Hurricane Charley Essay Example for Free

Hurricane Charley Essay Trees down every where, houses crushed, roofs gone, thousands of people without power, cars damaged, people dieing. Hurricane Charley was perhaps one of most devastating events that I have ever experienced, in my entire life. The next morning after hurricane Charley hit, we drove outside and saw the devastating remains that Charley left. The roads were full of chaos, with no traffic lights, and the gas lines were insanely long. I was very fortunate to only loose my power and cable, in comparison to some people loosing a loved one. This hurricane caused approximately $20 billion in damages, which is nothing compared the 19 lives it took. I learned to never underestimate the effects of a hurricane, always be prepared for a hurricane, and to always think and help the less fortunate. Hurricane Charley wasnt perceived as a very powerful hurricane to a lot of people as it progressed more towards Central Florida. I feel that a lot of people were not very prepared for Charley, just as I wasnt. When I heard about this hurricane coming I thought, Oh, another hurricane coming, there is going to be a lot of rain. I didnt think it was going to be a big deal at all. After the hurricane hit, I realized that I was completely wrong. One should always be prepared for a hurricane. I think that this statement is most definitely true, and should be carried out by everyone. Every household should have plenty of water, money, gas, batteries, flashlights, and many other things stashed away in their houses. There were major gas outages at the gas stations, because people were filling up their generators and cars. One of the major problems was that almost everyone was out of power, so you could cook or keep things cold without a generator. This lead to everyone needed ice to keep their very expensive groceries cold. When I looked back at what resulted from Charley, I actually feel fortunate. Yes, Charley did cause my dad lost business, left a lot of yard for me, left power and cable outages, and hundreds of dollars of meat to go bad. When I thought about this I felt kind of unfortunate but, when I thought about the people that starve day after day on normal bases in places like Africa, I feel fortunate. A lot of people in other countries dont ever have power, cable, or even houses for that matter. I think that after events like this,  we should all pull together and help one another. Volunteer to help your neighbors and people that had it worse then you, have free barbeques with your meat that is going to go bad anyway, and most of all give everyone moral support. I think that Charley was a very important learning experience for a lot of us and should be thought about in different views. If you think about it, were you that effected by hurricane Charley? Did you take your power for granted? Were you well prepared for this hurricane? Did you underestimate Charley? All of these are important things to think about as you look back on Charley.

Infant Observation: 10 Month old Baby

Infant Observation: 10 Month old Baby Infant Observation Ivan Mitsko Less than a year ago my close family friend delivered a second baby. And since we lived close to each other and the couple already had an experience with infants I realized that it was a perfect place for my observation paper. I decided to observe the child three times at different dates and time of day because it could help me better distinguish infant’s psychological behavior. The baby’s name was Alex and at the time of the observation he was ten months old. He was born healthy and without any complications. At the first day of his life he weighted 7.5 pounds and was 19 inches tall which is considered a normal range (Zinsser, 2015). The parents are very diligent and hardworking people and take care of their children very well. The behavior of the new born baby reminds me of a chain of reactions in response to new sensations which surrounds the infant during first year of life. When I observed Alex it was almost impossible not to notice his reflexes, senses, and natural instincts. When the mother tried to touch his lip with a finger the baby immediately opened his mouth and was prepared to suck. However, I noticed that he more prefers to suck his own fingers rather than someone else’s. When the mother put something sweet on her finger the baby used to start sucking it and in response to something sour or bitter he immediately wrinkled his face and tried to clean his mouth. This phenomenon can be explained by research conducted by scientist who claimed that humans’ affinity to sweet taste over any other taste corresponds to human genetics (Tatter, Schubert, Timischl, Simbruner, 1986). Another very interesting response I observed was a reaction to the loud noise. The sudden loud TV sound made hi m to furrow his brow, he looked very aware, and at the same time very scared. It seems that all of these reflexes are involuntary and the infant doesn’t have a knowledge or experience to realize that he is a baby and that he is the part of the world. All of the infant’s natural reflexes and instincts were very well described by Jean Piaget, a Swiss psychologist who is known for his studies with children. According to Piaget’s cognitive stage theory, the babies have an innate schema which is developed before they have any experience with surrounding environment. These cognitive structures are responsible for innate reflexes which are genetically programmed inside of us (Huitt, Hummel, 2003). For instance, most of the infants have sucking reflex which can be triggered by touching baby’s lips and based on these observations Piaget came up with the idea that infants have a sucking schema. Paget’s schema development can be applied to many other innate reflexes. For example, when something touches baby’s palm he will experience the grasping reflex, or similarly, the rooting reflex in which the child will turn his head in direction of the cheek you touched. For instance, during my observation I realized that rooting reflex works much better when the baby is hungry. Once the mother touched his cheek the infant turned his head right away and slightly open his mouth. It was very interesting to follow this process because it helped me to visualize how the schema works in real life situations. Moreover, I felt like the baby was waiting for the next signal which is food consumption. Both of these actions are nothing more than a reaction to touch which makes the life itself a very unique phenomenon. The overall baby’s physical appearance is very similar when he is still in the womb. His body, arms, and legs tend to take position in the way in which they were occupied in mother’s belly. When I asked my friend to hold a baby, the first thing I noticed was how the musculoskeletal system was undeveloped. Newborn babies tend to have very weak muscles which don’t allow them to hold the head or anything in hands. On the other hand, I noticed that when the infant grasped my finger I felt quiet bit of a power produced by the muscles. This interesting observation made me think how the voluntary and involuntary muscular contractions developed and their role in adaptation with surrounding environment. An innate reflex is the specific response to external stimuli. The study of reflexes is mainly used to assess the state of the nervous system and all of the related pathologies. There can be some exception but in most cases children are born with grasp reflex. In order to activate it the parents should simply touch the palm of baby’s hand and he will immediately flex his digits. Usually, some of the reflexes can be noticed from the birth and it is very important for young parents to distinguish any abnormalities in infants. (Futagi, Toribe, Suzuki, 2012). During the first month of the life the baby spends most of his time lying down either on a bed or in the mother’s hands. Also, it was very obvious to see that the baby liked being rocked, and when the parents surrounded him. I believe that most of the baby’s behavior is strictly automatic rather than deliberate. All of the actions are meant to evoke a sense of attachment. For example, when the infant starts crying he is probably hungry or wants to be held. During the infancy period most of the babies are far away from language/speech development. However, I realized that communication does exist between parents and the child. All of the babies tend to cry a lot and this is one of the main sign for a caregiver that something is wrong. During my observation I realized that babies cry because they feel some sort of discomfort which requires immediate attention. For young parents it might be often difficult to understand what happened and why the baby is crying. However, over some period of time caregivers begin to distinguish main concerns. As a future parent this observational experience was very educational for me. I learned that it takes a lot of compassion and hard work to take care of the baby. This a very demanding job which requires a lot of time and hard work and the knowledge of developmental psychology is a good way to understand scientifically what is like to be a baby. Paget’s cognitive stage theory is a great way for new parents to get familiar with the environment and psychological behavior of the new born baby which can be applied in order to establish connection between caregiver and child. References Futagi, Y., Toribe, Y., Suzuki, Y. (2012, June 11). The Grasp Reflex and Moro Reflex in Infants: Hierarchy of Primitive Reflex Responses. Retrieved February 11, 2015, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3384944/ Huitt, W., Hummel, J. (2003). Piagets theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved February 4,2015 from http://www.edpsycinteractive.org/topics/cognition/piaget.html Tatzer, E., Schubert, M., Timischl, W., Simbruner, G. (1985, October 12). Discrimination of taste and preference for sweet in premature babies. Retrieved February 4, 2015, from http://www.ncbi.nlm.nih.gov/pubmed/4064994 Zissner, K. Physical development in infancy [PowerPoint slide]. Retrieved from Lecture Notes https://uic.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_87219_1content_id=_4081122_1 Is Memory a Constructive Process? Is Memory a Constructive Process? Gemma L Sobah ‘Memory is a constructive and active process’ Psychology To be able to successfully evaluate this claim, it is important that some research is done. A lot of relevant research supports this claim but what information we process and store is actually being actively processes by our conscious and how much of this is being stored in a more automatic, passive manner? Before we can delve any further into memory, we need to find a way to break it down into what memory consists of. This essay will look at the research conducted on memory and evaluate to what extent the memory is a constructive and active system. As we know already, memory is a part of our everyday lives. It enables us to carry out daily tasks and skills from knowledge and gives us access to information we may need at a later date, but has been stored in our memory for the mean time. It is an essential part of our lives, and this makes it important for psychologists to be able to understand how it works and its functions. Over time research has been done that breaks memory down in to three component processors. Encoding Putting information into memory Storage Retaining information into memory Retrieval Getting information back out of memory (Brace et al, 2007) Encoding is putting information into code and then inserting it into our memory to then be stored. Storage is when information is retained and is kept in the form or visual, physical or other depictions. Retrieval is when we try and retrieve information out of our memory, into our conscious mind. The memory is not only broken down into processes but also has subsystems that work parallel to and include sensory memory, short-term memory and long-term memory. William James (cited in Brace et al, 2007) was one of the first psychologists to make this connect and present memory as having these three subsystems. His theory also included the idea that the brain used a primary memory permitting conscious mental activity and a secondary memory responsible for storing knowledge. (Brace and Roth, 2007, p.g 115) This alone supports the claim that memory is a constructive and active process, for it not only receives stores and retrieves information, but it also sorts the information we receive into sections. If the brain was a passive process, we could believe that all information processed would be generically stored. It would take a conscious and active memory to be able to decide which information will be logged as short term, and which should be logged as long term. We will look at th is more later. Memory is an ability that we as humans and also animals to some extent, depend upon to be able to recall different events, relate to experiences, and connect with people. It is a very important system that allows the brain to acknowledge and receive information from our surroundings and from our own bodies, (also known as stimuli), store it, (in either short or long term memory, depending on the information), and then allow it to be accessed in future occasions (known as retrieval). It allows us to continually live one day after the next, without having to relearn everything, giving us the ability to learn from our past actions, relive experiences in different times of our life’s and use all the information we have stored, to carry on and grow. If you think about the first time you read a book or tried roller-skates; those are memories formed, either short or long or term. If we have no memory from the past, you would never learn; thus unable to process and understand. Without memory we would constantly be faced with new and unfamiliar things. This alone and cause us distress. We only have to look at someone with dementia to understand how fragile and vulnerable we would be without the capacity to remember, our everyday lives and actions would be affected and so would our survival. More and more research is being uncovered that suggests that the brain works as a whole, integrating with all areas of its self and aren’t small separate sections doing independent work. When processing a new memory the brain sends information to the Papez circuit which involves many parts of the brain. Research on the brain shows that forming a memory causes physical changes to the organisation of neurons and maybe even the neurons in a process called brain plasticity. (Brace et al. 2007, p.g 146) Ever since William James (1890) first revealed his theories on memory, a substantial body of research has followed. Many other psychologists have shared approaches that conce ptualize memory as a flow of information through a sequence of sub-systems. It is believed information is recoded as and when it is carried from one sub-system to the next. Let’s look at the short term memory. Some research suggests that this form of memory is just a temporary store. But Baddeley and Hitch (1974) (as cited in Brace et al, 2007, p.g 117) allows us to understand it better. They believe that to be able to really understand the functions of short term memory we have to first understand what we use it for. They suggest it has several functions. Brace, 2007 puts it like this: One key function is to concentrate on processing new inputs, and rehearse and code them for transfer to long term memory. Another function is to retrieve information relevant stored knowledge to assist in making sense of these inputs†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..STM is an active store holding information that we are consciously thinking about- it is attention-limited ‘work-bench’ system of memory. (Brace et al, 2007 page p.g 117) Here memory is described as active, and the reason for this is simple. Memory is constantly working or organise its information for the purpose of our life. We are constantly learning and developing, and our memory processes are constantly sorting through all the information we receive, to make sure the everyday things we need to remember, such as how to tie our shoes are stored in the right place, the information we only need temporary, such as the number we are typed into our phone, can be stored for the appropriate length of time, then discarded to utilise the space. We interact with many things in our everyday life’s and our brain are aware of that, and is constantly on standby to help us live, so to speak. Another reason we can say memory is active and not passive is for the simple fact that we are able to consciously control what we want to retrieve from our memories and what information we would rather no remember, at that present time. For example, a young has lost her house keys, and in order to help her find them, she decides to try and remember when she last seen them, this is her consciously selecting memories from a specific time. She hasn’t decided to try and remember the colour of the keys, or when she very first came to own the keys, she has consciously tried to recall a specific moment in her life when she had the keys. This is her memory actively working to select the relevant memory and disregard any memory that is not currently needed that may be related to the keys. If our memory were passive, maybe it would automatically recall every memory she has had with the keys, which wouldn’t help the woman find the keys, it would just create confusion and possible frustration. Memory might for this reason be seen as a perceptually active process of the brain that derives from three key components. As we can see memory isn’t a simple matter. It is very complex and there are still many aspects of it under research and not yet understood, and because memory cannot be directly monitored, psychologists have found ways to analyse it enough to be able to have some understanding of how our memory works and why. Our memory serves a crucial purpose and without it, we cannot evolve, and learn and although it does more good than harm, it can from time to time cause us distress and many other things. Our memories are key to making us who we are and there are times that some people’s bad memories impact their lives greatly. Nevertheless, our memory is active, and we can us this to our advantage. We can change our memories, we can implant some memories deeper than others, and we have found ways to hide or keep some memories dormant. We can actively strengthen and challenge our memories daily and find ways to get the most out of the memory process, because without memory, we can not survive. Word count:1444 References: Brace, N., Ilona, R. (2007) ‘Memory: structures, processes and skills’ in Miell, D., Phoenix, A., and Thomas, K. (eds) Mapping Psychology, Milton Keynes, The Open University. Psychology18th March 2014

A Study On The Role Play Development Teaching Essay

A Study On The Role Play Development Teaching Essay Play is almost universally recognized as an integral factor in childrens learning and development. For example, Macintyre (2001, 4) quotes Isaacs 1933 description of play: Play is the crucial component in childrens development, and adds that everyone concerned with young children should recognise and value the different kinds of understanding developed through play (Macintyre 2001, 3-4). Although different play activities promote childrens in different ways, Keenan (2002) identifies a number of areas of development that are impacted or enhanced by play, including cognition, language and communication, social, and emotional. The recent Curriculum guidance for children from three through the reception year (Foundation Stage) ephasizes learning opportunities and experiences ; for example, the area of language and literacy was broadened to include communication and emphasized the importance of developing literacy through play and advocates play and exploration as a basis for literacy learning in the early years (Miller and Smith 2004, 122). Within the Early Years curriculum, role play is an excellent example of a play activity that promotes many areas of development. Before examining the ways role play promotes development in children, it is helpful to define both play and role play. Macintyre (2001, 3) defines play as activity that is enjoyable, gives pleasure, and undertaken by the player freely, that is, it can be abandoned at any time without blame. Play further has no preconceived outcome; the agenda can develop as play goes on (Macintyre 2001, 3). Additionally, play allows the player to develop skills which are important in non-play situations, such as development of social skills (Macintyre 2001, 3). Children around age three and four begin to enjoy imaginative role play in twos or small groups (OHagan and Smith 2004, 36). As a particular play activity, role play is a type of imaginative play, where children assume roles outside their real world place. Role play allows children to construct proximities between themselves and others in their lives. Piagets theory of development contends infants first engage in pretend play around eighteen months, acting out imaginary activities and using real objects to represent imagined objects, such as pretending a television remote is a telephone (Keenan 2002, 123). Children may participate in limited role play at this point if directed by an older person. However, cooperative role play, where children instigate their own roles and story line, are rarely undertaken by children before three years of age (Keenan 2002, 200). According to Vygotsky, children engage in pretend play roles beyond their current stage in life, such as taking on adult roles, such as a parent, teacher or doctor, or roles as adolescents or older children(Keenan 2002, 135). Through pretend play, children place themselves in a zone of proximal development, where they play at a level which is in advance of their real capabilities (Keenan 2002, 135) Cognitively, role play promotes development in several ways. First, it allows children practice in ordering their thoughts and develop understanding. Piaget believed that children were active agents of their own learning and that the major task for them was to develop an ability to organize experiences and learn from them in a way which enables them to make sense of the world (OHagan and Smith 2004, 10). Role play activities are the highest form of symbolic play, encompassing two types of cognitive operation which are necessary for conservation, namely reversibility and decentration (Umek and Musek 2001, 56). Children are able to freely leave the roles they take on, as indicated in the free participation concept introduced in the definition of play above. This reversibility indicates cognitively children are awareness that they can abandon their assumed role and return to reality at any time (Umek and Musek 2001, 56). The cognitive ability of decentration involves childrens understanding that the person in the role play scenario is really them, yet is also simultaneously the role undertaken (Umek and Musek 2001, 56). Cognitively, this means children must preserve the imaginary identity of toys or play materials despite the fact that they are perceptually and/or functionally inadequate (the issue being the conservation of identity) (Umek and Musek 2001, 56). In such pretend play, children learn that the objects they use can be separated from their normal referents, and that they can stand for other things (Keenan 2002, 135). This object will typically be similar in some way, such as size or shape, to the pretend object in the role play, causing the children to practice analogous thinking skills where they related an item not available to them to another available object (Keenan 2002, 135). The development of language and communication skills are recognized as closely linked to childrens thinking and conceptual development (OHagan and Smith 2004, 18). In addition to cognitive development, role play offers important development opportunities in the areas of language and communication. This can be intentional, such as when parents or other older players in the role play intentionally support vocabulary development by introducing names of things during the context of play (Keenan 2002, 154). However, the opportunity to talk and verbally interact with others in the role play further presents a powerful way of learning even when no intentional instruction occurs (OHagan and Smith 2004, 18). In role play, children learn to use language as a form of symbolic representation, and also communicate symbolically through dramatic play (OHagan and Smith 2004, 25). Such symbolic play encourages the development of language comprehension (Umek and Musek 2001, 56). Fantasy role play encourages explicit and expressive speech due to its symbolic nature. Role enactment and the use of various objects have different functions in play and in real life, therefore the child-player-must define these symbolic transformations verbally, so that they have a clear (recognisable) meaning and are comprehensible to his or her playmates (Umek and Musek 2001, 56). In this way role play promotes the communicative skills of its players. The symbolic elements of fantasy play, like role and object transformations, enable the child to use lexicographic meanings and explicit speech (Umek and Musek 2001, 56). Socially, role play typically involves several other children and/or adults. Keenan (2002) discusses Partens theory that such cooperative play is the most complex form of play, as it includes behaviours such as social pretend play where children take on pretend roles (Keenan 2002, 200). The children involved in the role play talk to one another as part of the play, developing their imaginative situations in a co-operative manner. Umek and Musek (2001, 56) report Smilanskys (1968) contention that role play activities promote the childs social development. When children use role enactment, they have to reach a consensus about the play theme, the course of events and the transformation of roles and play materials. This can only be achieved when individuals transcend their egocentrism and develop the ability to empathise (Umek and Musek 2001, 56). Children further build relationships with the other children or adults with whom they play. Although such relationships are often temporary, such play causes children to express a preference for certain friends and play regularly with them; during the Early Years period there is usually, but always, some preference for play with children of the same sex, but there is still a good deal of mixed play (OHagan and Smith 2004, 36). Role players share symbolic meanings with each other and assign imaginary roles in their pretend play, both providing opportunities for social development (Keenan 2002, 203). Co-operative pretend play also is usually based on the childrens understanding of the social rules of their culture (Keenan 2002, 135). Therefore, a child behaving badly in the role play will be punished by the child in the parent role. Vygotsky held that as such role play was an important context in which children learned about the social world (Keenan 2002, 135). Childrens play is constrained by the rules which guide behaviour in these roles, and, because of this, they learn about the social norms that are expected of people (Keenan 2002, 135). Role play can be an important component in childrens emotional development. Around eighteen months, the increase in language and symbolic thought allows some feelings to be expressed through imaginative play (OHagan and Smith 2004, 27). Prior to this childrens options were limited to physical displays such as crying, hitting, or facial expressions. This can promote childrens emotional development, as it allows them to learn to express their wants and needs, and become emotionally aware of the wants and needs of others. For example, role play can allow children to act out their fears, such as going to the doctor or being punished (OHagan and Smith 2004, 36). These fears might develop from an experience the child has had, such as having a painful injection at the doctors office, or a perceived fear, such as concern over anticipated punishment. Role play can also help chilren develop self-efficacy. Even young children have a strong desire to be right or successful, and will avoid areas where they expect to fail (Macintyre 2001, 4). However, if children can try things with no fear of failure they are more likely to stretch out and tackle things they might otherwise avoid (Macintyre 2001, 4). Since there is no defined end product, there is no fear or experience of failure. Children are empowered through the communication skills developed in role play, as they can express their feelings freely, can negotiate their wishes and needs and develop self-confidence and self-esteem (OHagan and Smith 2004, 18) This self-efficacy can both be encouraged in actions and in emotional expression; role play teaches children healthy and appropriate expressions of emotion. OHagan and Smith (2004, 38) studied groups of young children who viewed adults handling a situation, with each group seeing a different emotional response. One group viewed the adults as dealing with the issue by becoming angry and physically aggressive, and were later observed to emotionally deal with a similar situation in a similar manner, i.e. with anger and physical aggression. OHagan and Smith (2004, 36) contend this reinforces Banduras claim that children learn from models in their lives, particularly those they view as similar to themselves, who have a nurturing relationship with them, or who they perceive as powerful and competent (OHagan and Smith 2004, 39). Symbolic play, such as role play, should certainly form an important part of the preschool curriculum but preschool teachers should bear in mind that the quality of a childs play will be determined by general characteristics of development as well as by the play context (Umek and Musek 2001, 63). In the classroom, role play can be encouraged through the use of story and related play objects. For example, reading stories that include a kitchen and having a play kitchen available encourages children to first repeat the story through role play, then diverge and develop their own story lines. OHagan and Smith (2004, 58) present a typical classroom element, a home corner complete with dressing-up clothes and various objects for domestic play. Role play can be used for many learning purposes, such as to reinforce desired behaviour or assess childrens understanding of material. A teacher is trying to encourage sharing amongst her pupils. In this scenario, the teacher could role play with the children, demonstrating and reinforcing that sharing is a desireable activity. The activity could then be extended, with children being allowed to continue the play without teacher involvement, by later drawing pictures, and/or talking about the role play in a circle time or similar sharing opportunity. Back to: Example Essays Finally, role play can also enhance a teachers evaluation of childrens attainments, as the children will demonstrate their abilities in a number of areas during a typical role play activity. In practice, children can achieve higher levels of individual cognitive functions (conservation, one-to-one correspondence, decentration) in their symbolic play than they demonstrate when the same mental operations are tested and measured in formal, non-play, situations (Umek and Musek 2001, 64). As such, observations and assessment based on role play can be highly valuable in the classroom environment. REFERENCES Keenan, T. 2002. An Introduction to Child Development. London: Sage. Macintyre, C. Enhancing Learning Through Play. London: David Fulton. Miller, L. 2001. Shaping Early Childhood through the Literacy Curriculum. Early Years, 21(1): 107-116. Miller, L. and Smith, A.P. 2004. Practitioners beliefs and childrens experiences of literacy in four early years settings. Early Years, 24(2): 121-133. OHagan, M. and Smith, M. 2004. Early Years Child Care and Education: Key Issues. Edinburgh: Bailliere Tindall.

divorce decree :: essays research papers

[divorce caption]   Ã‚  Ã‚  Ã‚  Ã‚  FINAL DECREE OF DIVORCE   Ã‚  Ã‚  Ã‚  Ã‚  On ______ the Court heard this case. Appearances   Ã‚  Ã‚  Ã‚  Ã‚  Petitioner, *{{______}}*, *[appeared in person and through attorney of record, [name]*{{[name]}}*, and announced ready for trial.]**[did not appear in person but has agreed to the entry of this order as evidenced by Petitioner's signature below.]*   Ã‚  Ã‚  Ã‚  Ã‚  Respondent, *{{______}}*, *[appeared in person and announced ready for trial.]**[appeared through attorney of record, [name]*{{[name]}}*, and announced ready for trial.]**[appeared in person and through attorney of record, [name]*{{[name]}}*, and announced ready for trial.]**[although duly and properly cited, did not appear and wholly made default.]**[waived issuance and service of citation by waiver duly filed and did not otherwise appear.]**[has made a general appearance and has agreed to the terms of this judgment to the extent permitted by law, as evidenced by the signatures of Respondent and attorney for Respondent appearing below.]**[has made a general appearance and was duly notified of trial but failed to appear and defaulted.]* *[*[*[  Ã‚  Ã‚  Ã‚  Ã‚  Also appearing was ______, appointed guardian ad litem of the child[ren] the subject of this suit. ]**[  Ã‚  Ã‚  Ã‚  Ã‚  Also appearing was ______, appointed attorney ad litem of the child[ren] the subject of this suit. ]**[  Ã‚  Ã‚  Ã‚  Ã‚  Also appearing was ______, appointed amicus attorney for the child[ren] the subject of this suit. ]*]**[  Ã‚  Ã‚  Ã‚  Ã‚  Also appearing was ______, appointed attorney ad litem for *{{______}}*, who received process by substituted service but did not otherwise answer or appear. ]*]*Record *[  Ã‚  Ã‚  Ã‚  Ã‚  The making of a record of testimony was waived by the parties with the consent of the Court. ]**[  Ã‚  Ã‚  Ã‚  Ã‚  The record of testimony was duly reported by *[______, ______]**[the court reporter for ______]*. ]*Jurisdiction and Domicile   Ã‚  Ã‚  Ã‚  Ã‚  The Court finds that the pleadings of [Petitioner/Respondent] are in due form and contain all the allegations, information, and prerequisites required by law. The Court, after receiving evidence, finds that it has jurisdiction of this case and of all the parties and that at least sixty days have elapsed since the date the suit was filed. The Court finds that, at the time this suit was filed, *[[Petitioner/Respondent] had been a domiciliary of Texas for the preceding six-month period and a resident of the county in which this suit was filed for the preceding ninety-day period.]**[Petitioner was domiciled in another state or nation and Respondent had been a domiciliary of Texas for the preceding six-month period and was a resident of this county in which the suit was filed.]* All persons entitled to citation were properly cited. Jury *[  Ã‚  Ã‚  Ã‚  Ã‚  A jury was waived, and questions of fact and of law were submitted to the Court.

Does Utopia describe an ideal society? Essay -- English Literature

Does Utopia describe an ideal society? Thomas More was born in London in 1477. More had an extensive education and rose quickly through the Government hierarchy and attained high office. In May 1515 he was appointed to a delegation to help revise an Anglo-Flemish commercial treaty. During this time he began writing Utopia and completed it upon his return to London. Utopia was first published in Latin, at Louvain in December 1516. More added Utopia just before the outbreak of the reformation, during a time when the stresses and corruption that led to the reformation were rapidly increasing towards conflict. Utopia itself depicts what its narrator Hythloday, claimed to be an ideal society. The book became a huge success and founded a literary tradition known as ‘the utopian novel’. This tradition is an authors attempt to describe a perfect and ideal society. The book is in two parts, and it is believed that the first was written last and the second was written first. The first book (book 1) is presented as an introduction to book 2 as well as providing commentary to it. It is also viewed by many that the first book was likely to have been written in two parts, firstly, to briefly introduce the characters particularly the narrator: Hythloday. With the second part being of Hythloday giving an extended speech on a number of subjects with some being of a major interest to More the author. Book one starts off as a discussion between More, Hythloday and Peter Giles. At first the discussion is very relaxed, starting off in a church, then continuing into a garden and also at a friend’s dinner but soon becoming more and more intense as they enter into debates such as practical politics and the problem of th... ...cter Hythloday translates into ‘expert in nonsense’. Showing that overall, More may not have perceived Utopia a society of idealism and perfection, but it would seem that many of Utopia’s policies offer criticisms and resolutions to the problems he saw in Europe at the time, and so it is vital to see that this book is a response to a specific historical period. Bibliography Logan, G, M., Adams, R, M. (1997). Utopia. London: Cambridge University Press. Skinner, Q. (1978). The foundations of modern political thought: The Renaissance V.1. London: Cambridge University Press. More, T., Turner, P (editor). Utopia (2003). London: Penguin Books ltd. Solomon, R, C., Higgins, K, M., (1996). A short history of Philosophy. Oxford: Oxford University Press. - Thomas More/Utopia Websites: www.d-holliday.com/tmore/bio/html www.utoronto.ca/links.html

Describe the relationship between Juliet and her parents Essay

Romeo and Juliet have a relationship between them, loving relationship. But they both are not the same tribe one is a Montague and one is a Capulet, the two do not match as they have a rivalry between them for decades. They saw each other at first sight at a Capulet party. After the party Juliet went to the nurse to ask her who he is and the nurse said â€Å"his name is Montague† and she really did not because she loved him. Here we see that the relationship between Juliet and her parents is wearing out because when she is in love with Romeo she goes to the nurse for advice and does not bring her parents into it. Juliet’s dad is a very unhappy person because he is worried when Juliet refused to marry Paris. Juliet does not want to marry Paris this is because she is in love with Romeo. She does not like Paris because of his act in the story. We can see that the relationship with her father and mother is also not so good. The father wants Juliet to marry no one apart from Paris, and her mother does not really care whom she is married to. Her mother also thinks it is the right age for Juliet to get married. But after seeing Capulet rustiness she decides to go with Capulet decision. â€Å"Hang thee, young baggage! Disobidient whelen! I tell thee what, get thee to church O `Thursday` Or never look me in the face. â€Å"(Act 3 Scene 5) Act four scene one shows us Juliet is refusing to get married to Paris, as she wants to get married to Romeo a Montague. She pays a visit to friar Lawrence for help because she is getting forced to marry Paris. Friar Lawrence offers her his researches into medicinal qualities of herbs of having enabled him to concoct a â€Å"distilled liquor† which Juliet must drink. When she drinks this solution she will fall in coma, and her body will have an appearance of death. Friar Lawrence does not want anyone to find out about the plan, not even the nurse. The relationship is expressed more clearly between the daughter and her parents by the fact she asked friar Lawrence for help and again forgets her parents in the conversation. This shows that her parents are very strict about her relationship. â€Å"O, shut the door! And when thou hast done so, Come weep with me. Past hope, past came, past help! Juliet does not get along with her parents easily, could it be the fact that she does not understand her parent’s feelings. She does obey her parents but betrays them behind their backs i. e. she marries Romeo without her parents permission when they are not supposed to become of the rivalry.

Rebuttal on Mark Twain’s the World Is Not Civilized Essay

Mark Twain says that the human race I cruel, and uncivilized. Unlike the animals, humans have the ability to care for those who are weak, sick, and otherwise unfortunate. In the wild if an animal is sick or weak, they are abandoned by their own species and are, ultimately, a source of food for another. The wounded are killed without a hesitation. Man has compassion, not only for our species but for the others. There are many organizations that are created to help people in need. There is the Red Cross that steps in during an emergency to provide shelter, blood and food to those who need it. There are homeless shelters that take in the homeless to shelter them from the elements. There are soup-kitchens that feed the homeless. There are children’s homes that provide a safe place for orphaned or abandoned children to grow up. There is Breast Cancer Awareness, AIDS foundations, and a society to end world hunger. All of these organizations are founded to help someone or something that is in need. Twain says â€Å"I was aware that many men who have accumulated more millions of money than they can ever use have shown a rabid hunger for more, and have not scrupled to cheat the ignorant and the helpless out of their poor servings in order to partially appease that appetite†. Even though it may be true that rich men want to get richer, the wealthy people are the ones that are most charitable. Bill Gates and Warren Buffett, two of the richest men in America, give millions of dollars annually to various foundations and charities that help people all over the world Man also helps the animals. There are many organizations that help animals and the planet. Some of those include PETA and Green Peace. We even try to help the earth. New inventions are being created just to help the earth. They start business just to keep specific animals from going extinct. We share and support other countries. When the hurricane in Haiti happened people helped. Resources were given because of the generosity of man. When countries are in need they are helped. When the flood came to Tennessee the people gave some time for community service. Some people that didn’t get hit by the flood could have done nothing but they decided to help others. Man created governments to stop the fighting. Laws were created in order to have a calm and safe environment. Man Negotiates to prevent wars and battles from happening. We also come up with compromise and treaties in order to get peace. For example the Treaty of Versailles was ratified after negotiating and finally coming to a compromise. We don’t just go ahead and fight who ever walk across our territories like the lions.