Fourth Grade Play

Fourth Grade Play Free Online Research Papers It was the fourth grade. I always heard rumors and gossip about a certain teacher. This year, kids said to take any teacher except Mrs. Williams, the oral project teacher. Of course in elementary, we did not have a choice of which teacher to choose. Boy, I was shocked when I glanced at the window that had my schedule. I knew it was going to be a bad year. The old, grouchy, mean Mrs. Williams would be my teacher. No problems, all I need to do is stand in front of the class and speak. Of course, I always hated talking in front of the class. I did orals in second and third grade; but it couldnt be that bad. Nothing could go wrong. Thats what I thought. The season changed with cold rains and blistering chills to blooming flowers and emerging birds. It was spring, and the school year would be over soon. This is when I finally knew why everyone hated her class. Mrs. Williams gave us the dreaded and most painful oral, The Play. It consisted of singing, dancing, acting, and prancing across the gym. Could it get any worse? Of course it could. On a piece of paper, stuck to a wall with eight pushpins and long-lasting duct tape, it stated, Invite people you know to The Play. A couple days after the announcement, a white envelope came in the the name Mrs. Williams pasted on the return address. Why wasnt I surprised to find out this was an invitation to The Play for my parents? There were no more excuses. I had no choice but to join the play. We first started by taking roles in different dramas. I rushed through a crowd of kids and hunted for a small lined part. I would be a dashing soldier, protecting the country of Rome from evil dragons while doing my best to keep the Gods happy. Next, we all took bells and canes for the singing, prancing, and dancing part of the play. I received a tiny scratched bell with a little red piece of yarn. It was the ugliest bell, but I became use to these consequences and I did not have any problem in going forward with progress. After getting our red-striped canes and other materials, we rehearsed our parts. Well most did. Personally, I hated the whole thing, especially the singing roles. When the kids werent in tune, she blamed it on me and forced me to sing more. When we had to jingle the bells for a beat, my bell would just make an ugly thump sound. Even with all these problems, everyone seemed ready for The Play. It just started to get dark and people piled onto the benches. Today was the day all our preparation came into action. Cameras covered the scene with parents making sure they did not miss anything. I was doing well. The Roman drama went perfectly and we excited the crowd with our acting skills. The singing and dancing were just as great. We sung with utmost excellence and made it to our spots with no wrong steps. That was the last major oral project we did in fourth grade. It was a pretty awful school year, but I gained a lot of knowledge from it. I learned how to speak in front of an audience in a firm and clear voice. I gained more confidence and I did not worry about orals as much. I guess fourth grade was not that bad, after acknowledging all the accomplishments I made that year. However, I sure would not want to go through the dire fourth grade again. Research Papers on Fourth Grade PlayThe Spring and AutumnStandardized TestingHip-Hop is ArtTrailblazing by Eric AndersonHonest Iagos Truth through DeceptionPersonal Experience with Teen PregnancyThe Effects of Illegal ImmigrationBook Review on The Autobiography of Malcolm XThe Hockey Game19 Century Society: A Deeply Divided Era

Major General Lafayette McLaws - American Civil War

Major General Lafayette McLaws - American Civil War Lafayette McLaws - Early Life Career: Born in Augusta, GA on January 15, 1821, Lafayette McLaws was the son of James and Elizabeth McLaws.   Named for the Marquis de Lafayette, he disliked his name which was pronounced LaFet in his native state.   While receiving his early education at Augustas Richmond Academy, McLaws was schoolmates with his future commander, James Longstreet.   When he turned sixteen in 1837, Judge John P. King recommended that McLaws be appointed to the US Military Academy.   While accepted for an appointment, it was deferred a year until Georgia had a vacancy to fill.   As a result, McLaws elected to attend the University of Virginia for a year.   Leaving Charlottesville in 1838, he entered West Point on July 1. While at the academy, McLaws classmates included Longstreet, John Newton, William Rosecrans, John Pope, Abner Doubleday, Daniel H. Hill, and Earl Van Dorn.   Struggling as student, he graduated in 1842 ranked forty-eighth in a class of fifty-six.   Commissioned as a brevet second lieutenant on July 21, McLaws received an assignment to the 6th US Infantry at Fort Gibson in the Indian Territory.   Promoted to second lieutenant two years later, he moved to the 7th US Infantry.   In late 1845, his regiment joined Brigadier General Zachary Taylors Army of Occupation in Texas.   The following March, McLaws and the army shifted south to the Rio Grande opposite the Mexican town of Matamoros.  Ã‚   Lafayette McLaws - Mexican-American War: Arriving in late March, Taylor ordered the construction of Fort Texas along the river before moving the bulk of his command to Point Isabel.   The 7th Infantry, with Major Jacob Brown in command, was left to garrison the fort.   In late April, American and Mexican forces first clashed beginning the Mexican-American War.   On May 3, Mexican troops opened fire on Fort Texas and commenced a siege of the post.   Over the next few days, Taylor won victories at Palo Alto and Resaca de la Palma before relieving the garrison.   Having endured the siege, McLaws and his regiment remained in place through the summer before taking part the Battle of Monterrey that September.   Suffering from ill health, he was placed on the sick list from December 1846 into February 1847.    Promoted to first lieutenant on February 16, McLaws played a role in the Siege of Veracruz the following month.   Continuing to have health issues, he was then ordered north to New York to for recruiting duty.   Active in this role through the rest of the year, McLaws returned to Mexico in early 1848 after making several requests to rejoin his unit.   Ordered home in June, his regiment moved to Jefferson Barracks in Missouri.   While there, he met and married Taylors niece Emily.   Promoted to captain in 1851, the next decade saw McLaws move through a variety of posts on the frontier. Lafayette McLaws - The Civil War Begins: With the Confederate attack on Fort Sumter and start of the Civil War in April 1861, McLaws resigned from the US Army and accepted a commission as a major in the Confederate service.   In June, he became colonel of the 10th Georgia Infantry and his men were assigned to the Peninsula in Virginia.   Aiding to construct defenses in this area, McLaws greatly impressed Brigadier General John Magruder.   This led to a promotion to brigadier general on September 25 and command of a division later that fall.   In the spring, Magruders position came under attack when Major General George B. McClellan commenced his Peninsula Campaign.   Performing well during the Siege of Yorktown, McLaws earned a promotion to major general effective May 23.   Ã‚      Lafayette McLaws - Army of Northern Virginia: As the season progressed, McLaws saw further action as General Robert E. Lee commenced a counter-offensive which resulted in the Seven Days Battles.   During the campaign, his division contributed to the Confederate victory at Savages Station but was repelled at Malvern Hill.   With McClellan checked on the Peninsula, Lee reorganized the army and assigned McLaws division to Longstreets corps.   When the Army of Northern Virginia moved north in August, McLaws and his men remained on the Peninsula to watch Union forces there.   Ordered north in September, the division operated under Lees control and assisted Major General Thomas Stonewall Jacksons capture of Harpers Ferry.       Ordered to Sharpsburg, McLaws earned Lees ire by moving slowly as the army re-concentrated prior to the Battle of Antietam.   Reaching the field, the division aided in holding the West Woods against Union attacks.   In December, McLaws regained Lees respect when his division and the rest of Longstreets corps resolutely defended Maryes Heights during the Battle of Fredericksburg.   This recovery proved short-lived as he was tasked with checking Major General John Sedgwicks VI Corps during the final stages of the Battle of Chancellorsville.   Facing the Union force with his division and that of Major General Jubal A. Early, he again moved slowly and lacked aggressiveness in dealing with the enemy.    This was noted by Lee, who when he reorganized the army after Jacksons death, declined Longstreets recommendation that McLaws receive command of one of the two newly-created corps.   Though a reliable officer, McLaws functioned best when given direct commands under close supervision.   Upset by perceived favoritism to officers from Virginia, he requested a transfer which was refused.   Marching north that summer, McLaws men arrived at the Battle of Gettysburg early on July 2.   After several delays, his men attacked Brigadier General Andrew A. Humphreys and Major General David Birneys divisions of Major General Daniel Sickles III Corps.   Under the personal supervision of Longstreet, McLaws pushed Union forces back capturing the Peach Orchard and beginning a back and forth struggle for the Wheatfield.   Unable to break through, the division fell back to defensible positions that evening.   The next day, McLaws remained in place as Picketts Charge was defeated to the nor th.          Lafayette McLaws - In the West:    On September 9, the bulk of Longstreets corps was ordered west to aid General Braxton Braggs Army of Tennessee in northern Georgia.   Though he had not yet arrived, the lead elements of McLaws division saw action during the Battle of Chickamauga under the guidance of Brigadier General Joseph B. Kershaw.   Reassuming command after the Confederate victory, McLaws and his men initially took part in siege operations outside of Chattanooga before moving north later in the fall as part of Longstreets Knoxville Campaign.   Attacking the citys defenses on November 29, McLaws division was baldy repelled.   In the wake of the defeat, Longstreet relieved him but elected not to court-martial him as he believed McLaws might be useful to the Confederate Army in another position. Irate, McLaws requested a court-martial to clear his name.   This was granted and commenced in February 1864.   Due to delays in obtaining witnesses, a ruling was not issued until May.   This found McLaws not guilty on two charges of neglect of duty but guilty on a third.   Though sentenced to sixty days without pay and command, the punishment was immediately suspended due to wartime needs.   On May 18, McLaws received orders for the defenses of Savannah in the Department of South Carolina, Georgia, and Florida.   Though he argued that he was being scapegoated for Longstreets failure at Knoxville, he accepted this new assignment. While in Savannah, McLaws new division unsuccessfully resisted Major General William T. Shermans men that fall at the conclusion of the March to the Sea.   Retreating north, his men saw continued action during the Carolinas Campaign and took part in the Battle of Averasborough on March 16, 1865.   Lightly engaged at Bentonville three days later, McLaws lost his command when General Joseph E. Johnston reorganized Confederate forces after the battle.   Sent to lead the District of Georgia, he was in that role when the war ended. Lafayette McLaws - Later Life: Staying in Georgia, McLaws entered the insurance business and later served as a tax collector.   Engaged in Confederate veterans groups, he initially defended Longstreet against those, such as Early, who attempted to blame the defeat at Gettysburg on him.   During this time, McLaws did reconcile to some degree with his former commander who admitted that relieving him was a mistake.   Late in his life, resentment towards Longstreet resurfaced and he began to side with Longstreets detractors.   McLaws died in Savannah on July 24, 1897, and was buried in the citys Laurel Grove Cemetery.  Ã‚   Selected Sources Gettysburg Generals: Major General Lafayette McLawsCivil War: Major General Lafayette McLawsLatin Library: Major General Lafayette McLaws

English Language Learning Essay Example | Topics and Well Written Essays - 2500 words

English Language Learning - Essay Example The projection is that by 2015 over 50 percent of all students in K-12 public schools across the US will be ELL students, boosting the number of this school population that has the highest dropout rate and the lowest ranking in academic achievement and expectations. The phenomenon necessarily speaks ill of the American public school system. The No Child Left Behind Act of 2001 was enacted precisely to address the problems being encountered by ELL students across the US, so that the educational system smoothens rather than retards their acculturation process. Among the salient features of the NCLB law is the provision that makes parental involvement a key component in the educational efforts to serve ELL needs. It defines parental involvement in children education as a regular, two-way and meaningful communication between parents and schools to ensure that parents are full partners in their children's educational experience. The NCLB includes testing requirements for ELLs. These test scores may be factored into the determination of whether a school is making adequate yearly progress. (Gray & Fleischman, 2005) The problem is that in some ... This explains the lack or at least low level of interest of most parents in the education process for their children (Gray & Fleischman, 2005). The NCLB Act makes it imperative upon the schools to overcome this cultural barrier to ELL (Tuite, 2003) by establishing means of communication with the parents. The schools could invite the parents of immigrant families to such school activities like classroom demonstrations of their culture or awarding for children's accomplishments. In communicating and coordinating with parents, it was suggested that the schools use the immigrants' language and may thus need to hire special translators for the purpose (Gray & Fleischman, 2005). Otherwise, this may reinforce another perception common to immigrant parents in America that has to do with the issue of power. A common perception among immigrant parents is that English is the language of a rich and powerful postindustrial society, whereas their native language is less impressive and commands les s respect (Walqui, 2000). Language learning, according to experts, is an interactive activity as dependent on social context as it is on cognitive transfer. All parents have the rights to choose the instructional program that best meets their child's needs, this choice to be indicated in writing. For the first three years, students may be enrolled in a bilingual, dual or English-as-secondary-language program. Afterwards, the parents may elect to continue with the program or change to the mainstream classroom. This choice shall be made at an orientation session at the start of the school year, which focuses on orienting parents to the school system, explaining to

The Palestinian-Israeli Conflict Essay Example | Topics and Well Written Essays - 1250 words

The Palestinian-Israeli Conflict - Essay Example It is within this context of competing narratives and intractable conflict that the Oslo peace process was born. Guided by the hope of arriving at a just and lasting peace, Israeli and Palestinian leaders designed, composed, and signed seven interim agreements, known as the Oslo peace process. These agreements were intended to resolve their differences on issues such as borders and security, Jerusalem, and the right of return for refugees. They were also meant to mark a time of relative tranquillity in the region, particularly as compared to the violence that has been witnessed throughout Israel- Palestine’s troubled history. Agreements were reached through various means, such as public, back-channel, official, and non-official efforts. Throughout this process, the United States was involved as a mediator, though less so during the initial stages, which included the composition and signing of the Declaration of Principles, Oslo I, and Oslo II. However, following the 1997 election into the office of the Likud party’s Benyamin Netanyahu, the U.S. became more involved through subsequent agreements, including the Hebron Agreement, the Wye River Memorandum, and the Sharm el-Sheikh Memorandum. While conceding to the fact that Oslo ultimately failed, it significantly contributed to the Israeli-Palestinian peace process. First, Oslo succeeded in transforming the conflict from a struggle over identity (which is an existential and intractable one) to a struggle over concrete and potentially tractable issues.

Consider analyle Essay Example for Free

Consider analyle Essay Romeo and Juliet: how important is the opening scene of the play? How effective should it be on stage? (Deal with lines 1-11), the first mention of Romeo. Consider analyle, comment on characters, action, stage craft, the atmosphere and theme. The opening scene of Romeo and Juliet is effective because its full of humour and violence. These two characteristics are powerful on their own, but together they make the first scene witty and dramatic. The opening scene is important as it sets the whole atmosphere of the families on going feud. The play opens with two Capulet servants (Sampson and Gregory) who are carrying arms, which is significant as theyre aware of violence and danger. They also use language to imitate violence such as, thrust, and strike. As they do this it amuses the groundlings watching, what amuses them is that they talk about violence then, violence towards women. I will thrust the Montagues maids to the wall (Sampson). Which basically means that theyll rape theyre women if they had the chance. These two Capulet servants are playing with puns in the first few lines such as, coals, colliers and coller. Then they go on to describe their feelings about the rival family, the Montagues. They imply these feelings towards the other family by saying that theyll thrust theyre women to the wall. By also challenging the other family whether theyll be man or woman. Gregory points out that the feud is between the men, whilst Sampson replies that he doesnt care and that hell fight the men and then deal with their women, in a crude sexual way. The prologue suggests that the play is full of violence and tragedy. Although, the opening scene begins with a contrasting light hearted humour. This scene should be effective on stage as it is the opposite of the prologue, and should entertain the groundlings with the crude humour and the intention of thrusting violence to the Montagues women. The two Capulet servants provoke Abraham (a Montague) and another servant by biting their thumbs (which then, was considered as an insult). They carry on with their provocative humour when Benvolio (whose name means peacemaker) and Tybalt enter the scene. Sampson then steps aside, leaving Gregory to continue the fight with Abraham. Benvolio quickly breaks them up Part fools. Put up your swords, you know what you up. Tybalt then comes in and questions Benvolio (the peace maker) with his one of few lines as I hate hell, all Montagues, and thee. Have at thee coward. This line sums up that he enjoys violence implying that he hates the word peace. The atmosphere at this time is tense and humorous in some ways. It is humorous as a feud is beginning over nothing apart from a silly childish insult. This would amuse the groundlings, as it combines violence and humour. As you know these two characteristics are powerful on their own, but together they make the play witty and interesting although humorous at times. This is what makes the play effective and successful. The feud is also very dramatic and a very important part of everyday life for both families, even the old come out of their houses and fight for their family even though their health pauses as a problem. The Capulet in question is old Capulet, whose wife makes fun of his ridiculous actions that follow A crutch, a crutch! Why call you for a sword? Lady Capulet implies that he needs a crutch more than a sword these days and refuses to let him take part in the feuding Thou shalt not stir one foot to seek a foe. This is a very important scene as it tells the audience the reality of this feud. Even the old and frail are willing to get up off their chairs and pull out their sword and help win the feud for their family. It strikes me that the only way to stop the feuding is by a warning from the prince of Verona. He orders them all to put down their weapons and tells Capulet and Montague that if anyone ever disturbs the peace again in this way they will be executed. After all but Montague, Lady Montague and Benvolio exit the scene Montague questions Benvolio about how this quarrel started. Then, Lady Montague asks Benvolio has he seen Romeo today O where is Romeo? Saw you him today? Benvolio tells her that yes, he has seen him and that hes acting strangely. We know that he thinks hes deeply in love with Rosaline and that his heart will never heal again. Hes also kept this affair a secret from his parents. Its not until line 154 that Romeo enters the scene, his friend and cousin Benvolio is there to cheer him up from his deepened sadness. Romeo describes how hes feeling to Benvolio as if his whole life is up side down, and that this isnt him Tut I have lost myself; I am not here. This is not Romeo, hes some other where. Benvolio tries without success to discover the name of the girl Romeo has fallen in love with. Romeo explains that she is not in love with him. Shell not be hit with cupids arrow. She hath Dians wit, and in strong proof of chastity well arms, from loves weak childish bow she lives uncharmed. She will not stay the siege of loving terms, nor bride Th encounter of assailing eyes, nor ope her lap to saint seducting gold. O she is rich in beauty, only poor, that when she dies, with beauty dies her store. The characters in this play are perfectly written with their personalities coming out strong throughout the play. Such as Benvolio, his name means peace maker, and thats exactly what hes done in scene one. Romeo in the first scene comes over as a conscientious teenager, but is mature also. By the end of this scene there is an obvious contrast of two things, love and hate.

Three Types of Friends Essay -- essays research papers friendship rela

Through my experiences I have come to realize that there are basically three types of friends a person can have. There are friends that I call â€Å"sometimes† friends, these people appear to be your friend but only when you are face to face with them, and when you are not around them they act more like a foe. They are often referred to as two faced or a back stabber. These types of friends are not very reliable nor should they be trusted. Another type of friend a person can have, and the best kind, is a â€Å"true† friend. A true friend is someone you know you can always trust and rely on no matter what. The last type of friend is the â€Å"acquaintance†. These are the type of friends that you do not necessarily hate, but at the same time you do not divulge your personal information with this person, simply because you do not spend a great amount of time with the person and do not know them well. It may be hard to determine if someone that you call a friend is actually a â€Å"true† friend or a â€Å"sometimes† friend. They can be very deceitful and scandalous towards you at times. If you notice...

How far, and why, did traditional Catholicism decline during the reign of Elizabeth?

Considering that on the accession of Elizabeth I the majority of men and women in England and Wales were Catholic – from the evidence of wills Protestant loyalty was limited to the south-east where even there it represented a minority – and that by the end of the reign English Catholicism had diminished to only one or two percent of the population, it is fair to say that the extent of the decline in traditional Catholicism was great. The reasons for this can be found by splitting the reign into three time periods where the presence and threat of Catholicism differ significantly. An interesting argument has arisen concerning the explanation of the decline of Catholicism. The historian J. Bossy argues that conservative gentry and clerical leadership did not produce any organized resistance to the 1559 settlement and instead allowed the laity to drift into conformity by attending Protestant church services. He goes on to suggest that it was only the later arrival of the seminary priests from Douai and the Jesuits that saved English Catholicism from complete extinction. Another historian C. Haigh counters this suggesting that Catholic survivalism was strong in the 1560s and that its demise can be attributed to ‘strategic and logistical errors' made by the seminary priests and the Jesuits. It is perhaps easier to agree with Bossy as during the 1560s many Catholics reluctantly accepted the new church, often because of a lack of strong leadership from the papacy. Pope Pius IV hoped to persuade Elizabeth to join the catholic fold and Philip II feared that if the queen was overthrown Mary Queen of Scots would succeed thus driving England into the arms of France. Also the penalties issued to Catholics under the terms of the 1559 settlement were deliberately made light in order to steer them away from attempted opposition. Indeed, the Catholic threat remained dormant during the 1560s and this decade can be seen as the first time period where Catholicism was certainly on the defensive. However, it is a mistake to see the Catholics as completely inactive during this time. The Marian priests who stayed at their posts and had not been either imprisoned or chosen to go into exile, did not conform meekly to Protestantism. Catholic rituals were kept alive within the parish church and accounts show that some churches retained their Catholic altars and priests continued to say masses for the dead. This survivalism remained strongest in the north and as bishops started to complain about the presence of church papists in their dioceses, the government became increasingly aware of the situation. However, to avoid confrontation with the Catholics, Elizabeth preferred to utilize persuasion instead of punishment to deal with the problem. Thus action was only taken if individuals openly defied the law. This approach, which led Catholicism to survive throughout the 1560s, also ensured that the religion was doomed to eventual failure. Until 1569 when the Northern Rebellion broke out, few felt pressurised into recusancy and rebellion and therefore the Elizabethan regime had time to establish itself and win over conservative landowners. It is from 1568 onwards that the Catholic decline halted, and the government was alerted to a potential threat. The lack of any conspiracies or disturbances during the majority of the 1560s demonstrated a decline in the Catholic faith but when continental influences began to halt this decline soon after, serious problems were created for the government. The year 1568 saw a major development which rapidly forced the government to reassess its policy towards Catholics. The arrival of Mary Queen of Scots, a woman with highly-powered contacts in the Catholic courts of Europe, presented an automatic focus for both the plots of English and foreign Catholics. Her presence in England was made especially explosive because she became a pawn in the intrigues of Spain; a nation grown impatient with England's continued heterodoxy, and also her military opposition in the West Indies and Netherlands. Indeed, each of the four main Catholic conspiracies against Elizabeth involved replacing her with Mary with the aid of a Spanish invasion force. Although no such force was to embark until 1588, to have Europe's premier Catholic power and the strong-arm of the Counter-Reformation seeking to undermine the administration was deeply worrying to Elizabeth. The Papacy provided another threat. Its equivocal stance of the 1560s could not withstand Elizabeth's continued heterodoxy, and when Catholic passivity foiled the Rising of the Northern Earls in 1569 Pius V was stirred to issue the Bull â€Å"Regnans in Excelsis† in excommunicating Elizabeth and commanding her subjects â€Å"not to obey her†. In effect, it was now the duty of all good Catholics to repudiate the Queen's authority, but in practice the general apathy and obedience of the Catholic community made an uprising against Elizabeth's authority unlikely. The real threat lay in that it gave foreign powers, most notably Spain, a papal license to threaten England; thus it can be seen that the Papacy indirectly influenced the sending of the Armada in 1588. Incidents such as the Ridolfi Plot in 1571 where a Florentine merchant led a failed attempt to overthrow the Queen, and the Massacre of St Bartholomew's day in 1572 where six thousand Protestants were murdered in France show that the Catholics were capable of serious actions and that these incidents highlight that they were not in decline just yet. The final major Catholic threat were the missionary priests from William Allen's seminary in Douai in the Netherlands. Though the priests were young English gentlemen they had continental training and had links with the Jesuits. Beginning in 1568, their secret preaching undoubtedly saved the Catholic faith from dying out among the gentry, but the threat they posed is harder to determine. They were not politically motivated and did not attempt to directly stir up a Catholic rebellion. It was hoped, however, that the introduction of the Jesuits in the 1580s would breed a new sense of zeal and fanaticism into the generally loyal and patriotic Catholic gentry, so that when a chance came for a restoration of the old faith, enough of them would be prepared to sacrifice their secular obedience for spiritual belief. But the events of 1588 show how they failed in this aim, for, whilst the conspiracies and the Northern Rising had shown an increase in Catholic militancy, when the hoped-for rebellion of the Catholic community failed to materialise in response to the Armada, the English once again showed their reluctance to cause civil strife; all the Catholic gentry families pledged their allegiance to the Queen. The majority of English Catholics were content to retain their beliefs in private, and the attempts by foreign-based missionaries to radicalise their loyalties was probably doomed to failure. However, one must not allow hindsight to make us dismiss the threat and presence of the Catholics simply because they failed to remove Elizabeth. Indeed the government became so perturbed during the 1570s and 1580s that they greatly tightened anti-Catholic legislation such as the increase in recusancy fines to twenty pounds a month and the treasonable offence of being a priest â€Å"ordained beyond the seas†. To Elizabeth, the plots, foreign threat and missionary activity provided a very real threat. So it is not untrue to say that for a period of twenty years the Catholics remained a thorn in the side of Elizabeth's reign and rather than declining the religion stayed put and caused the government problems. However, the decline did come and there is a third period that we must look at in order to highlight the extent of this defeat. A series of events in the 1590s occurred which certainly helped limit the Catholic threat and presence in the country and caused the religion to diminish to the one or two percent that were thought to have been left in 1603. As we have seen, there was loyalty towards Elizabeth shown by the Catholics in their lack of desire to support the Armada. Then in 1587 Mary Queen of Scots was executed due to her involvement in the Babington Plot the previous year. This death deprived the Catholics of a major focal point for their religion and her replacement was to be James VI, a protestant, which did not aid their cause either. Another death, that of the founder of the college for seminary priest William Allen, was also a problem, as now those priests who were attempting to inspire the Catholic community had no inspiration themselves. Indeed the priest allowed squabbles to develop in their midst which distracted them from their aim of mounting a united assault on Protestantism. There was also a rivalry between the secular priests and the Jesuits which surfaced most prominently in 1598 with the ‘Archpriest Controversy'. The argument occurred when the Pope agreed to appoint George Blackwell, an admirer of the Jesuit mission, to have authority over secular priests training in seminaries. The secular priests were outraged and determined to keep their independence appealed to the Pope against his appointment thus earning them the name ‘the Appellants'. Not only did this controversy poison relationship it also uncovered important differences of principle among the priests. In conclusion it is hard to say that by the end of the reign the Catholics were not in decline and perhaps if it were not for the input of the seminary priests then the religion would have become nothing other than a superstitious ritual practiced only in backward communities. Apart from a period where they provided a sustained, yet exaggerated threat causing the government to rethink its policy, the Catholics were weaned from their faith by a slow exposure to Protestantism. Propaganda, persuasion and persecution made the Catholics (although some of the most committed became recusants) drift into conformity. The decline of Catholicism was a steady but expected process.

Is Voting for Young People?

Political Science 298 Book Review November 6th, 2012 Danny Fitzpatrick Is Voting For Young People? The main point according Martin P. Wattenberg in Is Voting For Young People is that young people today do not vote during elections as much compared to other voting groups. Young people today are politically unengaged. â€Å"These state patterns of voting participation can be confirmed on the national level by the Census Bureau’s 2010 survey data. Among U. S. citizens under the age of 30 in 2010, only 24 percent reported that they voted. (Page-188, IVYP) The low attendance of young people voting in Presidential elections indicates that young people do not care enough about politics to participate. According to Wattenberg, there is only one method to make young people care about voting. Wattenberg believes that Compulsory Voting is the only method to obtain votes from young people. Compulsory Voting requires all adult citizens to vote in an election or pay a fine. Compulsory Voti ng would be a useful method to obtain a larger voter turnout from young people.The low attendance of young voters is bad because those young voters will be in charge of the United States one day. All people in the United States unless under the required voting age should cast their vote in an election. By failing to vote, a person is missing their chance to fulfill their civic duty. â€Å"A generation who is relatively unlikely to see voting as an important civic responsibility is one who may well have many of its members lost as voters for the rest of its duration. † (Page- 128, IVYP) Wattenberg believes young voters need to participate or fall victim to being ignorant.Being ignorant to elections is bad because there are people in the United States that political policies will affect. By not voting and being ignorant to an election, a person misses the chance to vote for a candidate that could better their own situation. There are American citizens that really do need specif ic policies to be implemented that only one candidate can deliver. One idea that Wattenberg suggests that I disagree with is that young people do not receive enough information to be politically informed.Information concerning politics has never been more available in society then it is today. When a person watches television specifically a news network, they will become politically informed. â€Å"Without reading a daily newspaper, watching the TV news, or otherwise following current events, even the best-educated people will probably not pick up much knowledge about the political world. † (Page-69, IVYP) Media on television is constantly reporting what the President or other political figures are doing. Usually the media is criticizing politicians for statements or decisions they made.The problem with the media being critical to politicians all the time is that the negative news coverage is unappealing especially to a young voter like myself. Additionally to television, man y political figures including Barrack Obama use social networking as a way to reach American citizens. Social networking is practically a right of passage among youth today. Political influences are in all types of media. Any young person that uses social networking or watches television is choosing to not pay attention to politics. It would be reading too much into such responses to say that these two-thirds of young Americans didn’t value voting; they could well have seen voting as a fundamental right or a crucial choice. Nevertheless, without a strong sense that electoral participation is a responsibility and a duty for everyone, it seems reasonable to conclude that many of these young adults will not vote on a regular basis. † (Page-119-120, IVYP) Wattenberg succeeds in establishing that voting among young people is not popular. The title of the book suggests that voting for young people is not a priority.Young people who do not feel the urge to vote in an election have not experienced a political change that affects them personally. My overall opinion of Is Voting For Young People is that it was very informing. I was aware how low voter turnout is among young people in the United States but had no idea about the international world shared that issue. With the exception of Compulsory Voting nations, many nations share a similar voting situation to the United States. The fact that so many young people today do not participate in elections motivates me to help my generation to become more politically informed.

The Life of Alexandre Dumas, Classic Adventure Writer

The Life of Alexandre Dumas, Classic Adventure Writer French author  Alexandre Dumas (born Dumas Davy de la Pailleterie; July 24, 1802 – December 5, 1870) wrote novels that came to epitomize the adventure genre. In works such as  The Three Musketeers and The Count of Monte Cristo, Dumas eschewed historical accuracy and literary elegance to craft stories that  delivered non-stop action.   Fast Facts: Alexandre Dumas Born: July 24, 1802 in Soissons, FranceDied: December 5, 1870 in Dieppe, FranceOccupation: WriterNotable Works:  The Count of Monte Cristo,  The Three Musketeers,  The Corsican BrothersLiterary Movements: Historical fiction, Romanticism  Famous Quote: All human wisdom is summed up  in these  two words,- Wait and hope. (The Count of Monte Cristo) Early Years Born in France in 1802, Dumas was the son of famed general Thomas-Alexandre Davy de La Pailleterie and the grandson of Marie Cà ©sette Dumas, an enslaved woman of African descent. His last name, Dumas, was adopted from his grandmother.  Although the family enjoyed some rank and connection due to General Dumas’ lineage and fame, they were not at all wealthy, and their situation worsened in 1806, when General Dumas died of cancer.   Without much money for an education, Dumas managed to educate himself and take advantage of family connections. When the French monarchy was restored after Napoleon’s final defeat, Dumas made his way to Paris in 1822 to make a living, intending initially to work as a lawyer. He found work in the household of the Duke of Orleans, a future king of France. A Revolutionary Playwright   Dumas was not satisfied with his new position in the household of the Duke of Orleans. He  almost immediately began writing plays, collaborating with the actor Franà §ois-Joseph Talma. His plays were instant hits, written in a raucous, energetic style filled with violence and dramatic plot twists. Dumas made enough money from the plays and articles he published in magazines that he was able to become a full-time writer by 1830. When a second revolution seized France, Dumas took up arms. He fought in the streets to dethrone Charles X in favor of his former employer, the Duke of Orleans, who became King Louis-Phillippe. Novelist and Collaborator Dumas began working in the novel format in the late 1830s. Noting that newspapers were publishing serial novels, he reworked one of his existing plays into a novel, Le Capitaine Paul. He soon founded a studio and hired writers to work on ideas and outlines that he generated, thus inventing  a business model still followed by some writers today.   Historians disagree about the  extent of his collaborators contributions, but there is no doubt that Dumas energetically increased his output by relying on other writers to flesh out ideas and sometimes write large portions of his books. This process allowed him to maximize his income and become incredibly prolific as a writer. (The fact that Dumas was frequently paid by the word or line is reflected in the surfeit of dialog in his books.) During the 1840s, Dumas’ major novels were written and published. Those works, which include  The Fencing Master, The Count of Monte Cristo, and The Three Musketeers,  exemplify Dumas’ style: explosive opening action, endless excitement, no-frills writing, and a serial format.  The plots are not strictly formed; instead, they meander, resisting typical  narrative structures. The characters  are defined by their actions, rather than an internal monologue or other psychological factors. In all, Dumas published a remarkable amount of material:  more than 100,000 pages of novels, plays, articles, travelogues, and other writings. Personal Life Dumas married  Ida Ferrier in 1840, but historians believe that he had  nearly 40 mistresses and fathered anywhere from four to seven children in his lifetime.  Dumas only acknowledged one son, also named Alexandre Dumas, who became a celebrated author in his own right. Dumas  spent exorbitantly during his lifetime, at one point building a chateau that cost 500,000 gold francs. (At the time, the average laborer earned about 2-3 francs per day.)  As a result of his lifestyle, Dumas ran out of money in later life, despite his many successes. He wrote several poorly-received novels in an effort to drum up more income.   Death and Legacy Dumas died after suffering from a stroke in 1870. It is believed that he may have contracted syphilis at some point in his life, and that the disease may have contributed to his death. Prolific and energetic, Dumas produced historical adventure stories that have endured long after loftier works have faded into obscurity. His focus on action, his disdain for psychological exploration, and his sheer fluidity with language have made several of his novels all-time classics that are still read, taught, and adapted today.   Sources â€Å"David Coward on Alexandre Dumas.† The Guardian, Guardian News and Media, 16 Apr. 2003, www.theguardian.com/books/2003/apr/16/alexandredumaspere.Tonkin, Boyd. â€Å"The Role of Race in the Life and Literature of Alexandre Dumas: The Episode That Inspired the Man behind the Musketeers.†Ã‚  The Independent, Independent Digital News and Media, 16 Jan. 2014,  www.independent.co.uk/arts-entertainment/tv/features/the-role-of-race-in-the-life-and-literature-of-alexandre-dumas-the-episode-that-inspired-the-man-9065506.html.Università © De Montrà ©al - IForum - Forum Express - Vol 4 No 1 - French Studies - Quebecer Discovers an Unpublished Manuscript by Alexandre Dumas,  www.iforum.umontreal.ca/ForumExpress/Archives/vol4no1en/article02_ang.html.Wallace, Irving. The Intimate Sex Lives of Famous People. Feral House, 2008.

Creating a Quality Application Essay

Creating a Quality Application Essay There is no question that the application essay process can be a bit intimidating. As someone who has written several admissions essays, I know exactly how exasperating a process it can be! And that is why I have created this website. After years of school and dozens of compositions, I believe that I have come up with an effective formula for writing application essays from which anyone can benefit. If you wish to write a quality application essay, the first thing to which you must commit is the simple fact that it is going to take a while. So, do yourself a favor and get any ideas you might have of completing your admissions essay in a few hours out of your head. In fact, I would recommend that you give yourself at least a month to work on your admissions essay so that you dont feel rushed or anxious (as this could have a negative effect on your writing). The more time you allow for your work, the more fully you will be able to experience the creative process. This is why I believe that every student should start working on his or her application composition several weeks and/or months in advance. If you are planning to apply to college next year, I recommend that you get a calendar and map out a specific schedule for your work. Although this might seem unnecessary, I promise you that making this schedule will aid tremendously in the overall process. Designing a personalized schedule for your work is the first step toward an excellent application essay. Once you have created this schedule, feel free to read on to the next page. In the meanwhile, if you have any questions about admissions essays and/or graduate school essays, please dont hesitate to contact me.

Construction and Testing of Solid State Oxygen Sensor Lab Report

Construction and Testing of Solid State Oxygen Sensor - Lab Report Example In the second experiment, the quenching of luminescence is tested. Experimentally, luminescence is developed and quenched. This process is usually undesirable and very high requirement are therefore imposed on the purity of luminescent. Quenching may occur without any permanent change in the molecules, for example with no photochemical reactions. In static quenching, a complex is formed between the fluorophore and the quencher and the complex is nonfloures-cent. Numerous application for quenching is as a result of the requirements of molecular contact, for example quenching measurements can reveal the accessibility of fluorophores to the quencher.Both static and dynamic quenching requires molecular contact between the fluorophore and the quencher. For collisional quenching, the quencher must diffuse to the fluorophore during lifetime of the excited state. When in contact, the fluorophore returns to the ground state without emitting photons. For a static and dynamic quenching to occur , the fluorophore and the quencher must be in contact.In this experiment, tri (2,2†²-bipyridine) ruthenium (II) hexafluorophosphate is used with two quenchers namely phenothiazine (PTZ) and N, N, N’, N’-tetramethyl-p phenylenediamine (TMPD).In the third experiment, chemical electronic transitions that are usually induced through the absorption of visible light spectrum result in excited state molecules. In the process, energy is absorbed. The absorbed energy must be released to return the excited species back to the original ground state.

Preliminary Investigations Assignment Example | Topics and Well Written Essays - 500 words

Preliminary Investigations - Assignment Example His arrest however, provides a good platform in assessing the preliminary protocols in the U.S criminal justice system. The first consideration relates to the facts behind Johnson’s arrest that according to the charges that the ABC officers relied on. The incident leading to the arrest of Johnson started when he was denied entry into a bar the day that marked St. Patrick’s celebrations (Yarn and Ford,  2015). Johnson, currently aged twenty years falls under the U.’S legal drinking age of twenty one years that is equally upheld in the state of Virginia. The National Minim Drinking Age Act of 1984 sets the drinking standards within the U.S as for individuals above the age of twenty-one years through either public possession or purchase. The allegations against Johnson indicate that during his time of arrest, he was intoxicated and equally resisted arrest. The arrest of Johnson falls under two counts, first, he contravenes the 1984 Act of minimum age drinking and secondly, he obstructs justice. The second aspect under consideration relates to the actions taken by the investigating officers where Johnson was taken to custody for further questioning and assessment as to his level of intoxication (Yarn and Ford,  2015). Further actions relates to inquiring information from both the offender and the bar operators where the incident begun once Johnson was held back. From the information provided, those who turned Johnson back argue on the basis of his age while Johnson through his attorney present a different story. After the investigations, the requirement of every suspect is to adhere to the next step in the criminal justice system. Failure of sufficient evidence linking the suspect with the crimes may cause a stop to the case. Consequently, the suspect may be detained where he fails to adhere to the requirements of the criminal justice