The Appeal to (Irrelevant) Authority (Logical Fallacy)

The appeal to (false or irrelevant) authority  is a  fallacy in which a rhetor  (public speaker or writer) seeks to persuade an audience not by giving evidence but by appealing to the respect people have for the famous. Also known as ipse dixit and ad verecundiam, which means he himself said it and argument to modesty or respect respectively, appeals to authority rely entirely upon the trust the audience has as a speakers integrity and expertise on the matter at hand. As W.L. Reese puts it in Dictionary of Philosophy and Religion, though, not every  appeal to authority  commits this fallacy, but every appeal to an authority with respect to matters outside his special province commits the fallacy. Essentially, what he means here is that although not all appeals to authority are fallacies, most are — especially by rhetors with no authority on the topic of discussion. The Art of Deception Manipulation of the general public has been a tool of politicians, religious leaders and marketing experts alike for centuries, utilizing appeal to authority often to support their causes with little to no evidence for doing so. Instead, these figureheads use the art of deception to leverage their fame and recognition as a means to validate their claims.   Have you ever wondered why actors like Luke Wilson endorse ATT as Americas largest wireless phone coverage provider or why Jennifer Aniston appears in Aveeno skincare commercials to say its the best product on the shelves? Marketing firms often hire the most famous A-list celebrities to promote their products for the sole purpose of using their appeal to authority to convince their fans that the product they endorse is worth buying. As Seth Stevenson posits in his 2009 Slate article Indie Sweethearts Pitching Products, Luke Wilsons role in these ATT ads is straight-up spokesman — the [ads] are horribly misleading. The Political Con Game As a result, it is important for audiences and consumers, especially in the political spectrum, to be doubly aware of the logical fallacy of merely trusting someone on their appeal to authority. In order to discern truth in these situations, the first step, then, would be to determine what level of expertise the rhetor has in the field of conversation.   For instance, the 45th President of the United States, Donald Trump, often cites no evidence in his tweets condemning everyone from political opponents and celebrities to supposed illegal voters in the general election. On November 27, 2016, he famously tweeted In addition to winning the Electoral College in a landslide, I won the popular vote if you deduct the millions of people who voted illegally. However, no evidence exists that verify this claim, which only sought to alter public opinion of his opponent Hillary Clintons 3,000,000-vote lead over him in the popular vote count of the 2016 U.S. election, calling her victory illegitimate.   Questioning Expertise This is certainly not unique to Trump — in fact, a large majority of politicians, especially while in public forums and on-the-spot television interviews, use an appeal to authority when facts and evidence are not readily available. Even criminals on trial will use this tactic to attempt to appeal to the empathetic human nature of the jury in order to sway their opinion despite contradictory evidence.   As Joel Rudinow and Vincent E. Barry put it in the 6th edition of Invitation to Critical Thinking, no one is an expert on everything, and therefore no one can be trusted on their appeal to authority every time. The pair comment that whenever an appeal to authority is introduced, it is wise to be aware of the area of expertise of any given authority — and to be mindful of the relevance of that particular area of expertise to the issue under discussion. Essentially, in every case of appeals to authority, be mindful of those tricky appeals to irrelevant authority — just because the speaker is famous, doesnt mean he or she knows anything real about what theyre saying.

My Family A Christian Family - 1463 Words

I grew up in Peru in a Christian family, more specifically, an Evangelical one. At first, my family was Catholic however, in the year 2000 we converted to Evangelical. The mom of one of my friends in preschool invited my parents to her church’s anniversary and that is when everything changed for my family. Back then, I was a 6 year old child who did not have an understand of what was happening; all I can remember is my parents taking me and my sisters to the church every Sunday. By seeing old pictures, it is noticeable how my family changed completely after all of this. Before, as Catholics, we did believe in God and my three sisters and I were baptized in water when we were babies; however, we just attended church on special days or†¦show more content†¦In 1529, the â€Å"Protestant† word started being used since they were ‘protesting’ against the Church and its system; before that, these people referred to themselves as â€Å"reformers† because the word â€Å"protestants† sounded aggressive and negative. Therefore, different denomination names started appearing and each of them moved from Europe to different places, like America, where they started establishing themselves. I would only discuss about the Methodists and the Evangelical denominations since these two had been part of my family and my life as I grew up as a Christian. The Methodists were formed in England guided by John Wesley and they finally established themselves properly in America after the American Revolution. Before that, Wesley and other missionaries came to America, however, it wasn’t until around 1760 when they start settling their church successfully in colonies across the South and West (The United Methodist Church, 2016). I learned some of this during middle and high school since I attended a Methodist school and I had to know their history. My parents put me there because they found out that the Methodist and the Evangelical religion share a lot of things since both started from the Protestant movement. Talking about the origins of the Evangelical religion, it also appeared in the 18th century as part of the Protestantism, however, it involves a lot the different denominations that moved here to the United States. What help definingShow MoreRelatedMy Understanding Of Family Life And The Meaning And Content Of Christian Faith955 Words   |  4 Pageslistened to the radio broadcasts provided by the conservative Christian organization, Focus on the Family–both the daily broadcast on family issues and the weekly broadcast of the radio drama for children, Adventures in Odyssey. My understanding of family life and the meaning and content of Christian faith was heavily influenced by these broadcasts. I listened carefully to the dangers of straying beyond the strict confines of conservative Christian morality, and I can still hear the emphatic tone of voiceRead MoreReflection Paper On Structural Family Therapy755 Words   |  4 Pages As I Christian, I hold relationships in high esteem because I believe that relationships have the potential to highlight God’s glory in a unique way. I agree with S. J. Grenz (2002) that â€Å"the image of Cod does not lie in the individual per se, but in the relationality of persons in community† (p. 54). I believe that Satan knows this truth and attacks relationships in order to ruin God’s glory. In my opinion, this is evident by the amount of pain that occurs in relationships. I desire to bring gloryRead MoreAnnotated Bibliography On Family Therapy1629 Words   |  7 Pagesthis paper is to prepare an an notated bibliography on family therapy with emphasis on ethnicity and sociocultural influences on the problems of communication. This research includes twelve resources on authors with the following annotations: Delineation of the main focus or purpose of each author s work; Background and credibility of each author; Intended audience for the work; Any unique feature of the work; Theoretical understandings; Family therapy strategies or techniques; and a Conclusion orRead MoreFamily Ministry : A Comprehensive Guide928 Words   |  4 Pagesthis class with reading what Family Ministry is defined as opened up my view on how Family Ministry can be diverse in a variety of understanding. Diana Garland stated that â€Å"family ministry is any activity that directly or indirectly (1) forms families in the congregation community; (2) increases the Christlikeness of the family relationships of Christians; or (3) equips and supports families for the work to which they are called together.â⠂¬  Earlier in that reading, Family Ministry: A ComprehensiveRead MoreChristian Worldview Essay Paper1121 Words   |  5 PagesChristian Worldview Paper – Second Draft Christine Reiter CWV 101 – Christian World View 11/25/2012 Dr. Jim Uhley My Worldview My worldview is formed by my relationships, challenges and choices I have made, environmental surroundings and my family influence, all which have impressed on me my views of the world. According to Merriam-Webster’s Learners Dictionary, the definition of â€Å"Worldview† is â€Å"The way someone thinks about the world†. Although this simple phrase seems to the point, itRead MoreThe American Suburbs Are A Valuable Community For Families1669 Words   |  7 Pages The American suburbs are a valuable community for families. Some would debate that they are the best place to raise a family. They can provide a safe, loving, and nourishing place for a children but can also be a sheltered place to grow up. Suburbs are places with community and family and are a very important part of today s society and culture. â€Å"For many Americans the word suburb conjures up an image of post-world war II single family tract homes, products of the age of automobiles and superhighways†Read MoreHow do We Say our Last Good Byes in Mexico and in India Essay968 Words   |  4 Pagesthe culture, religion, customs and our own beliefs. However, there are some diffe rences between Indian Hindus and Mexican Christians as well as similarities between both countries and religions. Cooking their favorite meals on their deceased loved ones birthday, and anniversaries, is just one example of similarities they both have. Jumpa Lahiri describes that Gogol and his family prepared Ashoke’s favorite meal (Gogol’s father) on his first death anniversary (Namesake, Chapter 7). First, CustomsRead MoreFamily : Family With Family Essay1444 Words   |  6 PagesFamily Interview Family Therapy is a great way to open up and really get concerns and issues out in the open with families. The assignment was to have a non-clinical family interview, it was not like a therapy session, but it gave great insight of have a family session could go, it was a great experience. It allowed me to be the interviewer and ask questions about a family. It was a really interesting assignment. 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Also, I have fun attempting to learn my native ancestral languages (impartially German,) dinning on European cuisines, and staying up-to-date on the latest European fashions. Like most Europeans, I too identify myself as being Christian. Unli ke most Europeans however, I take my Christian faith quite seriously. I try my best

The economic essential of digital strategy - MyAssignmenthelp.com

Question: Discuss aboutThe economic essential of digital strategy. Answer: Introduction This report depicts the effect of digital disruption in the business organization, Netflix. It is defined that before and after the digital disruption different level of changes might occur that would again make measurable changes in the organizations too. Adoption of new different technologies acts as a catalyst for business success (Bradley and OToole 2016). In order to provide an effective digital future to the business organization the system developers of the organization wills to change the digital platform from the traditional one. The identified issues for which the changes are required are elaborated in this report. In addition to this, the status of the work centered analysis before and after the digital disruption are illustrated in this report. One of the most well known American entertainment companies founded in the year of 1997 had to face digital disruption due to their initial business model (Moller, et al. 2017). The company was specialized in serving streaming media, DVD and also on demand online videos. In 2017, the company had around 109.26 million of consumers throughout the world. Basically their efforts for producing new products with high security and additional content their profit is also ranging from the $16.9 to $21.10 within 2017. Discussion on case details of Netflix Netflix is a streaming service provider that allows the consumers to watch wider variety of different TV shows, movies as well as documentaries. It provides different internet connected devices too (Kramer and Kalka 2017). Moreover, it can be said that, Netflix allows the consumers to enjoy unlimited opportunities to view different contents even without any kind of commercials. Though the company has huge number of viewers throughout but still for getting more competitive advantages they wished to expand their business and during making this change, they faced different issues those are required to be resolved sooner. In order to add more contents such as TV shows and movies as well they must undertook digital disruption in their company (Rosenstand et al. 2017). However, in order to gain measurable revenue from the competitive market including meeting the requirements of the consumers they changes their service platform into a cloud based one. Proper identification of the case Problems of Netflix case In the year of 2016, Netflix company announced that, they are willing expanded their business in around 130 countries within a day only. However, their service will not be available in China International market. Though, the expectation delivered a mixed resultant to their consumers and even to the company. In the initial three months of 2016, the net profit of the company was calculated to be internationally good. On the other hand in the second quarter of 2016, they failed to reach their expectation (Davis and Zboralska 2017). However, after the forecast of the company, it is found that the growth of the way for the company was below the street target measured by the company. The reasons for which they faced trouble in the international market are as follows: Local content limitation: There is a different company who serves effective service throughout. This particular limited amount is extremely related due to the religion competitors in the developed marketplace such as France, Germany etc (Riemer et al. 2015). It is found that the contents offered by Netflix are limited and the other competitors of the company offers more localized content to their consumers. This is a major trouble to the company which is needed to be resolved. Barriers in language: Netflix mostly offers English contents to their consumers that might hamper many counties like Russia, Portugal demand. According to the census of 2010, only 5% of the country could speak English. Therefore, language barrier is referred to as main issues for Netflix that hampered the revenue of the company. High expense: Many companies are there which offers similar kinds of services to the consumers. In order to develop the market of the competition level, significant changes are needed to be considered by the company. The initial requirement of any consumer is to adopt affordable subscription services (Flew 2017). However, in case of Netflix the monthly subscription charge was found to be very high than the others. This is the reason for which the number of consumers for the company is reducing day by day. Goals of the case The goal of Netflix is to deliver successful, on-time and affordable services to the consumers throughout the world avoiding expense issues and language barriers as well. It is expected that as soon as the company would start delivering affordable services to the consumers it would be able to gain competitive advantages and measurable revenue from the market as well. Moreover, the goal of the company is to resolve all the identified issues including few of the flaws. Other current ethical issues that have been identified by Netflix is that they lied to the public about their services openly. Therefore collective it is determined that the goal of the company is to deliver data caps those are restricted to avoid ethical dilemma. Apart from this, the communication team of Netflix also wills to offer good streaming experiences for the consumers for avoiding unexpected fines from the mobiles service providers. Challenges associated to digital disruption Different challenges might occur after the digital disruption. It is define that if digital disruption took place in the companies then the operational and functional ability of the company would be affected automatically (Kramer and Kalka 2017). The challenges associated to digital disruption are as follows: Security: During the digital disruption due to lack of security most of the information could be hijacked with unauthenticated external assaults. Data loss: In order to avoid the issues with services, delivery and price the company is willing to transfer their digital platform to a cloud based one. It is expected that it would help the business organization to resolve the issues accordingly (Valentine 2016). While changing the platform information might get lost from the server. If proper backup and disaster recovery plans are not added to the services then, data would surely get lost and cannot b ever retrieved again by the service providers. Recommendation to the company Different alternative solutions are there that helps to ensure the improvement of the Netflix services. The recommendation for the company is as follows: Development of modern streaming to make sure that Netflix has reached the growth of the operators To avoid the poor streaming issues throughout the world is facing Consumers should get on-time and secured services Implementation plan based on the recommendations In order to avoid the issues of security, communication, lack of availability of local contents Netflix is focused to bring digital disruption in their marketplace. The goal of the company is to deliver on time, accurate secured and enough content to the consumers throughout the world. In order to deliver services avoiding these issues, the company has changed their business model concept entirely. Netflix has developed a web based catalog service to their consumers which are able to rent movies of older time in the DVD format. They could deliver this service through mails also. Through this cloud based online website the consumers could develop their movies wish list (Flew 2017). According to the currently implemented service they would be allowed to deliver three movies from the consumers wish list with a minimal subscription charge which is $19.96 in each month. The profit of this service implies that there would be no such return deadline and late charges for the DVDs sent throug h emails. Even Netflix could also introduce a service for delivering movies and other television shows directly to the consumers PCs. It is expected that with the service quality Netflix could compete apple, Amazon etc. The other reasons for which it is determined that Netflix would reach success are as follows: They could make deals with Disney, CBS and Epix for the TV content This could introduce easy watch services as little as $8.98 per month It would introduce limitless TV and movies streaming services It could separate the online streaming videos and mail services for delivering DVDs to the consumers Conclusion From the overall discussion it can be concluded that, digital disruption is referred to as one of the important steps that has to be taken by different business organizations to minimize the rate of digital errors. Netflix a well-known entertainment service provider company serves their services throughout the world. The classic management textbox theory has predicted that the company should have failed now. While providing services to the company, it has been found that due to lack of security agenda the rate of competition was increasing and the service of this company is lagging behind. Instead of getting competitive advantages the company was facing tough competition from the other companies. Beyond the DVD distribution second act had also been created by the Netflix stock. Due to the knock of innovation at the doorstep, the company wills to change their platform from the previous one to the cloud based one. After identifying the problem, the different changes those have been nee ded and the changes occurred after the digital disruptions are also elaborated in this report. References Bradley, C. and OToole, C., 2016. An incumbents guide to digital disruption.McKinsey Quarterly, May. Davis, C. and Zboralska, E., 2017. Transnational over-the-top media distribution as a business and policy disruptor: The case of Netflix in Canada.The Journal of Media Innovations,4(1), pp.4-25. Dawson, A., Hirt, M. and Scanlan, J., 2016. The economic essentials of digital strategy.McKinsey Quarterly. Evans, P. and Forth, P., 2016. Navigating a world of digital disruption.IEEE Engineering Management Review,43(3), pp.89-97. Flew, T., 2017. Social media and the cultural and creative industries. InSAGE Handbook of Social Media(pp. 512-526). SAGE Publications Inc. Kramer, A. and Kalka, R., 2017. How digital disruption changes pricing strategies and price models. InPhantom Ex Machina(pp. 87-103). Springer International Publishing. Moller, L., Gertsen, F., Johansen, S.S. and Rosenstand, C., 2017, June. Characterizing digital disruption in the general theory of disruptive innovation. InISPIM Innovation Symposium(p. 1). The International Society for Professional Innovation Management (ISPIM). Reddy, S. and Reinartz, W., 2017. Digital transformation and value creation: Sea change ahead.GfK Marketing Intelligence Review,9(1), p.10. Riemer, K., Gal, U., Hamann, J., Gilchriest, B. and Teixeira, M., 2015.Digital Disruptive Intermediaries: Finding new digital opportunities by disrupting existing business models. University of Sydney, Business School and Capgemini. Rosenstand, C.A.F., Johansen, S.S., Tollestrup, C., Haase, L.M., Nielsen, K. and Gertsen, F., 2017, June. Interdisciplinary Digital Disruption Research Framework. InISPIM Innovation Symposium(p. 1). The International Society for Professional Innovation Management (ISPIM). Selwyn, N., 2016. Minding our language: why education and technology is full of bullshit and what might be done about it. Valentine, E., 2016. Governance of enterprise Information and Technology: A new core competency for boards of directors.

Structure of the UN Essay Example For Students

Structure of the UN Essay The League of Nations was a world organization established in 1920 to promote international cooperation and peace. It was first proposed in 1918 by President Woodrow Wilson, although the United States never joined the League. The league was essentially powerless and it was officially dissolved in 1946. This former international organization was formed after World War I to promote international peace and security. The basis of the League, the Covenant, was written into the Treaty of Versailles and other peace treaties and provided for an assembly, a council, and a secretariat. A system of colonial mandates was also set up. The U.S., which failed to ratify the Treaty of Versailles, never became a member. Based in Geneva, the League proved useful in settling minor international disputes, but was unable to stop aggression by major powers. For example Japans occupation of Manchuria (1931), Italys conquest of Ethiopia (1935-36), and Germanys seizure of Austria (1938). It collapsed early in World War II and dissolved itself in 1946. The League established the first pattern of permanent international organization and served as a model for its successor, the United Nations. The UN an international organization composed of most of the countries of the world was founded in 1945 to promote peace, security, and economic development. This international organization was established immediately after World War II to maintain international peace and security and to achieve cooperation in solving international economic, social, cultural, and humanitarian problems. It replaced the League of Nations. The name was coined by President Franklin Delano Roosevelt in 1941 to describe the countries fighting against the Axis powers in World War II.It was first used officially on January 1, 1942 when 26 states joined in the Declaration by the United Nations, pledging to continue their joint war effort and to make peace. The UN Charter, the organizations governing treaty, was drawn up in 19 45 at a conference held in San Francisco. The principal organs, as specified in the Charter, are the General Assembly, the Security Council, the Economic and Social Council, the Trusteeship Council, the International Court of Justice, and the Secretariat. The Secretariat, with the secretary general at its head, handles all administrative functions. Trygve Lie, the UNs first secretary general, was succeeded by Dag Hammarskjld, U Thant, Kurt Waldheim, Javier Prez de Cullar, and Boutros Boutros-Ghali. In 1945 there were 51 members; there are now 185. We will write a custom essay on Structure of the UN specifically for you for only $16.38 $13.9/page Order now The UN has been very effective in keeping peace. Some early UN peacekeeping efforts included the establishment of armed forces to repel (1950) the North Korean attack on South Korea, the mobilization of troops and peacekeeping forces for the Congo, Cyprus, and the Middle East. The UN has prospered as a forum for debate intended to defuse international conflict, and it has worked to aid economic and technological development in developing nations.With the end of the cold war, the UN has become increasingly important to preserving and restoring international peace, most notably in Kuwait, with the authorization of the use of force against Iraq after its invasion, and Mozambique but less successfully in Cambodia, Bosnia, and Somalia. As the demand for peacekeeping forces has increased, however, the funds to pay for them have become harder to raise, and nations have not always been willing to contribute troops, particularly if the risks are high. The UN has been generally effective in keeping peace worldwide but it could be more effective. The UN would need to make changes in its constitution and in structure.A former problem with the UN was the abuse of the veto power by the former Soviet Republic. Another problem with the UN is countries look to better themselves rather than the worldwide community, and this causes countries to vote in blocks. There are three main blocks. The first is the communist block, the second is the western block, and the third is the third World or the Afro-Asian block. A third problem is member nations boycotting the UN. This is where a member nation pulls it ambassador from the general assembly in protest to a resolution. .u45391b6e1e0bfe2240b27f83842924da , .u45391b6e1e0bfe2240b27f83842924da .postImageUrl , .u45391b6e1e0bfe2240b27f83842924da .centered-text-area { min-height: 80px; position: relative; } .u45391b6e1e0bfe2240b27f83842924da , .u45391b6e1e0bfe2240b27f83842924da:hover , .u45391b6e1e0bfe2240b27f83842924da:visited , .u45391b6e1e0bfe2240b27f83842924da:active { border:0!important; } .u45391b6e1e0bfe2240b27f83842924da .clearfix:after { content: ""; display: table; clear: both; } .u45391b6e1e0bfe2240b27f83842924da { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u45391b6e1e0bfe2240b27f83842924da:active , .u45391b6e1e0bfe2240b27f83842924da:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u45391b6e1e0bfe2240b27f83842924da .centered-text-area { width: 100%; position: relative ; } .u45391b6e1e0bfe2240b27f83842924da .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u45391b6e1e0bfe2240b27f83842924da .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u45391b6e1e0bfe2240b27f83842924da .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u45391b6e1e0bfe2240b27f83842924da:hover .ctaButton { background-color: #34495E!important; } .u45391b6e1e0bfe2240b27f83842924da .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u45391b6e1e0bfe2240b27f83842924da .u45391b6e1e0bfe2240b27f83842924da-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u45391b6e1e0bfe2240b27f83842924da:after { content: ""; display: block; clear: both; } READ: Film Production (1681 words) EssayThe problem of veto abuse is no longer a major issue for the UN because the have a veto over-ride when a proposal that

Create a Magic Genie in a Bottle Effect

Create a Magic Genie in a Bottle Effect Drop a chemical into a flask to produce a cloud of water vapor and oxygen, resembling a magic genie emerging from its bottle. This chemistry demonstration can be used to introduce the concepts of decomposition reactions, exothermic reactions, and catalysts. Magic Genie Safety Wear rubber gloves and safety goggles. The 30% hydrogen peroxide used in this demonstration is a strong oxidizing agent which should be handled with care. It is extremely corrosive and reactive. Sodium iodide should not be ingested. The chemical reaction evolves heat so it is important to use borosilicate glass and to take care that the mouth of the flask is directed away from people. Magic Genie Demonstration Materials 50 ml of 30% hydrogen peroxide (H2O2)4 g of sodium iodide, NaI [may substitute manganese(IV) oxide]1-liter borosilicate (Pyrex or Kimax) volumetric flaskFilter paper or tissue paper The peroxide solution is considerably more concentrated than ordinary household peroxide (3%), so youll either need to obtain it from a beauty supply store, chemical supply ​store or online. Sodium iodide or manganese oxide are best obtained from chemical suppliers. Magic Genie Procedure Wrap the sodium iodide or manganese oxide in a piece of filter paper or tissue paper. Staple the paper so none of the solid can spill out.Carefully pour 50 ml of 30% hydrogen peroxide solution into the volumetric flask.Set the flask a counter and cover it with a towel to protect your hands from the heat of the reaction. When you are ready, drop the packet of solid reactant into the flask. Be sure the flask is pointed away from yourself and students. The magic water vapor genie will appear!After the demonstration is complete, the liquid may be washed down the drain with excess water. Rinse the flask and dilute any spills with water before cleanup. Magic Genie Reaction Hydrogen peroxide decomposes into water vapor and oxygen gas. The sodium iodide or manganese oxide catalyzes the exothermic reaction. The reaction is: 2H2O2 (aq) → 2H2O (g) O2 (g) heat Helpful Tips for the Magic Genie Experiment Use of Pyrex, Kimax, or another type of borosilicate glass minimizes the risk of breakage.Rather than dropping the packet of sodium iodide or manganese oxide, you can hang it inside the flask by a string taped to the outside of the flask or secured (loosely) with a stopper. Do not tightly seal the flask! A stopper with a hole or two is safest.  Use a large volume flask, even though youre only using a small volume of liquid. This is because brown liquid can splash up near the conclusion of the reaction. This liquid is free iodine released from the oxidizing effect of the strong peroxide solution.Make sure you dont seal or tightly stopper the flask, as pressure buildup from a premature reaction can shatter the flask violently.Excess sodium iodide may be thrown away in the trash receptacle.Are you artistic? You can wrap the flask in foil to make it look like a magic genie bottle or lamp. While you have the 30% peroxide out, why not try the elephant toothpaste demonstration? Another interesting demonstration to try involves making violet smoke. Reference: Stone, Charles, H. J. Chem. Ed., 1944, 21, 300.

Red Chief Writing

Red Chief Writing Free Online Research Papers Dear Sam, I truly think that Red Chief needs to leave. Red Chief is physically violent, he’s driving me mentally insane, and I’m doing all the work while your not helping at all. This is your last chance. I’ve gone through thick and think with you, but I wont take this much longer. I really think you should listen to me and consider why Red Chief should leave. Red chief has got to be the most violent youngster I know. You saw him throw a brick at me. That brick hit me in the eye. You saw that too. I don’t understand how that didn’t clue you in that he’s violent. Along with the brick he also hit me with a rock behind the ear. He also put a red hot boiled potato on me and then mashed it with his foot. But I think the worst was that he tried to scalp me with a knife. He wasn’t lying when he said the night before he was going to scalp me. Aside from being physically violent, his mental issues are driving me mentally insane. He was threatening to hit me with a rock half the size of coconut. He kept me up at night with his threats. He’s making me exhausted. He kept me up at night for three hours reaching for his rifle, screeching â€Å"hiss pard† into my ears. I need my sleep Sam. You know me, I’m a grump in the morning if I don’t get enough sleep. Another thing. It’s tiring having a child sit on your back for ninety miles while you’re crawling on your hands and knees. It’s exhausting trying to keep him entertained. This child has no off button on him. Finally, I took care of him the whole time we were here. You never spent any time with him. So you wouldn’t know any of this. You wouldn’t know that he wants to stay with us. No. The whole time you were trying to get rid of him while I was putting up with him. Seriously I don’t think that anyone is going to pay 15,000 dollars to take back this little ball of evil. I know I wouldn’t. Like I said. This is your last chance. It’s me or him. You and I, were like two peas in a pod. Were family. If you want to keep me, Red Chief has go to go. I will not put up with him any longer. And I’m completely serious. Please take this into consideration. I would hate for you to lose me, and I would hate to lose you. Sincerely, Bill Research Papers on Red Chief WritingWhere Wild and West MeetNever Been Kicked Out of a Place This NiceThe Hockey GameEffects of Television Violence on ChildrenBook Review on The Autobiography of Malcolm XPersonal Experience with Teen PregnancyHip-Hop is ArtCapital PunishmentUnreasonable Searches and SeizuresTrailblazing by Eric Anderson

Ethical issues Essay Example | Topics and Well Written Essays - 250 words - 4

Ethical issues - Essay Example This principle is considerate of the existing laws in a society with the aim of ensuring harmonious coexistence among members of a society. An ethical decision under ethical formalism would therefore be focused on the motive behind an act. Utilitarianism, another ethical principal in judgment, focuses, on the contrary, to the consequences of an act as opposed to the intention of the defendant. This principle goes beyond an individual defendant to consider the effects of the defendant’s actions on the society. Based on the principle, decisions should be made with considerations of future impacts of the case on the society with preference being to ensure maximum happiness among every member of the society (Pollock, 2011). The case involves two defendants suspected of burglary. Utilitarianism will be the most suitable ethical principle in this scenario. This is because the defendants are a possible threat to the society and the impact of their suspected crime together with their future existence in the society is more significant as compared to their intentions for committing the alleged crime and during

Rights given to prison inmates Essay Example | Topics and Well Written Essays - 250 words

Rights given to prison inmates - Essay Example Also, prisoners cannot be discriminated against on the basis of their religion, national origin or sex . In addition, they have the right to pursue legal action if they feel prison administrators’ causes them harm and also to fair treatment whilst awaiting trial (Cornell University Law School). Also, prisoners have a right to be prosecuted for their crimes in a timely manner. Prisoners also have the right to free religion and speech but with some limitations in prison (Cornell University Law School). It must be noted that the courts generally tend to side with prison officials or administrators when going over issues prisoners’ rights in prison. There is no strict scrutiny on whether the prisoner’s living standards are as should be, rather a broader look at whether any constitutional rights are not being met (Cornell University Law School). To conclude, prisoners are afforded some basic rights while incarcerated. The rights given have gotten substantially better over the years. One right that should possibly be given to prisoners is some privacy as this is non-existent in prisons. Prison administrators do not face a much regulation in dealing with prisoners which needs regulated to promote protection of rights. References Cornell University Law School.

Gothic V Romanesque Architecture Essay Example for Free

Gothic V Romanesque Architecture Essay Medieval Art is characterized largely by the use of both Gothic and Romanesque architecture. As Christianity was highly significant to the middle ages, much of said architectural design is exemplified in the cathedrals of the time. Romanesque and Gothic architecture differ greatly from one another, as is displayed in a comparison of a Gothic chapel and a Romanesque chapel. The Cloisters Museum and Gardens: the branch of The Metropolitan Museum of Art devoted to medieval art, offers the opportunity for such a close comparison. A comparison of the Fuetiduena Chapel and the Gothic Chapel conveys the distinctions between the two architectural styles. Thick, fortress-like walls, small, high windows, round arches, and barrel or dome vaulted ceiling, characterize Medieval Romanesque architecture. Because of the great outward pressure produced by the Romanesque rounded arch characteristic of the style, churches could not be made tall without adding buttresses to the weak walls. Said buttresses reinforced the walls, but made them very thick, creating a fortress-like feel to the church. Furthermore, because of such thick walls, windows could not be placed at these locations in the church, and therefore the windows in Romanesque cathedrals are located toward the ceiling. There are usually few, small, high windows in Romanesque churches. Moreover, the semi-circular barrel vault, as well as the dome vault, of the ceiling characterizes Romanesque architecture. The Cloisters’ Fuetiduena Chapel exemplifies the features of a true Romanesque chapel. The Fuetiduena Chapel is one of the first galleries on display in The Cloisters museum. The chapel displays the 12th century apse of St. Martin at Fuetiduena, Spain. The apse is covered by a barrel vault and half-dome, with three small windows piercing the back wall. The apse of the Fuetiduena Chapel exemplifies Romanesque architecture through the use of the rounded arch, semi-circular barrel vault, dome vault, and the small, highly placed windows. The entrance to the apse itself is a rounded arch, as is characteristic of Medieval Romanesque architecture. The immediate interior of the apse utilizes the semi-circular barrel vault, while the mural of The Virgin and Child in Majesty, with Archangels and the Magi is painted on the dome-vaulted ceiling. The three small windows present in the apse also utilize the rounded arch, and are placed more toward the ceiling of the apse, due to the fact that the thick lower walls of Romanesque cathedrals could not support windows. The windows in the rest of the Fuetiduena Chapel gallery are also placed near the ceiling, further conveying the Romanesque atmosphere. The shift to the Gothic style of architecture arose when architects began to experiment with structural features that would allow ever-taller buildings and ever-thinner walls. They moved the buttresses outward, thus shifting the pressure to the foundation of the building as opposed to the walls; such are referred to as â€Å"flying buttresses. † The flying buttresses allowed for the churches to have thinner walls, and therefore Gothic churches are characterized largely by their long stained-glass windows. The windows allow for a flood of natural light, in sharp contrast to the little light present in a Romanesque chapel. The Gothic style is also much more ornate, as opposed to the relatively plain walls of Romanesque churches. Rather than rounded arches, Gothic churches have pointed arches, ever-reaching toward the heavens. The interior of the church is made up of thin shafts and ribs, with rib-vaulted ceilings. Within the Cloisters’ â€Å"Early Gothic Hall† sits the Gothic Chapel. The gallery takes the form of a thirteenth-century chapel, adorned with fourteenth-century Austrian stained glass windows from the church of Saint Leonhard in Carinthia and the castle chapel at Ebreichsdorf near Vienna. Sculptures of royal and noble tombs from France and Spain also fill the chapel-like setting. The Gothic Chapel, as can be inferred from its name, is a great display of Medieval Gothic architecture. When one descends the steps to the Gothic Chapel, the difference in atmosphere from Fuetiduena Chapel is apparent. The ceilings, as opposed to the smooth barrel or dome vault, instead utilize the rib vault. The rib vault is the intersection of two or three barrel vaults, edged with shafts or pipes, often then decorated with decorative patterns. This ribbing allowed for the churches to be built taller, ever-reaching toward the heavens. The flying buttresses are not present in the chapel as they are an addition to the outside of a Gothic-style building, but the presence of long, thin stained glass windows within the chapel shows the effect of such buttresses. Because the walls of the church were no longer as thick, the force of the arch pushed into the foundation by the flying buttresses, decorative windows, often depicting a story, could be included in the cathedral’s design. Light was a part of the Gothic design, so these long windows allowed for a luminosity to the room. The doorway leading out of the Gothic Chapel further adds to the Gothic atmosphere, for the arch, rather than the Romanesque rounded arch, is instead set into a Gothic, or pointed, arch. The arch reaches upward, furthering the feeling that the church itself is reaching toward the Divine Kingdom.

Creative Commons - America Needs Fair Use Licenses Essays -- Argumenta

Creative Commons - America Needs Fair Use Licenses It’s likely happened to you before, you turn on your radio, or favorite music video network and begin listening to a song by some hot new pop starlet, hip-hop superstar, or aging rocker. The beat is catchy, inviting, and oddly familiar, almost too familiar in fact. You may think, â€Å"Didn’t David Bowie, or, hmm, wasn’t it that guy from Queen that played this riff in like ten years ago? Who is this Vanilla Ice guy and why is he rapping over it?† If you were old enough to remember Under Pressure and subsequently were listening Ice Ice Baby in 1990 (likely while cruising in your Mustang 5.0 convertible on your way to a Milli Vanilli concert), you would have experienced an example of modern day sampling. Whether it is literature, music, science, or art, there are few, if any, new and innovative ideas that are completely original through and through. Our predecessors inspire us to build upon their work, and develop new arts, technologies, and ideas that will advance our society as a whole. Sampling is the act of taking a portion of one sound recording, and then reusing that portion as an element, or instrument, in a new recording. (Wikipedia) Sampling is an excellent example of a modern way in which others ideas seed our own creativity. Improvements in the technologies that both mediate and constrict the ability to sample, from analog recording devices of the late 1970s, to the digital software suites of today, run parallel with rise in popularity of sample based music. The internet, and other forms of communication that have allowed creative people from around the world to cull inspiration from anywhere, has lead to an increase in remixes, collages, pastiches, a... ...l.ca/copyrightlaw/chapter1.html#a8> Lessig, Lawrence. â€Å"Creative Freedom For All.† Wired Magazine. Vol. 12 Issue 11. November 2004. Plotkin, Hal. â€Å"All Hail Creative Commons: Stanford professor and author Lawrence Lessig plans a legal insurrection.† SFGate.com. February 11, 2002. â€Å"Sampling (music)† Wikipedia. Accessed November 22, 2004. Shachtman, Noah. â€Å"Copyright Enters a Gray Area.† Wired News. Feburary 14, 2004. â€Å"Some Rights Reserved: Building a Layer of Reasonable Copyright.† Creative Commons Accessed November 22, 2004.

The Indigo Spell Chapter Fourteen

SUNDAY ROLLED AROUND, and the day started off quietly. We were nearing the point when Veronica might strike again, and my stomach was in knots over what her next step would be . . . and how stuck we were on how to stop her. Then I received help from an unexpected source when my phone rang with an unknown number on the display. Normally, I wouldn't answer something like that, but my life was hardly normal these days. Besides, it was a Los Angeles area code. â€Å"Hello?† â€Å"Hi! Is this Taylor?† It took me a moment to remember my secret identity. I did not, however, recall giving my actual number to any of the girls we'd warned about Veronica. â€Å"Yes,† I said warily. â€Å"This is Alicia, from Old World Bed-and-Breakfast.† â€Å"Hi,† I said, still puzzled as to why and how she'd be calling me. Her voice was as cheery and bright as when we'd met her. â€Å"I wanted to know if you'd thought any more about getting a room for your anniversary.† â€Å"Oh, well . . . that. We're still deciding. But, uh, probably we're going to go with something closer to the coast. You know, romantic beach walks and all that.† â€Å"I can totally understand,† she said, though she sounded disappointed at the loss of a sale. â€Å"If you change your mind, just let me know. We're running a special this month, so you could get the Bunny Suite at a really good price. I remember you saying it reminded you of your pet rabbit. What was his name?† â€Å"Hopper,† I said flatly. â€Å"Hopper! That's right. Such a sweet name.† â€Å"Yeah, awesome.† I tried to think of a polite way to phrase my next question but simply chose directness. â€Å"Look, Alicia, how did you get this number?† â€Å"Oh, Jet gave it to me.† â€Å"He did?† â€Å"Yup.† She'd apparently gotten over her disappointment and now sounded bright and chirpy again. â€Å"He filled out an info card while you guys were here and put down your number.† I nearly groaned. Typical. â€Å"Good to know,† I said. I wondered how often Adrian gave my number out. â€Å"Thanks for following up.† â€Å"Happy to. Oh!† She giggled. â€Å"I nearly forgot. Your friend is back.† I froze. â€Å"What?† â€Å"Veronica. She checked back in yesterday.† My first reaction was excitement. My second one was panic. â€Å"Did you tell her we were asking about her?† â€Å"Oh, no. I remembered you saying you wanted to surprise her.† I nearly sank in relief. â€Å"Thank you. We, uh, wouldn't to ruin that. We'll have to stop by and visit – but don't tell her.† â€Å"You can count on me!† We disconnected, and I stared at the phone. Veronica was back. Just when we thought we'd lost all leads on her. I immediately called Ms. Terwilliger but was sent to voice mail. I left a message and then followed up with a text, saying I had urgent news. My phone rang again, just as I was about to call Adrian. I almost hoped Alicia had more to tell me, but then I saw that it was Stanton's number. After first taking a deep breath, I tried to answer in as calm a way as possible. â€Å"Miss Sage,† she said. â€Å"I received your message yesterday.† â€Å"Yes, ma'am. Thank you for calling me back.† I'd called her yesterday, just before meeting up with Adrian. Ms. Terwilliger's magical training had taken priority at the time, but I hadn't forgotten my deal with Marcus. â€Å"I have a, um, favor to ask,† I continued. Stanton, who was rarely surprised, was clearly surprised now. â€Å"You're certainly entitled to ask . . . but you're just not usually the type who does.† â€Å"I know, and I feel bad. So, if you have to say no, I understand.† In truth, if she said no, I would have a number of problems on my hands, but it was best not to sound too eager. â€Å"Well, I've been thinking about how I have to spend Christmas here – with the Moroi. And I definitely understand that, ma'am. It's part of the mission, but . . . well, I'd be lying if I said that didn't bother me. So, I was wondering if there's any way at all I'd be allowed to go to one of the big holiday services. It would make me feel . . . oh, I don't know. More connected. Purified, even. I'm just always surrounded by them here, by that taint, you know? I feel like I can't even breathe half the time. That probably sounds ridiculous.† I cut my rambling off. When Marcus had first suggested taking advantage of knowing someone in St. Louis, I'd immediately thought of Ian. Then I realized that wasn't enough. Alchemists on assignment couldn't just ask for casual time off to visit friends. Time off for something more spiritual and group-oriented – say, the Alchemists' annual holiday services – was a different matter. Lots of Alchemists were given clearance to travel and attend those services. They were tied to our faith and group unity. In fact, Ian had even brought it up at the wedding in the hopes of luring me to visit him. Little had he known his trick would pay off. Kind of. â€Å"It doesn't sound that ridiculous,† Stanton said. That was promising, and I tried to unclench my fist and relax. â€Å"I was thinking maybe I could go before we're out for winter break,† I added. â€Å"Jill can stay within the confines of the school, so there shouldn't be too much risk. And Eddie and Angeline are always with her. I could just hop over to St. Louis for a quick weekend trip.† â€Å"St. Louis?† I could almost see her frown through the phone. â€Å"There are services in Phoenix as well. That would be much closer.† â€Å"I know, ma'am. It's just. . . .† I hoped being genuinely nervous would help me sound convincing. â€Å"I, uh, was hoping I could also see Ian again.† â€Å"Ah. I see.† There was a long pause. â€Å"I find that more surprising than you wanting to attend services. From what I saw at the wedding, you didn't seem to be that charmed by Mr. Jansen.† So. I'd been right that Stanton had noticed his crush on me. However, she'd also noticed I didn't return his affection. She was observant, even to little details, which brought Marcus's warnings back to me, about how the Alchemists paid attention to everything we did. I started to understand his fears and why he pulled his recruits out of the Alchemists so quickly Was I already attracting attention? Were all the little things I did – even asking for this – slowly building a case against me? Again, I hoped my anxiety simply made me sound like a flustered, love-struck girl, one Stanton would feel sorry for and shake her head over. St. Louis wasn't that much farther away by plane, and the end result was the same. â€Å"Well, that was business, ma'am. I didn't want to get distracted from our goal.† â€Å"Of course.† Her next pause was only a few seconds long, but it felt like an hour. â€Å"Well, I see no reason why you can't go. You've done an admirable job in your work, and – from a personal point of view – I can understand why you'd want to be with familiar faces again. You've spent more time with the Moroi than many Alchemists ever will in their lives, and you didn't hesitate when that Ivashkov pushed himself onto you at the wedding.† I didn't really hesitate when he pushed himself onto me at the sorority, either. Or did I push myself on him? â€Å"Thank you, ma'am.† She authorized me to go next weekend and said I could use Alchemist funds to book my travel arrangements. When we got off the phone, I contemplated calling Ian but then decided on a more impersonal approach. I jotted out a quick email telling him that I'd be in town and that I hoped we could meet up. After a few moments of thought, I then texted Marcus: Arrangements made. Lunchtime came around, and Eddie texted to ask if I could meet Jill and him in my dorm's cafeteria. I headed downstairs at the appropriate time and found a glum Eddie sitting by himself at a table. I wondered where Angeline was and noted he hadn't mentioned her in his text. Rather than bring that up, I focused on who he had mentioned. â€Å"Where's Jill?† He nodded toward the opposite side of the cafeteria. I followed his gaze and saw Jill standing near a table, laughing and talking. She held a tray and looked as though she'd been stopped on her way back from the food line. Micah and some other guys were at the table, and I was happy to see he did indeed seem comfortable with being her friend again. â€Å"That's nice,† I said, turning back to my own food. â€Å"I'm glad she's getting along with everyone.† Eddie stared at me in amazement. â€Å"Don't you see what's going on?† I'd been about to bite into an apple and stopped. I hated these kinds of loaded questions. They meant I'd missed out on some social subtlety – something that wasn't my strong suit. Glancing back at Jill, I tried to make my best guess. â€Å"Is Micah trying to get back together with her?† â€Å"Of course not,† said Eddie, like I should've known. â€Å"He's going out with Claire Cipriano now.† â€Å"Sorry. I can't keep track of everyone's dating lives. I'll add it to my to-do list after, you know, busting Alchemist conspiracies and finding out whether the Warriors are after Jill.† Eddie's gaze was locked on Jill, and he nodded, making me think he hadn't actually heard a word I'd said. â€Å"Travis and Juan want to ask her out.† â€Å"So? She learned her lesson about human and vampire dating.† I wished I had. â€Å"She'll tell them no.† â€Å"They still shouldn't be bothering her,† he growled. Jill didn't seem to be particularly bothered by their attention. In fact, I liked seeing her bright and smiling for a change. Confidence suited her and emphasized her royal status, and she clearly was enjoying whatever banter was going on. One thing I'd learned in my social education was that flirting wasn't the same thing as going out with someone. My friend Julia was an expert at the difference. If it made Jill happy, I certainly had no problems with it. Honestly, it looked like the person who was most bothered by Jill's suitors was Eddie. He theoretically had the excuse of wanting to protect her, but this seemed pretty personal. I decided to bring him back to his own romantic life, the one he should actually be concerned about. â€Å"Where's Angeline?† Jill began walking toward us. Looking relieved, Eddie turned back to me. â€Å"Well, that's what we wanted to talk to you about.† Whenever anyone wanted to talk to me, it meant something weird was about to happen. Actual emergency issues were never given an introduction. They were just delivered immediately. This premeditated stuff was a wild card. â€Å"What's going on?† I asked once Jill sat down. â€Å"With Angeline?† She exchanged a knowing glance with Eddie. â€Å"We think Angeline's up to something,† she said. A moment later, she clarified, â€Å"Something bad.† Not this again. I turned to Eddie. â€Å"Is she still being distant?† â€Å"Yeah. She had lunch with us yesterday.† He frowned. â€Å"But she was acting weird. She wouldn't explain why she's been so busy.† Jill concurred. â€Å"She actually got really upset the more we kept questioning her. It was strange. I think she's in some kind of trouble.† I leaned back in my chair. â€Å"The kind of trouble Angeline gets into is usually spontaneous and unexpected. You're talking like she's masterminding something in secret. That's not her style. At worst, she's harboring an illicit wardrobe.† Eddie looked like he wanted to smile but couldn't quite manage it. â€Å"True.† Jill apparently wasn't convinced. â€Å"You have to talk to her. Find out what's going on.† â€Å"Can't you talk to her?† I asked, looking between their faces. â€Å"You live with her.† â€Å"We tried,† protested Jill. â€Å"I told you. She just got mad the more we talked.† â€Å"Well, I can understand that,† I snapped. â€Å"Look, I'm sorry something weird is going on with her. And I don't want her in trouble, believe me. But there's only so much hand-holding I can do with her. I fixed her math problem. My job is to make sure she stays in school and doesn't blow your cover. Everything else is extraneous, and I just don't have time for that. And if she wouldn't talk to you, why on earth do you think she'd talk to me?† I'd spoken a bit more harshly than I intended. I really did care about them all. I also didn't want trouble in the group. Nonetheless, it was always a little frustrating when they came to me with dramas like this, as though I were their mother. They were some of the smartest, most competent people I knew. They didn't need me, and Angeline was no criminal genius. Figuring out her motives couldn't be that difficult. Neither one of them had an immediate response for me. â€Å"You just always seem to get through to people,† Jill said at last. â€Å"You're good at communication.† That certainly wasn't a compliment I heard very often. â€Å"I don't do anything special. I'm just persistent. Keep trying, and maybe you'll get through.† Seeing Jill start to protest, I added, â€Å"Please. Don't ask me to do this right now. You both know I've got a lot going on.† I gave each of them a meaningful look. Both knew about Marcus, and Jill also knew about Ms. Terwilliger's sister. After a few moments, that knowledge set in, and they both looked a little embarrassed. Eddie gave Jill a gentle nudge. â€Å"She's right. We should keep working on Angeline ourselves.† â€Å"Okay,† said Jill. My relief was short-lived. â€Å"We'll try a little more. Then, if it still doesn't work, Sydney can step in.† I groaned. When I parted ways from them later, I couldn't help but think again about Marcus's comments in San Bernardino about how Alchemists got caught up in menial tasks. I tried to reassure myself that Jill and Eddie would take care of this on their own, meaning I wouldn't actually have to intervene. Presuming, of course, Angeline really wasn't planning something catastrophic. Unfortunately, those doubts were soon shaken when I got on the shuttle that would take me to main campus. On weekends, there was only one bus that looped between all buildings, and this one had just picked up at the boys' dorm. I found Trey sitting in it, staring out the window with a happy expression. When he saw me, his smile vanished. â€Å"Hey,† I said, taking a seat beside him. He actually looked nervous. â€Å"Off to study?† â€Å"Meeting with Angeline, actually.† There was no escaping her today, but at least if she was working on math, it seemed unlikely she'd be staging a coup or committing arson. His troubled expression concerned me, though. â€Å"She . . . she didn't hit you again?† I didn't see any noticeable marks, but with her, you could never tell. â€Å"Huh? No, no. Not recently.† He hesitated before speaking again. â€Å"Melbourne, how long are you going to need me to do this?† â€Å"I don't know.† Mostly I'd been focusing on getting her through the present, not the future. One thing at a time. â€Å"She'll have her final coming up before break. If she passes, then I guess you're home free. Unless you want to keep up with it after break – I mean, provided she doesn't wear you out.† This startled him a lot more than I would have expected. â€Å"Okay. Good to know.† He looked so forlorn when he left to go to the library that I wondered if those chemistry answers had really been worth it. I liked Trey. I'd never thought inflicting Angeline on him would so radically alter his life. I guessed that was just the kind of effect she had on the world. I watched him walk away for a few more seconds and then turned toward the science building. One of the teachers, Ms. Whittaker, was an amateur botanist who was always happy to supply Ms. Terwilliger with various plants and herbs. She thought Ms. Terwilliger used them for home craft projects, like potpourri and candles, and I frequently had to pick up the latest supplies. When I walked into her classroom today, Ms. Whittaker was grading exams at her desk. â€Å"Hi, Sydney,† she said, barely looking up. â€Å"I set it all over there, on the far counter.† â€Å"Thanks, ma'am.† I walked over and was surprised to practically find a spice cabinet. Ms. Terwilliger had requested all sorts of leaves, stems, and clippings. It was the most I'd ever had to pick up for her. â€Å"She sure had a big order this time,† Ms. Whittaker remarked, as though sensing my thoughts. â€Å"Is she really using garlic in potpourri?† â€Å"Oh, that's for some, um, cooking she's doing. You know, holidays and all.† She nodded and returned to her work. One thing that often helped in Alchemist affairs (and witch ones) was that people rarely expected supernatural reasons for weird behaviors and phenomena. I almost considered visiting Trey and Angeline at the library, just to assess her behavior myself, but decided it'd be better to not get involved. Eddie and Jill would handle it. With nothing else to do, I dared to hope I might actually just be able to stay inside and read today. But, when I returned to my dorm, I was greeted with the astonishing sight of Marcus sitting outside on a bench, playing an acoustic guitar. A group of four girls stood around, listening in awe. I walked up to the circle, my arms crossed over my chest. â€Å"Really?† I asked. Marcus glanced up and shot me a grin. One of the girls actually cooed. â€Å"Hey, Sydney.† Four sets of eyes turned to me, displaying a mix of both disbelief and jealousy. â€Å"Hey,† I said. â€Å"You're the last person I expected to see here.† â€Å"I never do what's predictable.† He tossed his hair back and started to put his guitar back in its case. â€Å"Sorry, girls. Sydney and I have to talk.† I got more of those stares, which kind of annoyed me. Was it really that unbelievable that a good-looking guy would want to talk to me? His followers dispersed reluctantly, and Marcus and I strolled around the grounds. â€Å"Aren't you supposed to be in hiding?† I asked. â€Å"Not panhandling with your guitar?† â€Å"I never asked them for money. Besides, I'm incognito today.† He tapped his cheek, and I noticed the tattoo was barely noticeable. â€Å"Are you wearing makeup?† I asked. â€Å"Don't judge,† he said. â€Å"It lets me move around more freely. Sabrina helped color match me.† We came to a halt in a relatively private copse of trees. â€Å"So why are you here? Why didn't you call or text?† â€Å"Because I have a delivery.† He reached into his shirt pocket and handed me a folded piece of paper that looked like it had traveled around the world before reaching me. When I opened it and managed to smooth it out, I saw several painstakingly drawn diagrams. I jerked my gaze back to him. â€Å"Wade's floor plans.† â€Å"As promised.† A little of that self-satisfaction faded, and he actually looked impressed. â€Å"You've really got a way to get to St. Louis?† â€Å"Sanctioned and everything,† I said. â€Å"I mean, aside from the part where I break into their servers. But I've got a few ideas on how to pull that off.† He laughed. â€Å"Of course you do. I won't bother asking. Every girl's got her secrets. Maybe someday you'll share yours.† From the tone of his voice, he might have been talking about non-professional secrets. â€Å"Once this is all over.† â€Å"Is it ever over?† I asked. I meant it as a joke, but it came out sounding a bit more melancholy than I would've liked. He gave me a long, level look. â€Å"No, not really. But getting the tattoo sealed in Mexico is kind of fun. I hope you'll go with us. At the very least, we can take in some beaches and margaritas while undoing insidious magic. Do you own a bikini?† â€Å"No. And I don't drink.† â€Å"Well, maybe one of these days we could go out for coffee. I know you drink that.† â€Å"I'm pretty busy,† I said, thinking of everything weighing on me. â€Å"And you know, I also haven't decided if I'm going to do the first phase of tattoo breaking.† â€Å"You should, Sydney.† He was all business again and tapped my cheek. â€Å"If nothing else, do that. Don't let them have any more control over you than they have to. I know you think we're a little out there, but this is one thing we're absolutely serious about.† â€Å"Hi, Sydney.† I glanced over and saw my friend Julia Cavendish carrying a huge stack of books. A couple seconds later, Marcus looked up at her too. Her eyes went wide, and she stumbled and dropped everything she was carrying. She flushed. â€Å"Oh, God. I'm such an idiot.† I started to help her, but Marcus was by her side in a flash, his movie star grin firmly in place. â€Å"Happens to the best of us. I'm Dave.† â€Å"J-Julia,† she said. In all the time I'd known her, I'd never seen her flustered around a guy. She usually ate them for breakfast. â€Å"There we are.† He handed her the books, all neatly stacked. â€Å"Thank you. Thank you so much. You didn't have to do that. I mean, it was my own fault. I'm not usually that clumsy. And I'm sure you're busy. You must have lots to do. Obviously.† I'd also never heard Julia ramble. Marcus patted her on the back, and I thought she might pass out. â€Å"Always happy to help a beautiful damsel in distress.† He nodded in my direction. â€Å"I've got to go. Sydney, I'll be in touch.† I nodded back. As soon as he walked away, Julia dropped the books again and hurried over to me. â€Å"Sydney, you have to tell me who that is.† â€Å"He already did. Dave.† â€Å"Yes, but who is he?† She gripped my arm and seemed on the verge of shaking answers out of me. â€Å"Just a guy I know.† I thought about it more. â€Å"A friend, I guess.† Her breath caught. â€Å"You guys aren't – I mean – â€Å" â€Å"What? No! Why would you think that?† â€Å"Well, he's gorgeous,† she said, as though that were enough to make us soul mates. â€Å"Don't you want to just rip his clothes off?† â€Å"Whoa, no way.† â€Å"Really?† She scrutinized me, like I might be joking. â€Å"Not even a little?† â€Å"Nope.† She stepped back and started picking up her books. â€Å"Jeez, Syd. I don't know what to think of you sometimes. I mean, I'm glad he's available – he is available, right? – but I'd be all over that if I were you.† Jill's words came back to me, about how he was human and had â€Å"that rebel Alchemist† thing going for him. Maybe I should start considering him or another ex-Alchemist as a romantic option. Having someone who wasn't a forbidden vampire in my life would make things a lot easier. I tried to dredge up the same reaction other girls had around Marcus, but nothing happened. No matter how hard I tried, I just didn't have that same attraction. His hair was too blond, I decided. And his eyes needed a little more green. â€Å"Sorry,† I told Julia. â€Å"Just not feeling it.† â€Å"If you say so. I still think you're crazy. That's the kind of guy you'd follow to hell and back.† All romantic musings disappeared, and I felt a sinking feeling in my stomach as we slowly headed back toward the dorm. Hell was a good analogy for what I would be walking into. â€Å"You actually might be closer to the truth on that than you realize.† She brightened. â€Å"See? I knew you couldn't resist.†

Strengths and Weakneses of The North and South essays

Strengths and Weakneses of The North and South essays There were many strengths of both the union and confederate states. But the most abundant strengths belonged to the Union. Such was the very large population. This enabled the Yanks to have more people to go to war, more people to work the industry, more people to supply goods by farming them, and most important of all, they had plenty more reserves to send to the war effort. Another strength of the Union was the Navy. The navy could set up a blockade of ships to intercept the goods traded between the South and Europe. This would put great strain on the Confederates; they would have to ration all of the supplies, and would die from starvation/ living conditions. And since 65% of the farmland in America was found in the North, the South had less means to find food. The Yanks had 90% of the factories in America; they manufactured iron, coal, copper, and sulfur. The North also had one of the best political leaders in the country, Abraham Lincoln. As for the South, there were not as many advantages. Although there were a few strengths, there eventually werent enough to repel the Union army. The Rebels were skilled in basic survival skills such as horse riding, hunting, and primitive weapons use. The south also had the better generals/military leaders, because most of the generals that were trained so well were natives to the south. The Rebels were fighting on their home ground, and had to protect their homes and way of life. They would fight for their family. And, because of the North blockading the cargo ships coming and going from Europe the supply lines were enormously short. On the whole the South just didnt have enough advantages to overcome the Northern armies. What the rebels lacked in food, people, land, and a monetary system, they gained in leaders. But with the Yanks many advantages such as vast railway lines, agriculture, population, political system, leaders, and abundant resources, the South just could not ov ...

Free Essays on Dementia

Dementia What is Dementia? Dementia is an organic brain syndrome which results in global cognitive impairments. Dementia can occur as a result of a variety of neurological diseases. Some of the more well known dementing diseases include Alzheimer's disease (AD), multi-infarct dementia (MID), and Huntington's disease (HD). Throughout this essay the emphasis will be placed on AD (also known as dementia of the Alzheimer's type, and primary degenerative dementia), because statistically it is the most significant dementing disease occurring in over 50% of demented patients (see epidemiology). The clinical picture in dementia is very similar to delirium, except for the course. Delirium is an acute transitory disorder. By contrast Dementia is a long term progressive disorder (with the exception of the reversible dementias). The course of AD can range anywhere from 1.5 to 15 years with an average of about 8.1 years (Terry , 1988). AD is usually divided into three stages mild, moderate, and severe. Throughout these stages a specific sequence of cognitive deterioration is observed (Lezak, 1993). The mild stage begins with memory, attention, speed dependent activities, and abstract reasoning dysfunction. Also mild language impairments begin to surface. In the moderate stage, language deficits such as aphasia and apraxia become prominent. Dysfluency, paraphasias, and bizzare word combinations are common midstage speech defects. In the severe stage the patient is gradually reduced to a vegetative state. Speech becomes nonfluent, repetitive, and largely non-communicati ve. Auditory comprehension is exceedingly limited, with many patients displaying partial or complete mutism. Late in the course of the disease many neuropsychological functions can no longer be measured. Also primitive reflexes such as grasp and suck emerge. Death usually results from a disease such as pneumonia which overwhelms the limited vegetative fu... Free Essays on Dementia Free Essays on Dementia Dementia is an organic brain syndrome which results in global cognitive impairments. Dementia can occur as a result of a variety of neurological diseases. Some of the more well known dementing diseases include Alzheimer's disease (AD), multi-infarct dementia (MID), and Huntington's disease (HD). Throughout this essay the emphasis will be placed on AD (also known as dementia of the Alzheimer's type, and primary degenerative dementia), because statistically it is the most significant dementing disease occurring in over 50% of demented patients (see epidemiology). The clinical picture in dementia is very similar to delirium, except for the course. Delirium is an acute transitory disorder. By contrast Dementia is a long term progressive disorder (with the exception of the reversible dementias). The course of AD can range anywhere from 1.5 to 15 years with an average of about 8.1 years (Terry , 1988). AD is usually divided into three stages mild, moderate, and severe. Throughout these stages a specific sequence of cognitive deterioration is observed (Lezak, 1993). The mild stage begins with memory, attention, speed dependent activities, and abstract reasoning dysfunction. Also mild language impairments begin to surface. In the moderate stage, language deficits such as aphasia and apraxia become prominent. Dysfluency, paraphasias, and bizzare word combinations are common midstage speech defects. In the severe stage the patient is gradually reduced to a vegetative state. Speech becomes nonfluent, repetitive, and largely non-communicative. A! uditory comprehension is exceedingly limited, with many patients displaying partial or complete mutism. Late in the course of the disease many neuropsychological functions can no longer be measured. Also primitive reflexes such as grasp and suck emerge. Death usually results from a disease such as pneumonia which overwhelms the limited vegetative functions of the patient. Dementia is commonly diff... Free Essays on Dementia Dementia is an organic brain syndrome which results in global cognitive impairments. Dementia can occur as a result of a variety of neurological diseases. Some of the more well known dementing diseases include Alzheimer's disease (AD), multi-infarct dementia (MID), and Huntington's disease (HD). Throughout this essay the emphasis will be placed on AD (also known as dementia of the Alzheimer's type, and primary degenerative dementia), because statistically it is the most significant dementing disease occurring in over 50% of demented patients (see epidemiology). The clinical picture in dementia is very similar to delirium, except for the course. Delirium is an acute transitory disorder. By contrast Dementia is a long term progressive disorder (with the exception of the reversible dementias). The course of AD can range anywhere from 1.5 to 15 years with an average of about 8.1 years (Terry , 1988). AD is usually divided into three stages mild, moderate, and severe. Throughout these stages a specific sequence of cognitive deterioration is observed (Lezak, 1993). The mild stage begins with memory, attention, speed dependent activities, and abstract reasoning dysfunction. Also mild language impairments begin to surface. In the moderate stage, language deficits such as aphasia and apraxia become prominent. Dysfluency, paraphasias, and bizzare word combinations are common midstage speech defects. In the severe stage the patient is gradually reduced to a vegetative state. Speech becomes nonfluent, repetitive, and largely non-communicati ve. Auditory comprehension is exceedingly limited, with many patients displaying partial or complete mutism. Late in the course of the disease many neuropsychological functions can no longer be measured. Also primitive reflexes such as grasp and suck emerge. Death usually results from a disease such as pneumonia which overwhelms the limited vegetative functions of the patient. Dementia i... Free Essays on Dementia Dementia What is Dementia? Dementia is an organic brain syndrome which results in global cognitive impairments. Dementia can occur as a result of a variety of neurological diseases. Some of the more well known dementing diseases include Alzheimer's disease (AD), multi-infarct dementia (MID), and Huntington's disease (HD). Throughout this essay the emphasis will be placed on AD (also known as dementia of the Alzheimer's type, and primary degenerative dementia), because statistically it is the most significant dementing disease occurring in over 50% of demented patients (see epidemiology). The clinical picture in dementia is very similar to delirium, except for the course. Delirium is an acute transitory disorder. By contrast Dementia is a long term progressive disorder (with the exception of the reversible dementias). The course of AD can range anywhere from 1.5 to 15 years with an average of about 8.1 years (Terry , 1988). AD is usually divided into three stages mild, moderate, and severe. Throughout these stages a specific sequence of cognitive deterioration is observed (Lezak, 1993). The mild stage begins with memory, attention, speed dependent activities, and abstract reasoning dysfunction. Also mild language impairments begin to surface. In the moderate stage, language deficits such as aphasia and apraxia become prominent. Dysfluency, paraphasias, and bizzare word combinations are common midstage speech defects. In the severe stage the patient is gradually reduced to a vegetative state. Speech becomes nonfluent, repetitive, and largely non-communicati ve. Auditory comprehension is exceedingly limited, with many patients displaying partial or complete mutism. Late in the course of the disease many neuropsychological functions can no longer be measured. Also primitive reflexes such as grasp and suck emerge. Death usually results from a disease such as pneumonia which overwhelms the limited vegetative fu... Free Essays on Dementia Dementia1 Introduction Dementia is an organic brain syndrome which results in global cognitive impairments. Dementia can occur as a result of a variety of neurological diseases. Some of the more well known dementing diseases include Alzheimer's disease (AD), multi-infarct dementia (MID), and Huntington's disease (HD). Throughout this essay the emphasis will be placed on AD (also known as dementia of the Alzheimer's type, and primary degenerative dementia), because statistically it is the most significant dementing disease occurring in over 50% of demented patients (see epidemiology). AD is usually divided into three stages mild, moderate, and severe. Throughout these stages a specific sequence of cognitive deterioration is observed (Lezak, 1993). The mild stage begins with memory, attention, speed dependent activities, and abstract reasoning dysfunction. Also mild language impairments begin to surface. In the moderate stage, language deficits such as aphasia and apraxia become prominent. Dysfluency, paraphasias, and bizarre word combinations are common mid-stage speech defects. In the severe stage the patient is gradually reduced to a vegetative state: speech becomes non-fluent, repetitive, and largely non-communicative; auditory comprehension is exceedingly limited, with many patients displaying partial or complete mutism. Late in the course of the disease many neuropsychological functions can no longer be measured. Dementia is commonly differentiated along two dimensions: age and cortical level. The first dimension, age, distinguishes between senile and presenile dementia. Senile dementia is used to describe patients who become demented after the age of 65, whereas presenile dementia applies to patients who become demented prior to that age. Late onset AD (LOAD) also known as senile dementia Alzheimer's type (SDAT) is the predominant cause of senile dementia. Early onset AD (EOAD) is the most frequent cause of preseni...

Wingspan bank Essay Example | Topics and Well Written Essays - 1250 words

Wingspan bank - Essay Example Bank One is one of the biggest traditional banks in the US. They launched WingspanBank.com on 1999 in order to cater to tech-savvy Internet customers, in the hope of expanding their market size and operation. Wingspan was aggressive in strategies in order to become a leader in the virtual banking.The company implemented and launched innovative strategies to gain competitive advantage. However, by 2000, the new company was in trouble of closing shop.This paper aims to identify the key issues and problems that caused the failure of WingspanBank.com amidst the successful launch in 1999. The paper also enumerates several corporate strategic solutions that addresses the issues and answers the problems identified. With emphasis on market expansion and business growth, the alternative solutions were evaluated and the best strategy was chosen as a recommended approach to beat the issues.WingspanBank.com is an internet-only banking institution. It is under the umbrella of the parent company, Bank One, particularly in its subsidiary First USA. It was launched on 1999 with good reviews. It has garnered several awards for its internet-only operations after its launching. However, the virtual bank was treading on troubled water by 2000. Several issues contributed to the downfall of the bank.First, the Bank's expected success was highly dependent on the financial cover of First USA. When First USA was troubled and was under scrutiny from its customers, the financial support was brought to a standstill. Without the money poured into the initial operations and its aggressive marketing strategies, WingspanBank.com was in danger of a collapse. Second, the expectations of the mother company on the internet bank were high. Bank One anticipated high growth rate on Wingspan's customer base as more and more people were hooked on the Internet. They invested millions in aggressive marketing and advertising initiatives to capture the market. When the expected growth was not achieved, Bank One has become skeptic on the performance of the new company and has doubted its future as a potential contributor to the corporation. Lastly, the internet-only banking industry has become unattractive to customers. People were complaining on its operations, security and customer service. Sites were difficult to use. Human interaction, which was essential in the traditional banking, was lacking if not missing. Marketwise, the growth of online banking customers was only 2%. With all these issues facing WingspanBank.com, Bank One top executives were weighing the pros and cons of discontinuing the operations of the virtual bank, due to its poor performance and failure to achieve expected growth. Alternative Strategic Approach Bank One can opt to implement several corporate strategies to address the issues and problems facing Wingspan Bank. First, they can decide to sell the internet-only bank as a whole or pieces of the organization. Selling the company is a good option if buyers are willing to acquire it. Unfortunately, the bank is not attractive for buyers because it has no desirable assets aside from its Internet technology and infrastructure. Because the bank is still in its initial stage of operation, its brand name is not so much attractive to buyers. The brand name is yet to be embraced by consumers and become a part of the industry vernacular. Second, they can choose to merge it with Bank One's existing Internet bank brand. Merging WingspanBank.co

Sociology - Medical Knowledge Essay Example | Topics and Well Written Essays - 1000 words

Sociology - Medical Knowledge - Essay Example Fleck's main assertions came through his assessment of the research done on syphilis. He shows that our "thought style" through the ages accounts for the evolution of syphilis studies. The first thinking was from "mystical-ethical" ideas in which syphilis was thought to have come from both fornication and the position of the stars (White, 2002). The second stage of thought was that syphilis was a reaction to heavy metals such as mercury, which was "empirical-therapeutic" thinking. The third stage developed pathogenic thought that caused "perverted blood" to be the main cause of syphilis. And the last, modern, thought style is that of etiological thinking, which arose through the Wasserman reaction that allowed for syphilis testing to be done. Fleck worked on the last stage and notes how the research that discovered this procedure was based upon all the thought styles that had gone before (ibid.). The culture of the first stage relied heavily on the stars for much of their "research". The culture of the third stage may have come from the socio-political influences of the time, a moral outrage of the times, especially as a result of all the reigning kings that came down with syphilis infections. Our current thinking about syphilis is based on the background and training, according to Fleck, of modern day researchers, including his own. Fleck believed that even the study of bacteriology has been a reflection of our social viewpoint, that it is a social product. He points to common metaphors such as "invading microorganisms invading the body" as being aligned with the expansion of imperialism. It has also been a large concern of militaries throughout centuries of warfare that the soldiers have contracted syphilis. The ways that people also describe bacteria as "demons infecting the person" is a reflection of the impact of religion on the sciences. As another example of Fleck's thoughts on constructed medical knowledge, anatomical drawings through history have reflected the thinking of the era. The ancient drawings depicting skeletons, for instance, showed them as death figures and seemed designed to remind people of their mortality. An emotional element was also included in ancient drawings, such as those of the knee that referred to it as the "site of mercy" (White, 2002). By contrast, modern drawings of the human body draw more from the Industrial Revolution (ibid.) by looking mechanized, such as Descartes clockworks. Bernard Stern showed the opposition to medical practices that we take for granted now when they were first used. Dissection was challenged for the prevailing religious views. Vaccinations were thought to be an unskilled practice not useable by practitioners of their time because they could not charge enough of a fee for them. And the spread of infection by doctors was disputed by doctors because it insulted their professional integrity. The modern thinking that medicines are the only thing to impact the body while inert products do not can be shown to be a constructed piece of medical "knowledge". This "thought collective" does not account for the 90% cure rate of ulcers with placebo (Moerman, 1981). Fleck calls this "the result of Cartesianism, a mind/body dichotomy." Health Promoters' Version of Socially Constructed Health Knowledge Constructionists question the validity of objectivity and factuality in medical knowledge because of the impact of

Personal statement for transferring to UW Example | Topics and Well Written Essays - 750 words

For transferring to UW - Personal Statement Example I have always been fascinated by trends in the building industry, from the ancient designs to the contemporary urban architecture; modern cities are undeniably beautiful, particularly in the glare of city lights and stars at night, due to the magnificent visual impression of landmark skyscrapers. Ever since I was a boy, watching my dad work in a local construction firm as an architect made me establish a particular interest in the profession; furthermore, growing up and experiencing the beauty of architectural designs, I knew I had to be an architect just like my father. My family relocated to the US from South Korea in late 2012, which implied that I could no longer continue studying in my previous college in my country; following this development, I discontinued my studies to accompany my family in the US. I decided to take an educational break to refocus on my career goals while allowing my family to settle and readjust to the US society, I have been out of school for a year and a half now, and I am ready to resume my studies. I intend to study Geography as my major because I believe it will lay a strong foundation for my later career ambition as an architect. I chose Geography as my major because it will expose me to a vast body of knowledge in the fields of the physical, built and human environments; this knowledge will provide a strong foundation upon which my later career as an architect will be built eventually. The UW will be strategically important in achieving both my career and personal goals in many ways; the UW will cater for my career goals through its serene environment, resources and a dedicated faculty that will equip me with the relevant knowledge and skills that will suit my future career ambition. Besides that, the UW will also cater for my personal growth and social needs since it will offer me adequate opportunities to

Curriculum and Instruction Essay Example for Free

Curriculum and Instruction Essay Alvermann, D. E. Strickland, D. S. , (Eds. ); (2006): Bridging the literacy achievement gap, grades 4–12. New York: Teachers College Press. This focuses on literacy achievement gap in achievement of those who underperform especially adolescents. Literacy characteristics have been examined and the varied challenges groups of learners face. School wide and classroom practices have also been described in this book. Alvermann worked with instructors and hence was able to know the issues related to instruction. The shortcoming of this resource is that it uses very limited age bracket of adolescents and its main focus is the adolescents. It would be more resourceful for those below twelve years and not stretch too far to adolescents which it does not focus on. Anderson, T. H. Armbruster, B. B. , (1998): On selecting â€Å"considerate† content area Textbooks; Remedial and Special Education, 9(1), 47–52. The article discusses three features that relate to content-area textbooks which make them â€Å"considerate† for readers in terms of coherence, structure, and audience appropriateness. The authors discuss what the books those are in existence lack and offer suggestions to educators on how best they can improve the existing books to make them learner appropriate. The authors are seasoned educators thus giving what they advocate for credibility. Beers, K. (2005). When kids can’t read: A guide for teachers 6–12; Portsmouth, Heinemann Beers uses student oriented and classroom explanations in guiding teachers through the planning, assessing and implementing reading kinds of instructions for teachers and learners in middle and high schools. The components of an effective reading instruction which includes strategies and the resources that teachers may use in the classrooms to improve their reading. Beers himself is a knowledgeable author in issues relate with early childhood education and targets teachers of the young kids. The material is relevant to the kids only although some illustrations in it may be applicable to those who start reading late in life. Carlisle, F. J Rice, M. S. (2002): Improving reading comprehension. Baltimore: York Publishers. This text gives a comprehensive discussion on the theoretical basis of comprehension reading and how it is related to other components of reading. It aims at improving the reading comprehension through the author’s giving of the instructional principles that guide in selecting and using practices so as to teach reading comprehension and how it relates to other components of reading in depth. This book is vital for those learners who have problems in issues relating to comprehension. The book is an all-round one, drawing other components of reading into perspective. The learners will not therefore find in it a wholesome study of comprehension. Cibrowski, J. (1995): Using textbooks with students who cannot read them. Remedial and Special Education, 16(2), 90–100. Cibrowski summarizes the materials that have been written on effective instructions using textbooks. His article describes the strategies that a content-area or special teacher can use with his/ her students who have proved to be fast readers. The designed techniques help such learners widen their conceptual thinking. It further gives the levels of analysis, before instruction, during and after in addition to stating the criteria for effective strategies: a committed teacher, student belief and teacher’s ability to model strategic thinking. This material is superb for higher achievers. Coyne, M. D. et. al (2007): Effective teaching strategies that accommodate diverse learners. New York, Prentice Hall. This book outlines how learners with different physical cognitive, cultural and other diversities can be catered for in a classroom. The strategies expounded are vital for teachers in that in every classroom situation, there must be an element of diversity which they have to address for meaningful learning to take place. The material is thus gives a comprehensive to teaching-learning experience and therefore highly recommended. Davis, M. H. Guthrie, J. T. , (2005): Motivating struggling readers in middle school through an engagement model of classroom practice. Reading Writing Quarterly, 19, 60–85. The authors discuss six dimensions of change in disengagement and low motivation in elementary and middle school learners. The authors further suggest six classroom practices that can be used by middle school teachers in changing the learners’ attitudes resulting from changes in classroom. The authors, being educators themselves give ample information to other educators being challenged by low motivation and disengagement from their learners. Deshler, D. Swanson, H. L. , (2003). Instructing adolescents with learning disabilities: Converting a meta-analysis to practice. Journal of Learning Disabilities, 36(2), 125–135. The authors summarize the results obtained from meta-analysis of some educational interventions for disabled students. Some interventions were used in the instruction and it was found that a good deal of these components can be incorporated into the classroom instruction with impressive results. The authors are specialist in education of disabled persons. This material is important for those who wish to make instruction of disabled learners a success and a lot easier and interesting. Gersten, R et. al; (2001): Teaching reading Comprehension strategies to students with learning disabilities: A review of Research. Review of Educational Research, 71(2), 279–320. This review of research on effective instruction for reading comprehension for students with disabilities gives detailed study on the expository and narrative texts. The authors of this material give the summary of cumulative knowledge gained through research based knowledge. The authors work with a panel of analysts on educational matters. It is a good material if one wants to know the material in depth courtesy of the review provided. It can assist educators a great deal in their attempt to gain more knowledge in comprehension strategies that they can use on their learners. Hilden, K. Pressley, M. (2004): Toward more ambitious comprehension instruction . In E. R. Silliman L . C. Wilkinson (Eds. ), Language and literacy learning in schools (pp. 152-174). New York: Guilford. Pressley and Hilden, who are educators, bring forth in this resource the thinking of comprehensive instruction by critically analyzing sources which support ambitious comprehensive instruction. The resource thus reviews research history of comprehension and the evolution of knowledge base. The resource is a good one because it further discusses in its conclusion the relationship comprehension and other reading instruction elements. Jetton, J. T. Dole, A. J. (Eds. ); (2007): Adolescent literacy research and practice. New York: Guilford. This volume is a compilation of contributions from researchers in the important literacy areas of students in middle and high school. It centers on research and interventions for adolescents with problems in reading. Students, according to the researches, have issues that may affect their reading for instance motivation, assessment and cultural influence. The curriculum should be tailored to provide for the problems that these learners may have. The book states this in detail and thus a critical resource for Adolescent literacy. Meltzer, J. , et. al (2001): Adolescent literacy resources: Linking research and practice. Providence Education Alliance, Brown University Retrieved 20th March, 2006 from http://www. alliance. brown. edu/topics/literacy. shtml This is research for secondary school teachers who would wish to incorporate instruction across the content area. It is a review of literacy research materials from various fields and focuses them to the classroom situations. Important concepts that aid adolescent literacy have been discussed. This material is best for secondary school teachers and is vital for them since it gives the results of current researches and links them to classroom practice. The authors are practitioners in the education sector. McKeown, G. M. Beck L. I (2007): Improving comprehension with Questioning the Author: A fresh and expanded view of a powerful approach. New York: Scholastic In this book the authors explain why implementing the questioning technique is good and suggest its optimal implementation. It is aimed at supporting students to gain meaning from a given text. They have provided several classroom cases, of which they individually participated, which give realistic explanations and illustrations of the process. The book is good enough for teachers and learners in informing the use of Questioning of the author in order to guide the students’ comprehension reading. The authors have worked closely with educators meaning that their information is as they saw in the field. I highly recommend the book for both teachers and students who need to improve their/ their learners’ comprehension. Moje, E. B. (2006): Motivating texts, motivating contexts, motivating adolescents: An examination of the role of motivation in adolescent literacy practices and Development; Perspectives, 32(3), 10–14. This is a brief synopsis of research findings based on the role that different contexts and texts play in the motivation of adolescents to face the various challenges associated with literacy practices. It advocates for changes in texts used and the contexts in which they are used saying this is the essence of motivation since motivation is not static. Moje is a renowned educator who weaves a positive criticism on the existing instruction materials making his ideas worth putting in practice. National Association of Secondary School Principals ;( 2005): Creating a culture of Literacy: A guide for middle and high school principals. Reston, V. A This is a guide that provides Secondary School administrators with tools for creating Schoolwide literacy plans aimed at addressing the needs of learners whose reading is below the basic levels. It draws its premises from components that influence the ultimate achievement of the learners. The study gives a proposal on the reforms that can be done to minimize the problem for instance commitment of leaders in instruction, balancing assessment of formal and informal natures among others. The association encompasses head teachers from all schools in the country and who are administrators in their respective schools thus versed with many educational issues. The limitation of the resource is that it used the ideas from head teachers only and left out other stake holders who may have different views Nystrand, M. (2007): Research on the role of classroom discourse as it affects Reading comprehension; Research in the Teaching of English, 40(4), 392–412. Nystrand, in this article reviews 150 years of empirical research that target on classroom discourse. There are various research methodologies used and the research vouches for discussion within the classroom setting in improving reading and comprehension. The author is an English teacher of many years. The review is qualitative based on the number of varied reviews it has made and thus the reference to a variety of cases and researches thus highly recommended for all instructors; not just those teaching English. O’Brian, D. G et al. (1999): Why content literacy is difficult to infuse into the secondary school: Complexities of curriculum pedagogy, and school culture. Reading Research Quarterly, 30, 440–460 The authors of this material discuss the inadequacy and of the traditional model of professional development in building the proficiency of students in the instruction of content literacy. It recommends a change in curriculum via looking at the social and cultural contexts in which the schools are set. The society, the resource says, has values, beliefs and practices embedded in it that the teachers, learners and the school community identify with. O’Brian is a sociologist thus understands the influence of the environment in learning. I find the book very important because it highlights the importance of the environment in the learning processes Pressley, M. and Block, D. (Eds. ): (2007). Comprehension Instruction: Research-based Best practices. New York: Guilford. This material resulted from contributions from thirty nine scholars who contributed their understanding in reading exercise related to comprehension. It has varied but harmonized experiences and thus can be used as the best resource for the understanding of the nature of comprehension instruction. The research also charts a way forward for researchers in consolidating research knowledge and further expounds on the nature of comprehension in different levels of schooling. The material targets all instructors in the field of comprehension learning. I recommend the material for instructors because of extensive research that brought it forth hence making it qualitative. Rosenshine, B. , et. al (1996). Teaching students to generate questions: A review of the intervention studies. Review of Educational Research, 66, 182–220 This intervention studies review is aimed at teaching students on how they can generate questions so as to improve their reading comprehension using prompts. It analyzed 26 research studies which showed that the use of signal and generic question stems provided the best positive effects of comprehension standardization. The research cannot be qualified as having weaknesses because it gives the learner a center stage in learning how to comprehend better. The authors have teaching experiences in various schools and levels. Swanson, H. L. (2004): Research on interventions for adolescents with learning disabilities: A meta-analysis of outcomes related to higher-order processing. The Elementary School Journal, 101(3), 331–348. The analysis here was carried out on 58 studies related to problem solving interventions meant for those students with disabilities. Several factors that increase student performance were identified and categorized into short term. Swanson is a researcher and educator giving credibility to his work. The focus of this material is on adolescents with disability Sweet, A. P. , Snow, C. E. (Eds. ): (2003). Rethinking reading comprehension; New York: Guilford. The authors inform of effective teaching by building on comprehension reading research that was developed by a research group, RAND. Key issues in comprehension reading and research findings related to adolescents and the strategies used to address student needs are highlighted. The material is helpful especially due to it being tied to the researches conducted. It makes the issues real because they were stumbled on during the research. The author himself is a researcher in various fields. I highly recommend this material for teachers and learners targeted by the research (Adolescents) Tanner, D. , Tanner, L. (2007) Curriculum development: Theory into practice. Pearson. Tanner and Tanner purpose to highlight what a comprehensive curriculum should entail so as to bring forth an all rounded learner after instruction has taken place. It gives the principles to be followed in curriculum and how the theoretical perspectives advocated for in the texts are put into practice. Learners should be orientated so as to internalize that which they learn easily. Trabasso, T. , Bouchard, E. (2004): Teaching readers how to comprehend text strategically. (In C. Block and M. Pressley) (Eds. ), Comprehension instruction: Research-based best practices p. 170– 194. New York: Guilford. The authors explain the findings of 205 investigations on the impact that cognitive strategy of instruction on reading comprehension. The authors are researchers in psychologists and researchers in the field. Strategy instruction, the research postulated, was more effective than the traditional mode of instruction. Further, the authors discuss twelve types of comprehension strategies and two instructional strategies identified as effective in improving the comprehension of students. Teachers will find this book useful in improving comprehension in their students. Meyer, BF. Walker, CH. (1980): Integrating different types of information in Text; Journal of Verbal behavior and Learning, 19:263–275. This is a discussion on the knowledge integration theory which provides a contextual field for exploration on learners’ formation of relationships between background and new information. The authors give a summary of the research which investigates this theory. Walker and Meyer are regular contributors to psychology related journals. The material is a good one because it gives some practical examples for educators on how to integrate new and old information for learners so as to enable them participate in tasks which require sophisticated comprehension Washington, DC: Alliance for Excellent Education. Retrieved on 2nd April, 2009 available at http://www. all4ed. org/publications/AdolescentsAndLiteracy. pdf The discussion here centers on the crisis facing the literacy adolescents. It examines four reviews that deal with reading research and presents students with measures to improve their reading. There are factors that teachers should also consider for instance motivation, although this is also aimed at the learners themselves. Students will find this material very useful in improving their reading. Evaluative summary of the Bibliographies This selected bibliography of the items on adolescents’ literacy resources is a result of broad review of research carried out by professionals mostly in the educational sector. The students mostly addressed are those of 4-12 years of age. The contents of the various resources have been summarized and therefore whoever wants to have a quick overview of what there is to adolescents’ curriculum and instruction will surely get something worthwhile. The issues addressed in the bibliography can be summed up as follows: Some researches done for instance Nystrand’s, article which reviews 150 years of empirical research that target on classroom discourse show a great deal of traverse on time that the researchers have done to bring the best for Adolescents. There are various research methodologies used and the research vouches for discussion within the classroom setting in improving reading and comprehension. The review is qualitative based on the number of varied reviews it has made and thus the reference to a variety of cases and researches thus highly recommended for all instructors; not just those teaching English. Other reviews too give a lot of excellent information from educationists who give their own experiences. An example is Pressley’s whose material resulted from contributions from thirty nine scholars who contributed their understanding in reading exercise related to comprehension. It gives varied but harmonized experiences and thus can be used as the best resource for the understanding of the nature of comprehension instruction. The research also charts a way forward for researchers in consolidating research knowledge and further expounds on the nature of comprehension in different levels of schooling. The material targets all instructors in the field of comprehension learning thus highly recommended for them. Beers uses student oriented and classroom explanations in guiding teachers through the planning, assessing and implementing reading kinds of instructions for teachers and learners in middle and high schools. This is a critical material since it combines the basic factors that need to be considered in teaching: student oriented and classroom explanations. It makes the learner be the focus of the teaching- learning process. The components of an effective reading instruction which includes strategies and the resources that teachers may use in the classrooms to improve their reading. Beers himself is a knowledgeable author in issues relate with early childhood education and targets teachers of the young kids. The material is relevant to the kids only although some illustrations in it may be applicable to those who start reading late in life. The reviews in some of the researches focus on effective instruction for reading comprehension for students with disabilities, giving detailed study on the expository and narrative texts. The authors of these materials, for instance Gersten (2001) give the summary of cumulative knowledge gained through research- based knowledge. The material gives in depth information due to the detailed research conducted in writing it. Davies and Guthrie discuss six dimensions of change in disengagement and low motivation in elementary and middle school learners. They authors further suggest six classroom practices that can be used by middle school teachers in changing the learners’ attitudes resulting from classroom changes. The authors, who are educators, give vital information to other educators facing challenges from low motivation and disengagement from their learners. Cibrowski, in his work summarizes the materials that have been written on effective instructions using textbooks. His article describes the strategies that a content-area or special teacher can use with his/ her students who have proved to be fast readers. The designed techniques help such learners widen their conceptual thinking. It further gives the levels of analysis, before instruction, during and after in addition to stating the criteria for effective strategies: a committed teacher, student belief and teacher’s ability to model strategic thinking. Fast students therefore are also catered for in this bibliography in terms of how they can be taught without affecting their enthusiasm. This bibliography also has materials that show the impact of cognitive instruction strategy, which is shown as the most effective mode of instruction as opposed to the traditional mode. Authors in this issue also discuss types of comprehension strategies that educators can refer to in their teaching. In conclusion, the materials chosen in this bibliography will go a long way in assisting educators know how to manage better the issues related to instruction and at the same time give them an opportunity to expand their scope. The learners also have a reason to have a look at this bibliography. There are materials summarized whose focus is the learner. The influence of the environment on the learning process has also been given in one of the resource materials in this bibliography. It is, in short, a detailed bibliography but other sources can still be sought for the purposes expounding or adding to what has been given.