Using specific examples, compare how inflammatory and hypersensitive Essay

Using specific examples, compare how inflammatory and hypersensitive reactions to parasites can be a defence of the hosts against the parasites and also a disease problem for the hosts - Essay Example 2007] The parasites discussed here mostly refer to helminths, protozoa and arthropods. Inflammation is ‘’a protective response of the animal host caused by cell injury and tissue damage, aiming to eliminate the cause of cell injury and to wall off and remove the injured tissue.’’ [Blood et al. 2007] Cardinal signs of inflammation include the triple response – heat, redness and swelling; and also pain and loss of function. Hypersensitivity is a modified and exaggerated immune reaction of the body to a foreign antigen and is the same as allergy. [Blood et al. 2007] There are different forms of hypersensitivity, namely Type I (immediate anaphylaxis), Type II (cytotoxicity), Type III (immune complex disease) and Type IV (cell-mediated delayed type hypersensitivity). Understanding the dynamics of host/parasite behaviour may be an important point to start any research of any medical or veterinary intervention to boost the animals’ ability to fight back parasitic invasion. The base line however is that it is possible to achieve 100% prevention against pathogenic effects of the parasites if a little and timely immune based intervention can be applied. An organism’s body has a natural way of responding to undesirable stimuli because of exposure to pathogenic organisms (usually parasites) in the environment. The response can be inflammatory or hypersensitive depending on the causative agent and the magnitude of the effect of the invasion. Inflammation is the quick response of the organism to harmful stimuli such as parasites, damaged cells and other agents that cause irritation to the body manifested through increase in body temperature, swelling, and function loss at the affected area. On the other hand, hypersensitivity refers to the immune reaction of the body against an invading parasite or other pathogenic material. It is undesirable unlike

Scottish Traditions And Cultures

Scottish Traditions And Cultures This is my English assignment on Scotland. I am going to talk about the history of Scotland, the culture and traditions of Scotland and about the Sports in Scotland. The Culture and Sports are very close but I think they have to be explained a part. I hope you and myself learn from this assignment and have fun with reading. (As long you can have fun)The history of Scotland. The land that now forms Scotland was in the prehistory part of the continent that now forms North-America, so Scotland isnt really part of Europe but a part from Laurentia. During the last interglacial, around 130,000 and 70,000 BC, Europe was warmer than now and the Neanderthals found that there was a mild spell in Scotland around 40,000 BC so they settled in Scotland, but no traces of early humans have been found. After 40,000 BC Britain was torn apart by glaciers and Scotland wasnt inhabitable any more. After 9600 BC the ice retreated and Scotland could be inhabited again. In 8500 BC there were hunter-gatherers in Scotland and several settlements have been found and the first permanent settlements were found in around 3600 BC. In 2500 BC the Bronze Age entered Scotland and there has been found some hill forts from probably 900 BC which shows us that the people in Scotland were quite good in building settlements and monuments. Around 800 BC the Iron Age entered Scotland and till th e invasion of Roman Empire Scotland was a peaceful inhabited by Celtic tribes. This was a short summary of the prehistoric history of Scotland but no written records were found till the invasion of Scotland buy the Romans, now Im going to talk about the Roman Invasion of Scotland and what happened after that. England was invaded by Julius Caesar in 54 BC but Scotland fought more than 100 years later because Caesar couldnt get to Scotland. In AD 43 Britain was invaded again and they lost a few battles giving ground to the Romans. Agricola was the first one who attacked the people in Scotland itself and he got quite far but even though he had to let Scotland go after he didnt got re-elected for being the governor of Scotland. In 122 AD the Romans tried to protect themselves from the attacks of the Caledonians by the famous Hadrian wall. The Hadrian wall was started by governor Hadrian and ended six years later to protect them for the raiding tribes. The Romans tried to build a second wall to conquer more land called the Antonine wall but broke it off because it was unnecessary. When the Romans retreated from Britain in 407 AD Scotland of now was set in 4 parts with each part its own king and people. They were the Picts, the Scots, the Angolans and the Britons. In 563 AD Saint Columbanus, a monk, came to northern Scotland and Christianity spread rapidly. In 843 the Picts and the Scots united under king Kenneth MacAlpines reign in Alba (later Scotia). The weird thing was that the Picts just threw their culture away to take the Scots culture. The Angolans went south to England and the Britons lived in the lowlands and since 890 the Vikings lived in the western Isles and operated from there their attacks on Scotland. The next kings and queens were crowned on the stone of scone (stone of destiny) in scone. In 1034 under Duncan I his reign Scotland was united except the parts of the Vikings. In 1040 Duncan I was killed by Macbeth, who got beaten by Duncan I his son Ma lcolm III. In 1066 England was defeated by William the Conqueror and in the years after that, Malcolms son David I Scotland conquered a part of north England. After that till 1268 Scotland started to grow economically and culturally. In 1268 Alexander III died and with no follower than 3 year old Margaret, forced Scotland to crown Margaret as queen. In 1290 Margaret died and not less than 13 men said they had right at the throne. But Edward I of England called David I as king of Scotland. David I and France started an alliance against England. As response on this Scotland lost parts of the lowlands to England . In 1290 Robert I tried to recapture them and In 1320 Scotland was announced as independent country by Robert I but England didnt recognized this declaration till 1328. From 1371 till 1603 there were some conflicts with England and Scotland tried to increase their relation with France and it all happened under the reign of the Stuart family. The last Stuart king was Henry V wh o got the throne in 1603 but he made so much trouble with his lust for power that he had to flee to northern England, and caused a civil war in 1642. The civil war was won by Oliver Cromwell with his New Model Army. He called England, Ireland and Scotland as one republic without a monarchy. But in 1660 Cromwell was dead already and Charles II came on the throne. James VII followed him when he died but was set off by the parliament and Willem of Orange was called to be king of Britain with his wife Mary. James V fled to France but some of the Scottish were still faithful to James VII (the Jacobites). The Jacobites on 27 juli1968 Willems army lost a battle from the Jacobites. In 1702 Anne followed Willem as queen of Britain but the parliament was determined to keep the Stuarts of the queen. So they parliament went to Sophie of Hannover the granddaughter of James VII and they told Scotland if they accepted her they would get trading privileges. But England and Scotland had to reunite i n one parliament. In Scotland there were some riots but in 1707 the offer was accepted and Scotland wasnt a state anymore and had no parliament. Economically it was a good case for Scotland but there were still people especially highlanders who wanted the Stuarts as kings and queens. Charles Edward Stuart was a grandson of James VII and he started a war with his Jacobites against England in 1745. But in 1746 he got defeated after the battle of Culloden and had to flee to Italia. After this battle it was forbidden to wear any skirts, play bagpipes and the clans were not allowed to exist anymore. They switched from livestock-farming to sheep cultivation and potatoes were the most important food in the highlands. When the potato harvest went wrong loads of people went to America (not the VS) and the big cities for work and food. This was a period of grow in economics, literature and culture so Scotland changed in the 18th century from one of the poorest countries in Europe to a normal economically growing land. In 1999 many years later Scotland got its own parliament again. It counted 127 seats in the parliament these are the partys who got seats: 47 Scottish National Party, 46 Scottish Labour Party, 17 Scottish Conservative and Unionist Party, 16 Scottish Liberal Democrats, 2 Scottish Green Party, 1 independent

The Assessed Causes Of The First World War :: history

The Assessed Causes Of The First World War Long Term Causes And Arguments: In 1838, a agreement was formed to protect Belgium if attacked or invaded. Briton along with other major European powers signed this therefore dragging themselves into the First World War when Germany invaded Belgium to fight France. In 1848, Austria-Hungary under Franz Josef lost a war against France, beginning a long rivalry between the two countries. In 1860, Italy was founded which agravated Austria-Hungary as parts of ithe land had originally been owned by them. In 186, Austria-Hungary under Franz Josef lost to Prussia creating tention between Austria-Hungary and yet more countries within Europe. In 1870, the Franco-Prussian War happened. France, led by Napoleon III, lost to Wilhelm I. This loss meant Alsace-Lorraine was joined on to Germany Empire. France would never forget this and was keen for revenge. In 1875, France set up a War college â€Å"Ecole Superieure de Guerre† which implied that they were building up a strong army to attack Germany again. In 1879, the Dual Allience was formed between Germany and Austria-Hungary, although Wilhem I was afraid that it might damage relations with Russia, which had always supported Prussia. In 1881, The Emperors League was formed creating more allies for Germany and Austria-Hungary. In 1882, Italy who had been waiting to see which was the stronger empire between the two sides finally joined Germany and formed the Triple allience. In 1888, Wilhelm I died and Wilhelm II was appointed Emperior of Germany. In 1890, Germany refused to renew the Russian Reinsurance Treaty and lets Russia go off to find new allies. In 1891, Russia and France agreed to protect each other if either country was attacked(the Franco-Russian Alliance). This created more strain on Germany as the surrounding empires teamed up. In 1904, Briton became an unoffical member of the Franco-Russian allience, building up to fight Germany if attacked. In 1912, Briton and France agreed to join each others battles if it was an unprovoked attack. The Pig War: The Pig war was an attempt by Austria-Hungary to stop the Pan-Serb movement and eventually Serbia, but all that came from this was a stronger Serbia and encouragement to get revenge somehow. Serbia’s main trade was in live-stock and so in 1906 Austria-Hungary stopped the import of all Serbia’s livestock. The Pig war had begun and continued for five years with unexpected results from both Serbia and Austria-Hungary.

Compare and Contrast two poems bringing out and explaining each poet’s attitude Essay

Compare and Contrast two poems bringing out and explaining each poet’s attitude to â€Å"London†, and commenting on the differences and similarities in the way they write. In this following essay I will be comparing, contrasting and analysing two poems written in the 19th Century by two poets. The two poems that I will be analysing are called â€Å"London† and â€Å"Upon Westminster Bridge† written by William Wordsworth and William Blake. William Wordsworth was an English poet painter, born on November 28th, 1757. Blake spent the majority of his quiet life on the Southern Coast of England from 1800-1803. The exception of which was a short visit to Felpham. He died in 1827 at the age of 70. Like Blake, Wordworth was an English Romantic poet. He was born on April 7th, 1770 Wordsworth spent most of his life in the Lake District. In â€Å"London†, Blake talks about his disgust for London and how he feels a certain amount of sympathy for its inhabitants. In the first stanza Blake says â€Å"I wander thro’ each charter’d street†. This gives the implication that the city is a hug maze of streets and alleys. By using the word â€Å"wander† to describe his journey, the implication this has is that it is as though he was walking aimlessly through the city. It makes the reader see London through the eyes of Blake. Using this with the pronoun â€Å"I† makes it so much more of a personal encounter, and as the reader sees it through his eyes it is for them too. The effect that all of this has on the reader is that they feel as though Blake thought that there was no-where in London that was worthwhile visiting, showing how negative his feelings were towards the city. The word â€Å"charter’d† is repeated, this is done to remind the reader of the commercial nature of the city in the way that everything is owned. This is also emphasised on the next line of the stanza when Blake says, â€Å"where the charter’d Thames does flow†. This is implying that even the river is owned. The river can be interpreted as a symbol-life. Following a path set out for us, but only he finds depression along his way, again, showing the reader that he has lost a certain amount of faith in the city. In the same stanza he says â€Å"And mark in every face I meet†, by this he means that he is able to see the depression in the city, caused by poverty, greed among other things, all of which are effecting the rich and the poor. He repeats the word â€Å"mark† to reinforce the point that everywhere he is looking he can see symbolic â€Å"marks†. The use of the term â€Å"mark† also has another meaning, one of impurity, sins and scars, (which can be linked with comments later on in the poem). In this Blake may be using his technique of language to tell how, in his opinion, everybody in London is to blame for the condition, which it is was in. He comes from a lower middle class background; the son of a hosier and the tone of this poem expresses his awareness of the poverty around him â€Å"marks of weakness, marks of woes. By using repetition in the first stanza, Blake makes the reader feel that as he walks â€Å"thro’ each charter’d street† he is viewing images that sicken him. In the second stanza, Blake is reminding the reader how the depression is affecting â€Å"every man†. Again he uses the technique of repletion to emphasise the word â€Å"every† reinforcing the idea of collectiveness and blame for the whole city. This reminds the reader that nobody is able to escape the conditions of the depression. In this stanza Blake talks about â€Å"ever Infant’s cry of fear†. This is suggesting that the children are afraid of what they have been born into, and fearing that there is no hope whatsoever for the future. Blake goes on to talk about this when he says that they have an almost certain chance of becoming chimney sweeps or prostitutes, before the age of twelve. By describing it like this Blake succeeds in shocking and depressing the reader. It is here too that he plays on the concept of childhood innocence. By mentioning the children here he evokes the concept of innocence but it is ironic that this poem contains no innocence of it’s own, at all. This suggests to the reader how truly desperate the children are, Blake suggests and blames the citizens of London for the state that it is in. He describes, â€Å"mind forg’d manacles†. This means that the only thing that is preventing the people from living happy lives is their negative and depressive ways of thinking. In the third stanza, Blake makes reference to the â€Å"Chimney-sweeper’s cry†. At the time he wrote this poem, young children, especially young boys, were sent up chimneys to clean them. Many got trapped and died there. By reminding the reader of these conditions he makes the reader realise how horrific these events were. In this he tries to emphasise what a terrible place London was. Blake links the sweepers to the church when he says â€Å"Every black’ning Church apalls.† He is saying that the church is tainting themselves by not defending the chimney-sweepers. By involving the church in this whole affair Blake brings to sight how deep this chain of corruption went with regards to authority. The coupling of the words â€Å"church† and â€Å"apalls† also has a similar effect, as they are two contrasting words. Blake simply means that the church is no full filling its role to comfort the needy and is instead turning a blind eye on the suffering. Blake believes that the church was part of the reason London was in such a state.

Assignment- Final Paper Essay

These last five weeks in EXP 105 has really helped me learn a lot about learning in general, and also it has helped me to understand myself as a learner. If I had to explain the concept of learning to someone who has not yet taken this class, I would tell them that it is simply knowing who you are as learner and knowing what are your intentions are when it comes to learning. Intentions alone play a big part in learning because that is the ultimate goal; becoming an intentional learner. An intentional learner knows how to approach learning by developing skills to read, write, and think critically. I always felt that learning itself was a full time job, but this class changed that view by teaching me how to learn, and also what my weak and strong points were. This helps you to manage time, and learning no longer feels like it takes forever. In this class we were given a learning connections inventory (LCI). It was a short survey to help us identify our learning patterns. My LCI scores were as follows: Sequence 27, Precision 28. Technical Reasoning 20, and Confluence 17. Sequence and precision are my two use first learning patterns. I use these patterns on the regular. I am a very organized person and I like to make sure that I have all the information that is necessary before I perform a task. I use technical reasoning as needed, and then I avoid Confluence. Confluence requires a lot of creativity and that is the area I lack in the most so I try to stay away from it as much as I can. No matter how we use our learning patterns though, it always comes a time where we must use them all whether we realize it or not. Sometimes it is necessary to combine all of the learning patterns to get a full understanding of what is happening, or supposed to happen. The benefits of knowing your unique learning patterns are for one you already know how you should approach different tasks to get them done. It takes the guesswork out and saves you time to go back and finish something you did not  understand later. While learning patterns are strong tools to have in your tool box by themselves, sometimes it is necessary to have strategies to go along with them. When it comes to sequence I do not always think that a strategy is necessary because it is always important for things to be organized for them to look neat and flow smoothly when it comes too writing at least, and that is how I tried to think about every learning pattern and assignment in this class. My strategy for mu use first precision is to keep it at a minimum without being boring, less really is more sometimes. Technical reasoning will remain as it is since it is use as needed. I definitely know that my strategy for confluence was to intensify it a little more so that I can try to warm up to it and try to incorporate it into more of my assignments. The way that I took advantage of my strengths in this course was actually using them when I was completing assignments. The biggest challenge of my learning patterns was figuring out when and how to use them. It gradually got better once we discussed FITing and decoding assignments. It did not take long for me to grasp those concepts and after that everything became clear and it all made sense on hoe it all fit together. That solved the problem of the learning patterns being hard to understand when it came to using them to complete assignments in the course. I didn’t get to use the FITing concept until the end, but I wish I would have known about it earlier. I definitely plan to use it in my future courses because it makes everything easier to understand and I enjoyed doing it. I didn’t think of it as extra unnecessary work. It was more like a map to me to tell me what I should do. In the future I will also use more of the library and student resources to help me with FITing. The thing that I enjoyed the most about this class w being given the opportunity to learn about myself and who I am as a learner. I definitely feel different about learning and I plan to use everything I learned in this course in future courses. My favorite assignments to do in this class were the LCI and then the FITing and decoding assignment. To make the class a little better and more fun I think at least another variation of the LCI should be included. I had taken online courses before so all of my expectations were met. I enjoyed this class overall.

Cost of Pharmaceutical Needs Equals the Quality of Life †Business Research Paper (600 Level Course)

Cost of Pharmaceutical Needs Equals the Quality of Life – Business Research Paper (600 Level Course) Free Online Research Papers Cost of Pharmaceutical Needs Equals the Quality of Life Business Research Paper(600 Level Course) According to research done at Purdue University, the more expensive a person’s pharmaceutical, the better quality of life the patient had. This happened no matter what the person’s ailment. Retail sales of prescription drugs totaled $154.5 billion in 2001; the Centers for Medicare and Medicaid Services estimate that, by the year 2010, the nation will be spending $404.5 billion annually for this purpose. Medicaid spending on prescription drugs tripled during the 1990s from $4.8 billion in 1990 to $17 billion in 1999. Pharmaceuticals have risen 7.4% more than inflation annually. According to the latest statistics available from the Bureau of Labor Statistics, wholesale prices of prescription pharmaceuticals have risen over 250 percent since 1982 (in comparison to the producer price index for all commodities, which has risen 40 percent over the same time period). US consumers pay more for their pharmaceuticals because in many other developed countries, the government bargains with ‘Big Pharma’ to achieve the best prices available. Because of this, Americans are left to make up the difference. It is no surprise that many of the biggest firms in terms of net profit are pharmaceutical and bio-engineering firms. The issues involved with allowing Americans to import their drugs from Canada are that the major pharmaceutical corporations have donated extraordinary large amounts of cash to both political parties. This has allowed big pharma to turn the potential tide of mass importation. However, states with the always hungry Medicaid beast, have decided to import their drugs for government employees from Canada. The response from the Federal Government has been to substantially increase its powers that have been Constitutionally left to the states. These include, the Terry Shaivo law, the increase in federal corporate laws, the re-chartering of large banks to federal rather than state Research Papers on Cost of Pharmaceutical Needs Equals the Quality of Life - Business Research Paper (600 Level Course)Definition of Export QuotasThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NiceTwilight of the UAWMoral and Ethical Issues in Hiring New EmployeesQuebec and CanadaArguments for Physician-Assisted Suicide (PAS)The Relationship Between Delinquency and Drug UseAnalysis of Ebay Expanding into AsiaPETSTEL analysis of India

Acadia National Park essays

Acadia National Park essays At first, Acadia National Park was only a monument. In 1913, President Woodrow Wilson named 6,000 acres Sieur de Monts National Monument. Soon, many citizens donated time and money to the park. In 1919 President Wilson signed an act changing the monument to a national park. The main reason that Acadia National Park was established was to protect the areas scenic values, the rocky coast, its islands, and the plants and wildlife. This park is unusual because it wasnt made on public lands, or bought with public funding. It was made because of the money the private citizens donated. John D Rockefeller Jr. alone built the carriage roads and bought the park more than 11,000 acres, which is about one third of the Acadia National Park has 35,000 acres of rocky seacoast, islands, forests, mountains, and lakes. Everything is open to the public to enjoy. there are over 120 miles of hiking trails. The trails range from short, sea level walks, to the extremely steep precipice trail. The trails are all connected together, so the hikers can visit a few mountains peaks in one trip. 57 miles of roads are open to bicyclists, horseback riders, and carriages. There are also 27 miles set aside for a scenic drive through Acadia has a huge history. The name Acadia was French before it turned into English and then American. Its first name was Mount Desert Island, named by the French explored, Champlain. Champlain had the first boating mishap on the rocky shoreline. He was sailing his boat near the shore when his got stuck on the rocks. Until the Civil War, This shorelines ledges and fog were hazards to sailors. Fours automatic lighthouses now run in the area of Egg Rock, Bass Harbor Head, Baker Island, and Great ...

Causes of the French Indian War

Causes of the French Indian War In 1748, the War of the Austrian Succession came to a conclusion with the Treaty of Aix-la-Chapelle. During the course of the eight-year conflict, France, Prussia, and Spain had squared off against Austria, Britain, Russia, and the Low Countries. When the treaty was signed, many of the underlying issues of the conflict remained unresolved including those of expanding empires and Prussias seizure of Silesia. In the negotiations, many captured colonial outposts were returned to their original owners, such as Madras to the British and Louisbourg to the French, while the trading rivalries that had helped cause the war were ignored. Due to this relatively inconclusive result, the treaty was considered by many to a peace without victory with international tensions remaining high among the recent combatants. The Situation in North America Known as King Georges War in the North American colonies, the conflict had seen colonial troops mount a daring and successful attempt to capture the French fortress of Louisbourg on Cape Breton Island. The return of the fortress was a point of concern and ire among the colonists when peace was declared. While the British colonies occupied much of the Atlantic coast, they were effectively surrounded by French lands to the north and west. To control this vast expanse of territory extending from the mouth of the St. Lawrence down to the Mississippi Delta, the French built a string of outposts and forts from the western Great Lakes down to the Gulf of Mexico. The location of this line left a wide area between the French garrisons and the crest of the Appalachian Mountains to the east. This territory, largely drained by the Ohio River, was claimed by the French but was increasingly filling with British settlers as they pushed over the mountains. This was largely due to the burgeoning population of the British colonies which in 1754 contained around 1,160,000 white inhabitants as well as another 300,000 slaves. These numbers dwarfed the population of New France which totaled around 55,000 in present-day Canada and another 25,000 in other areas. Caught between these rival empires were the Native Americans, of which the Iroquois Confederacy was the most powerful. Initially consisting of the Mohawk, Seneca, Oneida, Onondaga, and Cayuga, the group later became the Six Nations with the addition of the Tuscarora. United, their territory extended between the French and British from the upper reaches of the Hudson River west into the Ohio basin. While officially neutral, the Six Nations were courted by both European powers and frequently traded with whichever side was convenient. The French Stake Their Claim In an effort to assert their control over the Ohio Country, the governor of New France, the Marquis de La Galissonià ¨re, dispatched Captain Pierre Joseph Cà ©loron de Blainville in 1749 to restore and mark the border. Departing Montreal, his expedition of around 270 men moved through present-day western New York and Pennsylvania. As it progressed, he placed lead plates announcing Frances claim to the land at the mouths of several creeks and rivers. Reaching Logstown on the Ohio River, he evicted several British traders and admonished the Native Americans against trading with anyone but the French. After passing present-day Cincinnati, he turned north and returned to Montreal. Despite Cà ©lorons expedition, British settlers continued to push over the mountains, especially those from Virginia. This was backed by the colonial government of Virginia who granted land in the Ohio Country to the Ohio Land Company. Dispatching surveyor Christopher Gist, the company began scouting the region and received permission from the Native Americans to fortify the trading post at Logstown. Aware of these increasing British incursions, the new governor of New France, the Marquis de Duquesne, sent Paul Marin de la Malgue to the area with 2,000 men in 1753 to built a new series of forts. The first of these was built at Presque Isle on Lake Erie (Erie, PA), with another twelve miles south at French Creek (Fort Le Boeuf). Pushing down the Allegheny River, Marin captured the trading post at Venango and built Fort Machault. The Iroquois were alarmed by these actions and complained to British Indian agent Sir William Johnson. The British Response As Marin was constructing his outposts, the lieutenant governor of Virginia, Robert Dinwiddie, became increasingly concerned. Lobbying for the building of a similar string of forts, he received permission provided that he first assert British rights to the French. To do so, he dispatched young Major George Washington on October 31, 1753. Traveling north with Gist, Washington paused at the Forks of the Ohio where the Allegheny and Monongahela Rivers came together to form the Ohio. Reaching Logstown, the party was joined by Tanaghrisson (Half King), a Seneca chief who disliked the French. The party ultimately reached Fort Le Boeuf on December 12 and Washington met with Jacques Legardeur de Saint-Pierre. Presenting an order from Dinwiddie requiring the French to depart, Washington received a negative reply from Legarduer. Returning to Virginia, Washington informed Dinwiddie of the situation. First Shots Prior to Washingtons return, Dinwiddie dispatched a small party of men under William Trent to begin building a fort at the Forks of the Ohio. Arriving in February 1754, they constructed a small stockade but were forced out by a French force led by Claude-Pierre Pecaudy de Contrecoeur in April. Taking possession of the site, they began constructing a new base dubbed Fort Duquesne. After presenting his report in Williamsburg, Washington was ordered to return to the forks with a larger force to aid Trent in his work. Learning of the French force en route, he pressed on with the support of Tanaghrisson. Arriving at Great Meadows, approximately 35 miles south of Fort Duquesne, Washington halted as he knew he was badly outnumbered. Establishing a base camp in the meadows, Washington began exploring the area while waiting for reinforcements. Three days later, he was alerted to the approach of a French scouting party. Assessing the situation, Washington was advised to attack by Tanaghrisson. Agreeing, Washington and approximately 40 of his men marched through the night and foul weather. Finding the French camped in a narrow valley, the British surrounded their position and opened fire. In the resulting Battle of Jumonville Glen, Washingtons men killed 10 French soldiers and captured 21, including their commander Ensign Joseph Coulon de Villiers de Jumonville. After the battle, as Washington was interrogating Jumonville, Tanaghrisson walked up and struck the French officer in the head killing him. Anticipating a French counterattack, Washington fell back to Great Meadows and built a crude stockade known as Fort Necessity. Though reinforced, he remained outnumbered when Captain Louis Coulon de Villiers arrived at Great Meadows with 700 men on July 1. Beginning the Battle of Great Meadows, Coulon was able to quickly compel Washington to surrender. Allowed to withdraw with his men, Washington departed the area on July 4. The Albany Congress While events were unfolding on the frontier, the northern colonies were becoming increasingly concerned about French activities. Gathering in the summer of 1754, representatives from the various British colonies came together in Albany to discuss plans for mutual defense and to renew their agreements with the Iroquois which were known as the Covenant Chain. In the talks, Iroquois representative Chief Hendrick requested the re-appointment of Johnson and expressed concern over British and French activities. His concerns were largely placated and the Six Nations representatives departed after the ritual presentation of presents. The representatives also debated a plan for uniting the colonies under a single government for mutual defense and administration. Dubbed the Albany Plan of Union, it required an Act of Parliament to implement as well as the support of the colonial legislatures. The brainchild of Benjamin Franklin, the plan received little support among the individual legislatures and was not addressed by Parliament in London. British Plans for 1755 Though war with France had not been formally declared, the British government, led by the Duke of Newcastle, made plans for a series of campaigns in 1755 designed to reduce French influence in North America. While Major General Edward Braddock was to lead a large force against Fort Duquesne, Sir William Johnson was to advance up Lakes George and Champlain to capture Fort St. Frà ©dà ©ric (Crown Point). In addition to these efforts, Governor William Shirley, made a major general, was tasked with reinforcing Fort Oswego in western New York before moving against Fort Niagara. To the east, Lieutenant Colonel Robert Monckton was ordered to capture Fort Beausà ©jour on the frontier between Nova Scotia and Acadia. Braddocks Failure Designated the commander-in-chief of British forces in America, Braddock was convinced by Dinwiddie to mount his expedition against Fort Duquesne from Virginia as the resulting military road would benefit the lieutenant governors business interests. Assembling a force of around 2,400 men, he established his base at Fort Cumberland, MD before pushing north on May 29. Accompanied by Washington, the army followed his earlier route towards the Forks of the Ohio. Slowly plodding through the wilderness as his men cut a road for the wagons and artillery, Braddock sought to increase his speed by rushing forward with a light column of 1,300 men. Alerted to Braddocks approach, the French dispatched a mixed force of infantry and Native Americans from Fort Duquesne under the command of Captains Lià ©nard de Beaujeu and Captain Jean-Daniel Dumas. On July 9, 1755, they attacked the British in the Battle of the Monongahela (Map). In the fighting, Braddock was mortally wounded and his army routed. Defeated, the British column fell back to Great Meadows before retreating towards Philadelphia. Mixed Results Elsewhere To the east, Monckton had success in his operations against Fort Beausà ©jour. Beginning his offensive on June 3, he was in a position to begin shelling the fort ten days later. On July 16, British artillery breached the forts walls and the garrison surrendered. The capture of the fort was marred later that year when Nova Scotias governor, Charles Lawrence, began expelling the French-speaking Acadian population from the area. In western New York, Shirley moved through the wilderness and arrived at Oswego on August 17. Approximately 150 miles short of his goal, he paused amid reports that French strength was massing at Fort Frontenac across Lake Ontario. Hesitant to push on, he elected to halt for the season and began enlarging and reinforcing Fort Oswego. As the British campaigns were moving forward, the French benefited from knowledge of the enemys plans as they had captured Braddocks letters at Monongahela. This intelligence led to French commander Baron Dieskau moving down Lake Champlain to block Johnson rather than embarking on a campaign against Shirley. Seeking to attack Johnsons supply lines, Dieskau moved up (south) Lake George and scouted Fort Lyman (Edward). On September 8, his force clashed with Johnsons at the Battle of Lake George. Dieskau was wounded and captured in the fighting and the French were forced to withdraw. As it was late in the season, Johnson remained at the southern end of Lake George and began construction of Fort William Henry. Moving down the lake, the French retreated to Ticonderoga Point on Lake Champlain where they completed construction of Fort Carillon. With these movements, campaigning in 1755 effectively ended. What had begun as a frontier war in 1754, would explode into a global conflict in 1756.

Popular American Culture Essay Example | Topics and Well Written Essays - 500 words

Popular American Culture - Essay Example Other significant influences came from different parts of Europe. Countries from which large numbers of people immigrated these include Ireland, Germany, Poland, and Italy. American culture holds a significant pressure on the cultures of its neighbors in the World. The cultural divisions in United States depend on a number of factors such as social class, political orientation, ancestral traditions, sex and sexual orientation. Well every country’s culture plays an important part in the decision making of the people who live in that country or belong to that country. For example while I make any decisions the first aspect would be to keep in mind the benefits of my country and to respect the norms and believes of my culture, every other aspect would be secondary to that. The United States is a country that has evolved its culture by a mixture of several cultures hence the popular culture keeps changing. For example looking at the music industry of United States, for a long time pop music was very famous and continued to be a trend but right now Rap has taken its place. People prefer to listen to artists like Akon, Eminem and 50 cents on the other hand Rock music will always live, it’s like an evergreen trend. Hollywood has become a famous place not only in United States but also all over the world and the movies launched and made their have become a popular trend in the United States. Comics have also become a trend in the United States comics having super heroes have had a major impact on the people.

European Labour Market Essay Example | Topics and Well Written Essays - 4000 words

European Labour Market - Essay Example The empirically based studies concentrate on the evolutionary models or on management literature which emphasize on the price competitiveness and the shares of the export market as an important tool in the investigation of the contribution of the strategies induced in the balancing of the costs and productivity (Aiginger, 2004). The paper will focus on different aspects of the unemployment of the Sweden and various policy implications from 1970s till date with the help of various economic theories. Unemployment in Europe from the decades of 1970s The sharp decline in the unemployment increased drastically across the globe with the crash of the Bretton Woods system of fixed exchange rates. But unlike many areas of the world, unemployment in several European countries has never returned back to the low levels during the Golden Age after the Second World War. The unemployment in the European Union is a major problem. The Euro zone members encountered high levels of unemployment rates an d it increased rapidly in the early 1970s in parallel to the consolidation of an integrated economy and its size and the complexity has been approaching as that of the USA which presents a sharp contrast (Nixson & Artis, 2007, p. 354). The hardcore explanation which stands in this way is that the growth of the industrialized economies became much more unstable and became vulnerable to frequent shocks which include oil price shocks or the exchange rate fluctuations from the period of 1970 onwards. The countries with the flexible labor market rules such as modest unemployment benefits, light employment protection legislation and a low degree of union power which are used in the management of the absorption of these shocks with a much accelerated pace with the comparison to other rigid institutions . The enhancement in the number of the unemployed in Europe can be attributed to the interaction between shocks and institutions. But it has also been encountered often that extensive unempl oyment benefits generate the problem of moral hazard where the workers receive fractional protection against unemployment and they are less likely to search jobs. People studded with strong work ethics will be finding it difficult to rely on the benefits without actively looking out for jobs while the others try to remain on the benefits as long as possible. Therefore the average values in a country have an impact on the size of the moral hazard problem and hence on the cost of providing generous unemployment benefits. Expectations will be on the countries where the workers generally posses a weaker work ethic in order to have a lower ‘replacement ratio’ which is the level of benefits relative to wages (Michau, 2009, p. 14). The employment rate is the number of the total employed and the self employed population of the working age. In the early 1960s the EU 15 the employment ratio was higher than that of the USA but it fell in the 1970s but picked up pace in the 1990 wi th falling sharply with the recession of 2008-2009 (Â  El-Agraa, 2011 p.373). In recent years defenders of the European social model proposed that capitalism augmented by a generous and interventionist welfare state which have taken the praising to Scandinavia to a sky rocketed level. The Nordic

Mat lab Speech or Presentation Example | Topics and Well Written Essays - 1500 words

Mat lab - Speech or Presentation Example The dots correspond to each x and y coordinates defined. The next line defines y as a function of x. Next, we highlight the two variables we have just defined in the workspace then click the button. The resulting graph is shown below: 2. Problem two is easier as we already have a bisection method program from our previous exercises. We only have to make the necessary changes on that program to answer question 2. The equation to be used is Notice that all terms on the right side of the original equation was moved to the left so that the equation is now equal to zero (since we are looking for a point that lies in the x-axis). To give us an idea about the location of this point, we can plot it the same way we did in question 1 then choose an interval in the x-axis that encloses this point. Thus we input the following codes on the command window and click the plot button: as this is the function that we need to integrate, then use the value of d computed from question 2. Since we need to compute for the percent relative error, we include a code in the program that calculates the exact answer to be able to compare it with the approximated

Managerial accounting Essay Example | Topics and Well Written Essays - 2750 words

Managerial accounting - Essay Example It  states  that, in measuring net income  for an  accounting period, the  costs  incurred in that  period  should be matched against the revenue generated in the same period† (Business Dictionary.com). Decision relevance on the other hand focuses on those cost and revenues aspects that the conventional accounting principle of matching may ignore. The main difference between the fundamental accounting principle and the decision relevance theory is that the former tends to focus on the amount actually paid for any expense incurred whilst ignoring any other incremental costs that may be incurred in the future if any company wishes to undertake any given project. Besides such issues, the conventional accounting principle also ignores the impact of opportunity costs. Decision relevance on the other hand tries to focus on all such costs which might be incurred due to the incidence of any given project. Opportunity costs are also given a high regard in decision releva nce and they are considered as an important aspect in any given decision. According to the conventional accounting principle, Option A seems to be more appropriate as it reduces the loss which is to be endured by the company. Under this principle, the company bears a loss of ?31.9 million (?31,966,666.66) and if the company follows Option B it faces a loss of around ?33.2 million (33,200,000). There is an evident saving of ?1.2 million (?1,233,334) if Option A is selected under the Conventional accounting principle. Option A leads the company to close all its operations and tend to receive the Revenue from the existing catapults produced. Under Option A the existing catapults produced by the company would generate ?15 million and the costs incurred in this regard would be approximately ?49.6 million (?49,666,666). On the other hand the revenue generated under Option B would be ?35 million (?35,000,000) which would be much higher than the revenue generated from Option A, this increas ed revenue would be generated because of the increased sales of the existing 500 units of catapults and the extra 500 units to be produced by the company. The costs to be endured under Option B are ?68.2 million (?68,200,000). The increased revenue generated by selling 1000 units at a higher rate are over shadowed by the increased costs tolerated by the company. Such increased costs have put up extra burden on the incremental revenue generated from Option B. As a result of these inflated costs, the loss generated through Option B would be References Business Dictionary.com, â€Å"

Examine the Movements of their Employees at Work Essay

Examine the Movements of their Employees at Work - Essay Example It is this monitoring that has raised ethical issues causing detrimental effects to both employer and employee. Whereas employers justify their actions with the right to get value from their employees and resources, employees’ have objected with the reasoning that their personal privacy is being unlawfully breached. Background Employee monitoring can be defined as the act of surveillance and monitoring employees’ actions during stipulated working hours by use of employer equipment (Stanton & Stam, 2006). It entails the use of computers to record, evaluate and observe an employees’ use of computer, plus communications like web sites visited and emails sent or received besides telephone calls made. However, it is legal for employers to use computer programs to monitor employees (Duquenoy, Jones & Blundell, 2008). Employee surveillance has gained prominence as a prerequisite and in the same breath a contentious issue due to the complexity and prevalent use of techno logy at the work place. Employers are worried with employees’ proper behavior and conformity to work related regulations. Hence some critics believe employee monitoring is an inalienable responsibility. To others it is an invasion to privacy. Managers employ different ways of monitoring employees’ internet use, emails and their location to capitalize on employee productivity, uphold the integrity of the firm and to defend the interest of clientele and work mates (Duquenoy, Jones & Blundell, 2008). When managers start to probe into employees’ private life, mistrust and acrimony are built between employees’ and managers. Many workers have lost their employment and a lot more companies have had to face lawsuits filed against them because people believe that the use of internal company communications should remain confidential (Bassick, 2007). Managers and owners of private firms have had several reasons to scrutinize the activities of their employees. Some a re driven by the displeasure when employees misuse company money and waste time to carry out non-work related tasks. Others would want to confirm any suspicion of criminal, fraudulent or unwanted conduct by their employees; observe application of safety and health regulations; make certain to compliance of internal employment policies; verify the quality of work done; protect staff from harassment or unjust treatment in the office and so forth (Lane, 2003). Managers base their actions on the basis that they have a right to examine employee productivity and to guard against fraud and theft. This will ultimately lead to employee monitoring (Lane, 2003). Some of the areas prone to abuse in the work places include use of company resources like vehicles, technology adapted at workplace like electronic communication, and adherence to acceptable working hours. In this report, I will review employee monitoring on their use of electronic communication at the workplace, more so the ethical di lemma facing managers and employees. Hence the questions of how far should managers go to examine employee movements? With the arrival of advanced technological capabilities, many professional and personal tasks are becoming quicker and more convenient to carry out. For instance, email has been viewed as a convenient substitute to making telephone calls because it is perceived as private. In the real sense it is public because it leaves a record long after it has been deleted (Bassick, 2007). Thus a skilled person can easily retrieve it from a networked communication system.

The Legal and Ethical Environment of Business Research Paper

The Legal and Ethical Environment of Business - Research Paper Example 2. Compare the American legal system to the international legal environment of business.   We live in a global economy where goods are manufactured in one country and are packed in other country. In search of cheap labor, raw material and talent, businesses have expanded themselves and have crossed the physical boundaries. The legal of system of every country is different from other. Different countries possess different legal systems however some countries share same legal system for instance countries like Australia, United States and India uses common law systems. In a civil law system, legal system and laws are based upon different and unique circumstances. Some countries legal systems and ideologies are based upon religion for instance Saudi Arabia, Middle East, Pakistan and Iran etc. These nations follow the systems of Koran and Sunnah. Some countries have civil legal system where judges do not have much flexibility and authority to apply law such as Germany, Russia and Franc e. It is highly essential to interpret the legal system and law while doing business international and its affect on commercial activities (Hiray, 2007). 3. Recognize the principal legal and ethical issues facing managers Managers have to face number of issues in their day-to-day dealings. Most of them are related to ethical and legalities. Some principle ethical and legal issues faced by managers are: Ethical Issues Identifying and resolving the dilemmas of ethical situations Maintaining high standards of ethics while conducting business transactions Providing uniform treatment to all the workers in the work environment Keeping the rights, obligations and concern for environment, stakeholders, employees and company Taking decisions after considering the ethical consequences Legal Issues Safeguarding the private and confidential information of the company in accordance with the law Complying with the domestic and international laws while doing business dealings Accepting accountabil ity for the actions and judgments of individual Apart from above mentioned principles, some other ethical and legal issues are related to fraud, marketing tactics and discrimination. 4. Argue the importance of ethics and social responsibility in the business world.   The importance of ethical and social responsibility in any business is that ignoring these important aspects can cause loss of huge time and money to any business. The unquestionable and unethical social practices can be devastating for any size of business. Nowadays, the impact of business decisions on environment has become more important than ever before. Consumers and watchdogs do not leave a single chance to suspect and call out a business, which is mistreating the natural resources and causing devastating effects on environment. Good social and ethical practices are keys to any company’s success. Therefore, nowadays, along with the objective of making profits, the companies are also trying to make an obje ctive of being environmental friendly. The idea that philanthropic efforts are unfavorable to the success and profitability of any business has become obsolete option. 5. Apply ethical frameworks to business situations.   In case of any ethical dilemma, the best way to resolve the issues is to apply ethical framework to that situations. The most widely known ethical framework is mentioned below. Recognizing the Ethical Dilemma Gathering Facts and

Examine the Movements of their Employees at Work Essay

Examine the Movements of their Employees at Work - Essay Example It is this monitoring that has raised ethical issues causing detrimental effects to both employer and employee. Whereas employers justify their actions with the right to get value from their employees and resources, employees’ have objected with the reasoning that their personal privacy is being unlawfully breached. Background Employee monitoring can be defined as the act of surveillance and monitoring employees’ actions during stipulated working hours by use of employer equipment (Stanton & Stam, 2006). It entails the use of computers to record, evaluate and observe an employees’ use of computer, plus communications like web sites visited and emails sent or received besides telephone calls made. However, it is legal for employers to use computer programs to monitor employees (Duquenoy, Jones & Blundell, 2008). Employee surveillance has gained prominence as a prerequisite and in the same breath a contentious issue due to the complexity and prevalent use of techno logy at the work place. Employers are worried with employees’ proper behavior and conformity to work related regulations. Hence some critics believe employee monitoring is an inalienable responsibility. To others it is an invasion to privacy. Managers employ different ways of monitoring employees’ internet use, emails and their location to capitalize on employee productivity, uphold the integrity of the firm and to defend the interest of clientele and work mates (Duquenoy, Jones & Blundell, 2008). When managers start to probe into employees’ private life, mistrust and acrimony are built between employees’ and managers. Many workers have lost their employment and a lot more companies have had to face lawsuits filed against them because people believe that the use of internal company communications should remain confidential (Bassick, 2007). Managers and owners of private firms have had several reasons to scrutinize the activities of their employees. Some a re driven by the displeasure when employees misuse company money and waste time to carry out non-work related tasks. Others would want to confirm any suspicion of criminal, fraudulent or unwanted conduct by their employees; observe application of safety and health regulations; make certain to compliance of internal employment policies; verify the quality of work done; protect staff from harassment or unjust treatment in the office and so forth (Lane, 2003). Managers base their actions on the basis that they have a right to examine employee productivity and to guard against fraud and theft. This will ultimately lead to employee monitoring (Lane, 2003). Some of the areas prone to abuse in the work places include use of company resources like vehicles, technology adapted at workplace like electronic communication, and adherence to acceptable working hours. In this report, I will review employee monitoring on their use of electronic communication at the workplace, more so the ethical di lemma facing managers and employees. Hence the questions of how far should managers go to examine employee movements? With the arrival of advanced technological capabilities, many professional and personal tasks are becoming quicker and more convenient to carry out. For instance, email has been viewed as a convenient substitute to making telephone calls because it is perceived as private. In the real sense it is public because it leaves a record long after it has been deleted (Bassick, 2007). Thus a skilled person can easily retrieve it from a networked communication system.

International Marketing - Project 2 Term Paper Example | Topics and Well Written Essays - 2500 words

International Marketing - Project 2 - Term Paper Example Abaya the name, originated from the Arabian Peninsula meaning, cover the whole body (Tarrant &Marjorie 301). Abaya does not produce casual wear it is strictly religious and traditional in its productions and has stores in Pakistan, Turkey, Arabia and many other countries worldwide(Tarrant &Marjorie 311). China revolves around its tradition, culture, and beliefs on a daily basis. Religious and traditional clothing in china is an important part of their lives since it gives individuals personal identity. Abayas will definitely succeed in producing these different types of religious clothing to China since it is a daily part of their lives. However, two factors require careful analysis in order to enter the market and launch the product with a successful accomplishment. These two key factors are targeting market, positioning in market and the marketing mix of the company. This report will expand on the factors that will determine the success in launching and penetration to the market. Traditional and religious clothing will target a wide range of individuals in china. There are several traditional clothing in China does not vary with age group, all the individual practice their religion and traditions and are committed to them including children and old people. There are several ethnic groups with different preferences in their traditional and religious clothing. The hun, Manchu, zhuang and hui are among the largest ethnic communities in China. The best way to target all of these ethnic groups is to subdivide the whole into segments. This will make it possible to treat each market uniquely with its own needs and marketing mix (Madura 89). During the division of the market into segments, it is necessary to note characteristics of each segment in order to realize the potential segments. In the case of China, these different ethnic groups can create the segments. Select the potential segments

Parents and teachers, mind mapping with children

Parents and teachers, mind mapping with children Whether you are a parent or whether you are a teacher, the opening chapters of this book have got you and your children started on Mind Mapping. You have found that they your children, or child, have become more creative, now study faster and more effectively, remember better, save time and see the whole picture. You agree that these reasons are absolutely huge benefits for them and indirectly, for you. A Mind Map has accelerated your kids learning and has got them to use their whole brain. It has worked in tandem with your brain and your childs brain by using colour, images, symbols, curved lines, words, space, associations and connections to get their thought processes to flow. Children benefit from this kind of learning as it allows them to practice using their imagination and learn about things that are of interest to them, thus giving them ownership of what they are learning about. The process of Mind mapping has evoked the best of responses from children and from their parents on account of all this. The childrens responses were literally enacted by them, through their facial expression. Parents commented that even their younger children were talking a great deal more about learning and school work at home. All children like colourful things and love to draw. Mind Map is a fun activity for young children. And when children like to write Mind Maps, their brains learn to like it as well. The immediate result, as discussed in Chapter 1, is improved memory. The skills required in Mind Mapping can be applied to study and allows studying to be fun, as discussed in Chapter 3. Now take a look at colour and images, symbols and use of icons, curved lines, and words and creative space in general, as used on the Mind Map. How children use image and graphics You have given your child a topic. We would have to take an example at this point, and a case study. A history lesson to a six year old could have mentioned the Taj Mahal. As mentioned earlier, children love drawing. A child could symbolise the mausoleum by outlining any building shape. Another child who thinks that exact is best, could adapt it to the shape of the Taj Mahal. Yet another innovative six-year-old would save on time by cutting out a picture of the Taj Mahal from a picture book or magazine. The three children have set the focus of the Mind Map in the centre and in their own, very individual ways. They have made decisions on how to draw or find the necessary picture. The child who cut out the picture used her fine motor skills to wield the scissors, as did the other two who drew and painted while handling a pencil and paint brush. The image of the Taj Mahal formed in the creative right brain hemispheres of all three. Tiny, accurate electrical impulses formed in the grey matter of these right hemispheres and raced through the cell axons to connect with the organizational centres on the same and in the left hemisphere of the childrens brains. Associations were formed between neurons in the childrens brain and nerve centres further down in their body systems. They sent messages to get their fine finger muscles working. The children would go on to make dozens of images and words separately, and image labels. They would go on to perpetrate the pattern of associations which had begun in their brains. They have looked up books in the library to be able to see what the emperor and empress who are buried in the Taj Mahal look like. Chances are, that they used cut-outs of their images to be able to portray a better likeness. They associated thoughts such as romance and marriage, death of the empress and loss. They picked up the idea of the greatest mausoleum of all times, of architectural finesse and may have wished to know about more members of the royal family. The main theme was surrounded by interesting facets of information connected to it. The connections were make on paper with lines leading from the main theme to these pieces of pictorial and worded information. These were attached because the brain works by association, and if the lines are attached, the ideas will internally be similarly attached. None of the children had to deal with a wall of hard, dry facts. They have found and associated what they were looking for. They also want to look for more, in the future. They may want to do a Mughal genealogical chart. It was fun for them and they sought and handled enlivening information. The have only to see the little pictures on the Mind Map and the overall picture from their memory to recall the facts connected to the Taj Mahal. They look forward to history revision before a class examination. The Taj Mahal Mind Map, like all Mind Maps, commenced in the centre because this reflects the many-hooked nature of the brains thinking processes, and allows more space and freedom for ideas to develop from the central core. Use of hand drawn or researched images by children fit in with the saying a picture is worth a thousand words. Original and borrowed pictures are applied here to boost both memory and creativity. Illustrator: Portray Taj Mahal Mind Map. Should be hand drawn by child You and your children know by now that Mind Maps can be drawn free-hand, or they can be made by inputs fed to Mind Map software on childrens computers and they can be printed. The computerized version has the advantage of quickly searching for images, making and printing the diagram. Some of the Mind Mapping software store images in a clip organizer and help users to select an image appropriate for the subject on hand. The disadvantage is that it detracts from childrens creativity. A computer printout is bound to appear too tidy, too organized. Its size is limited to regular A4 printout paper. Children, on the other hand, have much more freedom through freehand drawings and pasted pictures on a sheet of chart paper. Another consideration while on the topic of images for Mind Maps, is the overall image or Mind Map design. As with any diagram which investigates a single main topic, older children such as those closer to thirteen years of age, can move on to star and spider diagrams. Younger ones still prefer the freedom of freehand placing, drawing and joining. Children who are ten years of age and above find that the star format provides methods that help develop their study skills still further. Taking notes, reading, doing homework and even parrot-mugging can be noted along the end points of the star. On the other hand, if the topic involves investigating attributes associated with a single topic, and they then place the information like the branches of a tree, with associated information at the end points and with more associated knowledge arising from these in-between points, the children can use a spider diagram for their Mind Map. Example: Finding methods that help maturing childrens study skills (like taking notes, reading, memorizing, etc.), and investigating the factors involved in performing each of the methods. Adding colour-coding and/or pictures to a Mind Map further increases the utility, grouping and readability of the visual display. How children relate to colour Educationists encourage children to use colour in their Mind Maps. Children themselves admit to being able to think better in colour. Use of colour rates among the top ten Mind Mapping tips and techniques for anybody. IllustrationThe Mind Map Gurus point out that in a Mind Map, colour and images are not just decorative. They stimulate the childs brain as he creates the map. On the other side are the children who are looking at a completed Mind Map, trying to figure it all out. Colour helps them to clarify associated ideas as they see the map and absorb consolidate and retain the information. One criticism is that new Mind Map users could be intimidated by the colourful Mind Maps they see on the wall in class, in books or online. One Guru commented that a perfectly executed Mind Map may make a first-timer doubt his own ability in creating something as good. For someone like this, it has been explained that Mind Maps, especially among children, tend to grow easily and with least effort. They should not be held up as an achievement in themselves, but as a bridge to learning. Mind Maps dont need to be works of art. Scratch maps are those Mind Maps which have been created to do something quickly, or to develop and order ideas. The thought here is that colour can be used to group similar ideas together. Going back to the star or spider diagrams which serve to organize and manage these ideas, children can think of lettering or an image placed on different bright coloured solid circles at the tips of the star or spider diagrams. Another idea is to support similar ideas by using different shades of the same colour in Mind Map diagrams. Children have a profound sense of colour. They have an instinct about how colour can be best used to make the Mind Map vivid, memorable and unique to the subject and for you. Left to themselves, the six year olds would begin with coloured chart paper and progress through brightly coloured frames for the central theme. When older children require text or labelling for drawing and with drawings, they would reach for coloured felt pens. Some tips when writing with coloured pens: Use upper and lower case lettering, not normal handwriting. The youngest who have just started to write would proceed in the writing they are most familiar with. It does not have to be joined writing. Write keywords on the branches. Experiment with Horizontal (landscape) page format. Larger sheets hold more information. Colour makes the Mind Map memorable. In the same way that ideas were grouped by colour for star and spider diagrams, free floating ideas can be grouped by circling them in colour. The youngest of children love red. Important points might be marked with red. Colour absolutely affects our lives and our childrens development. When colour is chosen with a purpose we create a balanced, harmonious environment where children can claim their birthright and reach their full potential. Colour is the bright site of childhood. Children adore colours and respond to colour. However childrens response differs from adults reaction. As you accompany your children in their Mind Map exercises, colour should become your ally. Adults can do this by viewing their use of the language of colour correctly. Children start with a limited palette of the brightest colours from the bottom of the age ladder. They begin with red. Their choices expand and widen as they grow towards adolescence. Colour is the first characteristic which babies and children distinguish in their environment. We are aware that children perceive only black and white colours (light and darkness). This may be true at birth, but as the months pass, the situation undergoes radical changes. First children start to distinguish red colour. Later they start to perceive other bright colours such as yellow, and progress to the others in the spectrum. When little children begin to draw and colour, their works are bound to portray bright colours. Toddlers themselves tend to be attracted to brightly coloured toys and motifs. Numerous academic researches show that childrens preferences change with increasing age. Many children under ten when asked, will identify red (or pink) and yellow as their favourite colours. Those above ten say that they start preferring blue. Experts who study child development consider it to be with the process of growing up. They tell us that such changing preferences tie in with changing and improving abilities, with maturity and the perception of different moods. Educationists have also found that colour preferences are closely connected with the gender. Numerous researches show that most little girls from the age of six onwards prefer pink, lavender or violet. Little boys like black and other dark colours more than girls of their age. Adults accustom little girls and boys to like certain colours. The question here is, are girls and boys colour choices acquired or natural/innate? Speaking about emphasizing certain characteristics by means of colours, gender identification is only one example. If you see a childs chart done up in bright colour, it could advantage the child who has drawn it by being not only meaningful, but memorable as well. As explained, the childs memory of the colours used may open the door to what the colour enclosed or signified in text. Again, the child is learning by making associations. Publishers are aware of this fact and have used colour in childrens and teenagers books to the maximum advantage. You also can use it to teach, motivate and inspire children who draw their inspiration from you. Colour language and children First consider how children get acquainted with colours. They learn to distinguish them long before they know their names. Children learn the names of colours at around the age of 2-5. Girls usually identify colours earlier than boys. Of course, all children develop differently, as the process of growing up is connected with the state of nervous system. Here are typical associations between colours and where a child can find them, in the natural form. It is helpful information as young children progress through their charted Mind Map Yellow bananas, lemons, sun Red apples, tomatoes Blue jeans, sky Green peas, grass, leaves Grey an elephant Brown a bear, tree bark Illustration Research has shown that, for example that if you were to paint an apple blue, show this blue apple to a child and ask him what it is, it takes him or her more time to recognize it. Come to think of it, a child could find a blue apple funny. It testifies to their sense of humour and the ability to laugh at clumsy things and things that are incorrect. If a child uses such symbolism in a Mind Map, he is expressing his sense of humour. He may also be getting some facts to stand out. Maybe you want to learn and teach a language. Your child is having to learn one. Some languages such as French and Hindi have more than one gender. There may be two genders-masculine and feminine; or three-masculine, feminine, and neuter. Gender is always crucial and has to be learned along with the vocabulary. The way to do this is to add a further dimension to your mental image of each word by colouring it according to its gender. You can choose your own colours for masculine, feminine, and neuter (if necessary), but you must stick to using the same ones all the time. As you learn each new word, mentally apply the relevant colour to the image. You might choose blue for masculine words, red for feminine. Then, if the word dog is masculine, colour it blue; if the word door is feminine, colour it red. Let a child do this, and it could bring out the most humorous side, leading to fun and game playing and memorizing. Note: not true. Try Hindi words and colour them. Chapter 5- Fun and games in Mind Mapping This continues from where Chapter 4 did not leave off because children like to have fun. Everyone who is six or seven or eight years old likes to play. The nine and ten year olds like to play physical and mental games as well as their interests begin to turn towards the world, towards themselves and their cohort group. This broad description is true for all children, within the varieties of their individual personalities, geographical location and material to play with. Children in this country fit into childhood along conventional lines, then grow up with greater awareness of the opportunities at their disposal, or the lack of opportunities. It is impressed upon children in India that school work and outdoor activities should be given maximum value. Our children are taught to respect and please their elders. They are given to understand that success in the future is based on this. There is also currently a move to ease the pressures of serious, academic school curriculum under any of the national boards. The total expected of school children is a great deal. Concerned adults have come to understand that there is more to growing up than serious study and not stepping out of line. They have come to understand that a factor such as childhood fun, has to be maintained for children. Educationists have provided a powerful tool. They have provided a concept such as Mind Maps, which allow the academically driven child to use tools such as fun and games to study. The medium of such study is the Mind Map. The drive is towards a balance between school related activities for junior and secondary school children. It is also the reason why Mind Mapping is being picked up by parents and teachers for young children, and the reason why children are responding readily to learning through Mind Mapping. Adults who enable children to Mind Map are aware of the nature of Mind Mapping. Children approach the process as though it is a craft which they can handle and get better at, a kind of hobby. They say that they look forward to Mind Mapping because of the fun element that it embodies. When a child of six starts out with Mind Mapping, he thinks of it as a learning game and possibly another form of childs play. Different types of play Physical play Motor play provides critical opportunities for children to develop both individual gross and fine muscle strength and assists coordination of movement and muscle, nerve, and brain functions. Recent research has confirmed the critical link between stimulating activity, logical thought (maturity) and brain development. Young children must have ample opportunities to develop physically. The process takes place through motor play and increases the young childs confidence towards more physical activity. Social Play A variety of opportunities for children to engage in social play are the best mechanisms for progressing through the different social stages. Children are placed in a group with their peers in the process of attending school. By interacting with others in play settings, children learn social rules such as, give and take, reciprocity, cooperation, and sharing. Through a range of interactions with children at different social stages, children also learn about their own wants and emotions. The interactions with their peers and older children teach them to apply modelling and to use moral reasoning to develop a mature sense of values. Children need to participate in a variety of social situations so that they can function effectively in the systems of learning and application of that learning. Constructive Play Constructive play is when children manipulate their environment to create things. It could take place when they play with sand and water, construct simple toys such as dolls and miniature models and draw on the floor and wall with whatever they have at hand. Constructive play allows children to experiment with objects and figure out patterns and combinations that work and dont work. They make simple conclusions about their play and art, about song and achievement. Constructive play gives children a sense of accomplishment and empowerment. It gives them the realization that they can make a difference to things around them, their environment. It is childs play which provides the child with the realization that she can handle and manipulate objects for different purposes. The child with growing confidence translates these conclusions towards manipulating words, ideas and concepts. Fantasy Play Six and seven and eight year olds gain an understanding of mental operations and think logically about concrete events but have difficulty understanding abstract concepts. Abstract concepts are matters which can be explained and talked about, like whether the rules of a game are right or unjust. As their mental operations grow, children close to ten and above begin to think in logical ways, though they may not recognise this fact as well as their parents or teachers. They are reasoning and building on any mental operations from an earlier age. Children teach themselves abstract symbolism. They can deconstruct from the final product of constructive play. They learn to role play and apply imagined situations. They experiment with language and formulate their own words and expressions. They are exercising their imagination and diverse relationships at home and with friends. In addition, children develop flexible thinking and learn to base information on factors beyond the immediate. Adults may think that particular children are describing the parameters of a different truth. It is just that children are trying their best to stretch the boundaries of their lives and are testing adult-given rules. Other ideas, concepts, dreams, and histories are all part of fantasy play. In a society driven by technology and the absolute, children have to practice with any and all forms of abstraction time, place, amount, symbols, words, and ideas. In a way, these are essential for growth for a childs mind. Games With Rules Developmentally, most children progress from an egocentric view of the world to an understanding of the importance of social contracts and rules. Part of this development occurs as they participate in traditional games. In traditional societies, the girls play a different set of games e.g. rhymes set to the swing of the skipping rope. Boys wait to be included in football and any ball game, just like the boys in the more senior classes. The games with rules method teaches children a critically important concept that any business in life has rules (laws). It becomes apparent that Constructive Play comes to the fore when children Mind Map. Children work with materials of paper and pencil, they accomplish something and feel empowered when they have tackled something like a difficult lesson, completed their homework and done well in an exam thanks to the Mind Map of that topic. At a secondary level, Social Play was involved if the children undertook the Mind Map as a team. It was fun, and also had Games with Rules. Within the free form of the Mind Map, there were steps to be taken and motor coordination as in Physical Play. The rules of the games have been researched and studied. A Mind Map is fun for young children to make. As far as they are concerned, it is a better way to learn. It not the type of learning that imposes on their faculties. They can take any fact from their texts or a lesson taught during the week. They can look inside their minds or their texts or books from the library or from what their teacher said. They can put it down colourfully while they connect other interesting facts to the central one. They can have as much fun putting in on paper colourfully and as correctly as they can. A good idea never loses its currency and simple ideas are often the best ones. As they become accustomed to using Mind Maps and learn in a visual way, they should be encouraged to use them for taking notes in school. The quick shorthand way of recording information carries on being a great, fun way to study. When they get to the stage of doing school tests, they should be shown how to summarize entire chapters of their schoolbooks on a single page Mind Map. Revision can be fun too, as the children grow more sure of what they know and how they will recall facts and events for the test. Mind mappings can help revision, even if teachers course notes are conventional. They condense material into a concise, memorable format. You have sown the first seeds of structured thinking and have used your kids natural associated memory to learn things without the pressure of getting every little bit right, without the option of exerting their own creative play options of what ifà ¢Ã¢â€š ¬Ã‚ ¦? It really is that simple and your kids will thank you for this gift of learning in the years to come. Once they become addicted to using the computer, you can introduce them to electronic versions of Mind Mapping which can be bought cheaply on the internet and downloaded immediately. Your children have accumulated data in Mind Map form. They have observed the strands of their accumulated knowledge and made more associations than in the early attempt. The completed Mind Map is a thought-generating tool and the best part of it as far as the children are concerned, was the fun they had and the games-type play they had while they went about it. Mind Map game boards The board games promise idea generation, fun and creativity. They sound just like Mind Maps, in fact. The game boards can be used for light-hearted fun and idea generation, both for school work and at home. As with Mind Maps, adults try them out first. The objective is to generate random new ideas in a fun way. Older children work towards team building and solution finding. Key elements of the game contain spaces where inventive young minds can add words to elements known as thought clouds. It includes card paper and labels. Children begin by selecting a theme and adding words to the game board. Here, the random words are selected before the main illustration. This can be placed face down. Then, a dice, coin or disc is thrown on to the Mind Map game board. The place where it lands is the prompt to be followed. Chances are, that the dice will land on a word. The player can select a theme for words to add or select words, the meaning of which is abstract and can be used to denote a great many different things. Remember the Fantasy Play above? The potential uses are infinite. The game boards present a fun, imaginative and creative way to utilise the Mind Map format. Fun can also be added to the game board by sharing out or selecting chores. Using associations Childrens and adults alike love to form links between pieces of information, building up a repertoire of associations. When any brain receives new information, it searches in its long-term memory for something the same or similar, so that it can understand what it is. This happens in less than an instant and is not a conscious process. Creating associations is the second stage of Mind Mapping as you will remember. Creating associations is also very helpful in improving memory. By actively creating a personal link for your brain to hook on to, you give your memory something to work with, helping it to retrieve it later. Play association games-perhaps your child will carry on with it on bus journeys to school: she will ask her companions given a word (maybe a key word from an interesting language or history lesson) what is the first thing they think of? It leads to peer group learning, but informally, out of the class room. It speeds up the process of making associations, a technique that helps to improve memory. Memorising facts and figures Being able to recall facts and figures improves a childs chances of doing better in exams and also her general knowledge-and is invaluable if she want to enter quizzes or competitions. There is the Association Technique which will be described in much details later. Basically, your child learns to create an image out of each piece of information, then she learns to link them together. For example, if she wants to remember that Pt Jawaharlal Nehru was the first Prime Minister of India in 1947, she would create an image for the year and attach it to Pt Jawaharlal Nehru giving his freedom at midnight speech. The important thing is to create an image that is memorable for her and therefore will help her to recall the associated information. Crossword, word and maths games Childrens brains are always more active than adults. Exercises that keep your memory and brain active can also be undertaken by them. They would require some mental effort. Crosswords and word games are excellent, because they are pushed to recall words that they might not use regularly. It increases their vocabulary, important in any subject and with any learning method, especially Mind Mapping. Remember the importance of key words in Mind Mapping? Children would be encouraged to use the newly learnt words more often. That in turn makes them more articulate and confident. Childrens puzzle books such as crossword puzzle books are available in plenty in any book store. For children as young as six, it would also lead to a general love of puzzles and maybe on to participation in general knowledge quizzes. In addition, most of these puzzle books can be coloured by pencil or crayons, thereby increasing their sense of what colour means to them personally. Play word games with your children. It will help stretch them in a fun way while keeping you on your toes. Practice mental arithmetic when you are stuck in traffic and present the problem with your children. You know the answer when you practiced it in your head. It train children to do simple arithmetic in their heads from a young age whenever the opportunity arises. You could ask a six year old to add up the cost of the items in your cart before you get to the checkout. Or you could ask your ten year old to divide a restaurant bill between your friends or his. The method has an additional benefit of getting him to grasp the value of money. try You can always confirm the results on a calculator and also show him how to do this. As your mind becomes more efficiently active at simple arithmetic, he will learn to rely on it. It keeps his short term memory agile and he appreciates how simple sums can be used in everyday life. Your child will do his maths Mind Map with small sums in the associated links in very little time. The Mind Mapping Game This was taken from a verified and respected blog. The contributor refers to Getting Things Done, a book by David Allen. One of the steps recommended in Getting Things Done is to brainstorm to capture all the elements necessary to complete a project. The suggested way to do this is via Mind Mapping. The author says that when he first heard about Mind Mapping, it was in senior school and he was a snotty know-it-all who thought that he was above every concept that he did not already know. Which meant that he kind of brushed it off. He claims that now that he is an adult and a bit more mature, he is giving it a try using a piece of software. He is not just giving it a try. He has discovered that Mind Mapping is a blast. The one random topic he picked is providing a lot of entertainment. More than this, just getting the thoughts out of his head is a rewarding experience, and it is revealing a lot of the steps necessary to complete the project. He definitely recommends giving it a try. He recommends that other adults experiment with Mind Mapping on their next project. He just wishes that other than finding out about Mind Mapping when he was in senior school and when he did nothing about it, that he had started still earlier. He wishes that someone, anyone of the adults had made him sit down and actually do a Mind Map. He would have got a great many things done, he feels. This is his greatest regret that he has woken up to how to manage his time, improve his memory and creative instincts at his late age. He is having a blast, but he could have done that some twenty years ago with Mind Mapping.

Free College Essays - Analysis of Sister Carrie by Theodore Dreiser :: Sister Carrie Essays

An Analysis of Sister Carrie It was 1889; Carrie Meeber, an eighteen-year-old girl, was boarding a train from Columbia City to start a new life with her sister and her family in Chicago. Columbia City was a small town that did not have much to offer to anyone who wanted to make something of themselves. But in Chicago Carrie believed she would be able to find work and get good money. Chicago, in 1889, had the peculiar qualifications of growth, which made such adventuresome pilgrimages even on the part of young girls plausible1[1]. When a girl leaves her home at eighteen, she does one of two things. Either she falls into saving hands and becomes better, or she rapidly assumes the cosmopolitan standard of virtue and becomes worse2[2]. Once Carrie arrived in Chicago and settled in with her sister and her husband she started to see that living in Chicago was not going to be as easy as she thought. She had to get a job and pay rent, not to mention buy the things that she wished to. Most women stayed at home to take care of her children, make meals, keep house, and to care for the sick in the late nineteenth century3[3]. Only five percent of married women held jobs outside the home in 19004[4]. But some did go out looking for work in order to help their family out as much as possible with their bills. Carrie wanted to go out and make something of herself. Trying to find a job was a difficult task in itself. "Well, we prefer young women just now with some experience. I guess we can't use you."5[5] Carrie heard this over and over again. Until finally finding a job that paid her three and a half-dollars a week working in a shoe factory. This was a grueling task working with leather non-stop in a hot stuffy overpopulated room. After becoming sick she lost her job at the shoe factory and so later on her very good friend Drouet got her a part in a theatrical performance at a Lodge. Theaters were a big thing at the time for entertainment. Many middle class people would go and see a matinee maybe once a week to have some fun. At this time in the late 1900's there wasn't much for people to do at night and on weekends except for staying at home.

Can Computers Understand? :: essays research papers

Can Computers understand? 1) Thinking is the hallmark of understanding. 2) Only special machines can think. 3) If something can think it can understand. 4) Only special machines that can think can understand. 5) "Mental" states and their resulting actions are products of the center of activity (brain). 6) To understand, thoughts must be produced by the brain. 7) A computer's mental states and events are controlled by a program. 8) The program is not a product of the computer. 9) A computer does not produce "thoughts" in its brain. 10) A computer cannot understand. John Searle addresses the point of the ability of Artificial Intelligence (AI) to understand, in Mind Brains, and Programs. His main argument is that because AI's are computers and computers have no thoughts of their own, they cannot understand. Any actions being performed to simulate behavior are confined by the programs available to the computer. He presents the example of a man linking Chinese characters and appearing to know the language, but in reality the man is just following the instructions given to him ( the program). This example serves well to explain how although a computer can look like it understands a story, it can do no more than "go through the motions." Of course such a definitive standpoint on an issue as controversial as the capacity of an AI to understand will draw many critics. The criticism of his theory that I find to be the most credible is The Other Mind Reply offered by Yale University. This line of thinking asks: if behavior is what we can determine the presence of cognition through, and an AI passes a behavioral test, why don't we attribute cognition to it? I myself do not believe in the philosophy of AI understanding, because to support either side on this issue one must have a belief for or against the

Nanak and the rise of Sikhism

Sikhism is a religion that is originated in India, the origins for this religion come from the teaching of Guru Nanak poet and religious teacher and his successors . The teachings of Sikhism emphasize on the principle of equality of all humans and rejects discrimination from caste, creed, and gender . Another important concept from the Sikhism religion are faith and justice . Sikhism is a monotheist religion , which is that they believe in only one god. The Sikhism traditions and teaching come from the history , society and culture of the Punjab. This monotheist religion was founded in the fifteenth century in the Punjab nation . It is the fifth largest organized religion in the world and the fastest growing . Followers of the religion are known as Sikhs and number over 26 million across the world . The vast majority of this followers live in the northwest India, in the Punjab region and in Demi. Sikhism comes from the root of two religion , which are Hinduism and Muslim. Nanak teaching are what brought these two religions to form together into Sikhism , which was the most significant attribute of Sikhism that attracted my attention the most , the teaching of Nanak and how it formed a new religion . Before Nanak , there was Kabir who was born Muslim , Kabir started combining Hindu bhakti with Muslim sufi mysticism and taught the path of love of god . Kabir traveled his message across the north Indian plain , we he collected followers . The most significant being Nanak . Unlike Kabir , Nanak was born into Hindu parents in 1949 , in the Punjab nation. Nanak was born into a a family of business men and followed along with his families path and also became a business man and married and had to kids during his earlier life . Nanak was so influenced by Kabir and driven by his spiritual quest of god that he left his family to spread his beliefs like Kabir. Nanak was what brought the religion of Sikhism to life his teaching and beliefs really moved people , which what spoke out to me the most of how a man can develop a new religion form his beliefs and his teaching. The turning point in Nanak’s life was when he was around thirty and he was bathing in the river where he disappeared into the water , while everyone was thinking he had drowned . When he disappeared he spoke to god , in where god challenged him to remain unpolluted by the world and to practice charity , ritual bathing , service , and meditation . After Nanak had gone through this and appeared again he mumbled his message â€Å"There is no Hindu ; There is no Muslim â€Å" , which were a significant part of the journey of Sikhism. After this religious encounter , Nanak had with got his teaching from Sikhism expanded and got more intense . Nanak wandered through the Punjab region , teaching his message to anybody that would listen , he combined both Hindu and Muslim into one each bringing their own unique attributes to Sikhism . One of the most significant words that came from this religion where â€Å" Realization of the truth is higher than all else, Higher still is truthful living â€Å" , this words come from Nanak teaching and philosophy. Sikhism is one of the worlds most growing religion with more than 26 million followers around the world , all result of one man and his teaching and experiences and the combination of two religions . Sikhism is such a strong religion that has held itself as one of the fifth largest religions worldwide and will continue to do so , which makes it fascination on how the teaching of two religions brought a whole other religion form teachings that has its own set of values and views.

Where you may get it wrong when writing English Essay

Reporting and Paraphrasing Introduction Paraphrasing is the use of different words to express meaning or clarify either written or spoken statement. Paraphrasing is a commonly used feature when writing. It is when one puts another person’s ideas in his or her own words (someone else’s ideas in your own words) and not just rewriting a paragraph. Some of the important words in paraphrasing include: passive this is written from an active sentence. I.e. John drives a car, this active the passive form of this is a car is driven by John. Existential clause in a sentence refers to the existence of something (there exists or there is) (Barkho, 2011). For example, ‘there are girls in the class’ this is an existential clause. Extra-position is the act of putting the keywords at the end of a sentence (Barkho, 2011). For example, ‘how frustrated with their kids are they?’ This can be rewritten as ‘how frustrated are they with their kids?’ cleft sentence is one that contains a main c lause ‘as well as a dependent clause’. I.e. who did Stan see at the party? It was Nick that Stan saw at the party. It was Stan who saw Nick at the party. The three sentences can be written as ‘Alice told me that Stan saw someone at the party that he knew from his high school days. It turns out it was Nick that Stan saw at the party. Fronting or preposing. Is a sentence construction in which a word group that customarily follows the verb is placed at the beginning of a sentence? (Barkho, 2011) For example, the garage was on the right of the house, ‘On the right of the house was the garage.’ Reported speech is the opposite of the direct speech for example I like ice cream (Direct speech). She says she likes ice cream (Reported speech) (Barkho, 2011). Question 2 article                   Mick and his brother Trig are hanging on a rail outside their home enjoying the scene of the neighbourhood. Dressed in their trainers, the caretaker to their estate sees them ordering them down from the rail. 19 year old Mick who himself is a member of the east London gang shouts back at the caretaker and threatens to beat him up. These kinds of confrontation between Mick add the caretaker is the order of the day in the inner-city London, symbolizing broken Britain. Having been raised from a broken family (fronting), his life had gone a mess. He indulged in sex at the age of 14 and at age 15 he was doing drugs. Despite his good performance in GCSE which could have enabled him secure a place in Sixth Form College, he only looked forward to one place that he dreamed of joining was Feltham jail (Reported speech). This urge came from the time he watched a documentary on TV which portrayed young inmates. Mick’s wish was achieved (passive) when he was sentenced (passive) for 14 months after being charged (passive) with robberies in east London. According to Mick, the Feltham turned to be the best place he has ever been. Three meals in a day, TV, private bedroom (existential) and other luxuries are part of what you enjoy in the jail. The impression to the young people outside is that, they want to be jailed as they think it is an honour, and it is even better than school. The mentality in the jail among the youth is that one does not have to hustle for a living as everything is provided. For the rest of boys in the streets and outside there, going to Feltham is a key part in their lives. Moreover, they find it a substitute to their homes and the chaotic life associated to the homes. The main question arising from this perception is ‘if the prisons are no longer deterrent, then what could be to the young ones in the society. Lewis refers to Mick as a head case Mick. This is after saving him from the young gang that hand threatened to him. Lewis got Mick into a plumbing course hoping to turn him round but to no avail. Despite the situation Mick talks of other gangs made of youth such as the Black hawk boys and Asian gang. However, his group is the most feared d in east London. Despite the police being aware of his group, they are not successful in hunting them down as there is no particular group leader. Mick’s day is entailed with taking care of the drug business. He gets the staff from the supplier, and takes to his customers, later in the day he enjoys the evening with his girlfriend. Despite dong the drugs, Mick claims it is easy to sell wind, but it does not make good money as cocaine and heroin do. Despite the rotten life in drugs, Mick has a dream of a good big house and cars and hopes to one day get a job, but he is not sure of the best time to legit. A two year feud with another boy leaves Mick with a gashed lip. Despite respect for Lewis, Mick plans to make it even with the boy by revenging. He likens the life to a video game you either die early or you play to the end. The incident makes Mick always walk around armed with a weapon (9mm Glock pistol). The jail is not solving the purpose intended, and Lewis looks for an alternative to save the at-risk boys in London. He looks forward to coming up with 1000 ‘Capital Men’ to save the boys. However, the menace has greatly the black families which the politicians have all feared to address. After a period of 5years in drugs and city crimes, Mick is tired of it now. However, trig who has all time watched his mentor Mick, says, â€Å"I dint fear Feltham if Mick made it, I can also handle it†. At the end, Mick says â€Å"Young people are like blind people crossing the highway. They cannot be able to tell what coming down road and instead he to me for guidance. Felth am was a good experience but as one gets older, you comprehend there are better places to go on holiday. I can tell Trig that, but I highly doubt he would even listen to me.† (Direct speech). References Barkho, L. (2011).  Where you may get it wrong when writing English: A practical guide for students, teachers academics and professionals. Norderstedt: Books on Demand. Smaby, R. M. (1971).  Paraphrase grammars. Dordrecht: Reidel. Source document