The Bet Essay Example for Free

The Bet Essay In the story â€Å"The Bet† by Anton Chekhov, the lawyer and the banker make a bet, which is better solution capital punishment or life imprisonment. The banker then bet two million dollars that the lawyer would not stand five years in a room alone with no means of communication except through a small hole, but the lawyer said he would stay in the room for fifteen years and with that, they closed the bet. For fifteen years, the lawyer stayed in the room reading and learning new things and on the last night before the day he retakes his freedom and his two million dollars, the banker tries to sabotage the lawyer by trying to kill him. However, after reading the letter that the lawyer wrote he stopped and cried. The next morning, five minutes before the bet was over the lawyer ran away and lost the bet and the banker kept the letter that the lawyer wrote and locked it in his safe. The author Anton Chekhov talked about the moral value of human life and the consequences it bears, such as capital punishment and life imprisonment. When the banker and the lawyer argued about what punishment is better, it showed how they do not take the value of human life seriously. This led them to make the bet. The author then presents a form of foreshadowing. When he wrote life imprisonment, it showed what happens to one of them and it did. The bet was that the lawyer should stay confined in room for fifteen years and it similar to life imprisonment because the lawyer would feel the same way a prisoner would feel living his life in prison. The story gives you unexpected ending because of what the lawyer decided to do in the end. The banker who can be described as an over-excited, arrogant man started to put up the bet against the lawyer. The author shows that the banker is conceited that he was sure that he could get the better of the lawyer, however the story does not end that way. Anton Chekhov showed the weak side of the banker, which is that he, would not be able to accept if the lawyer won the bet. This quote, The only escape from bankruptcy and disgrace is that the man should die, clearly shows the cowardly trait of the banker because with his desperation of winning, he would go in so much trouble to kill the lawyer just so he would not lose his money. In addition, this concludes that his self-value of the moral value of human life have reached their all time low.

Process Of Processing :: essays research papers

The Process of Processing   Ã‚  Ã‚  Ã‚  Ã‚   How do you process film? Well you're about to find out. The three main steps in processing film are rolling, developing, and fixing. Not many people know exactly how black and white thirty five millimeter film is processed. So if you don't, read this.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  First you start by rolling the film. You do this by turning out all the lights so it is completely dark in the room. Then you carefully smash the end of the film canister to release the actual film. Taking a spool from the counter, you gently thread the base of the spool with the end of your roll of film. Squeezing the film to give it a convex shape, you rotate the spool till all the film is on metal. That's the end of the first step.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Second, you go get a liquid canister and place your roll in it closing the lid tightly. This must all be done without turning on the lights. If any light is released by anything in the room your film will be blurred. The main part of the next step is the first actual step of processing. Without removing the top of the can, fill the can with D-76, your processing chemical. The timer will be set for the correct length of time depending on the temperature of the room. Agitate for the first thirty seconds and then five seconds for every thirty seconds until the set time is up. Pour the D-76 into the sink. Do not pour it back into the original container.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Third, grab the fixer your second and final processing chemical. Fill the canister with it and repeat the agitation method in step number two for four minutes. Fixer is a chemical which coats film to give it a resistance to light. Without this there would be no point in steps one and two. After each agitation slam the canister on the counter to remove all bubbles from the film. Bubbles will cause your film to be splotchy. This would be bad. After your four minutes, pour fixer back into the container it came from.

The Missing Evening :: essays papers

The Missing Evening He was always punctual, at least for his own agenda. Each evening Jim would run through the forest just for fun. This summer night was no exception. The night had grown dark but he was not worried, for he knew the woods well. He sped across an old beaten path and glided over rotten old fallen trees. The damp air was wonderful, he thought, because he could run and never get too hot, and if he kept running he’d never get too cold. This forest was made mostly of pine trees, and the needles put a bounce in the young boy’s step and kept him cheerful. At the clearing he stopped, as he always did, and rested upon a large rock and observed the inky-black sky. This was his favorite spot, his secret spot. Stars shined far brighter here then they did in town, and Jim always felt like he could stay forever. He sighed, and pulled his arms behind his head and stretched out his legs. For some reason this night he was especially relaxed. Either school letting out last week or just one of those giddy days, he didn’t know. It is a wonderful day to be alive. After looking into the sky for a few minutes he saw a falling star. It shimmered for merely a moment and went out. Then another came, and another, and after a dozen or so he sat up and beamed, awed by the glowing sky. It seemed that just above him there was a whole meteor shower, purely for his delight. They fell straight down and glowed longer then Jim had ever seen before. Soon the whole clearing was shining a bright white, like on Forth of July. The dozens became hundreds until finally a large radiant circle seemed to be coming straight down above Jim. He let out a sharp little scream of excitement and sprang from the rock, twirling around and around singing to himself as he always did when he was really cheerful. It was another minute before he realized that they weren’t meteors anymore, but actually the colorful bottom of a spaceship. He stepped back slowly, alert but unafraid. Slowly the craft hovered toward the widest part of the clearing and fell to the earth.

Emotional, Behavioral, and Physical Disabilities Essay

The education of students who have emotional and behavioral disorders, physical disabilities, health impairments, or traumatic brain injuries can be a difficult and challenging task if proper teaching strategies are not put in place. It is also important to for these students to gain self-advocacy skills and for teachers to teach the other students understanding, respect, and how to respond appropriately to the students with disabilities in their class. Another important aspect of the education of special needs students is an individual education plan (IEP). It is important to understand each individual disability before a teacher can properly determine the best teaching strategies. The education of students with emotional behavioral disorders is interfered because of an inability to build and maintain relationships with peers or teachers, an inability to learn, exhibiting inappropriate behavior and feelings, constant unhappiness or depression, and unreasonable fears about school (Clayton County Schools Special Education Department, 2012). Emotional behavior disorders in children are caused by environment, heredity, or both (Anjeh, D. , 2007). The education of students with physical disabilities is also more difficult. Physical disabilities are broad categories that include many conditions such as muscular dystrophy, missing limbs, spina-bifida, and cerebral palsy. There are many different causes of physical disabilities. Physical disabilities make it hard for children to more around and to control their voluntary motor movements (Anjeh, D. , 2007). Health impairments also cause issues related to a student’s education. Health impairments can limit a student’s alertness, vitality, and strength. Often health impairments cause a student to have extended absences, inability to attend a full academic schedule and/or inability to attend to tasks for the same length of time as peers (Clayton County Schools Special Education Department, 2012) A traumatic brain injury can also affect a student’s educational performance. A traumatic brain injury is an injury to the brain caused by an external physical force. These types of injuries can cause impairments of judgment, problem solving, sensory, motor ability, memory, cognition, thinking, physical functions, and speech (National Association of Special Education Teachers, 2006/2007). The most common cause of traumatic brain injuries are caused by motor vehicle or bicycle accidents. Other causes include being shaken, falling, sports related injuries, and gunshots. Traumatic brain injuries can cause physical, cognitive, and/or psychosocial-behavioral/emotional impairments (Anjeh, D. , 2007). Teachers can try many different strategies to help students with the above disabilities. These strategies are often beneficial for the regular student as well. Lash (2000) suggests that to help a student to concentrate better or pay attention a teacher can reduce distractions in the work area of a student, divide the student’s work into smaller sections, having students summarize the teacher’s instruction, and using verbal or non-verbal cues. Because short term memory is often affected by a traumatic brain injury a teacher can repeat or summarize the information needed frequently. The teacher can also encourage the student to use note cards, calendars, or planners. The use of mnemonics may also be helpful to the student. A teacher could provide students with traumatic brain injuries additional time, checklists, schedules, outlines, and other organizational materials. When teaching students with emotional and behavioral disorders the teacher must remain sensitive to these student’s issues. First the teacher must identify the behavior and its cause. Lewis, Heflin, & DiGangi (1991) found that the best approach is to pinpoint the specific behavioral problem and apply data-based instruction for remediation. Remediation should include encouraging new behavior in place of the bad behavior and using positive reinforcement (Algozine, Ruhl, & Ramsey, 1991). Extra training in social skills is also important. Teaching strategies for the physically impairment deal with the provision of certain accommodations and making learning as well as the learning environment accessible. Some strategies include giving the student extra time, reducing the amount of furniture in a classroom, and training staff on the health care needs of the student. The removal of physical barriers, elimination of social barriers, participation in extracurricular activities, inclusion in sports and leisure time activities are all strategies teachers can use with students with disabilities. Some students may require many visuals while other may require added audio. To improve a disabled students self-esteem and self-advocacy the student should be allowed to assume responsibility for their own learning which will improve their self-concept, feeling of belonging to the school, and success at school. A focus should be placed on teaching the student the skills necessary for taking responsibility and showing initiative in making decisions about their own instruction. It is also important for the teacher to help the disabled student’s peers to understand, accept, and include their peers with disabilities (CSWD, 2002). Inclusive classrooms can be helpful because they enable disabled and nondisabled students to discover the similarities they share and to accept each other’s unique traits that they have (Kliff & Kunc, 1994). As school communities become increasingly diverse, it is more important than ever that teachers, administrators, parents, and students work together to create a tolerant school climate where each student feels safe and valued. IEP meetings are an important part of a disabled student’s educational process. Present at the meeting were the student’s father, the special educational teacher, and a member of the staff that is responsible for any financial related issues that may come into play. The meeting began with a brief introduction and signing of an intake sheet. The special education teacher reviewed the child’s present academic levels and discussed reading comprehension and fluency improvements. A copy of all testing scores was provided to those present. The father discussed worries that his child is shy and the need for social skill training. Moving the child to an inclusive classroom was discussed but it was decided to wait for this transition for the beginning of the next school year due to the child’s need for routines. Lastly it was determined there would be a short meeting scheduled for the end of the school year to determine classroom placement for the following school year.

The Moral Dilemma of Euthanasia essays

The Moral Dilemma of Euthanasia essays Every day we face countless choices that involve doing the right thing; however, the right thing to do isn't always the easiest thing to do. Each of these choices involves thousands of messages whirling inside our brain. In a split second our minds review the facts, explore our feelings, study consequences, compare the options against our beliefs and priorities, consider what others may think, and give the cue for action. Decisions happen so quickly but the consequences can last a lifetime and may affect others. That's why careful consideration is vital, but sometimes we do not have the time to consider the answers. A code of ethics/morals can help in determining right from wrong under these circumstances. They can determine the direction our lives will take as a result of such decisions, as my life was swept up in this moral/ethical dilemma. I made a choice as a young girl and the daughter of my mother, to take care of my mother when my father left, moreover because of my sense o f duty, than of my sense of moral or ethics as at this point I am not sure I had a code of ethics, but I have found out since that I had a strong code of ethics. I this choice never imagining it would be an obligation that would last for over 3 decades, a choice of insurmountable proportion, I made this choice when I was only responsible my myself, not realizing one day I would have a family. A choice which led me to the biggest moralethical decision that would ever effect my life and the life of my family. In the end I wanted to be as moral and as responsible for my decisions not only for myself, but also my children, I wanted to be a good strong moral example which would impact their lives as much as mine had been my children so if ever faced with a similar dilemma their choices would be just as morally right as mine. My dilemma in the end was whether or not to euthanize my mother. After 12 years of catholic school I was taught to believe in God...

How to Write a Creative Assignment

How to Write a Creative Assignment Writing Effective Assignments Research has shown that the more detailed a writing assignment is, the better the student papers are in response to that assignment. Often it is necessary to make explicit for students the process or steps necessary to complete the assignment because many students tend to treat assignments as though they were step-by-step instructions. Instructors can use that tendency to help students write more effective papers. For example, explicit descriptions of assignments on the syllabus or on an assignment sheet tend to produce the best results. Such assignment sheets should detail the kind of writing expected, the scope of acceptable subject matter, the length requirements, formatting requirements, documentation format, the amount and type of research expected (if any), the writers role, and deadlines for the first draft and its revision. Providing questions or needed data in the assignment helps students get started. For instance, some questions can suggest a mode of organization to the students. Other questions might suggest a procedure to follow. The questions posed should require that students assert a thesis. The following areas should help you create effective writing assignments. Examining Your Goals for the Assignment How exactly does this assignment fit with the objectives of your course? Should this assignment relate only to the class and the texts for the class, or should it also relate to the real world? What do you want the students to learn or experience from this writing assignment? Should this assignment be an individual or a collaborative effort? What do you want students to show you in this assignment? To demonstrate mastery of concepts or texts? To demonstrate logical and critical thinking? To develop an original idea? To learn and demonstrate the procedures, practices, and tools of your field of study? Defining the Writing Task Is the assignment sequenced so that students write a draft, receive feedback (from you, fellow students, or staff members at the Writing and Communication Center), and then revise it? Does the assignment include so many sub-questions that students will be confused about the major issue they should examine? Can you give more guidance about what the papers main focus should be? Can you reduce the number of sub-questions? What is the purpose of the assignment (e.g., review knowledge already learned, find additional information, synthesize research, examine a new hypothesis)? What is the required form (e.g., expository essay, lab report, memo, business report)? What mode is required for the assignment (e.g., description, narration, analysis, persuasion)? Defining the Audience for the Paper Can you define a hypothetical audience to help students determine which concepts to define and explain? When students write only to the instructor, they may assume that little, if anything, requires explanation. Defining the whole class as the intended audience will clarify this issue for students. What is the probable attitude of the intended readers toward the topic itself? toward the student writers thesis? toward the student writer? What is the probable educational and economic background of the intended readers? Defining the Writers Role Can you make explicit what persona you wish the students to assume? For example, a very effective role for student writers is that of a professional in training who uses the assumptions, the perspective, and the conceptual tools of the discipline. Defining Your Evaluative Criteria If possible, explain the relative weight in grading assigned to the quality of writing and the assignments content: organization focus critical thinking original thinking use of research logic appropriate mode of structure and analysis (e.g., comparison, argument) format correct use of sources grammar and mechanics professional tone correct use of course-specific concepts and terms the depth of coverage professionals are ready to help you at any stage of the writing process. Feel free to place your request here!

Clovis, Black Mats, and Extra-Terrestrials

Clovis, Black Mats, and Extra-Terrestrials Black mat is the common name for an organic-rich layer of soil also called sapropelic silt, peaty muds, and paleo-aquolls. Its content is variable, and its appearance is variable, and it is at the heart of a controversial theory known as the Younger Dryas Impact Hypothesis (YDIH). The YDIH argues that black mats, or at least some of them, represent the remains of a cometary impact thought by its proponents to have kicked off the Younger Dryas. What is the Younger Dryas? The Younger Dryas (abbreviated YD), or Younger Dryas Chronozone (YDC), is the name of a brief geological period which occurred roughly between 13,000 and 11,700 calendar years ago (cal BP). It was the last episode of a series of fast-developing climatic changes that occurred at the end of the last Ice Age. The YD came after the Last Glacial Maximum (30,000–14,000 cal BP), which is what scientists call the last time glacial ice covered much of the Northern Hemisphere as well as higher elevations in the south. Immediately after the LGM, there was a warming trend, known as the Bà ¸lling-Ã…llerà ¸d period, during which time the glacial ice retreated. That warming period lasted about 1,000 years, and today we know that it marks the start of the Holocene, the geological period which we are still experiencing today. During the warmth of the Bà ¸lling-Ã…llerà ¸d, all kinds of human exploration and innovation developed, from the domestications of plants and animals to the colonization of the American continents. The Younger Dryas was an abrupt, 1,300-year return to the tundra-like cold, and it must have been a nasty shock to the Clovis hunter-gatherers in North America as well as Europes Mesolithic hunter-gatherers. Cultural Impact of the YD Along with a substantial drop in temperature, the sharp challenges of the YD include the Pleistocene megafauna extinctions. The large-bodied animals that disappeared between 15,000 and 10,000 years ago include mastodons, horses, camels, sloths, dire wolves, tapir, and short-faced bear. The North American colonists at the time called Clovis were primarily- but not exclusively- dependent on hunting that game, and the loss of the megafauna led them to reorganize their lifeways into a broader Archaic hunting-and-gathering lifestyle. In Eurasia, the descendants of  hunters and gatherers began domesticating plants and animals- but thats another story. YD Climate Shift in North America The following is a summary of the cultural changes that are documented in North America around the time of the Younger Dryas, from most recent to oldest. It is based on a summary compiled by an early proponent of the YDIH, C. Vance Haynes, and it is a reflection of current understanding of the cultural changes. Haynes was never fully convinced that the YDIH was a reality, but he was intrigued by the possibility. Archaic. 9,000–10,000 RCYBP. Drought conditions prevailed, during which Archaic mosaic hunter-gatherer lifestyles predominate.Post-Clovis. (black mat layer) 10,000–10,900 RCYBP (or 12,900 calibrated years BP). Wet conditions are in evidence at the sites of springs and lakes. No megafauna except for bison. Post-Clovis cultures include Folsom, Plainview, Agate Basin hunter-gatherers.Clovis stratum. 10,850–11,200 RCYBP. Drought conditions prevalent. Clovis sites found with now-extinct mammoth, mastodon, horses, camels, and other megafauna at springs and lake margins.Pre-Clovis stratum. 11,200–13,000 RCYBP. By 13,000 years ago, water tables had fallen to their lowest levels since the Last Glacial Maximum. Pre-Clovis is rare, stable uplands, eroded valley sides. The Younger Dryas Impact Hypothesis The YDIH suggests that the climatic devastations of the Younger Dryas were the result of a major cosmic episode of multiple airbursts/impacts about 12,800 /-300 cal bp. There is no impact crater known for such an event, but proponents argued that it could have occurred over the North American ice shield. That cometary impact would have created wildfires and that and the climate impact are proposed to have produced the black mat, triggered the YD, contributed to the end-Pleistocene megafaunal extinctions and initiated human population reorganization across the Northern Hemisphere. The YDIH adherents have argued that black mats hold the key evidence for their cometary impact theory. What is a Black Mat? Black mats are organic-rich sediments and soils that form in wet environments associated with spring discharge. They are found throughout the world in these conditions, and they are abundant in Late Pleistocene and Early Holocene stratigraphic sequences throughout central and western North America. They form in a wide variety of soils and sediment types, including organic-rich grassland soils, wet-meadow soils, pond sediments, algal mats, diatomites, and marls. Black mats also contain a variable assemblage of magnetic and glassy spherules, high-temperature minerals and melt glass, nano-diamonds, carbon spherules, aciniform carbon, platinum, and osmium. The presence of this last set is what the Younger Dryas Impact Hypothesis adherents have used to back up their Black Mat theory. Conflicting Evidence The problem is: there is no evidence for a continent-wide wildfire and devastation event. There definitely is a dramatic increase in the number and frequency of black mats throughout the Younger Dryas, but thats not the only time in our geological history when black mats have occurred. Megafaunal extinctions were abrupt, but not that abrupt- the extinction period lasted several thousands of years. And it turns out the black mats are variable in content: some have charcoal, some have none. By and large, they seem to be naturally-formed wetland deposits, found full of the organic remains of rotted, not burned, plants. Microspherules, nano-diamonds, and fullerenes are all part of the cosmic dust that falls to earth every day. Finally, what we now know is that the Younger Dryas cold event is not unique. In fact, there were as many as 24 abrupt switches in climate, called Dansgaard-Oeschger cold spells. Those happened during the end of the Pleistocene as the glacial ice melted back, thought to be the results of changes in the Atlantic Oceans current as it, in turn, adapted to changes in the volume of ice present and water temperature. Summary The black mats are not likely evidence of a cometary impact, and the YD was one of several colder and warmer periods during the end of the last Ice Age that resulted from shifting conditions. What seemed at first like a brilliant and succinct explanation for a devastating climate change turned out on further investigation to be not nearly as succinct as we thought. Thats a lesson scientists learn all the time- that science doesnt come as neat and tidy as we can think it to be. The unfortunate thing is that neat and tidy explanations are so satisfying that we all- scientists and the public alike- fall for them every time. Science is a slow process, but even though some theories dont pan out, we still must pay attention when a preponderance of evidence points us in the same direction. Sources Ardelean, Ciprian F., et al. The Younger Dryas Black Mat from Ojo De Agua, a Geoarchaeological Site in Northeastern Zacatecas, Mexico. Quaternary International 463.Part A (2018): 140–52. Print.Bereiter, Bernhard, et al. Mean Global Ocean Temperatures During the Last Glacial Transition. Nature 553 (2018): 39. Print.Broecker, Wallace S., et al. Putting the Younger Dryas Cold Event into Context. Quaternary Science Reviews 29.9 (2010): 1078–81. Print.Firestone, R. B., et al. Evidence for an Extraterrestrial Impact 12,900 Years Ago That Contributed to the Megafaunal Extinctions and the Younger Dryas Cooling. Proceedings of the National Academy of Sciences 104.41 (2007): 16016–21. Print.Harris-Parks, Erin. The Micromorphology of Younger Dryas-Aged Black Mats from Nevada, Arizona, Texas and New Mexico. Quaternary Research 85.1 (2016): 94–106. Print.Haynes Jr., C. Vance. Younger Dryas Black Mats and the Rancholabrean Termination in North America. Proceedings of th e National Academy of Sciences 105.18 (2008): 6520–25. Print. Holliday, Vance, Todd Surovell, and Eileen Johnson. A Blind Test of the Younger Dryas Impact Hypothesis. PLOS ONE 11.7 (2016): e0155470. Print.Kennett, D. J., et al. Nanodiamonds in the Younger Dryas Boundary Sediment Layer. Science 323 (2009): 94. Print.Kennett, James P., et al. Bayesian Chronological Analyses Consistent with Synchronous Age of 12,835–12,735 Cal B.P. For Younger Dryas Boundary on Four Continents. Proceedings of the National Academy of Sciences 112.32 (2015): E4344–E53. Print.Mahaney, W. C., et al. Evidence from the Northwestern Venezuelan Andes for Extraterrestrial Impact: The Black Mat Enigma. Geomorphology 116.1 (2010): 48–57. Print.Meltzer, David J., et al. Chronological Evidence Fails to Support Claim of an Isochronous Widespread Layer of Cosmic Impact Indicators Dated to 12,800 Years Ago. Proceedings of the National Academy of Sciences 111.21 (2014): E2162–71. Print.Pinter, Nicholas, et al. The Younger Dryas Impact Hypothesis: A Requ iem. Earth-Science Reviews 106.3 (2011): 247–64. Print. van Hoesel, Annelies, et al. The Younger Dryas Impact Hypothesis: A Critical Review. Quaternary Science Reviews 83.Supplement C (2014): 95–114. Print.