What contributions has South Park made to the development essays

What contributions has South Park made to the development essays What contributions has South Park made to the development of the comedy cartoon genre from The Simpsons to Family Guy? Adults and cartoons, are more closely related than you think, as a lot of adults watch cartoons just for the fun of it, anything from Roadrunner to modern day classics such as The Simpsons, but what of those that aim themselves squarely at the adult audience? These are few and far between, probably because of the controversy they can cause. Cartoons are categorised as the domain of children and if the target audience isnt children then they still attract children, as they are cartoons. So adult cartoons are claimed to be aimed at children, even when they arent. South Park revels in this sort of controversy. South Park being a comedy cartoon that has been around since 1999. It has taken on a similar role to that of the well known The Simpsons, in the way that its part of the same genre except its not aimed at kids, though in the case of The Simpsons it is aimed at kids but also the family and the older audience. This is claimed to be the reason of success for The Simpsons, that its aimed at everyone old and young. As South Park is on similar lines but strongly aimed at adults it still uses many of the genre characteristics in The Simpsons. My research will explore whether South Park has developed the genre and if so in what ways? In doing this I will have to study The Simpsons, the original American cartoon comedy which started running in the early 1990s. Also Family Guy which has had only three series but is a great example of the cartoon comedy genre which has been influenced by the likes of South Park and The Simpsons, South Park mainl...

Major General Henry Knox in the American Revolution

Major General Henry Knox in the American Revolution A key figure in the American Revolution, Henry Knox was born in Boston on July 25, 1750. He was the seventh child  of  William and Mary Knox, who had 10 children in total. When Henry was only 9 years old, his merchant captain father passed away after experiencing financial ruin. After only three years at the Boston Latin School, where Henry studied a mix of languages, history, and mathematics, the young Knox was forced to leave in order to support his mother and younger siblings. Fast Facts: Henry Knox Known For: Knox helped lead the Continental Army during the American Revolution and later served as the U.S. Secretary of War.Born: July 25, 1750 in Boston, British AmericaParents: William and Mary KnoxDied: October 25, 1806 in Thomaston, MassachusettsEducation: Boston Latin SchoolSpouse: Lucy Flucker (m. 1774–1806)Children: 13 Early Life Knox apprenticed himself to a local bookbinder named Nicholas Bowes, who helped Knox learn the trade and encouraged his reading. Bowes permitted Knox to liberally borrow from the stores inventory, and in this manner Knox became proficient in French and effectively completed his education on his own. He remained an avid reader, eventually opening his own shop, the London Book Store, at the age of 21. Knox was especially fascinated by military topics, including artillery, and he read widely on the subject. March 5th, 1770: British soldiers open fire on a crowd of Bostonians, killing five people, in what became known as the Boston massacre. Hulton Archive  / Stringer/  Getty Images The Revolution Nears A supporter of American colonial rights, Knox became involved in the Sons of Liberty and was present at the Boston Massacre in 1770. He later swore in an  affidavit that he had attempted to calm tensions that night by requesting that the British soldiers return to their quarters. Knox also testified at the trials of those involved in the incident. Two years later, he put his military studies to use by founding a militia unit called the Boston Grenadier Corps. Though he knew much about weaponry, Knox accidentally shot two fingers from his left hand while handling a shotgun in 1773. Marriage On June 16, 1774, Knox married Lucy Flucker, the daughter of the Royal Secretary of the Province of Massachusetts. The marriage was opposed by her parents, who disapproved of Knoxs revolutionary politics and attempted to entice him into joining the British Army. Knox remained a staunch patriot. Following the outbreak of the American Revolution,  he volunteered to serve with colonial forces and participated in the  Battle of Bunker Hill  on June 17, 1775. His in-laws  fled the city after it fell to American forces in 1776. Fort Ticonderoga, New York.   Purestock/Getty Images Guns of Ticonderoga Knox served with Massachusetts forces in the states Army of Observation during the opening days of the Siege of Boston. He soon came to the attention of army commander General George Washington, who was  inspecting fortifications designed by Knox near Roxbury. Washington was impressed, and the two men developed a friendly relationship. As the army desperately needed artillery, the commanding general consulted Knox for advice in November 1775. Knox proposed a plan to transport the cannon captured at Fort Ticonderoga  in New York to the siege lines around Boston. Washington was on board with the plan. After making Knox a colonel in the Continental Army, the general immediately sent him north, as winter was rapidly approaching. At Ticonderoga, Knox initially had difficulty acquiring sufficient men in the lightly populated Berkshire Mountains.  He finally assembled what he dubbed the noble train of artillery. Knox began moving 59 guns and mortars down Lake George and the Hudson River to Albany. It was a difficult trek, and several guns fell through the ice and had to be recovered. In Albany, the guns were transferred to ox-drawn sleds and pulled across Massachusetts. The 300-mile journey took Knox and his men 56 days to complete in the bitter winter weather. In Boston, Washington ordered the guns to be placed atop Dorchester Heights, overlooking the city and harbor. Rather than face bombardment, the British forces, led by General Sir William Howe, evacuated the city on March 17, 1776. New York and Philadelphia Campaigns Following the victory at Boston, Knox was sent to oversee the construction of fortifications in  Rhode Island and Connecticut. When he returned to the Continental Army, he became Washingtons chief of artillery. After the American defeats in New York that fall, Knox retreated across New Jersey with the remaining troops. As Washington devised his daring Christmas attack on Trenton, Knox was given the key role of overseeing the armys crossing of the Delaware River. With the assistance of Colonel John Glover, Knox succeeded in moving the attack force across the river in a timely fashion. He also directed the American withdrawal on December 26. For his service at Trenton, Knox was promoted to brigadier general. In early January, he saw further action at Assunpink Creek and Princeton before the army moved to winter quarters at Morristown, New Jersey. Taking advantage of this break from campaigning, Knox returned to Massachusetts with the goal of improving weapons production. He traveled to Springfield and established the Springfield Armory, which operated for the rest of the war and became a key producer of American weapons for almost two centuries. After he rejoined the army, Knox took part in the American defeats at Brandywine (September 11, 1777) and Germantown (October 4, 1777). At the latter, he made the ill-fated suggestion to Washington that they should capture the British-occupied home of Germantown resident Benjamin Chew, rather than bypass it. The delay gave the British badly needed time to re-establish their lines, and this contributed to the American loss. Valley Forge to Yorktown During the winter at Valley Forge, Knox helped secure needed supplies and assisted Baron von Steuben in drilling the troops. Later, the army pursued the British, who were evacuating Philadelphia, and fought them at the Battle of Monmouth on June 28, 1778. In the wake of the fighting, the army moved north to take up positions around New York. Over the next two years, Knox was sent north to help obtain supplies for the army and, in 1780, served on the court-martial of British spy Major John Andre. In late 1781, Washington withdrew the majority of the army from New York to attack General Lord Charles Cornwallis at Yorktown, Virginia. Knoxs guns played a key role in the siege that ensued. Following the victory, Knox was promoted to major general and assigned to command American forces at West Point. During this time, he formed the Society of the Cincinnati, a fraternal organization consisting of officers who had served in the war. At the wars conclusion in 1783, Knox led his troops into New York City to take possession from the departing British. Later Life On December 23, 1783, following Washingtons resignation, Knox became the senior officer of the Continental Army. He remained so until retiring in June 1784. Knoxs retirement proved short-lived, however, as he was soon appointed Secretary of War by the Continental Congress on March 8, 1785. A staunch supporter of the new Constitution, Knox  remained in his post until becoming Secretary of War as part of George Washingtons first cabinet in 1789. As secretary, he oversaw the creation of a permanent navy, a national militia, and coastal fortifications. Knox served as Secretary of War until January 2, 1795, when he resigned to care for his family and business interests. He died on October 25, 1806, of peritonitis, three days after accidentally swallowing a chicken bone.

Environmental Impacts of Renewable Energy Technologies Essay

Environmental Impacts of Renewable Energy Technologies - Essay Example Biomass combustion and geothermal plants release greenhouse gases in qualities that are comparable to coals was well as sulfur and nitrogen dioxides which pollute the air and cause acid rain. Finally, there is nuclear power, which poses catastrophic threats in case of accidents and the release of radioactive water and gases into the atmosphere in addition to the production of GHG from emergency diesel engines. Figure 1 Fig 1.1 World primary energy consumption and CO2 emissions. (Hung 2010) Introduction In most of the world’s countries, the primary sources of energy are carbon based fossil fuels, this are however finite considering the fact that it takes millions of years for them to form although they are depleted in substantially less time. They are gradually becoming harder to extract as well as more expensive and this has in retrospect resulted into political conflict as nation’s battle each other in competition for these resources (Asif and Muneer, 2007). In additio n, the environmental impacts of fossil fuels have proved dire owing to the inevitable production of GHGs, which follows their combustion. The corollary has been a myriad of negative environmental effects such as a marked increase in the greenhouse gasses in the atmosphere that is threating to drastically change the global climate. In addition, the CLC that are also byproducts of burning carbon fuels have depleted the ozone layer and this exposes the world to dangerous infrared shortwave radiation, which poses a plethora of health danger for life on earth (Drabyk, 2001). More direct and short term impacts of fossil fuel include massive pollution of air and water the former resulting in acid rain, health problems such as Asthma and the latter mainly merging in oil seepages and leakages in water bodies. The innumerable problems attributed to fossil fuels and their apparent finiteness has necessitated a shift to renewable energy that many tout as the only feasible source of energy. Whil e conceding that renewable energy sources such as wind, solar and hydroelectric power portend clean and efficient energy, they are not a silver bullet and just like the non-renewable sources, they come with their share of environmental impacts (Letcher, 2008). This is in view of the fact that the new energy sources require significant investment in terms of resources and infrastructure to harvest them and this ultimately results in certain ramification for the environment that are however not very widely researched owing to the popular opinion that they are the embodiment of eco- friendly power Figure 2 Fig 2: Shares of energy sources used in electricity production, 2007. (Lenzen 2010) Solar power The sun is a source of a considerable amount of clean renewable energy that is arrested through solar panels and used to power machinery and generally provide energy both for industrial and domestic use. Notwithstanding, solar power plants have the potential to significantly impact the env ironment through; land use habitat loss and environmentally hazardous materials that are used in the manufacturing of the hardware. Large scale solar power plants have raised concerns about the land degradation and power loss, typically the amount of land that wil be require often depends on the topography or an area and the

Questionnaire Essay Example | Topics and Well Written Essays - 1750 words

Questionnaire - Essay Example The support from Medea’s boyfriend Jason will benefit Medea a lot as is evident from the table. The average monthly cash inflow has increased by a significant amount and now she has sufficient amount of ready cash. This allows Medea to finance her bicycle as the bicycle will cost her  £400 to 600 while the cash available with her now is far exceeding the expected cost of that bicycle. This alternative has a very positive impact on the financial position of Medea. Her yearly income increases by almost three times while the monthly cash flow improves a little less than 5 times. Through this support from her boyfriend, she is now able to finance her bicycle that was desperately needed by her in order to save her commuting costs. Comparing the above table for incomes with and without Jason (and Argo), we can see that the gross income increases by almost double of Medea’s individual income. Despite this significant increase in the income, all the expenses could increase only by smaller amounts except food expenses which show an increase of double the amount that was when Medea was alone. This relatively less increase in total expenses compared to the increase in the total gross income results in a considerable increase in the net income for the year. Similarly, the cash flows conditions also get better considerably and now Medea has monthly cash almost 5 times of what she had before support from her boyfriend Jason. Without Jason’s support it was not possible for her to finance her bicycle and save commuting cost but now she has 1640 Euros on average after paying for all her expenses which enables her to buy the desired bicycle even if costs her the highest expected price of 600 Euros. Now, when we assume that Polly chooses for option A and also that the interest rate remains constant throughout the period of mortgage; using the saving and borrowing calculator, we arrive at the following results: b) It is quite obvious that if the mortgage period and

College Application Essay Example for Free

College Application Essay At some point in our lives, we all have one significant experience that can affect us. Whether this experience is big or small, it still happened and made its impact on you. I remember when I first pushed myself to do something that pushed me out of my comfort zone and do more during that time period. That something was to be better than my siblings and be more successful than they were. My older brother and sister were good kids, but never did what they said they were going to do after high school. My sister had wanted to be a nursing assistant for the longest time and my brother had wanted to be a lawyer. Although my sister wasn’t the smartest in school she still passed and graduated with her class, but did not go to college. My brother on the other hand had a different path to become a lawyer, which he could have with his grades, but did not. He decided to enlist in the military and hoped to go to school afterwards. Although he had planned it all out, he didn’t follow it. Instead a tragedy struck him while in the military and is now discharged medically and only working a part time job. Of course I don’t believe the military is a bad job at all and I believe that if things happened differently for him his life would be different now. Today he is still undecided when and where he wants to attend college. My older siblings always told me high school would be different and harder than the smaller elementary and middle schools. I knew this but I didn’t mind because I knew that I had wanted to excel in school to do something successful afterwards. I didn’t just want to be more successful than my siblings but it made me realize that if you don’t drive yourself to work hard in school you don’t always achieve what you want to do. By pushing myself harder in school I’ve made an effect on myself that has put me in a great position throughout my years of high school. Through high school I’ve had the privilege of being able to take high honor classes and even college classes that have allowed me to be ahead of the game. But in order to be ahead of the game I have had to study hard, do my homework and pay attention closely to the classes that I have taken. I believe within my four years of high school I have achieved so much more than my siblings all from great teachers and other role models in my life teaching me various things. Even throughout these times it has been some stressful days and weeks I still was calm and handled everything in a well-timed manner. Therefore, I have been able to push myself one step closer to what I want to do and it has  encouraged me greatly so I can see what I may do soon in the future. My risk to go out of my comfort zone and put more pressure on my shoulders has been a great deal for me. I hope that me pushing myself to do harder and better work throughout high school helps me in my later future studies and work.

Elephant the movie Essay -- essays research papers

Gus Van Sant’s Elephant was at once critically praised and denounced by both film reviewers and filmgoers alike. The cinematography takes you on a waltz throughout a seemingly typical day at an unnamed high school, stopping through the journey to focus on the stereotypes of school. The jock, the quirky artist, the cliqued girls, the skateboarder, they are all represented and representative of his film. Van Sant created a film, seemingly without a staunch opinion on the horrors of the Columbine shootings. The movie seems distanced from the actors and their actions: an unaware participant from the tranquil introduction to the gruesome climax. His seeming lack of a purpose, lack of a reason for the creation of this film, is exactly the impetus that drives its core meaning. The high school was as stereotyped and typical as possible, a campus where everyone swears they’ve visited once in their life. The visceral climax is at once both slowly built up to inevitability by the characterizations of the assailants, yet it also strikes the school suddenly and without warning. Van Sant’s film is a series of seeming contradictions and paradoxes that create the illusion that he has no stance on the Columbine shootings. His stance, however, is given away in the purposelessness of the film; the idyllic simplicity of the school, and its subsequent destruction, has no purpose. The Columbine massacre had no purpose. Gus Van Sant’s aestheticized school builds up a world that seems tangible to most students. He carries every right to create his own world and tear it back down. It is this beauty that he creates that makes the film so much more shocking when it ends. Aesthetic realism is the concept of accepting reality as unchangeable; therefore, one must find the beauty that is inherent in everyday life instead of attempting to create beauty. The idea is that aesthetic realism â€Å"sees all reality including the reality that is oneself, as the aesthetic oneness of opposites,† (Siegel). In other words, life is at once changing and the same. For example, someone is the same person when they wake up in the morning and the same person when they go to sleep at night. They haven’t changed. However, there have still changed as a person throughout the day, at least minutely. Change and stability both occur simultaneously. At the same time, Siegel states that it â€Å"sees the largest purpose o... ...e what can be easily related to; they wouldn’t be considered stereotypes otherwise. The beauty that is created during the first hour, which is denounced by Foundas as unrealistic, is subsequently destroyed in the climax. To create and destroy mediocrity would not be as stirring a rendition as Van Sant’s recreation of perfection coupled with his systematic disposal of it. Gus Van Sant has created a world of high school that has every stereotype. He manifests a sense of beauty in every shot he creates, with the slow arcing camera shots combined with the loving caricatures of the students. He finds the aesthetic realism in high school, the elegance inherent in aspects of campus life, and constructs a film around it. It is his own right to create his own view of high school, and while critics can disagree, they should not debase. The initial purposelessness should only be taken at face value; it is the lack of purpose in the beginning of the film that makes the lack of purpose in the massacre more obvious. There was no reasoning behind the Columbine shootings, they were a tragic occurrence that had little logic behind it. However, Van Sant’s film had purpose underneath its exterior.

Hps326 Assignment Questionnaire

HPS326 Assignment Questionnaire Questions 1-5 (8% per question) 1. William Whewell coined the term â€Å"scientist† in the year 1833. 2. The conflict myth was proposed by John Draper and Andrew Dickson on the relationship between science and religion. They termed the relationship as a mutual antagonism whose history was a conflict between the rationality of science opposed by the ignorance of religion. Two versions of this myth exist; the strong and the weak.The strong version states that the inherent differences of science and religion have eclipsed through history as science is represented with a need to rival against religion, making conflict unavoidable. The weak version claims this conflict is haphazard and is purely based on historical fact. 3. The historiographical distinction between ‘modern science' and ‘natural philosophy' is that natural philosophy can be seen as a precursor of natural sciences (i. e physics etc. ). Natural philosophy is an entity that c an explain properties that can not necessarily be verified, classified or quantified.On the other hand, modern science is a development, divisional field of natural philosophy. It relies on the scientific experimentation for the growth of knowledge and advances in society and technology. 4. The ‘Merton Thesis', proposed by Robert Merton, states that the rise of science is linked to the values of Puritanism. It verifies the idea's of Francis Bacon as being inspired by the puritan ‘work ethic' which is accounted for by the volume of Puritans in the Royal Society. 5.According to Margaret Osler, in the 20th century, the conflict myth's support was attributable to; the positivism of Auguste Compte, and secularization of North American universities. In Compte's positivist philosophy, he founded numerous principles in which he claimed direct observation is the only way assertions can be established. This influenced numerous historians when they looked upon the history of scienc e and religion as they rejected all metaphysical thinking because it can not be proven empirically.This asserted that all sciences could be minimized to mathematics and physics driving a larger conflict between science and religion. The secularization of North American universities played a large role in the support of the conflict myth. This is due to the fact that the schools pushed an anti-religious approach and completely expunged any supernatural reasoning from the realm of science. This reinforced the rejection of metaphysics and furthered the perception of a conflict. Question 1-3 (20% per question) 1.The period form 1500 to 1700 was known as the ‘Scientific Revolution'. This period is considered the ‘revolution' as historians believed science began progressively separating from religion. Thinkers like Copernicus and Newton began to change the way people thought about the concept of nature. However, this view of a ‘Scientific Revolution' is still highly prob lematic. Shapin contested that no such revolution occurred. He asserted this as no single definition of science emerged and no specific method was employed.He also eluded to the point that this period was only coined ‘revolutionary' as the people of that time were interested in pursuing science and wanted to propel it as a professional field. Margaret Osler also termed this problematic as numerous individuals began challenging the fundamental principles of positivism. She also suggests that there was still an importance of theology in Newton's projects and a requirement of biblical interpretation to development of scientific methods. This suggests that religion and science did not separate in the ‘Scientific Revolution' as religion was still needed to discuss science. . The 19th century ‘Whigs' – an english liberal political party- are amalgamated with ‘Whig' history as people who perceived science as progressive. Science was the key to move humans alo ng the road to a better life. However, ‘whiggish' history is not acceptable today as it is too goal-centric. It claims that history has progressed along a predesignated path towards the goal of complete understanding. This was not welcome in ‘modern science' as it suggested that science was purely cumulative.However, scientific findings do not always continue building upon previous results. As well, Whiggish history focused too much on the ‘great men' of science – the male geniuses like Darwin, and Einstein – even though modern science has been practiced and perfected by normal (even female) individuals. This is supported with Peter Harrison's view on science and religion as he states a need of Protestant approaches in the development of modern empirical science. Harrison claims that biblical interpretations of Protestant texts is liked to the rise of modern science.This favours ‘Whig' history as they campaigned the Protestant values and behavio urs which aligns with their view of science. 3. Early analytic philosophy avoided the study of philosophy of religion and opposed metaphysics. However, the emergence of an analytic philosophy of religion in the 1960s, was crucial for the emergence of science and religion as it's own field. It brought about the collapse of logical positivism as it began to self-refute. Analytic philosophy then tried to get rid of traditional philosophy- claiming that it was too unscientific- and progressed to a more scientific way of thinking.Yet, even with it's new scientific way of thinking it was taken over by Christian theology allowing for a renewed interest in metaphysical thinking and the philosophy of religion. This then began to combine science and religion under one roof in terms of a relationship. Analytic philosophers, who were trained in science, then began bringing up religious problems in terms of using science as the best model for rationality. This allowed the rise of the field of sc ience and religion because of the influence of scientific christian thinkers.

Kindergarten-Full Day Versus Half Day Essay

The sky is the limit for children. The benefits of children attending full day kindergarten are far greater than those children that attend half day. Some parents and educators disagree; they say that children should not be forced into their educational career so young. Whether for or against full-day kindergarten, the common goal for all parents is the well being for each individual child. Every child has different needs and capabilities. Parents have to make an informed decision on full day or half day kindergarten. That decision can be a difficult one. Ultimately that decision is the starting point for the next twelve or more years of education for these young children. Connecticut does not have a law mandating all towns have full day kindergarten. The budget process has to make full day kindergarten a priority. The curriculum for kindergarten is limited during half day sessions for children. Because of the time limitations during half day, these children are getting significant amounts of homework to bring home. Before and aftercare is needed due to the short school day for the half day kindergartners, causing parents to pay for childcare. The most important point is that children’s cognitive learning is so crucial at age five. They can absorb so much information at a kindergarten level. Taking advantage of that will give them the best opportunities for the educational career and give them a head start. Kindergarten was originated in 1837 (Burkam 3). Children develop their mental, social, and emotional faculties through play, music, movement, interaction with the outdoors, and opportunities to engage in independent and creative pursuits (Burkam 3). The goal of kindergarten is to prepare children for first grade academics (Burkam 5). Children show great resilience so can therefore adapt to any formal routine, especially education. We must constructively use this critical stage in their lives to have them absorb all the information they can. Most towns in eastern Connecticut have full day kindergarten except Montville. There is no set standard in Connecticut law for all towns to have at least one full-day kindergarten. East Lyme, Niantic, Norwich, Waterford, Ledyard, and Groton have already established a full day program for kindergarten. Montville being the only town in the surrounding area that does not have a full day option available makes it very difficult to those parents in that town to make arrangements for care of their children. Planning a town budget for full day kindergarten is not as complicated as it may seem. Child care is financed primarily by families, who are estimated to be paying between $40 and $50 billion annually (Mitchell 8). Only a small percentage of those funds being spent could be used for funding all schools with full day kindergarten programs. Demonstrating better ways to increase and combine local, state, public and private sources to finance all types of programs so that they can meet higher standards and that all families can afford kindergarten and preschool education (Mitchell 12). Some educators say the biggest obstacle is hiring teachers. They would need twice the amount already staffed. Splitting up the groups of half day classes and teachers could be a solution to that issue. There would not need to be any additional teachers hired in that case. There is so much for children to learn at the age of five. A full day of learning, social interaction, and play is so beneficial. Research comparing half-day and full-day kindergarten shows those children benefit from a developmentally appropriate, full-day program, most notably in terms of early academic achievement—a foundation for school and life success (Villegas 1). Full-day kindergarten can afford children the academic learning time needed to prepare for mastery of primary-grade reading and math skills (Villegas 1) In particular, the weight of evidence shows that full-day kindergarten benefits children in these ways: contributes to increased school readiness, children that are adapted to full day kindergarten are already prepared for the transition into regular grade level schooling, most importantly, they understand rules and behavior, which leads to a higher academic achievement. Standardized tests and classroom grades find that full day students achieve higher and improve student attendance. There is better attendance in full-day kindergarten due to the parents understanding that there is so much more information and teaching provided during a longer day and does not want their child to miss, supporting a childs literacy and language development has long lasting effects that are greater in children that attend full day kindergarten (Villegas 2). One study showed higher reading achievement persisting through third grade and in some cases even seventh grade (Villegas 1). Enrolling a child in full-day kindergarten benefits them socially and emotionally. Full day gives children a balance of structured play and self play. Being with classmates for more hours in a classroom forces them to build positive relationships. Those relationships last sometimes all the way through twelfth grade. Decreases costs by reducing retention and remediation rates (Villegas 1, 2). One study, which found full day students to be more than twice as likely to remain on grade through third grade, showed that this academic benefit helped to offset 19 percent of the first year’s cost of extending the kindergarten day (Villegas 2). For those children in half-day kindergarten, they need to have before and after care in some families, especially when both parents work full time. If there were full day kindergarten, it would eliminate some of that cost of after care. Due to these children needing to go to multiple places throughout the day for care and schooling becomes the issue of transportation. During a parents work day, that child could be bused to as much as three different locations just for child care. Parents prefer longer kindergarten programs because children have to make fewer transitions within a day and they believe their children will be better prepared for first grade (Mitchell 5). Day care programs are valuable, but do not have the curriculum and equal age structure that kindergarten does. Proponents of full-day kindergarten believe that children, as a result of their various childcare and preschool experiences, are ready for more demanding and cognitively oriented educational programs (Burkam 6). Having group play with children ages 0-5 is not beneficial educationally. Children at age five are at an important learning stage in their lives. The more education they can receive in kindergarten the better prepared for school they will be. Full-day advocates suggest several advantages for the longer kindergarten day: it allows teachers more opportunity to assess children’s educational needs and individualize instruction, it makes small-group learning experiences more feasible, it engages children in a broader range of learning experiences, it provides opportunities for in-depth exploration of curriculum, it provides opportunities for closer teacher-parent relationships, it benefits working parents who may need a longer school day (Burkam 6). Reading, math, science are subjects that are the beginning fundamentals in learning Researchers found that children who attended full-day kindergarten scored higher on reading comprehension and mathematics concepts and applications (Burkam 9). Having more hours in a school day allows teachers to take a more one on one approach for the children to really delve deep into counting, the alphabet, writing, speaking, and so forth. The foundation of learning stems from kindergarten. Cognitive development is the most important issue with having children in a full-day kindergarten program. Kindergarten is more than play and social interaction with peers, this time must be used to take full advantage of a child’s potential in learning. Education should be the first priority and focus in a child’s life. The bigger picture is laying the groundwork for children’s educational experience. The younger the child the more prepared they will be for the future and the most successful in life.

Poem convey their thoughts and feelings Essays

Poem convey their thoughts and feelings Essays Poem convey their thoughts and feelings Paper Poem convey their thoughts and feelings Paper We have been studying two poems from two different cultures, they are Presents from my Aunts in Pakistan and Search for my tongue. Both poems explore and explain the fact of coping with two unlike cultures.  We will be looking at how each poet conveys their thoughts and feelings about their culture through their poems. We will also explore the way the poets explore their roots. Our group will also attempt to look at the following points in the poems: the similarities and differences in the poems, the structural and presentational devices used and the poets use of language. Both poets show through their poems how problematic it can be to be from a different culture and live in a peculiar environment. In Sujata Bhatts poem, Search for my tongue she explains to the audience what it is like to speak and think in two languages and this leads her to losing her mother tongue whereas in Moniza Alvis poem, Presents from my Aunts in Pakistan she shows the audience how having parents from two dissimilar cultures can make life very confusing. But together the poems give a sense of incongruity and a feeling that you dont belong here. The poems also show your original culture is always there, and that it isnt completely lost, for example in Search for my tongue the poet is confident that the mother tongue is still with her and in Presents from my Aunts in Pakistan the poet shows your original culture can never be forgotten. The character in Moniza Alvis poem is shown as a person of no fixed nationality and someone who lives in two worlds, whereas Sujata Bhatt shows someone of a fixed nationality who has two tongues. On the other hand both poems talk about their cultural and personal identity. The poets use a wide variety of presentational and structural devices along with the interesting use of language to give us an idea of the difficulties and the problems they have by being bi-lingual and/or mixed race. Presents from my Aunts in Pakistan is written in loosely arranged in free verse using the line length for its emphasis on the fact that her culture hurts her and the stanzas in the poem have ranging lengths. The phrases are loosely arranged around elements that relate to the poets own experience and life or in other words autobiographical elements. This therefore leads us to suggest and associate images with the use of phrases and loose structure of the sentences. It is also a sequence of personal memories and the word I is repeated quite a lot this shows that the poet is recalling her memories. In contrast Sujata Bhatt has structured Search for my tongue into three sections which all show different ideas and images. The first section is up to line 16 where she talks about how hard it is for her to know two languages and neglect the one she feels that most belongs to her. The second section is from line 17 to 30 where she explains her ideas in her mother tongue which comes back to her in a dream, and the last section is from line 31 onwards where she translates her thoughts into English, where she shows her mother tongue dying during the day and coming back in her dreams. She also uses an extended metaphor of the tongue being a plant where she says in lines 31 to 35, It grows back, a stump of a shoot grows longer, grows moist, grows strong veins, it ties the other tongue in knots, the bud opens, the bud opens in my mouth, it pushes the other tongue aside. The repetition of the words rows and bud creates an exciting atmosphere, plus the use of the word grows three times in one line builds up speed and an anticipating atmosphere, making the reader think of what will happen next. The whole metaphor suggests that the tongue had rotted away but now it is growing back swiftly. The new tongue that grows at night is so strong that it overpowers the other tongue and ties the other tongue in knots and pushes it aside. The last line of the poem where it says, it blossoms out of my mouth shows that the mother tongue emerges as strong as ever and functions much better than the second language. In Moniza Alvis poem a lot of images are used to illustrate her feelings about her culture. She shows that her culture hurts her when she writes, glass bangles snapped, drew blood. She also seems to depict being from two cultures as going on a voyage from Pakistan to England, which the poet vaguely recalls. This shows her moving from one kind of life to another. The comparison between the western and Asian style of fashion shows the poets discomfort with her traditions and culture. The poet describes her traditional clothes as exotic and beautiful items but then she prefers the traditional western clothing than the traditional clothes because they made her feel out of place and different from everyone else at school or work, this can be seen when she says, My salwar kameez didnt impress the school friend. When we remember our past in our minds we drift from one image to another, the same happens with this poem, it sometimes happens with unusual things like a tin boat.  The other poem Search for my tongue also uses images to convey its point about the fact of having to speak two languages for example the extended metaphor can also be considered as an image showing the mother tongue growing stronger. But this poem also uses other language devices to help forward her point about her culture for instance she uses enjambment in her poem which means not that lines of poetry are not stopped at the end. This also builds up an atmosphere of anticipation and eagerness to know the outcome, like the use of grow three times in a line. Sujata Bhatt writes in first person and this can be seen when she starts the poem, where the speaker addresses you. This demonstrates that there is a conversation going on, as you have just asked a question to the poet. Where as Presents from my Aunts in Pakistan is written in first person, this can be seen when she starts her poem with I and also uses My. She is writing her own personal account of her experiences.

Comparing Past Participles in Spanish and English

Comparing Past Participles in Spanish and English You dont have to look far to see the close relationship between English and the languages derived from Latin. While the similarities are most obvious in vocabulary, English also includes key aspects of its grammar that have analogs in Latin-based languages, including Spanish. Among them is the past participle, an extremely useful type of word that can be used, in English as well as Spanish, as either part of a verb form or as an adjective. Forms Taken by Past Participles Past participles in English arent always as obvious as they are in Spanish, because they often take the same form as the past tense, in that they usually end in -ed. In the verb form, you can tell when an -ed verb is functioning as a past participle in that it is combined with some form of the verb to have. For example, worked is a past-tense verb in the sentence I worked but a past participle in I have worked. Less commonly, a past participle can also be used in the passive voice: In The play is produced, produced is a past participle. Spanish past participles typically end in -ado or -ido, thus bearing a vague similarity to the English equivalents. But their form is distinct from the simple past tenses, which include words such as comprà © (I bought) and vinieron (they came). Both Spanish and English have numerous irregular past participles, especially of common verbs. In English, many, but far from all, end in -en: broken, driven, given, seen. Others dont follow that pattern: made, hurt, heard, done. In Spanish, nearly all of the irregular past participles end in -cho or -to: dicho, from decir (to say); hecho, from hacer (to make or to do); puesto, from poner (to put); and visto, from ver (ver). Here are some of the most common irregular past participles in Spanish: Abierto (from abrir, to open)Cubierto (from cubrir, to cover)Escrito (from escribir, to write)Frito (from freà ­r, to fry)Impreso (from imprimir, to print)Muerto (from morir, to die)Roto (from romper, to break)Vuelto (from volver, to return) Using Past Participles as Adjectives Another similarity between English and Spanish is that past participles are frequently used as adjectives. Here are a few examples that the two languages share: Estoy satisfecho. (Im satisfied.)Los Estados Unidos. (The United States.)El hombre confundido. (The confused man.)Pollo frito. (Fried chicken.) In fact, while it often is awkward to do so, most verbs in either language can be converted to adjectives by using the past participle. Because they function as adjectives in such Spanish usages, they must agree in both number and gender with the nouns they accompany. The same is true in Spanish when the past participle follows a form of either ser or estar, both of which are translated as to be. Examples: Los regalos fueron envueltos. (The gifts were wrapped.)Las computadoras fueron rotas. (The computers were broken.)Estoy cansada. (I am tired, said by a female.)Estoy cansado. (I am tired, said by a male.) In Spanish, many past participles can also be used as nouns, simply because adjectives can be freely used as nouns when the context makes their meaning clear. One sometimes seen in news stories is los desaparacidos, referring to those who have disappeared due to oppression. Frequently, adjectives used as nouns are translated using the English one as in los escondidos, the hidden ones, and el colorado, the colored one. This phenomenon also appears in English, although less commonly in Spanish. For example, we might talk about the lost or the forgotten where lost and forgotten functioning as nouns.) Using the Past Participle for the Perfect Tenses The other major use of the past participle is to combine with the verb haber in Spanish or to have: in English (the verbs probably have a common origin) to form the perfect tenses. Generally speaking, the perfect tenses are used to refer to actions that are or will be completed: He hablado. (I have spoken.)Habr salido. (She will have left.) ¿Has comido?  (Have you eaten?) As you can see, the past participle is one of the ways that verbs in both Spanish and English gain their versatility and flexibility. Watch for uses of the past participle in your reading, and you may be surprised to see how often the word form is put to good use. Key Takeaways Past participles function very similarly in English and Spanish, as they are both verb forms that can function as adjectives and sometimes as nouns.Past participles combine with haber in Spanish and have in English to form the perfect tenses.Regular past participles end in -ed in English and -ado or -ido in Spanish.

Canadian Politics Essay Example | Topics and Well Written Essays - 1500 words

Canadian Politics - Essay Example This issue has also appeared in Canada. The country’s governance has structured in such way that all key decisions are taken by parliament; however, actions that are opposed to the country’s parliamentary system have not been avoided. At this point, the following dilemma has been set: should the power of the judiciary and the executive in Canada be controlled so that the power of the country’s parliamentary system to be adequately protected? It is argued that the limitation of the power of judiciary and executive in Canada would be quite necessary in order to ensure that democracy in the country is sufficiently promoted. The above argument is justified and appropriately backed by referring to the relevant literature. Particular emphasis is given on the power of parties and the judiciary to define the terms on which parliamentary decisions in Canada are based. In the study of Charlton and Barker emphasis is given on the potential limitation of the party discipline in Canada, so that the freedom of the members of the parliament to be increased. Reference is made to two, opposite, views. Kilgour, Kirsner and McConnell, note that party discipline in Canada should be reduced, or even eliminated, since it reduces the power of the members of the parliament to vote independently in regard to the issues brought to the parliament for discussion and verification. The party discipline, as applied in the parliamentary system of Canada, means that the members of the parliament have to align their vote with the decisions of their party (Charlton and Barker 2009, p.217), a rule that has caused strong oppositions by the members of the Canadian parliament. Kilgour has been a member of the Canadian parliament since 1979 (Charlton and Barker, 2009, p.217); in 1990 he voted against a bill of his party (Conservatives) in regard to the authorization of Goods and Services Tax (Charlton and Barker 2009, p.217). As a result of the above decision, ‘he was expel led by his party’ (Charlton and Barker 2009). Due to the above fact, he decided to join the Liberal Party (Charlton and Barker 2009). In 2005 he decided to continue his career as an independent member of the parliament, especially due to a claim for ‘governmental failures in using appropriately the funds related to a sponsorship program in Quebec’ (Charlton and Barker 2009, p.217). The case of Kilgour shows that party discipline, as currently applied in Canada, prohibits MPs to criticize the decisions of their parties, even if the indications for failures related to party initiatives are many. In other words, party discipline in Canada should be significantly reduced, only applied in certain cases, or, if possible, eliminated, allowing the development of opposing views within the parliament. In this way, the quality of democracy in the specific country would be improved (Kilgour, Kirsner and McConnell, in Charlton and Barker 2009, p.218). In any case, the problem would not be whether the Canadian parliamentary system would become similar with the American Parliamentary system, where the members of the Congress have increased power to state their view (Charlton and Barker 2009, p.218), or not; instead, emphasis should be given on the level of democracy in Canada, as reflected in the country’s parliamentary system. At the next level, the following issue should be highlighted: in each current form, the party discipline

Microcirculation and Blood Pressure Assignment Example | Topics and Well Written Essays - 250 words

Microcirculation and Blood Pressure - Assignment Example Notably, the enormous amount of protein in the urine leads to water and salt retention in the kidney. This situation often leads to increased build-up of fluid including blood in the limbs and lungs. These fluid usually leak from the legs’ capillaries into the interstitial spaces. Measurement of blood pressure is never an easy task, as the process often seems. Notably, some doctors often do not follow the right procedure in carrying out this process. The detailed minor process should be carried out to ensure that accurate measurements are obtained. Blood pressure in everyone’s body often fluctuates rapidly (Porth and Porth, 2011). Moreover, the complex body system often affects and regulates the blood pressure. For instance, standing up may lead to rise or fall in blood pressure. Therefore, when measuring one’s blood pressure, the involved doctor should advise his or her patient to sit in some definite positions. Closing of legs or hanging of a patient’s arms too low will automatically raise such patients’ blood pressure thereby leading wrong blood pressure reading. Thus, numerous guidelines are in effect and should be followed properly while measuring blood pressure to ensure accurate results (Porth and Porth,