interracial marriages Essay -- essays research papers fc

The law forbidding interracial marriage was terminated in 1967, and in the midst of rapid racial change, one fact is unmistakable A growing number of Americans are showing that we on the whole can get along by forming relationships and families that cross all color lines. In the past couple decades, the number of interracial marriages has increased dramatically. Interracial dating and marrying is described as the dating or marrying of two heap of different races, and it is becoming much more common to do so. Thirty years ago, only one in every 100 children born in the United States was of manifold race. Today, the number is one in 19. In some states, such as California and Washington, the number is closer to one in 10 (Melting Pot). Since 1960 the number of mixed race marriages has doubled every decade (Loves Revolution). Interracial couples only represented a surprising 2% of all couples in 1990, with interracial marriages representing only 4% (YGGDRASIL). In 1998, there were 1, 348,000 interracial married couples. Today, 15% of all babies born in the Golden State are of mixed race. Between 1968 and 1989, children born to parents of different races increased from 1% of total births to 3.4%. There has also been an increase in births to Japanese and White parents. There are today 39% more births to Japanese-White parents than births to Japanese-Japanese parents (in the U.S.). Between 1968 and 1989, Chinese-White births more than tripled (from 1,000 to over 3,800). From 1970 to 1991, t...

A Look at Two Computer Hardware Review Websites :: Compare Contrast Papers

A Look at Two Computer hardware Review Websites Although it is true that many people, when confronted with the task of buying a new computer, will simply go to the closest Best Buy and purchase some(prenominal) is on the shelf, an increasing number of people these long time are turning to building their own computers. Whether they are interested in saving m angiotensin converting enzymey, or skillful standardised the idea of being in control of what goes into their computer, they need to know which parts are the best for their needs, which parts are the best value. Getting this schooling from an impartial place can be challenging, but thankfully there are a few websites some today that have a repute for giving honest reviews and going the extra mile to find the best hardware for your money. I am reviewing two of these sites today, Toms Hardware Guide, and AnandTech. The first site I am reviewing is Toms Hardware Guide. Toms Hardware Guide(THG) is well known and is viewed as one of the most respected places to get information about computer hardware. It might not be immediately evident why anyone should believe that this website should have a lot of credibility, though. According to the About Us page, it was originally started in 1996 by Dr. doubting Thomas Pabst, a doctor in Germany. Despite the fact that Tom was not a professional in a computer field, THG has grown to become one of the most popular and trusted places to get independent hardware reviews and has earned the credibility that it now has. I was not very impressed by the layout of the website. It looked like they were trying to put too much information onto the primary(prenominal) page, and it was just too cluttered. The front page was full of news stories from the past few days that visitors to a computer hardware review site might find relevant, and links to some of their recent reviews even farther down on the main page. Along the sides there are a large number of computer related ads. I found it rather hard to find my way around the website.

Frederic Chopin Essay -- Composer Biography Papers

Frederic ChopinFrederic Chopin, the Polish composer and pianist, was born on March 1,1810, fit in to the statements of the artist himself and his family, but according to his baptismal certificate, which was written several weeks after his birth, the date was 22 February. His birthplace was the village of Zelazowa Wola, part of the Duchy of Warsaw. The musical talent of Frederic became apparent extremely former(a) on, and it was compared with the childhood genius of Mozart. Already at the age of 7, Frederic was the author of two polonaises, the initiatory being published in the engraving workshop of Father Cybulski. The prediction was featured in the Warsaw newspapers, and little Chopin became the attraction and ornament of receptions given in the aristocratic salons of the capital. He also began fine-looking public charity concerts. His first professional piano lessons lasted from 1816 to 1822, when his teacher was no longer able to give any more help to a pupil whose skills sur passed his own. Wilhelm Wrfel, a illustrious pianist and professor at the Warsaw Conservatory, supervised the further development of Frederics talent. Wrfel would offer valuable, although irregular, advice as regards contend the piano and organ to young person Chopin. Frederic later attended the Warsaw Lyceum where his father was one of the professors. He spent his summer holidays in estates belonging to the parents of his school friends in various move of the country. The young composer listened to and noted down the texts of folk songs, took part in peasant weddings and harvest festivities, danced, and played a folk instrument resembling a double deep with the village musicians all of which he described in his letters. Chopin became well acquainted with the fol... ...ttish aristocracy. This exceptionally hectic life style and excessive strain on his posture from constant traveling and numerous performances, together with a climate deleterious to his lungs, further damaged his health. In November of 1848, despite frailty and a fever, Chopin gave his last concert, playing for Polish migrs in the Guildhall in London. A few days later, he returned to Paris His rapidly progressing disease made it impossible to continue giving lessons. In the summer of 1849 the eldest sister of the composer came from Warsaw to take care of her ill brother. On October 17, 1849, Chopin died of pulmonary tuberculosis in his Parisian flat. Though he was buried in Paris, his heart was removed from his body and was placed in an urn installed in a pillar of the Holy Cross church in Krakowskie PrzedmiscieBibliographyGroves symphony Dictionary

First Impressions in Bernard Shaw’s play The Devil’s Disciple Essay

Bernard Shaws play The tantalises Disciple is set in 1777 when the American War of British license was at its height.Richard Dudgeon is the main character in this production and he begins as a black sheep in a family of self-righteous puritans. Richard has entitled himself The Devils Disciple.In the first Act of the play, Richards father has died and this starts the reading of his will. During this scene we get a lot of the other characters views on Richard forward we meet him.It seems that almost e genuinelyone apart from Essie (Richards cousin). Everyone finds it hard to talk about him as if it is against the rules, e.g. Judith Anderson says to Essie, Dick Dudgeon Essie do you wish to be a actually respectable and grateful girl, and to make a place for yourself here by steady and good conduct? Then you must never mention the summon of Richard Dudgeon never think fifty-fifty about him. He is a bad man. This suggests that Judith believes even thinking about Richard could mean you were becoming a bad person yourself. However, we find out later that she has never actually met Richard Dudgeon, so is only saying this from what she has heard.Whilst Mrs Dudgeon and Mr Anderson are talking at the very beginning of the scene, Mrs Dudgeon also expresses her view of Richard. She says, Let it be a warning to him. He may end that way himself, the wicked, dissolute, godless This shows us that he is even hated by his own mother.From all of the views shown in the early stages of the first act about Richard, we get the impression that he is a puckish person, with no respect or cares for anyone else. Even when we meet Richard, our opinions as an audience dont change greatly, he shows himself as quite arrogant and sarcastic. How... ... a fool.Judith Like a hero.I think that Shaw made us change our opinion of Richard in the context of the story that he is telling because it shows us how even the worst people among us can change, or that these people are not so bad after all, just covering up their consecutive selves until the time is right. Anderson (whilst talking to the British soldiers) says, Sir it is in the hour of trial that a man finds his true profession. This foolish young man placing his hand on Richards shoulder boasted himself the Devils Disciple, provided when the hour of trial came to him, he found that it was his destiny to suffer and be faithful to the death. I thought myself a decent minister of the gospel of peace, just when the hour of trial came to me, I found that it was my destiny to be a man of action and that my place was amid the thunder of the captains and the shouting.

Injustice in Tess of the DUrbervilles by Thomas Hardy Essay -- essays

life sentence is non fair is one of the most jetly used idioms in the world today. As recurrent as it is flat, it has also been a quite common theme for contemplation passim history. This inequitableness is always blamed on someone or something, but often this blame is misplaced, which is unfair in itself. In Tess of the DUrbervilles, Thomas brazen-faced depicts the injustice of life and the effects of mislaid blame through his use of imagery and diction.Hardy uses imagery throughout the fresh in order to explicitly define the ways in which life is unjust. This injustice is first displayed at Prince?s death, then again at his burial. Hardy chooses detail words to enable the reader to see exactly what is happing. He describes the mail-cart to be ?speeding along?like an arrow.? He explains that the mail-cart had ?driven into her tedious and unlighted equipage,? and now the horse?s ?life?s blood was spouting in a stream and falling with a hiss into the road.? (Hardy 22) . The descriptive words, such as ?speeding,? ?arrow,? ?driven,? ?unlighted,? ?spouting,? and ?hiss? allow the reader?s senses to capture the enormity of the situation. This quote also attend tos the reader to envision the misery of the situation. Tess is only attempting to help her family by rescue the hives to market to draw some income them. Her desire to help her family backfires with Prince?s accidental death, as he was their only form of income. The despondency induced by Prince?s death is shown when Hardy explains that Mr. Durbeyfield worked harder than ever before in digging a grave for Prince. Hardy states that the young girls ?discharged their griefs in loud blares,? and that when Prince was ?tumbled in? the family gathered around the grave (Hardy 24). Hard... ...cept her. ?Unadvisable? gives the impression that Angel does not really care one way or another. all(prenominal) of this is unfair to Tess, as Alec?s decision to rape her was not her fault in any way. Also, Angel?s sexual history is more unclouded than Tess?s, and yet he sees only her flaws. Hardy uses specific word choices and diction to thoroughly inform the reader of the injustice of Tess?s circumstances.In Thomas Hardy?s novel Tess of the d?Urbervilles, Hardy accurately exemplifies the injustice of life, along with the effects of misplaced blame through his use of diction and imagery. It is a known that life is not fair. It is also quite common that blame for this unfairness is pinned on the wrong subjects, an act which is unfair as well. Whether one is blaming himself, another or a superordinate power for said injustices, blame is not always given where it is due. Injustice in Tess of the DUrbervilles by Thomas Hardy Essay -- essaysLife is not fair is one of the most commonly used idioms in the world today. As recurrent as it is now, it has also been a quite common theme for contemplation throughout history. This unfairness is always blamed on some one or something, but often this blame is misplaced, which is unfair in itself. In Tess of the DUrbervilles, Thomas Hardy depicts the injustice of life and the effects of mislaid blame through his use of imagery and diction.Hardy uses imagery throughout the novel in order to explicitly define the ways in which life is unjust. This injustice is first displayed at Prince?s death, then again at his burial. Hardy chooses specific words to enable the reader to see exactly what is happing. He describes the mail-cart to be ?speeding along?like an arrow.? He explains that the mail-cart had ?driven into her slow and unlighted equipage,? and now the horse?s ?life?s blood was spouting in a stream and falling with a hiss into the road.? (Hardy 22). The descriptive words, such as ?speeding,? ?arrow,? ?driven,? ?unlighted,? ?spouting,? and ?hiss? allow the reader?s senses to capture the enormity of the situation. This quote also helps the reader to envision the misery of the situation. T ess is only attempting to help her family by bringing the hives to market to draw some income them. Her desire to help her family backfires with Prince?s accidental death, as he was their only form of income. The desperation induced by Prince?s death is shown when Hardy explains that Mr. Durbeyfield worked harder than ever before in digging a grave for Prince. Hardy states that the young girls ?discharged their griefs in loud blares,? and that when Prince was ?tumbled in? the family gathered around the grave (Hardy 24). Hard... ...cept her. ?Unadvisable? gives the impression that Angel does not really care one way or another. All of this is unfair to Tess, as Alec?s decision to rape her was not her fault in any way. Also, Angel?s sexual history is more promiscuous than Tess?s, and yet he sees only her flaws. Hardy uses specific word choices and diction to thoroughly inform the reader of the injustice of Tess?s circumstances.In Thomas Hardy?s novel Tess of the d?Urbervilles, Hardy accurately exemplifies the injustice of life, along with the effects of misplaced blame through his use of diction and imagery. It is a well-known that life is not fair. It is also quite common that blame for this unfairness is pinned on the wrong subjects, an act which is unfair as well. Whether one is blaming himself, another or a superior power for said injustices, blame is not always given where it is due.

Injustice in Tess of the DUrbervilles by Thomas Hardy Essay -- essays

Life is not fair is one of the most comm altogether used idioms in the world today. As recurrent as it is now, it has also been a preferably common theme for contemplation throughout history. This below the beltness is always deucedd on someone or something, but often this blame is misplaced, which is unfair in itself. In Tess of the DUrbervilles, doubting Thomas uncompromising depicts the injustice of life and the effects of mislaid blame through his use of vision and diction.Hardy uses imagery throughout the brisk in order to explicitly define the ways in which life is unjust. This injustice is first displayed at Prince?s death, then again at his burial. Hardy chooses specific words to enable the reader to see exactly what is happing. He describes the mail-cart to be ?speeding along?like an arrow.? He explains that the mail-cart had ? set into her slow and unlighted equipage,? and now the horse?s ?life?s blood was spouting in a stream and falling with a fowl into the road.? (Hardy 22). The descriptive words, such(prenominal) as ?speeding,? ?arrow,? ?driven,? ?unlighted,? ?spouting,? and ?hiss? allow the reader?s senses to capture the enormity of the situation. This quote also helps the reader to envision the misery of the situation. Tess is only attempting to help her family by bringing the hives to market to draw some income them. Her desire to help her family backfires with Prince?s accidental death, as he was their only skeleton of income. The desperation bring on by Prince?s death is shown when Hardy explains that Mr. Durbeyfield worked harder than ever before in digging a grave for Prince. Hardy states that the young girls ? fulfill their griefs in jazzy blares,? and that when Prince was ?tumbled in? the family gathered around the grave (Hardy 24). Hard... ...cept her. ?Unadvisable? gives the impression that Angel does not really care one way or some other. All of this is unfair to Tess, as Alec?s decision to rape her was not her fault in any way. Also, Angel?s sexual history is much promiscuous than Tess?s, and nonetheless he sees only her flaws. Hardy uses specific word choices and diction to thoroughly inform the reader of the injustice of Tess?s circumstances.In Thomas Hardy?s novel Tess of the d?Urbervilles, Hardy accurately exemplifies the injustice of life, along with the effects of misplaced blame through his use of diction and imagery. It is a well-known that life is not fair. It is also quite common that blame for this unfairness is pinned on the wrong subjects, an act which is unfair as well. Whether one is blaming himself, another or a superior power for said injustices, blame is not always given where it is due. Injustice in Tess of the DUrbervilles by Thomas Hardy attempt -- essaysLife is not fair is one of the most commonly used idioms in the world today. As recurrent as it is now, it has also been a quite common theme for contemplation throughout history. This unfairness is always blamed on someone or something, but often this blame is misplaced, which is unfair in itself. In Tess of the DUrbervilles, Thomas Hardy depicts the injustice of life and the effects of mislaid blame through his use of imagery and diction.Hardy uses imagery throughout the novel in order to explicitly define the ways in which life is unjust. This injustice is first displayed at Prince?s death, then again at his burial. Hardy chooses specific words to enable the reader to see exactly what is happing. He describes the mail-cart to be ?speeding along?like an arrow.? He explains that the mail-cart had ?driven into her slow and unlighted equipage,? and now the horse?s ?life?s blood was spouting in a stream and falling with a hiss into the road.? (Hardy 22). The descriptive words, such as ?speeding,? ?arrow,? ?driven,? ?unlighted,? ?spouting,? and ?hiss? allow the reader?s senses to capture the enormity of the situation. This quote also helps the reader to envi sion the misery of the situation. Tess is only attempting to help her family by bringing the hives to market to draw some income them. Her desire to help her family backfires with Prince?s accidental death, as he was their only form of income. The desperation induced by Prince?s death is shown when Hardy explains that Mr. Durbeyfield worked harder than ever before in digging a grave for Prince. Hardy states that the young girls ?discharged their griefs in loud blares,? and that when Prince was ?tumbled in? the family gathered around the grave (Hardy 24). Hard... ...cept her. ?Unadvisable? gives the impression that Angel does not really care one way or another. All of this is unfair to Tess, as Alec?s decision to rape her was not her fault in any way. Also, Angel?s sexual history is more promiscuous than Tess?s, and yet he sees only her flaws. Hardy uses specific word choices and diction to thoroughly inform the reader of the injustice of Tess?s circumstances.In Thomas Hard y?s novel Tess of the d?Urbervilles, Hardy accurately exemplifies the injustice of life, along with the effects of misplaced blame through his use of diction and imagery. It is a well-known that life is not fair. It is also quite common that blame for this unfairness is pinned on the wrong subjects, an act which is unfair as well. Whether one is blaming himself, another or a superior power for said injustices, blame is not always given where it is due.

How Does Medieval Literature Exhibit the Roles of Men and Women Essay

How Does chivalrous Literature Exhibit the Roles of Men and Wo handsIntroduction The medieval literature is full of stories of the shaky adventures and the valorous heroes. Many sections of the medieval literature are ironic and usually comprise a message. The characters in the medieval literature are frequently kings, knight, or Queens, such as in the Chaucers, Sir Gawain, the Canterbury tales, and the Greek knight. Majority of the supporting characters in these tales are in one-dimensional and defined by their roles and tasks in the society. However, the main characters in the medieval literature exhibit the sign of independence and are not exclusively defined by the societys expectations. In the Knight, the medieval realms never appeared to be surprise whether women are nobles or peasants, they were not only confined to household duties such as cooking, sewing, spinning and weaving but also run food and fought in battles. In the wife baths tale, a knight the major character rap ed a woman .From this it shows that the women rights were not cute and any one in top authority could violate these rights without any of the consequences for Knight violated the right willingly (Chaucer, 119). In addition, the women were not valued more to men there was no equality of women to women. This is well illustrated when the immortal Knight, must do everything he can to find out what women want in their lives, orders from the queen. When he meet old woman after he had travelled almost everywhere, the woman responds to the question that all they want is to be equal to men. In other incident is evident that women are not esteemed or rather not much repudiated .Another Knight often insults the woman who agreed to marry. He calls her abominable and evil, he berates her in every imaginable way. He does not appreciate her stature appreciate her stature and blemish the reputation of all women (Chaucer, 136). Sir Garran exhibits the position men should hold on the society, Acc ording to him, men should be there to respond to the challenges facing the women. He faces critics from other Knights when he says that each should be unique in the way that they respond to the challenges and in the way, they perceive their roles in the society .In addition, he says that they must preserve their integrity and reputation. When one of Knight insults the woman married, Sir Garwan responds that should not demote to knights (Bennett, 121). As the role of women is portrayed in the tale, the vulnerable and Assertion of the wife of Bath community was very unlike in Chaucers time the women were strangled and the men dominated the society. The destructive and manipulative nature of the women was much emphasized by men. Just like eve in the bible, the women were blamed for the failure/ dip of a man. Through the Bath of wife, Chaucer tries to investigate the hardship of the self-realization in a woman in the restricted environment. Alison, the wife of bath, symbolizes antifem inism searches and stereotypes for peace and cheer in a patriarchal community. Unluckily, Alison is never in harmony with who she actually is as woman (Chaucer, 105). Chaucers uses a series of satires to ultimately illustrates that under her on the face of it certain appearance there conceal the soul of a defenseless, lost woman. In Green Knight and Sir Gawain, Sir Gawain is as well a knight. He is from superpower Arthurs Knights of Round Table, a very important at that time. The Knights were anticipated to be brave, honest, and chivalrous. After the Green Knight proposes and enters his dispute, Sir Gawain is courageous enough, as the knight could be, to escalate to the challenge. As we see from these tales, men are portrayed to be courageous, honest, and hardworking. The men in the society dominate the women. These show the lowed position of women in the society. They are discriminated, and viewed to fork over negative effect in the society. The man decides the roles of their women and has power of them. The control and dominance in the wife of Chaucer is the Wife Bath story. Alison, the main character recognizes dominance of his preserve as the major purpose of her story and life. Alison is a headstrong and controlling woman. She desires to dominate her husband. She trusts that, in order to be her companion, a man needs to be submissive and that she remains the head of the household. Although she has been married for several times, she has never accepted to be dominated by a man. She says out of her five marriages, two were rotten husbands and three were good husband. The wife of the Bath is aggressive to get what she wants and nothing can stop her because she lives for dominance. In conclusion, characters in the medieval literature are different and unique in their behavior however, each character plays a role to exhibit the role of men and women in the society. According to Albert in his phonograph record Medieval Sexuality, a girl says I cant mind if am beaten by man but a woman (52).This shows that characters in the book do not exhibit understanding of their rights and roles as men and women they should hold in the society. In medieval literature it is evident that women had hard times sequence men lived harsh lives, perhaps all in effort to perform their roles.ReferencesChaucer. Conversion and Convergence The Role and Function of Women in Post-Medieval Icelandic Folktales.Scandinavian Studies2 (2012) 165.Blumenfeld-Kosinski, Renate. Medieval Life Cycles Continuity And Change.Medieval Review(2014)Source document

Reaction Paper of May Day Eve Essay

As I was reading the story I was bo thered because of some complication of the events happened. It is the only story that I have encountered for the peacefulness of my college which I have to go back to what I have just read. The situation in postmodern fantasy is more complicated. For postmodern compositors cases, the boundaries between reverie and reality are blurred, the worlds as equally real. My own interest is not in the entire field of speculative fiction but only in the modern tale, which is descended from the literary fairy tale and the philosophical tale and, in particular, in modern tales by Filipino women who write in English. It accepts more than whizz reality and more than one truth. Well as far as I know, it is all about love on the night of May, the main character is Anastasia Doa Agueda which they call as a witch, Don badoy montiya as a devil and the girl which is the daughter of Agueda. This is an example of realism in false novel in which romance and love is o ccurred. I look Nick Joaquin is interested in the house of the middle class Maynilans.The boys way back on the past were very gentleman, good looking and very loyal to his love one. The story revolves mostly around Badoy and Agueda and the horrible marriage they had together. Badoy was once madly in love with Agueda, mostly due to her looks from the description in the book. He did not know much about her when they were younger and Agueda refused him at first. Later on Agueda is seen victimisation a magic mirror bringing who she should wed. The mirror replied to her that it should be Badoy, the man she had first refused. When Don Badoy Montiya forced Agueda to marry him, it shows the status of the women during the past.Love is a exquisite thing, it just happened, as most romantics say that it how goes for Badoy and Agueda. Badoy told his children how he courted their mother to have a strong relation to them. The climax of the story is like ruefully make sorrow or pity, pitiable and deplorable. Shrivel tocontract and wrinkle, as from great heat and cold as long as the grief is the emotional which I included here. They chose to see the worst, but in the end, it can be seen they were in love. The worst in each other only came out when they chose to see it in the tragic way. The moral could also be that reality comes no matter what, and one just has to live with that reality whether it is good or bad. It also shows that late love will change and not always remain.In the story of Faith, Love and Dr. Lazaro you can relate of what is the importance of this three Life is too short(p) to stress yourself to the things that is not that matter in our daily life. First of all we need Faith so that we can have energy that keeps us going, it admirer us to be strong to the trials we are encountering, especially in the way we feel like giving up. Love, we need to consider ourselves to be loved also. First, I thought its all about relationships or just the things that is happening between two people who are in love because of its title. But as I read it, I befool that this is all about a Doctor which is Lazaro who is very much dedicated with his profession but have garbled his faith in God and time for his family.He lost his faith in God at the time his younger son died, who actually move suicide and also because he witness people who is suffering from deep pain and yet they still die. He began to question God why there is so much suffering in the world. Dr. Lazaro devoted his time to his profession that made him lost time for his family, that he doesnt even have a chance to be closer with his older son. But the scene that really captures my attention is when Dr. Lazaro and his son attended a sick child but unfortunately Dr. Lazaro failed to rescue the child, then the son baptized the child before it died.While on their way home Dr. Lazaro had a chance to talk to his son and askabout the baptism that his son made. Because of that, it made him t o reflect on his life and hes belief and wonder again about the teachings of the church which I think bring backed Dr. Lazaros faith to God. As I continually reading this, it reminded me the story of Lazarus in the Bible. Lazarus whos resurrected because of Marthas faith. Well, this story made me realize that we should not lose faith to God. Everything happens for a reason and God always is in control. In the end, we should not lose hope to God because without him, we are nothing.

Descriptive Words

Descriptive Words Smile, grin, beam, smirk . . . Frown, scowl, glare, glower, grimace . . . Stare, gaze, gape, watch, gawk, ogle, look, examine, leer . . . Flinch, recoil, balk, cringe, shy away, pull back, wince, cower, shrink, trill . . . Incredulous, disbelieving, skeptical, doubtful, dubious, uncertain, suspicious, questioning, vague . . . Quizzical, questioning, puzzled, surprised, perplexed, inquiring Interested, curious, involved, attentive, concerned, attracted, fascinated, engrossed . . .Sad, gloomy, cheerless, depressing, dark, dull, thick, dreary . . Happy, content, pleased, glad, joyful, cheerful, blissful, exultant, ecstatic, delighted, cheery, jovial . . . Scared, frightened, terrified, petrified, afraid, fearful, nervous, anxious, worried, timid, shy . . . Strong, burly, brawny, strapping, muscular, beefy, tough, fervent, intense, zealous, avid, eager . . . Coy, bashful, timid, modest, reserved, demure . . . Indifferent, apathetic, unresponsive . . . Remote, aloof, de tached, distant . . Threatened, intimidated, alarmed, worried, anxious, troubled, upset, distressed, shocked, startled . . . Crash, thud, bump, thump, bang, thunder, smash, explode, roar, shout, scream, screech, shout, whistle, whine, squawk, blare, slam, stomp, stamp, noise, clap, bark, meow, moo, boom, yell, whisper, hum, snap, hiss, crackle . . . Taut, uptight, immobilized, paralyzed, tense, stretched, hollow, alarmed, strong, weak, sweaty, breathless, nauseated, sluggish, weary, tired, alive, feisty . . .Angry, resentful, irritated, enraged, furious, annoyed, inflamed, provoked, infuriated, offended, sullen, indignant, irate, wrathful, cross, sulky, bitter, frustrated, grumpy, boiling, fuming, stubborn, belligerent, confused, awkward, bewildered, empty . . . Angrily, anxiously, brightly, cheerfully, comfortably, curiously, delightfully, eagerly, enormously, excitedly, faintly, falsely, fearfully, foolishly, frightfully, gently, gracefully, gratefully, greedily, grumpily, helples sly, heroically, hungrily, impatiently, joyfully, kindly, luckily, magically, majestically, merrily, remarkably, splendidly, strangely, swiftly, unusuallyAfraid, fearful, frightened, timid, wishy-washy, shaky, apprehensive, fidgety, terrified, panicky, tragic, hysterical, cautious, shocked, horrified, insecure, impatient, nervous, dependent, anxious, pressured, worried, doubtful, suspicious, hesitant, awed, dismayed, scared, petrified, namby-pamby . . . Bad, worse, poor, terrible, horrible, evil, wicked, corrupt, heinous, inferior, inept, ill, unfortunate , distressful . . .Big, huge, giant, gigantic, monstrous, tremendous , gargantuan , large, wide, important, influential, immense, massive, bulky, heavy, voluminous . . . Eager, keen, earnest, intent, zealous, ardent, avid, anxious, enthusiastic, proud . . . Fearless,, encouraged, courageous, confident, secure, independent, reassured, bold, brave, daring, heroic, hardy, determined, loyal, proud, impulsive . . . Good, excellent, fine , satisfactory , kind, generous, worthy, humane, pure, benign, benevolent , proper, valid, favored . . Happy, brisk, buoyant, calm, carefree, cheerful, cheery, comfortable, complacent, contented, ecstatic, elated, enthusiastic, excited, exhilarated, generous, glad, grateful, hilarious, inspired, jolly, joyous, lighthearted, merry, optimistic, peaceful, playful, pleased, relaxed, restive, satisfied, serene, sparkling, spirited, surprised, vivacious . . Hurt, injured, isolated, offended, distressed, pained, suffering, afflicted, worried, tortured . . Little, small, tiny, microscopic, miniscule, minute, inconsequential, Lilliputian, insignificant, narrow, thin, paltry, modest, slender, slight . . . Looked, gazed, peered, starched , stared, glanced, sighted, regarded , attended , viewed, inspected , directed, followed . . Nice, friendly, helpful, gentle, warm, inspiring, good-natured, kind, generous, cheerful, loving, happy, funny, peppy, relaxed, thoughtful, joint . . .Ran, trotted, s kipped, hurried, moved, sped, operated, progressed , glided, flowed, traced, pursued, galloped, loped, fled . . . Sad, sorrowful, unhappy, depressed, melancholy, gloomy, somber, dismal, heavy-hearted, mournful, dreadful, dreary, flat, blah, dull, in the dumps, sullen, moody, sulky, out of sorts, low, discontented, discouraged, disappointed, concerned, sympathetic, compassionate, choked up, embarrassed, shameful, ashamed, useless, worthless, ill at ease . . .Said, acknowledged, acquiesced, added, addressed, admitted, admonished, advised, advocated, affirmed, agreed, alleged, allowed, announced, answered, approved, argued, asked, assented, asserted, assumed, assured, attested, avowed, babbled, bantered, bargained, barked, began, begged, bellowed, beseeched, boasted, bragged, brought, called, cautioned, charged, chided, cited, claimed, commanded, comment, commented, complained, conceded, concluded, condescended, confessed, confided, consented, contended, contested, continued, contradic ted, counseled, countered, cracked, cried, debated, decided, declared, decreed, demanded, demurred, denied, denounced, described, dictated, directed, disclosed, disrupted, divulged, drawled, droned, elaborated, emphasized, enjoined, entreated, enunciated, estimated, exclaimed, explained, exposed, expressed, faltered, feared, foretold, fumed, giggled, granted, granted, grinned, groaned, growled, grumbled, haggled, hedged, held, hesitated, hinted, howled, imparted, implied, implored, indicated, inferred, informed, inquired, insinuated, insisted, instructed, nterjected, interrogated, intimated, intimidated, itemized, jested, judged, lamented, laughed, lectured, lied, lisped, listed, made, maintained, mentioned, mimicked, moaned, mumbled, murmured, mused, muttered, nagged, narrated, noted, notified, objected, observed, opined, orated, ordered, petitioned, pleaded, pled, pointed, prayed, predicted, proclaimed, professed, prompted, pronounced, proposed, propounded, protested, proved, publ icized, queried, questioned, quibbled, quipped, quoted, rambled, ranted, reaffirmed, reasoned, reassured, reciprocated, recited, recommended, recounted, referred, refuted, regretted, reiterated, rejoiced, rejoined, related, relented, remarked, reminded, remonstrated, repeated, replied, reported, reprimanded, requested, responded, restated, resumed, retorted, returned, revealed, roared, ruled, sanctioned, scoffed, scolded, screamed, shouted, shrieked, snapped, sneered, sobbed, solicited, specified, spoke, sputtered, stammered, stated, stipulated, stormed, stressed, stuttered, suggested, taunted, testified, thought, threatened, told, twitted, unbridled, urged, uttered, vowed, wailed, warned, went, wept, whispered, whistled, whooped, wrangled, yawned, yelled . . . Amazing, Attractive, Authentic, Beautiful, Better, Big, Colorful, Colossal, Complete, Confidential, Enormous, Excellent, Exciting, Exclusive, Expert, Famous, Fascinating, Free, Full, Genuine, Gigantic, Huge, Informative, Inst ructive, Interesting, Lavishly, Liberally, Mammoth, Professional, Startling, Strange, Strong, Sturdy, Successful, Superior, Surprise . . .Crammed, Delivered, Directed . . . Brave, Angry, Bright, Busy, Clever, Cold, Cozy, Deep, Flat, Foggy, Free, Fresh, Frozen, Gentle, Giant, Glad, Grand, Hollow, Hungry, Hurt, Lucky, Neat, New, Old, Polite, Proud, Rough, Serious, Shiny, Short, Shy, Smooth, Spotted, Strong, Tall, Tough, Weak, Wide, Wild, Wise, Bumpy, Careful, Cheerful, Chilly, Clean, Cloudy, Crisp, Damp, Enormous, Fancy, Flashy, Flowery, Frosty, Fuzzy, Huge, Icy, Kind, Marvelous, Merry, Messy, Mighty, Misty, Moldy, Plaid, Plain, Quiet, Scented, Selfish, Sharp, Slim, Slippery, Sloppy, Sly, Soggy, Spicy, Stormy, Striped, Sweet, Tasty, Thinly, Tiny, Velvety, Twinkling, Weak, Worn, Young . . .

Ap English Literature and Composition

AP slope literary productions and report card but connect. Live in fragments no longer General Course Information 1. 0 Credits (. 5 per semester) Prerequisites Accelerated English is recomm bared Course Overview This class testament prepare students for AP English Literature and motif Exam, as well as the AP English Language and authorship Exam. When registering for exams in the Spring, students provide choose which exam to take. This course is set according to the requirements listed in the AP English Course Description. The see in the course give cover a wide variety of genres.You testament be introduced to everything from formal literary supposition to creative compose. Deep reading, the kind that poses as many questions as it answers, depart be expected. We will read for a variety of reasons, sometimes to grasp a thematic element and sometimes to simply enjoy the sounds of phrases. We will not only identify literary elements, but likewise why they are employ and discuss their effectiveness. We will read across curriculums and relate English literature and its themes to those in philosophy, science, and psychology. This course also intends to hone your skills as writers.We will learn how to invoke to a certain audience and how verbiage and structure change depending on the type of opus. We will employment deep revision and constantly recognize that writing is not simply putting thoughts down on a page, but a craft that takes a lifetime to gross(a). We will discover our own someone styles as writers and exercising these to our advantage. Mechanics, citations, and technical writing will all be monitored closely. Above all though, we will see how our own words can excite, persuade, and effect projecting. Finally, the course will hopefully make you a critical thinker.We live in the information age and no skill will be more in need than the ability to interpret information. The critical thinking skills you develop in this class wil l go on to help you on the AP Exams, the SAT, and in almost every aspect of your life. This course is divided around the different thematic ideas of encroach in literature, non-fiction, and life in general. While the traditional elements of meshing seem simple, we will explore the motives behind them. Finally, we will attempt to figure pop out how the characters choose to live (or die) with combat and find resolution.Through non-fiction, we will explore how conflict has been created and resolved through and through grandiosity and argument. And how a well-written and polished argument can create a path of possibility even through the most mired of conflicts. Elements of the course Writing. Drafts will be submitted to me and returned with comments. whole papers will have a first and a final draft. Students may be asked to correct their drafts double before submitting a final draft. All compositions will be graded on the AP rubric. One Friday a calendar month, students will a ccess their writing from the past month from their portfolio in class.During this time, we will have a writers spurtshop and address specialized revision strategies. We will focus on revising declare structure, organization, rhetorical structures, transitions, detail, imagery, conventions, and grammar. While timed writings are a part of this class, the Friday writers workshops will illustrate the importance of constant and careful revision. Students will also sign up for a meeting with me after-school every 2 months. At the first meeting, students will discuss with me their strengths and weaknesses. Together, we will assess their melioration throughout the year. Wordly Wise Vocabulary book will be due weekly.Periodic quizzes will test students k flatledge. Wordly Wise is an delicate preparation for the SAT. The class will also have a Word Wall. The Word Wall will function to remind students of past vocabulary learned and encouraged the use of new vocabulary in writing. One in teractive class project will happen for every unit. The project will often involve synthesizing knowledge from the unit and applying it to something removed English class art, nature, current events, family life, etc. Reading journals Students will keep dialectical reading journals throughout the course. These journals will help facilitate deep and gross(a) reading. he reading journal is also a great place to practice writing and collecting your thoughts cohesively. We will continuously use the reading journal in class discussion and come back to it to get ideas for look fors. The reading journal will be counted as a grade underneath the writing category. Grading Writing (Journal included) 50% Exams 20% Vocabulary 10% Assignments and tasks 20% Course Syllabus Unit 1 Introduction 4 weeksReadings Class Handouts emblem of the Cave by Plato Good Readers, Good Writers by Vladimir Nabokov Excerpts from Why I Write by Joan Didion Finishing School by Maya Angelou Excerpt fro m Dust Tracks on a Road by Zora Neale Hurston My Mother Never Worked by Bonnie Smith-Yackel Everythings an Argument by Andrea Lunsford and John J. Ruszkiewicz Current articles from the New York Times tidings Topics The first few days in class will be spent looking at class policies, organizing notebooks, and receiving helpful information on the strategies we will use throughout the year. SOAPSTone, Dialectical Journal explanation, AP terms list, DIDLS, etc. ) Our first reading will be Platos Allegory of the Cave. Plato tells us that ideas, not inevitably our experiences, are reality. This argument will encourage us to look deeper into the ideas behind what we are reading and writing. Essays from Didion and Nabokov will give us specific tips on how to pop our journey as accomplished readers and writers. Then, we will switch gears to a short segment on narrative writing where will read 3 excellent examples of narrative in time for us to write our own narrative essay.While study ing narrative writing, we will focus on specific examples of excellence in sentence structure, form, organization, and conventions. Finally, we will spend two weeks studying the text Everythings an Argument, which we will continue to refer to throughout the year. We will learn how to identify made rhetorical structures and use them in our own writing. During this examination of rhetorical epitome, we will use current New York Times editorials. Our writers workshop will for this unit will focus on varying our sentence structure for emphasis and effect. Assessments Composition AutobiographyComposition Narrative essay over family Timed Writing 2010 English Language and Composition Released Free Response Questions Argument Analysis NY Times articles Writers Workshop Sentence structure Unit 2 mortal vs. Nature 5 weeks Reading Robinson Crusoe by Daniel Defoe The Santa Ana by Joan Didion Poetry of William E. Stafford Excerpts from Maslows A Theory of Human Motivation Desert Solitai re by Edward Abbey Excerpts from Walden by Henry David Thoreau The American Forests by John Muir Viewing Clips from Man vs. Wild Discussion topics psyche vs. Nature is possibly the oldest conflict in the world.Maslow theorizes that we cannot ascend up the hierarchy of needs until our most basic needs are met. Robinson Crusoe is essentially the story of a man having to begin at the bottom of the hierarchy and work his way up. Person vs. Nature is often illustrated with diction and imagery. In Staffords poetry and Didions essay, we are invited into their somebodyal experience of nature through word and image choices. Finally, we see how the soulfulness vs. nature conflict changes as technology begins to take care of our rudimentary needs. In Desert Soltaire, nature maintains little of its assaulter status.Instead, man takes over as the force bent on destruction. Finally, we will end our discussion of person vs. nature by taking a sector trip to McKinney Falls State Park. There, we will take pictures to provide visual evidence of multiple deputes of conflict. Our Writers Workshop will highlight organization. We will review our own strengths and weaknesses in organization from our past units writing. Assessments Composition Using Maslows Theory of Human Motivation to explain Robinson Crusoe Composition Literary analysis of imagery in Stafford poetry Composition Compare/Contrast- Abbey and ThoreauTimed Writing 2002 AP English Language and Composition Free-Response Questions Form B Argument analysis John Muirs letter to Congress Project Field trip to McKinney Falls State Park. Capture visual evidence using cameras that illustrates the conflict of person vs. nature. Writers Workshop Organization Unit 3 Person vs. Person 6 weeks A River Runs Through It by Norman McClean Speech to the troop at Tillbury by Queen Elizabeth A Vindication of the Rights of Women by Mary Wollstonecraft The Story of an Hour by Kate Chopin Excerpts from A Room of Ones possess by Virginia Woolf I Want a Wife by Judy Brady All the Pretty Horses by Cormac McCarthy Selected poetry of e. e. cummings Viewings Discussion topics A River Runs Through It is the perfect bridge between discussion of the conflicts in nature to the conflicts between people. We will explore familial conflicts and traditional family archetypes. After we finish the novella, we will take a look at another reoccurring person vs. person conflict gender roles. Queen Elizabeth, in her Speech to the Troops at Tillsbury used certain rhetoric to explain herself that was needed at the time. We will focus on how that language changed as women gained more equality.Finally, we will focus on style and the creative use of structure across two genres novel and poetry. All the Pretty Horses will take us through several conflicts as John Grady Cole becomes an adult. around striking though is McCarthys mastery of prose and creativity in structure. We will then make a comparison to e. e. cummings poetry, which also manages to leave out what we expect in format, in order to open our eyes to the exuberant images the poet provides. Our writers workshop will focus on how to add specific and concise, yet eye-opening detail to our writing.We will use our previous work in Units 1 and 2 to revise and add detail. Assessment Composition Jungs Archetypes in Literature Composition The changing language of the womens movement Composition Analysis in style of either Cormac McCarthys All the Pretty Horses or e. e. cummings Timed Writing 2004 AP English Literature and Composition Free-Response Questions (Form B) Argument Analysis A Vindication of the Rights of Women by Mary Wollstonecraft Project Use Feminist Literary Criticism to analyze a childrens picture book. Writers Workshop Detail Unit 4 Person vs. Himself 6 weeks Readings world power Lear by Shakespeare Sylvia Plath poetry The Jilting of Granny Weatherall by Katherine Anne Porter Fate by Ralph Waldo Emerson touchwood of Darknes s by Joseph Conrad An Image of Africa Racism in Conrads Heart of Darkness by Chinua Achebe Shooting an Elephant by George Orwell Viewings Excerpts from Apocalypse Now Discussion Topics King Lear will begin with family conflicts but by the end of the play, we will see a new type of conflict arise.Lear will have to grapple with his failing sense of reality and atone for what he now sees as his past sins. Katherine Anne Porters short story will also show the failure to grasp reality. Through the stream of consciousness point of view, the reader will feel like they are losing their grip on reality as well. Emersons poem will help us to understand if Lears problems were fate, or if fate merely took the fall for Lears bad judgment. Heart of Darkness is tied very closely to two types of conflict person vs. himself and person vs. society. We will see how Kurtz descent into madness (yesThere will be many descents into madness in this unit ) was caused by the evils of colonialism. Achebe a rgues in his essay An Image of Africa Racism in Conrads Heart of Darkness that while Conrad was arguing against imperialism, he was doing so from a racist standpoint. We will analyze Achebes argument. Orwell will close out the unit by illustrating his own personal conflict with duty and attempt to avoid looking a fool in imperialist times. The Writers Workshop will focus on conventions, specifically advanced punctuation and its uses.Assessments Composition Characterization. Choose a character from King Lear, The Jilting of Granny Weatherall, or Heart of Darkness. Analyze the literary techniques that are used to illustrate insanity and the onset of madness. Composition From the 2004 Exam- Contemporary life is marked by controversy. Choose a controversial local, national, or global issue with which you are familiar. Then, using appropriate evidence, write an essay that carefully considers the opposing positions on this controversy and proposes a solution or compromise. Timed Writi ng 2003 AP English Literature and Composition Free-Response Questions Argument Analysis An Image of Africa Racism in Conrads Heart of Darkness Project Using the class copy of the Diagnostic and Statistical Manual of Mental Disorders 1994, create a power-point presentation that diagnoses either Lear or Kurtz with a particular mental illness. Writers Workshop Conventions Unit 5 Person vs. Society 6 weeks Readings The Things They Carried by Tim OBrien Political Cartoons from the Vietnam Era interchangeable Deterrence Speech by Sec. f Defense Robert McNamara War Poetry Selections Dulce Et Decorum Est by Wilfred Owen The Death of the Ball Turret Gunner by Randall Jarrell An Irish Airman Foresees His Death by William Butler Yeats My Father Leaves for Vietnam by Lenard D. Moore Palestine by Lorna Dee Cervantes The Daisy Cutter by Louise Rill The Sound and the Fury by William Faulkner lifespan Under Circes Spell By Matthew Soyster Viewing The War in Vietnam- A Story in Photogra phs from The National Archives Excerpts from Reporting America at War The Reporters from pbs. org Excerpts from The Fog of WarDiscussion Topics- We will begin studying person vs. society by examining how the life of a soldier is deemed honorable and sometimes necessary by society, but often looks mundane and horrific on an individual level. The Things They Carried will take us to one of the more controversial wars, Vietnam. By looking through collections of war photography from the National Archives and watching evening news broadcasts, we will determine what role the media had on the societys opinion of the war. By reading a collection of war poetry, we will look at the emotional toll that war exacts on individuals.Then, we will shift gears and begin reading The Sound and the Fury, a novel where each character struggles against societal norms that no longer fit the familys reality. Finally, we will read Soysters essay on disability and the struggles associated with it. The Writer s Workshop for this unit will focus on broad, thematic revision by evaluating the effectiveness of our thesis statements in our portfolio. Assessments Composition- look for Topic Choose one form of media. (Some examples could be television, movies, internet, telephones, etc.You may not choose photography. ) Research and examine the chosen media forms impact on modern warfare. It should include both positive and negative impacts. Composition- Persuasive essay Where should we draw the line with war photography? Composition- Literary analysis of symbolism in The Sound and the Fury. Timed Writing- 2001, Question 3- the Sontag photography piece, On Photography, 1977. Argument Analysis- Mutual Deterrence Speech by Sec. of Defense Robert McNamara Project- We will create a family channelize that spans back 3-4 generations.As a class, we will discuss what societal values are family tree puts on us. We will take a particular look at any values that are placed there because of our bloo d and not because of our reality. Writers Workshop- Thesis Revision Unit 6 Resolutions 5 weeks Only connect That was the whole of her sermon. Only connect the prose and the passion, and both will be exalted, and human love will be seen at its height. Live in fragments no longer. Only connect, and the beast and the monk, robbed of the isolation that is life to either, will die. Howards End Readings Howards End Cathedral by Raymond Carver On Self-Respect by Joan Didion Poetry of Kahil Gibran Faulkners Nobel Acceptance Speech Woody Allens My Speech to the Graduates Viewings Howards End 1992 version Discussion Topics We will end the year with a Victorian class study in the novel Howards End. With a host of characters, we will see how some are able to overcome the conflicts and others do not. We will also look at connecting the prose with the passion as we reflect on our studies this year.Before exams, we will take a full week to do practice exams and prepare the final touches on our AP experience. Finally, we will read several writers who focus on resolution rather than conflict. Through emotional experience, logical thinking, and even humor, we will see how characters and people in real life live and deal with conflict. Assessments Composition Analyze the role the house plays in the novel Howards End. Composition Write a mock graduation speech that includes at least 4 quotes from readings throughout the year. Composition A picture is worth a gravitational constant words. In our age of information, is a picture/movie/symbol worth more than the written word? Use the Rogerian style to persuade your audience. Timed books Students will choose 3 timed writings to practice from released exams. Project Collage. As a class, we will create a pictorial collage that represents conflict in the literature we have read and in life. We will then put quotes and phrases from the literature and essays we have read that illustrate overcoming conflict. The last part of the collage will show representations of different resolutions in life.

Management Yesterday and Today Essay

When identifying unit process inputs and outputs, try to talk with employees working with those processes. However, while these employees will give cheeseparing information, some inputs and waste outputs may be overlooked because they argon too familiar with the process. Talk to other employees and, perhaps more importantly, walk around the backup premises and take a good look. For every input, there must be a corresponding output. Make sure that there is an output for separately input to a unit process. If there is a weight change in a raw material or product, account for the difference and desexualise sure it is included in the input/output diagram. Remember all wash water, atmospheric emissions, dust and any pollution. Balancing inputs and outputs is a useful regularity of tracking down waste outputs that may otherwise be overlooked.On the other hand, system in supermarkets depend on employees, suppliers, customers and even the competition for research, culture and profit. B ecause the business doesnt have control af all the environmental forces, it relies on predictions and contingencies to cope with unempected input. During the 1960s, researchers began to analyse organisations from a systems perspective, a concept taken from the physical sciences. A system is a set of interrelated and interdependent parts arranged in a manner that produces a unified whole. The two basic types of systems atomic number 18 closed and sluttish. Closed systems are not influenced by, and do not interact with, their environment. In contrast, open systems dynamically interact with their environment. Today, when we describe organisations as systems, we mean open systems. An organization takes in inputs (resources) from the environment and transforms or processes these resources into outputs that are distributed into the environment. The organisation is open to, and interacts with, that environment (Robbins, Stagg, Bergman & Coulter, 2008, p. 52).System researchers envisioned an organisation as being made up of interdependent factors, including individuals, groups, attitudes, motives, formal structure, interactions, goals, status, and authority. What this means isthat managers coordinate the work activities of the various parts of the organisation and ensure that all the interdependent parts of the organisation are working together so that the organisations goals can be achieved. For example, the systems approach would recognise that, no matter how efficient the production department ability be, if the marketing department does not anticipate changes in customer tastes and work with the product development department in creating products customers wants, the organisations overall cognitive operation will suffer (Robbins, Stagg, Bergman & Coulter, 2008, p. 52).In addition, the systems approach implies that decisions and actions taken in one organisational area will affect others, and vice versa. For example, if the purchasing department does not gathe r the right quantity and quality of inputs, the production department will not be able to do its job effectively (Robbins, Stagg, Bergman & Coulter, 2008, p. 53). Finally, the systems approach recognises that organisations are not self-contained. They rely on their environments for essential inputs and as sources to absorb their outputs (Robbins, Stagg, Bergman & Coulter, 2008, p. 53).

The Poisson Probability Distribution

The Poisson hazard dissemination, named after the French mathematician Simeon-Denis. Poisson is another important probability diffusion of a clear-cut random variable that has a large number of applications. Suppose a washing machine in a Laundromat breaks spate an average out of leash times a month. We may want to find the probability of exactly two breakdowns during the next month. This is an example of a Poisson probability distribution problem. all(prenominal) breakdown is called an occurrence in Poisson probability distribution terminology.The Poisson probability distribution is applied to experiments with random and independent occurrences. The occurrences are random in the comprehend that they do not follow any pattern, and, hence, they are unpredictable. Independence of occurrences heart that one occurrence (or nonoccurrence) of an event does not influence the successive occurrences or nonoccurrences of that event. The occurrences are ceaselessly considered with r espect to an breakup. In the example of the washing machine, the interval is one month. The interval may be a time interval, a space interval, or a volume interval.The actual number of occurrences within an interval is random and independent. If the average number of occurrences for a given interval is known, then by apply the Poisson probability distribution, we net compute the probability of a certain number of occurrences, x, in that interval. Note that the number of actual occurrences in an interval is denoted by x. The pursual collar conditions must be satisfied to apply the Poisson probability distribution. 1. x is a discrete random variable. 2. The occurrences are random. 3. The occurrences are independent.The following are three examples of discrete random variables for which the occurrences are random and independent. Hence, these are examples to which the Poisson probability distribution can be applied. 1. Consider the number of telecommerce squall calls received by a household during a given mean solar day. In this example, the receiving of a telecommerce phone call by a household is called an occurrence, the interval is one day (an interval of time), and the occurrences are random (that is, there is no specified time for such a phone call to come in) and discrete.The total number of telemarketing phone calls received by a household during a given day may be 0, 1, 2, 3, 4, and so forth. The independence of occurrences in this example means that the telemarketing phone calls are received individually and none of two (or more) of these phone calls are related. 2. Consider the number of defective items in the next hundred items make on a machine. In this case, the interval is a volume interval ( hundred items).The occurrences (number of defective items) are random and discrete because there may be 0, 1, 2, 3, , 100 defective items in 100 items. We can assume the occurrence of defective items to be independent of one another. 3. Consider the number of defects in a 5-foot-long fight rod. The interval, in this example, is a space interval (5 feet). The occurrences (defects) are random because there may be any number of defects in a 5-foot agitate rod. We can assume that these defects are independent of one another.The Poisson Probability DistributionThe Poisson probability distribution, named after the French mathematician Simeon-Denis. Poisson is another important probability distribution of a discrete random variable that has a large number of applications. Suppose a washing machine in a Laundromat breaks down an average of three times a month. We may want to find the probability of exactly two breakdowns during the next month. This is an example of a Poisson probability distribution problem. Each breakdown is called an occurrence in Poisson probability distribution terminology.The Poisson probability distribution is applied to experiments with random and independent occurrences. The occurrences are random in the sen se that they do not follow any pattern, and, hence, they are unpredictable. Independence of occurrences means that one occurrence (or nonoccurrence) of an event does not influence the successive occurrences or nonoccurrences of that event. The occurrences are always considered with respect to an interval. In the example of the washing machine, the interval is one month. The interval may be a time interval, a space interval, or a volume interval.The actual number of occurrences within an interval is random and independent. If the average number of occurrences for a given interval is known, then by using the Poisson probability distribution, we can compute the probability of a certain number of occurrences, x, in that interval. Note that the number of actual occurrences in an interval is denoted by x. The following three conditions must be satisfied to apply the Poisson probability distribution. 1. x is a discrete random variable. 2. The occurrences are random. 3. The occurrences are independent.The following are three examples of discrete random variables for which the occurrences are random and independent. Hence, these are examples to which the Poisson probability distribution can be applied. 1. Consider the number of telemarketing phone calls received by a household during a given day. In this example, the receiving of a telemarketing phone call by a household is called an occurrence, the interval is one day (an interval of time), and the occurrences are random (that is, there is no specified time for such a phone call to come in) and discrete.The total number of telemarketing phone calls received by a household during a given day may be 0, 1, 2, 3, 4, and so forth. The independence of occurrences in this example means that the telemarketing phone calls are received individually and none of two (or more) of these phone calls are related. 2. Consider the number of defective items in the next 100 items manufactured on a machine. In this case, the interval is a volume interval (100 items).The occurrences (number of defective items) are random and discrete because there may be 0, 1, 2, 3, , 100 defective items in 100 items. We can assume the occurrence of defective items to be independent of one another. 3. Consider the number of defects in a 5-foot-long iron rod. The interval, in this example, is a space interval (5 feet). The occurrences (defects) are random because there may be any number of defects in a 5-foot iron rod. We can assume that these defects are independent of one another.

Media and Moral Panic

Media is the main revenue of mass communication. The media plays a renewing of roles in society its main responsibility is that of providing selective assureation. As constant consumers and users of this information the relevance to the majority of members in the wider community inclusive of teachers and students is overcritical. The media positions us as the audience to take a particular viewpoint of a topic, issue or problem that is evident in our society.To what extent though does this role as information provider influence moral panic? Moral panic refers to the exaggerated social response to media reporting of a sporadic episode that consequently turns it into a widespread issue and causes colossal concern in society (Cohen, 1987). The media has a tendency to manipulate people by amplifying the facts and truths and using multiple camera techniques to call a group/individual and outcast them in society, thus labeling them the other. Othering is closely linked to divergence as it consists of the objectification of another person or group which puts aside and ignores the complexity and subjectivity of the individual/s. Teachers and students essentialiness construct their own knowledge about media coverage and understand that at metres the media amplifies issues of concern by stereotyping and excluding particular members of society. A certain structure exists in society, if groups/individuals step outside of the boundaries, society categorises them as others and excludes them from the majority.After this particular there are two options that exist to either accept the exclusion or conform to social norms and return to the inclusion. It is vital to understand the effect that bullying, discrimination and the mass media have on these groups/individuals and realise that close to students in your classroom may fall under these categories. Therefore it is in our power as teachers, to inform and position students to be critically literate consumers of th e media, to ensure they are able to bestow a critical perspective towards texts.Due to the fact that the media plays a massive role in students everyday lives in the 21st cytosine it is vital that educators engage students in pedagogical experiences that teach them to become critically literate readers. Students could start by developing an understanding of the indicators of moral panic which are 1. Concern the issue is at a comminuted level and affects ones feelings on a personal level. 2. Hostility increased level of distaste towards those involved in the bane or panic. 3. Consensus a general agreement among society that a threat actually exists. . Disproportionality the problem is exaggerated and amplified to create public concern. 5. Volatility erupts suddenly and almost as rapidly then subsides or disappears. (Goode & Ben-Yehuda, 1994). Developing an understanding of these indicators gives students a solid foundation to be able to critically analyse the texts they obs erve and hear to make an informed decision about the information they are receiving. Students must also have an understanding of the indicators of Disproportionality so they are able to critically analyse the texts they are viewing.They must be able to identify when figures are exaggerated, figures are fabricated altogether, where there are other poisonous conditions in society but they are not getting mass coverage and the changes over time (Critcher, 2006). It can have a detrimental effect in students understanding if they are not presented the tools to be critical readers of texts. In conclusion, it is completely important and relevant to teachers and their students to have a critical understanding of the race between the media and moral panic because.

Understanding Aerospace: How To Fly An Aircraft

1. The complicated task of piloting an aircraft can be broken into deuce broad categories. The first is keeping the aircraft flying. The second is arriving at a given destination. The second is always world effected by the first. Unlike a car, small deviation in course can over great distances cause the aircraft to arrive hundreds of miles from the target destination. To successfully accomplish the task, safe arrival, the larger tasks can be sub-divided into three categories.The first is the Procedural Tasks. These are the maintenance task that must be accomplished either time in a certain way at a certain time, i.e. take forth and landing checklists. The next is Decision and Judgement Tasks. Problem solving is a nonher way to look at it. The crew allow for react based on past experience to a given situation. The perish is Communications and Resource Management. This is how the crew communicates with each other while problem solving, either poorly or well.2. The pilot uses visu al cues such as dictate of flow of texture outward from or intersection of parallel linear features to visually fly the aircraft. Estimates of speed are derived from global optic flow (GOL). This is the rate that texture flows over the optical area. This can be effected by elevation, at higher elevations underrating of true speed leave occur. Approach path distortions occur when there is a slope out front the landing strip or other visual features such as dwarfed trees.The human eye is not designed for conditions found in flight. Planes that are a collision course have no manifest movement to them. This takes the natural attraction to movement out of play. Because of the lack of visual stimulation the eye will focus nevertheless a few meters in front, so distant objects are unfoc apply. The skipning of instruments provides a source of input that allows the pilot to visualize the position of aircraft in flight.The novice pilot will scan all the instruments in a given pattern. While the experienced pilot will look at all the instrument that will give them feedback on the action that occurred. Of the main instrument the most helpful is the attitude direction indicator (ADI). This is the instrument most referred and the one that most novice pilot will get fixated with. It is also the only one that resembles an aircraft and provides information in a format other than an one-dimensional circular dial.3. Situational awareness is the ability to keep track of your surroundings and what they mean. Then predict how any transpose in them will effect your actions. This is measured the surpass, according to the author, by adding a task that can be performed well only when surrounding events are well know. The types of displays that best support awareness of position is best conveyed via 3-D. Speed of the aircraft is interpreted with a higher degree of accuracy in 2-D displays.Heads up displays (HUD) have been used for some time to give pilots information in away that allowed them to keep their attention outside of the cockpit. The model is naturally to add more information to this already useful instrument. This would most likely result in the loss of information due to cluttering. Some information is lost in the HUD because of overlap with dominant terrain features. This expertness be avoided using a heads down display (HDD) type.They both have advantages and disadvantages. These may both be used to some extent with types of automation. The pilot may end up monitoring the flight only being called on when there is a problem. This results in the pilot being dissociated from the situation that they are to solve. consequently loosing time needed to solve the crisis trying to reorient themselves. A better way may be to use automation to provide information pertaining to the situation, i.e. filtering information.

Marriage and Family Structure Essay

matrimony is non a ritual or an end. It is a long, intricate, intimate dance together and no thing matters more than your take in sense of balance and your choice of positionner. These were words of Army Bloom sequence com custodyting on the topic of spousal relationship (Sard iodine 2010). Human race is a product of a family in one way or a nonher. However, not whole can be said to exist in the planet as result of union. They be those that were natural out of wedlock and either live with one p arnt or waste neer known both of their parents. Neverthe little, agitateual unions still take place and families continue to exist.With the development of society, both the uniting and family organize generate undergone transformation and many have veered off from the traditional definitions of the same. This paper is aimed at showing that man and wife and family are important parts of any culture despite in that respect universe different typefaces of mating and fami ly structure. According to Goepfrich (2007, p 3) in his book Marriage, Divorce and Re wedding, marriage can be defined as the hearty institution under which man and woman establish their decision to live as conserve and wife by legal commitments or religious ceremonies among others. Goepfrich acknowledges that for people to be recognized as marital, they must(prenominal) have witnesses and the ceremony conducted by either a civil servant or a religious minister. However such(prenominal) a statement by the author ignores the fact that on that point are so many people who take away to be happily get hitched with yet they have never been licitly married. In some cultures especially in the places such as Africa, a marriage can be validated by traditional elders without the necessity of the span being awarded a marriage certificate.However, one thing agreeable to all is that a marriage will lead into a family since any couples get married to form a family. Types of Marriages Autho rs have classified marriage into different categories depending on the context. The Sociology Guide (2010) divides marriages in several(prenominal) types polygyny (polygamy), polyandry, group marriage, monogamy under monogamy there is serial monogamy and straight monogamy. Polygyny (Polygamy) In this type of marriage, a single man has more than one wife at a particular plosive consonant (Sociology Guide 2010).There are different cultures that do not view this type of marriage as valid and therefore it is not encouraged. Civil laws in many countries do not recognize bigamous families and this leads the man to either live with the other wives secretly or without valid wedding certificate. Christianity as a religion teaches that a marriage should be one-man one-wife and thus one is required to declare that he has never married before and if he had done so, the wife had died. Some Christian denominations do not even join divorcees in the holy matrimony.However in Islamic cultures as w ell as in societies in South Africa, polygamous marriages are recognized. A good example is that of the incumbent hot seat of South Africa, Jacob Zuma who has more than four wives. Sororal polygyny or sororate is a situation where one man has married blood sisters, while in non sororal polygyny, the wives are not blood sisters (Sociological Guide, 2010). Polyandry Though not as gross as polygamous marriage, this type of marriage entails one woman having more than one keep up.This is not recognized in many cultures and therefore those who involve themselves in such do not do it in open. However, some cultures allow blood brothers to share wives especially if the husband is impotent or he only sires children of one sex. This type of marriage is referred to as fraternal or alelphic polyandry and is very common among the Todas. In non fraternal polyandry, the husbands are not related in any way and the other men cannot claim the woman as their wife at that particular time when he is living with one of them (Sociological Guide, 2010). monogynous FamilyThis type is reckoned as the i tummy type of marriage in addition to being the most common and acceptable by nearly all cultures and religions, even those that accept the other types of marriage. It is a one-man one-husband marriage. beneath this type of marriage, there is the serial marriage where a husband remarries later on the demise of his wife. In such a situation, this is not regarded as polygamy. Of recent, it has become common for the spouse to get another wife/husband after divorce. However, some people chose to remain single after the departure of their spouses.In what is referred to as a straight marriage, the spouse whitethorn not be allowed to remarry under any circumstances (Sociology Guide, 2010). strained Marriages In this type of marriage, the woman is abducted and the husband rapes her. In those cultures where forced marriages are practiced, there is a whimsy that once a man has intercourse with a woman, he automatically becomes her husband. This practice however is not very common in many societies of the world and is therefore detested in those cultures that do not practice it.In some African cultures, girls are married off to elderly men while they are still toddlers in exchange of livestock. The child continues to stay with her family until she reaches puberty and this is when she is taken to the husband by the parents, whether willingly or unwillingly (Sfetsu, 2009). Same sex Marriage The issue of same sex marriage has generated more heat than light in the contemporary society, with some supporting it while others demonizing it. However, same sex marriage has been legalized in different states of the world.Sexologists have employ the term homosexuality to refer to people who have a same sex gender sexual orientation However, in the friendship, the term gay has been used to refer to male homosexuals with the term lesbian referring to female homosexuals sometimes gay refers to both women and men. There are some who are attracted to people of both genders and are referred to as heterosexuals (Cantor, 2006, p. xiii). Those who oppose the same sex marriage argue that they are unnatural and that they provide the nonconductive environment for the raising of children.They also argue that it threatens marriage as an institution in addition to going against religious principles among other reasons. However, proponents of homosexuality state that homosexuals are human beings and thus have their own rights (Bidstrup, 2000). Marriage in the Western Culture In this century, marriage in European and American culture is often legally defined as monogamous. This does not look upon that there are no few societies that do still practice polygamy while others are in what is referred to as open marriages.In latter form of marriage, the spouse has the freedom to leave when he or she feels same(p). In the Western world, divorce has been made less complicated and thus has increased in rate. Marriage is seen as a legal covenant which recognizes the emotional union of the couples and can be terminated any time the partners feel like. In this world, it is the woman who is granted the custody of child and not the husband in case of a divorce or separation. In addition, all the partners have the duty of supporting their children (Sfetcu, 2009).When a child has been born out of wedlock, he or she is entitled to enjoy the same rights just like those that are legitimate. In the Western cultures, partners are protected by law from rape by their spouses and those who do so whitethorn find themselves in the court of law. More over, the law defends wives or even husbands from being physically abused or disciplined. In this culture, wealth that has been acquired since the couple married is often divided among the couple in case of divorce. What one gets however is determined by a court of law or community property law (Sfetcu, 2009).Marriage in the E astern World In these cultures, marriage is regarded as being quite different from the way it is regarded in the Western world. For example in the former, polygamy is permitted in fact men with many wives are generally considered as being wealthier than those with one wife. A large part of the universe in the Eastern world is Islamic and though the religion advocates for the marriage of a man and woman, the book of account allows a man to have a maximum of four wives (Sfetcu, 2009). However in such societies, all the wives must be treated as being equal by the man.In states where the larger part of the population is Muslim, marriage is only permitted when both partners are Muslim otherwise non Muslims must stolon betray their religions and embrace Islam. In some societies in China, a man in the upper class would first be formally married and then later allowed to get concubines. However, the current communist regime does not permit polygamy but only monogamy (Sfetcu, 2009). Famil y Structure As years have come and gone, the society, including the family, has undergone big(p) transformation.The term family has traditionally been used to describe the father mother and children as a unit. However, this structure has changed over time. The common types of family structure include childless, atomic, extended as well single (Shelton, 2010). Nuclear Family Shelton (2010) defines a nuclear family as that family that consists of a mother, father, and their biological or adoptive descendants, often called the traditional family Many anthropologists usually regard this type of family structure highly than any other type of family and conducive one for the offering of children.However, there must be emotional support, environment of love, economic support as well as nice time spent together. Single Parenthood Of the types of the family structures listed, this can be regarded as one the newest. This is because in the elderly days, the society could not have imagined that a person could have lived without either a wife or a husband. In case of death or separation, remarriage would either take, place or the woman would be inherited by the brothers. However, with the economic independence of women, many usually decide to stay single after the separation, divorce or death.Some women are not interested in marriage and therefore take to have children or one and raise them on their own. Research that has been done has shown that 25% of the children are born by women who are unmarried and mostly teenage mothers. Proponents of this type of family structure have stated that it has less pressure especially if it is formed after a divorce. However, some psychologists have claimed that this kind of marriage is inexpedient especially to children as sometimes it is associated with juvenile delinquency (Shelton, 2010). Childless FamilyIt is often the desire of many, if not all, couples to have a child or more after marriage however, this is not always the c ase. A couple may also not be able to bear a child because of either social or biological problems. However, others may later get a child of their own in incoming or just decide to adopt one. Though many of such couples may opt to sire together, in some cultures however, lack of children after marriage is viewed negatively and the man if forced to remarry. The brothers of the husband may also be required to sire children for their brothers if it is realized that he is impotent.Others may however decide to rear a pet or two who acts as substitutes (Shelton, 2010). Extended Family An extended family can be expound as a group of family members that is made up of adoptive or biological parents together with their children as well as other members of that family. In many global societies, an extended family has been described as the base family group. In some cultures such as those with Asian origin, an entire extended family may live under the same roof. These may include uncles, a unts, grandparents and even foster children.Sometimes children of parents who have died or separated may be raise by their grandparents (Mosbys Medical Dictionary, 2009). Conclusion Despite the many types of marriage and family structure, one thing that is clear is that, marriage and family are important part of the human race. This is why all cultures in the world have both. Marriage is often viewed as a gateway into a family, though there are those that form families without marrying formally. It is however important for people to formalize their marriages as it will be easier to deal with some setbacks in the families such as divorces or death. .

Juvenile Offenders: Race and Ethnicity Essay

Researchers have enormous observed differences in place of serious juvenile and adult offending among ethnic and racial groups in the United States. These differences have prompted competing theoretical interpretations and public policy debates. However, conclusions about the racial differences in serious and wild juvenile offending have been reached primarily using individual-level data that, when used alone, yield incomplete results. multilevel analyses that consider community and contextual factors have the potential to produce a fuller understanding of the importation of these differences (, 2002).This paper will first describe the racial distribution of serious and violent offending among juveniles in the United States. It will provide a picture of the short-term national trends for offending patterns by locomote and ethnicity and summarize research findings on racial and ethnic differences in chronic juvenile offending. Various explanations atomic number 18 given for the racial and ethnic differences. This paper will include recommendations for improving understandings of these differences and implications for guiding prevention and treatment efforts.Data from the 1998 UCR indicates that differential rates of freeze for criminal offence are related to race (Snyder, 1999). Arrests of snow-covered juveniles (under geezerhood 18) constituted 71 pct of all juvenile arrests compared with 26 part for black youth. American Indian or Alaska Native and Asian or Pacific Islanders account for 1 and 2 percent, respectively (Federal situation of Investigation, 1999). Black youth were overrepresented, given the fact that they make up 15 percent of the juvenile tribe compared with 79 percent white and 5 percent other races.The distribution by index crime type varies, however. Black youth accounted for 42 percent of arrests for violent crime compared with 55 percent for white youth (3 percent were youth of other races). Black youth, when compared with whit e youth, were most overrepresented in arrests for robbery (54 percent and 43 percent, respectively) and murder and non-negligent manslaughter (49 percent and 47 percent, respectively). Black youth were least disproportionately involved in arson arrests (18 percent and 80 percent, respectively) (Snyder, 1999 Federal Bureau of Investigation, 1999).juvenile involvement in crime by race has been generally consistent over the past several decades (LaFree, 1995). However, the racial gap in rates of homicide widened dramatically amidst 1986 and 1994. Black youth were responsible for the majority of the increase in homicides by juveniles in these years and for the majority of the decline thereafter (Snyder and Sickmund, 1999).If all serious crime is considered, a to a greater extent involved picture emerges. Between 1983 and 1992, the juvenile arrest rates for all types of violent crimes increased 82 percent among white youth and 43 percent among black youth (Snyder and Sickmund, 1995). The pattern of change was greatest for robbery and homicide arrest rates. In 1983, black youth were approximately five times more probable to be arrested for homicide than were white youth in 1992, that ratio was more than seven to one.What is the meaning of these race-specific trends in violence? Blumstein (1995) attributed the product of youth homicide to illicit drug markets into which youth had been recruited. Juveniles working in these markets armed themselves, and so the use of guns was indulgent to other teenagers in the community. The nonion of gun diffusion is supported by the concomitant increase in the homicide rate among black juveniles from 1986 to 1994 but has not been supported by other research (Howell, 1997).More comparative research is undeniable to understand racial and ethnic differences in rates of offending. In this area of research, a number of case studies were conducted in several U.S. cities in the 1980s among youth of Hispanic ancestry. Between 1980 and 1985, homicide arrest rates for 10 to 17 year old Hispanics in New York City were more than twice those of whites (Rodriguez, 1988). In southern California, the homicide death rate for 15 to 24 year old Latino males during 1980 was more than four times the rate for white Anglo males (Valdez, Nourjah, and Nourjah, 1988).At the same time in Chicago, Latino males between ages 15 and 19 were homicide victims 4 times more often than non-Latino white males (Block, 1988). These findings suggest the importance of victorious ethnicity into consideration when examining youth violence data.Another factor to consider when interpreting racial and ethnic differences is the aloofness of time and degree to which youth are involved in serious crime. UCR data are not helpful in this regard. However, a few longitudinal studies have shed some light on this issue using official data. Relying on police data from a 1945 Philadelphia cohort, Wolfgang, Figlio, and Sellin (1972) found that race and so cio frugal status were related to the frequency and seriousness of offenses. These findings were confirmed using the 1958 Philadelphia cohort. However, more data are needed to fully understand the relationship between race and chronic offending.Researchers and criminologists have long been aware of racial and ethnic differences in serious juvenile offending. Interpreting these disparities, however, is another matter no one guess has adequately addressed the reasons for them. Criminologists have not paid enough attention to the extent to which socioeconomic unlikeness accounts for differences in rates of violence, even though they have tended to attribute high rates of crime to economic disadvantages.These omissions are in part due to reliance on individual-level data to identify those persons most likely to offend. However, individual-centered research is unlikely to improve understanding of the group differences. It does not take into consideration the larger socio-structural cha racteristics that make groups and individuals.For example, the developmental life courses of blacks and whites in the United States are affected by their membership in historically distinct social and economic groups. Community-level research can be used to study this larger context and offer great potential in interpreting the meaning of racial and ethnic differences in offending. quotationBlumstein, A. 1995. Youth violence, guns, and the illicit-drug industry. Journal ofCriminal Law and Criminology 86(1)10-36.Howell, J.C. 1997. Youth gang homicides, drug trafficking, and program interventions. InJuvenile Justice and Youth Violence, edited by J.C. Howell. Thousand Oaks, CASage Publications, Inc., pp. 115-132.Federal Bureau of Investigation. 1999. iniquity in the United States 1998. Uniform CrimeReports. Washington, DC U.S. Department of Justice, Federal Bureau ofInvestigation.Snyder, H.N. 1999. Juvenile Arrests 1998. Bulletin. Washington, DC U.S. Departmentof Justice, Office of J ustice Programs, Office of Juvenile Justice and DelinquencyPrevention.Snyder, H.N., and Sickmund, M. 1995. Juvenile Offenders and Victims A subjectReport. Washington, DC U.S. Department of Justice, Office of Justice Programs,Office of Juvenile Justice and Delinquency Prevention.Snyder, H.N., and Sickmund, M. 1999. Juvenile Offenders and Victims 1999 themeReport. Washington, DC U.S. Department of Justice, Office of Justice Programs,Office of Juvenile Justice and Delinquency Prevention.Wolfgang, M.E., Figlio, R.M., and Sellin, T. 1972. Delinquency in a Birth Cohort.Chicago, IL University of Chicago Press.

HAT task 3 Essay

severe acute respiratory syndrome is known as Severe crisp respiratory Syndrome. severe acute respiratory syndrome was identified in late February 2003 by Dr. Ubani humankind Health Organization epidemiologist, hardly the number one facial expression of severe acute respiratory syndrome was seen in November 2002 in the Guangdong Province of S discoverhern China. The SARS was particularly seen deep down the healthc be workers and in their family members. The most of cases were fatal. Due to the unknown respiratory infirmity and it was spreading fast among bulk. innovation Health Organization (WHO) was notified. By the time WHO was involved, there was already 305 cases and five deaths of an unknown disease were inform (Christian, 2003). A medical doctor who was caring infected soulfulnessnel in Guangdong Province in February 2003 was the bug of transmission of the infection. This doctor traveled to Hong Kong and stayed in the hotel at ninth floor for one night. During his stay at the hotel, the virus was spread among the other guests who were staying in the ninth floor of the hotel. From there, these guests and visitors implanted bams of cases to the various hospitals of Hong Kong, Vietnam, and Singapore. Concurrently the SARS was spread worldwide by parentage as infected individuals travel back to their home to coupled States of America, Canada (Toronto), and other take careries of the world. (Christian, 2003). From November 2002- July 2003, there were a total of 8,098 possible cases of SARS were radical to the WHO from 29 different countries. From 8,098 cases, 774 deaths were reported. The symmetrys of mortality was reported to be Singapore was 14%, Hong Kong 17%, France 14%, and Canada 17% (Sars basic fact, 2012). The SARS epidemic was contained in July 2003.DataSARS is severe respiratory disease, and corona virus causes it. electric glow viruses usually related to respiratory disease in some animal kind. Usually SARS has nearly 4-6 day s of the incubation period. The most people started to feel sick within 2-10 days of ikon to the virus. The first primary symptom is high fever then it followed by headaches generalized weakness and body ache, chills rigors are common symptoms of the disease. Ten totwenty percent of patients did experience some diarrhea. The first 2-10 days, patient also go through nonproductive cough, shortness of breath, and hypoxia as disease progressed. The initial phase of the disease, the chest x-ray, doesnt show all changes and are negative. As the disease progressed, the chest x-ray shows some interstitial infilt prizes this means victimisation of pneumonia. Because of the development of pneumonia, about 15-25% of patients require mechanical ventilation, despite mechanical ventilation half of the patients thus far die. The risk of dying with SARS increases with advanced age and any other underlying medical material body for example diabetes. The death rate of 10% can increase to 50% i n patients older than age of 60 (Parashar, 2004). Blood test shows decline in absolute lymphocyte count with normal to low white blood cell count. About 70-90% of patient showed a lymphopenia and 30-50% showed thrombocytopenia throughout peak stage (Parashar, 2004). Liver and renal functions need to monitor closely. The treatment of SARS usually supportive and also depends on the patients clinical picture. SARS treatment is usually interchangeable to pneumonia antipyretics for fever, oxygen for hypoxemia, and ventilation in severe cases. There is no known supportive selective information on the effectiveness of the vaccine or antiviral agents (Trivedi, 2011 P. 1). The epidemiological data on SARS approximated mortality rate between 14-15%. During the epidemic, there were 8098 possible cases of SARS with 774 (9.6%) deaths reported in different 29 countries (Parashar, 2004). The highest rate of cases was reported in China and Hong Kong. There were also some cases in Taiwan, Singapor e, and Canada. Most of patients who got the virus were between 25-70 age of age. There were only few cases under 15 years and younger. The most of people were infected before the world(a) alert was issued. There were only 27 cases of SARS in United States with no deaths. SARS transmission among people was fast and it made difficult to control the outbreak. Early Recognition and initiation of closing off of infected people is necessary. It is also essential to provide information to the infected communities and initiation of a global alert was also helpful to contain the spread of SARS.Route of TransmissionCorona virus causes SARS, and it is usually found in some animal kind. Thirty percent of SARS cases were found in people who were handling food. Coronavirus is usually spread by close contact with infected respiratory droplets of the sick mortal. The major mode of transmission is a close person to person contact. An infected person sneezes or coughs in the expression and their droplets spread about 3 feet in distance. If a healthy person is standing nearby (about three feet) than the droplets enters into their mucus membranes of the nose, eyes, and mouth. The SARS can be spread by lamentable an infected object and then touches your nose, eyes, and mouth. The close contact also means sharing your eating or drinking utensils, kissing and hugging, and talking and standing by sick person. There is no evidence data on radiateborne transmission. The transmission can be prevented by identifying and isolating the infected object. The most in-chief(postnominal) tone of voice to correspond transmission of any disease is hand hygiene either using alcoholic drink based hand sanitizer or simple hand wash with soap and water. Wearing proper entomb is also important since droplets spread SARS.Graphic RepresentationEffect on CommunitySARS outbreak had a high effect on communities of all over the world. It did affected communities economically and psychosocially. According to the World Health Organization, radiateline industries lost business approximated from 30,000 to 140,000 million US dollars. Due to the outbreak people were canceling their flights to Asian countries. Effected communities also suffered psychosocially. Some ethnic groups experienced discrimination and quarantined. The affected communities suffered from fear and anxiety. People stop going out due to the spread of disease. Many schools and borders were closed(a) for a course of time. To decrease try on and anxiety among people education about SARS was given. People were taught about signs and symptoms of the disease and how the disease was spread. commandment was also given on how to control infection such as covering mouth or nose during coughing or sneezing, wearing mask at crowded places, using tissues to contain mucus, and the splendor of hand washing with soap and water.ProtocolEvery state has a protocol how to report a communicable disease. These protocols help h ealth care provider to prevent the outbreak of a communicable disease. When health care provider finds a case of SARS, theinitial step is to isolate the infected person. The second step is to notify state and county health department about the possible case of SARS. The Center for Disease dictation should also be notified about the case. According to the Center for Disease Control, it is mandatory for healthcare worker to report All persons requiring hospitalization for radio-graphically confirmed pneumonia who report at least one of three risk factors for exposure to SARS-CoV, any clusters of unexplained pneumonia especially among health care workers, and any positive SARS-CoV test results (In the absence, 2005). The principal(prenominal) step for any heath care facility is to arrange for the SARS laboratory test. Once the SARS laboratory test is confirmed, and it is positive in the infected person. The next step is to do further testing of the sick person such as chest x-ray, blood cultures, pulse oximetry, the sputum sample for chiliad stain and culture, complete blood cell count, influenza A and B test to rule out viral illness, and urine test Legionella and pneumococcal antigen (In the absence, 2005). Sick person should admit as an inpatient and placed on droplet precautions. Family or Friends and any possibly exposed people to the sick person should be notified and assessed for signs and symptoms of the disease.Modification of Care fashion tone index (AQI) is used for to monitor the air part outdoors. The air quality index is used to notify public about the air pollution. It helps the patient who has respiratory illnesses such as asthma, emphysema, bronchitis either acute or chronic, flu or SARS and the old people and pediatric population. These people fall under a sensitive group. According to Environmental Protection Agency, the air quality index scale is 0-500, but in United States it never exceeds above 200 ( tolerant exposure and, 2014). This is the reason in most of the cases the index is usually shown between 0-300. Increase number of air quality index represents increased air pollution. Air quality index number is 100 or lower is usually decent. If the air quality index is higher than 100, it is not healthy for the sensitive group. so far air quality index of 51 can cause symptoms in people with respiratory problems. Air quality index number of 51 represents moderate air quality. It is essential to teach patients about air quality index website www.airnow.gov so they can continue to monitor air quality. The days of poor air quality index, the people who have respiratory problemsshould plan to stay home or indoors as much as possible. They should avoid exhausting activities or exercising outdoors. The people should also keep windows and doors closed and keep checking the air quality index and plan their activities accordingly. If the affected person cannot stay inside, he or she should wear a mask before going out. P eople should be educated about triggers what makes their disease exacerbation, about signs and symptoms of their disease such as Shortness of breath, cough, and wheezing. They should keep their rescue inhalers nearby in case of emergency. It is also necessary to teach them about when and where to get medical attention. Affected people can be benefited from antihistamines, nebulizers, and decongestant.ReferenceChristian, H. (2003). Sars reference 10/2003. (Third ed., Vol. October, p. 170). Flying publisher. Retrieved from http//www.sarsreference.com In the absence of sars-cov transmission worldwide counselor for surveillance, clinical and laboratory evaluation, and reporting version 2. (2005, May 03). Retrieved from http//www.cdc.gov/sars/Surveillance/absence.htm Parashar, U. (2004). Severe acute respiratory syndrome review and lessons of the 2003 outbreak. International Epidemiological Association, 4(33), 628-634. Retrieved from http//ije.oxfordjournals.org/content/33/4/628.full Pa tient exposure and the air quality index. (2014, March 12). Retrieved from http//www.epa.gov/o3healthtraining/aqi.html (Sars basic fact, 2012)Sars basic fact sheet. (2012, July 02). Retrieved from http//www.cdc.gov/sars/about/fs-SARS.html Trivedi, M. N. (2011). Severe Acute Respiratory Syndrome (SARS). Retrieved from http//emedicine.medscape.com/article/237755-overview The World Health Organization. Retrieved on November 27.2012http//www. who.int/csr/sars/en