Hughes Surname Meaning and Origin

Hughes Surname Meaning and Origin 1) A patronymic surname meaning son of Hugh. The given name Hugh is a Germanic name meaning heart/mind, often after Saint Hugh. 2) Possibly a modern form of the ancient Irish name OHAY. Hughes is the 83rd most popular surname in the United States. Hughes is even more popular in England, coming in as the 18th most common surname. Surname Origin English Alternate Surname Spellings HUGH, HUGHE Genealogy Resources for the Surname Hughes 100 Most Common U.S. Surnames Their MeaningsSmith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 100 common last names from the 2000 census? HUGHES Family Genealogy ForumSearch this popular genealogy forum for the Hughes surname to find others who might be researching your ancestors, or post your own Hughes query. FamilySearch - HUGHES GenealogyFind records, queries, and lineage-linked family trees posted for the Hughes surname and its variations. HUGHES Surname Family Mailing ListsRootsWeb hosts several free mailing lists for researchers of the Hughes surname. Cousin Connect - HUGHES Genealogy QueriesRead or post genealogy queries for the surname Hughes, and sign up for free notification when new Hughes queries are added. DistantCousin.com - HUGHES Genealogy Family HistoryFree databases and genealogy links for the last name Hughes. Source Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005. Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004. Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003. Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

No Exit by Jean-Paul Sartre Summary

No Exit by Jean-Paul Sartre Summary Life after death isnt quite what we expected. Hell is not a lake filled with lava, nor is it a torture chamber overseen by pitchfork-wielding demons. Instead, as Jean-Paul Sartres male character famously states: Hell is other people. This theme comes to life painfully for Garcin, a journalist who was killed while trying to flee the country, thus avoiding being drafted into the war effort. The play begins after Garcins death. A valet escorts him into a clean, well-lit room, very similar to that of a modest hotel suite. The audience soon learns that this is the after-life; this is the place Garcin will be spending eternity. At first, Garcin is surprised. He had expected a more traditional, nightmarish version of Hell. The valet is amused but not surprised by Garcins questions, and soon he escorts two other newcomers: Inez, a cruel-hearted lesbian, and Estelle, a heterosexual young woman who is obsessed with appearance (especially her own). As the three characters introduce themselves and ponder their situation, they begin to realize that they have been placed together for a specific purpose: punishment. The Setting The valets entrance and behavior connote that of a hotel suite. However, the cryptic exposition of the valet informs the audience that the characters we meet are no longer alive, and therefore no longer on earth. The valet only appears during the first scene, but he sets the tone of the play. He does not appear self-righteous, nor does he seem to take any pleasure in the long-term punishment in store for the three residents. Instead, the valet he seems good-natured, anxious to partner the three lost souls, and then probably move on to the next batch of new arrivals. Through the valet we learn the rules of No Exits afterlife: The lights never turn off.There is no sleep.There are no mirrors.There is a phone, but it rarely works.There are no books or other forms of entertainment.There is a knife, but no one can be physically hurt.At times, residents can view what is happening on earth. Main Characters Estelle, Inez, and Garcin are the three main characters in this work. Estelle the Child Killer: Of the three residents, Estelle exhibits the most shallow characteristics. One of the first things she desires is a mirror in order to gaze at her reflection. If she could have a mirror, she might be able to happily pass eternity fixated by her own appearance. Vanity is not the worst of Estelles crimes. She married a much older man, not out of love, but out of economic greed. Then, she had an affair with a younger, more attractive man. Worst of all, after giving birth to the younger mans child, Estelle drowned the baby in a lake. Her lover witnessed the act of infanticide, and horrified by Estelles action, he killed himself. Despite her immoral behavior, Estelle does not feel guilty. She simply wants a man to kiss her and admire her beauty. Early on in the play, Estelle realizes that Inez is attracted to her; however, Estelle physically desires men. And since Garcin is the only man in her vicinity for endless eons, Estelle seeks sexual fulfillment from him. However, Inez will always interfere, preventing Estelle from attaining her desire. Inez the Damned Woman: Inez might be the only character of the three who feels at home in Hell. Throughout her life, she accepted even embraced her evil nature. She is a devout sadist, and even though she will be prevented from attaining her desires, she seems to take some pleasure knowing that everyone else around her will join in her misery. During her lifetime, Inez seduced a married woman, Florence. The womans husband (Inezs cousin) was miserable enough to be suicidal but did not the nerve to take his own life. Inez explains that the husband was killed by a tram, making us wonder if she perhaps pushed him. However, since she is the character who feels most at home in this strange Hell, it seems that Inez would be more blatant about her crimes. She does tell her lesbian lover, Yes, my pet, we killed him between us. Yet, she might be speaking figuratively instead of literally. In either case, Florence wakes up one evening and turns on the gas stove, killing herself and the sleeping Inez. Despite her stoic facade, Inez admits that she needs others if only to engage in acts of cruelty. This characteristic implies that she receives the least amount of punishment since she will be spending eternity thwarting Estelle and Garcins attempts at salvation. Her sadistic nature might very well make her the most content among the three, even if she is never able to seduce Estelle. Garcin the Coward: Garcin is the first character to enter Hell. He gets the plays first and last line. At first, he seems surprised that his surroundings dont include hellfire and non-stop torture. He feels that if he is in solitude, left alone to put his life in order, he will be able to handle the rest of eternity. However, when Inez enters he realizes that solitude is now an impossibility. Because no one sleeps (or even blinks) he will always be in view of Inez, and subsequently Estelle as well. Being in full, contrast view is upsetting to Garcin. He has prided himself on being manly. His masochistic ways resulted in his mistreatment of his wife. He also views himself as a pacificist. However, by the middle of the play, he comes to terms with the truth. Garcin simply opposed the war because he was afraid of dying. Instead of calling for pacifism in the face of diversity (and perhaps dying because of his beliefs), Garcin attempted to flee the country and was gunned down in the process. Now, Garcins only hope of salvation (peace of mind) is to be understood by Inez, the only person in Hells waiting room who might be able to relate to him because she understands cowardice.

Compare the Maxwell and Pauly articles on Moral Hazard Essay

Compare the Maxwell and Pauly articles on Moral Hazard - Essay Example People buy health insurance to protect themselves from future financial risks. This is the point of Pauly when issue concerning what motivates Americans to buy insurance is taken into consideration. From economic point of view, Pauly has the point and got it right. However, if this would be the case since he also states that â€Å"people contemplating about insurance are not poor or high risk† (2), most, if not all, Americans must be insured. From Gladwell’s article, there is a significant contradiction to Pauly’s point since Americans spend $5,267 per capita on health care every year and even a visit to their dentists seems to be a luxury (Gladwell, 2005). This only depicts the reality that to be insured in the US for health care is a bit expensive for ordinary citizens, which until now many Americans suffered financial bankruptcy due to unpaid amount of bills from received medicare. Gladwell and Pauly would both agree marginal benefits should be tantamount to marginal costs. However, what Pauly fails to consider is the capacity of every Americans to secure health insurance for each of them. The moral hazard that Pauly would want to point out cannot have full realization if in the first place the Americans do not have the capacity to secure health insurance. In other words, based on Gladwell’s article, the prevailing US health care is not even subject to moral hazard. Pauly’s article might be too presumptuous about the health care system situation in the US by not initiating prior consideration of the minor details just as what Gladwell exactly did. In the first place, consumers could not demand for more health care, as they do not even have one in the first place as what Gladwell would want to clearly state. Personally, I do not want to go the doctor when nothing was wrong with me, even though I might have a very generous policy for my health insurance. In this case, the moral

How does violent game effect to children Research Paper

How does violent game effect to children - Research Paper Example different positions and confusion over the effect of video games on children, it is lucid that results incline more on the negative than on the positive. This paper seeks to address this concern and bring out the actual issues clouding video games on the limelight. Video games have been in existence now for over fifty years. In 1952, Tic-Tac-Toe was developed by A.C. Douglas as part of a science project for his thesis, becoming the first video game to be created. Douglas used Electronic Delay Storage Automatic Computer, and emulator to construct his software, which contained 17 bits and 512 words. Still in the 1950s, William Higinbotham, a Brookhaven employee, developed an elementary game of tennis with an oscilloscope serving as its interface. At times, people refer to his game as the original version of â€Å"pong,† although it is not. Later, in the 1960s, Steve Russel, in 1962, developed Spacewar during his graduate studies. He involved several other students in his work, which later went through modifications and enhancements. His work impacted innumerous students including Nolan Bushnell. In 2010, Kirsch records a video game named Spacewar, developed in 1962, in which spaceship engaged in a fierce battle to death. Although the vide o game design was poor compared to contemporary games, the battling theme of the game has endured through several decades (Herman, Horwitz, Kent, & Miller, 2002). The development of the computer and television also impacted the development of video games greatly. In 1966, Ralph Baer assessed several methods he could use the television to act as a display mechanism for computer games he developed. He later developed and patented the first video game ever to use the television set as its display. Baer entered into a deal with Magnavox in1970 to create a video gaming console. At the same time, Nolan was also busy developing the first game ever to demand pay from gamers. He became successful with his Spacewar game project marking the

Defining Humanities Essay Example for Free

Defining Humanities Essay Humanities is the study of language, philosophy, communication, environment, history, religion, sociology, arts, culture, education and ethics. The word humanities originally comes from the Latin word, â€Å"humanus. † The word humanus means â€Å"human. † To be â€Å"human† is to possess the qualities and attributes of man. Being human also has the feelings and dispositions proper to man. However, humanities as the study of the different cultural aspects analyzes man’s weaknesses in life and how each can be improved. Culture includes speech, knowledge, beliefs, arts, technologies, ideals, and rules. To be cultured means to be refined and well versed in arts, philosophy, and the languages. It is also to be learned about great men and leaders in the past. Culture should regulate the type of behavior considered appropriate to an individual. Its teaching is essential for one to obtain the proper knowledge in his efforts to achieve the status of being a cultured man. On the other hand, understanding man and his affairs rather than just a body of accepted facts and theories is a purpose for humanities. It has various meanings in different historical periods, but it is only the same. This sums up to remind everyone about humanity. Humanities dealt with philosophy and theology in the 12th, 13th centuries and Renaissance period. This was the study of disciplines among languages, fine arts, music, and philosophy. Recognizing literature defined humanities in the past. There were different types of performing arts such as music, dance, theatre, philosophy, and religion. Humanities supported various categories of literature. Each and every one of these types were study academically. in the early centuries. Humanities is still an ongoing study of today and the future.

Stanley Kubrick: Artist, Explorer and Pioneer Essay -- Stanley Kubrick

Stanley Kubrick: Artist, Explorer and Pioneer Introduction The line between art and entertainment has become malleable in the last century. Critics of fine art define its quality by its message, innovation and complexity. Both are founded on intent to communicate. Art seeks to engage the viewer and generally attempts to tap into more complicated and rarer emotions. (Krush Web Site) Stanley Kubrick uses the medium of film to convey an understanding of the world around him. I see his work as art rather than entertainment and I propose his inclusion in Howard Gardner’s model of Multiple Intelligences. The basis of my argument lies in analysis of his work ethic, complexities, innovations and communication skills. Background Stanley Kubrick was born on July 26th, 1928. The Bronx New York was both his birthplace and childhood home. While there he had a relatively uneventful adolescence. His typical nuclear family was of Jewish faith and consisted of a sister, Barbara, six years his younger, a mother, Gertrude, and a father, Jakob. His father was a doctor and instrumental in building the path Kubrick would later follow. His performance in academics was far from spectacular. Kubrick left high school without graduating at 17. His cumulative average was a 67. While in school, Physics was the only subject in which he excelled (his love of machines and movement are apparent in his later endeavors). But the time he spent in William Howard Taft High School was far from fruitless. On his 13th birthday he received a camera from his father. This led to a love of photography – he was the official photographer for the school and was even exhibited. At an early age Stanley had an eye for composition, subjects and themes. It was o... ... an audience and those luck enough to work with him, is hidden in the complexities of his work. Although he has touched some of the established genres of film, his style is all his own. His movies continually arouse critical analysis and raise questions about the state of humankind. Stanley Kubrick’s gifts to society will be remembered as frighteningly truthful and creative. Works Cited: Ciment, Michel. Kubrick. Holt, Rinehart and Winston, New York. 1980. DeVries, Daniel. Film of Stanley Kubrick. William B. Eerdmans Publishing Company, Grand Rapids. 1973. Gardner, Howard. Creating Minds. Basic Books: A Division of Harber Collins Publishers, New York. 1993. Nelson, Thomas Allen. Kubrick: Inside a Film ArtistUs Maze. Indiana University Press, Bloomington. 1982. Walker, Alexander. Stanley Kubrick Directs. Harcourt Brace Jovanovick, Inc, New York. 1971.

Softball Paper

The History of Softball PHEC 202 Table of Contents 1. History of Softball 2. How to play Softball 3. Equipment needed to play a game. 4. Diagram of a Softball field 5. Bibliography Page 3 Page 4 Page 5 Page 6 Page 7 Softball is one of America’s favorite pastimes. Softball is now a very popular game that originated in Chicago, but it didn’t become popular over night. The game is said the be invented by a man named George Hancock, by him creating this game it has now become of the most played games in America. In this essay I will discuss the history of softball, the basic rules, and the necessary equipment needed to play the game.Softball was started on Thanksgiving Day in 1887. It all began when a group of men gathered in a gym to hear the score of football game, after the score was announced and all bets were settled one of the men threw an old boxing glove at another man who hit it with a pole. George Hancock, said to be the inventor of the game took the boxing glove and tied it so it would look like a ball, took chalk and drew a diamond on the floor, broke a broom handle to use it as a bat and began to play the first game of baseball. This was also the beginning of softball.Hancock’s game was a smaller version of baseball and was played indoors. Within a week’s time Hancock created an oversized ball and a bat with a rubber tip that he used to play the game. He also returned to the gym to make permanent foul lines on the floor. He then wrote the rules and named the game Indoor Baseball. This new sport quickly became a hit and became international. In the same year, 1897, the Indoor Baseball guide was published, explaining the rules of the game and how to play. Ten years later the game was moved outdoors.It was then known as indoor-out door. This game also caught on very quickly and a set of rules was published for this version of the game in 1889. Although Chicago is the birthplace of this game through the years it took on some mod ification in Minneapolis around 1895. It is said that a Fire Department officer by the name of Lewis Rober Sr. used his versions of the game to keep is men in shape and occupied. It is also said that he had no prior knowledge of Hancock’s version of the game. Rober’s version of the game was played in a vacant lot next to the fire house.In 1896 Rober was moved to a new unit and in charge of coaching another team. This team called themselves the kitten and in honor of their name the game was called Kitten League Ball in 1900. The name was later shortened to Kitten Ball. In 1895 the women’s softball team was formed in Chicago at West Division High School. Although the team was started they did not start competing until1899. As the game grew more popular more people began to pay more attention the women’s game and in 1904 the Spalding Baseball Guide was published.This publication of the rules dedicated a substantial amount of the book to the women’s ga me of softball. In 1933 there was the Chicago National Tournament. This was the first tournament where both male and female champions were honored in the same way. This tournament help lead to the International World Championships in 1965, by allowing women to compete in such tournaments this helped this sport to become international and helped it move on to the Pan-American Games and the Olympics. Softball at this time was now a professional league and contracts ranged from $1,000 to $3,000 dollars per year.In 1980 due to financial hardship the league was broken up. Although the league was broken up softball is still a popular game today. There is now an Amateur Softball that registers more than 260,000 fastpitch softball teams and slowpitch is gradually growing. Although compared to baseball, softball is simple to play and is also played on a smaller scale. There a 9 players on a softball team. The playing field it is divided into the infield and the outfield. The infield is the p ortion of the field which is connected by the bases. Each base is set between 55 and 65 feet apart.When the bases are joined they take on the shape of a diamond and the infield is considered the portion inside the baseline. Outside the baseline but inside the playing field is the outfield. While in a game if the ball goes outside the 1st or 3rd base it is considered a foul ball. If this occurs the runner cannot go to the next base and the batter gets another chance, however if the ball is caught in the air outside the line the batter is then consider out. An official softball game has 7 innings. An inning is when both teams has a had a chance to bat.This is how a game of softball is played. What makes softball different from baseball is the pitch. In softball the ball must be thrown underhand. In order to pitch the pitcher must have both feet on the pitchers rubber and both hands must be on the ball at the start of the pitch. When the pitcher throws the ball it’s going to bat ter. When batting, the team must have the same order of batters throughout the entire game. The batter will stand in the batter’s box which is the box marked with chalk near home plate that a batter must stay within while batting. The batter is onsidered out when and if three strikes are called, a fly ball is caught, or if the batter does not stand in the batter’s box. A strike occurs when a ball is swung at and missed or is called when the ball enters the strike zone and is not swung at all. The strike zone is the area between the batter knee’s and armpits. A fly ball is a ball that is hit in to the air in the infield. If any of these things occur the batter is then out. If that batter hits the ball the next step is running. When running the runner must touch each base. Runners can only over run one base and can be tagged out if they are not on the base.While on base the runner can only run when the ball leaves the pitchers hand. If the runner is on base when a fly ball is hit and caught the runner must remain at their original base and cannot move on to the next base. While running all batters that have made to a base must stay in that order when returning to home plate. Stealing bases are not allowed in softball. A runner is considered out if they are tagged out before reaching a base, if the ball gets to 1st base before the runner, or if the runner runs more than three feet out of the baseline to avoid being tagged out.These are the rules that runners must follow. In order to play this game the following equipment is needed: a bat, when standing next to bat that you are going to use the bat should come to your wrist and it should be light enough for you to swing comfortably. Also while batting a batter may use a batting helmet to protect their head while up to bat. Next is the ball, softballs range from 11 which are used by children ages 10 and under, to 12 inches which are used by everyone ages 12 and above. After the ball is the glov e.The only positions that have a specific glove designed especially for their position is the first base men and the catcher, all other use the same type of glove depending on which hand you catch with. If you use you right hand the most you would put the glove on your left have so you would be able to throw with your right hand and vice versa for the left hand. In this essay I have explained the history of softball, how to play the game and the necessary equipment need in order to play the game. Although the were some hang ups that could have stopped the growth of softball its popularity continued to grow.Softball is still a popular game with millions of people who still play it today. [pic] Bibliography Amateur Softball Association of America (ASA). (2012). Amateur Softball Association of America (ASA). Retrieved October 7, 2012, from http://www. asasoftball. com/about/asa_history. asp History of Softball. (2000). History of Softball. Retrieved October 7, 2012, from http://www. so ftballperformance. com/softball-history/ Lynch, W. (2011, May 26). Rules on How to Play Softball. LIVESTRONG. COM. Retrieved October 7, 2012, from http://www. livestrong. com/article/426838-rules-on-how-to-play-softball/

Macbeth Appearance vs Reality

Appearance vs. Reality The role of deception and the motif of appearance and reality had a large role in Shakespeare’s play, Macbeth. The motif of appearance and reality is first introduced by Shakespeare early on in the play when Macbeth must cover up for the murder of Duncan. This motif of appearance versus reality, or deception, appears again when Macbeth fools the murderers that killed Banquo. Macbeth tricks the murderer’s into believing it was Banquo’s fault that they led such miserable lives when in reality Banquo had nothing to do with them.Finally, the reader sees this motif of appearance versus reality appear one last time towards the end of the play when Macbeth believes he is invincible and ends up ignoring one of the witches’ prophecies which ultimately leads to his demise. Throughout Shakespeare’s play, Macbeth has the knack to make others believe in him although he is ultimately lying to them. This can be first seen during the murder o f King Duncan and his two servants when Macbeth must disguise the fact that he had committed the crime.Macbeth initially feared committing a crime such as killing Duncan because he had no reason to do it and feared the consequences. Lady Macbeth, however, sensing the weakness in her husband’s heart gives Macbeth a piece of advice; â€Å"False face must hide what the false heart doth know. † (I. VII. 92). Lady Macbeth tells her husband to deceive everyone into believing that neither he nor his wife had anything to do with the murder of Duncan or his servants. After the crime has been committed, both Lennox and Macduff knock on Macbeth’s door.At this point Macbeth is feeling extremely guilty. However, Lady Macbeth diverts all attention away from Macbeth by fainting. â€Å"Help me hence, ho! † (II. III. 129) During this brief time span Macbeth manages to collect his thoughts and weasels his way out of a hole by lying about his knowledge involving Duncan†™s death. As the play progresses Macbeth uses his ability to deceive people to his advantage. He uses this ability to remove suspicion from himself when he kills his best friend, Banquo.The motif of appearance versus reality was shown to appear after a murder, but as the play wears on it is possible to see that it also occurs before a murder. An ideal example of this can be seen when Macbeth decides to kill Banquo. Macbeth decides to hire professional murderers to carry out the deed of killing Banquo so that he would not have to get his hands dirty. The murderers, stricken by poverty, lead difficult lives and Macbeth uses this fact to manipulate the murderers into believing his lies.Macbeth blamed the murderers’ hardships on Banquo even though Banquo had nothing to do with it. â€Å"Both of you Know Banquo was your enemy. † (III. I. 124-125). Using the ability to deceive others, Macbeth managed to trick the foolish murderers into believing Banquo was indeed their ene my. He later arranged for a feast to occur on the same day as the murder so that he could have his name cleared from any list of suspicions. Finally, one can also see the concept of appearance vs. reality when the Weird Sisters foretell their prophecies.One of the three apparitions that the weird sisters made appear before Macbeth was a child holding a tree. This apparition told Macbeth that he â€Å"shall never vanquished be until Great Birnam Wood to high Dunsinane Hill Shall come against him†(4. 1. 105-107) By saying this, the apparition caused Macbeth to gain great confidence, because if taken literally, it then sounds impossible for Macbeth to die. How can a forest move? Well it can’t. The witches used equivocation to deceive Macbeth into thinking that the whole forest needs to move, but reality only parts of the forest need to move.An example of this would be when each person in Siward’s army carries one piece of the forest to Dunsinane and unknowingly Siw ard has completed part of the prophecy. Soon after Macbeth receives word of this, â€Å"As I did stand my watch upon the hill, /I looked toward Birnam, and anon methought/ the wood began to move. † (5. 5. 37-39) Once Macbeth gets word of this, he realizes that what he thought was impossible, has just happened. The second apparition is a bloody child. This apparition tells Macbeth to â€Å"Be bloody, bold, and resolute. Laugh to scorn/ The power of man, for none of woman born/ Shall harm Macbeth. (4. 1. 90-92) Because of this apparition Macbeth gains copious confidence. Through his eyes, every man is of woman born, for everyone has a mother. The Weird Sisters, being very devious, do not count being born by a caesarian section as â€Å"of woman born† (4. 1. 91) This causes Macbeth to get a since of false security. So through Macbeth’s eyes he appears to be very safe. But in reality there is a dark future in store for him. The last of the three apparitions would b e the armed head. This apparition says â€Å"Macbeth! Macbeth! Macbeth! Beware Macduff! Beware the Thane of Fife! Dismiss me. Enough. † (4. 1. 81-82) This apparition essentially foretells who will kill Macbeth, sadly after hearing the preceding apparition, Macbeth ignores this warning and makes it seem irrelevant. These apparitions have, through Macbeth’s eyes, been nothing but good news. First he hears he will not die until a forest moves to his castle. Then he hears that he should beware Maduff, but then ignores the warning after he hears that anyone born from a woman cannot kill him. Anyone would have gained confidence after having heard this news.However, the Weird Sisters never speak literally, â€Å"the witches' prophesies are intentionally ambiguous† (Lizhi, Ye). So this since of invincibility that Macbeth gets, will later lead to his inevitable yet heroic demise. In conclusion, the concept of appearance vs. reality is found throughout the whole play. Thi s concept of deception is used, but not limited, to Macbeth. Macbeth takes the idea of deception and enhances it to the point of manipulating other people. This not only causes Macbeth to rise to power, but also once he has gained too much confidence, it causes his heroic and inevitable downfall.

Auto Theft Essay Example

Auto Theft Essay Example Auto Theft Essay Auto Theft Essay Page 1 Auto Theft Brenda Hines Criminology â€Å" 3 December 19, 2012 Page 2 I think that the reason that car thieves steal these particular items is because they are worth a nice amount of money. Today there are so many people out here that are looking for the expensive rims, but cannot afford them, would happily pay half the amount, for some nice rims on their vehicles. As for the airbags, I am having a hard time trying to figure out why anyone would take the time to steal those. I was under the impression that all cars today come with airbags on the driver and the passenger side. I am really surprised to read that the price for an airbag that is stolen costs so much. Is there some other reason that these criminals are stealing them, maybe to conceal drugs inside them This is the only reason that I can think of. The new headlights that are on newer models are very expensive. These are hot items that people maybe cannot afford so they buy them hot. Auto theft is a multi-million, maybe even billion dollar crime ring. If a person gets hooks up with the right people, they can make a lot of money. To me, the reason that anyone steals a car is about the thrill. Take the movie Gone in 60 Seconds; this is a good example of auto theft. They stole only the best cars that would get them the most money. And from way the actors portrayed car thieves, it gives the impression that if anyone is in this type of lifestyle look at all the money they can receive. Although, it is very illegal. As for me knowing anyone that has their vehicle stolen for these types of parts, no. I do know some people that have had their car, or whatever type of vehicle they had stolen, but not for Page 3 These particular items. Mainly, their cars were stolen by kids to joyride. Their radio and cdâ„ ¢s might have been stolen, but not airbags, or headlights, or wheels. As for how we can protect our cars, some are already equipped with Lojack, On-Star, and anti-theft devices. If you are lucky enough to have a garage, or live where there is underground parking that has surveillance your chances of becoming a victim might be small. But, I would suggest that with a private garage, you should make sure that it is kept locked at all times. Although, I have seen where car thieves can have a remote device that can open your garage. Todayâ„ ¢s criminals have so much technology at their hands with the internet and all; it is getting so hard to protect anything that we have. Itâ„ ¢s like society is in a war with criminals. There is so much technology out here today; they are going to school to learn how to beat the system in certain crimes

Brave New World Book Review

'Brave New World' Book Review In Brave New World, Aldous Huxley constructs a futuristic society based on pleasure without moral repercussions, and within it places a few oddball characters to stir up the plot. With eugenics at its core, this novel hearkens back to Shakespeares The Tempest, where Miranda says, O brave new world, that hath such people in it. Background on Brave New World   Aldous Huxley published Brave New World in 1932. He was already established as a drama critic and novelist of such books as Crome Yellow (1921), Point Counter Point (1928), and Do What You Will (1929). He also was well-known to many of the other great writers of his day, including the members of the Bloomsbury Group (Virginia Woolf, E.M. Forster, etc.) and D.H. Lawrence.Even though Brave New World is now considered a classic, the book was criticized for a weak plot and characterization when it was first published. One review even said, Nothing can bring it alive. Along with the poor and mediocre reviews, Huxleys book has also become one of the most frequently banned books in literary history. Book banners have cited negative activities (undoubtedly referring to the sex and drugs) in the book as reason enough to prevent students from reading the book. What World Is This? This Utopian/dystopian future offers the drug soma and other carnal pleasures, while manipulating the people into mind-numbing dependence. Huxley explores the evils of a seemingly satisfied and successful society, because that stability is only derived from the loss of freedom and personal responsibility. None of the people challenge the caste system, believing they all work together for the common good. The god of this society is Ford, if the dehumanization and loss of individuality wasnt enough. A Controversial Novel Part of what has made this book so controversial is the very thing that has made it so successful. We want to believe that technology has the power to save us, but Huxley shows the dangers as well.John claims the right to be unhappy. Mustapha says its also the right to grow old and ugly and impotent; the right to have syphilis and cancer; the right to have too little to eat; the right to be lousy; the right to live in constant apprehension of what might happen tomorrow... By getting rid of all of the most unpleasant things, the society also rid itself of many of the true pleasures in life. Theres no real passion. Remembering Shakespeare, Savage/John says: You got rid of them. Yes, thats just like you. Getting rid of everything unpleasant instead of learning to put up with it. Whether tis better in the mind to suffer the slings and arrows of outrageous fortune, or to take arms against a sea of troubles and by opposing end them... But you dont do either. Savage/John thinks of his mother, Linda, and he says: What you need... is something with tears for a change. Nothing costs enough here.

Fundatn Stage Currculum Essay Example | Topics and Well Written Essays - 2500 words

Fundatn Stage Currculum - Essay Example wll further dscuss the ssues cncernng the Fundatn Stage n educatn whch are the ssues f prmary currculum where the chldren f 4-6 years ld are educated. The fundatn stage was ntrduced as a dstnct phase f educatn fr chldren aged 3-5 n September 2000. n preparatn, Currculum gudance fr the fundatn stage was dstrbuted n May 2000 t all schls wth nursery and receptn classes, and t early years settngs recevng nursery educatn grant fundng. Ths gudance sets ut sx areas f learnng whch frm the bass f the fundatn stage currculum. These areas are: The sx areas f learnng cverng chldren's physcal, ntellectual, emtnal and scal develpment were gruped nt 13 categres. They shwed gaps f 12 r 13 percentage pnts between grls and bys n the persnal, scal and emtnal develpment categres, and a 12-pnt dfference n ther wrtng ablty. Each area f learnng has a set f related early learnng gals. Currculum gudance fr the fundatn stage s ntended t help practtners plan t meet the dverse needs f all chldren s that mst wll acheve and sme, where apprprate, wll g beynd the early learnng gals by the end f the fundatn stage. The Educatn Act 2002 extended the Natnal Currculum t nclude the fundatn stage. The sx areas f learnng became statutry, and the Act als specfed that there shuld be early learnng gals fr each f the areas. A natnal cnsultatn n the cntent f the early learnng gals as set ut n Currculum gudance fr the fundatn stage was carred ut n autumn 2002. Fllwng ths cnsultatn the early learnng gals, and use f the Currculum gudance as a gude, became statutry n March 2002.The data, based n receptn class teachers' assessments f fur and fve-year-lds n 2003, was publshed at the end f June 2004 by the Department fr Educatn and Sklls. t shwed that grls were ahead f bys verall, n that grls were ether meetng r wrkng beynd the Early Learnng Gals, whle mre bys were wrkng twards the gals.The Act als establshed a sngle natnal assessment system fr the fundatn stage, replacng baselne assessment schemes. The Fundatn stage prfle was ntrduced nt schls and settngs n 2002-3. TheFundatn stage prflehas 13 summary scales c verng the sx areas f learnng, whch need t be cmpleted fr each chld recevng gvernment-funded educatn by the end f hs r her tme n the fundatn stage. Legslatn relatng t the currculum and assessment n the fundatn stage s set ut n the fllwng Statutry nstruments, bth f whch are avalable frm HMS: The Educatn (Natnal Currculum) (Fundatn Stage Early Learnng Gals) (England) rder 2003 (Statutry nstrument 2003 N.391) The Educatn (Natnal Currculum) (Fundatn Stage Prfle Assessment Arrangements) (England) rder 2003 (Statutry nstrument 2003 N.1327) The fundatn stage s the frst part f the Natnal Currculum, fcusng n the dstnct needs f chldren aged three t the end f the receptn year (age fve). The fundatn stage s delvered n a range f settngs ncludng pre-schl grups, early years centres, nursery and receptn classes. Early years settngs n recept f

As the prison system is over burdened, judges are giving community Essay

As the prison system is over burdened, judges are giving community service sentences instead of imprisonment for minor non-vilent crimes. will this be good in the long run - Essay Example While prison sentencing cannot be avoided, it need not be given for all types of offenders. Those people who commit less violent crimes and are liable to receive a short term prison sentence should instead be allowed to engage in rehabilitation programs which would help them learn specific skills. Many research studies have revealed that such programs have helped in reducing the reoffending rates (National Probation service, n.d). Hence given the present scenario inclusion of minor non-violent offenders in prisons along with the violent criminals would not make their lives any better as it increases their risk of engaging in deviant behavior. Additionally, it would also add to the maintenance costs of the prison. Community sentencing was first introduce into the legal system in the year 1907 and was proposed as an initial punishment for low-level, non-violent; first-time criminals who do not pose any threat to the society at large and hence do not require imprisonment (Scottish Execu tive, 2007; Anderson, 1998; Jingyin, 2010; 121st International Training Course, n.d; Beijing Review, 2010; National Probation service, n.d). It is issued as an order from the court which requires the offender to perform the specified hours of unpaid labor and several judges have introduced several community service programs for the offenders (121st International Training Course, n.d). It is however, not largely viewed as an alternative to jail sentencing as those offenders who repeat their crime even after being sentenced to community service would be considered as suitable candidates for imprisonment (Scottish Executive, 2007). Community sentencing involves several requirements which are designed to punish, change and control the behavior of the offender thereby helping him to live a better life (National Probation service, n.d). Community service for petty crime offenders includes public maintenance work such as