Light a Candle with Smoke (Flame Science Trick)

Light a Candle with Smoke (Flame Science Trick) You know you can light a candle with another candle, but if you blow one of them out, did you know you can relight it from a distance? In this trick, youll blow out a candle and relight it by causing flame to travel along a path of smoke. How to Do the Traveling Flame Trick Light a candle. Have a second source of flame ready, such as another candle, a lighter, or a match.Blow out the candle and immediately place the other flame into the smoke.The flame will travel down the smoke and relight your candle. Tips for Success If you have trouble lighting the smoke, try moving your flame closer to the wick because thats where the concentration of vaporized wax is highest. Another tip is to make sure the air is still around the candle. Again, this is so you maximize the amount of wax vapor around the wick and have a clear smoke trail to follow. How the Traveling Flame Trick Works This fire trick is based on how candles work. When you light a candle, the heat from the flame vaporizes the candle wax. When you blow the candle out, vaporized wax briefly remains in the air. If you apply a heat source quickly enough, you can ignite the wax and use that reaction to relight the wick of the candle. Although it looks like youre lighting the candle with smoke, its really just the wax vapor that ignites. Soot and other debris from the flame isnt ignited. You can watch a YouTube video of this project to see a candle relight itself, but its even more fun to try it yourself. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

7 Outdated Job Seeker Mistakes And How You Can Overcome Them

7 Outdated Job Seeker Mistakes And How You Can Overcome Them When you’re looking for jobs, you often get a lot of advice. Most of it is helpful and almost all of it is well-intended. But there are a few outdated things you don’t want to fall into doing if you want to stay current and be competitive in the job market. So if you hear any of the following, be sure to disregard the advice. 1. Using a Landline for Important ConversationsThis might have been good advice back when cell phones first came out, but nowadays most people don’t even have landlines, so telling them they have to use one is only going to stress them out. Cell phones are perfectly serviceable.2. Being Internet MIAYou’d be right to make sure your online presence is scrubbed up and rid of any inflammatory or inappropriate material, but you’d be wrong to be a ghost. If a company can’t Google you and find something, then you’re going to be overlooked. Make sure you come up in at least some searches with your name.3. Keeping an Old-R ules ResumeMost older people will give you a lot of advice about your resume: you have to keep it to one page, you should always include the line â€Å"References available upon request† at the end, that you should include an â€Å"Objective† paragraph at the top, and that you should make sure to use formal language. None of these things are true. You should also make sure never to cut corners and send the same cookie-cutter document for every job. Tailor each resume to each new application.4. Leaving Paper TrailsA lot of well-meaning older folks will also tell you it’s important to always and only submit a paper resume. And that you should invest in really good paper because the quality is important. Also that you should overnight your resume so it doesn’t get lost in the mail shuffle. None of these are true, either. An electronic copy of your resume isn’t just a good idea, sometimes it’s the only way to submit. Some hiring managers might e ven consider you a nuisance for burdening them with a paper copy when everyone else submit PDFs.5. Applying During Hiring SeasonYou should always apply when the hiring is at its peak! Right? Wrong. You might actually get lost in the shuffle when masses of other applicants are flooding through. Be a maverick and send in your application when no one else is sniffing around- school holidays, normal holidays, snow days, etc.6. Only Applying Where There Are Posted OpeningsYou might think just because a company has no advertised openings that it’s not worth sending in an application. Think again. If you really really want to work at a certain company, make your passion known. See if you have a contact in your network who can get your foot in the door, be that an employee or an internal recruiter.7. Applying Online OnlyYou might think it’s a brilliant idea and such a hassle-saver to only have to blast your applications out online, but you should make sure you’re not on ly searching on the massive job sites. Get your face out there and network. Don’t assume you know where your next opportunity will come from.

Mother, daughter arrested in robbery Essay Example | Topics and Well Written Essays - 1250 words

Mother, daughter arrested in robbery - Essay Example She is being held on $250,000 bond at the Eastern Regional Jail awaiting extradition back to Washington County, Maryland where she is charged in warrants with robbery, armed robbery, being a fugitive from justice and other offenses. Her 16-year-old daughter, Jade Wilson, was arrested at Martinsburg High School about an hour before her mother’s arrest, was taken into custody and is being held on $125,000 bail at the Vicki V. Douglas Center. According to The Herald-Mail Company, it is not clear if she will be transferred to a juvenile facility in Maryland. Like her mother, she is awaiting extradition to Hagerstown, where the teen is expected to be charged as an adult. According to Sergeant Roy Harsh of the Washington County Sheriff’s Department, the bank robbery occurred when two females handed a teller a note and one woman showed a gun that she had in her sleeve. They left with an unspecified amount of money. During the time of the robbery, the bank was open and one customer was inside. The robbery was quick and very low-key and the customer inside the bank did not even note that it was going on. The two allegedly took the note back and swiftly left the bank with the money in a bag. Police believe that the two suspects climbed into a getaway car with a possible West Virginia registration. The sheriffs department says they used some of the money to pay $750 in back due rent. According to investigators, there is a possibility of more arrests in the case (McMillion, 2009). It is simply an act accompanied by specified circumstances and an essential element of a crime that must be proved to secure a conviction. The actus reus of the current case involved robbing the Susquehanna Bank branch in Halfway, Maryland. It is important to note that the suspects could not be punished for thinking criminal thoughts but for

PACKAGING FUNCTIONS Essay Example | Topics and Well Written Essays - 250 words

PACKAGING FUNCTIONS - Essay Example Products are at high risk of these damages when they are transported from place to place and are subjected to climate or temperature change. Products such as fruits require a more rigid packaging such as a laminated container so its freshness is preserved. Second, a good packaging puts the product together and avoids it from spilling. This function of packaging is more directed to the protection of the item itself such as in preserving its shape & size. Also, packaging protects a product from being confused with another. This is very important and useful especially because it differentiates one brand from another, carries the description of what a product is and includes the nutritional facts. Though most people would not realize the importance of which, having a packaging with poor labeling can cause major repercussions especially for consumers with health concerns/issues (The Functions of Packaging,

Online Enrollment System of Act Essay Example for Free

Online Enrollment System of Act Essay 1. Background of the Study The need for powerful and flexible data management systems is increasing in science, engineering, business and the personnel fields. The success of an organization depends on its ability to acquire accurate and timely data about its operation, to manage this data effectively, and to use it to analyze its own activities. Nowadays, web-based applications are widely used due to their ubiquity. This universal availability of information is sparking an era of collaboration. The Internet is neither an extraordinary communications tool nor revolutionary. It simply represents the current stage in the development of human capabilities through written language, which itself derived from the spoken form (Holmes, 2006). Given its current and potential growth, the Internet, which emerged as a powerful tool for information management, has become a prodigious avenue for e-commerce, offering transaction convenience and service efficiency. Continuing innovation in technologies can lead to organizational changes that range from improvement of day-to-day operations and for easy access it provides for the end users (Forman, 2007). Many schools today have adapted this innovation. Among these are online services offered by the Western Mindanao State University (http://www.wmsu.edu.ph/) and Far Eastern University (http://www.feu.edu.ph/). Challenged for such innovation, a group of researchers have decided to conduct a study in Asian College of Technology (ACT), one of the academic institutions here in Cebu that offers ITE (IT Education) courses. Through potent marketing and advertisement strategy, the institution continues to soar its heights towards academic excellence and gains the hearts of some parents in all status, to send their children to college. To meet the demands of the large number of employee and student population, a web-based enterprise system is proposed for the academic institution which includes different sub-systems that will cater the needs to improve its service, operation, processing and other transactions critical to the institution from the enrollment procedures, storing of student permanent records and accounts, student evaluation and as well as grade management. In lieu to this, the researchers divided the enterprise system into sub-systems and each member is assigned to a particular module. The researcher decided to focus on proposing an online enrollment system which will soon enhance their enrollment process as part of the proposed web-based enterprise system. Though an existing enrollment client system, a desktop application has already been used to facilitate the student enrollment process but still a demand on a faster, systematic and more convenient way of student admission and enrollment procedures are technically vital. The study considered the prevailing process of the institution and how the current process can be modified for a more efficient and effective enrollment system. One of the factors to be considered for the proposed system is the lack of manpower to accommodate numerous enrollees, the tedious task of filling up application or enrollment forms, the inaccuracies of information provided by the enrollees, the inefficiency of selecting subject schedules and the slow process of adjusting the schedules enrolled by the students. These factors cause enrollment delay, which really affects the impression of the institution towards its clients and as well as to the enrollment personnel. 2. Statement of the Problem Asian College of Technology, as of 1st semester of SY 2012-2013, has increased its student population. The problems arises during the enrollment period were prevalent as those really affect the impression of the institution. The system seeks to solve the following problems: †¢ Lack of manpower to accommodate large number of enrollees; †¢ Tedious task of filling up and submission of application or enrollment forms; †¢ Inaccuracies of information provided by the enrollees; †¢ Inefficiencies of selecting subject schedules by the enrollment personnel to the enrollees; and †¢ Delay and tiresome processing of schedule adjustments. In order to help students and enrollment personnel to overcome the mentioned difficulties, the researcher came up with an idea of enhancing the existing enrollment procedures through an online enrollment system. 1.3 Goals and Objectives The main objective of this research is to design an online enrollment system as a response of the encountered difficulties during the course of the enrollment period. Furthermore, it specifically aims to: †¢ Provide availability of the system via web to facilitate preliminary enrollment procedures; †¢ Provide a user-friendly interface in filling up student information without the hassle of queuing; †¢ Improve accuracy by providing user data validation features; †¢ Improve efficiency by providing the student a user-interface to select the desired subject schedules; †¢ Minimize delay for processing of schedule adjustments by providing the students a ubiquitous and better system via web without the hassle of queuing. 4. Significance of the Study The proposed study will be beneficial to the following: †¢ Schools: It serves as an essential and efficient tool for improving the current enrollment procedures. †¢ Enrollment Personnel: It will provide them better facilitation, customer service and better technical assistance to student enrollees. †¢ Students: It will give an elated impression to them since the system provides convenient and hassle-free features for enrollment transactions. †¢ Researchers: It will help them in the field of automating and improving current systems and set them to discover things where technology is involved. The system provides them the opportunity to apply their skills and be able to share their knowledge through system development. †¢ Future Researchers: This may open doors for researchers related to enhance and improve online enrollment system utilizing latest and current web technologies. Further, this will serve as a useful reference and guide for further research and develop their own projects. †¢ Readers: The study may serve as valuable reference for further studies on how systems are developed and designed. Further, this may motivate them to be in the technical field and will aid them in the development of their own projects in the near future.

The Three Paradigms In Society Essay -- essays papers Sociology

â€Å"The Three Paradigms in Society† Functionalist paradigm, conflict paradigm, and symbolic interaction paradigm are the three major paradigms that function in today’s society. Functionalist, and conflict paradigms are macro-sociological paradigms. Symbolic interaction is a micro-sociological paradigm. Functionalist paradigm focuses on the integration of society, while social conflict focuses on the issue of division among society. Symbolic interaction works on communication and social change as a consequence. The three paradigms are completely different from each other in a social point of view. The macro-sociological paradigms view America as an inequality state. The social conflict paradigm fits today’s society. The functionalist paradigm focuses on the integration of society, and how society how its own groups which has their own functions to help improve the peoples lives. Functionalist paradigm fits in the category of macro-sociology, because it focuses on the patterns that shape an entire society. Functionalists believe that society is maintained through the thought of trust and consensus on moral values for ideal behavior. Working together will result in a stable social environment that will create equality. Conflicts or dysfunctions will be view as a disease in the social system. Social conflict paradigm believes that society is divided into many groups that have their own goals, and that certain parts of the world have the luck of benefiting economic dominan...

Critically analyze Brandom and Haugeland’s views regarding Cartesianism

The concept of Cartesianism is that every and/or any thing that can be doubted must be discarded, and ideally formulated anew in order to be cemented in truthfulness. Doubting is the first way of determining whether something is useful, and if it isn’t, you discard what you know and basically reinvent it in such a way that is useful. We apply this Cartesianism in a social context when we look at society, politics and the interactions of people on any communicative grounds.This would include linguistics, thinking and any other forms of interaction that form any kind of groundwork for social and societal interaction. Using Cartesianism, we can draw distinctions between such things. We will look at the notions of language, reasoning and thinking, in terms of the works of two philosophers, Robert Brandom and John Haugeland, with the emphasis on comparing and contrasting their unique views. Brandom: Freedom, Norms, Reason and ThoughtRobert Brandom’s views on personal freedom were rooted in the difference between how he perceived his forerunners on the subject matter; he compared and contrasted Kant and Hegel in his work ‘Freedom and Constraint by Norms’. In this work, he critically observes the foundation from which Kant and Hegel analyzed the ideas of personal freedom, as expressed – or refuted – by norms. In order to set out these principles – freedom and norms – we must first define them. Brandom had this to say about Kant’s viewpoint:One of the most suggestive responses to the first set of concerns has been developed by the Kantian tradition: the doctrine that freedom consists precisely in being constrained by norms rather than merely by causes, answering to what ought to be as well as what is. (1979, p. 187). We assume the fact here that norms are things which become established over time by society/community, and that they determine and decide how things should be done, by the individual and by the community.Where Kant pragmatically argued that society used norms to determine the individual’s actions, Brandom also included how Hegel proposed a different approach, from a different angle: The central feature determining the character of any vision of human freedom is the account offered of positive freedom (freedom to) – those respects in which our activity should be distinguished from the mere lack of external causal constraint (freedom from) †¦ (1979, p. 187). Brandom furthers his argument by taking his proposed solution into the domain of the linguistic.He argues that the basis of norms, with regards to their use in regulating society and the individual’s role therein, requires creative expression from individuals in order to promote the Hegelian concept of idealistic, ‘positive’ freedom. Ultimately, Brandom proposes a post-Hegelian solution, one which builds on Hegel’s initial statements and ideally assists the advancement of ind ividuals within a communal setting. In ‘A Social Route from Reasoning to Representing’, Brandom further explores the generally held principles that individual beings are capable of reasoning and reasonable thought processes.Because of this inherent trait, fostered in the upbringing of each individual, truth by inference or deductive reasoning becomes a cornerstone of the thoughts and actions of every individual. The exploration of the difference between actually thinking and thinking about something is established and represented by the accepted standard that individuals move in social circles, and so influence each other’s ideas and notions of reason. Common ground is found in these motions, or as Brandom qualifies, â€Å"the representational dimension †¦ reflects the social structure †¦ in the game of giving and asking for reason.† (2000, p. 183). Haugeland: Truth, Rules and Social Cartesianism John Haugeland approaches the idea behind the soci al establishments in much the same way as Brandom. He explores the same set of topics in his work ‘Truth and Rule-following’, where he mentions the idea of norms as being bound to rules and how the social circle comprised of unique individuals see such institutes. These rules are divided into factual and governing, with factual being held as understood and upheld by all and governing as normative; â€Å"how they ought to be† (Haugeland, 1998, p. 306).Haugeland also argues that these norms are upheld by a communal motion to associate and create similarities between individuals: conformity. He further proposes that social normativity can be grounded in biological normativity – the same principles and arguments can be applied, but only insofar as human beings are capable of reason, and that a biological body by contrast follows certain predetermined, preprogrammed sets or rules, while a reasoning mind can necessarily adapt around or expand on conditions and w ork beyond them, as a biological preset cannot.This supports the idea of governing norms being changeable, separate from objective truth. Also, social norms are enacted through the input of others, in a sense promoting a system where one member of the community checks up on the others, and vice versa. Haugeland’s case is concluded with an emphatic argument for the similarity and union between norms of reason (governing norms) and objective truth (factual norms) boiling down to being the same thing: both are in fact changeable, if in different, subjective ways.With ‘Social Cartesianism’, Haugeland explores the work of three other philosophers, objectifying the reason for his assumptions based on the use of philosophy in language, which all three works – the works of Goodman, Quine and Wittgenstein/Kripke – explore in some form. The reason for this analysis is Cartesian in origin. The first work, by Goodman, is an argument based on defining predicates – accepted rules – and testing the limits of their acceptability, in true, doubtful, Cartesian style.The work of Quine focuses on the elements of translation, of taking personally accepted norms and placing them over a culture with differing norms, thereby defining that culture according to our own way of doing things. Lastly, the debate ventured by Wittgenstein/Kripke is one of skepticism that proposes that all norms are social, not private: â€Å"In sum: if meanings must be normative, but individuals can’t impose norms on themselves, then private, individual meanings are impossible† (Haugeland, p. 219).Haugeland extrapolates that each one of these arguments is fundamentally flawed, based on the conclusion he draws regarding each of the three works’ shortcomings: they all fail to account for the real world, the world that everyone lives in and is affected by. Brandom versus Haugeland Perhaps the most obvious similarity between Brandom and Haugela nd’s individual accounts and reasoning is the fact that they approach the same kinds of topics: social situation, individuality, freedom, language and thought.Despite various approaches and held viewpoints, both are compelled to a certain Cartesian way of doing things, of discarding everything or anything that is not beyond doubt and recreating these things anew by using sound reasoning. Brandom is fond of referencing Kant and Hegel and placing them in opposition against each other, most notably in stating their viewpoints from necessity and polarity: Kant held the view that norms dictated freedom and individuality, whereas Hegel was more positive in expressing his views on freedom ultimately determining norms.In a similar fashion, Haugeland approached the subject of norms and normativity, and how they affected individuals, both linguistically and thoughtfully. We will look at the comparison of norms and normativity first, and then spread outward into linguistics and thought. The view of normativity being a deciding factor, most notably on a linguistic basis, for representing the two polarities of norms and facts, is upheld by both philosophers.Brandom sees norms as something which is instituted based on reason, on the idea that they are something that is held by a communal mindset and imposed on the individual. Facts in turn are things which are accepted as a given by not only individuals but also by the community. Focusing on linguistics, Brandom draws on translation, on the action of placing or transposing one set of accepted norms – from, say, one community’s point of view – onto another community’s point of view. Note here that Haugeland also referenced the idea of translation in his critique of Quine’s work.This poses the first real contrast between Brandom and Haugeland’s points of view: Brandom poses the idea that translation promotes assimilation: By translating, rather than causally explaining some per formance, we extend our community (the one which engages in the social practices into which we translate the stranger’s behavior) so as to include the stranger, and treat his performances as variants of our own. (1979, p. 191). The act of making something your own, drawing something or someone in from outside your boundaries, speaks of a shift of norms.Logically it can be argued that assimilating something new forces your way of thinking about something to be altered to accommodate what is new, even if what has been absorbed becomes a representation of something completely new and different. In this we see Brandom’s shift to the Hegelian idea of the novel, the new, being created in a positive sense in order to advance and enhance the communal whole. Haugeland contrasts by referencing Quine: â€Å"†¦ although the translations are different, there is no fact as to which of them is the ‘right’ one, because there is no ‘objective matter to be right or wrong about’.† (cited from Haugeland, ). Haugeland would seemingly disagree with Brandom’s use of translation as a means of successfully integrating norms, of taking norm and transforming it into fact. Translation still argues for something similar, not new: it presupposes a universal component that stretches through all languages. Judgment is another key concept, one bound to reason and thought. Brandom cites Kant once more in bringing to the fore the sense that one must act from thought, and that judging and acting requires a commitment, â€Å"staking a claim – undertaking a commitment† (1979, p. 164).Brandom repeats the basis of linguistics, of the game played between people, based on inference and the inherent ability to deduce and conclude. An individual can naturally deduce something spoken or gestured from another individual by making a commitment to do so. This commitment relies heavily on the shared understanding between individuals, th e factual norms that are referenced again and again as a means of achieving the communal awareness of similarity. Haugeland agrees here; linguistically, words must have a normal, generic meaning in order for the speaking individual to be understood.There must be common ground. He continues by saying that â€Å"meanings, by their very nature, are normative rules,† and emphasizes this dilemma by citing this example: And the essential problem is that individuals cannot impose norms on themselves. For that would be like taking a dictator, with absolute legal authority, to be bound by her own law. But she can’t really be bound by her own law since, given her authority, if she changes her mind and does something different, that just changes the law – which is equivalent to saying that the law did not bind her in the first place.Similarly †¦ an individual cannot, on his own authority, bind himself by his private norm. (Haugeland, , p. 219). The crux of this compar ison between Haugeland and Brandom is that both agree on the fact that law, in a sense, and rules, must be used to bind a norm, albeit a governing one – a norm based on reason. A person cannot be subject to his/her own norms, therefore the norms must be implemented from outside the individual; from the communal.Coming back to the linguistic component again, we can logically assume that language as a means of communication forms a regulating basis here. The words, actions and judgment of others forces a certain conformity, a means whereby an individual can operate and coexist within a community. Thought has always been at the core of the human need to define him/herself. The adage cogito ergo sum (I think therefore I am) has been advanced to more complex statements. Rene Descartes advanced dubito, ergo cogito, ergo sum (Latin for I doubt, therefore I think, therefore I am) (Persaud, p. 259).Cartesian philosophy dwells deeply on thought processes, so it should be unsurprising t hat both Brandom and Haugeland spent some thought on the dynamics of applying Cartesian methods on the thought process. Haugeland praised Descartes’ input, going further than the original assumptions made by Descartes and stating that â€Å"The determinacy that matters here concerns not the formal reality of those ideas †¦ but rather their objective reality (roughly their intentional content as representations. ) (Haugeland, , p. 224). In other words, Haugeland implies that human individuals in isolation, as subjectively separate, is fairly unimportant.What matters ultimately is the collective, the union of all individuals in an objective community, not necessarily defined by the community but by their place in it, and their unique contributions to it. Brandom seems to agree by stating: The social dimension of inference [deduction] involved in the communication to others of claims that must be available as reasons [common ground] both to the speaker [individual] and to the audience [collective, community], in spite of differences in collateral commitments, is what underlies the representational dimension of discourse [communication]. (2000, p. 183).Summed up, the previous statement can be matched to Haugeland’s assumptions: the community is not the only important thing, but in order for norms, rules and laws to make sense regarding thought, language and freedom, the community or collective needs to operate on a standard of shared understanding, so that each unique individual can still function and interact with others despite the individuality. Conclusion Through using Cartesian principles regarding the discovery of usefulness, we have come to the conclusion that, with regards to using doubt as a means of determining an outcome or a reality, pragmatism is in fact a necessary element.Reality, as Haugeland would have us believe, is not simply determined by the individuals, communities and their norms only, but rather arises from the world we live in first, before casting a shadow of effects over the individual and the rest. We have argued that Brandom and Haugeland, though often different in their modes of expression and discourse, are nevertheless in agreement on many of the key aspects regarding norms, whether factual or governing, subjective or objective.At the end, Cartesian doubt influences thought, and thought influences language and interaction between people, yielding a collected sense of understanding and finally yielding a system of laws, rules and judgments that govern and regulate society and community. However, in conclusion it is perhaps better to emphasize Hegel’s idealism – as opposed to Kant’s pragmatism: that freedom be positive, to allow for creativity within the system and to not be bound by external causes such as rules and laws only. References Brandom, R. B. (2000). A Social Route from Reasoning to Representing.Articulating Reasons: an Introduction to Inferentialism. Cambridge , Harvard University Press. Brandom, R. B. (1979). Freedom and Constraint by Norms. American Philosophical Quarterly, Volume 16, 13, 87-196. Haugeland, J. (). Social Cartesianism. 213-225. Haugeland, J. (1998). Truth and Rule-following. Having Thought: Essays in the metaphysics of mind. Cambridge, Harvard University Press. Persaud, R. (2002) Ten Books. The British Journal of Psychiatry, Volume 181, 258-261, Retrieved May 17, 2008, from http://bjp. rcpsych. org/cgi/content/full/181/3/258.

Story

Television is an inescapable part of modern culture. We depend on TV for entertainment, news, education, culture, weather, sports—and even music, since the advent of music videos. TIP: Create your own family TV-viewing traditions, such as watching Olympic coverage, the NHL playoffs, classic movies or a weekly comedy show. With the recent explosion in satellite and digital speciality channels, we now have access to a plethora of both good quality and inappropriate TV content.In this crowded television environment, the key for parents is to search out high quality TV programs for their kids, and whenever possible, enjoy them together as a family. Television offers lots of benefits to kids, including: * Because of its ability to create powerful touchstones, TV enables young people to share cultural experiences with others. * Shared viewing gives family members of all ages an opportunity to spend time together. * Parents can use TV as a catalyst to get kids reading—followin g up on TV programs by getting books on the same subjects or reading authors whose work was adapted for the programs. Great television can teach kids important values and life lessons. * TV programs often explores controversial or sensitive issues, which can make it easier for parents and kids to discuss them. * Educational programming can develop young children's socialization and learning skills. * News, current events and historical programming can help make young people more aware of other cultures and people. * Documentaries can help develop critical thinking about society and the world. *TIP: Whenever possible, choose Canadian programs for your family viewing time. TV can help introduce your family to classic Hollywood films and foreign movies that may not be available in your local video store. * Cultural programming can open up the world of music and art for young people. How to choose good TV How can you select viewing that is good for your children? David Kleeman, Director of the American Center for Children and Media, says ask yourself the following questions: * Does the program actively engage my child, physically or intellectually?Television watching doesn't have to be passive. It can prompt questions, kindle curiosity, or teach activities to pursue when the set is off. * Do I respect this program? Parents don't have to like every show their children choose—in fact young people need their own district culture. But parents should trust that a program's creators understand and respect how children grow and learn. * Does my child see others like himself or herself on television? Young children believe that television reflects the real world.To not see people like themselves—in race, ethnicity, or physical ability, for example—may diminish their self worth. A lack of role models should spark discussion about how TV portrays different types of people. * How do makers of this program regard my child? Some program creators see young people as consumers to be sold to. Others see them as students to be educated, as future citizens to be engaged in the community, or simply as children, whose work is play. Use the resources on the side bar to help you find good quality television for your kids. Story In this assignment, students will work independently to write a short formal report that analyzes a situation and provides recommendations. This course project will satisfy TCOs 4, 6 and 8. Overview In this assignment, students will analyze two possible career choices of their choosing, and then write a formal analytical report effectively presenting a recommendation to pursue one of the careers. This project has two parts: Part one, the Table of Contents and Introductory Section, is due at the end of week 6.Part two, he report in its entirety, is due at the end of week 8. Students are encouraged to begin work on this project no later than week 5, reading the project directions, reading Chapters 13, 14, and 15, and, if time permits, doing preliminary research. Formal Report Topic This assignment is based on you choosing two possible career choices you would recommend to an employee, client or professional contact. Here's the situation: You are to choose two possible career choices.Yo ur report should include the following: Information and background about your two career choices. Research from at least ix credible sources to inform your audience and to support the recommendation(s) APA citations for all researched information (in-text parenthetical citations and a reference list at the end of the report) Formal report formatting You will need to conduct outside research and cite your sources using APA citations. Conclude the formal report by making recommendations to your audience.Your report MUST be formatted as a formal report. Part One (Due Week 6) Table of Contents and Introduction Your assignment this week is to write your formal report's table of contents and introduction, using formal formatting. To complete this assignment, you will need to have a good plan in place for your formal report. I encourage you to use the three- step process we've been studying this session. (The formal report is due in its entirety at the end of week 8. In week 6, only the ta ble of contents and introduction are due. In week 6, your asslgnment snou10 Include tne Tollowlng: A table of contents using formal report formatting. (Note that page numbers are not necessary this week, as you will not have written the actual report yet. Page numbers should be added next week, though, when you complete the report. ) The table of ontents should include first- and second-level headings, like the example on page 437 in chapter 15. Include an introductory section featuring the following four parts (see page 439 in chapter 15 for an example.Introduction Purpose, Scope, and Limitations Sources and Methods Report Organization Identify at least six credible sources you will use in your proposal in the â€Å"Sources and Methods† section. Use formal report formatting. Be free of grammar, spelling, and punctuation errors. Part Two (Due Week 8) Formal Report in Full In week 6, you planned the formal report and wrote the Table of Contents and Introduction. In week 8, you will complete the formal report. (You may need to revise the Table of Contents and Introduction, based on the feedback you receive from your instructor. In week 8, your assignment should contain the following: Be formatted as a formal report, following the guidelines for formal reports in the text (including the guidelines for headings and subheadings found on pages 435-448); Include appropriate prefatory, text, and supplemental parts (The formal report should contain appropriate prefatory, text, and supplemental parts, including he following: a cover and/or title page; a letter of transmittal; a table of contents; the four-part Introductory Section from week 6; appropriately labeled body sections; and appendices, such as the client interview and list of references.Your report does not need to contain all of these parts, but should contain most of them. ); Fully answer the question of what career would you recommend to an employee, client or professional contact. The word count for the intro, body, and conclusion should be 1250-1750 words); Use at least six credible researched sources appropriately and ffectively; Include proper documentation using APA style (both in-text and end-of- text citations–please check your work using turnitin. om); and Be free of spelling, grammar, and punctuation errors. Note: Visual aids are entirely appropriate for this kind of report, but they are not requlrea. IT you aec10e to use visual alas, De ce rtaln to aanere to tne stanaaras we have studied previously in this course. How the Formal Report Assignment is Graded The Formal Report Assignment will be graded according to the criteria set forth in the Rubrics for weeks 6 and 7/8, located in Doc Sharing. Story In this assignment, students will work independently to write a short formal report that analyzes a situation and provides recommendations. This course project will satisfy TCOs 4, 6 and 8. Overview In this assignment, students will analyze two possible career choices of their choosing, and then write a formal analytical report effectively presenting a recommendation to pursue one of the careers. This project has two parts: Part one, the Table of Contents and Introductory Section, is due at the end of week 6.Part two, he report in its entirety, is due at the end of week 8. Students are encouraged to begin work on this project no later than week 5, reading the project directions, reading Chapters 13, 14, and 15, and, if time permits, doing preliminary research. Formal Report Topic This assignment is based on you choosing two possible career choices you would recommend to an employee, client or professional contact. Here's the situation: You are to choose two possible career choices.Yo ur report should include the following: Information and background about your two career choices. Research from at least ix credible sources to inform your audience and to support the recommendation(s) APA citations for all researched information (in-text parenthetical citations and a reference list at the end of the report) Formal report formatting You will need to conduct outside research and cite your sources using APA citations. Conclude the formal report by making recommendations to your audience.Your report MUST be formatted as a formal report. Part One (Due Week 6) Table of Contents and Introduction Your assignment this week is to write your formal report's table of contents and introduction, using formal formatting. To complete this assignment, you will need to have a good plan in place for your formal report. I encourage you to use the three- step process we've been studying this session. (The formal report is due in its entirety at the end of week 8. In week 6, only the ta ble of contents and introduction are due. In week 6, your asslgnment snou10 Include tne Tollowlng: A table of contents using formal report formatting. (Note that page numbers are not necessary this week, as you will not have written the actual report yet. Page numbers should be added next week, though, when you complete the report. ) The table of ontents should include first- and second-level headings, like the example on page 437 in chapter 15. Include an introductory section featuring the following four parts (see page 439 in chapter 15 for an example.Introduction Purpose, Scope, and Limitations Sources and Methods Report Organization Identify at least six credible sources you will use in your proposal in the â€Å"Sources and Methods† section. Use formal report formatting. Be free of grammar, spelling, and punctuation errors. Part Two (Due Week 8) Formal Report in Full In week 6, you planned the formal report and wrote the Table of Contents and Introduction. In week 8, you will complete the formal report. (You may need to revise the Table of Contents and Introduction, based on the feedback you receive from your instructor. In week 8, your assignment should contain the following: Be formatted as a formal report, following the guidelines for formal reports in the text (including the guidelines for headings and subheadings found on pages 435-448); Include appropriate prefatory, text, and supplemental parts (The formal report should contain appropriate prefatory, text, and supplemental parts, including he following: a cover and/or title page; a letter of transmittal; a table of contents; the four-part Introductory Section from week 6; appropriately labeled body sections; and appendices, such as the client interview and list of references.Your report does not need to contain all of these parts, but should contain most of them. ); Fully answer the question of what career would you recommend to an employee, client or professional contact. The word count for the intro, body, and conclusion should be 1250-1750 words); Use at least six credible researched sources appropriately and ffectively; Include proper documentation using APA style (both in-text and end-of- text citations–please check your work using turnitin. om); and Be free of spelling, grammar, and punctuation errors. Note: Visual aids are entirely appropriate for this kind of report, but they are not requlrea. IT you aec10e to use visual alas, De ce rtaln to aanere to tne stanaaras we have studied previously in this course. How the Formal Report Assignment is Graded The Formal Report Assignment will be graded according to the criteria set forth in the Rubrics for weeks 6 and 7/8, located in Doc Sharing.

Woman in Politics Essays

Woman in Politics Essays Woman in Politics Essay Woman in Politics Essay While gender equality has been achieved many decades ago, women are underrepresented in politics, although if they succeed in gaining access to this male-dominated field, they prove to be highly successful and effective politicians. There are few spheres of social life where traditional patriarchic structures are as well preserved as in politics. While women won their right to vote many decades ago, they often find difficulties in realizing their political right to get elected. However, the only reason why female politicians are few and far between is tradition. Women are still regarded as belonging in the private sphere of homemaking and childrearing rather than public domain of politics.Despite the implicit discrimination against women, many of them manage to succeed and prove that they can be as skilled as politicians as their male counterparts. There are many females among the most influential world’s politicians. To name a few, they are Angela Merkel, Germany’s Cha ncellor; Mary McAleese, the President of Ireland; Nancy Pelosi, the Speaker of the U.S. House of Representatives; Condoleezza Rice, the United States Secretary of State; Senator Hillary Clinton; and recently appointed conservative candidate for Vice President Sarah Palin.From a historical perspective, there are even more examples of successful female politicians, such as Margaret Thatcher, the former Prime Minister of the UK; Indira Gandhi, the Prime Minister of India in 1966-1977 and 1980-1984; Edith Cresson the former Prime Minister of France; Kim Campbell, the Prime Minister of Canada in 1993; Mary Robinson, the president of Ireland in 1990-1997; Megawati Sukarnoputri, the President of Indonesia in 2001-2004; and many others. All these examples prove that women can be as successful in politics as men.

A Brief Overview of British Literary Periods

A Brief Overview of British Literary Periods Although historians have delineated the eras of British literature in different ways over time, common divisions are outlined below.   Old English (Anglo-Saxon) Period (450–1066) The term Anglo-Saxon comes from two Germanic tribes, the Angles and the Saxons. This period of literature dates back to their invasion (along with the Jutes) of Celtic England circa 450. The era ends in 1066, when Norman France, under William, conquered England. Much of the first half of this period, prior to the seventh century, at least, had oral literature. A lot of the prose during this time was a translation of something else or legal, medical, or religious in nature; however, some works, such as Beowulf,  and those by period poets Caedmon and Cynewulf, are important. Middle English Period (1066–1500) The Middle English period sees a huge transition in the language, culture, and lifestyle of England and results in what we can recognize today as a form of â€Å"modern† (recognizable) English. The era extends to around 1500. As with the Old English period, much of the Middle English writings were religious in nature; however, from about 1350 onward, secular literature began to rise. This period is home to the likes of Chaucer, Thomas Malory, and Robert Henryson. Notable works include Piers Plowman and Sir Gawain and the Green Knight.   The Renaissance (1500–1660) Recently, critics and literary historians have begun to call this the â€Å"Early Modern† period, but here we retain the historically familiar term â€Å"Renaissance.† This period is often subdivided into four parts, including the Elizabethan Age (1558–1603), the Jacobean Age (1603–1625), the Caroline Age (1625–1649), and the Commonwealth Period (1649–1660).   The Elizabethan Age was the golden age of English drama. Some of its noteworthy figures include Christopher Marlowe, Francis Bacon, Edmund Spenser, Sir Walter Raleigh, and, of course, William Shakespeare.  The Jacobean Age is named for the reign of James I. It includes the works of John Donne, Shakespeare, Michael Drayton, John Webster, Elizabeth Cary, Ben Jonson, and Lady Mary Wroth. The King James translation of the Bible also appeared during the Jacobean Age.  The Caroline Age covers the reign of Charles I (â€Å"Carolus†). John Milton, Robert Burton, and George Herbert are some of the notable figures. Finally, the Commonwealth Age was so named for the period between the end of the English Civil War and the restoration of the Stuart monarchy. This is the time when Oliver Cromwell, a Puritan, led Parliament, who ruled the nation. At this time, public theaters were closed (for nearly two decades) to prevent public assembly and to combat moral and religious transgressions. John Milton and Thomas Hobbes’ political writings appeared and, while drama suffered, prose writers such as Thomas Fuller, Abraham Cowley, and Andrew Marvell published prolifically. The Neoclassical Period (1600–1785) The Neoclassical period is also subdivided into ages, including The Restoration (1660–1700), The Augustan Age (1700–1745), and The Age of Sensibility (1745–1785). The Restoration period sees some response to the puritanical age, especially in the theater. Restoration comedies (comedies of manner) developed during this time under the talent of playwrights such as William Congreve and John Dryden. Satire, too, became quite popular, as evidenced by the success of Samuel Butler. Other notable writers of the age include Aphra Behn, John Bunyan, and John Locke. The Augustan Age was the time of Alexander Pope and Jonathan Swift, who imitated those first Augustans and even drew parallels between themselves and the first set. Lady Mary Wortley Montagu, a poet, was prolific at this time and noted for challenging stereotypically female roles. Daniel Defoe was also popular.   The Age of Sensibility  (sometimes referred to as the Age of Johnson) was the time of Edmund Burke, Edward Gibbon, Hester Lynch Thrale, James Boswell, and, of course, Samuel Johnson. Ideas such as neoclassicism, a critical and literary mode, and the Enlightenment, a particular worldview shared by many intellectuals, were championed during this age. Novelists to explore include Henry Fielding, Samuel Richardson, Tobias Smollett, and Laurence Sterne, as well as the poets William Cowper and Thomas Percy. The Romantic Period (1785–1832) The beginning date for the Romantic period is often debated. Some claim it is 1785, immediately following the Age of Sensibility. Others say it began in 1789 with the start of the French Revolution, and still, others believe that 1798, the publication year for William Wordsworth and Samuel Taylor Coleridge’s book Lyrical Ballads, is its true beginning. The time period ends with the passage of the Reform Bill (which signaled the Victorian Era) and with the death of Sir Walter Scott. American literature has its own Romantic period, but typically when one speaks of Romanticism, one is referring to this great and diverse age of British literature, perhaps the most popular and well-known of all literary ages. This era includes the works of such juggernauts as Wordsworth, Coleridge, William Blake, Lord Byron, John Keats, Charles Lamb, Mary Wollstonecraft, Percy Bysshe Shelley, Thomas De Quincey, Jane Austen, and Mary Shelley. There is also a minor period, also quite popular (between 1786–1800), called the Gothic era.   Writers of note for this period include Matthew Lewis, Anne Radcliffe, and William Beckford. The Victorian Period (1832–1901) This period is named for the reign of Queen Victoria, who ascended to the throne in 1837,  and it lasts until her death in 1901.  It was a time of great social, religious, intellectual, and economic issues, heralded by the passage of the Reform Bill, which expanded voting rights. The period has often been divided into â€Å"Early† (1832–1848), â€Å"Mid† (1848–1870) and â€Å"Late† (1870–1901) periods or into two phases, that of the Pre-Raphaelites (1848–1860) and that of Aestheticism and Decadence (1880–1901). This period is in strong contention with the Romantic period for being the most popular, influential, and prolific period in all of English (and world) literature. Poets of this time include Robert and Elizabeth Barrett Browning, Christina Rossetti, Alfred Lord Tennyson, and Matthew Arnold, among others. Thomas Carlyle, John Ruskin, and Walter Pater were advancing the essay form at this time.  Finally, prose fiction truly found its place under the auspices of Charles Dickens, Charlotte and Emily Bronte, Elizabeth Gaskell, George Eliot (Mary Ann Evans), Anthony Trollope, Thomas Hardy, William Makepeace Thackeray, and Samuel Butler.    The Edwardian Period (1901–1914) This period is named for King Edward VII and covers the period between Victoria’s death and the outbreak of World War I. Although a short period (and a short reign for Edward VII), the era includes incredible classic novelists such as Joseph Conrad, Ford Madox Ford, Rudyard Kipling, H.G. Wells, and Henry James (who was born in America but who spent most of his writing career in England), notable poets such as Alfred Noyes and William Butler Yeats, as well as dramatists such as James Barrie, George Bernard Shaw, and John Galsworthy. The Georgian Period (1910–1936) The Georgian period usually refers to the reign of George V (1910–1936) but sometimes also includes the reigns of the four successive Georges from 1714–1830. Here, we refer to the former description as it applies chronologically and covers, for example, the Georgian poets, such as Ralph Hodgson, John Masefield, W.H. Davies, and Rupert Brooke. Georgian poetry today is typically considered to be the works of minor poets anthologized by Edward Marsh. The themes and subject matter tended to be rural or pastoral in nature, treated delicately and traditionally rather than with passion (like was found in the previous periods) or with experimentation (as would be seen in the upcoming modern period).   The Modern Period (1914–?) The modern period traditionally applies to works written after the start of World War I. Common features include bold experimentation with subject matter, style, and form, encompassing narrative, verse, and drama. W.B. Yeats’ words, â€Å"Things fall apart; the center cannot hold† are often referred to when describing the core tenet or â€Å"feeling† of modernist concerns. Some of the most notable writers of this period, among many, include the novelists James Joyce, Virginia Woolf, Aldous Huxley, D.H. Lawrence, Joseph Conrad, Dorothy Richardson, Graham Greene, E.M. Forster, and Doris Lessing; the poets W.B. Yeats, T.S. Eliot, W.H. Auden, Seamus Heaney, Wilfred Owens, Dylan Thomas, and Robert Graves; and the dramatists Tom Stoppard, George Bernard Shaw, Samuel Beckett, Frank McGuinness, Harold Pinter, and Caryl Churchill. New Criticism also appeared at this time, led by the likes of Woolf, Eliot, William Empson, and others, which reinvigorated literary criticism in general. It is difficult to say whether modernism has ended, though we know that postmodernism has developed after and from it; for now, the genre remains ongoing. The Postmodern Period (1945–?) The postmodern period begins about the time that World War II ended. Many believe it is a direct response to modernism. Some say the period ended about 1990, but it is likely too soon to declare this period closed.  Poststructuralist literary theory and criticism developed during this time. Some notable writers of the period include Samuel Beckett, Joseph Heller, Anthony Burgess, John Fowles, Penelope M. Lively, and Iain Banks. Many postmodern authors wrote during the modern period as well.

The Law of Trusts and Equitable Obligations Case Study

The Law of Trusts and Equitable Obligations - Case Study Example Whether or not the courts will find so in this instance is open to debate. As it is a presumption it is rebuttable by the donees showing that it was a gift, but the onus is on Wendy and Karen to show that it is a gift. (i)(a). Wendy will have to establish either that Martin intended to make a gift or that the presumption of advancement takes precedence over the presumption of a resulting trust. In order to establish that a gift was made the onus of proof is on Wendy. The court must go into the facts in order to determine whether there is sufficient evidence to rebut the presumption. Whilst Wendy is not married to Martin they do have a relationship which might indicate a moral obligation on Martin's part to provide for Wendy. This could give rise to the presumption of advancement, in which the assumption is that Martin intended Wendy to take both the legal and the beneficial interest of the shares. However in a series of cases quoted in Pearce and Stevens1 it is clear that there is no presumption of advancement between cohabiting couples. However in Pettitt v Pettitt [1970] AC 777 at paragraph 823 Lord Diplock reminds us that the presumption of resulting trust and advancement are: On the facts before us there is no reason to believe that Martin did not intend Wendy to own the shares outright. We are reminded that they shared a full life together and that Martin purchased shares for both Wendy and Karen at the same time. There is no indication that he did this for any other reason than for them to accrue benefits from the company - in the form of dividends - as the shares increased in value. It could be argued that based on conduct and the circumstances that Martin intended the shares as a gift. For example, Wendy may be able to show that Martin gave her the share certificates and that she was able to keep the dividends. However, based on the evidence before us the point is moot, and could go either way. (i)(b) There is a presumption of advancement between a father and his child, that is that a father would wish to provide financially for his child: Murless v Franklin [1818] 1 Swans 13. In such a case the child takes the property beneficially. Whilst Karen is not Martin's child they do have a relationship which might indicate a moral obligation on Martin's part to provide for Karen. In Bennet v Bennet [1879] 10 Ch D 474 Jessel MR said: as regards a child, a person not the father of the child may put himself in the position of an in loco parentis to the child, and so incur the obligation to make provision for the child The burden of proof will be on Martin to show that no gift was intended. For example if Martin could show that he retained the share certificates and/or that Karen paid the dividends to him (see Re Gooch [1890] 62 LT 384) this might be sufficient evidence to rebut the presumption, particularly if at the same time Martin had clearly stated that a gift was not intended. (ii) Martin's rights - if any - will be determined under a resulting or common intention constructive trust, or else proprietary estoppel - which does not require proof of common intention. Since Martin has made a direct contribution to the purchase price out of the profits of the business and by paying the mortgage this raises a