Jueteng free essay sample

The players numbers and bets are gathered by the kubrador (sort of collecting agent) and forwarded to what we call kabo or bangka. Two number winning combinations are determined by a raffle from two sets of 37 numbered balls. The amount of winnings will depend on the amount of the bet. The higher the bet, the higher the winning. Also, players use strategies in placing bets, where a 3-peso bet could win differently depending on the style of bet. On the other hand, kubrador gets a sort of commission from the winnings, plus incentives (not compulsory) from the winning players. So, in short, it serves as a source of livelihood for them. But why is jueteng illegal and yet PCSO Lotto and Pagcor Casinos are not?The two also are numbers games; there are players and winnings on the pot. One common reason given by those who opposed the legalization of jueteng is that the lower class of community tends to depend on luck (chance of winning) in jueteng. We will write a custom essay sample on Jueteng or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, those who opposed jueteng want to cut or even stop the bribe being given by gambling lords to police enforcers, politicians and others. Legalizing Jueteng in our country doesn’t affect the whole country. Let the people be responsible for dealing with their lives. Let no one dictate what is good or bad for ones life. Let people decide where to spend their money and learn from their bad decisions, in case they lose. Second, only police enforcers and politicians are benefitting from it. There are many issues of bribery that even went up to the Office of the President, as in the case of  former president Joseph Estrada  that eventually led to his guilty verdict on his plunder case. If there are legal numbers games, why not jueteng? Why not let the government and the people benefit from it and not those corrupt politicians and law enforcers receiving the blood money?Admittedly, jueteng is very popular with both rich and poor people and I think legalizing it will benefit the people and the government in a way. http://sharedreviews. com/article/to-legalize-jueteng-or-not-in-the-philippine s Lot of Filipinos is putting their everyday living in LUCK. Even there are only few chances in winning but then if Jueteng will be legalized lots of politicians, police and others will Jueteng is a numbers game played in the Philippines that is surrounded by controversy because despite its illegal status, it is widely played in the country. Jueteng comes from the Chinese words â€Å"hue† meaning flower and â€Å"teng† meaning bet. It is played by Filipinos of all classes, and operated through an elaborate network of agents and gambling lords. In Jueteng, 2 sets of balls numbered 1 to 37 are combined and then two numbers are drawn. Whoever has the winning combination wins, and gets a payout of 1:800. In a country where poverty is rampant, many rely on gambling for a quick buck, especially since the minimum bet on Jueteng is virtually close to nothing that everyone can afford to place a bet. In a household, a jueteng agent or collector can even encourage school age kids to place a wager.Many politicians and police are under the jueteng payola, or jueteng payoff. These are payment made to those in authority in order to turn a blind eye on jueteng. Former President Joseph Estrada was ousted because of the jueteng scandal, as exposed by Governor Chavit Singson who is a jueteng proponent himself, over a squabble on jueteng payoff. The next president Gloria Macapagal Arroyo is also believed to have received millions in jueteng money. Among those also suspected on the jueteng payee list are Local Undersecretary Rico E. Puno, and Philippine National Police Director General Jesus Versoza.Massive corruption and shameless misuse of power are among the reasons why the Philippines is considered one of the most corrupt countries in the world, coupled with being still a generally poor nation. http://www. qwhatis. com/what-is-jueteng/ , which covers provinces in Central Luzon, has earned the reputation of being the illegal gambling capital of the Philippines due to the proliferation of various forms of illegal numbers games there, including jueteng. In his column Dead Shot, veteran journalist Erwin Tulfo said that while so much â€Å"muck has been hurled against PNP Region VI-A Regional director Chief

A Brave New Audience essays

A Brave New Audience essays Over time, technology has become increasingly more advanced. This is unfortunate for mankind because the more advanced, the more serious television gets, the worse it is for its viewers. It constantly feeds people information with which they take in without even knowing its perils. What they think is an excellent source of information, is actually a dangerous medium through which millions of Americans reduce their intelligence. According to Neil Postman, it is simply just a detriment of content because it focuses more on images, rather than content. In Postman's essay, "The Huxleyan Warning", he exhorts readers that Huxley's prophecies are beginning to be realized. He claims that society will enslave themselves through their love for their own tyranny; the technologies that disable their abilities to think. This technology comes through the form of a television screen. These prophecies, which were first introduced to us by Aldous Huxley, are visible in the movie The Truman Show. "Tr uman", is a normal human being, unknowingly being watched by billions of viewers ever since his birth. Viewers are stuck to their television sets watching his every move. What is unfortunate is that Huxley's beliefs are beginning to be fulfilled; the audience cannot seem to leave Truman. They are prisoners of the television: The Truman Show has created a way of life for them. However, society has not always been drowned out by technology. Culture used to rely on traditional tools, not technology. Tools do not affect the dignity and rectitude of the culture to which they are introduced. Unfortunately we are presented with the phenomenon of technology, most notably the television and computer, which has greatly affected our lives. It is referred to as a phenomenon because it controls its users minds, yet the users cannot even conceive this because they are so deeply involved. "... in the latter half of the twentieth century, [telev ...

Discuss the positive and negative effects of globalisation on today's Essay - 1

Discuss the positive and negative effects of globalisation on today's world. Use evidence to back up your arguments m offer solutions and evaluate them - Essay Example Robinson (2008, p.49) asserts, â€Å"Globalization is characterized by related, contingent, and unequal transformations†. Corporations and multinational organizations play a crucial role in shaping the economy of the world. Mittelman (2000, p.4) states, â€Å"Globalization is not a single, unified phenomenon, but a syndrome of processes and activities†. In today’s world, companies not only carry out their operations in their home countries, but also they have their branches in other countries of the world. It has resulted in sapping the foundations of national economies and also it has successfully unleashed the sub-politics on a quite navel scale. Beck (2000, p.2) asserts, â€Å"Globalization makes possible things which, though perhaps always there, remained hidden during the stage of the welfare-democratic taming of capitalism†. Some of the main advantages of globalization include reduction of poverty, awareness of latest technological advancements, stability in the world’s peace, and rise in living standards of people of poor countries. Whereas some points that go against globalization include doubts about effects of outsourcing, increased number of loafer, mixing up of cultures, and difficulty in industrial competition. Living standards of people has increased over the last 20 to 30 years. Technology has gain lot of advancements due to which people have brought in significant changes to their lives in order to make their lives easier. Without globalization it would have been impossible for a country to introduce technological advancements to other countries. If we take example of third-world countries, it is evident from the fact that 20 to 30 years ago, the living standard of people belonging to third-world countries was pretty ordinary and the number of jobs available for the people was very less. But when the multinational companies belonging to Europe and America started to operate in those countries, jobs were created that decreased the level

Fidel Castro vs Adolf Hitler Essay Example | Topics and Well Written Essays - 500 words

Fidel Castro vs Adolf Hitler - Essay Example Adolf Hitler ruled Germany as a dictator and earned his position through politics whereas Fidel Castro is a revolutionist who overturned the American backed government in Cuba. Fidel Castro fought a revolution for the people of Cuba whereas Adolf Hitler wanted everything for himself. Hitler was a determined man who had the aim of conquering the whole Europe whereas Castro does not have any such aim of conquering the world. The people of Cuba still admire Castro because of his policies whereas many coups were organized to overthrow the government of Adolf Hitler because of his dictatorship. Along with these certain both leaders also share certain characteristics which revolve around their personality. Both Hitler and Castro are known as dictators in the history of this world because of their firm belief in communism. Both are at times designated as killers because under their regime they are held responsible for the killing of many people. Hitler had a plan of killing all the Jews and is considered to be responsible for the death of nearly 40 million people and Castro has the same desire of killing any individual who raises a voice against him. Another special characteristic which both the leaders shared was their hate for the United Nations.

Evaluate two articles on voter turn out. Articles will be uploaded Essay

Evaluate two articles on voter turn out. Articles will be uploaded - Essay Example s has been decreasing as well such that in the mid sixties 2.4 out of every 1,000 women over the age of 20 belonged to the League of Women Voters while this ratio decreased to 0.79 per 1,000 in 1988 (p. 653). Overall, this indicates that interest in the political process is decreasing with decreasing voter turnout since the sixties being a symptom of this phenomenon. The study in question attempts to gauge the effects of personal canvassing, telephone calls and direct mail on voter turnout while improving on gaps in previous research on the issue. It has been indicated that previous research on the issue is not credible because the sample sizes used were too small to provide strong generalizations. Previous research had sample sizes of between 200 and 500 respondents resulting in confidence levels of 95% with a variation of twenty percentage points (p. 654). In contrast, the current research has a sample size that is at least 100 times as large as previous research and excludes students because they are used for personal canvassing in this research (p. 655). The study is based on three types of intervention namely personal canvassing, telephone calls and direct mail that the researchers have labeled as treatments. The total size of the sample size was some 29,380 people selected at random from various neighborhoods around the city. The control groups were not provided any treatment at all while certain groups were provided one or more treatments (p. 655). Certain people demarcated for treatment who could not be reached (such as through phone calls) were shifted over into the control group because they met the criteria of the control group better than that of treatment. This shift of data tends to give this study a more realistic picture of intervention because previous studies have largely failed to accommodate such changes (p. 654). However, in assigning certain groups more than one treatment the research has moved into multivariate analysis that could not be

Effect of Pre-Existing Schemas on Memory Recall

Effect of Pre-Existing Schemas on Memory Recall Aasimah Nabeebocus Abstract: Previous research has shown that everyday memory fails in being able to recall and represent data accurately, measured using a drawing task and recognition task. Researchers have explained this in terms of a schema theory. That is individuals recall and represent information based on their pre-existing schemas. However much research conducted in this field, is outdated, therefore this current study aimed to shed light on this by using the same procedure as †¦Results indicate that while there was a significant difference in the representation of the clock between the copy and memory condition. No significant differences were found in the choice of recall by participants in the memory or copy condition. The result partially supports some previous research, and the implications of this finding suggest potential real life applications. Historically researchers have highlighted the importance of everyday memory. But contrary to this popular view emerging research have actually shown that everyday memory lacks accuracy and lead to biases in perception of everyday objects and situations. Nickerson and Adams (1982) investigated this idea whereby participants were instructed to recall and draw both sides of a U.S. penny. They found that recall was inaccurate and relatively poor, and that the features identified by the participants did not match correctly to the ones on the coin. Morris (1988) who investigated this further found that British students who were asked to identify and recall the right coin, only a small (15 %) percentage of students were able to recall the appearance of the coin. This indicates that simply looking at an object constantly does not necessarily mean that we pay attention and that the memory formed is correctly retained. Cohen (1989) proposes a theory that best explains this notion of failure in accurate memory recall. Schema theory suggests that our capacity to recall information is based on existing knowledge and prior experiences. In addition, it claims that our day-to-day memory â€Å"consists of a set of schemas, or knowledge structures through which we form our knowledge of objects, situations, events, or actions t learnt from previous experience†. A study that lends firm support to this theory was examined by Allport and Postman (1947). In their study participants were shown a photograph of a black male being menaced by a white male on the subway. When participants were questioned afterwards about the offender, participants were more likely to recall and identify the black man as the offender. It appears therefore that limiting ourselves to what we already know can biased one’s view on how they may perceived and recall a situation or person. Furthermore, a study by Williams and Richards (1993) investigated the effect of everyday memory on our ability to accurately recall roman numbers on a clock. The advantage of using such method was useful , as the number four was represented differently on a clock than to how it appears in roman numerals. Therefore, by varying the conditions in which participants engaged, they were able to detect whether participants resorted to using their schematic memory when trying to draw and recall the numbers on the clock. The three conditions included: (forewarned) where participants were instructed to look at the clock for a short period of time, as they would be asked to draw it after it had been taken away from their sight, (surprise) in this condition participants were simply asked to look at the clock, then later asked to draw it once it had been taken away, (copy) in this condition participants were instructed to draw the clock that appeared in front of them. Their results indicated that in the forewarned and surprise condition, participants were more likely to make mistakes and draw the figure four as â€Å"IV†, whereas those participants in the copy condition drew the figure four precisely to how it appeared on the clock e.g. â€Å"IIII†. Therefore it appears that the participants in the two memory conditions were more likely to recall information based on their schematic memory, this supports the theory that schemas do directly influence how we recall and represent information. However a limitation that stems from this study is that the participants in the copy condition were effortlessly drawing the clock that appeared in front of them, therefore schemas were not useful when asked to draw the clock. A study that accounts for this limitation is by Richard, French and Harris (1996). In their study the same method was applied, as participants engaged in 3 conditions, (forewarned, surprise, copy) and were asked to draw the clock but additionally they were asked to participate in a recognition task afterwards. Their results showed that the participants in the copy condition, when asked to choose between two pictures and identify which of the two clocks presented to them had the correct figure i.e. (4). Participants were more likely to recall the figure (4) being represented as â€Å"IV’ on the clock rather than â€Å"IIII†. In sum, while these findings provide evidence that schemas do have an impact on our ability to recall and recognise information. Much of the research conducted is outdated. Therefore, the findings cited above suggests that more recent research is to be conducted to find out whether the same results would be obtained at this present time. For this reason, the current study aimed to repeat the same procedure used in previous research in order to shed light on this issue. Since findings have been consistent, we proposed two experimental hypothesis based on Richard Harris (1993) and French Harris’ (1996) findings , which is stated below: H1: In the drawing task, there will be a significant difference between the two conditions i.e. memory condition and copy condition. The participants in the memory condition will be more likely to incorrectly represent the figure (4) as â€Å"IV’ compared to participants in the copy condition. H2: In the recognition task, there will be a significant difference between the two conditions i.e. memory condition and copy condition. Of the participants who accurately represented the figure four as ‘IIII’ in the drawing task, those in the copy condition will be more likely to accurately recall the figure four as ‘IIII compared to participants in the memory condition. Method: Participants: In the study 61 students were undertaking this experiment . However, two were excluded from the analysis because one participant drew the clock with ‘1,2,3,4 o’ clock etc. rather than Roman numerals, and a second did not complete the critical ‘IIII’ or ‘IV’ choice. Therefore our data only included a total number of 59 participants, this included 4 males and 55 females, aged between 18 and 30 years old. The mean for the age=19.21, SD=1.18, range=18-30. The participants were all undergraduate psychology students at Queen Mary University of London and were selected from 1st year undergraduate at Queen Mary. The participants were appropriately briefed prior to the experiment and informed consent was obtained. Lastly, the researcher ensured that all ethical guidelines were met and was approved by Queen Mary University of London Ethics Committee. Design: In this experiment, a between -subject design was used as participants only took part in one condition. The researcher also insured that all participants were randomly allocated to each condition. The independent variable were the three types of conditions: (surprise, forewarned and copy). While the dependent variable was whether participants drew or recognised the figure (4) as ‘IV’ or ‘IIII’ and how frequently participants recall or recognised the figure (4) as being ‘IV’ or ‘IIII’. Procedure: Small groups of participants took part in each condition, this was to ensure that all participants observed the clock clearly and no obstructions were present. The clock used in the original studies was a standard clock made by Samuel Bishop of London, with clear Roman Numerals on the face. The figure (4) appeared as ‘IIII’ on the clock. The time on the clock was adjusted at ten past seven. In this current experiment, a picture of the clock was employed rather than the actual clock used in French and Richard (1993) study. The experiment compromised of 3 conditions (forewarned, surprise and copy). Each group of participants were assigned to one of these conditions. These conditions were carried out chronologically. In the first condition (surprise). Participants were informed to simply look at the clock for a period of 5 minutes. Once the picture had been taken away from their sight. Participants were then asked to draw the clock from memory. In the second condition (forewarned). Participants were informed that they would be asked to draw the clock after observing the clock for a short period of time. But that they could only draw the clock, once the image had been taken out of their sight. In the third condition (copy). Participants were informed to observe the clock and draw the clock. In all the conditions participants were asked to state on their drawing sheet their age, sex, conditions ( and personal identifier, this was composed of their mother’s first two initials and their date of birth. In all the conditions (forewarned, surprise, copy) a recognition task was also carried out after the drawing task. This was the same method employed by Richard Harris (1996) in their study. In the recognition task, participants were presented with two pictures of the clock at the same time and asked to choose the correct picture that matched the clock that they had previously observed. In each of the group, half of the participants obtained both pictures in which the correct picture was placed on the left, and the rest of the participants obtained both pictures in which the correct picture was placed on the right. After participants had made their choice they were asked to write down which conditions they took part in (i.e. 1st, 2nd or 3rd) age, sex and personal identifier this was to ensure that their data from the drawing task could be matched accordingly. [MW1] Results: Count 24 7 IV Expected count 18.4 12.6 Count 11 17 IIII Expected count 16.6 11.4 MC CC Count 4 11 IV Expected count 5.7 9.3 Count 7 7 IIII Expected count 5.3 8.7 All the participants drawing were assessed to see whether they presented the figure four as ‘IV’ or ‘IIII’. The frequency of this is shown for each condition is shown below. There was no difference in the results between the forewarned and surprised condition, as a result these two data were collapsed into one condition called ‘memory condition’, this was carried out in order to increase the statistical power of the test. Given the test is categorical, we used a non-parametric test to examine whether the differences were significant. A chi-square test was conducted on the data. The test revealed that there was a significant difference between how participants represented the number 4 in each condition, chi-square (1)=8.87,p=. 003. In the recognition data, analysis was only taken for those participants who accurately dew four as ‘IIII’ in the first part of the study (drawing task) .A chi-square was conducted on the data to see if there was a significant difference in participant’s ability to identify the correct clock from two possible options, whether they had previously copied or drawn it from memory. The test revealed that there was no significant difference between the choices in recall made by participatns in the mempry and copy condition, chi-square (1)=1.68, p >.05 [MW3] Discussion: This study aimed to add to previous old research by looking at whether the same result would be found at this current time. The results showed that in the drawing task there was a significant difference in the frequencies i.e. whether they accurately or wrongly represented the figure (4) as either ‘IV’ or ‘IIII’ between the two conditions. However there was no significant difference between the numbers of correct recalls made by participants in the recognition task. Therefore, our first experimental hypothesis is supported while our second hypothesis is rejected. This shows that in the drawing task, those participants in the memory conditions who incorrectly represented the figure (4) as ‘IV’ were more likely to use their schematic memory rather than actually processing the information. However those participants in the copy condition who accurately drew the figure (4) in the drawing task butwrongly recalled the figure (4) as ‘IV’ i n the drawing task. This shows that observing the clock while drawing did not facilitate the participant in processing or encoding that information, thus affecting their ability to accurately recall it later on.[MW4] These findings are in accordance with Williams et al (1993) study that found that in the drawing task, participants in the copy condition were accurate in their representation of the four compared to participants in the memory condition (forewarned and surprised). Additionally, our results is partially supported by Richard, French et al (1996) who found that those in the copy condition were more likely to recall the figure (4) inaccurately though they had represented the number 4 accurately in the drawing task. A plausible explanation, may be that participants were effortlessly drawing what appeared in front of them, therefore more likely to get it right in the drawing task but when asked to recall the information as they did not pay attention they resorted to using their schemas in order to recall what the figure (4) appeared as on the clock. However, unlike our results this study did find a significant difference between the memory condition and copy condition when asked to recall. As those in the memory condition who represented the figure (4) accurately in the drawing task, none of these participants inaccurately recalled the four in the recognition task. The fact that that these results are only partially consistent with previous research points to a possible limitation within the study. Due to our study consisting a small sample size, this suggests a possibility in creating a Type II [MW5]error. A type two error is â€Å"falsely rejecting the null hypothesis and stating that the results are due to chance†. Therefore having a larger sample may have yielded more statistically powerful results, this is supported by Richard et al (1996) who found a statistically significant difference. Additionally, using a different statistical test may have been better given the small sample size, a good alternative would have been a Fisher exact test [MW6]this is again supported by Richard et al (1996) who found statistically significant difference when running a fisher test. Further, one possible explanation for the outcome of this result is the impact of interference on students schematic memory[MW7]. A study by Nickerson and Adams (1979) suggested that participants who drew the penny incorrectly may have have difficulty in differentiating between features of an old and current penny. This results indicates that roman numerals learned at school may have interfered with participatns ability to form new memories of the clock face, this is increasingly more prominent in younger students as they have had less exposure to roman numeral clock faces. Therefore participants may have recognised the number 4 as ‘IV’ rather than ‘IIII’. Finally, the impact of these findings are not only interesting, but could hold significance in real life situations . In a case study in which a young lady Jennfier Thompson (1984) was raped, it was found that when asked to identity her rapist she falsely accused an innocent man . This finding suggest that memories are not infallible and can be influenced easily by schemas or other factors. Nickerson, R. S., Adams, M. J. (1979). Long-term memory for a common object.Cognitive Psychology,11(3), 287-307. [MW1]Perfect method, well done à ¯Ã‚ Ã…   [MW2]You need to portion out the forewarned and surprise memory conditions in the initial frequency table. You can then explain why the conditions were collapsed together afterwards (this is what Richards and co did) [MW3]This isn’t reported correctly. You need to put it inside brackets, and you need to use the Greek symbol for Chi which is χ [MW4]If you’re looking to cut words, I think these two paragraphs can be shortened. [MW5]This is written as Type II Good old roman numerals 😉 [MW6]Needs capitals – Fisher’s Exact Test [MW7]As I said before, this is not a limitation. This is a possible explanation for the results.

Philosophy and Religion - Are they Compatible? Essay -- Ethics Christi

Philosophy and Religion - Are they Compatible? The death of God. Just the sound of the phrase makes it seem like a scary event, one that would change the life of everyone involved. The idea of the "death" of something implies that it did, at one time, have life or vitality. Friedrich Nietzsche uses this phrase to make a point, to define an event, which signifies the last man's life as pathetic. Perhaps we realize that God is not dead; perhaps our belief in God is so sure, that even contemplating Nietzsche's ideas appalls us. The truth is, his ideas make us think. They make us contemplate our beliefs and our mentality. I suggest that Nietzsche has a point; we must discover the role of religion in our lives. Does it draw us to act as one of the herd? Does religion weaken us, as he suggests? Or is our salvation and strength through God? Rather than having to look the possibility of an overman for strength, religion and God offer strength rather than weakness. Nietzsche offers to us an opportunity to rethink our set opinions and question the strength of our belief. I suggest that his concept of the overman and our concept of a follower can be reconciled. I will attempt to reconcile his self-power with our belief in the power of God through looking at other philosophers as well as Nietzsche. Why should we care what Nietzsche thinks about Christianity, about life, or even about God? "We cannot afford to ignore the bracing, stimulating side of Nietzsche's view of life, his exposure of softness, of flimsy and sugary sentimentalism, of our slipshod temper, of the mental atmosphere of the slacker" (Foster 191-2). And why can't we afford to ignore his ideas? Because he presents a new idea of the human: the herd tendencies, the ... ...e and choose faith over sin. With the ideas of thinkers from Nietzsche to Kierkegaard intact, I feel the time has come to present my own ideas. In contrast to Nietzsche, I offer the thought that power can be found through humility. Perhaps it would be best for us to bring the questioning and self-power found in Nietzsche together with the faith and love of God found in Kierkegaard and Lewis. Works Cited Lewis, C.S. "Faith Proves the Existence of God to the Believer" Marx, Karl. The Marx-Engels Reader. Ed. Robert C. Tucker. New York: Norton, 1978. Weber, Max. The Protestant Ethic and The Spirit of Capitalism. Los Angeles: Roxbury, 1998. Foster, George Burman. Friedrich Nietzsche. New York: The Macmillan Company, 1931. Nietzsche, Friedrich. The Gay Science. New York: Vintage Books, 1974. Jung, C.G. "Seminar on Nietzsche's Zarathustra".

Examples of Satire in Adventures of Huckfinn Essay

Example 1: The first example of satire is from chapter 16 when a homeowner sees Jim and thinks that he is an intruder and sends his dogs on to him, then as soon as he realizes that Huck is with him he calls them off, this is a form of satire because it is funny because people often do that to people depending on their race, as in racial profiling. For example if he had seen Huck first he may not have sent his dogs onto them. Example 2: The second example of satire is from chapter 17, when Huck stays with the Grangerfords in this chapter they mention how much they hate the Shepherdson’s; this may be a satire about how much society hates God’s children, because Jesus is our shepherd and Christians are His children therefore making all Christians the Shepherd’s children. Although not all of society hates Christians, it has become politically correct to not be a Christian for some reason and in our public schools they are teaching everyone but Christianity and that almost reflects Huck’s situation. Example 3: Shortly after that someone tries to shoot Harney, but misses, they may be a satire of how when Jews tried to killed Jesus they failed in doing so. Example 4: The only clear satire in chapter 20 is that how the Duke and the King are more concerned about how they are going to catch Jim, the run-away slave, and not concerned about the man who is robbing every one of their money. This is a satire to about how our government today is more worried about video piracy and not other very important matters. Example 5: This last satire was not written to apply to this matter but it fits perfectly, in chapter 22 the Duck and Dauphin finally put on their show after a long time of planning and work and choreography, but only 12 people tend the show, this may be a satire example of Obama Care, and how Obama spent so much money and time to produce it but when it was actually released less people signed up for it than people signed the petition to revoke Justin Bieber. Modern Day Examples Example 1: This picture illustrated that our generation uses electronics too much and that even people go to the park they still just sit and use social media or play games on their electronics instead of using the park for what it was built for. (See Picture 1) Example 2: This example if of Obama trying to outlaw guns even though they are basically the only thing keeping him alive, and he doesn’t even realize that outlaws, the ones who are killing people are going to get guns anyways because they are outlaws for crying out loud, they don’t obey the law. (See Picture 2)

What Is Science Olympiad A Complete Guide to Winning

What Is Science Olympiad A Complete Guide to Winning SAT / ACT Prep Online Guides and Tips Are you interested in joining your school’s Science Olympiad team or are already a member and want to learn how to become a better competitor? This is the guide for you! I was on Science Olympiad for six years in middle school and high school. Four of those years my team went to Nationals, and I eventually became team captain and placed first in the nation in one of my events, so I know all the ins and outs of this competition.I’ll go over everything you need to know about what Science Olympiad is, what team members do, how competitions work, and howyou can be a standout competitor. What Is Science Olympiad? Science Olympiad is a team competition activity for middle school (referred to by Science Olympiad as Division B) and high school (referred to as Division C) students. This guide will focus primarily on high school Science Olympiad teamsalthough most of this information is true for both Division B and C. There are currently over7,000 Science Olympiad teams across the country.A school’s team has up to 15 members who will compete at Regional, State, and National competitions. Teams can also have alternate members, although those members won’t compete except in special circumstances (learn more aboutalternatemembersin the next section). Division C has 23 different events that cover nearly every area of science, from earth science to cell biology to robotics and more. Each competition will have every event.Team members are usually assignedthree or fourevents (typically only experienced members will get fourevents).Most events have twopeople working on them, although for some events you are allowed to have threemembers on the event. Science Olympiad team members often meet throughout the entire academic year. A team is usually assembled in the fall and competitions are held in the spring.If more than 15 people at a school want to join Science Olympiad, theschool will often hold tryouts, similar to sports teams. Candidates will typicallytake science tests and the 15 students who score the highest will make the team. Read on to learn what members do once they join the team. What Do Members of Science Olympiad Do? Science Olympiad members spend most of their time preparing for their events. You will have to meet regularly for each of your 3-4 events to do well in competitions.Each event will have its own meeting time when you will work with your teammate(s) for that event as well as the event coach (usually a teacher but can also be a parent or other adult who knows the subject).For example, you could meet for your Forensics event Mondays after school, Experimental Design Thursdays after school, and Wright Stuff on Saturday afternoons. Each school creates a different meeting schedule, but many schools, particularly if they have a history of performing well or are trying to strengthen their team, will have a meeting once a week for each event. This can make Science Olympiad a significant time commitment, similar to a sport, except that it often lasts most of the year. Alternate Team Members Alternates are often members who didn’t quite make the official team but are still allowed to attend meetings and help the team prepare. Many students are alternates for a year before they join the team, and that year of preparation can help them gain a lot of knowledge onScience Olympiad and specific events. An alternate will only officially compete if a team member drops out or can’t make it to a specific competition.However, some competitions have special events that are only open to alternate team members. These events don’t affect a team’s final rank or score, but theygive alternates a chance to become familiar with competitions and see how they compare to alternates from different schools.At some schools, alternates help with all events while at other schools they only focus on a few events, similar to team members. Science Olympiad Events As mentioned above, Division C has 23 different events, which you can view here. You can click on each event to get more information about it.At most schools, each team member will make a list of the top events they’d like to have, and the head coach will assign events. Members who have been on the team longer usually get first pick, and most members keep all or most of their events the same from year to year. The events are organized broadly by topic, such as life science, technology, and chemistry.This is useful if you are looking to sign up for events that match your specific interest. For example, if you are interested in biology, you may want to join the Cell Biology, Anatomy and Physiology, and/or Invasive Species events. However, there is another important distinction to be aware of. Most events can be sorted into one of two categories: study events and building events. These aren’t official terms, but a lot of schools use them, and they can be very helpful when you are trying to figure out which events to participate in. Study events are somewhat similar to preparing for a school science class. As the name suggests, they involve a lot of studying books and articles in order to prepare, and competitions often involve completing a written test.Some study events include Anatomy and Physiology, Dynamic Planet, and Astronomy. Building events, on the other hand, are more hands-on and require participants to spend more time creating something than book studying. The creation can be a glider, protein model, or something else. For some building events, students spend the entire year creating whatever it is they need for the event, while for other events you are required to do the building from start to finish at the competition.Some building events include Wright Stuff, Bridge Building, and Protein Modeling. Both categories can be interesting and teach you a lot. To learn more about how to choose the best events for you, scroll down to the section â€Å"How Can You Excel at Science Olympiad?† How Do Science Olympiad Competitions Work? Competitions are the main purpose of Science Olympiad; they are why you’re doing all that studying and preparation! Competitions are often held on college campuses, and the whole team (along with coaches) will travel to them to participate. Smaller competitions, such as Invitationals and Regionals, often last only a day, but State and National competitions usually take place over an entire weekend.Different events compete throughout the day; your team will be given a schedule several weeks ahead of time, so you know when your individual event competitions take place. For most events, members for that event from all schools will compete at the same time,although for some building events teams compete one at a time throughout the day.Your team will be assigned a homeroom, and when you’re not competing, you can prepare for your other events, relax, or meet people from other schools. Award ceremonies are held at the end of the day on the last day of competition. Medals are awarded tothe top teams in each event, and all-around awards are also given to the schools that had the highest scores when all event scores are combined. Reminder: teams advance to different competition levels together. That means that, even if you get first place in all your Regional events, you will not advance to State unless your team did well enough overall to advance. There are four levels of Science Olympiad competitions, and Iexplain each in more depth below. Invitationals The purpose of an Invitational competition is to help teams get more preparation; the results don’t affect future competitions or how far your team will advance.A high school will often organize an Invitational and invite other nearby schools to compete. They will be very similar to actual competitions. Invitationals are a great way for you and your team to get more competition experience and see how well you are doing compared to other teams. If you are on a team that is new or would like to improve its competition results, talk to the teacher in charge of Science Olympiad and suggest the team attend an invitational or host their own.Unlike other competition levels, a school can compete in multiple Invitationals during the year. Invitationals are held before the actual competitions, often in the late fall or early winter. Regionals Regional competitions are organized by state. The number of Regional competitions a state has is determined by both how large the state is and how many Science Olympiad teams the state has. Some states have tworegional competitions, while others can have a dozen or more. (Some states with very fewteams don’t have Regionals. Instead, participants go directly to the State competition.) The top schools advance to the State competition. The number of schools that advance varies by each competition. Some send the top two schools; others can send six or more teams to State. Regionals are typicallyheld in February or March. State Each state will have one State competition. The caliber of the teams is often significantly higher than it was at Regionals, so be prepared for that.The top 1-2 teams will advance to Nationals, out of often 20 or more teams competing. State competitions aretypically held in early-mid April. Nationals This is the highest level of competition. If you and your team have made it this far, congratulations!The National competition takes place at a different college campus each year, so you may have to miss a few days of school so your team can travel there and back. Nationals can be a lot of fun because you get to explore a college campus, meet people from all over the country, and there is no pressure like there is at State to advance to the next round. Nationals are usuallyheld in May, and the awards ceremony often has a prominent scientist as the keynote speaker. What Are the Benefits of Science Olympiad? Now that you know the basics of Science Olympiad, why should you consider joining it? Read on to learn about some of the top reasons to participate. Benefit #1: You Can Get Advanced Scientific Knowledge As a member of Science Olympiad, you can get very advanced scientific knowledge in certain subjects.Team members often use college-level textbooks and other learning materials in order to become experts on the subjects their events cover. When I was in Science Olympiad, one of my events was Dynamic Planet, which focuses on a different earth science topic each year. My first year the topic was glaciers, and by the end of the year, my partner and I had studied so much that we knew more about glaciers than probably anyone except people who studied them for a living.Gaining such advanced knowledge in a particular area of science can give you a huge head start if you plan on studying that subject in college. Even if your events don’t directly relate to your career goals (I did not become a glaciologist), the practice you get at studying a subject at a high level will help you when you enroll in college and have more rigorous classes. I know I felt much more prepared than many of my peers when I first enrolled in college science classes because I had a lot of practice in studying, researching, and understanding complex scientific ideas. If you prepare enough foryour Science Olympiad events, you could end up as smart as this guy. Benefit #2: You Can GainResearch and Writing Skills Another potential benefit of Science Olympiad is that, by preparing for your events, you can greatly improve your writing and research skills.Almost every event requires some research, and the study events especially will give you great practice in researching scientific topics.Some of the events that require the most writing include Write It Do It and Experimental Design. Even if you don’t end up studying science in college, research and writing skills are two of the most important skills you can have if you want to do well in school. You’ll likely end up using them no matter what subject you major in, and if you’ve already developed these skills in Science Olympiad, you’ll be that much more prepared compared to your classmates. I personally believe that Experimental Design is one of the most usefulevents to do. Although I initially didn’t think its description sounded very interesting, I was placed in Experimental Design my first year in Science Olympiad and ended up competing in it all six years. In Experimental Design you quickly design, conduct, and write up a small scientific experiment. My two partners and I did a practice experiment almost weekly, and after six years of this, I felt like I could design a scientific experiment in my sleep. This was a huge advantage when I started college and took scientific lab classes. While my peers struggled to understand how to set up an experiment and write up the results, I already had years of practice. If you plan on doing any sort of research in the future, I’d highly recommend this event. Benefit #3: It's Impressive to Include on Your College Applications Colleges like to see applicants with extracurricular activities, and Science Olympiad can be a great one to include. First, as mentioned above, participating in Science Olympiad will give you the opportunity to learn about multiple areas of science and developresearch and writing skills. If you’re planning on majoring in science, this will be an even bigger bonus because participating in Science Olympiad willshow schools that you’re interestedenough inscienceto want to learn more about it outside of class.Colleges want to admit students who are passionate about the subjects they plan on studying and majoring in. If you do well, you may also get awards, which you can include on your applications.There are many opportunities for awards at each competition level, and receiving an award further shows colleges that you’re knowledgeable about science and can apply yourself in your extracurriculars. Finally, Science Olympiad also requires a lot of teamwork. You will use teamwork all the time, as you and your partners work out the best ways to do well in events. Because college also requires a lot of teamwork and team players often get along with their peers better, colleges like to see applicants who can show they have experience with teamwork and working well with others. Benefit #4: There's a Chance to Win Scholarships If you and your team are Science Olympiad standouts, there is a chance for you to win (sometimes very large) college scholarships.Sometimes at State competitions but often at Nationals, students who place top in their event will be awarded a college scholarship. These scholarships are often specifically for the school that is hosting the event (so if the National competition is at the University of Illinois, the scholarship will often only be usable if you attend the University of Illinois); however, some can be used at any college or university. Especially in Division C, these scholarships can be very generous. At many National competitions, the hosting school will offer students who place first in one of their events a sizable scholarship, and some even offer free tuition for all four years. This can save you tens of thousands of dollars and reduce your college costs dramatically. Doing well in Science Olympiad can winyou a lot of money for college. What Are the Drawbacks toScience Olympiad? In spite of its benefits, there are also potential drawbacks to Science Olympiad. The first is that Science Olympiad can be a significant time commitment. Many teams have their members meet several times a week throughout the majority of the school year, and you will also have to spend several of your weekends at competitions. This can be challenging to do if you are already trying to find time for other activities. A second potential drawback is that Science Olympiad may not be particularly enjoyable if you aren't interested in science. While some events focus more on other subjects like math and engineering, it's likely that at least one of your events will have a heavy science focus. If you don't like science, this could make it very boring to prepare for your events. Third, it's quite difficult and rare to win scholarships at Science Olympiad. Out of the tens of thousands of students who compete, only a handful will end up winning scholarships. This drawback is true for many activities, but it's important to keep in mind if one of the main reasons you're joining Science Olympiad is in the hope of winning some money for college. How Can You Excel at Science Olympiad? Science Olympiad is a team event, and how far you advance in competitions will depend not only on you but also your teammates and coaches. While you can’t control what they do, you can take it upon yourself to excel at your events. This can help you win awards at competitions and motivate your teammates to give their best effort as well. Follow the below tips to become a great Science Olympiad competitor. Tip #1:Choose Events That Play to Your Strengths Picking your events wisely is key to how well you do in Science Olympiad and how much you enjoy it.While you may not have complete control over which events you do, especially for your first year on the team, you usually can submit your top choices for consideration.There are two major things to think about when choosing events: 1. Which areas of science do you enjoy the most or want to learn more about? As mentioned above, Science Olympiad events cover many areas, so you have some choice over what topics you’d like to focus on. If you’re planning on being pre-med, maybe you want to do the Cell Biology and Anatomy Physiology events. If you’ve always been interesting in engineering and aviation, Wright Stuff may be a great event for you. 2. Would you prefer study events, building events, or a combination of both? Preparing for a study event can be very different from preparing for a building event.Study events often include more reading and writing, and the amount of time you have to spend on them remains relatively consistent throughout the year.Building events are more hands-on and may require you to spend a lot of time on them (say an entire weekend) in order to get something right, and then not much time for a few weeks after that. Think about which types of events you’d prefer and be best at. Students who want to continue to study a particular subject in college and prefer a consistent practice schedule may prefer study events, while those who prefer to be more active and don’t mind spending time tinkering to get the project exactly right may do better with building events. It’s also very common for students to do a mixture of both events. I mostly did study events, but when I took on a fourth event I chose a building event, and I really enjoyed the change of pace.Also, don’t worry if you don’t get your top events right away. My first year on the team I didn’t get a single event I requested, and I still managed to enjoy myself and do well. Tip #2: Be Prepared to Put in the Time You can be certain that the teams that do best at Regionals and State and move on to Nationals meet about once a week for each of their events.Even if you’re getting great grades in your science classes, you likely won’t do well in Science Olympiad if you don’t study specifically for your events, since most events ask questions on specializedtopics or require you to use specific skills. Doing well in your events requires regular meetings for each of your events, and you should be prepared to set aside this time when you join.Set up regular meeting times with your partners and coaches soon after you know which events you have. It may seem like Regionals is a long way away at the beginning of the school year, but starting your preparation early will help you feel more confident and reduce the need to cram right before competitions. If you want to be a stand-out competitor, be prepared to put in enough preparation time before competitions. Tip #3: Be Ready on Competition Day Competitions are when you get to show off all your hard work. Here are some tips to make sure these daysgo smoothly: Know exactly where and when each of your event competitions are. Get there early so you can set up your materials and be calm and ready when the timer starts. Make sure you bring along all the recommended and required materials for each event (there is usually a list given out before competitions that lets you know what to bring for each event). If you feel like something was scored incorrectly (and this does happen occasionally), tell your coach and have them talk to one of the supervisors immediately. The sooner this happens (ideally before the awards ceremony), the better chance you have of it being resolved in your favor. Conclusion Science Olympiad is a great extracurricular for students who enjoy science, math, orengineering. Participating in it can help you gain in-depth scientific knowledge as well as other skills that will be useful in college. Science Olympiad competitions are a way to meet new people and show your knowledge and skills. As long as you choose your events wisely, prepare for your event throughout the year, and are ready on competition day, you have an excellent shot at doing well in your events and possibly winning awards and scholarships. Good luck! What's Next? Do you love science? Check out our guide to learn which science classes you should take in high school. Thinking about other science-related activities to participate in? Check out our complete guide to competing in science fair. Want to learn about other impressive extracurricular activities? Read our guide to seefour examples of outstanding extracurriculars that are sure to impress colleges. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Benefits to Getting a College Degree

Benefits to Getting a College Degree Being in college is hard in many ways: financially, academically, personally, socially, intellectually, physically. And most students question why they are trying to get a college degree at some point during their college experience. Simple reminders of the reasons why you want to get a college degree can help keep you on track when you feel like getting off. Tangible Reasons to Get a College Degree Youll make more money: figures range from several hundred thousand to a million dollars or more over your lifetime. Regardless of the details, however, youll have more income.Youll have a lifetime of increased opportunities. More job openings, more chances at promotions, and more flexibility with which jobs you take (and keep) are just a few of the doors that will be opened when you have your degree in hand.Youll be more empowered as an agent in your own life. Youll be better educated about the things that have an impact on your day-to-day existence: knowing how to read a lease, having an understanding of how the markets will influence your retirement accounts, and handling the finances of your family. A college education can empower you in all kinds of ways to be more in control of your lifes logistics.Youll be better able to weather adversity. From having more money available (see #1 in this list!) in a savings account to having marketable skills and an education during an economic downturn, having a degree can come in handy when life throws you a curve. Youll always be marketable. Having a college degree is becoming increasingly important in the job market. Consequently, having a degree now will open doors for the future, which will in turn open more doors and make you more marketable later ... and the cycle continues. Intangible Reasons to Get a College Degree Youll lead a more examined life. The critical thinking and reasoning skills you learn in college will stay with you for a lifetime.You can be an agent of change for others. Many social service positions, from doctor and lawyer to teacher and scientist, require a college degree (if not a graduate degree). Being able to help others means you have to educate yourself to do so through your time in school.Youll have more access to resources. In addition to the financial resources, youll have access to through your higher income, youll also have resources in all kinds of unexpected and intangible ways. Your roommate from freshman year who is now an attorney, your friend from chemistry class who is now a doctor, and the person you met at the alumni mixer who may offer you a job next week are the kinds of benefits and resources that are hard to plan for but that can make all the difference in the world.Youll have future opportunities in ways you may not be considering now. When you graduate from college, you may have never even given a second thought to graduate school. But as you get older, you may unexpectedly develop a strong interest in medicine, law, or education. Having that undergraduate degree already under your belt will allow you to pursue your dreams once you realize where they are going. Youll have a strong sense of pride and self. You may be the first person in your family to graduate from college or you may come from a long line of graduates. Either way, knowing you earned your degree will undoubtedly give a lifetime of pride to yourself, your family, and your friends.

McCarthy, Murrow and the Use of Media Essay Example | Topics and Well Written Essays - 1000 words

McCarthy, Murrow and the Use of Media - Essay Example The spirit of the era facilitated the task and made McCarthy’s allegation against the regulation of supporting rebellious actions very efficient. His fight against the Communism in the United States influenced the life of American people and even now its influence is present in the American society. McCarthy accused the government in being â€Å"riddled with card-carrying members of the Communist Party†.1 The political career of Joseph McCarthy ended after 1954. The main goal of the given work is to show that it was the media that made the career of McCarthy and it was also the media that finally destroyed it. The role of the media in McCarthyism creation The famous speech of Joseph McCarthy given on February 9, 1950 made a good start for McCarthyism mainly because it impressed the media. According to Bayley (1981) the speech â€Å"has been the subject of more speculation, argument, and investigation than almost anything he said in the next five years†.2 The medi a, maybe against its wish and due to its carelessness, helped a lot and made a perfect start for era of McCarthyism. The consequences this event had turned into the difficult period in the history of media. The speech given by McCarthy contained much lie, however, journalists published it without any verification. The facts presented in the speech were not only false, they were absurd: â€Å"Why wouldn't he read some of the names on the list, if he had a list? If he had a list where on earth would he have got it? Who would have given it to him? The FBI? The State Department? Why? Could he have worked it up himself?†.3 The reporters who published this speech did not care about these issues, notwithstanding that it was their straight responsibility to check the information before publishing. Many experts consider press even to be responsible for the period when American citizens were misled. Not only printing but also television was successfully used by the shrewd senator. With the help of TV he easily penetrated homes of American citizens. Bayley (1981) points out: â€Å"McCarthy's rise to national prominence coincided with the explosive growth of television in the United States†.4 However, here McCarthy made a mistake: he did not take into account the fact that TV program can’t be corrected or edited and thus it may lead to his breakdown that finally happened. The media and the default of McCarthy The troubles of McCarthy started when he attacked the presidents, notwithstanding that Harry Truman was successfully defeated by him. McCarthy accused Truman in sympathy towards Communists and this fact was negatively treated by the American citizens. The party of Republicans was the next to win with Dwight Eisenhower as a leader. Unfortunately, it was not enough for the McCarthy to have a position of the head of Senate, thus he decided to compromise Eisenhower. McCarthy used press to accuse Eisenhower in being sympathetic to the Communist. 5 Eis enhower gave a speech in response but McCarthy was so self-assured that he answered Eisenhower on TV even not knowing the content of president’s speech. Joseph McCarthy did not know how mature the president was and accused him again but then it appeared that Eisenhower even did not even mention the name of the scandal senator in his speech. According to Reston, the speech of the president was a "note on the principals that should govern the relations between the legislature and the executive under the US

Should Police Murderers Receive Whole-Life Jail Sentences Essay

Should Police Murderers Receive Whole-Life Jail Sentences - Essay Example The murder of a police officer is not just a normal crime considering that it is an impeachment of law enforcement institution. A police murderer is a threat not only to the society but also to the government in place in a state. A police officer has no exceptional life as that of a regular citizen. However, the punishment that should be imposed to a police murderer should be of higher legislation levels following the impact the murder of a police officer has to the face of citizens. Consequently, it is genuine for judges to impose a whole-life jail sentence to police murderers to send a clear signal for the criminals determined to evade the laws set in a state. Police officers have an important role in protecting citizens from criminals and law-breakers. Considerably, most of the police murder crimes happen because of the identity and role of the police officer in preventing criminal activities, which threatens the criminals’ life and their freedom to break law. The death of one police officer, especially by police murders, leaves a substantial number of citizens in the hands of criminals. This possess abundant problem to state security, which is protected by the police (Travis 2013).