Fairy Tales Abound free essay sample

A comparison between the fairy tale element in Alices Adventures in Wonderland and in The Secret Garden. This paper compares and contrasts two classic stories. The writer of this paper looks at Alice?s Adventures in Wonderland and The Secret Garden to compare and contrast fairy tale elements. The author provides the reader with an overview of what a fairy tale element is and then examines how these elements are used in the two named stories. Fairy tales have been written for many years. Often times the writing of them coincides with the societal strengths and weaknesses of the time. The complete and surreal fantasy in Alice and Wonderland was something that was popular in the 1800s while the Secret Garden was more common its time. Fairy tale elements in each book give it the classic happy ending but the approaches are entirely different. In The Secret Garden there is much tragedy before the happiness can begin. We will write a custom essay sample on Fairy Tales Abound or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This is not uncommon and is a style that we have grown accustomed to in other fairy tales. Alice in Wonderland makes up for the lack of tragedy by emphasizing the bizarre and the unbelievable elements such as animals with marked intelligence.

Othello Comparison

Othello Comparison Othello ComparisonShakespeare's "Othello" was a wonderful play that can be compared closely to the movie "O". Although "O" is set in the twenty-first century, it has many similarities to "Othello", including relations to the character's names. The order of events that take place in both the movie and the play are almost exactly alike, from the meeting between Desi (Desdemona), her father and Oden (Othello), all the way to Oden killing himself. Hugo also plays a very close part to Iago from the play. He plots to make Oden think that Desi is cheating on him and he succeeds in that. He gets the handkerchief from his girlfriend, Emily (Emilia), and gets Oden to agree to killing both Desi and Michael (Cassio).In the play, Iago has to dirty his hands near the end by killing Rodrigo because Rodrigo didn't succeed in killing Cassio. The movie reenacts this because Roger doesn't complete the task of making it look like Michael killed himself, so Hugo has to kill Roger and make it seem as if h e saved Michael.Illustration of Othello and IagoThe movie of course is set in earlier times, so it uses guns while the play uses knives. However, Desi is killed the same way that Desdemona was, which is by being strangled to death. These two are even exact to the point that Emily was killed by Hugo.This movie does a wonderful job of portraying "Othello" in a more recent setting and helping many understand Shakespeare's play a little better. AS most movies, there are a few differences, but the entirety of the stories compare directly, showing that these things can happen, no matter what time period it may be.

Knife crime in uk Essay Example | Topics and Well Written Essays - 1750 words

Knife crime in uk - Essay Example The knife crimes happening through out UK has increased to alarming levels and a research done by British Crime Survey clearly illustrated that the number of knife crimes happening in the UK has reached the level of 130000 offences annually. Similarly to curb out these crimes different techniques are being applied by the government of Britain. This article would further revolve around the topic of knife crimes in the UK and would evolve with a detailed conclusion as to how much alarming the situation is and what is being done by the government accordingly. Different laws have been passed out by the UK legislation through out the 19th century to limit the use of knives. These laws have a basic aim of reducing the knife crimes happening through UK. They prohibit the sale, carrying, use and also production of these tools. The Prevention of Crime Act in 1953 clearly illustrates that any object which may cause harm to any individual if used is an offensive weapon. Similarly keeping this Act in mind new acts have been placed by the government which declares knife as an offensive weapon and its use on any individual should be widely prohibited. The current act of Violent Crime Reduction 2006 clearly states that knives should not be carried in public places or schools without any genuine excuse. However folding knives which have a blade of less than three inches are still allowed to be carried in the UK. Knives which are banned in UK include gravity, flick and samurai swords. The new act of 2006 has increased the sentence from two years, for carrying a knife in a public place, to a maximum of 4 years. The laws for the carrying and using of knives are eligible on the teenagers also. As recently a teenager was sentenced to life imprisonment was stabbing another teenager with a knife. Furthermore the buying of knives is prohibited to teenagers who are younger than 18 through this new act. The teachers and police have been granted the power to check any individual for the possession of knives. Cases of Knife Crimes There are many horrible and terrifying cases which are enough to threaten the whole society. In UK, knife crimes are increasing day by day. It is easier to carry a knife as people think it is not as harmful as a gun. However, the mentioned cases would provide clear evidence that holding a knife is equally harmful and dangerous as holding a gun or other weapon. These weapons should not be used to harm people but for the defense f the country. Those who were expected to hold books and pens and concentrate on their studies for the bright future of their country are instead holding weapons and destroying the image of UK. A 16 year old teenager murdered Martin Dinnegan in June 2007. Such a violent behavior from the youth is tragic and shows that the country is moving towards horrible future. The incident happened as a result of 'dirty looks' passed on by two groups on each other in Holloway. On such a minor issue Martin Dinnegan lost his life in the age of 14. As Dinnegan realized the i ntentions of Chin, he started to run away from them and screamed for help. Regardless of his continuous cry Chin stabbed him to death. The case of Martin Dinnegan was observed by the judge Brian Barker. According to him, the attack was planned and intentional as a revenge of rivalry. The attack showed an inhuman behavior and the selfish and severe attitude of a person

Porter's Five-Force Analysis Case Study Example | Topics and Well Written Essays - 1250 words

Porter's Five-Force Analysis - Case Study Example The first key external environmental issue in the PHARMAC case study is the importance of regulatory agencies and authorities. From the case study, three advisory committees are identified as the key regulatory factors. The Consumer Advisory Committee (CAC), the Pharmacology and Therapeutics Advisory Committee (PTAC), and the Cancer Treatment Sub Committee (CatSop) are all identifies as the key factors (Koster, Erakovic and Smith). These committees are the advisory boards to the various elements of the external environment and the decision-making organs of PHARMAC. The other key environmental factor identified is the political factor in the operations of PHARMAC. The decision that PHARMAC made; approving the nine-week trial Herceptin drug reflects the influence of vested shareholder interests in the decision-making process. The political element is particularly important for this analysis because of the vested interests of the parties. Roche industries can be identified as having som e political influence on the analysis and the decision-making process. Porter’s Five-Force Analysis An analysis of the case study can also be done using Porter’s five-force analysis, which is used to determine every facet of the organization ranging from the profitability to the competitive threat and power of the industry (Porter, 1998). The first part of the five-force analysis is the threat of new entrants into the industry, a factor that is deemed to increase the intensity of competition. From the case study, it can be concluded that there is no threat of new entrants into PHARMAC’s industry because it is a government sanctioned advisory agency. An analysis of the second element in Porter’s five-force analysis is focused on the power of suppliers, who, in this case, are identified as the drug company Roche. The case study indicates that the supplier of Herceptin had exceptional power in the market; therefore, the bargaining power was relatively high. The third factor of Potter’s five-force analysis is the bargaining power of buyers, who, in this case, are identified as the New Zealand population and the regulatory and advisory agencies. An analysis of these buyers indicate that they have relatively low power compared to the suppliers, hence the decision to fund the nine-week trial of the drug Herceptin. The threat of substitutes is also considered in the same way as the threat of new entrants. In the funding process of new drugs, the case study indicates that PHARMAC and MedSafe are the primary considerations; therefore, there is no credible threat of substitutes. The competitive rivalry within the industry, the last factor of the industry analysis, indicates that the various factions in the funding and approval industry have different bargaining powers. The drug industry is very costly; therefore, the different competitors in the industry are identified to need massive amounts of funding to succeed. The case study also i ndicates that the critical success factor in the industry is consultation and good relations between the key players in the industry. The case study reveals that PHARMAC made its decision to fund the limited trial period for Herceptin based on a cost-benefit analysis. The success of the decision-making process could have been varied if the firm had decided to perform prior consultation with the stakeholders. This can also be supported by the success of the drug in other countries and regions. The main critical success

Children Education Psychology Essay Example | Topics and Well Written Essays - 2500 words

Children Education Psychology - Essay Example Different psychological principles that support the above concept will also be illustrated. This is meant to confirm that psychological principles can improve the quality of early childhood education. Other tactics that can boost the impact of application of psychological knowledge to deal with difficult children will also be recommended in the paper. They include staying in contact with the children’s parents, and applying proximity to control negative behaviours among others. Table of Contents Abstract 2 Table of Contents 3 Psychology and Education 4 Development 5 Child Development Theories 6 Adaptability and Sociability 12 This can be ensured through incorporation of learning methods that allows flexibility among learners. For instance, the teacher should apply methods that exemplify concepts in the easiest way possible. 12 Motivation 12 Recommendations 14 How can an understanding of psychology assist teachers in their everyday management of difficult children in the classr oom? Discuss specific psychological theories and research in your answer. Childhood Education Psychology Childhood education normally focuses on children education through play during preschool age to the actual learning in schools (Ailwood, 2003:291). ... The achievement of this quality is dependent on the understanding of how children learn and develop by education practitioners. Learning encompasses dealing with both responsive and unresponsive children. It is the responsibility of the teacher to study and classify these children depending on their behavioural tendencies and formulate ways of teaching them fairly without discrimination. This approach requires dealing with difficult children to amend their behaviour. Psychological knowledge is thus eminent in dealing with difficult children. Psychology and Education Children construct knowledge through learning and utilize it to adopt new skills. They learn efficiently when the basic necessities are provided and the environment is safe. Most of the early childhood learners acquire knowledge through their own activities and develop while acquiring more information from social interactions with adults and other children. Their speed is dependent on their interest towards an object or t heir urge to know. Application of psychology on childhood education is centred on cognition and affect aspects. Cognition is related to skills and processes such as thinking while affect describes emotional attributes of children such as attitudes and feelings. All these factors come into play when dealing with difficult children. Therefore, it is eminent for teachers to understand, identify and solve these aspects when catering for the welfare of difficult children. Although some behavioural traits children exhibits are genetic, failure to provide them with adequate environment for learning makes then difficult. Children should be provided with secure attachment and emotional comfort, feeling of

South Africa fertilizer production

South Africa fertilizer production FOSKOR Foskor Richards Bay is one of the biggest producers of fertilizers in South Africa. It was founded in 1951 as a single phosphate mining operation in order to prevent us form depending on imports of phosphate rocks, which are one of the most essential raw materials needed in the production of fertilisers. It has now expanded to having three main mining and production sites in Richards Bay and Phalaborwa. The facilities in Richards Bay are more focused on producing phosphoric acid and phosphate-based fertilisers and also locally distribute some sulphuric acid. Foskor Phalaborwa is a region famous for the amount of copper and phosphates available there and therefore concentrate more on the mining and beneficiation of these substances. Foskor is nowadays one of the prime international traders of phosphoric acid with a 12% share in the market, importing to countries such as India, Japan and Brazil. It does not only produce phosphoric acid, but also magnetite, fused zirconia, sulphuric acid and fertiliser granules. YARA/KYNOCH FERTILISERS Kynoch fertiliser was founded in 1919 at Umbogintwini. It started out an explosives producer but soon began producing chemical fertilisers as a result of the by-product of explosives, sulphuric acid. In 1924 it combined with Capex to form AECI (African Explosives and Chemical Industries), and was more recently taken over by Yara Norsk Hydro. The aim of Yara is to grow and sustain the fertiliser industry by exploiting their leading position in the markets of ammonia, nitrates fertilisers. Yara aims to evolve from being a leading player into the shaper of the nitrogen-based chemical industry, quoted from the Yara website (http://www.yara.com/about/vision/index.aspx) OMNIA FERTILISERS Omnia is considered one of the most environmentally conscious fertiliser producing companies in South Africa; it has won the 2008 Mail Guardian/Department of Environmental Affairs and Tourism Greening the future award for Envinox plant. Its motto Growing food security, Growing profitability clearly illustrates the companys aim, which is to encourage farmers to use fertilisers as to yield more crops while preserving the Earths natural or enriched state as not to harm it. Omnia produces granular, liquid and speciality fertilisers which are manufactured at different plants throughout the country. Its biggest laboratory, Chemtech Agri, is situated at Sasolburg, which supplies the product directly to farmers and wholesalers. Other than supplying locally, it also exports from its Johannesburg division to Omnia business in Zimbabwe, Zambia, Malawi and Angola, and to wholesalers in east and southern Africa, Australia and New Zealand. They are also exporting more and more speciality products to Europe, South America and Asia. SASOL NITRO Sasol started manufacturing fertilisers and supplying to other companies in the early 1950s. They eventually decided to provide directly to farmers in 1984 by creating Sasol Fertilisers, now known as Sasol Nitro, which is one of the leaders in the South African fertiliser industry. It mainly manufactures LAN (Limestone Ammonium Sulphate) and ammonium sulphate, and nitric in Secunda where some of its facilities are located. It also produces granular fertiliser blends in Durbanville and Bellville, and liquid fertilisers in Potchefstroom, Kimberley and Endicott. These fertilisers are either sold for retail and on a wholesale basis, and are also exported to a few selected regions. Sasol also offers a special agronomical back-up system through its agronomists and agents throughout the country, with the aim to help and satisfy its clients. THE FERTILISER INDUSTRY IN SOUTH AFRICA AND ITS IMPACT ON THE ECONOMY Africa is using the least amount of fertiliser in the world according to John Pender, a senior researcher at the International Food Policy Research Institute In South Africa the fertiliser industry is essential as much of population relies on farming in order to sustain themselves. If the crops have little yield, the farmers will not be able to produce much food to eat and sell, which will in turn mean little income and ultimately less money to spend on seeds and fertiliser which would enhance the growth of their crops. Therefore, bringing down the cost of fertilisers is the key to increasing its access to rural communities; and with South Africa being prominently poor, about 40% of the population, this cost reduction is essential, whether it is the price of the products used to manufacture the fertiliser or the actual retail price. Africas rich soil has been one of its biggest sources of wealth throughout the years as it contains diamonds, uranium and petroleum as well as coal deposits, oil and natural gas which are all sources of energy used to produce nitrogen based fertilisers. Therefore, there is ample opportunity for international investments to be made to the South African fertiliser industry which would ultimately enhance our economy. However, it is important to have a balance between the private and public investments to ensure that the pursuit of profit does not eclipse the continents need to feed itself as said by Jomo Kwame Sundaram, the United Nations Assistant Secretary-General for Economic Development. The estimated gross value of South Africas agricultural output in 2003/04 is of R72 000 million. The demand of fertilisers comes from the demand for food, which is quite significant in South Africa. This demand is expected to rise in the foreseeable future, which implies that there will be a more intensive food production which will increase the need for fertilisers. The price of fertilisers is mostly affected by the international prices, the currency exchange rate and freight costs. In 2004 the prices were as follow: Urea R2 464/tonne MAP R2 075/tonne MOP R2 110/tonne CAN R1 691/tonne The fertilizer industry of today is fully exposed to the world market forces and operates in a totally deregulated environment with no import tariffs or government sponsored support measures according to fertusouthafrica.pdf (see reference page). South Africa, having no local potassium salt deposits has to rely on imports. This affects the rest of the fertilizer industry as potassium is an essential element in the manufacturing of chemical fertilizers, and the cost of imports are higher than if it had been found locally. We do import quite a lot of phosphoric acid from Foskor (about 725 000 tonnes every year) as well as about 400 000 tonnes of granular NPK to the Sub-Saharan Africa.

thelma and louise film review :: essays research papers

AGAINST MEN’S WORLD The film starts with the scenes of daily lifes of two women. Thelma is married to a man who thinks that he is the centre of the world because he is a manager of a carpet. company. He sees his wife as a lower order of life, to be tolerated so long as she keeps her household duties straight. Just like a servant who doesn’t have any rights or freedom. Louise waits tables in a coffee shop and her boyfriend is a musician who is never going to be ready to settle down. They live under high patriarchal domination. They see themselves very ordinary and want to go fishing alone. But that means that they are crossing the lines of their sexual roles in the community. Thelma can’t even tell her husband that she is going on vacation. Because her role in her husband’s eyes is the housewife. If she goes on a vacation with a friend she will be simply considered as a whore. The film continues with the bar scene. We saw the feminist After some drink thelma ends up with, as such flirtations sometimes tragically do, an attempted rape in the parking lot. Louise kills the man with her gun and they start to run away because they think that can’t expect fair treatment from the criminal justice system, since Thelma had been flirting and dancing with the guy all evening. They know that nearly everyone would say that what happened to her is her own fault. The hitchiker appears in the scene as a handsome man who stirs up thelma’s libido for the first time. She never had a happy sexual relationship with her husband and she has sexual intercourse only to fulfill her duty: to please her husband. The policeman takes place who has an empathy with that women. He knows that they dig hole and bury themselves in it and he wants to prevent it. As things go worse the women have enormous changes, they are fightilng only with the law but also with the laws of the nature. They discover the strenght and their abilities to run their own lives, to take a stand against the men’s world.

Burdens of History Essay

The British imperial history has long been a fortress of conservative scholarship, its study separated from mainstream British history, its practitioners resistant to engaging with new approaches stemming from the outside – such as feminist scholarship, postcolonial cultural studies, social history, and black history. In this light, Antoinette Burton’s Burdens of History: British Feminists, Indian Women, and Imperial Culture, 1865-1915 represents challenges to the limited vision and exclusivity of standard imperial history. Burton’s Burdens of History is part of a budding new imperial history, which is characterized by its diversity instead of a single approach. In this book, the author examines the relationship between liberal middle-class British feminists, Indian women, and imperial culture in the 1865-1915 period. Its primary objective is to relocate â€Å"British feminist ideologies in their imperial context and problematizing Western feminists’ historical relationships to imperial culture at home† (p. 2). Burton describes Burdens of History as a history of â€Å"discourse† (p. 7). By this, she means the history of British feminism, imperialism, orientalism, and colonialism. Throughout the book, the author interposes and synthesizes current reinterpretations of British imperial history, women’s history, and cultural studies that integrate analyses of race and gender in attempts at finding the ideological structures implanted in language. In this book, Burton analyzes a wide assortment of feminist periodicals for the way British feminists fashioned an image of a disenfranchised and passive colonized female â€Å"Other†. The impact of the message conveyed was to highlight not a rejection of empire – as modern-day feminists too readily have tended to assume – but a British feminist imperial obligation. According to Burton, empire lives up to what they and many of their contemporaries believed were its purposes and ethical ideals. Burton based her book on extensive empirical research. Here, she is concerned with the material as well as the ideological and aware of the complexity of historical interpretation. Backed by these, the author particularly examines the relationship between imperialism and women’s suffrage. Burton brings together a remarkable body of evidence to back her contention that women’s suffrage campaigners’ claims for recognition as imperial citizens were legitimated as â€Å"an extension of Britain’s worldwide civilizing mission† (p. 6). Centering on the Englishwoman’s Review before 1900 and suffrage journals post 1900, the author finds an imperialized discourse that made British women’s parliamentary vote and emancipation imperative if they were to â€Å"shoulder the burdens required of imperial citizens† (p. 172). The author shows in Burdens of History how Indian women were represented as â€Å"the white feminist burden† (p. 10) as â€Å"helpless victims awaiting the representation of their plight and the redress of their condition at the hands of their sisters in the metropole† (p. 7). Responding both on the charge that white feminists need to address the method of cultural analysis pioneered by Edward Said and the imperial location and racial assumptions of historical feminisms, Burton explores the images of Indian women within Victorian and Edwardian feminist writing. In her analysis, the author argues that Indian women functioned as the ideological â€Å"Other† within such texts, their presence serving to authorize feminist activities and claims. By creating an image of tainted Oriental womanhood, and by presenting enforced widowhood, seclusion, and child marriage as â€Å"the totality of Eastern women’s experiences† (p. 67), British feminists insisted on their own superior emancipation and laid claim to a wider imperial role. However, while feminists persistently reiterated their responsibility for Indian women, the major purpose of such rhetoric was to institute the value of feminism to the imperial nation. According to the author: â€Å"The chief function of the Other woman was to throw into relief those special qualities of the British feminist that not only bound her to the race and the empire but made her the highest and most civilized national female type, the very embodiment of social progress and progressive civilization† (p. 83). According to Burton, British feminists were, â€Å"complicitous with much of British imperial enterprise† (p. 25): their movement must be seen as supportive of that wider imperial effort. She sustains this argument through an examination of feminist emancipatory writings, feminist periodicals and the literature of both the campaign against the application of the Contagious Diseases Acts in India and the campaign for the vote. Indeed, the greatest strength of this book lies in the fact that Burton has made a n extensive search through contemporary feminist literature from a new perspective. In the process, she recovers some quite interesting subgenres within feminist writing. She shows, for instance, how feminist histories sought to reinterpret the Anglo-Saxon past to justify their own political claims and specifying some characteristic differences between explicitly feminist and more general women’s periodicals. Certainly, Burton’s survey establishes the centrality of imperial issues to the British feminist movement, providing a helpful genealogy of some styles of argumentation that have persisted to the present day. Burdens of History is a serious contribution to feminist history and the history of feminism. In conclusion, Burton states that British feminists were agents operating both in opposition to oppressive ideologies and in support of them-sometimes simultaneously, because they saw in empire an inspiration, a rationale, and a validation for women’s reform activities in the public sphere. Her arguments are persuasive; indeed, once stated, they become almost axiomatic. However, Burton’s work is to some extent flawed by two major problems. First, the author never compares the â€Å"imperial feminism†; rather she locates in her texts to other imperial ideologies. In addition, Burton does not subject imperialism to the same kind of careful scrutiny she turns on feminism. She does not define â€Å"imperialism† in her section on definitions, but uses the term – as she uses â€Å"feminism† – largely to denote an attitude of mind. Another problem is Burton’s failure to address the question of how feminist imperialism worked in the world more generally. It is true that feminists sought the vote using a rhetoric of cross-cultural maternal and racial uplift, however, one may ask: what were the effects of this strategy on the hearing accorded their cause, on wider attitudes toward race and empire, and, more specifically, on policies toward India? The author not only brushes aside such questions; she implies that they are unimportant. It seems that, for Burton, the ideological efforts of British feminists were significant only for British feminism. It can be argued that Burton’s difficulty in tracing the way Burdens of History works in the world is a consequence of her methodological and archival choices. The problem is not that the author has chosen to approach her subject through a â€Å"discursive tack† (p. 27), but rather that she has employed this method too narrowly and on too restrictive range of sources. While the author has read almost every piece of feminist literature, she has not gone beyond this source base to systematically examine either competing official documents, Indian feminist writings, or imperial discourses. Thus, Burton’s texts are treated either self-referentially or with reference to current feminist debates. Overall, Burton’s approach is useful in providing a critical history for feminism today, Certainly, it is as a critique of Western feminism’s pretensions to universal and transhistorical high-mindedness that Burdens of History succeeds. However, if one wishes to map out the impact of imperial feminism not only on feminism today, but also on imperial practices and relations historically, one needs a study that is willing to cross the border between political history and intellectual history and to take greater methodological risks.

I believe that students should not have to wear un Essays - Uniforms

I believe that students should not have to wear un Essays - Uniforms I believe that students should not have to wear uniforms. Uniforms take away our individuality. Confidence is much harder to achieve while wearing a uniform. Wearing them can get distracting during the day. Some schools say uniforms make us united as a school, but I don't think they do anything but bother students. Simple rules instead of a uniform could easily be put in place. Instead of having uniforms I believe we should just have simple guidelines as to what we can and can't wear. Part of being in school is learning to become responsible. How is telling us exactly what to wear teaching us responsibility. We should be able to know how we can and cannot dress without having the privilege completely taken away. Following the guidelines would help to make us responsible because when we get ready to have a career, our clothing will most likely not be completely decided for us. We will have to follow guidelines for that particular company. Having guidelines for how we dress will also help teach us to follow simple directions. With different rules in place we can reclaim our individuality. When wearing uniforms, it is a struggle to be an individual. Teachers are always saying how important it is to just be ourselves and not worry about what others might think. Having a uniform takes that away from us, and this may lead students to try to find other ways to be different. They might begin to act out so they stick out from the crowd. Without uniforms we can show everyone who we are through our clothes. Opinions shouldn't be based solely on clothing of course, but clothing is a fun and easy way to show who are. Being different is huge part of being in school and I think we should be able to have the privilege of wearing what we want. It can also give us more confidence. Confidence is a huge part of life especially for teens. Uniforms look different on everyone. Some people may feel they don't look good in their school's uniform. Because of this feeling, they worry all day long about what everyone else is thinking of them. Having confidence can be of great importance. Weather it's a simple project presentation at school or a big job interview, confidence is key. While wearing uniforms, confidence is sometimes a hard thing to accomplish, but this isn't the only distraction of wearing a uniform. Uniforms can be quite distracting during the day because of all the restrictions. During the day you constantly have to worry about having your shirt tucked in and keeping everything according to code. While worrying about tests you are also constantly worrying about getting caught with a uniform violation. After enough uniform violations there will of course be consequences such as a detention. I personally am not always thinking about what I should be, but instead checking my uniform over and over to make sure not to get in trouble. Students have enough stress in their lives; why add more? With so much stress about getting good grades and getting everything done on time, we shouldn't have to deal with the stress of uniforms. Students already have so many things taken away from them during school hours, individuality and confidence shouldn't have to be hidden by uniforms. Having a few dress code guidelines is quite an easy fix to these issues. I believe that students should not have to wear uniforms.

American Films and Life Essays

American Films and Life Essays American Films and Life Essay American Films and Life Essay One quote that I found only recently, yet is now of my favorite quotes to live by is, The best years of your life are the ones in which you decide your problems are your own. You do not blame them on your mother, the ecology, or the president. You realize that you control your own destiny. Albert Ellis. To me this quote means that you are happiest once you realize that you are in control of your own future. If you have a problem, you have to deal with it yourself; you cant blame it on anyone else but yourself. If you keep putting other people at fault for your own issues, youll never find a true resolution to the problem. I support this quote because many experiences Vive gone through in my own life can relate to it. My first experience that I chose to support the quote deals with my favorite sport, Irish dance. After dancing for close to 10 years, I have experienced this situation many times. Irish dancing is a very competitive sport, that really takes a toll on you both physically and emotionally. I know myself and many other dancers have gotten to points where we question why we still even do the sport. We get frustrated and cant even remember why we love dancing so much. I remember towards the end of last year I had one of these attitudes. Regional was in November and I hadnt done as well as I had wanted to. I really hadnt put in enough effort and practice leading up to regional. Even though I knew deep down it was really my own fault, I made excuses for myself and blamed my failure on everything but myself. I blamed my teacher for not preparing me enough. I blamed the Judges for not Judging correctly and I blamed about everything else I could except for me. Eventually, I had come to terms that it was my own fault, nobody elses. Once I recognized this, I lost my bad attitude and started fresh. I now was going to put in the necessary effort to rank where I wanted to be. I realized that I was the only one who was able to make a difference in my life. If I wanted change I had to work for it, and I did. I placed higher in competitions because I was now determined to do better and I was much happier with where I was ending up. My second life experience goes a lot deeper than Just a sport. This experience had taken up my entire life. When my parents were getting divorced, everything to me seemed like the end of the world. I was unhappy for a long time and I really felt as if I was stuck in a rut that I Just couldnt get out of. I felt helpless to what was happening and I became really angry towards life. I felt as if I was being shorted the life that everyone else had. Nobody understood what I was going through and I wondered why it had to happen to me and not somebody else. I honestly began to not care about things I should have. My grades slipped and I was in a bad mood most of the time. If people tried to talk to me it would Just make me angrier so I alienated myself from everyone. I had so much anger that I Just blamed on other people. I blamed my parents, my family, God, I blamed my friends for not understanding me. Yet I thought if I had all these people to blame for my unhappiness Id feel better, but the problem was still there. One day my grandma told me, Nobody can fix you but yourself. No one else is responsible for whats inside of you, only you can make a difference in your life. You control your own happiness rolled my eyes and told her she was wrong, but then I really thought about it and realized she was right. If I stayed in the same attitude Just moping around then nothing would change for me. I had to realize that I really did control my own destiny and it took me awhile to really understand that. I was the only one standing in the way of what I wanted. I had to face my own issues and not put anyone else at fault. To be happier I had to change my attitude and outlook on life and understand that Im in control of my my own destiny. No one else can control it for me. Still to this day If I ever get stuck in a situation that makes me feel down I remember this quote. I have to face my problems as they are, and not put anyone else at fault for them. I control my future and it all starts with my attitude. Once I realized that my future and my happiness was in my unhands I was happier with myself, and hopefully according to Albert Ellis, if I keep this outlook these will be the best years of my life.

Human genome Research Paper Example | Topics and Well Written Essays - 500 words

Human genome - Research Paper Example The codes are used by amino acids in the body to build proteins. When 3 nucleotides come together, it shows one of the possible amino acid. It means that when 3 nucleotides combine together, it develops instruction that the body cells will use to build body proteins. The proteins developed carry out the work of the cells starting from development allover the human life contributing to physical attributes and several other features like behavior and learning (International Human Genome Sequencing Consortium 2004). There exist twenty four different human chromosomes together with sex determining X and Y chromosomes. The genome is divided into two parts, coding and noncoding DNA sequences (Kauffman 1969). Coding DNA are sequences that can be transcribed into mRNA and converted into proteins in the lifetime of a man while noncoding DNA is made up of those sequences that are not used to encode proteins (Kauffman 1969). Noncoding is all the DNA sequences inside the genome which are not found inside the protein coding exons, which means that they are not represented with amino acid proteins. The full protein coding capacity of the genome contained in exome and it has DNA sequences encoded by exons and this can be converted into proteins. Genome contains several regulatory sequences that are important in controlling gene expression, it is approximated that the sequence contain up to 8 percent of the genome. There are some types of non-coding DNA which are genetic and cannot encode proteins but they can regulate when the genes are expressed. 8 percent of the genome is also made up of repetitive DNA sequences, the sequences varies greatly even among people who are closely related. The human genome varies depending on the sequence of DNA from one human being to another; people are unique since their genomes are unique. People who are closely related have their genome more similar. The difference between two people

Karl Marx on Labor Essay Example | Topics and Well Written Essays - 750 words

Karl Marx on Labor - Essay Example Marx therefore, was primarily concerned with the way in which people are related to the ‘means of production’ (Morrison 44) which embodies anything that people use in order to survive; in other words anything that provides the means by which man can â€Å"obtain livelihoods, produce income and acquire needs† (Morrison 44), such as tools, raw materials, employment that provides monetary rewards and land that provides food, drink and fuel. Further to Marx’s concept of means of production is that a person’s relationship to it, ascertains their position in society, their class (Ebeling 9). One class however, according to Marx has owned and controlled the means of production all through history; thus society is divided into classes based on economic status, with the owners of the means of production becoming the ruling class. His theory therefore, posits that the forces of production are conveyed through social relationships that are autonomous of individ ual purpose or will. Marx called the ruling class the bourgeois society and defined them as those who live on the profits of the labour of others; the important point here is that for Marx, the possession of money does not in itself define bourgeoisie but by the fact that the money is increased by the employment and exploitation of other people’s labour . ... For Marx, the social relationship is not only exploitative but is also contradictory, wherein the concerns of each party are opposed to each other (Quigley 3). He further argued that such a class system then was typified by dispute and class struggles (Giddens & Held 151) focussed on elements that encourage divides and disparities. In fact for Marx, every aspect of society is based on such factors; government, family, institutions and religion all help to promote and justify advantage and control for some at the detriment of others. His theories of conflict and power propose that capitalism manipulates the market and becomes more and more powerful, and that they endeavour to dominate not only the financial systems via means of production but also the political policies and government (Smith and Rickett 952). It is the ideologies of the ruling class that prevail within a capitalist regime and therefore the workers or proletariat are seen merely as an object of commodity (Quigley 2) an d simply a means to an end; in other words, profit for the ruling class. The proletariat, with no choice or control over production or distribution of the products they produce is therefore, according to Marx, disconnected from that which they manufacture and work on and they are only able to receive a small wage for that labour; thus what they produce does not belong to them in any way (Quigley 2). This separation from the product the workers produce is what Marx calls alienation of labour. Marx noted four aspects of alienation in terms of labour, the first of which is separation of the worker from the product they produce; these products within