A Clean, Well-Lighted Place by Ernest Hemingway Essay Example for Free

A Clean, Well-Lighted Place by Ernest Hemingway Essay 1. A Clean Well-Lighted Place 2. In the short story A Clean Well-Lighted Place written by Ernest Hemingway in 1933, there are three characters that are defined by light.   First there is the elderly gentleman who is a customer in the bar.   He regularly comes to the bar to get drunk while he sits in the shadows of the leaves of a tree.   This man has lived a long life and has known much pain.   In fact he has known enough pain that he has tried to commit suicide. The two waiters inside the cafe knew that the old man was a little drunk, and while he was a good client they knew that if he became too drunk he would leave without paying, so they kept watch on him. Last week he tried to commit suicide, one waiter said. (Hemingway)   He drinks to dull his pain of loss and pain.   The shadows are symbolic of all of his bead memories clumped together and the leaves that through tiny shadows to hide him are specific memories.   Even though he wraps himself in the darkness, he must be close to the light in order to survive.   The light, or goodness, gives him hope to carry on in a life that he cannot even successfully leave. The next character is the young waiter who must have the light.   He has not lived long, has a wife, and children.   Because his life seems to be exactly where it should be things are good and that is represented by the clean light of the bar.   Because of his youth, there has not been time for messes or losses.   He fears the shadows that shroud the elderly man because he sees them as foreshadows of his own life that he does not want to face. Hell stay all night, he said to his colleague. Im sleepy now. I never get into bed before three oclock. He should have killed himself last week. (Hemingway) The last is the older waiter.   This man has experienced enough life that he, like the elderly gentleman, prefers the dark.   He sees the light as only something to illuminate the defects in life.   The light is very bright and pleasant but the bar is unpolished, the waiter. said. (Hemingway)   This way feels that understands that he has more in common with the elderly man in the shadows, but he longs to be back in the light. I am of those who like to stay late at the cafe, the older waiter said. With all those who do not want to go to bed. With all those who need a light for the night. (Hemingway) 3. Hemingway uses A Clean Well-Lighted Place to ponder the meaning of life.   Life is lived and through the journey, individuals know the joy which leave them with a lack of understanding of others like the young waiter and the elderly man.   You should have killed yourself last week, he said to the deaf man. The old man motioned with his finger. (Hemingway) Only those who are satisfied with life should be around him.   Money is not what makes people happy. The elderly man has money, but still he tries unsuccessfully to committee suicide.   Hemingway was well into his career at this time and had plenty of money yet he was not happy.   He adds the quick glimpse of the girl and the soldier who brave the fear of getting caught for the sake of love or the physical part of love to show that there are things that are meaningful in life that are worth the risk.   Yet in the end people are left with their shadows of memories that are so painful that they either desire for nothing but to turn back to the light part of their lives or to desire to leave life.

Education Essays Pupils Special Disabilities

Education Essays Pupils Special Disabilities Pupils Special Disabilities This essay critically evaluates the success of policies to promote the inclusion of pupils with special educational needs and disabilities since 1997. The essay reflects critically on recent legislation in the field and the implications of this for development, showing an understanding of how to resolve conflicting viewpoints. The essay first outlines the legislation, and policy documents, that have been enacted or published since 1997 and then critically analyses these policies in terms of answering the question of how successful these policies have been in terms of meeting special educational needs and disabilities through a review of the impact of these policies on the teaching of special needs children in mainstream schools, and the impact of this on the pupils with special needs, on the ‘normal’ children being taught alongside special needs pupils and on the teaching staff involved in teaching in classrooms containing mainstreamed special needs pupils. Special education is defined, generally, as education that is modified for students with special needs, whether these be special physical needs due to a disability or special mental needs, such as mental health problems or giftedness. The Education Act 1996 defines special educational needs thus, children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them, and children can be identified as having a learning difficulty if they have a significantly different ability to learn than the majority of children the same age as them and if they have a disability which prevents them from making use of facilities that would normally be used within that setting by children of a similar age. Students with special educational needs and disabilities have been catered for through a number of legislations since the late 1990s. The Education Act 1996 outlines the various roles and responsibilities of all those involved in the process of educating children within the UK: teachers and parents, for example. The Education Act 1996 contains statutes that are directly relevant to the education of children with special educational needs and disabilities, building, as it does, on the Disability Discrimination Act 1995. One of the requirements of the Act is that local authorities publish ‘disability statements’ at regular intervals, detailing the facilities provided by the local authority with regards to accommodating children with special educational needs and disabilities because one of the main requirements of the Act was to identify, assess and meet children’s special educational, or physical, needs in terms of meeting these needs within a mainstream school. Part Four of the Education Act 1996 was revised and was enacted as the Special Educational Needs and Disability Act 2001. The Government launched their publication entitled Excellence for all children: Meeting Special Educational Needs in 1997, which set out a coherent strategy for dealing with students with special educational needs and disabilities. This was enhanced through the 1998 publication of the document Meeting Special Educational Needs – A Programme of Action which, when implemented in conjunction with the 1999 Disability Task Force report entitled From Exclusion to Inclusion, reinforced the necessity of considering the rights of students with special educational needs and disabilities. Essentially, the New Labour Government wanted to extend the educational provisions for students with special educational needs and disability by placing educational provision in the broader agenda of social inclusion, within the framework of rights for individuals with special educational needs and disabled individuals (MacBeath et al., 2006)n. Following these publications, and as has been seen, Part Four of the Education Act 1996 was revised and was enacted as the Special Educational Needs and Disability Act 2001. The Special Educational Needs and Disability Act 2001 is divided in to three parts, two of which are of particular relevance for those with special educational needs and disability: Part One which made changes to the existing Special Educational Needs section in the Education Act 1996; and Part Two which deals with disability discrimination in education, amending Parts Three and Four of the Disability Discrimination Act 1995. Part One of the Special Educational Needs and Disability Act 2001 strengthens the rights of special educational needs children, in particular the right of these individuals to be schooled in mainstream schools. Part Two of the Special Educational Needs and Disability Act 2001 makes it illegal for schools and Local Authorities to discriminate against disabled people for any reason that is related to their disability: schools and local authorities have a â€Å"reasonable adjustment† duty to provide for the special needs of any individuals under their care. Since the enactment of this Act, a revised Special Educational Needs Code of Practice was developed (in 2002), which provides practical help and advice to all those involved in providing education to students with special educational needs and disabilities. Then, in 2003, a Green Paper was published, entitled Every Child Matters, which outlines the Government’s commitment to partnership with all those involved in educating students with special educational needs and disabilities, under the framework of the Children’s Services proposals. In 2004 a strategy document was published by the Government, entitled Removing Barriers to Achievement – The Government’s Strategy for SEN, which focuses on providing guidelines for early intervention, and for the provision of special educational needs. In terms of the Government’s approach to the education of students with special educational needs and disabilities, as outlined in their 2004 document Removing Barriers to Achievement – The Government’s Strategy for SEN, the Government sees it as important to remove barriers to learning and to raise both expectations and achievements, all within a framework of ensuring the application of the terms of the Disability Discrimination Act 2005. In terms of the impact of all of this legislation on the education of students with special educational needs and disability, the proportion of such students being ‘mainstreamed’ (i.e., taught within the framework of a ‘mainstream’ school, not a special school) has not been significantly affected by the legislation as many parents are still choosing to send their children to special schools, although the legislation has increased the awareness and appreciation of mainstreaming (OFSTED, 2004). From 1999 to 2003, for example, the portion of students with special educational needs and disability that were schooled in a mainstream setting remained steady, although reports from the Audit Commission have reported an increase in students with behavioural disorders being mainstreamed; conversely, since 2001, in fact, there has been a 10% increase in the number of students sent to special schools (OFSTED, 2004). Whilst the Government seems to think that mainstreaming is the best possible solution for special needs children, a recent report has suggested that school inclusion can actually be a form of abuse and that the recent policies that have been enacted to cover the education of special needs children are badly failing these children (MacBeath et al. 2006). As reported by the BBC, MacBeath has been quoted as stating, â€Å"Physically sitting in a classroom is not inclusion. Children can be excluded by sitting in a classroom that is not meeting their needs†. As reported in MacBeath et al. (2006), there is massive variability across the country as to how inclusion, and mainstreaming, is accommodated, with many schools having unresolved problems regarding inclusion of students with special educational needs and disabilities. A recent (2004) OFSTED report, which looked at the issues of special educational needs and disability and inclusion in mainstream schools found that the Government’s revised inclusion framework has promoted increased awareness of the benefits of inclusion and has led to some level of improvements in practice, but that the framework of inclusion has had little effect, as yet, on the number of pupils within mainstream schools or on the range of needs for which mainstream schools can cater, even though most mainstream schools are committed to mainstreaming special educational needs and disabled students. However, the report found that only a minority of mainstream schools meet special needs well, with expectations of achievement not well enough defined with progress in learning slower, for a vast majority of pupils, than it should be (OFSTED, 2004). Few schools were found to objectively evaluate their provisions for students with special educational needs and disability with not enough use being made of the potential for adapting the curriculum so that such students have suitable opportunities for improving their education (OFSTED, 2004). In general, classroom teaching of students with special educational needs and disability was of highly variable quality, with many lessons having many shortcomings with teaching assistants, especially, contributing to a lack of organization with regards to students with special educational needs and disability (OFSTED, 2004). Shockingly, over half the schools that were visited during the course of this report had no disability access plans and few schools liaised with special schools in order to develop better educational content for the subsequently mainstreamed pupils (OFSTED, 2004). In sum, the OFSTED (2004) report recommended that the Government and local education authorities start to work together in order to ensure that the ability of mainstream schools to teach pupils with special educational needs and disability in a better way, in terms of working closely together with special schools to forge productive links for mainstreamed special educational needs and disabled pupils, such that pupils with special educational needs and disability are enabled to play a full and active part in school life, receiving a curriculum that is relevant to their needs. Whilst noble in its aim, therefore, in terms of the actual numbers of students with special educational needs and disability being mainstreamed, and the education these children are receiving when mainstreamed, inclusion remains a significant challenge for many mainstream schools, and the education received by students with special educational needs and disability within a mainstream school setting is perhaps not as optimum as it could be in many cases, with provisions for their special educational needs and disabilities also not being as adequate as they could, or should, be (Henry, 2004). MacBeath et al. (2006) identified shortcomings in the issue of inclusion, with schools admitting they often had problems with mainstreaming of special educational needs and disabled pupils, due to issues related to resourcing and financing, admissions and capacity, balance of needs, recruitment and retention and expertise and professional development. This does not mean that inclusion policies do not work, as MacBeath et al. (2006) found that inclusion policies are often seen to work when a number of essential conditions are met, namely that staff are enthusiastic and committed, with strong teamwork across staff at the school. In addition to looking at how mainstreaming affects pupils, MacBeath et al. (2006) also looked at how teaching staff are affected by the mainstreaming of students with special educational needs and disabilities. It was found that teachers, in principle, welcome mainstreaming, but that the realities of mainstreaming in practice are very different, due to the fact that the needs of pupils with special educational needs and disabilities are very different from those of ‘normal’ children, and that this can cause problems when deciding how to allocate one’s time as a teacher; that often special needs and disabled pupils are allocated to teachers who lack the necessary skills to be able to handle these pupils; that the nature and quality of support for teachers with special needs and disabled pupils is often not present, all of which impact negatively on the ability of the teacher to teach all of their pupils, i.e., those with special needs or disabilities and the ‘normal’ children (MacBeath et al., 2006). Thus not only do policies to promote the inclusion of pupils with special educational needs and disabilities affect those children with special educational needs and disabilities, when such children are mainstreamed, these policies also affect the ways in teachers are able to carry out their job, in terms of being able to teach all children in their care equally and with equal attention. This has been noted to be of special concern when the pupils with special educational needs are children with behavioural problems (whom, as we have seen, have been steadily increasing in numbers in mainstream school settings), as these children are very demanding of teachers time, which, if the teacher pays a great deal of attention to managing these pupils behaviour can lead to the teacher having less time to dedicate to the ‘normal’ children in their class. This leads to the argument that special educational needs and disabled children should not be educated in mainstream classrooms. Seldom is the level of training sufficient for mainstream teachers to teach these children adequately, and to care for these children well enough, so that the basic care needed for these children is often not present. Conversely, if the teachers are well versed in teaching and managing pupils with special educational needs, and concentrate too much on these pupils within their classroom, this leads to the ‘normal’ children in the class missing out on the teacher’s time and attention. There is, thus, a delicate balance to be struck when a teacher’s classroom includes children with special educational needs or disabilities, between caring for that individual child and accommodating their needs, and also having adequate time for the other pupils in the class. For this reason, many educators, and many parents, argue against the idea of inclusion and mainstreaming, arguing that these policies serve no practical purpose, other than fulfilling the Government’s idea of how inclusion should ideally work. The MacBeath et al. (2006) report addresses this issue, when they ask ‘is inclusion working?’. Whilst inclusion provides social benefits for special educational needs and disabled children, in terms of them feeling more accepted by their peers, the viability of the whole concept of inclusion is brought in to question when one studies what has been happening in classrooms over the period when mainstreaming has become more commonplace. For teachers who have taught special educational needs and disabled pupils in a mainstream setting, it has been found that children with special needs often feel they have a lack of entitlement to learn and develop emotionally; that there are restrictions on learning for ‘normal’ children being educated alongside special needs children because a disproportionate amount of a teacher’s time is given to special needs children; that mainstreaming special needs children can generate feelings of inadequacy in teachers without specialized expertise in dealing with such children; that there is a great increase in the workload of teachers dealing with special needs children within their classroom and that there are massive pressures on teachers in terms of inadequate funding and resourcing by local authorities (MacBeath et al., 2006). The MacBeath et al. (2006) also addressed the impact on pupils of inclusive policies, finding that mainstreamed special needs children can benefit from interactions with their peers, but that, in the majority of cases, lack of training of teachers, and lack of resources mean that special needs pupils are not adequately dealt with and end up struggling in mainstream schools because there is a general and significant lack of expertise on the part of teachers as to how to properly and adequately deal with special needs children in a mainstream school setting. Following these conclusions, the MacBeath et al. (2006) report recommended that the implementation of policies of inclusion should not rely on individual schools to handle all the responsibility of teaching these children, rather that this should be based on a collaborative effort between special schools, mainstream schools and local authorities, and that this enhanced collaboration should ensure the best service for all children, i.e., those with special needs who are being mainstreamed and ‘normal’ children in classrooms containing pupil(s) with special needs who are being mainstreamed. It is clear that policies of inclusion, and mainstreaming, will only work, and will only continue to be suggested and developed, if this collaborative effort is strengthened and if teachers involved in teaching mainstreamed special needs children receive adequate training, allowing them to handle their special needs pupils in a way that is advantageous to those individuals, and also to simultaneously manage their ‘normal’ pupils, so that accommodating pupils with special needs does not come at the detriment of ‘normal’ pupils. For fear of a lack of adequate training and understanding, perhaps, many parents of special needs children still choose to send their children to special schools: as we have seen, the proportion of special needs students being ‘mainstreamed’ (i.e., taught within the framework of a ‘mainstream’ school, not a special school) has not been significantly affected by recent legislation, as the vast majority of parents of special needs children are still choosing to send their children to special schools and not to send them to mainstream schools (OFSTED, 2004). In terms of the success of policies to promote the inclusion of pupils with special educational needs and disabilities since 1997, then, as has been seen, these policies were introduced as a way in which to further the New Labour Government’s ideas about social inclusion, but have, in practice, been ill thought out, in terms of the actual provision of support and training for teachers and teaching assistants who are actually involved, on a day-to-day basis, with teaching mainstreamed special needs pupils. Thus, whilst there is a case to be made for inclusion with regards to special educational needs and disabled pupils, particularly in terms of the social benefits of this practice for the special needs children, there have been insufficient resources devoted to making these policies work in practice, in terms of generating a collaborative atmosphere which would foster sharing of resources and expertise, between mainstream and special schools, for example. Both MacBeath et al. (2006) and OFSTED (2004) found that when mainstreaming does works, it works only because of the extreme dedication of the individual teachers involved, not because there is a framework in place to ensure that inclusion works in practice. Such was the gravity of the situation as recorded by MacBeath et al. (2006) that their report concluded with an urgent need for inclusive practice, including a â€Å"radical re-appraisal of†¦the contradictions inherent in the interface of standards and inclusion agendas†. References BBC (2006). School inclusion ‘can be abuse’. Tuesday 16th May 2006. DfES (1997). Excellence for All Children – Meeting Special Educational Needs. DfES (1998). Meeting Special Educational Needs – A Programme of Action. DfES (2001). Inclusive Schooling. DfES (2002). Special Educational Needs Code of Practice. DfES (2003a). Every Child Matters. DfES (2003b). Together from the start: practical guidance for professionals working with disabled children and their families (birth to 3 years). DfES (2004). Removing Barriers to Achievement – The Government’s Strategy for SEN. Disability Rights Task Force (1999). From Exclusion to Inclusion. Dyson, A. (2003). Special needs, disability and social inclusion – the end of a beautiful friendship? In Norwich, B. (ed.) (2003). Disability, disadvantage, inclusion and social inclusion. Henry, J. (2004). Inclusion policy fails children with special needs. The Telegraph 25th September 2004. HMSO (1995). Disability Discrimination Act HMSO (1996). Education Act HMSO (2001). Special Educational Needs and Disability Act HMSO (2005). Disability Discrimination Act MacBeath, J. et al. (2006). The Costs of Inclusion. University of Cambridge Faculty of Education. Norwich, B. (ed.) (2003). Disability, disadvantage, inclusion and social inclusion. OFSTED (2004). Special educational needs and disability: towards inclusive schools.

Death Penalty Essay: Barbaric Capital Punishment -- Argumentative Pers

Barbaric Capital Punishment      Ã‚   During the past three decades the issue of capital punishment has been very controversial inside the United States. During 1972 the U.S. Supreme Court decided in Furman v. Georgia that the death penalty was unconstitutional because it was a form of "cruel and unusual punishment." However, this decision did not last long; in July 1975 the Supreme Court ruled that capital punishment did not violate any parts of the Constitution. Executions as they had before 1972 resumed again. Since then 180 prisoners have been executed. The United States Supreme Court should abolish the death penalty because it is a form of "cruel and unusual punishment."    Under our current U.S. Constitution which has been around for over 200 years, prisoners of the government cannot be subjected to any kind of punishment which is deemed cruel and unusual. However all the forms of capital punishment that the government uses are questionable as to whether or not they are legal according to the Constitution. Forms of capital punishment that are still used in the United States include hanging, firing squad, electrocution, gas chamber, and lethal injection. With hangings a rope is attached to a persons neck proceeded with them being dropped from a certain height with the other end of the rope attached to something higher than them. The result is either strangulation which can take a while or complete decapitation. With the firing squad option a prisoner is tied to a chair and blinded. After this a firing squad composed most of the time of five individuals fires gun shots at a target attached to the prisoners chest (ACLU).    The most widely used form of execution has been electrocution. With this method of elect... ... obtain its goal. Because the death penalty fails its main objective and because of the reason stated above it should be abolished.    Works Cited American Civil Liberties Union. "Briefing Paper Number 8." gopher://gopher.pipeline.com:70/00/society/aclu/publications/papers/8. Associated Press. "PD Chiefs: Death Penalty Fails". news:death-penaltyURcb0_5FN@clarinet.com:Thu, 23 Feb 95 4:40:09 PST. Bedau, Hugo Adam. "The Case Against The Death Penalty". gopher://gopher.pipeline.com:70/00/society/aclu/issues/death/case_against. Blumstein, Alfred and Jacqueline Cohen. Deterrence and Incapacitation: Estimating the Effects of Criminal Sanctions on Crime Rates. National Academy of Sciences: Washington, D.C., 1978. Van den Haag, Ernest. Punishing Criminals: Concerning a Very Old and Painful Question. Basic Books, Inc.: New York, 1975.    Death Penalty Essay: Barbaric Capital Punishment -- Argumentative Pers Barbaric Capital Punishment      Ã‚   During the past three decades the issue of capital punishment has been very controversial inside the United States. During 1972 the U.S. Supreme Court decided in Furman v. Georgia that the death penalty was unconstitutional because it was a form of "cruel and unusual punishment." However, this decision did not last long; in July 1975 the Supreme Court ruled that capital punishment did not violate any parts of the Constitution. Executions as they had before 1972 resumed again. Since then 180 prisoners have been executed. The United States Supreme Court should abolish the death penalty because it is a form of "cruel and unusual punishment."    Under our current U.S. Constitution which has been around for over 200 years, prisoners of the government cannot be subjected to any kind of punishment which is deemed cruel and unusual. However all the forms of capital punishment that the government uses are questionable as to whether or not they are legal according to the Constitution. Forms of capital punishment that are still used in the United States include hanging, firing squad, electrocution, gas chamber, and lethal injection. With hangings a rope is attached to a persons neck proceeded with them being dropped from a certain height with the other end of the rope attached to something higher than them. The result is either strangulation which can take a while or complete decapitation. With the firing squad option a prisoner is tied to a chair and blinded. After this a firing squad composed most of the time of five individuals fires gun shots at a target attached to the prisoners chest (ACLU).    The most widely used form of execution has been electrocution. With this method of elect... ... obtain its goal. Because the death penalty fails its main objective and because of the reason stated above it should be abolished.    Works Cited American Civil Liberties Union. "Briefing Paper Number 8." gopher://gopher.pipeline.com:70/00/society/aclu/publications/papers/8. Associated Press. "PD Chiefs: Death Penalty Fails". news:death-penaltyURcb0_5FN@clarinet.com:Thu, 23 Feb 95 4:40:09 PST. Bedau, Hugo Adam. "The Case Against The Death Penalty". gopher://gopher.pipeline.com:70/00/society/aclu/issues/death/case_against. Blumstein, Alfred and Jacqueline Cohen. Deterrence and Incapacitation: Estimating the Effects of Criminal Sanctions on Crime Rates. National Academy of Sciences: Washington, D.C., 1978. Van den Haag, Ernest. Punishing Criminals: Concerning a Very Old and Painful Question. Basic Books, Inc.: New York, 1975.   

German Government Protection of Kurdish Women :: essays research papers

Tearing Down the New Berlin Wall Throughout modern times, Islam has received the blame for other Sects practices and ideas. In the article â€Å"When Rapists Walk Free,† Mukhtaran Bibi received a raping because of a village dispute. Because Bibi lives in Pakistan, Nicholas Kristoff, the article’s author, was led to believe that Hatun’s village was Muslim although in the second sentence of the article, He clearly writes that she lives in the Punjab area of Pakistan. The Punjab region hosts a number of religions aside from Islam. So, by reading the sentence that Bibi received, I clearly know that her village is not Muslim, because nowhere in Islam it says to gang rape a girl because of a village dispute. â€Å"The New Berlin Wall,† by Peter Schneider, does the same mistake in confusing another religion with Islam. Hatun Surucu was murdered by her 3 brothers because she started to live like a German. Because this happened in Turkey, the author assumed they were Muslim. Although in the first sentence of the second paragraph, Schneider informed the reader that Surucu’s family was Kurdish. Kurdism is a far branch of Islam that practices many different actions than Muslims and is not to be confused with Islam. So, in response to the prompt, I believe that no, the German government should not interfere with the status of women in their Muslim communities, but they should act out and address the status of women in Germany’s Kurdish communities. The reasons why I believe Germany should address the status of Kurdish women is because the German Kurds are now living in a different nation than their own and if they cant adjust, they should get penalized for it. Also, the government should push nationwide freedom and if Germany doesn’t feel that the Kurdish women in their country are getting the liberty they deserve, it is their duty as a nation to change that. When an immigrant comes into a country and decides to keep his past culture with him, fighting and deaths are the end result as shown with the Hatun Surucu case. Her brothers kept their Kurdish practices of honor deaths and ended up killing their sister. An example ritual is â€Å"Generally choosing the youngest to carry out such murders.† If the Surucu family adapted their Kurdish traditions and accepted Hatun as becoming German, she might not have been brutally murdered. Also, the reason the Surucus immigrated was to find a better life.

Trip to Disneyland

Allyson Clink English 105 Mrs. Goodwin Narrative Essay First Trip to Disneyland I am a single parent to one little girl. I wanted to do something special for her fourth birthday. My little girls name is Bethanny. Her father at this time was in and out of her life as he pleases and she was starting to tell me it hurt her that he was not around very much. That was when I decided to save all my tips from work and take at least $100 dollars out of every check to make this trip possible. I was able to find a great deal online for the time of her birthday which is January 4th. If you don’t know Disneyland is still set up for Christmas time, and still had the Christmas deals available. So I got us two day park hopper tickets, which means we can go from both parks for two days. Bethanny was so excited the day we left to drive down she stayed awake the whole drive down there. She usually does not do this because it is an eight hour drive. But I guess the excitement and all the candy was enough to keep her awake. When we arrived in Los Angeles at Disneyland we checked in to the hotel and she loved that the hallways had all the Disney characters on the walls. After the check in at the hotel we decided to check out Disney Main Street. Bethanny was so excited while walking down the street she got to meet Mickey and Minnie they both gave her a huge kiss because it was her first time to Disneyland. So while we were walking Mickey and Minnie showed Bethanny some of the best rides and made her feel very special and it wasn’t even her birthday yet. That was a very long day. The next day was Bethanny’s birthday and she woke everyone up at 6 am. She wanted to hurry and get to breakfast. This was one of the best parts of the trip because she got to eat with all her favorite princesses. She had such a huge smile when she saw her favorite princess which is tinker bell. After breakfast bethanny got to choose one character to walk around with her for an hour and she got to wear a birthday girl sash that made her feel like a little princess herself. While walking thru the park she loved seeing all the colors and trees that were made to look like Christmas trees. But did not like the long lines for the rides but sat thru them like a champ. She kept saying â€Å"mommy it’s my birthday cant we just cut†, I thought that was so funny. Trip to Disneyland Allyson Clink English 105 Mrs. Goodwin Narrative Essay First Trip to Disneyland I am a single parent to one little girl. I wanted to do something special for her fourth birthday. My little girls name is Bethanny. Her father at this time was in and out of her life as he pleases and she was starting to tell me it hurt her that he was not around very much. That was when I decided to save all my tips from work and take at least $100 dollars out of every check to make this trip possible. I was able to find a great deal online for the time of her birthday which is January 4th. If you don’t know Disneyland is still set up for Christmas time, and still had the Christmas deals available. So I got us two day park hopper tickets, which means we can go from both parks for two days. Bethanny was so excited the day we left to drive down she stayed awake the whole drive down there. She usually does not do this because it is an eight hour drive. But I guess the excitement and all the candy was enough to keep her awake. When we arrived in Los Angeles at Disneyland we checked in to the hotel and she loved that the hallways had all the Disney characters on the walls. After the check in at the hotel we decided to check out Disney Main Street. Bethanny was so excited while walking down the street she got to meet Mickey and Minnie they both gave her a huge kiss because it was her first time to Disneyland. So while we were walking Mickey and Minnie showed Bethanny some of the best rides and made her feel very special and it wasn’t even her birthday yet. That was a very long day. The next day was Bethanny’s birthday and she woke everyone up at 6 am. She wanted to hurry and get to breakfast. This was one of the best parts of the trip because she got to eat with all her favorite princesses. She had such a huge smile when she saw her favorite princess which is tinker bell. After breakfast bethanny got to choose one character to walk around with her for an hour and she got to wear a birthday girl sash that made her feel like a little princess herself. While walking thru the park she loved seeing all the colors and trees that were made to look like Christmas trees. But did not like the long lines for the rides but sat thru them like a champ. She kept saying â€Å"mommy it’s my birthday cant we just cut†, I thought that was so funny.

Limitations of Ratio Analysis for Cross-Sectional Comparisons Essay

Ratio analysis is a useful technique for comparing a company’s performance and position with other companies. However, such comparisons may be misleading. Some of the limitations of ratio analysis for cross-sectional comparisons are discussed below: Accounting policies: Accounting laws allow companies to choose accounting policies and use discretion while preparing accounts. Such a freedom leads to differences in the accounts of companies, which in turn distorts cross-sectional company comparisons. Historic cost: If companies are of different ages, their financial statements will include non-current assets purchased at different times in the past which will usually be recorded at historic cost. This will mean the different companies have different book values of asset, thereby affecting their financial statements even if the businesses are otherwise identical (Ireland and Leiwy, 2011). Creative accounting: Companies tend to present inflated revenues and reduced liabilities on the financial statements. In particular, they tend to window dress during earnings results seasons. These tricks make investors believe that companies have a strong financial position. However, such creative accounting misleads analysts using financial accounting and ratios for cross-sectional comparisons. Different risk profiles: Companies have different financial and market risk profiles. Companies in the same industry may face different financial and market risks. For example, a company with a low debt ratio may indicate improved financial position. However, banks may not have provided loans to the company owing to the company’s low creditworthiness or high financial risk profiling. Another company in the same industry may have a low financial risk profiling, and it may obtain loans at a reduced rate for expansions. But, the financial statement will only show a high gearing rate. In this case, ratio analysis leads to incorrect interpretations and conclusions about both the companies. Qualitative factors: Ratio analysis does not consider qualitative factors such as management quality, quality of assets, social responsibilities, goodwill etc. Despite the limitations discussed above, financial ratio analysis is still useful in assessing a company’s financial performance. Ratios can provide a functional understanding of a company’s operations if used intelligently. Analysts need to understand the limitations in the analytical method and make the necessary modifications.

We Must Commit Suicide And Practice Self Harm - 1498 Words

Adolescents are more likely than any other age group to commit suicide or engage in self-harm. Why is that? Being an adolescent is a tough time in one’s life. They begin experiencing puberty, experimenting in relationships, hanging out with friends more but also having problems at home and self-esteem issues. We will discuss exactly why adolescents feel the need to commit suicide and practice self-harm. As well as the different forms of self-harm, clues on determining if the adolescent is suicidal or self-harming and what can be done in regards to that, meaning intervention. Both self-harm and suicide can be prevented if caught on time by watching out for warning signs. Why are adolescents more probable to commit suicide, have suicidal†¦show more content†¦There are many different situations that may lead to such drastic thoughts but some of the causes of suicidal thoughts are: major disappointment, rejection, failure, loss of a loved one, feeling ashamed, victimized, hurt, breaking up with a girlfriend or boyfriend, not doing well in school, being bullied, have tense family relationships and poor self-image (Teenage Suicide, 2015). There are also certain circumstances in an adolescent’s life which may lead to them harming themselves such as divorce, new step-parents and step-siblings, moving to a different community, physical or sexual abuse, emotional neglect, substance abuse, and exposure to domestic violence/alcoholism in the home (Adolescent Suicide, 2015). They may also be experiencing thoughts of hopelessness, helplessness, worthlessness or may have a mental illness such as depression which plays a big role. When adolescents are going through a tough time and experiencing a bad situation, going on seems impossible to them. They just want to escape everything, they want the pain and suffering to end even if that means taking their own lives. As for those who self-injure, that is seen more as a non-suicidal method of dealing or copin g with problems. Some of the reasons why adolescents deliberately harm themselves are difficulty talking about their feelings, low self-esteem, feel hurt, anger, fear, hate towards themselves, mental disorder, physical and mental abuse, being bullied, substance or

The New Psychology Of Success By Carol Dweck - 825 Words

After just reading the first few chapters of Mindset: The New Psychology of Success by Carol Dweck, I knew that I wanted to minimally share the concepts of growth and fixed mindsets with my students. After reading, the chapter about teachers, parents and coaches 00000, I realized that sharing the mindsets with my students would not be enough. I want mindsets to become part of the campus culture at San Pasqual Academy. Bad Ideas Over the past few weeks, I have become increasingly aware of the popularity of mindsets among educators. Mindset is a popular hashtag, mindset infographics and articles are commonly tweeted, and many users even list the mindset in their Twitter profiles. I have even received direct Twitter messages from a user stating that she is â€Å"on a mission to spread the growth mindset.† So, I was not surprised to discover that will minimal search effort, I was able to find an abundance of mindset resources. ))) diigo 000 While collecting resources, I stumbled upon the upcoming conference Academic Mindsets : Promoting Positive Attitudes, Persistence and Performance hosted by Learning and the Brain. However, once I saw the registration price of $499, I scratched it off my list. My district supports professional development, but that seems a little pricey. Additionally, the conference is not until February 2016 and I want to bring mindsets to my school this fall. I also discovered many fee-based resources that support Mindsets, including Mindset Works’Show MoreRelatedAnalysis Of Othello By William Shakespeare1378 Words   |  6 Pagesin a different light. Whether it be dull or bright. 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Or, that, having lots of money, living in a big house, and owning all of the latest cars, fashions, and technology is the key to happiness, and hence, success ?† I believe that the definition of success is deeply personal and surely will be different forRead MoreA Psychology Professor And Expert On Grit Defines A Growth Mindset1118 Words   |  5 PagesJeffrey Infante Ms. Milliner EES21Q-02 01/20/2016 Angela Duckworth a psychology professor and expert on Grit defines a growth mindset as people who believe their basic abilities, their intelligence, their talents, are just fixed traits. They believe they only have a certain amount of intelligence, so there goal then becomes to look smart all the time and not dumb. Fixed mindset people dread failure because it is negative and it has a big statement on their abilities to complete a task. 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