Adolescent Observation Report Essay - 577 Words

Confidential Material The names used in this Adolescent Observation Report are fictitious. This is absolutely necessary to protect the privacy of the adolescent being observed. Person observed: Mary Age: 18 Gender: Female General description: about 5’2†, black hair, brown eyes, about 100 lbs. Place of observation: at my work, World of Tile Company Others present: Other co-workers Cultural group: Chinese Physical Development Mary has reached her body height at 5’2†. Although, when she was younger she had to take growth hormones because she was not growing when the rest of her peers were. She was a very late developer and did not start puberty until she was 17. Mary is very active in school activities such as clubs and†¦show more content†¦She is the Captain of her tennis team and is constantly working to try to improve her abilities. Similarities and Differences Mary’s culture has not been very significant in her life. Although her parents sometimes speak Chinese in their home, they speak English as their primary language. Mary says that her parents sometimes celebrate Chinese traditions to bring some of their culture back into their busy lives. Mary’s Dad is a doctor, and her mom is a house wife who is starting a decorating business. Integration of Observations The Adolescence stage is the most complex of all of my other observations. From reading the text book, I have learned that these years are the most difficult years for people to experience. With all of the changes that occur during adolescence, I am amazed that I actually made it through (since it was only two years ago)! Physical change is probably the most difficult change for a teenager. Because your body changes so much, it is often difficult for teenagers to be confident about the change. For Mary, she was self- conscious about her height, in which she began the hormones. Many people do not like their appearance at the start of puberty, but begin to accept the change in a positive way. In cognitive development, teenagers start to reason with their thinking and are able to grasp concepts better than when they were younger. Summary I think there is a striking difference inShow MoreRelatedAdolescent Adolescence Observation Report1857 Words   |  8 PagesThis study includes observing young adolescents between the ages of 12-14 in the environment of their school. The observation is taken place during an after-school program that provides assistance to those in need of it on homework. This paper will discuss how these adolescents behaved with one another, situations they did not enjoy, and individuals they did not enjoy. What was evident in this study was that these young adolescents were just that, young. 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Essay on Gilgamesh - 1602 Words

Gilgamesh Death in ancient Mesopotamia was something to be dreaded. Nowhere is there mentioned an afterlife condition comparable to our ideas of heaven. Their netherworld, endured by all, must have been the prototype of our idea of hell. It’s a place wherein souls â€Å"are bereft of light, clay their food† and â€Å"dirt is their drink.† They are ruled over by the harrowing figure of Ereshkigal, forever rending her clothes and clawing her flesh in mourning over her endless miscarriages. These unpleasant descriptions are a natural reaction to the experience of burial, being trapped within the earth where no light can reach and nothing can grow. In Gilgamesh, Enkidu bewails his fate â€Å"to sit with the ghosts of the dead.† This envokes†¦show more content†¦The wings are a mockery of their condition. They, who in life surely looked enviously upon the birds in the sky, have in death been given wings, and have nowhere to fly to. Today we speak of angels, up in heaven, getting their wings, but the imagery here is better suited to Dante’s Inferno. Dirt for water, clay for food. Sounds pretty dismal, but there may be reason to believe you wouldn’t want the food down there. Those who are sent on an errand to the netherworld are cautioned not to partake of any water or food offerred them. In Inanna’s Descent Enki fashions an elegist and myrmidon out of the dirt beneath his fingernails, appropriately for their task is to the netherworld. Enki warns these two that, â€Å"They will offer you the river at its high water, may you not except it. They will offer you the field when in grain, may you not except it.† Perhaps by refusing the water and grain they are mimicking death? More likely, the food and water of the netherworld are poisonous to mankind. When Inanna is subdued in Inanna’s Descent, she is transformed into a â€Å"slab of tainted meat.† Important here is the reference to butchering. In anna is not just reduced to a rotting corpse, but a slab of meat as it would have been portioned off for humanShow MoreRelatedThe Epic Of Gilgamesh : Gilgamesh1013 Words   |  5 Pages Gilgamesh in 2015 Even though the epic Gilgamesh is thousands of years old, it is still read today. Why would the era of technology read an epic this old? This is because the themes in Gilgamesh are still relevant. In addition, the themes are experiences that Gilgamesh went through in his life period, and serve as lessons for the current readers. Gilgamesh’s themes include journey, legacy, love, and death. These themes make Gilgamesh a vital reading for the 21st century citizens because peopleRead MoreGilgamesh And The Epic Of Gilgamesh988 Words   |  4 PagesThe maturation of Gilgamesh and his desire to acquire wisdom throughout his journey is quite apparent. 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In this epic poem, Gilgamesh is King of Uruk, he is one third mortal and two-thirds god; he is described as a strong, arrogant, and unruly king that does not show much consideration for his actions. Gilgamesh is a very egocentric person; he has no respect for the feelings of others and does not care about howRead MoreGilgamesh : The Epic Of Gilgamesh1400 Words   |  6 Pages The Epic of Gilgamesh Introduction The Epic of Gilgamesh is the story about Gilgamesh, the King of Uruk and Enkidu, their friendship, how Enkidu dies, how Gilgamesh mourns the death of his friend and finally he understands enlightened truth . Most of this story is narrated from Gilgamesh’s point of view. The story is set in Mesopotamia and the portrayal of Gilgamesh is ironical. He is described as a king of immense vigor and strength who is not benevolent with his subjectsRead MoreThe Epic Of Gilgamesh And Gilgamesh845 Words   |  4 Pagesnoble abilities. In Gilgamesh we see Enkidu and Gilgamesh blessed with incredible strength so much so that it gets them into trouble. In The Iliad, there are many different heroes each with their own roles and abilities. Some are warriors, others are cunning in nature, and some possess the brute strength that spreads fear in the enemy. In each society, the role of the hero is to inspire those around them and conquer lands or people that stand in their way. Enkidu and Gilgamesh are defined primarilyRead MoreThe Epic Of Gilgamesh And Gilgamesh1422 Words   |  6 PagesIn the Epic of Gilgamesh there are many notable relationships but the relationship between Gilgamesh and Enkidu is hands down the most noteworthy. When analyzing the relationship of Gilgamesh and Enkidu there are many factors that go into play. It is really the sole foundation of the whole Sumerian epic and it really changes the whole personality of Gilgamesh. In order to get a better understanding of how the two characters complement each other we have to first break down their individual appearancesRead MoreGilgamesh : The Epic Of Gilgamesh909 Words   |  4 Pages â€Å"The Epic of Gilgamesh† is a didactic story set out to expose the inevitability of death. The true meaning of this story is sometimes overlooked because the story is told in heighten language not easily understood. The epic hero in this story is Gilgamesh; he undertakes a quest for knowledge whic h is overshadowed by his ignorance. The tragic death of Enkidu, Gilgamesh’s trusted companion forces the epic hero to change his perception of death. To overcome great obstacles one must be willing to putRead MoreGilgamesh The Epic Of Gilgamesh877 Words   |  4 PagesIn The Epic of Gilgamesh the lines that are repeated at the beginning and end of the epic show that only immortality a human can gain lies in creating things that last beyond a person’s lifetime. While at the beginning of the epic Gilgamesh is seeking eternal life, when he concludes his journey he realizes that he has created an enduring legend through the foundation of his city, Uruk. Through this legend, Gilgamesh can live on in the memory of his people, long after he has passed away. The epic

Macbeth and A Christmas Carol Essay Example For Students

Macbeth and A Christmas Carol Essay William Shakespeare’s Macbeth, and Charles Dickens’ A Christmas Carol parallel each other on many levels. Macbeth is a play that describes the rise and fall of a ruler who believes nothing can harm him, so the lead character, cleverly called Macbeth, attains power whenever possible, not caring who he hurts or what he destroys in the process. A Christmas Carol is also about the rise and fall of a town leader, the richest man in town, Ebenezer Scrooge. Scrooge’s hunger for wealth and power is illustrated and the reader can see how an too much ambition can plague a man until it’s too late. Both Macbeth and A Christmas Carol are similiar because they show how the hunger for wealth and power can destroy lives, whether it’s in Shakespeare’s time, of Dickens’. We see an obvious similarity in both works of literature in the beginning. Both Macbeth and Ebenezer Scrooge receive supernatural guests. Macbeth is visited by a trio of foul witches, after a long and exhausting battle with the Norwegian army. These witches predict that Macbeth will become king of Scotland and Banquo, Macbeth’s partner, shall beget a line of Scottish kings. These prophesies are important to the plot and how it progresses, just like the ghosts are imperative to the story of Ebenezer Scrooge. In his case, Scrooge was visited by three ghosts of Christmas. The Ghost of Christmas Past, Present, and Yet To Come. These ghosts show Scrooge his happiness as a child, his present situation of unstability with family, and Bob Crachit’s fate, and his future yet to come, death. These predictions also played an important role in the book, for Scrooge changed his ways in the end. The way the characters believed in the supernatural predictions also parallels one another. Macbeth kills the king of Scotland, after his wife’s nagging, because he believed he would be come king. King Duncan’s heirs fled to England, and the witches were right, Macbeth became king. If he hadn’t believed in their prophesy, than nothing would have changed in his or any of the people of Scotland’s lives. In Scrooge’s case, his accepting of the ghost’s predictions proved to be good for his fate. He is overwhelmed by the his future if he refuses to change, so he does change, and by a miracle he is a completely new man. He accepts Christmas, helps Tiny Tim, and gives to charities all over his town. The way both of these characters believe in the prophesies of witches and ghosts both paralleled each other. But the overall theme of both works of literature is the major parallel. Ambition and lust for wealth and power can destroy. In Macbeth’s case, Malcolm, King Duncan’s heir, raises an army in England and attacks Scotland. During all of this, Lady Macbeth kills herself after going insane with sleep deprivation and seeing visions of blood on her hands. Macbeth is then killed by Macduff, who is a noble siding with Macolm, the heir that eventually inherits his rightful throne. In A Christmas Carol, Ebenezer Scrooge loses his engagement with Belle as a young man, because Belle believes that Scrooge’s love for money would outweigh any kind of love he could ever feel for her. Scrooge’s wealth and power keep growing as the years grow by, and also as the people that love him seem to distance themselves more and more from him. These two works of literature both show the reader that ambition and lust for power and money can ruin lives. Both A Christmas Carol and Macbeth have strong moral themes, and the way both Dickens and Shakespeare weave together the characters, plot and theme showcases their tremendous writing ability. The supernatural forces in both Shakespeare’s and Dickens’ work also help show the moral struggle inside of the characters. These two works of literature parallel each other on many levels, mostly on the supernatural forces helping urge the plot along, and the moral factors in both works of literature. These parallels in such a long span of time show the world’s opinion of ambition and lust for power, and also show that stories like these can happen today, if we aren’t careful.

The Cold War, from the Prespectives of Realism, Pluralism and Structuralism free essay sample

This essay will address why the three main approaches to world politics did not predict the end of the Cold War. Firstly it will briefly give a background insight into what the Cold War was. Then it will go on to explain what characterises the three main approaches to world politics which are Realism, Pluralism and Structuralism, it then will briefly look at the distinctive theory behind them. Lastly the essay will analyse whether or not the three main approaches could have predicted and anticipated the end of the Cold War. The Cold War was the standoff conflict of tension between the United States and the Soviet Union â€Å"The Cold War was a multi dimensional conflict in the Third world as elsewhere. It involved, most evidently, a strategic and military competition, which took the form of the nuclear and conventional arms races† R. Saull (2001: Foreword). Firstly to answer this question we have to understand what the Cold War was about, its origins, key events and how all this was at the forefront of world politics for almost half a century. We will write a custom essay sample on The Cold War, from the Prespectives of Realism, Pluralism and Structuralism or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Without a doubt the Cold War is a period of major significance to both world politics and international relations but what was the origin of it? P. Edwards (2010:64) states that the cold war was a â€Å"period of tension that prevailed between the Soviet Union and the United States following World War II. † The most common and identifiable difference between these two superpowers was the ideology. The United States praised free enterprise and the capitalist system whereas the Soviet Union denounced this ideology and advocated a Marxist ideology led by an authoritarian communist regime. However despite the differences ideologically this alone was not the cause of the Cold War, as we know too well they were in fact allies during WWII against fascism. The two superpowers were also both anti-colonial because of their history from which they would emerge from. The Cold War began in an era where most of Europe was left devastated by World War II. It is generally considered to have begun at the Yalta Conference in February 1945, when the western powers were unable to get Joseph Stalin to promise pluralistic governments in occupied areas. † P. Edwards (2010:64). The Soviet Union itself may have thought along the lines of structuralism in the sense that they thought the key features of the so called â€Å"international system† were injustice, inequality and exploitation. B y 1945 Berlin was the line that divided the east from the west; in fact a wall was erected in the German capital this would later be known as the Berlin wall. Germany was divided into two nations West Germany and East Germany with the west being the western US-led area and the east being the Soviet-led territorial area, â€Å"During the years 1945-1949 the cold war was concentrated mainly on Europe and the areas bordering on Europe such as Turkey and Iran. † G. Lundestad (2005:34). Until 1949 the Cold War was not an international conflict however due to the two superpowers being anti-colonial this led to a speed up in third world countries in Asia and Africa gaining independence. The Cold War played a significant role in the decades to come with both powers competing for influence over new regions. The pace in which The Cold War spread was indeed rapid and took many by surprise â€Å"first to Asia, then to the Middle East and Africa and Finally to Latin Americas well. In the 1960s the Cold War had become global† G. Lundestad (2005:34). By the 1960s most African and Asian nations were gaining independence and thus lead to the Cold War becoming global. This was mainly because the all of the borders in Europe were already drawn up and things were very tense there. Whereas newly liberated areas of Africa and Asia were not and quickly became targeted by the two superpowers. Both the US and the Soviet Union engaged military and economic support to the countries that wished to fall under their umbrella. It also engaged in proxy wars in Vietnam, Angola and the Middle East. However despite the tension both sides agreed on a policy of detente. â€Å"The policy of detente had primarily meant detente in Europe. Detente also contributed to regulating the arms race through certain limitation agreements† G. Lundestad (2005:87). Realism is a theory which believes that sovereign states are the primary ctors in the international system. It also believes that the international system has always been anarchic due to the nature of states not trusting each other and each state seeking to gain or maximize its own power capability. The Realist approach to the Cold War was also that of an â€Å"anarchical constitutive† and had seen the Cold War as som ething that was not out of the ordinary. The realists believed that states are always competing to maximize their own power, â€Å"the basic premise of its understanding is that the Cold War was not historically unique. he Cold War rather reflected in general terms the ongoing logic of inter-state conflict derived from the anarchical constitutive nature of the international system, and the ‘power maximization’ policies of states† R. Saull (2001:7). One of the reasons why the Realists did not predict the end of the cold war could be because they saw it as something that is ongoing and that states will always be deceiving each other and competing to maximize their own power. Realist scholars such as George F Kennan sometimes referred to as a pessimist because of his lack of confidence in US diplomacy during the Cold War had a different stance on this. In this case the end of the Cold War was not only about the end of the USSR’s international challenge to American power, but was also paralleled by dr amatic domestic socio-political transformation† R. Saull (2001:9). Ronald Regan was the last US president of the Cold War and under this administration the United States would see some of the most anti-communist foreign policies. â€Å"Ronald Reagan had assumed the presidency in 1981 as an anti-communist hardliner who had accused Jimmy Carter of conducting a foreign policy indistinguishable from appeasement. Under his watch, the U. S. defense budget soared † C. Hodge and C. Nolan (2007:352). Not only was the United States changing in domestic political affairs it was also doing this internationally, the Soviet Union also saw changes under Mikhail Gorbachev. â€Å"The Transformation of soviet foreign policy under Mikhail Gorbachev especially the ditiching of the Brezhnev Doctrine, provided one of the principal external stimuli to the internal changes in Eastern Europe in 1989† R. Saull (2001:8). Despite this Realists have a firm ideology based on the fact that states are the most important factors. â€Å"The focus on states as principle movers in the Cold in its origins and development is difficult to dispute† R. Saull (2001:8). Another reason why Realists may have not predicted the end of the Cold War is because they focused too much on states, power and security and the notion of having victor or a loser. â€Å"Finally the claim that one side won the cold war needs to be taken seriously, even if it tends to be limited to Realist concerns with security and military power† R. Saull (2001:8). It may also be because Realists believe that the Cold War was nothing unique and that states will always be competing, and that the conflict was classic example of how dangerously close it can get to all out war. Pluralism is a theory which differs from Realism because pluralists believe that there are more actors other than the state. Traditional Pluralists believe that there are more important factors to consider other than the state such as the non-state actors like NGOs, international organisations, and international regimes such as the EU and UN. The Pluralist approach to the Cold War tends to focus more on internal economic circumstances. â€Å"Yet within Pluralist approaches to world politics in general there is a consideration of socio-economic change, the emergence of other sources of economic power and multipolarity that are removed and separate from developments within the Cold War relationship. † R. Saull (2001:12). However Pluralists do not effectively correlate the Cold War with general international politics as Realists have shown. Pluralist theory fails to draw the stand together that link the Cold War with a broader world politics† R. Saull (2001:12). Unlike Realists, Pluralists should have predicted the end of the cold war because if states alone are not the main actors it was evident in the 1970 and 80s oil shocks that other factors affected in the way in which states cooperated and how alliances could easily be switched between the two sides. These events would not only create more tension but woul d also threaten the detente treaties. The threat to detente was greater in the middle east, Soviet Influence was on the increase, in part as a result of US ties with Israel† G. Lundestad (2005:78). However it became evident that Arab nations that were US allies and oil suppliers such as Saudi Arabia became increasingly fed up with the US support of Israel. Subsequently The Six Day War angered and intimidated Saudi Arabia and this would lead to economic ties becoming sour between the nations. â€Å"During the 1970s and 1980s three major global petroleum related catastrophes occurred† T. Falola and A. Genova (2005:70). This significantly changed oil prices around the world. The fact that this event took place towards the end of the Cold War should have alarmed Pluralists that an end to this conflict was inevitable due to rising influence in non state actors in international affairs. Structuralism is different from both Realism and Pluralism; this is because they believe that classes are the key actors. They believe that world order is part of a global capitalist system and that the key features of the international system are injustice, exploitation and injustice. Structuralism also believes that ‘human nature’ is not fixed and essential; human beings are conditioned by their environment (Marx; Lenin). One of the reasons why certain structuralists didn’t predict the end of the Cold War was because they were so convinced that capitalist world system was evil. â€Å"To the left structuralists still contend that development is impossible in a capitalist world and see salvation as only coming once globalisation eats itself and a socialist revolution follows† J. Haynes et al (2011:379). Structuralism may have even thought that the Soviet Union would step in once the world capitalist system consumed itself and lead the world to a socialist revolution. Overall these three approaches to world politics have different reasons for not predicted the end of the Cold War, and thus are different in whether or not they should have. The Realist stance on the Cold War focused too much on security and power. However the Realist belief was that the international system has always been anarchic in the first place and so the Cold War was not unusual makes it clear why they did not predict the end. Pluralists on the other hand should have predicted the end for all the reasons mentioned earlier such as the 1970 and 1980s oil shocks. Structuralism tended to focus too much on blaming the capitalist world system for the world’s troubles. They failed to predict the end of the cold war because they believed in a socialist revolution. This is probably why they would not have anticipated the fall of the Soviet Union, maybe because elements of the theory itself was so heavily influenced by Karl Marx and Lenin.

Novel about sin essays

Novel about sin essays The puritans were fascinated with the effect of sin upon the human heart. Nathaniel Hawthorne, who is a puritan writer, considers the effect of sin upon the human heart fascinating as well. The Scarlet Letter is not a novel about adultery but a study of the effects of sin on the hearts and minds of Hester, Dimmesdale, and Chillingworth. Sin is a double-edged sword in the life of Hester Prynne. The effects of sin on her character are not only defining and powerful, but they are also ambivalent. The most obvious effect of son on her is that it isolates her from her community. We see this from the very beginning of the story, when we first encounter her standing alone on the platform. This is not the last time we see her standing alone this situation recurs throughout the story. The fact that she is labeled as an adulteress is a large reason as to why she is separated from society. She reacts to this with a blush of shame and a look of defiance at the same time. Her reaction to the sin and societies opinion of that sin continues throughout the book, as well as her growing feeling of shame and repentance. After the scaffold scene, Hester seemingly conforms to the puritanical code of society. She does works of penance and good will that appear as if she is trying to atone for her sins and faults. This seemi ngly obvious admission of sin is nothing less than hypocritical. She acknowledged any truth in societies accusations of her love as a vile crime. She admits this when she says to Dimmesdale what we did had a consecration of its own. We felt it so! We said so to each other! (Hawthorne 186). Hester continues her repentance for her sin, but in her mind still believes that what they did was not wrong. She believes this so fervently that she actually convinces Dimmesdale to leave Boston and goto Europe with her and Pearl. She and Pearl are the only ones who actually make it to Europe. ...

Kelly Surname Meaning and Family History

Kelly Surname Meaning and Family History The Kelly surname, along with common variants Kelley and Kellie, has a number of possible origins. Most commonly it loosely means descendant of war, from the ancient Irish name OCeallaigh. The Gaelic prefix O indicates male descendant of, plus the personal byname Ceallach meaning strife or contention. The name may also mean bright-headed. Kelly is the 2nd most common surname in Ireland and the 69th most popular surname in the United States. Surname Origin:  Irish Alternate Surname Spellings:  KELLEY, KELLIE, OKELLY, OKELLEY, KELLI Famous People with the Kelly Surname Gene Kelly  - legendary American film actor and dancerEllsworth Kelly  - one of Americas great 20th-century artists  Grace Kelly  - popular American film actress of the 1950s;  married to  Prince Rainier III of MonacoNed Kelly  -  Australian outlaw;  leader of the 19th-century Kelly gangMachine Gun Kelly -  American bootlegger, bank robber, and kidnapperChris Kelly - America rapper;  one half of the rap duo Kris Kross, best known for their 1992 song Jump. Where the Kelly Surname Is Most Common The Kelly surname is the 836th most common surname in the world, according to surname distribution data from  Forebears. The name is most prevalent in Ireland, where it ranks as the 2nd most common last name, and is also very common in Northern Ireland (1st), Isle of Man (2nd), Jersey (19th), Australia (17th), Scotland (45th), Canada (60th), England (62nd), the United States (66th) and New Zealand (68th). WorldNames PublicProfiler  also shows the Kelly surname as by far most commonly found in Ireland. It is a common name across the country, with the greatest numbers in the Midlands and West regions. Genealogy Resources for the Surname KELLY 100 Most Common U.S. Surnames Their Meanings: Smith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census?Kelly Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a Kelly  family crest or coat of arms for the Kelly surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.KELLEY/KELLY/O’KELLY Surname DNA Study: Individuals with the Kelly surname, and variants such as Kelley, Kellay, Calley, OKelly, and OKelley, are invited to join the Y-DNA project to incorporate DNA testing with traditional genealogy research to identify various Kelly family lines.KELLY Family Genealogy Forum: This free message board is focused on descendants of Kelly  ancestors around the world. Search the forum for posts ab out your Kelly ancestors, or join the forum and post your own queries.   FamilySearch - KELLY Genealogy: Explore over 8.3 million  results from digitized  historical records and lineage-linked family trees related to the Kelly surname on this free website hosted by the Church of Jesus Christ of Latter-day Saints.KELLY Surname Mailing List: Free mailing list for researchers of the Kelly surname and its variations includes subscription details and searchable archives of past messages.GeneaNet - Kelly  Records: GeneaNet includes archival records, family trees, and other resources for individuals with the Kelly surname, with a concentration on records and families from France and other European countries.The Kelly Genealogy and Family Tree Page: Browse genealogy records and links to genealogical and historical records for individuals with the Kelly  surname from the website of Genealogy Today.Ancestry.com: Kelly Surname: Explore over 13  million digitized records and database entries, including census records, passenger lists, military records, land deeds, probates, wills and other records for the Kelly surname on the subscription-based website, Ancestry.com. References Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. https://www.thoughtco.com/surname-meanings-and-origins-s2-1422408

Learner Analysis and WBCT Selection Report Essay

Learner Analysis and WBCT Selection Report - Essay Example For the instructional problem, the factors are considered in learner and context analysis, and considers guidelines provided in the Reference Guide for Instructional Design and Development (IEEE, 2002). Entry behaviors are analyzed to determine whether learners have mastered entry behaviors prior to instruction. For the English as a Second Language (ESL) course, entry requirements include: age of between 13 to 25 years old, at least high school level and has attended English instruction as part of the formal education process. Information on cultural background and current occupation will also be checked. Analysis of prior knowledge, and educational and ability levels involves investigation of the range and nature of prior knowledge, education and abilities related to the training topic and learning in general. For the ESL course this involves a pre-test of listening, speaking, reading and writing skills in English to help determine the range and nature of prior knowledge. It also involves a form of IQ test to determine learning abilities. Information on attendance in similar ESL courses will also be checked. Attitudes towards content and delivery system, and general learning preferences will also be analyzed. The ESL course is intended to be delivered as web/computer-based training. The content includes instruction and activities to develop literacy skills and help participants adjust to their new cultural environment, whether as high school or college students or young working individuals. Analysis of academic motivation defines what content is relevant to the learner. The ESL course aims to develop the ability to use English for daily needs, develop basic conversation skills and vocabulary, and use simple sentence patterns. Course activities for developing fluency and accuracy in oral communication, using English in socially appropriate ways and developing appreciation for information from media sources, increasing reading comprehension, developing vocabulary and research skills, and developing accuracy in written information through simple compositions and accomplishing forms are all aimed at making the participants feel confident and satisfied with the course, thereby making them attentive to learn. To check participants' attitudes towards the training organization, part of learner analysis will include questions about how they have come to learn about the training and the reason for wanting to participate in the training. Although there is a certain degree of heterogeneity to the target group for training due to the age range targeted, there is also homogeneity in that they are all deemed to be young adults, either of high school/college age or young workers/professionals. Web/Computer-Based Training Worksheet Visual Link Spanish (http://www.learnspanishtoday.com) DEMO COURSE: Sentence Building - Basic Needs Mindleaders (http://www.mindleaders.com ) DEMO COURSE: Excel 2007 What did you like about the courses I tried the demo course "Sentence Building - Basic Needs" from Visual Link Spanish and the demo course "Excel 2007" from Mindleaders. For a U.S. English-speaking beginner learning Spanish, the demo course from Visual Link was quite impressive. The animated lesson was visually entertaining and very easy to follow. Humorous moving graphics were used which helped me to be attentive to the entire demo which

Philosophy High School Essay Example | Topics and Well Written Essays - 1500 words

Philosophy High School - Essay Example This is usually translated as the Way. But it's hard to say exactly what this means. The Tao is the ultimate creative principle of the universe. All things are unified and connected in The Tao. Taoism is a religion of unity and opposites; Yin and Yang. The principle of Yin Yang sees the world as filled with complementary forces - action and non-action, light and dark, hot and cold, and so on.3 The common view of Daoism is that it encourages people to live with detachment and calm, resting in non-action and smiling at the vicissitudes of the world. Contrary to this common view, Daoists through the ages have developed various forms of community and proposed numerous sets of behavioral guidelines and texts on ethical considerations. Beyond the ancient philosophers, who are well-known for the moral dimension of their teachings, religious Daoist rules cover both ethics, i.e., the personal values of the individual, and morality, i.e., the communal norms and social values of the organization. They range from basic moral rules against killing, stealing, lying, and sexual misconduct through suggestions for altruistic thinking and models of social interaction to behavioral details on how to bow, eat, and wash, as well as to the unfolding of universal ethics that teach people to think like the Dao itself. About eighty texts in the Daoist canon and its supplements describe such guide lines and present the ethical and communal principles of the Daoist religion. They document just to what degree Daoist realization is based on how one lives one's life in interaction with the community-family, religious group, monastery, state, and cosmos. Ethics and morality, as well as the creation of community, emerge as central in the Daoist religion. Livia Kohn, Cosmos and Community Taoist ethics are concerned less with doing good acts than becoming a good person who lives in harmony with all things and people.4 Taoist ethics are inseparable from Taoist spirituality - both contain the same ideas. If a Taoist wants to live well they should take all their decisions in the context of the Tao, trying to see what will fit best with the natural order of things. Taoists thus always do what is required by events and their context, but they only do what is required, no more. But what is required may be a lot less than modern Westerners think: From the perspective of classical Taoism, Western humanism makes the mistake of assuming that the ability to intervene in life's events translates into a moral duty to do so. The constant and unmistakable teaching of the Tao Te Ching is that humans are indeed capable of intervening in life's events, but the evidence of life, which humans constantly ignore, is that such intervention is destructive to all involved, and that we therefore have a moral duty to refrain from taking such actions. Russell Kirkland, Responsible non-action in a natural world So, in theory at least, Taoists tend not to initiate action - but wait for events to make action necessary - and avoid letting their own desires and compulsions push them into doing things. In practice Taoism recommends the same sorts of moral behavior to its followers as other religions. It disapproves of killing, stealing

Great Expectations by Charles Dickens Essay Example for Free

Great Expectations by Charles Dickens Essay The relationship between Pip, Estella, and Jaggers is going through much growth throughout the story. Pips and Estellas relationship is very similar to as when Pip was just a common boy, and there is not much hope for the relationship to become real. Jaggers also has and will have much influence on the lives of Pip and Estella. The relationship between Pip and Estella is not getting much better and there is not much hope in it, the main reason being that Estella still treats Pip the same as when he was just a common boy. Estella explains that she has no heart and cannot feel emotions, which is from the quote You must know, said Estella, that I have no heart -if that has anything to do with my memory (223). Estella, because she says she has no heart, will not have any feelings for Pip even if she grows to be a gentleman. This shows how there is not much hope in their relationship, because Estella will never have love for Pip. Estella also still calls Pip boy which is shown from the quote You silly boy, said Estella quote composedly, how can you talk such nonsense (248)? Estella still calls Pip boy, as if he was just a common boy, even though he has become more a gentleman. This shows how Estellas attitude for Pip has not changed and probably will not change, which does not bring much hope to their relationship. Another example is when Estella allows Pip to kiss her, just like she did before; shown from the quote Will you never take warning? Or do you kiss my hand in the same spirit in which I once let you kiss my cheek (250)? Pip responds by kissing her, and this shows how Pip is only allowed to kiss her when she tells him he can, even though he has become a gentleman. Their relationship has not seemed to become better because of this, and almost seems as if they are puppets, only doing what Miss Havisham wants them to do. Pips and Estellas relationship overtime has not improved because of Estellas view that Pip will always just be a common boy to her, and another reason being that she says she does not have a heart. Jaggers has and will have much influence on the lives of Pip and Estella in different ways. One way he has influenced Pips life is by becoming his guardian and fulfilling many of his needs, such as in the quote Ill go round presently, and pay our friend off (228). Pip said he does not like  Orlick working at Miss Havishams, so Jaggers pays him off. This has influenced his life by allowing him to think that he could get anything he wants, now that he is wealthier and has Jaggers, who is a powerful man in society. Another way Jaggers has influenced Pip is by giving him advice on which tutor to pick, shown in the quote I dont recommend him, observe; because I never recommend anybody. The gentleman I speak of is one Mr. Matthew Pocket (130). Jaggers has influenced Pips life by suggesting a suitable tutor, who Pip becomes very good friends with. Estellas life has been influenced by Jaggers, one way being that he did something so now they feel an awkward presence towards each other. This is shown at when they are at Miss Havishams estate having dinner, where they avoid making eye contact with each other. Jaggers is a very influential man to Pip and Estella, which impacts both of them in many ways. The relationship between Pip, Estella, and Jaggers is going through great changes and growth. Pips and Estellas relationship throughout the story has mainly stayed the same, as Estella has no care for a serious relationship and treats Pip like he was still a commoner. Even though Estella discourages the relationship, Pip wants to be in one with her even more. Jaggers influence on Pip has grown as he has much influence on him by giving him advice as his guardian.

Jane Austens Pride and Prejudice and William Shakespeares King Lear E

Jane Austen's Pride and Prejudice and William Shakespeare's King Lear Two English literary works, one a comedy and the other a tragedy, by two different authors of separate centuries, both have their fair share of characters who illustrate the admirable and the not-so-admirable of dispositions. Jane Austen's socially satirical novel Pride and Prejudice from 1813 and William Shakespeare's poetic poem King Lear from 1606 match each other very closely in the context of how good character reveals itself. In each piece, the authors present readers with a contrast between the wonderful and the terrible and act as puppet masters in the competition for the common object of desire; the "prizes" for Shakespeare's dramatic characters are power and riches, and while Austen's characters also aspire to possess affluence, their primary concern is high regard from others. In terms of Pride and Prejudice, all unfavorable characters commit different offenses against amiability in their quests for a flattering reputation, but Austen manipulates their actions so that each comes off as being an extrovert. Similar terms apply to King Lear in that Shakespeare's disgraceful characters act grandiosely and employ dishonesty in attempts toward prosperity. As Pride and Prejudice's villain in disguise, Mr. Wickham sets out to convince his new acquaintances of Hertfordshire that he is a victim of a heartless Mr. Darcy. He initiates discussion with Elizabeth about Darcy's spiteful disposition and ventures so far as to claim to her sympathetic ears "I can never be in company with this Mr. Darcy without being grieved to the soul by a thousand tender recollections. His behavior to myself has been scandalous," (59). Elizabeth later d... ...extroverted methods in meeting the desire. Superior characters demonstrate non-public acts, and anonymous deeds in terms of King Lear, and always without selfish intent. Those successful in attaining the want in both works are on the good side, but inevitable flaws mildly contaminate their characters. As authors, Austen and Shakespeare have the power to personify perfection and invent a role with developed, first-rate, and unblemished character. No one is without fault; high-value characters are the next best example of humanity. Through two contrasting literary pieces, Austen and Shakespeare both present readers with the proposition that one need not be perfect to have noble and virtuous character. Works Cited Austen, Jane. Pride and Prejudice. Oxford: Oxford University Press, 1998. Shakespeare, William. King Lear. England: Signet Classics, 1998.

Counselling and the Law Essay

The law would seem to affect the counsellor predominantly over issues of confidentiality which cause ethical dilemmas in a variety of areas. It would seem the counsellor tends to end up torn between their responsibility towards their clients and the law or doctors/other health officials/organisations and society in general. The counsellor must weigh up client confidentiality against that of public interest and the guidelines of what is or is not in the public interest are not always clearly defined. For example, if the court decides that a counsellor must produce notes of their sessions with a client, this may not only become problematic from a confidentiality point of view but also as the counsellors’ notes are subjective and the law deals in facts – any changes within the client’s thoughts/feelings which result in ‘conflicting’ portral of events could be mis-interpreted as false testimony. The private unobserved nature of therapy and the importance of confidentiality between counsellor and client can result in concerns over whether this provides power to promote personal change or power to abuse the privilege. Evidence of bad practice in sexual abuse and allegations of false memories from clients seem to be all too common in the USA and one has to ponder to what extent in the UK, especially in the light of the recent publicity of the alleged abuse cases of Saville. If any counsellors or those in a counselling role were involved in any way with the children he had contact with – it begs the question – were they aware of something amiss and afraid to come forward because of who he was or for fear of repurcussions within their organisation? Thus, the counsellor can be put in a legally vulnerable position whereby they are liable to pass information on to the employer under their contract and potentially liable to their client for breach of confidentiality. Counsellors may not only find themselves in an ethical dilemma regarding client autonomy and client self harm or the client potentially harming others from a ‘professional standards’ point of view as the law may be unclear about their legal responsibilities as well. When one thinks of the tragic case of Anna, although the counsellor did not face any legal  repercussions, the law is not clear on rules or regulations to help minimise their legal vulnerability when making decisions as to what action to take or not take. Legislation is much more clear cut in the areas of adoption and infertility than in other areas but still there are uncertainties and conflicts of interest for the counsellor to wrestle with. The counsellor is presented with conflicting rights of the parent and their right to confidentiality on the one hand and the right of the child to know who their parents are on the other. When considering the case where a counsellor had to assess the degree of personal risk posed to the birth mother if personal information was released-it becomes clear that there are no clear guidelines for the counsellor which are laid down by law. Thus, ethical and legal dilemmas could arise between the right of the individual to records and the right of the birth parent to privacy. Similarly, the counsellor is left to weigh up the gravity of keeping information confidential in cases of AIDS and HIV whereby the client has the right to privacy but the partner has the right to be informed as they could be at risk of harm. According to Jenkins (1996), establishing a clear relationship with the law is one of the elements which is associated with acquiring full professional status. That is to say, a profession such as medicine, which has a recognised status in legislation and case law, is authorised to carry out certain activities and can delegate some of the responsibility for self-discipline and the maintenance of high standards of practice. But, the legal dimensions of therapy are not recognised in the same way and thus the legal obligations and responsibilities of the counsellor and the law remain unclear and require further exploration of the legal context in which the counsellor works. One would hope that this dilemma would be worked on indepth to help counsellors to counsel effectively and of course, to avoid the fear of being sued as a result of imperfect knowledge of the law or inadvertent negligence.

Jane Eyre by Charlotte Bronte Essay

Though Blanche, from Jane Eyre by Charlotte Bronte, thinks that opposites attract and thus that she will marry Rochester, Bronte has different ideas about foils. Near the end of the novel Jane marries Rochester effectively quieting Blanche’s ideas. However, Bronte does use foils in the novel for a different reason. She uses characters will opposite personalities to reveal more about them, and to keep the reader from overlooking many of the major characters’ traits. For instance, without Blanche, who is a foil of Jane, one may have thought Jane a simple and plain governess and nothing more. Similarly, without St. John the reader could have missed Rochester’s passionate side, or with no Mrs. Reed how supportive Miss Temple really is. Using foils, Bronte reveals more about the personalities of the major characters, and keeps the reader from overlooking many traits. One can see that Jane and Blanche are opposites from before they even meet. While Jane is rather plain and unattractive on the outside, Blanche is described as beautiful with, â€Å"the noble bust, the sloping shoulders, the graceful neck, the dark eyes and black ringlets† (183) Even Jane cannot deny that Blanche is beautiful. In addition, Blanche grows up in a rich noble family while Jane is an orphan who was sent to a lowly boarding school. The opposites do not stop at their looks and backgrounds, for even Jane and Blanche’s personalities are completely different. Jane is an independent, passionate, and respectful young woman, although she often seems very practical and rational. Blanche flaunts herself, gossips, talks about marriage, and can be very rude as shown when she says â€Å"she (Jane) looks too stupid for any game of the sort† (194). While Jane was in the room, Blanche speaks loudly and rudely of her without a second thought. In addition, Blanche only wants Rochester as her husband for his money, and for the title of a wife. She likes the fact that he is not handsome because as a result, she will receive all of the attention. Jane loves Rochester for his personality, and thinks to herself, â€Å"gratitude and many associations, all pleasurable and genial, made his face the object I best liked to see; his presence in a room was more cheering than the brightest fire† (155). Jane does not mind his physical features because she finds him interesting, caring, and the fact that he makes her happy. As foils, Blanche elicits Jane’s noble characteristics, while at the same time making Jane seem more interesting. Instead of seeing a simple governess, the reader realizes Jane’s passion and interesting qualities. Blanche’s outer beauty also helps the reader see the beauty within Jane though her physique is plain. In the novel, St. John brings out many characteristics in Rochester. They seem to be the two sides of Jane, her practical and rational side versus her passionate and emotional side. St. John seems to be powerful and dangerous. Jane feels he wants to marry her because it would be practical, and as he says goodbye to her she notes that â€Å"his look was not, indeed, that of a lover beholding his mistress, but it was that of a pastor recalling his wandering sheep: (454-455). St. John does not love Jane, and he does not try to act so. Unlike Rochester he lacks passion. In contrast to St. John, Rochester really loves Jane and expresses himself when she talks of leaving, â€Å"my deep love, my wild woe, my frantic prayer, all are nothing to you? †¦You leave me here in anguish† (344). The severe intensity of Rochester’s words shows just how much he really loves Jane. In addition, St. John is very self-denying. He takes and feels what he thinks the Lord would want to him to take or feel. He does not want to give love to anyone except his God. Rochester is much different as he succumbs to temptation and love. He has many other personality traits as well, although some are not originally apparent. After Jane saves Rochester from the fire in his room Rochester says, â€Å"If you are not warm enough, you may take my cloak† (159). Rochester can also by very caring and thoughtful, although these traits are much less obvious. They are made clearer through contrast to St. John who lacks empathy and is very harsh and cold. These foils also help the reader understand more about Jane. After being courted by both of them, she chooses Rochester. This symbolizes her choice of emotion and passion over principles and rationality. A less obvious pair of characters who are foils as well is Miss Temple and Mrs. Reed. Not only are they opposites of each other, but they also bring out different sides of Jane herself. When around the uncaring and rude Mrs. Reed, Jane feels angry and suppressed. She finally lets out her anger in a memorable scene after she learns she is going to school, â€Å"If anyone asks me how I liked you, and how you treated me, I will say the very thought of you makes me sick, and that you treated me with miserable cruelty† (34). Because Mrs. Reed, is mean herself, she brings out the bad side of Jane. Miss Temple brings out a much different personality in Jane. Around Miss Temple, Jane is calm and more caring as a result of Miss Temple’s influence. Mrs.  Reed was a hateful and unforgiving person as shown when talking to Jane on her dying bed, â€Å"she (Jane) did not die: but I said she did—I wish she had died! † (249). Even as she dies, Mrs. Reed hates Jane, although Jane did not do anything wrong. Miss Temple believes in forgiveness, and she even helps Jane clear her tarnished reputation. Miss Temple teaches Jane about life as well as schoolwork and is very generous. Mrs. Reed, a horrible mother figure for Jane, helps the reader realize that Miss Temple is more of a inspiration and maternal figure than at first apparent. After Miss Temple marries and Jane becomes unhappy, Jane has a realization as a result of Miss Temple’s motherly influence, â€Å"I remembered that the real world was wide, and that a varied field of hopes and fears†¦ awaited those to who had the courage to go forth† (87). Instead of just being a schoolteacher, Miss Temple helps Jane through her life unlike Mrs. Reed who was supposed to treat Jane as her own child. In Jane Eyre by Charlotte Bronte, the author uses many foils to highlight certain traits in the major characters. She also uses the opposites to help one see personality traits that are not as obvious to the reader. Without these foils, many characters would have seemed different and less interesting. Without Mrs. Reed, Miss Temple would have just seemed like a nice schoolteacher. If St. John had been missing, Rochester would not have seemed very nice or caring at all. Finally, without Blanche, Jane would have seemed much less interesting, and her noble characteristics would have been diminished. The opposites are used to reveal more about the major characters, and to keep the reader from overlooking important personality traits.

Biography of Spartacus, a Slave Who Led a Revolt

Biography of Spartacus, a Slave Who Led a Revolt Spartacus (approximately 100–71 BCE), was a gladiator from Thrace who led a major revolt against Rome. Little is known about this fighting slave from Thrace beyond his role in the spectacular revolt that became known as the Third Servile War (73–71 BCE). Sources agree, however, that Spartacus had once fought for Rome as a legionnaire and was enslaved and sold to become a gladiator. In 73 BCE, he and a group of fellow gladiators rioted and escaped. The 78 men who followed him swelled to an army of more than 70,000, which terrified the citizens of Rome as it plundered Italy from Rome to Thurii in present-day Calabria. Fast Facts: Spartacus Known For: Leading a slave revolt against the Roman governmentBorn: Exact date unknown but believed around 100 BCE in ThraceEducation: Gladiatorial school in Capua, north of NaplesDied: Believed in 71 BCE at Rhenium Early Life While little is known about Spartacuss early life, it is believed that he was born in Thrace (in the Balkans). It is likely that he actually served in the Roman Army, though it is unclear why he left. Spartacus, perhaps a captive of a Roman legion and perhaps a former auxiliary himself, was sold in 73 BCE into the service of Lentulus Batiates, a man who taught at a ludus for gladiators in Capua, 20 miles from Mount Vesuvius in Campania. Spartacus trained at the gladiatorial school in Capua. Spartacus the Gladiator In the same year that he was sold, Spartacus and two Gallic gladiators led a riot at the school. Of the 200 slaves at the ludus, 78 men escaped, using kitchen tools as weapons. In the streets, they found wagons of gladiatorial weapons and confiscated them. Now armed, they easily defeated the soldiers who tried stopping them. Stealing military-grade weapons, they set out south to Mount Vesuvius. Three Gallic slaves- Crixus, Oenomaus, and Castus- became, along with Spartacus, the leaders of the band. Seizing a defensive position in the mountains near Vesuvius, they attracted thousands of slaves from the countryside- 70,000 men, with another 50,000 women and children in tow. Early Success The slave rebellion happened at a moment when Romes legions were abroad. Her greatest generals, the consuls Lucius Licinius Lucullus and Marcus Aurelius Cotta, were attending to the subjugation of the Eastern kingdom of Bithynia, a recent addition to the republic. The raids carried out in the Campanian countryside by Spartacus men fell to local officials to mediate. These praetors, including Gaius Claudius Glaber and Publius Varinius, underestimated the training and ingenuity of the slave fighters. Glaber thought he could lay siege to the slave redoubt at Vesuvius, but the slaves dramatically rappelled down the mountainside with ropes fashioned from vines, outflanked Glabers force, and destroyed it. By the winter of 72 BCE, the successes of the slave army alarmed Rome to the degree that consular armies were raised to deal with the threat. Crassus Assumes Control Marcus Licinius Crassus was elected praetor and headed to Picenum to put an end to the Spartacan revolt with 10 legions, some 32,000 to 48,000 trained Roman fighters, plus auxiliary units. Crassus correctly assumed the slaves would head north to the Alps and positioned most of his men to block this escape. Meanwhile, he sent his lieutenant Mummius and two new legions south to pressure the slaves to move north. Mummius had been explicitly instructed not to fight a pitched battle. He had ideas of his own, however, and when he engaged the slaves in battle, he suffered defeat. Spartacus routed Mummius and his legions. They lost not only men and their arms, but later, when they returned to their commander, the survivors suffered the ultimate Roman military punishment- decimation, by order of Crassus. The men were divided into groups of 10 and then drew lots. The unlucky one in 10 was then killed. Meanwhile, Spartacus turned around and headed toward Sicily, planning to escape on pirate ships, not knowing that the pirates had already sailed away. At the Isthmus of Bruttium, Crassus built a wall to block Spartacus escape. When the slaves tried to break through, the Romans fought back and killed about 12,000 of the slaves. Death Spartacus learned that Crassus troops were to be reinforced by another Roman army under Pompey, brought back from Spain. In desperation, he and his slaves fled north, with Crassus at their heels. Spartacus escape route was blocked at Brundisium by a third Roman force recalled from Macedonia. There was nothing left for Spartacus to do but to try to beat Crassus army in battle. The Spartacans were quickly surrounded and butchered, although many men escaped into the mountains. Only 1,000 Romans died. Six thousand of the fleeing slaves were captured by Crassus troops and crucified along the Appian Way, from Capua to Rome. Spartacus body was not found. Because Pompey performed the mopping-up operations, he, and not Crassus, got credit for suppressing the rebellion. The Third Servile War would become a chapter in the struggle between these two great Romans. Both returned to Rome and refused to disband their armies; the two were elected consul in 70 BCE. Legacy Popular culture, including the 1960 film by Stanley Kubrick, has cast the revolt led by Spartacus in political tones as a rebuke to slavery in the Roman republic. There is no historical material to support this interpretation, nor is it known whether Spartacus intended for his force to escape Italy for freedom in their homelands, as Plutarch maintains. The historians Appian and Florian wrote that Spartacus intended to march on the capital itself. Despite the atrocities committed by Spartacus forces and the splintering of his host after disagreements among the leaders, the Third Servile War inspired revolutions successful and unsuccessful throughout history, including Toussaint Louvertures march for Haitian independence. Sources Britannica, The Editors of Encyclopaedia. â€Å"Spartacus.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 22 Mar. 2018. Britannica, The Editors of Encyclopaedia. â€Å"Third Servile War.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, Inc., 7 Dec. 2017. â€Å"History - Spartacus.† BBC.

How You Get an SAT Fee Waiver Complete Guide

How You Get an SAT Fee Waiver Complete Guide SAT / ACT Prep Online Guides and Tips Is the cost of registering for the SAT a financial difficulty for you and your family? You may be eligible for an SAT fee waiver, which covers the full cost of registration for the SAT, with or without the essay section. We’ll explain what criteria you need to meet to be eligible for an SAT fee waiver and guide you through the steps to using it. With this guide we hope to help you overcome the barrier of testing fees in your path to college. What Guarantees SAT Fee Waiver Eligibility? College Board’s primary eligibility criteria says that you must be enrolled in (or eligible to participate in) the Federal Free and Reduced Lunch Program (FRPL). If you’re not on free and reduced lunch, there are some other criteria that may make it possible for you to obtain a fee waiver. You must meet ONE of the following, as defined by College Board (click here to read about this criteria in Spanish): Your annual family income falls within the Income Eligibility Guidelines set by the USDA Food and Nutrition Service (provided below). You are enrolled in a federal, state, or local program that aids students from low-income families (e.g., Federal TRIO programs such as Upward Bound). Your family receives public assistance. You live in federally subsidized public housing, a foster home, or are homeless. You are a ward of the state or an orphan. Income Eligibility Guidelines for the Free/Reduced Lunch Program for 2015-16 Members in Household Total Annual Income 1 $21,775 2 $29,471 3 $37,167 4 $44,863 5 $52,559 6 $60,255 The number of members in household includes the filer. A student in foster care is considered a household size of one person. If you have more than six members in your household, take the annual allowance for six - $60,255 - and add $7,696 for each additional member. In addition to meeting one of the above guidelines, there are a few other conditions for obtaining an SAT fee waiver. There are someother important rules for getting the green light on SAT fee waivers. Other Rules and Conditions First, SAT fee waivers are only available to11th and 12th graders. SAT Subject Test fee waivers, however, are available for all high schoolers in grades 9 through 12. Secondly, if you're testing outside of the U.S., you have to be a U.S. citizen to be eligible for a fee waiver. If you're an international student, then you can only get a fee waiver if you're residing and testing in the U.S. or U.S. territories. And third, eligible home-schooled students should contact a counselor at their local high school to get fee waivers. They will likely have to provide supporting documentation to prove they are eligible, such as tax records, public assistance records, a record of enrollment in an aid program. Now that you know all the criteria for getting a fee waiver, let’s take a closer look at what exactly an SAT fee waiver covers. What an SAT Fee Waiver Covers An SAT fee waiver covers the full cost of registration for the SAT test, with or without the essay section. It doesn't matter which you choose; you'll be covered either way. If you register for the SAT without the essay, but change your mind on test day, then you don't have to worry.As long as your testing center has the materials, then your fee waiver will cover your SAT + essay with no additional fees. You can get a total of two fee waivers for SAT registration and two fee waivers for SAT Subject Test registration. These do not cross over and cannot be exchanged with each other (in other words, you can’t use one of your Subject Test waivers to register for the regular SAT, or vice versa). The subject test fee waiver covers your registration for one day. Since there can be up to three subject tests in one day, one subject test fee waiver could cover one, two, or three subject tests. So two subject test fee waivers could cover up to six subject tests (three on one day and three on another). SAT fee waivers are also useful for sending your scores to colleges. Whether or not you're using a fee waiver, you'll getup to four free SAT score reports sent to colleges.If you're using a fee waiver to register, then you'll get anfour additional score reports sent to colleges for a total of eight free score reports!These four additional score reports can be ordered at any time. Fee waivers also cover College Board’s Question and Answer Service (QAS) or Student Answer Service (SAS) if ordered at the time of registration. These services give you a more detailed look into your SAT score report, which can be a huge help if you're planning to study more and retake the SAT. If you want QAS and/or SAS, then you need to order them at the time or registration. With SAT registration fee waivers, you could make up to four requests for fee waivers for your college applications. Your counselors should be able to help you through this process (usually through the Common Application). Finally, if you are testing internationally, the fee waiver covers the non-U.S. regional fee that’s added to international registration. As you can see, the fee waiver doesn’t just cover the cost of registration, but it also helps you with your college applications. However, there are a few limitations of the SAT fee waiver, which I'llexplain below. A fee waiver does not cover a six-month supply of coffee to fuel your SAT prep - but wouldn't it be nice if it did? What an SAT Fee Waiver Does Not Cover One fee waiver can only be applied only to one registration. If you miss your test, you can’t use the same fee waiver again. Thus you should make every effort to take the SAT on the date you have registered for. Again, you can get a maximum of two fee waivers, so you can waive the fee to take the SAT twice. If you need to change your test date, you will have to pay the fee of $28. You also can’t use your fee waiver to be put on a waitlist (which students may choose for an extra fee of $46 if their preferred testing center is already full on a particular date). Now that you know the full range of services covered by the SAT fee waiver and its limitations, let’s take a look at what steps you need to take to obtain your SAT fee waivers. What Steps You Need to Take College Board sends out fee waivers to high school counselors, so your counselor should notify you of your eligibility and give you a form. If your counselor hasn't done so, definitely speak with herand ask about your fee waiver. As far as I know, you can't obtain one yourself; you need to get the fee waiver from your counselor or another eligible administrator. Make sure you talk to your counselor well before the registration date of your test date so that you don't get charged late fees!This is especially important if you’re not on Free and Reduced Lunch, but you believe you meet one or more of the other criteria and can provide supporting documentation. Your fee waiver will be a card that looks something like this: When you register for the SAT, you will enter your 12-digit SAT fee waiver code, as well as your counselor’s name and eligibility criteria marked on the card. Once you’ve filled out the rest of your account (which entails uploading a photo, adding your personal and parental information, and choosing a testing location and test date), then you’re all set! You’ve registered for the SAT. Advice for Students Using Fee Waivers If you’re using a fee waiver and plan to take the SAT only two times, you really want to plan your optimal testing strategy carefully. Students almost always improve every time they take the SAT, as practice, training, and familiarity with the test is hugely helpful in improving your test scores. Since many colleges â€Å"superscore† the SAT in the admissions process, or choose your best section scores across all test dates, you can take the test multiple times to build up a strong superscore. This doesn’t mean you can’t get a great score by taking the test twice - on the contrary, with a planned strategy you can hit and even exceed your target scores. Besides using high quality test prep materials, you can improve your score by simulating real testing conditions. Using a full practice test, go through it as you would the real thing - with timed sections and short breaks, ideally on a Saturday morning. This will really help you get used to the timing and pacing of the test, as well as understand your own stamina and needs during a long period of testing. Check out our free EBook on what you need to do to maximize your SAT scores. This SAT Study Guide gives you the 5 tips you need to know to prepare for the SAT, including both what’s on the test and tips for revving up your own internal motivation. To Sum Up... SAT fee waivers can be a huge financial help in registering for the SAT, sending your score reports to colleges, and submitting your college applications. Make sure to learn about your eligibility well in advance of registration, and speak with your counselor to make sure you are all set for registration. If you learn that you were eligible for a fee waiver after you already registered, you can’t get a refund of the registration fee. So definitely reach out to your counselor and take advantage of SAT fee waivers with enough time to spare. As we said above, if you are limited to taking the test two times, make sure to maximize those two testing opportunities with a strong study plan and plenty of customized preparation. Check out the resources below for more important information and advice to help you prep for this very important test. What’s Next? If you’re thinking about how to save money on testing fees, check out our complete overview of SAT and ACT costs. In addition to getting the fees waived for the SAT, you may also be able to get your college application fees waived. This guide goes over the steps you need to take to obtain fee waivers for your colleges of choice! To start designing and customizing your SAT study plan, read our article to learn when you should begin studying and prepping. Aiming for that elusive (but definitely possible) perfect score? Learn from a 2400 full scorer. Read his personal story and comprehensive guide on how to master the SAT. Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Media Technologies and convergence Raymond Williams Essay

Media Technologies and convergence Raymond Williams - Essay Example Raymond Williams is strongly opposed to Marshall McLuhan’s analysis that the world has been altered by television, which is intended to mean that watching television reduces one’s intelligence quotient (IQ). Although McLuhan’s line of thought is somehow consistent with experience in the media, Williams argues that it would be overly deterministic to believe in the precepts of this model. On this point, Williams’ line of thought makes quite a lot of sense because some television programs are greatly educative and laden with facts. The implication is that the society can learn a great deal from these facts and effectively develop their IQs. Technological determinism assumes that technological advancement is an accidental, self-driven process. It pre-supposes that the advancements are never pre-determined by external forces. However, most of the technological developments arise as a result of the needs (either real or perceived) of the society. This way, technology is the ultimate result of many years of carefully designed research. Put differently, the kind of technology that develops in a particular place is normally related to the challenges associated with the place. Technology is, therefore, aimed at providing definitive solutions to the needs and challenges of the society. Williams reinforces this point further by making reference to some television-related inventions such as the electric eye, the copying telegraph, the cathode-ray tube, and the scanning system. The details of these inventions show clearly that discovery of the modern television had been long foreseen, and it was in the process of being perfected. One of the challenges that had motivated the conception and subsequent realisation of these inventions is pressure that came with the expanding business and military operations; a situation that demanded a faster and robust broadcasting platform. Raymond Williams emphasises the value of technology in influencing the cultural perception of television. In doing this, he resists the assertions of McLuhan that the message lies in the medium. Williams reasons that if the medium is the message, then the human component would have been left out of the broadcasting system. Williams further argues that contrary to McLuhan’s beliefs, viewers have the will and ability to alter and or pre-determine the otherwise latent logic of technology and history. This is attributable to two factors: first is that television is part of human life, and second

Evolution of the Cellphone and How it Changed our Lives Essay

Evolution of the Cellphone and How it Changed our Lives - Essay Example Then came Motorolla MicroTAC 9800X which was considered small during its time because it can fit into a shirt pocket. It featured an 8-character dot-matrix red LED display with an innovative new flip design. In 1993, Motorola introduced that Bag Phone 1992 which was power intensive compared to cellphone today because it runs on a 3 watts of power while today’s cellphone only requires .06 watt or less. During the same year however, competetion in the celphone industry begun. For the first time, Nokia introduced its model 1011, the first mass produced GSM (Global System for Mobile Communications) phone. A year later, another competitor went in the cellphone industry with IBM Simon, IBM’s first smart phone. From then on, cellphones slowly added other features such as the addition of customized ringtones in the Mova N103 Hyper (1996). Siemens went into the market and put color on the LCD screen (1997). In 1998, Nokia introduced its first phone that removed the external ante nnae with its model 8810. In 1999, several features on the cellphone was added by different manufacturing companies. Nokia 7110 introduced the first mobile phone with a WAP browser that can surf the internet and do the functionality of an email. The popularity of MP3 on cellphones was also first introduced with Samsung SPH-M100 Uproar. Benefon Esc also pioneered the idea of integrating GPS into a cellphone. Sharp also introduced the first multicolor display screen with its J-SH04 model which had a mere 0.1 megapixel resolution. A year later, the Bluetooth capabilities in cellphone was introduced with Ericsson T39 (White). The introduction of Lithium Ion Batteries was... The researcher states that moblile phones or cellphones has certainly gone a long way. From an enormous, 80 pound, car mounted communication apparatus, it is now miniaturized to a small terminal in our backpockets. Its size may have been reduced but certainly not its battery life and functionality. The former two pounds weight and 60 minutes batterly life is now reduced to four ounces and can now extend to more than a week of battery life. What used to be a â€Å"brick† is now a full-fledged computer, with a video camera, audio/video playback and high-speed internet. Its functionality is so diverse that it can cater to various needs and preference of its users that extends beyond its use as a handheld mobile communication device that it is now called a personal trusted device. The celphone device in itself is no longer just a phone. It has evolved into an all purpose device that can virtually function like a computer. The introduction of apps or applications made its functiona lity almost limitless that it can enable users to do functions such as online banking, trade stocks and play games, just to name a few. The ways that cell phones have changed the world and our lives are just too many to fit in this paper. Suffice to say, that it has enriched human connection through mobile communication where access is almost universal because of its lowered cost. Its increased functionality also enriched our lives because it enabled us to do things easier. It may be a distraction at times, but it has definitely made this world a lot better.

Hillside School New Payment and Billing System Case Study

Hillside School New Payment and Billing System - Case Study Example From this discussion it is clear that the vice principal will certainly have enough space to carry out some more administrative responsibilities. The second benefit associated with this simplified system is that the heaviness of responsibility that the vice principal had to bear every school season are going to be reduced. Unlike it happened before, the vice principal can breath a sign of relieve from tedious work now. She is now sure to channel most of her time and effort into ensuring academic excellence in the school. Considering the fact that Hillside School is still a school with a lot of very young boys and girls, the vice principal’s duty can also be channeled towards ensuring high morals and discipline in the school. This study highlights that the decision table is purposely to look into the discounts available to parents. Generally, there are discounts in place to serve as motivation for parents who show some level of commitment to the school. The discounts are in two major forms and shall be discussed in detail when designing the decision table. Motivation to customers; in this case parents of students has been described as highly important in several ways. In the view of Cherry, â€Å"motivation is defined as the process that initiates, guides and maintains goal-oriented behaviors.† By and large, motivation is needed as reinforcement to spark up a strong urge or desire in getting people put up certain behavior. In a school such as Hillside School which is a relatively new school, motivation in the form of discount to parents is therefore a step in the right direction. Not withstanding the importance of motivation discussed above, it is important that decisions on motivation be run efficiently. It is important that the school has a common system that ensures that there is a level playing field for all parents to benefit from the program.

Anchors: History of and Developments in Anchor Technology

Anchors: History of and Developments in Anchor Technology Inflate-a-Weight Abstract The Inflate-a-Weight is a specially designed anchor that utilizes a chemical reaction to assist in the anchor’s ascent. Connected to the body of the anchor are two balloons similar in design to airbags. One is connected at the top and the other at the bottom. The bottom balloon acts as a backup if the top one fails to activate. Using an infrared remote control, the user can release some water into the balloon. This will react with the trace amount of sodium present in the balloon to produce sodium hydroxide and hydrogen gas. The gas will inflate the balloon and give the anchor the buoyancy necessary for it to rise to the surface. The Inflate-a-Weight is a fast method of hauling in an anchor that could save boaters the electricity they need to power radios, lights, and navigation systems. Present Technology The current technology of anchors includes multiple different anchor types used for various purposes, the line it is connected to, and the chain it is connected to. These anchor types include the lightweight anchor, kedge anchor, grapnels anchor, plow anchor, claw anchor, and the mushroom anchor. The lightweight anchor is usually used on smaller boats used for recreational purposes. The kedge anchor is normally used on very large ships because it buries one of its sides and relies mainly on the weight of the ship to help keep it in place. The grapnels anchor is used by small boats such as kayaks and canoes because it has little holding power. The plow anchor tends to be used on cruising boats because it is able to bury itself in most bottom types. The claw anchor works similarly to the plow anchor but it allows 360 degree turns while anchored and is able to right itself easily if it hits the bottom on the wrong side. The mushroom anchor is used mainly for moorings and is best used in soft bottoms because of the suction it is able to create because of it mushroom shape. Additionally, the anchors are attached to the boat via a line and/or chain. The three-strand twist nylon line is the best line to use because of the shock it is able to absorb from the anchoring. It is recommended that the line is mixed with a chain for the anchor. Chain is usually made from galvanized steel and isgood to use for attaching you anchor to the boat because it can handle more weight and wear and tear and the most commonly used type of chain is the proof coil. Airbags are inflated via a chemical reaction activated in a head-on collision to help protect a person in a crash. They are commonly activated when in a head-on collision the car decelerates at a very fast pace and a ball held in place by a magnet moves forward to activate an electrical circuit to ignite a pellet of sodium azide. Once that happened the airbag inflates in mere milliseconds, approximately 40. After the bag has inflated fully it begins to deflate to cushion the body in time for when the body should make contact with it. For the airbag to produce the gas necessary to inflate it goes through a series of chemical reactions. The reason for multiple reactions is to produce the gas needed and to remove the other harmful substances produced and convert them into harmless substances. There are many gas producing chemical reactions, but the important ones for this project have reactants in group 1, the alkali metals. Some of the elements located in this group have strong reactions with water. Some of these reactants react with water in a violent explosion and produce gas. Lithium has an intense reaction with water and produces hydrogen gas. Sodium has a fast reaction with water, which can be seen by the small explosion or fire when the reactants are combined, and produces hydrogen gas. Potassium has a rapid exothermic reaction with water and can catch fire during the reaction and it produces hydrogen gas. Rubidium reacts very rapidly and violently with water and produces hydrogen gas. Cesium has an extremely fast and violent reaction with water and produces hydrogen gas. The current technology of infrared remote controls and sensors includes being used in television remotes. The infrared or IR remote is able to work by using s low frequency light beam that cannot be detected by the human eye but by the television receiver. The IR remotes and their sensors are used by many different electronic devices today including things such as televisions, radios, and movie players. History Anchors have been used for thousands of years. Ancient forms of anchors, rocks, have been found that date to the Bronze Age. A primitive anchor consists of a pair of wood arms under a large rock. It provided the same purpose as modern day anchors, which is to have a sharp point and mass. Ancient anchors relied on the grappling hook until the stock, a bar perpendicular to the arm in order to roll the anchor to pierce the bottom, was introduced and adopted. Airbags were first used in the early 1950s and were designed by Walter Linderer, a German engineer and later was patented by John W. Hetrick. In 1963, Yasuzaburou Kobori created current airbag technology. In 1968, Allen Breed invented the first automobile crash sensor and airbag safety system. Early airbags had the problem of retaining pressure in the canisters that inflated the bag with compressed air. Sodium azide and its by-product, sodium hydroxide, were commonly used in the 1990s. However its toxicity and reactivity caused it to be phased out. Infrared, or IR, technologies had started to be used in the early 1980s. The first remote control, called â€Å"Lazy Bones† was created by Zenith Electronics Corporation. Eugene McDonald created the first wireless remote, the â€Å"Flashmatic†. An IR remote emits a very low frequency beam of light which is then met by the receiver. In the beginning of the 2000s, ninety-nine percent of all television sets and one-hundred of all VCRs and DVD players were equipped with IR remote controls. Most remote controls today use IR technology. Breakthroughs The gas that needed to be used had to be safe and couldnt be harmful to the environment. Methane and ammonia are harmful to the environment, so they were thrown out as possibilities. The only other ones that would be useful in lifting the anchor were hydrogen and helium, but helium is too expensive to be used on a daily basis. This left hydrogen as the element chosen for the lifting of the anchor. Next it was necessary to find a way to produce the hydrogen through a reaction, but the compounds used couldnt be harmful to the environment, along with its byproducts. The simplest and cleanest way to produce hydrogen was to use a salt and mix it with water. The only salt that will not create a harmful byproduct and will not explode killing any creatures, was sodium and therefore was chosen for to create the anchors needed reaction. The breakthrough that is necessary for the floating anchor to work is the reaction that must take place inside the anchor under the high pressure of deep ocean waters. The reaction must take place in an area that is completely dry, so as to avoid an early and undesired reaction. The separate chambers where the sodium and water are held must be sealed properly in order to avoid compromising the clean water with contaminates and the risk of the sodium being exposed to water, causing an early reaction, is too great. The only possible way for the reaction to occur is if the sodium is kept dry and safely away from the oceans water. The sodium must be kept in a separate chamber where it can be released into the water of another chamber. The water should be filled before the anchor is dropped but if not, the water can be used if it is fresh water. As this is an unlikely case, due to the fact that the anchors main purpose is for deep oceanic waters, the anchor can still be used in freshwater lakes or rivers. When the sodium is released into the water of another chamber, the reaction will rapidly produce sodium hydroxide and hydrogen gas. The hydrogen gas will fill up the balloon that is attached to the exterior of the anchor and provide the lift necessary for the anchor to rise to the surface at a steady and safe rate. The release system is connected to an infrared remote control on board the ship. When the anchor needs to be raised, they simply use a remote control to send infrared signals to the anchor, which in turn opens the chamber, and triggers the reaction. The downside is that due to the fact that a high concentration of sodium, if a leak occurs, could destroy the anchor in a small explosion. To avoid a catastrophe, the concentration of sodium must be kept at a low level. This basically means that only about one or two reactions worth of sodium can be kept in the chambers within the anchor. A solution to any failures in the release of the sodium can be fixed with a more manual format. A tube will be run down the chain to the anchor upon installation, so if the reaction in the anchor fails, hydrogen gas can be pumped down the tube into the anchors balloon. If there arises a problem with the balloon, there is a second emergency balloon attached to the opposite end of the anchor, which is atta ched to the tube, that can be filled if the first fails to do so. If all else fails, the anchor can be raised as it is today, slowly and steadily, by a windlass or by hand. All these things must come together perfectly for this piece of technology to work. If there is one flaw, the whole anchor is compromised and rendered useless for its purpose. Although this technology has the ability to exist today, it is unlikely due to the fact that every time the anchor is used the chamber containing the chemical would need to be refilled. The only solution to being refilled every time is to have multiple chambers, but this could be a problem due to the fact that if the concentration of the chemical is too high and there is a leak, the possibility of the anchor exploding becomes a reality. Future Technologies Future ways of easing the use of the anchor would be to raise it to the surface faster and safer. Our vision includes a way to raise an anchor from the bottom of a body of water to the surface is just this way. This is a safer way to elevate an anchor without a windlass. We visualize our concept to be put in place by many different people for many different uses. For example, the products of reaction in the airbag can be applied to not only airbags, but inflatable boats or recreation inflation uses. Instead of using one’s breath or an air pump, only activate the sodium and water for a rapid inflation. This technology of producing gas can be used in many places for many different reasons. The IR signals can be improved and applied to more uses than they currently are. Infrared signals can be used in many different applications, not only in television remotes or triggering reactions in anchors but also sending information by light. However, the strength of infrared signals must be improved in order to reach longer distances or through different materials since it is such a low energy light. Along with the infrared technology, the other components can be further improved. The strength of the anchor, reliability of the reaction can be improved. Different designs may also prove to be more effective than our own. This leads to development of the Inflate-a-Weight. Design Process After the team decided to do our project on an anchor retraction system we brainstormed different ways to make it easier. After picking which one to do we had rejected three different versions of the idea for various reasons. The first idea that was rejected by the group was an anchor that is retracted by a motorized pulley system. The thought was to have the rope/chain attached to the anchor to be wrapped on the pulley so a button could be pushed or a switch flipped and the pulley would start turning lifting the anchor up and out of the water. The idea was rejected because when further research was conducted on the idea, we found that it already exists and is known as a windlass. Another idea that was rejected was an anchor that is equipped with water jets to propel it upward. The group rejected this idea because of the dangers of the anchor flying up into the boat and damaging it or harming the passengers. If the water jets pushed with too much pressure behind it, it could launch up too much and fly into the boat, causing a hole or other damage possibly resulting in compromising the integrity of the hull and leading to the sinking of the watercraft. The anchor flying up into the boat could also cause serious injury or even death to any passenger riding in the boat. This could be an expensive ordeal because major damage to the boat and medical bills are not usually cheap. The last idea that was rejected was an anchor that floats up using air pumps. Our group rejected this version of our idea because it is not practical because of all the equipment required that could fail or easily break. Some of the equipment would have to be a tube and the actual air pump. The pump could fail by losing power and cause a problem for retracting the anchor. The tube running down to the inflatable device to make the anchor rise could break and then it would be a pain to fix and get in the way of manually raising the anchor in the case that it breaks. However, this idea led us to think of another way to use something lighter than water to raise the anchor. We came to the conclusion that using a chemical reaction to produce gas in an inflatable attached to the base of the anchor would work better. When discussing it more we knew that a way to activate the chemical reaction was needed and we thought of remotely activating it to make it easier on the user. Consequences The floating anchor technology could have some potentially harmful and unintended consequences. If sea creatures ingest the chemicals at all, the entire rest of the food web is affected by the chemicals as well. The toxins may not be as potent in higher levels of the chain, but it still spreads from organism to organism. For instance, a school of tuna fish might be exposed to the chemicals and later end up being caught and processed for retail. The rapidly rising anchors could also be a potential hazard for people in boats. If the reaction becomes out of control, then the anchor could fly out of the water and strike the people attempting to raise it. The anchor could also strike the hull of the boat and damage the vessel, perhaps leading to flooding or even sinking, depending on the size of the vessel. The levels of infrared radiation could gradually increase in the ocean since the anchor uses IR signals to trigger the reaction. This increase would harm the atmosphere more than it does the ocean. The ocean water evaporates, releasing excess heat and infrared energy, which is then absorbed by moist, tropical air. The wind then carries the air to a convergence zone where it falls as precipitation. The heat and IR energy is then released into the atmosphere. Rising IR levels in the atmosphere can contribute to the greenhouse effect. Another potential problem is the precipitate left over after the reaction takes place and the anchor begins its ascent. If the balloon that provides buoyancy for the anchor burst, then the sodium hydroxide would be released into the ocean. When sodium hydroxide comes into contact with water, it produces a massive amount of heat. The heat generated could damage the anchor or even render it useless. If it is close enough to the boat then it may damage the structure of the boat as well. Despite the possible problems that could rise to the surface, the Inflate-a-Weight could be quite convenient and cost effective for sailors. The float would be convenient and quick as opposed to the longer amounts of time it usually takes to haul an anchor from the bottom. Windlasses on smaller vessels are usually powered by electricity. If the Inflate-a-Weight anchor were used instead, then more power could be used for radios, navigation systems, or lights. The quick speed of the Inflate-a-Weight would also be useful for vessels in avoiding collisions. If a ship cannot stop in time to prevent a collision, then the anchored vessel could quickly raise their anchor and move out of the way. Small law enforcement craft and Coast Guard vessels would also find the anchor useful when trying to quickly raise their anchor in order to pursue suspects in boats or on small water craft like jet skis.