A Free Liberal Economy - 1604 Words

MARXIST: The fact that the countries most affected by the Ebola virus are among the poorest and most disadvantaged in the world should come to no surprise to any of you. SOCIAL CONSTRUCTIVISM: In this context, how do you view social interactions? MARXIST: The same countries that have gained their independency de jure in fact remain constrained by new forms of colonization under the guise of a free liberal economy (Daddow, 2013). But we aren’t really speaking of countries. We are speaking of an economic structure, which, due to its hierarchical nature, perpetuates socioeconomic inequalities and stifles the periphery class’s agency (Rupert, 2010). In actuality, the same class-based powers that benefited from colonialism now author and†¦show more content†¦It is in this context that, among the poor nations stricken with Ebola, the majority of those who contracted and die of the disease are women. SOCIAL CONSTRUCTIVIST: In the world that exists as you know it, who stands to gain from reality the way you see it? MARXIST: Agents are historical social products. Neoliberalism in particular, speaks of the world as if it was predetermined world of â€Å"preconstituted social actors.† In doing so it jettisons the possibility of alternative potential worlds. (Rupert, 2010). To answer your question: it is incontrovertibly the elite class owns the means of production and assumes entitlement to power. The society we live in perpetuates the existing set of implicit social agreements and ordering of the world (Rupert, 2010). Under capitalism, elites have perpetuated their predominance of power while leaving most people vulnerable and economically insecure—all because it serves its own benefit (Hymer, 2006) SOCIAL CONSTRUCTIVIST: In regards to Ebola— MARXIST [INTERRUPTING]: —Thus, in the current economic system that not only consents to but hinges on gross economic and thereby socio-political inequality, the proletariat are left unable to meet their basic needs and are as a result more susceptible to contracting Ebola (Hymer, 2006). SOCIAL CONSTRUCTIVIST:

A Speech Criticizing A Modern Court Case - 1662 Words

For my adaptation I chose to write a speech criticizing a modern court case basing my writing off the work of the famous orator Cicero. I wrote as if I was part of the infamous court case about the shooting of Trayvon Martin; in the case I represent the late Trayvon martin and cross examine the defendant George Zimmerman. In this case a mixed race, hispanic man, named George Zimmerman encountered Trayvon Martin, a young African American teenager, walking home from a 7-11 in through the neighborhood Zimmerman was patrolling as a night watchman. Zimmerman saw Trayvon Martin and followed him in his car because he thought he looked suspicious so Trayvon began to run so George chased after him and then got out of his car and had a physical altercation with the teen. However Trayvon escaped Zimmerman temporarily and was running for his life when Zimmerman shot him with his handgun and killed the boy in his neighborhood. I thought that this case would be a very interesting one to analyze wi th Cicero’s writing because the case is much bigger than the individual shooting. Cicero’s writing really focuses on a series of arguments and comparisons that lead up to one major point that he is trying to argue. Since there has been so many cases of police brutality and violence against unarmed African Americans recently I thought I could compare this case to other cases and portray a larger narrative of the real problem that links all of these acts of violence. This being that we live in aShow MoreRelatedThe Issue of Free Speech Versus Censorship690 Words   |  3 PagesIn modern society, the issue of free speech vs. censorship often comes up. It is a hot topic among those interested in social issues, and represents two well meaning but very different arguments. The argument for freedom of speech says that communication and connectivity promotes progress, while the argument for censorship says that silence and isolation promotes security. Freedom of speech usually refers to a citizens right to the expression and distribution of their opinions. The UniversalRead MoreEssay on On the Issue of Hate Speech1193 Words   |  5 PagesFirst Amendment and its protection of free speech. This protection allows a free exchange of ideas among the members of society. Without it, Americans would not be able to voice their criticisms against anything without having a fear of being arrested. However, in the past, the government has limited this fundamental right several times. During World War I, Charles Schenck passed out fliers criticizing the national draft. He was arrested, and the Supreme Court decided that his arrest was acceptable becauseRead MoreGerman Legislation Banned The Use Of Information From Social Networking Sites1476 Words   |  6 Pagesapplicants whose Facebook accounts are being screened by employers to determine their candidacy. The reason it does not protect is due to the fact that it is limited to speech rega rding matters of public concern, which are balanced against their employers’ business interests. â€Å"The U.S. Supreme Court has held that, if the employee s speech ‘cannot be fairly considered as relating to any matter of political, social, or other concern to the community, government officials should enjoy wide latitude inRead MoreWilliam W. Cape Jr.1276 Words   |  6 PagesDe Oratore† from Michel and Verdià ¨re instead. By studying the concrete source, especially from ancient times, and the interpretations years after, an author can come to his or her own conclusion and clarification. Because of the time lapse between modern and ancient, primary research is almost always nonexistent, meanwhile secondary research is typically the go-to for written history. Hence, authors must use interpretations and established, scripted works to formally answer a question. Cape can beRead MoreThe Right Of Free Speech Is A Citizen Of The United States Of America Essay1861 Words   |  8 Pages The right to free speech is one of the most precious rights an individual has as a citizen of the United States of America. This right gives people the opportunity to speak their mind and give their opinions of what they think should happen. These rights have been questioned and debated throughout history, and have produced extremely positive things in a lot of cases. The controversy of these rights are not secluded to one era of time; they have been questioned many different times, in many differentRead MoreThe Rise of WikiLeaks was both necessary and inevitable  ¨Reality is an aspect of property, it1700 Words   |  7 Pagesawareness of the site. According to Assange and the site wikileaks.org the aim is to provide public important news through the secure and anonymous way. Based on Declaration of Human Rights, the organization believes that everyone has a right of free speech and that any data should be transparent and freely available to public. Wiki-Leaks also introduced a new form journalism where the journalists are not motivated by profit or fame, but by an honest desire to reveal the truth and defend the principlesRead MoreWhat Role Did the American Media Play in the Vietnam War1741 Words   |  7 Pageswould turn on the television, there was always a broadcasting about the Vietnam War and antiwar protestors holding rallies. The media made sure to broadcast these protest to show the publics disproval of the Vietnam War and when the SDS gave their speech in front of the White House, the media was all over it. The publics distaste in the government escalated due to the Vietnam War Draft System . Many people felt that the system was flawed and corrupt and that the government was targeting people inRead MoreP.E.T.A.: Animal Rights, Human Abuse1707 Words   |  7 Pageshas blossomed into an exceptionally powerful speech community. Their main goal is to enlighten others about the prominent existence of animal cruelty in the world, hoping to gain enough power to abolish it, or at least prevent it from happening as often as it does. PETA uses language as a tool of power, verbalizing its message through controversial ad campaigns, rallies, marches and protests. PETA has also been very successful in using this tool in courts of law, filing lawsuits against those who theyRead MoreChristmas Trees in the Workplace and the First Amendment: An Overview of the Issue5305 Words   |  21 PagesEvolution of political and social context in relation to 1st Amendment The First Amendment as Freedom of Speech and Religious Expression Interpretation of Freedom of Speech Interpretation of Freedom of Religious Expression Limits to Amendment in contemporary society Literature Review Pre-1990 writings Contemporary scholarship Ethical considerations utilitarianism and deontology Historical Court Cases Historiography of Issue Evolution of Courts opinion and interpretation of the issue PolarizedRead MoreEssay about Freedom of the Press5620 Words   |  23 Pagesbe to keep that right; and were it left to me to decide whether we should have a government without newspapers, or newspapers without a government, I should not hesitate a moment to prefer the latter.   Ã‚  Ã‚  Ã‚  Ã‚   * * * * * The origins of freedom of speech and press are nearly alike, because critical utterances about the government, either written or spoken, were subject to punishment under English law. It did not matter whether what had been printed was true; government saw the very fact of the criticism

The Preamble Of The United States Constitution - 903 Words

The Preamble to the United States Constitution was written in 1787 but then ratified in 1788. James Madison helped shape the Constitution and Thomas Jefferson wrote the Declaration of Independence. The Preamble contains important phrases to help better understand our United States Constitution. When the Framers coin the phrase, â€Å"secure the blessings of liberty†, it means that citizens of the United States of America have freedoms that cannot be taken away by anyone and it limits the power of the United States government to ensure us â€Å"We the People†, of these freedoms. This phrase goes along with what is stated in our Declaration of Independence that, all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness†¦That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed. This idea was root ed both in American political history and in American political culture through the need for religious freedom, freedom of speech, and the balance of power. One of the main reasons why people were willing to move to this foreign and unfamiliar land was because they were desperate to find religious freedom. These people were immigrants from England who were living under the British government. During the time, people living in Europe were being persecuted for their faith so religion played a huge part in creating theShow MoreRelatedThe Preamble Is The Opening Statement Of The Constitution821 Words   |  4 PagesThe preamble is the opening statement of the Unites States constitution adopted in September 17, 1787. The preamble outlines and explains the reasons why the framers of the constitution made the United States a republic, by doing this; the founding fathers replaced the articles of confederation. The preamble helped explain why the constitution was written. The preamble can be broken down into many important phrases, each of them is important to understand the purpose of the United States constitutionRead MoreThe Nigerian Constitution in 1960 Essay1428 Words   |  6 PagesThe Nigerian Constitution in 1960 There appears to be a consensus among the rulers of Nigeria that the countrys Constitution needs review. The review is, in fact, going on and there is not much I can do about that. However, if given the balance of power in the country, a review is the only constitutional development possible at this stage, I would then pay attention to the general character and form of the Constitution rather than its specific contents, which à ± with regards to the power and welfareRead MoreThe Constitution Of The Confederate States1346 Words   |  6 PagesThe Constitution of the Confederate States of America was the supreme law of the Confederate States of America, as adopted on March 11, 1861, and in effect from February 22, 1862 through the conclusion of the American Civil War.[1] The Confederacy also operated under a Provisional Constitution from February 8, 1861 to February 22, 1862.[2] The original Provisional Constitution is currently located at the Museum of the Confederacy in Richmond, V irginia,[3] and differs slightly from the version laterRead MoreThe United States Constitution And The American Declaration Of Independence1525 Words   |  7 PagesThe United States Constitution and the American Declaration of Independence The Constitution of the United States of America is always touted and considered by many across the globe as one of the most liberal and people-friendly Constitutions in the world over. This assertion flows from the lofty language with which the document was written by its drafters and further inherent in the subsequent amendments. It represents the supreme law of the U.S, having been promulgated back in 1778. On the otherRead MoreThe Constitution Of The United States885 Words   |  4 Pages In 1787, our founding fathers came up with a few principles that would establish what we now know as the United States of America. These principles were put on paper to serve as a guideline for how the United States would be operated and structured. This historical piece paper became known as the Constitution of the United States. In the Constitution, a Preamble is implemented at the beginning that essentially tells what the founding fathers set out to do. â€Å"We The People, in order to form a moreRead MoreContributors to our Successful Government Essay853 Words   |  4 Pagesthe top contributors include; The Articles of Confederation, Thomas Paines Common Sense, Early State Constitutions, The Annapolis convention, And Thomas Jeffersons Declaration of independence ( the Preamble). In 1754, during the Revolutionary War the Continental congress created the Articles of Confederations, as a format for a United Government. The Articles of Confederation linked the 13 states together to deal with common problems, but in practice they did more than provide a legal basisRead MoreDifferences Between The Articles Of Confederation And The Constitution1162 Words   |  5 PagesThe Articles of Confederation and the Constitution are two different types of Government. There are many differences between the two, for example, the Articles of Confederation were made for the original 13 colonies. The constitution was made for the United States of America. The Articles of Confederation were the first set of Government rules. The Articles of Confederation were written on November 15, 1777. They were written by John Dickinson, and there were many other drafts written at the timeRead MoreConstitution and Systems of Georgia Essay925 Words   |  4 PagesConstitution and Systems of Georgia CaSandra Edmonds POL 215 January 10, 2011 Rosalind McAdams Constitution and Systems of Georgia â€Å"To perpetuate the principles of free government, insure justice to all, preserve peace, promote the interest and happiness of the citizen and of the family† (Constitution of the state of Georgia, 2007, p. 4). These words begin the preamble of the Constitution of the State of Georgia. Within the realms of reality, every individual needs to believe that preservingRead MoreHuman Rights And The Declaration Of Independence942 Words   |  4 PagesWhen an individual is born, they are automatically given human rights. Human rights are rights that are entitled to every human regardless of sex, race, ethnic origin, or status. Within our Nation, the Declaration of Independence and the Constitution were very important documents that changed how we lived. These documents were established on the foundation of human rights because of how essential every man was in the country. Human rights play a major role within our life but not everyone is awareRead MoreAnalysis Of Peter Cha rles Hoffer s For Ourselves And Our Posterity955 Words   |  4 PagesIn Peter Charles Hoffer’s For Ourselves and Our Posterity, he talks about how the preamble to the constitution was such a transcendent idea. 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Financial Globalization The International Economic System

The financial globalization is growing nowadays and it is important to know what its causes are and how they influence the world’s economics or one of the separate countries. The main area of globalization is the international economic system (economics), i.e. global industry; the exchange and consumption done by the enterprises in their national economies and in the world market. As a result of the globalization, the financial capital gained the considerable mobility, seeking for the most attractive and profitable opportunities. Financial globalization has increased the influence of international markets on the operations of lending and borrowing by the residents of different countries. This process has led to the growth of the international network of financial institutions and corporations, and to fundamental changes in their systems of organization of flows of funds management. At the same time, the financial globalization seriously affects different countries, as the competition of national economies for credit resources, which are freely reallocated on the scale of the new global world economy, becomes tougher in new conditions. As for this paper, t he focus lies in arguing that microeconomic principles were applied to promote recovery in South America, Poland, India, and Russia, since it proved to be the only way to stabilize the decaying economics of the abovementioned countries. Considering the microeconomic policy prescriptions, it is worth saying that RussiaShow MoreRelatedHow Globalization Affects Developing Countries?1504 Words   |  7 PagesHow Globalization Affects Developed Countries The phenomenon of globalization began in a primitive form when humans first settled into different areas of the world; however, it has shown a rather steady and rapid progress in the recent times and has become an international dynamic which, due to technological advancements, has increased in speed and scale, so that countries in all five continents have been affected and engaged. What Is Globalization? Globalization is defined as a process which, basedRead MoreThe Globalization Of The World Economies Is A Direct Result Of Globalization1309 Words   |  6 PagesOver the past few decades, particularly during the 2000s, financial markets around the globe have become increasingly interconnected (Shmukler, 2004). This mounting integration of the world economies is a direct result of globalization. Particularly, the globalization of financial markets is characterized by substantial cross-national flows of capital and the development of a large foreign exchange market. Every day around the world, banks and stockbrokers transfer vast amounts of money across countryRead MoreAlan Ainsworth s The 75 Arguments : An Anthology1399 Words   |  6 PagesBusiness and Economics The reading is contained in Alan Ainsworth’s book â€Å"The 75 Arguments: An Anthology† that addresses different arguments in various subjects including technology, marriage, race, globalization, economics, among others. The book presents arguments about the relationship between organizations’ responsibilities and the economy. 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A) World Trade Organization B) the Sarbanes-Oxley Act C) multilateral development banks D) the Organization for Economic Cooperation and Development Answer: A 2) Which one of the following is an investment from which the payoff over time is derived from the performanceRead MoreEssay on Globalization: Sharing Our Prosperity With the World1388 Words   |  6 Pages Globalization is the growing interdependence of the worlds people that involves the integration of economies, technologies, and cultures (Bradshaw). It is described as the increased movement of people, knowledge and ideas, and goods and money across national borders that have led to the increased interconnectedness among the world. 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In fact, over 36% of all foreign inflows were to developing countries in 2005, (Bà ¼the 741). This shift has been accompanied by varying regulatory demands from a growing body of stakeholders, with attempts to govern foreign direct investment (FDI) and finance that have experienced varying levels of effectiveness and support. FDI is the international flow of firm-specific capital, such asRead MoreInternational Financial Institutions1391 Words   |  6 Pagesits underlying operations each successive year. International trade has had a profound impact on global wealth while also increasing the quality of life for societies around the world. Banking, and in particular, international banking facilities the exchange of capital to areas of the world that need it. These inflows of capital help to foster ingenuity, creativity, and innovation to help spur international growth. As such, each year, globalization plays a more profound role in regards to the nationalRead MoreEssay on Winners and Losers in Globalization598 Words   |  3 Pages Globalization is an increasingly close international integration of markets for goods, services and factors of production, labor and capital. Right after the World War II, the world has witnessed a spread of markets and multilateral development from which no country can operat e independently. This multi-dimensional process has different impacts on different countries, depending on the level of economic development and political influence, and it has both positive and negative consequences for human

The darkness closed in over her †Creative extended writing Free Essays

string(63) " What could he mean again\? Have they met before\? Impossible\." The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life. We will write a custom essay sample on The darkness closed in over her – Creative extended writing or any similar topic only for you Order Now â€Å"Don’t hurt me,† she sobbed. â€Å"Please don’t hurt me†. Still he came, closing in on her. The silence was deadly. She huddled against the cold, damp wall, paralysed with fear. She thought that if she moved he would easily find her, but it was useless, he knew where she was anyway. She tried closing her eyes and block out thoughts of what he would do, willing herself to disappear. There was no escape now. She was stuck, watching him draw nearer, if she closed her eyes, visions would appear. Horrible visions of him committing the deadly crime. Over and over in her mind, she could see herself being killed and lying dead on the dark floor of the secluded warehouse. â€Å"No!† she screamed. Eyes wide open. She couldn’t believe it. She was alive. He was gone. It had changed, there was no longer the dripping pipes or piled boxes of the warehouse. Instead, she found herself in a green field, daisies and rabbits everywhere. She was stunned, suddenly the terrible death scene had transformed into something completely different. Something she liked. The sun was setting over the hills, the gentle breeze caressing her face. She sat on a soft patch of heather and sighed. Turning to see the view, everything disappeared from her line of sight and all she saw was rubble flying everywhere. An earthquake, maybe, or a bomb. She crouched down to dodge the rocks that were falling like rain. Then she felt the rocks start to disintegrate beneath her. She started to panic. What was happening? She fell and landed on something soft. It looked familiar, where was she? â€Å"I know this place,† she whispered to herself. She felt soft flooring underneath the soles of her bare feet. Reaching down with her hand, she touched a rug. Her rug. She was back in her room. But something was different. Something was missing. Light. Everything was in darkness and the atmosphere was eerie. Something wasn’t quite right. She tried closing her eyes tight again, imagined she was somewhere else. Hoping that when she opened her eyes again, everything would be okay. But things don’t work that way. Horror struck as she realised she couldn’t open her eyes. â€Å"I can’t open my eyes!† she screamed, running into the wall. She desperately clawed at her eyes but to no avail. Then ‘POP!’ Her ears popped and she lost all sense of hearing. Deaf, blind, it can’t get any worse! Could it? Just as she thought it was the end, the vision of her home faded into sight. Taking a deep breath, she stepped into the hallway. Smiling as she recognised each and every familiar crack in the paintwork. Her dads’ handiwork. â€Å"Ahem.† She spun round to face a police officer. â€Å"And what are you doing here young lady?† he said in an immaculate British accent. â€Å"I†¦I live here† she stammered. â€Å"Preposterous!† cried the police officer. â€Å"You can’t live here!† close to tears, she looked him in the eye and said. â€Å"Why not?† Just as the police officer was about to answer, her little brother stared at her in shock from behind him. His face completely drained of colour. He gulped and said â€Å"Officer, tell me you can see her too.† What was going on? Had he gone crazy? Was something going on in his warped 14 year old mind? What could he possibly mean by that? â€Å"Yes I see her. What a strange thing to ask. She obviously there, I mean†¦Ã¢â‚¬  he stopped dead in his tracks. â€Å"Oh goodness. Is that†¦?† her brother nodded slowly, hardly believing it himself. â€Å"But that’s impossible!† exclaimed the police officer. â€Å"How can it be?† â€Å"How can what be?† she asked. â€Å"What’s going on?† she stared at her brother, waiting for him to answer. â€Å"You’re dead.† It was so simple. Amazing what two little words could do. She couldn’t believe her ears. â€Å"I’m what?† she whispered. â€Å"You’re dead sis. But then, how come I can see you? Are you like†¦some kind of spirit now? A ghost?† she stared blankly at him. He stared expectantly back into her eyes. Amidst the silence, the police officer crept away. â€Å"I†¦I don’t know.† She said. â€Å"Am I†¦Am I dreaming?† she stammered. Confused, she held her heavy head in her hands. Her eyes rolled into her head and colours swirled in her mind. She felt as light as air. Just like a ghost! She looked at her hands and she could see her brothers’ horrified face through them. â€Å"Delise?† he cried her name. She was too shocked to speak as she faded away into nothingness, or so her brother thought. She found herself in a beautiful, peaceful garden, full of tulips, her favourite. There was a sparkling pond with a weeping willow hanging over it providing some cool shade. She couldn’t help but relax and it felt so good. There was a tall, young man standing in the middle of it, she wondered how she had not noticed him until just now. â€Å"Delise Patterson,† he smiled. â€Å"I’ve been expecting you† â€Å"I’m dead,† was all she could say. â€Å"No people never die, you are not a ghost, you are a person. That body was your ghost. Now you are free of it. Now you are nothing but yourself, like it was meant to be.† He smiled warmly at her but she didn’t return it. â€Å"I have to go back! I want to go back!† she cried. â€Å"Why would you want to return to a place where you can feel pain, where you can get hurt, where you can hurt others?† he asked, â€Å"This is paradise.† â€Å"I was murdered! Please show me how to go back!† she screamed. â€Å"Why do you want to go back?† he repeated the question patiently. â€Å"I have to find the bastard who killed me!† she screamed angrily. â€Å"No!† he flared out. â€Å"I’m not letting you get away! Not again, not ever.† â€Å"Get away again?† she said to herself. What could he mean again? Have they met before? Impossible. You read "The darkness closed in over her – Creative extended writing" in category "Papers" She was sure she could recognise a face like that. Beautiful, yet twisted. Charming, yet deceptive. Cocky, yet hesitant. â€Å"Never again will I let you escape. My whole life spent searching for something, and in a matter of seconds, it’s gone. She’s gone. You, were gone.† He said, close to tears. Delise could sense that if she didn’t do anything soon, he’d be sobbing uncontrollably and she’d never get out. She’d never go back. Back home. But she needed to get back to take her wicked revenge. â€Å"Please stop crying. I†¦I will come back.† But he still wept. Delise was starting to get irritated. â€Å"Come on don’t be pathetic, what do you mean you won’t let me go again?† â€Å"You don’t recognise me do you?† he said through tears. â€Å"Why should I?† she asked, puzzled. â€Å"How can I recognise you if I don’t know who you are?† â€Å"But you DO know me. You DO!† he cried. â€Å"How can you not recognise your own brother?† Silence. â€Å"Tim?† she whispered. â€Å"Yes,† he whispered back. â€Å"Tim.† He didn’t know why he did that. Lied to her. He guessed Tim was her brother. He’d change his name to Tim now. Yes. Tim. â€Å"You look so different.† She said stunned. â€Å"Tim. If you love me, you will let me go back. Don’t you want the person who murdered me to get what they deserve? She sobbed. â€Å"You’re not dead.† He said. â€Å"How many times do I need to tell you? You’re not dead!† he paused. How could he come up with a believable reason? â€Å"I took you here to be†¦safe.† Delise stared in disbelief. â€Å"I didn’t want you to get hurt.† He said. â€Å"Hurt?† she questioned. â€Å"Yes. Hurt. Hurt by†¦me.† â€Å"What? But you’re my brother! Why would you hurt me?† she cried. â€Å"I’m not your brother and you can’t leave. I have to protect you from him.† â€Å"This is crazy.† She said. â€Å"I’m protecting you from him, the guy in the sky, the man upstairs, GOD.† â€Å"What? I’d rather be dead than stay here with you, you psycho.† â€Å"Oh no you don’t.† he muttered. â€Å"Nobody stands up to me and gets away with it!† he screamed. â€Å"I am the most powerful being there is! Fear me mortal!† â€Å"DELISE!† she heard a man’s voice. â€Å"Don’t look into his eyes! It’s Satan!† Satan? She knew she was in real trouble now. Clamping her eyes shut she screamed for help. Nobody came. The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life†¦ She felt dizzy. Exhausted and sick. Ill with confusion. Fatigued, she fell into a deep sleep. * * * * * Delise awoke to the sound of humming. A mellifluous tune. Calming and dreamy. She hummed along as if she knew the tune all her life. Smiling, she sat up. Beside her, a man in his early twenties aroused, dazed. Not the man she met in the garden, he was too peaceful to be evil. â€Å"Delise,† he whispered. â€Å"Is it really you?† â€Å"Yes.† She whispered back. â€Å"Who are you?† â€Å"Tim.† He smiled. Truth in his eyes. Eyes that have seen too much. Eyes like Delise’s. â€Å"It’s really you this time, I can tell.† She said. â€Å"Oh Tim!† she cried as she threw her arms around him. â€Å"I won’t ever leave you again.† Tim’s eyes started to fill with tears â€Å"That day†¦when the house was burgled and mum and dad†¦well you know†¦where did you go?† he whispered between sobs. â€Å"You just sort of†¦faded out of sight. All those years I thought you were dead.† He sobbed. â€Å"I’m sorry Tim.† She really was. â€Å"I was so alone! My friends turned on me. They called me an unwanted orphan. So long, Delise, too long.† â€Å"Do they still†¦Ã¢â‚¬  she couldn’t think of what to say. â€Å"Bully me? Call me names? No.† He said. â€Å"Never again. I am forever rid of them. The world is forever rid of them.† Her eyes widened in shock. â€Å"Oh Tim you didn’t did you? Oh please say it’s not true!† she wept hysterically. Without waiting for his answer, she ran. She ran for what seemed like forever until she was out of breath. Panting, she rested her pounding head on the cool wall of the dimly lit corridor. By now, she was sobbing uncontrollably, she couldn’t, wouldn’t believe it. Her little brother? He’s a†¦she couldn’t bring herself to even think the word. Suddenly, she froze. Footsteps. Behind her. She waited. Still the footsteps drew nearer, ever closer, the pace matching that of her hearts’. Spinning round, she searched for the eyes of her stalker. There was no one there. â€Å"Delise.† Said a voice behind her. She gasped in horror. â€Å"Murderer.† Whispered Delise. â€Å"Delise, you need to understand, I had to do it. There was no other option.† â€Å"No other option.† Said Delise coolly. â€Å"No other option!† she turned on him, pushing and shoving, wrapping her slender but strong arms around his dark neck. â€Å"Don’t give me that you little piece of shit! I’m ashamed of you Tim. You are a disgrace.† She hissed. â€Å"It was either them or me. Satan is in charge of the world now and he controls everything. There’s no escape Delise. He’s even watching us right now. He makes people fight for his fun, but there’s no loser until someone dies. They had to die.† Still hitting him, but now more feebly, she wept. She wept for her brother, she wept for those he killed, but more than anything, she wept for herself as she saw an image play in her mind. She was standing, covered in blood. Someone else’s blood. â€Å"This is it. You ready?† sneered a woman also covered in blood. Delise glared hard at her. â€Å"You look just like my mother. I’m home† she spat back. Screaming, the anonymous woman ran at her dagger at the ready. Barbarically, Delise mirrored her actions but was a split second too late. The cold metal touched her skin seductively before breaking the skin, scraping her ribcage, piercing her already broken heart. Eyes wide open; Delise didn’t even have a chance to scream. The taste of fresh blood in her dry mouth, gushing out onto the sandy floor. A stinging mixture of blood, sweat and tears as she realised this was no vision. She fell forwards, pushing the dagger all the way through so that it protruded her back. The darkness closed in over her. She could feel it getting nearer. Every breath a vicious flash back of her life. Closing her eyes, she let herself drift into sleep, never to wake again. How to cite The darkness closed in over her – Creative extended writing, Papers

Mise En Scene in Sofia Coppola’s the Virgin Suicides Essay Example For Students

Mise En Scene in Sofia Coppola’s the Virgin Suicides Essay Director Sofia Carmina Copolla has been known for her ultra-feminine. visually fashionable. rather pretentious intervention of her movies. . Her love for humanistic disciplines and manner contributes to the really animal and appealing signifier of her work. One of her earlier movies. The Virgin Suicides. is a testament to this ; with its soft colour pallets. moony soundtrack. and the liminal and transitional subject of the narrative that captures the force per unit areas of traveling through adolescent rites of transition: first dance. first buss. losing 1s virginity. The cryptic Lisbon girls’ self-destructions is told to us by an anon. male child that represents the group of male childs that have loved. revered and wondered at the Lisbon misss and were the last to see them alive. In the scene wherein they get a clasp of Cecilia’s journal. the manager establishes merely how much of a enigma these misss are to the male childs. We are neer given a clear image as to the girls’ white-picket-fence suburban lives and the things that might hold lead to Cecilia’s self-destruction ; lone rumours and chitchat offered by neighbours. narrated by the male childs ; that’s why the diary serves as both a vehicle for the promotion of the secret plan and an of import medium to pass on to us the Lisbon girls’ ideas and feelings in a distant yet really personal manner. The male childs wanted to cognize what could hold triggered the decease of one them. and in cognizing more about them. they come to fall in love with the elusive Lisbon misss. Even the diary prop. inexperienced person in the manner that it was made–with the spines of rainbows. drawings of flowers. written in beautiful cursive–contained improbably sad anecdotes about Cecilia and the misss. It was about a prefiguration of the things to come ; how the inexperienced person. beatific misss could perpetrate suicide for no readily evident ground. The diary scene starts with the male childs tossing through the pages together. It is of import that we go together with the male childs through their journey in treating their information and feelings towards the misss. In this scene we are given our ain infinite in the circle. as one of the research workers of Cecilia’s self-destruction. in the manner the shootings were framed. Medium to shut up shootings of the diary prop and the male childs makes us experience like fellow speculators. looking over the shoulders of others in an effort to calculate out what’s traveling on. It is of import to observe besides. the contrast in colour. from the circle of male childs hanging out in a room. to the dreamy. imagined diary entries. The really masculine solid blues. striped leafy vegetables. dark reds of their costumes. the grey checked walls and bed sheets ; passages to the quietly lit. and cross-fading yellows. oranges. sky blues and hayfield leafy vegetables of the misss. The diary entry collages is how the male childs would wish to conceive of the Lisbon misss. as the voice over says. â€Å"we knew that the misss were really adult females in camouflage. and that they understood love. and even death† It starts with them reading through entry after entry. looking for anything that might explicate Cecilia’s self-destruction. They skim through a few. non really interested in anything. Boring. thinks the cats. One of the male childs say â€Å"how many pages can you compose about deceasing trees? † It is merely until they encounter entries that tell of the Lisbon sisters that their attending is shifted from looking for something to happening out about the misss. It is interspersed with half-a-second cartridge holders of Lux that looked about like it was taken from a home-made picture ; it is punctuated with merely the get downing beats of Air’s Ce Matin La. The discontinuity of the music and the cartridge holders of Lux connotes that this is non what they were looking for. as it merely of all time induces splinters of imagined flashbacks with the misss. but they were near. .u4605e666fbfeb506958427e3bb997ca6 , .u4605e666fbfeb506958427e3bb997ca6 .postImageUrl , .u4605e666fbfeb506958427e3bb997ca6 .centered-text-area { min-height: 80px; position: relative; } .u4605e666fbfeb506958427e3bb997ca6 , .u4605e666fbfeb506958427e3bb997ca6:hover , .u4605e666fbfeb506958427e3bb997ca6:visited , .u4605e666fbfeb506958427e3bb997ca6:active { border:0!important; } .u4605e666fbfeb506958427e3bb997ca6 .clearfix:after { content: ""; display: table; clear: both; } .u4605e666fbfeb506958427e3bb997ca6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4605e666fbfeb506958427e3bb997ca6:active , .u4605e666fbfeb506958427e3bb997ca6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4605e666fbfeb506958427e3bb997ca6 .centered-text-area { width: 100%; position: relative ; } .u4605e666fbfeb506958427e3bb997ca6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4605e666fbfeb506958427e3bb997ca6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4605e666fbfeb506958427e3bb997ca6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4605e666fbfeb506958427e3bb997ca6:hover .ctaButton { background-color: #34495E!important; } .u4605e666fbfeb506958427e3bb997ca6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4605e666fbfeb506958427e3bb997ca6 .u4605e666fbfeb506958427e3bb997ca6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4605e666fbfeb506958427e3bb997ca6:after { content: ""; display: block; clear: both; } READ: Table 3.4 Some Common Polyatomic IonsThe male childs settle on an entry that tells of Lux’s relationship with Kevin Heines the refuse adult male and the music continues and this clip. does non halt. as Cecilia voices over entry after entry with a collage of the playful misss. This is how the male childs see the misss through the diary ; planing through the pages. they see fragments and glances of their memories. ideas. and feelings ; and so it is merely suiting that this is how they imagine them every bit good. In merely second-long cartridge holders of languid camera motions. extreme close ups of desirable oral cavities. desirable hair brushing desirable eyes. cross-fading to unicorns and pyrotechnics. tree swings. green hayfields and pure white clouds. â€Å"And so we started to larn about their lives† the voiceover says. They saw through the diary how improbably still and smothering a sheltered Lisbon girl’s life could be. â€Å"the manner it made your head active and moony and you ended up cognizing what colourss go together† The phantasmagoric picture collage. and the Lux imagined flashbacks. all contribute to the feeling of enigma and disaffection that the misss bring. A journal can merely of all time uncover so much about a miss. allow entirely a group of misss. The male childs realize that they can neer cognize the misss in their entireness. To farther thrust this point place. the scene ends with the screen melting to black. with merely the voiceover stating â€Å"we knew that they knew everything about us. and we couldn’t penetrate them at all† this so adds to the ulterior defeat of the girls’ self-destructions. such that. by the terminal of the movie. the group of male childs that have fallen in love with the misss. say that they will pass the remainder of their lives seeking to set together the insolvable enigma of the Lisbon sisters.

Impact of ADHD on Classroom-Free-Samples-Myassignmenthelp.com

Question: Disucss about the Impact of ADHD on Classroom Performance. Answer: Introduction Attention Deficit Hyperactivity Disorder (ADHD) is described by persistent and developmentally unsuitable complicatedness with concentration, rashness and hyperactivity. Aggression, nonconformity and angst are some of the behavioral problems associated with ADHD. Children with ADHD are not likely to make friends or grab teachers attention in the classroom. They are often perceived as students with special needs. On the academic front, students with ADHD are expected to perform poorly. In addition, their chances of being retained during elementary school are higher than students without ADHD. DuPaul, Weyandt and Janusis (2011), point out the three most basic interventions for students with ADHD, which includes behavioral intervention, adjustments to academic directives and home-school communications program. They further argue that pharmacological treatment to reduce ADHD symptoms however affective is not sufficient. The authors have also laid stress on the behavioral impact of students with ADHD on classroom. The ratio of students with ADHD to that of students without it is quite low and thus it is difficult for teachers to address their impulsive behavior. Interventions to tackle ADHD Students with ADHD tend to be weak when it comes to self-regulation that is organizing themselves on their own. In addition, they have a weak working memory that leads to poorer academic performance and reduced interactions with peer. Teachers face troubles controlling these students, which in turn affects the overall environment of the class. Academic intervention Hart et al., (2011) have highlighted the academic as well as behavioral impact on classroom with students having ADHD. They have studied the behavior of ADHD students in different groups and found that those students responded better during small-group instructions. This brings forth the issue of the degrading academic performance of the students with ADHD and the lack of concrete solution in schools to assist them. A systematic approach to address this issue has to be adopted. Teachers need to be given training on the ways to detect and address issues of students with ADHD. The school-based services to assist ADHD students must be evaluated and updated as per the situation and needs of the students. Teachers must encourage other students to be more lenient and humble towards their peers having ADHD syndrome. According to Martinussen et al., (2006), ADHD is identified in preschool age children. However, they also put forward views that low scores and poor grades at the school level is the result of inattentive behavioral dimension and not hyperactive impulse behavior. They outlined the facts that ADHD symptoms may not be perceived in its early age as it starts with mild then goes to moderate and then becomes severe. Therefore, it is important for teachers, they say, to understand the mild and moderate behavioral symptoms like inattentiveness to studies. Hart et al., (2011) opine that lot of students with ADHD syndrome receives school-based services that include behavioral and learning involvement. However, it has been found that these services are of little or no effect to these students. A deeper study on their behaviors and its impact on academic performance have to be carried out. It is essential for teachers to realize that ADHD symptoms occur on a continuous basis and must be addressed at an early age. Evidences are there that support the fact that students with ADHD respond better to situations where they are given the opportunity to respond and in situations where they get feedback from the educators. Encouragement and confidence building play a significant role in boosting the morale of a student and especially students with ADHD. It is a prerequisite for teachers to develop a classroom environment that fits the features of each student. in addition, teachers also have to keep on interacting with the students with ADHD so that they do not feel left alone or separated. The students without ADHD may also be encouraged by the teachers to befriend the students with ADHD and involve in productive tasks such as reading and other activities. Behavioral Interventions Both antecedent and consequence-based strategies are included in the behavioral intercessions for students with ADHD. In accordance with this method, teachers can post rules that need to be followed by students in the classroom. Antecedent refers to the events leading up to any unwarranted behavior as per DuPaul, Weyandt and Janusis (2011). Thus, in order to prevent that incident from occurring, teachers can strategize and analyze the rules that they want every student to abide by. However, they must be cautious not to include too many rules as it might have an adverse affect on the students with ADHD. In addition, the rules should be written in a positive manner that is, the students must not be instructed to behave properly but must be asked what things they have to do are. Consequence-based strategy to manage behavioral impact includes management of a specific situation to adjust the regularity of that behavior. Teachers in schools have applied several consequence-based strategies to counter the hyperactive-impulsive behavior of students with ADHD. Some of which are conditional positive corroboration, response cost and self-management interventions. The most common and useful method however is the conditional positive corroboration. In this method, the teacher appreciates and praises a student suffering from ADHD syndrome for the successful completion of any task. Teachers also reward the students with things like poker chips or sticker points that can be exchanged at the end of the day to play computer games or do other activities. It must although be bore in mind that the reinforcements must not be commonplace as it might reduce the students interest in completing a task. Teachers must evolve fresh ways to reward the student and keep them involved an d in the task. DuPaul, Weyandt and Janusis (2011) argue that behavioral intervention and stimulant prescription are alone not enough to improve the academic performance of the students with ADHD. Academic intervention that directly addresses the academic weakness of the students is necessary to improve academic performance. A teacher-intervened instruction is an effective method to better academic performance of ADHD students. Studies have found that students with ADHD respond better when taking notes or appearing for tests during direct teacher instructions. It also needs to be mentioned that in the age of technology, computer-aided teaching also boosts the academic performance of not only students with ADHD but also everyone. Utilizing computer-aided teaching to teach subjects such as mathematics and other readings could significantly improve academic performance of the students with ADHD. Teachers can also promote peer instructions in reading, spelling or doing math. Peer instructions or tutoring also benefit students with ADHD to improve their academic performance. Academic intervention if exploited properly could largely assist students with ADHD in improving not only their skills in academy but also feel related to the classroom environment (DuPaul, Weyandt Janusis, 2011). Martinussen et al., (2006) while stressing on the need for interventions, also state that a single-method-to-all approach is unlikely to yield considerable results. According to them, children with ADHD must be intervened as per their individual requirements. In order to meet this demand, they have developed a method that involves a five-stage process. The first stage is the analysis of classroom curriculum and activities; second stage is identification of strengths and weaknesses of the students; third stage includes goals to be set for students and categorize progress indicators; the fourth stage comprises action plan identification, management, instructional plan utilization and the final stage includes supervising progress. These five stages could assist the teachers to understand and work upon the academic needs of the students with ADHD. Through these five stages, the teachers could focus on the four key areas of learning for the students. These are context of learning, language of instruction, child strategies and instructional supports. All these key areas when clearly addressed may greatly assist the teacher to implement strategies with a clearer view to approach students with ADHD. As advocated by Hart et al., (2011), small-group instructions for students with ADHD is an improved way to help students with ADHD learn better in classrooms. They further lament that there are few or no research carried out to evaluate systematically the practices that assist in handling these students. Conclusion Therefore, it can be concluded that researches and experiments have been done to devise ways for improving the behavior and academic skills of students with ADHD. The essay discusses the prominent methods and process involved with additional recommendations as to how teachers and educators can equip themselves to handle such students. ADHD is a problem that needs attention from an early age as discussed in the essay above and a cooperative attitude from both teachers and parents is needed. Every student has unique syndrome of ADHD and it must be treated accordingly. Behavioral and academic interventions are although the two basic methods but variations and modifications must be done in order to help the students with ADHD. Medicinal treatment while effective only decreases the symptoms but does not help in confidence boosting. This has to be done by the teachers at school in the classroom. Once this is achieved, ADHD students may no longer feel isolated. References: DuPaul, G., Weyandt, L., Janusis, G. (2011). ADHD in the Classroom: Effective Intervention Strategies.Theory Into Practice,50(1), 35-42. https://dx.doi.org/10.1080/00405841.2011.534935 Hart, K. C., Massetti, G. M., Fabiano, G. A., Pariseau, M. E., Pelham Jr, W. E. (2011). Impact of group size on classroom on-task behavior and work productivity in children with ADHD.Journal of Emotional and Behavioral Disorders,19(1), 55-64. Martinussen, R. L., Tannock, R., Chaban, P., McInnes, A., Ferguson, B. (2006). Increasing awareness and understanding of attention deficit hyperactivity disorder (ADHD) in education to promote better academic outcomes for students with ADHD.Exceptionality Education Canada,16(2/3), 107.