To take a dare essays

To take a dare essays What an excellent way to start off mt 13th birthday, my dog got ran over by a car! To make it better it was my own mother that did it. He was my only true friend, the only one that I really loved and cared for, and now he is dead. I hate my over-weight, hard-ball of a mother! It was her fault, all her fault! I don't blame her for not letting me have any friends over, she to ashamed of herself! And, I hate to say this but I am ashamed of her to. If people really knew what she was like, they would be ashamed too. She knew the only real friend I ever had was my cute little dog Marshall, and then she turns around and killed him! I HATE HER! I HATE HER!!! How could she be so careless, how could have she not seen him, he isn't that small. I don't know what I'm going to do without Marshall. How will I ever get along. I'll certainly miss waking up every morning, and seeing him standing on his hind legs at the foot of my bed, with his front paws braced against the side, starring at me with his big brown eyes. I can remember that his stubby tail would thump back and forth, and he lean his head over and lick my face and neck, with his warm rough thong. Boy did I love that dog, I'm going to miss him so much. I'll never find a friend quite like him, he is irreplaceable. Marshall didn't care about the way that I looked, whether or not I was smart or stupid, or even about the guys that I messed around with,( which is why my ape of a father resents me.) He never once put me down like everyone else. He loved me, and now he's gone, and it's all because of my mother!! I'm going to miss Marshall, but I know that I will never see him again, thanks to my selfish mother who let him run free while I was at school. She knew how much he loved to chase car. He always did do it, ever since he was a little puppy. But of course she didn't care. I'm never going to forgive her for this, NEVER!! ...

Wolf Predation Essays - Predation, LotkaVolterra Equations, Caribou

Wolf Predation Essays - Predation, LotkaVolterra Equations, Caribou Wolf Predation Effects of Wolf Predation Abstract: This paper discusses four hypotheses to explain the effects of wolf predation on prey populations of large ungulates. The four proposed hypotheses examined are the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis. There is much research literature that discusses how these hypotheses can be used to interpret various data sets obtained from field studies. It was concluded that the predation limiting hypothesis fit most study cases, but that more research is necessary to account for multiple predator - multiple prey relationships. The effects of predation can have an enormous impact on the ecological organization and structure of communities. The processes of predation affect virtually every species to some degree or another. Predation can be defined as when members of one species eat (and/or kill) those of another species. The specific type of predation between wolves and large ungulates involves carnivores preying on herbivores. Predation can have many possible effects on the interrelations of populations. To draw any correlations between the effects of these predator-prey interactions requires studies of a long duration, and statistical analysis of large data sets representative of the populations as a whole. Predation could limit the prey distribution and decrease abundance. Such limitation may be desirable in the case of pest species, or undesirable to some individuals as with game animals or endangered species. Predation may also act as a major selective force. The effects of predator prey coevolution can explain many evolutionary adaptations in both predator and prey species. The effects of wolf predation on species of large ungulates have proven to be controversial and elusive. There have been many different models proposed to describe the processes operating on populations influenced by wolf predation. Some of the proposed mechanisms include the predation limiting hypothesis, the predation regulating hypothesis, the predator pit hypothesis, and the stable limit cycle hypothesis (Boutin 1992). The purpose of this paper is to assess the empirical data on population dynamics and attempt to determine if one of the four hypotheses is a better model of the effects of wolf predation on ungulate population densities. The predation limiting hypothesis proposes that predation is the primary factor that limits prey density. In this non- equilibrium model recurrent fluctuations occur in the prey population. This implies that the prey population does not return to some particular equilibrium after deviation. The predation limiting hypothesis involves a density independent mechanism. The mechanism might apply to one prey - one predator systems (Boutin 1992). This hypothesis predicts that losses of prey due to predation will be large enough to halt prey population increase. Many studies support the hypothesis that predation limits prey density. Bergerud et al. (1983) concluded from their study of the interrelations of wolves and moose in the Pukaskwa National Park that wolf predation limited, and may have caused a decline in, the moose population, and that if wolves were eliminated, the moose population would increase until limited by some other regulatory factor, such as food availability. However, they go on to point out that this upper limit will not be sustainable, but will eventually lead to resource depletion and population decline. Seip (1992) found that high wolf predation on caribou in the Quesnel Lake area resulted in a decline in the population, while low wolf predation in the Wells Gray Provincial Park resulted in a slowly increasing population. Wolf predation at the Quesnel Lake area remained high despite a fifty percent decline in the caribou population, indicating that mortality due to predation was not density-dependent within this range of population densities. Dale et al. (1994), in their study of wolves and caribou in Gates National Park and Preserve, showed that wolf predation can be an important limiting factor at low caribou population densities, and may have an anti-regulatory effect. They also state that wolf predation may affect the distribution and abundance of caribou populations. Bergerud and Ballard (1988), in their interpretation of the Nelchina caribou herd case history, said that during and immediately following a reduction in the wolf population, calf recruitment increased, which should result in a future caribou population increase. Gasaway et al. (1983) also indicated that wolf predation can sufficiently increase

Foreign Direct Investment in Burkina Faso Essay

Foreign Direct Investment in Burkina Faso - Essay Example From this paper it is clear that  the host country for FDI stands to benefit in a number of ways in terms of capital formation, export diversification, technology import, management system improvement, and enhanced market competition, infrastructure development to support economic activity, financial sector growth, and markets development.According to the report  FDI is a powerful engine in helping to achieve country objectives such as those about poverty reduction, development, and international integration and it is perceived to be an international investment route that most developed economies have embraced. Low income countries in Africa, for example, have not taken this advantage and are thus being excluded from the globalization benefits of FDI.  Burkina Faso is a landlocked sub-Saharan country located in West Africa. Its population is estimated at more than sixteen million people. Burkina Faso experiences limited rainfall and their natural resources are minimal and there fore it is referred to as one of the poorest countries in Africa. Poor farming activities and the existing drought have ruined the environment resulting in decrease of food stuff. The main export product for Burkina Faso is cotton accounting for about 60% of the country’s total exports, or 5% of GDP.  The country has limited resources and is highly prone to external vulnerabilities because its economy is heavily reliant on imports rather than exports, despite the country entering into intraregional trade liberalization agreements.

Gender and Crime Essay Example | Topics and Well Written Essays - 2250 words

Gender and Crime - Essay Example People often view gender and crime issues using the usual stereotype of men being stronger than women and having higher tendencies to be more aggressive compared to women. This concept of masculinity and femininity requires careful scrutiny of facts and empirical data to support the idea. It has only been recently that criminologists and sociologists keenly looked into and considered studying about gender and crime. (Heidensohn, 1995). The topic has been discussed only in passing in various works such as Merton' theory of anomie and the deliquency of females are considered to be similar to those of men. A major reason for this inattention to females in crime and deviance is because of the perspective that female crime has somewhat been exclusively been dealt with by men, from regulating through to legislation, and that this has continued through into the theoretical approaches, quite often portraying what could be considered as a one-sided view, as Mannheim suggested Feminism and Criminology In Britain (Heidensohn, 1995). On the other hand, assertions have been created as justification for the invisibility of women in view of hypothetical views, for example: females have an '...apparently low level of offending' (Heidensohn, 1995); that they pose less of a social threat than their male counterparts; that their 'delinquencies tend to be of a relatively minor kind' Girls In The Youth Justice System (Heidensohn, 1995), but also because of the dread that adding women in investigative studies could intimidate or challenge theories, as Thrasher and Sutherland feared would take place with their investigations and studies. (Heidensohn, 1995). More hypotheses have been formulated, with numerous arguments adjoining the involvement and disregard of women within academic and speculative studies of crime, however, with contemporary approaches and progress in feminist studies and masculinity studies, and the claims of increases in recent years in female crime, especially that of violent crime more attention seems to be becoming of this topic. In terms of aggressiveness and given the common notion that people have for men and women, research show that females should not labeled as less aggressive than men. The degree of aggressiveness is may be similar for both genders however their means of expressing this aggressive trait are different. Males make use of physical violence to express their aggressiveness therefore it can be considered that they do it the more obvious means unlike women who express their aggressiveness in a covert and less physical means. [1] [2]. In opposition to what has been concluded in previous studies and by certain sections of the media, aggressive behaviour is not naturally evident in hypogondal men who have their testosterone replaced sufficiently to the normal range. In actuality, aggressive behaviour has been linked with hypogonadism and low testosterone levels, and it would seem as though supraphysiological, low levels of testosterone, and hypogonadism cause mood disorders and aggressive behaviour, with eugondal/normal testosterone levels being important for mental well-being. Testosterone depletion is a normal consequence of aging in men. One consequence of this is an increased risk for the development of Alzheimer's Disease. In other words, testosterone has a calming effect on men. Testosterone may not be associated with crime and aggressive be

The Body Shop Essay Example for Free

The Body Shop Essay Introduction The body shop was founded by Dame Anita Roddick in the year 1976. However on July 12, 2006 body shop was delisted from the London stock exchange and is currently being operated under independent management under the L’Oreal group with the able guidance of current CEO Sophie Gassperment. The body shop has been in the personal grooming and toiletries industry since 1976. Over the years the body shop has gained reputation in being one of the leading brands in the industry which not only focusses on an individual well-being but also the well-being of the planet and all associated with the company. The body shop has 2500 stores in over 60 countries Market share and competition The sales estimations of body shop show that a sales transaction is made every 0.4 seconds and has a existing customer base of 77 million up until 2011. The body shop annual sales is 855 million euros and operating profit is 77 million euros with an estimated growth of 13.9% annually. Product description Beer shampoo and conditioner 2in 1 The product contains actual beer which provides shine bounce and volume to the hair. USP’s 2 in 1 shampoo +conditioner Made from 100% natural and organic product Volumizing shampoo Anti-frizz shampoo Moisturizes hair Suitable for all hair types Customer value The product suits all hair types of both men and women providing them with same results of shiny glossy and soft hair. It will enable the customer to not only save time but also save money as they would not have to spend on buying separate bottles of shampoo and conditioner. Target Market

moralhf Moral Choices in Mark Twains The Adventures of Huckleberry Finn :: Adventures Huckleberry Huck Finn Essays

Huckleberry Finn - Moral Choices There were many heroes in the literature that has been read. Many have been courageous and showed their character through tough times. Through these tough times they were forced to make important decisions and this is where you get the real idea of who is deserved to be called a hero. The most influential though of all these was Huckleberry Finn. Through the innocence of childhood he is able to break through the societal pressures that are brought on him and do right. In Mark Twain's The Adventures of Huckleberry Finn you meet a rebellious young teen named Huck Finn. Huck is not your everyday hero especially in the beginning of the novel but slowly through the story his mature, responsible side comes out and he shows that he truly is the epitome of a hero. Huck is forced to make many crucial decisions, which could get him in serious trouble if not get him killed. Huck has natural intelligence, has street smarts, which are helpful along his adventure, and is assertive. Huck has always had to rely on himself to get through things because he is from the lowest levels of white society and his dad is known more or less as the `town drunk." So when Huck fakes his death and runs away to live on an island he is faced with yet another problem, which revolves around the controversial issue of the time of racism. While living on the island he meets Jim who was a slave but Huck soon learns that he has ran off and now in the process of making his way up north to Canada. Here Huck is faced along with his first tough decision, to go with Jim and help him, or just go and tell the officials of a runaway slave and get the reward. Huck reluctantly joins Jim and promises him to get him to free land for the sake of a good adventure but he still feels guilty to be conversing with a runaway slave let alone help him escape. Along the way Huck has many challenges, which are just like this one. This is truly remarkable for a child to be able to break away from the influence of society and go with his heart and do what is right especially when it was considered wrong.

Geneva Conventions Essay

Introduction Now we live in relatively peaceful time, but it wasn’t always like that. All those wars were bloody, sometimes even too bloody, so people needed to create some rules. So those rules were created. Four Conventions for One Purpose Not everybody knows that, but there were four treaties, not just one. And even then, they were modified later with three amendment protocols. I will start with a brief overview. First Geneva Convention was adopted in 1864 for the Amelioration of the Condition of the Wounded and Sick in Armed Forces in the Field. Second Geneva Convention was adopted in 1906 for the Amelioration of the Condition of Wounded, Sick and Shipwrecked Members of Armed Forces at Sea. Third Geneva Convention was adopted in 1929, and it was related to the Treatment of Prisoners of War. Finally, Fourth Geneva Convention was adopted in 1949, and it was related to the Protection of Civilian Persons in Time of War. It collected all points of previous one while adding many new points. So, when people say about singular Geneva Convention, they usually mean this one. Later is was modified with two protocols in 1977 when modifications were related to the Protection of Victims of International Armed Conflicts and the Pro tection of Victims of Non-International Armed Conflicts. Latest modification was made in 2005 when an Additional Distinctive Emblem was adopted. The Conventions are inextricably linked to the International Committee of the Red Cross, which is both the instigator for the inception and enforcer of the articles in these conventions. They changed the world with their aspiration to protect the rights of non-combatants. This quote is a nice example: Protected persons are entitled, in all circumstances, to respect for their persons,  their honour, their family rights, their religious convictions and practices, and their manners and customs. They shall, at all times, be humanely treated, and shall be protected, especially against all acts of violence or threats thereof and against insults and public curiosity. Women shall be especially protected against any attack on their honour, in particular against rape, enforced prostitution, or any form of indecent assault. Without prejudice to the provisions relating to their state of health, age and sex, all protected persons shall be treated with the same consideration by the Party to the conflict in whose power they are, without any adverse distinction based, in particular, on race, religion or political opinion. However, the Parties to the conflict may take such measures of control and security in regard to protected persons as may be necessary as a result of the war. — Article 27, Fourth Geneva Convention (1949) The First Geneva Convention The First Geneva Convention, for the Amelioration of the Condition of the Wounded in Armies in the Field, defines â€Å"the basis on which rest the rules of international law for the protection of the victims of armed conflicts. It was adopted in 1864 and then updated three times. Back then, it was a very critical period for European history, both military and political. Situation in Western Europe was relatively peaceful between the fall of the first Napoleon (the Battle of Waterloo in 1815) and the rise of Napoleon III (Italian campaign of 1859), but when the conflict in the Crimea took place, powers couldn’t maintain peace anymore. Henri Dunant was a man who gave the world idea of creating an international set of laws governing the treatment and care for the wounded and prisoners of war. He witnessed the Battle of Solferino in 1859, fought between Austrian and French-Piedmontese armies in Northern Italy. Around forty thousands of soldiers were wounded and left on the battlefield. The reason for that was a lack of personnel, facilities, and truces to give the soldiers any kind of medical aid. After witnessing all that Dunant decided to act. So, after his return to Geneva Dunant used his membership in the Geneva Society for Public Welfare to urge the calling together of an international conference to create new rules in terms of war. Other things that Henri Dunant did were publishing his account Un Souvenir de Solferino and helping with foundation of the International Committee of  the Red Cross in 1863. So, this new Red Cross Committee started to work, with best regards to help people, living in zones of war. Even if it was said that safeguarding the health and physical well-being of people is primarily the duty and responsibility of a nation they are related to, still understood that it wasn’t enough and in times of war people would need some â€Å"voluntary agencies to supplement†. Obviously it meant creating official agencies to help people on the battlefields in every country. Last thing that was missing was the list of rules to govern activities of the Red Cross Committee itself and any other agencies or companies which were involved. The big date was August 22, 1864. Several European states gathered in Geneva, Switzerland and signed the First Geneva Convention. List of states included: Baden (nowadays being a part of Germany), Belgium, Denmark, France, Hesse (also being a part of Germany nowadays), Italy, Netherlands, Portugal, Prussia (part of Germany now), Spain, Switzerland, and Wà ¼rttemberg (which is also a part of today’s Germany). Later, two more countries joined and signed the Convention, which were Norway and Sweden. . The Second Geneva Convention The Second Geneva Convention was adopted to protect the human rights of wounded, sick, and shipwrecked soldiers that were found at sea. This act was made because of the growing number of battle ship fleets being formed and the mass amounts of war occurring at sea. The First Geneva Convention only covered the wars on land and now it covered international battles at sea. This bill extended all rights that a wounded soldier received from the first convention to soldiers at sea and made it illegal to not take in shipwrecked crewmen. The Second Geneva Convention was an important step considering the First World War was soon to come. The Second Geneva Convention was created because of the new threat of large naval fleets. The only difference between the First and Second Geneva Conventions is that the Second calls for the protection of human rights of soldiers that are at sea. Because of the future battles at sea, this plan proved to be highly necessary in order to make sure no cruelties were occurring over the deep blue sea. This plan was effective but did not cover very many scenarios or occurrences. This addition to the First Convention was necessary and without it, there would have been thousands of more casualties during the two World Wars. So, the  Convention was adopted in 1906, right after Russo-Japanese war, and was later updated two times. The actual document contained 63 articles, covering many aspects related to treating people during the wars, both on the land and on the sea. Now let’s look at the most important provisions: * Articles 12 and 18 require all parties to protect and care for the wounded, sick, and shipwrecked. * Article 21 allows appeals to be made to neutral vessels to help collect and care for the wounded, sick, and shipwrecked. The neutral vessels cannot be captured. * Articles 36 and 37 protect religious and medical personnel serving on a combat ship. * Article 22 states that hospital ships cannot be used for any military purpose, and owing to their humanitarian mission, they cannot be attacked or captured. * Article 14 clarifies that although a warship cannot capture a hospital ship’s medical staff, it can hold the wounded, sick, and shipwrecked as prisoners of war. It was adopted by 33 countries, including China, France, Germany, Russia, and the United States. However, at the same time it was rejected by Great Britain, Japan and Korea. The Third Geneva Convention So, the third one of four conventions was mainly related to prisoners of war and their treatment. According to this Geneva Convention no prisoner of war could be forced to disclose to his captor any information other than his identity (i.e., his name and rank, but not his military unit, home town, or address of relatives). Every prisoner of war was entitled to adequate food and medical care and had the right to exchange correspondence and receive parcels. He was required to observe ordinary military discipline and courtesy, but he could attempt to escape at his own risk. Once recaptured, he was not to be punished for his attempt. Officers were to receive pay either according to the pay scale of their own country or to that of their captor, whichever was less; they could not be required to work. Enlisted men might be required to work for pay, but the nature and location of their work were not to expose them to danger, and in no case could they be required to perform work directly rela ted to military operations. Camps were to be open to inspection by authorized representatives of a neutral power (during World War II, Switzerland and Sweden acted as protecting powers). Article 4  defines who could be called prisoner of war. Article 5 specifies that prisoners of war (as defined in article 4) are protected from the time of their capture until their final repatriation. It also specifies that when there is any doubt whether a combatant belongs to the categories in article 4, they should be treated as such until their status has been determined by a competent tribunal. Article 12 states that prisoners of war are the responsibility of the state not the persons who capture them and that they may not be transferred to a state that is not party to the Convention. Articles 13 to 16 state that prisoners of war must be treated humanely without any adverse discrimination and that their medical needs must be met. The Convention was signed by 47 governments. Chief among the nations that did not adhere to the Geneva Convention of 1929 were Japan and the USSR. Japan, however, gave a qualified promise (1942) to abide by the Geneva rules, and the USSR announced (1941) that it would observe the terms of the Hague Convention of 1907, which did not provide (as does the Geneva Convention) for neutral inspection of prison camps, for the exchange of prisoners’ names, and for correspondence with prisoners. So, that could help to change the situation, including time during World War II. The United States and Great Britain mostly honored the Convention and its rules. At the same time, Germany didn’t treat all prisoners equally. While American and British prisoners got good treatment in Germany, people from Poland got probably the worst possible. The International Red Cross at Geneva tried to collect as much information about prisoners as it could, so situation was under control. The Fourth Geneva Convention The Geneva Convention relative to the Protection of Civilian Persons in Time of War, also known as The Fourth Geneva Convention, was adopted in 1949. Not only it had many new points, but also points from all previous Geneva Conventions were reviewed and expanded. The actual document consists of four parts: Part I. General Provisions. It includes the basic things, like explanation who is a â€Å"protected person†: Persons protected by the Convention are those who, at a given moment and in any manner whatsoever, find themselves, in case of a conflict or occupation, in the hands of a Party to the conflict or  Occupying Power of which they are not nationals. Document also demands a lawful treatment of: noncombatants, soldiers who laid down their arms, or wounded, unable to continue the fight, combatants. Part II. General Protection of Populations Against Certain Consequences of War. Here text says about protection of civilians. Important thing is that no kind of discrimination by nationality, race, religion, or political views is appropriate. Part III. Status and Treatment of Protected Persons. This part includes many different things about actions on occupied territories, like population transfer, care and education of children, destruction of property, medical services, etc. It also includes topic of collective punishment: Article 33. No protected person may be punished for an offense he or she has not personally committed. Collective penalties and likewise all measures of intimidation or of terrorism are prohibited. Pillage is prohibited. Reprisals against protected persons and their property are prohibited. Part IV. Execution of the Convention. This part is almost the same in documents of all four conventions and it says that this part contains â€Å"the formal or diplomatic provisions which it is customary to place at the end of an international Convention to settle the procedure for bringing it into effect are grouped together under this heading†. This time the amount of countries signed was even bigger than before, consisting of 194 countries. However, 16 countries didn’t sign it; those were Aruba, Bouvet Island, Faroe Islands, Guernsey, Heard and Mc Donald Islands, Isle of Man, Jersey, Mayotte, Norfolk Island, Northern Mariana Islands, National Authority, Reunion Island, South Georgia and South Sandwich Islands, and Tibet. Even if the Convention included almost everything that was needed, later it was updated with 3 protocols added as amendments: Protocol I (1977) relating to the Protection of Victims of International Armed Conflicts Protocol II (1977) relating to the Protection of Victims of Non-International Armed Conflicts Protocol III (2005) relating to the Adoption of an Additional Distinctive Emblem. Protocol I So, in 1977 Geneva Convention was updated with two additional protocols added as amendments. It was necessary because since 1949 worldwide weaponry and conditions have changed. Logically, it’s related to the protection of victims of international armed conflicts. By the moment Protocol I was  ratified by governments of 170 countries. The actual document consists of 102 articles. Mostly it just rephrases statements from original Geneva Conventions, but it also includes many new interesting things: Articles 51 and 54 outlaw indiscriminate attacks on civilian populations, and destruction of food, water, and other materials needed for survival. Indiscriminate attacks include directly attacking civilian (non-military) targets, but also using technology such as biological weapons, nuclear weapons and land mines, whose scope of destruction cannot be limited. A total war that does not distinguish between civilian and military targets is considered a war crime. Articles 56 and 53 outlaw attacks on dams, dikes, nuclear generating stations, and places of worship. The first three are â€Å"works and installations containing dangerous forces† and may be attacked but only in ways that do not threaten to release the dangerous forces (i.e., it is permissible to attempt to capture them but not to try to destroy them). Articles 76 and 77, 15 and 79 provide special protections for women, children, and civilian medical personnel, and provide measures of protection for journalists. Article 77 forbids conscription of children under age 15 into the armed forces. It does allow, however, for persons under the age of 15 to participate voluntarily. Articles 43 and 44 clarify the military status of members of guerrilla forces. Combatant and prisoner of war status is granted to members of dissident forces when under the command of a central authority. Such combatants cannot conceal their allegiance; they must be recognizable as combatants while preparing for or during an attack. Article 35 bans weapons that â€Å"cause superfluous injury or unnecessary suffering,† as well as means of warfare that â€Å"cause widespread, long-term, and severe damage to the natural environment.† Article 85 states that it is a war crime to use one of the protective emblems recognized by the Geneva Conventions to deceive the opposing forces (perfidy). Articles 17 and 81 authorize the ICRC, national societies, or other impartial humanitarian organizations to provide assistance to the victims of war. Protocol II While Protocol I was related to the protection of victims of international armed conflicts, Protocol II, also added in 1977, was related to the  protection of non-international armed conflicts. After all those Conventions many rules existed, related to international warfare, but somehow, before the Protocol II was added, nobody thought much about internal conflicts even though many countries had them. So, even since the last Geneva Convention, some delegates wanted to make laws and set a new bar for minimal humanitarian standards in cases when the situation had all the properties and characteristics of war whilst not being an international conflict. Even before the addition of Protocol II Geneva Conventions of 1949 had Article 3 related to non-international conflicts taking place in bounds of a single country. However, it wasn’t enough. Article 3 had only few basic things to protect victims of non-international conflicts, like: * Persons taking no active part in hostilities should be treated humanely (including military persons who have ceased to be active as a result of sickness, injury, or detention). * The wounded and sick shall be collected and cared for. Since Article 3 was too brief and didn’t cover many important aspects, many diplomats wanted to clarify it all in a new Protocol and to extend the scope of international law to cover additional humanitarian rights in the context of internal conflicts. However, the debate around this new protocol had two totally different ideas: 1) First said that for victim of a conflict there is no difference if that conflict is international or not, so all the distinction for those people can only be artificial. 2) And another one said that in case of internal conflict international laws should not apply, meaning that country had all rights to do whatever it wants inside its boundaries. As for now, Protocol 3 had been ratified by governments of 165 countries. Even though The United States was among few countries who just signed the protocol with the intention of ratifying it, the International Committee of the Red Cross made an appeal in 1997, saying that a number of the articles contained in both protocols are recognized as rules of customary international law valid for all states, whether or not they have ratified them. Protocol III The third and the last additional protocol of Geneva Conventions was added in 2005. It was devoted to the Adoption of an Additional Distinctive Emblem. It was really needed in cases of war for soldiers to know who they should not attack. Actually, the emblem itself was established much earlier, during the first Geneva Convention of 1864. It was really needed, because weapons at those times already were quite deadly, and often medics and people of other supporting professions were shot right on the battlefield while trying to help wounded soldiers. So a part of the first Geneva Convention was just right about creating a distinctive emblem for people of those professions. However, it wasn’t easy. The first symbol was just a red cross on the white background, but it looked very similar to the Christian Cross. That was the reason why Muslim nations totally rejected it. But in 1876 the Ottoman Empire introduced another symbol – the Red Crescent, as more neutral and less Christian emblem. After that additional emblems were proposed by the Red Cross Society of Eritrea, such as sun of Persia or the red lion. At the same time Magen David Adom of Israel proposed the Red Shield of David as another alternative emblem. After all, the world needed the new symbol for medics to be: * Neutral and free of religious, cultural or political connotations. Otherwise it would conflict with the whole idea of giving the medical personnel neutral humanitarian status in armed conflicts. * Officially acclaimed. Even if the Red Shield of David was used in some places after Magen David Adom’s efforts, it wasn’t officially acclaimed by the National Societies. And without membership in one of those people were not eligible for certain protections under the Geneva Conventions. Fortunately a comprehensive solution was found at last with the adoption of Protocol III in 2005. For Magen David Adom there was a nice alternative – the Red Crystal, so they should’ve just displayed it in the context of international conflict to have all protection needed. All three emblems are appointed the same legal status, which means they are totally equal. Emblems can have a protective use, as well as an indicative use. Medical and religious personnel may mark themselves, their vehicles, ships and buildings as a sign of their humanitarian mission and protected status under the Geneva Conventions. Members of armed forces can also use it to show that  they are protected by Geneva Conventions. However, the misuse of the emblem may be considered as a war crime. Conclusion Thanks to all these conventions and their protocols, world is safer and more civilized nowadays, even I the times of war. People feel themselves protected, which means better future for all of us! Bibliography Books: Bernett, Angela. The Geneva Convention: The Hidden Origins of the Red Cross. The History Press, Stroud, 2006. Borch, Fred L., and Solis, Gary. Geneva Conventions. Kaplan Publishing, New York City, 2010. Grossman, Dave. On Killing: The Psychological Cost of Learning to Kill in War and Society. Back Bay Books, New York City, 2009. Byers, Michael. War Law: Understanding International Law and Armed Conflict. Grove Press, New York City, 2007. Web Sites: http://supportgenevaconventions.org/. â€Å"Citizens Interfaith Coalition to Reaffirm and Extend the Geneva Conventions†. Dennis Rivers. 11/11/2011. http://en.wikipedia.org/. â€Å"Geneva Conventions†. Multiple authors. 11/23/2011. http://www.icrc.org/. â€Å"The Geneva Conventions of 1949 and their Additional Protocols†. International Committee of the Red Cross. 11/12/2011.

Regular education classrooms Essay

All students participate in regular education classrooms except students with the most severe disabilities who would be in normalized and age-appropriate classroom on the same campus. Few students are excluded. Level IV – Despite the degree of disability, all students are fully included in general education classrooms. Specialists and teaching assistants provide support for students with the most severe disabilities within the classroom. The regular education teacher is responsible for structuring social interactions with typical peers. The least inclusive proposal places most students with mild disabilities in regular classes, but excludes those with moderate through severe disabilities, placing them in separate rooms within the regular school building (Lilly, 1986). This proposal is closest to the traditional manner of service delivery and is the easiest to implement in terms of using available special educators as support personnel and providing training in methods for regular education teachers to include these children. More inclusive is the proposal to place students with mild or moderate disabilities in regular education classes (Reynolds & Wang, 1983; Wang, Reynolds & Walburg, 1987). The essence and meaning of inclusion evolved from the historical concepts in early childhood special education, that is, mainstreaming and integration. Bricker (1995) discusses the evolution of these terms, noting that mainstreaming refers to the â€Å"reentry of children with mild disabilities be served totally in these settings eliminating the need for pull-out programs. While students with organically-based learning disabilities or moderately demonstrated behavioral disorders would not have been included in regular education rooms in the Level I proposal, they would be included here. Yet, proponents of both levels agree that there will be students with severe and/or multiple disabilities whose needs will not be served optimally in a mainstream environment. They feel that these students will need to participate full-time in separate settings. Level III includes a more extensive involvement of severely impaired students in regular education. All students are included except those who are unable to be involved in academic or social interactions (Gartner & Lipsky, 1987). However, even these students would participate in nearby classrooms which would be as normalized and age-appropriate as possible. The most extreme view is that of full inclusionists, who propose that all students should participate in general education classes. Claiming that to do otherwise would be to support a â€Å"dual-system† for the most disabled, Level IV proponents propose the integration of even profoundly-impaired students into totally normalized classes (Stainback & Stainback, 1984). This position has prompted the strongest reaction of implausibility from those opposed to the Regular Education Initiative. Yet parents and professionals supporting Level IV inclusion do acknowledge that there are situations in which these students cannot be grouped with other s because of instructional differences. Thus, the Regular Education Initiative gives a sense of inclusion for students. Yet, a number of researchers and educators have opposed the Regular Education Initiative strongly. They cite the historical inability and lack of desire of regular education to meet students’ needs. That is the reason why the IDEA cropped up. They worry about the loss of funding and parental right. They also note that most regular educators are not trained to have students with disabilities in their classes. They say that teachers cannot meet societal demands for excellence if they are expected to have vastly different levels of student academic and behavioral performance in their classes. Supporters of inclusion differ in the extent of disability integrated into regular education classes. Some support placement only of students with mild disabilities in regular education, with students demonstrating more severe impairments participating on the regular education campus, but in separate impairments participating on the regular education campus, but in separate classes. The continuum expands to include students with more severe impairments in regular classrooms on a part-time basis, to the full exclusionists, who would have all students participate full-time despite the degree of disability. The problem is how to incorporate students into classes where teachers and nondisabled peers are welcoming as well as competent in dealing with difference. Thus, the debate continues. This paper looks into these inclusionary practices and explores how these are helpful for all concerned. Enormous amount of research has been made to explore the factors associated with caring for a disabled children and the deleterious effects these factors have on parents’ well-being. Research evidences points out that the family attitude greatly contributes to the prognosis. Risk factors such as lack of services and negative attitudes can have an adverse influence on the prognosis of the mentally-handicapped child. Obtainable studies show that most often parents have a negative attitude towards their child with mental disabilities. Parents are weighed down with feelings of pessimism, hostility, and shame. Denial, grief, withdrawal, rejection, projection of blame and finally, acceptance are the usual parental reactions. (Drew CJ, Logan DR, Hardman ML. )

Whats a Good SAT Score for 2017

What's a Good SAT Score for 2017 SAT / ACT Prep Online Guides and Tips If you're planning on taking the SAT this year, you might be wondering how high you'll need to aim in order to get a good (or even great!) score. What is a good SAT score for 2017?More importantly, what is a good SAT score for you? In this guide, we look at different ways to define good SAT scores for 2017 and teach you how to set an SAT goal score. In addition, we examine old SAT averages and percentiles to determine whether (and how) the definition of a good SAT score has changed over time. What Is a Good SAT Score for 2017 Overall? In the simplest of terms, a good SAT score is any score that's high enough to get you into the schools you wish to attend.But to define good SAT scores for 2017 overall, we'll need to look at the SAT in a broader, more objective sense. And the easiest way to do this is to use averages and percentilesto seehow your scores compare with those of other test takers. (As a reminder, percentiles tell you what percentage of test takers you scored higher than on the SAT.) As you likely know, the SAT is scored on a scale of 400-1600. According to the College Board, theaverage SAT scorefor 2017is1083(for college-bound 11th and 12th graders), which is close to the 50th percentile. Generally speaking, good SAT scores for 2017 can be consideredanything above average (i.e., any score that places you in the top half of test takers). Likewise, a poor score can be considered anything below average. So essentially, the farther you get from average, the better (if above average) or worse (if below average) your score will be. Here is an overview of the current SAT percentiles and what they indicate about your overall test performance: Percentile EBRW Math TOTAL 90th percentile (excellent) 680* 690* 1340 75th percentile (good) 620 610* 1220* 50th percentile (average) 540** 530** 1080 25th percentile (poor) 470 470** 950 10th percentile (very poor) 410* 410 830 Source: SAT Understanding Scores 2016 *Score is 1% higher than percentile listed (i.e., 91st, 76th, or 11th percentiles). **Score is 1% lower than percentile listed (i.e., 49th or 24th percentiles). Let's start by looking at the good percentiles. As we can see from this chart, the higher your SAT percentile, the more test takers you've outperformed and the more impressive your score is. What's intriguing here, though, is thatyou don't need to get a perfect score or even break 1500 to qualify for the top 10%. As the data indicates, ascore of 1340- despite being 260 points below a perfect 1600- is in the 90th percentile! Therefore, anything at or above 1340 can be considered an extremely impressive SAT score for 2017. By contrast, a low percentile indicates that more test takers have outperformed you than you have them.According to the chart, any score in the range of 400-830- that’s a big 430-point span!- places you in the bottom 10% of test takers. Interestingly, a score of 950, which is only 130 points below average, still means you're scoring worse than a whopping 75% of test takers. So it's safe to say, then, that anything at or below 950 can be considered a rather poor SAT score. But what do all of these numbers mean for you specifically? Is a good SAT score simply defined by what percentile you're in, or is there more to it than that? What Is a Good 2017 SAT Score for YOU? Ultimately, and regardless of SAT percentiles and averages, what's important is that you're aiming for an SAT score that's good enough for you- in other words,an SAT score that's high enough to secure you admission to your schools. At PrepScholar, we call this ideal score a goal score. As you might've guessed, goal scores will vary depending on the test taker and where you're applying.For someone applying to Harvard, for example, a good SAT score would most likely be just under or even ata perfect 1600. But for someone applying to Washington State University, a solid goal score might be something closer to 1200. In the end, getting the exact SAT score you need for your schools is far more important than aimlessly trying to hit a certain percentile that might or might not actually be good enough for the colleges you're applying to. Buthow do you find your goal score? Read on to learn! How to Set a 2017 SAT Goal Score Figuring out your SAT goal score is easy if you know what you must do. Here, we walk you through the three critical steps needed to determine your goal score. Step 1: Make a Chart First things first, you'll need to make a chart. Fill in your school names in the leftmost column, and then write â€Å"25th Percentile SAT Score† and â€Å"75th Percentile SAT Score† across the top. Alternatively, you maydownload our goal score worksheet. Here is an example: School Name 25th Percentile SAT Score 75th Percentile SAT Score University of Michigan Michigan State University Eastern Michigan University Step 2: Find SAT Score Info for Your Schools The next step is to start researching SAT score info for your schools. One way to do this is to look for your schools in thePrepScholar database.To find your school, search for â€Å"[School Name] PrepScholar SAT† or â€Å"[School Name] PrepScholar† on Google. Then, click the link to either your school's "Admission Requirements" or its "SAT Scores and GPA" page (both pages list SAT score info). Here’s an example of our "Admission Requirements" page for Eastern Michigan University: Once you find your school in our database, look for information about SAT scores- specifically, its 25th and 75th percentile scores. These percentiles are important because they tell you the middle 50%,oraverage range,of admitted applicants' SAT scores for your particular school. If you can't find your school in our database, try searching for â€Å"[School Name] average SAT scores† or â€Å"[School Name] 25th 75th percentile SAT† on Google to see whether any relevant pages on your school’s official website pop up. Here’s our example chart again, this time with SAT score info filled out for each school: School Name 25th Percentile SAT Score 75th Percentile SAT Score University of Michigan 1370 1530 Michigan State University 1050 1310 Eastern Michigan University 980 1260 Step 3: Calculate Your Target Score Finally, look for the highest score in your chart (in the 75th percentile column); this score will be your goal score because it’s the one most likely to get you into all of the schools you're applying to. In our example above, our goal score would be1530- that's in the 99th percentile! If your goal score feels a little too high for you (such as our example goal score), you might want to consider lowering it slightly- ideally to either the second-highest 75th percentile score in your chart or to a score between the highest and second-highest percentile scores. In our example, this means you could instead aim for something closer to 1420, the halfway point between the highest and second-highest scores. This would still be high enough for MSU and EMU, though slightly lower for UM. Once you have your total goal score, you'll likely want to know your section goal scores, too. To get these, divide your total goal score by 2.In our example, this gives us765 (which we'll round up to 770) for both Evidence-Based Reading and Writing (EBRW) and Math. How Has the Definition of a Good SAT Score Changed? Now that we understand what a good SAT score for 2017 is, both in general and for you, let's look at whether the definition of a good SAT score has changed or stayed the same over the years. To do this, we'll need some data. But here's the caveat: the SAT hada massiveredesign in March 2016.These changes didn't simply shift the SAT scoring scale but alsocompletely overhauled the content and format of the exam. As a result, it'll be extremely difficult, if not impossible, for us to compare 2017 SAT data with data from earlier administrations of the test. What we'll do instead is compareSAT averages and percentiles for only the old SAT.This way we'll be able to determine with more accuracy whether the SAT average has risen or fallen over time, and whether SAT percentiles, too, have changed. Let's start with the averages. The following table showcases the average SAT scores for college-bound seniors from 2006 to 2016.Note that on the old SAT, there was no EBRW score (instead, you got two separate Critical Reading and Writing scores). Additionally, theessay used to be a required component that counted toward your total Writing score (now, it's optional and graded separately). Average SAT Scores 2006-2016 Year Critical Reading Math Writing 2006 503 518 497 2007 501 514 493 2008 500 514 493 2009 499 514 492 2010 500 515 491 2011 497 514 489 2012 496 514 488 2013 496 514 488 2014 497 513 487 2015 495 511 484 2016 494 508 482 Source: The College Board Total Group Profile Report 2016 As you can see, in all SAT sections, the average scores have declined steadily over time. From 2006 to 2016, Critical Reading witnessed a 9-point drop (503 to 494), Math a 10-point drop (518 to 508), and Writing a 15-point drop (497 to 482). Since these averages changed, it seems logical to assume thatthe definition of a good SAT score has also altered slightly over time. In recent years, students have needed to score fewer points on the SAT in order to hit the average score, indicating that it was somewhat easier to exceed this average (and get what's generally considered a good SAT score)in 2016 than it was in 2006. But how do percentiles come into play? Let's find out. Below is an overview of total SAT score percentiles from2011 to 2015: SAT Score Percentiles 2011-2015 Year 90th Percentile 75th Percentile 50th Percentile 25th Percentile 10th Percentile 2011 1930-1940 1720 1490 1280 1110 2012 1930-1940 1720 1490 1280 1100-1110 2013 1930-1940 1720 1490 1280 1100 2014 1930-1940 1720 1490 1270 1090-1100 2015 1930-1940 1720 1480 1260 1080-1090 Again, we can see that for some percentiles- namely the 10th to 50th percentiles- corresponding SAT scores have declined a little over time. This means that over the years, fewer test takers have reached certain scores on the SAT, thereby lowering the scores needed to achieve different percentiles. But these changes in scores and percentiles are all fairly nominal. Of the percentiles whose scores decreased from 2011 to 2015, all dropped by a mere 10 or 20 points- changes that aren't drastic enough to point to any major trend. Even more interesting, some percentiles' corresponding scores didn't change at all over the years.From 2011 to 2015, the 90th and 75th percentiles remained remarkably steady (at 1930-1940 and 1720, respectively), meaning that the same percentages of test takers were scoring at or around these scores each year. All in all, this general consistency in SAT score percentiles suggests that what’s considered a good score hasn’t changed much in recent years, particularly if you’re defining a good SAT score by how your score compares with those of other test takers. Recap: What Is a Good SAT Score for 2017? There are many ways to define good SAT scores for 2017. Perhaps the easiest way we can define them is to use data from the College Board. According to this data, the average SAT score for 2017 is 1083 (nearly the same as the median or 50th percentile). Generally speaking, any SAT score above average (i.e., in the top half of test takers) is a good score, and any score below average (i.e., in the bottom half of test takers) is a poor one. While averages and percentiles offer us a more objective idea of what good SAT scores for 2017 are, ultimately, you determine what a good SAT score is for yourself. To do this, you must set an SAT goal score. A goal score is the SAT score most likelyto get you into all of the schools to which you're applying. By setting (and eventually hitting) your goal score, you can guarantee yourself an excellent shot at gaining admission to your schools. What’s Next? Want more information about SAT scores?Learn what constitutes a good, bad, and excellent SAT score in general, and get the rundown on how the SAT is scored. Need help hitting your SAT goal score?Try our expert tips to improve your score. And if you're willing to work extra hard, follow the road to success with our step-by-step guide on how to get a perfect 1600! Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today!

Life as a Native of Calicut, T essays

Life as a Native of Calicut, T essays Life as a native of Calicut, Tlaxcala, and Essaka was harsh, especially when they had to deal with the experiences and difficulties brought by the outsiders from other countries. The following will give you some insight into exactly how the invasion of a new country affects the lives of the natives. It will also include the emotions of the natives to the outsiders invasion and what affect it had during and after the invasion. It was the year 1405 when I had taken a long walk into the city of Calicut with my father. He was a merchant and it was my turn to begin learning the ropes on bartering and trading. I was told that I had to keep quiet when the Chinese arrived, I did not know what to expect. The thought of meeting face to face with strange foreigners automatically sent shivers down my back. My father had told me that the Chinese were such wonderful people because the new ruler allowed them to trade once again with the lands across the waters. (Levathes, p. 88) He told me we lived on a land that was called The great country of the Western Ocean.(Levathes, p.100) He said the people of the cities around us were called barbarians but we were not because the Chinese treated the Zamurin as an equal and had the utmost respect for their highly structured society with an efficient civil service, a well-trained army and navy, and a harsh system of justice. Like the Chinese emperors, the zamurins were patrons of literature and the arts. (Levathes, p. 100) Once we reached the trading grounds the word spread that the Chinese junks would be coming shortly. I became very anxious, excited and nervous all at the same time. I was about to see the great, powerful people from the sea. As the men stepped off their boats, my palms were sticky and beads of sweat began to accumulate on my brow. The majestic looking men covered with silk followed by their majestic looking fleets, walked o...

Industrial Revolution Paper Term Example | Topics and Well Written Essays - 1750 words

Industrial Revolution - Term Paper Example The revolution was mainly governed by several important innovations that came into being around that time. These new methods and ways of doing things promoted greater efficiency and productivity, thereby incurring larger profits for manufacturers and yielding the manufacturing industry to become, for the first time in history, a more valuable asset to the economy than the agricultural industry (Olson, 2002). One of the major innovations of this kind was the invention and improvement of the steam engine. Previously, America had employed man- or horse-powered machinery, but was now shifting towards the use of water to run machinery, a feat that saved capital and time, thereby greatly increasing productivity and reducing cost. While most of the revolution did still rely greatly on horse and man (because of the lack of knowledge and know-how), uptake of use of water and steam engines to run machinery by several important factories paved way for many smaller ones to do so as well. Thus, c reating a somewhat chain reaction that moved towards use of the steam engine on a much larger scale (Grayson, 2010). ... This situation benefited both parties, the consumers and the producers. Because of consumer attraction, many factory owners enjoyed large profits because of the increased consumer spending and activity in the economy, leading to growth of these trades and factories in the cities of America. Another major implication of this revolution was the increased GDP per capita than had been seen ever, and the effects of the increased exports to other countries could not be ignored. In fact, for the first time after 1812 and the restrictions that followed the Embargo, America was found to be active in trading with other countries, a feat that ameliorated the national funds. Moreover, because of the complete transformation of the production system and the introduction of machinery, many jobs opened up for workers thereby increasing employment in this sense. Naturally, a revolution of this scale was to have great effects on the infrastructure of cities, and this was made very evident in America. Because of the large number of people moving into cities to work, numerous buildings were made to house these people. Buildings got taller, more modernized but the living spaces became more compact. Furthermore, because the manufacturing industry is one that greatly relies on transport and movement of parts and goods between cities, one demanded major changes in infrastructure of the cities. Firstly, the need for better roads and bridges was felt to expedite delivery of goods, and so better roads, such as the Crumberland Road, came into being. Moreover, America saw the creation of the Erie Canal, which helped simulate the economy of New York thereby helping it

Write an essay that identifies and discusses the many selective

Write an that identifies and discusses the many selective pressures leading to bipedalism in our ancestors and us - Essay Example While habitual bipedalism does not seem like the most effective and fastest form of walking and running, it portends various advantages for hominids over specific specialized quadrupedal forms. Although the reason why early hominins took a bipedal stance is not entirely clear, majority of these hypotheses propose the importance of selection pressures based on the environment in driving bipedal evolution (Sarmiento 62). As climatic conditions resulted in the recession of forests, hominins started to move out of the forests into the grassland savannas where it was essential to assume bipedalism to aid in survival. The postural feeding hypothesis seeks to assert the fact that a shared postural specialization and adaptation of apes, as well as the arboreal postures of food gathering involving vertical climbing and arm-hanging, are adequate enough to have been a selective pressure encouraging bipedalism in hominids (Sarmiento 63). The anatomy of both the australopithecine and the behavior of chimpanzees are the major points that inform this model of selective pressures towards bipedalism. For instance, at least 80% of the time that chimpanzees spend in a bipedal stance is when they are feeding, of which they use arm hanging to stabilize their posture at least 90% of the time in terminal branches of the trees, while 52% of arm-hanging occurs in the trees’ central parts (Sarmiento 63). For australopithecines, their torso form has adaptations to arm-hanging, which may infer that australopithecines adapted to selective pressures requiring arboreal fruit gathering. This specialized and early m ode of bipedalism evolved to become habitually bipedal much later. On the other hand, the behavioral model as an explanation for selection pressures resulting in hominid bipedalism concentrates on mechanisms of social behavior that influenced birthrate and survivorship. Human