death penalty3 essays

death penalty3 essays What act by the United States government kills almost a hundred people every year? The United States Department of Justice legally executes criminals who commit certain crimes. The crimes for which a person can be executed for are named Capital offenses, thus the name Capital Punishment. The debate over capital punishment originates in the seventeenth century and still continues today. Many different arguments shine throughout the debate which I will be reviewing both sides. Capital punishment has been in America since the early seventeenth century. The first recorded execution in America was that of Captain George Kendall in the Jamestown colony of Virginia in 1608. Crimes advocating capital punishment varied among settlements during the Colonial period. In the Massachusetts Bay Colony, crimes such as witchcraft, rape, perjury, adultery, and murder warranted capital punishment. In the Quaker society, crimes such as treason and murder warranted capital punishment. In 1787, Dr. Benjamin Rush, a signer of the Declaration of Independence, held a meeting at the home of Benjamin Franklin calling for an end to public executions. In the fall of 1787, Rush developed the Society for Alleviating the Miseries of Public Prisons. The society was instrumental in the development of the prison system in the United States. In 1790 the Walnut Street Jail in Philadelphia was converted into the nation's first modern prison. The emergence of the new prison sys tem in the United States provided an alternate means of punishment for crimes. Rush was the first prominent American to publicly urge the abolition of capital punishment. Over the next two decades, prisons in the United States were constructed, and the number of crimes warranting capital punishment decreased considerably. Capital punishment in the United States has undergone many modifications since the early nineteenth century. Its use gradually has become more limited and c...

Summary and Background on The Vagina Monologues

Summary and Background on The Vagina Monologues A night of theater can be much more than getting dressed up to watch a Rodgers and Hammerstein revival for the umpteenth time. Theater can be a voice for change. It can be a call to action. Case in point: Eve Enslers The Vagina Monologues. Playwright and performance artist Eve Ensler interviewed over 200 women from a wide range of ages and cultural backgrounds. Many of them bared their proverbial souls and responded to questions such as: What would your vagina say if it could talk? And If you could dress your vagina, what would it wear? Origins of the Vagina Monologues In 1996, The Vagina Monologues began as a one-woman show, a series of character-driven pieces, almost like poetry, each revealing a different womans experience with topics such as  sex, love, tenderness, embarrassment, cruelty, pain, and pleasure. As the show increased in popularity, it began to be performed by an ensemble of actresses. Politically active theaters and college campuses began producing the Monologues, all of which helped to launch a global movement known as  V-Day. What Is V-Day? According to the official V-Day website: V-Day is a catalyst that promotes creative events to increase awareness, raise money and revitalize the spirit of existing anti-violence organizations. V-Day generates broader attention for the fight to stop violence against women and girls. Are The  Vagina  Monologues Anti-Male? When college students are asked Raise your hand if you are a feminist, often  only one or two students raise their hands. The female students without their hands raised often explain that they dont hate men. Although many would define feminism as equality for the sexes, or the empowerment of women, it seems, sadly, that many people believe feminism is anti-male. With that in mind, it is easy to see why many assume that The Vagina Monologue is an angry rant of naughty words and feverish male-bashing. But Ensler is clearly raging against violence and oppression, not the male species. For further proof that Enslers work is man-friendly, visit the V-Men Page, a section of the V-Day website in which male writers and activists speak out against misogynist violence. Powerful Moments From The Vagina Monologues Below are descriptions of some of the most powerful scenes from the play. The Flood: This monologue, based upon a conversation with a 72-year old woman, combines humorously erotic dream imagery with the pragmatic, worldly views of a tough, outspoken old gal. Picture your elderly great Aunt talking about down there, and youll get an idea of this monologues potential. (During her HBO special, Ensler has great fun with this character.) My Village Was My Vagina: Absolutely the most haunting of the monologues. This piece is in honor of the thousands of victims from rape camps in Bosnia and Kosovo. The monologue alternates between peaceful, rural memories and images of torture and sexual abuse. Powerful, sad, and all-too-relevant. I Was in the Room: This monologue was based upon Enslers personal experience as she watched the birth of her grandchild. Arguably the most touching and optimistic of the monologues, this scene captures the joy and mystery of labor, in all its glorious (and graphic) detail. The Controversial Monologue Sure, the whole show is controversial. Theres shock value simply in the title. However, one particular monologue involves two accounts of molestation. The first incident occurs when the character is 10. In that account, she is raped by an adult male. Later on in the monologue, the character describes a sexual experience with an adult woman, when  the character/narrator is only 16. (In an earlier version of this monologue, the lesbian encounter took place at the age of 13, but Ensler decided to adjust the age). This monologue upsets many viewers and critics because it presents a double standard. The first case of molestation is accurately nightmarish, whereas the second case is portrayed as a positive experience. On the one hand, Ensler generated her monologues from real-life interviews, so it makes sense to display what she learned from her subject. However, considering the mission statement of V-Day, its hard to fault directors or performers for omitting (or perhaps revising) that particular monologue. Other Eve Ensler Plays Although The Vagina Monologues is her most famous work, Ensler has penned other powerful works for the stage. Here are a few worth checking out: Necessary Targets: A gripping drama about two American women who journey to Europe in order to help Bosnian women share their tragic stories with the world. The Treatment: Her most recent work delves into the moral questions or torture, power, and the politics of modern warfare.

Heakthcare strategies Decision-making Tools Essay - 1

Heakthcare strategies Decision-making Tools - Essay Example In which case, the early phase requires creating a small but powerful team to guide the initiative. This is the ideal situation regardless of organization type (Kotter, 2007). Having senior-level management form the core of the group will create the needed sense of urgency. Kotter (2007), however, argued that even in these early days of implementing the strategic plan the guiding team needs to include members who are not part of the senior-level of management. These other members are particularly important for two reasons: to communicate the vision and message of change to their peers and to communicate the challenges and concerns faced by their peers with regards to implementing the strategic plan to senior management. The above approach will not be effective especially at the later stages of implementation when the need to communicate the new vision and strategy becomes mandatory. Ultimately, the strategic plan cannot be implemented without the participation of most of the employees in the organization. According to Kotter (2007) transformation is impossible unless hundreds or thousands of people are willing to help, often to the point of making short-term sacrifices. It is obvious that implementing any new vision will have some effect on employees’ normal activities. This means that employees need to be convinced to believe that useful change is possible with implementation of that strategic plan. Without credible communication, the hearts and minds of the staff will not be captured. This will be counterintuitive to the organization’s plan because when employees are neither fully convinced of senior management’s plan nor are the involved in it, they resist the change Moreover communication is achieved through both action and deeds. Keeping employees in the dark lowers the trust and confidence they have towards senior management. To ensure the successful implementation of this assisted living facility’s strategic

Ten Critical Steps for Risk Managers Essay Example | Topics and Well Written Essays - 750 words - 1

Ten Critical Steps for Risk Managers - Essay Example The ten critical steps that could be taken by the risk managers to prevent losses due to political risk in the country are explained as follows. Firstly, the risk manager should undertake a study of the Mexican markets and the situations of crisis that has been prevailing. The risk manager should undertake an analysis of the political risk in the market and monitor the volatility of the market in order to understand the implications of political risk. Secondly, the demands of the markets and the political interference should be studied in order to prepare a plan for controlling the losses. Thirdly, the manager should engage with local public entities in order to understand the market sentiments in Mexico. Fourthly, the risk manager should hold meetings with the labor unions in order to understand the demands and expectations of the workforce. Fifth, the risk manager should be flexible enough to draw back up plans in case the primary plans fail to mitigate the risks. Sixth, the risk m anager should take support from the management in order to engage with the political representatives and leaders in order to strike a deal to maintain smooth operation of the business in conditions of turbulence. Seventh, the risk manager should propose the management to enter into strategic alliance with local business houses. This step would be crucial in order to restrict the losses due to local and political interferences. Eighth, the risk manager should undertake strategies for political risk insurance of the business in order to cover the exposure as a result of political uncertainty. Ninth, the risk manager should consider the returns in the study of risk. A higher and calculated risk could lead to attainment of higher returns for the risk manager. Thus the risk manager should undertake an analysis of the risk-return trade off. Lastly, the risk manager should be innovative and prompt to react to the political risk exposures and then take necessary steps as there is no single tool for restricting the losses with the continuous change in the markets in a volatile situation. Recommendation: steps to begin an import / export relationship In order to begin an import/ export relationship with Mexico, the following courses of action have been recommended. The recommended course of action not only mitigates the risk but also help to resume international trade, imports and exports with the country. The engagement in to talks and relationships with the government of Mexico may be suggested in order to force a deal of mutual interest between the Mexican government and the trader. However, the relationship ties may weaken with the passage of time and the risk manager would need to be flexible in order to restrict the losses due to political risk. The risk manager may enter into talks with the labor unions in order to negotiate terms for maintaining smooth operations of the business. However, political risk insurance may be recommended that would enable the risk man ager to build confidence of the management due to which relationship of export and import could be started with the country (MIGA, 2011). The risk manager could take necessary actions of engaging into contracts with the local bodies, export credit agencies

Significance of the Factors of Curriculum Development Essay Example for Free

Significance of the Factors of Curriculum Development Essay In the realms of universal educational system, the term â€Å"Curriculum† is widely used. Teacher’s Mind Resources (2011) elucidated that â€Å"the word curriculum comes from the Latin word meaning ‘a course for racing’.† By the terminology it self, the definition is so broad that its profoundness, if applied to schools, may define myriad things which might relate to, as what almost all teachers nowadays perceive, as contents to be taught to children. Some also think that a curriculum is a â€Å"set of courses for students take in order to reach certain goals in all levels† (wisegeek, 2013). We cannot say that the definition is a fallacy but the meanings are parts and parcel of what the big picture is. Curriculum is a dynamic, ever-changing series of planned learning experiences. It changes in order to enhance all experiences of the students in schools, as what John Dewey suggests regarding the definition of curriculum as such. Here we notice the relevance for a curriculum to be well-developed so that the goals will be attained. It is mentioned above that these goals are at certain levels. These goals may round about from a micro level, which may pertain to the personal achievement of Diplomas of the students themselves, up to gathering relevant statistics of how good is the aptitude of, an instance, Filipinos compared to other nation’s people. Very comprehensive, John Dewey (1916) defined curriculum as all the experiences of the learner inside and outside the school under the guidance of the teacher. In order for a curriculum to be structured properly, there are certain factors to be measured in order to achieve the goals. These are the following: 1. Cultural Values- Ontario Native Literacy Coalition (2001) emphasized how Grundy (1987) defined curriculum and the integration of cultural values. â€Å"Curriculum is not a concept; it is a cultural construction. That is, it is not an abstract concept which has some existence outside and prior to human experience.  Rather, it is a way of organizing a set of human educational practices†. The fundamental teachings of the folks of certain communities which were carried out all throughout the time until now are essential even integrated in the curriculum. This is because these things should be preserved. These cultural values may pertain to as simple as respect, love, peace, equality, and truthfulness. Narrowing down to the values established in a community-based are also included. For Filipinos we have the â€Å"Mano po†, and the utterance of the words â€Å"po† and â€Å"opo†. Curriculum for Liberal Education (2008) explained that the integration of cultural values aims to gain critical and appreciative perspective upon one’s own culture by studying other historical periods and other cultural traditions. Furthermore, Cultural values which should be well-thought-out can be visible or non-visible. These visible cultural values are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms and etc We also include non-visible cultural values may incorporate philosophy, beliefs and value system. 2. Knowledge of learner- Oftentimes when we here curriculum, we also associate it with the words â€Å"evaluation† and â€Å"examination† to be administered to the learners to identify their knowledge, skills, values, or as a whole-level of performance. The learner’s intelligence matters in developing curriculum. The general needs assessment is applied to targeted learners. What kind of doctor do we want to educate it depends mostly on social needs but it can reflect job opportunities, financial rewards and attitudes acquired during process of studding. Sometimes it is very difficult to make balance between these several needs. Needs can be obtained on different ways. It can be done through study of errors in practice. It is very difficult to design curriculum which will fully meet the needs of society and students. The existing knowledge of the learners needs to be considered as a requisite for developing a curriculum so that the contents of the structure will  supplement the established knowledge. The shift toward learner-centered pedagogy represents an important step in the quest to develop creative, autonomous learners who can readily adapt to a rapidly changing society. Learner-centered techniques foster creativity and innovative thinking, absolutely essential abilities for today’s workforce. How do wee this effective? There is now the implementation of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process). Also the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process. 3. Knowledge of Teaching-Learning Theories and principles- Very obvious, learning theories and principles serve as pillars to almost all educational structures like curricula, lesson plans, missions and visions of schools, educational philosophies, and anything related to education since these theories and principles are actually and really factual data gathered from serious and logical experimentation done by proponents in the enterprise to improve and redesign education as it moves along the dynamic world. For instance, â€Å"The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning† (Pasigui, 2011) 4. Body of Knowledge- â€Å"Curriculum is a body of knowledge-content and/or subjects. Education in this sense, is the process by which these are transmitted or delivered to students by the most effective methods that can be devised† (Blenkin, et al ,1992). Of course, the content is a core factor in developing curriculum. This includes, literally, the courses which the students should take in order to end up achieving the goal.  Where people still equate curriculum with a syllabus they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit. It is also because this view of curriculum has been adopted that many teachers in primary schools, Kelly (1985) claims, have regarded issues of curriculum as of no concern to them, since they have not regarded their task as being to transmit bodies of knowledge in this manner. References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Blenkin, G. M. et al (1992) Change and the Curriculu,, London: Paul Chapman. * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm Significance of the Factors of Curriculum Development We often here the term â€Å"curriculum† in the field of education as if there is a need for this to be emphasized. This is why most educators need to undergo certain studies in order to fully understand this term and how far this term can go. Basically, a curriculum, if being asked to teachers nowadays, has a probable mean definition of â€Å"sets of subjects to be taught†. Others do also have theirs like â€Å"a plan of activities and lessons to be taught† which can be synonymous to the former one. â€Å"Curriculum is a cultural reproduction in a structured way. It is even more: It should also value independent thinking in the context of the widest sense of social responsibility† (Smith, Stanley Shores, 1957). Not a passà © statement, even foundational, in fact curricula are structured not fixed but dynamic, that is why it is stated â€Å"it is even more†. Developing curricula is not easy. The developers should tear apart the horizon of possibility and see beyond that regarding how can the curriculum best fit the needs of the society in terms of educational innovation to produce quality education to learners. Moreover, Harden (2001) has elaborated on this concept â€Å"a curriculum is a sophisticated blend of educational strategies, course content, learning outcomes, educational experiences, assessment, the educational environment and the individual students’ learning style, personal timetable and the program of work†. Structuring and developing a curriculum is essential to the point that the  government can even intervene in order to provide relevant statistics to the developers regarding current data of the performance of the students in their state to see a match between the needs of the learners and the content of the curriculum. Furthermore, essential factors should be taken into consideration in order to make a good curriculum. These are the following: 1. Cultural Values- This â€Å"means that the education system is based on a First Nation communitys framework of values, priorities and world view, so that the path of educational development chosen to meet a communitys needs is theirs, not what outsiders might choose for them† (Ontario Native Literacy Coalition, 2001). The factor to be considered, very recently became an additional concern, are cultural values. These are values taught in order to attain peace and order in the society or community. Cultural values turned out to be essential since these principles should be conserved most specially these days the world is struggling in chaotic phenomena economically, financially, morally and others. Curriculum for Liberal Education (2008) elucidated that â€Å"as a significant factor in developing curriculum, it looks after the recognition on how the interaction of tradition and innovation nourishes both individuality and community†. In addition, this also includes visible cultural values which are Rules, Food, Dress, Language, Music, Dance, Means of Livelihood, Political Behavior, Family, Community, Norms. We also include non-visible cultural values may incorporate philosophy, beliefs and value system. All of these things can be considered in developing curriculum. 2. Knowledge of learner- â€Å"Curriculum development describes all the ways in which a training or teaching organisation plans and guides learning. This learning can take place in groups or with individual learners. It can take place inside or outside a classroom. It can take place in an institutional setting like a school, college or training centre, or in a village or a field. It is  central to the teaching and learning process† (Rogers and Taylor 1998). The involvement of the knowledge of the learners as factor in developing curriculum bridges the gap between what the students gained and stored in the memory bank regarding knowledge and skills, and what will the contents be in the curriculum. The contents with the knowledge of the learners must be supplementary. In the Philippines, the effectivity of Program for Decentralized Educational Development (PRODED) Content Based (not on the learner and learning process) and the implementation of the Basic Education Curriculum (BEC) and Secondary Education Development Program (SEDP) – addresses the learner and learning process take into account the consideration of the knowledge of learners. 3. Knowledge of Teaching-Learning Theories and principles- These factors pertain to relevant researches made by known proponents who endeavoured to make the educational system better in order to meet the demands of the dynamic world. These have been applied almost ever since proper schooling emerged. To concretize this, in the Philippines, The New Elementary School Curriculum (NESC) and New Secondary Education Curriculum (NSEC) demonstrate ample evidence of the inclusion of behaviorist psychological principles through the use of behavioral objectives, drills, practices, and homeworks reinforces learning. 4. Body of Knowledge- There is what we call â€Å"four different approaches to curriculum theory and practice† and one of which considerers Curriculum as a body of knowledge to be transmitted. Basically body of knowledge are the inclusion of the contents or the courses to be taken by the students, and to be integrated in the lesson plans of the teachers. â€Å"Many people still equate a curriculum with a syllabus. Syllabus originates from the Greek, and it basically means: a concise statement, the contents of a treatise, the subjects of a series of lectures. In the form  that many of us are familiar with it is connected with courses leading to examinations. Where people still equate curriculum with a syllabus, they are likely to limit their planning to a consideration of the content or the body of knowledge that they wish to transmit† (Mednick, 2006) References: * Curriculum for Liberal Education. (2008). Area 2: ideas, Cultural Traditions, and Values. Retreived December 14, 2012 from http://www.cle.prov.vt.edu/guides/area2.html * Harden, R.M. (2001). AMEE Guide No. 21: Curriculum mapping: a tool for transparent and authentic teaching and learning, Medical Teacher, Vol. 23, No. 2, pp. 123-137 * Ljuca, F., Lozo, S., Simunovic, V., Bosse, H., Kadmon, M. (n.d.). Chapter 11: Curriculum Development. Retreieved December 14, 2012 from http://www.bhmed-emanual.org/book/export/html/93 * Pasigui, R.E. (2011). THE NATURE AND SCOPE OF CURRICULUM DEVELOPMENT (PHILIPPINE CONTEXT). Retrieved December 14, 2012 from http://www.scribd.com/doc/62806653/The-Nature-and-Scope-of-Curriculum-Development * Teacher’s Mind Resources. (2011). What is Curriculum. Retrieved December 14, 2012 from http://www.teachersmind.com/Curriculum.html * Smith, B. 0., Stanley, W. D., Shores, J. H. (1957). Fundamentals of Curriculum Development. New York: Harcourt Brace Jovanovich. * Wisegeek. (2013). What is curriculum. Retrieved December 14, 2012 from http://www.wisegeek.org/what-is-curriculum.htm

Essay --

Tyler Brown Mrs. Hunt English 11 11 March 2014 Biomedical Engineering A career and tech. high school is a type of schooling that when a student graduates gives that pupil a trade degree in that scholars certain area of study along with that learners high school diploma. This is different from a normal high school because a student graduates with a degree that enables a scholar to go straight into that pupil’s field of study. For example if a learner is studying biotech the student will learn how to use the tools used in everyday labs like micro and serological pipets. One fields of study that the biotech program trains the students to do is biomedical engineering. In order to become a biomedical engineer undergraduate’s need years of schooling, and understanding of the growth in industry, once the technician has the job that engineer must adapt to the job or the job will sweep the operator under the rug. Looking at the history of this industry it has only grown sense it was first introduced. This is because societies are always sick and everyone wants to get better, which is where Biomedical Engineering comes in. The scientists work constantly to construct new medical devices; some of these devices include critical time instruments like a defibrillators or a disorder that is permanent like a pace maker. In both cases without them many people would not make it out of a hospital. There is one issues with the biomedical industry, as time goes on engineers are constantly pressured to come up with the next great device but they are limited by what has already been made. What this means is Engineers can only be as good as the equipment that is presented to them. A pro to this is that in return the engineers are paid fairly well and get ... ...uire engineers to have a higher degree of education, like if they want to work as the head technician the requirement goes from a bachelor’s to a master’s degree. Every year that the engineers work they are required to do certain tests to make sure that they are proficient with the equipment that they use in there labs. Work Cited â€Å"Biomedical engineer.† Career information center. Ed. Mary bonk. 9th ed. Vol. 6, Detroit: Macmillan Reference USA. Student Resources in Context. Web. 3 Feb. 2014. Bureau of labor statistic, U. S. department of labor, â€Å"occupational outlook handbook†, 2014 -2015 Ed, Biomedical Engineers. Web. 24 Feb. 2014. "Biomedical engineering." The Gale Encyclopedia of Science. Ed. K. Lee Lerner and Brenda Wilmoth Lerner. 4th ed. Detroit: Gale, 2008. Student Resources in Context. Web. 12 Mar. 2014.

Pre-Columbian History of the Caribbean Indigenous People Essay

Both indigenous groups, Tainos and Siboneys migrated to the Caribbean region. The first indigenous group to migrate to the Caribbean was the Siboneys. Although their origin has been debated, the common perception is that they came from either the southern top of modern day Florida or Mexico. It is estimated that around 500 B. C. they settled in the Greater Antilles region of the Caribbean. This region includes the Bahamas, Cuba and Jamaica. The Taino migration occurred approximately around the same time as the Siboneys. Their migration started from the South American mainland, most notably the area between Venezuela and Colombia to the area known as the Lesser Antilles of the Caribbean. This area included islands such as Trinidad and the Virgin Islands. The Taino utilized canoes to travel between each island during their migration. The canoes were made out of tree trunks and measured approximately 25 meters in length. Each canoe had a travel capacity of approximately 50 people. The main reason for the Taino migration was increased agitation and threats from the Carib indigenous people from the same region in South America. The Caribs were fierce in the their pursuit of the Taino and followed them up into the Lesser Antilles. Culturally, both the Taino and Siboney differed greatly. The Siboneys communed in small societies. Some would argue that they were culturally unsophisticated. They did not make any complex tools, just wood, stone and shells. The Siboney’s also settled by the riverside since they did not practice any form of agriculture. Their diet consisted of easily attainable animals such as fish and reptiles. They also ate wild fruits that were native to the islands. Conversely, the Taino were more advanced than their northern neighbor the Siboneys. The Taino had a complex society that consisted of settlements of as much as 500 inhabitants. They also contained a social structure for each settlement that consisted of a chief known as a cacique, a tier of elders who represented various families of each settlement, women and children. The Taino designated tasks to its members according to their position. Men cleared uninhabited areas of land and fished. Women were in charge of crop cultivation and child rearing. Unlike the Siboneys, the Taino mastered the art of farming. They farmed various crops such as yucca, guava and sweet potatoes. They also hunted various small game around the islands. The Taino also mastered clay pottery. Lastly, the Taino exercised their religious beliefs regularly. They believed in Gods that they called Zemis. The Caicique’s job was to carry out religious ceremonies by nasally ingesting a hallucinogenic mixture of tobacco and crushed sea shells through a long pipe called a cohoba. This snuff allowed the caciques to communicate with their Gods. Unlike the Siboneys, the Taino were a highly advanced society. They played a sophisticated team game called â€Å"Batey†. This game can be considered as the precursor to modern day soccer. Specially designed ball courts were created for Batey. In addition, The Taino also created jewelry and ornaments in which both men and women wore to Festivals and other celebratory events. In conclusion, the Taino and Siboney indigenous people both migrated to the Caribbean region. They both make up the genealogical and cultural starting point for all individuals who hail from the Caribbean region.

The Secret of Ella and Micha Chapter 11

Ella The next morning Lila is feeling much better. It's like last night never happened, but I wonder if it's an act. â€Å"I have a feeling that today is going to be full of rainbows and sunshine,† Lila says cheerily as she applies her lipstick, using the mirror on the closet door. Against my protest, she took down some of my sketches, so she could see her reflection. â€Å"See what, though?† I'd asked and she laughed, totally confused. â€Å"Are you high?† I tease as I twist my hair onto the back of my head and secure it with a clip. She pauses, looking at me over her shoulder. â€Å"Why do you always ask questions like that?† I slip on my boots and tie up the laces. â€Å"What kinds of questions?† She blots her lips. â€Å"Every time I'm happy, you always ask if I'm drunk or on something. People can be happy without substances.† I clasp a watch around my wrist. â€Å"Most people can, but not all.† Lila clips a diamond earring in. â€Å"You look really nice today.† I glance down at the black and purple dress I have on and the boots on my feet. â€Å"I forgot to do laundry so I had to wear some of my old clothes, which don't match any of my new shoes.† â€Å"Well you look nice.† She gives an elongated pause. â€Å"So what's on the agenda for today?† â€Å"It depends on what you're doing?† I ask. â€Å"Are you†¦ where are you planning on staying?† She shuts off her phone and then discards it onto the bed. â€Å"I'd like to stick around with you for a while, if you don't mind. We could hang out. I don't have anything scheduled for the summer and I'm not going back home.† â€Å"Do you want to tell me what happened?† â€Å"No, not really.† â€Å"Okay†¦ well, I need to find a job,† I say. â€Å"I have to save up for the rest of my tuition since it doesn't look like I'll be getting that internship.† She puts a headband in her hair. â€Å"The one at that art museum.† â€Å"That's the one and it doesn't start until mid-June,† I explain. â€Å"But that's only five weeks away, so I figured they'd have notified me if I got it.† â€Å"You never know. Sometimes things like that move slow.† She folds up a shirt and packs it into her bag, then ties a ribbon on the back of her shirt. â€Å"Although, if you get it that'd mean you'd have to go back to Vegas, right?† Nodding, I head for the door. Two weeks ago the idea of returning to the desert would make me happy, but something's changed. I still want to go, though leaving will be a little bit harder. I collect my phone off the dresser, noting the flashing voicemail on the screen – Micha's unread message. My finger hovers above the button as I step into the hall. He told me I wasn't ready for what was on it? But am I ready for it now? â€Å"I don't know why you think it's so bad here.† Lila follows me. â€Å"Yeah, people are a little rough, but they're not all bad and everywhere has bad stuff. You can't hide from it.† â€Å"That's very insightful.† I close my phone and put it away. â€Å"Bad comes in different forms,† Lila continues. â€Å"Whether it's drug dealers on the corner or if it's corrupt rich people or just your run-of-the-mill douche bag.† I don't know much about Lila, other than she's rich, her dad works as a lawyer and her mom stays home. She likes clothes, is great with numbers and was the only reason I passed pre-calculus. My brother's door is open and he walks out as we're passing by. He has a black and red polo shirt on and a pair of cargo pants. There's some kind of gel in his hair and it looks shiny. â€Å"Hey, have you seen dad?† he asks, giving an acknowledging glance at Lila. I point at the shut door at the end of the hall. â€Å"I thought I heard him come in late last night and go into his room.† â€Å"He did, but he got up this morning.† He leans against the doorframe and crosses his arms. â€Å"I heard him stumbling around in that bathroom and crying all night, but now I can't find him and I didn't hear him leave. His work called the house, saying he didn't show up, so he's not there.† My fists clench so that my nails dig into my palms. â€Å"Did you check in the bathroom?† Dean's eyes travel down the hall to the bathroom door and he shakes his head. â€Å"I haven't and I don't want to.† â€Å"Hi, I'm Lila,† she introduces herself and offers her hand. â€Å"You must be Ella's brother, Dean.† Dean is vaguely amused and shakes her hand. â€Å"Yeah†¦ how do you know Ella?† â€Å"I was her roommate,† she responds, pressing her hand to her chest, faking being offended. â€Å"Didn't she ever mention me?† â€Å"We don't talk that much.† I eye the bathroom door again and my stomach twists. â€Å"We need to find Dad.† â€Å"I'm not looking in that bathroom, Ella, but if you want to, go ahead.† With legs flimsier than wet noodles, I walk down the dark hallway and stop in front of the door, having a flashback of the day my mom died. The door was closed and the house was soundless, except for the running of water. My hands tremble as I open the door. The room is bare, the tub empty, and the tile floor is clean, except for a small stain. There are no towels on the hooks and the mirror on the wall across from me shows my reflection. My auburn hair is curled perfectly in place, my lips are lined with gloss, and my green eyes are immense and reveal everything. â€Å"Dad isn't in here,† I tell him, unable to look away from the mirror. â€Å"Are you sure you didn't hear him leave the house?† â€Å"He could have left and I just didn't hear him,† he answers. â€Å"But when has he ever left the house quietly before?† I quickly slam the bathroom door, like I'm trying to put out a fire, and race back down the hall. â€Å"Someone needs to find him. Did you try and call him?† â€Å"Of course. I'm not a moron.† He rolls his eyes and nods. â€Å"And he didn't answer.† Lila shifts her weight and forces the uncomfortable conversation elsewhere. â€Å"So you play the drums, Dean?† He motions to his drum set in the middle of his small room with dark blue walls. The floor and bed are cluttered with boxes and the curtain is pulled back, letting the sunlight spill in. â€Å"I used to, but I don't much anymore. I have work and a fiance.† â€Å"Fiance?† Lila and I say simultaneously. â€Å"Yeah, as in we're engaged.† Dean rolls his eyes and goes back into his room. â€Å"It's what happens when two people date for a really long time.† â€Å"Why didn't you tell me?† I ask, following him into his room. He picks up a small box and drops it onto the floor. â€Å"Do you really care that I am?† I carefully nudge the box out of the way with my foot. â€Å"You're my brother. Of course I care.† â€Å"But it's not like we've ever really gotten along,† he points out. â€Å"I haven't even talked to you for a year. God, I didn't even know you went to college until a week ago.† He's right, which is sad. I barely know him, he barely knows me, and I'm starting to think I barely know me, too. â€Å"Does Dad know you're engaged?† I ask. â€Å"Were you at least planning on telling him?† â€Å"Even if I told him, he'd just forget the next day.† He empties a dresser drawer into a large open box and then aligns the drawer back into place. â€Å"You know how he is. Christ, I don't even think half the time he knows that you and I don't live here anymore.† â€Å"He still deserves to be told,† I say. â€Å"He's not a bad guy and you know it. He just has problems.† â€Å"Problems that fucked up our childhood.† He kicks a box out of the way with force and it crashes into the wall. â€Å"You do realize that how we grew up wasn't normal. God, even Micha had it easier and his dad bailed out on him, but at least he had a stable mom to take care of him.† â€Å"Umm†¦Ã¢â‚¬  Lila pokes her head in the room. â€Å"I think I'm going to wait outside for you, Ella.† God, I'd forgotten she was even there and she just heard all of that. â€Å"Okay, I'll be down in a second,† I tell her and she leaves readily. I wander around Dean's room, taking in the photos he has up. â€Å"I think we may have just scared her to death.† Dean picks up his drumsticks and places them into a large duffel bag. â€Å"Okay, I have to ask. How did you end up being friends with her?† â€Å"She was my roommate and we just sort of bonded.† I shrug, picking up a photo of Dean and his friends on a sunny beach. It was taken during his Senior Field Trip and he looks happy. â€Å"You bonded,† he accuses. â€Å"The girl looks like a spoiled princess.† I eye his preppy clothes. â€Å"So do you.† â€Å"First off, I'm not a princess and I've earned what I have,† he says. â€Å"It wasn't just handed to me.† â€Å"Maybe she did, too.† â€Å"Did she?† I hate to give him the benefit of being right. â€Å"No, her parents are pretty well off.† He looks at me with that stupid arrogant expression he gets when I admit he's right. â€Å"Well, there you have it then.† â€Å"She's nice,† I protest. â€Å"And she doesn't ask a lot of questions.† â€Å"It may seem like you need to keep things to yourself,† he says, putting a blanket into a box. â€Å"But it's not healthy. You need to find someone you can let it all out to. Otherwise you're going to lose it.† My eyes roam to the window where the edge of Micha's house is visible. â€Å"I think I already did.† Dean's forehead creases as he drops a handful of guitar picks into a trunk. â€Å"Lose it? Or talk to someone about it?† â€Å"Both.† I back toward the door. â€Å"When are you heading back to Chicago?† â€Å"Hopefully by tonight. No offense or anything, but this place brings back way too many unpleasant memories.† â€Å"Try to say good-bye before you leave.† He doesn't respond and I don't wait around for an answer. That was probably the longest conversation that we've ever had and I have a feeling it may be our last for a very long time.

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Hyperactivity essays This book is about children who has difficulty paying attention, controlling emotions, and governing physical activity, and who do not think before they act. It is a book about children who are often described as taking unnecessary risks, but it begins with the premise that these children can succeed at home, in school, and in the community. They can manage these difficulties. Most importantly, when they become successful adults, they can make a significant contribution to society. This book also begins with the idea that problems cannot be cured most be effectively managed, and effective management comes about through understanding those problems. To help your hyperactive child succeed, it is essential to understand your childs behavior, see the world through your childs eyes, and make the distinction between behavior that results from lack of ability and behavior from deliberate noncompliance. Over the past hundred years, problems characteristic of hyperactive have been categorized and labeled many different ways. At various times in the twentieth century, these children have been referred to as having the fidgeties, a de defect in moral control, minimal brain dysfunction, postencephalitic disorder, minimal brain damage, hyperkinesis, attention deficit disorder, and attention-deficit hyperactivity disorder. For the past several decades, the study of attention deficit disorder (ADD or ADHD) has captured the interest of medical, psychological, and educational researchers. The scientific investigation into the disorder has focused on a myriad of aspects including: epidemiology, etiology, methods of diagnosis, and procedures for treatment. It is likely that no other psychomedical disorder of childhood has been so well study as ADD. One of the reasons for such intense interest is that ADD is fairly prevalent in our society, affecting 3 to 5 percent of the nations school-age children. Drs. Sam and Mich...

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