History of Baseball Informative Speech Essay - 913 Words

Did you know Babe Ruth wore a cabbage leaf under his hat to keep him cool? Did you know the odds of a fan getting hit by a baseball are 300,000 to 1? And did u know the shortest baseball player that ever played was recorded to be 3 feet and 7 inches? These are interesting facts I stumbled upon research, but I bet most of you did not know. There are many interesting facts that people like you and I don’t know about baseball throughout its history. Have you ever asked yourself where did baseball come from, who created it, or even ask what baseball went through in the past to receive its highly respected title? We watch baseball games for the sake of enjoyment like every other sport but most people, like myself, don’t know how it all began.†¦show more content†¦With that ball pitchers were allowed to scuff, cut, and spit on it, affectively being able to make the ball â€Å"dance† and harder to hit. People put the end of the â€Å"dead ball† era on th e 1919 season when Babe Ruth hit an unheard of 29 homeruns. People began to pack the stands to see the long ball, so owners decreased the dimensions of the fields thus increasing the odds of someone hitting a homerun. They also added rules to the pitchers against scuffing and cutting, and the balls were switched out more frequently too. The MLB didn’t start until 1876 with the National league and then they brought in the American league in 1901. The first World Series was held in 1903 with the Boston Americans beating the Pittsburg pirates 5-3. Baseball hasn’t always been glorified as it was though. It experienced rough times in the 1940’s when African Americans weren’t allowed to play in the major league but thanks to Jackie Robinson and Larry Doby, they eliminated the racial discrimination in baseball and outside the baseball world. Baseball has also experienced rough times during the WWII and Vietnam era. During the time of war, players would go and se rve in the military and baseball would have to replace them with less talented players. But Upon return, baseball returned to its once prestige self. The major league today consists of 30 teams. 29 spread across the U.S. and 1, the TorontoShow MoreRelatedSpeech On Steroids And Major League Baseball1638 Words   |  7 PagesKyle Hamilton SPK 208-20 10/30/16 Persuasive Speech Outline I. Introduction A. Attention Getter: On August 7th, 2007, Barry Bonds hit home run number 756, passing Hank Aaron for the most home runs in Major League history. However, this record is controversial, due to steroid use. B. Thesis: Today I am going to persuade you all about the use of steroids in Major League Baseball, persuading you why steroids should not be allowed in Major League Baseball. I have a call to action for all of you to helpRead MoreInformative Speech On Softball915 Words   |  4 PagesInformative Speech Outline: The Invention of Softball I. 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Motivation and Learning in Physical Education Free Essays

Physical Education is undoubtedly important in the total development of the individual pupil. It is beneficial not only in the physical sense but also in the intellectual and emotional aspect of the child. In the physical sense, the child’s physical self-concept is influenced by the results and accomplishments in exercise and sports. We will write a custom essay sample on Motivation and Learning in Physical Education or any similar topic only for you Order Now Jarmo Liukkonin pointed out that the resulting self-concept â€Å"relies heavily on social comparison process, this means that the reference group and the class environment contribute to the developing self concept† (p 137). In view of the above, this paper intends to provide an overview of the learning situation in the physical education as well as an analysis of the issues in motivational learning in physical education, particularly on how effective are the different approaches to learning and teaching. This paper will also discuss on the application of the different theories about whether or not they are useful in the classroom instruction. At the last part, is a case study of a particular student featuring particular issue on the student’s physical, intellectual, and emotional growth. In general the paper will be more on analysis of the motivational and learning process in physical education involving all the different factors such as teachers, students, the different approaches used, and the relevance of the different theories in physical education. Overview Research and knowledge in Physical Education has been in rapid expansion over the last twenty years concerning the many factors that influence the learning and teaching of the Physical Education. Colin A. Hardy and Michael Mawer pointed out that this learning and teaching â€Å"include such issues as the context in which physical education teachers work, what teachers think about when they are teaching and planning their teaching, and the knowledge they require to teach effectively† (p. 1). Colin Hardy and Michael Mawers view seemed to be pragmatic yet analytical of the learning situation of the physical education. They were quite critical also of the enormous years spent on research yet it was only in recent years that the real emphasis on physical education was put on the limelight. They contend that despite of such amount of time spent on research, Hardy and Mawer contends that it is only in current years that research has begun to provide an insight into what physical education teachers feel about their role and their lives in teaching, and what pupils themselves feel about the physical education they experience in schools. In order to understand fully the importance of physical education subject, the question ‘why is physical activity valued’ deserves an answer. Katherine T. Thomas cited the health benefit associated with physically active lifestyle as will as other physical advantages resulting from physical exercise. Thomas pointed out, â€Å"One reason we value physical activity is the health benefit associated with physically active lifestyle. Other reasons are the developmental need to explore and master our environment, to express our selves through movement, and to feel satisfaction resulting from successful movement. Physical activity also provides an opportunity for affiliation. Being part of a group—as a fan, a team member, or a walking partner—meets human need† (p. 5) Thomas thinking on this subject is certainly practical and seemingly based on actual personal experience. Her statement sounds to be a good advice for anyone whose health condition is not in the best state. Indeed, physical education truly brings a lot of physical benefit to our physical body. Other authors however emphasized the achievement of goal in order to understand the motivation and behavior of physical activity such as in sport. Robert Daniel Steadward, Elizabeth Jane Watkinson, and Garry David wheeler noted some authors such as Nichols (1984, 1989) and Harters (1978) which pointed out the goal concept theory. According to them, the concept of the achievement goal theory, refer to how people evaluate their competence. It assumes that individual are driven to demonstrate competence, and that perceptions of competence are critical determinant of motivated behavior. Analysis of the Issues in Motivational Learning in Physical Education The issue that I found interesting is â€Å"how effective are the different approaches to learning and teaching.† Susan Piotrowski noted that there is no single approach is going to be the most effective way to cater for progression and continuity. She pointed out that several or all of these approaches need to be used together to achieved effective progression and continuity in the transfer from primary and secondary school. Piotrowski stated that â€Å"what will work in any one situation depends on a number of factors, including the schools and their transfer structures and procedures, the head teachers, primary and secondary education teachers and their ability to work together collaboratively† (p. 204). Piotrowski further stated that local conditions, facilities, expertise, and policies have a bearing on the type of curriculum that can be realistically offered in both primary and secondary in any given area. It is quite easy to accept Piotrowski’s view as it draws a practical option. Regardless of how others would look at the learning process, I believe it is complicated in the sense that physical education students have different level of intelligence, different cultural orientation, and physical and emotional developments, which affects their own learning process. Thus Piotrowski wisely stated ‘that there is no single approach is going to be effective, and that combining two or more of the various approaches may be more effective.’ On the other hand, Colin Hardy suggested that more pupil-centered and less direct teaching approaches would allow pupils to take a more independent and active role in decision making in physical education lessons. Ken Green and Ken Hardman, quoting Kane, (1976), Underwood (1988), and Wright (1995) identified differences in teaching approaches used in physical education; either due to the demands of different activities or different intended out comes. Green Hardman pointed out that the recommendation, which suggest that in order to achieve the range of the learning outcomes, â€Å"teachers should employ a variety of teaching strategies to cater for differences in pupils’ abilities, attainment, needs, and ages† (p. 112). Green and Hardman also recognized that there is a need for employing variety of teaching strategies. But they noted that this is because of the demands of the different activities, or the different intended outcome. Regardless of the reason, it is clear that there is a need for teachers to employ variety of approaches in the motivational learning in physical education, to insure progressive learning process. These approaches, however, must be suited to the local conditions, expertise of the teacher, facilities, and policies, all of which have bearing on the type of curriculum. An Application of the relevant theories from each topic Theories on motivation and learning in physical education have been formulated in an attempt to extend our understanding of the teaching and learning process. Among these theories, the theory of constructivism, the theory of behaviorism, and the theory of cognitive mediation are particularly helpful in understanding the learning process in physical education. Stephen J. Silverman and Catherine D. Ennis explained that Cognitive Mediation Theory â€Å"recognizes the significance of reinforcement activities in the learning process.   This explains that what students do in classes is an important step, or mediating factor, between what teachers do and what students learn† (p. 151). According to them, what the students do in classes affect also what teachers do.   Basically, these activities shape teacher’s lesson and students’ understanding of the lesson.   Here is the full explanation of Silverman and Ennis regarding this theory â€Å"Although this modification seems so simple, it is a powerful reconceptualization of the role of the teacher. Rather than directly causing learning, as inferred in the process product paradigm, the teacher from this perspective has the job of structuring the learning environment in a way that encourages students to think and act in ways that will, in turn, enables them to learn† (p. 151) The main architect of the constructivism theory is Von Glasersfeld (1987), which views students as active agents in their learning. According to this view, students brings with them to an educational setting prior â€Å"knowledge and experiences from which they interpret and give meaning to their present experience† (p. 151). Silverman and Ennis noted that in this theory, knowledge is not something transmitted from the teacher to the students but learner constructs knowledge through her or his interpretation of events from the framework of prior experience, in effect, building or constructing knowledge that has individual meaning.   Ã‚  To apply this theory, teacher must relate the lesson on students’ sphere of experience and allow students to explore the given knowledge utilizing their own experience.   As a result, students will gain meaningful experience out of the new knowledge learned in the classroom. On the other hand, adherents of behavioral theory emphasized that the study of learning focused on the memorization of simple and rote elements and on the behavior of the learner. Silverman and Ennis pointed out, â€Å"This view of learning focuses on the learner as a rather passive responder to externally imposed factors† (p. 134).   Silverman and Ennis stated that this theoretical lens views students as recipients and accumulators of knowledge, able to learn by listening to lectures, by reading or by rote drill and practice of isolated decontextualized skills. This particular theory is very significant in most studies wherein students have to gain basic understanding of theories of studies before finding the general concept; such as in the case of nursing in which fundamental issues such as anatomy and health ethics must be memorized well before finding its relevance to the field of work. Learning all these theories provide ample understanding as to how students could learns best the subject of physical education. It means that teachers must employ the use of these theories in their teaching strategies in order to ensure efficient learning process.   Physical Education as a subject is not that interesting for many students; and in that case, teachers must make every learning situation a worthwhile experience.   Hence, applying these theories can help learning enjoyable and fruitful. In the cognitive theory, students learn through the activities. It means, the physical activities in the physical education provide the pupils learning opportunity. In many cases, this subject is most of the time seventy-percent activities with thirty-percent lectures.   Students are expected to learn from physical exercise of the techniques with occasional coaching from the instructors.   They learn from trying and from their mistakes. Using Constructivism Theory, students learn by utilizing their own interest and socialization in the learning process.   By relating physical exercises in their own experience will result to students’ acceptability of the learning situation, which may result to higher learning of the subject. Behavioral Theory could be applicable in terms of learning the theories of the subject.   Here, students are expected to memorize different terminologies and techniques of the subject as well as history and rules of the game. Below is a case study of a student in high school who has an obvious intelligence yet performing just above average student. Case Study of a Student Rick is a high school with obvious sophisticated intelligence but performs merely just above average student in most of his academic subjects in school.   Although, he excelled in Mathematics, but his ratings in his physical education class has been poor because he is not participating in all the physical education activities class.   He has a lung problem that is why he does not participate in his physical education class. According to the theory of cognitive mediation, reinforcement activities in school such as physical activities in the physical education class, shape the teachers’ lesson and the student understanding. The theory of cognitive mediation implies that student learning can be cause by these activities too. In the case of Rick, although he has obviously sophisticated intelligence, yet his academic performance reflects merely that of above average student. Ricks problem is that because of his inactive physical condition, his learning potential is not fully consummated. Learning coming from his experience of the physical exercise is lacking. The theory of constructivism also teaches that ‘experience provides learning aside from the class room instructions. The theory of constructivism emphasized that ‘knowledge is not something transmitted from the teacher but learner constructs their knowledge through their experience. Rick’s knowledge has been only a result of spoon-feed learning. He could have excelled in all his subjects had he tried himself to be involve in the physical activities in his physical education class. On the other hand, Rick can be a good model in the behavioral theory of learning as the behavioral theory emphasized that students are passive responder of the externally imposed factors. In general, the theories of learning have been great help in the learning process. Work Cited Capel, S. Piotrowski, S (eds). 2000. Issues in Physical Education.   London: Routledge. Green, K. Hardman, K. 2005. Physical Education: Essential Issues. London: Sage Publications Company Hardy, C. Mawer, M. 1999. Learning and Teaching in Physical Education. Great Britain: Biddles Ltd. Liukkonen, J. 2007.   Psychology for Physical Educators: Students Focus, 2nd Edition. USA: Human Kinetics. Silverman, S. Ennis, C. 2003. Student Learning in Physical Education: Applying Research to Enhance Instruction. USA: Human Kinetics. Steadworth, R.,Watkinson, E. Wheiler, 2003. G. Adapted Physical Activity. Canada: University of Alberta Press. Thomas, K.   2003. Physical Education Methods for Elementary Teachers 2nd Edition. USA: Human Kinesics.       How to cite Motivation and Learning in Physical Education, Essay examples

Important Presidential Elections Analysis Essay Example For Students

Important Presidential Elections Analysis Essay 1812The election of 1812 consisted of a battle between James Madison, and DeWitt Clinton. Madison had represented both Democratic and Republicanbeliefs, while Clinton was a Federalist. James Madison was born in Port Conway, Va., on March 16, 1751. APrinceton graduate, he joined the struggle for independence on his returnto Virginia in 1771. He had been an active politician in the 1770s and1780s. He was greatly know for championing the Jefferson reform program,and in the Continental Congress. Madison, in collaboration, hadparticipated greatly in the, Federalist, a paper whos main purpose was toratify the constitution. Madison first became president in 1809, when hebested Charles C. Pickney. He had led the U.S. in a very unpopular war, inwhich the U.S. hadnt been prepared forthe War of 1812. De Witt Clinton was a Federalist, whos main purpose of the election wasto get the U.S. out of a war in which he felt was very unnecessary. DeWittheld every major elective office in New York between 1797 and1828assemblyman, senator, mayor of New York City, lieutenant governor,and governor. He was a philanthropist and patron of the arts and scienceand, as canal commissioner, champi oned construction of the Erie andChamplain canals The method in which these candidates received nomination was by theElectoral College, or by King Caucus. The idea of political conventionshad not been present at this time. There were no third-party candidates inthis election. The major issue of this election was the War of 1812. The War of 1812, orMr. Madisons War, had been very unpopular among different sections ofAmerica. Mainly the ship owners in New England. The war was supposed toprotect. This war was supposed to help their shipping, but instead, it hadkept them from trading and making money. The winner of the election of 1812 was James Madison. Madison collected128 electoral votes, while Clinton received 89, and the number of No VotesCast was 1. The Vice-presidential candidate, who won the election wasElbridge Gerry, who received 131 electoral votes, while Jared Ingersollreceived 86. There was no record of the number of popular votes for thiselection. My opinion of why Madison had won the election is because he had led thecountry into the War of 1812, and therefore, he should be allowed to fightit. He was also much more popular than De Witt Clinton. Madisons part inratifying the Constitution, and his other early deeds, were alsoinfluential on the voters minds. He also did pretty well during his firstterm. 1844The candidates for the election of 1844 were James K. Polk, and HenryClay. Two very respectable men, who had great plans for the U.S. Polkrepresented the Democratic party, while Clay represented the Whigs. James Knox Polk was born in Mecklenburg County, N.C., on November 2, 1795. He graduated from the University of North Carolina, from which he thenmoved to Tennessee, where he became prominent in state politics. He waselected to the house of representatives in 1825. He was elected Speaker ofthe House in 1835. Four years later, he was elected governor of Tennessee,but was beaten in tries for re-election in 1841, and 1843. Martin VanBuren, the president prior to the 1844 election, counted on Polk as hisrunning mate; but when Van Burens stand on Texas alienated Southernsupport, the convention swung to Polk on the Ninth ballot. Henry Clay, a key figure in U.S. politics during the first half of the19th century, was a master of the art of political compromise. Born inHanover County, Va., on April 12, 1777, he studied law in Richmond andmoved to the frontier state of Kentucky in 1797. Clay became more and moreimportant in Kentucky politics, becoming speaker of the state assembly in1807, and winning election to the U.S. House of Representatives in 1811. Clay made his first try for the presidency in 1824. Four men ran,including Andrew Jackson, were on the ballot. When no candidate won amajority, Clay threw his support to John Quincy Adams. Adams won andpromptly named Clay his secretary of state. The party members won their candidacy by primary. The major upset of thistime happened during the Democratic convention. Everyone expected VanBuren to be named the Democratic candidate, but because of Van Burensstand on Texas, the nomination went to Polk. This election had nothird-party candidates. The major issue of this election was the issue of Texas. Polk and theDemocrats, wanted Texas in the Union. Clay also wanted Texas, but he wasafraid that the acquisition of Texas would lead to war with Mexico. Claynever made it clear just where the Whig party stood. The Oregon territoryhad also been a big part of this election. Oregon was the name given toall the land between Alaska and California, west of the Rocky Mountains. Both Great Britain and the U.S. claimed it. Polk said that the Oregonterritory would be Americas, even if it led to war. The winner of the election was James K. Polk. He pulled in 170 electoralvotes, while Henry Clay received 105. There is no record of the number ofpopular votes for this election. My opinion of why Polk won this election is because of his stand on land. He believed greatly in Manifest Destiny, and this was very popular at thetime. Clay, and the Whig party never made it clear as to where they stoodon Texas. Perhaps if the voters had known for sure on which side of theline they stood, this election might have had a different outcome. 1912The election of 1912 was a three-man race between Theodore Roosevelt, whowas a Progressive, William H. Taft, a Republican, and Woodrow Wilson, aDemocrat. Each one had their own ideas on how to change America, but onlyone would get a chance to do so. Born in NYC on October in 1858, Theodore Roosevelt was a Harvard graduate. His interests included ranching, politics, and writing. Roosevelt was aRepublican member of the New York assembly from 1882-1884. He was anunsuccessful candidate for mayor of NYC in 1886, but became policecommissioner of NYC in 1895. Roosevelt assumed the job of president in1901, after the assassination of McKinley. Theodore Roosevelt embarkedmainly on conserving natural resources. He was very anit-big-buisness. After his term was up, he was defeated in presidential primary as aRepublican, so he chose to start his own party, known as theProgressives. Teddy pulled most of the votes in election of 1912, butthe split between him and Taft caused Wilson to become president. common EssayWhy F.D.R. won the election in my opinion is because he was a greatpresident. The American people loved him, and his style of government. Hegained the trust of the American people, by getting them out of the GreatDepression. That is why he was elected to the presidency more than anyother president before his time. 1964The election of 1964 was a contest between Lyndon B. Johnson, a Democrat,and Barry M. Goldwater, a Republican. Johnson was born on August 27, 1908, near Johnson City, Texas, the eldestson of Sam Early Johnson, Jr., and Rebekah Baines Johnson. Johnsonattended public schools in Johnson City and received a B.S. degree fromSouthwest Texas State Teachers College in San Marcos. He then taught for ayear in Houston before going to Washington in 1931 as secretary to aDemocratic Texas congressman, Richard M. Kleberg. In 1933, Franklin D. Roosevelt was elected President. Johnson greatly admired the president,who named him, at age 27, to head the National Youth Administration inTexas. In 1937, Johnson sought and won a Texas seat in Congress, where hemastered public works, reclamation, and public power programs. When warcame to Europe he backed Roosevelts efforts to aid the Allies. DuringWorld War II he served a brief tour of active duty with the U.S. Navy inthe Pacific, but returned to Capitol Hill when Roosevelt recalled membersof Congress from active duty. Johnson continued to support Rooseveltsmilitar y and foreign-policy programs.In 1953 he won the job of SenateDemocratic leader. The next year he was easily reelected as senator andreturned to Washington as majority leader, a post he held for the next 6years despite a serious heart attack in 1955. Barry Morris Goldwater, born in Phoenix, Arizona on January 1, 1909, wasthe unsuccessful Republican presidential candidate in 1964. Goldwater waselected to the Senate from Arizona in 1952. A firm conservative, he becamea spokesman for right-wing Republicans in their campaign against biggovernment, advocating instead greater state and local powers. Hevigorously opposed federal welfare appropriations as socialistic and soughtto curb public ownership of utilities. A strong anti-Communist, Goldwatersupported American military intervention in Vietnam and criticized effortsto achieve detente with the USSR. He was decisively defeated by LyndonJohnson in the 1964 presidential election. Goldwater served in the Senateuntil retirement in 1987. Each candidate won his nomination by a Presidential Convention, with theprocess of primary elections. There were no third-party candidates in thiselection. The main issue of this election was civil rights. Many people opposedLyndon B. Johnsons laws, claiming them to be too pro-black. Manyliberals and blacks themselves believed that the laws didnt go far enough. Race riots broke out in a number of cities because of these conflicts. The winner of the election was Johnson, by a landslide. He brought in apopular vote total of 43,129,484, and an electoral vote total of 486. Goldwater, on the other hand, won a popular vote total of 27,178,188, andan electoral vote total of 52. The reason Johnson won the election of 1964, in my opinion is because ofhis prior term. He was able to regain control of the White House, aftertaking over for the assassinated John F. Kennedy. It was a time ofequality and civil rights, and many people liked and agreed with where hestood on these issues. 1988The election of 1988 was a contest between George Bush, and MichaelDukakis. Bush was a Republican, while Dukakis was a Democrat. Born on June 12, 1924, in Milton, Massachusetts, to Dorothy Walker Bush,daughter of a wealthy investor, and Prescott Sheldon Bush, a banker andlater Republican U.S. senator from Connecticut, George Bush grew up in theNew York City suburb of Greenwich, Connecticut and attended PhillipsAcademy in Andover, Mass. During World War II he became the navysyoungest bomber pilot. Shot down over the Pacific island of Chichi Jimaand rescued by a submarine, he was awarded the Distinguished Flying Crossand three Air Medals. In 1945 he married Barbara Pierce and thenmatriculated at Yale University, where he majored in economics, was captainof the baseball team, and graduated with Phi Beta Kappa honors in 1948. Michael Stanley Dukakis, born in Brookline, Massachusetts, November 3,1933, a three-term governor of Massachusetts, was the Democraticpresidential candidate in 1988. The son of immigrants from Greece, Dukakisgraduated from Swarthmore College and Harvard Law School. He was electedto the Massachusetts legislature in 1962, serving four terms. Electedgovernor of Massachusetts in 1974, Dukakis was denied re-nomination in1978. Re-elected in 1982 and 1986, he claimed credit for part of theperiods economic resurgencethe Massachusetts miracle. The stateseconomy had soured when he declined to run again in 1990. Stressingcompetence over ideology, Dukakis campaigned for the presidency in 1988in a manner that many observers found uninspiring. He and his runningmate, Sen. Lloyd Bensten of Texas, lost to the Republican team, George Bushand Dan Quayle, by 46% to 54% of the popular vote. After leaving office asgovernor of Massachusetts, Dukakis declared that he planned to do somelecturing and teachin g, as well as encouraging young people to enter publicservice. Each candidate in this election was elected by the process of primaryelections, and nominated at their Presidential Convention. There were nothird-party candidates in this election. The main issue of this election was taxes. Bushs promise of no newtaxes won over the American public. Bush won the election with a popular vote total of 48,886,097, and anelectoral vote of 426. Dukakis received a popular vote total of41,809,074, and an electoral vote total of 111. The reason Bush won the election in my opinion was because of his promiseof no new taxes. The American people just came off of a Regan High,with good economic times. People thought the things would remain like theydid during the Reagan Era if they elected Bush. The most important election in my opinion of all of these was theelection of 1812. America was heading into a war which we werent preparedfor. This was a crucial time for someone to take the reigns, and leadAmerica into a situation in which we would come out on top. Madison wasthe right man for the job, at such a crucial time in American History. Category: History

Scams On The Elderly Can We Do Anything About It Essays - Fraud

Scams on the Elderly: Can we do anything about it? Scam artists have always preyed on the gullible, but in recent years, much of the focus of these thieves has been on the elderly. It is quite a well known fact that the elderly possess the greatest percentage of disposable income with the least amount of debt. Old people with money. Scam artists prey upon these people with unrelenting deception. It is not a problem that will just go away. The problem must be analyzed and only then can we learn what to do. First we must analyze the different "red flags" which identify certain members of the elderly as targets for scams. First off, these older consumers are often living alone, with no one else to watch their finances for them. Being alone, they are often very appreciative and receptive of guests, especially those who pay a visit even to sell them something which will be of benefit to them or their homes. They are also very receptive to anything promising assistance to their health conditions or home repair requirements. Scam artists also look at demographic numbers to choose their elderly targets. According to Jeanne Mackin, an author for a consumer watch organization, 80 % of people age 65 and over have at least one major health problem of some sort and spend a great deal of their monthly budget on health care. And combine that with the fact that 71% of those people own their own homes, of which many were built before 1950, and you have a combination ripe for fraud against the elderly. (1) Some examples of fraud against the elderly include: - A "city inspector" arrives at the home, stating he needs to check the plumbing, furnace, or wiring, and when problems are found, states that he will call a "friend" to make the repairs. The work is overcharged and done poorly, if at all. - The older consumer receives in the mail newspaper clippings about a new health miracle product with a "personal" handwritten note saying, "Try this! It works!" But when money is sent, the product never arrives, is overpriced, or is useless, if not just plain harmful. - A product demonstrator arrives at the home and asks the resident to sign a paper just saying that the demonstrator visited. In fact, the trusting consumer, who hasn't read the form, signs a contract ordering the product. (1) Telemarketing is another powerful tool scam artists use to prey upon the elderly. By being on the phone, the con is relying on his/her voice to convince the person that they are providing that elderly person a valuable service or product. They are good at taking advantage of people's honesty and politeness.(5) The con artist's favorite targets using the telephone, are those suffering with memory loss. By taking advantage of this, the con artists can call someone up and gather as much personal information as possible. A favorite scam is for the con artist to make that information gathering call, and then the next day, if the senior cannot remember the first conversation, the con then tells the senior that they "sent too much money", and that they need to send a new check for the "correct" amount. Either out of forgetfulness of the previous call, or out of sheer guilt, that elderly person writes the check for the amount requested. (2) Another very common method of scamming the elderly is sweepstakes mailers. or everyone, the chance to win thousands upon thousands of dollars, or to win major prizes is always a welcome thought. Especially to those who were not so fortunate to gather much money throughout their lives. Usually, the scam requires for the elderly person to send in a "confirmation deposit" on their prize, which is NEVER required of a winner in any legitimate contest. If the elderly person ever hears from the contest people, it is usually just to let them know that they have the opportunity to buy over-priced products and then receive a small, cheap gift, which was probably what they were promised as a prize to begin with.(4) Watch for signs of these gifts around the elderly person's house. (3) Consumer fraud costs all Americans billions each year, but it is the elderly which carry the lions share of the amount. These con artists not only cause financial ruin among the elderly, but also cause a great deal of emotional distress and even health problems as a result

Dostoevskys Personification of Nihilism Essay

Dostoevskys Personification of Nihilism Essay Free Online Research Papers Dostoevsky’s Personification of Nihilism Essay Crime and Punishment was written in quite an exciting era in Russian history. Many new social, political, and economic philosophies were flourishing all over the country- especially in St. Petersburg. Although Dostoevsky certainly subscribed to many philosophies of reform, he was certainly not one willing to adhere to any new ideal that came around the corner. However, regardless of his personal stance on any specific way of thinking, he does an excellent job of portraying his character Raskolnikov as an adherent to the new philosophy of nihilism. Nihilism is strictly utilitarian and thus fundamentally agnostic. Because the utilitarian system of thought exalts simply that which provides the greater happiness for the greater amount of people, Raskolnikov feels that his highly â€Å"beneficial† murder is justified. In chapter 3 of part I, Raskolnikov receives a letter from his mother. She finalizes the lengthy correspondence with a prayer stemming from her fear that her son has â€Å"been visited by the fashionable new unbelief† (39). Her motherly instinct proves correct in this case. Rodya has been visited by the â€Å"new unbelief.† Now, of course, from the text alone, an â€Å"unbelief† can imply any general atheism or agnosticism. However, as we shall soon find out, Raskolnikov subscribes to the school of thought known as utilitarianism. The term â€Å"utilitarian† is quite general and covers many philosophies, but Rodya lives in St. Petersburg, and its central â€Å"fashionable new unbelief† in this era is known as nihilism. Nihilists were certainly not devout religionists. At best, they were agnostic. They looked on the world in simple terms of utility. Utility does not really favor any one system of ethics; if an apparently immoral act will provide more happiness for more people, it is justified in a utilitarian sense. Raskolnikov’s nihilistic philosophy is actually explained through another character. In a tavern, he overhears another student speaking â€Å"exactly the same thoughts† he had just had. The student had been expounding on the benefits of the death of Alyona Ivanova: â€Å"A hundred, a thousand good deeds and undertakings that could be arranged and set going by the money that old woman has doomed to the monastery! Hundreds, maybe thousands of lives put right; dozens of families saved from destitution, from decay, from ruin, from depravity, from the venereal hospitals- all on her money. Kill her and take her money, so that afterwards with its help you can devote yourself to t he service of all mankind and the common cause: what do you think, wouldn’t thousands of good deeds make up for one tiny little crime? For one life, thousands of lives saved from decay and corruption. One death for hundreds of lives- it’s simple arithmetic!† (65). Although a lengthy explanation, this account of the student’s ideas is a perfect description of the nihilist philosophy embraced by Raskolnikov. Killing Alyona would be the lesser evil- a product of simple and rational arithmetic. In basically every ethical code in history, first-degree murder such as this is a definite, blatant immoral act. However, nihilism is a very new philosophy. It does not take the ethics of the past into account. It creates a new ethics, completely based on reason and thus rational utilitarianism. It embraces socialist ideals; note the student’s vehemence in proclaiming the social benefits of distributing Alyona Ivanova’s wealth. All these social benefits only fuel the fire of Raskolnikov’s yearning to murder the old woman. To Rodya, this murder is not a crime. It is not a crime to him because he feels a greater good will come from his action. Thus, because it is actually no crime, his â€Å"reason and will† will remain with him throughout. In other words, he has willed himself a new morality. He has rationally deduced a complete justification for his act. Because the utilitarianists (and thus the nihilists) feel that the moral value of each action is situat ion-specific and based on the reason power of the individual, Raskolnikov is a perfect example of an adherent to this philosophy. Research Papers on Dostoevsky’s Personification of Nihilism EssayCapital PunishmentStandardized TestingHonest Iagos Truth through DeceptionArguments for Physician-Assisted Suicide (PAS)The Effects of Illegal ImmigrationThe Fifth HorsemanBook Review on The Autobiography of Malcolm XAssess the importance of Nationalism 1815-1850 EuropeHarry Potter and the Deathly Hallows EssayComparison: Letter from Birmingham and Crito

5 Peculiarities of the German Language

5 Peculiarities of the German Language You may have heard that German is a difficult and complex language to learn. This is true to some extent; however, much depends on the way the language is taught, the learner’s natural capacity for languages, and the amount of practice dedicated to it. The following peculiarities of the German language should not discourage you from studying German, but simply prepare you for what you will encounter. Remember, German is a very logically structured language, with many fewer exceptions than English. The key to your success in learning German will truly be as this old German adage states: ÃÅ"bung macht den Meister! (or, Practice makes perfect) The Difference Between a German Sausage and a Verb Why are we comparing a sausage to a verb? Simply because German verbs can be chopped and cut up just as  a German sausage can! In German, you can take a verb, chop off the first part, and place it at the end of a sentence. And in actuality, you can even do more to a German verb than what you can do with a sausage: you can insert another â€Å"part† (a.k.a. syllable) in the middle of a verb, add other verbs alongside it and even elongate it. How’s that for flexibility? Of course, there are some rules to this chopping business, which once you understand them, will be easy to apply. German Nouns Every German student loves this particular German-language peculiarity - all nouns are capitalized! This serves as a visual aid for reading comprehension and as a consistent rule in spelling. Further, German pronunciation pretty much follows the way it is written (though you need to know the peculiarities of the German alphabet first, see above), which makes German spelling not very difficult. Now to put a damper to all of this good news: Not all German nouns are inherently nouns and may, therefore, throw off the German writer at first as to whether to capitalize a word or not. For instance, verb infinitives can change into a noun and German adjectives can change into nouns. This role changing of words happens in the English language as well, for example when verbs change into gerunds. German Gender Most would agree, that this is the greatest hurdle of German grammar. Every noun in German is identified by grammatical gender. The der article is placed before masculine nouns, die before feminine nouns and das before neuter nouns. It would be nice if that was all there was to it, but German articles change, along with the endings of German adjectives, adverbs and nouns depending on the grammatical case they are in. For example, let’s take a look at the following sentence: Der Junge gibt der wà ¼tenden Mutter den Ball des Mdchens.(The boy gives to the angry mother the girl’s ball.) In this sentence, der wà ¼tenden Mutter acts as the indirect object, so it is dative; den Ball acts as the direct object, so it is accusative and des Mdchens is in the possessive genitive case. The nominative forms of these words were: die wà ¼tende Mutter; der Ball; das Mdchen. Almost every word was changed in this sentence. One very important point about German grammar gender is that nouns don’t necessarily follow the natural law of gender as we know it. For example, though die Frau (woman) and der Mann (man) are designated feminine and masculine respectively, das Mdchen (girl) is neuter. Mark Twain in his humorous account of â€Å"The Awful German Language† described this German grammar peculiarity in this way: Every noun has a gender, and there is no sense or system in the distribution; so the gender of each must be learned separately and by heart. There is no other way. To do this one has to have a memory like a memorandum-book. In German, a young lady has no sex, while a turnip has. Think what overwrought reverence that shows for the turnip, and what callous disrespect for the girl. See how it looks in print - I translate this from a conversation in one of the best of the German Sunday-school books:Gretchen: Wilhelm, where is the turnip?Wilhelm: She has gone to the kitchen.Gretchen: Where is the accomplished and beautiful English maiden?Wilhelm: It has gone to the opera. However, Mark Twain was wrong when he said that a student has to have â€Å"a memory like a memorandum-book.† There are some strategies that can help a German student figure out which gender a noun has. German Cases In German there are four cases: Der Nominativ (nominative)Der Genitiv/Wesfall (genitive)Der Akkusativ/Wenfall (accusative)Der Dativ/Wemfall (dative) Though all cases are important, the accusative and dative cases are the most widely used and should be learned first. There is a grammatical trend especially orally to use the genitive case less and less and replace it with the dative in certain contexts. Articles and other words are declined in various ways, depending on gender and grammatical case. The German Alphabet The German alphabet has a few differences from the English language. The very first (and perhaps most important) thing you need to know about the German alphabet is that there are more than twenty-six letters in the German alphabet.

Ecological problems Case Study Example | Topics and Well Written Essays - 750 words

Ecological problems - Case Study Example For a start, it is prudent to acknowledge that such kinds of mishaps arise due to inexistence of clear-cut communication channels between various departments that constitute the City’s Fleet Operation Maintenance Bays. The situation can also be as a result of lack of quick and steadfast implementation of changes made over a given period of time in the City’s Fleet Operation Maintenance Bays and other departments that work in unison with it. Such kinds of mishaps have to be addressed amicably to ease managerial strains and enhance smooth operations in the bays and their affiliate departments. I therefore recommend that the four dumpsters lying at the power site remain there until an amicable solution to the quandary is constituted and implemented to the letter. This recommendation is based on the fact that, returning the dumpsters to the front of the City’s Fleet Operation Maintenance Bays would bring serious environmental repercussions and even unwarranted indust rial mishaps that would affect the Bays’ functioning and processes. Bringing back the dumpsters back to the bays would also pose grave health risks to the workforce that operates in the bays. In the meanwhile, before a lasting resolution to the impasse is found, I recommend that the concerned stakeholders in the department chart a temporary approach ahead to deal with dumpsters that will be filled before a permanent solution is instituted. What responsibility does Fleet Operations have? Fleet operations are charged with the ardent task of warranting cars and other automobiles within the City’s fleet are well maintained and execute performance to the uttermost. This calls for the personnel operating in the Bays to have experience in treating automobiles in the event of any required operation, executing habitual maintenance checks and make plans for repairs on malfunctioned or damaged motor cars and automobiles registered under fleet’s name. Furthermore, the fleet operations have the responsibility of reducing the number of oily rags disposed as a sign of being environmentally conscientious and more so, as a means of plummeting disposal expenses. To achieve this, the fleet operations ought to adopt effectual means and measures of reducing the number of disposable rags from the bays. Such measures include reducing drastically the average quantity of absorbents used and generated sequentially to reduce quantities of spills, drips/leaks and overfills that typically take place during operations (Committee on Health Effects of Waste Incineration, 2000). This is possible through implementation of trouble-free and minimal-cost pollution/contamination prevention mechanisms such as: Performing scheduled scrutiny of fluid storage spaces for spillages overfills or leaks. Perform habitual anticipatory maintenance checkups on equipment, automobile machinery and containers like replacing permeable container seals, and dispenser machines. Train baysâ€℠¢ personnel on how to implement and maintain excellent baykeeping measures and strategies. Curtail the trip numbers and distance correlated to substance shifting in order to lessen chances of inadvertent spills. Use of suitable storage and transfer equipment to avoid unnecessary spills, container breakages and loosening of seals. Case Scenario # 4 What are your first actions? My foremost reaction to such a scenario would be to ask the power plant supervisor to put off the cigarette since it is not advisable to smoke in such an establishment purely on health and hazard justifications. From his explanations that expose what one of the workers has unearthed, I direct him to thoroughly wash his hands because of his involvement in sorting out the garbage which is in essence, ‘ripe’ and has probably come into contact with the contaminated box. After he