Cultural and Intellectual Developments Annotated Bibliography

Cultural and Intellectual Developments - Annotated Bibliography Example From the source it is evident that the 1950s saw China adopt a strategy of collectivization of agriculture based on the model that was being applied by the Soviet Union. Yun expressed hope that the industrialization of the country based on the five year plan would guarantee the country economic independence and freedon to avoid relying on imperialists. This source is important to the research as it provides good ground for understanding the course China, under Mao Tse-Tung, took toward achieving economic development. Tse-Tung, Mao. â€Å"Let Us Unite And Clearly Distinguish Between Ourselves And The Enemy†. Speech delivered at the thirty-eighth meeting of the Standing Committee of the First National Committee of the Chinese Peoples Political Consultative Conference August 4, 1952. https://www.marxists.org/reference/archive/mao/selected-works/volume-5/mswv5_22.htm This source is a speech by Mao Tse-Tung, the leader of China at the time the speech was being made. In the source Tse-Tung traces the situations that China has gone through over the years. He emphasizes that China needed to increase its production and apply strict economy for its gowth. The leader noted that the three evils and the five evils movements had been successful and that the country was getting more economically stable. Among other things, the Korean war, resistance against U.S. aggression, corruption, waste and bureaucracy were noted by Tse-tung to be major hurdles to the economic growth of the nation. This source is significant for the study since it gives an insight into the progress that China made under Mao and the political upheavals that led to its slow growth. Richard Bush was a one time acting director of the American Institute in Taiwan and is currently a director of Center for Northeast Asian Policy Studies (CNAPS) affiliated with the Brookings Institution. A political

Criminology Essay Example | Topics and Well Written Essays - 500 words - 3

Criminology - Essay Example (Beck 2006).Two statistical programs to measure the magnitude, nature, and impact of crime administered by the U.S. Department of Justice are the Uniform Crime Reporting (UCR) Program and the National Crime Victimization Survey (NCVS). The purpose, focus, and method of these two programs cover different aspects of crime, whereas, the information they produce gives a comprehensive picture about the Nation’s crime problem. The UCR Program, directly under FBI, compiles data from monthly law enforcement reports or individual crime incident records received by FBI, which is further scrutinized and compared with previous monthly submission for discrepancy. National Crime Victimization Survey (NCVS) has been formulated after intensive research by Bureau of Justice Statistics (BJS) and the crime data collected from nationally representative sample by the U.S. Bureau of Census, through personnel household interviews. The data is individualized, covers individual information as well as feed-back on the performance of criminal justice system, and generally projects those crimes that were not reported to law enforcement. Though NCVS is designed to complement the UCR program there are Major differences in UCR and NCVS. UCR provides a reliable quantitative statistics for law enforcement, whereas NCVS projects qualitative statistics on previously unavailable information about crime, as the two programs measure non-identical set of crimes. In addition, crime definitions and scale adopted to calculate crime rates differ from each other, resulting in statistical discrepancies and estimation. Major sources for Crime data collection in the United States are (1) Uniform Crime Reports (UCR), the National Incident-Based Reporting System (NIBRS) and the National Crime Victimization Survey (NCVS). The National Uniform Crime Reporting (UCR) Program is a nationwide statistical collaboration in the United States to collect accurate

Analysis of Gun Shot Residue using Electron Microscopy (EM)

Analysis of Gun Shot Residue using Electron Microscopy (EM) Nathan Dean Thompson Review of the composition of gunshot residue (GSR) in coherence with its characteristics when analysed using electron microscopy (EM) and energy dispersive electron techniques. The key piece of evidence residing at incidents involving firearms is the gunshot residue (GSR) that is created when a gun is fired. Gunshot residue (GSR) can also be labelled as cartridge discharge residue (CDR) or firearms discharge residue (FDS) produced from firing a firearm. Gunshot residue contains a multitude of burned particles (potassium nitrite) however not all of the particles are burned and some particles remained unburned (Bailey et al, 2013), the discharge of a firearm initially produces a plume of airborne particulates; this plume contains a diverse mixture of vapours and particles that originates due to the upsurge of the cartridge from the firearm. Due to the organic disposition of the propellant, it has been proven that it can be difficult to analyse the GSR’s organic make-up from the propellants residue, although various techniques have been reported leading to promising analyses. Forensic analysts therefore typically use the inorganic components originating mainly from the primer to detect GSR particles on items in relation to the incident. The particular particulate of importance is composed of lead (Pb), barium (Ba) and antimony (Sb), each in varying quantities. The combusted material escapes the weapon through the openings as vapours and solidifies as particulate that varies in shape and size from submicron to over 100 microns (ÃŽ ¼m) when exposed to the rapid temperature change between the vapour and the particulate. The three major components in the primers compound play important roles in the formation and identification of GSR; the initiator component consists of lead styphnate, the oxidizer component consists of barium nitrate and the fuel component consisting of antimony sulphide (Schwoeble and Exline, 2000). Available to GSR analysis are a vast array of techniques that can be used individually or coupled together for analysis of GSR particulates. Electron Microscopy (EM) is microscopic technique uses a particle beam of electrons to illuminate the specimen to produce a magnified image. Electron microscopes have an increased resolving power than a standard light microscope as of their ability to achieve magnification levels of up to 2 million times, whereas ordinary light microscopes are limited to useful magnifications below 2 thousand times. The electron microscope uses electro-charged and electromagnetic lenses to control the magnitude and intensity of the electron beam before focussing it to form an image. In conveyance, the electron beam first gets diffracted by the specimen, and then the lenses re-focus the beam into a Fourier-transformed image of the diffracted pattern for the investigation of the targeted area of the sample. Scanning Electron Microscopy coupled with Energy Dispersive X-ray Spectrometry (SEM-EDX) has developed to become the technique of choice for GSR analysis due to it being widely available, spatially judicious and non-destructive. SEM looks at identifying different particles that have a light molecular weight, while the heavier elements rely on a technique known as x-ray diffraction (XDF). The electrons interact with the samples atoms that get detected through the detector, stored and produce signals containing information about the samples surface topography, composition and other elemental properties like conductivity. Throughout the interactions of primary electrons secondary particles; these electrons arise due to inelastic collisions between primary electrons (the beam) and loosely bound electrons of the conduction band (more probable) or tightly bound valence electrons. The energy transferred is sufficient enough to break the bond that binds them to the solid and are ejected. The interaction ejects electrons typically have ≈ 5 50 eV. 50 eV is an arbitrary cut-off point at which anything below this value is deemed to be secondary electrons. In SEM-EDX the spectra produced through the analyses of the backscattered electrons provides qualitative information of the particles present due to the high proportion of the numerous scattering effects. However the backscattered particles produced by the ionic beam customarily undertakes a single scattering event; this single event also encourages for the quantitative understanding of the particles energy levels and through being stored electronically and then gets presented on a spectra. The particle spectrum (EBS) allows for the calculation of the total charge being deposited against the dissimilarity of the charges present within the matrix’s signal as a function of depth; this allows the X-ray absorption to be calculated accurately thus further enabling the quantitative analysis of the constituent elements. X-Ray Fluorescence (XRF) spectroscopy is also a non-destructive method of analysis but lacks spatial resolution and also suffers from quantification problems. While SEM coupled with Wavelength Dispersive X-ray Spectrometry (SEM-WDX) utilize a micro calorimeter detector which offers a greater enhanced sensitivity to detect minute trace elements compared with SEM-EDX but is incapable of providing quantitative information for the type of element present (Molina et al., 2007). Micro Particle Induced X-ray Emission (ÃŽ ¼-PIXE) uses an ionic beam consists of protons with energy values between 2 and 3 MeV to produce the same intensity of X-ray emissions as the SEM-EDX technique (Romolo et al, 2013), however ÃŽ ¼-PIXE detects elements at the value of mg kgÃâ€" ¾1 due to the lesser primary bremsstrahlung background of decelerated charged particulates produced by protons. Previous preliminary work has shown that ÃŽ ¼-PIXEs sensitivity levels are far greater than those of SEM/EDX to the trace elements in GSR particles (Christopher et al, 2013). Furthermore similar studies have recently demonstrated that ÃŽ ¼-PIXE coupled together with Particle Induced Gamma Emission (PIGE) technique is capable of providing an unprecedented characterization of the GSR particles that arise from primers not containing lead. Multivariate analysis confirms the validity of the approximations used in order to streamline the method, thus increasing the validation of the analytical procedures used. This procedure has the ability to provide reproducible and quantitative measurements of a population of GSR particles. A quantitative and discriminative protocol for populations of GSR’s is unprecedented, thus the grouping behavior of the particles from three cartridge designs from one manufacturer can be shown. The method was shown to be non-destructive even under unrealistically prolonged analysis times. Relocation of the particles from SEM technique was demonstrated down to diameters of 1 ÃŽ ¼m, and new developments in the technology could lower this limit in the near future (Dockery and Goode., 2003). The reproducibility of the method for reanalysis of the same set of particles showed variations in the measured concentrations for most elements of around 10% and to those that reflect the spatial inhomogeneity in the particles as well as the precision of the protocol. Two populations of particles from the hands of the shooter of the same make of cartridge could not be discriminated under the same protocol, however the discrimination between the three different makes of ammunition was obtained with a significant separation value with above 99% confidence rating after analysis of the shooters hands. This is particularly interesting in forensic science because we have studied three makes all containing lead, antimony and barium in the primer. Correspondingly, particles produced by one make of cartridge and compared with different firearms were not discriminated (Christopher et al., 2013) (Romolo et al., 2013). SEM-EDX is not a technique which should be dependent on upon the determination of firearm discharge by an individual, nor is it a reliable technique to determine self-inflicted sustained wounds or not self-inflicted. Moreover a positive GSR result may be of use, while a negative result produced is not helpful as the result may indicate that a person discharged the firearm post to death or whether the firearm was discharged prior to death. When the different types of cartridge shells or cases, belonging to a multitude of different firearms are recovered from the crime scene, the GSR particles are thoroughly compared and analysed, with a known ‘control’ source compared against the samples obtained from the suspect can lead to the inconclusive match between the particles morphology and characteristics and the discussion of the evidence in court. This is because of the sensitivity of the technique utilized to analyse trace elements and its inability to offer quantitative information from single particles having much lesser sensitivity levels to analyse light and heavy metals. Therefor this creates a requirement of a technique that retains its non-destructive nature with the enhanced sensitivity to analyse both light and heavy metal particles more efficiently (French and Morgan, 2015), yet it has a much greater proficiency than SEM-EDX to collect chemical information from singular GSR particles and quantify th is information allowing for greater judgement between multiple sources. The effectiveness of sample sizes is significant at low particle numbers. However their evidential value might still be added even at their low number of particles by excluding possible sources for a GSR sample. However there are still implications to be measured that arise from forensic investigation and the observation of analysis to be considered, including the need to prevent contamination of the sample through primary, secondary and possibly tertiary transfer during the collection phase, as well as the importance of acknowledging the potential risk of contamination that will result in the loss of integrity and the evidential value in court that might arise through firearm incidents reconstruction for further evidential analysis is also stressed. Through the means of experimental studies, present techniques can be advanced to further improve the dynamic understanding of GSR dynamics of transfer, depositing and assisting in forensic reconstruction of firearm incidents. References Christopher, M, E., Warmenhaeven, J, W., Romolo, F, S., Daghi, M., Webb, R., Jeynes, C., Ward, N, I., Kirkby, K, J., Bailey, M, J., (2013). A new quantitative method for gunshot residue analysis by ion beam analysis. Analyst. 138, (16), 4649-4655 Molina, D, K., Martinez, M., Garcia, J., Daimio, V, J., (2007). Gunshot residue testing in suicides: part1: analysis by scanning electron microscopy with energy dispersive x-ray. Journal of Forensic Medical Pathology. (3), 187-190 Schwoeble, A, J and Exline, D, L., (2000). Current methods in Forensic Gunshot residue analysis. 1st ed. New York: CRC press Romolo, F, S., Christopher, M, E., Donghi, M., Ripani, L., Jeynes, C., Webb, R, P., Ward, N, I., Kirkby, K, J., Bailey, M, J., (2013). Integrated Ion Beam Analysis (IBA) in Gunshot Residue (GSR) characterisation. Forensic Science International. 231, (1-3), 219-228 Rosenberg, M, B and Dockery, C, R., (2008).Determining the lifetime of detectable amounts of gunshot residue in the hands of a shooter using laser-induced breakdown spectroscopy. Applied Spectroscopy. 62, (11), 1238-1241 Dockery, C, R and Goode, S, R., (2003). Laser-induced breakdown spectroscopy for gunshot residue on the hands of a shooter. Applied Optics. 42, (30), 6153-6158 French, J and Morgan, R., (2015). An experimental investigation of the indirect transfer and deposition of gunshot residue: further studies carried out with SEM-EDX analysis. Forensic Science International. 247, 14-17 Weblearn, [online] accessed 27th April 2015, available from https://bblearn.londonmet.ac.uk/webapps/portal/execute/tabs/tabAction?tab_tab_group_id=_1_1>

walruses :: essays research papers

WALRUSES Walruses are one of the largest seals or related to the seal species living in the Arctic Circle. I researched the description, behavior, survival, and interesting facts that may come in handy. Walruses may have a social life but still be treacherous. The species of walruses can be gray, brown, or reddish depending on the weather. For example, when the sun is out and, stays out for a period of time they may be reddish. Walruses can weight 1,000-4,000 pounds. Walruses gain alot of their weight from what they eat and how much they eat. Walruses can be as long as 9-14feet long. My research animal has a small head and tiny black eyes you could hardly see. Walrus’s adaptations to survive in the cold are their tusks, blubber, and eating two times a day, which keeps them alive. The walrus’s most important survival tools are their tusks. Walruses live in the Arctic Region. Walruses can live on ice floes for a long period of time. When walruses migrate they start at the Chuckcki Sea and end at the Bering Sea. Unlike birds, female walruses do not lay eggs they give live birth. Walrus’s average life span is forty years, unless humans or natural enemies hunt them. Normally walruses eat 3,000-6,000 clams per eating. Their favorite foods are clams, snails, and mussels. Polar bears are walrus’s natural enemies. This is so because polar bears try to eat walruses. Walruses protect themselves from enemies such as polar bears with their tusks. Walruses are unique because they have a very social life. Although if they’re mad they are capable of damage a steady, sturdy boat or injure human. Walruses are some how related or one of the largest seals. Also walruses tusks are made out of ivory. So you can see, walruses have many social skills and tend to eat alot. Also, walruses can have a very long life span because how large they are. I really enjoyed researching on the walruses for many reasons.

Dysfunctional Families

Dysfunctional families are common to both the world of Great Expectations, by Charles Dickens and The Glass Menagerie, by Tennessee Williams. A family is a basic social unit consisting of more than one human being. Functional families co-operate with one another to sustain a happy and nurturing home life that is comforting and a pleasure to be in. Members of a functional family genuinely care for one another’s safety and wellbeing. A dysfunctional family is the opposite of a functional family. In Great Expectations there are two dysfunctional families, Joe Gardgery’s family – including Miss Joe, Pip and Joe himself; and Miss Havershams family, which consists of her and her adopted daughter, Estella. Technically, the escaped convict, known as Magwitch, his wife and daughter could be considered as dysfunctional too. Their family is not as predominant as the other two families. In The Glass Menagerie, Tom, Laura, Amanda and Amanda’s absent husband are also a dysfunctional family. Family is important to the main characters in each of these texts, as it is the source of their values, morals and beliefs. Tom Wingfield, from The Glass Menagerie, is a young man who wants to explore the world and go on breathtaking adventures. His father left his mother, Amanda, for this reason when Tom was a young boy. Tom has been the man of the house ever since. The Glass Menagerie is set in St Louis, USA, in a time where women did not have much power in men’s business. Amanda has a job selling magazines over the phone, which does not earn her enough money for the family to live off. Tom, therefore, works in a shoe factory, which is not the most exciting job in the world, and this is the main source of income for the family. Laura Wingfield is Tom’s older sister – she is 26, crippled and lives in her own world full of tiny fragile glass animals, along with an old victrola. Laura is the main source of conflict for the family because she aimlessly wanders through life with no purpose. During Tom’s time at home, there are many conflicts between him and his mother. This affects Tom, as he works long hours in the warehouse doing the same thing everyday. He then comes home to a mother who is constantly telling him what to and what no to do, as well as a sister who isn’t pulling her own weight. Amanda often criticises Tom’s behaviour. In the first scene nearly everything Amanda says to Tom is a command – for example, such as â€Å"Don’t push with your fingers, chew chew! †¦ Human beings are supposed to chew†, â€Å"You’re not excused from the table† and â€Å"You smoke too much†. These constant commands from Amanda’s point of view are caring, however, Tom only thinks of them as her trying to control his every move; he is at the end of his wick. In Scene Three, Tom lets Amanda know once and for all what he thinks of the situation. Amanda: â€Å"What right do you have to jeopardize your job? Jeopardize the security of us all? How do you think we’d manage if you were†¦Ã¢â‚¬ . Tom interrupts: â€Å"I’d rather somebody battered my brains out than go back (the warehouse) every morning †¦ and you say self is all I think of. Why, listen, if self is what I thought of, Mother, I’d be where he is (points to father’s portrait) – GONE! † In the end it is all too much for Tom and he leaves his helpless sister and commanding mother. He ventures off into the world; like father like son! Belonging to a dysfunctional family has deeply affected Tom and has eventually made him leave. Laura Wingfield, from The Glass Menagerie, is shy, unconfident, crippled and she often withdraws from reality. This is because she belongs to a dysfunctional family. Her mother has tried to help her by sending her to business school and finding her a gentlemen caller. Unfortunately, these are not Laura’s visions for herself, they’re Amanda’s. Although Amanda truly loves Laura, she cannot see that her bossy and overpowering personality is making Laura withdraw herself from reality even further. Laura stopped going to business school because it made her sick and she didn’t tell her mother, as she knew it would upset her. A mature young adult, firstly, would not become unwell because they attended a business school; secondly, they would tell their mother they didn’t want to attend the school anymore, and quit. Laura, on the other hand, pretends for weeks that she still attends the school; leaving and arriving home when appropriate, to make her mother believe she is still attending the school. When Amanda finally finds out Laura stopped going because it made her a little unwell, it broke her heart. Amanda: â€Å"So what are we going to do the rest of our lives? †¦ Amuse ourselves with the glass menagerie, darling? Eternally play those worn-out phonograph records your father left as a painful reminder of him? † Laura’s response to this painful truth is silence and the twisting of her hands – hopeless! With her mother and brother constantly bickering, she doesn’t seem to get the chance to speak her thoughts and feelings. Her mother tells her what she is going to do with her life, and because she loves her mother, she just does as she is told. Over time this has affected Laura; it is the reason she lost her personality and become a ghost-like figure living in a world of glass animals! Most of the time Laura doesn’t have her own thoughts, this is another side effect of having a dysfunctional family. One night her mother asks her to stop washing the dishes and to come outside and adore the moon Amanda: â€Å"†¦ Laura, come here and make a wish on the moon! †¦ Look over your left shoulder, Laura, and make a wish! (Laura looks faintly puzzled as if called out of sleep. Amanda seizes her shoulders and turns her at an angle by the door) Now, now, darling, wish! Laura: What should I wish for, Mother? † Here the moon is a symbol of hope. Amanda has found the moon because she has found hope; hope that her children will be okay in this cruel world. Laura can’t find the moon; her mother has to point it out to her and physically move her so she can see it. This is symbolic of the fact that there is no hope for Laura as she can’t and won’t help herself in this life. As Tom says â€Å"She lives in a world of her own – a world of – little glass ornaments, Mother †¦ She plays old phonograph records and – that’s about all†. Amanda has to tell Laura what to wish for – a grown woman being told what to wish for! This shows us how feeble and unsure Laura is of her actions. It is yet another problem Laura has developed because she is a part of a dysfunctional family. Pip, Joe Gargery and Mrs Joe Gargery are a dysfunctional family from the novel, Great Expectations, by Charles Dickens. The first half of the novel is set in England, in the country, a place of innocence. The second half is set in the sinful and backstabbing streets of grotty old London. Pip is an orphan; his parents and five of his other siblings died when he was very little. His older sister and her husband (Mr and Mrs Joe Gargery) adopted Pip (who says): â€Å"My Sister †¦ had established a great reputation with herself and the neighbourhood because she had brought me up ‘by hand. ’ †¦ Knowing her to have a hard and heavy hand, and to be much in the habit of laying it upon her husband as well as upon me. I supposed that Joe Gargery and I were both brought up by hand. † Pip tells the reader that his older sister often hit him and Joe. This of course was never done when a neighbour was in earshot ecause, as Pip said, the villagers respected her because she brought him up â€Å"by hand†. She also never did or said anything nice to him; he can remember this from a young age. â€Å"My sister’s bringing up had made me sensitive. †¦ I had known, from the time when I could speak, that my sister, in her capricious and violent coercion, was unjust to me. † She spoke harshly to him, hit him with the â€Å"ti ckler† (which was a stick used only for beating up Pip and Joe) and force-fed him tar water (a very nasty medicine) to serve as punishments, for acts that did not deserve punishment. Because of this, he is often unsure of his actions and easily persuaded to think and do things that, deep down, he may not feel are right. This is similar to Laura, from The Glass Menagerie. Unfortunately Laura didn’t have a caring, patient and extremely loving blacksmith in her life, unlike Pip, who has Joe. If Joe was not in Pip’s life, I am sure he would have turned out much like Laura. Joe loves Pip and genuinely cares for him, he is pure and shows many acts of kindness towards Pip, most of which Pip doesn’t acknowledge or notice. Towards the end of the novel Pip becomes extremely sick whilst in London. Joe finds out that Pip is sick, leaves his beloved town in the country and heads into London. This is a big task for Joe because as a ‘country mouse’ he does not belong in the city – he despises it, and vice versa. Joe then stays by Pip’s side for the many months it takes for Pip to recover. After Pip finally acknowldges Joe’s true love for him, Pip says â€Å"O Joe, you break my heart! Look angry at me, Joe. Strike me, Joe. Tell me of my ingratitude. Don’t be so good to me! Joe just hugs Pip because he is relieved that Pip has recovered. Joe is the most important character for Pip’s health, safety and wellbeing. Without Joe, Pip would be in prison with a sickness that only love could cure and a debt to his name that he would never be able to repay. Joe is his guardian angel. Estella and Miss Haversham, from the novel Great Expectations, are yet another dysfuncti onal family. The cause of this dysfunctional family is Miss Haversham’s desired revenge on the world because her husband-to-be left her at their wedding, breaking her heart. Miss Haversham adopted Estella as a young girl, not out of love, rather so she can could mould her into a cold-hearted witch like herself. Miss Haversham is rich and belongs to the upper middle class. Her house is a manor, and she is a well respected resident in Pip’s village. Miss Haversham invites Pip to her house a few times. Pip thinks she is his benefactor, the cause of his great expectations and the reason she asks him to go over. She really only invites him over to let Estella practice her cruel, cold-blooded personality on him. The first time Pip goes over to Miss Haversham’s, on her command, she gets him to play cards with Estella. Estalla doesn’t want to play with â€Å"a common labouring-boy! †, so Miss Haversham tempts her to play with him by saying â€Å"Well? You can break his heart. † Here we can see the effects of Miss Haversham’s cold, broken heart on Estella. Instead of wanting to make friends with Pip like a normal young girl, she wants to break his heart. This child would not have thought of this naturally, her mind has been trained to believe that in making peoples lives a living hell, you arouse a sense of satisfaction. Estella’s family has had a big impression on her values, morals and beliefs. â€Å"You are to wait here, you boy! †¦ the tears started to my eyes. †¦ the girl looked at me with a quick delight in having been the cause of them. † Estella makes Pip believe his clothes, hands and the way he speaks is peculiar and shameful. The family life Miss Haversham has made for Estella is not physically or mentally healthy for her. To add to this, Miss Haversham wears a mouldy bride dress, her house stinks of gone-off food and human body odour and it is dark and depressing. She doesn’t shower because she wears her wedding clothes year after year. This gives Estella a bad impression as her home life is not normal, her â€Å"mother† is deranged and loosing her mind. Miss Haversham does such a great job of teaching Estella to become a witch that Estella leaves her for good. This breaks Miss Haversham’s already broken heart and she kills herself. This doesn’t bother Estella – how inhumane! In both The Glass Menagerie and Great Expectations, the main characters have lost a loved one. Pip and Estella never knew their biological parents, Miss Haversham’s husband-to-be never showed up at their wedding, Joe loses Mrs Joe Gargery, Laura and Tom’s dad leaves them and Amanda’s husband leaves her with a crippled daughter and a son. Losing a loved one or someone who is a close relative adversely affects you. All of these characters are can be compared to one another because they all know what it feels like to lose a loved one and belong to a dysfunctional family. In each case, dysfunctional families affect the main characters. Tom leaves his family, Laura makes herself belong to a world of her own, Pip yearns for a justice that was always present and Estella follows the footsteps of a heartless witch. It is apparent that dysfunctional families can be the cause of losing a family member or one leaving. To me family is very important. Fortunately I have a functional family. We sometimes fight and argue, however it is always over issues that are forgotten and easily forgiven. I know that if a member of my family was to leave us it would definetly affect me. I am glad that every family member in my family is happy and healthy. In both of the texts, the main cause of a dysfunctional family is having lost a family member. This is true for some families I know. Lots of parents divorce and their kids are forever living in two houses. Sometimes it is for the better, as the kids don’t have to listen to the parents fighting. Sometimes it tears the kids hearts and they are too young to understand that their parents simply can’t be together anymore. The kids find a way into their own world, like Laura, or they take it out on others, like Estella, or they are blessed and in their reality is a Joe, who loves them and sees a way out for them to escape.

Pressures Students Face Essay

Pressures Students Face Imagine sitting in a classroom full of college students. They are from all walks of life. What could possibly be going on in the heads of those students? For instance could it be about the girl or boy that they have a crush on? Maybe they are wondering what they will do after school today? No, most of these students are working jobs to pay bills and tuition for the college they are attending. Also trying to maintain a good grade average which has to be a C or higher. These are some of the pressures that most college students have to face in this time of their lives. First, the pressures to perform academically are one of the primary causes of stress for all students. Most colleges recommend that students maintain a 2.0 GPA and a C average or better in order to keep the finical aide they received and to pass their semesters. First, coursework can be very demanding. For instance students who want to do their best and excel in school will want to make the top grades and struggle to get into graduate schools places a lot of pressure on them. If a student falls below a C average they will not pass the semester that they are taking and will lose what finical aide that was acquired for them to attend college. So keeping good grades is the main pressure they have to face besides having to pay to go to college. In addition to paying for college is another pressure that a college student has to face every year Students have to make sure there are enough funds for books, classes, supplies, and if so rooms. Many students face financial stresses. Students have to find enough money to pay for their tuition as well as getting enough funds to cover living expenses and traveling expenses back and forth while attending college. Furthermore students that have sufficient funds to pay for college still have to worry about repaying the loans that they have gotten before even graduating from college and joining the work force. Finally, being a full time student and working a full time job can be overwhelming for college students. Taking full time classes and juggling a job puts a lot of pressure on students and leaves little time for them to study and attend classes. Friedrich Nietzsche once quoted That which does not kill us makes us stronger. Meaning that if students can juggle jobs and college that will only make them stronger and better at what they do. Therefore, college students face pressures by trying to work, making sure  they maintain good grades and having enough tuition to pay for the college. Students have to face so many pressures going to college this is only a few of them. Being a full time student and working is not an easy job but people who want to get anywhere in their lives have to better their education so they can get better job opportunities. Many students with a lot of pressures just want to give up and quit at times. But as Winston Churchill once quoted Never, never, never give up. They just need to keep trying and no matter what once they graduate and have degree in their hands it will be well worth the pressures they had to endure during college.

Free Essays on Bring In Da Noise, Bring In Da Funk

Bring in ‘da Noise, Bring in ‘da Funk Choreographed and created by tap superstar Savion Glover, Bring in ‘da Noise, Bring in ‘da Funk is a musical production that tells the story of the history of African Americans through music and dance. From the very beginning of the performance until the end, the audience goes on a journey from Africa to slave ships to contemporary America using tap dance to depict the highs and lows of the black man’s experiences of the past. Although the messages conveyed throughout the piece are controversial and deep, Bring in ‘da Noise, Bring in ‘da Funk is important in the lives of African American theatre in that in gives a picture of the highs and lows of Black history. Structured into several musical numbers, Bring in ‘da Noise, Bring in ‘da Funk is a dance show whose fundamental concept is the coming together of two dance styles, tap and hip hop, to tell a story. Each number has a theme and presents a way in which ‘da Beat, which is symbolic of the rhythm of the dance, is passed on from generation to generation. In the show’s first number Slave Ships, ‘da Beat, illustrates the way in which dance began in Africa and was continued on slave ships, making its way to the Unites States. Historically when the slaves were forbidden to dance or to make music, they carried ‘da Beat in their hearts and passed it on orally. Once the enslaved people arrived in America they secretly applied what they had kept to themselves in several events such as rituals and celebrations. The act Panhandlers was one of highlights of the show because of its percussive and rhythmical beats. ‘Da Beat in this scene is illustrated by two drummers wearing costumes composed of different-sized pots and pans. Using drumsticks, each drummer beats out rhythm and song on a framework of metal as well as on each other. This performance is only one representation of the artistic talents of the actors in this mus... Free Essays on Bring In Da Noise, Bring In Da Funk Free Essays on Bring In Da Noise, Bring In Da Funk Bring in ‘da Noise, Bring in ‘da Funk Choreographed and created by tap superstar Savion Glover, Bring in ‘da Noise, Bring in ‘da Funk is a musical production that tells the story of the history of African Americans through music and dance. From the very beginning of the performance until the end, the audience goes on a journey from Africa to slave ships to contemporary America using tap dance to depict the highs and lows of the black man’s experiences of the past. Although the messages conveyed throughout the piece are controversial and deep, Bring in ‘da Noise, Bring in ‘da Funk is important in the lives of African American theatre in that in gives a picture of the highs and lows of Black history. Structured into several musical numbers, Bring in ‘da Noise, Bring in ‘da Funk is a dance show whose fundamental concept is the coming together of two dance styles, tap and hip hop, to tell a story. Each number has a theme and presents a way in which ‘da Beat, which is symbolic of the rhythm of the dance, is passed on from generation to generation. In the show’s first number Slave Ships, ‘da Beat, illustrates the way in which dance began in Africa and was continued on slave ships, making its way to the Unites States. Historically when the slaves were forbidden to dance or to make music, they carried ‘da Beat in their hearts and passed it on orally. Once the enslaved people arrived in America they secretly applied what they had kept to themselves in several events such as rituals and celebrations. The act Panhandlers was one of highlights of the show because of its percussive and rhythmical beats. ‘Da Beat in this scene is illustrated by two drummers wearing costumes composed of different-sized pots and pans. Using drumsticks, each drummer beats out rhythm and song on a framework of metal as well as on each other. This performance is only one representation of the artistic talents of the actors in this mus...