Roman Law Essays (736 words) - Roman Law, Roman Republic

Roman Law Roman Law Romans did not have very complicated laws but when they were broken there was very heavy punishment. Roman laws influenced most of the laws we have now and most of the laws of other countries. America's court system was modeled around the Roman court system. They had upper courts and lower courts and that was what built our strong court system now. One thing that we did not take from the Romans is the right to be a Citizen. In Rome there were very strict class systems and they were classified greatly by clothes, shelter, and seating at the games. The word citizen for them meant that you had to be free and lived in Rome. The class system was always followed no matter what. You could move up from your rank in society but then you would have to work really hard and it was not easy because people would still look at you as a low class. The class systems from highest to lowest were the senators, councilmen and their families. Then came the regular middle class citizens, next were the Plebeians who were very poor but not slaves and last was the slaves who owned nothing at all not even the clothes on their back because it all belonged to their master. Therefore, if slaves were caught running away they were brought upon charges of theft for stealing themselves and their masters clothing. Stealing held a very heavy punishment and that punishment was always upheld. The punishment was capital punishment and all of this was done to teach them a lesson. Some say the Romans had a very strange way of doing things but, the way their country was setup most of their laws were necessary for them. All of this got started with the Twelve Tables of Rome. Which were much like the Ten Commandments except man made them up. They were engraved into Bronze tablets and made up by ten Roman Magistrates around early 450 BC. The laws were really made to please the Plebeians because they complained that they didn't get any rights because the laws were never written down and were often changed. After this the Plebeians could no longer be fooled because the Twelve Tables covered all aspects of the law briefly stating the crime and then the punishment. This was where the court system came in because the courts were the ones that had to follow by the Twelve Tables and there was no way to cheat the Plebeians because the laws were in the main Forum hanging up for those purposes. Since our court system was modeled around theirs then it was basically like it is now. They had upper courts and lower courts and the right to an appeal was very well granted but only with good reasoning. The only thing about their court system that we did not take on in a big way is capital punishment. I say this because the Romans loved to kill any one who broke any of their laws but we do not kill unless you have killed first. Another aspect of Roman law is crucifixion, which was what was done to Jesus Christ. The Romans show very little mercy on anyone who comes across them. They show even less mercy to strangers that try to change them because nobody likes change but the Roman officials despised it because it would no longer make them rich and powerful to the people. Family laws were less harsh than state laws. Family law was much different especially for higher classed people. The children of that time were beat on occasion when they did something wrong but it was never on a regular basis. They had hearts when it came to family. The girls still had very little freedom to choose husbands and to plan their own life and they were married off very early. To parents it was a relief to finally marry off their girl child but to marry of a boy child meant more wealth to their family. In Conclusion the Romans had a very uncomplicated legal system and since everything was so easy to comprehend if you broke one of their laws sixty percent of the time you were sentenced to death with out thinking but other times you were just banished. Our laws came straight from out of Rome because the law system worked very well for them. Only certain aspects of their laws were not adopted by us because they were thought to be too cruel. But, what could you say except for

Drinking age debate Essays

Drinking age debate Essays Drinking age debate Paper Drinking age debate Paper How Old is Old Enough? Drinking Age 11/11/2011 How old is old enough to have an alcoholic beverage? Iris Cummings The legal drinking age is a topic that has come up for, and will continue to come up for, many years. The main question that needs to be answered is what is it that determines when a person is able to drink. Should we continue to base the drinking level on age or should we look at other characteristics. Those enrolled in the military have special benefits when it comes to drinking. In the year of 2011, the legal drinking age in the United States for all non-military people is 21 years of age. There is research for both sides of the spectrum. Some believe that the age should be lowered from 21, while others believe 21 is the perfect age. Then there are the people who say that the drinking age should be taken even higher than 21 . Some want the drinking age to be as high as 25. Will lowering the drinking age stop teens from binge drinking? If we take the drinking age higher, will it simply cause rebellion in the teen world? Many feel as though the law of 21 before drinking saves 1,000 deaths per year. The numbers of teens killed in alcohol related accidents have ropped somewhere from 11-16 percent since the 21 law have been implemented. Taking on higher drinking ages allows for a low intoxication level. For instance, in Georgia, where 21 is the legal drinking age, the blood alcohol level to be considered intoxicated is sitting at 0. 08 percent. In places such as New Hampshire, where Arizona is the legal drinking age, blood alcohol content level is listed as high as 0. 15 (Carter). These levels start to become dangerous when one realizes that one drink can cause a persons blood alcohol content to be 0. 2. If teen blows even 0. 1 into a breathalyzer, it is a crime of underage drinking. The punishment of underage drinking includes a large fine and even Jail time (Ash). It is taken very seriously in order to encourage teens to not even take that one sip betore they are ot age. It we were to lower the drinking age below 21, there is research that shows binge drinking in teens will rise to an alarmingly high rate within a single year. It would also lead to a negative impact on the cognitive development among our countrys youth. The brain is not fully developed during a persons teen years. Drinking too early could cause a permanent slowness in the rate of brain development and would be reflected in the education realm. Underage consumption of alcohol could cause handicaps that affect the consumer for years to come. A host of research formulated in a news paper by Andy Lewis, the ERLCs research editor, shows that lowering age restrictions for alcohol consumption would not reverse negative trends but enhance them, a fallout for youth and society that would only snowball. Among his findings, Lewis found that a lowered legal drinking age Would result in drinking at ven younger ages, increased cases of drunken driving, more vehicular accidents, and higher levels binge drinking, especially among teenagers. (Bond) Many cases of binge drinking come from college students between the ages of 18 and 20 years old. Lewis thinks that lowering the drinking age would encourage even younger age groups to incur binge drinking. He believes that teens as young as 13 years old will be involved in the peer pressure to drink. This could cause more alcohol related accidents because it involves drinking large amounts of alcohol very quickly. A 13- ear-old does not have a fully developed frontal lobe and even without alcohol will make some decisions that are not in ones best interest. The influence of alcohol working against an underdeveloped mind and underdeveloped motor skills it leads to disaster. There will always be an age implemented in the law for drinking, but some feel as though the law does not apply to them. How is it that 18-year-olds get alcohol when they are not even old enough to walk into a liquor store? Those who use their ID to obtain alcohol for younger individuals are breaking the law. The adopted slogan is Its your ID, you use it. There are cases where parents allow their children and other peoples children to drink at their expense. They argue that what goes on in the walls of their own house is their business and that it stays within the walls. They feel like the children are not in harms way because they are in the house and are being watched. What these parents apparently fail to realize is that Just because it goes on in the walls of their house does not all of a sudden make the law disappear. It is still illegal and is a serious charge against them if taken to court. Ash, P. , and Levy, D. T. The Minimum Legal Drinking Age and Traffic Fatalities. Rockville, MD: NIAAA, 1986. Print. Bond, J. , and Jones, B. Raising the Legal Drinking Age. Columbia, SC: SC Commission on Alcohol and Drug Abuse, 1983. Print. Carter, R. A. Legal Drinking Age. Albany, NY: Legislative and Governmental Services: 1983. Print. Bibliography Legal Drinking Age. Albany, NY Legislative and ernmental Services: 1 Powers, Rod. U. S. Military: Military Drinking Age. (http://usmilitary. about. com/library/ polls/blmildrinkingage. htm)web. Oct. 14 2011

USS Indiana BB-58 World War II Battleship

USS Indiana BB-58 World War II Battleship USS Indiana (BB-58) Overview Nation:  United StatesType:  BattleshipShipyard: Newport News ShipbuildingLaid Down: November 20, 1939Launched: November 21, 1941Commissioned: April 30, 1942Fate:  Sold for scrap, 1963 Specifications Displacement:  35,000  tonsLength: 680 ft.Beam:  107.8 ft.Draft: 29.3 ft.Propulsion:  30,000 hp, 4 x steam turbines, 4 x propellersSpeed:  27 knotsComplement: 1,793 men Armament Guns 9 Ãâ€" 16 in.  Mark 6 guns (3 x triple turrets)20 Ãâ€" 5 in dual-purpose guns Aircraft 2 x aircraft Design Construction In 1936, as design of the North Carolina-class moved towards completion, the US Navys General Board gathered to address the two battleships that were to be funded in Fiscal Year 1938.   Though the group preferred constructing two additional North Carolinas, Chief of Naval Operations Admiral William H. Standley favored pursuing a new design.   As a result, building of these vessels was delayed to FY1939 as naval architects began work in March 1937.   While the first two ships were formally ordered on April 4, 1938, a second pair of vessels was added two months later under the  Deficiency Authorization which passed due to rising global tensions.   Though the escalator clause of the Second London Naval Treaty had been invoked permitting the new design to mount 16 guns, Congress required that the vessels stay within the 35,000 ton limit set by the earlier Washington Naval Treaty. In planning for the new South Dakota-class, naval architects created a wide array of designs for consideration.   A central challenge proved to be finding ways to improve upon the North Carolina-class but remain within the tonnage limit.   The answer was the design of a shorter, by around 50 feet, battleship that utilized an inclined armor system.   This provided better underwater protection than earlier vessels.   As fleet commanders called for vessels capable of 27 knots, naval architects worked to find a way to achieve this despite the reduced hull length.   This was solved through the creative layout of machinery, boilers, and turbines.   For armament, the South Dakotas matched the North Carolinas in carrying nine Mark 6 16 guns in three triple turrets with a secondary battery of twenty dual-purpose 5 guns.   These guns were supplemented by an extensive and constantly evolving array of anti-aircraft weapons.   Assigned to Newport News Shipbuilding, the second ship of the class, USS Indiana (BB-58), was laid down on November 20, 1939.   Work on the battleship progressed and it entered the water on November 21, 1941, with Margaret Robbins, daughter of Indiana Governor Henry F. Schricker, serving as sponsor.   As building moved toward completion, the US entered World War II following the Japanese attack on Pearl Harbor.   Commissioned on April 30, 1942, Indiana commenced service with Captain Aaron S. Merrill in command.   Journey to the Pacific Steaming north,  Indiana  conducted its shakedown operations in and around Casco Bay, ME before receiving orders to join Allied forces in the Pacific.   Transiting the Panama Canal, the battleship made for the South Pacific where it was attached Rear Admiral Willis A. Lees battleship force on November 28.   Screening the carriers USS  Enterprise  (CV-6) and USS Saratoga  (CV-3),  Indiana  supported Allied efforts in the Solomon Islands.   Engaged in this area until October 1943, the battleship then withdrew to Pearl Harbor to prepare for a campaign in the Gilbert Islands.   Leaving port on November 11,  Indiana  covered the American carriers during the invasion of Tarawa later that month.    In January 1944, the battleship bombarded Kwajalein in the days prior to the Allied landings.   On the night of February 1,  Indiana  collided with USS  Washington  (BB-56) while maneuvering to refuel destroyers.   The accident saw Washington  hit and scrape down the after portion of  Indianas starboard side.   In the aftermath of the incident,  Indianas commander, Captain James M. Steele, admitted to being out of position and was relieved of his post.   Returning to Majuro,  Indiana  made temporary repairs before proceeding to Pearl Harbor for additional work.   The battleship remained out of action until April while  Washington, whose bow was severely damaged,  did not rejoin the fleet until May.  Ã‚  Ã‚  Ã‚   Island Hopping Sailing with Vice Admiral Marc Mitschers Fast Carrier Task Force, Indiana screened the carriers during raids against Truk on April 29-30.   After bombarding Ponape on May 1, the battleship proceeded to the Marianas the following month to support the invasions of Saipan and Tinian.   Pounding targets on Saipan on June 13-14, Indiana aided in repelling air attacks two days later.   On June 19-20, it supported the carriers during the victory at the Battle of the Philippine Sea.   With the end of the campaign, Indiana moved on to attack targets in the Palau Islands in August and protected the carriers as they raided into the Philippines a month later.   Receiving orders for an overhaul, the battleship departed and entered Puget Sound Naval Shipyard on October 23.   The timing of this work led it to miss the pivotal Battle of Leyte Gulf. With the completion work in the yard, Indiana sailed and reached Pearl Harbor on December 12.   Following refresher training, the battleship rejoined combat operations and bombarded Iwo Jima on January 24 while en route to Ulithi.   Arriving there, it put to sea a short time later to assist in the invasion of Iwo Jima.   While operating around the island, Indiana and the carriers raided north to strike targets in Japan on February 17 and 25.   Replenishing at Ulithi in early March, the battleship then sailed as part of the force tasked with the invasion of Okinawa.   After supporting the landings on April 1, Indiana continued to conduct missions in the waters offshore into June.   The following month, it moved north with the carriers to mount a series of attacks, including shore bombardments, on the Japanese mainland.   It was engaged in these activities when hostilities ended on August 15. Final Actions Arriving in Tokyo Bay on September 5, three days after the Japanese formally surrendered aboard USS Missouri (BB-63), Indiana briefly served as a transfer point for liberated Allied prisoners of war.   Departing for the US on ten days later, the battleship touched at Pearl Harbor before proceeding on to San Francisco.   Arriving on September 29, Indiana underwent minor repairs before proceeding north to Puget Sound.   Placed in the Pacific Reserve Fleet in 1946, Indiana was formally decommissioned on September 11, 1947.   Remaining at Puget Sound, the battleship was sold for scrap on September 6, 1963.         Ã‚      Selected Sources DANFS: USS Indiana (BB-58)NHHC: USS IndianaMaritimeQuest: USS Indiana (BB-58)

Christianity Coursework Example | Topics and Well Written Essays - 1000 words

Christianity - Coursework Example For example Jesus said that the behavioral component to his requirements for "salvation† is necessary and along with that, a person must ensure to perform good deeds in the physical nature and without this the salvation is difficult whereas Paul said that the internal nature and feelings of a human beings are necessary and there is not an elevated need of deeds and actions at the apparent level. Similarly there are numerous contradictions between the teachings of Jesus and Saint Paul for example Jesus said in the gospel of Luke that God is only of the living beings and there is no relation of the dead people with God whereas the statement of Saint Paul contradicts it and says that God is of both living beings and the dead (Jones, 2006). Explain the schism between the Roman Catholic and Eastern Orthodox churches. Roman Catholic churches are regarded as the oldest institution of Christianity in the western world and the time period of the establishment of the Roman Catholic churc hes is around 2000 years. Roman Catholics believe that The Pope is the authority in Christianity because the pope is the direct descendent of Saint Peter which was nominated by Jesus himself before he went away from this world. Orthodox churches do not consider Pope as the authority and claim that he has amended the real teachings of the Jesus and the textual references of Bible. A roman catholic preach is not allowed to marry whereas a priest from the Orthodox Church is allowed to marry. Similarly, the orthodox churches believe that as soon as the baptism takes place, any person becomes eligible for the holy communication between him and God whereas the Roman Catholic Church does not give the permission for the holy communication except priests. In the orthodox churches, all the saints including the mother of Jesus are considered to be equal and there is not classification done between any of the saints both of present times and past whereas in the Roman Catholic churches, Mary is valued as the highest in the saints and they chant "hail Mary" prayer every day in the church almost for forty to forty five times (Wordwiz, 2011). What issues did each of the Protestant Reformers (Luther, Calvin, the English Reformers) have with the Roman Catholic Church? Be specific. The main difference of opinion started when Martin Luther, who was a monk, professor and priest at the University of Wittenberg started to question the process of forgiveness in Christianity and said that how is it possible that a person can be forgiven and atoned for one’s own actions. The Roman Catholics church argued that a person can only be forgiven even in his post baptism life if he repents and then confesses all his sins in front of a priest. Martin Luther said that the forgiveness is not because of the apparent confessions of a person rather it is part of the grace of God on man. The eternal salvation can never be achieved if the person really does not feel ashamed of all the action of sins he did and the feeling of shame is also given because of the grace of God. The characters, priests and symbolic remarks cannot be used in the long run in order to ensure forgiveness. There was another protestant reformer named John Calvin who said that the destiny of human beings have already decided who will be given forgiveness and who will not be gifted grace of God so there is no point in doing the confessions and rituals in the churches. A person can evaluate the course of his

Polyproplene and KRATON Essay Example | Topics and Well Written Essays - 2000 words

Polyproplene and KRATON - Essay Example The thermoplastic stands up quite well to steam-sterilization and autoclaving, managing to resist physical damage and environmental stress-cracking when exposed to high corrosion chemicals in tests. This result is something one can easily expect due to the ability of the material to be fatigue resistant, have high tensile strength, and unbelievable elongation abilities. Such high material characteristics ensures an almost infinite flex life for polypropylene oriented moldings in integrated hinges, making it quite responsive to injection speed and pressure. The plastic also sets in a shorter time when placed in the mold, which ensures a higher production rate for molders. Polyprolene has proven to be excellent when considering is chemical resistant abilities, abrasion strength, dimensional stability, and high surface gloss. Such unique qualities makes the polymer versatile and suitable for superior strength, grease resistance, and moisture barring in film and fibers. While pre-drying is not necessarily required when molding Injection Molding Polypropylene is molded in standard screw making equipment as these can be done without alteration in normal conditions, filled resins may sometimes require pre-drying. The manufacturing process however, isnt as simple as it sounds. The molder needs to take note of additional considerations such as the cylinder temperature and injection pressure. These two of the most closely related variables that take the forefront of the molding parameters will be discussed in the succeeding paragraphs. The most advisable temperature range for cylinders are between 400- 570Â °F. Normally the temperature should be 25-50Â °F above the normal temperature when molding polypropylene. However it should not be molded above 570Â °F so the normal range for molding would be kept anywhere between 400-525Â °F. The cylinder temperature is best kept with the hopper or feed section lower than the nozzle at 30-50Â °F.

Smoking Problem in the Families Essay Example for Free

Smoking Problem in the Families Essay Cigarette smoking has entered almost every household under the guise of a normal and yet slightly unhealthy habit. Family life includes many aspects and perhaps one of the most important is health. Despite the fact that most people in todays society are aware of smoking-related dangers, many smokers continue to use cigarettes. Although many smokers justify their smoking habit with an excuse that it is their own decision to damage their bodies, they, unfortunately, do not fully and intelligently consider all the consequences of smoking that can affect their families. This essay will concentrate on the problem of passive smoking which can affect family life in the most negative ways and possible solutions will be given. . Smoking cigarettes may affect family life, particularly health in very destructing ways. For instance, by smoking around the family, whether indoors or outdoors, a smoker produces second-hand smoke which has a detrimental effect on the health of children and partners. Passive smoking is a serious yet hardly acknowledged problem, which can lead to all smoking-related diseases such as cancer and other devastating diseases. If someone in a family smokes, it correspondingly affects other members of the family, and this exposes the entire family to many risks. Children and pregnant women are particularly vulnerable to the harmful effects of tobacco smoke, they breathe in second-hand smoke. Children are much more susceptible to the devastating effects of tobacco smoke because they breathe more often than adults, and have less developed lungs and immune system. If both parents smoke cigarettes this obviously increases the impact on the children. For pregnant woman, it is very harmful to be in the same room with a smoker. Furthermore, women who smoke during pregnancy or men smoking around pregnant partners put their unborn child at risk of poor health outcomes. This may reflect in penchant to many diseases and slow development. There are different ways of solving this problem. Smokers should get the cigarettes out of their lives and save their families from dangerous chemicals in the cigarette smoke. The only correct solution to this problem is simply not to start it or stop smoking as soon as possible. One of the solutions for people addicted to nicotine is to stop smoking cigarettes around their families, to keep them away from extremely dangerous passive smoking. Switching to the Nicotine-based chewing gums, tablets and patches which provide a certain amount of nicotine needed for smokers. Using electronic cigarettes become more and more popular amongst the smokers because it is more cost effective and more convenient than traditional cigarettes. They simulate the act of tobacco smoking, but free from dangerous chemicals and second-hand smoke. People can smoke e-cigarettes at home, in a car without harming other family members. Government can help in solving this problem by establishing new laws and regulations. Smoking in public places should be banned in order to prevent passive smoking. For example, nowadays, there are many cafes and restaurants which have smoking and non-smoking areas. Providing the support from different organizations such as â€Å"Tobacco Free Families Campaign† will help people handle the problem of smoking which affects their family life. Many young families who experience this kind of problems would ask for help or advice. When a family member smokes it affects on the health of the entire family. There are many dangers of passive smoking that may lead to certain health problems inside the family. To avoid these potential dangers people should think not only about themselves, but also about their loved ones. If smokers stop using cigarettes, children and partners will be much healthier. One solution to this problem is to switch from traditional cigarettes to non-tobacco products such as electronic cigarettes, nicotine-based chewing gums, tablets etc. Another solution is governmental support and new laws against smoking in public places. These possible solutions would make family life better and prevent from any smoking-related problems.

Body Image :: essays research papers

Looking at the ad many obvious observations can be made. You see a female bent over a toilet. Then you notice the writing on the ad. Then you realize that it is an ad for the widely marketed perfume Obsession. Hey wait a minute. When did obsession start making ads where women were bent over on the toilet? Oh, I see. That’s when it clicks. Its not really an ad on the perfume obsession but really a joke or parody on the perfume name. It has become an Obsession for women to have the ideal body type. Looking at the picture from an examiners point of view, I notice the women and everything about her. You can immediately tell why she is sitting on the floor in a fetal position over the toilet. She is anorexic. You can tell mostly by her protruding spine. The spine is seen as the backbone of any human being. It is seen as what keeps us standing and walking everyday. It can almost be said to be our strength. Hers on the other hand is exposed which is a sign that her strength is exposed. This reminds me of the story in the Bible where Sampson exposes that it is his hair that gives him his strength. Now anyone could basically have control over him if they cut his hair. He is now vulnerable to any attacks, just like in the ad. The lady is now vulnerable to all outside attacks whether it be a disease or even death. To me the creators of this ad got the pathos right, in that they effectively engage the audiences’ emotions. They would probably be able to draw sympathy and concern fr om any typical person. In large font across the top of the ad it reads, â€Å"Obsession† and at the bottom in a smaller font it reads, â€Å"For women.† There is one main point that these words are trying to get across. It is that anorexia becomes an obsession for women. All around us to day are stereotypical images of how women should look. These images are usually images of models. Many women see these images and feel that they don’t live up to these standards of beauty and in turn take extreme measures in order to attain that beauty. The ad is sort of telling us that this is what happens when women try to look like CK models (logos).

Orbach

Sample descriptive outline and summary Fat is a Feminist Issue by Susie Arroba Descriptive Outline Paragraphs 1 & 2 Paragraphs 3 & 4 Paragraphs 5 -8 Paragraph 9 Us Mary Arroba details the epidemic of obesity in American women, the emotional effects of overeating on women, and lists commonly held views about the causes of obesity. Arroba suggests that women's obesity is in fact a challenge to gender stereotypes and should be viewed as a societal illness, not a personal failing.In this section of the text, Arroba argues that women's inferior societal position is the result of a centuries-long belief that women's biology makes them fit for the limited roles of wife and mother. In order to achieve this status, however, Arroba states that a woman must â€Å"have† a man, which makes her seclusion's and keenly aware of herself as an object for the pleasure of men. A woman therefore is highly susceptible to the vagaries of fashion, media, and make-up in an effort to make her more ascr ibable to men.Arroba concludes by stating that, despite the many changes in fashion trends, being thin is consistently viewed as positive, and necessary, for women, and that, as a result, obesity may express rebellion against the strictures of cue Trial conformity women face. Arroba uses her introductory paragraphs to establish the context of her discussion about women's obesity in the United States. Arroba begins to make her argument, offering a feminist explanation of women's obesity, alleging that â€Å"fat is† n expression of independence.Her parallel structure Caftan is†) suggests ownership of an otherwise unattractive quality – fat itself. Arroba logically and methodically builds her argument in this section of the text, moving from biology to culture, in order to persuade the reader that the epidemic of female obesity may, in fact, be a feminist choice -? rather than the availability of unhealthy food, lack of exercise,

Questions and Answers: The Catcher in the Rye Essay

1.What happened at the beginning, middle, and end? 2.Who are the characters in the story, and what are they like? Holden Caulfield – The protagonist and narrator of the novel, Holden is a sixteen-year-old junior who has just been expelled for academic failure from a school called Pencey Prep. Although he is intelligent and sensitive, Holden narrates in a cynical and jaded voice. He finds the hypocrisy and ugliness of the world around him almost unbearable, and through his cynicism he tries to protect himself from the pain and disappointment of the adult world. However, the criticisms that Holden aims at people around him are also aimed at himself. He is uncomfortable with his own weaknesses, and at times displays as much phoniness, meanness, and superficiality as anyone else in the book. As the novel opens, Holden stands poised on the cliff separating childhood from adulthood. His inability to successfully negotiate the chasm leaves him on the verge of emotional collapse. Ackley – Holden’s next-door neighbor in his dorm at Pencey Prep. Ackley is a pimply, insecure boy with terrible dental hygiene. He often barges into Holden’s room and acts completely oblivious to Holden’s hints that he should leave. Holden believes that Ackley makes up elaborate lies about his sexual experience. Stradlater – Holden’s roommate at Pencey Prep. Stradlater is handsome, self-satisfied, and popular, but Holden calls him a â€Å"secret slob,† because he appears well groomed, but his toiletries, such as his razor, are disgustingly unclean. Stradlater is sexually active and quite experienced for a prep school student, which is why Holden also calls him a â€Å"sexy bastard.† Jane Gallagher – A girl with whom Holden spent a lot of time one summer, when their families stayed in neighboring summer houses in Maine. Jane never actually appears in The Catcher in the Rye, but she is extremely important to Holden, because she is one of the few girls whom he both respects and finds attractive. Phoebe Caulfield – Phoebe is Holden’s ten-year-old sister, whom he loves dearly. Although she is six years younger than Holden, she listens to what he says and understands him more than most other people do. Phoebe is intelligent, neat, and a wonderful dancer, and her childish innocence is one of Holden’s only consistent sources of happiness throughout the novel. At times, she exhibits great maturity and even chastises Holden for his immaturity. Like Mr. Antolini, Phoebe seems to recognize that Holden is his own worst enemy. Read an in-depth analysis of Phoebe Caulfield. Allie Caulfield – Holden’s younger brother. Allie dies of leukemia three years before the start of the novel. Allie was a brilliant, friendly, red-headed boy—according to Holden, he was the smartest of the Caulfields. Holden is tormented by Allie’s death and carries around a baseball glove on which Allie used to write poems in green ink. Sally Hayes – A very attractive girl whom Holden has known and dated for a long time. Though Sally is well read, Holden claims that she is â€Å"stupid,† although it is difficult to tell whether this judgment is based in reality or merely in Holden’s ambivalence about being sexually attracted to her. She is certainly more conventional than Holden in her tastes and manners. Mr. Spencer – Holden’s history teacher at Pencey Prep, who unsuccessfully tries to shake Holden out of his academic apathy. Carl Luce – A student at Columbia who was Holden’s student advisor at the Whooton School. Luce is three years older than Holden and has a great deal of sexual experience. At Whooton, he was a source of knowledge about sex for the younger boys, and Holden tries to get him to talk about sex at their meeting. Mr. Antolini – Holden’s former English teacher at the Elkton Hills School. Mr. Antolini now teaches at New York University. He is young, clever, sympathetic, and likable, and Holden respects him. Holden sometimes finds him a bit too clever, but he looks to him for guidance. Like many characters in the novel, he drinks heavily. Read an in-depth analysis of Mr. Antolini. Maurice – The elevator operator at the Edmont Hotel, who procures a prostitute for Holden. Sunny – The prostitute whom Holden hires through Maurice. She is one of a number of women in the book with whom Holden clumsily attempts to connect. D. B. Caulfield – Holden’s older brother. D. B. wrote a volume of short stories that Holden admires very much, but Holden feels that D. B. prostitutes his talents by writing for Hollywood movies. 3.Which ones changed? Explain how the characters that changed. 4.Which ones stayed the same?  5.What is the setting of the story? Does it remain constant? If not, list all settings. 6.What effect does the setting have on the story? (If you changed the setting, how would the story change?)  · Holden begins his story in Pennsylvania, at his former school, Pencey Prep. He then recounts his adventures in New York City 7.If you wanted to give this story a different a title, what would it be and why? 8.Find one place in the text where the author uses language in an interesting way. Explain why it is interesting.

LBSS Honors Chemistry Essays - Free Essays, Term Papers

LBSS Honors Chemistry Essays - Free Essays, Term Papers LBSS Honors Chemistry Independent Science Research Project ExploraVision All LBSS Honors Chemistry students are required to complete an independent science research project that will be evaluated by an outside expert in addition to teacher evaluation. Students are to work in groups of three. Competition Deadline: January 15, 2015. What will the finished ExploraVision project look like? Abstract (1 page) Description (11 pages) Bibliography (1 page) Sample Web Pages (5 pages) Abstract Summarize your proposed future technology and other relevant information. This document must precede other project components and should be on a separate page. It does not count as part of the description. Mandatory criteria: No more than 150 words (typed, double-spaced and clearly labeled). This will be the LAST component you complete! Description Prepare a written description of the project on no more than 11 typed, double-spaced pages (you may also use a combination of text and artwork). This is a long term project and if you completed all the required "research and worksheets' as suggested, these documents will be combined to create the 11 page description. The description must include the following 6 sections in this exact order: Present Technology (1): Give an overview of the present form of the technology, including some scientific principles involved in how it functions. Define a key challenge or limitation of this present technology that you will address in your ExploraVision project. History-Technology Timeline (2): Research and describe the history of the technology from its inception. Future Technology (3): Describe the team's vision for what this technology will be like in 20 years - including scientific principles involved in developing the technology. Breakthroughs (4): Research and describe breakthroughs that are necessary to make the future technology design a reality. Why doesn't this future technology exist today? Choose one of your required breakthroughs and describe a research project that would have to be planned and carried out to test your ExploraVision project. If possible, include the kind of data or measurements that would be collected in the investigation. Design Process (5): Describe three alternative ideas or features the team considered for this ExploraVision project. The ideas and features should be directly related to the project, not a list of other projects you may have submitted. Describe why the team rejected each feature and idea in favor of the ones in the submitted ExploraVision technology. Describe how your future technology feature is better than the rejected design feature. Consequences (6): Recognizing that all technologies have positive and negative consequences, describe the potential positive and negative consequences of the new technology on society. Tip: The Future Technology, Breakthroughs, Design Process and Consequences sections are the most heavily weighted when assigning points in the judging. Therefore it makes sense to devote at least two-thirds of the description to these areas. Bibliography-use APA format All sources used in researching the chosen technology should be referenced here. (This does not count as part of the description.) Mandatory criteria: Sources must be clearly labeled and include title, author, publisher and copyright date. Also include Internet sources, interviews and non-original graphics. Footnotes are encouraged, but not required. Before Deadline ONE... . Team Formation and Registration . Brainstorming: during this time, students will name existing technologies they would like to explore. . Introduce Research Methods |Due Dates at a Glance (deadlines are tentative and may change) | |October 30 Deadline ONE | |Getting to Know the Subject | | | |Suggestion: I will create a shared folder for your project in GoogleDocs | |Use GoogleDocs to hold all independent research project information (including this| |paper). | |Create Pages within your Google folder for the following: | | | |Present Technology History Future Technology | |Breakthroughs | |Design Process Consequences Bibliography | |Web Pages | | | |Parent and Student Document of Understanding signed by student and parent. (This | |can be found at the end of this packet). One for EACH student. | |Complete Worksheet: Choosing a Topic | |After you have your team, it's time to choose a topic. You might pick something | |that you've always wondered about ("Why doesn't X do this?") or that has always | |interested you ("How could I build a better X?"). As a team, brainstorm some ideas | |and see if there are any ideas or areas of study that stand out. Consider these | |tips when selecting a topic: | |Get ideas from everyday life. Look at the tools and technologies people use every | |day - it could be as simple as a pencil or as complex as a quantum computer. | |Solve a problem. Identify a problem that a current technology does not solve, and | |then imagine possible solutions. | |Talk

How to French Interrogative Pronouns Qui and Que

How to French Interrogative Pronouns Qui and Que French has three interrogative pronouns: qui  que, and lequel, which are used to ask questions. They all have differences in meaning and usage. Note that lequel  is a more complicated case and, as such, is addressed separately. Also, while qui and que are also  relative pronouns,  we are only discussing them here in their function as interrogative pronouns. How to Use Qui   Qui  means  who  or  whom; it is used when asking about people. When  who  is the  subject  of the question, you can use either  qui  or  qui est-ce qui. The word order cannot be inverted, and the verb is always third person singular. Qui veut le faire  ? / Qui est-ce qui veut le faire  ?   Who wants to do it?Qui parle  ? / Qui est-ce qui parle  ?   Who is speaking? When whom is the object of the question, qui can be followed by either est-ce que or inversion, as in: Qui est-ce que vous aimez  ? / Qui aimez-vous ?   Whom do you love?Qui est-ce que tu vois  ? / Qui vois-tu  ?   Whom do you see? Qui can also follow a preposition. qui est-ce que tu parles  ? / qui parles-tu  ?   To whom are you speaking?De qui est-ce que tu dà ©pends  ? / De qui dà ©pends-tu  ?   Upon whom do you depend? How to Use Que Que means what and is used to refer to ideas or things. When  what  is the subject of the question, you must use  quest-ce qui  followed by a verb in the third person singular, with no inversion. Quest-ce qui se passe  ?   Whats happening?Quest-ce qui est tombà © sur la terre  ?   What fell on the ground? When what is the object of the question, it can be followed by est-ce que or inversion. Quest-ce quil veut  ? / Que veut-il  ?   What does he want?Quest-ce que tu penses de mon idà ©e  ? / Que penses-tu de mon idà ©e  ?   What do you think of my idea?Quest-ce que cest (que cela)  ?   What is that? Que to Quoi After a preposition, que changes to quoi. De quoi est-ce que vous parlez  ? / De quoi parlez-vous ?   What are you talking about? quoi est-ce quil travaille  ? / quoi travaille-t-il  ?   Whats he working on? More Examples of the Interrogative  Qui and Que Qui donc ta frappà ©Ã‚  ?   Who hit you? Qui est-ce qui en veut  ?   Who wants some ? Qui cherchez-vous  ?   Who are you looking for? Cest qui  ?  Ã‚  Whose is it,  to whom does it belong? qui le tour  ?   Whose turn (is it) ? De qui parles-tu  ?   Who  (ou  whom) are you talking about? Qui est-ce que tu connais ici  ?   Who do you know around here? qui est-ce que je dois de largent  ?   Who do I owe money to ?,  to whom do I owe money?  (soutenu) Quy a-t-il  ?   Whats the matter ? Que devient-elle  ?   Whats become of her? Quest-ce que je vois / jentends  ? What is this I see / hear ? Quest-ce qui tarrive  ?   Whats the matter with you? Quest-ce que la libertà ©Ã‚  ?   What is freedom? Summary of French Interrogative Pronouns Subject of question Object of question After preposition People quiqui est-ce qui quiqui est-ce que qui Things quest-ce qui quequest-ce que quoi

What is Art Essay Example | Topics and Well Written Essays - 250 words

What is Art - Essay Example It was like art for me was ballet, Van Gogh, and those expensive pieces auctioned off at Christie’s. The keyword is â€Å"expensive† – a consumerist concept. The interactions within the lectures – those between teacher and students and students among themselves, gave me further insights. As I learned together with others, I came to understand the diversity of our perceptions, of our skills and the individual ability to construct meanings. So art may be different but it can also be universal. It is like the concept truth, in a way. I also discovered some of my personal biases and preferences and how they affect my understanding and interpretation of artworks. Having recognized this, I can say that I am now in a better position to appreciate art and identify what it is. One important principle that I learned was that in art, there is no one or single beauty because beauty is diverse. I have learned the dynamics behind this, which I believe widened my horizon and understanding so that I am able to appreciate art in its true