Hfgbih fuoiah;f a;eior

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I would perfer not to enter an essay hope you dont mind. I am sure you wouldnt mind and can underatand why I would not want to enter an essay. I really really really dont want to add an essay but would find your website very useful I think. I would obviously enter essays I write in the future provided I agree with the layout, content and overall idea of yu website. I would obviously not want to add anything of mine to something until I am absolutely sure that it is something that I want to be involved with. Hope you understand. I would obviously enter essays I write in the future provided I agree with the layout, content and overall idea of yu website. I would obviously not want to add anything of mine to something until I am absolutely sure that it is something that I want to be involved with. Hope you understand. I hope that you dont mind but I can not put my name on something until I see what that something is The remainer of this essay is gobbledygook in order to make the word count (Ive been pondering that a lot lately. My coach urged me to come up with a mission statement to

guide my various actions and choices. I know how important having options

and variety is to me, how I love to find and share resources on the Web, and how full of vitality I am when I feel fulfilled. As a coach, I love being able to work on clarity, focus, motivation and momentum with clients. How could I put all that into a few words. Well, I did, and I get a buzz every

time I say it. My mission is to stimulate discovery and focus on fulfillment.

What Ive noticed is that when Im feeling distracted or frustrated or overextended, if I ask myself how I can stimulate discovery or focus on fulfillment, I am usually able to see what to do next. It has even made the task-oriented side of myself more at ease when I take a nap. If Ive worked past midnight, and its now pm, a nap IS the most fulfilling thing I can do. And there are times Ive made so many discoveries (check my www.galaxymall.com/books/memoirs/whtsnext.html site for 155 links) that I am quite ready to daydream, to journal, to go to the gym to feel more fulfilled.

A case in point. I raised the rent today for my seven roomers. I discovered I felt more powerful and more fulfilled because I asked for what I wanted that was fair. If neither discovery nor fulfillment were a part of it, I would not have risked roomers reactions. I spent much longer than necessary with the contractor who was making a bid on various repair projects around my home. Why? I was discovering information about maintenance options and learning about financial and physical health projects he was involved in. Interesting--Im less likely to let my inner critic or pusher take over when I am living in discovery and fulfillment.

Ive always wanted a one-liner that would be my clarion call. It never seemed possible. Ive read or saved 1000s of quotes, have stacks of clippings for areflections notebook, save Top 10 lists (topten.org) full of wonderful steps toward fulfillment, believe in the Golden Rule, and its TOO MUCH to keep

track of. My one liner is perfect--for me!)

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Transformational Leadership

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Abstract

A transformational leader is a term used to describe a person who posesses qualities that can change a situation by influenecing the thoughts and ideas of other to create a predetermined outcome. The mojor role or a transformational leader is to become a mediator between two individual parties, and in business it's usually management's responsibility to create a well balanced environment.

The definition of a transformational leader can be translated in so many different ways, yet somehow all the interpretations remain the same. Clearly there are quite a few commonalities associated with its definition that all the articles can inter-relates with each

other. "Hines defined transformational leadership as the ability, willingness, and courage to influence change within the fundamental core of how people think and

behave"(Varricchionne, 001). She then states that a problem cannot be resolved if it isn't properly define ,so she categorize them distinctly as a situation, behavior, impact, and an action. "By clearly defining a problem, we are better able to identify the actions needed to achieve a desired outcome. Hines repeatedly reminded the participants that each component of the model must be stated in five words or less"(Varricchionne, 001).

"A transformational leader is a person with the ability to create or facilitate the creation of an organizational vision of an idealized state"(Ackoff, 1). Every leader has to have an idea of what their role is in order to have a sense of direction. A leader must be prepared in order to have a sense of control and aurtoity when a situation happens to arise. "Leadership consists of guiding, encouraging, and facilitating others in the pursuit of ends by the use of means, both of which they have either selected or approved"(Ackoff, 1).

After a leadership role has been acheived that person must now guide the way, so others can follow and have a better idea of what the over all goal is and how to acheive it.

"According to Jan Carlzon, the transformational leader of SAS Airlines, a leader must encourage and facilitate formulation of an organizational vision in which as many stakeholders as possible have participated The leader must create an environment in which employees can accept and execute their responsibilities with confidence and finesse. He must communicate with his employees, imparting the companys vision and listening to what they need to make that vision a reality. To succeed . . . he must be a visionary, a strategist, an informer, a teacher, and an inspirer" (Ackoff, 1). He further adds a leader cannot be taught and therefore can only be trained in that role but, that doesn't include catergorizes like management. There is a difference between leadership and management and in the work force respect is often overlooked. In the work force ther are a few qualiteis that employers look for and expect to find in aleadership role, "(1) recruitment and diversity, () core competencies, () the advanced learning institute, and (4) accreditation and certification"(Calhoun, Davidson, Griffith, & Sinioris, 00).

Although these qualities doesn't neseccarily define what transformational leadersip is it does define the qualities they need. Leaders expect problems and great leaders solve them. Every problem has a solution and every situation has an outcome. People have different ideas , thoughts and perspectives on everything. A leader has the ability to focus everyone's effort and sense of dedication or loyalty to accomplish a common goal. A great leader can create an environment where their work can inspire others.

References

Ackoff, Russell L.(1) Transformational Leadership [Electronic version].

Strategy & Leadership. 7, 0

Calhoun, J.G., Davidson, P. L., Griffith, J. R., Sinioris, & Marie E.(00)

A framework for evaluating and continously improving the NCHL transformation

leadership initiative [Electronic version]. Quality Management in Health Care.

11,

Varricchionne, Laura (001 ) Session examines transformational leadership skills

[Electronic version]. Nation's Cities Weekly. 4, 1

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Co-education

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Co-education has many advantages and disadvantages, it is applied to in many schools, yet there are also many single-sexed schools. Many advantagious aspects of co-education include the fact that there are broader opportunities and a wider range of options of curricular activities for both sexes, a more comfortable surrounding for the childrens future because they are already used to working in an area with both males and females. Another advantage is that the students can increase and strive for a higher standard academically due to competition between both sexes. Yet the disadvantages of co-education are also notably crucial. Possible increase in violence and abuse because the stronger sex could take advantage of the weaker sex both mentally or physically. Loss of concentration could also affect one of the genders, due to the distraction caused by the other sex. These aspects need to be taken into consideration, especially for parents who need to make a decision to whether their child/children should be put into a co-educational school or a single-sexed school.

In a co-educational school, there will most definitely be more choices in particular activities especially when it comes to the topic of sport. For example, girls will be able to participate in sports such as rugby while boys could join netball, both sports dominated by either one of the genders. The same applies academically, subjects offered to the students would be broader, girls could have the choice of more male-dominant subjects as well as the usual mandatory choices and vice-versa for the boys.

Children growing up in a surrounding co-educational system could be more advantagious for their future. This is because they have grown up in the same sort of surrounding, working and talking to both females and males, leading them to feel more comfortable when talking to the opposite sex. For children who have attended single-sexed schools all their lives, could encounter problems of discomfort and awkwardness when talking or working with the opposite sex because they are simply just not used to it.

Students in co-educational schools possibly strive to achieve higher-than-average standard academically than single-sexed schools due to the fact that both genders are competitively trying to beat each other. For instance, girls may be more dominant in literature and boys may be more dominant in mathematics, therefore girls could be encouraged and have goals to out beat the other sex by working harder in the mathematics area and vice-versa for the boys, which means that the school would be raising its academic standards overall.

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Plan for rate equation cw

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Chemistry Coursework- Planning

Introduction

In this piece of coursework I will attempt to design an experiment that will lead to a graphical procedure to determine the rate equation for the reaction between sodium thiosulphate and hydrochloric acid

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Scientific knowledge

Before any chemical reaction occurs two or more molecules of the reactants must successfully collide together in the right orientation (the correct angle), the more collisions the faster the reaction rate. Concentration is just one of many factors which can affect this reaction rate and it is this factor which we will use to determine the rate equation of the reaction we will be monitoring.

"For many reactions involving liquids or gases, increasing the concentration of the reactants increases the rate of reaction." (www.chemguide.co.uk)

Using an acid as an example, the higher the concentration of the acid the more H+ ions are present thus there is a greater chance of a successful collision occurring. In our experiment we will be looking at what effect changing the concentration of both the sodium thiosulphate and the hydrochloric acid has upon the overall reaction rate, by plotting graphs based on this data we are then able to find the rate equation of the reaction.

''rate equations equations giving the relationship between reaction rate and concentrations of reactants.''

(http//www.chem.purdue.edu)

Rate equations can tell us whether a reaction is 1st, nd or Zero order

1st order reactions -Reactions in which the rate varies with concentration of a single species, and the change in concentration is exponential, so that a plot of ln(concentration) vs. time is linear. The stoichiometric coefficient is 1. Radioactive decay is an example usually cited, but many electron transfer processes, and most enzyme mechanisms contain intermediate reactions that are first order.

nd order reactions- Reactions in which the rate varies with concentration of a single species, but the stoichiometric coefficient is . The rate varies with the reciprocal of the concentration, so that a plot of 1/(concentration) vs. time is linear. Alternatively they can be reactions in which the rate varies with the concentration of two substrates, each of which has a stoichiometric coefficient of 1.

Zero order reactions-Many reactions in biochemistry appear to occur at a rate independent of substrate concentration. These are said to show zero-order behavior.

To plot the graphs required to work out this rate equation we need to monitor the amount of product produced, in this case we will only be looking at the solid sulphur that forms when the two reactants are allowed to react. To work out the relative concentration of sulphur present we will look at the time it takes for a cross placed under the reacting vessel to become no longer visible. The more sulphur produced, the more opaque the reacting vessel meaning less light passing through and decreasing visibility.

Note. In this coursework [ ] will denote concentration

Preliminary tests were carried out and the following results obtained

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Urbanization

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The models developed by Boustedt and the ÖSTAT (Austrian Statistical Center) use deductive methods. They assume that the area around a city is divided into concentric parts with a clear gradient from the center to the outskirts (Gravitationskonzept). This theory can be seen very clear using the Boustedt model on the case study Innsbruck (Boustedt Zones).

The Austrian model of urban regions follows Boustedt in general, but is adapted to the specific Austrian conditiones.

Summarizing we can say that the Bousted model leads to a strong generalisation and is therefore very suitable for international comparison. On the other hand it only shows a part of reality. The model of the ÖSTAT, comes closer to reality. The existence of further centers (Hall, Schwaz) is more obvious than in the Boustedt maps.

Inductive Models

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Daniel Bogner und Karin Bartl have visualized a few features which influence the spatial division of an area in a series of maps. These maps show the actual location of settlements and traffic lines and the routes of commuters. In a second series of maps Daniel Bogner and Karin Bartl combined a number of parameters to show the growth of settlements from 171 till 11. These parameters were the increase of the number of buildings and of inhabitants.

Borsdorf used these maps to define qualitative explicable urban regions. But it is to say that such a procedure always comprises a certain amount of arbitrariness.

While the maps of Daniel Bogner and Karin Bartl are analytic and until a certain grade qualitative because they visualize only one parameter per map, Armin Heller uses an integrative and multivariate method. The parameters vary in the course of a cluster analysis which leads to a number of different maps. Depending on the used parameters the communities are united to different groups of similar characteristics.

Cluster analysis are more objective because they reflect the existing spatial structures without the influence of traditional understanding of space.

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Virtual cooperation

I think, the basic rules are quite all right. (Gerhard Schöffthaler, Austria, Nov , 18).

With interest I have taken notice of your rules for the virtual project. I think they are indeed necessary for the good outcome of the virtual communication. (Andreas Hoogeveen, The Netherlands, Nov 0, 18).

The rules are ok. (Dirk Schmidt, Germany, Nov 18, 18), (Daniel Zerweck, Germany, Nov , 18)

„Have fun" and „Do a good job" - Both are very general objectives. The second one has a non-professional conotation. To my mind, you may put this at the end, with a hint of humor but not at the very begining. (Shaul Krakover, Israel, Nov 1, 18)

The rules look great. A very good beginning! (Franz J. Nahrada, Austria, Oct 7, 18)

I am very curious to the proceedings from this starting point. The web-site is providing some background information, and I think that a lot of the necessary fields of expertise are provided for, when you look at the people participating. Still, the project is in a very premature stage and a lot of work has to be done. (Andreas Hoogeveen, The Netherlands, Nov 0, 18).

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Project Planet Challenge Millennial Environmental Awareness

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Did you know that we have a BIG problem in our world? The problem is that there is too much waste being produced by humans. Waste is left over material like paper, lunch bags, cans, bottles, plastic bags, wood and metal. Waste is stuff we throw into the garbage because we do not want to use it no more. Its stinky and filling up the landfill sites. We are littering and polluting the land, water and the air we breathe. Its just too easy to throw papers and other stuff you dont need on the ground. Too much garbage hurts our environment and the animals. When the landfills are full, where are we going to put all that garbage?! We dont want it in our backyard! Instead of recycling, we throw most of our waste away. People litter too much and create too much air pollution. Nobody cares about our world anymore. The problem is that people are throwing away things that can be recycled or composted, like plastic, bottles, cans and apple cores. More people need to learn how to recycle so that there is less waste. Many people still dont care enough to do anything about this problem. Many people simply dont want to recycle. We need to get more people involved in recycling to make a big difference - to make our planet a nice, clean and better place. Everyone needs to take better care of the world and think about the worlds future. Think about it. People really need to use the four Rs Recycle, Reuse, Reduce and Rethink. Our class has thought about other Rs Repair, Reclaim and Responsibility. Some people are trying to make a difference by using these Rs as much as they can...

Waste pollutes the world. This affects everybody. We have become a throwaway society. Why does this problem exist? Perhaps, people think its a waste of time to recycle and they dont care about their environ-ment Not enough people are choosing to recycle. People dont realize how much damage wasting can do and they dont care what they throw on the ground anymore! There is too much over-packaging of pro-ducts and way too many disposable items. They fill up our garbage dumps with plastics, glass, metal and compostable materials instead. How often have you seen candy wrappers thrown on the ground? People throw cans away or into the ditches, and dump garbage, oil and toxic waste in the water. Too many people dont recycle. Do you want to see your planet destroyed by waste? We use toxic chemicals for weeding, cleaning and killing those pesky mosquitos with sprays. These chemicals go into the ground and pollute the soil and the water which causes fish to die. Other chemicals go into the air and make air pollution, like the industries and automobiles. Pollution is a byproduct of industry. Rather than walk or ride bikes or take busses, they drive separate vehicles and the exhaust pollutes the air. All this pollution affects people, birds, trees and other plants. Too many trees are being cut down, destroying the homes and lives of many animals. Tons of paper is made from trees that take many years to grow, only to be wasted in the landfills, rather than recycled. People can get asthma and other diseases. One students grandparents are living next to a landfill site and are getting very sick. Birds could choke and die on plastics. Animals drink dirty, polluted water and they get sick. Maybe, if more people did care, we would have cleaner land, water and air. We have to stop this problem! We should find more ways to recycle garbage, reduce the landfill sites which produce leachates and destroy the environment.

How is the environment affected by all this waste and pollution? When people litter, it pollutes our envi-ronment with garbage that is not biodegradable. Farmers pollute the land when they dump chemicals, fertilizers, and human sewage. The water is polluted when leachates from landfills leaks into the ground-water and get into our water supply. Factories pollute our water (rivers, lakes, oceans, seas) by dumping industrial waste into them instead of filtering and reusing the chemicals and water. When we dump toxic chemicals into the ground, this will kill the nutrients in the soil so that nothing will grow. This can also pollute our water supplies, kill fish, waterfowl and make us ill. Animals can also die from chemicals that pollute the water such as oil and gas. The air is polluted by the methane gas that comes out of landfills. Car exhaust also pollutes the air. Factories pollute the air with the smoke they produce when they burn coal and natural gas to make electricity and heat our homes, offices and buildings. Other poisonous gases like car-bon dioxide, CFCs and even cigarette smoke escape into the air and make it hard for us to breathe, like people with asthma. The air smells from gas fumes and industry. Big factories fill our clean air with pollution. When we clear cut trees, animals and other wildlife will die. Many fruits and vegetables are treated with sprays to protect them from insects. Who wants to eat food with harmful pesticides on them?

Who is affected by this problem? Everybody (every single one of us) and every living creature in nature is affected because it is a big problem! People, animals, birds, plant life, insects and sea life have all been affected one way or another by this problem. We are are all affected by this waste problem. So are many other nonliving things! Factories affect us with the smoke they produce. The smoke goes into the air we breathe. When we breathe that air, we get sick. Other living things get sick form that air too. Some even die! When farmers and other factory workers dump chemicals and sewage into lakes and rivers, it kills the fish and other things that live in the water. It also makes us sick when, or if, we drink that water.

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Being aware of the waste problem is the first step we must all take to solving this global problem. So, how can we correct the problem? How can we make a positive difference to make our world a cleaner, greener place? The second step is to realize that you, yes, you can make a positive difference to help save and pro-tect your environment! In our school, for the last five years, we have been helping the environment by doing a number of different things. Here are some ways we have contributed to make our world a better place.

1. We have been recycling items like juice boxes, milk cartons, cardboard, paper, metal, plastics, glass, wood and pop cans, as much as we can. We are trying not to waste. We wish the everyone in the whole world would do that...

. We have a composter to make nutrient-rich soil for the plants that we grow in our greenhouse (for our garden club) and around our school. We reuse milk cartons to transplant the flowers, herbs and vegetables that we grow. We also save our lunch scraps (chicken num-nums) and apple cores (goat goodies) for a lady on our school staff who feeds them to her animals on the farm.

. We make crafts with recyclable plastics, cardboard and other odds and ends. We even have an Enviro-Invention Convention in our Grade Four classes to see who can come up with neat ideas using all kinds of recycled materials! We had fun and thought it was pretty cool to see how many art projects and toys we could make out of left over garbage!

4. We make booklets out of used one-sided paper. Teachers and students find these to be quite handy and useful.

5. We are also making a website to share information about recycling with others, helping them to become more aware of pollution from the Internet.

6. We are learning about and practising the 4 + Rs as much as we can...

7. Our whole school participated in the SEEDS program and earned the EARTH status. That is, we worked together to complete more than 1000 environmentally - friendly activities!

8. We have had school-wide toy and book exchanges, rather than throwing them away. (It is important to note how caring, interested and supportive our parents and staff and volunteers have been. We appreciate all their help!)

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Ares God of War

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Ares was the Greek god of War. The Romans had a similar figure in their religion, whom they called Mars. Ares was the son of Zeus and Hera. Hebe, Hephaestus, and Epis were his siblings. Ares was hated by most of the gods for his cruel and violent manner. Being the god of war, he would ride into battle on his chariot pulled by his horses, flame and terror. Also accompanying him in battle was his sister Epis (Goddess of Discord) and Hades (Lord of the dead). There is one goddess who loved him, and that was Aphrodite. He was the father of Deimos (Fear) and Phobos (Terror), among others. One of which, Kyknos, was killed by Herakles. Unfortunately for Ares, he could not avenge his son's death because Zeus would not let his least favorite son (Ares) harm his favorite son (Herakles).

As you can see, Ares was not very good with personal relations. Only one god loved him, and he was very violent and ruthless when it came to battle. He was the god of action and determination, which gave him the perfect qualities to be the god of war. To represent this god, he was given the symbol of the vulture. This suited him well as he killed the weak in battle, such as a vulture does to its prey. It was also given the symbol of the dog, for reasons that I do not know. One example of a myth that Ares had a part in is the Trojan War. When he was fighting on the side of the Trojans, he was wounded by Pallas Athene. After deflecting his spear, she hurled a boulder and knocked Ares senseless. He needed to be assisted from the battle by Aphrodite. Another example from the same war is when Ares swooped down in his chariot to protect Aphrodite's son, Aineias. He saved him from sure death at the hands of Achaians. While Ares protected Aineias with his shield, Aphrodite fled to mount Olympus to heal her wounds.

Although Ares was despised by most, he was honored by all great warriors, including Herakles (the killer of Ares' son). There were no cities that worshiped Ares, however. Since most people feared him, they did not think it was possible to satisfy his violent temper or find any way to please him. There is some information about Ares coming from the city of Thrace, but if they worshipped him or not is unknown. Some rituals regarding Ares are known, such as that done by a warrior. "Seven warriors, fierce regiment-commanders, slaughtered a bull over a black shield, and then touching the bulls gore with their hands they swore an oath by Ares" (Aeschylus). As you can see, worshiping Ares involves many sacrifices and very violent behavior, which reflects upon the god's personality. Today, there are many words that pertain to the god Ares, but by his Roman name, Mars. The word martial means of or pertaining to battle, which relates directly to the god Mars. Also, when the military authority takes over the power of civil authority, the population is said to be under martial law. The name of the month March is also derived from Mars (Classical…).

As you can see, Ares was a very important and unique part of Greek mythology. He was much needed to fill the gap of symbolizing the spirit of war in ancient times. Although some thought him to be cowardly, he was still honored and treated like a true god.

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Othello, Shakespere

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Honourable lords and ladies of Venice we are gathered here today to remember the life of the courageous Othello. Many of you have come to mourn his death but I on the other hand have come here before you all to celebrate, not his passing away but as a tribute to his contribution to us, the people.

What a tragic way to end a proud and honourable role of dedication, leadership, and faithful servant to the people of Venice. Many of the people in this room today will agree with me in saying that Othello never permitted devious and cowardly acts, he was a man who believed in the importance to serve, and knew his role as gallant warrior of Venice. They were given to him for his tremendous traits. Whether they be from the art of hand to hand combat to the full protection and leadership of his people.

Being close to the great Othello I have shared many priceless and revealing moments with this intriguing leader. He once branded himself with the "Great ones," of the world and I can truthfully state that Othello did it without showing any signs of being modest. His love for success proved to be an extremely powerful characteristic in gaining the support that he did. I could hardly praise Othello enough being centred constantly around him, he was a remarkable man, none the less. In my eyes, a man who's actions did not seek respect but demanded it because there was nothing that people could give to him other that respect when faced by the outstanding achievements brought about by his actions. A man who backed his eloquent words with decisive actions will remain cherished in the hearts of the people forever.

His story will live on for centuries to come. It can be said that his charisma caused him to tower in sheer force and nobility above all others in Venice. Being his lieutenant I for one can honestly vouch for the truth in this statement.

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Poor Othello, a man who loved not wisely but to much, a truer statement can never be said when describing Othello's love for Desdemona. Desdemona and Othello's love for each other was that of one of the passionate excesses of youth. For this reason Othello's love for Desdemona, caused much jealousy and mistrust in him. The calm and tactical mind that was his as a general failed him as a compassionate and caring lover.

It amazes me that a man's qualities can also be his weaknesses. Othello was a talented speaker, however it was passion that lead to him being mislead by words. How tragically ironic it is that a man so gifted with words can be deceived so easily be them. Oh what outrageous fortune,… how you could have avoided such a thing. My poor Othello, if only I knew what pain you were going through due to your mistrust, perhaps I could have done something to put your heart and mind at ease.

And now we shall all rise and give our last respects to the moor of Venice, A man of courage, nobility, charisma, intelligence and above all passion. He was a general of our fair state and we shall honour him as one. Othello, the state of Venice we never forget you. So let the soldiers take up his casket and the trumpets sing aloud for the heavens shall find Othello.

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Diversity through my eyes

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Growing up in New York City you couldn't help but be surrounded by diversity. There are people of all races, color and cultures. This allowed me to interact with people of all races and through my education become aware of the things people of color go through and are still going through on a daily basis.

I grew up in a neighborhood that was diverse (Black, Spanish, White), however I never paid much attention to these differences. I always saw people for their race, whether they were black, white, Latino, but it never affected the way I would interact with them. In grade school, the student and staff population was predominantly white. During my seven years at this school I never saw myself as a black child because race was never a factor to me. I never felt like I was being persecuted or that there was something working against me. As I continued with my education through grammar school, which was also predominantly white, I continued to have this frame of mind. Not seeing color, nobody really pointing out to me what color I was or treating me any differently than any other student and if that had occurred I never thought it was because of the color of my skin. However, when I progressed to high school everything changed. High school was different than my previous schools, mainly because it was predominately blacks and Latinos. Here is where I learned about skin color and how black people are "supposed" to act. I remember people asking me if I was white and why did I speak the way I spoke, which was proper English. I never knew there was a specific way black people were "supposed" to act. During my four years at this school, I learned the way other minority students perceived race, how they felt about white people and how they felt that white people were oppressing them.

Coming to Notre Dame further showed me how race came into play. Over the few months that I've been here I've seen how race has become a factor. As shown in the Diversity video I understand how minority students are treated in the video and how it goes on right here on Notre Dame campus. Throughout my year of education I never blamed someone's reaction, interaction, negative attitude towards me due to the color of my skin. However, when I went to a party on campus with a group of my minority students we were not let in because they said that the party was only for people of the section and people who knew them. Later on I found out how the parties were usually run in this particular dorm and that what had happen to us was not usual, therefore it made me wonder about why we were really turned out from the party. Unlike the student in the film I don't feel like I'm being persecuted directly to my face, however indirectly. For example, people not coming straight up to me and being like get out of here your black, but in more of a "this is only for people who belong to the section". I was never one of those people who would blame things that didn't go my way because of the color of my skin, however in some cases now I learned how it has played a factor and still plays a factor in the lives of minority students.

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Stolen

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How does the staging of Stolen- including props, lighting, sounds, and smells- help represent the characters' feelings of isolation and dislocation?

'Stolen' tells of five aboriginal children forcibly removed from their parents, brought up in a repressive children's home and trained for domestic service and other mental jobs. They are denied their homes, families culture and language. This tender and moving tragic human story is brought to life by the of props, lighting, sounds and smells which are all used to represent that characters feelings of isolation and dislocation on stage.

Firstly we see that a major issue in the play is to be institutional life, it is made clear in the five iron beds which dominate the stage. The beds are the most used prop I the play, they represent isolation with their iron bars and the bed covers are old, drab, chenille bedspreads. At times the bars on the bed remind us of the bars of a prison cell, Where Jimmy spends most of his time. The structure of the bed provokes a feeling of ex-warmth and dislocation. The feeling of isolation is also enhanced by the largely bare stage.

In addition, ominous music is heard at the beginning of the story, leaving a first impression that the characters are in an unpleasant and threatening atmosphere. Another sound at the beginning of the story is the bell (pg ), the bell is an indication to the children to begin their cleaning routine. Almost immediately, the smell of phenol wafts the audience, the smell of the cleaning agent encourages an awareness (to audience) of children's feelings of dislocation as the children are not in a homey, warm environment, but in a cold, sterile place. Soon after the ring of another bell is heard, consequently causing the children to stand attention. The sound of the bell is a repeated, unpleasant obligation to the children, making them feel more like slaves, and would not be experienced in their rightful homes.

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Similarly, throughout the story, the sounds of the past echo around the five adults from when they were children (pg 5, 8, ). Past reminders of the torture they experienced as children. There are numerous times where lights fade to black, this occurs after a disturbing incident (pg 8, Ruby). The dimming of lights represents emotionally isolated states of each character.

A filing cabinet was one of the main representatives for isolation and dislocation for the characters. It was a drab, green metal filing cabinet on the far right side of the stage continually slamming shut a frustrated authority would throw in a letter sent from a suffering mother to her stolen child that was never going to be read. These letters were particularly projected on Jimmy (pg 1) and read out by his mother spot lit in the corner offstage. While the letter is being read out, Jimmy is silently being beaten (we hear the sound of a strap being applied). We see the once happy boy slowly shutting down.

The staging of 'Stolen' is a cold reminder of the stolen generation and inevitably provokes a feeling of isolation and dislocation of each character. The plays use of limited props, unpleasant sounds and smells, continuous dimming of lights, all in turn represent the cold and dark experiences that the children had to face.

(Word Count 5)

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Sin

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Sin It's Origin and Consequence

The greatest problem that affects humanity is sin. This is a problem that every human being has to resolve, the eternal destiny of every human being depends upon it.

Let us examine what the Holy Bible tells us about the origin of sin, the consequences it brings and the remedy to defeat it.

1. The definition of sin

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What is sin according to the Holy Bible? James 417

1. Not doing what we should do. James 417 (GNB) so then, if we do not do the good we know we should do, we are guilty of sin.

. Transgression of the word of God. 1John 4 (Webster) whoever committed sin transgressed also the law; for sin is the transgression of the law.

. All Unrighteousness 1John 517 f.p. (YLT) all unrighteousness is sin

4. Whatever is not of faith

Rom_14; (BBE) But he who is in doubt is judged if he takes food, because he does it not in faith; and whatever is not of faith is sin.

. The origin of sin

A) With whom did sin originate?

1. The devil sins from the beginning. 1John 8 f.p. (GW) The person who lives a sinful life belongs to the devil, because the devil has been committing sin since the beginning. The reason that the Son of God appeared was to destroy what the devil does.

. He is the father of lies John 844 (CEV) your father is the devil, and you do exactly what he wants. He has always been a murderer and a liar. There is nothing truthful about him. He speaks on his own, and everything he says is a lie. Not only is he a liar himself, but he is also the father of all lies.

B) Was the devil a sinner since he was created? Ezekiel 81-15 (GW) Your behavior was perfect from the time you were created, until evil was found in you.

C) What was the cause of his fall?

His pride and ambition Isaiah 141-14

The world under sin

A) How did the devil introduce sin into the world?

Deceiving our forefathers Genesis 1-6

B) Since then what is the spiritual condition of all humanity?

All are sinners Romans 10-18 and 51 l.p.

C) Since man sinned what position does the devil occupy in the world?

1. Prince of this world John 11

. The spirit that guides the disobedient Ephesians

. He is the enemy, the tempter, and the accuser of believers 1peter 58, revelations 110 nd part.

4. The consequences of sin

A) What first consequence came to man because of sin?

Spiritual and physical death separation of God, Genesis 16-17; Isaiah 51- and Romans ; Genesis 1

B) Other than death what other consequences came because of sin

Pain and suffering Genesis 16-1

C) What will be the last and final consequence of sin?

The second death, the lake of fire. The eternal separation of God. Revelations 014-15.

5. The intervention of God in favor of humanity

A) Does God want humanity to be lost?

God does not want anyone to perish but that all repent. peter

B) For what reason did the SON of GOD come?

He came to do away with the works of the devil. 1john 8

C) What message has God provided for the salvation of humanity?

The message of the gospel the good news of salvation in Jesus Christ. Romans 116

If you have been separated from God because of sin and want to be forgiven come to Jesus Christ and he will save you today and forgive all of your sins. He will heal you he will make you free.

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Mortality

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Mortality in 17

15,5 deaths per 100.000 inhabitants

Men 77.800 deaths

Women 56.00 deaths

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Source Eurostat

By age group

Number of glasses of alcohol (average over last 7 days)

Men Women

18-4 years 10.0 .

5-4 years 10.6 4.1

5-44 years 1.7 5.

45-54 years 17.1 6.1

55-64 years 1.6 5.7

65-75 years 15.0 4.

Among young people

no consumption rare/occasional consumption regular consumption

1-1 years 61% % 0

14-15 years 6% 58% 6%

16-17 years % 7% 6%

18 years 17% 74% %

Source Survey CFES 15

During 14 - 15, a distinct rise in consumption was noted among young people. In 15, 65% of young people between 1-18 years old (70% boys and 5% girls) consumed alcohol, compared with 47% in 14. We noted a considerable increase in consumption of beverages with a high alcohol content for all age groups. In young people between 1 and 1 years old, 1 out of 5 admitted to occasional drinking. Among 17-year-olds, the percentage is 68%.

The number of drunken episodes is also increasing significantly. Today, two-thirds of 1-5 years olds claim they have never been drunk, compared with three-quarters in 14. These drunken episodes are characterized by large amounts of beverages consumed, constantly increasing with age.

Developments over the past few years

Consumption has decreased by 5% between 170 and 10. Wine consumption, a traditional part of the culture, still predominates, while beer remains stable and consumption of spirits is slightly on the increase.

Generally speaking, the percentage of regular drinkers has decreased continually since 181, while the proportion of occasional drinkers continues to increase. The proportion of non-consumers appears to have stabilized following a period of decrease.

Over the last twenty years, alcohol consumption has been characterized by a definite decrease in wine consumption (especially ordinary wines), stability in consumption of spirits, and a decrease in beer consumption. In 15, INRA researchers investigated the stabilization, and possibly slight increase, in wine consumption.

The number of deaths linked to alcohol intoxication is 4.6% of the total number of deaths (figures from 1).

Frequency of pathologies linked to chronic alcohol intoxication 5 per 100 000 inhabitants (details in the table on Europe).

Over one-third of deaths from road traffic accidents (that is, 4,500), one-quarter of suicides and half of all homicides may be directly linked to alcohol. (INSERM, 1)

According to the Road Safety department, in 14, illegal BAC limits were mentioned in 7% of fatal traffic accident reports.

The number of alcohol-dependent persons is estimated at approximately million.

There is no epidemiological survey on fetal alcohol syndrome. In France, the incidence of fetal alcohol syndrome has been estimated at as cases per 1,000 to 1 per 10,000 viable newborns in 11 according to region, the type of calculation and the stage of the disease. ( Alcool et Communication CFES, 17)

Licensing there are 4 different types of licenses depending on the type of beverage

• first-category license for the sale of beverages in the first group non-alcoholic beverages and those with an alcohol level under 1.%.

• second-category license for sale of beverages in the second group fermented, non-distilled beverages (wine, beer, cider, perry), natural sweet wines under the fiscal system for wines, black-current concentrate, and fermented fruit or vegetable juice containing 1. to % alcohol.

• third-category license for the sale of beverages in the third group natural sweet wines other than those in group , liqueur wines, wine-based cocktail drinks, and strawberry, raspberry, black current or cherry liqueurs that titer under 18 degrees pure alcohol.

• fourth-category license for the sale of beverages in the fourth and fifth groups all other alcoholic beverages.

Legal age limit for consumption in public places 16 years (18 years for alcohol in the rd and 4th groups)

Legal age limit to purchase alcohol 16 years.

Legal hours of sale

• in gas stations, it is forbidden to sell alcohol between 00 and 600.

• no sale of alcoholic beverages in automatic distribution machines

• limited consumption in facilities for physical and sports activities (art 4-1-).

• no sale of alcohol in sports events (law dated July 1, 1) (some exceptions are provided for in the texts)

Advertising

Beverage distribution code modified by law number 1- relative to the law against smoking and alcoholism known as Evins Law dated January 10, 11 (art. 17 to 1), in effect since January 1, 1.

All direct or indirect advertising for alcoholic beverages is forbidden for television, films, facilities for sports events, local associations for young people or ongoing education centers.

Sponsoring of sports events by alcohol is forbidden. Radio advertising is allowed at certain times of the day.Message limited to a simple description of beverages

No message inciting young people to consume alcohol is allowed. All advertising must include a health-related message (alcohol abuse may have harmful effects on your health).

Alcoholism Abuse Prevention Measures

Governmental policy on alcohol

In December 15, France adopted the principles and recommendations of the WHO Alcohol Action Plan (1).

The Haut Comit de la Sant Publique -HCSP- (High Committee for Public Health) has been assigned three priority objectives

• a decrease of 0% in average alcohol consumption per capita.

• reduction of damaging alcoholic behavior with health and social consequences.

• reduction of regional variations such that all regions achieve the level of regions with the lowest levels of consumption.

The Caisse nationale dassurance maladie -CNAM- (National Health Insurance Fund) is the institution that provides social and medical coverage. The CNAM finances health expenses, including costs related to treatment of problems linked to alcoholism. The National Health Prevention, Education and Information Fund, created in 188, reports to the CNAM. With a budget of approximately 1 billion francs, the fund is dedicated to prevention of high-risk behavior in general. Its financing program, which must be approved by the government, strongly emphasizes traditional methods of medical prevention programs (vaccination, cancer screening, etc.). The regional health insurance funds are among the organizations that benefit from these funds.

The Comit français dducation pour la sant CFES- (French Health Education Committee) is a national organization under the aegis of the Ministry of Health created by the Secretary of State to develop and implement communication and education programs within the framework of health promotion policies. With nation-wide responsibilities, the organization is developing a methodology to coordinate nation-wide actions and more specific actions in the field. Partners Ministries of Health, National Education, Youth and Sports, and the main organizations, associations and foundations dedicated to promoting health, including, for alcohol, Centers for Nutritional Hygiene and Alcohol Problems and Committees for the Prevention of Alcoholism (see below).

National information campaigns

184-186 a message on moderate consumption, Un verre ça va, trois verres, bonjour les dgats (One glass is OK, but three is too much!) and Un second verre pour leau (A second glass for water).

11-15 campaign for young people. Derogatory message Tu tes vu quand tu as bu? (How do you look when youre drunk?)

17 -000 Et vous avec lalcool, vous en êtes où? (And where are you with alcohol? )

Locations for actions school, companies, health care facilities and all other public venues.

Targets young people, the family, the elderly, companies.

Restaurants

Public eating places go by several names

• Das Restaurant has a varied menu of hot food, including perhaps a Spezialität.

• Der Ratskeller is a restaurant located in the city hall (das Rathaus). Take a look at an actual German menu.

How much can you understand already?

• Die Gaststätte, found especially in smaller villages, is similar to our cafes and is frequently a source of authentic cooking.

• Das Cafe is essentially a coffeehouse that usually has pastries available and occasionally other snacks.

ein Cafe in Wien

• Die Konditorei is a pastry shop, often connected with a Cafe. Here the patron may slowly sip a cup of coffee with Schlagsahne (whipped cream) while enjoying a piece of pastry.

eine Konditorei

mmmm....lecker!

• Especially in the smaller towns and neighborhood Gaststätten, there is usually a table marked Stammtisch. This table is reserved for the group of regular patrons who spend a part of every evening around the table discussing the days events, arguing politics, or playing cards. The Stammtisch is also a part of German private life. Thus a newcomer sits at this table only when he is invited to join the Stammgäste.

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My impression on teenage pregnency

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In today's society teenage pregnancy is growing. Though the percentile has lowered some in the past ten years, it is still a huge problem today. There are many disadvantages to being a teenage mother and being the child of one. Being the parent at such a young age takes away many opportunities for you. You now cant go and explore the possibilities of your future. You are now forced to explore the opportunities of the future of your child. They now become number one in your life. They must be the first thing you think about when you wake up, and the last thing you think about before you go to sleep. Theres no more going out with your friends and you can forget about the club or team you were or want to be on. Most teenagers, when they find out they are going to become parents drop out of school. That is one of the biggest problems when becoming a teenage parent. At the time it seems like the right thing to do. You figure this will give you more time with your child, and more opportunity to get a job and support a child.

Many times the parents of these teenagers support them and encourage them to stay in school, but that doesnt always help. What these teenagers need to realize is that its their education that will lead them to get better jobs to help support there child. Because the government sees this, they have made laws in many states saying that teenagers must finish high school while being pregnant in order to receive any kind of government assistance. The other parent must also be involved in the child's life proving that the child will somewhat have a stable life.

The child also plays a major role in this. They are the ones who must live with the parent's decision to get pregnant at such an early age. This child must live with what will most likely be a low income family. They probably wont get the same kind of things that most kids, if born to a couple at a normal age, might receive. It is most likely that this child will not have both parents in their life. When teenage girls get pregnant, more than half the time the father will break up with the girl and leave her with the responsibility. In reverse the mother can give birth, but then leave the father to take care of them and live with the responsibility.

With these huge problems in the child's life, they might have the tendency to grow up with mental problems. Theres the possibility of learning disabilities, or maybe even more serious conditions that might lead to hospilization. Because the parent made the wrong decision to have sex and give birth when they werent ready, these children must live with the consequences.

There are many possibilities if a teenager were to get pregnant. They could give it up for adoption, have an abortion, or grow up and take on the responsibility in having a child. They can also look into community programs or other resources that may help in making a decision. The best decision though would be to not have sex, and if you are, to act responsibly so you wont have to face the decisions and responsibilities that someone at that age arent and shouldnt be ready to handle. Today it is getting better, but its still not at its best. The day we can say that things have gotten better is the day that that every child is cared for and in a happy home. Sadly enough that day may never come.

So as you can probably tell from reading this I wouldn't want to get myself in this situation and I think teen pregnancy is really bad. But, I sympathize for any teenage girl who has to worry about a baby for the rest of her life.

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The life of jesus

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The life of JESUS

Jesus birth was predicted by angel Gabriel who told Mary who was a virgin that she was going to have a baby .She told Mary that this was going to be a very special baby and that he was going to be called Jesus. Three wise men came to see him baring gifts gold frankincense and myrrh. They called him the messiah. He had a father called Joseph who was a carpenter by trade, a mother called Mary and brothers are mentioned in the bible. When Jesus was 7 he visited the temple for the first time talking to the adults as equals and using there mature knowledge in conversation from that age the adults knew he was going to be special. When he visited the temple again around the age of 1 and asked the temple to give back what is declined he was furious and smashed up some of the things that he believed were wrong and selfish.

Jesus' character was very kind loyal and believed in equal rights and not judging a book by it5s cover .he also believed in working hard for something not just taking the easy way out. E.g. one of his stories was about about the man who built his house on a rock and the man who built his house on the sand .the man who built his house on the sand was lazy and idle and built himself a contemporary house that was good while it lasted but got washed away however the man who worked hard and planned his house which was built on a rock was safe, stable and lasted. He also acknowledged Mary Magdalene who was insane and everyone else in the village were malicious to her or were to scared to approach her. Sadly Jesus' father on earth Joseph died before Jesus started to preach .his preaching involved many miraculous miracles such as enabling a paralysed blind man to walk and see again, and catching hundreds of fish when normally you be really lucky to catch even 1.Jeus shows his loyalty and power when tested and tempted by the devil, the devil offered Jesus riches and land if he were just to show his powers e.g. jumping of a building and remaining unscathed and turning some things into gold. But he resisted. One of Jesus' 1 disciples (judies) betrayed Jesus and handed him over to the Romans to be trialed but Jesus would not answer some of the questions or answer them differently to help his case. (Loyalty) then Jesus was sent to punchus pilot but couldn't find any reason to condemn him so he sent him of to an open trial in front of the people and they were given a choice who to be crucified a villain or an innocent man they chose the villain. Jesus was crucified along with three other men and then was rapped in a white cloth and placed inside a cave with a boulder blocked the entrance and exit .On Jesus' reincarnation there were 4 witnesses longinus, mary Magdalene, cleopas and Thomas. Mary was the first to see Jesus at first she thought he was the gardener because she had her back turned, then when she realised who it was he told Mary to tell all his disciples what he had seen. When Thomas saw Jesus he had to fell the holes on his body before he could believe it was him.Cleopas who was an old and respected man and longinus who was a Roman soldier who had turned to Christianity at Jesus' crucifixion were also witnesses of Jesus reincarnation

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Love can't conquer all

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Response to the statement "Love can't conquer all".

I have always lived after the idea, that love does conquer all and if one has love,

that person can do and get through everything. I don't know if this statement is true anymore, in our materialistic and complicated society. In the beginning of a relationship it is always exiting and all problems one might have had are just flown away. Everything seems so easy. When couples move in together -wheater they are married or not-, they are usually at the point of their relationship where they feel very secure and safe with each other. It can become a shock for couples when they discover sides about each other they wouldn't have discovered if not living together. It can be good sides, but also sides such as laziness and messiness. Having a shared economy isn't always as easy as it sounds, and it is often a reason why couples fight. The problems can become so big that these two people who love each other have to go separate ways because of differences in opinions that love couldn't conquer.

But, these are small details that point toward the general issue of why love sometimes is not enough. Perhaps the statement is incorrect, maybe love does conquer all but we do everything to make sure that it does not. We allow religion, race, politics and morals to dictate how we should feel about the world and others that live on it. These issues are far removed from our first days of life. It was then that we learned about love. A love that ties the mother and child with eternal resolve only to be severed, like the umbilical cord at birth, by the practical and "rational" ideals of our society.

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I remember at some point it was easier to love because I did not require anything else but love in return. Today I have certain requirements for love. You have to look a

certain way, know certain things and be a certain way. I am almost sure that I did not create these criteria. At some point of my life, I believe someone or something convinced me that love looks, tastes, and smells a certain way, and as I examine my life, I am more convinced of the shallowness of my heart and the emptiness of my soul. Love is my birthright, but love requires courage.

The real question is not whether love conquers all (for certain it does) but whether we have the courage to challenge the ideals of our society which speaks volumes about everything but what love is. It has no color, it is not a religion, and it is not a matter of opinion or a word. Without love we cease to be anything else but dead.

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Rodriguez essay

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Baldwin bases his arguments on Black English on being valid and legitimate but not seen as a justifiable language because to political superiorities it its not correct. He argues of how language is political, because depending on what society speaks or who is in power, that is what the rest of the community will have to speak. It is basically which dominant group has the power of authority. He argues that language reveals the speaker, meaning that language makes you a part of who you are, your identity. As like Baldwin, Rodriguez has certain aspects of his essay that agree and compare with each other. Baldwin for the most part agrees and extends Rodriguez notion that their private language is something that separates them from other people and unifies them with their own kind. Their language gives them an identity, but an identity that is controlled by a hierarchy that puts them in a minority group and not in a dominant group, all because of a political power.

Baldwin says that language is a political instrument that is used to give someone a private identity that connects to your self, but as well can makes you separate from who you are or from the larger dominant group that's in superiority to minorities. He says language develops from history and from whom the history is about or it has effected. Language is developed by the speaker to recognize where they come from. The language tells people where the person comes from, their culture and their originality. A language that someone develops gives them a sense of pride and an identity. A quote in Baldwin says, "The price for this is the acceptance, and achievement, of one's temporal identity." (Pg. 1) What he means is that the price for having an identity, is to learn and build up your language skills.

Rodriguez's essay is very similar to Baldwin's essay when it comes to the notion that using your private language is not allowed in the school system and in public, but that the public language is to be learned because the political society that is in control says that is mandatory. Like in Rodriguez's essay he says, "It is not possible for a child-any childever to use his family's language in school. Not to understand this is to misunderstand the public uses of schooling and to trivialize the nature of intimate lifea family's language." This is one of the quotes that Rodriguez uses that compares to Baldwin's argument about children being required to learn proper English and not use the English or other languages that they know. Baldwin says, "A child cannot be taught by anyone whose, demands essentially, is that the child repudiate his experience, and all that gives him sustenance…" (Pg.15). Children's language cannot be taken away, according to Baldwin, but can be forgotten. That is what both authors say, although later on Rodriguez later says to be in this country you have to learn in school is English. Rodriguez argues the same thing that Baldwin says on people and children being forced to learn English. Baldwin says, " What I needed to learn in school was that I had the rightand the obligationto speak the language of lose gringos." These two quotes form a comparison that illustrates learning English is a must and something you need in order to communicate.

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Molecular Biology outline

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Raji cells

Cell line that grows in suspension derived from patient with Burkitt&'s lymphoma

lymphoblast

Often referred to as a blast cell. Unlike other usages of the suffix -blast a lymphoblast is a further differentiation of a lymphocyte, T- or B-, occasioned by an antigenic stimulus. The lymphoblast usually develops by enlargement of a lymphocyte, active re-entry to the S phase of the cell cycle, mitogenesis and production of much m-RNA and ribosomes.

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Burkitts lymphoma

Malignant tumour of lymphoblasts derived from B-lymphocytes. Most commonly affects children in tropical Africa both Epstein-Barr virus and immunosuppression due to malarial infection are involved.

yeast--hybrid interactions

All two-hybrid screening systems rely on the fact that transcriptional activation and DNA-binding domains of transcription factors are modular in nature6, 7. In these systems, the coding sequence for the DNA-binding domain of a transcription factor such as Gal4 or LexA is fused to the cDNA of a protein of interest, termed the bait. The fusion protein thus encoded tethers the bait to the promoter region of a reporter gene. A second fusion of a cDNA library with the coding sequence of a transcriptional activation domain is termed the prey. Functional reconstitution of transcription factor activity occurs upon association of the bait and prey protein domains. This interaction is then detected by expression of reporter genes that are dependent upon the baits DNA-binding domain.

Thus, the two-hybrid system is ideal for screening libraries for novel proteinprotein interactions, and is also a powerful tool to isolate factors that disrupt or promote protein interactions. Its advantage is that an interaction of the bait with an unknown prey leads to direct identification of the cDNA that encodes the interacting protein, and its use in high-throughput screening applications allows the rapid and efficient screening of large numbers of potential interacting cDNAs or peptides .

We have generated a novel genetic system to study these interactions by taking advantage of the properties of the GAL4 protein of the yeast Saccharomyces cerevisiae. This protein is a transcriptional activator required for the expression of genes encoding enzymes of galactose utilization1. It consists of two separable and functionally essential domains an N-terminal domain which binds to specific DNA sequences (UASG); and a C-terminal domain containing acidic regions, which is necessary to activate transcription,. We have generated a system of two hybrid proteins containing parts of GAL4 the GAL4 DNA-binding domain fused to a protein X and a GAL4 activating region fused to a protein Y. If X and Y can form a protein-protein complex and reconstitute proximity of the GAL4 domains, tran-scription of a gene regulated by UASG occurs. We have tested this system using two yeast proteins that are known to interactSNF1 and SNF4. High transcriptional activity is obtained only when both hybrids are present in a cell. This system may be applicable as a general method to identify proteins that interact with a known protein by the use of a simple galactose selection.

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Hey thanks for the help

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Since the first murmurings of war, journalists from across the nation evaluated and implemented various coverage methods. Some were live news feeds from Iraq, some largely editorial, some sensational and some ran alongside articles about high school graduation and senioritis.

In the seemingly endless stream of war coverage in mass media, high school publications have not been left behind. Rather, the scholastic press has embraced the opportunity to inform students of international matters, attempting to make the news interesting and understandable to high school students.

I know there are students on campus who couldnt care less about the war. But if theres one kid who wants to know more or has an interest, theres a reason to write the story, Jeff Katz, 17, co-editor in chief of the Granite Bay High School Gazette, said.

Although the topic is covered in all media, high school journalists are forced to deal with war coverage in unique ways due to their main audience, print schedules and resources.

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Since information provided in the professional media can often be in-depth and elaborate, comprehension of international issues can be dauntingly complex for some students.

I tell my students your goal is not to inflate diction or create complex, lengthy paragraphs; your objective is to clearly communicate, Gazette adviser Karl Grubaugh said. Thats what good newspapers do - take significant stories and make sense of them for their community and readership.

In Puyallup, Wash., the staff of the Emerald Ridge High School Jagwire used various techniques to clarify topics for a teenage audience, including infographics, maps and timelines to explain the precedence of political turmoil in Iraq to students who perhaps know little about the background of the conflict.

A lot of the problem with the war is that until you turn on the TV and see missiles exploding, it doesnt seem real. And still, this stuff is going on half a world away, Jagwire Editor in Chief James Eberlein, 18, said.

Most high school newspapers are published monthly or bi-monthly, making up-to-date war stories difficult, if not impossible, to report.

Its hard because we have to be relying on others stories for our stories, so we tend to focus on how its affecting us and our community, Katz said. For example, its a lot easier to cover our own football game than, say, a 4ers game, and students are more interested.

Avoiding timeliness problems is one of the reasons scholastic publications tend to write more focused feature articles. Common topics like war protests, students or alumni in the military or how the conflict affects gas prices serve as an alternative to straight news coverage, which can easily be found elsewhere.

Students generally choose to allow the professional media to inform the public of major events, while their more personal coverage interests high schoolers because it involves people they know and see on a daily basis.

We use as many school resources as possible talking to teachers who are Vietnam veterans, interviewing students in the military and writing opinion pieces reflecting the views of students here. Thats the stuff you cant see on CNN, said Eberlein.

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Love and Death

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"Crazy, how it feels tonight. Crazy, how you make it all alright, love. Crush me, with the things you do. I'll do for you, anything, too." "Crush" by Dave Matthews. The opening lyrics to Crush describe the good parts of love and relationships. Love is obviously one of the best parts of life. In "Sonnet XXX", written by Edna St. Vincent Millay, she speaks of love in comparison to other things we need in life, like food or shelter. She holds love at the same level as these, if not above. The short story, "A Rose for Emily", written by William Faulkner, tells of a woman, Emily, who is in search of that same requisite of life love. To compare a detailed short story to a right to the point sonnet may seem difficult. The two pieces of literary work are very similar because they both contain examples of what a person would do for love and they also share the element of death from lack of love.

According to the sonnet, love may be more important than food, water, or even life itself. The speaker contemplates whether or not she would trade love to get out of a sticky situation. She may have been hungry or physically hurt. She decided that she would make sacrifices to keep her love. Emily, from the short story, has many suitors as a young woman. Her protective father sends them all away, and consequently, her father becomes her lone source of affection. When her father dies, she refuses to believe her only love has passed. In search of some human attention, she befriends a young construction worker named Homer. Unfortunately, Homer enjoys the company of young men more than that of hers. When Emily realizes that Homer will never look at her the way she looks at him, she sacrifices her innocence and her sanity. She kills her only love in this world. She wanted to keep him around. She confides herself to her home and ceases to interact with the "living" world. She gave up on life because she had no love. In the sonnet, the speaker admits that the last thing she would do, would be to give up her love. Just as Emily refused to give up hers.

Because love is a necessity to life, without it, you'd die. "Yet many a man is making friends with death even as I speak, for lack of love alone." Sonnet XXX. The speaker basically says that without love, people give up, and soon die. For instance, if a couple has been married for a long time, and one spouse dies, the other soon follows. They feel they have little to live for, because half their life had been spent with that person. Emily does not die a bodily death soon after she lost all the loves in her life. Instead she dies emotionally, and spiritually. She sits in her house, probably lies in her bed, all day. She doesn't try to improve her situation because she doesn't care anymore. So when the town gathered at Emily's funeral, they were many years late. Miss Emily Gierson had died years ago.

In conclusion, the sonnet and the short story are the same in that they both tell a tale of life without love and the death that inevitably follows. The speaker in the sonnet would die before giving up on love, and Emily did just that, in a way. Love is a key part of living a full and meaningful life. Emily showed that life without it is empty, not worth living at all.

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