Romeo and Juliet Act III Scene I Essay Example

Romeo and Juliet Act III Scene I Paper Unlike the opening scenes this scene shows true violence and hatred between both the Montagues and the Capulets. Before this scene the feud between the families has been nothing but petty and harmless one could even say it was quite trivial. If we look at Act II Scene VI, the scene directly before this scene, we notice that Romeo and Juliet are secretly married. To everyone unaware of this marriage nothing has changed but to Romeo and Juliet there has been a substantial alteration. Their entire relationship will be built on secrecy and the actions of others could destroy their bond without even knowing. As we well know that is the case. Act III Scene I is different from the start. It opens with quite a serious atmosphere whereas earlier scenes have been quite joyful and almost comical. The scene begins in the midst of Mercutio and Benvolio quarrelling about whether to leave the streets of Verona. Benvolio is worried as the Capulets are in close proximity and knows that if they met that a colossal fight would break out. I pray thee, good Mercutio lets retire; the day is hot and the Capels are abroad, and if we meet we shall not scape a brawl, for now these hot days is the mad blood stirring. We will write a custom essay sample on Romeo and Juliet Act III Scene I specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Romeo and Juliet Act III Scene I specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Romeo and Juliet Act III Scene I specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This opens up to the audience exactly what is going to happen next. By looking at the clues they will see that Mercutio is in a particularly aggressive mood. He is calling Benvolio and making two-faced comments such as Nay, and there were two such, we should have none shortly, for one would kill the other. Thou! why, thou wilt quarrel with a man that hath a hair more, or a hair less, in his beard, than thou hast: thou wilt quarrel with a man for cracking nuts Looking at Mercutios character he is also quite easily aggravated which makes this comment two-faced. If we take a look at the Queen Mab speech we can distinguish various similarities and differences in his language. Here although speaking in verse his speech is more of what we would expect of Mercutio as it is very dramatic and strange. Whereas in Act III Scene I his language is very bawdy and discontented as it is written in prose rather than his poetic language he used before. Although these are two quite different types of Mercutio we are introduced to we can still expect this of him as he has that two-faced, unpredictable personality. Although aggression has been seen in this scene violence has yet to come. But it is not too far away when the Capulets enter. At first Mercutio tries not to get involved and looks as though he doesnt care that they are their. But he cannot hold back. Tension slowly starts to build up and still looking as though he isnt bothered Mercutio replies with petty insults towards Tybalt. He is determined to start an argument whether he desires one or not. Tybalt does not, at least not with him anyway, he has come seeking Romeo but Romeo is not present. At this point the audience is riveted to what is going to happen next. So when Romeo enters it is no surprise that the tension factor steps up another gear. But still tension has not yet reached its peak as Romeo does not wish to fight. Tybalt not aware of Romeos relation to him tries his best to begin the fateful argument by insulting Romeo. Romeo, the hate I bear thee can afford no better term than this, thou art a villain. Tybalt has no good reason for fighting with Romeo other than him attending the Capulets feast. I dont think the disastrous events about to take place can be blamed on bad luck and that Romeo was to walk in at the wrong time right into an explosive situation. This scene would have happened sooner or later as Tybalt was out seeking Romeo. After just being married to Juliet Romeo is not in the right frame of mind to be fighting. He is calm and cheerful and even in an atmosphere of hatred, where all the signs are pointing toward aggression, his good nature gets the better of him. No doubt it is difficult for Romeo as he isnt a coward but feels humiliation for the moment. He will not be provoked. Tybalt, the reason that I have to love thee doth much excuse the appertaining rage to such a greeting: villain am I none, therefore farewell. I see thou knowest me not. Romeo is not weak but his love for Juliet is dominating his aggression or hate. The influence of his love for Juliet makes grace more powerful than rude will. At this point Tybalt may be confused over why Romeo gave such a composed answer but here the audience will understand exactly why he has done this. Although the same cannot be said about Mercutio who interprets Romeos response as cowardice. His aggression has finally got the better of him as he throws himself towards Tybalt with his all out rage. O calm, dishonourable, vile submission! Alla stoccata carries it away. Tybalt, you rat-catcher, will you walk? As they fight it seems that it is nothing more than a playground tussle. Mercutios rage seems to have calmed and he is back to his comical self or is this just for show? When Romeo intervenes and Mercutio is stabbed the audience can only react on the characters response. Notice that Tybalt flees this is the first reaction to how serious Mercutio has been injured. But when Mercutio tells everyone that the wound is just a scratch it takes the significance of the atmosphere away. Ay, ay, a scratch, a scratch; marry, tis enough. Where is my page? Go, villain, fetch a surgeon Mercutio is still angry inside and this is shown when he tells Romeo that he was hurt under his arm. Still the audience cannot be too sure whether the wound is fatal or not until Mercutio begins to curse furiously. Help me into some house, Benvolio, or I shall faint. A plague o both your houses! They have made worms meat of me: I have it, and soundly too: your houses! The fact that this curse comes from a dying man makes it such a more powerful warning of disaster to come. It is too late now but Mercutio finally sees that the mindless feud between the families has destroyed him for no good reason. Right up until Mercutio dies the audience are kept in the dark to whether the injury was lethal. There are signs showing that he was going to die but even till the last minute the characters were laughing and joking about the issue. Romeos calm composure has completely vanished as the only thing he sees is Tybalts death. As he races towards Tybalt, Benvolio tries to keep peace again. He is unsuccessful as Romeos lust for revenge is now too high to stop. As they battle it out in a fight to fatality dramatic tension rockets sky high and finally reaches it peak. Finally, after Tybalt is deceased the Prince enters in on the scene. Benvolio gives his account of the story as he is trustworthy, although it is biased towards Romeo. The Prince gives his final statement. And for that offence immediately we do exile him hence. Let Romeo hence in haste, else, when hes found, that hour is his last. This scene is a pivotal point in the play as it has a ripple affect on the following scenes. From here on everything changes and Romeo and Juliets marriage is put at risk. Dramatic irony plays a huge role in this scene as only those aware of the marriage know the true reason behind Romeo and Juliets distress.

Why Patient Satisfaction is Now Crucial For Hospitals

Why Patient Satisfaction is Now Crucial For Hospitals One of the unexpected effects of the Affordable Care Act has been increased pressure on doctors and medical staff to improve patient engagement. As payment options shift and care networks broaden, patients find themselves empowered to demand not  Ã¢â‚¬Å"just† the best medical care, but also a compassionate bedside manner, as well. Shefali Luthra over at MedPageToday notes that medical centers nationwide are prioritizing doctor-patient interactions and emphasizing compassion as well as a search for diagnosis. â€Å"Under a 2010 health law, Medicare payments to hospitals can be affected by patient satisfaction surveys,† according to Luthra. In addition, the care cost burden on patients leads them to depend more on preference than on limited options.The research of Tim Vogus, associate professor of management at Vanderbilt University, found that medical institutions encouraging physician responsiveness now  require  doctors  to take empathy training courses, capture personal details about patients in their charts, and practice small follow-up gestures like a handwritten note or phone call- all which improve patient experience.A key piece of this innovative practice is of course being open to receiving feedback- if patients never have a chance to evaluate a physician or her practice, how will they know what to improve? The University of Rochester Medical Center sends out a monthly feedback newsletter and provides doctor-to-doctor peer coaching, which gives doctors a chance to turn appointment discussions into a conversation instead of a by-the-book exchange.Patients who feel that their doctors are sincerely invested are more likely to take medication, adhere to recommendations, and schedule follow-up appointments and procedures. And the more active listening an attentive physician practices can lead, the  more accurate diagnoses and responsive treatments occur. The entire staff and its patients improve when doctors take the time to listen and respond appropriately- the future of medicine might depend on it.Hospitals Push Docs to Improve Their Bedside MannersRead More at Medical Page Today

How Magnets Work

How Magnets Work A magnet is any material capable of producing a magnetic field. Since any moving electric charge generates a magnetic field, electrons are tiny magnets. However, the electrons in most materials are randomly oriented, so there is little or no net magnetic field. To put it simply, the electrons in a magnet tend to be oriented the same way. This happens naturally in many ions, atoms, and materials when they are cooled, but isnt as common at room temperature. Some elements (e.g., iron, cobalt, and nickel) are ferromagnetic (can be induced to become magnetized in a magnetic field) at room temperature. For these elements, the electrical potential is lowest when the magnetic moments of the valence electrons are aligned. Many other elements are diamagnetic. The unpaired atoms in diamagnetic materials generate a field that weakly repels a magnet. Some materials dont react with magnets at all.The atomic magnetic dipole is the source of magnetism. On the atomic level, magnetic dipoles mainly ar e the result of two types of movement of the electrons. There is the orbital motion of the electron around the nucleus, which produces an orbital dipole magnetic moment. The other component of the electron magnetic moment is due to the spin dipole magnetic moment. However, the movement of electrons around the nucleus isnt really an orbit, nor is the spin dipole magnetic moment associated with actual spinning of the electrons. Unpaired electrons tend to contribute to a materials ability to become magnetic since the electron magnetic moment cant be totally canceled out when there are odd electrons.The protons and neutrons in the nucleus also have orbital and spin angular momentum, and magnetic moments. The nuclear magnetic moment is much weaker than the electronic magnetic moment because although the angular momentum of the different particles may be comparable, the magnetic moment is inversely proportional to mass (mass of an electron is much less than that of a proton or neutron). The weaker nuclear magnetic moment is responsible for nuc lear magnetic resonance (NMR), which is used for magnetic resonance imaging (MRI). Make a Liquid Magnet | Bend Water with Static

Macro essay question Assignment Example | Topics and Well Written Essays - 2250 words

Macro essay question - Assignment Example The theories of Economic Growth are used to formulate functional relationships in separate economic models. Money, balance of payment, goods and credit functions are made through these theories. According to the theory, demand=supply, when an economy will be in equilibrium producing the optimal level of output. When the economy produces potential output, with the given state of labor, capital and technology resource, then it generates full employment. However, it should be noted that even in the full employment level, an economy can experience a natural unemployment rate of utmost 4.2%. Any changes in the equilibrium are automatically rectified through price and quantity adjustments. Business Cycle and Economic Growth Theories are important because it helps to forecast the AD and potential production level of an economy. The direction of prices and employment opportunities are determined by AD. On the other hand, the long run economic prosperity of a nation is analyzed through its potential production level. However, AD and potential output of an economy experiences a directly proportional relationship with each other. This is because when AD increases, the economic agents of a market invests more in capital, labor and technology and hence reaches the potential production level. During an economic recession, the AD is less than AS of a market. If the interest rates are lowered then the cost of borrowing money will fall. This will enhance the investment opportunities in the market and expand the scopes of foreign trade. The gross employment opportunities will rise with increase in investment expenditure. With devaluation of exchange rates, the exports of the country will become cheaper than the imports. Finally it will generate a higher demand for domestically manufactured relatively inexpensive goods of the economy and hence increase the AD. The market will be out of recession with rise in AD. The consumers’ loyalty towards a

How black and white scholars have interpreted the 200th Anniversary of Essay

How black and white scholars have interpreted the 200th Anniversary of the Compromise of 1850 - Essay Example The North expressed its resistance to the law and its resistance against the law gave power to the South. The North was against the law because it was becoming revolutionized by education and urbanization that was facilitated by industrialization. Such resistance sparked the Civil War that led to the end of slavery1. The Compromise of 1850 experienced heated debates over the course of action against runaway slaves and the leadership of the free states and the states under slavery. Senator Calhoun proposed the election of two presidents; one for the enslaved states and the other for the free states. Senator Clay and Webster were against the extension of slavery. The Fugitive Slave Law sparked many ideas about the future of the states. The 1850s was characterized by tensional reactions to the state of slavery. The Southerners wanted unification of all territories as a common property of all states. The Northerners wanted industrialization and development which was the reason for their support for the election of President Lincoln. The debates continued until the Civil War which was followed by President Abraham Lincoln who brought the reunion of the states3. The Compromise of 1850 allowed the entry of California being a free state into the union while the other two territories of New Mexico and Utah had the option of choosing their slavery status. Thereafter the Kansas- Nebraska Act reignited the controversies surrounding slavery. In a bid to gain support of the South, a Democrat senator, Stephen Douglas revoked restriction on slavery that was agreed upon in the Missouri Compromise. The Northerners reacted arguing that slave power was taking advantage of free labor to monopolize all the territories. The arguments led to the splitting and collapsing of many parties including the Whig Party. The Dread Scott ruling of the 1857 further weakened fight against slavery by indicating that the Congress

Ralph Waldo Emerson Essay Example for Free

Ralph Waldo Emerson Essay Ralph Waldo Emerson was born into a pre-determined life. His father was a minister, so he was already set to become a minister. However, Emerson didn’t believe in organized religion. This was the reason that he became a transcendentalist and wrote his essay â€Å"Self Reliance†. In 1817, Emerson attended Harvard College where he first began to formulate his ideas that were portrayed in his most famous essay. In his essay, Emerson uses two main strategies to persuade his readers. These strategies were anecdotal stories and reasons supported by evidence. Throughout his essay, Emerson uses anecdotes as his main strategy for persuasion. For example, he tells an anecdote about when he was a child. When he was a child, he expressed his true beliefs to a close adult. When asked how he knows that his beliefs aren’t from the devil, Emerson responds by saying, â€Å"They do not seem to me to be such; but if I am the Devil’s child, I will live then from the Devil. † In this response he is saying even if his beliefs are from the Devil, it doesn’t matter. This is what he believes in and nothing can change that. This idea was Emerson’s main virtue that he lived by and wanted others to live by: trust thyself. Emerson’s anecdotes prove to be a very effective way to persuade his readers to believe in his ideas. The anecdotes in this essay are so effective because the reader is able to connect with him, and place themselves in his shoes. The anecdotes are also effective because they are a portal into Emerson’s life. Instead of just listing facts and statistics, Emerson chooses to tell stories about his life. This allows his readers to connect with him on a personal level and the readers develop a stronger emotional connection with Emerson. Another strategy that Emerson uses is reasons supported by evidence. This strategy is also effective because it gives the reader a reason why they should trust themselves, and then supports the reason with evidence to show why the reason is true. For example, he says that if people don’t trust themselves, then they will feel guilty and ashamed. This is the reason Emerson gives of why people need to trust themselves, and then he supports the reason with evidence by saying that it is a waste of time to want what thers want and â€Å"envy is ignorance; imitation is suicide†. He also says that to be truly happy, a man must accept himself for better and for worse. This evidence supports the reason that people should be happy with themselves the way they are. Emerson’s strategy of reasons supported by evidence is very effective because it gives the reader concrete evidence. The evidence supports the reason, and the reason supports the overall claim. The reasons and evidence are logical appeals which appeal to the reader’s good sense; this also makes the strategy effective. It is hard to argue when Emerson gives many concrete reasons to support his claim and then backs it up with even more evidence. Although Emerson’s essay â€Å"Self Reliance† has many good strategies and qualities, it also has some weaknesses. The essay is aimed at a small audience, educated white males. If he were to open the essay up to a broader audience, he would be able to spread his idea more effectively. For example if women were also targeted in the essay, then Emerson’s ideas would be spread to almost twice as many people. Another weakness in the essay is the overall claim. He says that people should trust themselves. This claim has no qualifiers; therefore Emerson is saying that people should trust themselves, always. This is not always true. Yet another weakness in the essay is that Emerson uses mostly anecdotal evidence. Although the anecdotes prove to be effective, the evidence inside of them is not all that concrete. The claims he makes in these anecdotes are not as strong as they could be if he had more of a variety of strategies to support his claims. Ralph Waldo Emerson’s essay â€Å"Self Reliance† tells its readers to trust themselves. He says that every heart vibrates to this iron string. Emerson uses many strategies in his essay; however the two main strategies are anecdotes and reasons supported by evidence. Both of these strategies prove to be very effective on the reader. The anecdotes allow the reader to connect with Emerson, and have strong emotional appeals on the reader. While the reasons supported by evidence apply the reader’s logic and give concrete examples that support his claim. â€Å"Self-Reliance† is a well written essay that persuades its readers to listen and trust themselves.

Essay on Social Expectations in Story of an Hour and Sorrowful Woman

Social Expectations and Marriage  in The Story of an Hour and A Sorrowful Woman      Ã‚  Ã‚   Marriage does not always bring people happiness they expect.   A number of people feel trapped in their own marriages.   Mrs. Mallard in Kate Chopin’s â€Å"The Story of an Hour† and the unnamed protagonist in Gail Godwin’s â€Å"A Sorrowful Woman† are among those who experience such unfortunate.   Only one hour in her marriage did Mrs. Mallard feel really happy; that was, bizarrely, when she was told about her husband’s death.   For the female protagonist in â€Å"A Sorrowful Woman,† her marriage was a torment.   All the time, she suffers from grief and sadness.   Both of the women are imprisoned in their own marriages and even more so in their own minds, which eventually lead them to death.   Successfully describing their main characters’ developments of feelings, Kate Chopin and Gail Godwin, two authors from two different time periods, undoubtedly point out that the conflict between society and individuals is the cause of the sadness and tragedy of marriage.   First of all, through the settings of their stories, both of the authors suggested that social expectations be the real causes of their protagonists’ deaths.   In â€Å"A Sorrowful Woman,† the unnamed protagonist has a desirable life.   She has a â€Å"durable, receptive, gentle† husband and a â€Å"tender golden three† son (33)[i].   â€Å"He was attuned to her; he understood such things† (33) indicates that her husband always understood her.   He is willing to sacrifice his time for her and their family.   Mrs. Mallard in â€Å"The Story of an Hour† is in a similar environment.   Knowing that she has a heart trouble, â€Å"great care was taken to break to her as gently as possible the news of her husband’s death† (10).   Her friends a... ...or them death is freedom.   And only through death they are able to escape from their tragedy.   The stories invoke so much thought from people.   Should a society be more generous to people?   Should a society try to understand social groups, individuals, relationships, and values?   If a society could do these, there would be less tragedy like such in Chopin’s â€Å"The Story of an Hour† and Godwin’s â€Å"A Sorrowful Woman.†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   WORKS CITED [i]   All of the quotations using in this paper are from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chopin, Kate. â€Å"The Story of an Hour.† The Bedford Introduction to Literature. Ed. Michael Mayer. 5th ed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Boston: Bedford/St. Martin’s, 1999.   Pages: 10-12.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Godwin, Gail. â€Å"A Sorrowful Woman.† The Bedford Introduction to Literature. Ed. Michael Mayer. 5th ed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Boston: Bedford/St. Martin’s, 1999.   Pages: 33-37.    Essay on Social Expectations in Story of an Hour and Sorrowful Woman Social Expectations and Marriage  in The Story of an Hour and A Sorrowful Woman      Ã‚  Ã‚   Marriage does not always bring people happiness they expect.   A number of people feel trapped in their own marriages.   Mrs. Mallard in Kate Chopin’s â€Å"The Story of an Hour† and the unnamed protagonist in Gail Godwin’s â€Å"A Sorrowful Woman† are among those who experience such unfortunate.   Only one hour in her marriage did Mrs. Mallard feel really happy; that was, bizarrely, when she was told about her husband’s death.   For the female protagonist in â€Å"A Sorrowful Woman,† her marriage was a torment.   All the time, she suffers from grief and sadness.   Both of the women are imprisoned in their own marriages and even more so in their own minds, which eventually lead them to death.   Successfully describing their main characters’ developments of feelings, Kate Chopin and Gail Godwin, two authors from two different time periods, undoubtedly point out that the conflict between society and individuals is the cause of the sadness and tragedy of marriage.   First of all, through the settings of their stories, both of the authors suggested that social expectations be the real causes of their protagonists’ deaths.   In â€Å"A Sorrowful Woman,† the unnamed protagonist has a desirable life.   She has a â€Å"durable, receptive, gentle† husband and a â€Å"tender golden three† son (33)[i].   â€Å"He was attuned to her; he understood such things† (33) indicates that her husband always understood her.   He is willing to sacrifice his time for her and their family.   Mrs. Mallard in â€Å"The Story of an Hour† is in a similar environment.   Knowing that she has a heart trouble, â€Å"great care was taken to break to her as gently as possible the news of her husband’s death† (10).   Her friends a... ...or them death is freedom.   And only through death they are able to escape from their tragedy.   The stories invoke so much thought from people.   Should a society be more generous to people?   Should a society try to understand social groups, individuals, relationships, and values?   If a society could do these, there would be less tragedy like such in Chopin’s â€Å"The Story of an Hour† and Godwin’s â€Å"A Sorrowful Woman.†Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   WORKS CITED [i]   All of the quotations using in this paper are from:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Chopin, Kate. â€Å"The Story of an Hour.† The Bedford Introduction to Literature. Ed. Michael Mayer. 5th ed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Boston: Bedford/St. Martin’s, 1999.   Pages: 10-12.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Godwin, Gail. â€Å"A Sorrowful Woman.† The Bedford Introduction to Literature. Ed. Michael Mayer. 5th ed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Boston: Bedford/St. Martin’s, 1999.   Pages: 33-37.   

The Old Man & the Boy Relationship

The Old Man and the Sea is a heroic tale of man? s strength pitted against forces he cannot control. It is a tale about an old Cuban fisherman and his three-day battle with a giant Marlin. Through the use of three prominent themes; friendship, bravery, and Christianity; the Old Man and the Sea strives to teach important life lessons to the reader. The relationship between the old man and the boy is introduced early in the story. They are unlikely companions; one is old and the other young, yet they share an insuperable amount of respect and loyalty for each other. Santiago does not treat Manolin as a young boy but rather as an equal. Age is not a factor in their relationship. Manolin does not even act as a young boy; he is mature and sensitive to Santiago? s feelings. He even offers to go against his parent? s wishes and accompany Santiago on his fishing trips. Santiago is viewed as an outcast in his village because he has not caught any fish for more than eighty-four days and is therefore unlucky. Nonetheless Manolin is loyal to Santiago and even when his parents forbid him he wants to help his friend. Their conversations are comfortable, like that of two friends who have known each other for their whole lives. When they speak it is usually about baseball or fishing, the two things they have most in common. Their favorite team is the Yankees and Santiago never loses faith in them even when the star player, Joe DiMaggio is injured with a heel spur. In this way Santiago not only teaches Manolin about fishing but also about important characteristics such as faith.

Teenage Pregnancies and the Health Risks to the Unborn Child

Running Head: Teen Pregnancy Teenage Pregnancies and Health Risks Betty Samuelsen Western Governors University Teen girls should refrain from the peer pressure of becoming pregnant. Becoming pregnant at a young age may have consequences with the range of seriousness. Pregnant teens are encouraging others to become pregnant in the form of peer pressure. Teens are watching too much television that encourages them to become pregnant. Pregnancy is a major reason that the dropout rate of teen girls is so high. Teens need to be informed of the health risks that they may be faced with if they become pregnant. Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager's education, and the health risks faced by pregnant teens and their unborn children. Television shows are one example of media that complicates the issue of teen pregnancy. Studies show that teens, 12-17 years of age, that watch television shows that have the most sexually suggestive information, are twice as likely to become pregnant (Chandra, 2008). The television industry needs to have more of a balance between sexual content and the risks that pregnancies have upon teens (Chandra, 2008). These television shows also influence others to become pregnant because it is the thing to do. For example, MTV program content implies that if a girl gets pregnant, then the teen has a one-way ticket to fame and MTV is also promoting teen pregnancy instead of stating it as a serious problem in America (Montalvan, 2011). Television increases the complexity of this issue when watching television shows that make teen pregnancies appealing leads to peer pressure to become pregnant. For example: Girls 16 and younger have gotten together to â€Å"plan† their pregnancies and how they are going to raise their children together. When the girls would find out if their pregnancy test came back positive, they would high five each other, like they were proud to be pregnant at such a young age and they will be ok (Males, 2008). Peer pressure is usually male-to-male and female-to-female, this pressure seems to be harder to withstand from males due to status and being accepted. On the other hand, females fall into peer pressure to â€Å"fill a void† in their lives and maintain a relationship with the opposite sex (Sugland, 1997). Not only is peer pressure a problem, research shows that 20% of teens have stated that their parents (46%) are also a big influence on them having sex compared to the 20% of friends pressure (Albert, 2010). What is this saying about parents' influence on their own teens? Teens state that they wish they could have more open conversations about sex with their parents and be more open in conversation about contraception. They believe that this could reduce teen pregnancies (Albert, 2010). There are also various cultural practices that complicate how teens think about pregnancy. In adolescents' views about sex, it is on their minds most of the time whether or not they are sexually active themselves. Views differ from race to race as to the frequency of sex among their peer groups, for instance African-American perceive more sex than among peer groups in the European-and Mexican-American peer groups. (Mahavarkar, Madhi, & Mule, 2008). Teen pregnancy is not only a local problem, but is a global concern even with the conflicting information from study to study. The previous new labor government in England identifies pregnant schoolgirls as a particularly vulnerable group. In addition, research shows different effects of pregnancy on the education of pregnant teens. The leading cause, 30%, of teens dropping out of high school is pregnancy and parenthood (National Campaign to Prevent Teen Pregnancy, 2010, March). In England, the 1st cornerstone of a four cornerstone campaign is to increase the participation of pregnant teens in education, training and/or employment. According to the Social Exclusion Unit, the second strategy is getting 60% of young mothers into training, employment, and education (as cited in Vincent & Thomson, 2010). The Social Exclusion Unit assumes that meeting the second cornerstone will help reduce the negative health, social and economic correlates of teen pregnancies. Researchers appear to agree with policy-makers on the challenges that the pregnant teens and mothering teens face in their education. The Department of Education and Skills put out a guidance on the education of school-aged girls and parenting mothers which outlined the expectations that the teens should be getting. England's local authorities have a low priority in helping teen mothers get back into education. Audit Commission, 1999, Coleman and Dennison 1998). In the 2001 guidance, the Department of Education and Skills state, â€Å"The school should ensure that the young woman continues learning as long as possible up until the birth by exploring all opportunities for curriculum support available (Department of Education and Skills, 2001, 5). Schools are also required to provide an elective official to be in charge for the pregnant teenagers–someone whose main function is to facilitate the on-going education of the pregnant pupil and her successful reintegration to education after the six-week post-natal check-up. This official should be made aware of all the schoolgirl pregnancies within the local authority. The local authorities are encouraged to provide the same education as those of pregnant teens. Pregnancy should not be the reason some of these parenting mothers are not being allowed to attend school. Schools should be partially accountable for the education of these parenting teens. In order to make this goal happen, schools would need to provide work for the pregnant teen to do at home when she is unable to attend school. About half of the teens that are pregnant have a high school diploma vs. 9% of those that were not teen mothers. â€Å"Other data find that less than 2% of young teen mothers (those who have a baby before age 18) attain a college degree by age 30† (National Campaign to Prevent Teen Pregnancy, March 2010). Pregnancy can have negative effects on education. According to Ashley, study 1 of 4, was an average student that found out at 6 weeks she was expecting. She t hought, â€Å"I'm not going to get my GCSE's [General Certificate of Secondary Education], I'm not going to go to college and I'm not going to get the job I want to get† (as cited in Vincent, & Thompson, 2010). Ashley was hoping to be able to say goodbye to her friends. The school implied that she would be able to maintain her education with a pupil referral unit; therefore, the school was expressing its concerns of the health and safety of her pregnancy. Poor communication of the students mainstream school with the pupil referral unit made Ashley miss coursework and failed some of her GCSE's that she was optimistic in passing. The school just did not care. In some cases pregnancy has mixed effects on a students education but still presents complications. Shae, study 2 of 4, had mixed reactions, peers were mostly accepting, but among staff they are mixed, some accepting, others not so much. The meeting was a different situation from Ashley's. Shae was able to stay in her school until most of her GCSE's were complete with minimal accommodations, such as leaving class a little early to avoid being â€Å"crushed† in the hallways. Her teacher also took on making sure the Pupil Referral Unit had coursework for her to do, unlike to first study. Shae felt more apart of her school still (as cited in Vincent, & Thompson, 2010). Pregnant teens will need to make complicated decisions on education. Shae was able to stay in the mainstream school until her 7th month of pregnancy, but at the same time still felt like she was apart of the school. Unlike Ashley's school, Shae's was more supportive of her situation. Children of teen mothers are affected in the long term, such as, becoming a teen parent later (National Campaign to Prevent Teen Pregnancy, 2010). Pregnant teens will have a much harder time finding well paying jobs if they are not able to have the proper education available to them†¦ Without a high school education, it is much harder to be accepted into college (National Campaign to Prevent Teen Pregnancy, 2010). Shae was aware that she had a choice and made that known to the school and staff members and stuck to convincing them to allow her to stay and accomplish her dreams and goals that she had set for herself. Title IX actually protects pregnant teens to have an equal education to those of their peers, no matter the situation. (Educational Policy, January and March 2006, 20(1). Shae was aware of the choice that she had on her education and made it known to the school and the staff members and stuck to convincing them to allow her to stay. As stated above the Title IX, is an American statue, that should also prepare pregnant teens the same opportunity as those in other countries. For example, a non-educational consequence of teen pregnancy is the health risks to the mother and the baby. Prenatal care is critical in the first months of pregnancy. Prenatal vitamins with folic acid are suggested to be taken before becoming pregnant to prevent certain birth defects, such as neural tube defects (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Some of the health risks for both the pregnant teen and unborn child are as follows: Teens have more complictions in delivery than those in their 20's and later. Pre-Term deliveries for the unborn child are a major complication. The teen is 3 times more likely to develop anemia, than those that are not teens. Pre-term deliveries are higher in some studies while other studies do not have the higher rates. Poor prenatal care and late identification of complications could explain the high rate of pre-term delivery. (Mahavarkar, Madhu, & Mule, 2008). Any baby born before 37 weeks is considered pre-term or â€Å"preemie. † Full term lasts 40 weeks. The baby can have respiratory, digestive, vision, cognitive, and many more problems (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks and Realities). Pregnant teens are still growing themselves which puts their unborn child at a greater risk of being a â€Å"premee† and being under weight. Pregnant teens are 1. 8 times more likely to have low birth weight babies. Research shows that in a controlled and study low birth weights are as follows: 2. 5 (42% study, 59% controlled). (Mahavarkar, Madhu, & Mule, 2008). Babies that are less than 3. 3 lbs. ay have to be put on a ventilator to help them breath after birth due to their lungs not being fully developed. Premature babies usually have not had enough time in the womb to develop fully (as cited in Nihira, M. , 2009. Teen Pregnancy: Medical Risks & Realities). Complications for the pregnant teen may be very severe. Pre-eclampsia is a severe condition for the mother such as bleeding problems, pre-mature separation of th e placenta from the uterus before the baby is born (placenta abruption), rupture of the liver, stroke, and death (rarely). (Mahavarkar, Madhu, & Mule, 2008). For example, pre-eclampsia, can cause swelling in the hands and feet of the mother along with organ damage (as cited in Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks & Realities). Research suggests that there are no easy solutions to the complexity of issues affecting pregnant teens, such as outside influences in the form of other pregnant teens and media that encourage pregnancy, the effect of pregnancy on a teenager's education, and the health risks faced by pregnant teens and their unborn children. In conclusion, outside influences account for some of the reasons that teens are becoming pregnant in high school. If teens are not sexually active in high school, teen peers torment them and encourage them to become pregnant. In return, the pregnant teens and teen mothers suffer the natural consequences of becoming pregnant. One result is not having an equal education to their peers and not having the better paying jobs that the other teens may have. Teens that become pregnant while still young and their unborn child face huge health issues, such as low birth weight, pre-eclampsia, possible stroke, and possible death. Reference List Albert, B. (2010). With one Voice 2010: America’s Adults and Teens sound off about Teen Pregnancy. Washington, D. C. : The NCPTP and Unplanned Pregnancy. Audit Commission, (1999) Chandra, A. (2008). Study: TV influences teen pregnancy stats. Retrieved from Coleman & Dennison, (1998) Department of Education and Skills, (2001), 5. Educational Policy, (January and March 2006) 20,(1). Mahavarkar, S. H. , Madhu, C. K. , & Mule, V. D. (2008). A comparative study of teenage pregnancy. Journal of Obstetrics & Gynaecology, 28(6), 604-607. doi:10. 1080/01443610802281831. Males, M. (2008). http://articles. latimes. com/2008/jul/13/opinion/op-males13. National Campaign to Prevent Teen Pregnancy (March 2010). Why It Matters: Teen Pregnancy and Education. Nihira, M. , M. D. , (2009). Teen Pregnancy: Medical Risks & Realities. Retrieved from http://www. webmd. com/baby/teen-pregnancy-medical-risks-and-realities. Social Exclusion Unit, (1999). Sugland, B. (n. d). Sex, Pregnancy and Contraception: A Report of Focus Group Discussions with Adolescents. N/A, Retrieved from EBSCOhost. Vincent, K. , & Thomson, P. (2010). ‘Slappers like you don't belong in this school': the educational inclusion/exclusion of pregnant schoolgirls. International Journal of Inclusive Education, 14(4), 371-385. doi:10. 1080/13603110802504580

Formal lab report on ionic and covalent compounds Essay Example

Formal lab report on ionic and covalent compounds Essay Example Formal lab report on ionic and covalent compounds Paper Formal lab report on ionic and covalent compounds Paper This experiment was divided in four steps to find the electrical conductivity of covalent and ionic solutions. There were four unknown solutes A, B and C. Each had a specific weight and was dissolved in a certain amount of solute to form either the covalent or ionic solution. Covalent compounds are made up of molecules which are electrically neutral. Ionic compounds are composed of ions, which are positively or negatively charged. Therefore an electric current can be conducted by solutions containing charged particles. Ionic compounds conduct electricity and covalent compounds do not. Once ready the unknown solutions a certain amount of them was placed in four labeled beakers. The conductivity of each was measured with an apparatus containing a light bulb which was plugged in a 110 volt outlet. The ionic compound solutions A C results were bright light, D solution result was dim light. Solution B was a covalent compound which result was no light. The results showed which solutions conducted electricity. Introduction: The purpose of the experiment was to determine the electrical conductivity of the unknown solutions and whether they were formed of ionic or covalent compounds. The solutions were careful made and each was tested with a conductivity apparatus. Purpose: Solutes A, B, C and D were weighted to the amounts indicated. There was a certain amount of solvent for each which also was indicated. Each became a solution formed of either ionic or covalent compounds; they had its unique color. The solutions were labeled to avoid any confusion. : Discussion and Conclusion: the results of the conductivity test showed of what type of compound the solutions were made of. The solutions made out of ionic compound resulted in light because ionic compounds are charged which mean they conduct electricity in the other hand the covalent compounds did not give any light as a result because they are neutral which means they dont conduct electricity.

How to Get Your CDL in Louisiana and Missouri

How to Get Your CDL in Louisiana and Missouri If you live in Louisiana or Missouri, check this round up of state guidelines and see what you’ll need to do to be certified to drive safely behind the wheel of a commercial job. For information on all other states, TheJobNetwork has published a guide on how to apply for a CDL in every state of the country. LouisianaThe following vehicles require you to have a CDL:If you will drive a combination vehicle (truck and trailer) whose trailer has a GVWR of 10,001+ lbs. total weight with the truck of 26,001+ lbs, you will need a Class A CDL.If you will drive a vehicle with  GVWR is 26,001+ lbs., you will need a Class B CDL. With this license, you can also tow a trailer with  weight that does not exceed 10,000 lbs.If you will transport hazardous materials or 16+ passengers (including the driver) in a vehicle with  GVWR 26,000 lbs. or less, you will need a Class C CDL.To obtain a CDL, you must:Possess and provide a valid picture driver’s licenseProvide a Supplemental Appli cation Form (DPSMV 2211)Undergo a current, complete Physical Examination (DPSMV 2219)Possess and provide proof of liability insurance on personally owned vehicle(s)Possess and provide proof of Social Security numberProvide a $15 application feeKnowledge TestThe  desired  class of license and endorsements you seek  will determine what CDL knowledge tests are required. You must obtain an 80% passing score on each required test. You must provide a Medical Examiner’s Certificate (DOT Card) or a valid Intrastate State/Interstate Waiver.The General Knowledge Test is required by all applicants, and you must pass it to take  additional knowledge tests.The Air Brake Knowledge Test is required if your vehicle is equipped with air brakes.The Combination Vehicles Knowledge Test is required if you want to drive combination vehicles.The Tanker Knowledge Test is required if you want to haul liquids in bulk.The Double/Triples Knowledge Test is required to pull double or triple traile rs.The Passenger Knowledge Test is required by all bus drivers and school bus operators. In addition, school bus operatiors must pass the   School Bus Knowledge Test.The Hazardous Materials Knowledge Test is required if you wish to haul hazardous materials.Upon passing required test(s), applicants will be issued a 60 day learner’s permit.Skills TestThis test consists of a  pre-trip inspection to include an air brake test if vehicle is equipped with air brakes, a basic maneuvers test, and a public road test.  You must pass each level before moving on to the next.MissouriThe following vehicles require you to have a CDL:If you will drive a combination vehicle (truck and trailer) whose trailer has a GVWR of 10,001+ lbs. total weight with the truck of 26,001+ lbs, you will need a Class A CDL.If you will drive a vehicle with  GVWR is 26,001+ lbs., you will need a Class B CDL. With this license, you can also tow a trailer with  weight that does not exceed 10,000 lbs.If you will transport hazardous materials or 16+ passengers (including the driver) in a vehicle with  GVWR 26,000 lbs. or less, you will need a Class C CDL.Knowledge TestThe  desired  class of license and endorsements you seek  will determine what CDL knowledge tests are required. You must obtain an 80% passing score on each required test. You must provide a Medical Examiner’s Certificate (DOT Card) or a valid Intrastate State/Interstate Waiver.The General Knowledge Test is required by all applicants, and you must pass it to take  additional knowledge tests.The Air Brake Knowledge Test is required if your vehicle is equipped with air brakes.The Combination Vehicles Knowledge Test is required if you want to drive combination vehicles.The Tanker Knowledge Test is required if you want to haul liquids in bulk.The Double/Triples Knowledge Test is required to pull double or triple trailers.The Passenger Knowledge Test is required by all bus drivers and school bus operators. In addition, school bus operatiors must pass the   School Bus Knowledge Test.The Hazardous Materials Knowledge Test is required if you wish to haul hazardous materials.Upon passing required test(s), applicants will be issued a 60 day learner’s permit.Skills TestThis test consists of a  pre-trip inspection to include an air brake test if vehicle is equipped with air brakes, a basic maneuvers test, and a public road test.  You must pass each level before moving on to the next.

Philosophy and Cinema Journal Essay Example | Topics and Well Written Essays - 2000 words

Philosophy and Cinema Journal - Essay Example   In re Bazin’s famous page (p. 13), where he referred to the camera as a non-living agent that recreates the world, he said: â€Å"For the first time an image of the world is formed automatically, without the creative invention of man.† It may be true that the camera does the recreating but to say that the process is without the creative intervention of man is, to this writer, not perfectly accurate. The angles, the lighting, the lenses choice, and the timing of all these elements are products of the cameraman’s creative intervention which results in the shot. Bazin, who elevated photography as the most significant in what he called â€Å"plastic arts,† had only superlative descriptions of its aesthetic and creative powers. Aesthetically, it is superior, according to Bazin, because of its ability to present reality in its most naked condition. Unlike other forms of art, nothing comes between the original subject and the cold lens of the camera. What the camera does is to strip the object of all contextual non-necessities attached to it by time, place and space and lay it bare to the viewer, an experience that is almost impossible in real life. And to Bazin, photography â€Å"can surpass art in creative power† which surprisingly implies despite his extolling photography, that he did not classify it as art.     Photography is more creative because there is no need for a meticulous combination of tricks to create an object of hallucination, like what surrealist do, but it is a hallucination and at the same time, also a fact.