The Jungle Man Essays - Meat Packing Industry, The Jungle, Veil

The Jungle Man It was four o'clock when the ceremony was over and the carriages began to arrive. There had been a crowd following all the way, owing to the exuberance of Marija Berczynskas. The occasion rested heavily upon Marija's broad shoulders ? it was her task to see that all things went in due form, and after the best home traditions; and, flying wildly hither and thither, bowling every one out of the way, and scolding and exhorting all day with her tremendous voice, Marija was too eager to see that others conformed to the proprieties to consider them herself. She had left the church last of all, and, desiring to arrive first at the hall, had issued orders to the coachman to drive faster. When that personage had developed a will of his own in the matter, Marija had flung up the window of the carriage, and, leaning out, proceeded to tell him her opinion of him, first in Lithuanian, which he did not understand, and then in Polish, which he did. Having the advantage of her in altitude, the driver had stood his ground and even ventured to attempt to speak; and the result had been a furious altercation, which, continuing all the way down Ashland Avenue, had added a new swarm of urchins to the cortege at each side street for half a mile. This was unfortunate, for already there was a throng before the door. The music had started up, and half a block away you could hear the dull broom, broom of a cello, with the squeaking of two fiddles which vied with each other in intricate and altitudinous gymnastics. Seeing the throng, Marija abandoned precipitately the debate concerning the ancestors of her coachman, and, springing from the moving carriage, plunged in and proceeded to clear a way to the hall. Once within, she turned and began to push the other way, roaring, meantime, Eik! Eik! Uzdaryk-duris! in tones which made the orchestral uproar sound like fairy music. Z. Graiczunas, Pasilinksminimams darzas. Vynas. Sznapsas. Wines and Liquors. Union Headquarters ? that was the way the signs ran. The reader, who perhaps has never held much converse in the language of far-off Lithuania, will be glad of the explanation that the place was the rear room of a saloon in that part of Chicago known as back of the yards. This information is definite and suited to the matter of fact; but how pitifully inadequate it would have seemed to one who understood that it was also the supreme hour of ecstasy in the life of one of God's gentlest creatures, the scene of the wedding feast and the joy-transfiguration of little Ona Lukoszaite! She stood in the doorway, shepherded by Cousin Marija, breathless from pushing through the crowd, and in her happiness painful to look upon. There was a light of wonder in her eyes and her lids trembled, and her otherwise wan little face was flushed. She wore a muslin dress, conspicuously white, and a stiff little veil coming to her shoulders. There were five pink paper roses twisted in the veil, and eleven bright green rose leaves. There were new white cotton gloves upon her hands, and as she stood staring about her she twisted them together feverishly. It was almost too much for her ? you could see the pain of too great emotion in her face, and all the tremor of her form. She was so young ? not quite sixteen ? and small for her age, a mere child; and she had just been married ? and married to Jurgis,* (*Pronounced Yoorghis) of all men, to Jurgis Rudkus, he with the white flower in the buttonhole of his new black suit, he with the mighty shoulders and the giant hands. Ona was blue-eyed and fair, while Jurgis had great black eyes with beetling brows, and thick black hair that curled in waves about his ears ? in short, they were one of those incongruous and impossible married couples with which Mother Nature so often wills to confound all prophets, before and after. Jurgis could take up a two-hundred-and-fifty-pound quarter of beef and carry it into a car without a stagger, or even a thought; and now he stood in a far corner, frightened as a hunted animal, and obliged to moisten his lips with his tongue each time before he could answer the congratulations of his friends. Gradually

Costa Ricas Biodiversity essays

Costa Rica's Biodiversity essays Costa Rica has been considered one of the most diverse regions and it is estimated that 4% of all living species are found there. There are many different species there, such as Tree-dwelling Green Iguanas, Poison-arrow Frogs, Golden Toads, Coral Snakes, Toucans, Spider Monkeys, Tarantulas, and so many more. The Tree-dwelling Green Iguanas is probably the most common reptile youll see in Costa Rica. It can grow to almost two meters in length and it is most spotted in moist deciduous habitats, crawling on the forest ground or basking on branches that hang over water, which is how it escapes when threatened. Its head is the size of a mans fist and has many leathery spines. Its body is covered in a scaly hide and very wrinkled around the sockets of its legs. Despite its scary appearance, it is quite harmless and is a vegetarian. People in the local towns, call it the tree chicken. The Poison-arrow Frog is a wildly colored amphibian ranging from bright red with blue or green legs to bright green with black markings. These frogs release skin toxins that are distasteful or lethal to their potential predators and their bright colored markings are to warn predators of their danger. Indians extract their deadly poison with which to tip their arrows with. The Golden Toad is one of the most famous poisonous frog species but it is also very rare. This bright, neon orange toad that was discovered in 1964 is not easily seen, even though it is one of the most brightly colored animals in the world. The Golden Toad is hardly ever seen that some naturalists think that it may now only exist on the cover of tourist brochures. Among the more colorful snakes are the four species of coral snakes, with small heads, blunt tails, and brilliant bands of red, black and yellow or white. These highly venomous snakes, often fatal to humans, show a amazing defensive display when they are approached. They flatten their bodies a...

How to Use Geographic Information Systems in School

How to Use Geographic Information Systems in School Maps are effective teaching tools for geography, but when maps are combined with technology, they can become visually powerful through a geographic information system (GIS). The combination of maps and data can produce digital maps that engage students in the science of where things are. The interactive features in digital maps can help students, for example, learn how things have changed over time or to research solutions to real-world problems at any grade level. Key Takeaways: GIS in the Classroom Geographic Information Systems can produce digital maps that engage students in the science of where things are.GIS are able to manipulate and analyze data as a 3-D map of an environment.There are different GIS that educators can integrate into lessons in any content area. Systems like Google Earth and ESRI provide training, resources, and support to educators. What Is a GIS? The acronyms for tools of location can be confusing. The science of location is a geographic information science also called GIS. Location science has always been a part of geography. In contrast, a GIS (system) manipulates and analyzes data to present it spatially, as a 3-D map of an environment. This data can be collected from multiple sources. These sources can include global positioning satellites (GPS) as part of the global positioning system (GPS). These satellites relay real-time information using radio signals from space to pinpoint an exact location. In summary, the data from GPS devices is collected by GIS (systems), which is then used by GIS (scientists). Google Earth for the Classroom The most obvious example of the use of GIS in classrooms today is the use of Google Earth, an open source program that can easily be downloaded and installed for immediate use. Google Earth offers location searches and 3-D orbits around those locations. There are tutorials for educators and also topics for educators which include the writing of story maps using geographic context on the web with locations, photos, and videos. Educators can use already prepared explorer adventures with detailed information about different places to share with students. Examples of topics available using Google Voyager include: Black History Month lessons featuring locations where Black Culture has changed the trajectory of American history.Myths and Legends from Around the World lessons featuring the locations of myths from China, India, Italy, the United States, Australia, Greece, Egypt, and Scandinavia.How the Wind Becomes Electricity lessons featuring the location of an off-shore wind farm in the North Sea and the Arctic. Google Earth also offers cross-curricular activities called Warm-up Passports. Each activity is connected to the Common Core State Standards (CCSS) or content area frameworks such as the Next Generation Science Standards (NGSS). There are also opportunities to integrate Google Earth with virtual reality (VR) and augmented reality (AR) so that educators can offer students virtual field trips. Examples of Google Earth GIS Lessons and Activities The Warms include: Math Grade 5: Double (triple, quadruple) the area of this location. Write the new area in square feet. If the area of this location was divided in half, what would the size of each part be in square feet?Math Grade 7: Research the average annual temperature in this location for last year. Scientists predict that temperatures will increase by 6% globally this year. Write two equivalent expressions to represent this change.Social Studies Grade 6: Research the biggest industry of this location. What does that tell you about how people make a living there?Social Studies Grade 8: What transportation services are available in this location?ELA Grades 6-8: Identify or research one example of how humans have changed the physical environment of this location. Overall, was this change positive or negative? Use specific details to support your answer. Write a poem about the physical characteristics of this location that includes the following elements: rhyme scheme, alliteration, and stanzas. ESRI GIS in the Classroom The  Environmental Systems Research Institute (ESRI) also offers GIS to educators for classroom use. Like Google Earth, there are subject area content resources for grade levels K-12 using a GIS. On the ESRI website, teachers can use GeoInquiriesâ„ ¢, which are available without a login or download. The description for these on the ESRI site reads â€Å"short (15 minutes), standards-based inquiry activities for teaching map-based content found in commonly used textbooks.† There are 15-20 activities per topic, and many of these activities can be modified for hands-on engagement. ESRI also features educator training under the online ESRI Academy. There are course modules that demonstrate strategies for integrating GIS to support instruction and discussion. There is also a Mentors Program to support teachers. Student competitions using ArcGIS story maps are linked on ESRI’s website. Educators and administrators in the United States can request a free ArcGIS for Schools Bundle for instructional use by completing a form on the ESRI website.   Examples of Lessons and Activities Using ESRI Like the plans in Google Earth, ESRI’s detailed lesson plans are centered on a geographic context to help students connect lessons with real places. In ELA, there are lessons for American Literature in which students can explore the geographic context of Isaac’s Storm by Erik Larson, and Their Eyes Were Watching God by Zora Neale Hurston.In mathematics, students could site a water tower shared by two towns at the midpoint and determine the costs involved using the Pythagorean theorem.For a world history class, there are lessons organized around story maps for the Cradles of Civilization, the Silk Roads: Then and Now, and Early European exploration.Environmental science students can investigate marine debris, the role of ocean gyres, and how humans impact trash accumulation. Whatever the platform, educators who use GIS in the classroom engage their students in inquiry-driven, problem-solving activities that are aligned to state standards. The application of GIS in the classroom can also prepare students to consider a variety of career pathways that are in demand. GIS for Education Policy GIS helps students think critically about authentic problems by using real-time data, but there are other educational applications. A GIS can support large and small school districts in decision and policy making. For example, a GIS can provide district administrators and community safety experts the information about school buildings and surrounding areas to design and manage safety programs. In other examples, GIS data analysis of the communitys transportation infrastructure can help streamline bus routes. When communities experience population shifts,  a GIS can help districts in making decisions about building new schools or when to close old ones. The GIS can also provide school district administrators with tools to visualize patterns in student needs in attendance, academic achievement, or after-school support. Students Know GIS Students are already familiar with GIS in game applications as a blend of real and virtual environments such as Pokà ©mon Go, the mobile app which was downloaded 500 million times worldwide in its first year (July 2016). Students who play video games would be familiar with the urban environments created by GIS software, such as City Engine. Different GIS software is used for film, simulations,  and virtual reality. Finally, any student who has been in a car with GPS or has used a mobile application with interactive maps applications from Google, Bing, Apple, or Waze has experienced how the data from GPS and analyzed by GIS (systems) can blend their real world with a virtual world. Student familiarity with GIS helps their understanding of how GIS applications operate in their world. They may have enough background knowledge through personal experience that they can help their teachers become more comfortable in learning about GIS!

Response Essay Example | Topics and Well Written Essays - 500 words - 3

Response - Essay Example Managing things is the most difficult task, which is exactly why there are so many management principles and guidelines. The most important quality which makes a successful manager is foreseeing risks involved. Failing to do so will lead to the entire failure of the project which no matter manager would want. So there are two ways to calculate risks involved namely qualitative and quantitative analysis. The importance of both has already been seen and it is concluded that qualitative analysis is far better than quantitative analysis; qualitative analysis should be carried by any manager before starting a new project to make sure that the various risks involved in the project are taken into equation and a good strategy is developed to deal with the same. It is also concluded that higher the risk, higher the efforts, which basically means that to deal with higher risks the management team has to put in more efforts to face the same. There are some people who believe that hiding the risk will take the risks out of the equation which is an extremely old concept, management has changed al lot these days and this concept has never worked in the favor of nay manager and it will never work in the favor of any manager in the future too. So this should never be practiced because it will only lead to failure. All the above statements point that it is not fair to say that qualitative risk analysis is better to sell to a manager, the same is proved with an example â€Å"There is a classical example. One large oil company performed a drilling of the well with total cost about $2M. Project schedule has been created based of analogs: drilling of similar wells in the similar geological conditions. At the middle of drilling the mud, required to this technological process, starts disappearing. Project engineers have tried different solutions. It delayed the project so significantly that total cost of the well has almost double d. Later on the

Thomas Wolsey Essay Example | Topics and Well Written Essays - 1000 words

Thomas Wolsey - Essay Example However, Wolsey was no false-faced upstart, but a highly intelligent fellow. It is reported that, "he took his degree as a Bachelor of the Arts at the very early age of fifteen, which so impressed the scholars at Oxford that he was called the 'boy-bachelor'" (Ridley, 1982, p. 18). Later he also took an M.A. and became a headmaster. True, Wolsey had ambition, and his education, entry into the priesthood, and transitional positions were stepping-stones to a power, but who can fault ambition in a man of humble origins His father sent him to Oxford because he wanted a better life for his son. The law at the time was still skewed against the lower classes. Only a complete fool would not desire to move up in the socio-economic hierarchy, and Wolsey was far from a fool. He never had difficultly impressing his social superiors, beginning with his first patron, the Marquess of Dorset. Even though Dorset died shortly after appointing Wolsey rector, Wolsey had made other powerful friends, and soon became chaplain to the Archbishop of Canterbury and then the Governor of Calais, giving "Wolsey a wide experience of many sides of government, especially of relations with foreign countries, and a foothold in the government service" (Ridley, 1982, p. 22). In this politically sensitive outpost of English rule, Wolsey had "the opportunity to learn about the problems of many aspects of government administration and to show his efficiency in dealing with them (Ridley, 1982, p. 23). He must maintain the lines of communication between the Crown and those owing allegiance to England in Calais; he must keep an eye on the French military and guard against French spies. These things he did without Henry VIII, who was not yet king. In fact, as a result of his skillful work in Calais, Wolsey became a chaplain in Henry VII's court and worked with those who made foreign policy. He succeeded, on his own, on sensitive diplomatic missions to Scotland, Austria, and the Netherlands, while receiving special dispensations from the Church. Prior to Henry VIII's ascension, Wolsey garnered remarkable power and prestige by navigating his responsibilities and balancing his social connections, for which reasons alone we must discard the idea that his later power and prestige sprung directly from manipulation and deceit toward the King. When Henry VIII came to power, "The accession of a handsome and dashing young king in place of his cautious and money-grasping father was welcomed by the people" (Ridley, 1982, p. 28), but it was the differences between the two kings that allowed Wolsey to rise through the ranks. The old King had been conservative and dedicated to his role as King. The young King was fiscally liberal and immediately began taping the coffers for clothes, jewels, and parties. He resented boring duties and disliked those who advised him to spend more time at them. Wolsey knew how to please the king. While others "urged Henry to preside at Council meetings, as his father had done, and to devote his time to affairs of the state, Wolsey offered to carry out all the work of government while Henry hunted and amused himself[Wolsey] found out what the king wanted, and did it" (Ridley, 1982, p.

Save The Planet Essay Example for Free

Save The Planet Essay A couple of months ago, I got into my car, put on my seatbelt, put on my sunglasses and drove south. 23 hundred miles round trip. I went to cabo and I got to see some beatiful sights, but the one I enjoyed the most was the ocean. I would get the warmest feeling every time I took off my sandals and walked across the beach, I would burry my feet in some of the whithest sand Ive ever seen and look up clear sky. I would feel the breeze and look into the ocean, always blue, always massive, always there. And I couldnt help but to feel small, but I would also feel like I was part of something, even if I was the smallest part of it, I was still a part of it. I would hate it if my generation was one of the last generations that gets to experience that. And of course the conversation about saving the planet goes much deeper and has much higher stakes than the ability to stand in the beach and look at the ocen adn feel small. Because the changes weve casued to our evnirmnment are not small, in only a  few ears weve extracted tons of fossil fuels from the ground and poured them into the atmosphere making it harder for sun light to reflect into space and causing temperatures in the whole planet to become up to 2 degrees warmer and for weather pattersn to become more violent. Weve also transformed the landscape, in the last 40 years, weve cut down 20% of the amazon rain forest, and weve caused the extinsion od dozens of species that once roamed the earth carelessly. We look at these facts and it becomes obvious that the planet needs our help, that weve caused all this damage and we must do something to correct it.. we have to save our planet And of course we want to save it, and we try to understand what ca we do to save it, and we relize the planet is 4.5 bilion years old, that it used to be a gigantic ball of lava with explosions and volcanic eruptions left and right, then being 2 degrees warmer or colder, doesnt seem to make much of a difference, or when we think about how 100% of the planet used to be bombarded by asteroids at any time, then 20% of rainforest also doesnt seem like much, even worse when we consider that [99.9%] of all the species that have ever lived in this planet have gone extint, then a couple of dozen dont seem like such a big deal. No, when we put all the transformations that weve put the planet through in the geological scale, yes, they might be noticeable, but transitory, nothing a 4.5 billion year old planet cant shake off in a couple of thounsand years. WE, on the other hand, are NOT 4.5 billion years old, we, are only, as a species about 250,000 years old, we do not carry ourselves in geological scales. So, when we talk about doing saving the planet, about stoping global warmin, recycling or saving water, were not really talking about saving the planet, the planet has been here for a lot longer than us and will probably continue to be here for a lot longer after we are gone. No, what we are talking about is keeping it habitable, so that WE can continue to live in it.

Lawrence Kohlbergs Stages of Moral Development Essay -- Lawrence Kohl

Lawrence Kohlberg's Stages of Moral Development Lawrence Kohlberg laid the groundwork for the current debate within psychology on moral development. He proposed that children form ways of thinking through their experiences which include understandings of moral concepts such as justice, rights, equality and human welfare. Kohlberg followed the development of moral judgment beyond the ages. He determined that the process of attaining moral maturity took longer and was more gradual than other studies have shown. Kohlberg identified six stages of moral grouped into three major levels. Each level represented a fundamental shift in the social-moral perspective of the individual. At the first level, the preconventional level, a person's moral judgments are characterized by a individual perspective. Within this level, a Stage 1 they focused on avoiding breaking rules that are backed by punishment, obedience for its own sake and avoiding the physical consequences of an action to persons and property. At Stage 2 there is the early emergence of moral reciprocity. The Stage 2 focused on the value of an action. Reciprocity is of the form, "you scratch my back and I'll scratch yours." The Golden Rule becomes, "If someone hits you, you hit them back." At Stage 2 one follows the rules only when it is to someone's immediate interests. What is right is what's fair in the sense of an equal exchange, a deal, an agreement. At Stage 2 there is an understanding that everybody has his own ...

Horticulture and Landscape Architecture

Fee Penn Interview Report Campus design is an art consisting of multiple and overlapping designs like determining the locations of teaching buildings, residence halls and so on. As a landscape architecture student, I am interested in this topic. I interviewed professor David Michael Barbarism, who is an assistant professor of landscape architecture in Purdue University. Proof. Barbarism earned a bachelor's of landscape architecture from Virginia Tech and a master of science from the department of landscape architecture at State University of New York Environmental School ofForestry. Before he came to Purdue, he worked in design firms from NYC and Washington D. C where he did a lot of different types of landscape designs including campus design. The day I interviewed Proof. Barbarism was a nice day with warm sunshine and blooming flowers everywhere, Purdue campus seemed to wake up from the dead winter. Nice weather leads to a nice mood, as does a nice campus design. When I asked Proof . Barbarism how Virginia Tech campus influenced his study life, he smiled and shared his story with me happily.He said the first time he walked around in Virginia Tech, he just fell in love with it and noticed that this place was the very place he wanted to go without even learning about the programs. He thought the campus Just felt right to him. It had a consistent style, a great level of public students' space from big wide open areas to little shelter private gathering areas. These were all what he thought a college should be like. From his point of view, campus landscape really has an unimaginable effect on students' lives. Proof. Barbarism did some campus design project when he was working for design firms.When I asked the key points when designing a campus, he thought a few seconds and figured out two main points which were a sense of scale and a sense of place. He explained that a sense of scale should bring comforts to people, for example, a sense of enclosure enough to feel like you are not standing in the middle a big field. The designer should leave enough space to let tons of students to walk between teaching buildings during the ten-minute break. When talking about a sense of place, he used a very effective example which I easily understood.He said to me:† k, meet me at the bell tower, you know where we meet? † The answer was obviously positive. In fact, that's the sense of place, the bell tower has its own location and it's very different from the other places. Both a sense of place and a sense of scale were the two key points he mentioned for campus design. After asking some questions about his experience being a student and a landscape architect, we shared some different opinions on Purdue campus design. We reached agreements on some issues. For example, we both thought State Street was kind of annoying because it cut the campus into two pieces.I remember the first time I arrived in Purdue in August, I let this campus was Just the n orth side of State Street. Proof. Barbarism nodded his head when I was talking and added his comments that there should be a special entry sign on State Street to let people know they were arriving in Purdue campus. We both thought State Street should be a good connection between the north and the south parts instead of being an awkward cut line of the whole campus. When talking about the locations of residence halls, we held different opinions.From my perspectives, Purdue should place the residence halls around teaching alluding so that students can have only a 5-minute walk to class Just like Hawkins Hall. However, Proof. Barbarism didn't agree with me. He shifted his chair, thought a few seconds and put some important points which I hadn't thought of before. He said the reason why many campus put academic areas separated from living areas was because their different functions. Purdue clustered most of the residence halls because they shared some facilities like dining courts, lau ndry systems and open space for fun.On the other hand, academic areas need a quite academic atmosphere tit libraries and laboratories. Considering these two different functions, it was better to separate residence halls and teaching buildings Just like what Purdue had done. Though we had different ideas of where to place residence halls, we had the same idea with respect to making the campus more pedestrian-oriented especially the way from residence halls to teaching buildings. Proof. Barbarism told me his first impression of Purdue campus was that it's an automobile-oriented campus. In fact, I couldn't agree more. There are not any interesting views along the street.I Just walk own the street and the only thing could stop me is the crossing. We both think the next step Purdue should consider is the design of State Street corridor. State Street is very important not only because it's a very busy street but also because driving though gives a quick view of Purdue campus especially fo r drivers who Just pass by. This street might be driver's first impression of Purdue campus. The discussion was so involving that I almost lost track of time. Finally, Proof. Barbarism told me the good news was that most of the improvements we talked about will show up in the future master plans.Purdue amp's designers are trying their best to improve the whole environment. He said what we should do was Just to wait and see. Thanks to Proof. Barbarism for his time to let me think about campus design with him together. I learned a lot about not only some specific terms of campus design but also some logical thinking methods to judge things like where to put residence halls. I need to take all factors into consideration and think it not only as a student but also as one of the other people who work or play on campus. We critique Purdue because we love Purdue. I am so proud to witness the growth of our Purdue campus.

Halloween – creative writing

Once there was a boy he was 6 years old, and his name was Michael Myers, his sister was only 15 when on one Halloween Michaels mum and dad went to a parents evening. So his sister was looking after him for the night his sister Samantha decided to invite her boyfriend round Michael had always thought that no one loved him. So he decided that tonight was the night to get revenge his sister was in her bedroom getting ready. So Michael went down stairs into the kitchen and got a very large bread knife he went upstairs his sister Samantha was brushing her long brown hair when suddenly she felt a sharp pain in the left hand side of her back. She turned to see that her brother had a Halloween mask on and he had his sister's blood all over the knife and his Halloween suit. When his Mom and Dad arrived Michael went to the door and his mom said to him â€Å"Why is there blood all over your costume†? But he didn't say why! So his mom and dad went upstairs to see where his sister was they both went into her room and saw her dead on the bed!! â€Å"Oh my god†Micheals mother yelled, Michael's dad Gavin said â€Å"What happened Michael† he never answered them, His mom went to call the police and an ambulance, she slowly picked up the phone her hand was shaking as she dialled 911, she felt sick, Gavin had hold of Michael â€Å"What happened son, did someone come in and kill Sammy† he yelled, then suddenly Michael said â€Å"No dad it was me, I killed Samantha† His dad stood there in shock! Jill† he shouted â€Å"Jill Michael killed Samantha† he muttered, â€Å"is this true Michael† she said softly â€Å"yes mom its true I killed Samantha† he yelled, just as he said it the police and ambulance arrived † A murder has been committed mam? The police officer said, â€Å"erm yes my daughter she has been murdered† Jill said sadly â€Å"Im officer Brown could you tell me what exactly happened† Officer brown said â€Å"Well Samantha was babysitting Michael whilst me and Gavin where at Michaels parents evening, and when we came back Michael was outside covered in blood with a bread knife, and next minute I went to see Samantha and she was dead† She sobbed , the officer was writing everything down , he looked at Michael . Has your son ever done this before† officer brown said, â€Å"Of course not my son isn't a murderer† she yelled â€Å"Well Michael is going have to go to a murderer unit† he said â€Å"You mean he is going to have treatment and will not be allowed out for some time† she questioned, â€Å"Yes mam that is right† officer brown said Gavin came up to officer brown and told him everything what will happen to Michael,†but why Michael why did you kill her † Jill yelled, he didn't say anything he just stared at his mom . The officer took out his phone â€Å"what is going to happen now† Gavin asked â€Å"Well sir Michael is going to be Mental hospital , we have got to get at the bottom of this† officer brown said, â€Å"well when we he come out† Gavin said â€Å"Im just going to ring the mental hospital to get Dr Campbell here to discuss the matter further† he said! Officer brown dialled Dr Campbell, â€Å"Could you come to 7865 Tulip block† Officer brown put the phone down † He will be here in 5minuites† he said, Michael, Jill and Gavin sat on the kerb questioning Michael. Shortly after Dr Campbell arrived â€Å"ok who is the victim and who has the murderer† he softly said â€Å"Well sir Samantha Myers is dead, and this young man Michael Myers killed her† Officer brown said

Facts and Geography of Honduras

Facts and Geography of Honduras Honduras is a country located in Central America on the Pacific Ocean and the Caribbean Sea. It is bordered by Guatemala, Nicaragua and El Salvador and has a population of just under eight million. Honduras is considered a developing nation and it is the second poorest country in Central America. History of Honduras Honduras has been inhabited for centuries by various native tribes. The largest and most developed of these were the Mayans. European contact with the area began in 1502 when Christopher Columbus claimed the region and named it Honduras (depths in Spanish) because the coastal waters surrounding the lands were very deep. In 1523, Europeans began to further explore Honduras when Gil Gonzales de Avila entered the then-Spanish territory. A year later, Cristobal de Olid established the colony of Triunfo de la Cruz on behalf of Hernan Cortes. Olid however, tried to establish an independent government and he was later assassinated. Cortes then formed his own government in the city of Trujillo. Shortly thereafter, Honduras became a part of the Captaincy General of Guatemala.Throughout the mid-1500s, native Hondurans worked to resist Spanish exploration and control of the region but after several battles, Spain took control of the area. Spanish rule over Honduras lasted until 1821 when the country gained its independence. Following its independence from Spain, Honduras was briefly under the control of Mexico. In 1823, Honduras joined the United Provinces of Central America federation which later collapsed in 1838.During the 1900s, Hondurass economy was centered on agriculture and particularly on United State s-based companies that formed plantations throughout the country. As a result, the countrys politics were focused on ways to maintain the relationship with the U.S. and keep foreign investments.With the onset of the Great Depression in the 1930s, Hondurass economy began to suffer and from that time until 1948, the authoritarian General Tiburcio Carias Andino controlled the country. In 1955, a government overthrow occurred and in 1957, Honduras had its first elections. However, in 1963, a coup took place and the military again ruled the country throughout much of the later 1900s. During this time, Honduras experience instability.From 1975 to 1978 and from 1978 to 1982, Generals Melgar Castro and Paz Garcia ruled Honduras, during which time, the country grew economically and developed much of its modern infrastructure. Throughout the rest of the 1980s and into the 1990s and 2000s, Honduras experienced seven democratic elections and in 1982, it developed its modern constitution. Government After more instability in the later 2000s, Honduras today considered a democratic constitutional republic. The executive branch is made up of the chief of state and the head of state - both of which are filled by the president. The legislative branch is comprised of the unicameral Congress of Congreso Nacional and the judicial branch is made up of the Supreme Court of Justice. Honduras is divided into 18 departments for local administration. Economics and Land Use Honduras is the second poorest country in Central America and has a highly uneven distribution of income. Most of the economy is based on exports. The largest agricultural exports from Honduras are bananas, coffee, citrus, corn, African palm, beef, timber shrimp, tilapia and lobster. Industrial products include sugar, coffee, textiles, clothing, wood products, and cigars. Geography and Climate Honduras is located in Central America along the Caribbean Sea and the Pacific Oceans Gulf of Fonseca. Since it is located in Central America, the country has a subtropical climate throughout its lowlands and coastal areas. Honduras has a mountainous interior which has a temperate climate. Honduras is also prone to natural disasters like hurricanes, tropical storms, and flooding. For example, in 1998, Hurricane Mitch destroyed much of the country and wiped out 70% of its crops, 70-80% of its transportation infrastructure, 33,000 homes and killed 5,000 people. In addition in 2008, Honduras experienced severe flooding and almost half of its roads were destroyed. Facts Population: 7,989,415 (July 2010 estimate)Capital: TegucigalpaBordering Countries: Guatemala, Nicaragua, and El SalvadorLand Area: 43,594 square miles (112,909 sq km)Coastline: 509 miles (820 km)Highest Point: Cerro Las Minas at 9,416 feet (2,870 m)

Typical Course of Study - 7th Grade

Typical Course of Study - 7th Grade By the time they are in 7th grade, most students should be reasonably self-motivated, independent learners. They should have a good time-management framework in place, though they will likely still need guidance, and parents should remain actively involved as a source of accountability. Seventh-graders will move onto more complex reading, writing, and math skills and a more in-depth study of previously-learned concepts alongside the introduction of new skills and topics.   Language Arts A typical course of study for 7th-grade language arts includes literature, composition, grammar, and vocabulary building. In 7th-grade, students are expected to analyze text and infer its message, citing the text to support their analysis. They will compare different versions of a document, such as a book and its film  version  or a historical  fiction book with a historical account of the same event or time period. When comparing a book to its movie version, students will learn to notice how elements such as lighting, scenery, or musical score affect the message of the text. When reading text that supports an opinion, students should be able to state whether the author supported his claim with solid evidence and reasons. They should also compare and contrast the texts of other authors presenting the same or similar assertions. Writing should include more in-depth research papers that cite multiple sources. Students are expected to understand how to quote and cite sources and build a bibliography. They are also expected to write well-researched and fact-supported arguments in a clear and logical format. Seventh-grade students should also demonstrate clear, grammatically-correct writing across all subjects, such as science and history. Grammar topics should ensure that students know how to correctly punctuate quoted text and use apostrophes, colons, and semicolons. Math   A typical course of study for 7th-grade math  includes numbers, measurements, geography, algebra, and probability. Typical topics include exponents and scientific notation; prime numbers; factoring; combining like terms; substituting values for variables; simplification of algebraic expressions; and calculating rate, distance, time, and mass. Geometric topics include the classification of angles and triangles; finding the unknown measurement of a triangles side; finding the volume of prisms and cylinders; and determining the slope of a line.   Students will also learn to use a variety of graphs to represent data and to interpret those graphs, and they will learn to compute odds. Students will be introduced to mean, median, and mode.   Science In seventh grade, students will continue to explore general life, earth, and physical science topics using the scientific method.   Although there isnt a specific recommended course of study of 7th-grade science, common life science topics include scientific classification; cells and cell structure; heredity and genetics; and human organ systems and their function. Earth science typically includes the effects of  weather  and climate; properties and uses of water; atmosphere; air pressure;  Ã¢â‚¬â€¹rocks, soil, and minerals; eclipses; phases of the moon; tides; and conservation; ecology and environment. Physical science includes  Newtons laws of motion; the structure of atoms and molecules; heat and energy; the Periodic Table; the chemical and physical changes of matter; elements and compounds; mixtures and solutions; and the properties of waves. Social Studies Seventh-grade social studies topics can vary greatly. As with science, there is no specific recommended course of study. For homeschooling families, the topics covered are usually influenced by their curriculum, homeschooling styles, or personal interests. World history topics may include the Middle Ages; the Renaissance; the Roman Empire; European revolutions; or World War I and World War II.   Students studying American history may cover the Industrial Revolution; the Scientific Revolution; the early 20th century including the 1920s, 1930s, and the Great Depression; and Civil Rights leaders.   Geography may include a detailed study of various regions or cultures, including the history, foods, customs; and religion of the area.  It may also focus on the geographic influences on significant historical events. Art There is no recommended course of study for seventh-grade art. However, students should be encouraged to explore the world of art to discover their interests.   Some ideas include learning to play a musical instrument; acting in a play; creating visual art such as drawing, painting, animation, pottery, or photography; or creating textile art such as fashion design, knitting, or sewing. Technology Seventh-grade students should use technology as part of their studies across the curriculum. They should be competent in their keyboarding skills and have a good understanding of online safety guidelines and copyright laws. In addition to using standard text and spreadsheet applications, students should learn to use tools for collecting data and conducting polls or surveys.  Ã‚   They may also want to publish or share their work using formats such as blogs or video-sharing sites.

Environmental Health and Epidemiology Assignment

Environmental Health and Epidemiology - Assignment Example Again, 7.82 females under the age group of 20 – 24 years per 100,000 is ascertained to acquire skin cancer while for the same age group 0.41 males per 100,000 females are identified to suffer from skin cancer. For the age group under 25 – 29 years, 11.85 per 100,000 females are identified with skin cancer; on the other hand, the male population of 0.45 per 100,000 females are reckoned to have skin cancer. Female population has further been estimated at 11.85 of under the age group of the 30 – 34 years per 100,000 while 0.45 males per 100, females are diagnosed with skin cancer. At the same time, for the female age group ranging 85 years and above, per 100,000 females with skin cancer is ascertained to be 40.27 while for the same age group of males, the incidence rate is 3.14 for skin cancer. Correspondingly, the highest ratio of males over 100,000 females with skin cancer is reckoned to the population falling in the age group of 85 years and above, while the lowe st age group is estimated to be the male population ranging between 20-24 years. The weighted mean of stratum-specific rate (age-adjusted rate) is recognized as the crude rate or overall rate. The variations between the crude rates of the two populations entail distinctions in the distribution of characteristics. Thus, the crude rate is compared to the age-adjusted rate based on these differences (Diener-West & Kanchanaraksa, 2008). Table 2 determined the number of expected counts in the male population by adjusting to the female rates. According to the above table, it is estimated that where 0.37 females per 100,000 have the risk of skin cancer, 1889077.43 males are estimated to be diagnosed with skin cancer. Accordingly, it has been identified that the highest expected male population is 117980732 per 100,000 female population with skin cancer. On the other hand, the