The Evil Dead Essay Example | Topics and Well Written Essays - 1000 words

The Evil Dead - Essay Example The film released in the year 1981, under the direction of Sam Raimi, who created this masterpiece on a very low-budget; which becomes quite obvious with the screenplay and special effects. However, the plotline was quite novel, which caused the original release to quickly rise to fame and it was also dubbed as one of the ‘best cult movie’. Besides the plotline and the eerie scenario that the film was shot, other reasons for its success included outstanding monster design and its subtle and witty sense of humor in the script. The Evil Dead was originally meant to have only two films, but with the ever-expanding fan base, the number of movie installments was increased as well. With the fan following increasing at such a rapid pace even in the face of contemporary horror movies, it was only a matter of time before a contemporary remake was on its way. The remake was not entirely based on the original series and considering the bigger budget, the special effects were far more superior to the previous one. The original release included scare tactics that turned out to be more comical in nature than scary for the contemporary audience, which can only be explained through the lack of funds for the first film. Even the plotline was slightly different, as in the original plot the group of friends head there for leisure activities during spring break, the remake includes a group of friends trying to help one of their friends recover from a drug addiction. There a number of factors that can be taken against this entire franchise; for instance, there is no consistency between of the remake with the original film, which can be quite boggling at times. The original has strict acting with the use of humor from time to time and the lack of sophisticated CGI effects can be attributed to obsolete technology and low budget. The remake follows the same storyline, except for the fact that the beginning involves a vague reference to the back-story of the demonic possession. Similar to the original, the movie has a number of twists and constantly shows the possessed characters going back and forth between their normal forms to their possessed form. However, the characters have more depth than the origina l release as the characters seem to have a valid reason for not believing Mia, which was quite obscure when Cheryl claimed that there was a supernatural presence in their midst. Besides the extremely eerie premise of the movie, there are plenty of parts in the movie that is quite terrifying, but sometimes the excessive use of blood makes one cringe in disgust rather than scream with fear. The displaying and exaggeration of wounds and cuts is an over-used scare tactic throughout the movie. For instance, when one of the characters licks a box cutter and cuts her tongue in half, and there is one another scene where the character’s eyes are stabbed with needles and limbs are detached with an electric carving knife (Evil Dead, 2012). On the more positive note the action choreography was outstanding. The effects seemed real and animate enough to be believable that gave the movie a much-needed advantage at the box-office. For once, the directors did not simply rely on the tried and tested techniques used by Hollywood, which involved frivolous college students, who find themselves trapped in a haunted cabin. The characters were all quite believable and their reactions were that of serious adults; which showed that the vacation was not simply a pretext for their sexual trysts, but they had gone to the cabin in order to help their friend, which enabled the audience to sympathize with them as well. The actors were able to

Outline Home school and private school Essay Example for Free

Outline Home school and private school Essay What two objects, people, subjects, or concepts are you going to compare and contrast?   What are the similarities between the two objects, people, subjects, or concepts? List as many similarities that you can think of. Learning, working yourself towards a diploma to a better future, material used is the same (textbooks, quizzes, test) What are the differences between the two objects, people, subjects, or concepts? List as many differences that you can think of. Homeschool you get more one on one help and attention, greater social interaction in public schools, fights and bullying aren’t as likely in homeschool, flexibility in schedules Are you going to focus on similarities, differences, or both? Explain your rationale. I think it’s important to focus on both I believe there are more difference than similarities when it comes to homeschool vs. public school What do you want your readers to learn and understand after reading your essay? What is the purpose of your essay? The purpose is to show that while homeschool and public schools are different they both have their positive benefits and you have to choose the one that best suits you and your family. What three parallel points of comparison or contrast will you address in your essay? For example, if you were going to compare and contrast two teachers, your three parallel points might be these: Each teacher’s homework policy Each teacher’s classroom conduct policy Each teacher’s demeanor Social Interaction Flexibility of schedule and submitting assignments. Bullying Issues Explain why this is an appropriate and workable topic selection for the final assignment. This topic is appropriate for me because my husband and I have actually been discussing moving our children from public to home school due to my child being bullied by an older child. So I feel like choosing this topic can teach me something and help me in the future to make decisions for my own children. 1. What is your chosen topic from the list? Home School vs. Public School 2. Will you be comparing or contrasting the items? I will be comparing and contrasting home school and public school there are many important differences as well as similarities. 3. Will you be organizing your essay point-by-point or by subject? Point by point 4. What 3 characteristics will you be comparing or contrasting? Social interaction in public vs. home school, bullying, and the flexibility of schedules between both 5. What is your brainstorming plan? I will jot my ideas down as they come to me, I will research the differences and similarities, then make a rough draft. Emails and written letters vary because of the time involved for both senders and recipients. Emails are typed, and letters are hand-written. Typing is much quicker compared to hand writing. Emails can be sent with the click of a button. Letters must be sealed, stamped, and sent by what is today deemed â€Å"snail mail†. Emails can be sent much quicker than hand written letters. A recipient can go into his or her email account and quickly review an email. Letter recipients must wait for the mail, open the envelope and unfold the paper. Recipients receive emails much faster than those receiving written letters. Ultimately, emails and written letters have various differences in the ways that the messages are written, sent, and received, but they also differ because of the popularity of each.

Effects of Music on the Mind Essay -- essays research papers

Effects Of Music On The Mind Are people typically geniuses? Statistically, people probably are not. In fact, most people probably aren't even intellectually gifted at all. Most people are likely to be pretty much average, maybe a little bit above average, or a little below, but very average none the less. It is universally understood that people strive to learn to become wiser and more informed about the world around them. The more people learn, the more powerful they can become. It is the speed at which people learn that separates the geniuses from the average people and from the learning disabled. Geniuses don't run into problems while learning, because they learn very fast. It is everyone else that could really use help. One solid way to increase the speed at which people learn is with music. People learn through music and their minds grow faster because of it. Some music, when implemented properly, can have positive effects on learning and attitude. Music is a powerful thing, and when we understand its significance, it can bring dramatic changes both positive and negative into our lives. The earliest stages of learning for young children are the most important. The fundamentals of learning are instilled into a child at a very young age. How much importance is placed on these fundamentals can have dramatic affects on the future of the child's learning. Music, when applied in a constructive way, can have positive effects on a child's ability to learning and can help them in many ways. One way that music can make learning easier for a young child is by implementing music lessons into a child's normal activities. A small study was done two years back involving ten three-year-olds who were tested on their ability to put together a puzzle and the speed at which they could do it ("Learning Keys" 24). After the initial test was taken, five of the children were given singing lessons for 30 minutes a day and the other five were given piano lessons for 15 minutes a week (24). The lessons were conducted over a six- month period of time, and after the six months, all of the kids showed substantial improvement in the speed at which they could put together the puzzle (24). The researchers understand this skill in putting pieces of a puzzle together as the same reasoning that engineers, chess players and high-level mathematicians use. In this study of inne... ...esource. In recent years there have been concerns about some types of music such as â€Å"street† Rap having very negative effects on peoples minds and moods. This type of music imprints an extremely violent image into people's minds and there has been growing concern about it and tying it in with violent crimes. In cases like this, it only shows how much more we need to study music to fully understand its full impact on the human mind. In these days where cutbacks are always eminent in people's local schools, people need to fight to keep the music and art intact. Music and the arts are what make life worth living and without them, people lose hold of their culture and diversity. The ideal way to learn in the future would be to fully incorporate music into the curriculum of every school. If every school supported and encouraged their students to freely pursue music with the culture of music in their everyday lives, people would become much more efficient in their learning and would become much better students on the whole. Music is a power too great for man to comprehend at this point but through further study man can learn how to better harness its power and use it to improve mankind.

Brave New World Essay

BNW Rough Draft Morally, the novel: Brave New World by Aldous Huxley is not acceptable to me. The plot, suggestive actions, and even the overall standards in the book do not appeal to me as a reader. One example that demonstrates my dislike for the book, Brave New World, is on (pg 19-20): â€Å"’Bokanovsky’s Process,’ †¦ One egg, one embryo, one adult – normality. †¦ A Bokanovskified egg will bud, will proliferate, will divide. † This instance from chapter one, personally as a reader, makes me dislike the book. I personally don’t like reading about scientific facts; and/or uncanny extraterrestrial-like customs.I think it is just, very plainly, odd. A second reason that shows my dislike for Brave New World is on (pg 88): â€Å"Swallowing †¦ that second dose of soma had raised a quite impenetrable wall between the actual universe and their minds. † This case from Chapter 5 [part 1] is a huge reason why I do not like this p articular novel. Soma is a reference to a perfect drug. Supposedly, there is nothing wrong with it at all, and it makes you completely happy; leaving behind no negative effects whatsoever. I think this is a very bad idea to put into a book due to today’s society of teenagers.Due to the already very enormous number of kids who use drugs, they might become influenced and argue that the characters in BNW can take Soma and not be affected. So then this leaves them to rationalizing that maybe everything will be perfectly satisfactory after consuming a certain drug in the real world. My last instance that shows my disapproval for BNW is how the word ‘Pneumatic’ is used especially by Henry Foster and Benito Hoover to describe what it’s like to have sex with Lenina. She herself remarks that her lovers usually find her â€Å"pneumatic,† patting her legs as she does so.In reference to Lenina it means well-rounded, balloon-like, or bouncy, in reference to her flesh, and in particular her bosom. And the use of this odd word to describe the physical characteristics of both a woman and a piece of furniture underscores the novel’s theme that human sexuality has been degraded to the level of a commodity. Personally, I dislike the very thought that the novel basically revolves around drugs and sex, and being a Junior in High School currently, I don’t really appreciate reading such material.Weird material as such often revolts the attention of the youth. In deduction, the overall content, plot, characters, and drug references make me, as a reader, ill-fated. I personally don’t like the overall message/theme in which it presents either which is that human sexuality has been degraded to the level of a commodity. I just don’t think this is suitable reading material for people like me who are in High School. Let alone, I’m just not that interested in a book with topics like so. Brave New World Essay Brave New World Essay In Aldous Huxley’s novel, Brave New World, the citizens of the World State are bred into specific caste systems. These consist of Alphas, Betas, Gammas, Deltas, and Epsilons. The different caste systems differ from each other in many ways, and have multiple purposes. There are many differences between the different groups in the caste system. Alphas are the most intelligent of them all. They wear the color grey, and are the tallest and most good looking. While developing inside the faux womb, they were given the most oxygen.They usually work as wardens, psychologists (Bernard), Director of hatcheries, and all World Controllers are Alphas. Betas are a little less intelligent then Alphas, but still higher in the caste system. They wear mulberry colored clothing and there jobs consist of mechanics and nurses. Alphas and Betas usually associate with each other. Gammas, Deltas, and Epsilons are in the lower half of the cast system. Gammas wear the color green. They are usually butlers and other jobs that do not consist of much thinking.Deltas wear khaki, and usually are helicopter attendants. The are mass produced and have no individuality. â€Å"Bokanovsky’s Process is one of the major instruments of social stability! † (Huxley, 7). This being said means the the World State does not think individuality is important. Epsilons are on the verge of being morons. They wear black, and received the least amount of oxygen in the womb. They are very stupid and usually press elevator buttons. The purpose of this cast system is that people will be happy with their jobs.An example is that an Alpha would have a job in the medical field, and an Epsilon would have a job pressing buttons. â€Å"Every one works for every one else. We can't do without any one. Even Epsilons are useful. We couldn't do without Epsilons. â€Å"(Huxley, 60). You need every caste system to maintain ‘the perfect World State’. I personally do not th ink that they reflect an aspect of our society today. I think it is just a consequence of the society of the World State. In the end, everyone needs everyone. The Alphas and Betas could not survive with out the Gammas, Deltas, and Epsilons, and vice versa.

Play It Again Sam Analysis Essay

Sam is an excellent production, by far one of Woody Allen’s best movies. It tells the story of Allan Felix, a neurotic New York film critic who is left by his wife, since according to her he is an ‘observer, not a doer’. This devastating event makes him fall into a deep depression; consequentially, he gets corporal aid from his married friends, Linda and Dick. However, this help appears not to be enough, Allan’s love life seems going nowhere until he creates a special connection with Linda, which leads him into her arms. My opinion about this movie being excellent is based on several facts, which can be easily appreciated when watching this extremely controversial film. The word ‘controversial’ should be emphasized when analyzing this movie, considering that the topics discussed in it were not commonly discussed or confronted in the mid nineties, time in which this film was released. This movie is considered polemic due to the obvious critiques towards the American’s daily life, which is achieved by mentioning different subjects such as, dependence. This theme is represented in a different way depending on the character we focus; with Allan, this topic is represented by the deep depression he falls into, which follows him though all the film. When focusing in another character, Linda in this case, her dependence is shown by her pill addiction. Finally Dick, he is a workaholic, his dependence takes him to the point when he starts comparing his love to his wife with an ‘economical investment’. These characters decide to depend on something so it is easier for them to be secure and comfortable, ignoring the problems surrounding them and escaping from reality. Stereotyping is another main theme in this movie. When Dick asks Allan how he liked women, he describes a model type ‘Skinny, blond, good breasts’. This stereotype of perfect women is a consequence of the idol worshiping so characteristic of us, human beings. We all have someone we follow. An actress, singer, model, etc. someone we relate ourselves with or because we want to overcome something we don’t like about ourselves, we always use someone as a reference and Allan is not the exception. Allan’s character is a Humphrey Bogart-obsessed film writer that has abundant imagination. Bogart himself appears as an apparition to give Allen advices. Allan: I can’t do it. How does it look? I invite her over and then come on like a sex degenerate. What am I, a rapist? Bogart: You’re getting carried away. You think too much. Just do it. Allan: We’re platonic friends. I can’t spoil that by coming on. She’ll slap my face. Bogart: Oh, I’ve had my face slapped plenty of times. Allan: Yeah, but your glasses don’t go flying across the room. The reason why Woody Allen sets the title ‘Play it again, Sam’ is because it is originally a quote from the film Casablanca, and as I already said before the main character is obsessed over this movie (Casablanca) and the main character of it. Not only the apparitions of imaginary characters and dependence on drugs and self unconformity but how music is applied to the film shows how Allan is trying to escape from reality and place himself in a romantic Bogart movie. Every time he has a date, he turns on the music volume really loud so that the atmosphere is more movies like or factionary. We can appreciate this all over the movie and mostly at the end when he quotes the ending of Casablanca. Finally, trying too hard is the last main topic. Allan is always trying too hard for everything, making things tougher for himself and being clumsy. This is a quote from the movie demonstrating what I just stated, Allan: What are you doing Saturday night? Woman: Committing Suicide. Allan: What about Friday night? This character is always trying to fit in, we can appreciate in a scene on the movie the night after his wife leaves him that he goes to a pub and takes a drink but he doesn’t really likes it, he is juts doing what most of the men do trying to be normal. In conclusion, I believe this is a great movie, considering that it is not only hilarious; but it is fascinating how the different elements used by the film director Herbert Ross such as, music, effects, lights and place set; creates a perfect atmosphere for each of the scenes. Also, the actors chosen were all brilliant choices and how every character has its own meaning, contributing a special and unique theme to this classical film. This movie is one of my favorite oldies.

What Is the SAT No Calculator Section 5 Tips to Do Well

What Is the SAT No Calculator Section 5 Tips to Do Well SAT / ACT Prep Online Guides and Tips While the prohibition of a calculator on some SAT Math questions might leave you worried, rest assured that you don't need a calculator on this section. In fact, having one would probably just slow you down! This guide will discuss the third section of the SAT: the Math with No Calculator section. Read on to learn the types of questions you can expect to see and how you can get a high score. But first, let’s go over the format of the SAT Math No Calculator section. How Is the SAT Math No Calculator Section Formatted? Let’s start with the basics: how much time you have and how the SAT Math No Calculator section is structured. This section always comes third, after the Reading and Writing and Language sections. It’s only 25 minutes long, making it the shortest section on the SAT. After you complete this section, you'll get a short five-minute break, at which time you can take out your calculator and start to get ready for the next section: Math Calculator. You’ll be asked to answer 20 questions. You'll have an average of one minute and fifteen seconds, or 75 seconds, per question. Of these questions, 15 will be multiple choice (each with four answer choices) and five will be grid-ins (also known as student-produced responses). You’ll fill in your answers to these five grid-ins on a special section of your answer sheet. Here’s how the Math No Calculator section breaks down exactly: Total Time # of Multiple-Choice Questions # of Grid-ins Time per Question 25 minutes 15 (#1-15) 5 (#16-20) 75 seconds Since the No Calculator section is the shorter of the two Math sections, it will only count for one-third of your total Math score. Now, let’s move beyond logistics and discuss the skills that will be tested on the SAT Math No Calculator section. You don't need a calculator to answer these questions- just a pencil and paper! What Skills Are Tested on the Math No Calculator Section? According to the College Board, the Math No Calculator section tests two major categories: Heart of Algebra and Passport to Advanced Math, along with problems that fall under Additional Topics. These categories focus on concepts such as linear equations, linear inequalities, functions, quadratic equations, graphs, geometry, and complex numbers. Unlike on the Calculator section, there are no Problem Solving and Data Analysis questions on the No Calculator section- these are the ones for which you must interpret data from tables and scatterplots or calculate ratios, rates, and proportions. The chart below shows exactly how many questions you can expect to find in each of the three major skills areas: Content Categories # of Questions % of No Calculator Section Heart of Algebra 8 40% Passport to Advanced Math 9 45% Additional Topics 3 15% Source: Official SAT Study Guide Some questions have multiple steps and require you to combine two or more concepts to work toward a solution. To gain a sense of how the Math No Calculator section tests the above skills, you can find official SAT sample questions below. Let’s take a look at how this calculator-free section tests these skill areas. This amphibian romantic wears his Heart of Algebra on his sleeve. How Does the Math No Calculator Section Test Your Skills? The Math No Calculator section won’t ask you to do long, complex calculations out by hand. For the most part, this section seeks to test your reasoning and problem-solving abilities. The College Board wants to ensure that you understand fundamental math concepts and don’t need to rely on a calculator to reach a solution. There will still be some arithmetic- e.g., basic adding, subtracting, multiplying, and dividing by decimals- but the majority of the problems will focus more on reasoning than on figures. Below are some official sample No Calculator questions. You’ll find two questions that fall into the Heart of Algebra category, two in Passport to Advanced Math, and one in Additional Topics. Notice how, for the most part, a calculator wouldn’t actually be useful at all for reaching your answer. The questions below are borrowed from the College Board’s collection of official SAT practice tests, a free resource that should definitely be part of your test prep. I also suggest checking out Khan Academy's SAT resources, though they shouldn't be a replacement for more thorough test prep. #1: Heart of Algebra This Heart of Algebra question asks you to solve for $x$ in an algebraic equation: If ${x-1}/3=k$ and $k=3$, what is the value of $x$? A) 2B) 4C) 9D) 10 To solve this problem, you could go through the following steps: #1: Multiply both sides by 3, so you're working with $x - 1 = 3k$ #2: Add 1 to both sides, leaving you with $x = 3k + 1$ #3: Then solve for $x$ by substituting $k$ with 3. Since $x = 3k + 1$, $x = 3(3) + 1$, or $x = 10$. This Heart of Algebra example represents an easy-level question. If you didn't solve for $x$, you could instead plug in the answer choices and work backward (i.e., which value of $x$ would equal 3). Either way you decide to solve it, this problem definitely doesn't require the use of a calculator. Answer: D #2: Heart of Algebra The following Heart of Algebra question is of medium difficulty; it tests your reasoning skills and understanding of an algebraic expression. While you could plug in numbers to make the scenario more concrete, the easiest way to solve this problem is to understand how to represent rates with algebraic variables. On Saturday afternoon, Armand sent $m$ text messages each hour for 5 hours, and Tyrone sent $p$ text messages each hour for 4 hours. Which of the following represents the total number of messages sent by Armand and Tyrone on Saturday afternoon? A) $9mp$B) $20mp$C) $5m+4p$D) $4m+5p$ This problem asks about the total number of messages Armand and Tyrone sent: The total number of texts Armand sent is his rate ($m$ texts/hour) multiplied by the number of hours (5). Your product for Armand's texts is 5$\bi m$. The total number of texts Tyrone sent is his rate ($p$ texts/hour) multiplied by the number of hours (4). Your product for Tyrone is 4$\bi p$. To get a total, you would add these two products together, leaving you with 5$\bi m$ + 4$\bi p$. If you were unsure about your answer, you could plug in sample numbers for $\bi m$ and $\bi p$ to check your reasoning. The easiest way to solve this problem, though, is to conceptually understand the relationship between rates and time, and how to represent this relationship with variables. Answer: C #3: Passport to Advanced Math This sample question tests your ability to manipulate an algebraic equation: $$m={({r}/{1,200})(1+{r}/{1,200})^N}/{(1+{r}/{1,200})^N-1}P$$ The formula above gives the monthly payment $m$ needed to pay off a loan of $P$ dollars at $r$ percent annual interest over $N$ months. Which of the following gives $P$ in terms of $m$, $r$, and $N$? A) $P={({r}/{1,200})(1+{r}/{1,200})^N}/{(1+{r}/{1,200})^N-1}m$ B) $P={(1+{r}/{1,200})^N-1}/{({r}/{1,200})(1+{r}/{1,200})^N}m$ C) $P=({r}/{1,200})m$ D) $P=({1,200}/{r})m$ The initial expression gives you $m$ in terms of $r$, $N$, and $P$. The problem asks you to solve for $P$ in terms of $m$, $r$, and $N$. To switch around the equation, multiply both sides by the reciprocal of the expression beside $P$. Basically, you can just flip the current expression, which gives you answer choice B. Answer: B Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! #4: Passport to Advanced Math The question below is the first example that requires arithmetic. While a calculator would be helpful here, the College Board wants to see that you can perform addition, subtraction, division, multiplication long hand. $b=2.35+0.25x$ $c=1.75+0.40x$ In the equations above, $b$ and $c$ represent the price per pound, in dollars, of beef and chicken, respectively, $x$ weeks after July 1 during last summer. What was the price per pound of beef when it was equal to the price per pound of chicken? A) $\$ 2.60$B) $\$ 2.85$C) $\$ 2.95$D) $\$ 3.35$ Since this problem asks when the price per pound of beef ($\bi b$) was equal to the price per pound of chicken ($\bi c$), you can solve it by setting $b$ as equal to $c$, or $2.35 + 0.25x = 1.75 + 0.40x$. Then, you solve for $x$ with these steps: #1: To avoid negative numbers, subtract 1.75 from both sides and $\bo 0.25\bi x$ from both sides. This leaves you with $0.60 = 0.15x$. #2: Divide both sides by $0.15$ to get $x = 4$. #3: The question asks about the price per pound of beef when both meats were equal, so plug in $x$ to solve for $b$. Your equation should look like this: $b = 2.35 + 0.25(4)$. #4: $b = 2.35 + 0.25(4) = 2.35 + 1 = 3.35$. #5: The price per pound of beef when it was equal to the price per pound of chicken was $3.35. Answer: D #5: Additional Topics in Math Finally, the following is an Additional Topics question that involves geometry (right triangles) and basic trigonometry. Here, you need to demonstrate an understanding of sin and cosine and how they relate to one another in a right triangle. Without knowing this relationship, you'd have a tough time answering this question. In a right triangle, one angle measures $x °$, where sin $x °=4/5$. What is cos$(90 °-x °)$? The easiest way to solve this problem is to recall the complementary angle relationship of sine and cosine: sin($\bi{x}$ °) $=$ cos($\bo 90$ ° $\bo − \bi x$ °). If you can recall this, you'll immediately know- without having to do any calculations- that your answer is $\bo{4}/ \bo{5}$. Answer: $4/5$ or $0.8$ As you can see, the No Calculator questions ask you to demonstrate a deep understanding of mathematical concepts. So how can you study to ensure that you comprehend these challenging questions? Read on for some study tips to use as you prepare for SAT Math. Let's talk strategy. How to Do Well on the Math No Calculator Section: 5 Tips Any prep you do for the Math No Calculator section will help you on the Math Calculator section as well. The following study tips, though, are especially essential for the No Calculator section. Tip 1: Study Key Concepts As you saw in the example questions above, many questions won’t ask you to do any calculations with numbers; instead, they'll require you to have deep knowledge of the underlying concepts and be able to apply operations to work toward a solution. In this way, some of the problems are more abstract and theoretical rather than based on figures and equations with real numbers. This shift, by the way, aligns more closely with the Common Core. Both the SAT and the Common Core standards now present math with fewer topics that are more in-depth. Some SAT critics have pointed out that this shift continues to benefit students who attend better-resourced schools whose teachers are well versed in the Common Core. If your math classes teach a curriculum that aligns with Common Core standards, then they should be teaching you key concepts in a way that will help you on the SAT Math No Calculator section. Outside of school, make time to study the key topics that will appear on SAT Math. Because of the College Board’s recent commitment to transparency, it shares exactly what those concepts will be. Algebra is especially important, and you’ll want to ensure you have a firm grasp of topics like linear and nonlinear equations, quadratic equations, and functions. Beyond the main topics shared by the College Board, make sure your SAT Math study materials break down each broad topic into its component subtopics. By covering each detail, you can fill in any gaps in knowledge. On this section, you can’t rely on a calculator to do any of the thinking for you; you need to show up with a strong understanding of the key concepts. Tip 2: Practice Close Reading Just as No Calculator problems emphasize your conceptual understanding over your ability to manipulate figures and carry out calculations, they also test your reading comprehension. You’ll have to be able to read a problem and figure out what steps it’s asking you to take. Word problems especially can be relatively involved, sometimes containing more information than is necessary for you to work toward a solution. That means it’s up to you to figure out which details are relevant and which aren't. Some of these problems, according to the College Board, feature real-world scenarios, such as calculating gas mileage or converting from one country’s currency to another. Of course, not all these real-world scenarios are part of everybody’s actual everyday experiences. Practice problems will help get you familiar with the types of scenarios that the College Board considers to be real world. Critics have suggested that this emphasis on word problems- along with the above mentioned alignment with the Common Core- could disadvantage some test takers, especially those who speak English as a second language. To prep for this section’s emphasis on reading comprehension, make sure to study with multi-step word problems. FAQ: Can I use my abacus during the No Calculator section? Sadly, no- you'll have to rely on your own counting skills. Tip 3: Brush Up on Your Arithmetic Skills For the most part, the No Calculator section prioritizes a conceptual understanding over the ability to carry out calculations. There are still a handful of problems, though, that will require you to do arithmetic. Without a calculator, you’ll have to be able to write out these calculations and solve them by hand. In example problem #4 above, for instance, you'd have to subtract and divide using decimal points. Although these are basic math skills, many students have likely grown used to performing these simple calculations on a calculator. As a result, you’ll want to brush up on your ability to write these operations out by hand quickly, efficiently, and with an eye for accidental mistakes. Tip 4: Show Your Work If you’ve been in any math class, you’re probably familiar with the much repeated math teacher mantra: show your work. Teachers don’t want you to seemingly pull an answer out of thin air; they want you to write out, step by step, how you worked through a problem. Not only does this demonstrate your understanding, but it also helps you catch any mistakes along the way. Just as you should write out any calculations you do, you should also write out the steps in other problems, whether you’re solving for $x$ or simplifying a multi-variable expression. Many of the No Calculator problems require multiple steps, so writing out your work will help you keep track of your thinking and avoid errors. Tip 5: Answer Hundreds of Practice Problems Answering practice problems should go hand in hand with reviewing key topics. Make sure you’re comfortable with the concepts and know when and how to apply them to realistic SAT problems. Taking timed practice tests will also help you develop your time-management skills and your ability to answer questions quickly and accurately. So where can you find all these practice problems? One place, of course, is the College Board. You can find automatically graded online practice questions and eight free official practice tests, which you can download and print out. You can also find problems of varying difficulty levels on Khan Academy, along with video explanations of the different concepts. Other options include SAT Math prep books and PrepScholar’s SAT prep program. Finally, you can use practice tests for the old SAT, as long as you make sure to adjust your focus for the current version of the SAT. (For instance, you’ll find fewer geometry problems on the SAT now but will need to add in some basic trigonometry practice.) After you answer questions and take timed tests, analyze your results. Figure out exactly why you got a question wrong and what you can do to fix your mistake next time. If you lacked core knowledge, study those concepts. If you made careless errors, work on your strategies for time management. Walk yourself through the answer explanations step by step to figure out how you can improve. By analyzing your results and using practice tests as valuable feedback for your approach to test prep, you can gear your math toward doing well on the SAT. As we draw to a close, let’s review the key features you need to know about the SAT Math No Calculator section. FAQ: If I can't use my calculator or my abacus, can I at least count on my fingers and toes? Probably, but it doesn't seem like the most efficient use of time. SAT Math No Calculator Section: Key Takeaways The Math No Calculator section is the third section on the SAT. It’s 25 minutes and consists of 20 questions: 15 multiple choice and five grid-ins. These questions cover Heart of Algebra, Passport to Advanced Math, and Additional Topics. Most questions draw on your conceptual reasoning skills. Calculations with equations and figures will be limited to basic arithmetic skills. As you prep, make sure to brush up on those arithmetic skills along with your word problem comprehension. Most importantly, you should show up to the SAT with a deep understanding of algebra, geometry, and basic trigonometry. Any prep you do for the SAT Math No Calculator section will also be helpful for the Math Calculator section. Above all, prioritize a strong grounding in the fundamental concepts that'll appear on SAT Math. As long as you do this, you won’t even miss your calculator as you work through the first SAT Math section! What’s Next? Has it been a while since you've done simple math without a calculator? Use our articles on adding and subtracting fractions, finding the average of a set of numbers, multiplication, common perfect squares, and inequalities to refresh your memory for SAT Math. For both the calculator and non-calculator sections, you may also find it helpful to go over our guides to the distributive property, completing the square, and graph quadrants, as well as our ultimate SAT Math prep guide. Do you find yourself rushing to answer all the questions on SAT Math? This guide is full of the best strategies to help you stop running out of time on SAT Math. Looking for the best books to study for the SAT? This fully updated guide discusses the best books currently available for prep for SAT Math. Are you a strong math student aiming for top scores? Check out our comprehensive guide for getting a perfect score on SAT Math, written by a full scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

An Overview and History of the Compass

An Overview and History of the Compass The compass is an instrument used for navigation; it generally has a magnetic needle that points toward the earths magnetic North Pole. The magnetic compass has been in existence for nearly a thousand years and is the most common type of compass. The gyroscopic compass is far less common than a magnetic compass. The Magnetic Compass In order to adjust a magnetic compass to due or true north and toward the geographic North Pole, one must know the amount of magnetic declination or variation that exists in a specific region. There are online maps and calculators available that provide the difference in declination between true north and magnetic north for every point on the globe. By adjusting ones magnetic compass based on the local magnetic declination, it is possible to ensure that ones directions are accurate. The Gyroscopic Compass The History of the Compass Compasses were originally developed when lodestones, a mineral that has naturally magnetized iron ore, were suspended above a board with the ability to pivot and turn. It was discovered that the stones would always point in the same direction, and align themselves with the north/south axis of the earth. The Compass Rose The 32 points were originally drawn to indicate winds and were used by sailors in navigation. The 32 points represented the eight major winds, the eight half-winds, and the 16 quarter-winds. All 32 points, their degrees, and their names can be found online. On early compass roses, the eight major winds can be seen with a letter initial above the line marking its name, as we do with N (north), E (east), S (south), and W (west) today. Later compass roses, around the time of Portuguese exploration and Christopher Columbus, show a fleur-de-lys replacing the initial letter T (for tramontana, the name of the north wind) that marked north, and a cross replacing the initial letter L (for levante) that marked east, showing the direction of the Holy Land. We still commonly see the fleur-de-lys and cross symbols on compass roses today, if not just the simple letter initials for the cardinal directions. Every cartographer designs a compass rose a little differently, using different colors, graphics, and even symbols. Multiple colors are often used simply as a means of easily distinguishing the many points and lines on a compass rose. 360 Degrees Uses of the Compass Most people use a compass casually, for instance with hiking or camping. In those situations, basic compasses like the thumb compass or other orienteering compasses that are clear and can be read over a map are suitable. Many casual uses where travel is over a short distance require basic markings for cardinal directions and a basic level of understanding compasses. For more advanced navigation, where large distances are covered and a slight variation of degrees would offset your course, a deeper understanding of compass reading is required. Understanding declination, the angle between true north and magnetic north, the 360 degree markings on the compass face, and your course-of-direction arrow combined with individual compass instructions requires more advanced study. For simple, easy-to-understand, beginners instructions on how to read a compass, visit compassdude.com.

Free sample - Counter Thesis Essay. translation missing

Counter Thesis Essay. Counter Thesis EssayThis article contains information on why the speaker, the CEO of SPX Chris Kearney believes in the potential of the American industry to exploit the business opportunities that exist in today’s world. Kearney presents the argument that the American industry has a reason to remain optimistic about the market even in time of recession and globalization, which have far-reaching transformative consequences for the country. Kearney (2009) believes that the problem that the American industry faces is that of liquidity, particularly in this time of recession.   In other words, the recession is not about shortage of business opportunities or international competition, it is about liquidity. In support of his thesis, Kearney (2009) is confident of his assertion that globalization is not a condition, but rather, a fact of life. He also notes that with globalization, the world economy is growing, and the middle class is expanding. A growing middle class, according to Kearney, implies increase in the demand for most of the products that are made in the American industries. The thesis is also supported with a highlight on the emerging global economic giants such as China, India and Brazil. Growth in these countries, predicts Kearney (2009), will generate a massive wave of consumer demand, thereby bringing about a shift by these economies from investment models to consumer models. This will translate into new business opportunities for the American industry. The article contains many other examples that support the thesis. For instance, immediately after the World War II, no one thought that Russia would be the leading auto industry player in Europe. More importantly, no one thought that the computer would be making every industry hum, most significantly, many thought that the African continent would forever remain on the sidelines of the global economy. The optimism about the opportunities that are there for the American industry to exploit runs till the ending section of the article, where it is stated that America is home to seven out of the world’s top ten brands. Using such examples, the American way is presented as a bold, and one that is future-oriented.

The Future of Life satirical analysis Essay Example | Topics and Well Written Essays - 250 words

The Future of Life satirical analysis - Essay Example He provides a number of street names for such environmentalists. He further uses simple questions, colloquial expressions, and real life yet simplistic examples that enhance the understanding of the text. By doing this, the author makes the article vivid thereby easily to contextualize. The same is the case in the second text in which he criticizes the government and powerful corporates for disregarding the environment. Wilson uses satire in defining basic features of the text. He, for example, defines public trust as a strong military power for the anti-environmentalists and immense subsidies for loggers and rancher. He further defines conservation as understand by the anti-environmentalists as planting trees along golf courses and stocking trout streams (Wilson 32). Such satirical examples help portray the extent of the lack of concerns such individuals show. He further cites global environmental conferences that have often made no resolutions to prove his points. The authors ability to communicate effectively to two opposing audiences is an exemplary portrayal of the success in the use of

The saudi dream Essay Example | Topics and Well Written Essays - 500 words

The saudi dream - Essay Example One of the most used strategies by the leadership in Saudi in order to achieve the Saudi dream is the aspect of education. Saudi has greatly invested in educating its people. This is through building sufficient learning institutions in the country, and equipping the education sector with all the necessary resources for an effective educational process. Additionally, the authorities in Saudi offer scholarships for higher learning to various students to further their studies. This is because education is believed to be the key to unlocking the Saudi dream. If Saudi achieves its goal of educating as many people as possible, then the country will have moved closer to realizing its dream. This is because, education, especially higher education is a great determinant of a person’s position in life. This includes both economic and social standing, as well as the political standing. If more people in Saudi are educated up to the degree level and beyond, they will most probably find good jobs, and be able to take care of their financial needs. A good education comes with a good job, which later translates into good salary, and finally, a good life. Although jobs are not guaranteed, the authorities in Saudi have also prioritized economic strengthening of the country. Most importantly, education will make people to be more knowledgeable about different life aspects. With education, young people of Saudi will be creative enough to come up with new job opportunities and create jobs, instead of waiting to be employed. This is because of th e dynamics of the global economy, which equally affect Saudi. Since knowledge is power, the country will be empowered, and this will be the beginning of better things for Saudi. In order to achieve its dream, Saudi has invested in education. Education leads to empowerment, financial freedom, and knowledge. Lack of these three

Investment Appraisal Techniques Essay Example | Topics and Well Written Essays - 1250 words

Investment Appraisal Techniques - Essay Example Some of the investment appraisal techniques used range from Net Present Value (NPV), Accounting Rate of Return (ARR), Internal Rate of Return (ARR) and Payback Period. Net Present Value (NPV) As one of the investment appraisal techniques, net present value (NPV) method ensures that the value of all the expected future cash flows is calculated into the present values (Droms, & Wright, 2010). More significantly, the net present value (NPV) method takes into consideration the difference that arises between the present value of the expected cash inflows of a project and the present value of the expected cash outflows that the project will yield in the future (Crosson & Needles, 2011). This is essential in the determination of whether or not the project is viable in the present condition if the projected will yield the projected cash flow in the future (Moyer, McGuigan & Kretlow, 2008). Calculations are done using the discount rate of the cost of capital that is determined depending on co nsiderations of the future projected risk of the project (Hastings, 2009). More so, the use of the net present value (NPV) method in capital budgeting is necessary because it analyzes the profitability level of the intended project (Mowen, Hansen & Heitger, 2012). Above all, use of net present value (NPV) method in capital budgeting analysis is critical because it is more sensitive as compared to other method because it relies on the future cash inflows that the project is expected to yield (Duenas, 2006). Net Present Value (NPV) method YEAR 0 1 2 3 4 TOTAL Initial Outlay (0) (300,000) (300,000) Sales revenue - - 350,000 390,000 410,000 1,150,000 Materials and components - (50,000) (65,000) (65,000) (50,000) (230,000) Salaries and Wages - (70,000) (80,000) (85,000) (85,000) (320,000) Depreciation - (45,000) (45,000) (45,000) (45,000) (180,000) Advertising - (25,000) (25,000) (25,000) (25,000) (100,000) Equipment disposal 120,000 120,000 Net cash flow (0) (490,000) 145,000 170,000 32 5,000 150,000 Discounted factor (15%) 1.0 0.8696 0.7561 0.6575 0.5718 Discounted cash flows (0) (426104) 109,634.50 111,775 185,835 (18,859.5) Overheads are not taken into account as expenses because it is not directly related with the project. More so, the overheads costs are related with the companies head office function. Accounting Rate of Return (ARR) Another investment appraisal technique that is used to estimate the expected rate of return of anticipated investment project is the accounting rate of return (ARR). More significantly, the use of the accounting rate of return (ARR) gives a more rapid way of estimating the expected net profits as a basis for comparing several different expected projects to be undertaken by a company (Siegel, Shim, & Hartman, 1998).   In addition, the accounting rate of return (ARR), takes an estimate of the returns that the expected project will yield during its entire useful life. As compared to the payback period method, the accounting rate of return (ARR) is rational as it considers the distribution of profits and not only the period the project is expected to take to get back the original amount of investment in the project (Brigham & Houston, 2009). One weakness of the accounting

The American Congress Essay Example | Topics and Well Written Essays - 750 words

The American Congress - Essay Example This research paper aims to show the possible improvements within the public policy making process of the legislation under the condition when the federal legislative terms of the members of the Congress are limited. This study will first narrate a short background of the American Congress. It will discuss the specifications of the offices held by the members of the Congress – both the House of Representatives and the Senate. It will then discuss the positive and negative effects when the office terms of the members of the Congress are shortened. The American Congress: the House of Representatives and the Senate The legislative branch of the American Federal government consists of members of the Senate and the House of Representatives. The legislation’s primary task is to create Congressional bills that are subject to executive review and Congressional votes – those of which pass as state laws afterwards. The legislature also has the power to approve executive de cisions through two-thirds vote of the chamber. Petitions for impeachment are deliberated by the House of Representatives which are then elevated for trials in the Senate. ... The Senate comprises of 100 members - two senators from each state, regardless of population (â€Å"Art & History†). The members of the House of Representatives are elected to serve for two years while the members of the Senate are elected to serve for six years (Smith, Roberts and Vander Wielen 87-121). The American Congress Under a Limited Federal Legislative Term Under the circumstance where the federal legislative terms of the members of the Congress are put to a limit, there are several positive and negative effects to the policy making process of the legislative branch as a whole. The positive aspect about limiting the terms of service of the members of the Congress is the sense of inevitable competitiveness of each of the newly elected individuals into office. The shorter the term of service of the politicians, the more determined they become to out-wit the previous legislative set. Indeed, a sense of competition is naturally established amongst every new set of congres smen/congresswomen. In light with this mentality, it can be assumed that the members of the Congress could produce better policies – policies that would garner the most satisfaction from their constituents and would put the public interest in the forefront. Efficiency in public service is also another positive effect under the condition of limited federal legislative term. Due to the influence of competitiveness, the newly elected sets of congressmen/congresswomen would be forced to produce a more efficient quality of service because they would want their short time in office to be remembered by their constituents. In this case, the American Congress would obviously become more aggressive in terms of

South East Asian Financial Crisis Essay Example | Topics and Well Written Essays - 3500 words

South East Asian Financial Crisis - Essay Example Its primary function was to develop economic growth, social progress and cultural development. National resilience refers to all aspects of nation building - social, cultural, economic, ideological and political. It deals with security of nation emerging from the strength of national building. The member countries are ready to neglect short term losses in favor of long term achievements and friendships. ASEAN practice non-interference. It does not mean that the countries are indifferent to one another or close their eyes on member countries. The countries refrain from criticizing the other countries but support them in all their needs. In some ASEAN countries economic development has been given preference over income distribution and employment creation. This has resulted in poverty and income disparities existing along with economic growth. The creation of ASEAN was politically motivated. Its initial objective was to promote harmony among member nations as most of the nations were under security threat. Economic integration was the next priority. ASEAN Free Trade Area was to be formed in 2003 comprising all the 10 South East Asian countries. AFTA was earlier established in 1992 as a political and economic entity. The objective of ASEAN Standing Committee (ASC) is to ensure peace in the region and live in harmony respecting the geographic and historical boundary. (Hank, Lim (2005), Regional trade agreements and conflict: the case of Southeast Asia, available at, http://www.idrc.ca/en/ev-132673-201-1-DO_TOPIC.html ) The countries thought that free trade would benefit their economy. It was decided that zero tariffs should be the ultimate goal of AFTA. Originally, only Singapore was in favor of a free zone. Obviously, because, unlike other countries, it is without natural resources and is an export based entrepot economy. The motive behind the formation of AFTA was to attract foreign investments. But AFTA started running into problems right from the beginning itself. That is because some countries were more interested in protecting their domestic industries. AFTA has been considered as a developmental form of regionalism unlike open regionalism which is for globalization. In fact it is between open regionalism and resistance regionalism which tries to protect industries from globalization. However it is closer to open regionalism. Though almost all the countries were in favor of a free zone, at least some of them were against their home industries with high economic status being put at risk. For e xample, rice in Indonesia, Philippines and Malaysia and sugar in Indonesia and Philippines. Automobile industry is bound to suffer because of lack of tariff protection. Singapore is likely to suffer because of the unwillingness of ASEAN countries to accept AFTA. Singapore backs up not only APEC but also WTO. Creation of growth triangular natural economic territories also establishes security of economy. Apart from that they ensure political stability and friendliness between nations. It is being pointed that some of the members of the triangles were bitter enemies in the past. ASEAN has been successful in reducing conflicts among its member nations. AFTA went a step further by going for lower tariffs, which would boost intra regional trade and cement better relationship among

The American Congress Essay Example | Topics and Well Written Essays - 750 words

The American Congress - Essay Example This research paper aims to show the possible improvements within the public policy making process of the legislation under the condition when the federal legislative terms of the members of the Congress are limited. This study will first narrate a short background of the American Congress. It will discuss the specifications of the offices held by the members of the Congress – both the House of Representatives and the Senate. It will then discuss the positive and negative effects when the office terms of the members of the Congress are shortened. The American Congress: the House of Representatives and the Senate The legislative branch of the American Federal government consists of members of the Senate and the House of Representatives. The legislation’s primary task is to create Congressional bills that are subject to executive review and Congressional votes – those of which pass as state laws afterwards. The legislature also has the power to approve executive de cisions through two-thirds vote of the chamber. Petitions for impeachment are deliberated by the House of Representatives which are then elevated for trials in the Senate. ... The Senate comprises of 100 members - two senators from each state, regardless of population (â€Å"Art & History†). The members of the House of Representatives are elected to serve for two years while the members of the Senate are elected to serve for six years (Smith, Roberts and Vander Wielen 87-121). The American Congress Under a Limited Federal Legislative Term Under the circumstance where the federal legislative terms of the members of the Congress are put to a limit, there are several positive and negative effects to the policy making process of the legislative branch as a whole. The positive aspect about limiting the terms of service of the members of the Congress is the sense of inevitable competitiveness of each of the newly elected individuals into office. The shorter the term of service of the politicians, the more determined they become to out-wit the previous legislative set. Indeed, a sense of competition is naturally established amongst every new set of congres smen/congresswomen. In light with this mentality, it can be assumed that the members of the Congress could produce better policies – policies that would garner the most satisfaction from their constituents and would put the public interest in the forefront. Efficiency in public service is also another positive effect under the condition of limited federal legislative term. Due to the influence of competitiveness, the newly elected sets of congressmen/congresswomen would be forced to produce a more efficient quality of service because they would want their short time in office to be remembered by their constituents. In this case, the American Congress would obviously become more aggressive in terms of

6 Steps to Decision-Making Process Assignment Example | Topics and Well Written Essays - 1000 words

6 Steps to Decision-Making Process - Assignment Example This paper illustrates that last year at school the author was given a chance to choose a team. He made the poor decision of not considering two cheerleaders to be a part of his team because of bias. The teams composed of these cheerleaders received the only two A the professor gave. The stages of team development are forming, storming, norming, performing, and adjourning. During the forming stage, people get to know each other. In the storming stage, the group deals with tensions and defines group tasks. The norming stage has the teammates working together and building relationships. In the performing stage, there is maturation in relationships and task performance. Adjourning involves disbanding and celebrating accomplishments. Managing and leading are two distinct concepts when it comes to teamwork. When a person is managing in a team the person gives orders to others on what to do. Leading involves guiding the team on the right path. Some of the characteristics of an effective te am are good communication, existence of teamwork, delivering tasks on time, and performance. To have a better chance to receive an A on a research paper the team must perform good research and dissect information properly. Not having intelligent information affects the process adversely and can lead to making bad decisions. Using information from credited sources such as Plunkett Research, Dun & Bradstreet, and peer-reviewed journals can help the decision-making process.

Maggie Bibliography Essay Example for Free

Maggie Bibliography Essay Baum, Rosalie Murphy. Alcoholism and Family Abuse in Maggie and the Bluest Eye. Mosaic: A Journal for the Interdisciplinary Study of Literature 19. 3 (1986): 91-105. Begiebing, Robert J. Stephen Cranes Maggie: The Death of the Self. American Imago: A Psychoanalytic Journal for Culture, Science, and the Arts 34 (1977): 50-71. Bergon, Frank. Stephen Cranes Artistry. New York: Columbia University Press, 1975. Bowers, Fredson ed, and James B. introd Colvert. The University of Virginia Edition of the Works of Stephen Crane: Vol. I: Bowery Tales: Maggie, Georges Mother. Charlottesville : UP of Virginia, 1969. Bradbury, Malcolm. Romance and Reality in Maggie. Journal of American Studies 3 (1969): 111-21. Brennan, Joseph X. Ironic and Symbolic Structure in Cranes Maggie. Nineteenth-Century Fiction 16. 4 (1962): 303-15. Bruccoli, Matthew J. Maggies Last Night. Stephen Crane Newsletter 2. 1 (1967): 10. Cady, Edwin H. Stephen Crane: Maggie, a Girl of the Streets. Landmarks of American Writing. Ed. Hennig Cohen. New York: Basic Books, 1969. 172-81. Cady, Edwin H. Stephen Crane: Maggie, a Girl of the Streets. Landmarks of American Writing. Ed. Hennig Cohen: Basic Books, New York Pagination: 172-181, 1969. Church, Joseph. Excellent People: Naturalism, Egotism, and the Teaching of Cranes Maggie. ALN: The American Literary Naturalism Newsletter 1. 2 (2006): 10-15. Clerkin, Mary Jane. A Feminist Interpretation of Three Nineteenth Century Literary Heroines: Hardys Tess, Cranes Maggie and Ibsens Nora. Dissertation Abstracts International 53. 6 (1992): 1900A. Crane, Stephen, and J. C. Levenson. Prose and Poetry. The Library of America ; 18. New York, N. Y. : Literary Classics of the U. S. and Viking Press, 1984. Cunliffe, Marcus. Stephen Crane and the American Background of Maggie. American Quarterly 7 (1955): 31-44. Dingledine, Don. It Could Have Been Any Street: Ann Petry, Stephen Crane, and the Fate of Naturalism. Studies in American Fiction 34. 1 (2006): 87-. Dooley, Patrick K. Stephen Cranes Distilled Style (and the Art of Fine Swearing). Stephen Crane Studies 15. 1 (2006): 28-31. Dooley, Patrick Kiaran. Stephen Crane : An Annotated Bibliography of Secondary Scholarship. New York: G. K. Hall, 1992. Dooley, Patrick Kiaran. The Pluralistic Philosophy of Stephen Crane. Urbana: University of Illinois Press, 1993. Dow, William. Performative Passages: Daviss Life in the Iron Mills, Cranes Maggie, and Norriss Mcteague. Twisted from the Ordinary: Essays on American Literary Naturalism. Ed. Mary E. Papke. Tennessee Studies in Literature (Tstl) Number: 40: U of Tennessee P, Knoxville, TN Pagination: 23-44, 2003. xv, 416. Dowling, Robert M. Stephen Crane and the Transformation of the Bowery. Twisted from the Ordinary: Essays on American Literary Naturalism. Ed. Mary E. Papke. Tennessee Studies in Literature (Tstl) Number: 40: U of Tennessee P, Knoxville, TN Pagination: 45-62, 2003. xv, 416. Edelstein, Arthur. Three Great Novels by Stephen Crane: Maggie, Georges Mother, the Red Badge of Courage. New York : Fawcett, 1970. Fine, David M. Abraham Cahan, Stephen Crane and the Romantic Tenement Tale of the NinetiesAmerican Studies (University of Kansas). American Studies (University of Kansas) 14 (1973): 95-107. Fitelson, David. Maggie: A Girl of the Streets Portrays a Survival of the Fittest World. Readings on Stephen Crane. Ed. Bonnie Szumski. Greenhaven Press Literary Companion to American Authors: Greenhaven, San Diego, CA Pagination: 168-79, 1998. 208. . Stephen Cranes Maggie and Darwinism. American Quarterly 16 (1964): 182-94. Flanigan, Elaine. Maternal Deprivation and the Disruption of the Cult of Domesticity: Three Case Studies in Hawthorne, Crane, and Chopin. Dissertation Abstracts International, Section A: The Humanities and Social Sciences 61. 5 (2000): 1839-40. Ford, Philip H. Illusion and Reality in Cranes Maggie. Arizona Quarterly: A Journal of American Literature, Culture, and Theory 25 (1969): 293-303. Fox, Austen McC. Crane Is Preoccupied with the Theme of Isolation. Readings on Stephen Crane. Ed. Bonnie Szumski. Greenhaven Press Literary Companion to American Authors: Greenhaven, San Diego, CA Pagination: 56-62, 1998. 208. Fox, Austin McC. Maggie and Other Stories. New York, NY : Washington Square, 1960. Fried, Michael. Realism, Writing, Disfiguration : On Thomas Eakins and Stephen Crane. Chicago: University of Chicago Press, 1987. Fudge, Keith. Sisterhood Born from Seduction: Susanna Rowsons Charlotte Temple, and Stephen Cranes Maggie Johnson. Journal of American Culture 19. 1 (1996): 43-. Furst, Lilian R. Stephen Cranes Maggie and Papa Hamlet by Arno Holz and Johannes Schlaf. Actes Du Viie Congres De Lassociation Internationale De Litterature Comparee/Proceedings of the 7th Congress of the International Comparative Literature Association, I: Litteratures Americaines: Dependance, Independance, Interdependance/Literatures of America: Dependence, Independence, Interdependence. Eds. Milan V. Dimic, et al. Library of Crcl Number: 2: Bieber, Stuttgart Pagination: 165-68, 1979. 562. Gandal, Keith. Stephen Cranes Maggie and the Modern Soul. Elh 60. 3 (1993): 759-85. Gandal, Keith. The Virtues of the Vicious: Jacob Riis, Stephen Crane, and the Spectacle of the Slum. Oxford, England : Oxford UP, 1997. Geismar, Maxwell David. Rebels and Ancestors: The American Novel, 1890-1915: Frank Norris, Stephen Crane, Jack London, Ellen Glasgow [and] Theodore Dreiser. His The novel in America. Boston,: Houghton Mifflin, 1953. Gibson, Donald. The Fiction of Stephen Crane. Carbondale and Edwardsville: Southern Illinois U P, 1968. Gibson, William M. The Red Badge of Courage and Selected Poetry and Prose. New York, NY : Rinehart, 1956. Giorcelli, Cristina. La Citta Di Maggie. Rivista di Studi Anglo-Americani 6. 8 (1990): 57-70. Golemba, Henry. Distant Dinners in Cranes Maggie: Representing the Other Half. Essays in Literature 21. 2 (1994): 235-50. Graff, Aida Farrag. Metaphor and Metonymy: The Two Worlds of Cranes Maggie. English Studies in Canada 8. 4 (1982): 422-36. Graham, Don B. Dreisers Maggie. American Literary Realism, 1870-1910 7 (1974): 169-70. Grmela, Josef. Some Problems of the Critical Reception of Stephen Cranes Maggie, a Girl of the Streets. Brno Studies in English: Sbornik Praci Filozoficke Fakulty Brnenske Univerzity, S: Rada Anglisticka/Series Anglica 19 (1991): 149-55. Gullason, Thomas A. The First Known Review of Stephen Cranes 1893 Maggie. English Language Notes 5 (1968): 300-02. Gullason, Thomas Arthur. New Light on the Crane-Howells Relationship. New England Quarterly: A Historical Review of New England Life and Letters 30. 3 (1957): 389-92. Gullason, Thomas A. The Prophetic City in Stephen Cranes 1893 Maggie. Modern Fiction Studies 24 (1978): 129-37. Gullason, Thomas Arthur. The Sources of Stephen Cranes Maggie. Philological Quarterly 38 (1959): 497-502. Hakutani, Yoshinobu. Jennie, Maggie, and the City. Dreisers Jennie Gerhardt: New Essays on the Restored Text. Ed. James L. W. West, III: U of Pennsylvania P, Philadelphia Pagination: 147-56, 1995. ix, 226. Halliburton, David. The Color of the Sky : A Study of Stephen Crane. Cambridge studies in American literature and culture. Cambridge [Cambridgeshire] ; New York: Cambridge University Press, 1989. Hapke, Laura. The Alternate Fallen Woman in Maggie: A Girl of the Streets. Markham Review 12 (1983): 41-43. Harriman, Karl. A Romantic IdealistMr. Stephen Crane. Literary Review 4 (1900): 85-87. Hayes, Kevin J. ed. and introd.. Maggie: A Girl of the Streets (a Story of New York). Bedford Cultural Editions. Boston, MA: Bedford, 1999. Hillsman, David Frank. Cranes Maggie and Huysmans Marthe: Two Naturalist Prostitute Novels. Dissertation Abstracts International 48. 3 (1987): 644A. Holton, Milne. The Sparrows Fall and the Sparrows Eye: Cranes Maggie. Studia Neophilologica 41 (1969): 115-29. Holton, Milne. Cylinder of Vision: The Fiction and Journalistic Writing of StephenCrane. Baton Rouge: Louisiana State University Press, 1972. Horwitz, Howard. Maggie and the Sociological Paradigm. American Literary History 10. 4 (1998): 606-38. Hunter, Adrian. Maggie: A Girl of the Streets. Peterborough, ON : Broadview, 2006. Hussman, Lawrence E. , Jr. The Fate of the Fallen Woman in Maggie and Sister Carrie. The Image of the Prostitute in Modern Literature. Eds. Pierre L. Horn and Mary Beth Pringle: Ungar, New York Pagination: 91-100, 1984. 147. Ives, C. B. Symmetrical Design in Four of Stephen Cranes Stories. Ball State University Forum 10. 1 (1969): 17-26. Jordan, Philip D. Maggie: A Girl of the Streets (a Story of New York). Lexington : U. P. of Ky, 1970. Kahn, Sholom J. Stephen Crane and Whitman: A Possible Source for Maggie. Walt Whitman Review 7 (1961): 71-77. Karlen, Arno. Stylistic Weakness in Maggie. Readings on Stephen Crane. Ed. Bonnie Szumski. Greenhaven Press Literary Companion to American Authors: Greenhaven, San Diego, CA Pagination: 180-84, 1998. 208. Katz, Joseph. The Maggie Nobody Knows. Modern Fiction Studies 12 (1966): 200-12. . Maggie: A Girl of the Streets (1893): A Census (Part Iii). Stephen Crane Newsletter 3. 3 (1969): 10-11. . Maggie: A Girl of the Streets (1893): A Census, Ii. Stephen Crane Newsletter 3. 1 (1968): 6. Katz, Joseph, and Matthew J. Bruccoli. A Third Printing of Maggie (1896). Stephen Crane Newsletter 1 (1966): 2-3. Katz, Joseph introd. Maggie, a Girl of the Streets: A Story of New York. Gainesville, FL : SFR, 1966. Knapp, Daniel. Son of Thunder: Stephen Crane and the Fourth Evangelist. Nineteenth-Century Fiction 24 (1969): 259-66. Kovacs, David. Acting Out: Comparative Analyses of Romantic Realism in Stephen Crane and Knut Hamsun. Nordlit: Arbeidstidsskrift i litteratur 9 (2001): 63-78. Kramer, Maurice. Cranes Maggie: A Girl of the Streets. Explicator 22 (1964): Item 49. Krause, Sydney J. The Surrealism of Cranes Naturalism in Maggie. American Literary Realism 16. 2 (1983): 253-261. La France, Marston. A Reading of Stephen Crane. Oxford: Clarendon Press, 1971 LaFrance, Marston. Georges Mother and the Other Half of Maggie. Stephen Crane in Transition:Centenary Essays. Eds. Joseph Katz and James Dickey: No. Ill. U. P, DeKalb Pagination: 35-53, 1972. 247. Lainoff, Seymour. Jimmie in Cranes Maggie. Iowa English Bulletin 10 (1965): 53-54. Lawson, Andrew. Class Mimicry in Stephen Cranes City. American Literary History 16. 4 (2004): 596-. Levenson, J. C. Prose and Poetry: Maggie: A Girl of the Streets; the Red Badge of Courage; Stories, Sketches, and Journalism; Poetry. 18: New York, NY : Library of America, 1984. Lainoff, Seymour. Jimmie in Cranes Maggie. Iowa English Yearbook 10 (1965): 53-54. Linson, Corwin Knapp, and Edwin Harrison Cady. My Stephen Crane. [Syracuse: Syracuse University Press, 1958. Manthorne, Katherine E. War in the City: Stephen Crane and the Visual Culture of New York. Red Badges of Courage: Wars and Conflicts in American Culture. Eds. Biancamarie Pisapia, Ugo Rubeo and Anna Scacchi. Rsa: Rivista Di Studi Anglo-Americani Number: 9 (11): Bulzoni, Rome, Italy Pagination: 769-76, 1998. xvii, 789. Marin Madrazo, Pilar. Notas Sobre El Naturalismo. Letras En El Espejo: Ensayos De Literatura Americana Comparada. Eds. Maria Jose Alvarez Maurin, Manuel Broncano and Jose Luis Chamosa: Universidad de Leon, Leon, Spain Pagination: 145-54, 1997. 213. Martin, Jay. Harvests of Change: American Literature, 1865-1914. Englewood Cliffs, N. J. ,: Prentice-Hall, 1967. Masuzaki, Kou. Stephen Crane No Suramu Hyosho to Kangoku: Imin Kyofu to 19 Seikimatsu Hanzaisharon. Studies in American Literature (Osaka, Japan) 41 (2004): 19-35. Mavrocordato, Alexandre. Maggie, Allegorie Du Coeur. Etudes Anglaises: Grande-Bretagne, Etats-Unis 31 (1978): 38-51 McIlvaine, Robert. Cranes Maggie: A Source for the Hairy Ape? The Eugene ONeill Newsletter 2. 3 (1979): 8-10. Minks, Tamara S. Maggie Johnson: An American in a Fallen Eden. Recovering Literature: A Journal of Contextualist Criticism 16 (1988): 23-35. Miyazaki, Naoko. Jinsei No Bokanskatachi: Maggie Ni Okeru Ningenzo. Bungaku to America: Ohashi Kenzaburo Kyoju Kanreki Kinen Ronbunshu. Ed. pp: Nanundo, Tokyo Pagination: I: 115-127, 1980. Monteiro, George. Amy Leslie on Stephen Cranes Maggie. Journal of Modern Literature 9. 1 (1981): 147-. . Paul Lemperlys Maggie (1893) and a New Stephen Crane Letter. Stephen Crane Newsletter 3. 3 (1969): 7-9. Nagel, James. Stephen Crane and Literary Impressionism. University Park: Pennsylvania State University Press, 1980. Nagel, James. Donald Pizer, American Naturalism, and Stephen Crane. Studies in American Naturalism 1. 1-2 (2006): 30-35. . Limitations of Perspective in the Fiction of Stephen Crane. Stephen Crane Studies 15. 1 (2006): 9-12. Novotny, George T. Cranes Maggie, a Girl of the Streets. Explicator 50. 4 (1992): 225-28. Oelschlaeger, Fritz. Stephen Crane, Ripley Hitchcock, and Maggie: A Reconsideration. Journal of English and Germanic Philology 97. 1 (1998): 34-50. Oliver, Lawrence J. Brander Matthews Re-Visioning of Cranes Maggie. American Literature: A Journal of Literary History, Criticism, and Bibliography 60. 4 (1988): 654-58. Oliviero, Toni H. People as They Seem to Me: Determinism and Morality as Literary Devices in Three Novels of Stephen Crane. Seminaires 1976. Eds. Jean Beranger, Jean Cazemajou and Jean-Claude Barat. Annales Du Centre De Recherches Sur Lamer. Anglophone Number: 2: Centre de Recherches sur lAmer. Anglophone, Univ. de Bordeaux III, Talence Pagination: 167-181, 1977. 201. Orgeron, Marsha. The Road to Nowhere: Stephen Cranes Maggie: A Girl of the Streets (a Story of New York) (1893). Women in Literature: Reading through the Lens of Gender. Eds. Jerilyn Fisher, Ellen S. Silber and David Sadker: Greenwood, Westport, CT Pagination: 185-87, 2003. xxxix, 358. Overmyer, Janet. The Structure of Cranes Maggie. University of Kansas City Review 29 (1962): 71-72. Parker, Hershel, and Brian Higgins. Maggies Last Night: Authorial Design and Editorial Patching. Studies in the Novel 10. 1 (1978): 64-75. Petry, Alice Hall. Gin Lane in the Bowery: Cranes Maggie and William Hogarth. American Literature: A Journal of Literary History, Criticism, and Bibliography 56. 3 (1984): 417-26. Petry, Alice Hall. Stephen Cranes Elephant Man. Journal of Modern Literature 10. 2 (1983): 346-352. Pisarz-Ramirez, Gabriele. Avancierte Erzahlformen Im Licht Von Ubersetzungsstrategien: Zwei Romane Stephen Cranes Und Funf Deutsche Ubersetzungen. Erlebte Rede Und Impressionistischer Stil: Europaische Erzahlprosa Im Vergleich Mit Ihren Deutschen Ubersetzungen. Ed. Dorothea Kullmann: Wallstein, Gottingen Pagination: 437-90, 1995. 528. Pizer, Donald. Stephen Crane. Fifteen American Authors Before 1900, Revised Edition. Eds. Earl N. Harbert and Robert A. Rees. Madison: U of Wisconsin P, 1984. 128-184. Pizer, Donald. Maggie and the Naturalistic Aesthetic of Length. American Literary Realism 28. 1 (1995): 58-65. . Stephen Cranes Maggie and American Naturalism. Criticism: A Quarterly for Literature and the Arts 7 (1965): 168-75. Poncet, Andre. Functional Jeffersonianism in the Naturalistic Novel. All Men Are Created Equal: Ideologies, Reves Et Realites. Ed. Jean-Pierre Martin: Pubs. Univ. de Provence, Aix-en-Provence Pagination: 137-146, 1983. 189. Robertson, Michael. 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Stephen Crane Studies 11. 1 (2002): 7-12. Wertheim, Stanley. The Merrill Studies in Maggie and Georges Mother. Columbus, Ohio : Charles E. Merrill, 1970. Wertheim, Stanley, and Paul Sorrentino. The Crane Log : A Documentary Life of Stephen Crane, 1871-1900. American authors log series. New York: G. K. Hall, 1994. Wertheim, Stanley, and Joseph Katz. (Stephen Crane. ). Stephen Crane Newsletter 2. 2 (1967). Westbrook, Max. Stephen Cranes Social Ethic. American Quarterly 14 (1962): 587-96. Yamamoto, Kazuo. Machi No Onna Magi Ni Okeru Aironi No Kozo. Kumamoto Daigaku Eigo Eibungaku/Kumamoto Studies in English Language and Literature 46 (2003): 47-62. About this site. Last Modified Thu, 17 Jan 2008 01:01:10 GMT

Islamic Art in the Western World | Essay

Islamic Art in the Western World | Essay Is there a place for Islamic Art in the western Domicile? Introduction: What is Islamic Art? Islamic art does not copy nature but conveys what it represents. Islamic art is a mirror of a culture and its world view. Islamic art is a vibrant and distinctive form of Art. Unlike Christian art, Islamic art is not constrained to religious work, but includes artistic traditions in the Muslim culture. Because of the strict ruling against drawings of human or animals which might result in idol worship, Islamic art developed a distinctive character makes use of primary forms, geometric arabesque, floral and calligraphic. Muslim art has reflected this balanced, harmonious world view. Through its brilliant use of colour and balance, Islamic art creates an immediate visual impact. In Islamic art, painting and sculpture are not thought of as the finest forms of art. Crafts and decorative arts are regarded as having full art status. Books, on the other hand are a major art form and Writing has a high status in Islam as writing is considered significant decoration for objects and buildings. Islamic Art seeks to illustrate the meaning and essence of things, rather than just their physical form. It focuses on the spiritual representation of objects and beings and not their physical qualities. How is geometry seen to be spiritual? Because circles have no end they are infinite and so they remind Muslims that Allah is infinite. Complex geometric designs create the feeling of un-ending repetition; this helps the person get an idea of the infinite nature of Allah. Repeating patterns also indicate that in the small you can find the infinite, a single element of the pattern implies the infinite total. The use of patterns is part of the way Islamic art represents nature and objects. Repeated geometric pattern often use plant motifs, there are called Arabesque. Arabic lettering is also common. Art: It is one of the purest and most significant forms of human communication. Where language often fails us, art can cross divide what we sometimes erect due to differences in race, ethnicity, religion and culture. Specifically, Islamic art, perhaps more than any other, presents a beautiful mirror of a culture and its world view. More than being just representative of a singular religion (as is often the case with Christian art), Islamic art deepens understanding about Muslim culture, at large. It is for this reason that Islamic art should not only be tolerated when found in a western domicile, it should be encouraged and celebrated as a mechanism for the west to build a new respectful, productive and healing relationship with the East. On September 11, 2001, the west was devastated by a series of coordinated suicide terrorists attacks organized by an Islamist fundamentalist group called Al- Qaida. After getting over the initial shock, pain and horror of this incalculable loss, the west was left with one profound sentiment absolute confusion. We, in the West, simply had little understanding, not only of the motivation for the terrorist attack, but also of Islamic beliefs systems and principles, in general. And it is not a criticism, but simply an observation to note that the profoundly individualist mindset of the West, particularly America, had left us very isolated and without much understanding of global, philosophical, religious and cultural principles which differed from ours. It is now almost a decade after the horror of September 11, 2001, and although the West is still much insulated and lacks the full understanding of Islam which is so critical to secure a more peaceful global environment, we have made significant strides. The attack was not only a source of great suffering in the West, but also a wake up call to remind us of our insularity and the fact that there is a huge global community out there of which we are only a small part. And, Islamic artists have made huge contributions to furthering the understanding of Islamic culture and religion. Some may view bringing Islamic art into ones home as inviting argument and conflict. Narrow minded people may view Islam as the enemy of the West. However more and more Westerners are coming to the understanding that Islam is not the enemy of the West, but rather a potential partner and friend. Art has been a powerful tool in aiding the West to come to this conclusion. Through art of all varieties, Westerners are able to learn about not only the Islamic which may differ from many of ours, but also about the areas where we have something in common. There are so many contemporary Islamic arts and ways to incorporate it in to a Western home. Of course, the immediate thought one has when the word ‘art is mentioned, is probably visual art. Painters like Ali Omar Ermes, an Islamic artist based in the United Kingdom, introduce Western eyes to the beauty of Arabic lettering. Ermes work is significant in its exploration of the beauty of the written word or symbol. Writing, in the Islamic tradition, is highly regarded for its aesthetic beauty, and often utilized in architecture for its decorative effects, in addition to its simple meaning. Noura Sadaka, a Dubai-based talent, paints, draws and creates unique wooden and metal sculptures through which she tries to communicate the many ambiguities and struggles of being a woman caught between both Western and Islamic identities. Noura is typical of many contemporary Arabic artists in this way. So many Islamic creators have shed new understanding about the ways in which many of the Isl amic community feel great ties, love and respect for their peers in the West. Contrary to initial beliefs about Islam being the Wests enemy, such artists bring to light a much more complex and subtle truth about the relationship between Islamic peoples and their Western counterparts. Visual art is definitely not the only way to bring Islamic creativity into ones abode. We may not normally think of magazines, television and the internet as sources of fine art so often it is full of mindless content that could not be qualified as creative, by any stretch of the imagination. However, television shows like PBSs ART: 21, magazines like Brown Book and a variety of modern websites are exposing the West to Islamic artists whose work not only delights the senses; it also educates and helps expound understanding. Even the HBO series, Def Poetry Jam, did much to change stereotypes of Islam, by showcasing young, Islamic slam poets, especially in the early years which followed the terrorist attacks. It is clear that Islamic art has an essential function in furthering human understanding and connection. It is a bridge to create a dialogue when the traditional means are inadequate to express the subtle complexity of thoughts, emotions and ideas which drive us. By exploring the meaning an essence of things beyond their physical form, Islamic artists communicate sometimes unique, sometimes universal ideas about the spiritual questions with which all human beings grapple, regardless of their particular faith. For these reasons and more, Islamic art can hold a vital place in the context of a Western home expanding dialogue and understanding and, ultimately, promoting more peace and tolerance.

Postmodernism Essay -- Art History

Postmodernism Postmodernism blends old themes with new contemporary issues to create beautiful artwork that commands, questions, and captivates all viewers to participate in discovering its inner meaning. Along with an inner meaning and beauty, it was used as a form of communication that was directed towards social, political, and cultural problems within the world. An architect Robert Stern states, â€Å" The fundamental shift to post-modernism has to do with the reawakening of artists in every field to public responsibilities of art. Once again art is being regarded as an act of communication.† (Wilkin, Schultz, Linduff, â€Å"Art Past Art Present, p.579) The postmodern era emancipated its artists from old traditional barriers that bounded them. The belief that everything could be used to produce art was used to the fullest. For instance, mediums like photography, computer animations, and movies. Even non-precise metals like steel, aluminum, and iron were used along side w ith gold and silver. Technology was a great medium that was also utilized, as newer and improved technology was developed some one would utilize it to immortalize his/her artwork. One of the well-known artists of the postmodern era was Jean-Pierre Yvaral. Jean utilized technology called digital imaging to manipulate pictures and transform them into his own creative art pieces. A well-known publicized piece Jean created was called â€Å"Mona Lisa Synthetisee.† (Fiero 4th Edition â€Å"The Humanistic Tradition† p.159) Blending the old with a twist of the new, Jean took the Mona Lisa, which was created by Leonardo da Vinci and cropped out only her head and digitized it to produce a perspective like image. This image had four sides, right and left, top and bo... ...sm era produced many more than two fine artists that have been depicted here in this essay. There is one thing that all of them have in common though, each and every piece of work they produce has similar qualities. They all communicate a message that handles social, political, and cultural problems. How they communicate their message is solely up to the artist, because they are not bound by limitations, but there own creativity. As for the next movement it too will be filled with influences of the postmodern era as the influences of previous movements have influence postmodernism. Bibliography 1. Fiero, Gloria K. â€Å"The Humanistic Tradition,† 4th Edition, published by McGraw-Hill  © 2002 2. Wilkins, David G., Schultz Bernard, Linduff, Katheryn M. â€Å"Art Past Art Present,† 3rd Edition, published by Prentice Hall, Inc and Harry N. Abrams, Inc.  © 1997

Cmrj 302 Should Juvenile Be Tried as Adults

Since the beginning of human time there have been sins, delinquent actions, crimes, and with all of this, punishment for those actions. From Cain and Able until today, the 21st Century, we still deal with these problems. And what’s worse is that now it is the children who are committing these crimes. Our, so called, future of tomorrow. The next generation of this country. Throughout recorded time, juvenile delinquency has been the very biggest issue to tackle. In the 15th century, the parens patriae concept was common and described parental care by the state or guardian of the community.Children were property and punishment was delivered from the family and/or public punishment dealt by the village and in public. The juvenile justice system in the 19th Century adopted the parens patriae concept and provided the legal structure for the juvenile court system. In the late 1800’s reform schools were created and started, where reform was the main ideological theory, to insti ll in delinquent children; principals and morals to attempt to stray they away from future crime. Today, we still have trouble determining whether or not to try juveniles as adults, how to punish them, what works and what doesn’t.When a juvenile kills, do they instantly become an adult? Do they maintain some kind of innocence of childhood, despite the severity of their actions? These are the plaguing questions in our American judicial system today. The violent acts of juvenile offenders continue to make headlines and are becoming more violent and unfortunately more frequently. So today, the question is, should juvenile be tried as adults? Yes. Yes, I believe that juveniles should be tried as adults. However, I also believe there should be a few exceptions. This is not really a black and white issue.Exceptions should be put into place regarding, what type of crimes, age of the offender and what kind of punishments should be issued. This is what I will attempt to explain. The c riminal justice system serves two primary functions: protecting society and providing retribution or punishment for a crime to achieve the value of justice or fairness. Concerning the protection of society from violent or even not violent offenders, the judge can ensure an appropriate penalty without having to try someone as a juvenile. I believe that juveniles can and should be tried as adults.The judge and/or the jury can take the defendant's age into consideration while deliberating and determining a suitable penalty for their crimes. The defendant's attorney can make a legitimate argument in their defense based on their age, maturity and mental abilities or state of mind because age is not always the best indicator of maturity or personal accountability. This can ensure each case is evaluated individually not based on standards or common practice, but on an individual basis and attention which is what each case deserves.Jeb Bush, Governor of Florida said in (2001) after a 14-yea r-old juvenile was found guilty for killing his English teacher; â€Å"There is a different standard for children, there should be some sensitivity that a 14-year-old is not a little adult. † To this quote I have to disagree. All but five states allow children of any age charged with murder to be tried as adults. The death penalty generally not an option, at least not for defendants under the age of 16 since the U. S. Supreme Court has ruled capital punishment unconstitutional.In fact, it was only in 2005, in Roper vs. Simmons , that the Supreme Court finally ruled the juvenile death penalty was unconstitutional. In arguing, the text describes a paradigm that informs legal reasoning in US law and specifically the Eighth Amendment’s barring of cruel and unusual punishment for anyone who hasn't celebrated their 16th birthday. Some states, however, will consider 16 year olds and 17 year olds for the death penalty (Reaves, J. Time Magazine, (2001), Should the Law Treat Kid s and Adults Differently? ).Additionally, two cases are currently before the Supreme Court that affords our nation the opportunity to right this wrong and join the modern world. Sullivan vs. Florida and Graham vs. Florida will require the Supreme Court to rule on whether life sentences for juveniles that preclude the possibility of parole are, in fact, constitutional. Additionally, in most states, a juvenile offender must be at least 16-years-old to be eligible for waiver to adult court. But, in a number of states, minors as young as 13 could be subjected to a waiver petition.And a few states allow children of any age to be tried as adults for certain types of crimes, such as homicide or armed robbery. Many states have laws that do not allow juvenile courts to take cases involving very serious or violent crimes, such as murder or armed robbery. Generally, juveniles are charged with delinquent acts, not crimes. However, the nature of some offenses may result in a juvenile being charg ed with a crime in the regular court system. In these instances, the juvenile’s age does not matter. They will be tried in the adult criminal system, unless transferred o juvenile courts by the judge. The current trend among states is to lower the minimum age of eligibility for waiver into adult court. This is due in part to public perception that juvenile crime is on the rise, and offenders are getting younger. Factors that might lead a court to grant a waiver petition and transfer a juvenile case to adult court include: †¢The juvenile is charged with a particularly serious offense. †¢The juvenile has a lengthy juvenile record. †¢The minor is older. †¢Past rehabilitation efforts for the juvenile have been unsuccessful.Youth services would have to work with the juvenile offender for a long time. (Michon, Kathleen, J. D. , (2011) When Juveniles Are Tried in Adult Criminal Court) All states now maintain a juvenile code, or set of laws relating specifically t o juveniles. The state codes regulate a variety of concerns, including the acts and circumstances that bring juveniles within the jurisdiction of the juvenile court, the procedures for juvenile courts, the rights of juveniles, and the range of judicial responses to misconduct or to the need for services. Steinberg, Laurence, (2000) Should Juvenile Offenders Be Tried As Adults? A Developmental Perspective on Changing Legal Policies). The basic framework created by the first juvenile court act is largely intact and that rehabilitation, not punishment, remains the aim of the juvenile justice system, and juvenile courts still retain jurisdiction over a wide range of juveniles. (Retrieved from: http://law. jrank. org/pages/7958/Juvenile-Law-Modern-Juvenile-Law).The most notable difference between the original model and current juvenile law is that juveniles now have more procedural rights in court. In re Gault, 387 U. S. 1 (1967), the United States Supreme Court established that children under the fourteenth amendment accused of crimes in a delinquency proceeding must be given many of the same due process rights as adults such as the right to timely notification of charges, the right to confront witnesses, the right against self-incrimination, and the right to counsel.These rights also include the right to an attorney and the right to be free from self incrimination. These are rights given to adults and now to juveniles. Juveniles are committing the same crimes as adults, have the same rights as adults and also need to be tried as adults. Despite the input of these experts on the juvenile justice system, there are thousands of children who are automatically transferred to adult criminal court due to the change in the laws over the past few years.In a report released by the Bureau of Justice Statistics (1998) titled Juvenile Felony Defendants in Criminal Courts, states that â€Å"an estimated 7,100 juvenile defendants were charged with felonies in adult criminal co urt in 1998†, and that in these criminal courts, â€Å"juveniles were more likely than adults to be charged with a violent felony† with juveniles occupying 64% of the felony charges in stark contrast with the adults who occupy 24% of those charges (Bureau of Justice Statistics, 2009).That report also states that showed that â€Å"transferring juveniles to adult court is not an effective deterrent of further criminal activity† (Bureau of Justice Statistics, 2009). I completely disagree, juveniles would be better off tried in criminal courts and sentenced than to be tried in juvenile courts, and sentenced to rehabilitation. In the words of Pete Wilson, former Governor of California, â€Å"young offenders know they can laugh off the token punishment of our current juvenile justice system, they commit more and increasingly brutal crime.That’s unacceptable†¦We must make clear to the violent youthful offenders, ones who just don’t want to be saved, that California will not tolerate their depravity. It will replace slaps on the wrist with the slapping on of handcuffs†¦and will impose adult time for adult crime. † (retrieved from: www. voterdigest. com/yes-on-21). This is the kind of attitude and foresight that we need. In this day in age juveniles, even those younger than 14-years-old know that in this generation, the law can't touch them and that most likely they will only get a slap on the wrist for the first offence or house arrest at best.Murder by juvenile delinquents is rising in leaps and bounds and the justice system is giving them light sentences if any at all. What about the victim(s) and their family(s)? What about the police putting their lives in jeopardy every single day that arrest these children and before the ink is dry on the paper the children are walking down the front steps of the police station with those smirks and grins on their faces! As the quote goes, ‘You do the crime, you pay the ti me. ‘ There is ample evidence, therefore, to raise concerns regarding the ompetence of juveniles under age 15 to participate in criminal trials. Although the majority of 13 year-olds would likely meet the minimal competence criteria even at age 15, a significant fraction of adolescents should not be assumed competent to protect their own interests in adversarial legal settings. If an adolescent does not have the understanding, appreciation, or reasoning ability necessary to make such decisions, criminal court is an inappropriate venue for determining that adolescent’s disposition. Steinberg, Laurence, (2000) Should Juvenile Offenders Be Tried As Adults? A Developmental Perspective on Changing Legal Policies). Although I may believe that juveniles should be tried as adults, however, no juvenile under the age of 13 should be tried in an adult court. The adult justice system presumes that defendants who are found guilty are responsible for their own actions, and should be held accountable and punished accordingly. Historically, those who are guilty but less responsible for their actions receive proportionately less punishment.It is therefore worth considering whether, because of the relative immaturity of minors, it may be justified to view them as being less blameworthy than adults for the very same infractions – that is, whether developmental immaturity should be viewed as a relevant mitigating factor. Children as young as nine have the capacity for intentional behavior and do know the difference between right and wrong; as such, there is no reason why children of this age must unequivocally be held blameless for their conduct.At the same time, it is also clear that the vast majority of individuals younger than 13-years-old do lack certain intellectual and psychosocial capabilities that need to be present in order to hold someone fully accountable for his or her actions. These circumstances include situations that call for logical decision-m aking, situations in which the ultimate consequences of one’s actions are not evident unless one has actually tried to foresee them, and situations in which sound judgment may be compromised by competing stimuli, such as very strong peer pressure to violate the law.Once individuals have reached a certain age, about 17 or so, it is reasonable to expect that they possess the intellectual and psychosocial capacities that permit the exercise of good judgment, even under difficult circumstances. Thus, while pressure from one’s friends to violate the law may be a reasonable mitigating factor in the case of a 12-year-old juvenile, it is unlikely to be so in the case of a 17-year-old juvenile.When the individual under consideration is younger than 17, however, developmentally normative immaturity should be added to the list of possible mitigating factors, along with the more typical ones of self-defense, mental state, and extenuating circumstances. Finally, the choice of tryin g a juvenile offender in adult court versus juvenile court determines the possible outcomes of the adjudication. In adult court, the outcome of being found guilty of a serious crime is nearly always some sort of punishment; about 80% of juveniles who are convicted in criminal court are incarcerated.In juvenile court, the outcome of being found delinquent may be some sort of punishment, but juvenile courts typically retain the option of a rehabilitative disposition, in and of itself or in combination with some sort of punishment. In essence, the juvenile court operates under the presumption that offenders are immature. (Steinberg, Laurence, (2000) Should Juvenile Offenders Be Tried As Adults? A Developmental Perspective on Changing Legal Policies). Juveniles tried as an adult and can face the same penalties as adults, including life without parole.If convicted, juveniles will have an adult criminal record which can significantly affect future education and employment opportunities. F urthermore, an adult conviction can also result in the loss of rights, including the right to vote and right to own a firearm. (Lamance, Ken (2011) Juvenile Tried as an Adult). If a juvenile is convicted of certain sex offenses, he may be required to register as a sex offender for the rest of his life, regardless of his age at the time of conviction.In some states which automatically seal a juvenile's record once he passes a certain age, that record may remain unsealed if the defendant is convicted of an adult offense before he reaches that age (Retrieved from: http://www. expertlaw. com/library/criminal/juvenile_law). The following are Common Juvenile Rights questions: Can a child receive capital punishment for a crime committed as juvenile? The United States Supreme Court in the case of Roper v. Simmons, 543 U. S. 551 (2005), stated that it is unconstitutional to impose capital punishment for crimes committed while under the age of 18.The Courts 5-4 decision overruled the Court's prior ruling upholding such sentences on offenders above or at the age of 16, in Stanford v. Kentucky, 492 U. S. 361 (1989), overturning statutes in 25 states that had the penalty set lower (Retrieved from: http://www. topjuveniledefender. com/juvenile_rights). Can a child receive life in prison without the possibility of parole for a non-homicide crime? In 2010, the United States Supreme Court in the case of Graham v. Florida ruled that children cannot be sentenced to life imprisonment without parole for non-homicide offenses.The U. S. Supreme Court decided whether Roper v. Simmons which had abolished the death penalty for juvenile offenders should also apply to sentences without the possibility of parole for children. Justice Kennedy stated, â€Å"The constitution prohibits the imposition of a life without parole sentence on a juvenile offender who did not commit a homicide. A state need not guarantee the offender eventual release, but if it imposes a sentence of life it must pro vide him or her with some realistic opportunity to obtain release before the end of that term. . . (Retrieved from: http://www. topjuveniledefender. com/juvenile_rights) Can a child receive a life sentence? Yes. If a child is prosecuted as an adult, he or she can receive a life sentence if convicted certain qualifying crimes. However, if a child is prosecuted in juvenile court, he or she can receive a sentence commonly called â€Å"juvenile life† that carries life but will be incarcerated only until the age of 25 years of age at the Department of Juvenile Justice (formerly the California Youth Authority. ) (Retrieved from: http://www. topjuveniledefender. om/juvenile_rights) The end result of a heinous crime remains the same, no matter who commits it. Our justice system depends upon holding perpetrators responsible for their actions. Harsh sentencing acts as a deterrent to kids who are considering committing crimes. Trying children as adults has coincided with lower rates of juvenile crimes. Light sentences don't teach kids the lesson they need to learn: If you commit a terrible crime, you will spend a considerable part of your life in jail. (Reaves, J. Time Magazine, (2001) Should the Law Treat Kids and Adults Differently? Kids today are more sophisticated at a younger age; they understand the implications of violence and how to use violent weapons. It is absurd to argue that a modern child, who sees the effect of violence around him in the news every day, doesn't understand what killing really is. The fact that child killers know how to load and shoot a gun is an indicator that they understand exactly what they're doing. (Time Magazine, (2001) Should the Law Treat Kids and Adults Differently? ). I’ll end with a quote from Fredrick Douglas, â€Å"It is easier to build strong children then to repair broken men! †