major moral conflict in antigone

significant good clash in antigone Moral Conflict in Antigone Essay The significant good clash in Antigone by Sophocles is the contention over which worth is generally crucial. The play presents the ethical clash about whether the divine beings law or the citys law is all the more impressive. This is by all accounts the most unmistakable subject. The contention emerges principally between the disastrous saints Antigone and her uncle-in-law Creon, King of Thebes. The city of Thebes had experienced a war in which Antigone and her sister Ismene have lost both of their siblings to it, Eteocles and Polyneices. Eteocless battling for Thebes was covered and respected as a saint. (lines 24-26) Polyneices was left unburied and disrespected on the grounds that he is viewed as an adversary of the city. (lines 27-32) Creon orders that whoever overstepped the law by covering Polyneices will be viewed as a crook. (lines 203-209) The contention among Antigone and Creon emerges when she concludes she should respect her siblings passing and gives him internment. (line 72) I myself will cover him, she communicated to Ismene. When Antigone has covered her sibling, she is brought before King Creon to clarify her activities. (p. 177) Sophocles presents the different sides of the contention, moral law versus city law; Antigone communicates the side of good law and Creon communicates his side with the laws of the city. Antigone starts by disclosing to her sister Ismene it was her obligation as a sister that she ought to cover her dead sibling. It is an obligation she owes to her family. She likewise communicates that the ruler won't keep me from my own. At the end of the day, obligation to the family is over her obligation to the city. Antigone additionally discloses to Ismene that she is eager to turn into a lawbreaker and kick the bucket for her convictions. She trusts her passing won't be futile, and it is respect ing her family; and the divine beings, thus, will perceive that as obvious respect. She proceeds by saying that she would prefer to please her dead sibling than the city, so she ignores the law. (line 89) At the point when a detachment comes to Creon, bringing the news that Antigone has covered her sibling, he starts his contentions why Antigone has violated the law. He starts by expressing that a man shows what he is made of by his ability in rule and law. At the end of the day, the law is everything and as a ruler, he should thoroughly take care of his nation. He thinks about Polyneices as an adversary of the city and a danger to the security of the city too. Along these lines Polyneices will be known as a backstabber throughout everyday life and in death and disrespected. The scene when Antigone and Creon face each other is simply the open door for both to guard. Creon addresses Antigone. She puts together her reactions with respect to that the city laws announcing her as illicit are not the laws of Zeus or laws declared by divine beings, yet rather, laws made by a man that one day will likewise bite the dust. She will respect her siblings demise since this is the thing that the di vine beings have declared for all humanity. (lines 460-463) In the exchange among Creon and Antigone she additionally protects herself when he addresses her concerning why a foe ought to be regarded. She reacts by saying she adored her siblings and her family, and they are not her foes. Creon additionally asked Antigone for what valid reason she was the just one opposing him. She answers him by saying that there are numerous other people who don't stand up in light of the fact that they dread him. (lines 508-509) Antigone offers one final contention in expressing that she cherishes her family and will invite demise since she will join her dear family. On the off chance that she has overstepped any of the divine beings laws, she will know when she kicks the bucket. She accepts that positive attitude will have originated from her passing. (lines 878-882) Creon reacts to Antigone by calling her a lawbreaker. She has resisted his law. On the off chance that he allows her to live, he will end up being a liar according to the city. (pp. 186-187) Creon views himself as a decent ruler; great guidelines can't in any way, shape or form permit his own family to oppose him, in being defiant in light of the fact that others will do likewise. A decent ruler should likewise place the laws and nation above everything else. On the off chance that he permits defiance, it will annihilate everything. (line 671) Some portion of the contention is likewise introduced by Haemon. Haemon is Creons child and Antigones future spouse. Haemon comes to offer his dad and counsel. He tells his dad the individuals of the city are calling him low for slaughtering Antigone. Haemon prompts his dad that a decent ruler is one that is liberal and not embarrassed about gaining some new useful knowledge. The city needs Creon to allow the young lady to live. (lines 692-695) Haemon additionally tells his dad in the event that he proceeds with his assurance of murdering Antigone, he will shame the divine beings. Haemon calls his dads judgment vacant. (p. 190) Another part of city laws versus divine beings laws is introduced by the prophet Teiresias. He likewise encourages Creon to disregard the dead man. (lines 1027-1030) Creon won't gain anything by executing one over a dead man. Creon is held relentless on his conviction; not even Zeus himself will alter his perspective. (line 1040) The prophet says to Creon that the best thing a man has is his capacity to tune in to guidance. (line 1050) Tieresiass end by telling Creon on the off chance that he executes Antigone he would have shamed the divine beings and will pay for it. (line 1072) In introducing Antigones and Creons sees, Sophocles causes the peruser to acknowledge Creon is acting unjustifiably. He will not see the positive qualities in Antigones activities. He likewise has put a greater incentive in the laws and the city than the affection for his family, his child, little girl in-law, moms, and sisters. He won't see the laws of the divine beings until the prophet discloses to him he will pay. (line 1070) Antigone never questions the affection for her family as Creon never questions what he considers his obligation to the city until the end when his activities have prompted the demise of Antigone, Haemon and his significant other. This contention could be settled reasonably if Creon had the option to tune in to the counsel of his child Haemon and the prophet Teiresias. Both encourage him not to make a move against Antigone. The laws of the city are disrespecting the laws of the divine beings. An instance of interior clash is introduced in the individual of Ismene. She also is exceptionally troubled by the passing of her siblings and the entirety of the disaster that has fallen upon her family. (lines 50-60) The contention is appeared by the entirety of the contentions she offers Antigone for not helping her with the internment of Polyneices. The first is that she doesn't need the fierceness of city law to fall on her. (line 58) She proceeds by including that Antigone and she are just ladies that can't battle men. (line 62) She likewise says she should be faithful to city laws and the individuals who are more grounded, regardless of how difficult it could be. (line 63) Lastly, Ismene says she will yield on this to the specialists. (line 67) Its additional evidence of her inward clash when upon her sisters destiny Ismene stands up to Creon and discloses to him she had a section in Polyneices internment. (line 537) She is willing currently to join Antigone in her difficulties and isn't afraid to let it be known. (line 539) She is happy to join Antigone in death. On account of Ismene, her character can resolve the contention all alone. She understands she is nothing without her family and Creons laws have removed her family. The contention introduced in Antigone includes all the characters and heartbreaking saints. Regardless of whether its inside clash or strife between two individuals, the subject is available all through the whole play. Restricting perspectives lead the primary characters to take activities that in the long run demolish all.

Unit-4 Discussion Research Paper Example | Topics and Well Written Essays - 250 words

Unit-4 Discussion - Research Paper Example e, adolescents begin driving practice with a base age of 151/2, and during the training, the young person is required to be in the organization of 25 years or more grown-up. Obligation as a driver is likewise ingrained in New Hampshire by the law that expresses that youthful drivers can just vehicle a solitary traveler beneath 25 years one after another, however this change when the driver is in the organization of a grown-up over 25 years. Another law against driving under the influence involve a fine of $500 towards a first offense (Chen, 2006). A subsequent state, which has put limitations that have helped in decreasing young fatalities as a result of auto crash, is Illinois. Graduated Driver Licensing (GDL) Program in Illinois has been viable in that it has expanded driving benefits for capable and safe drivers while simultaneously recognized wild and risky drivers. Through the program, driving limitation on young people who drive securely is slackened starting with one driving arranged then onto the next (Chen, 2006). Different investigations have demonstrated that there is a relationship between's GDL arrangements and decrease of fender benders brought about by young drivers. Specifically, GDL has prompted decrease of mishaps brought about by 16-year-old high school drivers (Chen,

REXit

REXit Today is August 31st, the final day of REX, but I’m writing this from the comforts of home in Seattle, more than three thousand miles away from MIT. I’m slowly getting ready to go back to the firehose; I’ll be on a plane in less than 48 hours heading back into the land of problem sets and early morning rowing practices. I’m excited to see my friends and my teammates who are also my friends, I’m excited for my classes, I’m excited to finally move in. I’m especially excited to be a blogger for the first time! While most of my friends have been back in Boston for at least a week meeting and greeting freshmen, holding REX events in B entry, convincing new students to join the crew team, leading FPOPs and orientation groups, I have been in Seattle, at home, while the rest of my family has been away visiting relatives. This is the first year I haven’t been on campus at all during REX,01 a weird, liminal experience and here’s what I’ve been up to instead: I became a blogger! Officially!!!02 !!! Made curry twice03 once with friends (red curry) and once on my own (yellow curry that became ginger curry due to......shameful mistakes) Video called my family for my mom’s birthday04 weird that emthey/em were away (visiting relatives) while emI/em was home finishing up my internship. how the tables have turned. Went to a free outdoor concert where I hadn’t heard of any of the artists, but ended up really enjoying it05 shoutout to KEXP Seattle. yes this is my dad’s favorite radio station Sampled five06 (5) different flavors of macaron at a dessert shop in Seattle07 the best one was POG (passionfruit orange guava). i had to look up what POG stood for. POG is also a delicious juice. a delicious passionfruit orange guava juice. i thought the G was for Grapefruit and the P was for peach. apparently i have no taste. Hiked to two08 (2) alpine lakes with two09 (2) friends Ate large and delicious burgers with the same friends after the hike Went to a housewarming where everyone else was a college graduate and felt so adult but also so young10 they were like… “let’s go to a bar after!” and I was like.....“i’m 20!” and then i went home Finished out the last 1.5 weeks of my internship11 So Long, Big Tech, And Thanks For All The Free Coffee Watched an embarrassing number of sitcom episodes Played an embarrassing amount of video games while watching said sitcoms Tried to coordinate freshman room selection in Macgregor without being physically present12 RIP to the other room assignment chairs. thanks guys. RIP to me also for even being a room assignment chair. Got assigned a course 16 advisor13 i had no advisor between early march and now Improved my relationship with my cats14 they forget who i am whenever i leave, or maybe they just don’t like that i don’t smell like them when i come back, but anyway since i left for college they are not my biggest fans. but now i’m the one who feeds them, so now they’re all “oh, hello, i love you, extra food please” Tried to plan out how I am going to unpack, go to 4 different meetings, buy groceries, figure out my bike repair situation, decide what classes I’m taking, get school supplies, and get a Harvard library card while jet lagged in the less than 48 hours between my plane landing in Boston and my first class Wednesday morning 15 a definite downside of missing REX. I was supposed to go to a 5th meeting, but it conflicts with one of the other 4. Wrote this post16 or most of it, anyway. UPDATE: I am now writing from my dorm room.17 mostly unpacked. and now with a river view! Today is September 4th. Yesterday was registration day, and classes began today. I made it back to MIT. I made it to all 4 meetings.18 I mean, I still didnt make it to the 5th. I bought groceries. My bike now has a glorious new chain. I got half a Harvard library card.19 like, I got approved by the Harvard library privileges office. but I still need to go back to get the card made in the card machine. I registered for classes. I unpacked.20 mostly I finished this post.21 mostly Classes began today. I am tired, but I am ready. Classes began today. a weird, liminal experience back to text ? !!! back to text ? once with friends (red curry) and once on my own (yellow curry that became ginger curry due to......shameful mistakes) back to text ? weird that they were away (visiting relatives) while I was home finishing up my internship. how the tables have turned. back to text ? shoutout to KEXP Seattle. yes this is my dad’s favorite radio station back to text ? (5) back to text ? the best one was POG (passionfruit orange guava). i had to look up what POG stood for. POG is also a delicious juice. a delicious passionfruit orange guava juice. i thought the G was for Grapefruit and the P was for peach. apparently i have no taste. back to text ? (2) back to text ? (2) back to text ? they were like… “let’s go to a bar after!” and I was like.....“i’m 20!” and then i went home back to text ? So Long, Big Tech, And Thanks For All The Free Coffee back to text ? RIP to the other room assignment chairs. thanks guys. RIP to me also for even being a room assignment chair. back to text ? i had no advisor between early march and now back to text ? they forget who i am whenever i leave, or maybe they just don’t like that i don’t smell like them when i come back, but anyway since i left for college they are not my biggest fans. but now i’m the one who feeds them, so now they’re all “oh, hello, i love you, extra food please” back to text ? a definite downside of missing REX. I was supposed to go to a 5th meeting, but it conflicts with one of the other 4. back to text ? or most of it, anyway. back to text ? mostly unpacked. and now with a river view! back to text ? I mean, I still didn't make it to the 5th. back to text ? like, I got approved by the Harvard library privileges office. but I still need to go back to get the card made in the card machine. back to text ? mostly back to text ? mostly back to text ?

1870-1880 Essay - 1417 Words

1870-1880 During the 1870’s the United States experienced great changes with the end of the Civil War. America was going through a period called Reconstruction. Tensions were fairly high and an air of freedom was present throughout the nation. By 1877, it was obvious the United States was beginning to develop into a recognizably modern economic system of making, earning, spending, and living (Brown 60). In 1880, â€Å"over half of American workers worked on farms and only one in twenty worked on manufacturing† (Brown 59). Farmers outnumbered factory by a large number, but factories were still abundant. Child labor occurred after the Civil War as well. By 1872, more than 10,000 children were employed in Philadelphia’s industrial†¦show more content†¦This began the electrical revolution that soon swept the country and the world. These are just the few things that helped develop America in this time period. In 1870-1880 many significant world events took place. In 1870, the famous Franco-Prussian War broke out led by Prussian minister Bismarck who believed the war would help unite Germany. In 1870, the French army was defeated at the battle of Sedan (â€Å"Timeline† Primary documents â€Å"1874†). The French commanders and Napoleon III were captured and the Germans started invading Paris. On December 27, the French forts that were set around Paris were destroyed and within a month, Paris collapsed and the French surrendered (â€Å"Timeline† Primary documents â€Å"1874†). Also in 1874, the Japanese invaded Taiwan. The Japanese did such a thing because of the killing of an Okinawan seaman after a shipwreck. Another important event took place in 1878 when the Treaty of San Stefano was signed on March 5th between Russia and the Ottoman Empire. This brought peace between Russia and the Ottoman Empire after two years of fighting. Europe had a fair amount of influence on the United States at this time. In addition to influencing American literature, theatre, music, fine arts, and fashion, European immigrants help shaped American life by bringing their traditions and cultures to the United States. In the 1870’s a new literary movement called Realism was on the rise in America. Three American authors wroteShow MoreRelatedChanges Of The Youth Sector Over The Past 100 Years1899 Words   |  8 Pages â€Å"The 1870 Education Act obliged local authorities to provide primary education for all children aged 5 to 11.† (http://www.20thcenturylondon.org.uk/children). In 1902, The Education Act was updated and confirmed that the Local Education Authorities also provided secondary schools; however the places available were limited and a fee was charged so a few working class children attended. Some of the poorer children had to take days off school to work to earn money to attend school. â€Å"An 1880 Act madeRead MoreThe Populist Party and the Farmer Reform Movement792 Words   |  3 PagesMidwest and South in the 1870s, 1880s, and 1890s. Why did these groups emerge? What were the goals of these groups? Discuss each major group from this era and the reforms they inspired. Were their goals reasonable or too radical? The Populist Party had its origins in the agrarian West. A lengthy and devastating drought, followed by a depression, exacerbated the tensions between urban and rural interests and farmers began to unite under the Populist banner. In the 1880s, as drought hit the wheat-growingRead MoreImportant Factors Leading to the Gilded Age Essay1749 Words   |  7 Pages According to the United States Census of 1870, the U.S. resident population was approximately 38 million and an estimated 80 percent of Americans lived on farms. In comparison to the U.S. Census of 1900 which showed the resident population over 76 million and the percentage of those residents living on farms to half the amount 1870 at 40 percent. This was due to the dramatic change in the immigrants to the United States post 1880. Prior to the 1880s the immigrants to America were predominatelyRead MoreEssay about Struggles in Post Civil War America1020 Words   |  5 Pagesindustrial revolution was jump started by winning the war. The number of towns with population between 10,000 and 25,000 doubled in 10 years between 1860 and 1870, and then increased by another 26 percent by 1880. The number of cities with population between 50,000 and 100,000 also doubled between 1860 and 1870, and increased by another 27 percent by 1880 (4). The cities of New York and Chicago doubled and quadrupled. With the population increase, growth of business and industry also increased immenselyRead MoreEssay on Hist121551 Words   |  7 Pages1.|What happened to the Plains Indian population between 1780 and 1870?Ø The population declined by half because of disease and as the Sioux pushed west, they defeated weaker opposition. Cheyenne warrior anguished, disease shifted balance of power | 2.|Explain the Indian wars on the Great Plains:Ø It marked its last resistance of its population devastated by disease and demoralized by the removal policy pursued by the government. Some tribes including the crow, Arikara, Pawnee and Shoshoni foughtRead MoreEssay about The History of the American Civil War1140 Words   |  5 Pagesuphold slavery. However, despite having the cold Civil War in the 1860s, all the effort to gain a â€Å"new birth of freedom† went in vain. Although the North were advance than the South and were to defeat them in the war, they had in reality lost. By the 1880s, the South had defeated the weakened North and had re-enslaved the African American. After the Civil war, the American government had passed many amendments to insure the rights of African American but all went in vain, as the South did not followRead MoreJohn Tosh s A Man s Place : Masculinity And The Middle Class Home932 Words   |  4 Pagessome extent even determined masculinity. His book is structured very well into an introduction and three sections, in chronological order: part one entitled ‘Preconditions’, ‘part two, ‘The Climax of domesticity, c. 1830-1880’ and part three, ‘Domesticity under strain, c. 1870-1900’, which each section further sub-divided. The book has a clear, almost chronological structure, with a wide range of useful evidence. This makes Tosh’s work very informative, an easy and fun read. Tosh provides us withRead MoreHow Racial Minorities Found Hope for Improvement1167 Words   |  5 PagesRacial minorities have suffered a treacherous life under the white majority for the period 1870 s-1930s. However, they worked hard to improve their political, social, and economic conditions with some successes and failures. By overcoming the laws and regulations placed by the white majority, racial minorities found methods to settle in an area and earn a living. Even though they were not guaranteed equality, minorities lived an arduous yet hopeful life, waiting for the day when they could be treatedRead MoreThe Immigration Invasion1041 Words   |  4 PagesFrom the 1880s well into the 1920s, the United States population proliferated due to the mass influx of new immigrants. They came from Asia and Mexico and all parts of Europe, from countries such as Italy, Russia, and Austria-Hungary, to name a few. Although they originated from diverse backgrounds, these new settlers had one thing in common: they brought their families to America seeking economic freedom that was not available in their home country. This time period during which a countless numberRead MoreThe Gateway Unit ( Model )1518 Words   |  7 Pagesimmigration by having aid groups accepting Germans. Norwegian- 1880-1893- During this time Norway was going through a rough industrial slowdown. The young had to find jobs to support their families but with the slowdown they couldn’t. While this happened in Norway, America was dealing with its own problems, shortage of labor. Then, many Norwegians immigrated to America to earn jobs and support their families. Austria- Hungary- 1880-1915- The Austro-Hungary’s had a great immigration called the â€Å"Great

The Ancient Illyrians Connection to Todays Albanians

Mystery enshrouds the exact origins of todays Albanians. Most historians of the Balkans believe the Albanian people are in large part descendants of the ancient Illyrians, who, like other Balkan peoples, were subdivided into tribes and clans. The name Albania is derived from the name of an Illyrian tribe called the Arber, or Arbereshà «, and later Albanoi, that lived near Durrà «s. The Illyrians were Indo-European tribesmen who appeared in the western part of the Balkan Peninsula about 1000 B.C., a period coinciding with the end of the Bronze Age and beginning of the Iron Age. They inhabited much of the area for at least the next millennium. Archaeologists associate the Illyrians with the Hallstatt culture, an Iron Age people noted for production of iron and bronze swords with winged-shaped handles and for domestication of horses. The Illyrians occupied lands extending from the Danube, Sava, and Morava rivers to the Adriatic Sea and the Sar Mountains. At various times, groups of Il lyrians migrated over land and sea into Italy. The Illyrians carried on commerce and warfare with their neighbors. The ancient Macedonians probably had some Illyrian roots, but their ruling class adopted Greek cultural characteristics. The Illyrians also mingled with the Thracians, another ancient people with adjoining lands on the east. In the south and along the Adriatic Sea coast, the Illyrians were heavily influenced by the Greeks, who founded trading colonies there. The present-day city of Durrà «s evolved from a Greek colony known as Epidamnos, which was founded at the end of the seventh century B.C. Another famous Greek colony, Apollonia, arose between Durrà «s and the port city of Vlorà «. The Illyrians produced and traded cattle, horses, agricultural goods, and wares fashioned from locally mined copper and iron. Feuds and warfare were constant facts of life for the Illyrian tribes, and Illyrian pirates plagued shipping on the Adriatic Sea. Councils of elders chose the chieftains who headed each of the numerous Illyrian tribes. From time to time, local chieftains extended their rule over other tribes and formed short-lived kingdoms. During the fifth century B.C., a well-developed Illyrian population center existed as far north as the upper Sava River valley in what is now Slovenia. Illyrian friezes discovered near the present-day Slovenian city of Ljubljana depict ritual sacrifices, feasts, battles, sporting events, and other activities. The Illyrian kingdom of Bardhyllus became a formidable local power in the fourth century B.C. In 358 B.C., however, Macedonias Philip II, father of Alexander the Great, defeated the Illyrians and assumed control of their territory as far as Lake Ohrid (see fig. 5). Alexander himself routed the forces of the Illyrian chieftain Clitus in 335 B.C., and Illyrian tribal leaders and soldiers accompanied Alexander on his conquest of Persia. After Alexanders death in 323 B.C., independent Illyrian kingdoms again arose. In 312 B.C., King Glaucius expelled the Greeks from Durrà «s. By the end of the third century, an Illyrian kingdom based near what is now the Albanian city of Shkodà «r controlled parts of northern Albania, Montenegro, and Hercegovina. Under Queen Teuta, Illyrians attacked Roman merchant vessels plying the Adriatic Sea and gave Rome an excuse to invade the Balkans. In the Illyrian Wars of 229 and 219 B.C., Rome overran the Illyrian settlements in the Neretva River valley. The Romans made new gains in 168 B.C., and Roman forces captured Illyrias King Gentius at Shkodà «r, which they called Scodra, and brought him to Rome in 165 B.C. A century later, Julius Caesar and his rival Pompey fought their decisive battle near Durrà «s (Dyrrachium). Rome finally subjugated recalcitrant Illyrian tribes in the western Balkans [during the reign] of Emperor Tiberius in A.D. 9. The Romans divided the lands that make up present-day Albania among the provinces of Macedonia, Dalmatia, and Epirus. For about four centuries, Roman rule brought the Illyrian-populated lands economic and cultural advancement and ended most of the enervating clashes among local tribes. The Illyrian mountain clansmen retained local authority but pledged allegiance to the emperor and acknowledged the authority of his envoys. During a yearly holiday honoring the Caesars, the Illyrian mountaineers swore loyalty to the emperor and reaffirmed their political rights. A form of this tradition, known as the kuvend, has survived to the present day in northern Albania. The Romans established numerous military camps and colonies and completely latinized the coastal cities. They also oversaw the construction of aqueducts and roads, including the Via Egnatia, a famous military highway and trade route that led from Durrà «s through the Shkumbin River valley to Macedonia and Byzantium (later Constantinople) Constantinople Originally a Greek city, Byzantium, it was made the capital of the Byzantine Empire by Constantine the Great and was soon renamed Constantinople in his honor. The city was captured by the Turks in 1453 and became the capital of the Ottoman Empire. The Turks called the city Istanbul, but most of the non-Muslim world knew it as Constantinople until about 1930. Copper, asphalt, and silver were extracted from the mountains. The main exports were wine, cheese, oil, and fish from Lake Scutari and Lake Ohrid. Imports included tools, metalware, luxury goods, and other manufactured articles. Apollonia became a cultural center, and Julius Caesar himself sent his nephew, later the Emperor Augustus, to study there. Illyrians distinguished themselves as warriors in the Roman legions and made up a significant portion of the Praetorian Guard. Several of the Roman emperors were of Illyrian origin, including Diocletian (284-305), who saved the empire from disintegration by introducing institutional reforms, and Constantine the Great (324-37)--who accepted Christianity and transferred the empires capital from Rome to Byzantium, which he called Constantinople. Emperor Justinian (527-65)--who codified Roman law, built the most famous Byzantine church, the Hagia Sofia, and re-extended the empires control over lost territories- -was probably also an Illyrian. Christianity came to the Illyrian-populated lands in the first century A.D. Saint Paul wrote that he preached in the Roman province of Illyricum, and legend holds that he visited Durrà «s. When the Roman Empire was divided into eastern and western halves in A.D. 395, the lands that now make up Albania were administered by the Eastern Empire but were ecclesiastically dependent on Rome. In A.D. 732, however, a Byzantine emperor, Leo the Isaurian, subordinated the area to the patriarchate of Constantinople. For centuries thereafter, the Albanian lands became an arena for the ecclesiastical struggle between Rome and Constantinople. Most Albanians living in the mountainous north became Roman Catholic, while in the southern and central regions, the majority became Orthodox. Source [for the Library of Congress]: Based on information from R. Ernest Dupuy and Trevor N. Dupuy, The Encyclopedia of Military History, New York, 1970, 95; Herman Kinder and Werner Hilgemann, The Anchor Atlas of World History, 1, New York, 1974, 90, 94; and Encyclopaedia Britannica, 15, New York, 1975, 1092. Data as of April 1992SOURCE: The Library of Congress - ALBANIA - A Country Study

Darvin and Evolution †Lesson Plan Free Essays

string(41) " Those Diaries may have a use after all\." Time constraints meant I couldn’t cover everything I wanted to cover during ‘Topic’. Other investigations that may have been included are: Artificial Selection Why are cows and sheep not extinct? Why are there so many kinds of dog? Where do red, blue and black roses come from? What are yellow bananas? Sexual Selection Why do peacocks -and many other birds – have such beautiful plumage? A predator can find them easily, so why have they evolved that way? A festive’ example (cough): Why do reindeer have antlers? 1 Do Mammals Have Emotions? Do mammals experience fear, happiness, sadness, grief? I hope to address these and other questions during Science. In the meantime, here is a collection of books which you may or may not find useful: Richard Adkins’ book is a hardcore response to all who question evolution as scientific fact. We will write a custom essay sample on Darvin and Evolution – Lesson Plan or any similar topic only for you Order Now Chris Stringer works at the National History Museum and is often called upon by the media to explain the origins of modern humans. His The Origin of our Species is a popular and engaging read which sets out to answer all the big questions in the debate about our origins. The graphic adaptation of Origins by Keller and illustrator Nicolle Rage Fuller is a marvelous version of Darning’s seminal work. The illustrations are drawn from Darning’s own words, including his diaries and letters. The book is brought up to date with a graphic account of recent breakthroughs in evolutionary science. It would make a wonderful gift for teenagers and adults with an interest in evolutionary theory. I love it. The nutty looking book by Murphy is funny, informative and perfect for Yr 5/6 +. I would highly recommend it for use when planning the ‘Life’ units in the Science SOW. The final book would be enjoyed by Yr/6 and anyone requiring a gentle introduction to Darwin and his ideas. The first lesson is a look at the Genesis account and other creation myths, but don’t let that fool you into thinking this plan is creationism or so-called ‘intelligent’ design in disguise, it most definitely isn’t! It is a celebration of Charles Darwin and evolutionary theory. I believe Darning’s â€Å"dangerous idea† is one of the most important topics we’ll ever teach our kids. I hope you enjoy teaching it. Kind regards, Lou Armor Darwin, Evolution and the Origins of Life L 1/2 – All Things Bright And Beautiful Success Criteria I can write a creation myth. Intro Entry song: Sing the first verse of All Things Bright And Beautiful. What is the hymn about? Why do you think it was written? Does anybody know of any other songs, rhymes, etc that describe the rich diversity of life found on earth? Show: How God created the world. Http://www. Youth. Com/watch? V=7_Acquiesced=related What is the little girl attempting to explain? Where did she get the explanation from? Display the relevant Genesis passage as a timetable. What do you think about the Genesis story as an explanation of life? Are there any oddities about the Genesis account? How old do you think the world is according to Genesis? (Creationists believe the world is only 6000-10,000 years old). Activity Entry question: All cultures have creation myths. Do you know of any? Greek, Egyptian, Norse? Rudyard Kipling? How many creation myths do you think there are? Is there any reason why any one story should be the ‘correct’ one? Part 1 Story Telling Task Show the clips, complete with a brief discussion of their story features/structure between each. Record the features, etc on the board for later use. How elephant got his trunk http://www. Youth. Com/watch? V=bishop_ICQ How Zebra got her stripes http://www. Youth. Com/watch? V=Mississippi=related Why Bat flies at night http://www. Youth. Com/watch? V=pedophilia pop=related LA – Referring to the board prompts and pictures children plan and write their own story book from ONE of Elephant, Zebra and Baboon, Koala or Bat. MA/HA- + those LA who wish to do so – work in pairs and write an original and creative story for ONE of the following: How Tiger got her stripes How Peacock got his feathers Leopard got his spots How Kangaroo got her pouch How Tortoise got his shell How bear got her stumpy tail How Encourage children to act out their story as a means of composing it and telling it. Inform HA children that they will be telling their story during ‘Myth Time’. Activity continues overleaf. Part 2 Outdoor Task: Critical Thinking entry: a) Observation and discussion walk around the top field/Dingles Dell/flower beds, etc. Ask critical questions – lots of why and how – about ‘supernatural design’, leaf structure, complexity, etc without straying into Darwin and evolution. ) Inform hillier that scientists estimate the world to be about 5. 1 billion years old. Create the ‘The Lo Roll Timeline’. Say, Wow! ‘ Discuss. Take photos. C) Uri-peg two of the lines, remove their post-its and add them to the Zero end of one of the other lines so that you have one long line made up of three of the original lines. Line 1 (with it†™s post-its in place) + Line 2 + Line 3 = The Age of the Universe. Now take a look at the red edge! So where would the Genesis 6,000 – 10,000 years be now!!!!? Microscopic! Assessment and Look Forward IQ: Did anybody notice anything odd about Day 1 and Day 4? E below) What are your thoughts about the Genesis story in light of making the ‘Lo Roll Timeline? Why would an all powerful, caring and gentle God create a wasp which seeks only to burrow into the bodies of living caterpillars with the intention of eating them from the inside? What is the point of it? For the next lesson: Ask children to bring in as many toy animals and small world vegetation as they can carry. Ask children to begin making a list in their Diaries of the types of living things they see day to day and to bring it in next lesson. Onto been – Those Diaries may have a use after all. You read "Darvin and Evolution – Lesson Plan" in category "Papers" Talking with friends and family Does science have anything to say about life on earth? Can anyone think of any really old things that have been found, in a rock or on a beach, say? Scientific evidence tells us that the earth is over 5 billion years old. Life first originated in the oceans 3. 4 billion years ago. The dinosaurs died out 65 million years in the past. The first modern humans (Homo Sapiens) appeared 100,000 yr ago but the recorded history of humans stretches back only 10,000 years in time. Find out more about these things. Talk about these things with a friend for next time. Begin making your own Evolution Journal at home (It could be a combination of literacy homework and voluntary work, so there could be an incentive of some sort I. E. Credits). Lesson Resources Writing and drawing materials. Lo rolls, tents pegs, knitting needles, long nails, post-it notes. Teaching Support Creation myths: http://www. Magical. Com/creationism. HTML AY: God supposedly creates light and separates light from darkness, and day from night, on the first day. Yet he didn’t make the light producing objects (the sun and the stars) until the fourth day. So how could there be â€Å"the evening and the morning† on the first day if there as no sun to mark them? Myth Time: Split the children into groups for ‘Myth Time’ on the carpet and around tables, etc. HA children read/act out their story to their group. On completion – if time allows – children move to another story teller. Further stories, including, Elephant, Zebra, Bat, can be told at the end of each day over the course of the week. L 3-4 Endless forms most beautiful and most wonderful None as such. The aim here is to inspire awe and wonder. Learning about classification is a bonus! 3 Introduction Endless forms most beautiful and most wonderful. Entry activity: Children place their toys and small world materials on their tables. Entry phrase: Write the above phrase on the board and read it aloud using an dramatic voice to inject a sense of wonder. Ask the children if they can figure out what this exquisite phrase refers to. Ask: If forms’ means ‘kinds of, what do you think is being described? (The above phrase is taken from the conclusion of Darning’s On The Origin of Species By Natural Selection, 1859). Entry Sq: How many kinds of living organisms exist upon on the earth? 4 How many have been made extinct? 5 Task 1: Using toy animals, small world vegetation and large whets of paper children to begin to make a (HUGE! ) list of living organisms (use this term repeatedly throughout term). Prompt children for as wide a variety of living organisms as possible. Can children see any similarities or differences between the organisms listed/shown? Task 2: Using toy animals, small world vegetation and large sheets of paper: How can living organisms be grouped into different things? Children use their own grouping criteria to group them. What discoveries have they made? What problems ensue? Help by providing prompts: weeds, trees, flowers, insects, micro-organisms, marine, land and air life. How far can children keep going with the groups? Would a Venn diagram help? (MA/HA math children especially). Do any of the living things live and exist in 2 or 3 environments? (amphibians, flying insects, seabirds, otters, turtles, etc) Outdoor Competition: Teams fill a matchbox with as many different living organisms as possible. Discuss the results. Tell me something about the lists and diagrams we have made. Help children to develop a sense of awe and wonder at the diversity of life. Finish with Where do these endless forms most beautiful and most wonderful come from? ‘How is such diversity possible? Inform children that they will be learning more about the classification of living organisms during Science. For the next lesson: Ask children to bring in: a toy dinosaur, animal or doll, a box for the toy, a simple gardening tool for digging e. G. A small fork or trowel. Darning’s pod: Charles Darwin loved listening to music and dancing with pretty ladies – I know, I know but that’s because people only ever see the photos of him as an old man – so we are going to begin a collection of music that Darwin would have on his pod were he alive today. Who would like to be the collector of the pod music? You will be responsible for overseeing the downloading of any requested amp track and recording the name of it’s contributor. To be a contributor you will have to pay its cost – via my Amazon account – which will probably be between 50-app per track. For example, I will pay for Louis Armstrong’s What a wonderful World’, price app. At the end of the topic we shall celebrate Darwin and have his pod playing in the back ground whilst we do so. Collectors and contributors – in role biz. The great man – could present Charles Darning’s ‘Galapagos Island Discs’ to parents during our class- based assembly. Ask children to think about these and other questions and to discuss them with their friends before the next lesson. Ask the children to wonder what they might be learning about next time? Large sheets of paper, post-its, card for labels and drawing materials. The scope for CIT use in every one of these lesson is enormous – interactive timeliness, natural selection games, movies, etc but the notebook are too small, too unreliable, and too few in number for all classes to be using simultaneously. And ‘1 between 2’ tends to cause more problems than it solves? Perhaps Joy could ad many of the links to our lass web pages so kids can explore them at home? Http://en. Wisped. Org/wick/Charles_Darwin See also the resources I have put on the R:drive. In addition I have several books about Darwin and evolution which people may wish to borrow. L 5/6 – Darning’s great adventure. I know what fossils are, how they are made and what they can tell us. I can describe what Darwin saw on his voyage aboard the Beagle and some of the difficulties he faced collecting his specimens . Charles Darning’s great adventure. Entry question: Hold up a Ole note and ask: Who is this? What is she famous for? Turn it over and ask Who is this? What is he famous for? Explain that he is probably the most important scientist who ever lived. And he’s British! Explain that Charles Darning’s theory of evolution was the first scientific theory to explain the appearance of not Just some, but all living species. Darning’s theory told us how all living things are related. It also explained the origin of new species, why some species became extinct and the reason for the great variety of life on earth, why there are so many â€Å"endless forms most beautiful and most wonderful†. Entry Sq: Who was Charles Darwin? Give children a potted history of his early life. See below) Display pictures of the young Darwin – he was only 25 – the map of Beagle’s Journey and tell the story of the Beagle’s voyage and of the many wonderful things Darwin observed. Talk about Darning’s fossils finds. Do you know what fossils are? Do you know where they are found? Http://www. Youth. Com/watch? V=KxDQwBZJ908=related Show fossil pictures and discuss. What are fossils? What do they tell us? What do marine fossils tell us when they are found at the top of a mountain? Describe and illustrate Darning’s fossil finds. It may help yr to remind them of their ‘Mountains’ epic and mountain rock layers are formed. Display the Homologous Structures picture. Chi work with a friend to solve the puzzle illustrated. What are the skeletons evidence of? What can be inferred from them? Remind chi about inferring from a text). Outdoor Task: Play at being paleontologists and fossil hunters. Children make fossils outdoors. (A day or two later they again play at being paleontologists and dig up another’s fossil, taking care not to damage it, Just as real scientists do). Take photos. Part 2- Darning’s observations caused him to think very deeply about Evolution. Evolution is about change over time. Specifically, it is about how species change over time. Emphasis the excitement, wonder and scientific endeavourer of observation in such weird and wonderful environments. What practical and/or scientific problems do you think Darwin faced? Watch the clip and answer these questions: How did such a wide variety of living organisms first appear on the Galapagos? After arriving what did many species begin to do? Http://science. Discovery. Com/videos/Galapagos-beyond-Darwin-Charles- Darwin. HTML What does ‘adapting mean? Can you give me an example from the clip? How do some of the organisms survive? Http://science. Discovery. Com/videos/ Galapagos-beyond-Darwin-creatures-of-Galapagos. HTML The things that help an organism survive are called traits’ and they can be passed on. Most traits are inherited (but not all), a bit like passing on hair and eye color. Show photos of a family if it helps clarification. Ask children to think about what the fossil record and the Genesis account tell us about the age of the earth and all that live upon it. What do they make of the fact that both geology and the fossil record tell us that the earth is billions of years old, et the bible says the earth was created only 6000 years ago? Which account is based on evidence and which account is simple belief? Help children to distinguish between scientific facts based upon other facts and overwhelming evidence, and stories which require only belief. A detective’s Who done-it’ puzzle may help (Sherlock Holmes was incorrect: it’s inductive not deductive reasoning). For the next lesson: Ask children to bring in a yoghurt tub, tongs, pegs, ladles and anything else that can be used as a pretend bird beak. The wider the range of implements the better. We also need plastic cups cut in half, very thin milk straws remind me to get some from Nursery and Reception waste bins! , long balloons, Jelly beans, smarmiest, a couple of tins of fruit cocktail, soft fruits, berries, fruit Juice, chick peas, peas, seeds, etc for food and at least one washing up bowl and a cereal or fruit bowl per 4 children. Ask children to bring in handfuls of the food stuff and can chuck it in a class box ready for the lesson. Talk about fossils. Find more clips and videos about fossils and the Galapagos Islands and watch them together. Make one at home and put a photo of it in your Journal. Draw pre-historic fossils such as Trilobites, too. Plaster of Paris or similar. Toy dinosaurs and dolls (undressed). Digging implements. Small brushes. A cardboard box for each toy brought in. A tent peg or nail. Post-it notes. Why are there no transitional fossils? Is a question a parent may ask. Here is an answer put in terms of a family photo album. Http://www. Youth. Com/watch? V=QywH7FOeKJO=mfu_in_order=UL This one shows evolutionary theory being used to predict which fossils should be found. Fabulous examples shown. It also explains why a crop-duck fossil (half crocodile, half duck) will never be found? The crocodile is a favorite line of ‘criticism’ by creationists and dim celebrities). Http://www. Youth. Com/watch? V=l_Dad_Eight=autoplay=ULQywH7FOeKJO=5=1 Re: Science: Children will be learning more about the variation, adaptation and habitats of living organisms during Science. However, their intellectual Journey will travel beyond the dreary diet of tautologies and soporific science found in the CA sow. L 7/8 – Evolution, Natural Selection and â€Å"the struggle for survival†. I can describe/explain how species change over time. I can describe/explain how inherited traits enable a species to survive. Natural Selection and â€Å"the struggle for survival†. Entry Joke Two friends are in the woods when a bear starts chasing them. The first friend begins to run. The second shouts, Mimi can’t outrun a bear! † The first friend looks over his shoulder and replies, â€Å"l don’t have to. I only have to outrun you. † Is there anything we can learn from this Joke? Entry Quotation It is not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change. Display the above. Can children illustrate its meaning with an example? Polar bears? Brown hares? Cactus? Explain that organisms have adapted to survive in many different environments. The question of how they evolved (changed) was Darning’s gift to the world. Ask: What does ‘evolution’ describe? Recall that evolution is about change. Explain Darwin was not the first to propose that species evolve (change) but he was the first to explain it. At least the first to explain it in a way that made sense and held up to scientific evidence. How does change occur? Darning’s explanation is called natural selection. It is such a simple (but profound) incept that we can describe it in one sentence: Those living things born with traits that give some advantage in survival and reproduction, will tend on average to leave more offspring that have those very traits. That’s it. That’s why species evolve (change). That’s why large amounts of time can result in large amounts of change. So what might ‘advantages’ look like? Display and explain Darning’s finches using the picture from the Natural Selection PPTP. Slide. Inform children that they are about to take part in the ‘Bird Beak Struggle’. Task 1: In groups of four, children play ‘Bird Beak Struggle’. Ask: Some of your ‘beaks’ were more successful at obtaining food than others. Why was that? What were the advantages of having beak X? What were the disadvantages of having beak X? How to cite Darvin and Evolution – Lesson Plan, Papers

Promoting a Healthy Environment for Children Essay Example

Promoting a Healthy Environment for Children Essay Collate evidence which describes the role of the practitioner in working towards a health lifestyle and environment for children The role of a practitioner is vast. To be able to promote children a healthy life style and environment there are number of aspects that need to be met such as; * Routines * Circle time * Posters around the school (for example posters that promote healthy eating and exercise) * Environment * Indoor and outdoor activities Because children are growing it is important they have regular snack times as they need calories and nutrients for them to be healthy.Good nutrition is key to your childrens development and health, whether their toddler or a teenager. Providing children with healthy snacks can provide them with nutrition they need. Additionally, it is important for children to eat at least every four hours; having scheduled snack times can help them feel energized and fit. In my setting for nursery, children get to have a snack time during their break which would regularly be milk/water and a piece of fruit or vegetable.The fruit/vegetable would change everyday for example if one day they get apples the other day they would eat carrots which are healthy for the children. Other ways of promoting children to have healthy life style would be by having posters around the school in different languages so if a child cannot read English however can read polish they would also be able to read and understand the poster, these posters can be around the school for example, in front of the school you can have posters that promote healthy eating such as eat 5 fruits a day and keep fit or posters about doing regular exercise and eating vegetables.In my setting we promote healthy eating by doing circle times or reading books to the children for example when we have circle time we talk about why it is important to eat fruit and vegetable and what would happen if we eat unhealthy food. We also talk about the good things vegetables give us and how it a ffects our bodies. E2- Provide information about legislation which supports the rights of children to healthy lifestyle There is significant amount of legislation that links to the health and well-being of children and their families, legislations are important as they provide a framework for services to exist.One of these legislations are Every Child Matters and the Children Act 2004 Every Child Matters has been emended with Children Act 2004, Every Child Matters is a legislation in England that protects children and promotes their welfare and well being, this includes being healthy (growing and development as well as emotional and physical well-being), staying safe (indoors and outdoors), enjoy and achieve through learning (emotional well-being) for example if the child is experiencing problems at home such as parents being divorced an action and support would be taken and given and also achieve economic well being.Another legislation that supports healthy life style and environme nt for children is The United Nations Convention on the Rights of the child health is now seen as a right for all children in the world. The UN Convention on the Rights of the Child sets out a list of rights that children should be entitled to.This legislation supports children and their rights of their life ‘States parties shall take all appropriate legislative, administrative, social and educational measures to protect the child from all forms of physical or mental violence, injury or abuse, neglect or negligent treatment and many more ’ (CACHE Level 3 Child Care and Education 4th edition Penny Tassoni 2007 Page 25) this shows that the legislation promotes healthy life style and environment by ensuring that all children are protected by the legislation and that they have a inherent right to life.E3- provide information about a range of factors which may affect children’s health and well-being at differing times in their lives Poverty is seen by many as a key fa ctor in children’s overall health and educational achievement. Poverty is classed in two different ways, the two main ways poverty is classed in is absolute poverty, which would mean having not enough money to pay for food, water and shelter, the second one is relative poverty this takes into account the standard of living of country’s population for example a person whose income is much lower might be classified as living poverty. Growing up in bad housing also has a long-term impact on children’s life chances because of the effect it has on a child’s learning and education’ Children that have bad housing Children living in poor or overcrowded conditions are more likely to have respiratory problems, to be at risk of infections, and have mental health problems which would affect the children psychological this is also critical to the children development. There are some factors that are short-term while other has the potential to affect children in the longer term. http://england. helter. org. uk/__data/assets/pdf_file/0009/66429/Chance_of_a_Lifetime. pdf (04/11/12 18:33) Children also need balanced diets that meet their energy requirement. A poor diet can affect children in many ways such as; behaviour, mental development, intelligence etc there are also many other effects of a poor diet on children, which have a long-term affect, these can be; cardiovascular disease, cancer, tooth decay, low self-esteem and poor self-image, diabetes (Type II), musculoskeletal problems, high risk of weight problems in adulthood.It is important that everybody gets the correct amount of exercise in order to develop and remain healthy. When children do exercise they would expect it to be just fun and a physical activity for them, therefore it would be fun than something that is necessary to them and something that would benefit them in their future life. There are also health and developmental benefits of exercise such as, running, walking, pla ying etc these benefits are benefits such as stimulation of the brain, maintains and develops lung capacity, releases hormones’ (CACHE Level 3 Child Care and Education 4th edition Penny Tassoni 2007 page 261) and many more. However, some children are restricted from the activity, facilities and environment they have due to the fear of child abuse, traffic, health and safety and also computer, media and television. Children nowadays aren’t able to use the environment effectively the reason being is many parents do not feel comfortable letting children out of their sight due to murder which is stopping them from doing exercise.Children that have no access to the outdoor environment are influenced to engage with media sources at home as a result of their freedom limitation to play outside and socialise with friends. Due to traffic parents have also restricted their children from doing physical activities and playing outdoors which has resulted in less children doing outdo or activities and play alongside parents not letting their children play outside they are also not allowed to walk alone to school or return back. Some children are also driven to school which also limits their exercise.There are current initiatives that the government and local authorities have developed to encourage children to do more exercise freely and confidently ‘When we have streets we want to walk in, lives are transformed we are healthier, happier and more sociable’ http://www. livingstreets. org. uk/about-us (06/11/12 20:40PM) this is a campaign that supports and encourages parents and children to walk to school and also works and plans towards making the streets put people first which means being able to walk on street safely, which would encourage parents to allow their children to outdoor play and also to walk to school.E4- Include evidence of the effects of these factors on children’s health ‘The effects of long-term poverty on measures of c hildren’s cognitive ability were significantly greater than the effects of short-term poverty’ http://www. princeton. edu/futureofchildren/publications/docs/07_02_03. pdf (22/10/12 23:02PM) ‘Teaching your children to develop healthy habits is important to their health and development and can benefit them well into the future.Kids who follow a healthy diet and exercise regularly are more likely than kids who are sedentary to stay active as adults. Although more research needs to be done, at-risk children who are physically active on a regular basis reduce their risk of developing chronic conditions such as type 2 diabetes’ http://www. livestrong. com/article/345254-why-is-it-important-for-children-to-exercise-regularly/#ixzz2BUFyEySg (20/10/12 18:18) http://www. ic. nhs. k/statistics-and-data-collections/health-and-lifestyles-related-surveys/health-survey-for-england/health-survey-for-england2010-trend-tables E5- Include examples of different routines for c hildren which will maintain a health life style Routine- Snack Time (1) 10-10. 30am| Prepare snacks – fruit or vegetable such as carrots, pears, apples or strawberries. Cut them peel the seeds and wash carefullyProvide the children with refreshing and healthy drinks – water or milk for the children that prefer it. | 10. 30-11. 0am| Gel children’s hands or wash them and supervise them while washing their hands. Make them sit down and start giving the snacks out | 11. 00-11. 15| Make sure all children have had their snacks; children that want milk drink milk and for the ones that want water provide them water with a cup. | 11. 15-11. 25am| Wipe the children’s mouth and hands with wipes | 11. 25am-11. 35am| Wash cups, put any left over fruit or vegetable in the household recycling bin| Routine- Physical Education (2) 9. 45-10. 00am| Get children to change their uniform into their P.E kit. Make sure all children have a t-shirt to change. Children without trai ners can do P. E bear foot if indoors if outdoors children can only join in with certain activities. | 10. 00am-10. 45am| Do a warm up activity such as running around in the playground or follow the leaders, and after the warm up activity teach or do 3-4 stretches before starting the main activity | 10. 45-11. 00am| Start getting the children inside and make sure they put their uniform back on, if any of the children want refreshments we give them water to drink. |E6- Include descriptions of TWO (2) activities which are suitable to use with children to promote a health lifestyle There are many ways of encouraging children to have a healthy life style. This can be done by providing them suitable activities that promote healthy lifestyle such as; making fruit salad with children. This can be done by doing a little cooking activity with the children, majority of the young children like colours therefore bringing the children colourful and healthy fruits such as strawberries, apples red /green, bananas, plums and oranges.This activity can be done with 48+months as they are still at the stage of developing and are exploring and experimenting different things. Throughout the activity hygiene is also promoted for example before the children touch the fruit they are told not to touch the fruit if they have not washed their hands which would encourage them to wash their hands before eating or touching food or it would spread bacteria and may also cause a disease. Doing a physical activity with children also promotes and encourages them to have a healthy life style.An activity that would encourage children to be healthy is an activity such as basket ball. And activity such as; splitting the players into two even groups, and have each team line up on the baseline. On command, the first player in each line dribbles to the opposite basket and shoots until someone scores. Once a player scores, he dribbles back to the original basket, where he shoots until he scores. He passe s to the second person in line and sits down. The first team with all its players sitting down wins.This activity would encourage children to be active and healthy as it would boost their pulse and help them warmed up which would keep them active. D1- Include an explanation of how routines and activities can promote and maintain a healthy lifestyle Routines are important for every child the reason being is this sets them a healthy and organized life style. Routine establishes so many aspects of  healthy  living, good habits and good behaviour that even the slightest structure is necessary in day-to-day life.Really, children need and even desire routine, even if they dont know it, and there are plenty of ways to get them going by building a schedule that works for them. Throughout a daily routine it is important you promote children a healthy lifestyle and environment, these can be done in a numerous ways. First of all, during a daily routine it is important you: * Promote hygien e * Promote a healthy environment * Teach children self help skills * Support them to develop their confidence/self esteem/independence * Encourage and support them to learn through funIt is important to promote children to be hygienic; Hand-washing is the single most important factor relating to the spread of infection. Children should be encouraged to wash their hands before eating, after using the toilet, after handling animals and if they are ill such as sneezing. When a child is ready to go to school or nursery, they are expected to be able to use the toilet themselves and wash their own hands; parents and carers must make sure this is happening or infections and diseases can spread.Mealtime routines support healthy lifestyles because the children are then encouraged to wash their hands before they have their snacks or meal. For example in my setting children are encouraged to wash their hands by, before sending them off to the bathroom we talk to the children about what can ha ppen if they don’t wash their hands and what they have touched throughout the day which can cause bacteria in their hands and how it can spread.

Adolescent Obesity in Canada

Adolescent Obesity in Canada Free Online Research Papers When is it too much? Since when has a simple act of eating become one of the world’s biggest issues? Since when has adolescent obesity caused so much mental damage to adolescents? Recent studies have shown that approximately 16 percent of adolescents are obese in the United States when in the 1960’s it was only four percent(FDA). What is being obese? MedicineNet defines being obese as being over twenty percent over their ideal weight. This varies from gender, age and height and adolescents being defined as students from ages 13-17.(MedicineNet) Obesity became a problem for adolescents when fast food restaurants became the most viable nutritional option. Luckily for Quebec schools, however, the Premier Jean-Charest passed a bill banning schools from serving or selling fast food. â€Å"Kids who eat better, who are well-fed, with a balanced diet, have more chances of having a healthy lifestyle, of being able to concentrate and to function to the maximum of their capacity, said Jean-Charest, the Premier of Quebec (CBC). Most of these teenagers become obese because it is a genetic trait from their parents. It is known that adolescents have a bigger appetite during adolescence generating a real passion for food. Many schools have decide to sell out to fast food companies and let their students have easy access to unhealthy food; making obesity in adolescents a common problem. Taking fast food out of schools and replacing them with more nutritional foods would promote healthy eating to adolescents. Schools should take a bigger part in the health of adolescents by banning fast food in schools because of stress, physical health and the fast food industry influence. Adolescent obesity causes major amounts of mental stress that can affect their behaviour in school which is why schools should make sure their students keep a positive and healthy lifestyle. Studies have also shown that when adolescents become obese and rely on food as a comfort zone, they do not do as well as other students academically and physically. They become lazy and stressed which leads to more eating. This routine causes emotional stress and can even lead to mental illness. This depression makes it even harder for obese teenagers to work out. â€Å"Fast food is also inexpensive; most menu items offer a full meal for under ten dollars. It is easy to see why fast food is so popular these days- it is convenient and reduces our stress† (Hyde 1). Though fast food is convenient, it is addictive and its satisfaction is only temporary. The stress it relieves is also temporary because, just like cigarettes, it is easily accessible but in the long term it increases stress. Fast food may be inexpensive, but adolescents cannot afford to become lazy and inactive over the long-term. It is the school’s responsibility to ensure that health of its students is a top priority. Over the years fast food has been served throughout many schools causing very unhealthy lifestyles but it reached a new level on December 8th, 2007 when ABC news reported that McDonald’s coupons are being printed on student’s report cards. Certain schools in Florida and many other places have decided to let McDonald’s promote their fatty foods to students who get good grades. The deal between these schools and McDonald’s is that every student that gets A’s or B’s will have a McDonald’s coupon for a free Big Mac. The schools are rewarding good students by giving them fatty foods. The schools commented saying that McDonald’s is contributing to the school by adding to the school’s budget. This was helpful to schools that wanted to increase their budget. This situation is not only in the United States, in Fredericton, Canada, a crowd of students at a local high school were interviewed. CTV news interviewed certain studen ts asking them why they had left school to eat at the nearest McDonald’s. They said that the school food was not good. The B.C. government said that by 2009, all junk food would be banned in schools (CTV). The McDonald’s representatives say that they never approached the schools, the schools came to them. One example of these schools is a certain school in Florida that was paid $1,600 to put a free burger or fries coupon on every single report card containing all A’s or B’s. â€Å"Teaching healthy eating in the classroom and providing fast-food vouchers for fundraising efforts is not sending a consistent message (Neville). Putting fast food vouchers on report cards only leads to confusion. â€Å"To have significant use of fast-food vouchers very much flies in the face of all the efforts to remove these poor food choices† (Haikerwal). Schools should not confuse their students by teaching them to not eat fast food while giving them McDonald’s coupons; they should find other ways to avoid advertising fast food as it is the school’s responsibility. The physical health of adolescents is in danger when unhealthy food is easily accessible. Most schools have one to two physical education classes each week. A simple adjustment made by the school could give students proper exercise and would help them live a healthy lifestyle. In many schools there are laws about recess but in some schools children are not allowed to play tag or even run. This does not promote an active lifestyle. Some people debate that it is the parent’s responsibility to make sure that their children are healthy, physically and mentally. They say that parents should talk to their child about exercise and educate them about it. It is a dangerous to assume that parents are always capable to take care of their children. It is the school’s responsibility to educate. It is their responsibility because, unless homeschooled, children spend most of their day at school. If school prepares you for life, then shouldn’t it tell you how to eat right therefore simply showing students how to eat healthy in small easy steps might encourage them to try and live a healthy lifestyle. â€Å"From 25-40 percent of children inherit the tendency towards overweight† (HelpGuide). For the reason of parents not having enough time with their children, schools should teach their students how to maintain a healthy lifestyle to avoid adolescent obesity. Fast food is becoming easily accessible and it is the responsibility of the schools to make sure that students are not exposed or encouraged to eat it in schools. Fast food companies around the world used different tactics to advertise to adolescents and have put fast food in some schools. This made many schools ban fast food in vending machines. A recent survey was taken at 345 high schools all around the United States asking them what they sell, how much they make and how much each product takes in. The results showed that all schools said fast food makes up 70 percent of all food sales. The schools should not encourage eating fast food on a regular basis. They should be helping all students by not serving fast food and making sure no students bring fast food with them to school which might encourage other students to do the same. One might argue that the fast food companies benefit the schools by helping the funding. What many don’t realize is that staying healthy is as important if not more important than education. Making sure that children know how to eat right is extremely important and they must know what is healthy and what isn’t therefore schools can use advertising of fast food but not in any blatant form that would send the wrong message to students. Schools should focus more on the students’ health and exercise rather than advertising fast food because it will lead to obesity at an even younger age. Schools should take a bigger part in the health of adolescents by banning fast food in schools because of stress, physical health and the fast food industry influence. The schools should remove vending machines and fast food as an option for lunch as it is extremely unhealthy and can lead to an obese lifestyle. Schools should set their priorities straight because if schools will advertise fast food and not show students how to live a healthy lifestyle then there will be very few who will be able to eat right. By keeping all these fast foods from schools and out of the students’ reach, the students will not have easy access to it in schools and this will promote eating healthy. Children who have one obese parents have a 50 percent chance of being obese. To prevent obesity from being passed down through parents, we should teach adolescents about the healthy lifestyle and what it can do. Obesity can lead to diabetes and heart diseases therefore the school should take full respons ibilities of the students. Research Papers on Adolescent Obesity in CanadaStandardized TestingQuebec and CanadaGenetic EngineeringEffects of Television Violence on ChildrenThe Effects of Illegal Immigration19 Century Society: A Deeply Divided EraMarketing of Lifeboy Soap A Unilever ProductHip-Hop is ArtNever Been Kicked Out of a Place This NiceAssess the importance of Nationalism 1815-1850 Europe

USS Boxer (Cv-21) During Korean War

USS Boxer (Cv-21) During Korean War Conceived in the 1920s and early 1930s, the US Navys  Lexington- and  Yorktown-class aircraft carriers were built to fit within the restrictions set forth by the  Washington Naval Treaty. This placed limitations on the tonnage of different types of warships as well as capped each signatory’s overall tonnage. These types of restrictions were continued through the 1930 London Naval Treaty. As global tensions rose, Japan and Italy left the agreement in 1936. With the end of the treaty system, the US Navy began developing a design for a new, larger class of aircraft carrier and one which utilized the lessons learned from the   Yorktown-class. The resulting type was wider and longer as well as incorporated a deck-edge elevator system. This had been employed earlier on  USS  Wasp   (CV-7). In addition to carrying a larger air group, the new class mounted a greatly enlarged anti-aircraft armament. The lead ship,  USS  Essex  (CV-9), was laid down on April 28, 1941 . With the US entry into  World War II  after the  attack on Pearl Harbor, the  Essex-class became the US Navys standard design for fleet carriers. The first four ships after  Essex  followed the types initial design. In early 1943, the US Navy made changes to enhance future vessels. The most noticeable of these was the lengthening the bow to a clipper design which allowed for the addition of two quadruple 40 mm mounts. Other changes included moving the combat information center below the armored deck, installation of improved aviation fuel and ventilation systems, a second catapult on the flight deck, and an additional fire control director. Though known as the long-hull  Essex-class or  Ticonderoga-class by some, the US Navy made no distinction between these and the earlier  Essex-class ships. USS Boxer (CV-21) Construction The first ship to move forward with the revised  Essex-class design was USS  Hancock  (CV-14) which was later renamed Ticonderoga.   It was followed by several others including USS Boxer  (CV-21).   Laid down on September 13, 1943,  construction of Boxer  began at Newport News Shipbuilding and rapidly moved forward.   Named for HMS Boxer  which had been captured by the US Navy during the War of 1812, the new carrier slid into the water on  December 14, 1944, with Ruth D. Overton, daughter of Senator John H. Overton, serving as sponsor.   Work continued and  Boxer  entered commission on April 16, 1945, with Captain D.F. Smith in command. Early Service Departing Norfolk,  Boxer  commenced shakedown and training operations in preparation for use in the Pacific Theater of World War II.   As these initiatives were concluding, the conflict ended with Japan asking for a cessation of hostilities.   Dispatched to the Pacific in August 1945, Boxer  arrived at San Diego before departing for Guam the following month.   Reaching that island, it became flagship of Task Force 77.   Supporting the occupation of Japan,  the carrier remained abroad until August 1946 and also made calls in Okinawa, China, and the Philippines.   Returning to San Francisco,  Boxer  embarked Carrier Air Group 19 which flew the new Grumman F8F Bearcat.   As one of the US Navys newest carriers, Boxer  remained in commission as the service downsized from its wartime levels. After conducting peacetime activities off California in 1947, the following year saw  Boxer  employed in jet aircraft testing.   In this role, it launched the first jet fighter, a North American FJ-1 Fury, to fly from an American carrier on March 10.   After spending two years employed in maneuvers and training jet pilots,  Boxer  departed for the Far East in January 1950.   Making goodwill visits around the region as part of the 7th Fleet, the carrier also entertained South Korean President Syngman Rhee.   Due for a maintenance overhaul,  Boxer  returned to San Diego on June 25 just as the Korean War was beginning. USS Boxer (CV-21) - Korean War:   Due to the urgency of the situation,  Boxers overhaul was postponed and the carrier was quickly employed to ferry aircraft to the war zone.   Embarking 145 North American P-51 Mustangs and other aircraft and supplies, the carrier departed Alameda, CA on July 14 and set a trans-Pacific speed record by reaching Japan in eight days, seven hours.   Another record was set in early August when  Boxer  made a second ferry trip.   Returning to California, the carrier received cursory maintenance before embarking the Chance-Vought F4U Corsairs of Carrier Air Group 2.   Sailing for Korea in a combat role,  Boxer  arrived and received orders to join the fleet gathering to support the landings at Inchon.   Operating off Inchon in September,  Boxers aircraft provided close support to the troops ashore as they drove inland and re-captured Seoul.   While performing this mission, the carrier was stricken when one of its reduction gears failed.   Caused due to postponed maintenance on the vessel, it limited the carriers speed to 26 knots.   On November 11,  Boxer  received orders to sail for the United States to make repairs.   These were conducted at San Diego and the carrier was able to resume combat operations after embarking Carrier Air Group 101.   Operating from Point Oboe, approximately 125 miles east of Wonsan,  Boxers aircraft struck targets along the 38th Parallel between March and October 1951.    Refitting in the fall of 1951, Boxer  again sailed for Korea the following February with the Grumman F9F Panthers of Carrier Air Group 2 aboard.   Serving in Task Force 77, the carriers planes conducted strategic strikes across North Korea.   During this deployment, tragedy struck the ship on August 5 when an aircrafts fuel tank caught fire.   Quickly spreading through the hanger deck, it took over four hours to contain and killed eight.   Repaired at Yokosuka,  Boxer  re-entered combat operations later that month.   Shortly after returning, the carrier tested a new weapons system which used radio-controlled Grumman F6F Hellcats as flying bombs.   Re-designated as an attack aircraft carrier (CVA-21) in October 1952,  Boxer  underwent an extensive overhaul that winter before making a final Korean deployment between March and November 1953. USS Boxer (CV-21) - A Transition: Following the end of the conflict,  Boxer  made a series of cruises in the Pacific between 1954 and 1956.   Re-designated an anti-submarine carrier (CVS-21) in early 1956, it made a final Pacific deployment late that year and into 1957.   Returning home,  Boxer  was selected to take part in a US Navy experiment which sought to have a carrier solely employ attack helicopters.   Moved to the Atlantic in 1958,  Boxer  operated with an experimental force intended to support the rapid deployment of US Marines.   This saw it again re-designated on January 30, 1959, this time as a landing platform helicopter (LPH-4).   Largely operating in the Caribbean, Boxer  supported American efforts during the Cuban Missile Crisis in 1962 as well as used its new capabilities to aid efforts in Haiti and the Dominican Republic later in the decade. With the US entry into the Vietnam War  in 1965, Boxer  reprised its ferry role by carrying 200 helicopters belonging the US Armys 1st Cavalry Division to South Vietnam.   A second trip was made the following year.   Returning to the Atlantic, Boxer assisted NASA in early 1966 when it recovered an unmanned Apollo test capsule (AS-201) in February and served as the primary recovery ship for Gemini 8 in March.   Over the next three years, Boxer  continued in its amphibious support role until being decommissioned on December 1, 1969.   Removed from the Naval Vessel Register, it was sold for scrap on March 13, 1971.  Ã‚  Ã‚  Ã‚   USS Boxer  (CV-21) At a Glance Nation:  United StatesType:  Aircraft CarrierShipyard:  Newport New ShipbuildingLaid Down:  September 13, 1943Launched:  December 4, 1944Commissioned:  April 16, 1945Fate:  Sold for scrap, February 1971 USS Boxer (CV-21) - Specifications Displacement:  27,100 tonsLength:  888 ft.Beam:  93 ft.Draft:  28 ft., 7 in.Propulsion:  8 Ãâ€" boilers, 4 Ãâ€" Westinghouse geared steam turbines, 4 Ãâ€" shaftsSpeed:  33 knotsComplement:  3,448 men USS Boxer (CV-21) - Armament 4 Ãâ€" twin 5 inch 38 caliber guns4 Ãâ€" single 5 inch 38 caliber guns8 Ãâ€" quadruple 40 mm 56 caliber guns46 Ãâ€" single 20 mm 78 caliber guns Aircraft 90-100 aircraft Selected Sources DANFS: USS  Boxer  (CV-21)NavSource: USS  Boxer  (CV-21)USS  Boxer  (CV-21) Veterans Association

The Unemployment and Poverty Dissertation Example | Topics and Well Written Essays - 5000 words

The Unemployment and Poverty - Dissertation Example The states ought to take care of those who are out of employment and do not leave them alone, especially do not let them let go. A good solution would be to create a kind of groups of support that could have a motivating and supervisory function at the same time. People would feel more confident, motivated and they would share with each other their problems, hopes and ideas. One final suggestion, that would help, is for governments to create new opportunities for young people, to give them chances for apprenticeships which are certain to provide a better start at a career path. Taking all the things into consideration, the ideas listed by me above are realized in the major part of developing countries, unfortunately, they are very expensive projects. That is why the service is differently realized, dependent on the financial capabilities of a particular country. The countries that are doing the worst are those after-communism, where there is not enough money on effective support for unemployed citizens (Acemoglu 1996). On the contrary, the best are doing countries from western Europe and North America. There the unemployment is the lowest because of essential assistance. In my opinion, there is a possibility to decrease the rate of unemployment, under the condition that the governments do essential corrections and those who are the most concerned here will cooperate and work hard to make the best of them (Freeman 1996). A "simple" ratio is used to define the unemployment rate. The ratio is simple, but the set-up is not. Let the total population by the number of people sixteen years or older.           

The opportunities and the threats of the FJE Limited Essay

The opportunities and the threats of the FJE Limited - Essay Example The objectives of this project are:- †¢ To analyze the strength of the company. †¢ To assess the weakness of the company. †¢ To identify the opportunities and the threats of the company. †¢ To identify the various sources of fund and probable funds of the company. †¢ To assess the cash requirement of the company. †¢ To analyze the various options of investment available to the company in exploration. †¢ To identify the financial viability of each of the exploration option. SWOT analysis is a strategic tool which is used to analyze, understand and decide on the various situations which can arise in the business during its course of operations. The full form of SWOT is strength, weakness, opportunities and threats . The SWOT analyses of the FGE Company have been done to assess the risks and also the competitive advantage of the company and the business in which it is operating. Strength: The main strength of FJE is the sector in which it is operating. Uranium is used to produce electricity from nuclear power. Uranium itself has a very big market globally. In 2008 Australia exported more than AUD 800 million dollars of uranium to the rest of the world. The royalties achieved from Australian uranium mines is about AUD 21 million dollars per year. From Australia only about 10707 tons of uranium has been exported to the rest of the world in 2008.... This signifies that uranium has a major demand in most of the countries of the world. Therefore companies who are operating in this sector will always have a demand in the market as the resources available are less compared to the global demand. Another advantage of the company is that it does not have any debt in its capital structure this means that company is less risky. The company has exploration site in Niger which has 5% of world’s uranium resource. Also it has a site in Australia which has the largest resource of uranium in the world. This gives FJE competitive advantage over other firms. Figure 1: Uranium Requirement of the World (Source: Trade Tech, 2011) Weakness: Exploration companies always have to bear the risk of failing in the discovery of the uranium ore or salable uranium ore. If the exploration companies cherish the high return of the extraction and export of the mineral ore then in case of not discovering the ore many times the exploration companies have to suffer huge loss. The cost of exploration and all the associated expenses are very high. The FJE limited is a very small company which has a very small capital of AUD 4 million dollars. If the company fails to discover uranium in the proposed sites then it will be very difficult for the company to maintain its operations. More over there are many trade restrictions on uranium like non proliferation treaty etc made the market for the uranium quite narrow. Another weakness is the intense competition in this sector. The uranium exploration market is already crowded by many big companies like Western Mining Corporation, BP Minerals, and BHP Billiton etc. Opportunities: The biggest of the FJE limited is the rising market of nuclear energy. Rise in the use of the nuclear

Effects of Streaming on the Music Industry

Effects of Streaming on the Music Industry In the past couple of years, streaming has become one of the main ways to listen to music. With streaming is it having an Effect on the music industry that we have come to know of. This point has many Positive and Negative statement about the effects on the music industry. Some of the main Streaming Sites or Apps are Spotify, Pandora and Apple Music. With these streaming sites, many of the CEOs believe that their apps have helped the music industry from going into a decline in most of its sales. Or Artists believe it is helping the profile platform for Musicians. Results from streaming in the past couple of years are that the rates of piracy have heavily declined because of Apps like Spotify and Pandora. Spotify has been one of the main impacts on the music industry from 2015, Due to its free subscription to stream music. CEO of Spotify Daniel Ek, claiming Now, finally, after years and years of decline, music is growing again, streaming is behind the growth in music, and Spotify is behind the growth in streaming.(Hassan, C, 2016) Lars Ulrich drummer of Metallica believes Streaming is a good way for musicians and artist to get a higher profile on themselves. He also states Its a choice for the fan to be part of, its a choice for the artists who are involved in making their music available on streaming services. Its a choice by the record companies that represent the artist. Fifteen years ago those choices didnt exist.(BBC news) But besides all these Positives there have been many negative remarks on the topic. When Apple music did their 3-month free trial, the apple artist wasnt actually getting paid for the music that the members were streaming. Which has made a contribute to Taylor Swift pulling her music off of Apple music because of a high based disagreement over payment. Payment is also a factor that most people disagree with when it comes to Spotify or Apple Music. When a some is played on Spotify it has to be running for more than 30secs for the artist to get paid which can go from $0.004 for the smaller artist to $0.0084 for the well-known artist. Which in conclusion has made some famous artist non-eager to join Spotify. In the US the revenue for music sale has been hovering are $7Bil since 2010, which only went up by less than one percent from 2014 to 2015 to $7.02Bil. With this, Cds and Downloads have started to become abounded as streaming has now risen to become one of the number one platforms for music listeners. With all the contributing statements Does streaming effect the music industry you can tell that most people are with thinking that it is positive or negative, but you do get people who think that it is both with good reason to back themselves up. in future years to come will we see a drastic change in the music industry thanks to streaming?. Bibliography: Hassan, C, 2016 Spotify CEO Claims the Music Industry Would Be Dead Without Spotify http://www.digitalmusicnews.com/2016/02/17/71963/ Jones, R, 2016 Online Streaming drives increase in Australian Music Industry http://www.abc.net.au/news/2016-04-11/online-streaming-drives-increase-in-australian-music-industry/7314660 Sisario, B Russell, K, 2016 Music sales remain steady but lucrative cd sales decline Is streaming good for Music 2015 http://www.bbc.com/news/entertainment-arts-33526045 Iahn, B Streaming effect on the music industry https://themusicuniverse.com/streamings-effect-on-the-music-industry/ Wolf-Mann, E, 2015 Spotify Music Industry Revenues http://time.com/money/4086968/spotify-music-industry-revenues/ University, A, 2016 How streaming is changing the music industry http://au.blogs.american.edu/audio-technology/how-streaming-is-changing-the-music-industry/ Ellis-Petersen, H, 2016 Streaming revenues bring big boost to global music industry https://www.theguardian.com/music/2016/apr/12/streaming-revenues-bring-big-boost-to-global-music-industry

Last Sacrifice Chapter Thirty-six

I'D OFTEN DREAMED ABOUT waking up with Dimitri, waking up in a way that was †¦ ordinary. Sweet. Not because we were hastily trying to catch sleep before fighting our next foe. Not because we were recovering from sex we had to hide, sex laden with baggage and myriad complications. I just wanted to wake up together, in his arms, and have it be a good morning. Today was that day. â€Å"How long have you been awake?' I asked drowsily. My head was on his chest, and I was wrapped against him as best as I could manage. My wounds were healing rapidly but still had to be babied. We'd found a few creative workarounds last night. Sunlight now spilled in through the windows, filling my bedroom with gold. He was watching me in that quiet, solemn way of his, with those dark eyes that were so easy to get lost in. â€Å"A little while,' he admitted, lifting his gaze to the sunlight-filled window. â€Å"I think I'm still on a human schedule. Either that, or my body just wants to be up when the sun is. Seeing it is still amazing to me.' I stifled a yawn. â€Å"You should have gotten up.' â€Å"I didn't want to disturb you.' I ran my fingers over his chest, sighing in contentment. â€Å"This is perfection,' I said. â€Å"Is every day going to be like this?' Dimitri rested his hand on my cheek and then moved down, tipping my chin up. â€Å"Not every day but most days.' Our lips met, and the warmth and light in the room paled compared to what burned inside me. â€Å"I was wrong,' I murmured when we finally broke the long, languid kiss. â€Å"This is perfection.' He smiled, something he was doing an awful lot of lately. I loved it. Things would probably change once we were back out in the world. Even if we were together now, Dimitri's guardian side would always be there, ready and watchful. But not right now. Not in this moment. â€Å"What's the matter?' he asked me. With a start, I realized I'd begun to frown. I tried to relax my face. Unbidden, Adrian's words had come back to me, that the next time I was in bed with Dimitri, I should think about others who weren't so lucky. â€Å"Do you think I ruin lives?' I asked. â€Å"What? Of course not.' The smile changed to shock. â€Å"Where would you get that idea?' I shrugged. â€Å"There are just a lot of people whose lives are still kind of a mess. My friends, I mean.' â€Å"True,' he said. â€Å"And let me guess. You want to fix everyone's problems.' I didn't answer. Dimitri kissed me again. â€Å"Roza,' he said, â€Å"it's normal to want to help the people you love. But you can't fix everything.' â€Å"It's what I do,' I countered, feeling a little petulant. â€Å"I protect people.' â€Å"I know, and that's one of the reasons I love you. But for now, you only have to worry about protecting one person: Lissa.' I stretched out against him, noticing my injuries really were constantly improving. My body would be able to do all sorts of things soon. â€Å"I suppose that means we can't stay in bed all day?' I asked hopefully. â€Å"Afraid not,' he said, lightly running his fingertips along the curve of my hip. He never seemed to get tired of studying my body. â€Å"They come first.' I brought my mouth back toward his. â€Å"But not for a little while.' â€Å"No,' he agreed. His hand slid up to the back of my neck, tangling in my hair as he drew me closer. â€Å"Not for a little while.' I had never attended a royal coronation before, and honestly, I hoped I never would again. I only wanted there to be this one queen ruling in my lifetime. Eerily, the coronation was kind of a reverse of Tatiana's funeral. What was the old saying? The queen is dead. Long live the queen. Custom dictated the monarch-to-be spend the first part of the coronation day at the church, presumably to pray for guidance, strength, and all that spiritual stuff. I wasn't sure what custom did in the case of atheist monarchs. Probably they faked it. With Lissa, who was fairly devout, I knew that wasn't a problem and that she was probably legitimately praying she'd do a good job as queen. After the vigil, Lissa and a huge procession walked back across Court to the palace building, where the crowning took place. Representatives from all the royal families joined her, along with musicians who were playing much more cheerful tunes than they had for Tatiana's procession. Lissa's guardians–she had a fleet now–walked with her. I was among them, wearing my finest black and white, including the red collar marking me as a royal guardian. Here, at least, was a notable difference from the funeral. Tatiana had been dead; her guardians were for show. Lissa was very much alive, and even if she'd won the Council's vote, she still had enemies. My colleagues and I were on high alert. Not that you'd think we needed to be, not with the way the onlookers cheered. All those who had camped out during the trials and election had stayed for this fanfare, and more had shown up still. I wasn't sure when there'd ever been this many Moroi in one place. After the long and winding walk, Lissa made it to the palace building and then waited in a small antechamber adjacent to what served as the Moroi throne room. The throne room was almost never used for modern business, but every once in a while–like a new queen being sworn in–the Moroi liked to pull out ancient traditions. The room was small and couldn't hold all the witnesses from outside. It couldn't even hold the entire procession. But, the Council and highest-ranking royal members were there, along with some select invitees of Lissa's. I stood off to the side, watching the glamour unfold. Lissa hadn't made her grand entrance yet, so there was a low hum of conversation. The room was all green and gold, having been given a thorough and fast remodel in the last few days, since custom dictated the ruling family's colors dominate the throne room. The throne itself sat high against the far wall, accessible by steps. Carved of wood I could no longer identify, I knew the throne had been carried around the world by Moroi monarchs for centuries. People were lining up in carefully assigned positions, preparing for when Lissa would enter last. I was studying one of the new chandeliers, admiring how realistic the â€Å"candles' in it looked. I knew they were electric, but the craftsmen had done amazing work. Technology masked in old-world glory, just as the Moroi liked. A small nudge drew my attention away. â€Å"Well, well, well,' I said. â€Å"If it isn't the people responsible for unleashing Rose Hathaway on the world. You've got a lot to answer for.' My parents stood before me in their typical and wildly contrasting clothing. My mom wore the same guardian outfit I did, a white shirt with black slacks and jacket. Abe was †¦ well, Abe. He had on a black pinstripe suite, with a black dress shirt underneath. Splashed against the darkness was a bright, lemon-yellow paisley tie. A matching handkerchief peeped out one of the jacket's pockets. Along with his gold earrings and chains, he also wore a black fedora, which was a new addition to his outlandish wardrobe. I guess he wanted to go all out for an event like this, and at least it wasn't a pirate hat. â€Å"Don't blame us,' said my mother. â€Å"We didn't blow up half of Court, steal a dozen cars, call out a murderer in the middle of a crowd, or get our teenage friend crowned queen.' â€Å"Actually,' said Abe, â€Å"I did blow up half of Court.' My mom ignored him, her expression softening as she studied me with her guardian eyes. â€Å"Seriously †¦ how are you feeling?' I'd seen them only briefly in the days since waking up, just enough for us all to check in on each other. â€Å"You're doing an awful lot of standing today. And I've already told Hans not to put you on active duty for a while.' It was one of the most motherly things I'd ever heard her say. â€Å"I †¦ I'm fine. A lot better. I could go on active duty right now.' â€Å"You will do no such thing,' she said, in exactly the tone she'd use giving orders to a troop of guardians. â€Å"Stop coddling her, Janine.' â€Å"I'm not coddling her! I'm looking out for her. You're spoiling her.' I looked back and forth at them in amazement. I didn't know if I was witnessing a fight or foreplay. I wasn't thrilled about either option. â€Å"Okay, okay, just back off you guys. I survived, right? That's what counts.' â€Å"It is,' said Abe. He suddenly seemed very fatherly, which weirded me out even more than my mom's behavior. â€Å"And despite the property damage and string of broken laws left in your wake, I'm proud of you.' I suspected that secretly, he was proud of me because of those things. My cynical interior commentary was brought to a halt when my mom concurred. â€Å"I'm proud too. Your methods were †¦ not ideal, but you did a great thing. Great things, really. Finding both the murderer and Jill.' I noticed her careful wording of â€Å"the murderer.' I think it was still hard for all of us to accept the truth about Tasha. â€Å"A lot will change because of Jill.' All of us looked over at the foot of the throne. Ekaterina stood on one side, ready with the book of royal vows. The other side was where members of the monarch's family stood–but only one lone person was there. Jill. Someone had done a great job of cleaning her up. Her curly hair had been elaborately styled and pinned, and she wore a knee-length sheath dress with a wide portrait style collar, just barely showing off her shoulders. The dress's cut made the most of her lanky figure, and the dark green satin looked great with her features. She was standing straight, chin high, but there was anxiety all over her, made more obvious by her being so conspicuously alone. I glanced back at Abe, who met my eyes expectantly. I had a lot of questions for him, and he was one of the few who might tell me the truth. The decision was: which question to ask? It was like having a genie. I'd only get so many wishes. â€Å"What will happen to Jill?' I asked at last. â€Å"Will she just go back to school? Are they going to train her to be a princess?' Lissa couldn't be both princess and queen, so her old title went to the next-oldest member of her family. Abe didn't answer for several moments. â€Å"Until Lissa can get the law changed–and hopefully, she will–Jill is all that allows her to keep her throne. If something happens to Jill, Lissa will no longer be queen. So. What would you do?' â€Å"I'd keep her safe.' â€Å"Then you have your answer.' â€Å"It's kind of a broad one,' I said. â€Å"†Safe' means a lot of things.' â€Å"Ibrahim,' warned my mother. â€Å"Enough. This isn't the time or place.' Abe held my gaze a bit longer and then broke into an easy smile. â€Å"Of course, of course. This is a family gathering. A celebration. And look: here's our newest member.' Dimitri had joined us and wore black and white like my mother and me. He stood beside me, conspicuously not touching. â€Å"Mr. Mazur,' he said formally, nodding a greeting to both of them. â€Å"Guardian Hathaway.' Dimitri was seven years older than me, but right then, facing my parents, he looked like he was sixteen and about to pick me up for a date. â€Å"Ah, Belikov,' said Abe, shaking Dimitri's hand. â€Å"I'd been hoping we'd run into each other. I'd really like to get to know you better. Maybe we can set aside some time to talk, learn more about life, love, et cetera. Do you like to hunt? You seem like a hunting man. That's what we should do sometime. I know a great spot in the woods. Far, far away. We could make a day of it. I've certainly got a lot of questions I'd like to ask you. A lot of things I'd like to tell you too.' I shot a panicked look at my mother, silently begging her to stop this. Abe had spent a good deal of time talking to Adrian when we dated, explaining in vivid and gruesome detail exactly how Abe expected his daughter to be treated. I did not want Abe taking Dimitri off alone into the wilderness, especially if firearms were involved. â€Å"Actually,' said my mom casually. â€Å"I'd like to come along. I also have a number of questions–especially about when you two were back at St. Vladimir's.' â€Å"Don't you guys have somewhere to be?' I asked hastily. â€Å"We're about to start.' That, at least, was true. Nearly everyone was in formation, and the crowd was quieting. â€Å"Of course,' said Abe. To my astonishment, he brushed a kiss over my forehead before stepping away. â€Å"I'm glad you're back.' Then, with a wink, he said to Dimitri: â€Å"Looking forward to our chat.' â€Å"Run,' I said when they were gone. â€Å"If you slip out now, maybe they won't notice. Go back to Siberia.' â€Å"Actually,' said Dimitri, â€Å"I'm pretty sure Abe would notice. Don't worry, Roza. I'm not afraid. I'll take whatever heat they give me over being with you. It's worth it.' â€Å"You really are the bravest man I know,' I told him. He smiled, his eyes falling on a small commotion at the room's entrance. â€Å"Looks like she's ready,' he murmured. â€Å"I hope I am,' I whispered back. In true grandiose fashion, a herald brought the room to attention. Perfect silence fell. You couldn't even hear breathing. The herald stepped back from the door. â€Å"Princess Vasilisa Sabina Rhea Dragomir.' Lissa entered, and even though I'd seen her less than half an hour ago, I still caught my breath. She was wearing a formal gown but had once again dodged sleeves. No doubt the dress-maker had had a fit. The dress was floor-length, with a skirt of silk and chiffon layers that moved and fluttered around Lissa as she strode forward. The fabric was the same jade as her eyes, as was the dress's top, with a halter collar covered in emeralds that gave the illusion of a necklace. Matching emeralds covered the dress's belt, and bracelets completed the display. Her hair was worn long, brushed out to gleaming, platinum perfection, an aura unto itself. Christian walked beside her, a sharp contrast with his black hair and dark suit. Customs were being modified significantly today since a family member normally would have escorted Lissa, but †¦ well, she was kind of running out. Even I had to admit he looked amazing, and his pride and love for her shone on his face–no matter what troubled feelings stirred within him over Tasha. Lord Ozera, I remembered. I had a feeling that title would become more and more important now. He led Lissa to the base of the throne and then joined the Ozera delegation in the crowd. Ekaterina made a small gesture to a large satin pillow on the floor in front of the steps. â€Å"Kneel.' There was the briefest hesitation on Lissa's part, one I think only I noticed. Even without the bond, I was so attuned to her mood and tiniest actions that I could pick up on these things. Her eyes had gone to Jill. Lissa's expression didn't change, and it was so strange not to know her feelings. I could make some educated guesses. Uncertainty. Confusion. Again–the pause was only a moment long. Lissa knelt, artfully spreading her skirts around her as she did. Ekaterina had always seemed so frail and wizened in that testing room, but as she stood there with the ancient Moroi coronation book, I could sense a power still within the former queen. The book was in Romanian, but Ekaterina translated it effortlessly as she read aloud, beginning with a speech about what was expected of a monarch and then going to the vows Lissa had to swear to. â€Å"Will you serve?' â€Å"Will you protect your people?' â€Å"Will you be just?' There were twelve in all, and Lissa had to answer â€Å"I will' three times to each one: in English, in Russian, and in Romanian. Not having the bond to confirm her feelings was still so strange, but I could see on her face that she meant every word she said. When that part finished, Ekaterina cued Jill forward. Since I'd last noticed the girl, someone had given her the crown to hold. It had been custom-made for Lissa, a masterpiece of white and yellow gold intertwined with emeralds and diamonds. It complemented her outfit beautifully, and, I noticed with a start, Jill did too. Another tradition was that the monarch was crowned by a family member, and this was what Jill had been saved for. I could see her hands tremble as she laid the bejeweled wonder on her sister's head, and their gazes met briefly. A flash of troubled emotions swirled in Lissa's eyes once more, gone quickly as Jill stepped back and the weight of the ceremony took precedence. Ekaterina held out her hand to Lissa. â€Å"Rise,' she said. â€Å"You will never kneel to anyone again.' Holding Lissa's hand, Ekaterina turned so that they both faced the rest of us in the room. With a voice startling for her small body, Ekaterina declared, â€Å"Queen Vasilisa Sabina Rhea Dragomir, first of her name.' Everyone in the room–except Ekaterina–dropped to their knees, heads bowed. Only a few seconds passed before Lissa said, â€Å"Rise.' I'd been told this was at the monarch's discretion. Some new kings and queens enjoyed making others kneel for a long time. Paperwork followed, which we all watched dutifully as well. Basically, it was Lissa signing to say she'd been made queen while Ekaterina and a couple witnesses signed that they'd seen Lissa made queen. Three copies were on the ornate paper Moroi royalty so loved. One was plain white letterhead, which would go to the Alchemists. When the signing was done, Lissa took her place on the throne, and seeing her ascend those stairs was breathtaking, an image that would stay with me for the rest of my life. The room broke out into cheers and clapping as she settled into the ornate chair. Even the guardians, who normally stayed so deadly serious, joined in the applause and celebration. Lissa smiled at everyone, hiding whatever anxiety she felt. She scanned the room, and her grin broadened when she saw Christian. She then sought me out. Her smile for him had been affectionate; mine was a bit humorous. I smiled back, wondering what she would say to me if she could. â€Å"What's so funny?' asked Dimitri, looking down at me with amusement. â€Å"I'm just thinking about what Lissa would say if we still had the bond.' In a very bad breach of guardian protocol, he caught a hold of my hand and pulled me toward him. â€Å"And?' he asked, wrapping me in an embrace. â€Å"I think she'd ask, â€Å"What have we gotten ourselves into?† â€Å"What's the answer?' His warmth was all around me, as was his love, and again, I felt that completeness. I had that missing piece of my world back. The soul that complemented mine. My match. My equal. Not only that, I had my life back– my own life. I would protect Lissa, I would serve, but I was finally my own person. â€Å"I don't know,' I said, leaning against his chest. â€Å"But I think it's going to be good.' First and foremost, thank you to all of the loyal and enthusiastic readers around the world who have accompanied Rose and me throughout the series. I couldn't have made this journey without you and hope you'll continue to enjoy the many Moroi and dhampir adventures to come. Thank you also to all of the friends and family who have supported me–especially my husband, who continually amazes me with his patience, love, and ability to live with the ups and downs of a â€Å"creative type.' A special shout-out also goes to Jesse McGatha for creating the forest riddle, something I could never have come up with, let alone solve. And as always, I'm grateful to the publishing folks who work behind the scenes to make these books happen: Jim McCarthy–my agent, occasional therapist, and non- stop advocate; Lauren Abramo, who keeps finding more countries I've never heard of to send Rose to; Jessica Rothenberg and Ben Schrank, editors extraordinaire whom I'm pretty sure forego food and sleep to perfect these books; and publicist Casey McIntyre, who organizes my tours and interviews, with great care to arrange them around my hair appointments. A final thanks to all the others who work on this series at Penguin Books, Dystel & Goderich Literary Management, and my international publishers. There are far too many of you to list, but all of you are essential in telling Rose's story. Thank you.