How to Write a Compare #038; Contrast Essay in Literature †a Guide That Covers Everything

How to Write a Compare #038; Contrast Essay in Literature – a Guide That Covers Everything A compare and contrast essay (also sometimes called comparative analysis essay or simply a comparison essay) is a relatively short piece of academic writing that tries to identify parallels and contrasts between two or more entities belonging to the same category. In other words, you cannot compare things that have completely nothing in common. In literature, it most commonly will be texts, characters or authors, although more complex comparisons are also possible – for example, that of a certain concept or idea as expressed in the works of two different authors or in the work of one author during two or more different periods. The task of such comparison may look trivial, but this impression usually only lasts until you start writing. After that, it becomes obvious that this type of academic work has a lot of its own peculiarities, and you cannot write a proper essay without knowing them. In this guide you will find everything you need to write a high-quality compare and contrast essay – just read on. How to Select a Topic for a Compare and Contrast Essay in Literature Normally, professors assign you a topic to write about. Although this way you can end up with something unfamiliar and uninteresting, having the direction of your research chosen for you takes a significant load off your shoulders, because selecting a topic of your own without any guidelines can be confusing. If you don’t want to spend too much time trying to think about a suitable topic, follow the steps we suggest. 1. Study Your Assignment Even if your professor did not give a topic per se, the instructions you have received can help you decide in what direction you should move. Read them carefully and make sure you understand if your choice is limited in any way. For example, you may be asked to simply compare two texts of your choice. Alternatively, your professor may want you to focus on differences and similarities between A and B. Or you may need to not just compare the entities, but also make specific observations and draw conclusions. 2. Take a Look at Your Course Your choice of essay topic should be relevant for the topic you are taking and based on what you have learned in it. For example, if you have been studying British Post-Modern writers, it is only natural to choose a topic that has something to do with them. You can compare two writers of this movement, or compare British Post Modernism with its American counterpart, or pick a particular theme characteristic of this movement and see how it is reflected in the works of two different writers who belong to it. 3. Be Original Whatever the course, there are always topics that are immediately obvious for everybody who takes them. For example, comparison between 1984 and Animal Farm by George Orwell or between the characters of Tom Sawyer and Huckleberry Finn from Mark Twain’s books are so painfully obvious that they immediately manifest the lack of effort and creativity on your part. In other words, if something strikes you as a good topic immediately after you are assigned an essay to write, it is probably not the best idea to choose it. If you want to be truly original, run a couple of searches using online academic search engines to see if there are many existing papers with the topics similar to the one you are thinking about. It is wise to maintain a balance: finding a topic that has some representation in academic literature but is not all over the place. 4. Look for Parallels in Unusual Places There are two basic ways to write an interesting compare and contrast essay in literature. Firstly, you can compare two entities from an unusual perspective. Perhaps, take two texts (characters, literary movements, etc.) that are commonly studied side by side and compare them to each other, but instead of taking a tried and true route you can analyze them from a viewpoint that does not occur to the majority of people. For example, take Adventures of Tom Sawyer and Adventures of Huckleberry Finn by Mark Twain, but do not focus on the usual aspects (different views on slavery, more serious tone of the latter book, different narrative structures, etc.). Instead, compare them with an emphasis on the evolution of Mark Twain’s views and perception of the world between the publication of these two novels, his growing cynicism and disillusionment in the world. 5. Make Sure You Can Write on This Topic Sometimes a topic that looks ideal at a glance may turn out to be incredibly difficult to work with. You may suddenly find out there are not enough sources of information, or that there are far fewer parallels between A and B than you initially believed. It is better to make such discoveries before you finalize your topic and start writing in earnest. Therefore, do the following: Check online academic databases to see if there are enough reliable sources to build upon; Write preliminary lists of what A and B have in common and how they are different. See if there are enough points to discuss in an essay of the required size; See if you can make a meaningful conclusion from your comparison. Your goal is not to just list similarities and differences between A and B, but to achieve some kind of result: for example, establish a pattern that is not obvious at a precursory glance. Eventually, you should end up with a topic like one of these: Storytelling Techniques Employed by Edgar Allan Poe and Howard Phillips Lovecraft: Similarities, Differences, Influences; Lord of the Flies by William Golding: Did It Influence Battle Royale by Koushun Takami? The Chronicle of Young Satan, Schoolhouse Hill and No. 44, the Mysterious Stranger: Three Versions of Mark Twain’s Last Story; Odysseus and Achilles from Homer’s The Iliad: Two Viewpoints on Pride and Duty; Euripides’ Medea and William Shakespeare’s Hamlet: Two of the Most Famous Tragedies Ever Written. Writing a Compare and Contrast Essay in Literature: Step by Step 1. Write Down Detailed Lists of Similarities and Differences Analyze the entities under scrutiny and prepare two lists, enumerating everything similar and different about them. You should have them ready when you finally start writing so that you do not have to return to this stage later on. To make this task easier you can first create a list of criteria to use when comparing A and B. For example, if you compare two texts, you can pay attention to the language used in them, setting, main themes, personalities of the main characters, historical periods they were written in, personal situations of their authors at the time of writing, etc. 2. Define the Main Idea and Formulate Your Thesis Statement To write a good compare and contrast essay it is not enough to list what makes A and B similar or different. The comparisons you make should result in an overarching conclusion: for example, you can discover that two texts written in different parts of the world and in vastly different historical periods have much more in common than can be expected (like Ancient Greek tragedies and some Shakespeare’s plays). Express this overarching idea in a thesis statement – a short summary one sentence long. Make sure it is: Concise – if you need more than one sentence to express it, you probably spread yourself too thin; Concentrated – a thesis statement for an essay should not contain more than one point. If you find yourself drifting towards two or more main points, you should spend some time narrowing down your focus; Unambiguous – a thesis statement should leave no room for misunderstandings. Express your idea directly and in a simple language. 3. Decide What It Relevant Any two things can be compared across unlimited numbers of points, but not all of these comparisons are relevant for your research question/main idea. For example, the fact that Shakespeare wrote in Elizabethan English while Euripides wrote in Ancient Greek are notable differences between the two, but they are irrelevant as long as you do not discuss the linguistic aspects of their works. 4. Choose Structure There are some additional variants, but mostly a compare and contrast essay can be structured according to one of two patterns: Block Method With this method, you roughly divide the body of your essay into two parts. In the first you describe all the similarities between A and B (or whatever number of entities you analyze), in the second you go over all the differences. After that, you discuss what is more important and draw conclusions. Alternatively, you can spend one block to discuss and analyze subject A and then move on to subject B. This approach has a number of advantages: It offers complete pictures of the subjects you discuss, allowing for more general conclusions; It does not appear repetitive or mechanical, as you do not jump from one subject to another all the time; It is easier to follow. However, it is not very well suited for longer essays, because as you describe one subject you move the other to the background, and it is easy to forget that you make a comparison and do not just describe two unrelated things. Thus, it is usually used in shorter essays or when you want to do a lens/keyhole comparison – that is, use A as a context or field of reference for analyzing B (and thus give only a short description of A before moving on to B). Point-by-Point Method With this more analytical approach you break up your discussion into multiple parts and dedicate each of them to studying an individual point. For example, if you compare Crome Yellow and Brave New World by Aldous Huxley, you define what is important for your argument (main character, his relationships with female characters, setting, etc.), and then spend a paragraph apiece analyzing this point in both novels. This method: Allows for a more detailed analysis; Is better suited for longer essays. However, you should make sure you only cover the most relevant comparison points, because constant back and forth between the two subjects can become repetitive and boring. 5. Prepare an Outline An outline is a short yet detailed plan of your essay. You jot down what parts it will contain, what you will mention in each of them, how you will create logical connections between them, where you will put quotations, etc. 6. Write the Essay Besides the body paragraphs, its structure is typical: Introduction – you introduce the topic and provide basic context; Thesis statement – you state the purpose of your essay; Body – you compare the subjects in question; Conclusion – you summarize what you have written and decide if your initial hypothesis proved true. Proofreading a Compare and Contrast Essay in Literature: Useful Tips 1. Do not Start Proofreading Right Away If you have any time to spare, leave your essay alone for a while. We recommend a period of at least 24 hours. This will help you notice many mistakes that would otherwise escape your attention. 2. Clarify Formatting and Other Requirements If you are not sure about any requirements (from one of the common style guides or official instructions of your college), clarify them. Then check everything about your essay: font type and size, pagination, title page, quotations, etc., and make sure they follow the guidelines. 3. Do not Trust Spellcheckers Microsoft Word’s spellchecker is only useful for finding the most blatant spelling mistakes. It has very peculiar notions of what makes good and bad writing, so do not feel obliged to change your wording if it underlines it. Some online proofreading tools like Grammarly or Hemingway are a little better and can help you with grammar and sentence structure, but still, do not rely on them too much. 4. Cut the Flab You can always safely toss something out from the first draft. If a word, sentence or even a paragraph does nothing to move your point forward, delete it without regret. 5. Watch out for Repetitions We do not just mean the repetition of the same information, although you should avoid it by all costs. Repetitions of any kind can spoil the impression that your essay makes: e.g., try not to begin multiple paragraphs with the same word. Congratulations! Now you are ready to submit your essay for evaluation. We hope this guide proved useful!

Birthright Citizenship in the United States

Birthright Citizenship in the United States Birthright citizenship in the United States is the legal principle that any person born on U.S. soil automatically and immediately becomes a U.S. citizen. It contrasts with U.S. citizenship obtained through naturalization or acquisition- citizenship granted by virtue of being born abroad to at least one U.S. citizen parent. A â€Å"birthright† is defined as any right or privilege to which a person is entitled by virtue of birth. Long challenged in both the courts of law and public opinion, the policy of birthright citizenship remains highly controversial today, particularly when applied to children born to undocumented immigrant parents. Key Takeaways: Birthright Citizenship Birthright citizenship is the legal principle that any person born on U.S. soil automatically becomes a citizen of the United States.Birthright citizenship was established in1868 by the Fourteenth Amendment to the United States Constitution and confirmed by the US Supreme Court in the 1898 case of United States v. Wong Kim Ark.Birthright citizenship is granted to persons born in the 50 U.S. states and the U.S. territories of Puerto Rico, Guam, the Northern Mariana Islands, and the U.S. Virgin Islands.Today, birthright citizenship is a highly controversial issue as it applies to children born to parents who have entered the United States illegally. Jus Soli and Jus Sanguinis Citizenship Birthright citizenship is based on the principle of â€Å"jus soli,† a Latin term meaning â€Å"right of the soil.† According to jus soli, a person’s citizenship is determined by their place of birth. As in the United States, jus soli is the most common means by which citizenship is acquired. Jus Soli is in contrast to â€Å"jus sanguinis,† meaning â€Å"right of the blood,† the principle that a person’s citizenship is determined or acquired by the nationality of one or both parents. In the United States, citizenship can be acquired by either jus soli, or less commonly, by jus sanguinis.   Legal Basis of US Birthright Citizenship In the United States, the policy of birthright citizenship is based in the Citizenship Clause of the Fourteenth Amendment to the United States Constitution, stating â€Å"[a]ll persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside.† Ratified in 1868, the Fourteenth Amendment was enacted to override the 1857 U.S. Supreme Court’s Dred Scott v. Sandford decision which had denied citizenship to former African American slaves. In the 1898 case of United States v. Wong Kim Ark, the U.S. Supreme Court confirmed that under the Fourteenth Amendment, full U.S. citizenship cannot be denied to any person born within the United States, regardless of the citizenship status of the parents at the time. Under the Indian Citizenship Act of 1924, birthright citizenship is similarly granted to any person born in the United States to a member of an Indian, Eskimo, Aleutian, or other aboriginal tribe. Under the Immigration and Nationality Act of 1952, U.S. jus soli birthright citizenship, as established by the Fourteenth Amendment, is automatically granted to any person born within any of the 50 states and the territories of Puerto Rico, Guam, the Northern Mariana Islands, and the U.S. Virgin Islands. In addition, jus sanguinis birthright citizenship is granted (with some exceptions) to persons born to U.S. citizens while in other countries.   The above statutes and subsequent legislative amendments are compiled and codified into the United States Code of Federal Laws at 8 U.S.C.  § 1401 to define who becomes a United States citizen at birth. According to federal law, the following persons shall be deemed U.S. citizens at birth: A person born in the United States, and subject to the jurisdiction thereof.A person born in the United States to a member of an Indian, Eskimo, Aleutian, or other aboriginal tribe.A person born in an outlying possession of the United States of parents one of whom is a citizen of the United States who has been physically present in the United States or one of its outlying possessions for a continuous period of one year at any time prior to the birth of such person.A person of unknown parentage found in the United States while under the age of five years, until shown, prior to his attaining the age of twenty-one years, not to have been born in the United States. The Birthright Citizenship Debate While the legal concept of birthright citizenship has withstood years of challenges in the courts of law, its policy of automatically granting U.S. citizenship to children of undocumented immigrants has not fared as well in the court of public opinion. For example, a 2015 Pew Research Center survey found that 53% of Republicans, 23% of Democrats, and 42% of Americans overall favor changing the Constitution to bar citizenship for children born in the U.S. to undocumented immigrant parents. Many opponents of birthright citizenship argue that it encourages expectant parents to come to the U.S. simply to give birth in order to improve their own chances of attaining legal resident (green card) status- a practice often called â€Å"birth tourism.† According to a Pew Hispanic Center analysis of Census Bureau data, an estimated 340,000 of the 4.3 million babies born in the United States in 2008 were born to â€Å"unauthorized immigrants.† The Pew study further estimates that a total of about four million American-born children of unauthorized immigrant parents lived in the U.S. in 2009, along with about 1.1 million foreign-born children of unauthorized immigrant parents. Controversially calling it the â€Å"anchor baby† situation, some lawmakers have suggested legislation to change how and when birthright citizenship is granted. The 2015 Pew analysis found that birthright citizenship was granted to about 275,000 babies born to undocumented immigrant parents in 2014, or about 7% of all births in the U.S. that year. That number represents a drop from the peak year of illegal immigration in 2006 when about 370,000 children- about 9% of all births- were born to undocumented immigrants. In addition, about 90% of undocumented immigrants who give birth in the U.S. have resided in the country for more than two years before giving birth. On October 30, 2018, President Donald Trump escalated the debate by stating that he intended to issue an executive order completely removing the right of citizenship to people born in the U.S. to foreign nationals under any circumstances- an act some argue would essentially repeal the Fourteenth Amendment. The president set no timeline for his proposed order, so birthright citizenship- as established by the Fourteenth Amendment and United States v. Wong Kim Ark- remains the law of the land. Other Countries With Birthright Citizenship According to the independent, non-partisan Center for Immigration Studies, the United States along with Canada and 37 other countries, most of which are in the Western Hemisphere, offer largely unrestricted jus soli birthright citizenship. No Western Europe countries offer unrestricted birthright citizenship to all children born within their borders. Over the last decade, many countries, including France, New Zealand, and Australia, have abandoned birthright citizenship. In 2005, Ireland became the last country in the European Union to abolish birthright citizenship. Sources and Further Reference Arthur, Andrew R. (November 5, 2018). Birthright Citizenship: An Overview. Center for Immigration Studies.Smith, Rogers M. (2009). Birthright Citizenship and the Fourteenth Amendment in 1868 and 2008. University of Pennsylvania Journal of Constitutional Law.Lee, Margaret (May 12, 2006). U.S. Citizenship of Persons Born in the United States to Alien Parents. Congressional Research Service.Da Silva, Chantal. (October 30, 2018). Trump Says He Plans to Sign Executive Order to Terminate Birthright Citizenship. CNN.

What types of franchises do people create and why Essay

What types of franchises do people create and why - Essay Example the international literature of business, modes of entry have long been considered as in close association with varying degrees of risk exposures, control, resource commitment, and profit return. Past studies indicate that the choice of modes of entry depends on distinct factor types, such as industry-specific, country-specific and firm-specific factors (Caves 2001). The major types of entry modes include equity-based and non-equity-based. Equity mode of entry is further divided into wholly owned operations and equity joint ventures. Non-equity entry mode is split into export and contractual agreements. The wholly owned subsidiary involves mainly Greenfield and acquisition. Equity joint ventures involve minority equity joint ventures, 50 % equity joint ventures and majority equity joint ventures. Contractual agreements involve licensing, risk and reward contracts, alliances and direct investment. Export involves direct export and indirect export (Erramili 2002). Some of the limits of the equity-based types of entry modes are: they call for a vital resource commitment in location across the country’s borders. It requires enough or large investment to start an independent operation. The equity-based type requires a continuing direct management of the establishment. It also needs one to interact constantly with different local parties. The advantages of the non-equity-based include: it does not need one to establish an independent organization, the connection between parties can specified and fixed during the contract (Michael 2002). The entry mode choice refers to the control level or degree desirable to a firm when it ventures into a foreign market. The choice of enterprises can be done through asset specificity and foreign market entry mode. Asset specificity is used for description of investments which are specific to a transaction, and which are reduced in alternative. The personal nature of the investments makes them susceptible to opportunism making

Writing Assignment - DRAMA Essay Example | Topics and Well Written Essays - 750 words

Writing Assignment - DRAMA - Essay Example It is largely through this element which Shakespeare examines the power which love can have over those it touches, even when that love is clearly not merited. However, even before the potion makes its appearance, the lovers are thoroughly obsessed with one another. When Demetrius tells Helena that he â€Å"cannot love her,† she replies with: These lines show how powerful a grip love has on her. She does not even care whether or not her love is returned—in fact, that it is not returned only makes her more in love. Once the love potion is applied to the various lovers, the situation worsens: first Lysander, then Demetrius both fall for Helena, who becomes so unhappy that she accuses them of being â€Å"bent / to set against me for your merriment,† so convinced is she that they both love Hermia and are mocking her love for Demetrius. (ibid. III.ii.146-147) This shows another aspect which the love potion obviously deals with: the illusion of love. By making the men in the play both fall for the woman that neither of them actually love at the plays start, Shakespeare points out that often what we think is â€Å"love† is nothing of the sort. This is driven home by the mens bombastic exclamations of love for Helena, with Lysander claiming that she â€Å"more engilds the night / than all yon fiery Os and eyes of light.† (ibid. III.ii.187-188) Furthermore, both Lysander and Demetrius are determined that their love for Helena will last â€Å"until death† (ibid. III.ii.168) or that it has returned to her â€Å"to remain† (ibid. III.ii.173). This is â€Å"love† is nothing more than illusion, as the ending of the play shows. However, because of the humorous incident of Titania falling for the ass-headed Bottom and the generally light treatment in this comedy of errors, love still comes out ahead in the end as a great unifying force. Strindbergs The Stronger portrays matters

Victimization At School Essay Example for Free

Victimization At School Essay One type of victimization that can happen at school is school shootings. We have seen too many times where students and teachers have been victimized by other students who bring guns to school and take innocent lives, due to many personal reasons. There is a huge need for stricter gun control laws to make certain that students are safer in their educational institutions. Too many deaths occur where school students are victimized when individuals decide they want to bring weapons to school and use them against innocent victims. Hugh LaFollette explains to us that (LaFollette, 2000) â€Å"The literature of gun advocates supports my contention that guns are inherently dangerous. They advocate the private ownership of guns to prevent crime and to arm the militia. Guns can serve these purposes only because they are effective means of inflicting and threatening harm. † It is fair to say that guns still cause innocent victims to lose their lives and shouldn’t be available for easy access to dangerous individuals. The recent massacre at Virginia Tech and other needless shootings proved that guns can end up in the wrong hands and cause innocent victims to lose their lives. Maggie Rodriguez from The Early Show on CBS tells us that (Rodriguez, 2007) â€Å"Its been eight years since Columbine, Helmke said via satellite from Washington, D. C. Weve done nothing as a country. Its been six months since the Amish school shootings. Weve done nothing as a country. We need to be asking out elected officials what they can do to prevent people from getting these kinds of high-powered weapons. Weapons have been easily accessible and have ultimately reached the hands of the wrong people who have taken the life of many innocent people in our schools. We have seen too many times how guns have been the weapons utilized by deranged individuals, used to cause too many senseless injuries and fatalities, at schools. We also have the argument from those in the pro-gun camp who will easily say that if people are permitted to carry concealed weapons to protect themselves, they can prevent these kinds of fatalities from taking place in our school settings. By allowing everyone to carry guns, we would be placing too many other’s lives in danger. Although, there would be instances such as the killings that took place at Virginia Tech, where guns could have possibly stopped the shooter, there would be more instances where lives would be taken because of this easy access to guns. By keeping guns away from the general public, we would make it more complicated for people like the gunman at Virginia Tech to get their hands on guns to kill innocent victims. Many gun rights groups, that are led by the National Rifle Association will argue that proposals that ask for stricter gun laws breach on the constitutional rights of every law-abiding citizen. They assume that these bans on the sale of specific types of weapons haven’t proved effective in decreasing crime, and that proposals for stricter background checks at all gun shows are formed to eliminate gun shows, themselves. Many gun manufacturers have easily volunteered the support for safety locks, but the NRA has criticized these safety locks for placing a huge burden on gun manufacturers, without benefiting to the public. Georgeann Rooney who is a specialist at a Secret Service National Threat Assessment Center explained a 2002 federal study where 37 school shootings and attacks were looked at from 1974 to 2000. Rooney explains that (Rooney, 2007) â€Å"While the study said there is no accurate profile of students who engage in targeted violence at schools, it noted that many said they felt bullied, persecuted or injured by others before the attacks oIn the Santana High incident, Charles Andy Williams complained about being bullied before he went on a shooting rampage at the Santee campus, leaving two dead and 13 wounded. † The same study showed that â€Å"Most attackers had access to and had used weapons before the attack and prior to most incidents, other people knew about the attackers plans. We learn that â€Å"Most attackers had difficulty coping with significant losses or personal failures and many had considered or attempted suicide. † We see very often that most attackers who take innocent lives on school property have serious mental disturbances. We learn from The National Center of Vital Statistics that (NCVS, 1999) â€Å"The risk of death at school based on 93 incidents that occurred in the nations 119,000 schools over a ten-year period, the annual probability of a school experiencing a student-perpetrated homicide is about 1 in 11,520. † The biggest concern is that there are many people who should be allowed to collect and carry guns, because they pose no threat to society but far too many times student, teachers and other school staff members suffer at the hands of disturbed individuals. Not everyone should be considered dangerous individuals because they carry guns, but by allowing guns to remain in their hands, we are making it too easy for tragic shootings to take place at our schools, when these when these weapons end up in the wrong hands. We learn from News Batch that (News Batch, 2005) â€Å"Gun control was not a major issue in the 2004 Presidential campaign. The percentage of Americans who consider gun control as an important issue has declined from 3% to 1%. Fewer Americans are supportive of gun control in general and handgun control in particular. † By not making gun control issues an important issue, we are ignoring a dangerous situation, where young students suffer to needless killings at school. Even with background checks, it is far too risky to allow individuals to have easy access to guns. The shooter at Virginia Tech was able to purchase guns because he had a background check that was clean because all shooters have criminal records. Gun control activists still believe that it is far to easy for criminals to obtain guns and that an alarming proportion of the population remains armed. Their concern has been fueled by an unprecedented recent rash of school shootings and fatalities. Many experts are blaming this phenomena on violent video games and poor parenting but in each case the youths involved had easy access to the weapons that they used. Gun control advocates support measures which would require locks on all guns, which would apply the provisions of the Brady bill to gun shows. These gun control advocate groups also advocate a federal law allowing only one handgun purchase per month and raising the age for gun ownership from 18 to 21. By increasing the age limit for buying guns to 21, we may decrease the number of shootings that take place but we aren’t eliminating the possibilities for dangerous individuals to get their hands on guns that kill. John W. Mashek (Mashek, 2007) tells us that â€Å"The tragedy at Virginia Tech should open our minds to a problem our nation refuses to confront. The easy access to guns and lethal weapons is a national disgrace. In Virginia alone, gun owners are limited to one purchase a month. I can hear the response from the NRA already: People kill people. Yes, but they do it with guns and too frequently with those easily accessible weapons. † He goes on to say that â€Å"The condolences from the NRA are of little comfort to the mourners of those slaughtered in Blacksburg. The NRA, to put it bluntly, has too many willing friends in Congress from both political parties. Campaign cash flows to them in hefty amounts. Members of both parties should be ashamed. † Without easy access to guns, criminals are less likely to kill. There are many individuals who will argue that â€Å"People kill, not guns. † Yes, this may be true, but without guns, they have less opportunity to kill. When killing is on the mind of a deranged individual, they usually look for guns to commit murders and by not making guns easy to buy, we are decreasing the threat that is upon society. Michael Daily, a daily news columnists asks, (Daily, 2007) â€Å"Still love those guns, Virginia? It is clear that many people are fed up with guns being so available to the general public. There must be serious restrictions placed on buying weapons. These restrictions should make it impossible for the entire general public to purchase guns. It is a fact that guns do kill and we must remove this threat that is causing so many needless shootings at our schools across the United States. Guns can be accessed much too easily and it is up to all Americans to stand up and say that we are tired of worrying about ourselves and our loved ones being taken out by individuals who have problems dealing with society. It is unfair for innocent victims to lose their lives because someone is having a bad day and can easily walk to the gun store and purchase a gun, in a rather small period of time. We must vote for strict gun control laws and make it far less possible for guns to reach the hands of the wrong people who kill and victimize students too often! Reference Page LaFollette, Hugh. (2000). â€Å"Gun Control†. Ethics. Vol. 1. P. 263-81. News Batch. (2005). â€Å"Gun Control Policy Issues†. www. newsbatch. com/guncontrol. htm. Mashek, John W. (2007). â€Å"Guns Kill People. Period. †. A Capital View. US News and World Report. Rodriguez, Maggie. (2007). â€Å"Shootings at VA Tech Spark Gun Debate†. The Early Show. CBS. Rooney, Georgeann. (2007). Secret Service National Threat Assessment Center. The National Center for Vital Statistics. (1999). â€Å"Serious Violent Crimes in Schools†. www. youthviolence. ed.

The Transcontinental Railroads :: essays research papers

The Transcontinental Railroads The Transcontinental Railroad consisted of ten major railroads that together would span the distance between the East and West Coasts of the United States. The completion of these railroads brought change, both for good and bad, and had an enormous impact on the United States and other countries of the world. Without a doubt, each railroad played an important role in shaping America into the country it is today. The Great Northern Railroad was an 8,316-mile long railroad created in September 1889 by predecessor railroads in Minnesota. It went from Lake Superior to Washington, traveling through North Dakota, Montana, and Idaho. The line was the dream of James Jerome Hill who was known as the â€Å"Empire Builder† since he had the ability to bring prosperity to areas that were barren before his influence. This railroad provided service and helped build up the grain, potato, and sugar beet regions in North Dakota, Montana, and Eastern Washington. It also played a pivotal role in the prosperity of the cattle counties of Montana as well as the oil, copper, and lumber industries (http://www.gnrhs.org). The Northern Pacific Railroad originally started in 1864 by Josiah Perham; unfortunately, due to financing problems the project was stalled until 1869. The route stretched from Lake Superior to the Puget Sound in Washington. This railroad was unique since it received no government loans to assists in its financing. The Northern Pacific lines were vital in bringing immigrants to various cities along the routes through advertising at home and abroad. Their effort to attract settlers into these regions was directly responsible for Montana, Washington, North Dakota and South Dakota becoming states in 1889. This stimulated the economies in these regions (http://www.linecamp.com). The Union Pacific Railroad was created in 1862 by government grants. Construction began in late 1863 in Omaha, Nebraska. Over a period of six years it was run through Wyoming and on to Promontory Point, Utah. The Union Pacific routes later expanded to reach north to Washington and south to Texas, with numerous subsidiary lines in Colorado. In 1936, the railroad opened Sun Valley, Idaho Ski Resort, which became a model for other ski resorts to follow (http://www.linecamp.com). The Kansas Pacific was the southern branch of the Union Pacific. The building of the route began in 1863 with the intent to transport passengers (immigrants) westward through the Great Plains. The route ran from Kansas City to Denver. Towns sprung up along the different junctions providing economic booms in those areas.

Beh Final Project

Interview profile Interview profile Description of Interviewee Name: Irina Dinova Age: 26 Race: Asian Marital Status: Married with two children Irina is a 26 years Old Russian female; she is my sister- in-law, who I knew nine years ago after she married my brother. She has two children, and she works in retail as an overnight stocker. I had interviewed Irina on 11/30/2012 at 3:00 PM, by asking her multiple questions. The interview was as follows: 1. Do you remember information accurately by observing how a behavior is performed or read about how the behavior is performed?Irina rather to learn from observing the behavior, she said that her behavior turned from good to bad, when she started socializing with a group of Indian girls at college. She observed them smoking, drinking, and even cheating on their men. As a result, Irina started smoking, drinking, and having multiple boyfriends. Now, Irina is addicted to smoking, and drinking caused by vicarious reinforcement and those were her Indian friends at college, who she does not socialize with now. Irina likewise shared another story which she learned from punishment.After she had gotten married at a young age (18 years old), she had conflict with the husband that resulted on their separation. She rented her own house along with her child, and had a strong friendship with an African American guy. Time pass and her relationship with her husband started establishing, but one day she was observed by her husband in the house with her friend. The husband automatically misunderstood and misjudged Irina, as he even wanted to suicide afterwards. After the incident, the husband had been admitted into the mental hospital for attempting to suicide.After a month, she got back with the husband, and as a result of her husband negative behavior and attitude toward the friendship with a man, she learned to avoid the possibility of a punishing consequence (avoidance training), by not making a friendship with a man. In the other h and, Irina did not like the way she learned through the above experience as it will be an unforgotten implicit memory because it had caused anxiety, embarrassment, and stress, instead she prefers to learn through operant conditioning (Irina Dinova, personal communication, November 30, 2012). 2.Do you prefer studying at the library, or at home with noisy background and distraction? Irina said that she prefers learning in the library instead home with a noisy backgrounds and distraction. She mentioned that her attention is fully active while studying in a the library, which is a quiet place, but where there is a distraction, her attention drops to a lower level, as she does not remembers the material studied. Irina remembers information more accurately without any distraction that unable the information to be stored in the long term memory after rehearsed and stored by the short term memory (University of Phoenix, 2010).One thing she mentioned that she does forget some information bec ause of proactive interference. Definitely, information related to her culture, tradition, and religion will be remembered for life (Irina Dinova, personal communication, November 30, 2012). 3. Are you willing to take the Myers Briggs test and report the results? If so, do you think the results are accurate? Why or why not? Irina had taken the Myers Briggs test, and her results were ESTJ (Extroverted, Sensing.Thinking, Judging), and it stated that she is very responsible and pillar of strength (University of Phoenix, 2010). Irina agreed to the results of the test and she said that she had used logic, or compensatory model to make a decision on the answer that best describe her personality. Furthermore, she found the test reliable, stable and valid, and these are her second time taking it, as she took the test before in 2010 with the same results. Besides, she is always been described that way by her family and friends (Irina Dinova, personal communication, November 30, 2012). . What are the experiences do you think had contributed most in the growth of your personality? Irina thinks that personal unconscious of negative and positive life experiences, collective unconscious from diversity, and unconditional positive regard (University of Phoenix, 2010), by the husband had contributed the most in the growth of her personality. She also believe that her own believe of principles, and been a natural leader had contributed to the development of her personality as well.Additionally, Irina personality grew through socializing with group of people, harsh life experiences, involvement on her husband’s culture, and life responsibilities, like her two children and husband (Irina Dinova, personal communication, November 30, 2012). 5. Do you feel that you are self-monitoring in regards of your attitude? Irina mentioned that she has low-self-monitors in regard (University of Phoenix, 2010) of her attitude. She said that she display sensitive controls congruent with h er own internal states such as attitudes, beliefs, and dispositions.She fails to control her negative attitude, and she has to respond in that particular moment or it will be very disturbance for a while (Irina Dinova, personal communication, November 30, 2012). 6. What do you feel was the strongest influence on your attitude? The strongest influence on Irina’s’ attitude will be her parents. Irina blames her parents for her negative attitude because she was mentally and physically abused while she was a child, but she refuses to abuse her children.I have to agree with Irina, when she said that punishment is a better way to rise up your children, not abuse. Another strongest influence of her positive attitude will be her husband. She mentioned that her husband kindness, caress, and forgiveness had motivated her to change her life for better, by focusing more on her family, and peruse an education, by obtaining a career on arts (Irina Dinova, personal communication, Nove mber 30, 2012). 7. What role do you think of a person’s race, gender, or ethnicity play when performing that person’s personality and attitudes?Irina believes that a person’s race, gender, or ethnicity play a role in forming someone’s’ personality and attitude. She said that she had never experienced prejudice and discrimination until she had immigrated to the Unites States. She said that she was prejudiced and discriminated (University of Phoenix, 2010). at school, by a group of African Americans, and they called her names like â€Å" Russian girl† and say unpleasant words to her e. g â€Å" we are not in Russia†, â€Å" go back to Russia†, or â€Å" speak English†.Additionally, she was stereotype by her husband, as he said to her that her duties, as a married woman is to clean, cook, and raise the children, but she did not respect that opinion because in the U. S. culture a woman can work and be involved in business. T hus, she believes that a person’s personality and attitude solely depend on the culture, norms. Irina’s’ culture differs from her husband, as they are both from different countries. Irina’s husband is Algerian and has its own culture norm, values, and believe, which differ from Irina.For instance in Irina’s husband culture: a woman is prohibited to drink alcohol, or smoke, while in Irina’s’ culture is verse versa. As a result, many negative attitudes formed, in both Irina and her husband, caused by culture conflicts. Another culture conflict between Irina and her husband was circumcising her baby boy. In Irina’s culture, they do not circumcise, while in her husband’s culture, they circumcise the child after he turns four years old, which will be a big party celebration.Irina had refused to make her husbands’’ wish come true, which had formed a negative attitude from the situation in both Irina and her husba nd. She said that her husband still insisting and he will not let it go because it was something he was looking forward too, but Irina does not believe in circumcising, as she said that she will never allow it (Irina Dinova, personal communication, November 30, 2012). 8. Do you find yourself better at tasks when intrinsically motivated or extrinsically motivated? Irina said that she is definitely motivated extrinsically (University of Phoenix, 2010) better in most cases.However, she can also work on proprieties tasks without been extrinsically motivated. Conversely, in Irina’s words: â€Å"new things get old fast, I’m always searching for new motivations and thinking of new ways to accomplish my tasks. † (Personal communication, 11/30/2012). She also said that she hates her job, but she extrinsically motivated because of the money that will be earned. Irina referred to when she was six years old, her parents used rewards, when she obtains an A at school, but she gets punished when she obtains a lower grade.She said that the rewards and punishment had motivated her to always seek an A grade at school, and nothing less (Irina Dinova, personal communication, November 30, 2012). In conclusion, I have to say that the interview with Irina has been such a wonderful experience. It had helped me to study and learn others behavior causes like personality and attitude, by implementing information learned throughout the course materials. Irina was very patient, comfortable, open, and honest during the interview process. Therefore, I am convinced that all her answers were accurate.References University of Phoenix. (2010). Cognition and Mental Abilities. Retrieved from University of Phoenix, BEH/225 website University of Phoenix. (2010). Memory. Retrieved from University of Phoenix, BEH/225 website University of Phoenix. (2010). Motivation and Emotion. Retrieved from University of Phoenix, BEH/225 website University of Phoenix. (2010). Personality. Retr ieved from University of Phoenix, BEH/225 website University of Phoenix. (2010). Social Psychology. Retrieved from University of Phoenix, BEH/225 website

Female Sex Offenders

Years ago sex offenders were majorly male. In fact it was unheard of for a female to even be thought of as a sex offender. Today we hear of more women being arrested for molestation, incest, and other sex crimes. All too often teachers are being found guilty of having relationships with their underage students. Female sex offenders have not gotten as much attention as male sex offenders. It is because of this that the offenders cannot be studied as thoroughly as males. Incest is a common crime among female sex offenders. Often these women are abused themselves. â€Å"Women who molested children independently were more likely than women who molested with an accomplice to have been severely molested themselves prior to age 10† (Lawson, 332). The male children are often embarrassed and do not always tell anyone about the abuse, and it is not uncommon for them to feel guilt about what is happening to them. Females tend to choose younger boys within their own families, perhaps to them it is a safer choice. Female offenders are not often violent towards their victims. The females often have problems with social relationships. â€Å"The families of the girls were described as dysfunctional and chaotic† (Roe-Sepowitz and Krysik, 406). The females are quiet and withdrawn often isolating themselves from the rest of the world. They have problems with fellow classmates and sometimes have issues showing physical aggression as well. In some cases women begin having suicidal ideations, depression, and try self-mutilation (Roe-Sepowitz and Krysik, 406). The females that commit sex crimes also have a higher chance of having a drug problem or becoming an alcohol abuser (Roe-Sepowitz and Krysik, 407). When treating female sex offenders physicians need to concentrate not only on the offense but the reasons behind these offenses. These women are often abused themselves. They also need help with their other mental issues. The overall psychiatric problem needs to be addressed. â€Å"Unique interventions for female sexual offenders must include consideration for gender issues such as heir sexual and physical development, intimacy, and social skills, self image, self-esteem, impulsivity, and common societal expectations of girls to be the caregiver-nurture. † (Roe-Sepowitz and Krysik, 411). Female sex offenders are usually victims themselves. All too often their crimes go unreported. Whether it is because the victims feel guilty or because the victims think it is natural for such things to happen. Regardless, the female perpetrators s hould be studied too higher extent. Studies should be done to determine why these women are committing such heinous crimes.

Rinehart reading essays

Rinehart reading essays I realized that this was a satire, when he started talking about how people should eat the babies. I have read this essay before, which made it a little easier for me. You can tell that it is a satire by the way that he writes it. He begins the essay by describing what the problem is and, explaining that something needs to be done to fix the problems. For instance, he talks about how he gets sad when he sees little children walking around in dirty clothes with hole in them or that are old. He says that they are just going to grow up to be thieves and criminals because they never knew any better. They dont have a good life, so why let them live. He then proposes his idea, which is breeding just so that people can eat the children at the age of one. Fatten them up really well, and then sell them to peole for food. He explains that they will never go out of season like certain fruites and vegetables, and also some meats. They will feed many people, multiple times, therefore ra ther than raising them as poor children, just kill them after a year and et them. He says that there should only be one male to ever four females, simply to breed and have children to then sell or eat. I think swift is arguing that some people may think he is being irrational, but that it would be the best solution to everyones problems. Like I said before, it would prevent children from having to grow up poor or hungry, and it would keep them off of the streets, and from turning into a criminal. He is trying to make it seem as though it could some how be socially acceptable. I dont think that he is really trying to argue anything else, but that he is just trying to get people to believe him. Swift does a very good job with working with the pros and cons in his essay. He starts out by trying to look sympathetic to the children. Saying that he gets sad when he sees them poor, or hungry. He t ...

Type I vs. Type II Errors in Hypothesis Testing

Type I vs. Type II Errors in Hypothesis Testing The statistical practice of hypothesis testing is widespread not only in statistics but also throughout the natural and social sciences. When we conduct a hypothesis test there a couple of things that could go wrong. There are two kinds of errors, which by design cannot be avoided, and we must be aware that these errors exist. The errors are given the quite pedestrian names of type I and type II errors. What are type I and type II errors, and how we distinguish between them?  Briefly: Type I errors happen when we reject a true null hypothesisType II errors happen when we fail to reject a false null hypothesis We will explore more background behind these types of errors with the goal of understanding these statements. Hypothesis Testing The process of hypothesis testing can seem to be quite varied with a multitude of test statistics. But the general process is the same. Hypothesis testing involves the statement of a null hypothesis and the selection of a level of significance. The null hypothesis is either true or false and represents the default claim for a treatment or procedure. For example, when examining the effectiveness of a drug, the null hypothesis would be that the drug has no effect on a disease. After formulating the null hypothesis and choosing a level of significance, we acquire data through observation. Statistical calculations tell us whether or not we should reject the null hypothesis. In an ideal world, we would always reject the null hypothesis when it is false, and we would not reject the null hypothesis when it is indeed true. But there are two other scenarios that are possible, each of which will result in an error. Type I Error The first kind of error that is possible involves the rejection of a null hypothesis that is actually true. This kind of error is called a type I error and is sometimes called an error of the first kind. Type I errors are equivalent to false positives. Let’s go back to the example of a drug being used to treat a disease. If we reject the null hypothesis in this situation, then our claim is that the drug does, in fact, have some effect on a disease. But if the null hypothesis is true, then, in reality, the drug does not combat the disease at all. The drug is falsely claimed to have a positive effect on a disease. Type I errors can be controlled. The value of alpha, which is related to the level of significance that we selected has a direct bearing on type I errors. Alpha is the maximum probability that we have a type I error. For a 95% confidence level, the value of alpha is 0.05. This means that there is a 5% probability that we will reject a true null hypothesis. In the long run, one out of every twenty hypothesis tests that we perform at this level will result in a type I error. Type II Error The other kind of error that is possible occurs when we do not reject a null hypothesis that is false. This sort of error is called a type II error and is also referred to as an error of the second kind. Type II errors are equivalent to false negatives. If we think back again to the scenario in which we are testing a drug, what would a type II error look like? A type II error would occur if we accepted that the drug had no effect on a disease, but in reality, it did. The probability of a type II error is given by the Greek letter beta. This number is related to the power or sensitivity of the hypothesis test, denoted by 1 – beta. How to Avoid Errors Type I and type II errors are part of the process of hypothesis testing. Although the errors cannot be completely eliminated, we can minimize one type of error. Typically when we try to decrease the probability one type of error, the probability for the other type increases. We could decrease the value of alpha from 0.05 to 0.01, corresponding to a 99% level of confidence. However, if everything else remains the same, then the probability of a type II error will nearly always increase. Many times the real world application of our hypothesis test will determine if we are more accepting of type I or type II errors. This will then be used when we design our statistical experiment.

Compare and contrast the civil rights movement with the harlem Essay

Compare and contrast the civil rights movement with the harlem rennaisance, - Essay Example ly-built suburb of Harlem.† Most of these people were educated, nonetheless, to their white neighbors they were just †Negroes.† At this time Harlem was still a predominantly white neighborhood. You guessed it, yes, the whites left Harlem making it vacant for more blacks to occupy. Blacks in the south, especially the educated ones, realized that they were not really freed; what was given to them was a pseudo-emancipation. Accepting this plight, most of them immigrated to the northern cities, mostly Harlem. And, Harlem became the most populated black city in America, and the most populated city in the north. ..steady deterioration of the races social and political position in America.... Although in the half century following emancipation a number of blacks successfully accumulated property and acquired an education, most remained poorly educated and mired in rural poverty. Even those who had achieved some material success saw these accomplishments threatened by the growth of segregation and racial violence. Supreme Court reinterpretations of the fourteenth and Fifteenth Amendments left blacks defenseless against the segregationist enactments of southern legislatures (6). Black writers from all over the country began writing about their oppression. By the middle of the 1920s they had began to meet in Harlem, and was known as the new black literary movement. This movement later become the Harlem Renaissance. Chief promoters of this movement were James Walden Johnson, Alan Locke, and Charles Johnson. Fortunately for these writers, owners of white magazines and newspapers were ready to publish their work. Their cry for justice was not only within the realm of writing, but in music and acting (Wintz, 64). Between the 1950s and 1960s Georgia gave birth to a new movement, the most successful and the most publicized event in the history of modern America. The civil rights movement, unlike the Harlem Renaissance, this was very organized; its goals

A History of American Currency Essay Example | Topics and Well Written Essays - 1750 words

A History of American Currency - Essay Example The specific paper focuses on the presentation of the history of currency in America for the years 1000 up to 1877; however not sufficient information exists for the whole period mentioned above. More specifically, America is a continent the history of which is clearly known only after a particular point of time: the establishment of the first colonies in various regions across the continent. Before the specific period of time just a few hypotheses can be made regarding the currency (referring to the various ‘means’ of exchanging goods of a specific value) used by natives, especially Indians in their daily transactions. After the entrance of people from Europe (especially English but also Spanish and French) in America, a specific monetary system began to be created in the continent; this system had many of the characteristics of the one used previously by Indians while several changes were made (in accordance with the economy of the colonists involved) in order for the various transactions with the mother – country to be completed successfully. The reference specifically to England when describing the monetary history of America is unavoidable; the specific country represented the majority of people that entered America and for this reason the monetary system of England has been considered to be the basis for the American economy – although it was rather a gradual development. As for natives (Indians or Amerindians) they gradually lost their right to intervene in the financial development of their region and had to be adapted to the new monetary standards implemented by colonists. In this context, the monetary history of America (referring to the currency in its form that is similar with its current one) could be regarded as beginning in the 17th century. Regarding this issue, it is noticed by Delage et al. (1993, 141) that ‘in the years that followed 1650 the Amerindians found themselves losing control of their