A Sad Day in My Life Essays

A Sad Day in My Life Essays A Sad Day in My Life Essay A Sad Day in My Life Essay Paper Topic: In the Waiting Room A Sad Day in My Life My grandmother and I resembled closest companions. We were close. I would consistently visit her at any rate a few times each week, more than any other person in our family. We would consistently have a decent and fun time together. Well one day I was en route to visit her at her home however I had discovered that she had gone to the crisis room since she was seeping through the mind. At the point when I found that I out I simply separated and got to the emergency clinic as quick as Possible. I knew hence, that she wasn’t going to last any longer. She would need to get mind medical procedure. The specialist said it would have been hard to do. I cried that entire day and the following barely any days. My family conversed with the specialist and he revealed to them that on the off chance that they succeed she will be fine and sound yet it would require some investment for her to have returned to her ordinary self, well the methodology was fruitful however they understood that she wasn’t going to be solid like they figured she would. We discovered that she had a high possibility of being a veggie, which implies she would in any case be alive yet wouldn’t have the option to move or talk. My grandmother advised my uncles and me to go in the room since she had something to let us know. Well we did and she let us know whether she would turn into a veggie then she would need us to reassess her. Two or after three days after she disclosed to us she died shockingly. Everybody was miserable and discouraged particularly myself. It hurt me the most. I wouldn’t converse with anybody or even recognize that they were there. My sincere like it had quit beating for several seconds. I was crying and shaking in the lounge area. This was the saddest day of my life. In addition to the fact that I lost my grandmother, I lost perhaps the closest companion. She showed me how to cook, make espresso, helped me make my first strides, and a great deal of different things I do right up 'til the present time. I was so pitiful and irate that day that I wailed my clench hands up and punctured the lounge area divider. I began shouting and crying and the specialist â€Å"I thought you said that she would be okay. You misled us. † My uncles pulled me back and began embracing me attempting to quiet me down. That day was the first occasion when that my family has ever observed me down like that previously. Consistently I consider her and think back pretty much all the great occasions we had and state to myself that she is in better spot with my grandpa. Two or after three weeks we had her dedication with pictures, a slideshow, and blossoms. Family from all around the U. S went to her remembrance at my uncle’s house. Consistently I rehash to myself this statement by an obscure creator â€Å"When somebody you love turns into a memory, the memory turns into a fortune. †

How I want to be Remembered free essay sample

How Do You Want To Be Remembered by the World I might want to be recollected from multiple points of view that I realize I won't. I might want to be recognized as a brave,strong,smart youngster ,however I will most likely be recognized as the lesbian Satanist who was shrewd with the exception of no one knew in light of the fact that she never attempted. Think about the manners in which you recollect individuals. You recollect them for their awful and their great. Imagine a scenario where you had nothing more than trouble , consider the possibility that you had no terrible. That is incomprehensible everyone has a smidgen of both in them individuals Just dont consistently recollect it. The manner in which you are recollected depends on how you carried on and what did while you were near. Think about our establishing fathers. They had their issues ,however their great out sparkles the terrible. Presently think about all the wars weve had. Their were pioneers on the two sides. We will compose a custom paper test on How I need to be Remembered or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Each side rutted for the pioneer thinking they were acceptable and the other was awful. For the other group is was turned around. This shows how there are different sides to each story and how the conclusion changes dependent on who is recounting to the story. A few people may recall the great about you,some may just recollect the terrible about you,some may recollect the awful and the good,and some probably won't recall you by any means. You generally think about the initial introduction you make well shouldn't something be said about the last? When youre kicking the bucket would you like individuals to come see you or have them not and have their last memory of you be acceptable rather than you passing on? Much the same as would you rather have an open coffin or an image of you shown at your memorial service? Recall that each second could be your last and to benefit as much as possible from it. Recall the last things you state to someone since it may be the final words you ever state to them. Im not saying carry on with your life In dread attempting to make each second great since It could be the means by which individuals recollect you. Im saying to carry on with your life to the fullest,make the majority of each moment,mean the words you say,cherish your time with the individuals essential to you,do something worth living for. Some of the time marry rather not be recollected or marry rather not recall that someone. Now and again regardless of how hard you dont need to recall that someone you do on the grounds that they implied something to you and despite the fact that It damages to consider them you despite everything do. Now and then you recollect the beneficial things and those hurt you since that individual Is gone and you cannot have those minutes again and some of the time you recall the terrible second and they hurt you now since they hurt you them. That individual may just be gone briefly like they are away out traveling or you were a couple and separated. On the off chance that you realize they are returning or not the time without them is still desolate and agonizing. On the off chance that youre fortunate that individual may return Of they arent dead in such a case that they returned then thatd be unusual and way realize zombie like). In the event that you bite the dust you might want to be associated with all the beneficial things you didn't the terrible. A few people would be pitiful in the event that you were gone and some may be upbeat. You dont need the ones you love to be dismal that youre gone ,yet you dont precisely need them to be cheerful about it either. You might want them to grieve you just not be disturbed that youre gone in light of the fact that you despite everything need them to live their lives joyfully without you. Things dont consistently go as arranged. Now and then individuals leave out of the blue and dont return and at times individuals bite the dust all of a sudden. Life doesnt follow an arrangement It accepts circumstances for what they are and to live the fullest with my loved ones at that point living it loaded with lament for things I never did and the things I never said. I really dont need to be recalled Id rather be overlooked totally once beyond words. It is Just simplest that way.

Alone

Alone I spent winter break in MIT. I thought I wouldn’t be alone. After all, it’s not as if everyone’s going to go home, right? I thought that maybe some of my friends who were international students wouldn’t go home because it’s too far, or because there’s only a break of two weeks before IAP began. The week before finals week, I started asking people for their plans over winter break. It turned out that almost all of my friends were going home for the holidays, and that I only knew six people who would be staying for the whole winter break. So I braced myself for winter break, expecting to be mostly alone, knowing that it’d be really different from the semester. And I  was alone. My roommate left the Saturday of finals week, and by Christmas Eve, most of the people living in our hall were gone. The lounges and kitchen were deserted for hours. Lobby 10 was empty. The Stud was closed. The Infinite didn’t have that endless activity, even in the middle of the day. There wasn’t any classes, or square dancing, or ESP worksessionsâ€"all events where I saw people, where I talked to people. It’s gotten to me. It’s not that there aren’t people around, it’s that there aren’t enough people around. And it’s made me feel bad. I spent a lot of the past two weeks writing. I made three blog posts, one of which is over five thousand words long. I made write-ups for the Philippine Mathematical Olympiad, I wrote problems for our National Olympiad in Informatics, and I started working on a new competition math handout. By all measures, I was productive. Somehow, it feels as if I wasn’t productive enough. A friend and I finished watching all 44 episodes of 3-gatsu no Lion (which was great), and I watched the entire second season of Kakegurui in an afternoon (which wasn’t that great). I’ve spent hours scrolling through my Facebook feed and my Twitter feed, watching random YouTube clips and reading random articles. Waking up in the morning is a struggle, so I often don’t, choosing to spend another hour or two in bed. I couldn’t help but feel I should be doing more, if not more work, then at least spending my free time more constructively.  I should be going to museums, I think.  I should spend more time cooking instead of eating out once a day, I think.  At the very least, I should finish reading Taming the Infinite. I don’t do as much work as I want to because I feel bad, but then I feel bad because I don’t do work. But there are the little things that save my sanity. Like how a friend came over last Monday and we cooked dinner together. And then he came back on Friday and we cooked dinner again, and I invited a bunch of other people too, and three other people showed up, and we played lots of board games. Or the many times I’ve eaten out with friends who were around. On the night of Christmas Eve, a friend and I went to Chinatown, knowing that somewhere had to be open. We started off heading in the wrong direction, realized that five minutes in, and then turned around. And for a couple minutes, we just walked in silence. There weren’t any cars or other pedestrians. It was just lights, all around us. On New Year’s, another friend and I went to get lunch. We walked all the way to Central Square, surprised at the number of places that were open, before deciding to walk back and get Saloniki. As we walked back to East Campus, we stopped by Killian Court to enjoy the weather. I said that I’ve never gotten a picture in front of the dome before. He took several. Or how, after eating dinner for the third time in Chinatown this break, I decided to walk home rather than taking the train. I looked quickly at a map, and committed not to open it unless I got lost. After a few minutes of walking, I saw Boston Commons. I knew the quickest way back, but I decided to take a different route, choosing to pass through a neighborhood. It was a part of Boston I haven’t been to before. It was quiet. Narrow, uneven roads sloped gently upwards. Lampposts were rare. There were towering houses were made of brick, with windows that had amber light peaking through. Most had blinds. One window was only partly covered with blinds, and the bottom showed the base of a Christmas tree. Another was a window to an empty laundromat, the only window with white light coming out of it. And one uncovered window showed a dining room. The table had two chairs, and soft light streamed in from the entryway. The room was empty.

Dinosaurs and Prehistoric Life

Cure of the Streets - 757 Words

The poet Rainer Maria Rilke says that a work of art is good if it has sprung from necessity† (Farley). Hip Hop was born on the poor and dangerous streets of the USA. Minorities such as African-Americans and Hispanics dominated these streets, and they felt the need to address their long-standing common issues. Therefore, a new form of art, hip hop was born, and became the method of self-expression for these minorities. Lyrics have presented what they have been through. While rap has turned from a tool of self-expression to a multi-billion dollar industry, it has continued to constructively affect the social and economic structure of the society. While serving as a good alternative to the streets, hip hop positively uplifts the cultural barriers within the society and educates the youth. In order to better understand the necessity and the influence of hip hop, the history of how and where this music emerged is highly important. In the 1970s, Hip hop was born in the â€Å"immensely impoverished, crime-ridden, drug-infested streets of the Bronx†, which were often called â€Å"America’s worst slum† or â€Å"the epitome of urban failure† (Price 4). Emmett Price III, the writer of Hip Hop Culture, says that the â€Å"ostracized, marginalized, and oppressed† youth started hip hop as â€Å"a liberation movement†, and they aimed to combat against â€Å"issues of racial prejudice, cultural persecution, and social, economic, and political disparities† (Price 1). From the 1970s to the 1990s, hip hop had increasedShow MoreRelatedCure of the Streets540 Words   |  2 Pageswere facing were the same. These problems were â€Å"a lack of access to justice, health care, voting rights, employment, and other everyday privileges of cit izenship† (Price 2). Having come out of this environment, while serving as an alternative to the streets, hip hop positively uplifts the cultural barriers within the society and educates the youth. This paper argues this important topic, because in contrast to the common belief that rap is harmful to the society, it has many benefits to our youth, andRead MoreThe Violence Throughout American Culture858 Words   |  4 Pagesthe model of Cure Violence. UIC’s epidemiologist Gary Slutkin established the non-profit organization. His approach was to stop the spread of violence in communities with high levels of violent behavior. His methods and strategies are based with disease control-detecting conflicts, identifying high risk in areas, treating high risk in individuals, and changing the social norms of a community. This model has become popular and is being used in various places other than Chicago. The Cure Violence modelRead MoreThe Problem Of Homeless People1278 Words à ‚  |  6 Pagestreat someone with disrespect for. Even if a person is homeless and it is there fault, they still deserve respect and help to get them on their feet, no one has any idea of what they could turn out to be. They could turn out to be the one to find a cure for cancer. Who knows! â€Å"In 2015, we do not have a homeless crisis. We have a housing crisis. Los Angeles County needs 527,722 additional affordable rental units to meet the housing needs of the many homeless, it’s the big cities the bigs states thatRead MoreEssay on Street Smarts versus Book Smarts706 Words   |  3 Pagespaying job, you need both â€Å"street smarts† and â€Å"book smarts.† The combination of practical knowledge and explicit knowledge is the key to a successful career. Both types of knowledge have distinct advantages. They have both used their experiences in life to achieve their goals. For example, if a street smart mart person had a severe cough they would ask friends, family about how they could make the cough better. Book smart person would check or search internet to find the cure. They are both determineRead MoreThe Plague Of Bubonic Plague1714 Words   |  7 Pages â€Å"Some victims reportedly went to bed healthy and died in their sleep† (Gale). This terrible epidemic is known all over the world for it’s deadly and unique characteristics. The diffusion, history, and cure are just a couple universal aspects that contribute to the well known, yet unforgiving disease known as the Bubonic Plague. The Bubonic Plague diffused to many people during its time of dominance. To start, the Bubonic Plague is transmitted to other living organisms in a distinct way. The plagueRead MoreLu Xun’s Medicine Essay examples823 Words   |  4 Pagestuberculosis. In the story you can tell that his family tries everything to cure him, they event tried the â€Å"guarantied cure† which is a mantou (roll) that is covered with the blood that was from someone how has been executed. Little bolt ate the mantou (roll), but it seemed like it had no effect on him but his parents still had high hopes, eventually he ended up dyeing from tuberculosis. I believe that the mantou (roll) didn’t cure Little Bolt because the blood on the mantou (roll) was from a boy whoRead MoreWas Public Health Better in the Roman Era or the Middle Ages?613 Words   |  3 Pagesplanned and built than those in the Middle Ages, which often placed wells and sources of drinking and bathing water in close proximity to cesspits and sewers, which led to infected water and cholera and typhoid outbreaks. Furthermore, many Medieval streets were filled with filth, such as animal carcasses, human and animal excrement, waste from butchers and tanners, and many more sources of disease, as bacteria could grow freely and infect people very easily. As well as this, there were also very poorRead MoreArgumentative Essay On Medical Marijuana1128 Words   |  5 Pagesheroin, cocaine, and meth is consi dered and tested to be the least dangerous of all those drugs. Marijuana is also a nonaddictive drug and nonlethal meaning no matter how much THC you put in your body you will never overdose. We can band a drug that cures medical problems, no overdoses and is nonaddictive, but continue to advertise alcohol that kills 6 Americans daily from alcohol poisoning. Continue to have commercials on cigarettes that have on average 480,000 deaths per year. Also, cigarettesRead MoreRyan Hoffm A College Football Player Essay926 Words   |  4 Pageslose the ability to have strong thinking skills. By losing the ability of having strong thinking skills, Hoffman lost his dream of becoming a N.F.L player. He became aggressive and lost self-control, which caused him to him to eventually live on the streets. His family took him to several psychologists, but he never went back after the first visit because he did not want to find out the truth about his illness. Ryan Hoffman wants to be independent and improve his lifestyle, but he does not have the initiativeRead MoreThe Problem Of Gangs And Violence995 Words   |  4 Pageslaunched a ‘cure violence’ program to help prevent the violence, and this program is managed by the Chicago Project. The social problem this community intervention is trying to remedy is to lower down the cases of shooting and killings on the streets. As it could be challenging to cha nge the individuals’ behaviors within a short period of time, this program focuses on developing protecting services towards the population that may have an immediate danger within the near future. The Cure violence paid

Eating and ‘preparing’ foods that require no art whatsoever in making Free Essays

It is definitely true that our society has become accustomed to eating and ‘preparing’ foods that require no art whatsoever in making. Canned goods and microwave products are rampant in today’s everyday menu. The reason for this, I believe, lies in the characteristic of this generation of being unwilling to learn anything difficult or time-consuming. We will write a custom essay sample on Eating and ‘preparing’ foods that require no art whatsoever in making or any similar topic only for you Order Now Art unquestionably comes from things that take time and require effort: sculptures that take weeks to finish, movies that take months to film and hundreds of people to accomplish, and poems that ask for concentration, time, and effort. People nowadays want to learn things quickly, finish objectives within eight hours, and forget about them in less time. They want their food delivered in less than half an hour. They want massages in under half an hour. In fact most of the services today can be taken out or delivered. Taking time and effort to learn, master, and perfect things are no longer of interest to most of us. To add on to this already non-conducive situation of quick surface learning, poverty fans the flame of the lost tradition of home cooking. Although a long and artful process of preparing food is ideal and very high-culture, most people simply do not have the luxury of cooking such fancy and multi-ingredient meals. Most of the population, classified as low income families, has to make do with meals that are simply fried and not really ‘cooked’ as much as they are heated. These over-processed foods are quick to prepare and simple, such that they lower the costs of a family. The effect of this is very bad for our culture. The rich heritage of unique methods and ingredients of cooking are lost due to lack of motivation and lack of financial capability. I agree with this. There can be no doubt as to the reality of the slow dying of the tradition of cooking within a family. Most families share these throughout generations via the practice of cooking meals together and transferring their knowledge. However, due to the younger generations’ lack of interest in anything artful and effortful such as cooking, this transference is being impeded and ultimately ended. Less and less people inherit their family’s unique recipes and family dishes. Also it is clear that poverty does play a role in limiting a family’s participation in cooking tradition. Baking for example is a very expensive activity and only those who have the luxury of eating pricey desserts engage in it. However, I believe that time also plays a role in the death of the cooking tradition. Families seem to hold less and less time together (another cultural issue altogether) and one of the first things that suffer from this is the time spent preparing, cooking, and eating dinner together. How to cite Eating and ‘preparing’ foods that require no art whatsoever in making, Essays

Mesopotamia and Gilgamesh Assignment Instructions free essay sample

Assignment Instructions: Read the summary of the Epic of Gilgamesh in the Near East/Mesopotamia Packet and the â€Å"Death of Gilgamesh† passage in the Benton/Diyanni textbook: In response to the reading, please write the following in essay format: First consider the character of Gilgamesh. Do you think his character and actions are to be emulated, or pitied? Depending on how you feel about Gilgamesh on the whole, please respond 1st paragraph: Lead with the viewpoint that you ultimately side against. For example, if you think that Gilgamesh’s actions, when all is considered, are admirable, then lead this paragraph as follows: Gilgamesh was in pitiable character in that his behavior was†¦Ã¢â‚¬  You then must demonstrate how his specific actions in the text are reflective of this. Obviously, if you take the alternate view then you would write the following: â€Å"Gilgamesh is an admirable figure in that†¦. † 2nd paragraph: You now lead with what is your position. We will write a custom essay sample on Mesopotamia and Gilgamesh Assignment Instructions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For example: â€Å"In spite of his heroism and courage, Gilgamesh is a pitiable figure in that†¦Ã¢â‚¬  Or â€Å"Even though Gilgamesh does display some negative qualities, he his still to be viewed as a hero because†¦Ã¢â‚¬  3rd Paragraph: Having expressed your view of Gilgamesh, you now need to answer the following: What was the message that was meant to be imparted to Ancient Mesopotamian peoples via the Epic of Gilgamesh? You need to support your answer with both respect to the story and the culture as a whole. Lead sentence example: â€Å"For Ancient Mesopotamians the message of Gilgamesh was†¦Ã¢â‚¬  NOTE: I CANNOT BE MORE CLEAR ON THIS. NO USE OF 1ST OR 2ND PERSON IN YOUR WRITE UP. IF I SEE IT, YOU PAPER WILL BE RETURNED WITHOUT A GRADE OR CORRECTIONS. THE PAPER SHOULD ALSO BE TYPED AND DOUBLE-SPACED. THREE PARAGRAPHS ONLY. NO INTRODUCTORY OR CONCLUDING PARAGRAPHS. PAPER SHOULD BE APPROXIMATELY 1 ? PAPGES IN LENGTH.

Free Essays on FBI Internal Aspect

Personal Value System: The Federal Bureau of Investigation is the investigative arm of the United States Department of Justice. The FBI’s investigative authority can be found in Title 28, Section 533 of the US Code. The rule of law and the rights conferred to all under the US Constitution allows the FBI to protect and defend the United States against terrorist & foreign intelligence threats, to uphold and enforce the criminal laws of the United States, and to provide leadership & criminal justice services to federal, state, municipal, and international agencies & partners. The FBI will strive for excellence in all aspects of its missions. In pursuing these missions and vision, the FBI and its employees will be true to, and exemplify the core values. FBI agents and employees are to show integrity through everyday ethical behavior, show accountability by accepting responsibility for their actions and decisions and the consequences of their actions and decisions. They are to show fairness in dealing with people and show leadership through example, both at work and in the community. Following these values allow the FBI to keep their motto of â€Å"Fidelity, Bravery, and Integrity†. Agency Command Structure: The FBI is a component of the United States Department of Justice. A Director heads the FBI. During the time period under review, the second in command is the Deputy Director. Included in the FBI's organizational structure are its Headquarters operations, which are located in Washington, D.C., 56 field offices, and 44 foreign offices, known as Legal Attachà © offices or Legats. The field offices are located in major cities throughout the United States. Each is headed by a Special Agent in Charge (SAC). The field offices are also known as divisions, and they use the terms interchangeably. A field office consists of an office in the "Headquarters City," which is the primary office, and Resident Agencies. The Resident Agencie... Free Essays on FBI Internal Aspect Free Essays on FBI Internal Aspect Personal Value System: The Federal Bureau of Investigation is the investigative arm of the United States Department of Justice. The FBI’s investigative authority can be found in Title 28, Section 533 of the US Code. The rule of law and the rights conferred to all under the US Constitution allows the FBI to protect and defend the United States against terrorist & foreign intelligence threats, to uphold and enforce the criminal laws of the United States, and to provide leadership & criminal justice services to federal, state, municipal, and international agencies & partners. The FBI will strive for excellence in all aspects of its missions. In pursuing these missions and vision, the FBI and its employees will be true to, and exemplify the core values. FBI agents and employees are to show integrity through everyday ethical behavior, show accountability by accepting responsibility for their actions and decisions and the consequences of their actions and decisions. They are to show fairness in dealing with people and show leadership through example, both at work and in the community. Following these values allow the FBI to keep their motto of â€Å"Fidelity, Bravery, and Integrity†. Agency Command Structure: The FBI is a component of the United States Department of Justice. A Director heads the FBI. During the time period under review, the second in command is the Deputy Director. Included in the FBI's organizational structure are its Headquarters operations, which are located in Washington, D.C., 56 field offices, and 44 foreign offices, known as Legal Attachà © offices or Legats. The field offices are located in major cities throughout the United States. Each is headed by a Special Agent in Charge (SAC). The field offices are also known as divisions, and they use the terms interchangeably. A field office consists of an office in the "Headquarters City," which is the primary office, and Resident Agencies. The Resident Agencie...

4 Top Tips for AP Statistics Free-Response Questions

4 Top Tips for AP Statistics Free-Response Questions SAT / ACT Prep Online Guides and Tips The free-response section is usually the most intimidating part of the AP Statistics exam. You’ll need to answer questions with multiple parts, show off your stats skills, and be able to explain each of your answers.However, once you understand the types of questions you'll be asked, the free-response section is actually pretty straightforward. In this in-depth guide to the AP Statistics free-response section, we go over the types of questions you can expect to see, give sample questions with complete answer explanations, explain how you’ll be graded, and provide tips to help you ace this section of the exam. What’s the Format of AP Statistics Free-Response Section? On the day of the AP Stats exam, your test will have two sections. First, you will have 90 minutes to answer 40 multiple-choice questions, then you’ll move onto the free-response section. You'll be able to use a graphing calculator for the entire test. For a more in-depth look at exam format and content it tests, check out our complete guide to the AP Stats Exam. Here's the format of the free-response section: 90 minutes long 5 short-answer questions 1 Investigative Task The five short-answer questions are meant to each be solved in about 12 minutes, and the Investigative Task is meant to be solved in about 30 minutes. However, you’ll be free to spend as much time on each question as you want (although we recommend sticking close to those guidelines to make sure you don’t run out of time before you get to all the questions). The free-response section is worth 50% of your total AP Statistics score.For each free-response question, you’ll receive a score from 0 to 4 depending on the accuracy and completeness of your answer.Your Investigative Task score will be scaled so that it’s worth about three times as much as a single short-answer question. AP Stats Free-Response Sample Questions Below is an example of each of the two types of free-response questions you’ll see on the AP Statistics exam. These questions both come from the 2016 AP Statistics exam. For each question, I’ll go through the answer step-by-step so you can see what a strong answer looks like. I’ll also include what information graders are looking for so you can see exactly where you earn points. Short-Answer Question There will be five short-answer questions on the AP Stats exam, and each will include several different parts you need to answer. You’re expected to spend about 12 minutes on each short-answer question. Part A To answer this question, you’ll need to analyze the histogram and see what information you can get from it. This can include the distribution of the histogram, its range, and its center. From the histogram, you can see that the distribution of Robin’s tip amounts is skewed to the right.The range is from $0 to $22.50, with most tips (47 of them) between $0 and $5. You can also see that there’s a gap between the largest tip amount (which is between $20 and $22.50) and the second-largest tip amount (which is between $12.50 and $15).This makes the largest tip amount appear to be an outlier since no other tip amounts are near it. You can also calculate the median and determine that it is a tip between $2.50 and $5. Additionally, the mean is between $2.62 and $5.13. Include all these components in your answer. What the Graders Are Looking For Shape Mention of the outlier Correctly calculating the center (either median or mean) Variability: Mention either the range of the histogram or that most tip amounts are between $0 and $5. Context: Providing the correct numbers/data in the above answers Part B The mean: If the $8 tip was changed to $18, the effect that would have on the mean is equal to $10/60. (60 because that’s the number of tips included in the histogram, and $10 because that’s how much the tip increased by). $10/60= $â…™ or about 17 cents. So the mean will increase by about 17 cents. The median: From part a, we already know that the median is between $2.50 and $5. Since both $8 and $18 are greater than the median (and the total number of tips is staying the same), the median would be unchanged. What the Graders Are Looking For Mentioning the mean will increase Correctly justifying why the mean will increase Mentioning the median will not change Correctly justifying why the median won’t change Investigative Task The final question on your AP Statistics Exam is the Investigative Task. It’s the most in-depth question on the test, and you should spend about 30 minutes completing it. The Investigative Task will have several parts you need to answer and require multiple statistics skills. There’s a lot going on here, but let’s break the question down and go through it part by part. Part A This question wants to know if the scatterplot supports the newspaper’s report about number of semesters and starting salary. Looking back at the question, we can see that the newspaper reported that the more semesters needed to complete an academic program at a university, the higher the starting salary for the first year at a job. Does the scatterplot support this? If it did, we’d see a positive association between starting salary and number of semesters: if one increases, the other would as well. Looking at the scatterplot, there is a clear positive association between starting salary and number of semesters, so the scatterplot does support the newspaper’s report. What Graders Are Looking For Mentioning positive correlation Using positive correlation to justify that the scatterplot supports the newspaper report Part B There’s a lot of information in the table, but we’re interested in the numbers under the Coef (or coefficient) column since they are what apply to the least-squares regression line. For y=mx + b, we know that m is the slope and b is the y-intercept. As the constant, we know that 34.018 is b. Therefore, 1.1594 is the slope. If you want to visualize it better, you can write out y= 1.1594x + 34.018 So the slope of the line is 1.1594. We know that slope is the change in y over the change in x, or, in this case, the change in starting salary over the change in number of semesters. So the slope is telling us how much starting salary changes for each additional semester. Our slope is 1.1594, but since the units for the y-axis is thousands of euros, we have to multiply the slope by a thousand and add the euros unit. This gives us 1,159.40 euros. This means that, for every additional semester a program requires, predicted starting salary increases by 1,159.40 euros. What Graders Are Looking For Correctly identifies the slope is 1.1594 Correctly interprets the slope as the change in starting salary for each additional semester The interpretation of the slope includes non-deterministic language, such as â€Å"predicted starting salary† or â€Å"estimated starting salary† when interpreting the slope Part C For the next part of the question, we have the same scatterplot, but it has been revised to show three different groups of majors. For part C, we’re looking specifically at business majors, indicated by circles on the scatterplot. From the scatterplot, we can see that the more semesters a student takes, the lower their starting salary typically is. For example, we can see that a business major who took ten semesters has a lower average starting salary than someone who only took five semesters. Since as one variable increases the other decreases, that means there is a negative linear association between number of semesters and starting salary for business majors. What Graders Are Looking For States the association is negative States the association is strong or linear or both Refers to both variables (salary and semesters) in context Part D For this question you’re being asked to compare the median starting salaries for the three majors. The first step to doing this is finding the median starting salary for each major. Since there are eight data points for each major, the median will be between the fourth and fifth largest starting salaries for each major. You don’t need to be exact here; you can just eyeball the answer, and sketch in a line to the y-axis if it helps. For business majors, the fourth-highest salary looks to hit the y-axis around 39 and the fifth-highest salary to be around 37. So the median starting salary for business majors would be about 38,000 euros (remembering the y-axis unit is thousands of euros). Physics majors look to have a starting salary around 48,000 euros, and for chemistry majors the median is around 55,000 euros. Since you need to compare them, you’d mention that chemistry majors have the highest starting salary, physics majors are in the middle, and business majors have the lowest median starting salary. What Graders Are Looking For Correctly compares the three majors and which has the highest and which has the lowest median salary Gives reasonable values for the median salaries Part E How could the newspaper report be improved? Looking at the first scatterplot, it appears as though there is a positive correlation between number of semesters a student takes and their starting salary. We saw this in Part A. However, in the second scatter plot, which breaks average starting salary down by major, it’s clear that, within a major, there is actually a negative correlation between the number of semesters a student completes and their average starting salary. We saw this in Part C. We saw in Part D that majors that require more semesters to complete tend to have higher starting salaries (with chemistry having both the highest number of semesters and the highest starting salary). Within a major, students who take more semesters tend to have lower average starting salaries. The newspaper report should be modified to account for major so that readers can see that majors that require more semesters have higher average starting salaries, but, within a major, students who take a greater number of semesters tend to have lower average starting salaries. What Graders Are Looking For Must note that there is a negative association for each of the majors Also must note that there is an overall positive association 4 Tips for Solving AP Statistics Free-Response Questions Below are four of the most helpful tips you can follow to make it easier to score high on the free-response section of the AP Stats test. #1: Always Explain Your Answer As you could see from the scoring guidelines for the sample questions, your explanation for your answer is often worth at least as much as the correct answer itself. In statistics, using the proper equation isn’t worth much unless you can justify your answer. This means that you should always include a detailed explanation when asked for it in AP Stats free response. If you’re asked to compare three medians, don’t just solve for the medians and list them; be sure to explain which is largest, which is smallest, and what that means in greater context. If you skimp on your responses, even if your math is perfect, you’ll end up disappointed with your score. #2: Answer Questions One Part at a Time The AP Statistics free-response questions can sometimes appear overwhelming, especially the Investigative Task questions which always include many different parts. Don’t be intimidated by long questions! Just focus on one part of the question at a time.You’ll often discover that the individual parts of a question aren’t that hard to solve on their own; it just looks like a lot at first glance. Also, while for other AP exams we sometimes recommend skipping around to whichever parts of different questions you feel most comfortable answering, for AP Statistics, we recommend starting at the beginning of each free-response question and methodically working your way through it. The answers you get for earlier parts of the question are often needed to answer later parts, so jumping around could cause you to waste time and end up confused. #3: Know Your Vocabulary You might think that since AP Stats is a math course, vocabulary won’t be an important part of the test, but you need to know a good amount of vocab to do well on this exam. Confusing right- and left-skewed or random sampling and random allocation, for example, could cause to you to lose lots of points on the exam. To avoid these types of mistakes, stay on top of any new statistics terms you learn in class throughout the school year. Making flashcards of key vocab and quizzing yourself regularly is a great way to stay up-to-date on new terms. Many AP Stats prep books also include a glossary of important terms you should know. Before the AP Stats exam, you should know all important vocab words like the back of your hand. Having a general idea isn’t good enough. As we mentioned earlier, a big part of stats is being able to support your answers, and to do this you’ll often need to use stats vocab in your explanations. Just stating the term won’t earn you nearly as many points as being able to explain what the term is and how it supports your answer. #4: Don't Leave the Investigative Task for the End The Investigative Task is the final question in the AP Statistics free-response section, but we don't recommend saving it for last. Because this question is worth three times as much as any of the other free-response questions, you want to make sure you answer it well, or it could really impact your final score. Leaving this question until the end could mean you run out of time before you answer it. We recommend answering the Investigative Task question second, after you've completed one of the shorter free-response questions. This ensures you have enough time to complete it. And remember, don't lose track of time on this section! You'll want to spend about 30 minutes on the Investigative Task and about 12 minutes on each of the other questions. When this section starts, write down the times you should wrap up each question if you think this will help you stay on track. How to Practice AP Statistics Free-Response Questions The best way to study for the AP Stats Free-Response section is to answer lots of practice free-response questions. Fortunately, the College Board makes this easy to do!On their website, you can find official free-response questions from 1998-2017. This means you have access to dozens of high-quality free-response questions! Because there are so many AP Stats free-response problems, you can begin completing practice problems a few months into your class (say around November) and continue up until the AP exam.At the beginning of the year, when you’re still learning a lot of the course material, you can read through the questions to find the ones that focus on topics you’ve already covered. In order to get the most of these practice problems, use a timer and give yourself the same timing limitations the real exam will have. For additional practice question sources for both free-response and multiple-choice questions, check out our guide to every AP Statistics practice test available online. What's Next? Want more information about the AP Statistics Exam?Check out our in-depth guide to the AP Stats test and learn all about the exam format, what types of questions you'll see, and the topics you need to know to get a great score! How many AP classes should you take?Get your answer based on your interests and your college goals. Wonderingwhich other math classes you should take? Math is often the trickiest subject to choose classes for, but our guide will help you figure out exactly which math classes to take for each year of high school. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Accident Essay Example | Topics and Well Written Essays - 250 words

Accident - Essay Example For days while the driver is facing this terrible situation, his father is calling many friends and community leaders to try to get them help. The father is upset as he believes strongly that the situation is not his son’s fault and he finally finds a lawyer willing to represent the case. The attorney is a respected businessman who is kindly waiting at the courthouse, ready to do his level best to defend the driver. Though glad to have help, it is a very hard day at the court since everyone being seen by the judge is a killer. The driver feels very strongly that he is being compared to very violent criminals by the authorities. Fortunately the judge informs the driver that if he does not get into any kind of legal trouble over the next year, he will not be punished for the accident. This was very good because he is obviously so very nervous that the court will not believe that it was the riders fault. The driver agrees to stay out of trouble for a year which he claims is not much of a problem since he has never been arrested before. What a very lucky driver to have support and not have to go to

The Masquerade nightclub Essay Example | Topics and Well Written Essays - 750 words

The Masquerade nightclub - Essay Example This site offers patrons the opportunity to buy tickets to shows online. Information about the club is also present. Conveniently located in downtown Atlanta, the Masquerade has been the hotspot since 1989. One of the outstanding qualities of the club is the live music. The music played live and DJ spun is not mainstream music. Although there are some local band the open other acts at the Masquerade, most of the music is from established bands. The booking information for the website states: Currently, the Masquerade provides services to clients living in or visiting Atlanta, Georgia. They have established a presence in the downtown market through local advertising vehicles, patron endorsements, and the Internet. All of the Masquerade’s supporting administrative duties is handled by computer (i.e., appointments, billing, purchases, etc.). The Internet targets the high tech patron of the Masquerade. As mentioned before the Masquerade has created a website at http://www.masq.com . The advantages of the development of a website are: The scope of this project will be to create a better web-based interface for the Masquerade’s customers. Currently the Masquerade has a basic website that is updated regularly, but lacks in depth, interesting hyperlinks. Hyperlinks for the different bands would help the Masquerade’s patron better understand what tickets they are buying. This would help the Masquerade promote their live acts more efficiently. User Interface is the connection between Masquerade, patrons, and bands.

What Is Ethnonationalism And Its Political Role Politics Essay

What Is Ethnonationalism And Its Political Role Politics Essay The conclusion of the Cold War in 1991 coincides with the surge of violent civil conflicts and the break of nations based on ethnonationalism. The 1990s witnessed a new surge of violent civil conflicts and the splintering of ethnic wars (graph). Dan Smith, director of the International Peace Research Institution in Oslo (PRIO), has calculated that of the 52 armed conflicts of various sizes that took place in 42 states in 1993, 36, in 30 states, had ethno-national characteristics; that is, at lest one side could be identified as belonging to a distinct ethnic group (Tishkov 2004:72). The term ethnonationalism refers to a politicized group affiliation based on inherent traits ethnicity, race, clan, tribe, cultural heritage or religion that define a group of individuals in the minds of its members. Ethnonationalist violence should not surprise, went the common refrain, as they are based on primordial human emotions and centuries of history. There may be a shift were the individuals pr imary identity and allegiance shifts from the civil state to the ethnonation. This shift may or may not result in violent conflict. As of 2000, fewer than 10% of the worlds 191 nations are ethnically or racially homogeneous (Wright 1973:158). Such conflicts may involve great violence, such as Bosnia and Rwanda; however in other cases there is little violence, such as Northern Ireland. Ethnonationalism violent conflicts also occur within established democracy, for example, the struggle between Catholics and Protestants in Northern Ireland (Slack and Doyon 2001:139). Ethnonationalism The roots of modern nationalism can be found in late eighteenth-century Western Europe and North America, and it subsequently spread to all of Europe and eventually to all parts of the world (Alter 1994:18). Ethnicity is the most central and powerful element in the development of nationalism. Ethnonationalism denotes both the loyalty to a nation deprived of its own state and the loyalty to an ethnic group embodied in a specific state, particularly where the latter is conceived as a nation-state (Connor 1994:?). Ethnonationalist believe nationality is inherent, one can neither acquire it if one does not have it, nor change it if one does; it has nothing to do with individual will, but constitutes a genetic characteristic (Guibernau and Rex 2010:5). Ethnonationalism is rooted in a sense of common origins, primarily ancestral, as manifested in shared linguistic, religious, and racial marker (Riggs 1994:599). Nationalism is defined as an extensive aggregation of individuals closely associated with each other by common descent, language or history, as to form a distinct race or people (Slack Doyon 2001). Nation by the latter definition becomes equivalent to ethnic group. Nation is a matter of self-awareness or self-consciousness (Connor 1978:104). This is precisely why it is so difficult to define nation, because it is a self-defining group. Nationalism arises when the members of a nation demand that the nation be organized into a sovereign state (Slack and Doyon 2001:140). The essence of nationalism is not tangible, but psychological, a matter of attitude rather than fact (Connor 1972:42). MORE ON PAGE 43. Nationalism is likely to be based on ethnic distinctions, rather than the idea that everyone who lives in a country is entitled to the same rights and privileges (Guibernau and Rex 2010:96 Reader). Allegations of ethnic supremacy, along with ethnonationalism and retribution for past in justices, are at the center of much of the ethnic violence (Cozic 1994:93). The causes and implications of ethnic conflict are understood as a dispute about important political, economic, social, cultural or territorial issues between two or more ethnic groups (Guibernau and Rex 2010:90). Ethnicity relates to the identification of individuals by language, religion, geographical location, the sharing of common historical experience, or various other elements. Membership of the group is based on the presumption of a shared trait or traits that can be anything from genealogy to dressing habits (Slack Doyon 2001:140). An ethnic group is therefore defined by a boundary ascribed by the members of the ethnic group or outsider. There is a distinction between primary and secondary ethnic groups (Riggs 1994:592). Riggs asserts that primary ethnic groups tend to function as closed sub-societies within a larger host society, whereas secondary ethnic groups, while maintaining their cultural identity, participate directly in a host society at various levels (1994:592). In modem states members of primary ethnic communities reject the state where they live as a basis for their self-identity, whereas members of secondary ethnic communities accept the state (Riggs 1994:592). Problems arise in both cases but they are different (Riggs 1994:592). Members of a primary ethnic community feel like prisoners and they seek to escape the confines of the state (Riggs 1994:592). This leads them to rebel, to seek autonomy, independence, or unification with another state by boundary changes (Riggs 1994:593). The members epitomize ethnonationalism. By contrast members of a secondary ethnic community often feel that although they ar e unfairly treated by the state, it is possible by peaceful means to secure full equality of status as citizens in all matters involving political, social and economic justice (Riggs 1994:593). Their sense of grievance often leads to political action and non-violent protests or civil disobedience, but not to rebellions (Riggs 1994:593). Conflict tends to emerge when ethnic or national identities are in opposition to each other. Additionally, between 1918 and 1945, nationalism became synonymous with intolerance, inhumanity and violence (Cozic 1994:19). Most ethnic conflicts have a background of domination, injustice or oppression by one ethnic group or another (Wright 1993:158). Although ethnic conflict is viewed as a strife based on religion, economic inequality, political, language, or another tangible element, the conflict is fundamentally based on identity which manifests itself in the us-them syndrome (Connor 1967:46). The ethnic conflict could escalate into ethic genocide. According to Riggs (1994) about 130 million individuals have been slain between 1900 and 1987 as a result of genocide committed by governments on their own people. Many times more people are killed in genocide and mass murder than in all foreign and domestic wars (Riggs 1994:583). While most of the deaths reported by Riggs probably cannot be attributed to ethnonational conflicts, however, it is reasonable to presume that ethnic conflict has been an important factor in many of them. Democracies provide minorities with opportunities for non-violent expression of grievance. Minorities believe they can gain more legitimacy through peaceful political action than by violent rebellions or terrorism. Conversely, in weak authoritarian regimes, where minorities are suppressed and often killed, some will organize rebellions, feeling that only by violence will they gain the autonomy needed to protect their interests. Riggs offers the complementary finding that genocide occurs most often in non-democratic states, whereas democracies are far more non-violent. Among the 169 million victims of democide during the 20th century, Riggs claims that only about 2 million were inflicted on their citizens by democratic states (1994). Of the 167 million, over 110 million took place under communist regimes, about 138 in totalitarian states and well over 28 million under authoritarianism. (Riggs 1994:584). Ethnonational rebellions, therefore, have several dimensions: they often combine r evolt against oppression by hostile but dominate communities with the need to create enclaves of order in a context of disorder (Riggs 1994:584). The Troubles (1968-1998) The conflict of the Troubles dates back the 1600s when Britain began colonizing Ireland, it encouraged Protestants from Scotland and English, to move to Northern Ireland to help maintain and control the Irish Catholics (Healey 2006). The new arrivals began, with the assistance of the English, to own much of the economy, political structures, and land in the northern region of Ireland. The Protestants began to separate themselves from the native Catholics through policies implemented to create separate facilities within the same society for the use of a minority group, similar to Jim Crow segregation in the United States. Difference in laws and customs between Protestants and Catholics were used to reinforce the subordinate position of the Irish Catholics. However, the Irish were not subordinated and attempted to gain their independence through violent rebellions, which ultimately led to their independents. The Eastern Rebellion in 1916, also known as the Proclamation of 1916, led to creation of the Republic of Ireland (Healey 2006). The Republic of Ireland consisted of most of the island, except the providence of Ulster. Now, Northern Ireland consisted of Protestant majority and the Republic of Ireland consisted of Catholic majority, which provided the underlying basis for the Trouble. In Northern Ireland, Catholic and Protestant are terms used to connote two diverse and conflicting cultures (Shivers and Bowmen 1984:3). Distinguishing factors between the two are internal, the way one views oneself. However, Most people in Northern Ireland insist that the civic conflict that occurred was not because of religion but sovereignty: not Protestantism but Loyalism; not Catholicism but Nationalism or Republicanism (Vincent 127). Protestant majority and Catholic minority in Northern Ireland is another way of distinguishing between the two groups. There is no distinct term to explain the minority-majority spilt, but Northern Irish people have use many other terms: Insiders/Outsiders; the haves/the have nots; colonials/natives; Scotch/Gales; Protestant/Catholic; Unionist/Nationalist; Loyalist/Republican; British/Irish; the Orange/the Green (Shivers and Bowmen 1984:4). The attempts by Catholic minority to express through the electoral process their long-standing discontent wit h political rule by a religiously and culturally distinct people, as well as the attempts of the moderate government to move toward equalization of opportunity for the minority, resulted in a series of violent reactions during 1966, and untimely the beginning of the Troubles (Connor 1967:12). The struggle predicated on fundamental differences in national identity. The people of Northern Ireland did not homogeneously consider themselves Irish. In a study conducted in 1968 by the University of Strathcylde, 43 percent considered themselves Irish, 29 percent British, 21 percent Ulster, and 7 percent mixed, uncertain, or mixed (Connor 1967:45). On the basis of ethnic and religious history in Northern Ireland, there is a correlation between those that identify themselves as Irish and Catholicism (Connor 1967:45). McGarry and OLeary (1995) interpret religion as an ethnic marker, a component of ethnonationalism in Northern Ireland, the conflict is about two contesting national identities, Unionist (Protestant) and Nationalist (Catholic). Religion is just a label used to distinguish members of one ethnonationalist group from another. Religion was used as the basis of separate social structures that keep communities apart. Whyte (1990) wrote about the three ways in which religion and social segregation were seen in Northern Ireland: segregation by religion in education, high levels of endogamy (marriage within ones religious group), and high levels of residential segregation. The churches worked together with the political parties and the two states, Northern Ireland and the Republic of Ireland, to keep people divided and maintain their power (Fulton 1991). Religion has acted as an agent in historical struggles for political power (Fulton 1991). Churches tried to keep their control through influencing political policy and maintaining their grip on the education system. According to Wright (1973), religion as an ideology is extremely important. Religion was an important source of identity in Northern Ireland, even for Protestants who do not go to church (Wright 1973). Religion can operate as an ideology even for those who are not committed believers (Wright 1973). Religion is important in many complex ways; it provides meaning and substance to ethnonational identities (Mitchell 2006). Religious ideas inform Protestants everyday understandings of social relationships and perceptions of Catholics (Wright 1973). The more segregation between communities, the less information each has of the other. Knowledge comes from socialized teachings, ideas, theories, and mythologies, which are often religious in nature (Wright 1973). Religious ideas overlap with political and economic divisions and this makes them even more important. Religion, according to Claire Mitchell (2006), derives social and political significance from five overlapping dimensions: 1) relationship between the churches and sociopolitical power (i.e. relationships with nationalist and unionist politicians), 2) role of religion as the dominant ethnic marker (maintained through segregated education, marriage, housing patterns and social networks), 3) religions role in the construction of communities (esp. Catholicism, the role of the Catholic Church in organising social life and the importance of ritual), 4) religions role in the construction of ideologies (esp. Protestantism, concepts such as liberty, the honest Ulsterman, and anti-Catholicism), and 5) relationship between theology and politics (esp. for fundamentalists/evangelicals). The essence of nation being is psychologically important. Members of a particular group feel a sense of being related to one another, or of myths of being from a common descendent. The turmoil in Northern Ireland between those who think of themselves as Irish and those who do not is facilely explained as a religious struggle, no other readily identifiable distinction, such as language or race, being in evidence (Connor 1984:146). Ethnonational discrimination does occur in a given state, for example, in Northern Ireland discrimination is a major element in the poorer economic and occupational status of the Irish as contrast with the non-Irish (Connor1984:148). The Good Friday Agreement marked the end of the Troubles, which was established in 1998, created a new power sharing agreement for the governance in Northern Ireland (Healey 2006). Thus, both Protestant and Catholic parties would participate in the government. The Bosnian War (1992-1995) Yugoslavia was formed in 1918, at the end of World War I (Healey 2006:479). The country consists of a variety of ethnic groups, including Croats, Serbs, Bosnians, and Muslims. In 1974 Josip Broz Tito turned Yugoslavia into a confederation of six republics, one of which was Bosnia and Herzegovina (Slack and Doyon 2001:142). Bosnia was the most diverse republic, often described as a microcosm of the Balkans, a human mosaic made up of the genes of innumerable (Slack and Doyon 2001:141). Before this the Muslims have never been able to assert themselves as a distinct ethnic group, with aspirations of statehood, as have the Croats and Serbs (Slack and Doyon 2001:141). As a consequence of the newly formed republics, Muslims were going to be the dominant group in Bosnia. During the time that Yugoslavia was led by Tito, Roman Catholic Croats, Orthodox Christian Serbs, and Muslim Bosnians coexisted peacefully in Bosnia. However, following Titos death in 1980, Yugoslavia began to be breakup. While the Croats tended to view Yugoslavia as a decentralized federation, the Serbs were espoused to a highly centralized system (Slack and Doyon 2001:142). With Bosnias secession from Yugoslavia in 1992, the Bosnian Croats and the Bosnian Serbs suddenly became apart of the ethnic minorities in the new state of Bosnia instead of being members of the dominant Croat and Serb nations within Yugoslavia. The population Bosnia in 1991 consisted of Bosnian Muslims (1.9 million, 44% of all), Serbs (1.4 million, 31%), Bosnian Croats (760,000), 17%, and Others (all remaining ethnicities jointly: 350,000, 8%) (Tabeaui and Bijaki 2005:188). Demographic conditions can lead to ethnonationalist war when ethnonationalism becomes a political force (Slack and Doyon 2001:159). The relative numbers of rival ethnic populations within a disputed territory becomes an issue of concern for a civil war. Bosnian Serbs, and later also Bosnian Croats, fought (often through ethnic cleansing and terror campaigns) to take and control territories that otherwise would be subject to the rule of Bosnian Muslims. Ethnic conflict takes place when mobilized identity groups struggle for greater power, whether for power in an already established state or a newly independent state. In 1991, the Serbian president Slobodan Milosevic began to increase the dominance of Serbs in the former Yugoslavia, particularly in three republics, Bosnia, Croatia and Slovenia, felt directly threatened by Serb nationalism and the perspective of Greater Serbia carved out of the territories mainly in Bosnia (Tabeaui and Bijaki 2005:188). The Muslims fought for these terr itories, as they believed they did not have much choice. Breaking away from Yugoslavia put Bosnian Muslims in a particularly difficult position, as they were left with no support other than the one expected from the international community, which came in April 1992, however, it did not stop the Bosnian conflict (Tabeaui and Bijaki 2005:189). Due to the mixed ethnic composition of Bosnia, there was an absence of a single ethnic Muslim republic in the former Yugoslavia. The most essential observation of the Bosnian population at the outbreak of the 1990s conflict is that while there were Bosnians in a geographical sense, there were hardly any Bosnians in a political sense. Bosnian Muslims, Serbs and Croats existed as politically distinct groups who happened to live in Bosnia (Tabeaui and Bijaki 2005:188). Political goals of these groups were too distinct to allow for coexistence. Serbs, and later also Croats, fought, often through ethnic cleansing and terror campaigns, to take and control of Bosnia (Tabeaui and Bijaki 2005:188). The conflicts were not religious wars, but religion and language were important tools of ethnic identification, ethnonationalism. In an effort to distinguish the other the ethnic groups stressed subtle differences among the languages. Located in the heart of the former-Yugoslavia, Bosnia found itself locked between two more powerful states, Croatia and Serbia. The wars caused the most destruction in Bosnia, as the country contains sizeable Croat and Serb populations. The 1990 elections, is an example of growing ethnonationalism in Bosnia, members of each ethnic group voted in the 1990 election along ethnic nationalist lines, even though they were unimpressed with the party leaders, out of fear that ethnic groups to which they did not belong would gain political ascendancy (Slack and Doyon 2001:143). The political construction of ethnonationalism had now begun, and Bosnia was beginning to partition. The Territorial partitions can lead to renewed violence and mass refugee flows, entail an indefinite international peacekeeping presence, and paradoxically can result in new sets of sectarian demands (Wood 2001:70). An imposed partition only rarely results in a homogeneous territory and often leads to civic wars. Signed at the end of the war, the Dayton Agreement was more of a ceasefire agreement than a sustainable, long-term solution for Bosnia. According to this agreement signed in December 1995, Bosnia is a partitioned state divided into two parts. One entity is the Federation of Bosnia and Herzegovina with a majority of Muslims and Croat population, and the other entity is Republika Srpska, almost entirely populated by Serbs (Tabeaui and Bijaki 2005:189). The borders were determined by the frontlines when the wars ended, resulting in the formation of ethnic enclaves. The three dominant ethnic groups, Muslims, Serbs, and Croats, are represented in all levels of government thus creating excess personnel and slow reform. The country has three presidents, one from each group, and a parliament in which Croats, Serbs and Muslims each have a third of seats. Furthermore, many politicians gain votes in elections through ethnonationalist campaigns that appeal to their own ethnic and religious group . The entire government reports to a High Representative, who is appointed largely by the international community and will remain in Bosnia for an undetermined time. Since the wars, the population of Bosnia in 2009 was 4.6 million according to the CIA World Factbook. Muslims comprise 48% of the population, Serbs are 37% and Croats are 14%. Religious demographics strongly reflect ethnic demographics in the population of Bosnia, with 40% Muslim, 31% Orthodox, and 15% Roman Catholic. With such a strong connection between religion and ethnicity in the former Yugoslavia, it is not surprising that religion became an important tool of identification of ethnonationalism during and after the wars. Rwanda (1994) While Rwandas two ethnic groups, Hutus and Tutsis, experienced a long history of hatred, the conflict escalated in April 1994 when a plane carrying the Hutu President of Rwanda was shot down over the capital, Kigali (Healey 2006). The suspicious deaths of the presidents of Rwanda triggered a sudden and massive bloodletting, primarily by Hutus against Tutsis (Wood 2001:60). An estimated 5-10 per cent of Rwandas population was then killed between the second week of April and the third week of May 1994; one of the highest casualty rates of any population in history from non-natural causes (Hintjens 1999:241-2). In all roughly 800,000 people were killed, and millions fled Rwanda (Healey 2006). The history of Tutsi and Hutu over the past century is one in which traditional ethnic roles were continually manipulated, fuelling hostility and making recurring mass violence all but inevitable (Wood 2001:64). Colonization and conquest helped fuel the already intense ethnic conflict between the Tutsis and Hutus in what is now Rwanda (Healey 2006). Traditionally, Tutsis had been the rulers over the Hutus. By 1400, Europeans nations began colonizing Africa, and Germany had established control over the region, which possessed Rwanda, in the late 1800s (Healey 2006). In an attempted to administer and control Rwanda, Germany put the Tutsis in a position to govern the Hutus. The case of divide and rule, further perpetrated the hostility between the two ethnic groups (Healey 2006:480). After Germanys defeat in WWI, Belgium took control over the region, and continued the tradition of the political and economic differentials between the two tribes (Healey 2006:480). Colonial support shifted toward Hutus in the 1950s and, by Rwandas independence from Belgium in 1962, a new generation of Hutu leaders were able to turn against the Tutsis, expelling several hundred thousand to neighboring Burundi and Uganda (Wood 2001:62). In 1969, two nations were established in the region: Burundi, which was dominated by Tutsis, and Rwanda, which was dominated by Hutus (Healey 2006). The Rwanda Patriotic Front (RPF), led by Tutsi, had been waging an increasingly successful war since its 1990 offensive against the Hutu-dominated government of President Habyarimana (Wood 2001:60). His government had managed to control ethnic violence in the 1980s and had been pursuing power-sharing talks with the RPF that culminated in the August 1993 Arusha Accords (Wood 2001:60). At the same time, though, he had also cracked down on political opponents, including moderate Hutus, and had begun to incite violence against Tutsis (Wood 2001:60). An October 1993 Tutsi military coup against the predominantly Hutu government of neighboring Burundi heightened paranoia among Rwandan Hutus (Wood 2001:60). Up to and during the April-July 1994 genocide, the RPF continued to take territory away from government troops and finally ousted the government (Wood 2001:60). Hutu militia (known as the Interahamwe originally a government-sponsored youth movement became an armed anti-Tutsi force in the early 1990s) hunted down Tutsis and moderate Hutus (Wood 2001:60). The Interahamwe ideology behind the government supported genocide painted Tutsis as an invading force from the north. This inaccurate caricature was reinforced by colonial rulers who favoured the Tutsis as natural born leaders, racially superior to Hutus, and imposed ethnic identity cards, thereby aggravating a tightly controlled political system and an economically interdependent society (Wood 2001:72). Officials of the authoritarian regime of President Juvenal Habyarimana, felt as if their power was diminishing so they used their monopoly of media to create a finely tuned propaganda machine that played on Hutu fears of the former Tutsi elite and purveyed false, versions of the history of relations between the two groups (Snyder and Ballentine 1996:30). In April 1994, the Hutu official group unleashed militias trained in the techniques of genocide. At the same time, Radio-T6levision Libre des Mille Collines, a pseudo-private station established by Habyarimanas wife, announced that Tutsi rebels were about to rise up and kill Hutu, and consequently that all Hutu should join the militias in a campaign of preventive killing (Snyder and Ballentine 1996:30). Unlike Bosnia, where ethnic cleansing dragged on for several years, the genocidal frenzy in Rwanda lasted about three months (Wood 2001:60). Exhorted by government-sponsored hate broadcasts and leaflets, and often led by officials, many Hutus turned on their Tutsi neighbors with a vengeance. For the most part, Hutu mobs had free reign to shoot, hack, and beat to death men, women, and children hiding in their homes, churches, hospitals, and even orphanages (Wood 2001:61). Many Tutsi women were raped before being killed and many children, as a means of degrading and terrorizing Tutsi communities. Interahamwe leaders carefully planned the genocide, provided weapons, compiled lists of important Tutsis, and went to each commune to ensure that killings were thoroughly carried out (Wood 2001:61). The ideology behind Rwandas genocide evolved amidst harsh conditions of poverty, arable land scarcity, and income inequity (Wood 2001:64). Theories of racial struggles and hierarchy enhance during the time of economic struggle. In the mid 1980s the price of coffee dropped (Hintjens 1999). The export of coffee and tea has been important in the region (Healey 2006). As a result of the economic decline, the search began for a scapegoat and the decline became another reason for genocide. In Rwanda conspiracy theories and myths were used to justify genocide. In an impoverished ethnocratic state like Rwanda, ethnicity is also the ruling principle of economic and social differentiation, with ethnic groups then forced to confront each other in the process of competition for material and social resources (Markakis 1993, 236). Such demography-linked pressures as shrinking farm size (an average of less than 1 hectare) and high fertility rates (with a population doubling time of under 20 years a nd a young population age structure), as well as a stagnant economy, helped increase tensions between Rwandas 7.8 million Hutus and Tutsis (Wood 2001:64). Nationalism in effect attempts to squeeze an idealized grouping of otherwise disparate people into a territorially defined state (Agnew and Corbridge 1995). Ethnic segregation through the division of artificially bounded political units becomes a requirement for the preservation of a groups threatened identity and thus a matter of life and death. (Wood 2001:63). Comparative Analyze In both Rwanda and Bosnia, the genocides have been part of an overall socio-economic collapse that has left its perpetrators financially much worse off than they were before. Genocidists justified their actions through an ideological than an economic view of national greatness, while exploiting difficult living conditions to scapegoat minorities (Wood 2001:64). In addition, they initiate genocidal measures in peripheral areas of the redefined living space; some of the most brutal violence took place in the rural peripheries of northern and eastern Bosnia, eastern Croatia, northwest Rwanda, and eastern Congo (Wood 2001:64). At the same time, genocidists can go to great lengths to crush heterogeneous and thus politically suspect enclaves within the cultural core of an endlessly purifying homeland (Wood 2001:65). In both Bosnia and Rwanda, the belligerent ethnic groups speak the same language and most Tutsis and Hutus even belong to the same religion. Political leaders in both areas exaggerated perceived ethnic differences and old grievances (Wood 2001:65). They also manipulated violence-inciting propaganda, such as broadcasts by Rwandas infamous Radio Mille Collines describing Tutsis as cockroaches (Wood 2001:65). While not the grand territorially defined strategy that it was in Bosnia, ethnic cleansing was also the goal of Rwandan genocidists. In Rwanda the mechanics of ethnic cleansing were simpler than in Bosnia. Tutsis and some moderate Hutus were killed on the spot or rounded up (either encouraged or forced) in convenient locales, usually church and school compounds, and then massacred by the thousands (Wood 2001:68). But like Bosnia and other twentieth century genocides, ethnic cleansing could not be contained within Rwanda (Wood 2001:68). Bosnia and Rwanda, two radically different geographic contexts, are testimony to how dormant ethnic mistrust and fear can be manipulated into a swift genocidal eruption (Wood 2001:72). In an increasingly heterogeneous world, genocide will remain a fundamental international security threat. (Wood 2001:72). Central to the process of the Bosnian war is the concept of ethnonationalism. The Bosnian war arose out of the collapse of totalitarian control of territory producing a political void that, in turn, exposes a deep-rooted rivalry between ethnic groups leading to a struggle for control of territory ending in an attempt at violent resolution (Slack Doyon 2001:140). Conclusion

Politics Administration Dichotomy Essay

By discussing some of the advantages and disadvantages of administration and politics dichotomy, an opinion of whether it is useful or impossible will be made. Wilson’s politics administration dichotomy refers to the idea that administrative decisions need to be made without political influence. One argument to this is that politics has transformed, let’s say, the role of a city manager from a neutral expert to a problem solver and dichotomy should be replaced with an expanded base of professional values for them. Advantages and Disadvantages of Politics and Administration Dichotomy  An advantage of having politics and administration dichotomy is that administration would not be driven by politics. Although politics give work to administration, it should not be able to make it do what it wants. Politics is a process by which disagreements and conflicts are worked out, ending with laws and policies through legislation. The purpose of politics is to provide political guidance to public administration. Political guidance is formulating and clarifying the public’s preferences and then communicating them to the public administrators. The job of a public administrator is to provide neutral competence to the policy process. The politicians would not get involved in administration and the public administrators would have no involvement in shaping policies. Public administrators would have the role of being neutral experts who carry out the policies of the council. In order to be neutral the administrator should minimize their identification with political positions, avoid undermining the political power of elected officials, and not get involved in the battle of politics to ensure rational administrative decisions rather than bargaining based decisions. If each public administrators and elected officials perform their tasks as assigned, the democratic accountability and planning ability of public administrators will likely increase. The disadvantage of politics administration dichotomy is that there would be no interaction and incorporation of administrative contributions in the design and the implementation of public policy. It also shields administrators from scrutiny and serves the interests of elected officials who can pass responsibility for unpopular decisions to administrators. This strict separation of policy makers and service deliverers can lower the quality of governance and service. Then there is the topic of ethics. Neither professional standards nor individual conscience can be alone the framework for public administrative ethics but both are present. So, the downside of dichotomy is there would not be a flow of ideas and concerns between the politicians and the administrators. I think dichotomy is almost impossible to have when it comes to politics and administration, but that word should be replaced by a set of rules and values that both can follow. The politicians should set the goal and the public administrators pave the path. I believe there needs to be communication between the two on certain topics as well. I like to use analogies, so the one that comes to mind is the relationship between officers and NCOs in the army. Officers (being the politician) and NCOs (being the public administrators) need to have a professional relationship. The officer comes to an NCO with a task (goal, mission, policy, etc. ). It is the NCO’s job to make sure his or her soldiers’ (which would be the public in this case) accomplish the task. Regardless if the NCO agrees with the task or likes it (unless it is unsafe/illegal), it is their job to make it happen. Some officers will welcome feedback from the NCO if he or she disagrees with the task. Some officers just demand and expect. How well the NCO organizes and handles the task with his or her soldiers will have an impact on how well it will get done. The way the NCO disseminates the task can also have an effect on how the soldiers view the officer. If the NCO agrees with the task or policy that is given, it is easier for him or her to accomplish it. I know I find it difficult to do something I don’t want to. Usually, a well-respected NCO will be able to have their soldiers accomplish any task given to them. The part where this analogy fails is that soldiers do not vote in their officers. As a public administrator, the hardest part would be to hide my beliefs and views on things, especially if I’m the one who has to implement them.

Descriptive Essay Hogwarts - 643 Words

Descriptive Essay Hogwarts The most distinct setting of Harry Potter is Hogwarts. Hogwarts is a wondrous, magical building with many towers and turrets. It is home to Hogwarts School of Witchcraft and Wizardry. I find Hogwarts location, its castle, the grounds, and Quiddich fascinating. Hogwarts is built in a forested area said to be in Scotland. The castle is located atop a cliff overlooking a lake. The lake is south of the castle and the front entrance of the castle faces toward the west. There is a small underground inlet, its entrance hidden by hanging ivy, that leads to a stony beach below the castle at the base of the cliff. From there, a path leads up to the front door of the castle. A road runs around the lake to the†¦show more content†¦Hagrid’s cabin is located on the edge of the Forbidden Forrest. Quidditch Field is on the opposite side of Hogwarts from the Forbidden Forrest. There is a lake located south of the castle and is approximately a half mile in diameter. Giant Sq uids, Merfolk, and Grindylows live in this lake. Quidditch is big at Hogwarts. Each House fields a team, which includes the seven players and often one or two reserve players as well. The teams have a team captain who not only plays but also acts as coach. The captain leads practices, devises strategies, and sees to the induction of new players into the team. Quidditch tryouts are typically during the second week of the school year, although the exact day and time are up to the captain to determine; students who wish to play for their Houses are asked to talk to Madam Hooch. The Quidditch season at Hogwarts starts in October, with the first games early in November. Madam Hooch is the resident Quidditch expert. The Bludgers, Quaffles, and Snitch are stored securely in her office between games and she acts as referee for the matches. Team practices are scheduled by individual captains. Most teams practice almost every day, after school or in the evenings. J.K Rowling had a very vivid imagination to create Hogwarts. You can hopefully now see why I find it fascinating. If you havent seen or read the series of Harry Potter you should make time. You

Profile of Serial Rapist and Killer Richard Ramirez, The Night Stalker

Richard Ramirez, also known as Ricardo Leyva Muà ±oz Ramà ­rez, was a serial rapist and killer who operated in the Los Angeles and San Francisco areas from 1984 until his capture in August 1985. Dubbed the Night Stalker by the news media, Ramirez was one of the most vicious killers in U.S. history. Early Life of Richard Ramirez Ricardo Leyva, also known as Richard Ramirez, was born in El Paso, Texas, on February 28, 1960, to Julian and Mercedes Ramirez. Richard was the youngest child of six, epileptic, and described by his father as being a good boy, until his involvement with drugs. Ramirez admired his father, but at the age of 12, he found a new hero, his cousin Mike, a Vietnam veteran and ex-Green Beret. Mike, home from Vietnam, shared gruesome pictures of rape and human torture with Ramirez, who became fascinated with the pictorial brutality. The two spent a lot of time together, smoking pot and talking about war. On one such day, Mikes wife began to complain about her husbands laziness. Mikes reaction was to kill her by shooting her in the face, in front of Richard. He was sentenced to seven years for the murder Drugs, Candy and Satanism: By the age of 18, Richard was a habitual drug user and chronic candy eater, resulting in tooth decay and extreme halitosis. He also became involved in Satan worshipping and his general poor appearance enhanced his satanic persona. Already arrested on numerous drug and theft charges, Ramirez decided to move to southern California. There he advanced from simple theft to burglarizing homes. He became very proficient at it and eventually started to linger in the homes of his victims. On June 28, 1984, his burglaries turned into something far eviler. Ramirez entered through an opened window of Glassel Park resident, Jennie Vincow, age 79. According to Philip Carlos book, The Night Stalker, he became angry after not finding anything of value to steal, and began stabbing the sleeping Vincow, eventually slitting her throat. The act of killing aroused him sexually, and he had sex with the corpse before leaving. Savored Memories Fade: Ramirez remained quiet for eight months, but the memory he savored of his last killing had run dry. He needed more. On March 17, 1985, Ramirez jumped 22-year-old Angela Barrio outside her condo. He shot her, kicked her out of the way, and headed into her condo. Inside, was her  roommate, Dayle Okazaki, age 34, who Ramirez immediately shot and killed. Barrio remained alive out of pure luck. The bullet had ricocheted off the keys she held in her hands, as she lifted them to protect herself. Within an hour of killing Okazaki, Ramirez struck again in Monterey Park. He jumped 30-year-old Tsai-Lian Yu and pulled her out of her car onto the road. He shot several bullets into her and fled. A policeman found her still breathing, but she died before the ambulance arrived. Ramirezs thirst was not quenched. He then murdered an eight-year-old girl from Eagle Rock, just three days after killing Tsai-Lian Yu. Post-mortem Mutilations Become His Mark: On March 27, Ramirez shot Vincent Zazarra, age 64, and his wife Maxine, age 44. Mrs. Zazzaras body was mutilated with several stab wounds, a T-carving on her left breast, and her eyes were gouged out. The autopsy determined that the mutilations were post-mortem. Ramirez left footprints in the flower beds, which the police photographed and cast. Bullets found at the scene were matched to those found at previous attacks, and the police realized a serial killer was on the loose. Two months after killing the Zazzara couple, Ramirez attacked again. Harold Wu, age 66, was shot in the head, and his wife, Jean Wu, age 63, was punched, bound, and then violently raped. For unknown reasons, Ramirez decided to let her live. Ramirezs attacks were now in full throttle. He left behind more clues to his identity and was named, The Night Stalker, by the media. Those who survived his attacks provided the police with a description - Hispanic, long dark hair, and foul smelling. Pentagrams Found at the Crime Scene: On May 29, 1985, Ramirez attacked Malvial Keller, 83, and her invalid sister, Blanche Wolfe, 80, beating each with a hammer. Ramirez attempted to rape Keller, but failed. Using lipstick, he drew a pentagram on Kellers thigh and the wall in the bedroom. Blanche survived the attack. The next day, Ruth Wilson, 41, was bound, raped, and sodomized by Ramirez, while her 12-year old son was locked in a closet. Ramirez slashed Wilson once, and then bound her and her son together, and left. Ramirezs was like a savage animal as he continued raping and killing throughout 1985. The victims included: June 27, 1985 - Ramirez raped a 6-year-old girl in Acadia.June 28, 1985 - Patty Higgins, age 32, was beaten and her throat slit.July 2, 1985 - Mary Cannon, age 75, was beaten and her throat slit.July 5, 1985 - Deidre Palmer, age 16, survived being beaten with a tire iron.July 7, 1985 - Joyce Lucille Nelson, 61, was bludgeoned to death.July 7, 1985 - Linda Fortuna, 63, was attacked and Ramirez tried to rape her, but failed.July 20, 1985 - Maxson Kneiling, 66, and his wife Lela, also 66, were shot and their corpses, mutilated.July 20, 1985 - Chitat Assawahem, 31, was shot and his wife Sakima, 29, was beaten then forced to perform oral sex. Ramirez then collected $30,000 in valuables, but before leaving, he sodomized the couples eight-year-old son.August 6, 1985 - Ramirez shot both Christopher Petersen, 38, and his wife, Virginia, 27, in the head. Both somehow survived.August 8, 1985 - Ramirez shot Ahmed Zia, 35, and raped and sodomized his wife, Suu Kyi, 28, and forced her to perform o ral sex on him. Bill  Carns and Inez Erickson On Aug. 24, 1985, Ramirez traveled 50 miles south of Los Angeles and broke into the home of Bill Carns, 29, and his fiancà ©e, Inez Erickson, 27. Ramirez shot Carns in the head and raped Erickson. He demanded she swear her love for Satan and afterward, forced her to perform oral sex on him. He then tied her and left. Erickson struggled to the window and saw the car Ramirez was driving. A teenager wrote down the license plate number of the same car, after noticing it cruising suspiciously in the neighborhood. The information from Erickson and the young man enabled police to locate the abandoned car and get fingerprints from inside. A computer match was made of the prints, and identification of the Night Stalker became known. On August 30, 1985, the arrest warrant for Richard Ramirez was issued and his picture released to the public. Next The End of the Night Stalker - Richard Ramirez   Sources Carlo, Philip. The Night Stalker: The Life and Crimes of Richard Ramirez. Reprint edition, Citadel, August 30, 2016. Hare, Robert D. Without Conscience: The Disturbing World of the Psychopaths Among Us. 1 edition, The Guilford Press, January 8, 1999.