Debate on Guns on School Campus

Debate on Guns on School CampusTo prevail or not to put up aiming at safety on campusOn March 10, 2017 when I was in my English class, my phone vibrated as messages from the school warned bookman to stay away from an evacuated neighborhood on the campus. The evacuation was then lifted after a suspicious item was found and determined to be safe. This was the first time I had encountered such security activities which raised my awareness of firearms on campus. In the wake of several campus shootings, the heated controversy surrounding the permit of guns on campus has circulated the nation for years. Even though people should have rights to protect themselves, it is not enough reason to allow guns within learning institutions, therefore, I believe guns should be banned on campus.First, presence of guns on campus go forth have negative impacts on the dynamics of learning environment. College campuses are the living and learning community of students and staff from different backgro unds, where freedom and bareness in academic debate and intellectual exchange are encouraged. If guns are allowed in campus, the entire campus community ordain be in fear of their life, question if different(a) fellow students or staff are carrying any guns and can pull them appear if a dispute arises. Lecturers could fear that the students with poor grades may imperil them for better grades. An example is the notorious campus shooting at the University of Arizona in 2002 a failing nursing student shot three professors to death collectable to his anger and depression (Holguin). Campus will become emotionally threatening and crime-oriented environment. Dangerous weapons should never be carried around, even in concealed form, in such give way learning environment.Another argument for why guns should be banned on campus is young adults brains does not fully mature despite their physically mature appearance. Darby Dickerson, precedent dean of Texas Tech University School of Law , is an expert in higher education law and policy and is an elected member of the American Law Institute. She states that researchers have find that human brain change significantly during adolescences, and are not fully developed until about 24, with regard to thinking ability and judgment. Also, high-risk alcohol and other drug use among student population have long-term negative effects on brain development, which leads to poor decision making. According to the National analyse on Drug Use and Health (2015), 58 percent of full-time college students ages 18 to 22 drank alcohol in the past month compared with 48.2 percent of other persons of the same age. Researchers also estimated that each year, 1825 college students between the ages of 18 and 24 die from alcohol-related unintentional injuries 696000 students between the ages of 18 and 24 are assaulted by another student who has been drinking (NIAAA). Therefore, granting college students access to guns will pose adjoind risks of incidents of self-injury, accidental shootings and even murders.Furthermore, multiple individuals with firearms will negatively affect law enforcement officers response during emergency situations. It will lead to confusion over identifying attackers among many a(prenominal) people who are carrying guns which they claim to protect themselves. Also, without training, armed individuals may harm innocents in an attempt to halt a bloodshed.Advocates for guns permit on campus claim that licensing of guns will increase their safety. They believe one should carry a gun in self-defense. Especially when newspapers splash headlines of campus shootings across the country, plentiful an impression that American college campuses are not safe, in response, there is an increasing urge for self-protection. Supporters for concealed carry on campus argue that armed students and staff will deter any aggressive acts toward the school, rather than becoming victims of violence. They claim that it wil l reduce crime. In contrast, the International Association of Campus Law Enforcement Administrators, Inc., (IACLEA), in its position statement, points out thatThere is no credible statistical tell apart demonstrating that laws allowing the carrying of concealed firearms reduce crime. In fact, the evidence suggests that permissive concealed carry laws generally will increase crime. Ian Ayres John J. Donohue III, Shooting Down the More Guns, Less Crime Hypothesis, 55 Stan. L. Rev. 1193, 1285, 1296 (Apr. 2003) and Ian Ayres John J. Donohue III, The Latest Misfires in Support of the More Guns, Less Crime Hypothesis, 55 Stan. L. Rev. 1371, 1397 (Apr. 2003).The organization also insists that use of a gun in self-defense appears to be a rare occurrence. As explained, there is not enough evidence to prove that campus carry would reduce crime rate or guns would be used in self-defense solely.Another argument gun right activists blade to call for guns on campus is to protect women from se xual assaults. They argue perpetrators would less likely to attack women if they knew women around them might also be armed. Also, victims could have a candidate to shoot attackers, assuming they would be able to use it effectively to protect themselves. However, reliable social science research indicates that based on the way victims typically react to these experiences, solving campus sexual assaults by arming women with firearms will not work. Studies show that 89 percent of campus sexual assaults involve drugs and/or alcohol (Krebs, Lindquist and Warner) and 90 percent of college sexual assaults are committed by someone the victim knows (Sampson 6). In such situations, victims would likely have a difficult time displace out the gun to someone they associate with or when they are in frozen state due to drugs, alcohol or tonic immobility.Even after looking at all the evidence there are still people who believe that firearms should be allowed on campus. Their argument could be va lid if we upset the broader legal rights to carry guns if one has gone through mental health screenings, had extensive trainings and passed all the tests before obtaining the independence. It would be ideal if every gun license holder had gone through many difficult exams to determine if he/ she is qualified to use guns. However, it is easier than before to obtain a license in many states these days, raising the question if those license holders are well-trained and mentally stable or not.Allowing everyone to carry a gun cannot solve the crimes indeed, it may have the potential to dramatically increase violence on college campuses. Campus security must be left to well-trained professionals. They have proficient techniques to defend campuses against violent attacks without harming innocent students. Instead of granting permission to carry guns on campus, preventive and preparative measurers should be taken and well developed to improve school safety.ReferencesDickerson, Darby. Whit e Paper-Guns on Campus. 17 February 2011. The National Behavioral discussion Team Association (NaBITA) Web site. White Paper. 19 March 2017. .Holguin, Jaime. Eerie Letter From University Killer. 31 October 2002. Web. 19 March 2017.IACLEA. IACLEA Position Statement Concealed Carrying of Firearms Proposals on College Campuses . 12 Agust 2008. 24 March 2017. .Krebs, C. P., et al. College womens experiences with physically forced, alcohol- or other drug-enabled, and drug-facilitated sexual assault before and since entering college. Journal of American College Health (2009) 639-649. Print.NIAAA. Alcohol Facts and Statistics. celestial latitude 2015. 22 March 2017. .SAMHSA. 2015 National Survey on Drug Use and Health (NSDUH). Table 6.84B-Tobacco Product and Alcohol Use in Past month among Persons Aged 18 to 22, by College Enrollment Status Percentages, 2014 and 2015. 2015. SAMHSA Website. 22 March 2017. .Sampson, Rana. Acquaintance rape of college students. Problem-Oriented Guides for P olice. n.d.

Development of a Child up to 2 Years

Development of a Child up to 2 Years0-8 MonthsHow does your babys eating, sleeping and motor development compare to the typical developmental patterns?At first, she wasnt real hungry and lost a bit of weight, more thanover rebounded pretty quick. Her eating is similar to the patterns of a newborn. 7 was occasionally fussy however we just unplowed our regular routine and she was fine. She spent most of her time sleeping, similar to opposite babies at this age. Her sleep pattern is similar to babies at this age, down a equalize of hours and then waking up. She goes back to sleep after a little relaxing music or gentle rocking. By 8 months, her motor skills hold crawling, sitting up and playing like most other babies at this age. Her gross and fine motor skills are a little behind and the twist most wants more one on one motor skills play.At 8 months of age was your child an easy, slow-to-warm-up, or difficult baby in terms of doubting Thomas and Chesss classic temperamental categories?On what do you base this judgement? She is a slow-to-warm-up child. She is a bit clingy and doesnt really accept new situations. She is content with us but hesitant with others. Seven has typical emotional reactions for her age, such as fear of strangers, separation anxiety and crying when reverse.How is your childs attachment to you and your partner developing? What is happening at the 3-month and 8-month periods that might affect attachment security according to Bowlby and Ainsworth, and various research studies?Seven is comfortable with her father but seems to want to be with me primarily (especially when shes upset.) Because we popped up every time Seven seemed slightly uncomfortable, we feel that we are to blame for the sheltered attachment. During the attachment-in-the- qualification phase, Seven developed a preference for me over others. She does not tuition for it when I leave her with her grandmother, this is separation anxiety and normal for this age.Describe and give examples of changes in your childs exploratory or problem solving behavior from 8 by means of 18 months and categorize them according to Pia stick outian and information processing theories. Note that 8 months is included, so youll need to use the time-line to look back at 8 months for examples. Seven was a very active crawler at 8 months, at home, not so much at the doctors office. I encouraged more crawling by drop by the waysideing her free roam of our home. Seven is able to find a hidden object,(object permanence) as long as we dont distract her while shes face for it. If we change up the hiding place she will still want to look in the previous hiding place. This curious error was first visualise by Piaget. She wasnt able to walk, but she could almost stand on her own. She was able to imitate new words at 12 months. Seven now clearly understands a couple of dozen words. In fact, Seven pronounced her first clear word and pointed at the object in question. At 18 mont hs, Seven was a little above for her age. She built a block tower to model one made by the examiner. At the 19-month assessment, she was again behind in gross motor skills. That just meant more secondary school time. Seven was able to concentrate very well during all of the informal testing, and if this continues, she will be more than ready for preschool-type activities, which require children to stay on task or remain in group time for 10-15 minutes.Analyze your babys temperament in more expatiate at 18 months than you did at 8 months. How would you describe your baby in terms of the five aspects of temperament utilized by the Virtual Child course (activity, sociability, emotionality, aggressiveness vs. cooperativeness, and self-control)? Has your babys temperament been stable over the first 18 months? A blurb defining and providing examples of the five aspects of temperament is provided at 12 months, but you should assay out further explanations of temperament from your textb ook. Explain how the concept of goodness of fit (also discussed in the blurb on infant temperament) applies to your interactions with your child. Activity- Sevens activity level was normal. She had an incredulous drive to use her motor skills. She often took on problems too difficult for her age. This was consistent with her disposition when she was younger. She was shy during her assessments, but at home was very active, and grew up to be very active and quite talkative.Sociability- Seven was a bit of an introvert. She was talkative at home, but there were few adults that she was comfortable with, and would become upset by new situations. She was very shy in new situations and around new people.Emotionality- Sevens range of emotions seemed to decrease from 9 months to 18. She seemed to be emotionally solid. She compete well with others until one of the other children wanted to take her toys.Aggressiveness v. Cooperativeness- Seven was not aggressive at the assessment, unless anot her child tried to take a toy from her. She was cooperative with the examiner. Self-Control- There are no issues with self-control.Were you surprised by anything in the developmental assessment at 19 months? That is, does your perception of your childs physical, cognitive, language and complaisant development differ from that of the developmental examiner? Give specific examples. If you were not surprised, write instead about some aspects of your childs development that need the most work.We were told at the assessment that while she was advanced in fine motor skills and problem solving abilities she was behind (again) in gross motor skills. Seven scored above median(a) in all aspects of language development, and is ready to be read aloud to more frequently, as she can hound typical story lines. We are sacking to continue to introduce Seven to new situations and new people and try to work on the shyness just a bit. If she is introverted, so be it2 yearsHave there been any enviro nmental events in your childs first 2 years that you think might have influenced his or her behavior? On what do you base your hypotheses?Nothing out of the ordinary has influenced our child. We have a normal home life and introduce her to situations with us by her side. We have gotten her around to new people and children around her own age. We allow her to have a bit more freedom. We show her that there are limits and consequences. I understand her reactions and allow her to feel comfortable but at times push her to step out of her comfort zone while being supervised. I base this hypotheses on watching her around other children. It is a fine line to walk as a parent having to supervise but not hover. Help without finish the task and allow freedom to find out consequences.How is your child progressing on the typical toddler issues, such as learning household rules, learning to follow routines, listening to you, developing self-control and learning to get along with other children ?While playing with a group of children, Seven was timid at first, but she spent a few minutes watching other kids play before she joined in. She was not aggressive, but sometimes would say Mine when other kids wanted to play with her toy. Seven learned to get along with other children by smiling and giving up the toy. (Not sure if that is going along to get along) Seven is toilet-trained now. We have rules and make her use her words when wanting something. We still have to work with Seven on the gross motor skills (more gym time.)Analyze your own parenting philosophy and practices. What principles from social learning theory, Bowlby, Ainsworth, Piaget, Vygotsky, information processing theory, developmental neuroscience and other theories do you appear to have relied on in making your parenting choices or interpreting your childs behavior? Include three principles/theorists from the above list in your answer.Different situations call for different theories. We used Skinners example of operant conditioning, providing verificatory reinforcement when she used the toilet. For the fine motor skills, we used Banduras modeling giving on problem solving. We also implemented Ainsworths Attachment Theory. Seven is clingy and feels uncomfortable in some situations that she is placed in. We will continue to work on this.

Non-pharmacological Nursing Interventions Literature Review

Non-pharmacological Nursing Interventions Literature Review5 METHODOLOGYA literature critical review is defined as a critical analysis of a segment of a published embody of knowledge through summary, classification, and comparison of prior investigate studies, reviews of literature, and theoretical articles.In addition to that a literature review allow for be used for conducting the explore. gibe to Fink (2010), literature review is an evaluative report that is a organisationatic, explicit and reproducible method for identifying, evaluating and synthesizing the existing body of completed and recorded work produced by researchers and scholars. In this literature review the main focus was to search the existing literature on non-pharmacological nursing interventions in roam to be able to describe and analyze the similarities, differences, consistencies and inconsistencies and issues in spite of appearance the research topic.5.1 Inclusion and exclusion criteriaInclusion criteri a are characteristics that proposed subjects must possess in order to be integ regularised in the future believe. On the other hand, Exclusion criteria are characteristics that help the researcher to eliminate subject from being integrated in the study. A clear comprehension of the inclusion and exclusion criteria ensures that the research yields accurate and genuine results (Fink 2010). The inclusion and exclusion criteria of this literature review are described at a lower place in table 1.TABLE 1. Inclusion and Exclusion criteriaInclusion criteriaExclusion criteriaThe research focused on the non-pharmacological nursing interventions of geriatric depressionThe articles which are non related to the research questions.Articles were limited from 2005 to presentArticles were not related to the studies and carried out before 2005.The articles were in full text, abstract and within the keywordsThe articles without full text, abstract and within the keywordsLanguages used were Englis h and Finnish.The articles which were not in English and Finnish.Evidence based research were used.Articles that were not related to nursing and were not scientific.4.3 Data collectionThe research articles for the literature review were limited to a time frame amid 2006-2015. The information was gathered using different computerized databases such as Ebrary, CINAHL, Ovid, SAGE autopsy and Science Direct, to find scientific journals. Moreover web based publications such as WHO, kaypahoito and Terveyden ja Hyvinvoinnin Laitos were likewise used.In addition to that numerous articles were gathered from well know scientific journals such as Journal of Advanced Nursing and Journal of Nursing Education. Keywords used in the search were focused on the research topic, they include Geriatric Depression, non-pharmacological interventions and Signs of geriatric depression. The key words and the time frame were combined in order to constrict the range of articles the materials obtained for th is study were in both English and Finnish.4.4 Data analysisThe quiet data will be analyzed through content analysis of the collected articles, journals and electronic web pages. entirely the collected data related to the topic will be divided into different sort outs to make analysis easy.5 ETHICS AND RELIABILITYHigh ethics will be maintained throughout the research process. I will also consider a good scientific conduct to ensure that the research is ethically acceptable. The authors in the references will be respected and thus referred accurately. The research project is about finding out the powerfulness of non- pharmacological treatment methods when dealing with geriatric depression. I plan to follow the set thesis guidelines of Centria University of Applied Sciences while carrying out my research. Reliability will be ensured by only referring to recent research materials available concerning geriatric depression. The articles and other materials will be obtained from reliab le electronic sources and the schools library databases to ensure that valid results are obtained that can be used in the future.6 FINDINGS6.1 Non-pharmacological nursing interventionsPhysical ExerciseIn a study by Park, Han and Kang (2014), it was assemble that regular exercise for older adults distraint from depression increased their sociable contact and improved their self efficacy. Physical activities also had inverse relationship with depression among the sr.. This meant that older adults engaging in somatogenetic exercises were found to have improved mental and physical health. (Lee, Brar, rush and Jolley 2014.)Regular physical exercises reduced depressive symptoms and anxiety associated with aging and other predisposing factors such as chronic ailments. In extra to that, older adults involved in physical activities checked up having some exacting thoughts and opinions on their own aging process. (Park et al 2014.)As a result of physical exercise physical exhaustion wa s also highly reduced as a result of improved cardiovascular activity, immune system and the endocrine system. These also translated to reduction of depressive symptoms and an improvement in psychological well being. (Tsang, Fung, Chan, Lee, and Chan, 2006). In other study by Stanton and Reaburn (2014), it was confirmed that aerobic and non aerobic exercises including alfresco base on balls and stationary cycles demonstrated a reduction in depressive symptoms among the elderly. Exercises were conducted three times a week for a total duration of twelve weeks. (Stanton et al 2014.)Furthermore, regular physical activities among the elderly were found to improve their quality of sleep. Poor sleep quality and related sleep disturbances were attributed to in active lifestyles and repetitive periodical routines, which further lead to cases of depression, anxiety, agitation, fatigue and daytime drowsiness. In a related article by Cheng, Huan, Li and Chang (2014), found that elderly peopl e who engaged in physical activities such as the senior elastic band exercise reported improved sleep quality and substantive decrease in depressive symptoms. In additional to that, Chen et al (2013) developed the wheelchair-bound senior elastic band (WSEB) exercise program, which granted the depressed older adults bound on wheel chairs an prospect to exercise too. (Chen et al 2013.)Cognitive ExerciseAccording to a study by Khatri, Blumenthal, Babyak and Krishman (2001), it was determined that physical exercise impacts positive cause on the cognitive functioning among elderly people torment from depression. The study was carried out on two different aggroups of randomised participants medication group and the aerobic exercise group. All the groups underwent the tests for duration of four months. In the medication group they received antidepressants while the exercise group underwent aerobic training. In addition to depression cognitive functions were also assessed, for exampl e memory, executive functioning, concentration and psychomotor speed. Assessment tools used in the study included Beck Depression Inventory (BDI) and Wechsler Memory Scale (WMS). It was established that participants in the exercise group exhibited greater improvements in both memory and executive functioning than those in the medication group. Furthermore, the exercise group also showed break down improvements in the Wechsler Memory Scale visual reproduction delayed recall scores. However there were no significant differences in the verbal memory and concentration. (Khatri et al 2001.)Vasques, Moraes, Silveira, Deslandes and Laks (2011), found that despite physical exercise having significant effects on depression it also exhibited positive effect on the brain function. During their study neuropsychological tests were performed in the forms of Mini Mental State Examination (MMSE), the Digit Span Test (DST)and the Stroop Color-Word Test (SCW) to assess the cognitive functions of the ir elderly participants suffering from major depressive disorder. After the participants walking on the treadmill for half an hour cognitive tests were performed before, during, after and 10-15 minutes after the training session.Similar cognitive tests were also performed on the control group but without exercise. There were no significant differences for both the control and the exercise group on the Digit Span Test. However in the Stroop Color-Word Test, the exercise group had improvements in their results when compared to the control group. The improvements were a clear indication that physical exercise had a positive effect on the cognitive functions of the depressed participants. (Vasques et al 2011.)According to Nicholas et al (2006), nurses used Problem solving therapy to help patients with depression to improve their cognitive functioning. Individuals were assigned certain tasks to handle in the form of games which varied from brazen-faced to hard. This helped the individua ls to think in a structured way which in turn improved their cognitive functioning. In additional to that it helped relieve depressive symptoms. (Nicholas et al 2006 Haggerty 2006.)Family TherapyIn another study by Tanner, Martinez and Harris (2014), to examine the functional and social determinants of depression on community dwelling older adults it was concluded that set up from family showed an improvement in general functions and a decrease in loneliness. In additional to that, family lose satisfaction scale (FSSS) was used on the older adults to assess satisfaction with support received. The legal instrument consisted of 13 questions constructed to investigate the participants satisfaction with the family support they received from family members. The participants were expected to respond with either agreement or disagreement. It was found that those participants who had higher support scores had decreased levels of depression.Loneliness was also identified as one of the mai n causes of depression in addition to other predisposing factors. Older adults who were satisfied with the family support they received confirmed that it helped them cope with depression as well as chronic illnesses. (Tanner et al 2014).Nurses were found to play a crucial role in helping elderly people dealing with depression developed as a result of social isolation or bereavement. It was discovered that leaving these psychosocial factors not dealt with it made it difficult to make a lasting or complete recovery. (Hughes 2005). Nurses were found to play an important role in guiding, supporting and encouraging elderly people dealing with depression to keep contact with their family members. (Parello 2012.)According to a study by Merema (2014), it was found that older adults with good social communicate between them and their family members had higher levels of self esteem and self worth. In additional to that they were less likely to attempt suicide when compared to their counterpa rts with little or no social network at all.Music therapyAccording to a research carried out by Chan, Mok and Tse (2009), to determine the effects of music on depression levels in elderly people. The study was conducted on 47 elderly people (23 using music and 24 controls), majority of who were 75 and above. It was pointed out that music exerts psycho-physiological responses through influence on the limbic system. The limbic system is involved in our feelings of pleasure and emotions such as fear, anger as well as motivations. Therefore the limbic system is in the main affected by music rhythm as well as pitch and is also responsible for processing the music stimuli. It was found that music expends its effects through entertaining the body rhythms. In this context entertainment can be described as a tendency by two bodies lock together and vibrating in harmony. When an elderly person is going through a depressive phase they tend to experience mixed feelings of discomfort or agitat ion which in turn disrupts their body rhythms. The Body rhythms is disrupted through channel in breath, blood flow and heartbeat which further lead to changes in blood imperativeness levels and oxygen saturation. (Chan et al 2009).The music interventions used included four different types of music which included western classical, western jazz, Chinese classical and Asian classical. from each one type of music was played for a duration of 30-min once per week for a duration of four weeks. The participants listened to the music without any interaction with the therapist. At the end of the study the depression levels of the experimental group had significantly decreased from form mild depression to normal levels. On the contrary there was no change in the depression levels for the control group within the four weeks. (Chan et al 2009).Furthermore, the physiological measures monitored including systolic and diastolic blood pressure, heart rate and respiratory rate of the elderly in t he experimental group had reduced significantly in comparison to those of the control group. The findings demonstrated the benefits music has on older people suffering from geriatric depression. Music had a soothing physiological and Psychological effect on the elderly suffering from geriatric depression. This also support that music has the dexterity of to resonate with the listeners feelings. (Chan et al 2009).It was discovered that giving participants an opportunity to choose their music led to effective treatment. Chang, Wong and Thayala (2011), suggested that when the participants chose their own music it facilitated the entertainment process because the listener was in tune with their music of choice. The effects of music listening did not occur after one or a few sessions. In contrary to that, significant decrease in depression levels were reached after the participants had music listening sessions for a few weeks. In additional to that it was found that different kinds of m usic had similar effects on depressive symptoms among the elderly depending on the listeners preference of music. (Chang et al. 2011).Music therapy was found to reduce irritability, agitation, and problem behaviors in people with geriatric depression. In additional to that it was also found that music therapy improves the sleep quality of people dealing with geriatric depression. (Rice et al 2010).Social activitiesWhile going through recent randomized trials it was found that social activities were effective interventions which improved depression outcomes among the elderly. (Merema 2014.) Social activities were provided in form of recreational group events such as day meetings, group outings and visits from family. These social activities generated social interaction and support among the elderly. (Hsu and Wright 2014).In additional to that it was found that through social activities the elderly were able to establish enduring relationships which in turn provided an effective metho d of reducing or limiting the severity of depression. It was also established that social activities improved the sleep quality and the cognitive functions of the elderly people. Social activities had a direct effect on the levels of loneliness faced by elderly people with depression. Furthermore it was discovered that depressed old adults felt much better when they were around other people. (Merema 2014.) Engagement in social activities was found to reduce cases of social isolation thus limiting worsening in the severity of depression. (Hsu et al 2014.)In a study by Hsu et al (2014), it was indicated that meaningful and enjoyable social activities lead to a decrease in depressive symptoms among institutionalized elderly breathing with depression. Social activities that were interesting to the elderly dealing with depression showed a decrease in depressive symptoms. It was found that a large number participated in social activities in the institution due to the positive emotions th ey experienced or out of personal interest. (Merema 2014.) The reduction in depressive symptoms was as a result of the psychosocial mechanism which includes a positive feedback where there is an improved mood due to pleasant events. Surprisingly it was found that institutionalized depressed elders participated more in social group activities. The institutional surround offered them an opportunity to participate in activities that led to more positive mental attitude and a decrease in depressive symptoms. (Hsu et al 2014.)

Cassandra as a Tragic Figure :: essays research papers

&65279Cassandra as a Tragic FigureCassandra is a tragic go into in Agamemnon. She is sunkby a web of circumstances beyond her control, but not beyond herawareness. Cassandra has full knowledge of what is tone ending tohappen, yet she cannot change the tragic events. Cassandrastragic role is Agamemnon is best filled in three instances asCassandra is getting out of the chariot, during her parley withthe leader of the chorus line when she reveals her prophecy, and asshe is approaching the doors to face her death. Cassandra is waiting in the chariot and the leader of thechorus persuades her to come out of the chariot. Cassandra isvery hesitant to get out of the chariot because she knows what isabout to happen God of the long road, Apollo Apollo mydestroyer-you destroy me once, destroy me twice-(145.1078.1080)Cassandra has already been destroyed by having true prophecy thatno one will believe and once again she knows she is going to bedestroyed by murder.Cassandra begins to have dial ogue with the Leader of thechorus. The Leader does not understand what is being said soCassandra finally says, Agamemnon, you will see himdead.(153.1259) At this point this Leader says, Peace, poor missy Put those words to sleep.(153.1260) The Leader thinksthat she is just imaging things and that what she says is notpossible. Cassandra cannot do a thing to stop what is about tohappen, yet she is completely aware of what is going to happen. Towards the end, Cassandra walks toward the doors of thehouse to face her fate. She realizes that there is nothing leftthat she can do Well, I must go in now, mourning Agamemnonsdeath and mine. adequacy of life(157.1335.1337) Cassandra knowsher death is closer now than ever before, but she does not try tofight it. She has no control over what happens.Cassandra is a tragic figure in Agamemnon who is destroyedby a web of circumstances beyond her control, but not beyond her

Chris Tucker :: Biography Actor Essays

Chris TuckerThe one and only motor mouth, Chris Tucker, is a great shammer and cutting-edge comic who made it to stardom with his fast talking wise cracks. The sleek and slender 61 young African American was born in Atlanta, Georgia on August 31, 1972. Chris was the youngest of six children in his family his parents were Norris and Mary Tucker. Norris Tucker owned his own family business, a carpet cleaning business. Chris used to work for his papa at the carpet cleaning shop so he could have some extra money to spend. The one thing that was very unusual intimately Chris was his loud and annoying voice. The one obstacle that set Chris apart from his brothers was his loud and annoying voice. He used that gift to get to where he is today. His parents retired from the carpet cleaning business due to their youngest sons success in Hollywood.Chris Tuckers personality and ability to make people laugh is what led him on his road to be a successful young African American actor. Being the youngest in the family was hard for Chris because he would always get pushed around and evade up by his brothers and friends. One day, he figured the only way to get his brothers and friends to stop beating him up was to make them laugh. Tucker said, Out of necessity, I learned to make them laugh. If I did, theyd stop beating on me. (Jam Showbiz pg.9) By doing this, Chris felt he was on to something. So what Chris decided to do was to separate out the same jokes and tricks at school to get some attention and make classmates laugh, and it was a success. Tucker has found that his high-pitched voice and comedic style is one of his greatest assets. The only people that were not amused were the administrators and the teachers. His principle thought of him as a failure and the principle tried to end Tuckers kindred with his girlfriend. A great source of inspiration came one day for him when one of his teachers influenced Tucker to take his wise-cracking antics to the stage and host the schools talent shows. (Tribut.ca pg1) In addition, his classmates impelled him to take his in class comedy routines on to the stage. After he heard everyone laughing a this jokes and when he blew away all of the controversy at the school talent show, he decided then and there that is what he wanted to do for the rest of his life.

Different Types of Bridges Essay -- miscellaneous

Different Types of BridgesThe quest for travel has al expressive styles been one that creation has tried to conquer. First, he traveled on foot, and then developed methods of transportation such as boats, but one of the first obstacles that he had to overcome was getting across rivers, waterways, and canals. Today, link up clear become a part of everyday life hence without them, people would have a much more challenging time going from one place to another. In the United States alone, there argon more than half a million bridges (History of Bridges 1). Although bridges have been in existence since ancient times, they were not first made by man. Nature actually made the first bridges by toppling logs across streams. This was considered the first beam bridge as the flat rocks were apply to support the log. Then, the water eroded the rocks and eventually a stone bridge was formed. The ancient Romans strengthened arched bridges because they needed roads and bridges to connect the sections of their empire. The original swing bridge, from which the recess bridge was produced, was a simple vine that swung people over the water. From these beginnings, work force created four main types of bridges. To begin with, beam bridges, also known as girder bridges, are one of the easiest and simplest types of bridges to build. In ancient times, people used to aim these bridges out of granite. Beam bridges can be made by putting a wooden plank over an area needing to be crossed. To get across larger areas, piers or supports can be fabricated up from the river bed to hold up a couple of beams. The piers of the girder bridge have constant pressure on them. Therefore, the beams, which are usually made out of concrete or steel, have a lot of strength so they do not crumble due to the heavy load. M each beam bridges are made of pre-stressed concrete. This concrete has steel rods inside of it, which help resist tension. When the weighting pushes down on a bridge, the top of t he beams are pressed together creating compression, while the bottom edge is stretched and causes tension. Beam bridges are not applicatory in cities with a lot of high rises, because the bridge has very low clearance. The biggest limitation of the girder bridge is its length. The farther apart the piers are, the weaker the bridge gets. Beam bridges are good to use on spans of up to two hundred feet ( How Bridges Work 1). A bridge of greater... ... long way (Bridges 3). A cable-stayed bridge is used to cross medium lengths, which are approximately five hundred feet to two thousand eight hundred feet (Bridges 3). The cable-stayed bridge requires less cable than a suspension bridge, and is much faster to build in comparison to suspension bridges. Cable stayed bridges are supported by stave towers. These towers are A shaped, and strike almost all of the bridges compression. Unlike suspension bridges, cable stayed bridges only have two towers and do not need any anchorages.Now that m an has overcome the obstacle of getting across rivers, canals, and waterways efficiently, it is now time to perfect these human creations so no more mishaps happen. Even though people keep hearing about collapsing bridges, they still use them because it has become a part of their everyday life style. Without bridges, people would have a knockout time getting from one place to another. It could be done by means of a ferry or other boat, but that is time consume and a real pain in the neck because once a person gets across the river or canal, they would have to walk everywhere. So, without bridges, things would not be the way they are today.

In What Ways Does Brownings use of the First Person Narrative in his :: English Literature

In What Ways Does Brownings use of the First Person Narrative in hisDramatic Monologues Help to Reveal the Thoughts and Feelings of hisCharacters?Robert Browning was a highly respected Victorian poet. He lived from1812-1889. Browning eloped with and married the daughter of a familyTyrant, Elizabeth Barrett. They sleep withd each(prenominal) other until death partedthem and both poets wrote moving love poetry, having experienced thehappiness of true love for themselves.The two poems I shall study in this sample give a whole different sideto Brownings poetry and a whole different view of love. Both of themhave little to do with love as most of us would understand it, yetboth give very interesting studies of two contrasting characters.Browning uses the first person in his poetry to reveal the thoughtsand feelings of his characters, and does this very effectively.The poem My Last Duchess gives us a complete character study of aRenaissance nobleman. Although he never negotiation direct ly about himselfin his narrative, the Duke reveals a lot about his personality it ismade quite obvious that he is a very proud, arrogant and self-centredperson. The poem is written as a monologue given by the Duke to aservant of a prospective new wife of his. He drops baneful hints to saythat his prospective wife will have to behave in a way he sees fit,casually sayingThats my last Duchess painted on the wall,Looking as if she were aliveHe also twice mentions how the painting is by Fr Pandolf. Thisname-dropping reveals that he is arrogant. He obviously wants theservant to aver some sort of praise about the painting as he askshim, Willt please you sit and look at her? He obviously likes to bein control seen as he keeps a picture one presumes he would likeeveryone to see behind a curtain, so that men that he doesnt give care tolook at her cant. He went to the sitting for the painting because hewas so jealous. He makes this clear by sayingSir, twas notHer Husbands presence only, ca lled that spotOf enjoyment into the Duchess cheekHe disliked the way she took pleasure from all things. He consideredthat this meant she saw him to be as important as her white mule or abeautiful sunset. One wonders if he was possibly quite an insecureman, seen as he could not believe, She thanked men. I think onewould think this of both man who was jealous of a sunset He seems tothink it a disgrace that he didnt think she appreciated the title he