Assignment Example | Topics and Well Written Essays - 500 words - 24

Task Example Without lessening hostility and brutality, it is difficult to make harmony, congruity law and request across Africa, which are the essentials for advancement (Brito, 2010). It ought to be called attention to that Rwanda ethnic savagery was begun in April 1994 during which more than 0.8 million regular folks and lawmakers (for the most part Tutsis), cops and military officers lost their lives. It was one of the most exceedingly awful destructions in the history which was activated after the death of Rwandan President named Juvenal Habyarimana, an agent from greater part Hutu gathering. Unequivocally, the Tutsis were asserted for focusing on the plane of President by rockets trying to incapacitate Hutus across Rwanda. Notwithstanding, it ought not be overlooked that pressures among Hutus and Tutsis previously existed; along these lines, the President’s death ought to be considered as the main thought process that started this ruthless slaughter. It is advantageous to make reference to that Paul Kagame was among the author heads of Rwandan Patriotic Front (RPF), which was really a revolutionary gathering working under unequivocal and certain help of Tutsi displaced people in Rwanda followed by help by ‘moderate Hutus’. In reality, the real reason for this ethnic unrest was the one-sided and open help to Hutu regular people by Rwandan military, political gatherings, police and business visionaries that were carefully against the nearness of Tutsis across Rwanda. Likewise, they sorted out a dissident gathering named ‘Interahamwe’ to do this massacre (BBC Report, 2008). It is advantageous to bring up that African mainland has remained the focal point of common noncompliance developments, inward clashes, ethnic unrest, uprisings, militancy, strict narrow mindedness, war among countries, awful administration and political turmoil as a result of shortcomings in frameworks and political establishments. Without a doubt, some significant nations where the previously mentioned factors have been watched

Mandated Curriculum vs. Developmentally Appropriate Practices Essay

I am reaching you with respect to the new state ordered course book †based educational plan for kindergarten. While I comprehend that Common center learning measures as of late embraced by 45 states and the District and bolstered by the Obama organization and declaring that they lead to low quality instructing and remove all the delight from kindergarten (Kenny, 2013). Numerous kids, particularly kindergarteners need less severe and controlled learning chances to appreciate learning as opposed to being focused. Our objective as guardians and teachers is to impart an affection for learning not dread and frustration. Only one out of every odd kid learns at a similar rate and productivity as others in a similar study hall. This should be considered when utilizing the course book based educational program. There is anyway an approach to adhere to the state norms while making the learning encounters progressively a good time for the youngsters. To do this we would need to join the De velopmental Appropriate Practices technique for learning. The Developmental Appropriate Practices frequently abbreviated to DAP, is a way to deal with instructing grounded in the exploration on how small kids create and learn and in what is thought about successful early training. Its system is intended to advance youthful children’s ideal learning and improvement (NAEYC, n.d.). With this technique for learning, the educators are addressing the requirements of the youngsters, both exclusively and as the entire gathering. Kids fathom more when the data is conveyed in a progressively loosened up setting. The NAEYC recognizes three center contemplations, thinking about kid improvement and realizing, what is independently fitting, and what is socially significant. By consolidating postulations fundamental beliefs into the norms the youngsters will have the option to learn in a more kid amicable and profitable condition. Understudies who complete kindergarten ought to exhibit authority of a large number of the aptitudes inside the Kindergarten Standards. It is important that kindergarten guidance happens through a functioning learning approach where educators utilize separated instructional systems and spotlight on learning focuses and play as key components of theâ daily plan. Kid coordinated guidance ought to be transcendent with language and proficiency and math implanted during that time notwithstanding their extraordinary center learning times. Kindergarten youngsters ought to be offered chances to create social and enthusiastic aptitudes, physical abilities and their innovative articulation inside the course of a kindergarten day (pakeys, 2009). The following is a compressed adaptation of the 2014 Pennsylvania Department of Education Academic Standards for Language Arts: 1.1 Foundational Skills †Students increase a working information on ideas of print, alphabetic guideline, and other ess ential shows. Book Handling CC.1.1.K.A Use book giving abilities. Print Concepts CC.1.1.K.B Show comprehension of the association and fundamental highlights of print. Follow words left to right, start to finish, and page by page. Perceive that verbally expressed words are spoken to in composed language by explicit groupings of letters. Comprehend that words are isolated by spaces in print. Perceive and name all capitalized and lowercase letters of the letter set. 1.1 Foundational Skills †Students increase a working information on ideas of print, alphabetic rule, and other essential shows. Phonological Awareness CC.1.1KC Show comprehension of verbally expressed words, syllables, and sounds (phonemes). Perceive and produce rhyming words. Count, articulate, mix, and fragment syllables in verbally expressed words. Mix and section onsets and rimes of single-syllable verbally expressed words. Segregate and articulate the underlying, average vowel, and last stable (phonemes) in the three-phoneme (CVC) words. 1.1 Foundational Skills †Students increase a working information on ideas of print, alphabetic guideline, and otherâ basic shows. Phonics and Word Recognition CC.1.1.K.D Know and apply grade-level phonics and word examination aptitudes in deciphering words. Exhibit essential information on balanced letter-sound correspondence. Partner the long and short sounds with regular spellings for the five significant vowels. Peruse grade-level high-recurrence sight words with automaticity. Recognize comparably spelled words by distinguishing the hints of the letters that vary. 1.1 Foundational Skills †Students increase a working information on ideas of print, alphabetic rule, and other essential shows. Familiarity CC.1.1.K.E Peruse new †peruser content with reason and comprehension. 1.2 Reading Informational Text †Students read, comprehend, and react to educational textâ€with an accentuation on understanding, jargon securing, and making associations among thoughts and between writings with an attention on literary proof. Key Ideas and Details Main Ideas CC.1.2.K.A With inciting and backing, recognize the fundamental thought and retell key subtleties of content. Key Ideas and Details Text Analysis CC.1.2.K.B With provoking and backing, answer inquiries concerning key subtleties in a book. Key Ideas and Details Text Analysis CC.1.2.K.C With provoking and backing, make an association between two people, occasions, thoughts, or snippets of data in a book 1.2 Reading Informational Text †Students read, comprehend, and react to educational textâ€with an accentuation on perception, jargon obtaining, and making associations among thoughts and between writings with an attention on printed proof. Art and Structure Point of View Purposefully Blank Art and Structure Text Structure CC.1.2.K.E Distinguish portions of a book (title, writer) and parts of a book starting, end, subtleties). Art and Structure Vocabulary CC.1.2.K.F With provoking and support, ask and answer inquiries about obscure words in a book. 1.2 Reading Informational Text †Students read, comprehend, and react to instructive textâ€with an accentuation on understanding, jargon obtaining, and making associations among thoughts and between writings with an attention on printed proof. Combination of Knowledge and Ideas Diverse Media CC.1.2.K.G Answer inquiries to depict the connection among outlines and the content in which they show up. Combination of Knowledge and Ideas Evaluating Arguments CC.1.2.K.H With provoking and backing, recognize the reasons a creator provides for help focuses in a book. 1.2 Reading Informational Text †Students read, comprehend, and react to enlightening textâ€with an accentuation on understanding, jargon procurement, andmaking associations among thoughts and between writings with an emphasis on printed proof Integration of Knowledge and Ideas Analysis Across Texts CC.1.2.K.I With inciting and backing, recognize essential likenesses and contrasts between two writings (read or read resoundingly) on a similar subject. Jargon Acquisition and Use CC.1.2.K.J Use words and expressions gained through discussions, perusing, and being perused to, and reacting to writings. 1.2 Reading Informational Text †Students read, comprehend, and react to instructive textâ€with an accentuation on cognizance, jargon securing, and making associations among thoughts and between writings with an attention on literary proof. Jargon Acquisition and Use CC.1.2.K.K Decide or explain the importance of obscure or various significance words and expressions dependent on grade-level perusing and substance. Scope of Reading CC.1.2.K.L †Actively take part in bunch perusing exercises with reason and comprehension. 1.3 Reading Literature †Students peruse and react to works of literatureâ€with accentuation on appreciation, jargon procurement, and making associations among thoughts and between writings with center around literary proof. Key Ideas and Details Theme CC.1.3.K.A With provoking and backing, retell recognizable stories including key subtleties Key Ideas and Details Text Analysis CC.1.3.K.B Answer inquiries regarding key subtleties in a book. Key Ideas and Details Literary Elements CC.1.3.K.C With inciting and backing, distinguish characters, settings, and significant occasions in a story. 1.3 Reading Literature †Students peruse and react to works of literatureâ€with accentuation on understanding, jargon obtaining, and making associations among thoughts and between writings with center around literary proof Craft and Structure Point of View CC.1.3.K.D Name the creator and artist of a story and characterize the job of each in recounting to the story. Art and Structure Text Structure CC.1.3.K.E Perceive basic kinds of content. Specialty and Structure Vocabulary CC.1.3.K.F Ask and answer inquiries about obscure words in a book. 1.3 Reading Literature †Students peruse and react to works of literatureâ€with accentuation on perception, jargon securing, and making associations among thoughts and between writings with center around literary proof. Joining of Knowledge and Ideas Source of Information CC.1.3.K.G Make associations between the representations and the content in a story (read or read out loud). Combination of Knowledge and Ideas Text Analysis CC.1.3.K.H Thoroughly analyze the undertakings and encounters of characters in natural stories. In end as should be obvious above by utilizing the reading material based educational program alone there is the potential for less learning with respect to the understudies and an unpleasant situation. In any case, fusing the DAP guideline into the principles can offer the understudies both the state required learning and the NAEYC prescribed way to deal with youth learning. Kids appreciate more when the data is conveyed in a progressively loosened up setting. References Kenny, D., 2013, The correct educational plan for kindergarten: Play, The Washington Post, http://www.washingtonpost.com/suppositions/making-the-normal center work-for-understudies/2013/03/08/a8e7b5d8-86a8-11e2-98a3-b3db6b9ac586_story.html http://www.naeyc.org/DAP, â€Å"Developmentally Appropriate Practice in Early Childhood Program

Music Expressionism Essay Example For Students

Music: Expressionism Essay Prettier from five instrumental pieces is an atonal (no huge key mark) Expressionist bit of music composed by Austrian arranger Schoenberg (who is related with the expressionist development of the mid twentieth century and was the originator of the second Viennese school of music). It was made in 1909, composed for a major symphony, made up of for the most part woodwinds oboes clarinets and bassoons, expressionistic music. Furthermore some different metal instruments and percussion play in the piece, for example, the trumpet, trombone, xylophone, cymbals and bass drum. Prettier can be depicted as an extraordinary and eager bit of music with numerous fast changes in speed, state of mind and instrumentation. The interpretation of Prettier into English is an unexpected change in fortune, which impeccably depicts the idea of this piece. One factor which makes Prettier an understood case of expressionist music is the instrumentation. In this piece the instruments are frequently played at the outrageous of their registers, increasing the sensational style which makes way for this expressionist bit of music by remembering extraordinary differences for the elements, which a be found in the score of the piece where Schoenberg marks from up to if. Another two elements which depict the class of this piece are the continually changing surfaces and surprising structure; there are numerous themes which are changed all through the piece anyway there is no solid principle song. It is made out of confused melodic pieces which depend on 6 notes from 12 unique semitones in a scale, known as hexachord, which are nearly in rondo structure (abaca.. ) where the equivalent melodic thought returns commonly. The a subject, which returns more than twice, are each totally different to one another and depicted as practically unrecognizable. This drums up some excitement of ignorance , a sentiment of capriciousness and tension for the audience, we never expect what we will hear straightaway. Using free rondo structure is accustomed to bring a similar climate, temperament and feel of a theme as opposed to the specific, exact duplicate of notes. A case of a hexachord in this piece is the common hexachord in bar 8 , ( a, b level, c , c sharp, e , f) replenished as a theme and harmony by the horns Each extraordinary segment of the piece differs long swell as the consistently changing surfaces and beats. Schoenberg often changes the speed inside Prettier. He utilizes many note lengths going from regard semiquavers to semibreves. This utilization of continually evolving beats, tunes and elements elevates the sensational idea of the piece making it exceptionally energizing for the audience! The timbre, pitch and harmonies of this piece are specific to the style of expressionism. The noisy harmonies and conflicting sounds all through this piece make inconvenience for the audience and are effectively used to pass on the ideal feelings of the arranger, which he was meaning to communicate through his music. Just as the unexpected and extraordinary changes in elements and rhythms in this piece, the surfaces shift too. This piece has a contrapuntal surface with snapshots of polyphonic and homophobic surfaces as well; extending from a performance woodwind to the entire symphony playing which give prospects of making sensational snapshots of peak slim the melody, by and by passing on profound feelings and strife, fitting flawlessly into the expressionistic class. The song in Prettier is divided and is played by all the instruments at various occasions all through the piece, known as agglomerations (tone-shading tune). Moreover the tune is exceptionally precise and particular and regularly utilizes rehashed notes or short themes, which improves the awkward inclination for the audience. Schoenberg plays with the timbre of this piece, with snappy, abrupt changes between groups of instruments, for example, the metal ND woodwinds; which in result shifts the sound of the piece making it increasingly irregular and erratic. .uc820353d01a1e4359568df6d6f06bb93 , .uc820353d01a1e4359568df6d6f06bb93 .postImageUrl , .uc820353d01a1e4359568df6d6f06bb93 .focused content zone { min-stature: 80px; position: relative; } .uc820353d01a1e4359568df6d6f06bb93 , .uc820353d01a1e4359568df6d6f06bb93:hover , .uc820353d01a1e4359568df6d6f06bb93:visited , .uc820353d01a1e4359568df6d6f06bb93:active { border:0!important; } .uc820353d01a1e4359568df6d6f06bb93 .clearfix:after { content: ; show: table; clear: both; } .uc820353d01a1e4359568df6d6f06bb93 { show: square; progress: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; murkiness: 1; progress: obscurity 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .uc820353d01a1e4359568df6d6f06bb93:active , .uc820353d01a1e4359568df6d6f06bb93:hover { darkness: 1; progress: mistiness 250ms; webkit-progress: murkiness 250ms; foundation shading: #2C3E50; } .uc820353d01a1e4359568df6d6f06bb93 .focused content territory { width: 100%; position: re lative; } .uc820353d01a1e4359568df6d6f06bb93 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; text style weight: intense; edge: 0; cushioning: 0; content enrichment: underline; } .uc820353d01a1e4359568df6d6f06bb93 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .uc820353d01a1e4359568df6d6f06bb93 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-fringe span: 3px; content adjust: focus; content adornment: none; content shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: outright; right: 0; top: 0; } .uc820353d01a1e4359568df6d6f06bb93:hover .ctaButton { foundation shading: #34495E!important; } .uc820353d01a1e43 59568df6d6f06bb93 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .uc820353d01a1e4359568df6d6f06bb93-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .uc820353d01a1e4359568df6d6f06bb93:after { content: ; show: square; clear: both; } READ: Expressionism in Early twentieth Century Art EssayPrettier impeccably fits into the classification of expressionism through the leaving utilization of evolving elements, beats, harmonies, surfaces, symphonic gadgets, tunes and rhythms, making this piece leaving and lively to tune in to without fail. Each time it is played new minutes are discovered that were already obscure to the audience, carrying something new to its crowd each time it is heard, regardless of whether it be passionate or absolute, in this manner clearly fitting into the class of expressionism.

MBA Application Essay Tips for Students

Write Your Best MBA Application Essay: Tips for Students Your MBA essay is your selling point demonstrating your unique personality and individual achievements to the business school of your choice. However, writing one without a prior experience may be a challenging task. Here are some tips that can improve your admission chances. Be specific A wide-spread mistake is keeping to a broad focus without narrowing down your scope to a specific industry, organisation or case. You need to convince the admission committee that you are the best candidate for their school in terms of your own achievements. Try to answer essay questions in a professional manner and gradually build intensity. Starting any type of essay, you should grab the readers attention and be transparent in the beginning about what you are planning to achieve with this piece of writing. Be school-focused Learn more about the recipient organisation and clearly show why you think it is the best place for you to get your MBA. You need to demonstrate your motivation and your intention to be enlisted into this specific institution. The worst MBA essay is the one that seems like a ‘copy-and-paste’ one sent to multiple schools. If you decide to make several applications, make 100% sure that you do not confuse them and send an essay with another school name on it. Emphasise your personal strong points Your track record may not be as impressive as you want it to be. However, a sincere and straightforward answer to essay questions may be more convincing than a set of blurry statements. Being a leader means being able to take responsibility and accept your own limitations. A good idea is to demonstrate the challenges you encountered and the way you succeeded in these struggles. Remember that nobody is perfect Many applicants experience the dreaded ‘analysis paralysis’ effect when writing their essays. If you are affected by overthinking, the worst solution is to continue stressing yourself by reading motivational articles or thinking about the possible costs of failure. Convince yourself to write a bad application essay and revise it later, if you have time. In most cases, you will gain your inspiration along the way. If not, a mediocre MBA essay is still better than a blank sheet of paper. Observe the rules Great leaders often praise thinking outside of the box and fighting conventional wisdom. However, submitting a poorly proofread document with incorrect word count and the wrong school name may be seen as a sign of a ‘who cares’ attitude rather than your bright individuality. Observe applicable regulations and try to provide a clearly structured answer to essay questions. Writing your first MBA essay may be highly stressful if you have no prior experience. Remember that looking for external assistance is OK. You can always check online MBA essay examples or use specialised essay writing services to review your work and offer practical advice on improving your style. A team of professional writers can also provide some reference materials or samples of successful application works in your sphere.

Developmental Autobiography from a Global Perspective Essay

I believe that my development as a child should be viewed from a global perspective. Bronfenbrenner’s Ecological Systems Theory applies to me because dynamic interactions between various social, cultural, and economic backgrounds shaped my development (Kinnucan, 2013). I was influenced culturally by my Indian heritage. I was impacted socially by stuttering and growing up bilingual in Gujarati and English. I was influenced economically by growing up in a middle-class family in a suburban environment. From these various perspectives, I will analyze my developmental from infancy (birth- 1 year), toddlerhood (1-3 years), preschool age (3-6 years), and school age (6-12 years). I interviewed my father in order to gain information about my†¦show more content†¦Patel, personal communication, November 1, 2013). As an infant and toddler I could be easily held by strangers if my family were in sight. I demonstrated stranger wariness only when my parents, grandparents, or siste r were out of sight (Kail, 2012, p.315). According to Thomas and Chase patterns of temperament, I was categorized as easy and according to Rothbart dimensions of temperament I had a low degree of negative affect and a high degree of surgency and extroversion (Kail, 2012, p. 331-334). In addition I demonstrated a greater degree of effortful control. The Guajarati traditions of oil messages and stretching exercises were performed as an infant, which may have led accelerated muscular development (H. Patel, personal communication, November 1, 2013). I frequently played outside as an infant and child because I lived in a safe suburban environment. Furthermore, I played with plenty of toys throughout the house. According to the dynamic systems theory, I had numerous opportunities to integrate the components of muscle strength, balance, and coordination; therefore I had faster gross motor development (Kail, 2012, p.160). I crawled by 7 months and I walked by 10 months. Regarding my fin e motor skills, I ate finger foods by 7 months and used spoons soon afterwards (H. Patel, personal communication, November 1, 2013). When I was one I said my first words, â€Å"Ma† and â€Å"Bapu†, which is Guajarati for mother and father, respectivelyShow MoreRelatedStress Management3995 Words   |  16 Pageswork environment. Ultimately employees take work home and worry about missing deadlines or performing inadequately and end up working longer hours. Stress can be caused by many things in life, pressures from work, the family, social commitments and other everyday events. The word stress is derived from the Latin term Stringers which means to draw tight. Some define stress as the non-specific response of the body to any demands made on it. Stress is our physical, mental, and emotional responseRead MoreMethods of Qualitative of Data Collection19658 Words   |  79 Pagesdocuments and describes actions and interactions that are complex: what they mean can only be inferred without other sources of information. This method assumes that behavior is purposeful and expressive of deeper values and beliefs. Observation can range from a highly structured, detailed notation of behavior structured by checklists to a more holistic description of events and behavior. In the early stages of qualitative inquiry, the researcher typically enters the setting with broad areas of interestRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pages10.5/12 ITC New Baskerville Std Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrievalRead MoreLeadership Development42674 Words   |  171 Pagesmanagement and leadership development strategies, leadership and the development of management and leadership capability in small and medium enterprises respectively. The general approach to the project, locating specific studies, drawing conclusions from these, and the judgements about useful future research priorities have been informed by discussions in the network group and comments by its individual members as the review has progressed. The members not already mentioned are: Kamal Birdi, RichardRead MoreConsumer Perspective About Quality Service Provided by Pizza Hut and Dominos21258 Words   |  86 Pagesand again Domino s has been innovating toppings suitable to the taste buds of the local populace and the Indian market has very well accepted these. Domino s Pizza started life as Domi Nick s in 1960 founded by two brothers Tom and James Monaghan from Michigan. Within 8 months, James sold his share in the company to his brother, leaving Tom the sole owner of the pizza outlet. After 38 years as the head and owner of Domino s, co-founder Tom Monaghan decided to hand over the reins to another companyRead MoreInnovators Dna84615 Words   |  339 Pages(Continued from front flap) is the Horace Beesley Professor of Strategy at the Marriott School, Brigham Young University. He is widely published in strategy and business journals and was the fourth most cited management scholar from 1996–2006. is a professor of leadership at INSEAD. He consults to organizations around the world on innovation, globalization, and transformation and has published extensively in leading academic and business journals. is the Robert and Jane CizikRead MoreDeveloping Management Skills404131 Words   |  1617 PagesWeidemann-Book Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproductionRead MoreE T Level 4 CERT PORTFOLIO Anon27074 Words   |  109 Pages(RPL) This may be in the form of Training record cards or notes from previous learning, a failed Practical driving test report and or Theory test certificates. Not all driving instructors use or give out Training record cards, but some do. This can be good to glean sight of, as it can help us see what areas of the ‘’syllabus’’ as such the student has worked on. Generally most ADI’s that use these record cards use a numerical scale from say 1-5 to show the competence of the student in each individual

One messy situation (book thei Essay Example For Students

One messy situation (book thei Essay Sam Watson sat on the porch watching and listening to the people who came by. His beloved wife Phoeby was out with her best friend Janie having a drink at the local bar at Eatonville, at least that’s what he thought until Janie came strolling by the porch alone,without her boyfriend Teacake. Where’s Phoeby? he asked her. I have no idea I haven’t talked to her today she responded. Well that’s a strange thing because she told me that she was having a drink with you down at the bar, she left about an hour ago said Sam. Teacake left to run some arons about an hour ago also she said. Sam and Janie, both being the smart people that they were knew that something fishy was going on. They went down to the local bar together and neither Teacake nor Phoeby were there. So the two decided to go to Teacake’s place and see if he was there and if he knew where Phoeby might be. To their surprise Teacake was there, but they no longer had to look for Phoeby, the two w ere having sex in the bedroom. Outraged and broken-hearted, Sam and Janie walked away together thinking of what to do. I can’t believe that Teacake would do this to me. I’ve been married to Phoeby a long time now, and I would have never imagined her betraying me like that. The two of them decided to wait for Phoeby to come back home and ask her a few things, so they went back to the porch and talked. A few hours later Phoeby came home, and the minute that she saw the two of them sitting on the porch, Janie in tears, she knew that they knew her dirty little secret. Hey guys, what’s happenin? was the only thing that popped into Phoeby’s head. You little bitch I hate you more than anything in this world Janie screamed. The only thing that Sam could do was show his heart-broken face, he had no energy to scream and yell. I’m so sorry, Janie, I didn’t mean any harm Teacake asked me to spend some time with him and then it just sort of happened. Wha t the hell do you mean it just sort of happened? Why did you lie to your husband about where you were going tonight, and why did my boyfriend lie to me about arons? Janie screamed. Sam went inside the house to call Teacake over. When Teacake got there he knew it was a messy situation. Why’d you do it, why? screamed Janie. Ah been hear uh long time listenin’ to dat heifer run me down tuh de dawgs said Teacake. Who, Sam? He’s one of the nicest people I know, why would you say something like that? And what difference does it make that he doesn’t like you, why would you go out and have sex with his wife? Janie said. I thought that you were cheating on me with him was the excuse. Whut ever put dat notion in yo head? asked Janie. You always talk about him and tell me how good of a friend he is to you. A friend, and that’s it you cheating scum yelled Janie. Y’all really playin’ de dozens tunight said Sam. Janie walked back to her house to ge t away from the whole thing, while Teacake did not know what to do or say. Phoeby was kicked out of the house by her husband for the night. The next day Sam called a lawyer and got the legal papers for the divorce. He signed all of them and then gave them to Phoeby to sign. She was astonished that he would do such a thing, but she signed them. I still love you, you know that? said Phoeby to Sam. I don’t care about you anymore you bitch. Just get out of my life was Sam’s response. The divorce was official, and the two of them were separated. About that time the same day Janie was moving all of her things out of Teacake’s house and back into hers. Please don’t do this, I love you sweetheart, you mean the world .u93e7b7e9903509e27617a2b9ab0bdd73 , .u93e7b7e9903509e27617a2b9ab0bdd73 .postImageUrl , .u93e7b7e9903509e27617a2b9ab0bdd73 .centered-text-area { min-height: 80px; position: relative; } .u93e7b7e9903509e27617a2b9ab0bdd73 , .u93e7b7e9903509e27617a2b9ab0bdd73:hover , .u93e7b7e9903509e27617a2b9ab0bdd73:visited , .u93e7b7e9903509e27617a2b9ab0bdd73:active { border:0!important; } .u93e7b7e9903509e27617a2b9ab0bdd73 .clearfix:after { content: ""; display: table; clear: both; } .u93e7b7e9903509e27617a2b9ab0bdd73 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u93e7b7e9903509e27617a2b9ab0bdd73:active , .u93e7b7e9903509e27617a2b9ab0bdd73:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u93e7b7e9903509e27617a2b9ab0bdd73 .centered-text-area { width: 100%; position: relative ; } .u93e7b7e9903509e27617a2b9ab0bdd73 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u93e7b7e9903509e27617a2b9ab0bdd73 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u93e7b7e9903509e27617a2b9ab0bdd73 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u93e7b7e9903509e27617a2b9ab0bdd73:hover .ctaButton { background-color: #34495E!important; } .u93e7b7e9903509e27617a2b9ab0bdd73 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u93e7b7e9903509e27617a2b9ab0bdd73 .u93e7b7e9903509e27617a2b9ab0bdd73-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u93e7b7e9903509e27617a2b9ab0bdd73:after { content: ""; display: block; clear: both; } READ: The Metamorphosis: The Last Four Pages Essay

Risk Taking free essay sample

Taking In our lives, it is important to exercise self-command. However, we should not be so concerned with the future that we stifle the present. The question becomes what balance should we strike between self-command and risks? What kinds of risks are acceptable or unacceptable? In this essay, we will use two examples of risks to show the distinction between the two and arrive at a conclusion as to the balance one should have between risk and self command. The first example we will use Is of a person who spends his life savings on a lottery ticket and does not win the lottery.The second Is of a person who spends his life savings on a hunch regarding a cure for AIDS, a hunch that Is false. Before we make this adolescently, however, It Is necessary to define the terms acceptable and unacceptable risks. Acceptable and unacceptable Risks There are several ways in which one could define which risks are acceptable. We will write a custom essay sample on Risk Taking or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page One could say, for example, that the only acceptable risk is one for which the odds of success are greater than the odds of failure. Another definition of acceptable risk might be a risk that does not harm ones future. We might also say that the only acceptable risk is one where the aggregate happiness is increased, thus increasing the moral good of the risk, an idea which is based on John Stuart Mills utilitarianism. Finally, we might define a morally good risk in a Kantian way by saying that the only acceptable risk is one which is rationally thought out (Thomas, lecture). Now that we have several definitions of acceptable risks, we may ask how these definitions, which seem piecemeal and unrelated, can all combine to form one definition of acceptable risk.The best way to do this is to examine the two cases that lie before us and relate the definitions to them. In the process of doing so, we will determine which risk is acceptable and which is not. Risks in the example: the lottery and the AIDS cure If the average person on the street were presented with the case of spending ones life savings on a lottery ticket and losing or spending the same sum on a false hunch regarding an AIDS cure, he or she would probably come up with several answers.For the most part though, all the answers would be consistent with one Idea: the AIDS cure Is simply worth more and thus Is a more acceptable risk. There might be several reasons for this. One could assume, for example, that the only errors who would attempt to cure AIDS would be a doctor with sufficient experience In the field. It would follow, then, that the odds of finding a cure for AIDS would be much greater than the odds of winning the lottery. To win the lottery, one has to draw 6 numbers out of 46 (a probability that is very low).However, curing AIDS with would be a greater moral good because it is less risk involved in it than in trying to win the lottery. This case, although quite valid, is not very interesting. In fact, we have solved it rather rapidly. The more interesting case, and the one we will consider n depth here, is the case in which one has no medical experience whatsoever, but still attempts to find a cure. Furthermore, we will set the odds such that one has a better chance of winning the lottery than finding a cure for AIDS.Yet, I will still show that, regardless of the greater chance of failure, the attempt at an AIDS cure is still has more moral worth than the purchase of the lottery ticket, even though both result in failure. Why does the spending ones life savings on an AIDS cure have more moral worth (which makes it a more acceptable risk) than spending the same sum on a tottery ticket, when the numerical odds of being successful are the same? Why bother, since in the end, the result is the same?The answer lies in Mills definition of a moral good, that which is done to increase the common happiness (Mill, Utilitarianism). The AIDS cure is something that will increase the common happiness, while a person winning the lottery generally will only increase his or her happiness. This is almost obvious. Certainly, if I was to win the lottery, I would increase my happiness greatly, but the increase in the general happiness would be negligible. However, if I were to find a cure for AIDS, it would greatly increase the general happiness.Masses of suffering people and their loved ones would be much happier. Even though my attempt was unsuccessful, it would still be greatly appreciated. Just the thought of a cure would have given hope to what could otherwise be a bleak existence. The mere possibility of being saved from an almost certain death would increase several victims happiness. We see this today, when, each time a new drug that delays the progression of AIDS is approved, people flock to it. That such things re not cures and that some of them do not offer guarantees (indeed, many are experimental) is almost insignificant.