Book Analysis: No Matter How Loud I Shout: A Year in the Life of Juvenile Court Essay

A Pulitzer Prize-winning columnist Humes devoted a time of his life investigating California’s adolescent equity framework His book, â€Å"No Matter How Loud I Shout: A Year in the Life of Juvenile Court† is propelled from this experience. Humes has composed a moving record of California’s adolescent equity framework and the kids who go through it. This deliberately investigated book accounts the captures of seven adolescents and their encounters both in adolescent court, and keeping in mind that spending time in jail. The book likewise depicts the lawful procedures and communications between investigators, open, private safeguards, and judges that choose the destinies of these young people The book starts by revealing insight into the advancement of laws for Juvenile Delinquents. During the 1960s condemning for adolescent guilty parties was altogether left to the leniency of the appointed authority since as minors they were not conceded indistinguishable legitimate rights from a grown-up However this training permitted an Arizona Judge to condemn a young person to six years in prison for making only a profane call. After three years when the Supreme Court toppled the conviction it decided that adolescent delinquents couldn't confront sentences more extreme than grown-ups This specific decision, however shielding delinquents from the impulses of an overeager adjudicator has likewise permits the individuals who have perpetrated genuine adolescent offenses to get sentences which are more permissive than those justified by the seriousness of the wrongdoing. This decision and its outcomes in molding the life of Juvenile delinquents frames the foundation of Hume’s book . When Hume’s composed his book the law in California permitted just guilty parties sixteen years of age and up to be attempted in grown-up court. This has end up being a subjective and amazingly maddening cut off for both the investigators and the Judges. The explanation behind conflict is that this law frequently permits a reprobate who is only a couple of months shy of a sixteenth birthday celebration being given a lesser sentence for a wrongdoing very serious in nature while a reprobate who is scarcely a couple of months more than sixteen is a given a more drawn out sentence for a wrongdoing of a less extreme nature In his book Hume’s shows the unfairness that delinquents need to endure because of this decision. He follows the instance of 15-year-old Ronald Duncan from a white collar class family with no earlier criminal record. Duncan was blamed for twofold murder when he shot his bosses at point-clear range. The intention in the wrongdoing: a couple hundred dollars and vengeance for a frivolous censure by his manager on being behind schedule for work. But since Ronald was as yet a couple of days short from his sixteenth birthday celebration at the hour of his wrongdoing the most extreme condemned he got was eight years and would be discharged by his 25th birthday†with a spotless record. The creator draws an equal between this case and Geri Vance another case he has been following. This 16-year-old had to take an interest in an inn theft by two street pharmacists. At the point when the burglary was messed up Gerri wound up getting captured in light of the fact that he took his injured accomplice to medical clinic and relinquished an opportunity to escape. Geri did not have a pre-contemplated aim to carry out this wrongdoing, an assurance to change, a great record in adolescent lobby, the way that he had not shot his weapon and that he had taken an injured man to medical clinic. How might they accuse me of homicide? I never at any point discharged my weapon at anybody, Geri tells the Intake Officer, which is totally obvious †and, legitimately in any event, totally unimportant. â€Å"I had to participate in that theft. I didn’t need to do it, however I surrendered. I realize I possess to do some energy for that, I get that. Be that as it may, I’m no executioner. † (Humes 1997, 13) But regardless of this he despite everything wound up confronting potential life detainment when his accomplice passed on of his injuries since he had just turned sixteen and was dealt with like a grown-up. This is certainly an a lot severer punishment than the one forced on Duncan who purposely shot two individuals with the aim to slaughter them. Anyway Gerry got fortunate on a request deal and his sentence was decreased to 12 years, still longer than the time served by Duncan â€Å"Geri Vance, the future inn burglar †the homicide respondent who killed nobody †faces life in jail without plausibility of parole, and will in all likelihood get it. Ronald Duncan, the shotgun executioner, can serve close to eight years, and most likely will do less. He can never observe within a state prison. After his discharge, his record will be cleaned off, as though it never existed, the documents fixed by state law, with the goal that he can move uninhibitedly, pursue position, own a firearm. † (Humes 1997, 15) In his book Hume attempts to build up that three out of four adolescents who are captured younger than 16 leave with minor correctional activity. This has brought about an expanding frequency of recurrent wrongdoers. He expresses that in California, recurrent wrongdoers represent just about 16 percent of the complete wrongdoing submitted y adolescent delinquents. Anyway these recurrent wrongdoers possibly quit fooling around and hindering discipline when their offenses progress to the most genuine levels. Until that happens the adolescents are not really deflected from perpetrating a wrongdoing on account of the careless correctional measures. In his book Humes makes reference to that an accomplished appointed authority can anticipate the discipline dispensed to an adolescent just by taking a gander at the size of the document. â€Å"When a record is a sixteen of an inch, it will more likely than not end in probation. A quarter to a half inch, include some time in the hall†¦. An inch or so in thickness and the feasible sentence is one of the county’s two dozen adolescent camps. Furthermore, more than two inches, the child is likely a Sixteen Percenter. â€Å"(Humes 1997, 35) Another significant issue: that Hume talks about in his book, is the way that adolescent wrongdoers with budgetary assets get substantially more merciful sentences. He expresses that rich children get their sentences custom fitted as per them while the helpless children get sentences customized to their wrongdoings. He refers to that this treachery happens in light of the fact that rich children and their folks can recruit legal advisors who demonstrate to the appointed authority through character observers that the rich child is a decent and ethically upright and that his criminal conduct is a degenerate event which can be revised through restoration and doesn't warrant a long sentence. Anyway the less fortunate child can't demonstrate the case for recovery and winds up with a more extended jail sentence. Hume talks about the need to change the youthful wrongdoer. Guilty parties ought to be gotten ahead of schedule at 13 years old or even before that when they first begin to cut school and submit their first offense or just after they join their official posse. â€Å"And, at long last, when I was growing up, I figured out how to stack shots into a firearm. I figured out how to convey it and point it, and I figured out how to take shots at the foe, to be there for my homeboys, regardless of what† (Humes 1997, 17) As of now the framework doesn’t concentrating on changing the individuals who are gotten early on the grounds that it is too overburdened in rebuffing those that it has permitted to become recurrent wrongdoers and carry out genuine violations. Hume locales that there is an absence of appropriate recovery offices to suit the individuals who can profit and change accordingly. Instead of discharge youthful adolescent wrongdoers parole send them to restoration camp can end up being a more noteworthy hindrance that can make them surrender their life of wrongdoing and departure genuine correctional activity later on. Hume closes his book by supporting that that early counteraction programs focusing on kids with high-chance profile can yield positive outcomes and decrease the frequency of truancy from school, first time tranquilize use and rehash offenses. He additionally takes note of that there is more prominent help to change the Law and have every adolescent reprobate be treated as grown-ups and warrant genuine disciplines inferable from their violations. In spite of the fact that this would guarantee that the Ronald Duncans of the world get what they merit it would likewise mean choosing not to see on the incalculable children who could have been transformed through a recovery program.

10 Groundhog Day Quotes to Remind You Spring Is Near

10 Groundhog Day Quotes to Remind You Spring Is Near It might appear to be fantastical to the individuals who live nearer to the equator. Be that as it may, for individuals closer to the shafts, Groundhog Day denotes the appearance of spring and the finish of winter. Adore the little textured animal that is probably going to make an exact forecast of the appearance of spring this Groundhog Day. Peruse these Groundhog Day statements to praise the period of bliss. W. J. VogelTo abbreviate winter, acquire some cash due in spring.​Clyde MooreTheres one beneficial thing about day off, makes your yard look as decent as your neighbors.​Kin HubbardDont thump the climate; nine-tenths of the individuals couldnt start a discussion in the event that it didnt change once in a while.William Camden, Remains, 1605One swallow maketh not summer; nor one woodcock a winter.​Anthony J. DAngelo, The College Blue BookWherever you go, regardless of what the climate, continually bring your own sunshine.Bill VaughnThe groundhog resembles most different prophets; it conveys its expectation and afterward disappears.​Patrick YoungThe issue with climate determining is that its privilege again and again for us to disregard it and wrong time after time for us to depend on it.​Phil ConnorsThis is one time where TV truly neglects to catch the genuine fervor of an enormous squirrel anticipating the weather.​George SantayanaTo be kee n on the changing seasons is a more joyful perspective than to be miserably infatuated with spring.​George HerbertEvery mile is two in winter.

Descriptive Essay on a Scene Essay

As a kid there was just one spot I could depict as my home away from home. That spot was my grandmas. My Mimi’s has consistently been the genuine significance of place of refuge to me. Indeed, even today, as a grown-up, I end up frequenting my Mimi’s house to visit my grandparents and luxuriate in that serene inclination that, undoubtedly, must be found there. In particular, when I am in my Mimi’s kitchen I am immersed with that invited solace and quietness I can discover no place else. The kitchen’s bar holds recollections of a youngster sitting on it and being enlightened all concerning life and the types of behavior that most people will accept as normal, while the cupboards hold a wide range of cooking utensils that have been utilized to make nourishment for family and cooperation, and afterward there is the ice chest that, with every one of its photos and family plans polarized on it, show a feeling of family and custom. Ann Jones’, or Mimi as most call her, kitchen isn't a spot known by many. It is a very much stayed quiet among family and is an incredible sight. This space has a wooden bar that encompasses the whole room. At the point when you see this bar it is plain to see that it isn't one of a kind in any capacity, yet on the off chance that you look further than its outside view the cuts from a blade a lady utilized for cleaving vegetables, while she taught her granddaughter on the types of behavior that most people will accept as normal, can be considered clear to be day. There are profound indentions from when she would lose her fixation in her slashing by getting so tempted with conversing with her solitary granddaughter. To some this bar is significantly more than customary. Peruse Also:Â Topic for a Descriptive Essay In this roomy kitchen, cooking utensils can likewise be discovered all through the a wide range of cupboards. When taking a gander at these devices, it is plain to see that they have all been utilized various occasions for preparing a wide range of suppers. Now and then utilized for various cooking styles to have huge family and well disposed social events between adores ones. Different occasions used to make little scratch made dinners for the nearby family that visits however much as could be expected. In spite of the fact that all suppers are made with adoration and mystery plans, it is those two sorts of cooking that leaves an imprint that these pots, container, and other kitchen devices appear. Covering all sides of the refrigerator, a wide range of pictures and plans can be seen. It is this that gives the kitchen its feeling of convention and the warm sentiment of family. The photographs shift between all the individuals who pass by and stop for a little while. It is these individuals who are called family, regardless of whether they have a similar blood or not. The plans are the place the custom can be found. Some spent down for a considerable length of time and some recently obtained, yet all have a reason in the developing foundation and convention that is being worked in that very kitchen. My Mimi’s kitchen is bygone and is has had no new or current updates done to it. It absolutely won't be winning any honors for best dã ©cor at any point in the near future. In spite of the fact that it tends to be viewed as common here and there, my Mimi’s kitchen has an extraordinary environment and foundation. It is this unprecedented foundation that has formed the look and feel of this spot into something that can't be imitated or copied. It is genuinely stand-out.

Skipping Church on Sunday Morning An Examination of the Rejection of Systems of Truth in Wallace Stevens’ Poem “Sunday Morning” - Literature Essay Samples

Wallace Stevens, it seems, never spoke a great deal about his poem â€Å"Sunday Morning.† Because Stevens gives us very little insight into his own thoughts, it is important to examine the thoughts of other critics before analyzing a poem such as â€Å"Sunday Morning.† In an essay titled â€Å"Pound/Sevens: Whose Era?† Marjorie Perloff brings together criticism from herself and other critics to paint a picture of Stevens’ views on religion. She references Lucky Beckett, who says that modernist poets such as Stevens are characterized by the study of â€Å"belief and value in a world without established systems of truth† (Perloff 3). Another critic, Walton Litz, is more specific in his characterization of Stevens:Steven’s final mundo is neither eccentric nor private. It is built upon the central reality of our age, the death of the gods and of the great coordinating mythologies, and in their place it offers the austere satisfactions of a self dependent on the pure poetry of the physical world, a self whose terrifying lack of belief is turned into a source of freedom. (Perloff 3)This idea that Stevens believed that the old systems of truth, such as Christianity, had failed in the modern world and that people should find freedom and peace in the natural world outside of any of the old systems is the underlying theme to his poem â€Å"Sunday Morning.† The poem begins with a woman lounging outside on a sunny Sunday morning, instead of being in church, where she should be. She is enjoying small material delights: the delicate feel of her dressing gown, her breakfast of coffee and oranges, and the presence of the â€Å"green freedom of a cockatoo / Upon a rug† (4). But aside from providing simple material pleasures, all of these things work to â€Å"dissipate / The holy hush of ancient sacrifice† (4-5). This can be interpreted several ways, but I believe that these simple material pleasures are working to diminish the solemnity of remembering the tragic sacrifice of Jesus; in the presence of such simple, natural joy, this woman is unable to experience the mourning that Christianity provokes its followers to feel every Sunday morning in remembrance of the sacrifice of Jesus.Yet despite the little pleasures she is feeling, she is unable to avoid thinking on the subject. As she reclines in the sun, â€Å"She dreams a little, and she feels the dark / Encroachment of that old catastrophe† (6-7). She is thinking of death and her inevitable appointment to meet with Him. In the absence of religious faith, how is she supposed to face such an inevitable catastrophe? With this worry on her mind, â€Å"a calm darkens among water-lights. / The pungent oranges and bright, green wings / Seem things in some procession of the dead, / Winding across wide water, without sound† (8-12). Suddenly, in the face of death, she is unable to feel the same joy she felt earlier. The day takes on an overwhelmingly solemn feeling, threatening to drown her. Yet her thoughts persist and progress as her dreams move â€Å"to Silent Palestine, / Dominion of the blood and sepulchre† (14-15). This is a reference to Jesus Christ and his death in Judaea, Palestine. It seems here that it is not the thoughts of the woman, but rather the voice of the narrator, that names the death site of Jesus Christ as the â€Å"Dominion of the blood and sepulchre.† This line, I believe, reveals Stevens’ opinion of Christianity and other religions; though Palestine and the sepulchre are specific references to Christianity, this part of the world holds great significance for many other religions. Therefore, this line can be interpreted as being directed at religion in its entirety. But instead of being the realm of eternal life, which is the belief that all who follow Christianity and most religions hold, it is the dominion of the grave; faith in religion will not bring one to eternal life. To say that there is a grave for Jesus goes against Christian teachings, which claim that he was reincarnated and then ascended to heaven. It also seems to be playing on the Last Supper sacrament of taking the blood and body of Christ in the form of wine and bread. By replacing the body of Christ with the grave, Stevens is recognizing Jesus not as an immortal god-figure, but as a man who lived and died like any other.The second stanza is the thought process of the woman working through the question of religion. She opens by wondering why she should worship a figure such as Jesus when she knows that he is dead. Simply by posing this question, she has acknowledged the fact that she does not believe that he is the Son of God, for she knows that he was mortal. She then questions the value of â€Å"divinity if it can come / Only in silent shadows and in dreams† (17-18). The teachings of Christianity and the faith one is required to have in order to achieve divinity, she beli eves, are not real and tangible things, but rather false illusions formed from the mind of man. Instead of the shadows and dreams of religion, she will find comfort and pleasure in nature, and cherish these things with the same reverence with which those that follow religion cherish â€Å"the thought of heaven† (19-22). She then decides that â€Å"Divinity must live within herself† (23). Yet it seems that her essence is somehow tied to nature. The second half of this stanza aligns her moods and experiences with different aspects of the natural world, finally coming to the conclusion that â€Å"All pleasures and all pains, remembering / The bough of summer and the winter branch. / These are the measures destined for her soul† (28-30). This last line is a very important one, because by mentioning the woman’s soul, we discern that this is not an argument for atheism. It becomes somewhat paradoxical, because though Stevens has no faith in Christianity (a syst em of truth that has failed in the modern world), it appears he still believes in some supernatural human essence. Does he believe that there is a part of us that goes on after death? Or is he simply referring to the woman as she exists in life? Perhaps this will be revealed by the end of the poem.The third stanza seems to leave the thoughts of the woman and enter into the mind of the narrator. He chronicles for us the process of religious myth creating a closer relationship with god(s) and man. He begins with Jove, believed by the Romans to be King of the Gods; according to myth, Jove was born completely detached from man (31). This is referring to the time in which man believed the gods to be entities entirely separate from humankind. Over time, religion progressed to a point in which the gods â€Å"moved among us, as a muttering king, / Magnificent, would move among his hinds† (34-35). As religious belief evolved through the centuries, the gods started to have a closer rel ationship with man; this specific line is referring to myths about the gods mating with humans. Finally, Christianity was created, and â€Å"our blood, commingling, virginal, / With heaven, brought such a requital to desire / The very hinds discerned it, in a star† (36-38). The most popular form of Western religion, Christianity, is the greatest extent to which religion has combined man and god; the worship of Jesus Christ as God in the form of man is the greatest commingling of the blood of man and the blood of God that we have achieved. The path of religious progression, as demonstrated by the history above, has one rational ending: the complete unity of God and man. It is with this thought in mind that Stevens asks us, â€Å"Shall our blood fail? Or shall it come to be / The blood of paradise? And shall the earth / Seem all of paradise that we shall know?† (39-41). Religion has continued to fail man to the point that it has had to be changed over and over again, but each time it changes, man plays a greater role. Stevens seems to believe that mankind will succeed when we have eliminated God, or fully merged with God, in our religious practices – when we come to view the earth, instead of some other realm, as paradise. Any other such ending would be a failure on the part of man. He believes that when this happens, â€Å"The sky will be much friendlier then than now, / A part of labor and a part of pain, / And next in glory to enduring love, / Not this dividing and indifferent blue† (42-45). By taking God out of the sky, the sky and all of the earth will be far more beautiful than it is now.The fourth stanza returns to the woman from the beginning of the poem. As in the first stanza of the poem, the woman takes pleasure from the presence of nature. She describes a beautiful summer morning scene in which the chirping of birds can be heard through the morning mists of a field. She wonders, however, â€Å"when the birds are gone, and their warm fields / Return no more, where, then, is paradise?† (49-50). Lines 51-56 reveal that paradise is not found anywhere else outside of nature; Stevens lists for us several supernatural places that have been believed to be the location of paradise, yet all of these beliefs have faded into the past; there are none that have â€Å"endured / As April’s green endures† (56-57). He then personalizes the natural spiritual experience for the woman; April’s green is a paradise that all can visit, but for her, paradise is â€Å"her remembrance of awakened birds, / Or her desire for June and evening, tipped / By the consummation of the swallow’s wings† (58-60). I believe that Stevens is showing us the vast appeal that nature has, and how every individual person can find their own piece of paradise in its domain.But despite the pleasure and contentment she feels from nature, she still feels â€Å"The need of some imperishable bliss† (62). Then follows what is perhaps the most famous passage in the poem, in which Stevens declares that â€Å"Death is the mother of beauty; hence from her, / Alone, shall come fulfillment to our dreams / And our desires† (63-65). From death comes our fulfillment for imperishable bliss. Because of death, we can appreciate what is beautiful in the world; if nothing were to ever die, it would become the norm, and be boring and unfulfilling. Because we know a person or a moment will eventually be gone, we are able to appreciate them to their fullest while we have them. The poem continues on the subject of death, saying that though death will inevitably take us all, it is death that â€Å"makes the willow shiver in the sun / For maidens who were wont to sit and gaze / Upon the grass, relinquished to their feet. / She causes boys to pile new plums and pears / On disregarded plate. The maidens taste / And stray impassioned on the littering leaves† (70-75). It is hard to decipher, b ut I believe these lines claim death to be not only the mother of beauty, but the mother love; because of death men and women seek to love one another; without our own mortality, we would not seek the comfort of another human being. Perhaps, then, Stevens is saying that love, derived from the knowledge of death, is the answer to this woman’s desire for â€Å"some imperishable bliss.†The sixth stanza presents an image of paradise as it is most often viewed by religion. The common opinion of religious paradise is a place one goes to after death in which there is no longer any death. But, according to Stevens, there can be no beauty without death, so a place without death would not be paradise. He presents to us a view of nature, yet an unchanging and un-nourishing view of nature that such a â€Å"paradise† would hold, a place where ripe fruit would never fall to the hungry mouths of man and where the land would always look the same, the shorelines unchanging (77-8 2). He asks, â€Å"Why set the pear upon those river-banks / Or spice the shores with odors of the plum?† (83-84). This is a reference to the lovemaking scene described in the previous stanza. In a place like this, we would never die, therefore we would never seek the â€Å"imperishable bliss† of love. It also gives new meaning to the mirrored lines in the previous stanza, because now death has become the mother of art as well. In the same way that we would not love without death, man would feel no desire to create new art if there were no death. Men would no longer â€Å"pile new plums and pears / On disregarded plate† men would no longer renew the same old artistic mediums with the creation of new art. The stanza ends with the restatement that â€Å"death is the mother of beauty, mystical, / Within whose burning bosom we devise / Our earthly mothers waiting, sleeplessly† (88-90). I believe that the beliefs mentioned here, of a mystical death and of our earthly mothers waiting in it afterwards, are in relation to the same belief in the traditional religious paradise presented in this stanza; common religious belief, that which has been â€Å"devised† by man, lends death a mystical element and makes us believe that those we once knew are waiting for us on the other side. This, Stevens believes, is not the case.The seventh stanza opens with the image of what seems to be a pagan ritual. This image seems to be the ideal form of religion that Stevens has been working to describe throughout the entire poem. It is important to note, however, that this is not a reversion back to man’s primitive beliefs; the men celebrate â€Å"their devotion to the sun, / Not as a god, but as a god might be, / Naked among them, like a savage source† (93-95). They do not believe that the sun is some powerful, supernatural being; they simply recognize it as the source for the natural world in which they live and love. These men have com e to recognize that the natural world around them is paradise (96). And they have achieved the final stage of religious progression detailed in stanza three; the blood of god has been fully merged with them, for they chant â€Å"out of their blood, returning to the sky† (97); the traditional religious hierarchy of god(s) being in the sky speaking to man has been completely reversed and man now sends his voice into the sky. The next lines follow the voices of the chanting men as they flow through the countryside, washing over the land. There is no more need for heaven because their â€Å"lord,† the sun, is reflected in the lake, and the trees are their angels now, â€Å"that choir among themselves long afterward,† singing the song of paradise long after the people have left (99-101). This is the heavenly fellowship of man, nature, and death described in the following two lines. The final lines of the stanza say that no matter what these men do, they will always b e reminded of their new â€Å"heavenly fellowship† by the â€Å"dew upon their feet,† or by the constant presence of nature.We are finally returned to the woman of the beginning of the poem in the final stanza. We are reminded of her deep contemplation, walking upon the wide water of her thoughts that threaten to drown her. In her thoughts she hears a voice, saying â€Å"The tomb in Palestine / Is not the porch of spirits lingering. / It is the grave of Jesus, where he lay† (107-109). As mentioned previously, this is contrary to Christian belief, which says that Jesus does not lie in a grave, but that he ascended to heaven after he was reincarnated. This final voice in the woman’s thoughts solidifies her rejection of Christianity.The following four lines are hard to interpret. We leave the thoughts of the woman yet again, and are given a new description of the life in which we currently live (110-113). I cannot tell if these lines are speaking positively or negatively about the current way in which we live. Does he say we live in an â€Å"old chaos of the sun† because we are torn over religious ideals? Or does he mean the universe itself is chaos, and therefore is impossible for us to explain or comprehend? How can we be free of the wide water if it is inescapable? If the wide water represents death, are we creating a sort of negative solitude for ourselves in not accepting it, in imagining that we live free of it by putting faith in these religions? That is the only thing I can think to make sense of it, but it is simply too ambiguous and vague to tell. The poem ends with more visions of nature, though this nature seems to reflect the â€Å"chaos of the sun† mentioned a few lines back; the cries of the quail are spontaneous, life bursts into bloom in the wilderness, and the birds in the sky soar with no discernible pattern (115-120).Narrowing down Stevens’ entire belief structure is a difficult task when viewin g this one poem. It is clear that he desires to reject religion as it has so far existed in the history of man. He wants to take man’s faith out of religious ideals and place them into the world in which we live. It does not seem, however, that he rejects the idea of a god; this poem does not come across as atheistic, but I do not know if calling it agnostic is accurate either. I would not declare it to be advocating for paganism either, as paganism usually refers to a religion of multiple gods. One could say that he is promoting a Naturalist religion, but it does not seem that he is encouraging the worship of nature as a god. It might be safe to say that Stevens is promoting a naturalistic philosophy in which one abandons existing religious practices and celebrates the beauty of the natural world.In the end, whether or not his exact beliefs can be established does not stop us from seeing how Stevens’ poem â€Å"Sunday Morning† embodied the sense of the time tha t the old belief structures and systems of truth had failed. Stevens uses his poem to reject those structures and invite a new understanding of death which, when comprehended, grants an individual freedom from the fear of letting go of those old structures.Works CitedPerloff, Marjorie. Pound/Stevens: Whose Era? The Dance of the Intellect. Evanston, IL: Northwestern UP, 1996. 1-32. Print.

Causes Behind the American Revolution - 1929 Words

The causes behind the American Revolution The American Revolution was the political uprising that occurred in the last half of the 18th century. This was basically the time when the thirteen colonies decided to join together to become the United States of America. The major thing that the colonies disagreed was that they were not given any say in the government. They refused the British government to take charge and govern them through the Parliament of Great Britain. There is still disagreement on what the actual cause or the motivating factor behind the American Revolution was. Many people also go on to say that Americans were bound to attain independence and thus were bound to split away from the British. Factors such as violation of personal rights, economic disparity and increased propaganda were the major drivers for this revolution to start. As for inevitability, there were many things that could have stopped this revolution to take place as well. 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Women s Roles During The American Armed Forces - 1409 Words

Combat roles are grueling and nerve breaking, with a lot of commitment and endurance required. Masculinity is the most suited trait for anyone to fit adequately and perform effectively. Mostly, men fit well in these roles due to their masculinity. However, women too, can perform as equally as effective as men. The effectiveness and suitability of inclusion of women in major combat roles in the American Armed forces has faced heated debates, between people who believe that the combat roles are most suited for men, and those that term these people as sexists and argue that women aren’t as qualified and capable of fighting in war. In essence, women can be as effective as their male colleagues in these combat roles. Combat roles in the military and armed forces entail soldiers fighting at the battleground, under the most adverse conditions, with heavy artillery and other supplies. Combat roles involve endurance and physical strength, which most women might lack, whereas the opportunity to represent the county at war needs to be open to all who are willing to sign up as a show of fairness in creation of opportunity. Feminist proponents want more women included in combat positions and serving at the war front, whereas opponents of the move, in public discourses, view this as unnecessary since women are weaker. Personally, I think women should sign up and be allowed to fight just like their male counterparts. The United States Armed Forces comprises of the Army, the Marine Corps,Show MoreRelatedGender Roles Of Women s Roles971 Words   |  4 PagesTransforming Gender. Women’s Roles in Society. Why are men always in power? Or is that we just assume that they have power? In recent years, the roles of women have changed greatly in American society.   For example, women have earned more power in education, the workplace and especially the military (Cordes). 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Bipolar Essay Example For Students

Bipolar Essay AbstractPrevious research suggests a significant difference in word recognition time between the left and right visual fields, with word recognition and response time of the right visual field significantly faster than the left visual field. The current study investigated bilateral visual fields on word recognition time by means of an online computer program consisting of 55 participants. It was hypothesized that men would respond faster than women, and the right visual field reaction times would be faster than the left. Results indicate that sex had no significant effect on reaction time. However, words presented in the right visual field were responded to significantly faster than words in the left. Supporting previous findings of a right visual (left hemispheric) advantage. The Effect of Bilateral Visual Fields on Word RecognitionWhen examining word recognition, there are a variety of factors that come into play. These factors include the role each hemisphere plays in terms of lan guage processing as well as the physiology of the brain. Further, when examining word recognition one must further understand the assortment of variables that come into play when dealing with word recognition. These include, but are not limited to the handedness of participants in word recognition studies, the type of words that are being studies (for example words of differing length, commonly used words versus less commonly used words), the manner by which participants are attending to the stimuli that are being presented, and the manner that words are presented. Understanding the role that each hemisphere of the brain plays in recognizing words, and the physiology of the brain is fundamental to the understanding of studies of word recognition. A primary tenet of neuropsychology is that the left hemisphere specializes in language, and language processing, while the right hemisphere plays less of a role in the processing of language (Grimshaw, 1998, Nicholls Wood, 1998). It should also be noted that stimuli presented to the right visual field has direct access to the left hemisphere, while information presented to the left visual field must first go to the right hemisphere, cross the corpus callosum, and then be interpreted in the left hemisphere (Grimshaw, 1998, Nicholls Wood, 1998). Because each hemisphere of the brain specializes in its own functions, one hypothesis is that the corpus callosum acts as a shield between hemispheres (Grimshaw, 1998). This hypothesis provides formal reasoning for the generally lowered reaction times that is often encountered when stimuli are presented to the left visual field (Nicholls, Wood, 1998). HandednessPrevious research has indicating the importance of handedness (which hand individuals prefer to use on typical everyday tasks) in word recognition. Research has indicated that cerebral lateralization plays a contributing factor in the processing of language. Specifically research has suggested that left handed individuals have weaker cerebral lateralization, thus the typical right visual field advantage that is shown in right handed individuals is not as predominant, and occasionally a left visual field advantage is seen in left handed individuals (Nicholls Wood, 1998). In a study conducted by Leventhal (1988) the role that cerebral dominance plays on the participants ability to recognize words were examined. The participants consisted of both left and right handed undergraduate students. The participants were presented words to the left visual field and the right visual field that were either emotionally neutral or emotionally stimulating. Previous word recognition studies have found that prosody is generally influenced by the right hemisphere, while language is processed in the left hemisphere (Grimshaw, 1998). Leventhal (1988) found that participants who were right-handed recognized more words presented in the right visual field than the left visual field, while left-handed participants recognized more words presented in the left visual field than the right. Overall, right-handed participants recognized more words than left-handed participants. Leventhal (1988) concluded that all participants were equally capable of recognizing words, but that a significant difference was found in reaction time between right-handed and left-handed participants. Handedness obviously plays an integral role in determining reaction time in word recognition tasks. The primary question that is presented upon reviewing the research available is why this occurs. If the left hemisphere always dictates language processing, why is it that left handed individuals occasionally show more rapid word recognition when stimuli are presented to the left visual field? Research has suggested that left handed individuals experi ence weaker brain lateralization, which could pose a feasible answer to this dilemma (Nicholls, ; Wood, 1998). AttentionThe effect that visual cues play on the role of word recognition is another variable that must be taken into account when examining word recognition. There have been studies that suggest that the right visual field has an advantage over the left visual field because words presented in the right visual field enjoy enhanced retinal attention versus stimuli presented in the left visual field (Batt, Underwood, ; Bryden, 1995). As such a variety of studies have been developed to divert attention from the right visual field to the left in order to change the area of retinal attention from what is thought to be the right to the left, in order to determine if this retinal attention may play a role in word recognition. Nicholls and Wood (1998) conducted a series of experiments to assess the contribution of attentional mechanisms to the right visual field advantage for word recognition. In the experiment the participants were presented with visual cues that were valid, invalid, or neutral. A valid cue was a cue that was shown in the same visual field as the stimulus was presented. Invalid cues were presented in the opposite visual field than the field that words are presented. Cues that were considered neutral were presented to both visual fields at the same time. Results of the experiments indicated words presented to the right visual field were likely to have lower levels of error in identification, as well as faster reaction times. The cueing effect discussed earlier was stronger for the left visual field than for the right visual field, which indicates that the left hemisphere requires less attention to process words. The right visual field advantage appears to reflect the left hemispheres enhanced capacity for processing verbal information. The asymmetrical effect of the cue suggests that attention does play an important role in perceptual asymmetries. A similar study performed by Lindell and Nicholls (2003) which examined the effect of cue position on hemispheric performance. This study also found that cue position had no effect on left hemisphere performance, suggesting that the right visual field enjoys an attentional advantage. Reaction times for word identification were faster and with fewer errors in response to words in the right visual field than the left visual field (Lindell Nicholls, 2003). Lindell and Nicholls (2003) also found that the right hemisphere showed a faciliatory effect of beginning cue, drawing spatial attention to the initial letter cluster, which enables efficient implementation of the right hemispheres sequential strategy. Proverbio, Zani, and Avella (1997) investigated hemispheric specialization for spatial frequency processing by measuring reaction times to sinusoidal gratings in 12 healthy subjects. Results showed that reaction times were significantly faster in the left visual field than the right visual field for low frequency gratings and faster in the right visual field than the left visual field for high frequency gratings. Proverbio et al. (1997) found overall reaction times were faster to high frequency gratings, and also found a significant interaction between frequency and visual field. Proverbios (1997) results show that reaction times to targets in a selective attention task differ as a function of spatial frequency and visual field stimulation. These results indicate a hemispheric specialization for the ability to identify low versus high spatial frequency in a selective attention task (Proverbio et al., 1997). Word PresentationResearch has shown that a visual field difference exists in word recognition, with words presented in the right visual field processed more quickly and accurately than words presented in the left visual field (Eviatar, Ibrahim, Ganayim, 2004; Iacoboni Zaidel, 1996; Jordan Patching, 2000; Leventhal 1988; Lindell Nicholls, 2003). Words have been found to be processed more quickly when presented in the right visual field rather than the left visual field because for most people visual word recognition is achieved by neural mechanisms situated in the left hemisphere (Farid Grainger, 1996). Iacoboni and Zaidel (1996) compared behavioral laterality effect in a lexical decision making task using cued unilateral and bilateral presentations of different stimuli to right-handed undergraduate students. Words were found to be processed more quickly than nonwords in both visual fields, but words produce more accurate responses in the right visual field. Bilateral presentatio ns were found to increase hemispheric independence in word recognition, with a bilateral presentation showing a word advantage in the right visual field and a nonword advantage in the left visual field (Iacoboni Zaidel, 1996). Unilateral presentations showed a significant word advantage in the right visual field, but no significant differences in the left visual field. Overall, unilateral presentation produced more accurate and faster responses than bilateral presentation. High frequency words were recognized with more accuracy than low frequency words, wordness and word length interaction was found. Iacoboni Zaidels (1996) hypothesis that after an initial similar perceptual process, words and nonwords are processed by independent, parallel processes was supported by the results of their study. Jordan ; Patching (2000) studied the bilateral presentation of words in the left and right visual field, as well as nonlaterally. Nonlateral words were shown centrally to stimulate particip ants reaction to words presented in the right and left visual field, similar to a fixation point. These nonlateral words were incorporated to alter the perception of the words located in the left and right visual fields. Participants were rated on their accuracy to correctly recognize words that were presented simultaneously as the nonlateral word. These words were given a perceived identity of the actual word being presented in the left or right visual field. For example, romp and ramp were presented to the participant at the same time, and the participant was asked to recognize the word not presented in the center of the screen. Participants were able to more accurately report words on the right visual field. However, participants responded to words in the left visual field more problematically. Jordan and Patchings (2000) findings also suggests that right visual field words frequently altered the perceived identity of the left visual field. To Kill A Mockingbird Essay SummaryMethodParticipantsA convenient sample of 55 (29 women and 26 men, age range 11 to 60) volunteered to participate in the current study. Six participants were left handed, 47 were right handed, and 2 were ambidextrous, as determined by self report. Participants included Christopher Newport University students, Christopher Newport University alumni, friends, and relatives of the experimenters. Participants were not compensated for their participation. All participants were treated in accordance with the Ethical Principles of Psychologists and Code of Conduct (American Psychological Association, 1992). MaterialsParticipants used their own computer that was connected to the internet in order to participate in the study. To begin this study, participants must download the necessary plug-in indicated as to have the appropriate system requirements: http://www.macromedia.com/shockwave/download/download.cgi?P1_Prod_Version=ShockwaveAuthorware;P5_Language=English. The website used to run the experiment is located at: http://psychexps.olemiss.edu/Exps/Word_Recognition/startwr.htm PsychExperiments is an online social and cognitive psychology laboratory, developed by funding from the U.S. Department of Educations FIPSE program. The site consists of a variety of interactive experiments, a collective data archive, and downloadable support for materials that both participants and experimenters can use to gather data. Both sites can only be visited by a computer that is connected to the internet. In the current experiment, all data was collected using the PsychExperiments website. ProcedureEach participant accessed the website featuring the current experiment individually at a time convenient for them. Participants were given sufficient instructions (in either the form of email or printed out directions) about how to access the experiment. The experiment was accessed at psychexps.olemiss.edu. Participants were instructed to click on participate in experiments, located on the top left portion of the page. From there, participants were instructed to download the plug-in (located on the left side of the screen) necessary to install the program experiment on the participants computer. Then participants clicked on Lab Experiments, also located on the left side of the page. After that, participants were told to choose Word Recognition Study, and then to Run Word Recognition Study. Once the experiment was accessed, a description about the experiment and instructions on how to proceed were given by the program to participants. Participants were then given the option of participati ng. Participants who chose to participate then selected the appropriate region and project affiliationin the current study, participants were instructed to select the region including Virginia for their region, and Velkeys Project One as their affiliation. After this, demographical data (including age, sex, and hand preference) was collected before the actual experiment began. Once the experiment began, a total of 16 words were presented to each participant, with an indeterminate amount of trials because the experiment continued until the participant correctly identified all 16 words. To start each trial, the participant was prompted to press any key. To assure central fixation, a pulsating plus sign appeared in the beginning of the screen at the beginning of each trial. The pulsating plus sign stayed on the screen for 3-5 seconds and then a word was presented in either the left or right visual field, and then removed. The length of the time the word was presented depended on the number of times the word had been presented before. The participant was then prompted to type the word they saw flash on the screen. Once a word was correctly identified, it was removed from the words being presented. If the word was incorrectly identified, it was randomly presented again later in the experiment for a longer period of time. The experiment continued until all words had been correctly identified. ResultsThe position of words presented on the screen had a statistically significant effect on reaction time, F(1,53) = 17.654, p ; .001, h = .25. Participants mean recognition time for words presented on the left side of the screen .119 s, (SEM = .003). The mean recognition time for words presented on the right side of the screen was .108 s, (SEM = .002) (see figure 1). These results supported the experimenters hypothesis that words presented in the right visual field would be recognized more quickly than words in the left visual field. There was no statistical significance found to suggest an interaction between position of words presented on sex of participants, F(1, 53) = 1.552, p = .218, h = .028. Further, no statistical significance was found to suggest that sex had an effect, F(1, 53) = .271, p = .605, h = .005. These results failed to support the hypothesis of the experimenters that males would display a mean recognition time that was more quickly than females. DiscussionResults of the current study support the researchers hypothesis that words presented in the right visual field were recognized more quickly than words presented in the left visual field. These findings are consistent with previous research indicating a right visual field advantage. Several limitations were present in the current study. The convenient sample used in the current study was not representative of the population. In addition, not enough left-handed participants were included to study a handedness effect on word recognition. Previous research indicates that handedness has a significant effect on word recognition. Studies have shown that right-handed individuals have a stronger right visual field advantage than left-handed individuals because of weaker cerebral lateralization (Nicholls Wood, 1998); some studies have even found left handed individuals exhibiting a left visual field advantage (Leventhal, 1988; Nicholls Wood, 1998). Another problem which arose in the current study was accessing the project website. Many participants had problems downloading the required software plug-in in order to complete the experiment affecting the sample. The current study expands upon existing literature in the field of cerebral lateralization by reproducing previ ous findings indicating a right visual field advantage in word recognition (Batt et al., 1995; Iacoboni Zaidel, 1996; Leventhal, 1988; Jordan Patching, 2000; Nicholls Wood, 1998). Words presented in the right visual field were recognized more quickly overall than words presented in the left visual field. Future research in the word recognition and hemispheric specialization could examine the affects of handedness on word recognition by sampling equal amounts of left and right handed individuals. The contradictory findings of an overall right visual field advantage on word recognition for both left and right-handed individuals can be further examined in this way. ReferencesAmerican Psychological Association. (1992). Ethical principles of psychologists and code of conduct. American Psychologist, 47, 1597-1611. Bub, D., Lewine, J. (1988).Different modes of word recognition in the left and right visual fields. Brain Language, 33, 161-188. Ellis, A. W. (2004). Length, formats, neighbours, hemispheres, and the processing words presented laterally or at fixation. Brain and Language, 88(3), 355-366. Ellis, A., Young, A., Anderson, C. (1988). Modes of word recognition in the left and right cerebral hemispheres. Brain Language, 32, 254-273. Eviatar, Z., Ibrahim, R., Ganayim, D. (2004) Orthography and the Hemispheres: Visual and Linguistic Aspects of Letter Processing. Neuropsychology, 18, 174-184. Farid, M., Grainger, J. (1996). How initial fixation position influences visual word recognition: A comparison of French and Arabic. Brain and Language, 53, 351-368. Iacoboni, M., Zaidel, E. (1996). Hemispheric independence in word recognition: Evidence from unilateral and bilateral presentations. Brain and Language, 53, 121-140. Jordan, T., Patching, G. (2000). Perceptual Interactions Between Bilaterally Presented Words: What you get is often not what you see. Neuropsychology, 17, 566-577. Lavidor, M., Ellis, A. W., Pansky, A. (2002). Case alternation and length effects in lateralized word recognition: Studies of English and Hebrew. Brain and Cognition, 50(2), 257-271. Lavidor, M., Ellis, A. W. (2002). Word length and orthographic neighborhood size effects in the left and right cerebral hemispheres. Brain and Language, 80, 45-62. Leventhal, G. (1988). Cerebral dominance and attentional bias in word recognition. Perceptual Motor Skills, 66, 791-800. Lindell, A. K., Nicholls, M. E. (2003). Attentional deployment in visual half-field tasks: The effect of cue position on word naming latency. Brain and Cognition, 53(2), 273-277. Nicholls, M. E. R., Wood, A. G. (1998). The contribution of attention to the right visual field advantage for word recognition. Brain and Cognition, 38, 339-357. Ohnesorge, C., Van Lancker, D. (2001). Cerebral laterality for famous proper nouns: Visual recognition by normal subjects. Brain Language, 77, 135-165. Proverbio, A. M., Zani, A., Avella, C. (1997). Notes and discussion: Hemispheric asymmetries for spatial frequency discrimination in a selective attention task. Brain and Cognition, 34, 311-320. Voyer, D. (2003). Word Frequency and laterality effects in lexical decision: Right hemisphere mechanisms. Brain Language, 87, 421-431. Weems, S., Reggia, J. (2004). Hemispheric specialization and independence for word recognition: A comparison of three computational models. Brain Language, 89, 554-568.

How to Write an Excellent Expository Essay

How to Write an Excellent Expository EssayEssay topics are an important part of a college writing course. College students are often asked to come up with topics for their own college writing assignments.This is particularly important for college students since it serves as their 'manifesto' in the first portion of their college career. Many colleges and universities do not ask their students to write about a topic they have not personally experienced. Instead, they use essay topics to help their students decide on what they want to write about. If they are assigned a topic that they do not feel strongly about, they can put their own personal feelings into their essay.However, while it is important for college students to be given a topic to write about, it is even more important for them to know how to write an excellent expository essay. The question becomes, how do you determine the best writing topics?First of all, college students should find a topic that will challenge them, bu t not necessarily difficult. They need to find something that they can relate to, but not something that they have not experienced before. Find an aspect of your life or a person that you would like to write about.Another important thing for college students to remember is that there is no right or wrong way to write an essay. All writing is not written in the same way, especially if it is for college. Every person has different ways of expressing themselves. Each person's style will be different from others, and it is therefore important to make the essay as interesting as possible.By now, you may have realized that there are many different things to keep in mind when trying to write about subjects that college students find interesting. Keep in mind that you cannot always assume that just because something is interesting to other people, it will be interesting to you. It may be wise to make a point of trying to write about topics that interest you. You may also want to try to writ e about something that has not yet come up in your life, such as a job interview, a trip, or some other form of social interaction.If you want to write better, remember that you can only write about topics that interest you. If you are afraid to write about an issue that you are too new to have an opinion on, then ask your professor for advice. There are many books and articles that offer great advice on how to write an effective essay. They may have a different way of looking at things than you do, but if you are willing to pay attention, you will soon find out that there are several ways to approach essay topics.

Using English Language Argumentative Essay Samples

Using English Language Argumentative Essay SamplesEnglish language argumentative essay samples have become a vital tool to complete your college essay. You can use these essays to analyze and evaluate the arguments of other students you have read, which will be beneficial for your writing skills as well. Make sure that you give enough attention to practice as well as learning your research skills while creating a quality essay.The reason why you should use the english language argumentative essay samples is because you will be able to judge whether the essay contains logical and effective argumentation. You need to look for writers that can present your work on the target audience. Since this is the main part of the essay, it is necessary that you make a good presentation and stand out from the others. In this process, the best way to learn English language is by reading many papers and completing assignments. If you are lucky, you will find some interesting papers that could give yo u ideas for your own essay.It is important to study all the common errors in the writing. This will help you in choosing the right kind of essay and also explain the correct spelling. Most of the errors are avoidable so, avoid this if you want to make a good impression on the audience.To be able to analyze your essay to complete quality, you should select the English language argumentative essay samples. You can find numerous websites that will provide you with several essay samples, but you must remember that the best ones are those that include the most facts and also the ones that give a great presentation of each topic.The main reason why you should choose the English language argumentative essay samples is because they are free and can be used for different purposes. Also, you will not find the same style or topic the whole time. This will be ideal for those who are not confident of creating essays of their own.Other than the fact that the English language argumentative essay s amples are free, you can also find a lot of resources online that will help you with the creation of your essay. They have articles with step by step guidelines and some easy-to-read tips that will help you in creating your essay.Finally, in order to develop your academic skills, you should read essays that contain the English language argumentative essay samples. As mentioned before, you will not find the same style in all the essays. So, this will help you in choosing the right one for you.

The Unexplained Mystery Into Apa Paper Sample

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