Admirable or Significant Person †Scholarship Essay

Admirable or Significant Person – Scholarship Essay Free Online Research Papers Select a person you admire or a significant life experience. In what way has this person or experience affected you? Running in a line, clumped unevenly together, my team ran out of the locker room with a burst of energy as the crowd slowly acknowledged our arrival on to the court. I glanced around to see who might be watching this anticipated win, and to look for my moms face up in the stands. I nervously waited for the ball to complete my first lay-up of the night, to ease my way into the game atmosphere. My fear of getting hurt again haunted my mind, and the fear was affecting my athletic performance. The thought of spraining my ankle again chilled my body with apprehension. It really hurt me as a player not being able to play the sport I loved. I knew that the only thing to do was to stay strong and cheer for my teammates. The game had begun and my team had the ball. I watched my teammates hustle around the court and look for an open shot. Scrambling for time and an open player, the girls tried to keep the ball under control. Eventually, a point was scored and the other team brought the ball out. I can still remember cheering for my friend, after her fifteen-foot jump shot. I yelled more encouraging words to my teammates hoping that my coach would somehow notice my efforts. I sprang up out of my seat to acknowledge a great steal by another team player, and I gazed with excitement in suspense for her to score. I watched and cheered throughout the whole game. I finally heard my name called, Trace! said Coach Hanover; and she gave me my directions. I patiently waited for an out of bounds ball to come so that I could get on the court. The buzzer rang, and the referee signaled for me to come in to replace one of my teammates. My mom cheered frantically because she knew my playing time was at a minimum, and she knew how important getting a few minutes of playing time was to me. I remember distinctly that I ran to the left side of the court and set in position for a corner shot. I seemed to have perfected this shot while being out because of my beat up, bruised ankle. I made eye contacted with my teammate, and the ball was passed to me. Nervously I grabbed it and took the shot. Swish. My first two points of the season were scored! From that moment on I cant remember quite what happened. Although if I could go back in time to the feeling I had when my team came together to congratulate me, I would sprain my ankle all over again. The idea of being able to show my ability coming off from an injury was incredible. That shot I made was the emotional release I had been waiting for. I wont forget the feeling I had when my coach smiled at me and told me how well I did. I cant imagine my life without the experience of sitting the bench due to injuries for a whole season. I most definitely became a stronger person, and I a lot of people asked me why I didnt just quit. I told them that quitting was not my forte, and I could not quit on something for which I had such a passion. I explained to them that even though I may not be on the track to becoming a professional basketball player, I was determined that I would never quit for something so silly as not enough playing time. I learned that a team is not a team without encouragement from every teammate. I also learned that even though life is not always full of what you want, it does not always mean you should quit. I think that my will power for issues surrounding my life have definitely been put into perspective. Once I set my mind to something, there is no stopping me from achieving that goal. If I fail than I will just have to try, try, and try again. Research Papers on Admirable or Significant Person - Scholarship EssayThe Hockey GameTrailblazing by Eric AndersonThe Spring and AutumnHip-Hop is ArtPersonal Experience with Teen PregnancyCapital PunishmentResearch Process Part OnePETSTEL analysis of IndiaThe Masque of the Red Death Room meaningsAnalysis of Ebay Expanding into Asia

Worked Chemistry Problem Examples

Worked Chemistry Problem Examples This is a collection of worked general chemistry and introductory chemistry problems, listed in alphabetical order. Included are printable pdf chemistry worksheets so you can practice problems and then check your answers. You may also browse chemistry problems according to the type of problem. Alphabetical Index of Chemistry Problem Types Absolute ErrorAccuracy ReviewAcidBalancing Redox Reactions and TutorialBalancing Redox Reactions in a Basic SolutionBalancing Redox Equations- TutorialBohr Atom Energy LevelsBohr Atom Energy ChangeBoiling Point ElevationBond Energies EnthalpiesBond PolarityBoyles LawBoyles Gas LawCalorimetry Heat FlowCarbon-14 DatingCelsius to Kelvin Temperature ConversionCharles Gas LawClausius-Clapeyron EquationConcentration and Molarity- Determine a Concentration From A Known Mass of Solute Concentration and MolaritysDaltons Law of Partial Pressuresde Broglie Wavelength CalculationDensity CalculationDensity of a Solid and a LiquidDensity Example Problem- Finding Mass From DensityDensity of an Ideal GasDiamagnetismDilutions from Stock SolutionsElectron ConfigurationElectron Volt to Joule ConversionElectronegativityEmpirical FormulaCalculate Empirical and Molecular Formula of a CompoundEnthalpy Change - Enthalpy Change of a ReactionEnthalpy Change - Enthalpy Change of a Reaction of a Given MassEnthalpy Change - Enthalpy Change of WaterEntropy CalculationEntropy ChangeEntropy of ReactionEquation of a LineEquilibrium ConstantEquilibrium Constant for Gaseous ReactionsEquilibrium ConcentrationExperimental ErrorFeet to Inches ConversionFree Energy and PressureFree Energy and Reaction SpontaneityFormal Charge - Lewis Structure Resonance StructuresFreezing Point Depression Frequency to Wavelength ConversionGrahams LawGram to Mole ConversionGuy ProblemIdeal Gas LawIdeal Gas Problem Problem–Unknown GasIdeal Gas vs Real GassIonic Bond from ElectronegativityIsotopes and Nuclear Symbols 1Isotopes and Nuclear Symbols 2Joule to Electron Volt ConversionLaw of Multiple ProportionsLength Conversion- Angstroms to MetersLength Conversion- Angstroms to NanometersLength Conversion- Centimeters to MetersLength Conversion- Feet to KilometersLength Conversion- Feet to MetersLength Conversion- Kilometers to MetersLength Conversion- Miles to KilometersLength Conversion- Millimeters to CentimetersLength Conversion- Millimeters to MetersLength Conversion- Micrometers to MetersLength Conversion- Nanometers to MetersLength Conversion- Nanometers to Angstroms Length Conversion 2Mass Relations in Balanced EquationsMean of a Set of NumbersMean, Median, Mode and Range ExampleMolalityMolar MassMolarityMolarity to PPM ConversionMole 2pH of a Strong AcidpH of a Strong BasePhosphate Buffer PreparationpOH CalculationPolyprotic Acid pH Population Standard DeviationPrecision ReviewPredicting Formulas of Compounds with Polyatomic IonsPredicting Formulas of Ionic CompoundsPrepare a Solution (Molarity)Pressure Conversion 2Protons, Neutrons, and Electrons in Atoms/IonsRadioactive Decay 1Raoults Law 2Raoults Law 3Rate of Radioactive DecayRates of ReactionReactions in Aqueous SolutionReaction QuotientRedox ReactionRelative ErrorRoot Mean Square Velocity of Ideal Gas MoleculesSample Standard DeviationScientific NotationSignificant FiguresSimplest Formula from Percent Composition Solubility from Solubility ProductSolubility Product from SolubilityTemperature ConversionsTemperature Conversions- Kelvin to Celsius FahrenheitTemperature Conversions- Celsius to FahrenheitTemperature Conversions- Celsius to KelvinTemperature Conversions- Kelvin to CelsiusTemperature Conversions- Fahrenheit to CelsiusTemperature Conversions- Fahrenheit to KelvinTemperature That Fahrenheit Equals CelsiusTheoretical YieldTheoretical Yield #2Titration ConcentrationUncertaintyUnit Cancelling- English to MetricUnit Cancelling- Metric to MetricUnit ConversionsUnit Conversion- What Is The Speed Of Light In Miles Per Hour?Vector Scalar ProductVolume Conversions- Cubic Centimeters to LitersVolume Conversions- Cubic Feet to Cubic InchesVolume Conversions- Cubic Feet to LitersVolume Conversions- Cubic Inches to Cubic CentimetersVolume Conversions- Cubic Inches to Cubic FeetVolume Conversions- Cubic Meters to Cubic FeetVolume Conversions- Cubic Meters to LitersVolume Conversions- Gallons to Li tersVolume Conversions- Cubic Inches to Liters Volume Conversions- Fluid Ounces to MillilitersVolume Conversions- Liters to MillilitersVolume Conversions- Microliters to MillilitersVolume Conversions- Milliliters to LitersVolume PercentWavelength to Frequency Conversion Chemistry Worksheets (pdf to download or print) Metric to English Conversions WorksheetMetric to English Conversions AnswersMetric to Metric Conversions WorksheetMetric to Metric Conversions AnswersTemperature Conversions WorksheetTemperature Conversions AnswersTemperature Conversions Worksheet #2Temperature Conversions Answers #2Moles to Grams Conversions WorksheetMoles to Grams Conversions AnswersFormula or Molar Mass WorksheetFormula or Molar Mass Worksheet AnswersPracticing Balancing Chemical Equations- WorksheetBalancing Chemical Equations- AnswersPracticing Balancing Chemical Equations- Worksheet #2Balancing Chemical Equations- Answers #2Practicing Balancing Chemical Equations- Worksheet #3Balancing Chemical Equations- Answers #3Common Acid Names Formulas- WorksheetAcid Names and Formulas- AnswersPractice Calculations with Moles- WorksheetMole Calculations- AnswersPractice Mole Relations in Balanced Equations- WorksheetMole Relations in Balanced Equations- AnswersGas LawsGas Laws AnswersGas Laws Answers- Shown WorkLimiting Reagent- Worksheet Limiting Reagent- AnswersCalculating Molarity- WorksheetCalculating Molarity- AnswersAcid Base pH- WorksheetAcid Base pH- AnswersElectron Configurations- WorksheetElectron Configurations- AnswersBalancing Redox Reactions- WorksheetBalancing Redox Reactions- Answers

Working with people and organisations Essay Example | Topics and Well Written Essays - 1000 words

Working with people and organisations - Essay Example Furthermore preventative strategies and dilemmas were encountered. When considering student social work one of the overarching aspects is the consideration of the welfare of the individuals involved. Indeed, Ollsen (2008) has indicated the tenuous nature of such circumstances on the children involved, â€Å"Unaccompanied minors often face severe trauma during their preflight lives as well as during the course of their migration. These traumatic experi- ences can have negative psychosocial impacts on the minors† In many instances one understands the cases and the level of support that they require, but still rely heavily on supervision for the best outcome. I have relied on supervision and have found it extremely necessary as working so closely with your cases means one must maintain an appropriate professional boundary. I have found that foster children and their birth families often in conversation slip something to you, hoping that it will not be reported. I am constantly aware of safeguarding and always advise them it must be noted. That information could be apparent later on and could put someone’s life at risk or cause personal danger. †¨Ã¢â‚¬ ¨ As a Student Social Worker I have been assigned nine foster children to support. Some foster carers currently have no placements, but still require regular support, advice and training. Unlike working with a local authority, my foster carers could be 60 miles round trip away from our offices. As a lot of our placements are from different local authorities, our foster carer’s home addresses can span all boroughs. I was trained to use social e-care and also carried out general office based duties usually carried out by a duty worker in the day to day processes of dealing with referrals from local authorities in placing looked after children with well matched foster carer’s. I was professional at all times, particularly when taking referrals

International Financial Markets and Institutions 2 Essay

International Financial Markets and Institutions 2 - Essay Example The price at which the asset or a bond may be traded at expiration is called an exercise price or strike price. A call option is an option granting the right to buy an underlying asset. A call option on a bond would mean that the bond issuer has the option to buy back the bond at a certain price after the expiration of a certain time period. A put option is an option granting the right to sell an underlying asset. In this case, a bond investor has the right to sell back the bond at a certain price after the expiration of a certain time period. (Chance, 2009) An option is generally considered to be in-the-money when exercising the option would result in a positive cash inflow. Therefore, call options are considered to be in-the-money for the bond investor when the value of the underlying asset exceeds the exercise price. This way, if the underlying bond is bought at the exercise price, it can be sold at the market value to make positive cash inflow if delivery is term of contract and be simply a positive settlement in case cash settlement is the term of contract. A put option is considered to be in-the-money for the bond issuer when the value of the bond is lower than the exercise price. (Chance, 2009) There are three measures to calculate the yield of any bond with an attached option: yield to maturity, yield to call and yield to put. Yield to maturity measure assumes that the bond will be held to maturity and that any option on the bond will not be exercised. This means that the yield to maturity measure on a callable or putable bond is the same as the yield to maturity on a simple bond with no options. The yield to maturity is, therefore, the ‘interest rate that will make the present value of a bond’s cash flows equal to its market price plus accrued interest’. Hence, the Internal Rate of Return (IRR) is calculated for all the expected positive cash flows (including interest and the face value of the bond receivable at maturity) and the ne gative cash flow (purchase price of the bond). This gives us the yield to maturity. ‘A callable bond may have a call schedule. The yield to call assumes that the issuer will call a bond on some assumed call date and that the call price is the price specified in the call schedule’ (Fabozzi, 2009). You can use the yield to call concept to calculate the yield to first call or yield to next call or yield to first par call or a yield to refunding. The yield to call is calculated in the same way as any other yield. In this case we assume the call date to be the maturity date and then use the cash inflows and outflows to get the IRR and define the yield to call. The yield to put is the ‘interest rate that will make the present value of the cash flows to the first put date equal to the price plus accrued interest’ (Fabozzi, 2009). Once again, this measure assumes that the bond will be put at the first put date. Therefore, the schedule is used to identify the value of bond at the put date and calculate cash inflows and outflows. These are then used to obtain the IRR or the yield measure. Question2 You have been appointed as the Business analyst at an international fund management firm. As part of your role, you are required to prepare a report covering the following areas: a. How the Internet, and technological advances in computing power and communications affects: I. The provision of domestic and global banking products and services II. The degree of competition in the world’

Persuasive speech outline Essay Example for Free

Persuasive speech outline Essay Believe it or not, according to choices.com, about 3,000,000 teens drop out of high school each year. That’s approximately 7,000 a day. This is not only hurting their success and the amount of money they can earn, but also the economy of the entire United States. Although some people might think every teen should be able to make the decision to drop out or stay in high school themselves, but teens need to realize the consequences that come with dropping out. When you’re is a young teen you may not be thinking about how your decisions can affect your future, without a high school education you cannot attend college, this will make it harder for you to find a high paying job, let alone a job at all. II. Need Step A. When a person is a young adolescent, they’re thinking about now, not the future, and they may regret the decision to drop out later. ââ€" Most of the teenagers that end up dropping out of high school are thinking about how much they don’t want to be at school or how they cannot handle the workload. ââ€" Sometimes teens have actual trouble in school and going to regular high school isn’t the best option, but they still need to get an education somehow, even if its online classes. In other cases, teens just don’t want to go to high school, and that’s their reasoning for dropping out. They aren’t thinking about their future. ââ€" According to State Representative Martha Waltz of Boston, few, if any, 16 year olds have the wisdom and knowledge to understand the lifelong consequences of ending their high school education at 16

Postmans Amusing Ourselves to Death Essay -- Amusing Ourselves Death

Postman's Amusing Ourselves to Death I have just read Postman's Amusing Ourselves to Death. Postman states that the age of typography has been replaced by the age of television. This has changed the way we look at the world and the way we think, which in turn has almost made us less intelligent. Postman speaks his opinions freely, and really gives the reader a new perspective on media, and the effect it has on society. To often we think nothing of what we see and read in the media, but after reading this book you see things a lot differently. Postman believes that the culture is shaped by how its media is conducted. In the age of typography, for example, politicians spoke of how people wrote. In today?s society the news is broadcasted in bits and pieces, and the unrelated topics are all thrown up and tied together with the phrase 'Now and This'. Our culture, he states, now functions best when focused on tiny bits of unrelated material. We believe that things should come in unrelated bits, continuously, and with lots of flash. To us it doesn't seem weird that commercials interrupt our programs every few minutes, though to someone who has never seen television, it would seem very odd indeed. Postman says that televisions have changed everything in our culture; politics and teaching. Politics have conformed to the ways of television. An example is how debates are conducted in modern politics. Before debates lasted many hours and contained many long thought out res...

Affects of childhood trauma

Trauma as a child has developing effects, mentally and physically when growing Into an adult. BACKGROUND: The ma]orally of abused or neglected kids have a harder time building relationships with anybody who is trying to help them. It is proven kids without a healthy attachment are more prone to be vulnerable stress. We all know that stress can lead to a more severe lifestyle. Depression, anxiety and aggressive behavior are all medical problems following stress and traumatic trauma. Healthy development needs a healthy foundation. I am hoping to accomplish more education and a better understanding on this certain topic. With the online library, personal experience and the many other resources available, will be the biggest factor in the development of this research paper. There are a lot of opinion, facts and psychology papers written on this topic so it is going to be important to look for plagiarism. The more credible resources I look into the better the coherence and the less likely of committing plagiarism.The more aware we are of our behaviors and what our kids take from us, the better he understanding we have about their development. 1 . Some kids take a lot more from parents than others. 2. Some kids are more mentally traumatized to neglect than a lot of others are. 3. Some kids are born more emotionally sensitive than their siblings and friends. If you are an involved member of your community such as a minister, coach or school teacher you are going to deal with others personal situations. 1 .Understanding the mindfulness behind traumatic emotions the better educated and prepared you are for that certain situation. 2. The more educated you are on the behaviors that follow aromatic experiences the more of an open eye you will have for the situation. 3. Traumatized children are more likely to engage in high risk behaviors including, self- harm and aggression towards others. The education on human behavior and emotional intelligence gives us a better self-aw areness for ourselves and others. 1 . The more education we have on our emotions the better explanation we can give ourselves. 2.Self-awareness will give us a more open eye for the actions and behaviors we see in our kids and others. 3. Understanding the responsibility of our actions and how they have an influence on our kids, plays a major role in the way they perceive life. A lot of childhood trauma come from classmates and not the parents. 2. A lot of children are â€Å"spoiled† and act out because there is no discipline. 3. Some kids are just born that way and they will grow out of It â€Å"they are not depressed nor do they have anxiety† there Just kids and there are to many parent putting kids on medicine.Response to counter-arguments: 1. Yes correct, but if you are not aware of the change in your child's behavior because f what is going on in school, then you cannot correct the problem. 2. There are differences in behaviors when your child is not getting there w ay compared to you child going through a traumatic experience. 3. That's why educating yourself is so Important to understanding the differences. Already learned to live with the emotion and start to Just act out. Sometimes medication is what's needed, Just educate yourself on the medication and get different opinions.

Life Course Case Study Essay

Introduction In this assignment I conduct a life course case study of a seventy-four year old man, Mr. Gambina, in order to find out whether structure or agency has been most influential throughout his life. The agent is the person who actually performs the action, while structure refers to the main structures in society that influence the way the agents act. Most structuralists share a conviction that individual human beings function solely as elements of the (often hidden) social networks to which they belong. The life course theory emerged in the 1960s out of the need to understand human development as occurring across the life span. This field, which emphasizes how individual lives are socially patterned over time, and the processes by which lives are changed by changing environments. Life-course studies emphasise the importance of epistemology in the study of society. Thus, collecting information on the four interrelated dimensions of the life story: structural, socio-cultural, interpersonal and personal story. According to Janet Z. Giele and Glen H. Elder, Jr., â€Å"Any point in the life span must be viewed dynamically as the consequence of past experience and future expectation,† I have tried to keep this in mind while conducting my study and analysis of Mr. Gambina’s life span. Theory The sociological theory that I shall be taking into consideration is that of C. Wright Mills. Mills’ aim was to develop what he called sociological imagination. The sociological imagination, he argued, is an outlook on society that focuses on the intimate connections between larger structural issues (what he called Public Issues) and the daily problems that confront individuals (Personal Troubles). Mills sought to demonstrate how issues of power, ideology and class are tied up with the daily troubles of ordinary individuals. Mills also sought to expose what he saw as the tragedy of sociology – the inability, unwillingness or refusal to cultivate the sociological imagination. An important assumption underlying Mills’ work is that social reality is both macroscopic and microscopic. Sociologists should try to understand social reality in terms of the meanings that social structures have for individuals. Failure to comprehend these macro-micro inner-connections results in sterile, pseudo-sophisticated rambling, which contributes little to the development of the social sciences or to the usefulness of sociology for progressive social change. This reluctance to cultivate the sociological imagination is, for Mills, the tragedy of modern sociology. Mills thought that social structure has a reality independent of the activities of ordinary individuals. Nonetheless individuals make and remake the social relations of everyday life. The aim of good sociology is to sensitise us to the many ways that social structure influences the daily lives of ordinary people. His greatest political and intellectual concern was that people in advanced societies would be manipulated into a state of acquiescence and political impotence, a state where the role of human reason would no longer play be an important force for progressive social change. He says, â€Å"we cannot adequately understand ‘man’ as an isolated biological creature, as a bundle of reflexes or a set of instincts, as an ‘intelligible field’ or a system in and of itself. Whatever else he may be, man is a social and an historical actor who must be understood, if at all, in close and intricate interplay with social and historical structures† . Literature Review There have been many life-course studies in the last century, each focusing on a separate element of the interviewee’s life, ranging from why and how people choose their friends to the female social climber . A similar study to the one I am conducting is Katherine R. Allen and Robert S. Pickett’s 1984 life-course study of women born in 1910, in America. Allen and Pickett paid particular attention to the variations in life patterns and choices fostered. They realized an increased trend in the employment of women, the expansion of educational careers, significant alterations in marriage and divorce patterns, a prolongation of the life course and a great  imbalance in the proportions of women to men in their later years. Also in 1984, Dieter Ulich and Winfried N. Saup conducted life-course research, conducted towards coping with crises in old age. They found negative stereotypes and self-concepts in the elderly. They argued that gerontology would help towards coping with stress. Susan De Vos and Steven Ruggles explored the connections between the life course and the kin group, in 1985, focusing on the demographic determinants of kin groups, such as frequency and timing of births, deaths and marriages, which all define the context within which rules of kinship operate. Steven Ruggles used microsimulation (following the kinship path of the individual as they age) to examine the connection between an individual’s life course and the nature of his or her kin group and its sensitivity to overall demographic conditions. A more recent study is that of Ulrich Karl Mayer in 1997, which examined the challenges faced in cross-cultural comparisons of life courses. He constructed two complimentary ideal types, based on life courses in deregulated societies and flexibly co-coordinated societies. Mayer found that links between macroinstitutional structures and individual life courses must be constructed as mutually reinforcing systems to enable successful cross-national comparisons. He concluded that cross-national comparisons of life course patterns should contain a description of the institutional configurations and of the make-up of collective actors and models of incentive systems and individual-level transitions. However, none of the life-course studies I reviewed deal specifically with the influence of structure and agency throughout the individual’s life, the topic which I am dealing with. Methodology and Methods Methodology There are two main kinds of research: quantitative and qualitative. In this case study I use qualitative research, also known as interpretive research, naturalistic research, phenomenological, descriptive research. There are three main types of qualitative data collection: interviews, observation and documents, the product of which is a narrative description. Qualitative research is very dependent on the researcher as a person. The researcher is an instrument, not a mechanical device or test instrument, as in quantitative research. By using qualitative research, the researcher gets much more depth and detail than in a standardised questionnaire, and it helps the interviewer see the world view of the people studied, the respondents’ categories, rather than imposed categories. Descriptive research attempts to avoid pre-judgements, although some disagree here as we always make judgements, but just don’t admit it, for example the choice of one location or group over another is a judgement. The goal is to try to capture what is happening without being judgemental; to present people on their own terms, try to represent them from their perspectives so reader can see their views. However, qualitative research gives a much less generalised result, and makes it difficult to collect data and make systematic comparisons. Some claim the qualitative research is too dependent on the researcher’s personal attributes and skills. Method In this case study the method I used is that of an intensive, or in-depth, interview. This is an unstructured one-to-one interview, in which broad questions are asked, giving the interviewee a starting point and then asking questions to help push him or her in the right direction. Interviews are the most flexible means of obtaining information, since the face-to-face situation helps answers to be in more depth and detail. Also, information can be observed by the interviewer without having to ask the specific question. Unlike in mail or telephone questionnaires, sensitive  questions cannot remain unanswered, and the interviewer can be certain who exactly is answering the questions, family members will not be able to confer. On the other hand, one-to-one interviews may create and interviewer bias: physical appearance, age, race, sex, dress, non-verbal behavior and/or comments may prompt respondents to answer questions untruthfully. In general, interviews are a disadvantage because a lot of time and money is required, but this is not the case for this particular life-course study, as it only deals with one person. Results Birth and Family or Origin The respondent, Mr. Gambina, born in 1927, was born during the lull between the two World Wars. When I asked him about his childhood, he told me that it was very normal, referring to things all children do, in particular his holy communion, confirmation, and that he was an altar boy. He had only good things to say about his parents, describing them both as quiet and devoted to their family. The little trouble he got into with his parents was to do with going out instead of staying home to study; he said he felt very carefree during his teenage years, telling me that they used to play in the streets, even though a war was on. The most significant even of his teenage years was the Second World War, and his father being repatriated to Sicily because of it. Education Mr. Gambina remembers enjoying school, in particular remembers his teacher who he described as gentle and well meaning. One of his lasting memories of school is the lessons being interrupted by air raids. He had a talent for languages, and remembered the name of an important book, Manzoni’s classic ‘I Promessi Sposi’ after only a second of thought. When asked about the role of education in a person’s life, he immediately replied, â€Å"Education is  everything†. Love and Work Mr. Gambina was 17 when he had his first date, which was a walk on the front. What he remembers as difficult about dating was that he a girl who he would have liked to ask out was always with a female friend of hers, making her very unapproachable. The respondent’s attitudes towards sex have always been in sync with the teachings of the Roman Catholic Church. He said that one of the main reasons with his wife was that she was a woman with her own mind, and he realized that the relationship â€Å"meant business† straight away. He held that he always wanted to get married and have a family of his own; in fact he went on to have four children, two girls and two boys. He describes the best part of marriage was the birth of his children, and the worst his wife dying. The values the interviewee tried to impart on his all his children are those of the Roman Catholic Church. The respondent’s ambition was only to live a normal life, which he succeeded in accomplishing. When he was young he had wanted to be a notary, but since schooling had to be paid for, and he was relying on his brother for income, he could not continue studying. He said the war helped him to understand and accept his adult responsibilities, and he realized he had become an adult when he began working as a clerk, which he decided to do because he liked office work, also there was not much choice at the time, as it was just after WWII. Historical Events and Periods As already mentioned, the Mr. Gambina lived through the experience the Second World War; also he mentioned the granting of Malta’s independence as the important historical events he saw. He has seen the development of cooking on the Maltese traditional kenur to gas ovens, and remembers old wives tales to cure sickness put into practice. He was, and still is, and active member of the community, from being an altar boy as a child, to being an active member of the Legion of Mary now: visiting old people’s homes, the mental  hospital and parishioners in their own homes. He considers the most important thing his family gave him as honesty, the most important thing that he gave his family as affection and the most important thing he gave to the community as his time. Retirement Mr. Gambina remembers feeling relieved when he retired from his full-time job, as it was during Mintoff’s government, and he was boarded out for being a nationalist supporter. He went on to part-time work with a relative, but eventually had to stop because of health problems. He says he doesn’t miss work, that he’s living a happy life now and commented on how nice it is not to have to wake up early every morning, rain or shine. The worst thing about being retired, however, is that, since he is a widower and his children do not live with him any more, it can get lonely. His time is occupied now with working for the Legion of Mary (as mentioned earlier), running errands for himself and his children, and baby-sitting his grandchildren. He says he is very proud of his grandchildren, the best thing about them being their affection, and the worst thing when they argue. He hopes that they will always give importance to family unity. Inner Life and Spiritual Awareness The interviewee says he had a happy childhood, he definitely felt loved; one of his happiest childhood memories is preaching the Christmas sermon. He counts his turning point as a teenager as WWII, especially since his father was not with him, and his turning points as an adult as getting married and becoming a father. He says the greatest stress of being an adult is responsibility. Spirituality plays a major role in the interviewee’s life, his primary beliefs being to love God and his neighbour, and giving importance to saving his soul. Even though he sometimes doubts, he feels he has inner strength, which he gets from God and when he feels drained renews his strength through prayer. He feels at peace with himself, which he says was achieved by keeping hope alive. Major Life Themes Mr. Gambina says that the most important gifts he has gotten are the values passed on to him from his parents, pointing out that they are the same as those of the Catholic Church. His crucial decisions were deciding to get married and have a family, which taught him to appreciate life more. He can handle disappointment serenely, knowing that life goes on. His greatest joy has been the births of his children and grandchildren, while the worst points are the deaths of his father, mother, wife and brother. His greatest worry is that he has to leave this world. Though he knows he stopped changing a long time ago, he does not feel old and believes he can cope, adding that his children and grandchildren keep him alive. Discussion Agency and Structure both play important factors in our lives. Agency is the power of actors to operate independently of the shaping constraints of social structure. Structure, on the other hand, is the main structures in society and their sway on our personal lives, such as the government, religion, education, and the work place, as illustrated through this life-course study. My job now is to determine where both structure and agency have influenced the subject’s, Mr. Gambina’s, life. When asked about his childhood, Mr. Gambina said he considered his it to be normal with reference to activities related to the Roman Catholic Church (namely his First Holy Communion, Confirmation, and that he was an altar boy), this is a clear indication that the structure of the Church has played a very large role in his life, so large that he defines himself by it. We can also see this influence in Mr. Gambina’s attitudes towards sex as a teenager, the values he tried to impart on his children (those of the Roman Catholic Church), which he also considers to be the most important gifts from his parents and what he considers to be that happiest memory of his childhood – giving the Christmas sermon. We can also see the weight religion carries for him in his choice of activities: working with the Legion of Mary, one of their activities being going to people’s houses to pray with  them, and to give them a statue of the Virgin Mary to pray to for a week. Another structure that played a significant role in Mr. Gambina’s life is education. Though he did not continue his education past ordinary level standard, this was not because he did not want to, but because it was too expensive to do so at the time. This obviously does not mean that he does not treat getting an education as important, and when he was asked, he himself said, â€Å"Education is everything†. Inevitably, the war played a large part in Mr. Gambina’s life. He counts it as the event that turned him into an adult. Also, since his father was repatriated to Sicily, his teenage years, the years in which he needed a father’s guidance most, were spent without that support. In this way, we can see, again, the dominance of structure in Mr. Gambina’s life course. In his work, Mr. Gambina was also affected by structure. Starting work when he did was due to the fees that had to be paid to continue schooling, which his family could not afford. The type of work he did was influenced greatly by structure to, although he wanted to work in an office job, he did not have much selection at the time, as it was just after the Second World War had ended, and there were a lot of people left unemployed (this is also another way in which the war affect Mr. Gambina’s life). I also cannot ignore the comment Mr. Gambina made about being relieved to have retired, as he was discriminated against, and in his own words, â€Å"boarded out,† of his job as a clerk because of his political beliefs. One aspect that structure did not control was Mr. Gambina’s choice for a wife. It was not common at that time for women to be working, but this is precisely what first attracted Mr. Gambina to who would become Mrs. Gambina. He liked that she was an independent woman. In this circumstance, we see that agency playing its role. Conclusion The life course study conducted was to indicate to what extent the  respondent’s life was a product of structure and/or agency. All individuals are affected by social structure, and at the same time, each and every structure is made up of individuals, all performing diverse social actions. In examining Mr. Gambina’s life story, it becomes clear that structure has played a much more prominent influence in his life than agency. First and foremost the Second World War, which affected not only Mr. Gambina’s everyday life, but also the life of each individual that lived through it. Education, another structure, is also a factor that Mr. Gambina considers to be important. In his work, we can see Mr. Gambina being affected by structure in the type of job he opted for, and also the influence of the government, even in his office, which had influenced his everyday life, and caused him to detest his last two years of work. In the case of Mr. Gambina, the great importance that he has given to his religion has throughout his life, as illustrated in both the results and the discussion, obviously leads to the reasoning that structure, and especially that of the Roman Catholic Church, has been given priority in his life span. The only case I could find in Mr. Gambina’s life of agency taking control is when he chose his wife, and his decision to rear a family, though I must admit, I am not exactly sure that the choice to have one’s own family is a choice made completely independently. In conclusion, I think the answer to the question ‘has agency or structure been given priority throughout the life course of Mr. Gambina?’ is indisputable. Structure has been the major influence in his life story, and still remains so. References Richard T. Schaefer, Sociology, seventh edition, McGraw-Hill, 2001 C. Wright Mills, The Sociological Imagination, 1959 Janet Z. Giele and Glen H. Elder, Jr., Methods of Life Course Research Roger D. Wimmer and Joseph R. Dominick, Mass Media Research, An Introduction, Wadsworth, 1994 Internet sources http://www.socialscience.eku.edu/Ant/BANKS/CWMILLS_HT2.htm

Titanic Outline,Paper& Essays - Canada, United Kingdom, Free Essays

Titanic Outline,Paper& Essays - Canada, United Kingdom, Free Essays Titanic Outline,Paper& Bibliography Outline In retrospect, blame for the sinking of the Titanic can be placed on the inferior materials used by the ship builder, the misled motivation of Captain Smith and the White Star Line, and the poor emergency provisions and procedures. I. Situations surrounding the sinking of Titanic A. Who operated the Titanic B. Events of April C. Extent of loss II. Titanic sets sail A. Description of ship 1. Ship builder 2. Materials used 3. Outfitting the ship B. The maiden voyage III. The iceberg A. False sense of security by crew B. The sighting C. The correction D. The hit IV. Saving the passengers A. Women and children B. First class passengers C. Other class passengers V. In retrospect A. Causes of the disaster Titanic - The Ship of Destiny The Royal Mail Ship Titanic, better known as the RMS Titanic, was the second Olympic-class ship built by the White Star Line. She was built between the years of 1909 and 1911 and was touted as unsinkable by her owners and the press because of her watertight compartments. The RMS Titanic left Great Britain on her maiden voyage on April 10, 1912 under the command of Captain Edward J. Smith. On the night of Sunday, April 14, at 11:40 p.m., the ship struck an iceberg. Of the 2,227 passengers on board, only 705 survived. The White Star Line was owned by J.P. Morgan, an American financier, at the time of the Titanic disaster. Morgan purchased the company in 1902 from J. Bruce Ismay who retained the titles of Directorship and Chairman and Managing Director of the company. When J. Bruce Ismay . . . picked out her name, he had no idea how famous it would become. He named the ship Titanic. (RMS Titanic) What was to be the greatest ship in the world would become one of the greatest tragedies the world had seen. In retrospect, blame for the sinking of the Titanic can be placed on the inferior materials used by the ship builder, the misled motivation of Captain Smith and the White Star Line, and the poor emergency provisions and procedures. The White Star Line contracted with a ship building company named Harland and Wolff to build the grandest ship in the world. The ship was designed by the White Star Line to be a marvel of modern of safety technology. Titanic was 883 feet long, 92 feet wide, and weighed 46,328 tons. She was 104 feet tall from keel to bridge, almost 35 feet of which were below the waterline. She had four smoke stacks, one of which was a dummy stack simply used to increase the impression of her gargantuan size. She had a double hull of one-inch-thick steel plates and a system of sixteen watertight compartments, sealed by massive doors that could be instantly triggered by a single electric switch on the bridge. Electric water sensors could also activate these doors. Her accommodations were the most modern and luxurious on any ocean. The Titanic's amenities included electric lights and heat in every room, electric elevators, a swimming pool, a squash court, a Turkish Bath, a gymnasium with a mechanical horse and mechanical camel to keep riders fit, and staterooms and first class facilities that would rival the best hotels in the world. A six-story, glass-domed grand staircase led first class passengers to a sumptuous dining room where they would enjoy the best cuisine. Even the third class (steerage) cabins were more luxurious than the first class cabins on some lesser steamships. The original design of the Titanic called for 32 lifeboats. The White Star Line management felt that the boat-deck would look cluttered and reduced the number to 20, which would provide a total lifeboat capacity of around 1,178. This actually exceeded regulations of the time, even though Titanic was capable of carrying over 3500 passengers. On April 10, 1912, the Titanic set sail for New York on her maiden voyage. She would stop at Cherbourg, France and Queenstown, Southern Ireland before heading across the Atlantic Ocean. Over the next three days, it was a regular voyage with passengers of all classes enjoying the luxury of the Titanic. Captain Smith, Bruce Ismay of the White Star Line, and Thomas Andrews of Harland and Wolff walked around the ship noting any flaws. Titanic's maiden voyage was to be Captain Smith's

Clovis - Early Hunting Colonizers of North America

Clovis - Early Hunting Colonizers of North America Clovis is what archaeologists call the oldest widespread archaeological complex in North America. Named after the town in New Mexico near where the first accepted Clovis site Blackwater Draw Locality 1 was discovered, Clovis is most well-known for its stunningly beautiful stone projectile points, found all over the United States, northern Mexico, and southern Canada. Clovis technology was not likely the first in the American continents: that was the culture called Pre-Clovis, who arrived before Clovis culture at least one thousand years earlier  and are likely ancestral to Clovis. While Clovis sites are found throughout North America, the technology only lasted for a brief period of time. The dates of Clovis vary from region to region. In the American west, Clovis sites range in age from 13,400-12,800 calendar years ago BP [cal BP], and in the east, from 12,800-12,500 cal BP. The earliest Clovis points found so far are from the Gault site in Texas, 13,400 cal BP: meaning Clovis-style hunting lasted a period of time no longer than 900 years. There are several long-standing debates in Clovis archaeology, about the purpose and meaning of the egregiously gorgeous stone tools; about whether they were solely big game hunters; and about what made Clovis people abandon the strategy. Clovis Points and Fluting Clovis points are lanceolate (leaf-shaped) in overall shape, with parallel to slightly convex sides and concave bases. The edges of the hafting end of the point are usually ground dull, likely to prevent the cord haft lashings from being cut. They vary quite a bit in size and form: eastern points have wider blades and tips and deeper basal concavities than do points from the west. But their most distinguishing characteristic is fluting. On one or both faces, the flintknapper finished the point by removing a single flake or flute creating a shallow divot extending up from the base of the point typically about 1/3 of the length towards the tip. The fluting makes an undeniably beautiful point, especially when performed on a smooth and shiny surface, but it is also a remarkably costly finishing step. Experimental archaeology has found that it takes an experienced flintknapper half an hour or better to make a Clovis point, and between 10-20% of them are broken when the flute is attempted. Archaeologists have contemplated the reasons Clovis hunters might have had for creating such beauties since their first discovery. In the 1920s, scholars first suggested that the long channels enhanced bloodlettingbut since the flutes are largely covered by the hafting element thats not likely. Other ideas have also come and gone: recent experiments by Thomas and colleagues (2017) suggest that the thinned base might have been a shock absorber, absorbing physical stress and preventing catastrophic failures while being used. Exotic Materials Clovis points are also typically made from high-quality materials, specifically highly siliceous crypto-crystalline cherts, obsidians, and chalcedonies or quartzes and quartzites. The distance from where they have been found discarded to where the raw material for the points came is sometimes hundreds of kilometers away. There are other stone tools on Clovis sites but they are less likely to have been made of the exotic material. Having been carried or traded across such long distances and being a part of a costly manufacturing process leads scholars to believe that there was almost certainly some symbolic meaning to the use of such these points. Whether it was a social, political or religious meaning, some sort of hunting magic, we will never know. What Were They Used For? What modern archaeologists can do is look for indications of how such points were used. There is no doubt that some of these points were for hunting: the point tips often exhibit impact scars, which likely resulted from thrusting or throwing against a hard surface (animal bone). But, microwear analysis has also shown that some were used multifunctionally, as butchery knives. Archaeologist W. Carl Hutchings (2015) conducted experiments and compared impact fractures to those found in the archaeological record. He noted that at least some of the fluted points have fractures that had to have been made by high-velocity actions: that is, they were likely fired using spear throwers (atlatls). Big Game Hunters? Since the first unequivocal discovery of Clovis points in direct association with an extinct elephant, scholars have assumed that Clovis people were big game hunters, and the earliest (and likely last) people in the Americas to rely on megafauna (large bodied mammals) as prey. Clovis culture was, for awhile, blamed for the late Pleistocene megafaunal extinctions, an accusation that no longer can be leveled. Although there is evidence in the form of single and multiple kill sites where Clovis hunters killed and butchered large-bodied animals such as mammoth and mastodon, horse, camelops, and gomphothere, there is growing evidence that although Clovis were primarily hunters, they didnt rely solely on or even largely on megafauna. Single-event kills simply dont reflect the diversity of foods that would have been used. Using rigorous analytical techniques, Grayson and Meltzer could only find 15 Clovis sites in North America with irrefutable evidence for human predation on megafauna. A blood residue study on the Mehaffy Clovis cache (Colorado) found evidence for predation on extinct horse, bison, and elephant, but also birds, deer and reindeer, bears, coyote, beaver, rabbit, bighorn sheep and pigs (javelina). Scholars today suggest that like other hunters, although larger prey might have been preferred because of greater food return rates  when the large prey wasnt available they relied on a much broader diversity of resources with an occasional big kill. Clovis Life Styles Five types of Clovis sites have been found: camp sites; single event kill sites; multiple-event kill sites; cache sites; and isolated finds. There are only a few campsites, where Clovis points are found in association with hearths: those include Gault in Texas and Anzick in Montana. Single event kill sites (Clovis points in association with a single large-bodied animal) include Dent in Colorado, Duewall-Newberry in Texas, and Murray Springs in Arizona.Multiple kill sites (more than one animal killed at the same location) include Wallys Beach in Alberta, Coats-Hines in Tennessee and El Fin del Mundo in Sonora.Cache sites (where collections of Clovis-period stone tools were found together in a single pit, lacking other residential or hunting evidence), include the Mehaffy site, the Beach site in North Dakota, the Hogeye site in Texas, and the East Wenatchee site in Washington.Isolated finds (a single Clovis point found in a farm field) are too numerous to recount. The only known Clovis burial found to date is at Anzick, where an infant skeleton covered in red ochre was found in association with 100 stone tools and 15 bone tool fragments, and radiocarbon dated between 12,707-12,556 cal BP. Clovis and Art There is some evidence for ritual behavior beyond that involved with making Clovis points. Incised stones have been found at Gault and other Clovis sites; pendants and beads of shell, bone, stone, hematite and calcium carbonate have been recovered at Blackwater Draw, Lindenmeier, Mockingbird Gap, and Wilson-Leonard sites. Engraved bone and ivory, including beveled ivory rods; and the use of red ochre found at the Anzick burials as well as placed on animal bone are also suggestive of ceremonialism. There are also some currently undated rock art sites at Upper Sand Island in Utah which depict extinct fauna including mammoth and bison and may be associated with Clovis; and there are others as well: geometric designs in Winnemucca basin in Nevada and carved abstractions. The End of Clovis The end of the big game hunting strategy used by Clovis appears to have occurred very abruptly, connected with the climate changes associated with the onset of the Younger Dryas. The reasons for the end of big game hunting is, of course, the end of big game: most of the megafauna disappeared about the same time. Scholars are divided about why the big fauna disappeared, although currently, they are leaning towards a natural disaster combined with climate change that killed off all the large animals. One recent discussion of the natural disaster theory concerns the identification of a black mat marking the end of Clovis sites. This theory hypothesizes that an asteroid landed on the glacier that was covering Canada at the time and exploded causing fires to erupt all over the dry North American continent. An organic black mat is in evidence at many Clovis sites, which is interpreted by some scholars as ominous evidence of the disaster. Stratigraphically, there are no Clovis sites above the black mat. However, in a recent study, Erin Harris-Parks found that black mats are caused by local environmental changes, specifically the moister climate of the Younger Dryas (YD) period. She noted that although black mats are relatively common throughout the environmental history of our planet, a dramatic increase in the number of black mats is apparent at the onset of the YD. That indicates a rapid local response to YD-induced changes, driven by significant and sustained hydrologic changes in the southwestern US and High Plains, rather than cosmic catastrophes. Sources Grayson DK, and Meltzer DJ. 2015. Revisiting Paleoindian exploitation of extinct North American mammals. Journal of Archaeological Science 56:177-193.Hamilton M, Buchanan B, Huckell B, Holliday V, Shackley MS, and Hill M. 2013. Clovis Paleoecology and Lithic Technology in the Central Rio Grande Rift Region, New Mexico. American Antiquity 78(2):248-265.Harris-Parks E. 2016. The micromorphology of Younger Dryas-aged black mats from Nevada, Arizona, Texas and New Mexico. Quaternary Research 85(1):94-106.Heintzman PD, Froese D, Ives JW, Soares AER, Zazula GD, Letts B, Andrews TD, Driver JC, Hall E, Hare PG et al. 2016. Bison phylogeography constrains dispersal and viability of the Ice Free Corridor in western Canada. Proceedings of the National Academy of Sciences 113(29):8057-8063.Hutchings WK. 2015. Finding the Paleoindian spearthrower: quantitative evidence for mechanically-assisted propulsion of lithic armatures during the North American Paleoindian Period. Journal of Archaeological Science 55:34-41. Lemke AK, Wernecke DC, and Collins MB. 2015. Early Art in North America: Clovis and Later Paleoindian Incised Artifacts from the Gault Site, Texas (41bl323). American Antiquity 80(1):113-133.Rasmussen M, Anzick SL, Waters MR, Skoglund P, DeGiorgio M, Stafford Jr TW, Rasmussen S, Moltke I, Albrechtsen A, Doyle SM et al. 2014. The genome of a Late Pleistocene human from a Clovis burial site in western Montana. Nature 506:225-229.Sanchez G, Holliday VT, Gaines EP, Arroyo-Cabrales J, Martinez-Taguena N, Kowler A, Lange T, Hodgins GWL, Mentzer SM, and Sanchez-Morales I. 2014. Human (Clovis)-gomphothere (Cuvieronius sp.) association approximately 13,390 calibrated yBP in Sonora, Mexico. Proceedings of the National Academy of Sciences 111(30):10972-10977.Shott MJ. 2013. Human colonization and late pleistocene lithic industries of the Americas. Quaternary International 285:150-160.Speer CA. 2014. LA-ICP-MS analysis of Clovis period projectile points from the Gault Site. Journal of Archaeolog ical Science 52:1-11. Speth JD, Newlander K, White AA, Lemke AK, and Anderson LE. 2013. Early Paleoindian big-game hunting in North America: Provisioning or Politics? Quaternary International 285:111-139.Surovell TA, Boyd JR, Haynes CV, and Hodgins GWL. 2016. On the dating of the folsom complex and its correlation with the Younger Dryas, the end of Clovis, and megafaunal extinction. PaleoAmerica 2(2):81-89.Thomas KA, Story BA, Eren MI, Buchanan B, Andrews BN, OBrien MJ, and Meltzer DJ. 2017. Explaining the origin of fluting in North American Pleistocene weaponry. Journal of Archaeological Science 81:23-30.Yohe II RM, and Bamforth DB. 2013. Late Pleistocene protein residues from the Mahaffy cache, Colorado. Journal of Archaeological Science 40(5):2337-2343.

Cold War - Arms Race Between US and USSR Which Lead to the Fall of Research Paper

Cold War - Arms Race Between US and USSR Which Lead to the Fall of USSR - Research Paper Example Both sides directed huge sum of money to the military budget with each side trying to outdo the other. History of the cold war The relations gap between United States and Soviet Union were widened up by differences in economic and political ideologies. As a result, each country started suspecting the other as fears of attacks rose to greater heights. These differences prevented them from coming into a mutual understanding an aspect that could have reduced the rivalry. Some of the key policies that widened this rivalry were for example, the case of Cuban missile crisis. In addition, immediately after World War II United States had monopolized knowledge concerning the raw materials that were required to develop nuclear weapons. United States thought that owning nuclear weapons would draw concessions and fear from USSR but, this was not the case. Soviet Union started by trying to match the weapons through working on the atomic bomb silently. A steady supply of uranium from Eastern Europ e provided hope to the Soviet Union. Although the project was so expensive for the country, they succeeded in making an atomic bomb. In mid 1950’s, Soviet Union detonated the first bomb in 1949 an aspect that caught the world unaware (Phillips, 2010). Arms race Decision by United States to drop nuclear bombs in Japan in 1945 signalled the starting of the cold war. This move also triggered main aspects of the cold war. A tense moment followed with both superpower being silent to each other in terms of arms up to 1949 when USSR tested its nuclear bomb that was known as ‘Joe one’. The weapon matched ‘Fat man’ which was dropped by United States in Japan. Once each country realized that their weapon power matched, they started funding research that was directed towards making stronger nuclear weapons that were of mass destruction. This resulted to increased quantities and quality of nuclear arsenals. The move saw both countries starting to develop a hydro gen bomb. United States was the first to detonate a hydrogen bomb in 1952. Following this move, Soviet Union intensified their effort to develop a more powerful nuclear bomb. In august 1953, the Soviet Union surprised the whole world by detonating a thermonuclear device despite not being a hydrogen bomb as many were expecting. Furthermore, in 1955, the Soviet Union exploded a hydrogen bomb an aspect that ended speculation that the country was working on hydrogen bomb (Ringer, 2005, p.67). The next major development followed in 1957 when USSR launched the first satellite that was called ‘sputnik’. This was the largest satellite that the world had seen before. In addition, it developed long range inter- continental ballistic missiles. These missiles were regarded as more advanced platform of nuclear weapons and that they were more effective system to deliver in comparison to strategic bombers that was initially used at the starting of the cold war. The soviet union were t herefore, able to proof to the world that they had the ability to launch a missile to any part of the world after they launched Sputnik in earth orbit. Following this incident, each country started concentrating on advancing the level of technology that was used to develop nuclear weapons. Although United States was developing missiles, it kept it a secret up to 1958 when it announced that it possesses missiles. This was after a public outcry that the country must rapidly build up its block of ICBM’