edci 2700/ kristin gansle/ lsu/ spring 2015/ exam 2 Essay Example

edci 2700/ kristin gansle/ lsu/ spring 2015/ exam 2 Paper IDEA definition of intellectual disability significantly subaverage intellectual functioning and deficits in adaptive behavior during the developmental period 3 criteria for ID diagnosis: 1. subaverage intellectual functioning2. significant difficulty with adaptive behavior3. above must occur during developmental period in order to distinguish between ID and other disabilities AAIDD definition significant limitations in both intellectual functioning and in adaptive behavior as expressed in conceptual, social, and practical adaptive skills. this disability originates before age 18 5 assumptions for definition 1. limitations must be considered within context of environments and culture2. valid assessment considers cultural and linguistic diversity, differences in communication, sensory, motor, and behavioral factors3. limitations often coexist w/ strengths4. purpose of describing limitations is to develop a profile of needed supports5. with personalized supports over a sustained period, life functioning will generally improve IQ scores of people with mild ID 50-55 to approx. 70 IQ scores of people with moderate ID 35-40 to 50-55 IQ scores of people with severe ID 20-25 to 34-40 IQ scores of people with profound ID below 20-25 how is intelligence assessed IQ tests IQ is a _______ construct hypothetical IQ tests measures only how a child performs at one point in time on the items included on the test IQ tests can be ______ biased culturally IQ scores can ________ significantly change IQ testing is not an. exact science IQ scores should not be used to determine _____ ________ IEP objectives IQ scores should never be used as the ______ ______ for making decisions regarding ______ ______ _______ sole basis; special education services definition of adaptive behavior collection of conceptual, social, and practical skills learned by people to function int heir everyday lives what do adaptive behaviors determine supports a student requires for success why is measurement of AB (adaptive behavior) proven difficult? because of the relative nature of social adjustment and competence how is AB measure a series of questions that a person familiar with the individual answers issues in social development include challenges in making and keeping relationships how many students ages 6-21 received sped under the category of ID 460,964 what percentage of sped students are ID 7.8% ID is the ________ largest disability category fourth prevalence rates ________ from state to state vary how many risk factors cause ID more than 350 how many ID cases are genetic 35% how many ID cases involve external trauma or toxin 1/3 prenatal causes of ID syndromes, chromosomal disorders, and maternal illness/parental age perinatal causes of ID prematurity, birth injury, neonatal disorders postnatal causes of ID head injuries, infections, degenerative disorders, malnutrition environmental influences of ID: Poverty, language development, abuse, deprivation, medical availability, substance abuse, disability, preparation academic curriculum content in the basics of reading, writing, and math functional curriculum independence, self-direction, and enjoyment in school, home, community, and work environments self determination set goals, plan and implement a course of action, evaluate their performance, and make adjustments in what they are doing to reach their goals task analysis break down complex tasks into the most basic steps active student response an observable response made to an instructional antecedent systematic feedback provided by the teacher information provided about the students performance transfer of stimulus control gradually and systematically withdrawing response prompts generalization and maintenance the use of what is learned across settings and over time direct and frequent measurement of student performance objective and frequent recording the performance of behavior what percentage of ID kids are in the gen ed class 17% what percentage of ID kids are in resource room programs 27% what percentage of ID kids are in separate classes 48% what percentage of ID kids are in separate schools, facilities, etc 7% IDEA definition of LD (learning disability) disorder in one or more of the basic psychological processes involved in understanding or using language in what ways does an LD manifest itself speaking, listening, thinking, reading, writing, spelling, or math problems 3 criteria met to receive services for LD 1. discrepancy between intelligence and achievment2. exclusionary criterion: difficulties are not a result of another disability3. a need for sped services NJCLD definition of LD a group of disorders manifested by significant difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning, or math abilities what percentage of LD kids have trouble with reading 80% what percentage of LD kids have trouble with math more than 50% what percentage of LD kids have trouble with social skills 75% when is the performance gap of an LD kid most noticeable middle and secondary grades how long do kids with LDs endure their disabilities their whole life LD is the __________ of all sped categories largest what percentage of students with sped services have an LD 42.3% what percentage of all students have an LD 4% what is the male to female ratio of kids with an LD 3:1 basic premise of RTI (responsiveness to instruction): measuring whether low achievement is due to poor instruction or a disability that requires sped services two function of RTI screening/identification and prevention tier 1: primary instruction in the gen ed class (all students receive instruction in the gen ed class) tier 2: secondary intervention (struggling students receive an intensive fixed-duration trial of small-group supplemental tutoring using a research-validated program) tier 3: tertiary intervention (sped services) benefits and goals of RTI earlier identification, reduction of students referred to sped, reduction in over identification, increased likelihood in improvement, and service to all students with achievement problems 4 methods of content enhancements: 1. graphic organizers and visual displays2. note taking strategies3. guided notes4. mnemonics what percentage of LD kids were served in the gen ed class 62% what percentage of LD kids were served in the resource room 28% what percentage of LD kids were served in a separate class 8% IDEA definition of ED (emotional disturbance) one or more characteristics displayed over a long period of time that adversely affects educational performance-inability to learn, trouble with relationships, inappropriate feelings or behavior, or general unhappiness problems with IDEA ED definition vague and subjective CCBD EDBD definition behavioral or emotional responses so different from appropriate age, cultural, or ethnic norms that they adversely affect educational performance including academic, social, vocational, or personal skills 3 characteristics associated with the CCBD EDBD definition: 1. more than temporary2. consistently exhibited in two different settings3. unresponsive to direct intervention in the general education setting 2 primary behavioral excesses external and internal 5 externalized EDBD excesses 1. lying2. temper tantrums3. stealing4. property destruction5. violence or threats of violence 4 internalized EDBD excesses 1. overly shy or immature2. withdrawn3. hypochondria4. easily upset and difficult to calm prevalence of EDBD among school age children 3-6% percentage of EDBD children receiving services less than 1% what percentage of committed youth were classified with a disability 40% biological factors of EDBD brain injury, genetics, temperament environmental factors of EDBD home, school, and community screening tests RTI to determine if intervention is necessary direct observation and measurement focuses on childs problems to create useful educational plans projective tests ambiguous stimuli EDBD tier 1 behavior management universal supports for all students EDBD tier 2 behavior management targeted interventions for students with at-risk behaviors EDBD tier 3 behavior management intensive, individualized interventions for students with high-risk behaviors what percentage of EDBD kids are in the gen ed class 40% what percentage of EDBD kids are in a separate class 23% what percentage of EDBD kids are in special schools 13% what percentage of EDBD kids are in correctional facilities 2% what percentage of EDBD kids are in residential schools 2% what percentage of EDBD kids are in home or hospital placement 1%

Free Essays on Italian Immigration

Italians have migrated to the United States more than any other European group. Poverty and overpopulation started Italian emigration. Italy’s populations rose in the late 1800’s. Population numbers became severe, especially in some poor southern provinces of Italy. The Italian government was basically run by mostly northerners. The southerners were hurt by high taxes on northern industrial goods. Southerners also suffered from not having large amounts of good farming land, and a lack of coal and iron ore needed by industry. This all brought about poverty in southern Italy. This poverty in Italy started migrations to other countries. More Italians migrated to South American than to North America. The first Italian immigrants to the United States were the northern Italians. Later, larger amounts of migrants came from the south. The Italians that came to the United States settled to areas that were completely Italian. The Italian Immigration article mentions, â€Å"Newly arriving immigrants were also known to seek out those who had emigrated earlier from their same town in Italy† (â€Å"Italian†) this kind of states the fact that these communities set up by the Italian’s were based on place of birth and kinship. Most Italians were not planning on staying in the United States. They planned to stay for approximately a year or two. After that they were going to return to Italy, but instead women and children started coming to the United States with the hopes of starting a new life. Most of the Italians went right for cities, like New York and Chicago, to become unskilled laborers. This made competition between Italians and Irish for the jobs.... Free Essays on Italian Immigration Free Essays on Italian Immigration Italians have migrated to the United States more than any other European group. Poverty and overpopulation started Italian emigration. Italy’s populations rose in the late 1800’s. Population numbers became severe, especially in some poor southern provinces of Italy. The Italian government was basically run by mostly northerners. The southerners were hurt by high taxes on northern industrial goods. Southerners also suffered from not having large amounts of good farming land, and a lack of coal and iron ore needed by industry. This all brought about poverty in southern Italy. This poverty in Italy started migrations to other countries. More Italians migrated to South American than to North America. The first Italian immigrants to the United States were the northern Italians. Later, larger amounts of migrants came from the south. The Italians that came to the United States settled to areas that were completely Italian. The Italian Immigration article mentions, â€Å"Newly arriving immigrants were also known to seek out those who had emigrated earlier from their same town in Italy† (â€Å"Italian†) this kind of states the fact that these communities set up by the Italian’s were based on place of birth and kinship. Most Italians were not planning on staying in the United States. They planned to stay for approximately a year or two. After that they were going to return to Italy, but instead women and children started coming to the United States with the hopes of starting a new life. Most of the Italians went right for cities, like New York and Chicago, to become unskilled laborers. This made competition between Italians and Irish for the jobs....

Interview Self-Publishing Cookbooks

Interview Self-Publishing Cookbooks Self-Publishing Cookbooks: Interview with Marcy Goldman Last updated 07/06/2017â€Å"You have to have more passion than fear - or simply want to do it anyway - otherwise those two swear words ‘what if’ will stop you from even trying.†Although the self-publishing alternative becomes more valid and tempting every day, many traditionally-minded authors still fail to consider author publishers as their peers, and often disregard all independent publishing efforts as vanity publishing.Of course, more and more genre fiction authors are bridging the gap every day by becoming hybrids; but non-fiction genres such as cookbooks are still pretty much in the hands of traditional publishing, essentially due to the high production costs.In this thought-provoking interview, Marcy Goldman exposes her reasons for self-publishing her cookbooks and offers specific advice for cookbook authors. She shows that it can be done to the highest quality, and can become a truly liberating experience for an author.How to Self-Publish a Book: 7 Sim ple Steps to Success Read post Many successful indies recommend authors to â€Å"follow the steps of traditional publishing† when self-publishing. How important is having a good copyeditor for a cookbook? And a designer/formatter?It is absolutely crucial and there are more and more qualified, fair-priced skilled freelancers you can hire to assist you. You are also the creator and will be doing a ton of work to launch, market and distribute. It really pays to hire some production and editorial help. That said, even traditional cookbooks can be notably imperfect.The thing I like about many indie authors coming from a â€Å"mainstream† background is that they suddenly feel empowered to try new things. You’re now about to self-publish a book on tango, and have also published a poetry one, just because: â€Å"now, I can†. Do you think being liberated from traditional constraints is a good thing for indie writers?Yes, self-publishing is a good way of experimenting a bit without going too off course from your established platform, if you have one. It is still best to get consistent content out there and gain traction in the genre you’re known for or wish to establish yourself in. Second to that, just get your best content out there!Most authors necessarily plug away at what they’re known for or what they think will ‘sell’. They quickly learn not to pitch agents or traditional publishers with unproven ponies, so to speak. We all tend to try and fuse our passion writing what sells with what we also think ‘will sell’, but luckily, as a self-publisher, you don’t have to worry about that acquisitional ‘wall’. You can indulge more risky books on your bucket list and in so doing, energize yourself as well as find a whole new niche of readers, ultimately increasing your revenue.You can also see directly what the publishing process is like and learn more insights into how books get sold. So it’s not just about the writing, it’s about what production, distribution and marketing approaches might work better for you and your works. You’re free to explore all that.You write in your piece that: â€Å"There’s also a presumption (or fear) that without sufficient social media or a platform, books (even great ones) won’t get noticed†. Do you think that producing great content is enough? How big has the whole â€Å"discoverability† challenge been for you?Fortunately I have a platform, but no one, not even William Shakespeare, starts with a platform. This is an age-old question anyway, which was around way before the advent of self-publishing. All writers, aspiring authors think â€Å"If I do it, who will read it, who will buy it, who will find it?†This is not new. It is yet another version of a common sabotaging thought almost every creative person has at one time or another. You have to have more passion than fear - or simply want to do it anyway - o therwise those two swear words ‘what if’ will stop you from even trying.Do the doing, get it out there and then see what happens.How do you see the future of publishing? Do you feel like publishers have adapted to the new technologies, formats, and distribution channels?That is a tough question! I think some publishers have slowly adapted to the new technologies but traditional publishing is an old-school, slow-moving, methodical industry that is sluggish with pride and history. It does not easily turn on a dime. It’s possible that, given some self-publishing success stories, they might follow those trends and/or those authors to seek out new talent or see what readers respond to. Indie publishing is often a bit of ad hoc market research for them.They might also be inheriting a new breed of author coming from self-publishing and might have to appreciate that these authors are of a different ilk. That’s not a bad thing, it’s a realistic thing. Confid ent creators, versus grateful or humble ones (all talents being equal), might be awesome authors to deal with. You might see some landmark works come out of this new breed.Do you think that the self-publishing alternative is taken seriously by the traditional actors (publishers, agents) or still widely seen as vanity publishing?I think indie publishing isn’t taken as seriously as it might be, which is a pity if you look at some of the ‘unknown’ but wholly successful authors out there. Having said that, it’s not as disdained or dismissed as it used to be. It is becoming legitimized as we recognize that there are huge shifts going on. Nothing is ‘as it was’†¦Beyond that, I think all publishers (indie or traditional) recognize that eBooks do well, however they recognize that eBooks often sell for very little, and in small quantities, making it difficult for many authors to thrive. To that end, I suggest writing shorter books, before putting an opus out as an eBook or putting something out in print and see what happens. Experiment.Follow Marcy and Reedsy  on Twitter: @MarcyGoldman  and @ReedsyHQWould you agree that self-publishing is still widely disregarded as a  Ã¢â‚¬Å"lesser alternative† by many authors? If you have experience of both worlds, did you find self-publishing liberating? Leave us your thoughts in the comments below!

Marketing management Essay Example | Topics and Well Written Essays - 4250 words

Marketing management - Essay Example This essay discusses that the dairy products can come under promotion and advertisement by accentuating the customers towards the appetizing and delicious taste of the products. By, drawing the attention of the customers towards the nutritional values of the dairy products that express the advantages of consuming such products can also be another eminent way to catch the customers’ interest. Another dominant method that can take away the customers’ concentration is to lay emphasis on the unique selling point of the products.The marketing and promotion budget would come under distribution in portions that include print media that is newspapers and billboards, electronic media that include television and internet. The marketing of the product line would be high at the initial level of the launching in order to create mass awareness amongst the local residents.Since the smallholders have taken the market share with their cheap and low-quality dairy products, therefore, the DANONE needs to increase their marketing budget from the standard share allocated for the marketing purpose. This is important in order to support their sales of their premium dairy products.DANONE Company needs to allocate a higher percentage of the marketing budget from the overall budget as they are new entrants into the market of East Africa and customer awareness and loyalty would require huge marketing budgets. The marketing budget would incorporate a comprehensive market research study that can determine the facets of customers, suppliers, target customers.... Background Information The records and evidences provide with information that Ethiopia has been in the top ratings in livestock keeping with considerable amount of cattle in Africa and in the world as well. The livestock has been a leading and chief source of livelihood for quite a few households in several parts of Africa. In addition, extensive research studies suggest that agriculture is the key prominence aspect or the backbone of the Ethiopian economy. The agricultural sector significantly contributes to the GDP and exports of the country (Tesema, pp. 9-10, 2006). Furthermore, abundance of natural and organic resources is another key point of emphasis for Ethiopia and Africa on a broad spectrum. The dramatic increase in the buying population in Africa in general for the last few decades is an additional factor of consideration for setting up a new company, especially in the dairy product industry. The economic growth in the recent years in connection with the technological tran sfers makes Africa, one of the potential prospects largely for launching a new dairy product or line of products (Sanginga, & Woomer, pp. 3-6). Although Ethiopia comes under consideration for having a sufficient population of livestock, yet the overall productivity of livestock sector in Africa still exhibits to be very low with a small fraction of contribution to the overall GDP and the local inhabitants dominates the cattle population. It has also come under consideration that a big proportion of the annual production of milk does not come under advertisement or promotional activities, rather only the small amount of milk consumed comes under marketing (Sanginga, & Woomer, pp. 3-6). However, it has come under witness that government has put up their efforts for the improvement and

Immunology Coursework Example | Topics and Well Written Essays - 500 words

Immunology - Coursework Example Innate immunity is usually immediate and non-specific response. The Adaptive immune response is only activated when the pathogen evades the innate immunity. Adaptive immune response acts by recognition of the pathogen and retained after the pathogenic infection has been eliminated (Doan, 2008). The Humoral immune response is a branch of adaptive immune response. Humoral immune response act on pathogens that are outside the bed such as toxins and bacterias, during the response antibodies which are protein bodies present in the body are produced and secreted into the blood stream and other body fluids to help in fighting with the intruding agents by binding to them and destroying them (Doan, 2008). In the case of the student who was first exposed to the avian flu the humoral system retained the response given first hence when the student was infected again by the flu the immune response had the memory and hence acted on it faster than the first time (Doan, 2008). The T helper cells are responsible for suppressing and regulation of the innate responses. Low helper T cells results in hypersensitivity reactions to the patient because the body will view the host’s antigen presenting the antibody as foreign and go on to destroy all the host antigens. They include chemical, mechanical, and biological barriers. Chemically the skin produces an antimicrobial agent that protects against pathogens. Mechanically, sneezing helps to expel foreign bodies present in the respiratory tract. This response comes first after an infection. Cytokines are produced and they communicate with the white blood cells to recruit immune cells to the infection site hence healing takes place after removal of the pathogens (Doan,

Maya Angelou Essay Example for Free

Maya Angelou Essay As a woman you are created with a special gift, it’s like little extra ingredients that all women have within them. The poem â€Å"Phenomenal Woman† by Maya Angelou, she speaks about the elegance of a woman, her inner being the way she glow without saying a word Maya expressed how men are amazed by her presence â€Å"men themselves have wondered what they see in me† (line 31-32). It’s hard to put your finger on it all women were born with the power. In the poem â€Å"Still I rise† by Maya Angelou she described the struggles of life trials and tribulations you face in society and the way people may judge you. As if she was writing about a woman â€Å"does my sassiness upset you? †She also wrote in another stanza â€Å"does my sexiness upset you? †She used this comparison to show she is a sexy woman who demands respect. Maya’s attitude in this poem is portraying a confident black African American woman. She is really laughing at men challenging them. They cannot stop her from rising above all expectation. This poem gives you not only inspiration encouragement to be fearless; to the end of it all you must believe you still rise above it all. The title gives a sense of entity and power. This masterpiece the poem â€Å"phenomenal woman† has also empowered women to get more in touch with their inner beauty. Maya describes in great detail the mystery of women and the behavior of men and their reaction. It shows women to not only love your-self but to embrace every aspect of your mind, body and soul. Maya show that sexuality isn’t only related to outer beauty, or by the way you dress it more about how you feel within your own skin  she shows you instead of hating your body love it from the crown of your head to the sole of your feet. In society today women enhances their body by doing plastic surgery to feel accepted. She feels inferior clearly stating that every part of a woman is beauty. In comparisons to â€Å"Phenomenal Woman† and â€Å"Still I Rise† both poems Maya speaks about not bowing to the â€Å"oppressor†. You can feel her compassion in every word in Phenomenal Woman â€Å"now you understand why my head’s not bowed† (lines 47). Still I Rise forth stanza â€Å"with head bowed and eyes lowered?†, Within these lines she stresses that she will not conform to what society made her out to be, that she will soar above and beyond everyone expectations. The little gives a sense of entity and power. In conclusion these two poems have few similarities; Maya characterized the strength of an African American woman. By using powerful words she described the emotional aspect of inner beauty, standing proud professing no one will ever bring her down not by the color of her skin nor the fact of being a woman that there’s more within.

A Clean Well-Lighted Place Essay -- A Clean Well Lighted Place Ernest

A Clean Well-Lighted Place A Clean, Well-Lighted Place by Ernest Hemingway looks at age from the viewpoint of an inexperienced and experienced individual, with the aid of an old man to emphasize the difference between the two. This story takes place late one night in a caf. The caf is clean, pleasant, and well lighted, which brings some kind of comfort to the atmosphere. Here in the caf sits a deaf, lonely, older man, who although is deaf can feel the difference that the night brings to the caf, a younger waiter, who believes people stay around the caf to make his life miserable, and a waiter who is a bit older and seems to understand that this place, the caf, is comforting. The older man spends his late nights in the caf, because at his home there is nobody, he is widowed. All he has is the comfort that the light inside the caf brings to him at night, and the appearance and thought of other human beings may bring him. The old man is under the care of his niece, who last week had to cut him down from his attem pting to commit suicide. Why did he attempt to kill himself? He was in despair. Stated one waiter, and I am assuming it is the younger waiter because he goes on to state that he was in despair over nothing because he has plenty money. Money would be the answer to any problem to an individual of youth because when one is younger he/she has not yet come to realize the importance of relationships. The older waiter shows us the importance of relationships by stating, Each night I am reluctant to close up because there may be some one who needs the caf. This appearing to mean that he knows that there are many lonely people in the world without relationships and no one to turn to in time of need or having some one to just be ... ...per meanings. Looking at my critical approach New historicism and comparing it with my piece A Clean Well-Lighted Place, only from the point of view of a new historicist without doing any additional research into the ties or times of the author I believe I have a well understanding of what it means to be a new historicist and how it applies to my piece that I have chose. I tend to think that knowing more about Hemingway and the life he led might give me a better understanding of his reasons for writing A Clean Well-Lighted Place. The meaning of Hemingways piece also will differ greatly across cultures and how it is a particular society looks at the differences in age and communication factors. . Work Cited Hemingway, Ernest. A Clean Well-Lighted Place Literature Reading and Writing The human Experience. Donna Erickson. New York: St. Martins press, 1998. 115

Compromise in the American Constitution

The United States Constitution is a bundle of compromises mainly because there were contending groups during its early stages of conceptualization and even during its formation. On one side, there were those who criticized the first constitution of America—the Articles of Confederation—for lacking several key provisions and adjustments that could give the government more power. Those who were for the reformation of the Articles and for the creation of a stronger national government are called the â€Å"federalists†.On the other hand, there were also those who feared that giving the national government too much power may result to the infringement on the welfare of the individual citizens of the country. Those who opposed the endowment of wider powers to the national government would later on accept the compromise of securing a â€Å"Bill of Rights† so that the government especially the Congress will not make laws that violate the rights of the citizens.App arently, the Bill of Rights came to be the first manifestation of a compromise that sought to resolve the contending issues at that time. While the Articles of Confederation was later on replaced by the United States Constitution, the Constitution did not entirely survive the years without plenty of changes to it. Part of the reason to it is the fact that there was a fear at the time that granting the national government full powers would allow the situation wherein the people are aggravated in exchange for expediency and productivity on the part of the government.The first amendment to the Constitution came to be known as the Bill of Rights which lists the essential rights that each American is entitled to. The Bill of Rights provides the first ten amendments to the Constitution as proposed by Thomas Jefferson. Although the Bill of Rights was eventually ratified, it did not easily pass through Congress without the criticisms of those who oppose it, one of whom is Alexander Hamilton , a leading figure among the so-called â€Å"federalists† (Chan, 2004).The federalists generally saw the establishment of a Bill of Rights as a constitutional amendment that could limit the rights of individuals because it merely protects the rights that are explicitly stated in it. That being the case, the rights that are not included in the Bill may not be acknowledged as part of the recognized rights. The opposition to the federalists—the so-called â€Å"anti-federalists†Ã¢â‚¬â€however claimed that it is not necessarily the case.As a result, the Ninth Amendment was included which sought to protect the rights that are not enumerated in the Constitution. In general, the significant issues raised by the contending parties were addressed through the Massachusetts Compromise. While the compromise paved the way for reaching the needed support for establishing the Constitution as proposed by the federalists, it also gave credit to the sentiments of the anti-federal ists, thereby securing the passing of the Bill of Rights as part of the condition in passing the Constitution.Another interesting aspect of the Constitution is the fact that slavery was not immediately abolished entirely after the Constitution was passed. It was only after the Thirteenth Amendment when slavery and involuntary servitude were finally abolished by the law. Moreover, the successful ratification of the Constitution would have hardly been realized had there been no compromises which sought to protect the interests of the slave-owners at the time when the Constitution was well on its way to being formally recognized.Concessions had to be made so that the framers of the Constitution would gather support from those who were pro-slavery. Otherwise, they would have been unable to pass the Constitution (Furstenberg, 2003). The compromises with regard to the issue of slavery during the debates over the Constitution at the Constitutional Convention include the proposal of those w ho were against slavery to count â€Å"slaves† as three-fifths of all other persons since the number of free persons determined the representation in Congress at the time.It was made clear, however, that the â€Å"three-fifths† count for every slave was not meant to dehumanize them but rather to penalize those who owned slaves. Another compromise reached during the Constitutional Convention is the protection of the slave trade; it was a concession that the delegates who were for slavery proposed. However, the compromise did not hinder the individual states from altogether outlawing or restricting the existing slave trade after the passing of the Constitution. Lastly, fugitive slaves were expected to be returned to the state from which they came from.It was a compromise that distinguished the federal government from the individual states in the sense that slavery practiced in some states was not to be sanctioned by the Constitution. To a certain extent, federal laws did not legitimize slavery as an institution although neither did it sanction slavery as far as the individual states are concerned. The compromise essentially permitted the return of fugitive slaves from the original states that they were held in labor without stressing the point that these slaves should be freed as part of the concession to the demands of the pro-slavery delegates in the Convention.Through the years, the Constitution of the United States of America has had several initial clauses and key amendments that underscored the urgent need to make compromises in order to complete the task of creating a Constitution that will embody the principles of the nation.ReferencesChan, M. D. (2004). Alexander Hamilton on Slavery. The Review of Politics, 66(2), 207-231. Furstenberg, F. (2003). Beyond Freedom and Slavery: Autonomy, Virtue, and Resistance in Early American Political Discourse. The Journal of American History, 89(4), 1295-1330.

Kate Winslet Essay

These past few years of highschool have had its ups and downs, but overall it’s been amazing. I’d like to thank my friends and family for always believing in me. Congratulations to the grads of 2013, see you all in 10 years! A discriminating reader may take pleasure in reading â€Å"The Destructors†, over an immature reader. A discriminating reader is a reader that takes deep pleasure in fiction that deals with life significantly, expects characters, plot and themes that are complex or realistic and that may challenge his or her beliefs and view of reality. This means that a discriminative reader would enjoy reading interpretive literature, like â€Å"The Destructors†. â€Å"The Destructors† will appeal to a discriminating reader because it deals with life problems and events that have happened, a deeper meaning and the theme and the story challenges beliefs and views of reality. â€Å"The Destructors† demonstrates life problems and events that have happened in history, this intrigues a discriminative reader into wanting to read the book or story. The story shows life problems, where there are gangs that are wanting to make trouble and let loose; just have freedoms and not let others or themselves have special treatment. An examples of this is when Old Misery offers then gang three packages of smarties and the it’s stood there â€Å"puzzled and perturbed by this action and tried to explain it away. ‘Bet someone dropped them and he picked ’em up,’. † They tried to think of all different reasons why Mr. Thomas would do this and they figured it was a bribe. This would make a discriminative reader keep reading, as the story is also set time is during the London blitz were bombs destroyed hundreds of house and places. Not only does a discriminative reader become interested by life problems and historical events, but also by the theme and deeper meaning. A discriminative reader, unlike an immature reader, can figure out the deeper meaning or theme of a story easily and doing this keeps them interested. The these is not usually easily present in a story that a discriminative reader would read because they would want to stay interested and try to figure it out as they read it by themselves. The theme of â€Å"The Destructors† is not innocence because the war has taken that away from them and replaced it with something the reader can make up and believe. The reader, being discriminative, expects the theme to be complex and realistic, and as the story continues the boys, Blackie and T. , have a conversation about the one thing T. wants to destroy. † ‘We’ll burn them [the notes/money], one by one’ and taking it in turns they held a note upwards and lit the top corner, so that the flame burnt slowly towards their fingers. The grey ask floated above them and fell on their heads like age. † This makes the readers think the they’re not to be innocence anymore by selfishness and rebelliousness, also the war has â€Å"aged† them by not giving them a childhood. From what has been said, a discriminating reader is able to figure out a deeper meaning by analyzing and expecting or guessing what the theme and meaning of the story is to be. Through doing so, they may challenge their beliefs and view of reality. As a discriminative reader reads a story, along the way they challenge their own beliefs as well as the authors belief. Whole doing this, they could perceive reality differently or challenge how or why reality was done this way. In particular, the discriminative reader may read,† ‘Of course I don’t hate him [Old Misery]’, I said. ‘There’d be no fun if I hated him. ‘ The last burning note illuminate his brooding face. ‘All this hate and love,’ he said, ‘it’s soft, it’s hooey. There’s only things, Blackie,’ he looked round the room crowded with unfamiliar shadows of half things, broken things, [and] former things. † A reader may see this and think do I really need this or that and challenge what they believe in and if something is right or wrong, better or worse. Overall, the discriminative reader loos at a story and challenges why they believe or don’t believe this and how come reality is this way. Discriminating readers can use many ways to look at a story and analyze it; they may take pleasure in to why the story deals with life problems and events in history, also the theme and or deeper meaning, as well as challenging beliefs and reality. â€Å"The Destructors† demonstrates all of these and that is why this story could be appealing to a discriminative reader.

Using the TDBGrid Control in Delphi Database Apps

Using the TDBGrid Control in Delphi Database Apps Contrary to most other Delphi data-aware controls, the DBGrid component has many nice features and is more powerful than you might think. Below are ways in which you can get the most out of the TDBGrid Delphi component, separated into categories. The Basics You can make the Enter key work like the Tab key in a DBGrid, which also allows ShiftEnter to function like it would if TabEnter were used. See how to fix DBGrid column widths automatically (at run-time) to remove the unfilled space at the right edge of the grid. It will automatically adjust the column width to fit even the widest entry. You can also enhance the functionality of a TDBgrid component using colors (coloring rows, columns, cells - depending on a field value). Follow this tutorial to see how to show the contents of a MEMO field (textual BLOB) in a TDBGrid, plus how to enable editing MEMOs. Some Other Nifty Tutorials When the DBGrids Options property includes dgRowSelect and dgMultiSelect, users can select multiple rows within the grid. One of the most natural and easiest ways to let your users sort a column is to have them click the column title. Follow our guide on how to sort records in Delphi DBGrid for all the information you need to make this happen. See how to retrieve, display, and edit Microsoft Excel spreadsheets with ADO (dbGO) and Delphi to learn how to connect to Excel, retrieve the sheet data, and enable that data to be edited using the DBGrid. Youll also find a list of most common errors that might show while in the process, plus how to deal with them. Advanced Guides Need to highlight the row behind the mouse cursor in a DBGrid? Weve got you covered. It makes reading the data much easier when the whole row is lit up. Find out how to select (make active) and highlight (change the color, font, etc.) a row in a DBGrid as the mouse moves around the grid. Heres how to place just about any Delphi control (visual component) into a cell of a DGBrid, such as checkboxes (using a TChekBox control).

Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’

Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector. Bennett Explores the Fine Line Between Wisdom in ‘the History Boys’ Often, in Shakespeare’s plays especially, the fool figure turns out to be the wisest figure out of all of the other characters, and is used as a way to make a comment on the social context of the time. This theme is present in ‘The History Boys’, as Bennett mostly uses characters as a way of exploring the fine line. He also uses scenes and themes during the play to explore the fine line between wisdom and foolishness, but he tends to focus on using the characters to explore the line instead. The Headmaster is a character with whom, when first introduced to, the audience would appoint the title of ‘foolish’, as Bennett shows him to be a very foolish character. However, this would differ from Shakespeare’s fool; in his plays the fools were often the wisest of characters, but in this circumstance, with this character, the Headmaster acts foolish without becoming ‘the fool’ from Shakespeare, as the Headmaster doesn’t have the hidden wisdom and knowledge Shakespeare’s fools had. For instance, when discussing competing schools in the league tables with Mrs Lintott, he says ‘†¦Leighton Park. Or is than an open prison? No matter†¦Ã¢â‚¬â„¢ This quote shows the reader what a foolish man Bennett has created; a headmaster not knowing the difference between a competing school in the league tables and a prison is absurd. However, it helps Bennett to show the fine line between wisdom and foolery, as some members of the audience may think that the Headmaster is wise in some of the decisions he makes, as he does know methods to get the students to achieve academic levels that allow entry into Oxbridge. Another moment where Bennett explores the fine line is when he says, upon discussing Oxbridge with the supply teacher Irwin, ‘I thought of going to, but this was the fifties. Change was in the air†¦Ã¢â‚¬â„¢ The first impression given of him from this line of speech is that the characters around him must be able to see through his lies and see the fool that he ultimately is; in the fifties, life was the same as in the forties; it was the sixties where ‘change was in the air’ and the characters around the Headmaster would know that he was ying to cover the fact that he wasn’t academically smart enough to attend Oxbridge. This does show him to hold some wisdom, however, as he was smart enough to cover up the fact that he didn’t attend Oxbridge, even if the lie wasn’t successful, and that he is wise as he does want the best for the boys, but again, this is outweighed by the foolish decision that is to get the boys to Oxbridge to raise the scho ol in the league tables to ‘†¦enhance its reputation and thereby his own career†¦Ã¢â‚¬â„¢ showing he is mostly trying to get the boys do to well for his benefit. Bennett also uses the character of the Headmaster to make a social comment of the schooling at the time he wrote the play, hinting that headmasters of schools often tried to get the better grades for the students only to pull their school up in the league tables, and thereby improve their own reputations of headmasters. A second character Bennett uses to explore the fine line between wisdom and foolishness is Hector, one of the boy’s teachers. One of the first impressions we get of Hector is that he is a character who Bennett presents to be very wise; he has taught the boys so well they can quote literature at any time of the day in the correct context ‘†¦Posner (Edgar) ‘Look up, My Lord. ’ Timms (Kent) ‘Vex not his ghost†¦Ã¢â‚¬â„¢ This is quite a feat to achieve, and it also shows that he too knows and understands when and where to quote literature, again showing his wisdom. However, this is a point where Bennett does show how fine the line between wisdom and foolishness actually is, as some people may view this skill as useless, as it probably won’t be able to help them in their university or working life, unless they pursue a career where literature and the need to quote it is needed, so this act may be viewed as quite foolish; spending time teaching the boys something they probably won’t need in their future lives, despite the fact that they and Hector may be considered wise for having this skill. Bennett does show Hector to be a character who does act very foolish sometimes; ‘No Headmaster, (He covers his ears. )†¦Non. Absolument non. Non. Non. Non†¦Ã¢â‚¬â„¢. The stage directions used here make Hector act like a naughty child who is refusing to stop what they’re doing; a grown man, who is a teacher nonetheless, acting this way does appear to be a fool to people around him, even if they know he is only pretending. However, this is one of the moments where you can explicitly tell that Bennett is exploring the fine line etween wisdom and foolishness and is showing indeed how very fine it is; some people may see past Hector acting like a fool and see him to be very wise; he knows that if he carries on refusing to do what the Headmaster askes of him, the Headmaster may well just give up and drop the subject. This could be down to the fact that Hector doesn’t view the Headmaster as a wise man; more of a fool who you can walk over and expect to carry on doing things the way you want to, even if the Headmaster is against it. ‘A hand on a boy’s genitals at fifty miles an hour, and you call it nothing? This is a very important quote in showing how Bennett explores the fine line. Hector is a very wise man; he has a deep understanding and knowledge of literature, he has helped get the boys A-Levels up to the standards of Oxbridge and is, academically, quite smart. However, the quote shows that, in terms of his judgements, he is quite a fool; the acts he performed were frowned upon by society at the time, and show to many people that he has crossed the line between wisdom and foolishness with ease without really realising it. †¦transmission of knowledge†¦Ã¢â‚¬â„¢ This also shows how his judgements are foolish, and how he can be seen to be a fool by many people; when he is confronted about his actions, he uses quotes from poetry to try to get out of the confrontation. By the end of the play, many people would proba bly see Hector as a very wise man, but a man who has the tendency to cross the fine line between wisdom and foolishness, whilst others would see him as only being a fool, despite his knowledge in literature. Overall, Hector is probably Bennett’s main way to explore the fine line between wisdom and foolishness, as Hector crosses the line countless times without realising it himself. Another way Bennett explores the fine line between wisdom and foolishness is by using scenes, such as the French Scene. This scene takes place towards the start of the play, and is where Hector and the boys practise speaking fluent French by acting out a scene of their choice in French. Mais une maison de passe ou tous les clients utilisent le subjonctif ou le conditionnel, oui? ’ (But a brothel where all clients use the subjunctive or conditional, yes? ) This quote is taken from the scene and helps to show the wise and the foolish sides of Hector; he and the students are acting out a scene in fluent French (which in itself is a very academic skill for the students to have learnt) and Hector is quite wise in getting them to practise using their French in everyday scenes, thus improving their flue ncy. However, the foolish part is the fact that the scene they are all acting out is a brothel, which is a very foolish thing to do considering where they are (in a school), but the fact that Hector keeps on going on about their grammar whilst speaking French does show some wisdom, with the fact that he knows exactly how to get the boys to improve their fluency and grammatical skill in French, but in a very foolish circumstance. A third way the fine line between wisdom and foolishness is through themes; specifically the themes of sexuality and sex. For sexuality; ‘†¦Don’t touch him†¦Ã¢â‚¬â„¢ This quote is quite important in showing the fine line between wisdom and foolishness, as it is said when Hector and Irwin are discussing Hector’s early retirement, teaching and Dakin. Bennett shows here that Hector’s foolish decisions have turned him into a wiser man, who is advising Irwin on how not to make the same foolish mistake he did. The foolishness here makes the scene quite tragic rather than comic. For the theme of sex, the fine line is explored when Dakin and Scripps have a conversation together about Fiona (the Headmaster’s secretary). †¦like particularly her tits, which only fell after a prolonged campaign some three weeks ago†¦Ã¢â‚¬â„¢ The wordplay in this conversation is very foolish indeed, which Scripps finds funny albeit embarrassing, but the wisdom in Dakin is evident by the way Dakin applies military logistics to a new context with ease, using the semantic field of w ar. Overall, these are the main ways Bennett uses to explore the fine line between wisdom and foolishness in ‘The History Boys’, mainly using the characters of the Headmaster and Hector.

Terrorism and International Response Essay Example | Topics and Well Written Essays - 3000 words

Terrorism and International Response - Essay Example In an Israeli Newspaper Ha'aretz, Nissan Horowitz wrote: "Terrorism - it's all in the eyes of the beholder." He argues over the fact that if the attack on the twin towers can be regarded as terrorism, then why the bombing in a Kabul's hospital can't be considered as one According to a truism, it is believed that, terrorist, in the eyes of one, is a freedom fighter in the eyes of another. Or considering the Israeli/Palestine case, those, whom the Israelis consider as terrorists, are for the Palestinians, martyrs. One might wonder if to call rebels, insurrectionists, mercenaries, activists, guerillas, militants, dissenters, freedom fighters, etc, all these as terrorists Or perhaps the very concept holds an absolute slot. (Terrorism guide, n.p., 2008) Whatever reasons that lie behind this enigma, are indeed not inexplicable. From a particular group, 'a terrorist takes birth when he senses unfairness or discrimination perceived by the very group he belongs to, therefore he becomes the hero for that entire group, be it a small anarchist cell, or a whole tribe, or class, nation, religion etc. For his struggle, he is applauded by those in solidarity with him, but highly condemned as terrorists by those unsympathetic to the strong aims of that struggle.' (Weiss, pp. 11+, 2002) The U.N. has certainly strived to give terrorism a proper definition, and so have all the international lawyers. Nonetheless, it has, "in all its forms and manifestations", been, by far, condemned no matter whosoever commits it, where they do, and for what purpose. (Secretary General, n.p., 2006) The diction for terrorism which confines to a particular method of conducting violence can be censured irrespective of the circumstances. 'This nonexistence of a proper agreed definition carries weight for a number of reasons, which involve its blocking the prospect of bringing up terrorist acts, that of genocide or other war crimes, to an international court; and leaving individual countries unbound to outlaw actions which, maybe for their own political expediency, they choose to categorize as terrorism. Therefore, it is crucial to define the problem.' (Terrorism guide, n.p., 2008) Official Definitions Various views have been recognized on the definition and interpretation of terrorism, for which the definition of 'aggression' may also be considered. (Crozier, pp.28, 1986) The definitions of terrorism are particularly acutely perceptive, indeed because they tend to set limits over the range of legitimate responses to them. (Norgren, pp. 4, 2003) A broad definition, accepted by the US State Department, was put forward by the US Central Intelligence Agency. They were of the view that some individuals and groups intimidate or use violence for political purposes, whether favoring or opposing the establishment of governmental authority. When these actions are aimed at shocking, stunning, or threatening a "target group wider than the immediate victims", (Ramos, n.p., 2007) it comes under terrorism. James Adams, in his composition 'financing of terror', has put forward another definition that defines a terrorist as an individual, follower or supporter of a group that intends to attain "po litical ends using violent means". These violent means are often at the expense of casualties to harmless, nave