Crusades and Pope Urban Essay

The Christian Crusades occurred around the 11th and the 12th century are very many and complex. The Christian Crusades has built a tense relationship between the Christians and Islamic. This essay will explain the causes and effects of the Medieval Crusades. The importance of the holy lands as stated in the Islamic bible, Koran, and the Christian bible is the most significant cause of the Christian Crusades. Religious rivalry between the 2 religions was caused by the fact that both of these religions believed in 2 different gods. The Islam’s thought that there god was the true god whilst the Christians believed that there god was the one and true god. The fact that the Islam’s believed there god was the one and true, brought anger to the Pilgrims who were on a quest to take back the Holy lands which were Bethlehem, Nazareth and Jerusalem, which were controlled currently by the Muslims since 638AD. But as more and more pilgrims came to visit the Holy lands, Seljuk Turks, Saracens, took over the lands and denied more Pilgrimages to the Holy Lands. This brought great anger to Pope Urban II. Pope Urban II was responsible for the very first Christian Crusade. He started this by giving an extremely influential speech to all Christians in Europe and Medieval time saying that the Saracens were turning Christian Churches into Mosques which were Muslim churches. Pope Urban II then told all Christian men and European Christian Princes to go on a crusade to take back the Holy lands. The Pope also stated to these Christian men that by fighting in this holy war they would reach heaven. So the Christian Crusaders set their target on regaining one of the Holy lands which was Jerusalem. The result of the first crusade was not too good for the Muslims as 70,000 Muslims had died trying to flee from the city or fight to protect their city. A reason that explains the cause of the Christian Crusades, are the Christian men, the Knight class and Princes. Prior explains how Pope Urban II speech influences the Christian men, Knight classes and Princes of Europe to go on a crusade against their rivalry religion and to gain back the Holy Lands. Pope Urban II says to all these men that go on to their crusade, that if they do not fight back against the Saracens, god will not clear there sin. This was another reason for the Christian Crusade. Pope Urban II â€Å"blackmailing† these men to go to the Holy lands was a reason for why the Christian Crusades began in the first place. The Knight class were all men that wanted to fight. Since the age of seven, pagers, who were the first stage into becoming a knight, were taught special skills to fight. Every Crusader that was going on to gain back the lands had a sign on their tunics when they went to fight. This sign resembled St Johns Cross. The medieval Crusades have brought a strong intensity in these to religions that are still quite tense nowadays. Pope Urban II speech had urged men to go on this holy crusade and both the Koran and bible having two of the same holy places caused tension between these two religions. This essay has given the causes and effects of the holy crusades.

Factors Affecting Lexical Access Time Essay

Words are known as the building blocks of language, as they help us to understand both written and spoken language. Word recognition and lexical access are known to be bottom up processes, meaning that we can identify what something is by learning its parameters and building our ideas upwards. Lexical accessing is the act of accessing our mental lexicon and obtaining all information about a word, such as its meaning, sound and appearance (Harley, 2010). Lexical processing consists of 3 main components, identifying, naming, and understanding. Identifying a word consists of simply deciding if the letter string is or is not a word. Understanding a word is the ability to access a words meaning. Naming a word consists of accessing the sound of a word (Harley, 2010). Psycholinguists are very interested in investigating word processing, thus the lexical decision task was introduced. This task consists of timing how long a participant takes to identify whether a word is familiar or not when they are presented with a string of letters that may be a real word, an impossible non-words or a possible. Whereas real words are words of English that follow phonotactic constraints and have meaning, possible non-words obey phonotactic constraints but lack meaning, and impossible non-words violate phonotactic constraints and lack meaning. During this lexical decision process, many factors will affect how long the participant will take to identify if the letter string is a word or not. To name a few, the frequency effect states that the more common or frequently used a word is, the easier it is to recognize as a word (Harley, 2010). Age of acquisition, is an effect that states that the earlier in life that a word is acquired, that the word will be easily recognized (Harley, 2010). Lastly, word concreteness and imagery has an affect as abstract words evoke less imagery than concrete words, in turn, high imagery words have better memory recall (Howell, 2010). Method In the present experiment, the experimenter is simultaneously the participant. The participant was provided with two set lists of letter strings. Each list of letter strings consisted of 20 letter strings that were either words, non-words or arbitrary strings of letters, in which the participant was instructed to complete a lexical decision task based on these letter strings. First, the participant was instructed to read the first list of letter strings, and say aloud to themselves â€Å"yes† if they decided the letter string was a word, and â€Å"no† if they decided the letter string was not a word. The participant was instructed to time and record how long it took for them to complete the list. The first list of letter strings is the following: tlat, revery, voitle, chard, wefe, cratily, decoy, zner, raflot, oriole, voluble, boovle, mrock, awry, signet, trave, crock, cryptic, ewe, himpola. Next, the participant was instructed to perform the same task using the second set list of letter strings, also timing and recording how long it took to complete this list. The second list of words is the following: mulvow, clock, bank, tuglety, gare, relief, ruftily, history, pindle, develop, norve, busy, effort, garvola, match, sard, pleasant, coin, maisle. Results The participant completed the lexical decision task of list 1 in 28.3 seconds and completed list 2 in 23.7 seconds. The following table shows the decisions made by the participant for each word. List 1| List 2| tlat: norevery: novoitle: nochard: yeswefe: nocratily: nodecoy: yes| zner: noraflot: nooriole: yes voluble: yesboovle: nomrock: noawry: yes| signet: notrave: nocrock: no cryptic: yesewe: nohimpola: no| mulvow: noclock: yesbank: yestuglety: nogare: norelief: yesruftily: no| history: nopindle: nodevelop: yes gardot: nonorve: nobusy: yes effort: yes| garvola: nomatch: yessard: nopleasant: yescoin: yesmaisle: no| Discussion In evaluating the results of this experiment, many factors come into action that effect the participant’s lexical access. Firstly, it is key to note the differences between the two set lists of letter strings. List 1 consists of both words, possible non-words and impossible non-words, while list 2 only consists of words and possible non-words. Due to the fact that impossible non-words are easily recognizable as a string of letters that is not in the English language, list 1 automatically decreases its total decision time, as both â€Å"tlat† and â€Å"mrock† both violate phonotactic constraints of the English language. This is because it was noted that impossible non-words are rejected more quickly than possible non-words (Howell, 2012). Aside from these two impossible non-words, one can see both set lists of words contain all possible words of English, which then causes the participant to go beyond the identifying stage in lexical processing and advance to the n ext stage, understanding. In the understanding stage, the words meaning is attempted to be accessed to aid in determining whether the string of letters is or is not a word. The frequency effect comes into play in this stage, as frequent words have a much shorter reaction time in the lexical decision task because they are familiar. Therefore, words such as â€Å"decoy† and â€Å"cryptic† in list 1 and â€Å"clock†, â€Å"bank†, â€Å"relief†, â€Å"history†, â€Å"develop†, â€Å"effort†, â€Å"match†, â€Å"pleasant† and â€Å"coin† in list 2, which are frequent to the participant, are quickly decided as words. Due to the frequency effect ultimately because of the familiarity of the words, the meaning of these words does not need to be accessed. This is because high frequency words are accessed faster than low frequency words (Forster & Chambers, 1973). However, when possible non-words are at hand, the understanding stage is entered, to aid in this decision. When the participant does not immediately access a meaning for the letter string, the word deems to be given the status of â€Å"no†. Consequently, this causes a longer reaction time in determining whether a possible non-word is or is not a word. As one can see list 1 has many more possible words than list 2, which ultimately causes list 1 to take longer to complete in the decision task. The factor of age of acquisition is also seen as an effect in this experiment as when dealing with the real words, those that were acquired at a younger age such as â€Å"clock†, â€Å"coin†, and â€Å"bank† were also identified quicker than other real words such as â€Å"relief†, â€Å"pleasant† and â€Å"develop†. Along with this point, the separation between the words acquired at a younger age and those acquired later, is that the words acquired at a younger age are concrete words rather than the other words being abstract words. This is because abstract words evoke less imagery than concrete words do, and high imagery words actually have better memory recall, thus affecting the speed of lexical access (Howell, 2012). Conclusion In addressing the differences of performance between the two lists of word strings, it is clear that the participant took longer to decide if a possible word was a word or not due to the fact that it was necessary to advance to the next stage of lexical processing, understanding, to search their mental lexicon for a meaning. Highly frequent words as well as low frequent were easily recognized, as a meaning was instantly accessed, causing the participant to remain in the identification stage. While impossible words were also equally recognized and dismissed due to their obvious violation of the phonotactic constraints of English. After evaluating these factors that specifically affect the lexical access time, one can clearly see why the first word list would take the participant longer to complete due to it having more possible words than real words or impossible words. References Forster, K. & Chambers, S. (1973). Lexical access and naming time. Journal of Verbal Learning and Verbal Behaviour 12, 627-635 Harley, T.A. (2010). Talking the talk: Language, psychology, and science. Hove, England: Psychology Press. Howell, J. (oral communication, Lecture 5: Meaning. October 16th , 2012).

Secondary Data Analysis Assignment Essay Example | Topics and Well Written Essays - 1500 words

Secondary Data Analysis Assignment - Essay Example figure 3 Deprived total compared No-qualification Level 4.2. Economic Deprivation: All Claimant compared higher level(4,5) qualifications 3.2.1 figure 4 All Claimant compared higher level(4,5) 5. Census Data and ACRON 5.1. Areas of agreement 5.2. Differences 6. Advantages and disadvantages of Census and ACRON 6.1. Advantages of Census 6.2. Disadvantages of Census 6.3. Advantages of ACRON 6.4. Disadvantages of ACRON 7. The Conclusion: Data Sources and Their Importance 1. Introduction and Background: The Office for National Statistics (ONS) produced Census data during 2001 and updated it during 2004. ONS counted all people resident in the area at the time of the 2001 Census and were aged 16 to 74 years old. On the other hand, CACI produced A classification called ACRON categorizing all UK population into 56 types. CANI provides marketing research and consumer classification data. In the following I will present some data analysis based on 2001 census data and then some information from ACRON. This practice will help me in understanding the advantages and disadvantages of both the sources. 2. Qualifications: In the following I will present the qualification comparison between Kingston upon Thames (Kingston), London, and England. This comparison will reflect the overall situation of qualifications in the respective area, region, or country with respect to the percentage of all people. 2.1. Qualification Comparison: All Levels As Kingston is part of London region and London region is a part of England, for valid and vivid comparison I will convert those counts into percentage with respect to all people counted in that area. Further, for better understanding the data will be represented in bar chart. 2.1.1. table 1 Comparison of Qualifications : All Levels    Area Level Kingston London England All People 109058 5300332 35532091 No Qualification 18707 1257929 10251674 Level 1 13315 689228 5909093 Level 2 20116 904205 6877530 Level 3 13503 518624 2962282 Level 4,5 37 698 1642467 7072052 Level Others 5719 287879 2459460 Data source: 2001 Census  © Crown Copyright 2001 2.1.2. table 2 Qualifications Comparison Percentage : All Levels    Area Level Kingston London England No Qualification 17 24 29 Level 1 12 13 17 Level 2 18 17 19 Level 3 12 10 8 Level 4,5 35 31 20 Level Others 5 5 7 Data source: 2001 Census  © Crown Copyright 2001 2.1.3. figure 1 Comparison of Qualifications in Percentage: All Levels Figure 1 reflects that in Kingston, trend of lower qualification is lower and higher qualification is higher as compare to London and England. For instance, no-qualification and level 1 qualification are respectively 17% and 12% as compare to 24,13 of London and 29,17 of England. On the other hand Level 4,5 qualification is higher in Kingston with the percentage of 35. Remember that level 1 is the lowest level of qualification in census and level 4,5 is the highest. Upon the basis of this data analysis I can safely conclude that level of qualific ation in Kingston is better than collective level of London and of England. In next section I will analyze whether this pattern have some correlation with economic deprivation or not? 3. Economic Deprivation: In 2001 census, for economic deprivation five key figures have been mentioned. In the following I will analyze three key figures i.e., All People of Working Age Claiming a Key Benefit(All Claiming), Jobseeker's Allowance Claimants(Jobseeker’s claimants), and Incapacity Benefits Claimants(Incapacity claimants). 3.1. Economic Depriva

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

Radiotherapy - Essay Example is an integral part of the process of treatment, and must take into account the combined effects of these other therapies, as well as the effects of radiotherapy. Understanding the complex organisational and unique interprofessional context of radiotherapy care is essential. Discussion: According to Gronefeld; Cornuelle (1998:p.xxiv), there are several criteria in the Radiographer’s code of ethics, and in the statements of professional conduct developed by the College of Radiographers. These statements have made a deep impact on the radiographer’s attitude and behaviour in the fulfilment of his work; and in the guidance adopted from these important principles, in the clinical departments. We have noticed physicians, technologists, nurses, aids and others in the health care team, treating and caring for patients, and some of them â€Å"merely go through the motions† (p.1). Yet there are some members in the health care team that â€Å"go the extra mile† for their patients. They are the true professionals who try to understand and address the patient’s concerns and anxieties, they make pleasant conversation with the patient as they go about doing their work, and they treat each patient with the dignity and respect that they deserve. Health care workers who do their duty, staying focused on the patient’s work as their main priority, and do not get distracted by others, are also behaving as professionals, true to the Statement of Professional Conduct that is used as the guidance for behaviour and conduct. worker appraoaches the patient, addressing them by their name, speaks in a well-modulated voice, and attends to the patient, giving them her full attention. This is also professionalism of a good standard. If one of the newly appointed , freshly graduated radiolographers hired by the radiology department has an attitude of trying to intimidate and demean his co-workers, he will be avoided by all the other health care workers. The other radiographer is seen

The significance of the veil in Islam. Why has it become so popular Essay

The significance of the veil in Islam. Why has it become so popular - Essay Example Two forms of niqab styles exist, including a full niqab, which leaves thin slits on the eyes and a half niqab, which exposes the eyes as well as a portion of the forehead. These veils are popular among Muslims, especially those residing in Gulf States (Murphy 2009). Within Europe and other Western states, on the other hand, the use of niqab has raised major debate. Various politicians suggest it should be banned while others stipulate that it raises concerns about security as well as restricts communication. Furthermore, the chador is a veil having the length of a full body. Although it covers a person’s head, the face is visible entirely. These kinds of veils are mostly black and found in the Middle East, especially in Iran. In addition, the burqa veil covers the entire body of the wearer. An individual can only see through the mesh screen left for the eyes. This kind of veil is dominant in Pakistan and Afghanistan (Women in World History, 2013). Veils characterized by diverse shapes and colours were customary in diverse cultures even before Islam was introduced to the world. Up until today, for instance, coverings on the head play a major role in diverse religions, such as Catholicism, and Orthodox Judaism. Nonetheless, Islam has emerged to serve as a dominant religion in the world since the seventh century. As the religion, grew, it adopted veiling customs also influenced other religions. Nonetheless, in the recent years, various Islamic states including Iran have implemented measures where all women must wear the veil (Why Islam, 2011). Most individuals who criticize the veiling tradition by Muslims argue that women are coerced to wear the veils rather than making their choices. By contrast, young Muslim immigrants found in the West stipulate that a veil should serve as a symbol of piety and devotion where one chooses whether to wear one or not. They argue that a veil represents self-expression and religious identity.

The Effects of Cigarettes Smoking on Low Birth Weights of Infants Term Paper

The Effects of Cigarettes Smoking on Low Birth Weights of Infants - Term Paper Example These pregnancy outcomes are known to be associated with infant mortality (Kochanek & Martin, 2005). Hypothesis In this observational study it has been hypothesized that women who are smokers, on average, will give birth to infants with birth weight less than 2500 grams than those who are non-smokers Cigarette Smoking in the United States The prevalence of smoking in the adult U.S. population in 1965 was 42.4% (51.9% of men in the U.S. and 33.9% of women) (Giovino, 2002). More men than women continue to smoke (25.1% of men and 21.2% of women), however the decline in women smoking is at a far slower rate than that observed in men. The gap in the rate of smoking between men and women has diminished from almost 20% in 1965 to less than 5% in 1997 (MMWR, 1999). In spite of numerous reports since the mid 1960s about smoking and health risks (U.S. Surgeon General, 2001), a Department of Health and Human Services report released stated that 23% of the U.S. adult population smoked cigarettes between 1999 and 2001 (DHHS, 2004). Ebrahim, Floyd, Merritt, Decoufle, and Holtzman (2000), using data from the National Behavioral Risk Factor Surveillance Survey (BRFSS) of 187,302 non-institutionalized women aged 18-44, found that the prevalence of current smoking decreased significantly among both non-pregnant women (26.7% to 23.6% and pregnant women (16.3% to 11.8%) between 1987 and 1996. A 1999 report stated that 21 % of all U.S. women and 12.3 % of pregnant women in the U.S. reported smoking during pregnancy (Mathews, 2001). The Effects of Cigarette Smoking on Reproductive Outcomes Cigarette smoking has been known for decades to be related to poor reproductive outcomes (Annette, 2008). Cigarette smoking during pregnancy is associated with first trimester spontaneous abortion, ectopic pregnancy, preterm birth, placenta previa and abruption, low birth weight, restricted intrauterine lung growth, and sudden unexplained infant death (Hofhuis, de Jongste, & Merkus, 2003). Further , cigarette smoking has been associated with fetal loss, respiratory distress syndrome and other respiratory conditions of the newborn, and sudden infant death syndrome (Schoendorf & Kiely, 1992). In addition, it is estimated that 17 to 26% of low birth weight infants, 7 to 10% of preterm deliveries, and 5-6% of prenatal deaths could be prevented if pregnant women did not smoke (Husten, Chrismon, & Reddy, 1996). In terms of birth defects, one study, using the 345 cases of infants with clubfoot and the 3,029 controls of the Atlanta Birth Defects Case Control Study database, Honein, Paulozzi, and Moore (2000) identified an approximate 20- fold increased risk for clubfoot to occur in infants born to women who had a family history of clubfoot and who also smoked cigarettes (OR=20.30, 95%CI: 7.90, 52.17). This risk for clubfoot was much higher when both factors were considered together than the risk associated with either of these risk factors alone (OR=1.34, 95%CI: 1.04, 1.72 for cigare tte smoking alone; OR=6.52, 95%CI: 2.95, 14.41 for family history alone). There have been numerous studies published about the association of cigarette smoking in pregnancy and low birth weight. For example, a population-based Swedish study (n = 538,829) showed that smoking

Stone Essay Example | Topics and Well Written Essays - 250 words

Stone - Essay Example Gold nugget is a mineral because of the characteristics it possesses. One it is a naturally occurring substance found in gold ore and has a specific gravity of around 15.5-19.3. Gold nugget has a specific color, which is yellow in color (Marshall, 50). Quartz is a mineral because it is naturally occurring in sedimentary rocks. Quartz has different colors but is mostly range from clear to it translucent color. Its luster is vitreous. Amber be classified a minerals because they a combination of tree resin and other natural occurring things such as plant and animal materials. It has a color range from yellow to orange and a specific gravity of 1.1. Glacial ice forms due to a lot of icefall and slow melting during the summer hence it solidifies to a glacier. So a glacier can be categorized as a mineral formed by only one mineral and because of its defined formula and structure (Marshall, 60) Ruby is a mineral that is naturally occurring and is mined. Obsidian is a volcanic glass where it is pushed up as an extrusive igneous rock, so cannot be described as a mineral. Cubic zirconia is a mineral. It is synthetic in nature and was discovered in monoclinic

Latin America News Review Essay Example | Topics and Well Written Essays - 250 words - 1

Latin America News Review - Essay Example Cubans are portrayed as conservative people who are firmly attached to their cultures and practices. However, the young generation is embracing new and modern life. This results in a significant generation gap since the old still hold on to what they believe is their sovereignty. A country full of high economic growth potential is what Cuba portrays itself to be. Tourism is doing immensely strong with a record of 3.4 million visitors last year; the tourism sector represents only 10 percent of the economy thus it is apparent that this country has an enormous potential for economic growth. Positive returns can be seen for those who agree to leave and work elsewhere. Through an informative research conducted by Marla Dukharan (Mc Williams 2015), it is anticipated that the remittances of the Cubans working out of Cuba increases to more than 3.5 billion biannually. Cubans are appreciating involvement in small-scale trading, and this is manifested in increased small and medium enterprises such as cafes and bars (Mc Williams 2015).1 The political structure of Cuba has significantly evolved, comparing Fidel Castro regime, and the present time situation, changes such as an increase in the number of political parties are evident. Cubans feel that this is a revolution and an active political reform (Moore 2015). Previously, the country was categorized as a communist society. Critical analysis, however, portrays high levels of individual self-interest amongst the wealthy. Mc Williams, David. 2015. Irish Independent : Cuban Society Is Full Of Contradiction, Now The People Must Pick Their Part Of Change. Ireland, February 11,

Analysis Paper on Komatsu, Ltd. (B) Profit Planning Product Costing Article

Analysis Paper on Komatsu, Ltd. (B) Profit Planning Product Costing - Article Example The fact that the remaining operations (construction, real estate, unit housing, chemicals and plastics, and software development) brought forward only 20% of the corporate revenues would have been considered the need for a change in planning It seems that the 3G† strategy of growth, globalization, and group diversification adopted in 1989, was able to make a financial progress by following correct processes of Profit Planning and Product Costing. The act that Komatsu’s profit planning process consisted of three major stages: policy making, profit planning, and evaluation to be a good starting point towards progress. Similarly, the decision to change/revise the Profit planning to be done on yearly basis, instead of the previous semi-annual practice, is a prudent move based on the given three reasons. It is true as it takes a lot of pre-preparation time, as everyone has to devote a substantial amount of their working time in preparing reports. This has been found out as counterproductive as it happens at the expense of their working time. It is also true, that semiannual report is based on a short-term perspective. Perhaps, it may not give the relevant picture as some of the processes take time to produce the expected outcome. It is also correct to understand that if allocations of fixed costs have to be changed based on the figures emanating from the semi-annual, it may not be realistic as well as too arbitrary to be me aningful. While analyzing the processes followed under Policy Making Stage, it can be clearly seen that they followed correct procedures, instead of taking arbitrary decisions by the policymakers. The fact that the development of the long-term plan began with the preparation of a preliminary long-term plan by the corporate planning and control department is an exemplary procedure to follow, which is ignored by most of the contemporary businesses. Their practice of submitting the approved preliminary long-term plan to each division is very practical and commendable.  

Looking for Alibrandi Essay Example for Free

Looking for Alibrandi Essay A world-wide hit in the late 1990s, Author Melina Marchetta wrote a manuscript about a teenage girl searching for herself and the way she is to live. Her name is Josephine Alibrandi who is a 17 year old Italian Australian or ‘wog’ as some know it, in the novel and film of ‘Looking for Alibrandi’. Much of the discussion of Alibrandi has centred around this portrayal of the multi-cultural society of Australia, although remarkably, the novel has managed to largely avoid the negative and superficial issues pigeon-holing so much realist fiction for young adults is victim to. There is no question that Marchettas own experiences as an Italian-Australian have informed her story. Nor is there any doubt that in Josephine Alibrandi she has created a fresh non-Anglo-Australian voice of great power and integrity. Nevertheless, Marchetta does find that the focus on the Italian heritage of her protagonist (and herself) can be both distracting and limiting; it was not, she says, her first impulse in telling Josephine Alibrandis story; Another legacy of the shared Italian-Australian heritage of both author and protagonist is the common assumption that the book must be autobiographical. The reading of her novel is in some ways complimentary, being as it is an indication of the kind of response readers have to Josephine, and to the lively and truthful tone of the novel; Marchetta has captured her characters, their situation and the inner city suburbs of Sydney acutely and precisely. The ambivalence Marchetta feels towards Josephine is revealed through the characters of Sister Louise, her headmistress, and her boyfriend Jacob, neither of whom hesitate to point out to Josephine when she is being selfish, over-dramatic, or plain stupid. A quite shocking example of this is in the scene where Jacob rescues Josephine from a violent mob of teenage boys in a McDonalds car park, and then abuses her for her stupidity in spitting on and further antagonising the ring-leader. It is an indication of the exasperation that Josephine provokes in those who care about her, and Marchetta agrees with Jacob that Josephines dramatic and impulsive behaviour too frequently land her in avoidable unpleasantness. To be fair, Josephine can be fairly hard on herself, and her ability at and willingness for self-scrutiny develops as she matures. It is testament to Marchettas care in balancing the complexities of Josephines character that the reader can witness her tantrums and drama-queen turns, her often thoughtless and selfish actions, and yet know that this is an essential part of her emancipation, and that it does not detract from her vitality, compassion and intelligence. Young Australian readers will find the setting of the novel very realistic and familiar. They will identify with the portrayal of Australian high school life, attending a debating meeting, the description of suburban Sydney and catching the ferry to Circular Quay, the fact of being part of a dysfunctional family ? all these details of the setting are realistic and will be instantly recognisable. Many teenagers of foreign parentage will relate to Josie’s rebellion against her Italian side and to all the references to the Italian culture.

How did John Dewey influence on childrens learning

How did John Dewey influence on childrens learning Cambodia was known as Khmer Kingdom, which was one of the most powerful states in South East Asia. (Ayres, 2000, p.1). However, Cambodia has shrunk and deteriorated since the collapse of Khmer Empire. (Duggan, 1996, p.363) The civil war has jeopardized the social and economic development of Cambodia. Most of the social structures and rural infrastructures were completely destroyed during Khmer Rouge, especially in the educational sector, which is one of the most important for developing the country. The education system has changed dramatically since the French colony from 1968 to 1953, in which education started in the pagodas combined modern and traditional pattern a small group of children entered the French school system. ( Duggan, 1996, p.363). Cambodia was granted full independence in 1953 (Ibid). Therefore, Prince Sihanouk was very interested in educational sector, and he decided to adopt 20 percent of the national budget in order to expand the educational system in Cambodia, however, his decision was bitterly criticized by other people for not providing the educational equity, because the rural children did not receive any educational system from the Prince. He just mainly focused on the urban children. (Duggan, 1996, p.364) Lon Nol came to power in 1970, he started cambodianizing by encouraging students to participate in fighting against the national enemy [Vietnamese]. Most of the students were involved in the army, so they were not able to attend schools, and there were not enough teaching materials for the teachers in the classrooms.(Ayres, 2000, pp.76-80) April 17, 1975 Khmer Rouge took control of Phnom Penh and abolished all social structures and some schools were eradicated and others were changed into prisons, workshops, etc., Children were not allowed to study. A Ministry of Education really existed, but did not work actively and there were several textbooks were produced to guide teachers (Ayres, 2000, pp. 109-110). Moreover, Ayres (2000) wrote that the educational crisis in Cambodia between March 1970 and April 1975 was a function of the material and human destruction generated by a nation at war. (p.68) This research will focus on the following questions: 1. What are some of the current problems in education in Cambodia? 2. What is the role of the teacher and methods of instruction in Cambodia? 3. What is John Deweys perspective on the role of the teacher and methods of instruction? 4. What contributions Deweys would be useful in developing the role of the teacher and methods of instruction in Cambodia? 1. The current issues in education in Cambodia. The new government was elected under the supervision and support of the United Nations (UN) which assisted in running a free and fair election in Cambodia in 1993. The democracy and free market have been exercised in Cambodia since then. The foreign investors and international organizations, namely the United Nations Children Fund (UNICEF), the World Bank (WB) and other Non-governmental Organizations (NGOs) began to operate their projects in educational sector in Cambodia. (Duggan 1996, p.362). Although there have been considerable changes recently, the educational system has not reached an international goals by 2015 yet, because the number of drop-out and repetition in primary school is still high. The repetition rates in primary dropped from 26.3 percent to 10.2 percent between 1998 and 2005. In addition, drop-out rates in primary school is less than in secondary school. (MoEYS, 2008, p.8) Noticeably, the quality of education service provided for both in primary and lower secondary levels is still in a bad condition caused by the lack of resources, poorly-trained teachers and principalspoor controlling system, teaching and learning materials and irresponsibility from the district and provincial principals.(World Bank, 2008, p.11) Furthermore, the survey which was conducted by the CSES in 2004, based on the question What are the major problems with schooling in this village? reported that there were three main problems: The living standard of teachers which means that teachers salary is still low that cannot afford to buy anything. Poor infrastructure because the schools are in a bad condition. For example, there are not enough chairs and tables for the students to sit and learn. The location of the schools is not close enough for the students to walk from their home. The collected data provided by EMIS in 2004 detailed that 69 percent of primary school teachers had received a degree from lower secondary school (grade 9), and there was only 7 percent of the teachers who finished the primary school. Besides, there was 24 percent of primary teachers had completed the upper secondary school. (MoEYS, 2008, p. 20) Therefore, the quality of education in Cambodia needs improving. Thus the Royal Government of Cambodia has expanded national budget from 0.9 percent in 1997 to 1.5 percent in 2006. (MoEYS World Bank. June 2008, p.59) .Also, the government has promised to increase salary for all teachers from 15 percent to 20 percent every year. (MoEYS World Bank: June 2008, pp.59-62) 2.1. The role of the teacher in Cambodia The students learning progress is mainly based on the teachers performance in the classroom. Thus the teacher act as the model or sample for the students to acquire knowledge, and teachers must be committed to time and efforts in order to instruct and motivate students to achieve their learning objectives. Teachers have to spend more time beside the office working hour to prepare lesson plans, correct homework and give a social and friendly atmosphere to the students in the classroom in order to develop their learning ability. (World Bank, 2008, p.71) 2.2. The methods of instruction in Cambodia The traditional teaching style, was totally based on the teacher frontal and rote learning, has applied in the Cambodian classroom for many years. But in 2005, the Ministry of Education, Youth and Sports (MoEYS) accepted the new educational theory, which has applied in European and American classrooms, The Principles of Child Friendly Schooling and exercised it Cambodia. These principles are very useful for Cambodian students because it focuses on the childs freedom, which creates a social and friendly environment for the pupils to do a variety of activities in the classrooms. Moreover, it really helps students learn things through their own experiences. (MoEYS World Bank. June, 2008, pp. 71-72) On the other hand, in 2002 the Government of Cambodia passed a new law related Early Childhood Education and Care (ECCE). This law focuses on the child who aged 3 to 8. There are three categories of the programs: First, the Royal Government of Cambodia is responsible for controlling pre-school program. Second, the responsibility comes from the community and the last one is the parents responsibility. The main purpose of the program is to develop not only the childrens mind but also the physical body and the program is under the Department of Early Childhood Education, Ministry of Education, Youth and Sports. (UNESCO, 2006. pp.5-6) 3. What is John Deweys perspective on the role of the teacher and methods of instruction? The man who has changed the educational system from traditional style (authoritarian classroom) to modern style (democratic classroom) is John Dewey. He was known as American psychologist, philosopher, practical teacher and educational reformer, was born in Burlington, New England, Vermont in 1859 and died in 1952. He finished Bachelor degree in 1879 at Vermont University, continued his study in philosophy for a year and received PhD from Hopkins University. (Taneja. V.R. 2010, p.136). Moreover, he worked as a high school teacher at a remote areas in Pennsylvania. He was so curious in philosophy, so he started writing his philosophical essay called Medical physical Assumption of Materialism. (Allen. C. 2005, Track: 139) Beside teaching, Dewey opened his own school University Elementary School. The most important idea of opening this school was to continue to research and experience in new ideas and methods. The children who were under 15 years are permitted to register, and teachers must have many years experience in teaching and the classes are not big, and there are around 10 pupils provided for each teacher. This school was to engage the pupils in social experience. For example, pupils learned how to cook, sew, and weave.(Taneja, 2010, p.p.136-137) Role of the teacher of Dewey For Dewey, the role of the teacher play vitally important role. A Deweyan teacher should be (encourage?) involved in the childs driving force and interests rather than the inculcation of knowledge (fixing ideas in mind by repetition). Moreover, the role of the teacher is to pave the way for the students to experience the consequences in the real world. The other role is to assist the pupils in dealing with contemporary conditions and experiences and activities they have to confront daily. Childs freedom is the most significant of all. However, teachers role is to regulate and organize it well. The teacher should be aware of his own responsibilities and power to instruct the children to acquire the skill and knowledge. In order to save time by not exercising chalk and talk, teacher have to observe, plan and encourage students to learn. Deweyan teachers take a huge responsibility and big chance to provide the pupils with both in democratic co-operation and the higher intellectual pursuits and the fullest aesthetic experience. (Taneja, 2010, pp.150-152) Methods instruction of Dewey According to Dewey, curriculum is not based upon fixed human knowledge, subdivided logically into subjects, and parts of subjects. The curriculum should set up round the childs activities and not subjects. Dewey refused to offer religious and moral education through lessons, but he chose to offer the practical experience. ((Taneja, 2010. p.p.150-152) His contribution and influence Deweys curriculum and methods of teaching have applied not only in the American classrooms but also in the worlds classroom including Cambodia. Dewey had changed the traditional education system into democratic education system by accepting child-centered, which focused attentively on the freedom of the child in the classroom. Conclusion After Khmer Rouge collapsed in January 7, 1979, the new government was installed by the Vietnamese government. Educational system was being restored. However, the Phnom Penh government has estimated that 75 percent of teachers, 96 percent of University students and 67 percent of all primary and secondary school students were murdered. (Beveniste, World Bank, 2008.p.8) Ayres, (200) wrote that in 1979, education was in a severe crisis because there were no settled administrative offices no curricular, teaching materials were not enough and teaching staff is not qualified. Mr. Chan Ven was appointed as the Minister of Education, Youth and Sports with a team of Vietnamese advisers to plan the rehabilitation of Cambodian educational system. Vietnamese government started supporting both the provincial and national levels. Therefore, the Vietnamese was able to hire teachers which were virtually picked up from the streets and village pathway. ( p p.128-130) According to Duggan (1996) in Phnom Penh itself, there were three Vietnamese advisers for every Cambodian official, ten Vietnamese soldiers for every Cambodian one. (p.366) The number of schools has increased rapidly since the 1980s, however, the government of Phnom Penh still faces the big problems running proper educational system because most of teachers are not well-trained and school curricular is not standardized. For instance, farmers, artisans and menial workers were chosen to teachers. Therefore, the Ministry of Education, Youth, and Sports and other international organizations (UNESCO, UNICEF and World Bank) have worked co-operatively to develop the educational sector in order to achieve the Cambodian Millennium Development Goals (CMDG). Moreover, in 2005 Ministry of Education developed national plan of action to reach the goals of educational for all (EFA) by 2015 to ensure that Cambodian children and youths have an equal opportunity to access education. (pp.6-8) In 2004, Ministry of Education, Youth and Sports accepted a new program which is called Child Friendly Schools program focused on primary level.(Ibid) This educational theory might have been affected by the American educational reformer Dewey because his teaching methods and the role of the teacher is to facilitate and motivate the pupils to learn new things through their own freedom and experience. Statement Name: YIM SOPHEAK Date: January 31, 2011 I prepared the following assignment by myself and only with the help of the literature mentioned in the references. I did not use other literature to write my assignment. I know that plagiarism is a serious offence and I am totally aware of the negative consequences. Signature: YIM SOPHEAK

Essay --

Over one billion people do not have access to clean water and less than 10% of the world’s population receive a treated water supply. I find this intriguing; as well as being essential to preserving life, water contributes to our lifestyle in so many ways, from the generation of steam for industrial use and electricity generation to the foods we eat. Today chemical engineers face the challenge of ensuring water is purified as well as finding solutions to the wasting of this precious resource. I am particularly interested in the process of water purification from subsurface aquifers and surface sources, such as lakes and rivers, to produce portable drinking water. The reason that this sector has sparked a significant interest is because I come from Somalia, a country where clean water is so difficult to obtain. Chemical engineering consolidates maths and chemistry, which is one of the main reasons I was first attracted to studying it. Mathematics has helped me approach problems in an analytical and rigorous way, formulating theories and applying them to solve problems. I particularly...

Politics, Payoffs, and Illegal Immigration Essay -- Essays Papers

Politics, Payoffs, and Illegal Immigration According to the U.S. Immigration and Naturalization Service, from 1993 to 1995 the United States has experienced the largest two year decline in immigration since the years 1930-1932. In 1995 there were 720,461 legal immigrants admitted to our country; some people would make the argument that this is far too many immigrants ( U.S. Immigration and Naturalization Service). It is impossible to clearly define the term "anti-immigration" because it is not a thing, it is a thought, a philosophy, a movement that appears in the abstract. In order to gain a better understanding of anti- immigration, I turned to the Internet. The medium of the Internet provides an accessible forum for the "world community" to express themselves outside the context of any controlling influences. However, deriving a definition of the term anti-immigration by the standards and understanding derived from the Internet becomes very confusing. There are those sites that advocate curtailing of all immigration both le gal and illegal; there are those that simply address the illegal immigration issue, and then there are those that address illegal immigration while at the same time arguing that legal immigration should be cut back--not stopped altogether. Interestingly enough, sites created on the west coast lean heavier on their argument against illegal immigration; the opinions expressed in these sites have an emotional basis. Sites that come from the east coast are more factual, and tend to deal with the immigration policy in its entirety, both legal and illegal. The purpose of this paper is to examine the anti-immigration information as it is presented on the Internet from a logical perspective. Lack of assimilation, dr... ...he links contained in this site are all related to the illegal immigration issue in California, and are peppered with such terminology as: "conflict," "infestation," "hatred," "race war," and "invasion." The site also makes mention of The Federation for Immigration Reform (FAIR) that was discussed earlier in this review, simply stating that FAIR has 70,000 members. There is no constructive information presented in this site, and like "The Daily Bruin," this site serves only to divide and instigate problems, rather than to propose any logical solutions to the perceived problem of immigration. "U.S. Immigration and Naturalization Service : Immigration to the United States in Fiscal Year 1995" (http://www.usdoj.gov/ins/public/stats/115.html) "Immigration law sets double standards for criminals" (Mitchell, Abra 1995) (http://pm.znet.com:80/leland/dec1995/in4-dec.htm)

Womens Rights :: American America History

Women's Rights It was long ago when women were looked upon as slaves to the hard Working, man. In today's society women now are more respected and are acceptable for many jobs as men are. Yet, long before our time during World War II, women were thought many different things that they could only imagine. During the postwar, women were, then equipped with many different abilities colliding with their home chores and knowledge. Women then took their stand and many acts were passes in their favor. In this essay I shall be discussing the many different requirements women went through during World War II, their postwar abilities, and the discussion of what the men in the past had against the women of today. The war's demand, the war had made the proposition to the women to do the man's work (Leahy, pg.35). Women were encouraged to take these jobs for the first time in history. To some it was a shock but to many it was a divine privilege. By 1942 a poll showed that only 13% of Americans opposed women in the workforce (Leahy, pg.36). Many of them also became war nurses and helped many of the men recover. It would seem that women's interests in occupational equality were directly linked to the nation's state of distress. Many women were exceptionally well at making bombs and took the place of men. During the war women received many different opportunity and advancement in their lives. Even though there were many laws prohibiting women from working they still came through for our country (Walker, pg.2). For once women were looked at as producers and not reproducers. After the war the men had returned home and back steps began to take place with the women. In 1945, 3/4 of the women polled by the Women's Bureau of the Department of Labor wished to continue working which showed their interests in the skills they possessed. During this point much frustration ran through these women for the men had created "homemaker" for the description of a women's job and life. Women continued working during the postwar and grew stronger. The veterans of the war were not so opposed but more rejecting to the fact of women taking their places. Knowing that the women would help the war's progress greatly many issues were discussed before allowing them to work. The government wanted power towards them, to have possession of influence that the women undergoes.

Cultural Experience Essay

A friend of mine is a close friend of an Indian family who lives in the same general area that my friend and I live in. My friend told Mrs. Suayna Patel about my assignment and we were both invited over to dinner at her and Mr. Rajesh Patel’s house for Saturday dinner. My friend and I were warmly invited into their two-story really large tan blockhouse. It is actually located just yards from a hotel they own called â€Å"Passport Inn. † They also occupy the two closest/adjoining rooms to the hotel’s lobby designed as a more modest second home they live out of when there are working as the hotel clerks. Their house was very elegantly decorated in a way with an obvious female touch. It had an incense smell to it, but enjoyable, not over-powering. I was initially invited into what I believe was their living room. The house had quite a few rooms downstairs so I’m not positive it was their living room. I think all of the family’s bedrooms were located on the second floor. Mrs. Suayna Patel invited me to sit on a sofa and then she proceeded to sit down on the other end. She was very soft-spoken and I really didn’t understand everything she said. She introduced me to her husband Rajesh. Rajesh, on the other hand, almost spoke as if he were a native of the U. S. although they both came here in 1997 after his uncle purchased two hotels. Their children, nine-year old son Siva and a twelve-year old daughter, Sanirika were born in the U. S. They pretty much acted like American children but possibly with more manners. I’m only stating this because we were to keenly observe things, but both children were over-weight probably like the majority of their American peers. The only communication barriers I had or I should say we had, was between Suayna and myself. Sometimes we didn’t understand one another but my friend would subtly and courteously intervene and help. They gradually lessened but her husband was quite a bit more extraverted than she was, so he talked to us while Suayna finished cooking the dinner. Suayna was definitely more passive and mild-mannered than the typical American woman and Mr. And Mrs. Patel did assume what we refer to as traditional male and female roles, although my American parents do also. I talked with the children because they were in the room. They had very little Indian accent and were more than willing to answer questions and talk to me. They were the most extraverted and talkative members of their family, possibly partially due to that they were raised here and have no communication differences from Americans. Suayna invited my friend and I to the table and had us sit down first and then the rest of the family sat down with Rajesh being the last one to be seated. I followed their lead at the table because I didn’t want to talk much at the table if it wasn’t something that was acceptable. However, they made me comfortable and just talked like any American family at the dinner table. Suayna served the best Chicken Curry with Rice, Naan bread (Dsouza, 2006), and lentil dish I have ever eaten in my life, by the way. I do think their family was more polite between one another and in talking with me than a typical American family. It could have been because of their company but I don’t think so. This isn’t always untypical of American families but I did notice Rajesh didn’t help out with the making of dinner. He did, however assist in removing the dinnerware and utensils from the table after dinner while neither of them allowed the company to help with the work. Unlike most families of my culture, I guess part of their behavioral language could be that they didn’t seem like had felt a need to occupy every second with words. There was no usage of divergence speaking or emotive language. I feel this is at least partly due to that they didn’t speak at all in a â€Å"self-important† manner whatsoever—even the children, at least while I was there. There was no usage of gestures when talking and there was no creativity or sense of humor in their conversation. They did use relative words when they were telling us why it was easier for them to visit their relatives in India then for their relatives to visit them in America. Overall, their language was cordial and to the point. They spoke pretty succinctly without being verbose. In fact, Mr. And Mrs. Patel spoke slower and less often than the families and friends I typically would eat with. It actually felt pretty peaceful. The children spoke a little more but they never spoke loudly at the table. As far as what I learned about the culture, because this was just one Indian-American family, I can’t make too many generalizations but I do feel they relate to one another in a quieter, probably a more gentle and peaceful manner than a typical American family. Their overall home and family had a more peaceful feel to it. It was a pleasant experience of India. Source Used D’souza, Z. (2006). Veda: the essential Indian cookbook. Baltimore [Md. ]: PublishAmerica.

Importance of Parental Involvement on the Academic Performance of Grade V-VI Pupils

Parent involvement is absolutely essential to student achievement in school and in life. The overwhelming studies and research indicate that there are positive academic outcomes stemming from parental involvement with benefits beginning in early childhood throughout adolescence and beyond (Henderson & Mapp, 2002; Patrikakou, Weisberg, Redding, & Walberg, 2005).The impact that parents can have on their child's learning and achievement transcends income levels and social status. â€Å"In fact, the most accurate predictor of a student's achievement in school is not income or social status, but the extent to which that student's family is able to: 1. Create a home environment that encourages learning; 2. Express high (but not unrealistic) expectations for their children's achievement and future careers; 3. Become involved in their children's education at school and in the community.† If two of these three criteria are accomplished, children of low income families will achieve at o r above the levels expected of middle class children.Parental involvement does not only mean that it leads to higher academic achievement, but to better attendance and improved behavior at home and school as well. When school and home, work together collaboratively, and using a competent approach to education, it can make a huge difference in student achievement. Students value their education when they see the interest shown by their parents. When children achieve, everyone benefit.As children excel, the school is recognized, the teachers are recognized and the parents and other family members of those children are encouraged to extend their knowledge by going back to school. The purpose of this study is to reveal how important is parental involvement on the academic the performance of Grade V-VI pupils at school. This aims to show the readers that parents can be a great supporter and a big help for their children to become inspired to study harder.

Character Comparison †“Hills Like White Elephants” Essay

Both â€Å"Hills like White Elephants† by Ernest Hemingway and William Faulkner’s â€Å"A Rose for Emily† center around two women who are repressed by their lives’ circumstances. However, outside of their feelings, their situations could not be more different. Miss Emily Grierson is trapped in a life of solitude, despondency, and desperation. The girl, or â€Å"Jig†, is equally as desperate, but her repression is not born of loneliness or restraint—it is the child of her freedom. Repression comes in several forms, but it will suffocate and consume you. In â€Å"A Rose for Emily†, Miss Emily Grierson lives a life of quiet turmoil. Her life has revolved around an inexplicable loneliness mostly characterized by the harsh abandonment of death. The most vital imagery utilized by Faulkner demonstrates Miss Emily’s mental state. She, being self-imprisoned within the confines of her home, is the human embodiment of her house; Faulkner describes it as â€Å"†¦stubborn and coquettish decay above the cotton wagons and the gasoline pumps—an eyesore among eyesores. † (Faulkner 308). Miss Emily is also decaying, but it is subtle and internal—the awful smell that begins to permeate from her dwelling is a reflection of the withering woman within rotting. Perhaps most tragically, Miss Emily’s isolation is far from self-inflicted. Her blind devotion to the ones she loves—her father, her lover, her home—only serves to further condemn her actions. Her neighbors’ disregard toward her inability to let go of her father after his death, despite the delicacy of her state, caused for her madness to fester. â€Å"She told them her father was not dead. She did that for three days†¦We did not say she was crazy then. We believed she had to do that. † (Faulkner 311). Their negligence of all the warning signs—even after her lover’s vanishing, the deterioration of her home, and Miss Emily’s inability to accept reality—was the most prevalent form of repression in this story. Contrariwise, â€Å"Hills like White Elephants† does not deal with an imposed imprisonment. â€Å"Jig† is a young, modern woman who is faced with the decision of prolonging her freedom and the stability of her relationship or accepting motherhood and the responsibility that comes with it. It is not to say that motherhood is a prison; it is that motherhood would be the death of everything she loved, mainly travelling, and the very stability of her relationship with her lover, â€Å"the American†. â€Å"The American† says, â€Å"‘That’s the only thing that bothers us. It’s the only thing that’s made us unhappy. ’† (Hemingway 115) which unequivocally shows that the center of conflict inside of their relationship is the presumed pregnancy. There are several instances in the story that â€Å"the American† reiterates â€Å"Jig’s† options for her future. Although he expresses that he would support and love her no matter what the ultimate choice is, she feels conflicted and her pain, which builds throughout the story and as the conversation progresses, becomes more obvious. What is most interesting is, as his second thoughts about the unspoken abortion spike, her resistance to discuss the topic any further grows in tandem. Although the two heroes’ love for one another is evident, there is the aching uncertainty between them: Is there room for a child in their relationship built of travelling, drinking, and discovery? â€Å"Jig’s† repression, just like Miss Emily’s, is inevitable because of their presented circumstance. These stories are alike in the way of both of the women’s love for their current situation. Although Miss Emily’s heinous actions were intertwined with madness, they were based upon her love for her â€Å"sweetheart† and her father, disregarding herself. She is so frightened of facing the word without her beloveds that she would rather lie next to a long dead man than allow him to leave her. Comparably, â€Å"Jig† is also willing to put herself, and her needs, aside for the man that she loves. She is willing to set aside her doubts—even while the American begins to doubt what to do—to do what is best for them to survive as a couple. She simply states, to her lover’s dismay, â€Å"‘†¦I don’t care about me. And I’ll do it and then everything will be fine. ’† (Hemingway 116). In spite of her fears and apprehensions, she knew that it would only strengthen them in the end and shield them from more difficulties. â€Å"Jig’s† strength, just like Miss Emily’s, is undeniable. They both processed their feelings solely based on their own merits. However flawed either of them may have been, it is evident that their actions are driven by their human need for companionship. Their love for their respective partners trumps that of personal safety and perception. They are willing to risk everything, from their health to their freedom, just to have more time with their lovers. Therefore, both stories are ultimately romantic. In closing, both women had their hindrances that repressed them terribly. Fear and love, being the main motivating factors in these stories, showed themselves in many ways and sheltered the women through their personal struggles. However skewed Miss Emily or â€Å"Jig† could be perceived as being, they were still worthy of compassion; their respective actions towards preserving love were desperate, but also more than understandable. Love can drive people to do things that are out of character—or in Miss Emily’s case, insane—especially when one of the parties involved have lost a sense of their own being inside of it. With their love taking paramount over themselves in mind, their choices, despite what anyone might say, were acts of self-preservation. Works Cited Hemingway, Ernest. â€Å"Hills like White Elephants. † The Norton Introduction to Literature. Ed. Allison Booth, and Kelly J. Mays. New York: W. W. Norton & Company, 2011. 113-118. Print. Faulkner, William. â€Å"A Rose for Emily. † The Norton Introduction to Literature. Ed. Allison Booth and Kelly J. Mays. New York: W. W. Norton & Company, 2011. 308-315. Print.

Person You Admire

A boy and a girl Loved each other very much. Unfortunately the Girl Died.. 🙠 . Boy was Upset so much; and he couldn’t Stop his Tears. †¦ He kept on Crying Day and Night.. :’( . Many People gave Sympathy, but no Argument could Stop His Tears. . One Night He Slept and had a Dream; He saw the Girl in Heaven with so many Girls of Her age. He felt Relax.. . But He Noticed that every Girl was in Fairy Dress; and had a Lightened Candle in their Hands, but his GF had a Candle which was not Lightened..! . He asked Her: â€Å"Y Ur Candle is not Lightened? † . She said: â€Å"Whenever I enlighten My Candle; Ur Tears fall on it..! Please Stop Crying. :’( :’( :’( †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Its love, ¦ when a little girl puts her energy to give dad a head massage. Its love, ¦ when a wife makes tea for husband and take a sip before him. Its love, ¦ when a mother gives her son the best piece of cake. Its love,  ¦ when ur friend holds ur hand tightly on a slippery road. Its love  ¦ when your brother messages you and asks did you reach home on time.. Love is not just a guy holding a girl and going around the city. Luv is actually a name of â€Å"care†Ã¢â‚¬ ¦ Hey†¦. 🙂 Take care†¦ 🙂  ¦ i love you †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 🙂  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.  ¦Ã‚ ¦Ã‚ ¦very nice story ¦Ã‚ ¦Ã‚ ¦ Boy Calls is GF at midnight.. Girl: Hey darling Is everything alright? Boy: I wanted to tell you somethng important Girl: Aww. but we just talked before too right? What's it sweety? Boy: I want to stop our relationsh ip as GF;BF Girl: *Speechless* omg.. But. WHY? I didn't even do anything! Boy: Cuz I want to love u as my WIFE â€Å"Will u marry me Angel†  ¦Ã‚ ¦Ã‚ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. There was a Boy ‘n a Girl, They were best friends for years ‘n years, They could Talk for hours on the Phone ‘n text each other for days, When They were Together; Not a single Sad Thought could cross their Minds, 🙂 everything was Great, But One Day; The Boy did not Answer any Call or Reply to any Text for a Day, The Girl was worried that something was Wrong.. 🙠 at night She couldn’t Sleep.. , She was sitting in her Room Crying, ‘n It was then that She Realized how much He Means to Her..? 🙠 The next Morning; She woke Up from a Phone call.. , It was the Boy.. 🙂 Boy : Hey.. , Girl : Im so glad that you Called Me, What happened to you yesterday Boy : I was Busy [ The GIRL Understood that; Something was Wrong but could not Ask] [silence] Boy : You know.. ; We should Stop talking..! Girl: What.. , But Why 🙠 Boy: I am Sorry, Bye..! 🙠 He Disconnected the call, ‘n She Felt as If Somebody had Slammed the door on Her face] Everything else Flashed in Her Mind, Tears :’( Cars running by Her.. Roof of some building.. ’n Sunset.. She couldn’t understand anything.. She started Feeling Lonely, Dejected, ‘n broken.. :’( That was the answer to everythin g! His words were pouncing on her.. Her heart wanted to jump out! He was the One..! â€Å"Why.. † She Screamed at the Top of her Voice; Then She made up Her Mind to make a last Try to get Him Back..! [She called Him Up] Girl: hi†¦ Boy: Why are you calling Me? Girl: I need to tell you Something.. Boy: Go Ahead. Girl: I Just Wanted You to know one thing before we stopped talking! Boy: Tell me..! Girl: Are you All right? [She broke off..! She tried but may be he doesn't really Care about Her, She Thought! She wasn't His friend in the first Place†¦ Tears were slowly running Worst :'( She left the House with a Note..! [5 hours later] Phone Rang in the Boy’s Room, It was the Girl’s Mum, The girl was lying in the hospital, Got hit by a Car, :’( The Boy rushed to the Hospital where She was. She Opened Her Eyes with the Boy’s name.. , He took her Hand.. Boy: Im so Sorry Its all my fault..! But; I promise when U get better I’ll make It up to You.. ( Girl: I wont get Better.. Boy: No..! No Don’t say that.. 🙠 Girl: just tell me one thing Why did you do it? Boy told her that He had a Heart problem ‘n he did not want her to be worried; ‘n there was a risk that he could have Died..! Boy: I did that because I†¦.. I†¦.. I Love you ..? Girl : I LOVE YOU TOO..? ‘n After That her heart Stopped Beating†¦:O She Died..! :’( The Boy died 10 mins later from a Heart Attack.. :’( He could not live with the thought that; She died Because of Him.. :’( -Moral: If You Love Someone†¦; Then Don’t Hold Back Your Feelings†¦ because Love is The Reason to Live..! Love is Beautiful..? ! ike this page if you like this story  ¦ I Never Wanna Live Without You  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Types 0f HUGS: Someone who's taller than you – Feels Safe. Shorter than you. – Feels Protective. Larger than you – Tight. Skinnier than you – Arms Go All The Way Around. Mom – Loving Best friend – Friendly HIM / HER – The Best Feeling In The World, You Feel Safe n Warm n Never Want To Let Go. . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ^_^  ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦Ã‚ ¦ You k? ? l S? l, You k? ? l w, You k? ? l Lov?d, W? th ?vyth? ?g You do. You Hold ?los? Wh ? S? d. You W ? Th? T ?s ? ?o? ?y . ?vy T? W? ? ? Tog?th, ?t Ss L? k? Th? ? t ? l? . ?y ?y?s L? ght U? Wh You t ? ?oo?. ? S l? Wh W? ? Tog?th. ?o tt How d Th? ?gs ? , You ? lw? ys k? Th tt. ? Lov? Th? W? y You K? ss , Th? W? y You Hold T? ght. ? Lov? Th? W? y You Tou?h , ? ?ould W? th You ? ll ght. ? Lov? Th? W? y You ? k? L? ugh ?o? ? ?solut?ly ?o so? ? t ? ll. ? Lov? How ?o tt Wh? t ? do, You W? ll Th To t?h Wh ? ll. ? Just W? ?t You To K?ow, Th? t ?v Though W? Sot? s ght, ? W? ll ? lw? ys Lov? You! ?o tt Wh? t, d? y O? ght..!! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. When a Girl cries for a Boy .. It means that She misses him a lot ..  ¦ But, When a Boy cries for a Girl It means that .. No one in this World can Love the Girl More than that boy..!  ¦  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Guy – Can I c0nfess s0mething? Girl – Sure! Guy – You've the prettiest smile I`ve ever seen ? .. Girl – Can I confess s0mething as well? Guy – Yeahh. †¦Ã¢â‚¬ ¦ Girl – This smile only exists because 0f y0uu =] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6 years: Mom knows everything ! 8 years: Mom knows alot ! 12 years: Mom really doesn't know everything ! 14 years: Mom knows noth†¦ ing ! 16 years: Mom, what mom ! 8 years: Mom is outdated ! 25 years: Maybe Mom knows! 35 years:Before deciding, let's ask Mom! 45 years: I wonder what Mom thinks! 75 years: I wish. Mom was here to ask !  ¦ ! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  ¦ Like this status if u † love † some1†¦  ¦ Like this status if u † miss † some1†¦  ¦ Like this status if u † smiled † today†¦  ¦ Like this status if u † cried † today†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Girl: I'm jealous. WHEN others Girls r looking at u Boy: Don't be jealous, Baby.. Girl: Why? Boy: ‘Cause you have something that they don't. Girl: What? Boy: My heart  ¦  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦  ¦ 7 signs your falling in love  ¦ . You'll read their texts over and over again 6. You'll walk really really slow while you r with them 5. They become all you think about 4. You'll get high just by their smell 3. You'll realize that you're always smiling, when you think about them 2. You'll do anything for them 1. While reading this, there was one person on your mind the whole time †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ True love is not how you forgive, but how you forget, not what you see but what you feel, not how you listen but how you understand, and not how you let go but how you hold on. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. -Kiss on the Forehead: We are cute together . Kiss on the Shoulder: Your perfect. – Kiss on the Cheek: We are friends. – Kiss on the Neck: I want you, now. – Kiss on the Hand: I adore you. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ – Kiss on the Lips: I love you. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ A Girl and her Boyfriend were texting after a sweet fight .. Girl: I never win. :'( Boy: Now thats a lie! Girl: How Boy: b'coz you won my heart my  ¦ 🙂 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..  ¦ Boy : Baby i want to tell you something  ¦ Girl : Yes ?  ¦ Boy : When you go home today thank your mom for me.  ¦ Girl : Okay but why ?  ¦ Boy :Thank her because she gave birth to an angel in this earth w ho is my life and to whom one day will be my wife†¦.  ¦  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. -How to make a girl smile –  ¦1 . Tell her she is beautiful (not hot, fine, or sexy)  ¦2 . Hold her hand at any moment .  ¦3 . Kiss her on the forehead.  ¦4 . Leave her voice messages to wake up to.  ¦5. When she is upset, hold her tight and tell her how much she means to you.  ¦6 . Sing to her no matter how horrible your voice is.  ¦7 . Pick her over all the other girls you hang out  ¦8 . Play with her hair  ¦9 . Let her fall asleep in your arms.  ¦10. Carve your names into a tree.  ¦11 . Bring her flowers.  ¦12 . Look her in the eyes and smile.  ¦13. Let her take as many pictures of you as she wants.  ¦14. Slow dance with her, even if there isn't any music playing.  ¦15 . If your in love with her . . . tell her 🙂 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Love is like a rubber band held at both ends by two people†¦ when one lets go, it will hurt the one still holding on. .. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Ofcourse A Girl's Smile Is More Cheerful Than Boy's Smile.. But a Single Tear In Boy's Eye Is Much More Painful Than Girl's Cry! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. â€Å"Care should be in heart not in words†¦.. and Anger should be in words not in heart.. † †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. BOY: A, B, C GIRL: What? BOY: Always Be Careful GIRL: ahan then? BOY: D, E, F, G Girl : BOY: Don't Ever Forget That GIRL: ForGet That BOY: I'm H, I Girl: What H, I ? BOY: Happily Inlove GIRL: so BOY: J, K, L, M, Just Keep Loving Me GIRL: and how about N, O, P, Q, R, S, T, U, V, W, X, Y, Z ? BOY: No Other Person Quite, Reasonable, Shall Treat U Very Well Xcept me You'll Zee †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. After Me .. When I will not be here, When i will be gone forever, When i will be dead, Just Come to My Grave,Dont Cry .. Just put Some Wild Flowers Beside me, Sit along the Yard for Few Moments, Talk to me,Cheer Me up .. Remember the Times When We Were Together, When We Were Friends, Listen To My Quiet Reply.. Enjoy Those Moments, Try to understand the Unsaid Words ‘n Consider How Much You still Mean To Me†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦!! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. as the sun breaks my heart aches i wish you were here but your there You broke my heart now im a lost box like a red fox All alone in the snow I wont glow With out you near because your my love My only You took my heart and left me the broken pieces ;/3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. A Cute Reply: Girl:- If I Ask You To Give Up Everything For Me, Will You? Boy:- No Girl:- *Sobbing* Why ? =( Boy:- Because You're My Everything And I Can't Give You Up†¦.  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. I've learned a few things abou t life†¦ . everyone lies 2. everyone is fake 3. trust means nothing 4. promises are broken 5. expect the unexpected 6. not everyone will like you 7. you can't please everyone 8. looks are deceiving 9. heartbreak happens 10. No matter how much you want something change, it probably won't! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ People Always Think That The Most Painful Thing Is Losing The One You Love In Your Life The Truth Is The Most Painful Thing Is Losing Your Self In The Process Of Loving SomeOne Too Much Forgetting That You're Special Too !!! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ~ SCHOOL LIFE ~ Most Irritating Moment – Morning Alarm†¦ Most Difficult Task – To Find Socks†¦ Most Dreadful Journey – Way To Class†¦ Most Lovely Time – Meeting Friends†¦ Most Tragic Moment – Surprise Test In 1st Period†¦ Most Wonderful News – Teacher Is Absent†¦ =P 😉 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ When a Guy is Hurt †¦ He smokes , Drinks , Tries to be Mightier , Devilish , Crazy , Mad †¦. But When a Girl is Hurt †¦. .. .. . , .. . .. Sleeps Silently with a Teddy Bear † †¦.. !!!! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Gf:- Baby i seriously don't know why your ex hates me so much Bf:- Look at the keyboard on your computer Gf:- Why Bf:- Because U and I are together, and my U come above my X Gf:- *Blushes* †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦.. CUTEST PROPOSAL by a boy  ¦ Boy: can u plz close ur eyes for a moment? Girl: ok,done Boy: thanx,what a darkness isn't it? Girl: yeah Boy: that is my life without u.  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. How can I live without U ? When my hapPiness is present in smiles of U, When my destiny is present in hands of U, When my comfort is present iN arms of U, When my life is present in soul of U, When my glow is present in eyes of U, When my Love is present near around U, & When I know it that, I can't Love any one more than U  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Boy : Do u love me more thn ur family ? Gal : No Boy : Why ? Gal : okay Listen dis. hen i started to walk I fell, u were not there to pick me up. bt my mom was. When i went outside, u were not th ere to hold my finger. bt my dad was. When i cried . .u didnt give me ur toys to play. .bt my brother n sister did. My family iz more precious thn anythng else. !! 🙂 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. If You Look Inside A Girl's Heart And See How Much She Cries .. You Will Find Secrets .. Promises.. And Lies.. But What You Will See The Most Is How Hard She Tries To Stay Strong .. When Nothing Is Right And Every Things Wrong .. !! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. If I could freeze time.. I'd freeze that moment.. When we were together.. There was so much.. I wanted to say.. But the one thing.. I wasn't able to tell you.. Was how much I wanted you to stay.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Girl: If I ask you to give up everything for me .. will you ? Boy: No ! Girl: *Sobbing* Why :'( Boy: Because you're my everything and I can't give you up†¦ :] †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Girl : *crying*  ¦ Guy : Whats wrong?  ¦ Girl : Nothing.  ¦ Guy : *hugs the girl* and said Sorry .  ¦ Girl : Why did you say sorry?  ¦ Guy : Cause I wasn't there to protect you from the person who made you cry.  ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Cutest Story I Ever Read: A Small Boy Found A Tear In His Lovers Eye So He Hugged Her Still The Girl Continued To Cry Boy Asked: Why? The Cute Girl Replied: If For Every Tear, I Get A Hug From U Then I Would Cry Forever..! †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Boy: You Wanna Know Something? Gal: What †¦ Boy: Loving You Is The Second Best Thing I Ever Did !! Gal: Okay†¦.. Boy: You Wanna Know The First?†¦ Gal: Sure†¦.!! Boy: Finding You:-) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. girl: why do you keep looking at your hands? boy: there's something wrong with them.. girl: what? boy: you aren't holding them†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Boy:- Are u good in your A to Z? Girl:- Yeah! Boy:- Look at these â€Å"ABCDEFGHIJKLMNOPQRSTVWXYZ† Which letter is missing? Girl:- Hmm.. â€Å"U†? Boy:- Yeah, where did that letter go? Girl:- I dont know, where ? Boy:- â€Å"U† went inside My Heart !  ¦! (: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. A Beautiful Story wish to share with you : Once a man saw in his dream, that a lion was chasing him. The man ran to a tree, climbed on to it and sat on a branch. He looked down and saw that the lion was still there waiting for him. The man then looked to his side where the branch he was sitting on was attached to the tree and saw that two rats were circling around and eating the branch. One rat was black and the other one was white. The branch will fall on the ground very soon. The man then looked below again with fear and discovered that a big black snake had come and settled directly under him. The snake opened its mouth right under the man so that he will fall into it. The man then looked up to see if there was anything that he could hold on to. He saw another branch with a honeycomb. Drops of honey were falling from it. The man wanted to taste one of the drops. So, he put his tongue out and tasted one of the falling drops of honey. The honey was amazing in taste. So, he wanted to taste another drop and then another and as a result, he got lost into the sweetness of the honey. He forgot about the two rats eating his branch away, the lion on the ground and the snake that is sitting right under him. Suddenly when the branch broke he remembered all the dangers woke up from his sleep. Since this was an unique dream, the man went to a pious scholar of Islam to know its meaning. The scholar said â€Å"The lion you saw is your death. It always chases you and goes where ever you go. The two rats, one black and one white, are the night and the day. Black one is the night and the white one is the day. They circle around, coming one after another, to eat your time as they take you closer to death. The big black snake with a dark mouth is your grave. It's there, just waiting for you to fall into it. The honeycomb is this world and the sweet drops of honey are the luxuries of this world. We like to taste a little of the luxuries of this world and it's very sweet. Then we want to taste little more and then more. Meanwhile, we get lost into it and we forget about our time, we forget about our death and we forget about our grave. † May Allah wake us up from the sleep and save us before it's too late. Ameen. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Girl: We're best friend,right? Boy:Yes,of course Girl: So be honest with me,who do you like? Boy: No one. I love someone. Girl: Oh,she must be very lucky Boy:Definitely. I've loved her, ever since I met her Girl:Really? Well,since we're best friends, I wanna meet her. Go call her. Boy: Oh okay. & Boy takes out his phone, dials her number and phones her. Girl: Wait, hold on I think I'm getting a call *Answers the phone. Boy: I love you

ESSAY To what extent has the nature of power in Western liberal

To what extent has the nature of power in Western liberal democratic states changed in recent decades In your answer, ex - Essay Example Modern democracy can be dated from the late 18th century although medieval Poland and some states of the Greek cities had democratic aspects. Democracy as the rule by people. In order for a country to be considered democratic, it should choose its leaders using competitive and fair elections. It should adhere to the constitution and ensure fundamental civil liberties. While some analysts assert that a democracy needs to have a strong civil society, civic culture, and capitalist economy, others do not include these criteria when defining democracy. Democratization is therefore the process by which a country adopts such a regime as defined above. This means that when a country is democratized, it is democratic. It also means that every other person is entitled to his or her opinion regarding matters that concern governance. Unlike dictatorial regimes where one voice speaks and others follow, in democratic regimes it is the voices of the majority rule. This means that in case of electio ns or matters that bring disagreement, every person is given an opportunity to stand by what he or she thinks is the right option. As stated above democratization is a relatively recent practice. In the early days, monarchs ruled nations. These were kings and queens and in some cases, the church. The king’s word was final. ... There however seems to be little agreement among political analysts regarding how the process of democratization occurs, including the criteria used to ascertain if democratization has indeed occurred. Many countries adopt democratic governments only to watch them collapse through military coups and other revolts that lead to authoritarian regimes. The first pointer is that citizens should be able to govern themselves by conducting regular elections, which determine their top leaders periodically. This is referred to as representative democracy. These regular elections also serve as avenues through which policies that govern the people are chosen. An example is the voting process which determines if a constitution is to be passed or not through a referendum. Secondly, the right to vote is accorded to all adults. This however has been a recent addition since governments that were referred to as democratic not so long ago used to exclude women, slaves, and free males who did not meet c ertain literacy or property requirements. If a country restricts this franchise from the voting process, then it cannot be considered as democratic. A perfect example is the apartheid regime in South Africa whereby the only people who voted were minority whites. The third indicator is the acceptance of democratic rights. These particular rights include the right to contest for the highest office, the right to have everyone’s vote count equally, the right to vote and the right to create and form political parties and groups. Then there is a law, which is above the state. All authorities on the particular country should adhere to this law. It provides the framework for democratic rule and protects the democratic rights of the people. Therefore,

Module 3 Essay Example | Topics and Well Written Essays - 1000 words

Module 3 - Essay Example The story is about the son of a man who is a potential arsonist: setting barns on fire. This story is built of a number of characters including Abner the father, Sarty the son and the rest of the family: wife and daughters along with the people this family come in contact with. However, Faulkner uses Barn Burning to be a story that concentrates on the opinion of Sarty Snopes. Though this article is not written from the viewpoint of the character himself, there are certain moments throughout the story that divulge the reader with his emotions. With such a multitude of characters it is impossible for the reader to be unable to gain a true gist of what the story portrays. The concentration on Abner’s character allows a deep understanding of humanity and the instinct which compels each individual to develop an attachment to family. In Barn Burning, Abner is a dark influence on his young son. The protagonist forces his child to delve in a loyalty so deep, that injustice and sin are ignored in the process of protecting one’s own family. The story develops as Sarty begins to see the evil obstacle created by his father in his own growth. His constant belief that the father will change â€Å"Maybe he has done satisfied now, now that he has† However, in the end, the child is forced to give up his loyalty as a sense of righteousness sinks in. Though this confession leads to disastrous consequences, following the death of the very man Sarty has been ardently protecting, the judgment seems to shatter the young man who â€Å"He got up†¦.He did not look back.† Thus, Barn Burning is an evident portrayal of family and the human mind that delves to protect the sacred bond. It also shows the dire consequence that follows when this bond is broken. The Chrysanthemums is another story which concentrates on the importance of character to a story. In this story, the main subject of

Summary Essay Example | Topics and Well Written Essays - 250 words - 129

Summary - Essay Example f a student’s integration into social communities of the college and also the greater the level of subsequent of the initial commitment to the institution, the greater the likelihood of the student persistence in college. The second factor is the role played by the college classrooms. Pinto (1997) contends that if social integration is to occur, then it must take place in the classrooms. This is due to the fact that the classrooms function as the gateway for the student involvement in the academic, and social communities in college. Thirdly, more often active learning is confused with academic integration. Academic integration reflects a student’s experience with academic systems and academic communities. Such experiences finds expression in a student’s sense of normative congruence and affiliation. Lastly is the art of active learning. According to American College Personnel Association (1994), active learning enhances a student’s knowledge and understanding of course content. Students who frequently encounter active learning in their course perceive themselves gaining knowledge and understanding from their course work, thus resulting to such students viewing their collegiate experience as personally rewarding which further triggers their investment of psychological energy needed to establish membership in the social communities of their college or

Foreign Corrupt Practices Act Research Paper Example | Topics and Well Written Essays - 1000 words

Foreign Corrupt Practices Act - Research Paper Example up to date record of factual money and other business transactions and to file these records with the United States Securities and Exchange Commission (National Institute on the Foreign Corrupt Practices Act 2008). An issuer is a company whose securities are listed in the U.S. or a company on which it is obligatory to file periodic records regarding company assets and business transactions to the SEC according to the Securities and Exchange Act of 1974. 2. Domestic concerns: ‘Domestic concerns’ is a wider category and encircles the individuals who are citizens, nationals of the U.S. It also encompasses the individuals who are the residents of the United States. All corporations, partnerships, stock companies, and unincorporated organizations, companies listed in the United States Stock exchange which have their major businesses operating in the United States or in any common wealth country and are set up according to the laws of the U.S. are also included in the ‘Domestic Concerns’ category. Therefore, U.S. citizens, nationals or residents will be held responsible for the violation of FCPA even if the foreign officials were bribed outside the territory of United States. Violation of FCPA consists of ‘five components’. If the government succeeds in proving the existence of these five components then the suspect is considered to have violated the FCPA and is subjected to further implications. Anti bribery provisions of FCPA states that it is illegal for U.S. companies, U.S. citizens and companies listed in the U.S. stock exchange to either directly or indirectly offer money, or anything that might be valuable to a foreign officer in exchange for acquiring or retaining business in the U.S (Low et al 2009). Implementation of FCPA is not limited by U.S. territorial boundaries and in several cases FCPA violation is a direct result of corruption that takes place in company departments situated outside the U.S. Therefore, FCPA requires company owners to

The European Debt Crisis, Can the World Ignore it and Keep it European Research Paper

The European Debt Crisis, Can the World Ignore it and Keep it European - Research Paper Example Most of these outcomes are as a result of the stimulus packages that were passed by the European governments in an aim to stop the economic crisis that is taking place in Europe1. Most the European governments have spent a lot of resources on the stimulus packages in an attempt of preventing themselves from great collapse but have in turn created a debt crisis2. i. Thesis Statement With reference to the discussion question given, this paper will analyze if the world can afford to ignore the European debt crisis and leave it to the Europeans. It will also analyze the causes of the crisis and what the European governments are doing to try and solve the impending crisis which is threatening to destroy the prosperity of the European countries which have been economically stable as compared to the rest of the continent. ii. Discussion The world cannot ignore the European debt crisis because the European countries came into these debts as a result of trying to solve the financial crisis th at many countries were facing at the time. This debt crisis has made so difficult for most of the European countries to finance the debts that are owed by their governments without any assistance from the outside world. By the end of 2010, over 90 of the biggest banks in Europe had lent over 760 Euros to countries like Ireland, Portugal, Italy, Greece and Spain. Due to this, the bank system in Europe is on the verge of recession. Every attempt at being made to save a bank system that is struggling with that, the same banking system had lent a lot of money to governments. Despite the financial crisis that is being faced by European governments that Euro has managed to remain stable on the financial market although many financial analysts have predicted of its loosing of strength against all the other market currencies3. In November 2011, it was seen that the Euro was trading slightly higher in the financial market than it was at the beginning of the financial crisis. Three countries that were most affected by the financial crisis were Greece, Ireland and Portugal. These three countries account for 6% of the Eurozone’s gross domestic products (GDP) collectively4. iii. Causes The European debt crisis was caused by the financial markets and other financial institutions which were greedy and blind in terms of the eurozone. In addition to that, there was the adoption of the Euro which led to the biggest drop in the interest rates and a lack of confidence from financial institutions to the European governments5. The domestic demand for finance also went very high which in turn cause a surge in the financial sector and in turn caused the a crisis. The growth of the Eurozone countries which was driven by the services offered domestically and construction was accelerated while the export industry in these countries remained in the same position thereby causing abundance in the foreign capital invested in the Eurozone countries. When European countries went to sav e the globe from a financial crisis, the European countries ended up with debts that the governments cannot afford to pay for. In the meantime as this looming crisis was at hand, Germany was transformed in a historic transformation to become one of the world’s largest exporters6. There was also excessive lending by financial institutions which led to a loss of competitiveness due to the unsound economic developments in several Eurozone countries

Clinical Manifestations, Causes and Treatments for Lupus Research Paper

Clinical Manifestations, Causes and Treatments for Lupus - Research Paper Example There are a number of variations of lupus, with the most common being systemic lupus erythematosus which affects the entire body. The causes of lupus are not fully known, although stress has been shown to play a role in the appearance of symptoms, and the presence of the disease itself is thought to be genetically linked. There is no known cure for the disease, although medication and treatment can help to alleviate some of the symptoms. Nevertheless, lupus sufferers can often lead relatively normal lives, and more than 80 percent survive the first ten years after diagnosis. Thesis statement Lupus is an autoimmune disease that affects a large number of systems and is difficult to diagnose. However, despite the fact that there is no known cure for the disease, treatments are available, and most people can live normal lives. Introduction The name lupus is from the Latin word for wolf due to the appearance of a facial rash which was thought to resemble the bite of a wolf . However, not all suffers get the rash, and it is not always severe . Lupus is an autoimmune disease, which results in the body perceiving its own tissues as invaders and raising an immune response against it. The disease can be present in several different body systems and substantially ranges in severity. Some cases of the disease are life threatening, while others can be trivial and little to no effect on daily activity. The result of this is that the disease can be extremely difficult to diagnosis . The primary means of diagnosing lupus is through the use of an anti-nuclear antibody test (ANA). However, this is not fully reliable, as many people have positive ANA results that do not have lupus, and some forms of lupus do not trigger a positive ANA result. For example, although many people are diagnosed with lupus through blood screening, only around ten percent of these actually have the disease . Consequently, a range of methods are used for diagnosis, and patients are often misdiagnosed man y times before being correctly diagnosed with lupus. Lupus varies in intensity, it can flare up with stronger symptoms for a time, and it can go into remission for many years at a time. The exact causes of flares or remission are unknown, but research suggests that stress is a likely driver of the severity of the symptoms . One of the most recognizable aspects of lupus is the red rash that many patients get. In many cases when the rash heals, there is no trace of it remaining . While most lupus sufferers have systemic lupus erythematosus (SLE), there are other variations of the disease. Types of Lupus Systemic lupus erythematosus (SLE) can affect all or most of the body, including the blood, joints, skin and often kidneys . The term â€Å"systemic† refers to all over, while erythematosus means red. This can affect any part of the body . The disease acts by the presence of antibodies in the bloodstream that attack components of the hosts system. Wherever these land, they cause inflammation and often pain. Symptoms vary substantially depending on where the antibodies are present. For example, some lupus patients have general aches, severe pain in their joints, a skin rash or an unusual blood count . SLE is the most common form of the disease, and this type is most often associated with the term lupus . For a person to be officially diagnosed with lupus (SLE variant), the disease must conform to four of 11 criteria. The criteria are broken down into three sections, the