren and Proctors declarations, his true authority became non existent, people were more willing to defy him and the courts after his own acts against justice. Authority cannot be appointed. There is good and evil to each person, regardless of position or social class. Authority can fall into the wrong hands at any time as a result of a title (i.e., Sudam Husain and Adolph Hitler.) True authority is earned, and used in benefit, not destruction, of man kind.

Whats a Good SAT Score for 2017

What's a Good SAT Score for 2017 SAT / ACT Prep Online Guides and Tips If you're planning on taking the SAT this year, you might be wondering how high you'll need to aim in order to get a good (or even great!) score. What is a good SAT score for 2017?More importantly, what is a good SAT score for you? In this guide, we look at different ways to define good SAT scores for 2017 and teach you how to set an SAT goal score. In addition, we examine old SAT averages and percentiles to determine whether (and how) the definition of a good SAT score has changed over time. What Is a Good SAT Score for 2017 Overall? In the simplest of terms, a good SAT score is any score that's high enough to get you into the schools you wish to attend.But to define good SAT scores for 2017 overall, we'll need to look at the SAT in a broader, more objective sense. And the easiest way to do this is to use averages and percentilesto seehow your scores compare with those of other test takers. (As a reminder, percentiles tell you what percentage of test takers you scored higher than on the SAT.) As you likely know, the SAT is scored on a scale of 400-1600. According to the College Board, theaverage SAT scorefor 2017is1083(for college-bound 11th and 12th graders), which is close to the 50th percentile. Generally speaking, good SAT scores for 2017 can be consideredanything above average (i.e., any score that places you in the top half of test takers). Likewise, a poor score can be considered anything below average. So essentially, the farther you get from average, the better (if above average) or worse (if below average) your score will be. Here is an overview of the current SAT percentiles and what they indicate about your overall test performance: Percentile EBRW Math TOTAL 90th percentile (excellent) 680* 690* 1340 75th percentile (good) 620 610* 1220* 50th percentile (average) 540** 530** 1080 25th percentile (poor) 470 470** 950 10th percentile (very poor) 410* 410 830 Source: SAT Understanding Scores 2016 *Score is 1% higher than percentile listed (i.e., 91st, 76th, or 11th percentiles). **Score is 1% lower than percentile listed (i.e., 49th or 24th percentiles). Let's start by looking at the good percentiles. As we can see from this chart, the higher your SAT percentile, the more test takers you've outperformed and the more impressive your score is. What's intriguing here, though, is thatyou don't need to get a perfect score or even break 1500 to qualify for the top 10%. As the data indicates, ascore of 1340- despite being 260 points below a perfect 1600- is in the 90th percentile! Therefore, anything at or above 1340 can be considered an extremely impressive SAT score for 2017. By contrast, a low percentile indicates that more test takers have outperformed you than you have them.According to the chart, any score in the range of 400-830- that’s a big 430-point span!- places you in the bottom 10% of test takers. Interestingly, a score of 950, which is only 130 points below average, still means you're scoring worse than a whopping 75% of test takers. So it's safe to say, then, that anything at or below 950 can be considered a rather poor SAT score. But what do all of these numbers mean for you specifically? Is a good SAT score simply defined by what percentile you're in, or is there more to it than that? What Is a Good 2017 SAT Score for YOU? Ultimately, and regardless of SAT percentiles and averages, what's important is that you're aiming for an SAT score that's good enough for you- in other words,an SAT score that's high enough to secure you admission to your schools. At PrepScholar, we call this ideal score a goal score. As you might've guessed, goal scores will vary depending on the test taker and where you're applying.For someone applying to Harvard, for example, a good SAT score would most likely be just under or even ata perfect 1600. But for someone applying to Washington State University, a solid goal score might be something closer to 1200. In the end, getting the exact SAT score you need for your schools is far more important than aimlessly trying to hit a certain percentile that might or might not actually be good enough for the colleges you're applying to. Buthow do you find your goal score? Read on to learn! How to Set a 2017 SAT Goal Score Figuring out your SAT goal score is easy if you know what you must do. Here, we walk you through the three critical steps needed to determine your goal score. Step 1: Make a Chart First things first, you'll need to make a chart. Fill in your school names in the leftmost column, and then write â€Å"25th Percentile SAT Score† and â€Å"75th Percentile SAT Score† across the top. Alternatively, you maydownload our goal score worksheet. Here is an example: School Name 25th Percentile SAT Score 75th Percentile SAT Score University of Michigan Michigan State University Eastern Michigan University Step 2: Find SAT Score Info for Your Schools The next step is to start researching SAT score info for your schools. One way to do this is to look for your schools in thePrepScholar database.To find your school, search for â€Å"[School Name] PrepScholar SAT† or â€Å"[School Name] PrepScholar† on Google. Then, click the link to either your school's "Admission Requirements" or its "SAT Scores and GPA" page (both pages list SAT score info). Here’s an example of our "Admission Requirements" page for Eastern Michigan University: Once you find your school in our database, look for information about SAT scores- specifically, its 25th and 75th percentile scores. These percentiles are important because they tell you the middle 50%,oraverage range,of admitted applicants' SAT scores for your particular school. If you can't find your school in our database, try searching for â€Å"[School Name] average SAT scores† or â€Å"[School Name] 25th 75th percentile SAT† on Google to see whether any relevant pages on your school’s official website pop up. Here’s our example chart again, this time with SAT score info filled out for each school: School Name 25th Percentile SAT Score 75th Percentile SAT Score University of Michigan 1370 1530 Michigan State University 1050 1310 Eastern Michigan University 980 1260 Step 3: Calculate Your Target Score Finally, look for the highest score in your chart (in the 75th percentile column); this score will be your goal score because it’s the one most likely to get you into all of the schools you're applying to. In our example above, our goal score would be1530- that's in the 99th percentile! If your goal score feels a little too high for you (such as our example goal score), you might want to consider lowering it slightly- ideally to either the second-highest 75th percentile score in your chart or to a score between the highest and second-highest percentile scores. In our example, this means you could instead aim for something closer to 1420, the halfway point between the highest and second-highest scores. This would still be high enough for MSU and EMU, though slightly lower for UM. Once you have your total goal score, you'll likely want to know your section goal scores, too. To get these, divide your total goal score by 2.In our example, this gives us765 (which we'll round up to 770) for both Evidence-Based Reading and Writing (EBRW) and Math. How Has the Definition of a Good SAT Score Changed? Now that we understand what a good SAT score for 2017 is, both in general and for you, let's look at whether the definition of a good SAT score has changed or stayed the same over the years. To do this, we'll need some data. But here's the caveat: the SAT hada massiveredesign in March 2016.These changes didn't simply shift the SAT scoring scale but alsocompletely overhauled the content and format of the exam. As a result, it'll be extremely difficult, if not impossible, for us to compare 2017 SAT data with data from earlier administrations of the test. What we'll do instead is compareSAT averages and percentiles for only the old SAT.This way we'll be able to determine with more accuracy whether the SAT average has risen or fallen over time, and whether SAT percentiles, too, have changed. Let's start with the averages. The following table showcases the average SAT scores for college-bound seniors from 2006 to 2016.Note that on the old SAT, there was no EBRW score (instead, you got two separate Critical Reading and Writing scores). Additionally, theessay used to be a required component that counted toward your total Writing score (now, it's optional and graded separately). Average SAT Scores 2006-2016 Year Critical Reading Math Writing 2006 503 518 497 2007 501 514 493 2008 500 514 493 2009 499 514 492 2010 500 515 491 2011 497 514 489 2012 496 514 488 2013 496 514 488 2014 497 513 487 2015 495 511 484 2016 494 508 482 Source: The College Board Total Group Profile Report 2016 As you can see, in all SAT sections, the average scores have declined steadily over time. From 2006 to 2016, Critical Reading witnessed a 9-point drop (503 to 494), Math a 10-point drop (518 to 508), and Writing a 15-point drop (497 to 482). Since these averages changed, it seems logical to assume thatthe definition of a good SAT score has also altered slightly over time. In recent years, students have needed to score fewer points on the SAT in order to hit the average score, indicating that it was somewhat easier to exceed this average (and get what's generally considered a good SAT score)in 2016 than it was in 2006. But how do percentiles come into play? Let's find out. Below is an overview of total SAT score percentiles from2011 to 2015: SAT Score Percentiles 2011-2015 Year 90th Percentile 75th Percentile 50th Percentile 25th Percentile 10th Percentile 2011 1930-1940 1720 1490 1280 1110 2012 1930-1940 1720 1490 1280 1100-1110 2013 1930-1940 1720 1490 1280 1100 2014 1930-1940 1720 1490 1270 1090-1100 2015 1930-1940 1720 1480 1260 1080-1090 Again, we can see that for some percentiles- namely the 10th to 50th percentiles- corresponding SAT scores have declined a little over time. This means that over the years, fewer test takers have reached certain scores on the SAT, thereby lowering the scores needed to achieve different percentiles. But these changes in scores and percentiles are all fairly nominal. Of the percentiles whose scores decreased from 2011 to 2015, all dropped by a mere 10 or 20 points- changes that aren't drastic enough to point to any major trend. Even more interesting, some percentiles' corresponding scores didn't change at all over the years.From 2011 to 2015, the 90th and 75th percentiles remained remarkably steady (at 1930-1940 and 1720, respectively), meaning that the same percentages of test takers were scoring at or around these scores each year. All in all, this general consistency in SAT score percentiles suggests that what’s considered a good score hasn’t changed much in recent years, particularly if you’re defining a good SAT score by how your score compares with those of other test takers. Recap: What Is a Good SAT Score for 2017? There are many ways to define good SAT scores for 2017. Perhaps the easiest way we can define them is to use data from the College Board. According to this data, the average SAT score for 2017 is 1083 (nearly the same as the median or 50th percentile). Generally speaking, any SAT score above average (i.e., in the top half of test takers) is a good score, and any score below average (i.e., in the bottom half of test takers) is a poor one. While averages and percentiles offer us a more objective idea of what good SAT scores for 2017 are, ultimately, you determine what a good SAT score is for yourself. To do this, you must set an SAT goal score. A goal score is the SAT score most likelyto get you into all of the schools to which you're applying. By setting (and eventually hitting) your goal score, you can guarantee yourself an excellent shot at gaining admission to your schools. What’s Next? Want more information about SAT scores?Learn what constitutes a good, bad, and excellent SAT score in general, and get the rundown on how the SAT is scored. Need help hitting your SAT goal score?Try our expert tips to improve your score. And if you're willing to work extra hard, follow the road to success with our step-by-step guide on how to get a perfect 1600! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

The Old Man and the Sea by Ernest Hemingway Review

The Old Man and the Sea by Ernest Hemingway Review The Old Man and the Sea was a big success for Ernest Hemingway when it was published in 1952. At first glance, the story appears to be a simple tale of an old Cuban fisherman who catches an enormous fish, only to lose it. Theres much more to the  story a tale of  bravery and heroism, of one mans struggle against his own doubts, the elements, a massive fish, sharks and even his desire to give up. The old man eventually succeeds, then fails, and then wins again. Its the story of perseverance and the machismo of the old man against the elements. This slim novella its only 127 pages   helped to revive Hemingways reputation as a writer, winning him great acclaim, including the Nobel Prize for literature.   Overview Santiago is an old man and a fisherman who has gone for months without catching a fish. Many are starting to doubt his abilities as an angler. Even his apprentice, Manolin, has abandoned him and gone to work for a more prosperous boat. The old man sets out to the open sea one day off the Florida coast and goes a little farther out than he normally would in his desperation to catch a fish. Sure enough, at noon, a big marlin takes hold of one of the lines, but the fish is far too big for Santiago to handle. To avoid letting the fish escape, Santiago lets the line go slack so that the fish wont break his pole; but he and his boat are dragged out to sea for three days. A kind of kinship and honor  develop between the fish and the man.  Finally, the fish an enormous and worthy opponent grows tired, and Santiago kills it. This victory does not end Santiagos journey; he is still far out to sea. Santiago has to drag the marlin behind the boat, and the blood from the dead fish attracts sharks.Santiago does his best to fend off the sharks, but his efforts are in vain. The sharks eat the flesh of the marlin, and Santiago is left with only the bones. Santiago gets back to shore weary and tired with nothing to show for his pains but the skeletal remains of a large marlin. Even with just the bare remains of the fish, the experience has changed him  and altered the perception others have of him. Manolin wakes the old man the morning after his return and suggests that they once again fish t ogether. Life and Death During his struggle to catch the fish, Santiago holds on to the rope even though he is cut and bruised by it, even though he wants to sleep and eat. He holds onto the rope as though his life depends on it. In these scenes of struggle, Hemingway brings to the fore the power and masculinity of a simple man in a simple habitat. He demonstrates how heroism is possible in even the most seemingly mundane circumstances. Hemingways novella shows how death can invigorate life, how killing and death can bring a man to an understanding of his own mortality and his own power to overcome it.  Hemingway  writes of a time when fishing was not merely a business or a sport. Instead, fishing was an expression of humankind in its natural state in tune with nature. Enormous stamina and power  arose  in the breast of Santiago. The simple fisherman became a classical hero in his epic struggle.

Cultural Competencies in Advaanced practice nurse- nurse practitioners Research Proposal

Cultural Competencies in Advaanced practice nurse- nurse practitioners - Research Proposal Example trends testify to the great need for advanced practice nurse who are competent and sensitive to care for culturally diverse populations (Canpinha, 2010). To address the idea of diverse cultures in our society, specific curriculum enhancement that focused on populations that are ethically diversified have been implemented for the nurse practitioners specialty at my university. We shall carry out a research on how effective the training program of cultural competency is in this institution. The process that has been used for these report include visiting clinical and community sites, identifying the curricular components at this institutions and analyzing the didactic and clinical learning experiences. The main purpose of this research was to determine how well APN are trained to give culturally competent care in practice and enhance preparation of the students to meet multifaceted needs of ethnically diverse patients, community and families. The objective of this research was to conduct a systematic review on the training of the advanced practitioners nurses on cultural competency, asses the strength of effects and quality of studies and then propose a frame work for future studies Campinha Bacote, (2010), defined cultural competence as the process in which nurses continiouly strive to achieve the ability to work with the cultural context of a patient, individual community or family from a diverse ethnic background. Kreps and Kunimoto (2002) stated that cross cultural practice is a practice that require experience and continued interest in learning and sharpening communication skills and cultural assessment. According to Eubanks, 2010, although nurses may achieve a certain degree of competence in some cultures, they cannot be totally competent in all cultures. Yet this nurses can achieve culturally competent cross cultural care when the complex combination of cultural awareness, knowledge, skills and attitude are used dynamically for the cultural assessment of

Education Technology Coursework Example | Topics and Well Written Essays - 1000 words

Education Technology - Coursework Example I also have two professors in my network for academic advice, and a professional swimmer (Misy Franklin) for sporting reasons and entertainment. I also have two practitioners (Eng. Peter and Nurse Ann) whom I follow as way of learning the trends in their areas of specialization. The tools I used for enhancing the communication include Twitter, Diigo Network, laptop, mobile phone and text messages. Through this PLN, I am able to develop some professional, religious, friendships, and healthy relationships through engaging in the exchange of the experiences, knowledge, and relevant information. During my undergraduate studies, I attended New York University Teaching College, before progressing to teach at the Landmark Christian School. I have connection with former college mates back at the University, where we chat through emails, twitter and messages on the status of the university and any other relevant conversations that may be helpful for our careers. I am a subscribed member of the prominent group called (Future Scholars) that helps me keep tabs with any conferences of Education, hence building a strong network with many other educators. I also attend business conferences as a way of keeping tabs with the trends of the business world. The platform will help enhance my knowledge of doing business in future. I am also a true follower of two prominent authors in U.S. (Michael Molenda and Dr. Andrzej Januszewski), for whom I attend their publication conferences to get the copies of their latest published books. Finally, engage in socializing with my peers and career advi sors through various media platforms, such as Twitter, emails, text messages, and Diigo networking tools (Richardson, W., & Mancabelli, 2011). My position in the area of specialization is that I am a trained professional teacher at the Landmark Christian School. The

Living in Germany Around 1941 Essay Example for Free

Living in Germany Around 1941 Essay A) Explain why the invasion of the USSR changed the lives of those living in Germany around 1941-42. (12 Marks) The invasion of the USSR in the summer months was that of great confidence and assertiveness that they were on the ‘front foot’ from the German people. During these summer months, the Russians had been pushed back by the Germans to what many thought of as the core of the USSR; Russia. Obviously when the Germans had advanced 20 miles short of the central of the most powerful enemy they’ve faced yet, the German people had a right to be happy with their recent progress in the war. This changed their lives by giving them more confidence in that they felt they could defeat the Russians as they were pushing them back towards the capital. However, after the winter set in the attitude of the German people to the progress being made in the war changed. Before the war the Germans had demolished smaller countries such as France and Poland, meaning that the German people felt that losing was almost alien to them. But when the Russians kicked back against the Germans on the Eastern Front on December 5th 1941 outside of Moscow, the German retreat began. More and more soldiers fell, and the Germans were never able to recover the ground that they had lost. Due to the soldiers diminishing, letters had to be written back to rural Germany to notify those whom had relatives/friends in the war. When the letters started to come thick and fast, the German people now had a hint of doubt in their mind. I like to think of it as a seed that was planted- the plantation is from the initial invasion of the USSR, and when more and more letters and stories came back from the Russian lines the tree grew. Eventually, the doubt that was once a seed at the start of the invasion of Russia, had now fully flourished into a vast tree of doubt, showing us how the German lives had changed through doubt and anxiety that gradually built up through the invasion of Russia, from going and destroying France and Poland to being pushed back from the Russians. Some historians could say that the battle of Stalingrad had the biggest effect of the German people around 1941. I would say that it was the turning point in the entire war, as it caused the realization from the German people that they were not going to win the war. This contrasts to before the war, where, as said, the German people didn’t have many qualms about minor losses because they believed they knew they were going to win in the first pl ace. However during Stalingrad this changed; where a quarter million Germans were surrounded, field marshaled, and eventually forced to surrender- this continued on to 1942 where the German soldiers were freezing, and running low on ammunition. The news of this was tried to be kept ‘under wraps’ by some of the hierarchy in the German army, as it would prove low for morale. However the word spread through the press and a flurry of letters of death being sent home. This fully confirmed to the German citizens that the Germans were now on the ‘back foot’ changing their lives, as they now had to be preparing for a loss, instead of a victory. Although it is not directly coherent to the invasion of the USSR, it could be said that the bombings that partly came about from the invasion of Russia changed the lifestyles and actions of the German people. Before the bombings, William L Shirer reported â€Å"The atmosphere was so peaceful and calm. The bathing beach at Wannsee jammed with thousands. Hundreds of sailboats and canoes on the Havel. Families picnicking under the trees† this tells us that the German people were once not bothered as much by the war, and it continued to be ‘business as usual’ for the German citizens. I can contrast this when the bombings continued to develop on 16th and 17th of January 1943. The German people were now saying that the â€Å"English are clearly superior in the air, and that the German Luftwaffe is ‘impotent’ at the moment and has no possibility of retaliating appropriately† I think that this is a perfect example of the change from the Germans being confident and carrying on with their ‘normal day’ to then beginning to doubt the German superiority in the war, showing us how much their attitude has changed from pride to dread in a matter of three years. Even though the bombings weren’t as connected to the Germans invading Russia, it could be said that had not the Germans invaded Russia then the bombings may not have been present/ been less relentless.

Reality, the Mind, and God Essay -- Philosophy Religion Essays

Reality, the Mind, and God The seventeenth and eighteenth centuries in Great Britain are marked by a general and persistent concern about threats to orthodoxy in religion. Many doctrines and views were seen as threatening: theories about the origin and nature of human knowledge, metaphysical claims about the nature of the world, claims about human nature, about the person and action. (Yolton 3) According to the major viewpoints held in metaphysics, one of the four major categories in the study of philosophy, there are three major ways to regard the constitution of reality. Materialism is "[†¦] the view that all that exists is material or is completely dependent on matter [†¦]" (Gould 421) in order to be perceived and to exist. This is one of the two major, extreme views that exist concerning the substance of reality. The other extreme view, idealism, is the belief that reality consists of mental perception and ideas, that "[†¦] what exists is either an idea or a perceiver of that idea" (Gould 437). According to this view, matter contains no material substance. All matter is comprised of a collection of ideas and the one who is accepting and interpreting those ideas. Beyond these two extreme viewpoints is one of the most popular beliefs concerning reality, especially in Western culture. The belief of dualism denotes that reality is a uniform combination of both material and non-material substance. This view states that reality is made of objects that contain material substance to them. But this perspective of reality holds that there is also a component to reality that depends upon the perceiver, what mental impression he obtains from the material substance, and how he can manipulate th... ...ry expression" (Thayer xv). And Newton’s influence on literary expression as well as philosophical reasoning can be easily seen when viewing the works of such famous writers as John Locke or Isaac Watts. Works Cited Bennett, Jonathan. Locke, Berkeley and Hume: Central Themes. Oxford: Clarendon, 1971. Damrosch, David, et al., eds. The Longman Anthology: British Literature. Vol. 1. New York: Longman, 1999. Gould, James A. ed. Classic Philosophical Questions. 9th ed. Upper Saddle River: Prentice, 1995. Randall, John Herman Jr. Introduction. Thayer. ix-xvi. Thayer, H. S. ed. Newton’s Philosophy of Nature: Selections from His Writings. New York: Hafner, 1953. Watts, Isaac. "Man Frail, and God Eternal." Damrosch, et al. 2638. Yolton, John W. Thinking Matter: Materialism in Eighteenth-Century Britain. Minnesota: U of Minnesota P, 1983.

Jodi Arias

Travis Alexander, a 30-year-old businessman, well-known motivational speaker and devout Mormon. With a single gunshot to the right brow and being stabbed 29 times, Travis was then left for dead in a stand up shower in his bathroom for several days. When Arias was questioned by the police she stated that she had not seen Travis since April of 2008. She then claimed she had seen two men kill him, then eventually saying that she killed him out of self-defense (Warren, 2013).According to Arias, the dysfunction of their relationship reached its climax when she killed Alexander in self-defense after he became enraged following a day of sex and a gun accident, forcing her to fght for her life. This was the third different account of how Alexander's death had occurred that Arias had offered police, which both prosecutors and observers felt severely damaged Arias' credibility as a witness, a sentiment later echoed by Jurors upon the completion of the guilt phase. Arias also mention they had s plit up, but Alexander would still invite Arias to his house for sex.Investigators found a camera at the crime scene which had damaging evidence time stamped on photos left on the cameras hard drive, detectives found Alexander's clothes, sheets, and pillow case in the washer. Also, found the washing machine was the cameras memory card. With positive DNA samples and hair matching Jodi Arias at the crime scene Arias was arrested for the murder of Travis Alexander. In September 2008, Arias was given a public defender and she then pleaded not guilty at her arraignment. In October 2008 the Maricopa County Attorneys office filed a notice of intent to seek the death penalty against Arias.The Maricopa County Superior court then accused Jodi Arias of First-degree murder â€Å"in an especially cruel, heinous or depraved manner. † This began one of the biggest criminal proceedings since Casey Anthony. Arias told Judge Sherry Stephens she wanted to represent herself. The request was gran ted but Arias Public defenders Kirk Nurmi and Victoria Washington stayed on the case. Defense attorney Kirk Nurmi argued Jodi Arias acted in self- defense after their relationship became sexual and physically abusive (Arizona Central, 2013).Arias defense attorneys requested that the death penalty be aken off as a punishment due to the defense she did not plan to kill Travis Alexander it was an act of self-defense. This motion was denied. Nurmi tried to enter in electronic letters into evidence to back his case, these letters supposedly nad proot ot Travis Alexander allegedly admitting being a pedophile. This evidence was dismissed due to it being forged. This delayed the trial for three weeks. In January 2011 Victoria Washington filed a motion to withdraw from the Arias' case. With the motion being granted, Jennifer Willmott was then assigned to the case.Willmott questioned Arias n the stand for 19 days and handled the witnesses for the defense which ended up with Willmott discredit ing Janeen DeMarte a clinical psychologist a state witness (Arizona Central, 2013). In January 2013, opening arguments began. Deputy County Attorney Juan Martinez, a prosecutor known for his gamesmanship, asked the Jury to sentence Jodi Arias to death. In his opening statements Jan. 2, 2013, he told the Jury that Arias first stabbed Travis Alexander, then slit his throat and put a bullet in his head after he was already dead.Martinez painted a picture of an attractive but ealous woman who murdered a successful man who was trying to break ties with her. His conduct during the trial came under scrutiny of defense attorneys when he was shown in the media posing for pictures with trial spectators outside the courthouse (Arizona Central, 2013). During the trial Juan Martinez tries to geta jurisdictional rule passed against Arias' use of text messages during the case. The rule was not passed due to lack of evidence and Freedom of speech.Ryan Burns a former love interest of Jodi Arias test ified on June 5, 2008 Arias was several hours late arriving home, she told him that she got lost and stopped to rest. Arias had dyed her hair and had cuts on her hands. Arias mentioned she had cut them while working at Margaritaville Resturant, she had broken a glass and cut her finger. They settled down to watch a film together – and soon got physical, he told the court at some point we were talking and we kissed,' he said. ‘Every time we started kissing it got a little more escalated (Warren, 2013).At some point she was kissing my neck, I was kissing hers, but our clothes never came off. Burns said they resumed their kissing later that night when she climbed on top of him, but they stopped as he did not want her to egret the visit due to her Mormon beliefs about sex. Burns, who is also a Mormon, was unaware that Just 24 hours earlier, she had been posing provocatively for photographs later found on her murdered ex-boyfriend's camera. On the stand the prosecutor asked about Arias strength, Burns replied, ‘she is a lot strong than she looks† (Warren, 2013).Penalty phase began on May 16, 2013, when prosecutors called Alexander's family members to offer victim impact statements, in an effort to convince the Jury that Arias' crime merited a death sentence. On May 21, 2013, Arias offered an allocution, during which she pleaded for a life sentence. Arias cknowledged that her plea for life was a reversal of remarks she made to a TV reporter shortly after her conviction, when she said she preferred the death penalty. â€Å"Each time I said that, I meant it, but I lacked perspective,† the former Arias said. â€Å"Until very recently, I could not imagine standing before you and asking you to give me life. She said she changed her mind to avoid bringing more pain to members of her family, who were in the courtroom.At one point, she held up a white T-shirt with the word â€Å"survivor† written across it, telling the Jurors that she would sell the clothing and donate all proceeds to victims of domestic abuse. She also said she would donate her hair to Locks of Love while in prison, and had already done so three times while in Jail. That evening, in a Joint Jailhouse interview with The Arizona Republic, snow, Arias said sne didn't know whether the Jury would come back witn lite or death. Whatever they come back with I will have to deal with it, I have no other choice. † Regarding the verdict she said â€Å"It felt like a huge sense of unreality, I felt betrayed, actually, by the Jury. I was hoping they would see things for what they are. I felt really awful for my family and what they were thinking. (Warren, 2013) On May 23, 2013, the sentencing phase of Arias' trial resulted in a hung Jury, prompting the judge to declare a mistrial for that phase. CNN reported the vote was 8 to 4 in favor of death (Shoichet, 2013).After the mistrial was declared and the Jury discharged, the jury foreman stated that he b elieved Arias was mentally abused, but that had not been enough to excuse her crime. He also said, â€Å"l think 18 days hurt her, I think she was not a good witness. We're charged with presuming innocence, right? But she was on the stand for so long, there were so many contradicting stories. † He said the Jury ound the responsibility of weighing the death sentence overwhelming, but were horrified when their efforts ended in a mistrial. â€Å"By the end of it, we were mentally and emotionally exhausted,† he said. l think we were horrified when we found out that they had actually called a mistrial, and we felt like we had failed. â€Å"

Nature in King Lear Essay

The Tragedy of King Lear by William Shakespeare is founded on the theme of Nature portrayed throughout the play from Lear’s kingship to personal human relations, from representations of the physical world to notions of the gods, from the portrayal of human nature to the use of animal imagery. Nature is the core of the play King Lear. Shakespeare’s take on nature is ambiguous thus he portrays the two extremes of human condition: good and evil. Through his characters, he asserts that humans are neither good nor evil by nature. However, Shakespeare reflects on what should be considered natural, since the concept of nature stems from social construct. In the play, there is a noticeable distinction between the natural ways in which people wish to behave as opposed to what is considered natural in society. Elements of the natural world, such as Mother Nature and the animal kingdom, are invoked in the characters’ speech, as they use their different concepts of what nature is in order to justify their actions. Through this essay I will demonstrate good and evil nature mainly through the two juxtaposing characters: Cordelia, the Jesus-Like daughter, and Edmund the Machiavellian son, as well as the use of animal imagery to depict natural character traits. The plot begins on the day King Lear decides to divide his inheritance amongst his three daughters. The proud King demands his daughters to show off their undying love for him in order to gain their share. However, King Lear’s notion of love is shallow, pompous and showy, which results in a great disadvantage to Cordelia’s natural way of being. Unfortunately, King Lear’s royal authority belongs to the civilized world. Therefore, he goes against the natural world when he misinterprets Cordelia’s love and casts her out. One of the biggest problems in the play is that Lear calls upon nature: â€Å"which of you shall we say doth love us most/ That we our largest bounty may extend/ Where nature doth with merit challenge† (Act 1, Scene 1, Lines 52-54). Lear mistakes Cordelia’s true natural, loyal behavior as unnatural and disobedient when she sincerely expresses â€Å"I love your majesty according to my bond, no more nor less† (Act I, Scene I, Lines 94-95) without the pompous performance played by Goneril and Reagan. Lear curses Cordelia exiling her outside society disclaiming â€Å"propinquity and property of blood† (Act 1, Scene 1). Lear’s lack of understanding of the natural bond between parents and children leads him to his tragic demise. He is easily fooled by Goneril and Regan’s fake  Ã¢â‚¬Å"natural† behavior when they give their long speeches and flatter him. Eventually, â€Å"Those pelican daughters† (Act 3, Scene 4, Line 75) and â€Å"Unnatural hags† (Act 2, Scene 4, Line-281) as Lear later on refers to them, throw him out of the house once they’ve obtained status and power yet fear he might take it back. Further on, they plot on killing Lear. On the other hand, Cordelia’s love is unconditional. Lear must go through a series of humiliating events to learn the true nature of love and the importance of the bond that Cordelia truthfully tried to explain. Cordelia is a tragic heroine, since she returns from France and easily forgives her father despite his wrath. Most importantly Cordelia gives Lear another chance to redeem himself as a king, a father and a human being. Shakespeare brilliantly portrays human nature through Edmund and Cordelia. By placing them in a similar situation, he is able to demonstrate that humans act accordingly to their nature. These two juxtaposing characters are stripped away from their royal wealth due to social norms. On one hand, Cordelia faces adversity being a legitimate loving and obedient daughter, yet she doesn’t follow the selfish and disloyal path that Edmund does. Cordelia is one of the few genuinely good characters in the entire play. In contrast to her two sisters she’s a saint. Lear’s poor judgment and misunderstanding of the father-daughter bond ultimately leads to his tragic loss. The subplot of the main plot is the relationship between Gloucester and his legitimate son Edgar and his bastard son Edmund. Gloucester as Lear, misunderstands the natural behavior of his sons. Edmund, a â€Å"natural† son, feels he is more deserving than his brother in spite of the social law of primogeniture. By calling Edmund â€Å"loyal and natural boy†, Gloucester mistakes Edmund’s unnatural behavior to be natural and casts out Edgar from the civilized world to the natural world. Lear and Gloucester share that they are both deceived and furthermore, mistake unnatural behavior (conspiracy against parents) to be natural (loyal and loving behavior). These misunderstandings ultimately lead to their downfall. Edmund calls on Mother Nature: â€Å"Nature, art my goddess.† This statement implies that nature provides an evil force. Edmund’s views this baseness as natural. Furthermore, Edmund recognizes his own evil nature and decides to use it to his advantage. He mocks the notion   of any kind of supernatural or divine influence over one’s destiny in the following lines: â€Å"†¦as if we were villains on necessity; fools by heavenly  compulsions; knaves, thieves, and treachers by spherical predominance, drunkards liars and adulterers by an enforced obedience of planetary influence† (Act I, Scene 2, Lines 131-135). In Edmund’s soliloquy at the beginning of Act 1 Scene 2, we learn of his malevolent intent to degenerate his legitimate half brother. Machiavelli believed that by nature, humans are not perfect in virtue and therefore, humans do not only posses good qualities, but bad ones â€Å"For if men were all good, this rule would not be allowable, but being they are full of mischief†¦Ã¢â‚¬  (p. 100). Although he recognized that loyalty and trustworthiness can be gained, he believed that in times of adversity people are generally ungrateful, insincere, anxious to look out for their own safety, and greedy for gain â€Å"They are unthankful, inconstant dissemblers; they avoid dangers and are covetous of gain† and will rebel if they are in danger. (p. 99). Therefore, Edmund’s natural behavior represents Machiavelli’s belief of human nature being evil driven by a selfish, insincere and disloyal natural way of being. Contrary to Edmund, Cordelia also faces adversity and she stays true to her benevolent nature. Her character counteracts Machiavelli’s argument of human nature. Through this, Shakespeare hints that Machiavelli’s beliefs aren’t necessarily true and do not apply to human nature. Edmund reflects the character traits found in Machiavelli’s The Prince, as he rebels against the laws of society and is willing to hurt others in order to achieve power and status. He is ungrateful to his brother and father and deceives everyone around him for his benefit. Edmund appears to be loyal and trustworthy and knows how to play with these virtuous qualities, protecting his reputation while betraying others. He’s character reflects the lion and fox-like qualities described in Machiavelli’s depiction of the ideal ruler. Thus, he is conscientious of his wickedness since the â€Å"end justifies the means†. Edmund inverts the order of society by attacking the convention of marriage and law of legitimacy. â€Å"Thou, Nature, art my goddess; to thy law/ My services are bound†¦Ã¢â‚¬  (Act I, Scene 2, Lines 1-22) Through this passage Edmund expresses his reverence to Nature (nature being the gods) and therefore demands â€Å"Now, gods, stand up for bastards† (Act I, Scene 2, Line 22). He explains that his conception comes from lust and passion being the most natural way of procreation. Furthermore, he rejects society and laws that deprive him from his right of being a legitimate son.

Free Essays on Assumption of Risk

Assumption of Risk: Who is to Blame For Our Actions The doctrine of "assumption of risk" clearly defines the responsibility of all voluntary actions taken on by individuals, independent of the inherent risk or danger involved with such actions. Are we only to assume responsibility for the positive outcomes of our actions, without also accepting the negative outcomes as well? Most individuals only claim responsibility in cases in which they are fully responsible for their actions. Living within a country which houses a large amount of private enterprise, we often find ourselves relying on outside help. In many occasions we, the individual seeking assistance, hold the power to choose which avenue of help will be taken. In these cases in which we have the choice, should we not also be held responsible for the outcomes of our decisions, especially in cases in which we have been pre-warned about any inherent risks or dangers? For example, When we take it upon ourselves to drive on a private road, smoke cigarettes, work for a mining company, or fly on a discount airline at our own volition, do we tacitly consent to take responsibility for any outcome these actions may hold? The "assumption of risk" doctrine seems to ignore the fundamental obligation of entities to ensure their natural goals. The distinguishing factor in deciding responsibility in faultless cases which call on the "assumption of risk" doctrine is the control held by individuals after the situation has begun. In accordance, companies such as discount airlines and cigarette companies must take on the responsibility of completing their duties, while individuals who chose to work in a mine or drive on a private road must accept the responsibility of their actions to do so. All airlines hold the responsibility of transporting their customers from a point of origin to a previously designated destination. The person who agrees to buy a discount... Free Essays on Assumption of Risk Free Essays on Assumption of Risk Assumption of Risk: Who is to Blame For Our Actions The doctrine of "assumption of risk" clearly defines the responsibility of all voluntary actions taken on by individuals, independent of the inherent risk or danger involved with such actions. Are we only to assume responsibility for the positive outcomes of our actions, without also accepting the negative outcomes as well? Most individuals only claim responsibility in cases in which they are fully responsible for their actions. Living within a country which houses a large amount of private enterprise, we often find ourselves relying on outside help. In many occasions we, the individual seeking assistance, hold the power to choose which avenue of help will be taken. In these cases in which we have the choice, should we not also be held responsible for the outcomes of our decisions, especially in cases in which we have been pre-warned about any inherent risks or dangers? For example, When we take it upon ourselves to drive on a private road, smoke cigarettes, work for a mining company, or fly on a discount airline at our own volition, do we tacitly consent to take responsibility for any outcome these actions may hold? The "assumption of risk" doctrine seems to ignore the fundamental obligation of entities to ensure their natural goals. The distinguishing factor in deciding responsibility in faultless cases which call on the "assumption of risk" doctrine is the control held by individuals after the situation has begun. In accordance, companies such as discount airlines and cigarette companies must take on the responsibility of completing their duties, while individuals who chose to work in a mine or drive on a private road must accept the responsibility of their actions to do so. All airlines hold the responsibility of transporting their customers from a point of origin to a previously designated destination. The person who agrees to buy a discount...

The Role of IBM in the History of Computers

The Role of IBM in the History of Computers This chapter in the History of Modern Computers finally brings us to a famous name most of you will have heard of. IBM stands for International Business Machines, the largest computer company in the world today. IBM has been responsible for numerous inventions having to do with computers. IBM - Background The company incorporated in 1911, starting as a major producer of punch card tabulating machines. During the 1930s, IBM built a series of calculators (the 600s) based on their punch-card processing equipment. In 1944, IBM co-funded the Mark 1 computer together with Harvard University, the Mark 1 was the first machine to compute long calculations automatically. The IBM 701 - General Purpose Computer The year 1953 saw the development of IBMs 701 EDPM, which, according to IBM, was the first commercially successful general-purpose computer. The 701s invention was due in part to the Korean War effort. Inventor, Thomas Johnson Watson Junior wanted to contribute what he called a defense calculator to aid in the United Nations policing of Korea. One obstacle he had to overcome was in convincing his father, Thomas Johnson Watson Senior (IBMs CEO) that the new computer would not harm IBMs profitable punch card processing business. The 701s were incompatible with IBMs punched card processing equipment, a big moneymaker for IBM. Only nineteen 701s were manufactured (the machine could be rented for $15,000 per month). The first 701 went to IBMs world headquarters in New York. Three went to atomic research laboratories. Eight went to aircraft companies. Three went to other research facilities. Two went to government agencies, including the first use of a computer by the United States Department of Defense. Two went to the navy and the last machine went to the United States Weather Bureau in early 1955. Features of the 701 The 1953 built 701 had electrostatic storage tube memory, used magnetic tape to store information, and had binary, fixed-point, single address hardware. The speed of the 701 computers was limited by the speed of its memory; the processing units in the machines were about 10 times faster than the core memory. The 701 also led to the development of the programming language FORTRAN. The IBM 704 In 1956, a significant upgrade to the 701 appeared. The IBM 704 was considered an early supercomputer and the first machine to incorporate floating-point hardware. The 704 used magnetic core memory that was faster and more reliable than the magnetic drum storage found in the 701. The IBM 7090 Also part of the 700 series, the IBM 7090 was the first commercial transistorized computer. Built in 1960, the 7090 computer was the fastest computer in the world. IBM dominated the mainframe and minicomputer market for the next two decades with its 700 series. The IBM 650 After releasing the 700 series, IBM built the 650 EDPM, a computer compatible with its earlier 600 calculator series. The 650 used the same card processing peripherals as the earlier calculators, starting the trend for loyal customers to upgrade. The 650s were IBMs first mass-produced computers (universities were offered a 60% discount). The IBM PC In 1981, IBM created its first personal home-use computer called the IBM PC, another milestone in computer history.

Constractivisim Essay Example | Topics and Well Written Essays - 500 words

Constractivisim - Essay Example The practice of constructing knowledge from experiences and ideas best describes constructivism. On the same note, assimilation and accommodation enhances the extent to which knowledge is constructed. It is important to note that different people have different internal representations that build diverse understanding of the world. In this respect, frameworks inform the understanding of the world differ from one person to another. The importance of this observation is that learn to create new experiences without altering their framework of understanding. This allows an individual to assimilate emerging experiences while capitalizing on what they already know. In addition, accommodation in the context of constructivism helps align reframed mental frameworks with new experiences and/or ideas (Fosnot, 2013). In so doing, individuals learn to construct knowledge from emerging trends in the world. Constructivism theory is an integral part of technological development. For example, programming languages are always changing. Such changes are subject to the influence of diverse and dynamic factors, but the common denominator is that they produce relevant knowledge that enhances the understanding of the world. Programming is notably an experience and the expression of an idea. On the same note, programming gives rise to new experiences and ideas that people choose to assimilate and/or accommodate. A key example in that regard is the use of Logo programming language, which Duffy and Jonassen (2013) essentially associate with constructivism. Most importantly, technology is a key tool in today’s instructional strategies. More and more academic institutions are increasingly embracing the use of educational technology. This shows that technology is an important factor in the construction of knowledge. Additionally, individual experiences and ideas, with assimilation and accommo dation, construct knowledge