Essay on Frederick Douglass

Essay on Frederick Douglass Essay on Frederick Douglass Semester Project Narrative of the Life of Frederick Douglass Frederick Douglass was one of the most prominent figures of the abolitionist movement, a movement that fought to end slavery. A brilliant speaker, Douglass engaged in a tour of lectures, and became recognized as one of America’s first great black speakers. Douglass also wrote a personal narrative in 1845 titled Narrative of the Life of Frederick Douglass (Taylor 34). Through his book , Frederick Douglass aimed to educate the uninformed Northern audience of the time. Douglass writes that before his book, the only side being shown to the North was the Southern Slave Master's side. This biased point of view did not paint an accurate picture of life in the South. In the book's preface, William Lloyd Garrison and Wendell Phillips express that this book is unlike any other slave narrative that has been published to this point because this book has been written by an actual slave who escaped from the horrors of slavery and lived to tell his story. Amani 2 Frederick Douglass was born to an African American slave mother, Harriet Baily, and a white slaveholder (Douglass 12). Since childhood Douglass was enslaved by many different families including the Lloyds and the Aulds. While working for the Aulds the slavemasters wife Sophia taught young Douglass how to read. When the Slavemaster, Hugh Auld, found out that Douglass was learning to read he became furious because it was unlawful to teach a slave to read. Hugh Auld believed that if a slave knew how to read and write that this would make him unfit to be a slave(Douglass 52). Douglass learned from his master’s outburst that if learning how to read and write was his pathway to freedom, then gaining this knowledge was to become his goal. Douglass later had a ruthless master by the name of Covey who was also known as the â€Å"nigger-breaker†(Douglass 80). One day Covey began tying Douglass to a post in preparation for a whipping, Douglass said, â€Å"At that moment from whence came the spirit I don’t know, I resolved to fight (Douglass 81).† Covey and Frederick fought for almost two hours until Covey finally gave up. After this, Douglass was passed on to other slaveholders until eventually he was then sent again to Hugh Auld in Baltimore and was hired out to a local shipbuilder so that he could learn the trade. Within a year, he was an experienced caulker and was being paid wages, which he in turn gave to Hugh Auld (Douglass 15). Through this job Douglass managed to pull of a successful escape disguised as a sailor. Frederick Douglass was one of the most influential men of the anti-slavery movement, as well as being a supporter of woman’s rights. As great orator he often used his first hand experience as a slave to help build support for the abolitionist movement. After r eading the book I felt that Douglass’s purpose for this narrative was primarily to educate northerners about the reality of slave life. â€Å"You have seen how a man was made a slave; you shall see how a slave was made a man† was my favorite quote from the book (Douglass 53). This quote made the message of the book clear to me because the narrative is about all the hardships Douglass faces as a slave yet he still becomes a free man in the end. In 1845 when the book was published slavery was commonly practiced throughout the United States (Taylor 22). The publication of this narrative not only gave northerners a closer look at slavery, but also evidence to refute arguments made supporting slavery and it exposed the scenic picture of slavery painted by slaveholders. The narrative was mainly for the northerners to see the south for what it truly was, but the narrative had a world wide impact as it was translated into many languages such as French, German, Dutch, and Russian. In relation to the 19th century discourse on slavery, Douglass challenges many ideas throughout his narrative. For example, Douglass learned to

Amino Acid Definition and Examples

Amino Acid Definition and Examples Amino acids are important in biology, biochemistry, and medicine. Learn about the chemical composition of the amino acids, their functions, abbreviations, and properties: Key Takeaways: Amino Acids An amino acid is an organic compound characterized by having a carboxyl group, amino group, and side chain attached to a central carbon atom.Amino acids are used as precursors for other molecules in the body. Linking amino acids forms polypeptides. Polypeptides may be modified and combined to form proteins.The genetic code is basically a code for proteins made within cells. DNA is translated into RNA. Three bases (combinations of adenine, uracil, guanine, and cytosine) code for an amino acid. There is more than one code for most amino acids.Amino acids are made in the ribosomes of eukaryotic cells.Some amino acids may not be made by an organism. These essential amino acids must be present in the organisms diet.In addition to making amino acids from the genetic code and obtaining them from the diet, other metabolic processes convert molecules into amino acids. Amino Acid Definition An amino acid is a type of organic acid that contains a carboxyl  functional group (-COOH) and an amine functional group (-NH2) as well as a side chain (designated as R) that is specific to the individual amino acid. Amino acids are considered to be the building blocks of polypeptides and proteins. The elements found in all amino acids are carbon, hydrogen, oxygen, and nitrogen. Amino acids may contain other elements on their side chains. Shorthand notation for amino acids may be either a three-letter abbreviation or a single letter. For example, valine may be indicated by V or val; histidine is H or his. Amino acids may function on their own, but more commonly act as monomers to form larger molecules. Linking a few amino acids forms peptides. A chain of many amino acids is called a polypeptide. Polypeptides may become proteins. The process of producing proteins based on an RNA template is called translation. Translation occurs in ribosomes of cells. There are 22 amino acids involved in protein production. These amino acids are considered to be proteinogenic. In addition to the proteinogenic amino acids, there are some amino acids that are not found in any protein. An example is the neurotransmitter gamma-aminobutyric acid. Typically, nonproteinogenic amino acids function in amino acid metabolism. The translation of the genetic code involves 20 amino acids, which are called canonical amino acids or standard amino acids. For each amino acid, a series of three mRNA residues acts as a codon during translation (the genetic code). The other two amino acids found in proteins are pyrrolysine and selenocysteine. These two amino acids are specially coded, usually by an mRNA codon that otherwise functions as a stop codon. Common Misspellings: ammino acid Examples: lysine, glycine, tryptophan Functions of Amino Acids Because they are used to build proteins, most of the human body consists of amino acids. Their abundance is second only to water. Amino acids are used to build a variety of molecules and are used in neurotransmitter and lipid transport. Amino Acid Chirality Amino acids are capable of chirality, where the functional groups may be on either side of a C-C bond. In the natural world, most amino acids are the L-isomers. There are a few instances of D-isomers. An example is the polypeptide gramicidin, which consists of a mixture of D- and L-isomers. One and Three Letter Abbreviations The amino acids most commonly memorized and encountered in biochemistry are: Glycine, Gly, GValine, Val, VLeucine, Leu, LIsoeucine, Leu, LProline, Pro, PThreonine, Thr, TCysteine, Cys, C  Methionine, Met, MPhenylalanine, Phe, FTyrosine, Tyr, Y  Tryptophan, Trp, W  Arginine, Arg, RAspartate, Asp, DGlutamate, Glu, EAparagine, Asn, NGlutamine, Gln, QAparagine, Asn, N Properties of the Amino Acids The characteristics of the amino acids depend on the composition of their R side chain. Using the single-letter abbreviations: Polar or Hydrophilic: N, Q, S, T, K, R, H, D, ENon-Polar or Hydrophobic: A, V, L, I, P, Y, F, M, CContain Sulfur: C, MHydrogen Bonding: C, W, N, Q, S, T, Y, K, R, H, D, EIonizable: D, E, H, C, Y, K, RCyclic: PAromatic: F, W, Y (H also, but doesnt display much UV absorption)Aliphatic: G, A, V, L, I, PForms a Disulfide Bond: CAcidic (Positively Charged at Neutral pH): D, EBasic (Negatively Charged at Neutral pH): K, R

Psychology Essay Example | Topics and Well Written Essays - 250 words - 4

Psychology - Essay Example Piaget divided development into a Sensiormotor Stage (birth to age 2), a Preoperational Stage (ages 2-7), a Concrete Operational Stage (ages 7-11), and a Formal Operational Stage (ages 11- adult). Each stage is marked by certain abilities, such as the ability to understand conservation of mater or the ability for hypothetical thinking. Erikson’s work closely resembles Piaget’s, but it is showing the development of a person’s social intelligence and self-awareness, not cognitive ability. Erikson believed that we went through eight different levels of psychosocial development, each one possessing a unique crisis for the individual’s understanding of who they are and where they fit into society. Stage 1 is Trust v. Mistrust, Stage 2 is Autonomy v. Doubt, Stage 3 is Initiative v. Guilt, Stage 4 is Industry v. Inferiority, Stage 5 is Identity v. Role Confusion, Stage 6 is Intimacy v. Isolation, Stage 7 is Generativity v. Self-absorption and Stage 8 is Integrity v. Despair. Erikson suggests that if the conflict of each stage is not successfully resolved, the final adult will be a person that has emotional baggage. They will have a difficult time reconciling conflicting feelings that should have been resolved at an earlier stage. Both of these theories are as relevant today as they have ever been. Students may use different technology and have a different social environment than they once did, but they still must follow these stages of development in order to be fully functional human

Water Supply and Its Situation in Texas, Arizona, Oklahoma, Kansas, Ca Dissertation

Water Supply and Its Situation in Texas, Arizona, Oklahoma, Kansas, California, Nevada andMexico - Dissertation Example First, in the case of Texas that is experiencing about 40% of drought conditions as Hess & Frohlich write, the state needs to reverse the heavy use of water in the processing of natural gases in the fracking process (1). This will help save water and even save the agricultural sector. Oklahoma’s water problem may be solved by making agreements with other states on how it can save water even if it has to dig underground reservoirs for the same. Hess & Frohlich says that the same case would apply for Arizona since the state enjoys seasonal rains throughout the year (1). Through saving this water in underground reservoirs, the state can help deal with the severe drought conditions. Kansas, Nevada, and Mexico would greatly benefit from an institution of a water management plan that would even include the help of engineers to even construct underground pipes that will help store and transport water in the required places. For the case of California, investing in desalination water plants would prove useful since these plants as Hess & Frohlich explain would help save a lot of water that would have otherwise gone into waste (1). This water would also help in agricultural practices among the many farm workers in the state. From an analysis of the water supply conditions in these states, it is evident that there requires having stringent and timely measures to solve the water problems existing today. As seen in the compilation of Hess & Frohlich, fracking is a major contributor to drought in Texas (1). According to BBC, fracking is the process that involves drilling into the earth in the quest to release the gas underground (1). In this process, water of high pressure is directed at that underground rock so as to release the gas underneath. In the course of the fracking process, BBC writes that gas flares up from the ground either after the horizontal or a vertical process of hitting the rock layers.

Grammar school Essay Example for Free

Grammar school Essay From 1834, the year of emancipation of slaves in Dominica and the other British West Indian colonies to 1845, the popular education that was existent was really religious education. The concept of a state system of education in the West Indies emerged in Britain in 1833 as part of the act to emancipate slaves in British custody. Prior to that, the masses of the people had practically no formal education. In Dominica, from 1834 onwards, the British subsidized primary education through grants but basically, education was imported and promoted mainly by missionaries. The content of education was divorced from the interests and needs of the masses and the community. Emphasis was on the classics and the arts. There is little doubt that the churches original interest in education was the creation of influential educated elite. In practice, their interests were denominational, especially seen in the establishment of secondary schools. Proposed educational policies depended greatly on the availability of funds, which were always insufficient. Therefore, changes and reforms were minimal. The newly elected legislative councils and their leaders gave little support. In reality, education, in practice was for a privileged minority. The populace remained virtually ignorant and illiterate. The pre-emancipation society was therefore not in any sense an educated one. Where slaves received any instruction at all it was of a religious nature provided by the church at long intervals. The authorities had no aims or standards; hence there was no system of formal education. It was against this background that the British Imperial Government incorporated an education grant in the 1833 Act of Emancipation to assist in the educational development of the Negroes. Establishing schools for the masses was provided for by the Act, which included grant money from the imperial government to provide education in the ex-slave colonies. This grant money is known as the Negro Education Grant. It was regarded as an urgent matter. The total grant amounted to a mere ? 30,000 per annum for five years for all the BWI of almost one million people. The decision to allocate the grant was executed through the local legislatures and the religious bodies. The grant was decreased each year and ended in 1845. The denominations were offered financial help to build schools, and later to assist in the payment of teachers’ salaries as the best means of developing a system of education. Dominica’s share of the Grant amounted only to ? 600 to be spent on 14,000 ex-slaves. This amount was very insignificant and was spent mainly by the Society for the Propagation of the Gospel (SPCK). After two years it became apparent that the desired and intended results were not forthcoming because of the many difficulties faced. Some churches were unable to accept more grants because they could not bear the recurrent expenditure on their schools. In August 1837, the grant was switched to pay one-third of teachers’ salaries instead. This was insufficient, and the societies did not expand their operations further. As the expected expansion did not materialise the imperial government was disappointed. Hence, the union of the imperial government, local legislatures and the churches could not fulfil the early ambition to create a viable education system. Thus, in 1841, the imperial government started to withdraw the fund. The Mico trustees who had done the most protested, but to no avail. In 1845 it came to an end, and so the burden fell on the West Indian legislatures and workers to increasingly support the education of their own children. In Dominica, the drive towards education for the masses was assisted by the local legislature, thus complimenting the work done by charities and the churches so that by July 1840, Dominica had 20 schools, 10 teachers, 1,086 pupils and total average attendance was 750. The British Imperial Government gave two main reasons for ending the NEG: 1. English workers were said to be worse-off than West-Indian workers 2. The Baptists were said to be prospering – although they had refused all aid Both claims were false. The churches lacked both money and resources. The British felt in the case of Dominica that the Catholic Church could not and would not provide appropriate education. They therefore supported alternatives to church schools. They decided to provide secular schools and to withdraw grants to the church schools. This was strongly opposed until a compromise was reached. The main success of the period of the NEG was the idea of popular education. The Provision of Secondary Education in Dominica: Providers and Gender Issues From the foregoing, one can appreciate the fact that the provision of education was a task that involved the participation of several providers or stakeholders: The British Imperial Authority, the Local Legislature or Assembly, the Church (especially the Catholics) and the Charities (especially the Mico Trust). Prior to emancipation, the provision of education was the responsibility of the churches and the charities. Education was very limited and very few benefited. In reality, what ever was taught was basically religious education. With the passage of the Act of Emancipation, an attempt was made to establish popular education. The NEG thus provided the needed funds for this purpose but eventually ended in failure. These funds were channelled through the bodies mentioned above, especially through the charities and the churches. By 1868 the main providers were mainly the state (the Local Legislature) and the church. It must not be forgotten that the vast majority of the population were Catholics and therefore co-operation and compromise between the two bodies were of paramount importance. By that date, the majority of primary schools belonged to the state i. e. 18 out of 33 (54%). This was unique, for no other West Indian society had such participation by the state in educational provision. In the case of secondary education, the provision was by the Church (Catholic). The first establishment for the provision of secondary education was the Convent High School (CHS) in 1858. This was exclusively for the children of the local elite. The children of the rural peasantry and the working classes were excluded. The state provided some funds for the school. But there were no secondary education provided for the masses. It is again unique to Dominica in that early period that post-primary education was being provided only to girls when this gender was marginalized in the rest of the W. I and in Britain itself. Even today, in 2000, over 65% of secondary school students are girls. The figures for the Clifton Dupigny Community College, University of Technology (Jamaica) and University of the West Indies are roughly the same. In the case of Dominica, male marginalisation has had a long history, contrary to popular opinion. Due to mounting pressure and clamour for secondary education for boys and the children of the masses, the state established the Dominica Grammar School (DGS) on the 16th of January 1893, with a registration list of 25 boys under the headmastership of one tutor, Mr. W. Skinner (M. A – a graduate from Catherine’s College, Cambridge, England). It was to be run as a government school, with the aim to provide higher education for boys. The building being used was a personal gift from Mr. Dawbiney, a respectable Jamaican who had settled in the island. The DGS remained a boy’s school until 1972. This occurred at a time when the number of girls selected by the Common Entrance Examinations far surpassed that of boys. The first DGS girls came from the CHS and the WHS. The total number of girls on the roll for that year totalled 34 out of a total of 560 students. Thus a reluctant but necessary era commenced in that year – the DGS becoming a co-educational institution under the headship of Mr. J. K. Gough (B. Sc; Dip. Ed. from Scotland). In that same year there were 14 Dominican staff members who were university graduates. Not to be outdone by the Catholics, the Wesleyan Society (Methodists) following the tradition of their rivals, opened the second high school for girls in the island, the Wesley High School (WHS) in October 1927. By that year, 80% of the students accessing secondary education were girls. This again was a unique situation second to none in the W. I. This further marginalized the boys given the restrictive and limited nature of access at the time. At this juncture, it is necessary to appreciate the great effort expended by the churches in the provision of secondary education in the island of Dominica, albeit for denominational reasons. In 1932, the Christian Brothers (Catholics) opened the second educational establishment providing secondary education for boys, the Saint Mary’s Academy (SMA). By that year educational provision was roughly equal for both genders with boys now having the slight edge, notwithstanding the fact that the girls were doing better in entrance and scholarship exams. There were insufficient spaces available. An entrance examination would soon be rigorously applied to ration out, select and match the number of students to the available supply of places. This state of inequitable affairs became unbearable as the girls were now being marginalized in favour of boys who were securing less ‘passes’ than girls in the exams. In other words, the selection was a function of available places. The two boys’ schools had more places than the two girls’ schools. Therefore, fewer girls were selected although their average scores were higher than that of boys who secured places. In the1972/1973 school year, the Labour government of Mr. Edward Oliver Leblanc took the bold step to make the DGS co-educational. This occurred at a time when the number of girls who had succeeded at the Common Entrance Examinations far surpassed that of boys. Since then, girls have kept on increasing the education gap or divide to the extent that in Dominica and the West Indies this problem of ‘male marginalisation’ and ‘male underachievement’ and the like, have now become so serious that it threatens the whole concept of male patriarchy. The year 1972 has been regarded as a milestone in Dominica’s educational history as far as secondary education is concerned. From that year all new secondary schools have opted to become co-educational with the exception of the Saint Martin’s Secondary School in 1988. Another important milestone in our educational history is the year 1971. For the first time, secondary educational provision moved out of Roseau with the establishment of the co-educational Portsmouth Secondary School (PSS). This greatly reduced the cost burden to parents in the northwest, north and northeast of the island, who, hitherto had to make tremendous sacrifices to provide education for their children in the capital, Roseau. By 1974, the Common Entrance Examinations as a selector of educational life chances was psychologically so devastating to pupils that those who were not selected felt that they were ‘rejects’ and ‘failures’ with no hope or future. It was against this backdrop that a group of concerned persons headed by Ms. Jean Finucane-James decided to provide a ‘second chance’ to those pupils that was not based on a selective exam. This co-educational school was named the Dominica Community High School (DCHS). Apart from the PSS, the early 1970s were characterised for having secondary education concentrated in the capital city of Roseau. The ‘70s was a period of political upheaval. In August 1979, Hurricane David struck and the island was devastated: 43 deaths, massive destruction of crops and the forest, wildlife was decimated, schools and the social and economic infrastructure was destroyed. The economy came to a standstill. Educationally, the students suffered greatly. A large number of students from the northeast could not attend the Roseau schools. In the aftermath of the hurricane, two schools were opened in the northeast: St. Andrew’s High School (SAHS) in 1979, located in Londonderry which is run and operated by the Methodists and in 1980, the Marigot Foundation High School (MFHS) headed by Mr. Martin Roberts, a former Methodist minister. The last named school was eventually renamed the Marigot Secondary School (MSS) when in 1999 it passed over to the state. These two schools are co-educational institutions. In this catchment area the Common Entrance Exams consistently selects more girls than boys. In the 1980s four schools were established. In 1981, the Seventh-Day Adventists began to provide secondary education. The Seventh-day Adventist Secondary School (SASS) is located in the Portsmouth suburb of Granvillia. It is a co-ed school. In that very same year the co-ed St. Joseph Campus of the DGS was opened which later became a separate entity as the St. Joseph Secondary School. In 1996 it was renamed the Isaiah Thomas Secondary School. In 1988, two government co-ed secondary schools were established from what were formerly Junior Secondary Programmes: the Goodwill Secondary School (GSS) and the Grand Bay Secondary School (GBSS). In that same year, the Catholic–run St. Martin’s School for girls upgraded its technical/vocational wing into a fully-fledged secondary school called the St. Martin’s Secondary School (SMSS). With the opening of these new schools and the continued use of the Common Entrance Exams the gender balance continue to be in favour of girls to the detriment of boys. In October 1994 the Nehemiah Christian Foundation headed by Mrs. Rhoda George opened the Nehemiah Comprehensive School with 60 boys and girls. The school is located in Jimmit, Mahaut. In the financial year 1995/96 the government entered into a loan agreement  with the World Bank to fund the Basic Education Reform Project (BERP). One of the three main objectives of the project was to expand access to secondary education. Under the project, this objective was fulfilled in the co-ed Castle Bruce Secondary School (CBSS) in 1998. TABLE I DOMINICA: Academic Secondary Schools, 2002/03 |School |Year Founded |Boys |Girls |Total |Status | |Convent High School | | | | | | | |1858 |0 |493 |493 |Assisted | |Dominica Grammar School |1893 |518 |281 |799 |State | |Wesley High School |1927 |0 |287 |287 |Assisted | |St. Mary’s Academy |1932 |420 |0 |420 |Assisted | |Portsmouth Secondary School |1971 |402 |435 |837 |State | |Dominica Community High School |1975 |79 |46 |125 |Assisted | |St. Andrew’s High School |1979 |233 |292 |525 |Assisted | |Marigot Secondary School |1980 |86 |59 |145 |Assisted | |Isaiah Thomas Secondary School |1981 |312 |393 |705 |State | |SDA Secondary School |1981 |108 |87 |195 |Private | |St. Martin’s Secondary School |1988 |0 |306 |306 |Assisted | |Goodwill Secondary School |1988 |380 |262 |642. |State | |Grand Bay Secondary School |1988 |334 |343 |677 |State | |Nehemiah Comprehensive School |1994 |64 |73 |137 |Assisted | |Castle Bruce Secondary School |1998 |266 |291 |557 |State | |Orion Academy |2003 | | | |Private | |Total | |3 202 |3 648 |6 850 | | Ministry of Education, Sports and Youth Affairs, 2002/03 The School Curriculum Several factors impinge on the development of the curriculum in Dominica: slavery, colonialism, politics, economics, religion, socio-cultural biases, parents, teachers and the learners themselves. In the pre-emancipation era the curriculum that existed was of a religious nature. The society was largely illiterate and ignorant. There existed no notion or idea of popular or mass education. With emancipation in 1834, the rudiments of a system of education began to take shape. The limited curriculum was non-scientific and bookishly academic based on rote and memory teaching and learning. By 1868, as the primary system took root the three r’s were taught namely reading, writing and arithmetic. The system that was taking shape was one that would provide labourers and servants and no more. At the secondary level, the curriculum catered for the children of the elite: Maths, Science, Geography, English, Greek, and Latin. The colonial powers and the local legislatures controlled the educational system. In other words, the ruling elites/classes decided who should be taught, what should be taught, when, how and where. The entire process from start to finish was decided for the learner. In 1899, Agriculture was being promoted as a subject to be taught so that the learner would become an agricultural labourer or worker on an estate or join the ranks of the impoverished peasantry. So agricultural schools were encouraged. In this way the islands would remain as sources of primary agricultural produce. When the British abolished the local legislatures and imposed direct crown colony rule the curriculum again was being used as a tool to keep the masses in their place. It limited them to learn the basics and agriculture. Attempts were made to improve education at the end of the First World War (1914-1918): salaries to teachers, payments by results and attempts at compulsory education. The West Indian Conference in Dominica in 1932 urged the region to struggle for compulsory education among other things. This failed. In 1957, the ministerial system was brought to Dominica with some exercise of authority by the house of assembly. But power still lied with the British parliament. Budgets could be passed, but had to be approved by Britain. In 1967, Dominica became an associate state with Gt. Britain. All internal matters were under local jurisdiction, but foreign affairs, trade and defence resided with Gt. Britain. Dominica could now influence and shape educational progress, but very little happened. The primary system continued to develop. The high schools became stagnant. The last one to be established was in 1936 (SMA). Thirty-seven years passed before the next one, the PSS was established. By 1978, the curriculum at the primary was now being driven by the Common Entrance Examinations to the detriment of all else. The same thing could be found at the secondary schools. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The School Curriculum and Examinations The CXC and the GCE curriculum dictate the locus and focus of secondary education in Dominica. These exams cater for the 30-40% of the ability range of secondary students. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The HSC, LSC and GCE dominated the curriculum of secondary schools since the 1880s. The failure rates were very high at both the ‘O’ and ‘A’ Levels. It was also a drain on the scarce resources of the region. The minimum of 5 ‘O’ Level subjects were required to move into the sixth form and five subjects were needed of which 2 must be at ‘A’ Level for university entry. The Caribbean was influenced by educational and curriculum developments in North America and Europe, especially Britain. Revolutionary curricular changes in maths and science were being undertaken in the USA as a result of the Russian success in Sputnik I. In the U. K, the Nuffield Foundation invested heavily in a science development project. In 1969-70, the West Indian Science Curriculum Innovation Project (WISCIP) began at St. Augustine, UWI, and Trinidad. It was a new approach with emphasis on enquiry and experimentation, understanding and constructive thinking. This was introduced in the DGS and the other high schools of the time. During that same period ‘New Mathematics’ was introduced in the schools’ curriculum. All five of the secondary schools in Dominica adopted it. The Convent High School had their first ‘O’ Level candidates in 1971, and the DGS in 1972. Results in all Caribbean schools were not so good at first because of the unfamiliarity with the new approaches and topics such as inverses, identities, algebra of sets and matrices, decimalisation and metrification, vectors, inequalities and topology. At first most of the schools used the School Mathematics Project (SMP) books, but these were replaced by the Joint Schools Project (Caribbean edition) series, as part of the CEDO/UNESCO/UWI Caribbean Mathematics Project. The CXC was established in 1972 to serve the Commonwealth Caribbean. The process took over 10 years. The CXC was to replace the GCE exams. It would develop syllabi, conduct exams and issue certificates. This was a form of asserting cultural and intellectual independence from our colonial past and from Britain. Politically, the Caribbean has eschewed integration. There was the West Indian Federation as colonies of Britain (1958-1962). It ended in failure due to insularity, nationalism and dependency. With independence, the nations can dictate their educational goals and match these to national needs. In Dominica, we have not had a long history of educational reforms established in law. In 1949 an Education Act was passed to regulate and govern the sector. This was changed in 1997 when the new Education Act was passed. This was part of an attempt to harmonise education legislation in the Eastern Caribbean. In 1995 the Basic Education Reform Project was launched (BERP). The Project had three main objectives: 1. to strengthen the management and planning capacity of the Ministry, 2. to enhance the quality of education, and 3. to expand and conserve school places. Economically, we live in an interdependent world, a global village. We are partners bargaining from a position of weakness. Unequal terms of trade, onerous foreign debts, trade deficits and balance of payment problems deplete our resources so that our educational budgets are severely constrained. In general (1999 2004), Dominica spends about 17% of its recurrent budget on education, 1-2% on materials and supplies and about 80% on personal emoluments. New Curriculum Developments. Primary schools follow a curriculum, which has recently been reviewed by the Curriculum Development Unit (CDU). Schools have been provided with curriculum guides for English Language, Mathematics and General Science for Grades K to 6. Curriculum guides for Social Studies, Mathematics, Science and English Language were to become available in September 1999 for grades K to 6. A curriculum guide for Social Studies has been prepared for Form 1 at the secondary level. Workbooks for Grades k to 3 for English were to have been made available from September 1999. In addition a curriculum guide for Health and Family Life covering primary and secondary age ranges is being monitored and supported in schools. A draft national policy for this was presented to Cabinet in August 1998 but has not yet been officially approved. The CDU has planned to review Music, PE, Art and Craft, and Agriculture in 2001 as well as to start writing and production of support materials for pupils and teachers. The revised primary schools curriculum appears to be appropriate at the national level. The main problem appears to be in its delivery. The main need at the primary level for curriculum development is in relation to adapting the teacher’s guides for multigrade teaching and provision of differentiated activities for all subjects and all classrooms. Dominica does not have a National Curriculum and therefore, the curriculum de facto is determined by each school and in practice is closely related to the requirements of the Caribbean Examination Council (CXC) other external examinations and higher ability students. A balance needs to be struck between the academic and practical skills education in the secondary sector in any future national curriculum. The Ministry of Education has outlined the following process to arrive at the promulgation and implementation of the National Curriculum (NC): National Curriculum Committee (NCC) established in school year 1999/2000 NCC reviews existing curriculum: locally and regionally Under the NCC, Subject Teams and Subject Areas are established Development of Syllabi, and Curriculum Guides in Core Subject Areas Curriculum Training of Staff/Subject Team Members Resource Provision First Draft National Curriculum in Core Subject Areas Review of Draft Curriculum Development of Curricula in other subject areas. Establishment of National Norms and Standards for all subjects Piloting of National Curriculum in a cross-section of schools Promulgation of National Curriculum by Minister of Education Use by all schools of the National Curriculum as of September 2003 The Secondary Education Support Project (SESP) had been working with the Curriculum Development Unit (CDU) to write and pilot a revised curriculum for Forms 1 to 3 in the core subjects of English, Mathematics, Science and Social Studies, incorporating activities for average and below average ability pupils. Drafts of curriculum guides for Form 1 have been completed and were made available to schools in September 1999. All the guides for the four core subjects were made available in 2001. The CDU also has completed work in Music, Art, Craft, and Agriculture. However, the major curriculum need resides in the consideration of a curriculum which will meet the needs of all students – academic, technical/vocational, aesthetic, spiritual, moral and for citizenship and fulfill the ambitions set out in the 1997 Education Act. This would be especially so when Universal Secondary Education is achieved.

Abortion Essay -- Pregnancy Ethics Essays

Abortion Perhaps one of the most controversial issues debated between lawmakers and legislatures is abortion. Disputes concerning abortion began during the 1820s. By 1965, with a few exceptions, abortion had been made illegal in all states. Abortions were only permitted when the fetus was deformed, or if birth of the baby would harm the mother’s life. All of this changed however in 1973 during the landmark Supreme Court Case of Roe v. Wade which legalized abortion. The Supreme Court recognized that it is solely a mother’s choice whether to become a parent. The court also recognized that an issue as significant as child bearing warrants the highest level of constitutional protection. According to the Court, a state’s interest in potential life is not â€Å"compelling† until there is a status of viability—the point in pregnancy at which there is a reasonable possibility for the sustained survival of the fetus outside of the womb. The Cour t also affirmed that the right to privacy is not absolute and that a state does have a valid interest in safeguarding maternal health, maintaining medical standards, and protecting potential health. Under the Court’s decision, a state may, but is not required to prohibit abortion after viability, except when it is necessary to protect a women’s life or health. The Roe v. Wade decision faced immediate opposition. Opponents at both the federal and state level urged government to pass anti-abortion legislation. Over the next two decades, the Supreme Court was repeatedly called upon to decide whether a wide range of abortion statutes violated a woman’s right to privacy. While a large portion of these restrictions were considered unconstitutional, the court grante... ...forts to educate women about other options, such as adoption, should be extended. Furthermore, there should be an expansion of efforts to prevent unintended pregnancies. Such efforts should include programs for sexual education and the provision of contraceptives to sexually active females. Abortion should not only be available to those women with the financial means to pay for it. Congress should pass laws that would ensure females of low-income status access to abortion at the government’s expense. Moderates would also like laws that guarantee that medical facilities which provide abortions are licensed to meet very high standards of health care. Websites for more information: www.naral.org www.crlp.org www.nrlc.org http://www.plannedparenthood.org/abortion/default.htm http://www.policyalmanac.org/culture/abortion.shtml Abortion Essay -- Pregnancy Ethics Essays Abortion Perhaps one of the most controversial issues debated between lawmakers and legislatures is abortion. Disputes concerning abortion began during the 1820s. By 1965, with a few exceptions, abortion had been made illegal in all states. Abortions were only permitted when the fetus was deformed, or if birth of the baby would harm the mother’s life. All of this changed however in 1973 during the landmark Supreme Court Case of Roe v. Wade which legalized abortion. The Supreme Court recognized that it is solely a mother’s choice whether to become a parent. The court also recognized that an issue as significant as child bearing warrants the highest level of constitutional protection. According to the Court, a state’s interest in potential life is not â€Å"compelling† until there is a status of viability—the point in pregnancy at which there is a reasonable possibility for the sustained survival of the fetus outside of the womb. The Cour t also affirmed that the right to privacy is not absolute and that a state does have a valid interest in safeguarding maternal health, maintaining medical standards, and protecting potential health. Under the Court’s decision, a state may, but is not required to prohibit abortion after viability, except when it is necessary to protect a women’s life or health. The Roe v. Wade decision faced immediate opposition. Opponents at both the federal and state level urged government to pass anti-abortion legislation. Over the next two decades, the Supreme Court was repeatedly called upon to decide whether a wide range of abortion statutes violated a woman’s right to privacy. While a large portion of these restrictions were considered unconstitutional, the court grante... ...forts to educate women about other options, such as adoption, should be extended. Furthermore, there should be an expansion of efforts to prevent unintended pregnancies. Such efforts should include programs for sexual education and the provision of contraceptives to sexually active females. Abortion should not only be available to those women with the financial means to pay for it. Congress should pass laws that would ensure females of low-income status access to abortion at the government’s expense. Moderates would also like laws that guarantee that medical facilities which provide abortions are licensed to meet very high standards of health care. Websites for more information: www.naral.org www.crlp.org www.nrlc.org http://www.plannedparenthood.org/abortion/default.htm http://www.policyalmanac.org/culture/abortion.shtml

India’s elderly face growing neglect Essay

Introduction Adobe Flash CS3 (Creative Suite 3) A commercial application used to produce interactive, animated movies Can be used to create web-based banner advertisements, interactive websites, games and web-based applications with stunning graphics and multimedia effects. Flash movies can be embedded in web pages, placed on CDs or DVDs as independent applications or converted into standalone, executable programs. Flash includes tools for coding in its scripting language, ActionScript 3.0. ActionScript, which is similar to JavaScript, enables interactive applications. To play Flash movies, the Flash Player plug-in must be installed in your web browser. This plug-in has several versions, the most recent of which is version 9. What is flash? Flash is the leading tool/technique for creating multimedia, applications, presentations, games on Internet – a platform for developing prototypes, desktop applications and mobile systems Examples of general usage for a designer: Presentations / online portfolio Video applications for design-projects Concept design (with basic interactivity/navigation) Interaction interfaces Prototype development (usability tests) Working in project-teams (communicate with/understand programmers) Physical/tangible computing: Sensors/Phidgets, webcam, Wii-remote etc Flash Movie Development Stage The white area in which you place graphic elements during movie development and only objects in this area will appear in the final movie Timeline Represents the time period over which a movie runs Frame Depicts a moment in the movie’s timeline, into which you can insert movie elements Playhead indicates the current frame Tools bar Divided into multiple sections, each containing tools and functions that help you create Flash movies Panels Organize frequently used movie options and Panel options modify the size, shape, color, alignment and effects associated with a movie’s graphic elements Context-sensitive Properties panel Displays information about the currently selected object and Useful tool for viewing and altering an object’s properties You can access different panels by selecting them from the Window menu Fig. 1 | Flash CS3 development environment. Fig. 2 | CS3 Tools bar. Learning Flash with Hands-On Examples The .fla file extension is a Flash-specific extension for editable movies Fig. 3 | New Document dialog 1. Creating a Shape with the Oval Tool Flash creates shapes using vectors a).mathematical equations that define the shape’s size, shape and color b).When vector graphics are saved, they are stored using equations Vector graphics can be resized without losing clarity Create shapes by clicking and dragging with the shape tools Every shape has a stroke color and a fill color a. The stroke color is the color of a shape’s outline b. The fill color is the color that fills the shape Clicking the black and white button resets the stroke color to black and the fill color to white Selecting the swap colors option switches the stroke and fill colors The Shift key constrains a shape’s proportions to have equal width and height A dot in a frame signifies a keyframe – A point of change in a timeline A shape’s size can be modified with the Properties panel when the shape is selected Fig. 7 | Keyframe added to the timeline Fig. 8 | Making multiple selections with the Selection tool. Fig. .9 | Modifying the size of a shape with the Properties window. 2. Adding Text to a Button Button titles communicate a button’s function to the user a. Create a title with the text tool Once text is selected, you can change the font, text size and font color with the Properties window To change the font color, click the text color swatch and select a color from the palette Fig. 11 | Setting the font face, size, weight and color with the Properties window Fig.12 | Adding text to the button. 3 Converting a Shape into a Symbol Scene contains graphics and symbols Parent movie may contain several symbols are Reusable movie elements, such as graphics, buttons and movie clips.Scene timeline can contain numerous symbols with their own timelines and properties. Scene may have several  instances of any given symbol Symbols Can be edited independently of the scene by using the symbol’s editing stageEditing stage is separate from the scene stage and contains only one symbol. Fig. 13 | Selecting an object with the selection tool. Selecting Convert to Symbol†¦ from the Modify menu or using the shortcut F8 on the keyboard opens the Convert to Symbol dialog, in which you can set the properties of a new symbol Fig. 14 | Creating a new symbol with the Convert to Symbol dialog. Every symbol in a Flash movie must have a unique name Three different types of symbols Movie clips Buttons Graphics Movie clip symbol Ideal for recurring animations Graphic symbol Ideal for static images and basic animations Button symbol Objects that perform button actions, such as rollovers and hyperlinking A rollover is an action that changes the appearance of a button when the mouse passes over it Library panel Stores every symbol in a movie Accessed through the Window menu or by the shortcuts L or F11 Multiple instances of a symbol can be placed in a movie by dragging and dropping the symbol from the Library panel onto the stage Fig. 15 | Library panel Fig. 16 | Movie Explorer for CeoAssistant.fla. 4 Editing Button Symbols Components of a button symbol, such as its fill and type, may be edited in the symbol’s editing stage. Access a symbol’s editing stage by double clicking the symbol in the Library or by pressing the Edit Symbols button and selecting the symbol name. The pieces that make up a button can all be changed in the editing stage. A button symbol’s timeline contains four frames. One for each of the button states (up, over and down) and one for the hit area Fig. 17 | Modifying button states with a button’s editing stage. Up state (indicated by the Up frame) Default state before the user presses the button or rolls over it with the mouse Over state (indicated by the Over frame) Plays when the mouse moves over the button Down state (indicated by the Down frame) Plays when a user presses a button Can create interactive, user-responsive buttons by customizing the appearance of a button in each state Graphic elements in the hit state (indicated by the Hit frame) Not visible when viewing the movie Exist simply to define the active area of the button (i.e., the area that can be clicked) By default, buttons only have the up state activated when they are created You may activate other states by adding keyframes to the other three frames 5 Adding Keyframes Keyframes a. Points of change in a Flash movie b. Appear in the timeline as gray with a black dot c. By adding keyframes to a button symbol’s timeline, you can control how the button reacts to user input Rollover d. Added by inserting a keyframe in the button’s Over frame, then changing the button’s appearance in that frame Fig. 18 | Inserting a keyframe. Changing the button color in the over state does not affect the button color in the up state. 6 Adding Sound to a Button Flash imports sounds in the WAV (Windows), AIFF (Macintosh) or MP3 formats Sounds can be imported into the Library by choosing Import to Library from the Import submenu of the File menu. You can add sound to a movie by placing the sound clip in a keyframe or over a series of frames. If a frame has a blue wave or line through it, a sound effect has been added to it. Fig. 19 | Adding sound to a button Fig. 20 | Optimizing sound with the Sound Properties dialog. 7 Verifying Changes with Test Movie Movies can be viewed in their published state with the Flash Player. The published state of a movie is how it would appear if viewed over the web or with the Flash Player Published Flash movies have the Shockwave Flash extension (.swf). SWF files can be viewed but not edited. Fig. 21 | GO button in its up and over states. 8 Adding Layers to a Movie A movie can be composed of many layers a. Each has its own attributes and effects Layers b. Organize different movie elements so that they can be animated and edited separately c. Make the composition of complex movies easier d. Graphics in higher layers appear over the graphics in lower layers Fig. 22 | Renaming a layer. Fig. 23 | Setting text alignment with the Properties window Text Can be broken apart or regrouped for color editing, shape modification or animation Once text has been broken apart, it may not be edited with the text tool 9 Animating Text with Tweening Animations in Flash are created by inserting keyframes into the timeline Tweening (morphing) a. An automated process in which Flash creates the intermediate steps of the animation between two keyframes Shape tweening b. Morphs an ungrouped object from one shape to another Motion tweening c. Moves symbols or grouped objects around the stage d. Keyframes must be designated in the timeline before adding the motion tween Fig. 25 | Adding a keyframe to create an animation. Fig. 26 | Creating a motion tween. Adding the stop function to the last frame in a movie stops the movie from looping Fig. 27 | Adding ActionScript to a frame with the Actions panel. The small letter a in a frame indicates that it contains an action. 10 Adding a Text Field Static Text Creates text that does not change Dynamic Text Creates can be changed or determined by outside variables through ActionScript Input Text Creates a text field into which the viewers of the movie can input their own text Fig. 28 | Creating a text field. Fig. 29 | Creating a dynamic text field with the Properties window. 11 Adding ActionScript goButton.addEventListener( MouseEvent.MOUSE_DOWN, goFunction ); addEventListener function helps make an object respond to an event by registering a function to call when the event takes place MouseEvent.MOUSE_DOWN specifies that an action is performed when the user clicks the button. var randomNumber : int = Math.floor( ( Math.random() * 5 ) ); Math.random returns a random floating-point number from 0.0 up to, but not including, 1.0. Publishing Your Flash Movie Flash movies must be published for users to view them outside Flash CS3 and the Flash Player Flash movies may be published in a different Flash version to support older Flash Players Flash can automatically generate an XHMTL document that embeds your Flash movie Fig. 30 | Published Flash files. Importing and Manipulating Bitmaps Once an imported image is broken apart, it may be shape tweened or edited with editing tools such as the lasso, paint bucket, eraser and paintbrush The editing tools are found in the toolbox and apply changes to a shape Clicking and dragging to draw with the lasso tool selects areas of shapes The color of a selected area may be changed or the selected area may be moved Once an area is selected, its color may be changed by selecting a new fill color with the fill swatch or by clicking the selection with the paint bucket tool The eraser tool removes shape areas when you click and drag the  tool across an area You can change the eraser size using the tool options. Creating an Advertisement Banner with Masking Masking hides portions of layers A masking layer hides objects in the layers beneath it, revealing only the areas that can be seen through the shape of the mask Items drawn on a masking layer define the mask’s shape and cannot be seen in the final movie Fig. 31 | Resizing an image with the Free transform tool. Free transform tool Allows you to resize an image When an object is selected with this tool, anchors appear around its corners and sides Breaking text apart once converts each letter into its own text field Breaking text apart again converts the letters into shapes that cannot be edited with the text tool, but can be manipulated as regular graphics Fig. 32 | Creating the oval graphic Adding a mask to a layer masks only the items in the layer directly below it Fig. 33 | Creating a mask layer. Fig. 34 | Completed banner. Adding Online Help to Forms Use the selection tool to align objects with their corresponding captions. For more precise alignment, select the desired object with the selection tool and press the arrow key on the keyboard in the direction you want to move the object Fig. 35 | Adjusting the line spacing with the Format Options dialog. Fig. 36 | Creating a rectangle with rounded corners. Fig. 37 | Creating multiple instances of a symbol with the Library panel. An input text field is a text field into which the user can type text Fig. 38 | Input and password text-field creation. Fig. 39 | Adding Frame Labels using the Properties window. gotoAndStop(â€Å"name†); causes the movie to skip to the frame labeled â€Å"name† and stop playing Each movie clip should be created as a new symbol so that it can be edited without affecting the scene Fig. 40 | Centering an image on the stage with the Properties window. Fig. 41 | Creating a shape tween Symbols may be embedded in one another; however, they cannot be placed within themselves. Fig. 42 | Adding the field symbol to the nameWindow movie clip. Fig. 43 | Creating an animation with the form field symbol. The Transform panel can be used to change an object’s size The Constrain checkbox causes the scale factor to be equal in the height and width fields The scale factor measures the change in proportion Fig. 44 | Duplicating movie-clip symbols with the Library panel. Changing a symbol’s function or appearance in its editing stage updates the symbol in the scene Fig. 45 | Creating a frame-by-frame animation. Fig. 46 | Bug2Bug.com help form. Creating a Website Splash Screen Many organizations use Flash to create website splash screens (i.e., introductions), product demos and web applications Flash animations are ideal for amusing visitors while conveying information as the rest of a page downloads â€Å"behind the scenes† A preloader is a simple animation that plays while the rest of the web page is loading Fig. 47 | Creating a rotating object with the motion tween Rotate option. Fig. 48 | Inserted movie clips. Fig. 16.49 | Changing gradient colors with the Color panel. Alpha A value between 0 and 100% that corresponds to a color’s transparency or opacity An alpha value of 0% appears transparent, whereas a value of 100% appears completely opaque The rate of progression in a gradient can be changed by sliding the color boxes Any color box may be removed from a gradient by clicking and dragging it off the gradient range Fig. 50 | Adding an intermediate color to a gradient. Ease Controls the rate of change during tween animation Negative values cause the animated change to be gradual at the beginning and become increasingly drastic Positive values cause the animation to change quickly in the first frames and less drastically as the animation progresses When a button is created from a shape, the button’s hit area is, by default, the area of the shape It is important to change the hit state of a button created from text so that it includes the spaces between the letters; otherwise, the link will work only when the user hovers over a letter’s area Fig. 51 | Defining the hit area of a button. var url : URLRequest = new URLRequest( â€Å"http://www.deitel.com† ); Creates a new URLRequest object named url navigateToURL( url, â€Å"_blank† ); navigateToURL takes the URL contained in the URLRequest object and opens it in the frame specified by the second argument â€Å"_blank† signifies that a new browser window should open when the user presses the button. Flash movies load frame by frame Frames containing complex images take longer to load Flash will continue playing the current frame until the next frame has loaded Fig. 52 | Creating an animation to preload images.

English Is the Only Foreign Language Worth Learning

English is the only foreign language worth learning I likely diasgree with this statement. Every language is worth learning because it is how we communicate with each other. English is third most spoken language in the world, after Chinese and Spanish. I think English is leading language on this planet because Chinese and Spanish are spoken only in few countries. There are approximately 370 million native English speakers all around the world. On top that, there are roughly the same amout who use English as second or third language.And let’s not forget about technologies. Nowadays, it’s hard to find a device without built-in English interface. Is is also considered as the language of international business. In my honest opinion, I’d recommend to learn as many languages as possible. It doesn’t matter if it’s French, Dutch, Spanish, Mandarin, Korean or any other language. It breaks the language barrier between people. Few years ago, some teacher of mi ne told me that I have to learn as many languages as possible because it is my treasure. The treasure that cannot be taken away from me.Since then I usually visualize language as a key that unlocks the world to me. Knowing other languages greatly increases the number of people on the globe with whom you can communicate. You can have friends, pen pals and spouses from all over the world. In addition, people with multilingual skills look more attractive to employers. Chances are that knowing languages will open up employment opportunities that you would not have had otherwise. With greater language skills you can easily raise the amount of your salary.There are other advantages of learning languages. If you know foreign language it gives you the opportunity to step outside your comfort zone and have a deeper understanding of foreign cultures through books, songs and other aspects of culture. Any language is wonderful way to expand your horizon. In conclusion, we are only in the beginn ing of the journey through our life. Let’s not waste our time and learn languages so we can interact with as many people as possible. Any new language is a new opportunity for you. English Is the Only Foreign Language Worth Learning English is the only foreign language worth learning I likely diasgree with this statement. Every language is worth learning because it is how we communicate with each other. English is third most spoken language in the world, after Chinese and Spanish. I think English is leading language on this planet because Chinese and Spanish are spoken only in few countries. There are approximately 370 million native English speakers all around the world. On top that, there are roughly the same amout who use English as second or third language.And let’s not forget about technologies. Nowadays, it’s hard to find a device without built-in English interface. Is is also considered as the language of international business. In my honest opinion, I’d recommend to learn as many languages as possible. It doesn’t matter if it’s French, Dutch, Spanish, Mandarin, Korean or any other language. It breaks the language barrier between people. Few years ago, some teacher of mi ne told me that I have to learn as many languages as possible because it is my treasure. The treasure that cannot be taken away from me.Since then I usually visualize language as a key that unlocks the world to me. Knowing other languages greatly increases the number of people on the globe with whom you can communicate. You can have friends, pen pals and spouses from all over the world. In addition, people with multilingual skills look more attractive to employers. Chances are that knowing languages will open up employment opportunities that you would not have had otherwise. With greater language skills you can easily raise the amount of your salary.There are other advantages of learning languages. If you know foreign language it gives you the opportunity to step outside your comfort zone and have a deeper understanding of foreign cultures through books, songs and other aspects of culture. Any language is wonderful way to expand your horizon. In conclusion, we are only in the beginn ing of the journey through our life. Let’s not waste our time and learn languages so we can interact with as many people as possible. Any new language is a new opportunity for you.

Word Choice Wail vs. Whale

Word Choice Wail vs. Whale Word Choice: Wail vs. Whale What is the difference between a cry of pain and a 190-ton marine mammal? Well, not a huge amount when it comes to pronunciation! The words â€Å"wail† and â€Å"whale† sound identical, which means that they’re easy to mix up. But these terms also refer to very different things, so check out our guide to make sure you always pick the right word in your written work. Wail (Cry or Scream) The word â€Å"wail† can be either a noun or a verb. In either case, it refers to a high-pitched cry or scream of pain, grief, or anger: Noun Usage: They heard the wail from upstairs. Verb Usage: She wailed in sadness when she saw the news. More rarely, â€Å"wail† is also used to mean â€Å"play a tune exceptionally well.† However, this is largely an old piece of jazz slang and not found in most modern English writing. Whale (Large Sea Mammal) â€Å"Whale† is almost always a noun and can refer to a number of large sea mammals. For instance: We are going to sea to watch the whales later today. There are many different types of whale, ranging from the relatively small dwarf sperm whale (usually around 9ft long) to the massive blue whale (up to 98ft long). But all of them are â€Å"whales.† Except this guy, who despite being called a killer whale is actually a dolphin.(Photo: skeeze/Pixabay) â€Å"Whale† can also be used as a verb to describe the act of hunting for whales (i.e., whaling or whale fishing). But this is illegal in most countries now, so it is not commonly used. Summary: Wail or Whale? â€Å"Wail† and â€Å"whale† might sound alike, but they look very different written down. As such, it should be easy to tell these terms apart once you know what they mean. Remember: Wail can be a verb or a noun and refers to a cry of despair or grief. Whale is almost always a noun and refers to a large sea mammal. As a final note, try not to get either of these words confused with â€Å"Wales,† which is part of the UK. And if you’d like any more help with the spelling in your writing, feel free to get in touch today.

Temporary Assistance for Needy Families Program

Temporary Assistance for Needy Families Program Temporary Assistance for Needy Families (TANF) is federally funded - state-administered - financial assistance program for low-income families with dependent children and financial assistance for pregnant women during their last three months of pregnancy. TANF provides temporary financial assistance while also helping recipients find jobs that will allow them to support themselves.In 1996, TANF replaced old welfare programs, including the Aid to Families with Dependent Children (AFDC) program. Today, TANF provides yearly grants to all U.S. states, territories, and tribal governments. The funds are used to pay for benefits and services distributed by the states to assist needy families. Since replacing AFDC, the TANF program has served as one of the main sources of economic security and stability programs for low-income families with children. Through this government grant program, states, territories, the District of Columbia, and federally-recognized Indian tribes receive about $16.6 billion annually. The TANF recipient jurisdictions use these funds to provide direct income support to qualified low-income families with children. In addition, the funds allow the jurisdictions to assist recipient families with job placement and training, child care, and tax credits. Goals of TANF In order to get their annual TANF grants, the states must show that they are operating their TANF programs in a way that accomplishes the following goals: assisting needy families so that children can be cared for in their own homesreducing the dependency of needy parents by promoting job preparation, work, and marriagepreventing out-of-wedlock pregnanciesencouraging the formation and maintenance of two-parent families. While TANF jurisdictions must meet certain work participation and cost-sharing requirements, they have considerable flexibility with TANF funds to implement programs that best serve their distinct communities. Applying for TANF While the overall TANF program is administered by the federal Administration for Children and Families, each state is responsible for setting its own specific financial eligibility requirements, and accepting and considering applications for assistance. General Eligibility TANF is a cash assistance program for families with dependent children and for pregnant women in their last three months of pregnancy. To be eligible, you must be a U.S. citizen or eligible noncitizen and a resident of the state in which you are applying for assistance. Eligibility for TANF depends upon the applicants income, resources and the presence of a dependent child under age 18, or under age 20 if the child is a full-time student in high school or in a high school equivalency program. Specific eligibility requirements vary from state-to-state. Financial Eligibility TANF is for families whose incomes and resources are not enough to meet the basic needs of their children. Each state sets maximum income and resource (cash, bank accounts, etc.) limits above which families will not qualify for TANF. Work and  School Requirements With few exceptions, TANF recipients must work as soon as they are job-ready or no later than two years after beginning to get TANF assistance. Some people, such as the disabled and seniors, are given a participation waiver and do not have to work to qualify. Children and unmarried minor teen parents must meet school attendance requirements established by the state TANF program. To count toward a states work participation rate, single parents must participate in work activities for an average of 30 hours per week, or an average of 20 hours per week if they have a child under age six. Two-parent families must participate in work activities for an average of 35 hours a week or, if they receive Federal child care assistance, 55 hours a week. Failure to participate in work requirements can result in a reduction or termination of a familys benefits.States cannot penalize single parents with a child under six for failing to meet work requirements if they cannot find adequate child care. Qualifying Work  Activities Activities that count toward a states work participation rates include: unsubsidized or subsidized employmentwork experienceon-the-job trainingjob search and job readiness assistance - not to exceed 6 weeks in a 12-month period and no more than 4 consecutive weeks (but up to 12 weeks if a State meets certain conditions)community servicevocational educational training not to exceed 12 monthsjob skills training related to workeducation directly related to employmentsatisfactory secondary school attendanceproviding child care services to individuals who are participating in community service. TANF Benefit Time Limits The TANF program is intended to provide temporary financial assistance while the recipients seek employment that will allow them to fully support themselves and their families. As a result, families with an adult who has received federally-funded assistance for a total of five years (or less at state option) become ineligible for cash aid under the TANF program. States do have the option of extending federal benefits beyond 5 years and may also choose to provide extended assistance to families using state-only funds or other federal Social Services Block Grant funds available to the state. TANF Program Contact Information Mailing Address:Office of Family AssistanceAdministration for Children and Families370 LEnfant Promenade, SWWashington, DC 20447Phone: 202.401.9275FAX: 202.205.5887

History 1118 United States History and Culture Term Paper

History 1118 United States History and Culture - Term Paper Example Here, the law allows for two senators for each state in the United States. In addition, the minimum term allowed by law to all senates is six years, with each senate having one vote. This part of the US constitution also has a provision that the senators will be elected into office by the specific legislatures of the state in which they seek rulership. Nonetheless, the 17 amendment has the same provisions like those in the article one, section three, except one difference with regard to the method of election for the senators. Therefore, while the number of senators, number of votes, and term of office is similar in both cases, the 17th amendment considers popular vote or electors as the main method of election of senators. In addition, the 17th amendment included that each senator seeking office must meet certain qualifications, including specific age and residency qualifications (Gailmard 324). Nonetheless, this amendment is responsible for various changes in the United States. Bef ore the 17th amendment, the constitution of the United States had specified that only the legislatures of a senate would elect a senator. Therefore, the American citizens did not participate in the election of their senators. However, beginning the mid 1850’s this election system of senators by the government began to raise concerns among the American citizens, who felt they were being excluded from this important practice. Meanwhile, in 1866, in order to control this election approach, the US Congress passed a law, which was considered the main influence of the 17th amendment. However, this law did not change the election method of senators, thus was less useful, as most people wanted to be involved in voting in their senators. In the year 1893, the proposal for constitutional amendment in favour of direct elections of senators was first made. However, for a long time, this was not implemented, despite it being proposed every year. In 1903, this proposal was made in the US C ongress, but the senate rejected it. However, in May 1912, the Congress passed direct elections of senators as the 17th amendment, and had it ratified in April 1913. Apart from allowing for direct elections of senators, it also allowed for a way of replacing senators, when the senate seat became vacant before the end of a term (Gailmard 324). As seen the government of the United States only allowed the legislatures in a state to elect the senator of their state. Various parties, including the founding fathers who wrote the constitution, as well as President James Madison, influenced this decision. In 1787, various delegates from different states were invited to Philadelphia to attend the Constitutional Convention meant to improve various confederation articles. James Madison attended and kept he took notes during the convention. From Madison’s notes, it is possible to understand the main reasons why the founding fathers, who created the US constitution, were opposed to a Cong ress made up of a single house, thus, supporting the senate. In addition, one might understand why the founding fathers were of the opinion that state legislatures, and not the majority, elect senators. Nonetheless, deciding that state legislatures appoint senators was in a bid to prevent or avoid the election of unethical or incompetent individuals into the senate. The founding fathers