Stages of Child Language Acquisition

Phases of Child Language Acquisition A youngster begins to speak with people around him/her since birth, in spite of the fact that in the initial barely any months this correspondence happens on a non-verbal level. Be that as it may, as a kid grows genuinely, he/she bit by bit gets language aptitudes. In general, youngster language obtaining starts from phonological turn of events and continues to syntactic and semantic turn of events. The point of the current exposition is to investigate three significant phases of the principal language obtaining (phonological, syntactic and semantic). In spite of the fact that etymologists and different researchers have concurred in conclusion that language is a procedure of securing (as opposed to the way toward learning), they give conflicting speculations of youngster language procurement (Cole, 1996). Among the most popular hypotheses are a support hypothesis, an impersonation hypothesis, a basic age hypothesis and a similarity hypothesis. Regardless of the way that every one of these speculations present a legitimate clarification of language securing, certain issues happen when they are applied to rehearse. The most probable translation of phonological, syntactic and semantic advancement of a youngster is given by impersonation and relationship speculations; thus, these hypothetical ideas are utilized for the examination. As indicated by these hypotheses, the procedure of kid language obtaining is planned for changing in accordance with adults’ discourse that has its principles and structures. As procurement of language is a somewhat unpredictable procedure, a kid just tunes in to adults’ discourse in the initial scarcely any months. As a matter of fact, in this period a youngster is engaged with the procedure of language discernment as opposed to the procedure of language creation (See Table 1). Be that as it may, as a youngster arrives at the age of a half year, he/she begins to articulate different sounds (Fee, 1995). From the outset a youngster articulates vowel sounds and further he/she figures out how to join vowels and consonants (for example sa, da, mama, ba, di, ti, gu, and so forth.). At around 8 months a youngster continually rehashes syllables (for example ba-ba-ba or di-di-di) and by a year he/she effectively joins these syllables into a straightforward word (for example â€Å"mama†, â€Å"papa† or â€Å"baba†). It is noteworthy that child’s way to express sounds likewise reflects pitch and worry; as indicated by Echols and N ewport (1992), through these examples a kid makes an endeavor to confer certain significance or uncover his/her feelings. This prattling is the underlying advance in child’s phonological turn of events (Macken, 1995); the genuine phonological aptitudes are uncovered by a youngster at around 1.4 years (however even at the period of 0.4 †0.9 months a kid as of now has some phonological capacities, as he figures out how to perceive local and non-local discourse). As of now a youngster shows perception of the connection among sounds and implications; also, he/she begins to distinguish phonemic contrasts in grown-up discourse. During the time spent sound creation a youngster surely commits elocution errors that language specialists view as phonological deviations. For the most part, phonological deviations are isolated into two essential classes: replacement blunders and syllable mistakes (Bankson Bernthal, 1998). Further, these classifications are isolated into a few sub-cla ssifications, including feeble syllable cancellation, last consonant erasure, consonant bunch decrease, velar fronting, palatal fronting, halting, coasting of fluids, word last devoicing, and so forth. Because of a youthful discourse mechanical assembly, a few sounds are more unpredictable for child’s articulation than others; for example, such consonant sounds as â€Å"l† and â€Å"r† are learned by a kid later than sounds â€Å"p† and â€Å"m†, in light of the fact that the previous sounds are phonetically comparable, while the last sounds are extraordinary. Subsequently, a youngster substitutes voiceless sounds with voiced sounds (for example â€Å"gap’ rather than â€Å"cap† or â€Å"tad† rather than â€Å"dad†); it is setting delicate voicing. The subsequent deviation is word last devoicing; it is a procedure when last voiced consonants are subbed with voiceless consonants (â€Å"dad’ is articulated as â€Å"dat†). A kid may likewise utilize last consonant erasure, articulating â€Å"co† rather than â€Å"cow† or â€Å"pin† rather than â€Å"pink†. Velar fronting (for exa mple â€Å"tiss† rather than â€Å"kiss†) and palatal fronting (for example â€Å"sake† rather than â€Å"shake†) are utilized by a youngster, since it is simpler for him/her to articulate consonants that are at the front of the mouth and teeth. Other phonological deviations incorporate feeble syllable cancellation (â€Å"pape† rather than â€Å"paper†), consonant congruity (â€Å"goggy† rather than â€Å"doggy), bunch decrease (â€Å"tool† rather than â€Å"stool†), halting (â€Å"pan† rather than â€Å"fan†) and skimming of fluids (â€Å"wat† rather than â€Å"rat). Actually, as Maye, Werker Gerken (2002) show in their exploration, a youngster sees precise phonemic complexities, however he/she can't deliver right sounds until an appropriate age. Also, in contrast to grown-ups, a newborn child may even recognize outside phonemic complexities from local differences; because of this capacity a young ster who is embraced in a remote nation may effortlessly procure language of his/her folks. At the age of 3-4 years most youngsters figure out how to legitimately articulate all sounds, dispensing with most of phonological deviations. In any case, a few youngsters may keep on utilizing these deviations in their discourse; pros see these kids as people with certain phonological issue that may detrimentally affect their understanding abilities (Ingram, 1989). At the point when a youngster figures out how to articulate straightforward words, he/she continues to join known words into little expressions. In this regard, a kid gains syntactic abilities that are generally evolved in two phases: the holophrastic stage and the two-word stage. During the holophrastic stage (somewhere in the range of 0.9 and 1.0 years) a youngster structures single word expressions with a specific sound. When all is said in done, these articulations are made out of either action words or things, while descriptors and different grammatical features are obtained by a kid thereafter. Truth be told, it is fairly hard for grown-ups to decipher child’s single word sentences, as, for example, â€Å"book† may imply that he/she needs his/her folks to peruse a book or that he/she sees a book or that he/she doesn't care for this book. The circumstance is considerably progressively muddled when a kid articulates an expression without spans. As per O’Grady (1997), â€Å"many youngsters at first treat what’s that? see that, come here, and comparative articulations as single units that are connected comprehensively to a specific situational context† (p.13). At the end of the day, if a youngster hears phrases that are some way or another focused on, he/she may extricate them from the remainder of discourse and use them as a solitary substance, making no delays among words. In the two-word stage (1.5-2.0 years) a kid makes two-word sentences that are articulated with single inflection and begin to mirror the primary semantic relations, for example, â€Å"baby read† or â€Å"sit table† (Pinker, 1994). By and large, these articulations are sorted as follows: 1) Noun Utterances: My apple, His Daddy. 2) Verb Utterances: Me play, Girl sing. 3) Questions: Mom read? Baba go? 4) Negatives: Not eat, No shirt. As the models appear, however these sentences are not linguistically right yet, they are developed in a correct request (Ingram, 1989). By the age of 2-3 years a youngster effectively creates a few thousand syntactic articulations, and the significant worry in these expressions is put on the word that gives more data (for example â€Å"Mummy COME† or â€Å"MUMMY come†). At first, these sentences need such capacity units as â€Å"on†, â€Å"the† or â€Å"of† and such emphases as â€Å"-s†, â€Å"-ing† or â€Å"-ed† (thus, child’s discourse at this stage is typically viewed as â€Å"telegraphic speech†), however bit by bit a kid incorporates nullifications, passives, comparatives, relative statements and conjunctions in his/her sentences. At times a youngster may utilize right examples and wrong examples in a single sentence, for example, I perusing and Mama is cooking. Such a mix uncovers, that a kid realizes certai n language designs, yet he/she has not aced them yet. Be that as it may, if a grown-up utilizes these examples erroneously, he/she will clearly point at the slip-up. As a kid procures information on such an example as â€Å"-ed†, he/she as a rule goes to overregularisation, that is, a procedure when all action words become customary in child’s discourse (for example â€Å"goed† or â€Å"spended†). This overregularisation can be clarified by the way that a kid obtains a language in specific examples and, as he/she learns the example (for example â€Å"mama helped† or â€Å"baba claimed†), he/she applies this example to different action words, including unpredictable action words. It is unquestionably simpler for a kid to apply â€Å"-ed† to all action words than to retain every single sporadic action word and separate ordinary action words from unpredictable action words. As the time passes, a youngster figures out how to change an ina ppropriate action word structure for a correct structure. Also, he/she step by step obtains information on clear and uncertain articles, plural things, connecting action words and possessive cases. Notwithstanding, in any event, when a kid gains information on every one of these guidelines and examples, he/she may in any case be not able to shape complex articulations; subsequently, a kid may go to the reiteration of specific expressions to fill holes in his/her discourse. At long last, as a youngster figures out how to make straightforward sentences, he/she secures semantic aptitudes (roughly 3.0 years). As word procurement increases, a kid crashes into a need to frame semantic examples; most importantly, a kid utilizes those con

How to Write a How to Essay

How to Write a How to EssayYou're trying to learn how to write a how to essay. You know it is a good idea to make your reader feel as though they are in your shoes when they read what you've written. That's why writing an essay is so important and has become so much easier. You can quickly write your way through this article, but just remember you'll need to get some help from someone who knows what they're doing.The difficulty comes when you don't know how to write a how to essay because you aren't used to putting the right words together. It can be easy to throw together a bunch of vague ideas and sayings, but if you really want to make sure that you have all the answers to these questions, you're going to need a little guidance. Read on and learn more about how to write a how to essay.First, you need to brush up on your grammar and spelling. If you're not used to writing in English, you're going to need to start there. There are going to be many people reading this. Don't be surpr ised if you aren't perfect in the English language. A lot of people use English every day, so you're going to have to get some better at it before you start thinking about writing in another language.Do some online or college courses if you haven't already. This will help you understand how to write a how to essay. This is important because you will find out about how to create sentences, paragraphs, and even paragraphs with proper grammar. If you already have a good grasp of the English language, you won't have any trouble understanding how to create an essay. You might also want to spend some time reviewing other people's work, too.Once you understand how to writea how to essay, you can start adding in your own ideas. Don't just copy someone else's sentence structure. Take some time to think about what will make a good essay. This will help you not only write better but give you the confidence that you can write well.Speaking of confidence, this is another important aspect of writ ing a how to essay. It takes a lot of time to go over these. Don't allow your fears keep you from writing. Be sure to practice your sentences around different people. These people can be people in real life, such as professors or teachers, co-workers, friends, or relatives.One of the best ways to learn how to write a how to essay is to hire a writing service. They will teach you exactly how to write an essay so that you can finish it. You may have to pay for this, but if you're just starting out and need some guidance, you're going to be happy with the outcome. It will save you a lot of time and frustration later on.Writing a how to essay isn't that hard. In fact, if you take the time to learn the basics of how to write a how to essay, you can write anything you want. Just make sure that you learn to edit and proofread before you send it off to anyone. Even if you don't know how to do it yet, they can teach you if you're willing to give it a shot.

Life Lessons in A Child Called It and The Lost Boy - Literature Essay Samples

Martin Luther King Jr. once said, â€Å"Faith is taking the first step with courage even when you dont see the whole staircase.† In the nonfiction novels â€Å"A Child Called It† and â€Å"The Lost Boy† by Dave Pelzer, Dave survives through hard times with courage and faith. Dave’s mother used to be the best mother he could ask for until she became an alcoholic. Since then she has become very abusive both physically and verbally, hurting Dave in many ways. In the first book, â€Å"A Child Called It,† Dave has to have a lot of hope and courage to survive. Then after doing so he must learn to be able to fit in to a normal household when he gets taken into foster care in the second book. This will require him to have faith in himself and others. In the end he emerges victorious. Therefore, the lesson that Dave teaches us is that courage, hope, and faith can help you get through the hardest times in life. One instance in which Dave illustrates the importance of courage and hope is when he decides to start fighting back against his mother. After his mother beats him one day, Dave has had enough and builds up the courage to survive and fight back against his mom. He states, â€Å"That day I vowed to myself that I would never, ever again give that bitch the satisfaction of hearing me beg her to stop beating me† (Pelzer 43). David is trying to be optimistic about the future and have hope that he can make it out alive and eventually stop the abuse. He does not want his mother to have the satisfaction of beating him while he just sits there doing nothing, so he decided to do anything to make sure it doesnt happen. Another time he tries to fight back is when he tells his school nurse about his abuse. On page 12, Pelzer is talking to his school nurse and is asked about his wounds. He replies â€Å"That is where my mother stabbed me ma’am.† He has finally built up the cour age to tell someone about the things that his mother does to him. Because of the fact that he had the courage to do so, the police find out and he is taken from his mothers custody. The ends his life of being abused and he is saved from his mother. In order to survive he had to not give up and have faith in others. Another time where Dave teaches us about the importance of courage, hope, and faith is in the second book, â€Å"The Lost Boy,† when he has to now begin a new life in a foster home. After spending a short while in a temporary foster home, Dave goes to his second foster home which is owned by Lillian. He really wants to live as a normal kids, make friends, and find someone he can call his new mom. At one point he is speaking to Lillian about his past and she says, â€Å"You’ve overcome more in 12 years than most folks will ever accomplish in a lifetime. You hoped to survive and in the end you did† (Pelzer 206). This goes to prove that Dave must have had a lot of trouble in life and that his hope to find a new life and new beginnings has been keeping him going. For someone to survive such horrific treatment and then become a normal kid is very hard and you would need a lot of hope and courage to do so. Another example is when at the end of the book Dave, who is now a grown man, is reflecting on his past. He writes, â€Å"I had a lot of faith in not only my self, but also other. If not for this I would have given up long ago† (Pelzer 302). Dave believed in himself and that he had what it took to change and be able to survive. He also believed in others and that they would help him. The fact that he says that he may not have lasted if not for all the faith he had in others and himself shows that it is one of the biggest reasons he was able to push through and live on. The lesson that Dave teaches us is that courage, hope, and faith can help you get through the hardest times in life. Even when you are faced with difficulties that you or others believe are impossible to overcome, you should not give up. If you are courageous enough to stand up against it and have the hope that you can win, you will. You must believe in yourself and those around you. This is the message that Dave tries to convey in the story.

Lord Of The Flies Critical Analysis - 1864 Words

â€Å"This book is terrible, I don t get it, and it doesn t even make sense,† that s what most people would say about The Lord of the Flies. The reason such things are said about the book is because most don t pick up on underlying themes and metaphors William Golding uses to convey the terrifying message of the savageness that lives within all of us. Golding’s style of ambiguity, his character choice, and symbols bring the work together to express a powerful message of self control and awareness to ourselves and others. His ambiguous style creates a sort of humanity in the narrator to show the absolute insanity of the characters. Golding uses the persona of certain characters in the beginning of the book to explain their behavior in the†¦show more content†¦Golding portrayed the most intense and important scenes with no solid answer as to what happened because the reader knows that they ve died but without confirmation from the author the reader is left to gue ss what really happened and question their instinctive knowledge. The style could be described as a manipulative way to write knowing that it will make people question themselves and what they know subconsciously. Quotes are used to convey how people are feeling through others words that they can t express themselves or what stands out as truthful or is what resonates within someone. Quotes are small pieces of someone s work that make the reader feel the most. Some quotes are from characters that the reader most relates to, or the ones that they hate beyond compare, or from the omniscient narrator that tells all. One of the most memorable quotes in Lord of the Flies is on page 202, â€Å"And in the middle of them, with filthy body, matted hair, and an unwiped nose, Ralph wept for the end of innocence, the darkness of man’s heart, and the fall through the air of the true, wise friend called Piggy.† Ralph had witnessed the murder of his only friend on the island and had no time to stop and cry or mourn for him. He was being hunted by the ones who once stood by his side to be killed like a pig. During the hunt ofShow MoreRelatedLord Of The Flies Critical Analysis1467 Words   |  6 PagesLord of the Flies is a twisted tale that blends the savagery of the human race with the civilization of everyday life. Golding shows that authority can corrupt the mind of those who try to abuse their power in the wrong way. Golding wrote in a manner that was realistic in order to show the imperfections of human nature. There was more significance behind the simple elegance of his words than just a fictional story. The many layers prevalent throughout the novel must be peeled back one by one in orderRead MoreLord Of The Flies Critical Analysis877 Words   |  4 PagesThe human nature according to Sigmund Freud is composed of three psyches, the id, the ego and the superego which play an important role in the decision making human brain. In the book, Lord Of The Fli es, William Golding analyzes these three components of the psychic composition of the human brain, its various manifestations and how it plays in during the formation of a government. In the book, a group of young English schoolboys, land on an abandoned island in the infancy of World War II, whereRead MoreLord Of The Flies Critical Analysis815 Words   |  4 PagesWilliam Golding, the author of Lord of the Flies, was in the British Royal Navy during WWII and witnessed first hand what happened. â€Å"Such a reading takes into account the state of the world at the end of World War II† (Henningfeld 188). In the war, he fought battleships and also was put in command of rocket-launching craft. Being a soldier in WWII helped influence on why he wrote the novel, Lord of the Flies. He was also a teacher to young British schoolboys, and that also helped him create the charactersRead MoreThe Lord Of The Flies Critical Analysis1055 Words   |  5 Pageslife, but are still taught in school, a book should teach a lesson or give food for thought, this book does. The Lord of the Flies is a novel that has become a mainstay in high school literature for decades, some detractors of this book believe that, since it has nothing to do with high school teens, its main audience, it should be removed from public schools. However, the Lord of the Flies acts as a social experiment, allowing for discussion of the way rules control our interactions in society. InRead MoreLord Of The Flies Critical Analysis1916 Words   |  8 Pagesâ€Å"Lord of the Flies† is an outstanding, unique, and captivating novel written by the memorable William Golding. The novel is well written and eye-opening despite being relatively short and easily understandable. Golding provides a new perspective on the true nature within every person that will shock readers and leave them wondering the truth. The descriptive and gloomy diction within â€Å"Lord of the Flies† keeps readers intrigue d and never bored. William Golding writes with an eerie and dark tone thatRead MoreLord Of The Flies Critical Analysis2006 Words   |  9 Pagesto answer is the judgment and greed that consumes the mind of all mortals. For these reasons, it is painfully obvious that the grim grotesque core in all humans is what William Golding desperately delineates to the audience of readers in the Lord of the Flies. He created children who were nothing more than average boys and rattled their conflicts and created tension and corruption. Another key point the boys have in the deep meaning of the book is the personalities they begin with and the ones theyRead MoreLord of the Flies Critical Analysis Essay767 Words   |  4 PagesIn the novel Lord of the Flies, by William Golding, Golding illustrates many different themes. One of the themes he demonstrates is being away from a civilized society causes a person to become barbaric. Throughout the novel the conflict is demonstrated between Jack and Ralph who represent s avagery vs. civilization. The ways Golding demonstrates this theme is how the boys’ language changes throughout the story. Also the way their behavior changes, and how they lose their identities through out theRead MoreLord Of The Flies Critical Analysis Essay940 Words   |  4 PagesLord Of The Flies by William Golding William Golding’s novel, Lord of the Flies, contributes many pessimistic events that overrule the good, but there are some optimistic inputs that are added to the story. Ralph, Jack and all the other boys have been trapped on an island with very little resources, and are basically doomed from the beginning, but they all have hope including Ralph. Golding has included hope into bad situations such as Ralphs defiance to Jack’s tribe, Sam and Erics refusal to betrayRead MoreSocietal Breakdown On The Island1720 Words   |  7 PagesSocietal breakdown on the island in ‘Lord of the Flies’ is due to the inherent evil of man 3.8: Develop an informed understanding of literature and/or language using critical texts. Hypothesis: Societal breakdown on the island is due to the inherent evil of man Jason Carvalho ‘Lord of the Flies’ is the name of William Golding’s historically famous novel, yet it is more than just a title. It is a kind of statement, a way of mocking the very existences of humanity. Reading this book I cameRead MoreWilliam Golding s Lord Of The Flies1389 Words   |  6 PagesA response to Lord Of The Flies Imagine an airplane crash. The heat of flames scorch passengers’ backs in addition to the wind burning their faces. Lucky, this crash was over water and near an island so most passengers survive, with an exception of the airplane staff and the pilot. Even though alive, many are in fits of fear and panic, and others are in shock. After hurried deliberation, a lone member of the group is elected leader in hopes that they will calm the panic, and make the hard, but necessary

Mezquita De Córdoba in Southern Spain - 797 Words

Mezquita De Cà ³rdoba The Mosque-Cathedral of Cà ³rdoba represents the many cultural changes the city of Cà ³rdoba and the areas around it have gone through. It has stood in the center of the city for over a millennium, and it doesn’t look like it will fall anytime soon. It covers over 24,000 square meters (about 250,000 square feet), and is 9 meters tall at its lowest and 30 meters tall at its highest. The Cathedral of Cà ³rdoba is officially called The Cathedral of St. Mary of the Assumption, but it was originally built by the Islamic Moors to be a place of worship for muslims. Historians believe that before the mosque was built, there was a temple to the Roman God Janus on the same site. That temple was then converted into a church by the Visigoths before they were conquered by the Moors. It was split in 2 and used as both a church and a mosque until it was torn down and replaced with the Mosque of Cordoba. In the year 784 AD, construction for the mosque started under the emir Abd Ar-Rahman 1. It took well over 2 centuries to finish, and even after it did it went through many changes. A new minaret was added, and some design changes were made including a more decorative mihrab (signals the direction of Kaaba, a place that is very holy to muslims), and a courtyard for orange trees was placed inside it. It reached its current size in the year 987 when construction was completed. The architects of the building planned to place Roman columns with special capitals, including some thatShow MoreRelatedEssay on A Comparison of Christian and Islamic Architecture in Spain1081 Words   |  5 Pagesof Christian and Islamic Architecture in Spain By the 6th century a Germanic tribe called the Visigoths, converts to Arian Christianity, had established themselves as the aristocratic elite. The Christians built many monumental basilica-plan churches. The Santa Maria de Quintanilla de las Vinas, Burgos, Spain and San Juan de Banos de Cerrato are two such churches that still remain today. In the beginning of the 8th century Islamic Muslims conquered Spain and ended Visigothic rule. They constructedRead MoreThe Creation Of Islam Throughout Ad 6622599 Words   |  11 Pagesreaching the Atlantic. Through similar interests of conquest, the Arabs were drawn into Spain. The Muslims traveled across the Strait of Gibraltar in AD 711. Despite resistance from southern regions, they conquered successfully. (Jellicoe 40) By AD 712, Muslims occupied Seville and Cordoba. The Muslim part of Spain stands independently and survives for eight centuries. (Newton 31) Muslims arrive in Spain and influence regions knowledgably, architecturally and through use of the land. DespiteRead MoreMuslim Spain (711-1492)8971 Words   |  36 Pagesexperienced one of its greatest periods of cultural enlightenment.Islam in Spain has had a fundamental presence in the culture and history of the nation. The religion was present inmodern Spanish soil from 711 until 1492 under the rule of the Arabs and Moors of al-Andalus.Islamic Spain was a multi-cultural mix of the people of three great monotheistic religions: Muslims,Christians, and Jews.For more than three centuries in Medieval Spain, Muslims, Jews and Christians lived together and prospered in a thriving

Challenge and Response to Body Integrity System

Question: Discuss about the Challenge and Response to Body Integrity System. Answer: Introduction: The reception of pain in the peripheral nervous system to the perception of the same in the brain, and the corresponding generation of response behaviours, is achieved through several pathways. These different nociceptive pathways kick-off in a similar manner in which a pain signal coming from the skin, for instance, travels up a sensory nerve fibre made up of axons of the spinal ganglion. The axons then enter the spinal cord, upon which they immediately divide into the upward and downward segments of the spinal cord (Purves, 2012; Hughes, 2008). There are five phases that make up the pain pathway, first, it is transduction of pain at the receptors, the second phase is signal conduction at peripheral nerves, and modulation at the spinal cord level. These steps are further succeeded by descending inhibition and perception at the supra spinal sites. Transduction of pain begins when nociceptors respond to noxious stimuli which may be as a result of damage and inflammation attributes to trauma or infection (Siegel, 2006). Nociceptors are available in both visceral (skin, bones, muscles and joints) and somatic structures (visceral organs). Pain transmission occurs in three phases. The first phase is the transmission of the impulse from the transduction site to the spinal cord, followed by the transmission from the spinal cord to the brain stem, and lastly transmission through connections between the thalamus, cortex and higher brain levels. Perception of pain is where pain becomes a conscious multidimensional experience with compo nents such as emotions and behaviours. Pain modulation involves altering or obstructing transmission of the impulses through in the spinal cord. Modulation is effected by the descending modulatory pain pathways (DMPP) which play both excitatory or inhibition roles (Moffat Rae, 2011; Farquhar-smith, 2008; Hudspith, 2016). Morphine is an opioid drug that binds to opioid receptors. Molecular signalling of these receptors activates a wide range of actions. Generally, these actions are meant to make cell membranes less excitable and also initiate suppression of actions of pathways that control blood pressure, breathing and heart rate. Morphine receptors may include Mu receptors of the thalamus and the brainstem. Stimulation of mu receptors translate into pain relief and sedation. Another class of receptors is the kappa receptor of the limbic system, spinal cord, and the brain stem. Activation of this receptors also causes sedation and pain relief. The delta receptor, on the other hand, is abundant in the brain, spinal cord, and digestive tract. Stimulation of the delta receptor produces in both analgesic and antidepressant effects (McGavock, 2011). Despite morphine being relatively selective for the mu receptor, it interacts with other opioid receptors when at high concentrations. Morphine as an opioid produces analgesia by acting at several levels of the nervous system through two actions. The first action is by inhibiting the release of neurotransmitter from the primary efferent terminals in the spinal cord. The other action is by activating the descending inhibitory controls of the midbrain. Morphine inhibits neurotransmitter release by directly affecting the entry of calcium ions, and secondly, by indirectly reducing repolarisation time and the duration of the action potential (McGavock, 2011; Workman LaCharity, 2015). Through the stimulation of the different receptors, morphine provides relief from physical pain through analgesia, euphoria, and pain modulation. References Farquhar-smith, W. P. (2008). Anatomy, physiology and pharmacology of pain. Anaesthesia Intensive Care Medicine, 3-7. Hudspith, M. J. (2016). Anatomy, physiology and pharmacology of pain. Anaesthesia Intensive Care Medicine, 425-430. Hughes, J. (2008). Pain Management: From Basics to Clinical Practice. New York: Elsevier Health Sciences. McGavock, H. (2011). How drugs work : basic pharmacology for healthcare professionals. London: Radcliffe Pub. Moffat, R., Rae, C. P. (2011). Anatomy, physiology and pharmacology of pain. Anaesthesia Intensive Care Medicine, 12-15. Purves, D. (2012). Neuroscience. Massachusetts: Sinauer Associates. Siegel, G. J. (2006). Basic neurochemistry : molecular, cellular and medical aspects. New York: Elsevier. Workman, M. L., LaCharity, L. A. (2015). Understanding pharmacology : essentials for medication safety. New York: Elsevier Health Science.

Passivity A Way Of Life Essays - Indian Films, Rukmani Devi, Karma

Passivity: A Way Of Life Passivity: A Way of Life. The life of the main character Rukmani was filled with hardships. Happy times were a rarity, and everyday life was full of work from sunrise to sunset. Yet despite all the work, her family was in utter poverty. Nevertheless Rukmani was always optimistic, and accepted her life the way it was. Kenny, on the other hand, never understood why they accept their poverty and always tried to get them to rise up. It is Indian ideology and the belief in karma with reincarnation that led Rukmani and many other Indian people to a passive life. This passivity is seen throughout the book. However especially in the few instances after major disasters and crises this way of life stands out. At first, Rukmani couldnt have children after her first daughter. Kenny cured her, and then she bore five sons. Afterwards, she met Kenny and proudly said You are my benefactorhave I not five sons to prove it?(p. 36) Kenny answered, Am I to blame for your excesses? This was a half- sarcastic remark. However, only half sarcastic. Ok, you need sons to work in the field, two sons can manage if Nathan managed alone. You can barely provide for a few people, but the family consists of eight. Yet everything is just fine. Another instance is when the terrible storm hit the village and destroyed the rice paddy. When the storm finished, Rukmani just said that it will grow back and so did Nathan. At the time of the terrible drought the crop was destroyed, and even after cutting a deal of paying half the rent, selling clothes, and a few other things they didnt have enough money to pay the half, Nathan wanted to sell the seed and a lot of other stuff. Rukmani pleaded with him Let us only try, Let us keep our hope for the next harvest.(p. 80) Again there is the optimism. Finally, she even confirms this passivity herself. When Kenny showed her the plans for the hospital, and the started to talk about the costs, Rukmani couldnt understand why people gave so much money to help. Kenny said, Because they have means, do no the sick die in the streets because there is no hospital for them? Are not your children born in gutters? Etc. You must cry out if you want help. Rukmani then thought, Well, and what if we gave in to our troubles at every step! We would be pitiable creatures indeed to be so weak, for is not a mans spirit given to him to rise above his misfortunes?(p. 115) And this is the essence of the argument presented above. They believe that their life is the way to fulfill the karma given to them. So Rukmani would fulfill her poor life as a wife of a farmer. And then, if she completes her karma, maybe she would be reincarnated into a being with a better life. And also all the hardships may be punishments for bad deeds in the previous life. This is precisely why Rukmani is always so optimistic and leads her life passively through all the hard times. This passivity comes from the belief. Maybe it is a better way of life, the passivity worked for Gandhis independence movement. Plus, Rukmani did survive, and tells us this story as an old woman, probably hoping that she fulfilled her karma. Book Reports

Free Essays on Standardized Testing

Controversy involving education and national standardized testing has always sparked controversies. Does a simple test, which holds such a great deal of significance on a child’s future, sufficient enough? These tests are supposed to be a basis for what all students should know to continue their educations. Education has become a very important subject in political campaigns. With education among the electorate’s top priorities, the phrase â€Å"higher standards† has become ubiquitous in political campaigns across the country. (Gary Orfield). Many politicians have stressed that all children can learn at high levels, where many liberal and civil rights advocates are too concerned about lowering the standards for these tests. Unfortunately, this movement has all to frequently been reduced to a single policy: high stakes testing. (Orfield). These tests are responsible for grade promotion, jobs for graduate students, and even promotions for teachers. President Clinton recommended in his state of the Union address that all students are supplied with materials that help them with these tests. This caused some controversy because people believed that with these materials, it undermined teachers, discriminated against minorities, and affected the teacher student relationship. I agree that students should be able to receive manuals to increase their chances on these tests, but I also feel that if a student knows what is going to be on the test it can hinder his ability to truly learn in those areas. A type of test that has negative feedback is high-stakes tests. The implications of these arguments were serious enough to lead the Civil Rights Project at Harvard University to commission a series of studies on the educational and social impact of high-stakes testing. High-stakes tests attached to grade promotion and high school graduation lead to increased dropout rates. (Orfield). I think if too much emphasis is placed on specif... Free Essays on Standardized Testing Free Essays on Standardized Testing Standardized Testing: Are they Beneficial? Standardized testing is very common statewide for determining the students’ academic knowledge starting form K-12 grade. But what does these score tells us? Are they academically smart because they have high score? Or what if the student maintains good grades working hard in school but receive bad scores on these tests? There are many ambiguous answers to these questions. Standardized testing is bias based on minorities and financially separates the advantage student from higher-income families to score higher than lower income families. These testing also drive excellent teachers away from their profession. However, the question still remains: what does these results tell us how kids are learning? There is a great improvement of students with their scores but there is still a big barrier between minority student such as Latinos and blacks with white students. According to a journal in Student Test Scores, a Wider Gap, African-Americans score increased to 6 points in the SAT verbal and 7 points higher in math in the past 10 years. In comparison, white student’s score jumped 11 points for verbal and 18 points higher in math during the same time interval. This statistic shows that white high school seniors score much higher than any ethnic group than they did decades ago. This shows a large gap between the minorities. Part of the reason is due to cultural and language barrier that these students face. Referring to the journal Tests that Fail Democracy, minority students tend not to do as well â€Å"because they aren’t given the time they need to process information, write essays, and unravel foreign culture they are being asked to identify.† These con flicts lead the students to be discouraged to take these tests that lead a big rate of dropout for minorities. Texas has the rising â€Å"dropout rates especially among black and Hispanic students.† (Texas Law Limits Use of S... Free Essays on Standardized Testing Controversy involving education and national standardized testing has always sparked controversies. Does a simple test, which holds such a great deal of significance on a child’s future, sufficient enough? These tests are supposed to be a basis for what all students should know to continue their educations. Education has become a very important subject in political campaigns. With education among the electorate’s top priorities, the phrase â€Å"higher standards† has become ubiquitous in political campaigns across the country. (Gary Orfield). Many politicians have stressed that all children can learn at high levels, where many liberal and civil rights advocates are too concerned about lowering the standards for these tests. Unfortunately, this movement has all to frequently been reduced to a single policy: high stakes testing. (Orfield). These tests are responsible for grade promotion, jobs for graduate students, and even promotions for teachers. President Clinton recommended in his state of the Union address that all students are supplied with materials that help them with these tests. This caused some controversy because people believed that with these materials, it undermined teachers, discriminated against minorities, and affected the teacher student relationship. I agree that students should be able to receive manuals to increase their chances on these tests, but I also feel that if a student knows what is going to be on the test it can hinder his ability to truly learn in those areas. A type of test that has negative feedback is high-stakes tests. The implications of these arguments were serious enough to lead the Civil Rights Project at Harvard University to commission a series of studies on the educational and social impact of high-stakes testing. High-stakes tests attached to grade promotion and high school graduation lead to increased dropout rates. (Orfield). I think if too much emphasis is placed on specif... Free Essays on Standardized Testing In the article â€Å"The High-Stakes Testing...† Gary Orfield and Johanna Wald, both researchers at Harvard Graduate School, state that the policy of high-stakes testing was first conceived to help raise the educational standards but has only discriminated against high poverty and minority students. Public concern has caused political campaigns to discuss standardized testing policies in recent years. According to Orfield and Wald, public interest leaders feel that citizens want to hold the school systems accountable for the inequality of standardized tests, which are causing some educational advocates to show concern that some teachers will lower their standards so students scores will improve. Orfield and Wald suggest that the reform movement of high stakes testing has worsened the educational problem; that tests are unfair to minority students, â€Å"undermine teachers,† and refuse high school graduation to students who do not pass a one-shot test (1). Moreover, many teacher and principal’s salaries rely on standardized tests, which may have the effect of many high poverty schools wanting to hire uncertified and inexperienced teachers who teach test preparation. Also, Orfield and Wald point out that high stakes testing narrows the curriculum by teaching to the test. This is where teachers only educate the basic points of learning needed to pass a test instead of examining topics from different points of view over a period of time. Many students are taught how to pass the test, but do not comprehend the material. This way of teaching is seen mostly in high poverty schools where the population is made up of minority and poor students. Among the poverty-stricken students are mostly black males who are the ones that are â€Å"disproportionately represented† among those held back and denied a diploma (2). Furthermore, high-stakes testing causes an increase in dropout rates, especially among minorities. In fact, nine out of t... Free Essays on Standardized Testing Standardized testing â€Å"No issue in the U.S. Education is more controversial than (standardized) testing. Some people view it as the linchpin of serious reform and improvement, others as a menace to quality teaching and learning† (Phelps). A tool that educators use to learn about students and their learning capabilities is the standardized test. Standardized tests are designed to give a common measure of a student’s performance. Popular tests include the SAT, IQ tests, Regents Exams, and the ACT. â€Å"Three kinds of standardized tests are used frequently in schools: achievement, diagnostic, and aptitude† (Woolfolk 550). Achievement tests can be used to help a teacher assess a student’s strengths and weaknesses in a particular subject. Diagnostic tests are typically given to elementary school students when learning problems are suspected. Aptitude tests are designed to predict how a student will perform in the future. For example, the SAT predicts performance in the first year of college. Standardized tests give educators a standard measure or â€Å"yardstick† because such a large number of students across the country take the same test. These tests are used to tell how well school programs are doing or to give a picture of the skills and abilities of students. Standardized tests; however, are problematic at all ages and levels of schooling. Standardized aptitude tests measure students’ abilities to learn in school, how well they are likely to succeed in future education. Rather than measuring knowledge of subjects taught in school, these tests measure a broad range of abilities or skills that are considered important to succeed in school. The classroom setting and teacher are the key to assessment. â€Å"Pressure to produce higher scores leads teachers to focus on material that will be covered by the tests and to exclude everything else. The curriculum is thereby narrowed, which means that some subjects are ignored. Within thos...

A Study On Child Abuse English Language Essay

A Study On Child Abuse English Language Essay The issue of child abuse is an increasing concern worldwide. Whether the country is developed or poor, child abuse still exists in every region in some form. The common forms of child abuse include physical, emotional, and sexual abuse. The definition of child abuse, according to Professor Vincent Iannelli, is â€Å"harm to, or neglect of, a child by another person, whether adult or child† (Iannelli 1). Even though this common definition is applicable in most cases of child abuse all over the world, there are some forms of child abuse that exist in a specific region which are different from those found in another area. Sexual and physical child abuse both exist in countries like Pakistan and America, however the type of emotional abuse seen in Pakistan is very different from the type seen in America. While factors such as tumultuous economic and political conditions, child labor, and kidnapping scar Pakistani children emotionally, beatings, rape, molestation, and neglect due to recurrent stress are the common forms of abuse in America. Child abuse in Pakistan over the years has grown because it reflects upon the weak economic and political state of the country. Poverty and austere living conditions are some of the factors that account for this existence of child abuse. The fact that poverty encompasses nearly 60 percent of the nation leads to events which result in abuses. Most of Pakistan’s population lives in squalid slums where the children are forced to help in the survival of their families (Galpin, 1). However, dire measures are taken for this survival. Typically one sees children on the streets begging with arms mutilated and scars across their face. The common theory goes that these children have had a harsh life; rather its just that these children have been purposely abused to gain them pity so that they can be given money. This desperate need for survival also leads to child labor. The problem with this is that this means a child will have to work in various environments, which are usually dilapidated. Thus the child is exposed to numerous threats and he/ she becomes a victim of abuse. In America, however, this type of abusive mentality does not commonly exist. The abuse existing in America is mostly due to stressful lives or frustration. â€Å"Almost half of Americans say that they are increasingly stressed about their ability to provide for their family’s basic needs† (â€Å"APA† 2). Unlike Pakistan, the solution to this type of financial stress, however, is not child labor. Child abuse is a major concern these days and a lot is being done in America to prevent this. In Pakistan, however, a poor political administration causes child abuse to be more likely. Statistically, there are more reported cases of child abuse in the Unites states than Pakistan. In the year 2007, 3.2 million child abuse cases were reported in America (â€Å"Childhelp† 1). In Pakistan, there were nearly 1,600 r eported cases of child abuse in the year 2007 (Khan, 1). However, the difference in the size and population of the United States and Pakistan, along with the fact that nearly 80% of child abuse cases in Pakistan are unreported, shows that a statistical comparison of the two countries cannot be accurate (Khan, 1). Pakistan’s statistics show that there is a lack of consideration being given to child abuse by the political administration in Pakistan. Laws against child abuse, in fact, exist, but there is not a strong, central government to enforce these laws. Thus, the perpetrators of these crimes are encouraged. In comparison, there are strict laws in America that are enforced strongly to prevent child abuse.

Visual Response & Essay Example | Topics and Well Written Essays - 1250 words

Visual Response & - Essay Example the society was confined in following the social dogma without asking questions, many a things were considered taboo and they were supposed to remain so. The poem Howl is a poem that was screaming out in protest against a destructive and abusive society but the that is not how the society saw it then and for this the publisher and distributor of the book was arrested and charged with distribution of explicit and obscene material though they were pardoned after the poet Mark Schorer testified that â€Å"Ginsberg uses the rhythms of ordinary speech and diction and I would say that the poem uses necessarily the language of vulgarity.† From a glance Howl may appear as a random jumble of words or mere vomit on a page and that is what critics had done before but it can be seen the poet’s crazy rush is delicately controlled. The poet seems to be in a rush, the whole poem is tedious, and tiring to read yet it remains bearable. The whole poem expresses the need to break away from tradition. It does not keep the traditional meter and rhythm of a poem it is more of stream of consciousness writing and in this way, the poet was able to bring out his themes. Freedom is one of the things that the poet cries out for, He talks about personal freedom as well as freedom for the masses. The conformist society wants things done as per tradition. The poet talks from a homosexuals point of view and freely uses words that the society finds obscene and vulgar. The poet and his friends do a lot of travelling and one of the ways of breaking loose is by travelling. The mention of Moloch reminds the reader of the god of prisons governments and boring suburbia Madness is also a prominent theme in the poem. The title of the poem is Howl. Its more common for animals to howl than for human to do s. the opening of Howl starts by saying â€Å"I saw the very best of minds of my generation destroyed by madness, starving hysterical nakedness.† In the poem, the people who society consider normal the

Case Study Essay Example | Topics and Well Written Essays - 750 words - 28

Case Study - Essay Example Lufthansa is one of the five founding members of the largest Airline alliance known as â€Å"Star Alliance†, which was established in the year 19971. Contextually, discussions will also be made regarding the influence of Lufthansa’s performance due to the cooperation with Star Alliance. Lufthansa has adopted various strategies in order to expand the market internationally among which the creation of strategic alliance with the Star Alliance is considered the most effective one. It is the largest airlines alliance having 28 members. The Star alliance was founded in the year 1997 by five different airlines company including the Scandinavian Airlines, Thai airways, Air Canada, United Airlines and Lufthansa. As a result of the alliance, Lufthansa has been able to reduce the resources as well as the cost through the sharing of other airlines partner. This resource sharing strategy has led the company to maximize the profits and operate more efficiently. Moreover, the alliance has also provided opportunity for the company to expand its international territory and gain access to the new markets. Generally, expanding a market requires a vast investment of capital, but because of the strategic alliance, Lufthansa do not have to incur large investments to enter any new marke ts or face any risk. However, the company is also trying to expand the international market by acquiring renowned small carriers of different countries and establishing alliances with reputed airline companies of the world. Moreover, entering the American market was possible by Lufthansa due to the collaboration of Continental Airlines with the Star alliance. Moreover, in order to expand the international market, the company also established alliances with the airline industries of China and India2. The cooperative strategies being adopted by Lufthansa helps the company to make

The Importance of Joseph Conrad’s Congo Journey Essay -- Biography Bio

It was the year 1868. A young boy of about nine years of age stood looking at a map of Africa. The boy raised up his hand and stuck his finger directly into the middle of the â€Å"dark continent.† â€Å"When I grow up I shall go there,† said this boy with great enthusiasm (Conrad 13). Little did he know that some years later his childhood wish would come true. Joseph Conrad grew up to become quite the sailor, starting as an apprentice on a French vessel in 1875 and working his way to become a master of English ships from 1878-1889 (Jean-Aubrey 19). He spent fifteen years at sea, traveling to destinations all over the globe. After much traveling he returned home to Europe. While there, he tried desperately to find a new ship to command, but there were none available. He spent months searching and still could not find a ship to call his own. It was then, while stuck in Europe with nothing to do, that Conrad wrote Almayer’s Folly, his first novel. When Conrad was presented with the opportunity to go to the Congo in 1889, he did not hesitate. After months of correspondence between himself and members of the Societe Anonyme pour le Commerce du Haut-Congo in Brussels and the killing of a steamboat captain by natives in the Congo, Joseph Conrad was ready to journey deep into the heart of Africa. The first part of Conrad’s trip would take him to Brussels, where he would sign the final contract, obligating himself to serve for three years as an officer on river steamboats in the Congo. Conrad was to sail on the Ville de Maceio to get to â€Å"Boma, seat of the Government of the Independent State of the Congo since 1886† (Jean-Aubry 46). On the steamer, he traveled with a man by the name of Harou. He was a â€Å"Belgian officer who had mad... ...e, including â€Å"attacks of fever and gout† (Jean-Aubry 73). But, more importantly, the trip had changed who Conrad was. The best way to describe this change would be to quote his lifelong friend Edward Garnett who said, â€Å"Conrad’s Congo experiences were the turning-point in his mental life and that their effects on him determined his transformation from a sailor to a writer† (Garnett 8). Works Cited Conrad, Joseph. A Personal Record. New York: Harper, 1912. Garnett, Edward. Letters From Joseph Conrad 1895-1924. Indianapolis: Bobbs-Merrill, 1928. Jean-Aubry, Georges. Joseph Conrad in the Congo. New York: Haskell, 1973. Karl, Frederick Robert and Laurence Davies, eds. The Collected Letters of Joseph Conrad Vol. 1-6. New York: Cambridge U., 1983. Najder, Zdzislaw, ed. The Congo Diary and Other Uncollected Pieces. New York: Doubleday, 1978.

Comparing Oedipus and Minority Report

Sophocles Oedipus the King and Spielberg Minority Report. (Critical Essay) Sutton, nana. Full Text: COPYRIGHT 2005 Wheeled publications Many English teachers today pair older, canonical works with recent films that strongly allude to those earlier works–Mrs.. Daylong and The Hours, for example, or Heart of Darkness and Apocalypse Now. One palling teachers might consider Is Sophocles Oedipus the King with Steven Spielberg 2002 film Minority Report. While it would be an exaggeration to call Minority Report a futuristic retelling of the Oedipus story, the film does borrow most of the central elements of Sophocles play.In particular, the play and the film share an emphasis on literal and symbolic vision and blindness, a plot device in which a protagonist is told he will commit a murder in the future, and a thematic concern with fate and free will. Minority Report establishes its emphasis on vision and blindness within the first minute of the film. The first words we hear are †Å"You know how blind I am without them,† spoken by a character named Howard Marks about his glasses. As we hear these words, we see a scissor blade stab through the eye of a face In a magazine photo, as Marks's young son cuts out pictures for a homework project.A few seconds later, we see a close-up of an eyeball. All this Is, of course, reminiscent not only of Oedipus stabbing out his own eyes but also of the many comments about vowels and blindness In Sophocles play, such as Oedipus comment to the plague-ravaged chorus, â€Å"How could I fail to see what longings bring you here? † (142). As in the preceding quotation from Sophocles play, both the film and the play employ images of vision and blindness to refer not only to physical sight but also to seeing as understanding.And in both works, this understanding involves past and future killings. In the film's opening minute, we see images of events that have not yet taken place, but which are being â€Å"seen† by a woman named Ghats, the person whose eye appears in the close-up. Ghats is the most gifted of three â€Å"process†Ã¢â‚¬â€œhumans blessed and cursed with the ability to envision murders before they take place, and thus used to warn the police of the murders so they can be prevented, In a system called â€Å"Presence. In the opening scene, Howard Marks has Just â€Å"seen† that his wife Is having an affair and that he is about to kill her and her lover with the scissors. But the police?led by the elm's protagonist, John Anderson–prevent him from doing so. Similarly, in Oedipus the King, the one character who understands the truth and knows the future at the beginning of the play, Eateries, tells Oedipus, â€Å"You're blind to the corruption of your life† (162).In Minority Report, the linking of physical sight with understanding, specifically of murders, extends far beyond the opening sequence. Later, Ghats, tormented by knowing who murdered her mother an d by the fact that the police have been fooled regarding the murderer's identity, repeatedly shouts, â€Å"Can you see? To John Anderson as she tries to lead him to solve the crime. And when Anderson finally recognizes that his interest In this past crime is the reason he has been set up to be arrested for a future murder, his first words are, â€Å"How could I not have seen TLS? –a line reminiscent of Oedipus statement, shortly after realizing the truth of his situation, that he had been too long â€Å"blind to the ones [he] longed to Report play a role analogous to that of the Oracle at Delphi in Oedipus the King, a similarity made explicit in the film. The process stay in an area referred to as â€Å"the ample,† and early in the film, one character refers to the process collectively as â€Å"the oracle,† and their handlers, the police, as â€Å"the priests. And in both the play and the film, soon enough, the oracle tells the protagonist that he will commi t murder. As a young man, Oedipus was told he would kill his father and have children by his mother (185); early in the film, Anderson is informed by the process that he will murder someone named Leo Crow. Although both protagonists are informed that they will commit murders in the future, both the play and the film are set in worlds erupted by the fact that political leaders have not been detected for murders they committed in the past.In Oedipus the King, Thebes suffers from a plague that can be removed only when the murderer of the previous king is discovered and punished–a murderer who turns out to be the current king, Oedipus. In Minority Report, Washington, DC (and thus implicitly the entire nation, especially since precise is about to go national rather than being limited to DC) is corrupted by the fact that the head of precise, Lamar Burgess, has murdered Ghats's mother to prevent losing Ghats as a precook, unbeknownst to anyone but Ghats.Thus in both works, the prota gonist is doubly a detective: he must discover the truth about the oracle's prediction that he would murder someone, and he must solve the murder that corrupts the political world in which the work is set. In addition, the protagonists of both works receive prophecies not only from seemingly divine oracles, but also from blind mortals. Eateries declares that Oedipus is himself the murderer of the previous king (159) and then adds, correctly, that by the day's end Oedipus will be reduced to blind beggar and will know he is both son and husband to his wife, both brother and father to his children (164).In Minority Report, a sleazy character with grotesque, hollow sockets where his eyes should be sells John Anderson a drug he calls â€Å"Clarity† and then says, â€Å"In the country of the blind, the one-eyed man is king†Ã¢â‚¬â€œa statement that proves prophetic later in the film when Anderson, possessing only one of his original eyes, is able to outwit others who are â₠¬Å"blind† to the true situation regarding the murder that Burgess committed. The most obvious, and obviously sight-related, really between the two works is the fact that both protagonists voluntarily lose their eyes.And in each case, this loss of eyes largely coincides with the protagonist's ability to â€Å"see† in a deeper sense. Once Oedipus realizes that he did indeed murder his father and marry his mother–once he sees the truth–he stabs out his eyes. In the futuristic world of Minority Report, omnipresent eye scans make hiding virtually impossible, and so Anderson, once he is wanted for the future murder of Leo Crow, has his eyes removed and exchanged for a different pair to evade detection, having en advised by one of the inventors of precise that â€Å"Sometimes in order to see the light you have to risk the dark. It is only through this swapping of eyes–and through retaining at least one of his original eyes in a plastic bag, for use in eye scans for security clearance–that he is eventually able to â€Å"see the light† and solve both mysteries: why he is accused of murdering Leo Crow and how Lamar Burgess murdered Ghats's mother. When we reach the protagonist's encounter with the person he was predicted to kill, both the play and the film are somewhat ambiguous other), as the oracle had said he would, despite every effort he makes to avoid fulfilling this fate.Indeed, his efforts to avoid his fate lead him to precisely the spot where he must be to fulfill it. But critics have long emphasized that the character traits Oedipus displays in the plays present are precisely the ones that would have naturally led him to react as he did when he encountered his father (Knox and Thaliana 598). They have also emphasized that the gods can know the future without causing it (Odds 23). Thus, the killing seems both an expression of inexorable fate and the natural expression of Oedipus character.Similarly, when John And erson finally confronts Leo Crow, he tries to arrest Crow rather than kill him– but Crow, determined to die, grabs for Andersen's gun and is eventually fatally shot, with the film ambiguous as to whether Anderson (accidentally) or Crow (intentionally) pulls the trigger. So, Anderson does not attempt to murder Crow yet plays a role in the man's death. Moreover, the film paradoxically insists that although the future can be accurately predicted, those who know their future have the power to change it.Thus, both works concede considerable power to fate but also leave room for free will. Minority Report alludes to Oedipus the King in smaller ways as well. Early on, a character named Danny Witter repeatedly mentions finding a â€Å"flaw† in Anderson– surely an echo of the concept of â€Å"tragic flaw† in characters like Oedipus. Later, as curiosity leads Anderson toward confronting Leo Crow, whom he has never met but whom he is â€Å"supposed† to murder , Ghats warns him, â€Å"You have a choice. Walk away. Now. † But he refuses, saying, â€Å"l can't. I have to know. I have to find out what happened to my life.

West Chester University Acceptance Rate, SAT/ACT Scores, GPA

West Chester University of Pennsylvania is a public university with an acceptance rate of 74%. WCU offers 125 undergraduate majors across its colleges of Education, Health Sciences, Arts and Sciences, Business and Public Affairs, and Visual and Performing Arts. Academics are supported by a 19-to-1  student/faculty ratio. WCU is a member of the NCAA Division II Pennsylvania State Athletic Conference (PSAC) with 23 mens and womens varsity teams. Considering applying to West Chester University? Here are the admissions statistics you should know, including average SAT/ACT scores and GPAs of admitted students. Acceptance Rate During the 2017-18 admissions cycle, West Chester University had an acceptance rate of 74%. This means that for every 100 students who applied, 74 students were admitted, making West Chesters admissions process somewhat competitive. Admissions Statistics (2017-18) Number of Applicants 12,002 Percent Admitted 74% Percent Admitted Who Enrolled (Yield) 31% SAT Scores and Requirements West Chester University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 88% of admitted students submitted SAT scores. SAT Range (Admitted Students) Section 25th Percentile 75th Percentile ERW 530 610 Math 520 590 ERW=Evidence-Based Reading and Writing This admissions data tells us that most of West Chester Universitys admitted students fall within the top 35% nationally on the SAT. For the evidence-based reading and writing section, 50% of students admitted to WCU scored between 530 and 610, while 25% scored below 530 and 25% scored above 610. On the math section, 50% of admitted students scored between 520 and 590, while 25% scored below 520 and 25% scored above 590. Applicants with a composite SAT score of 1200 or higher will have particularly competitive chances at West Chester University. Requirements West Chester University does not require the SAT writing section or SAT Subject tests. Note that WCU participates in the scorechoice program, which means that the admissions office will consider your highest score from each individual section across all SAT test dates. ACT Scores and Requirements West Chester University requires that all applicants submit either SAT or ACT scores. During the 2017-18 admissions cycle, 11% of admitted students submitted ACT scores. ACT Range (Admitted Students) Section 25th Percentile 75th Percentile English 20 26 Math 19 25 Composite 21 26 This admissions data tells us that most of WCUs admitted students fall within the top 42% nationally on the ACT. The middle 50% of students admitted to West Chester received a composite ACT score between 21 and 26, while 25% scored above 26 and 25% scored below 21. Requirements Note that West Chester does not superscore ACT results; your highest composite ACT score will be considered. WCU does not require the ACT writing section. GPA In 2018, the average high school GPA of West Chester Universitys incoming freshmen class was 3.43. This data suggests that most successful applicants to WCU have primarily B grades. Self-Reported GPA/SAT/ACT Graph West Chester University Applicants Self-Reported GPA/SAT/ACT Graph. Data courtesy of Cappex. The admissions data in the graph is self-reported by applicants to West Chester University of Pennsylvania. GPAs are unweighted. Find out how you compare to accepted students, see the real-time graph, and calculate your chances of getting in  with a free Cappex account. Admissions Chances West Chester University of Pennsylvania, which accepts nearly three-quarters of applicants, has moderately selective admissions. If your SAT/ACT scores and GPA fall within the schools average ranges, you have a strong chance of being accepted. West Chester also takes into consideration the rigor of your high school courses, not grades alone.  Applicants can strengthen their application by submitting an optional personal statement and showing involvement in meaningful extracurricular activities. Note that WCU does not require  letters of recommendation. Some programs at West Chester University have additional requirements: music applicants must audition, art students must submit a portfolio, and several health-related fields require an interview. In the scattergram above, the blue and green dots represent accepted students. The great majority had combined SAT scores (ERWM) of 1000 or higher, an ACT composite score of 20 or higher, and an unweighted high school average of B or better. Grades and test scores above these lower ranges will significantly increase your chances of being admitted, and you can see that a large percentage of accepted students had grades up in the A range. Interested in West Chester University? You May Also Like These Schools University of PittsburghTemple UniversityPenn State UniversityDrexel UniversityUniversity of Cincinnati All admissions data has been sourced from the National Center for Education Statistics and West Chester University of Pennsylvania Undergraduate Admissions Office.