Frogs :: essays research papers

Frogs are amphibians in the order Anura. The order Anura is broken down into 22 different families of frogs and toads. Although they belong to the same order, frogs and toads are different in a lot of ways. Some of the more distinct differences are their skin and where they live. Frogs usually have smooth moist skin and toads usually have dry watery looking skin. Frogs spend most of their lives in or near water and toads spend more time on land. Amphibian means "double life." Frogs and toads each have two parts to their lives: when they live on water and when they live land. A frog's life starts in the water when it is hatched from an egg as a tadpole. A tadpole looks very different from an adult frog. A tadpole has a tail, no limbs, and breathes through gills. After a while the tadpole goes through metamorphosis. During the change the frog grows limbs, the tail disappears, it uses lungs to breathe, and it doesn't have to live in water anymore. As a tadpole, the frog feeds mostly on vegetation. The tadpoles have a small rasping mouth suited especially for scraping algea from the bottom of ponds. Depending on the species, it can take a few weeks to a year or more for the tadpoles to become fully grown. Not all frogs hatch as tadpoles. Some species of frogs hatch as froglets. Froglets look just like adult frogs but are a lot smaller. Froglets don't go through a metamophosis. Most species that hatch as froglets are found in dry places. Frogs who live in dry places where rains are seasonal have to grow up quickly because a tadpole will die if their temporary pond dries up. Adult frogs can live in water or on land, but it always needs to be near water so its respiratory organs don't dry out.

Child Study Paper Essay

The Child Study data I have gathered comes from the observation I have completed at Mission Bell Elementary School. Mission Bell Elementary School is a local school in Riverside. In the P. M preschool class there are 24 students, one teacher, and one assistant. The child I decided to observe is names Zoe. Zoe is 4 years and 10 months old. I immediately was drawn to Zoe because she had such a big personality, was very social, and smart. I am glad that I choose to observe Zoe because she was able to make my observation process smooth and easy. While observing her I had to pay close attention to her biosocial development, motor skills, cognitive skills, communication skills, emotional development, social interaction, and her self-esteem. As I share my observation data, I will give examples of Zoe’s skills and overall development thus far in her life. Biosocial Development: Physical Description According to biosocial development norms Zoe is average. She is just the size she is suppose to be according the growth chart and development norms. Zoe is tall and lean. She is on the skinny side and has long arms and legs and a flat stomach. Zoe weighs 36 pounds and is 39. 75 inches tall. On the growth chart Zoe is in the 50th percentile (CDC 2000) when it comes to her weight and is in the 25th percentile (CDC 200) when it comes to her height. From these percentages on the growth chart Zoe is falling right in the middle when it comes to her physical development, showing that she is growing at a normal expected rate. Zoe displays an above average activity level in comparison to her peers. She has such a high activity level compared to the other children because out of them all she is the one that keeps busy. When indoor play time comes around Zoe is sure to play at as many play stations as she can. Zoe averages about 5 to 6 play stations. Zoe chooses to play at a number of different areas, whereas, many of the other children just get around to two different play stations. At each station Zoe spends 41/2 to 5 minutes playing, showing that Zoe’s ratio of active running around periods out weight the inactive sitting and playing periods. Motor Skills Zoe does a does a good job at controlling her gross-motor skills as well as her fine motor skills. Zoe has good balance and speed for a 4 year old. When Zoe’s gross-motor skills are compared to her classmates you notice her advancement. She does not stumble over her feet or object such as the carpet, as much as her peers do. When Zoe is outside her favorite activity is to play on the jungle gym. This activity is able to show Zoe’s good development of gross-motor skills because of how she is able to climb up and down the stairs of the jungle gym and with such speed. â€Å"Many children by age 2 become smooth and rhythmic – secure enough that soon they leave the ground. (Berk, 2007, P. 224). Zoe has mastered her fine motor skills. Zoe is able to correctly hold writing objects such as markers and crayons; she also holds glue sticks in the writing position. She holds the maker or writing object in between her thumb and her middle finger and allows her index to help support her writing tool. By having this technique down Zoe is able to control the lines that she makes on her paper as well as how dark her lines will be. She is also able to manipulate how much glue is going to go onto her paper and where it will go. In comparison to Hayliegh (3-8), who is still holding her writing tool with her palm, Zoe shows she is more advance in her fine motor skill. While playing at one of her favorite indoor play stations, which is play dough, Zoe uses her hands to manipulate the play dough into various shapes and objects. The way she is able to grasp and squeeze the play dough shows her sensatory skills, which are in connection to her fine motor skills. These two examples show that Zoe has master over her hands and how they will work to her advantage. As Zoe continues to play her favorite activity, the jungle gym, with such balance and speed she shows that she is comfortable with her movements. This is one of her favorite activities because it allows her to run around and get out her energy. Zoe favorite game, and only game she plays, are the computer games. Zoe will avoid such games as board games but will go and play on the computer when she can. The games on the computer help her to learn how to control an object such as the mouse and pointer. This helps Zoe in the development of her fine motor skills. Zoe’s favorite table game is play dough. The play dough station is always the first station that Zoe goes to if she is picked to go their. At this station Zoe again uses her fine motor skills to create all different types of objects with her play dough. Cognitive Skills While closely observing Zoe’s cognitive skills she showed evidence of Piaget’s preoperational stage. Zoe’s cognitive development is shown through her make-believe play. â€Å"Piaget believed that through pretending, young children practice and strengthen newly acquired representational schemes. † (Berk, 2007, P 227). When Zoe plays with her play dough she pretend that she is making pizza. She begins by taking a handful of play dough and placing it on the table, she then get a small rolling pin to roll the play dough out flat. Once the play dough is rolled out completely flat she uses little Lego’s to represent the pepperoni that tops most pizzas. Next she takes the finished pizza and puts it on the side of the table and pretends to heat it in an oven. The takes the play dough and begins to feed her friends. When Zoe decides to not just feed herself but her friends as well she is showing development of no longer being self-centered. This whole make believe shows how far Zoe’s Cognitive skills have developed. She is able to take something she see and act it out and think about the order in which she acts out each piece. Zoe has knowledge of classification and seriation along with her representation skills. Zoe shows that she is capable of classifying objects as well as putting them in sequence. She shows evidence of classification during clean up time. When it is time to clean up each toy has its own space and toys that are a like go into spaces next to each other. Zoe is able to identify objects and according to the likely ness of one to the other she can tell weather or not the go in the same area. For example Zoe is able to identify that the blocks and the Lego’s go into the same area but that they are different. She is also able to recognize that the entire book are books but able to classify them according to their size. She put away all the big books on one side of the bookshelf where they belong and all of the smaller books on the oppsite side where they belong. Zoe also knows sequence of numbers. She shows this when she is called up to be the calendar girl for he day. Zoe takes down all the numbers from one to 15 off of the calendar. Then one by one puts them back up in sequence. She also recognizes the patter of the numbers. Each number is written on an insect. As she puts up the numbers she realizes that the patters of insects are caterpillar, lady bug, butterfly, caterpillar, lady bug, butterfly and so on. Zoe shows the ability to imitate real life through her play. When she creates pizza with play dough and Lego’s she is showing that she understands how to create something from what she has seen and experienced. She shows that she understands how something that is not the original object can symbolize or represent the original. Zoe also shows role play during her play. She does show by pretending to be the baby while her friend Savanna (3-11) plays the mother. This type of role play shows that Zoe understands the various roles that people play in life. Through this role play you are able to see her ideas on life. Zoe shows her perception of how a baby is to act and how they should respond to their mother. By Zoe crawls around on the floor and talks baby talk shows how she views babies. Lastly Zoe shows special interest in activities that involve imitation play. She likes to create things that she sees and experiences in her life. This ability to imitate reality shows her cognitive growth. Communication Zoe uses wide variations of communication. Zoe uses her body language, facial expressions, and verbal communication all at once when she is explaining or expressing herself. All these combined show off Zoe’s personality. When Zoe hurt her foot on the table Zoe used her body language to show that she was in pain. She immediately bends down to rub her foot in try to make it feel better. Then her wincing face showed that it was not helping. As Zoe dragged her body over to the teacher she then verbalized the pain that she was in. She expressed the teacher, â€Å"I hurt my foot†. Zoe is very good at exaggerating her expressions and really showing how she feels on her face. If she is happy she has a big simile, if she is shad she is frowning, and if she is hurt she is wincing and showing pain on her face. Her facial expressions do a lot of the verbal communication she might not do or it tells her feelings before her words do. When Zoe interacts with her friends she is very animated and humorous. She is very big in her movements and throws up her arms and puts out her hands as gestures when she is speaking. When she is very excited about what it is she is telling her peers she is very big in her gestures and when she is calm she uses one hand when gesturing. Zoe has a very good vocabulary and is the talkative one of the group. She is also known for her slang vocabulary. Sometimes this slang that she uses from time to time goes a little too far and she can get into trouble. Hector (3-5) did jus that told on Zoe and got her into trouble. Hector told the teacher that Zoe told him, â€Å"What the heck. † Zoe was then told that she should not use that word. Zoe is also very descriptive in her speech. She once told the teacher, â€Å"Mrs. Contreras, I made a red strawberry†. Zoe is extremely talkative and this helps aid her in learning and broadening her vocabulary, as well as learning how to express her self. Emotions Zoe is at the Initiative versus Guilt stage according to Erikson’s personality development theory (Berk, 2007). Evidence of this is show when Zoe is eager to join her class peers in various activities. In particular when it is library time Zoe likes to thumb through her book initially by herself like she is told to do but it excited when she is able to share her book with a few surrounding friends, or listen to a surrounding friend share their book with others. When it comes to creating a new picture or trying a new activity Zoe becomes excited to participate and learn something new. This took place when she had the opportunity to create a caterpillar. She learned how many circles she needed to make the caterpillar and where to glue on the legs of the caterpillar. Zoe also shows evidence of autonomy because she is able to use her mental development and sense to determine and recognize that she has to use the restroom. When it comes to Zoe’s Temperament she is not moody. She consistently is happy and friendly unless she gets hurt or someone copies her. She is usually very approachable and social with everyone. Her response positively when it comes to playing with someone new at each play station that she goes to. She also is good at sharing. For example, when Zoe goes to play on the computer she shares the mouse with the other student and takes turns clicking on the computer. She works together with her peer to find the right answer to the question on the computer. Since Zoe is good at sharing this makes her approachable and fun to play with. When it comes to Zoe’s intensity of her reactions she is directly in the middle. She is not a loud child but also not quiet. She also is good at having self control and not having tantrums. She does have very out there over the top facial expressions and gestures but not so much to make her an intense child. Zoe is also positive in her mood. If she is hurt or irritated she will tend to come down from her usually happy smiley mood. Zoe is usually happy and playful. Zoe is just about always in a very positive mood and a pleasure to be around. However, Zoe does show a broad range of emotions during her observation. She showed happiness while she was interacting with her peers, and she also displayed the feeling of being hurt, when she stubbed her toe on the table. Zoe displays knowledge of how to express herself emotionally. Social Interaction Zoe is very social and interacts with everyone. Zoe is always interacting with new peers when she is indoors going from one play station to the other. Zoe is a little different from the other girls in that she has no problem interacting with the boys. Around lunch time Zoe joins in when Dillon (4-7) is pretending to be a superhero. Zoe joins in and pretends to be a super cat. When Zoe does interact with her peers it is in a small group of maybe 3 at the most. Zoe never tends to be around large groups. Mostly you will see Zoe one on one with another peer. Zoe tends to go towards the sensatory play then the make believe play. When Zoe has a choice of an indoor play station she always goes for the play dough first. After that Zoe will do arts and crafts that involve gluing or draw a picture. By the end Zoe always ends up at the Sand table. These three types of play that Zoe consistently participates in are all dealing with her sensatory skills or fine motor skills. These are Zoe’s favorite types of play because she enjoys playing with things that involve her hands, since she is good at them. Zoe has a secure attachment to her mother, teachers, and peers. When Zoe’s mother came to visit the class she did not attach herself to her mother while she was present. Zoe recognized she was there and called on her if she needed help but she did not play at the table that her mom was at just because she wanted to be next to her. Zoe continued to do her own thing. Zoe is also not attached to any particular peer in the classroom. She demonstrates this by sitting at a new lunch table with someone new with each observation. She also plays with someone new at each play station. Some of the other children especially girls are attached to one another each observation. They will always sit together at lunch and play together in both indoor and outdoor play time, but not Zoe. Self Esteem Zoe displays confidence and high self-esteem. She indicates that she has a very positive outlook of herself through her expressions. When Zoe does something correct she wants everyone to know. For example when Zoe did a good job of cleaning up her mess and helping her peers pick up wooden blocks she went to the teacher Mrs. Contreras to show her what she had done. Zoe will not shy away form getting others to acknowledge her feelings weather positive or negative. This shows that Zoe is confident and knows when she is doing good and not doing well. Zoe is confident enough to speek up when she wants to. Zoe is her own motivation. She is a self starter and needs little direction. When it is reading time Zoe will get her book and begin reading. While most of her other peers need a reminder to sit quietly and look at their book, Zoe doesn’t. Zoe will also do things when she is asked and will not need a motivation to do it, like and incentive or a reason. Zoe might need some help with staying focused for more than five minutes on one task, but when it comes to starting a task Zoe will not waste time getting to it and starting it. Zoe usually needs little direction and makes up her mind fairly quick when it comes to deciding where she wants to play and what she wants to do. She needs little self direction and Zoe tends to play at areas where she will receive as less direction as possible. Zoe is independent and is able to handle her own. She has no problem with playing alone and being by herself. She enjoys the company from her peers but she is able to entertain herself. She doesn’t need to have other peers around her in order for her to have fun. She also is more of a leader and to be a leader you have to have an independent sprit. Zoe has other peers who follow her around and does what she wants to do. Since Zoe is not a follower she is showing she is not dependent on other but is independent. Conclusion Zoe displays a number of strengths as well as areas that she can improve. Zoe is strong in her fine motor skills. The way she is able to control her writing tool and where her lines will go on her paper and how dark they will be. She is also able to stay inside of the lines. These examples show that Zoe has done a good job of developing her fine motor skills. Zoe is also very good with her communication skills. She knows how to express herself correctly and clearly. She is able to not only use her body language and facial features to let show one know what she is feeling but she is able to verbalize it. Zoe can afford to improve on her attention span. Zoe tends to be easily distracted by the idea of moving on to something else. She needs to learn how to focus on one thing instead of trying them all. She needs to learn how to relax and be persistent in what she is working on. Overall I have enjoyed the opportunity of observing Zoe. She has taught me various things about the development of a preschooler. I plan on remembering this observation and using it as I go on to my future career working with children.

Relationship of Race and Ethnicity Essay

Former President Jimmy Carter once said, â€Å"We have become not a melting pot but a beautiful mosaic. Different people, different beliefs, different yearnings, different hopes, different dreams† (â€Å"iCelebrateDiversity. com†). The United States has grown to be a country of immigrants filled with different beliefs, cultures, faiths, and heritages. Therefore, there is a diverse ethnic population among the people of America. Theories seek to explain why ethnic distinctions are made in the first place, why some ethnic groups discriminate against others†¦, why prejudice exists, why some ethnic groups remain identifiable, and why others melt into the dominant culture. Many different theories exist concerning ethnic relations (Aguirre and Turner 32). My racial and ethnic identity comes from what these theories or theoretical perspectives have to say. There are two theories that relate to my racial and ethnic identity. The first is called the assimilation theory. Milton Gordon (1964) emphasizes, it is to â€Å"the middle class cultural patterns of †¦ white, Anglo-Saxon† culture that immigrants to the United States have had to adapt (Aguirre and Turner 33). What he is saying was that every ethnic group that has immigrated to the United States has had to change their customs and ways to adapt to the white, Anglo-Saxon culture. There are different degrees in which the different ethnic subpopulations had to make progress in adjusting to the Anglo-Saxon culture. Cultural assimilation occurs when the values, beliefs, dogmas, ideologies, language, and other systems of symbols of the dominant culture are adopted (Aguirre and Turner 33). All the ethnic groups have been culturally assimilated to the Anglo-Saxon culture. Along with cultural assimilation comes structural assimilation. Structural assimilation occurs when migrant ethnic groups become members of the primary groups within dominant ethnic subpopulations like their families, close friends, cliques within clubs, and groups within organizations (Aguirre and Turner 33). It is harder to accomplish structural assimilation than cultural assimilation because it involves access into interacting and associating with the dominant ethnic groups. Members of ethnic groups may lack more primary and personal connections with members of dominant ethnic groups even when they enter more secondary and formal structures like schools, workplaces, and political arenas. The social identity theory, also known as the psychological theory, is the most prominent psychological approach to ethnic relations. One level of the psychological theory, called the role identity, is the identity that each human being has of themselves in certain roles like being a father, mother, worker, student, and so forth. The second level of identity is self-conception and involves emotions, cognitions, and evaluations that people make of their â€Å"whole self. † A third level, and the one most relevant to ethnic relation, is social identity and it emerges when people see themselves as members of a social category vis-a-vis other social categories (Aguirre and Turner 37). For example, one kind of social identity is being male or female or being African American or Latino. Once social identities are formed, they take on a life of their own. Individuals are born into families whose members carry these identities, with the result that the young are socialized in to the prototype of beliefs, norms, and behaviors appropriate to this identity (Aguirre and Turner 38). Socialization moves past the family to friends and organizations if they have a high rate of involvement with non-family members who hold this same identity. The race of my family is Asian and the ethnicity is Vietnamese. Since I am the first generation of my family in the United States, I would be Asian-American. These theories I have talked about explain a lot about what my racial and ethnic identity is. The assimilation theory talks about being absorbed into the middle-class Anglo-Saxon culture. I think that my family has done well into adopting and mixing the Anglo-Saxon culture with our own Vietnamese culture. I was born and raised in a middle-class rural area where the population is heavily filled with white Anglo-Saxon people. I went to grade, middle, and high school where everyone around me was white and I was the only or among a few Asian students. To get along with the society around us, my family and I had to change up some customs and beliefs in order to associate properly with the white Anglo-Saxon people. Some changes my parents have made was learning to speak and write English, learning how to cook and eat American food, and learning how to live and communicate freely since Vietnam has many restrictions. I have been very fortunate to have a wide range of diverse friends and been able to join sports teams and clubs during school. The psychological theory has created identities that make me unique from the people around me. Some role identities that make me who I am are being a student, son, brother, cousin, friend, and worker. Some self-conception roles I have attained are being grateful for what I have in front of me, being generous and considerate to others, having good manners, and standing up for myself when I’m disrespected. My social identities include being male, Asian-American, Vietnamese, Pennsylvanian, and Catholic. The psychological theory has helped me determine who I am and where I belong. It also has informed me that being Asian has made me look at both the differences and similarities between the Asian and Anglo-Saxon cultures. In conclusion, these theories have really helped me understand my racial and ethnic background spectrum. They have allowed me to recognize how my family and I transitioned to the American way of life. Since I’m Asian-American, I can have the best of both worlds: the Asian music and food and the American way of living and freedom. I am very fortunate to be living in a country with so many different people with different backgrounds, beliefs, and custom. Works Cited Aguirre, Jr. , Adalberto, and Jonathan H. Turner. American Ethnicity: The Dynamics and Consequences of Discrimination. Sixth. New York: McGraw-Hill Companies, Inc. , 2009. Print. â€Å"Diversity Quotes. † iCelebrateDiversity. com. Web. 2 Oct 2009. .

Why Tsarism Fell †World Civilizations Essay

Why Tsarism Fell – World Civilizations Essay Free Online Research Papers Why Tsarism Fell World Civilizations Essay Nicholas didn’t want to be a Tsar in the first place and so he didn’t really care what happened to his country when he was still in power. He left it up to his government officials to run the country. He was basically being used as a puppet by his officials so really, they were running Russia during Nicholas’s entire reign. Nicholas basically had nothing to do with a lot of things that happened while he was in power. Most of the time it was Nicholas’s officials and advisors who did all the bad things to the people of Russia, such as Bloody Sunday. And also Nicholas’s wife had influence on him and his country as well. Bloody Sunday, was probably the event that led to later revolutionary acts in Russia. Bloody Sunday happened on January 09th, 1905 in St. Petersburg. Bloody Sunday was originally supposed to be a peaceful request from the people of Russia to their Tsar so they could have better working conditions but that all turned bad when one of the royal guards opened fire on the people. Little did the workers know, Nicholas wasn’t even where the protesters were heading. Nicholas at the time was back at home with his wife tending to his sick child Alexis who was the only male heir to the Russian thrown. Nicholas’s wife was also a big influence on how the country was run. She was actually at one point during Nicholas’s reign, controlling Russia on her own, but was under the influence of Rasputin, so really, Rasputin was controlling the country because he had control of Nicholas’s wife. The other influence Alexandra, Nicholas’s wife, had on Nicholas and the country was, she was German born so during world war 1, when she was basically in control, the people of Russia didn’t trust in her loyalty to Russia, causing the revolts in Russian streets to escalate to higher levels. Also, another reason that Tsarism failed is that the country was too large to be run by one person who was never bound to be a very good leader to begin with. The country was becoming of overwhelming size and one person could possibly not be able to be responsible for that much land. In conclusion, there really were many reasons that Tsarism failed. One of the biggest parts is Nicholas, so he should be held responsible. He was the one who was supposed to be in power, but he abused the privilege of running a country and, especially a country of that size, so he should indefinitely without a doubt be held responsible for the fall of this age long traditional kind of government. Research Papers on Why Tsarism Fell - World Civilizations EssayThe Effects of Illegal ImmigrationAssess the importance of Nationalism 1815-1850 EuropeAppeasement Policy Towards the Outbreak of World War 2Never Been Kicked Out of a Place This NiceQuebec and Canada19 Century Society: A Deeply Divided EraCapital PunishmentPETSTEL analysis of IndiaWhere Wild and West MeetRelationship between Media Coverage and Social and

The Murder of Somer Thompson and Capture of Her Killer

The Murder of Somer Thompson and Capture of Her Killer On October 18, 2009, 7-year-old Somer Thompson was walking home from her Orange Park, Florida school with her twin brother and 10-year-old sister when she disappeared. Her body was found two days later 50 miles away in a landfill in Georgia. Florida Searches for Somer Thompson Somer Thompson was a mere 4-foot, 5-inches tall and weighed 65 pounds on the day that she went missing. Her hair was in a ponytail, tied with a red bow and she was carrying her favorite purple Hannah Montana backpack and a lunchbox. She was walking with her siblings and friends, but then when some in the group got into an argument, she separated from them and walked ahead by herself. It would be the last time Somer Thompson was seen alive. Investigator immediately suspected foul play and issued an Amber Alert. Police interviewed more than 160 registered sex offenders who lived within a five-mile radius of where Somer disappeared.   Clay County Sheriff Sgt. Dan Mahla called the investigation an all-out search. Working all night, the search included canine units, mounted police, dive teams, and helicopters with heat-sensing technology, Mahla said. Somer Thompsons Body Is Found On October 21, 2009, a childs body was found in a landfill in Folkston, Georgia, just across the Florida state line near where Somer Thompson vanished. Searchers found the body of a young white child at the landfill after sorting through more than 100 tons of garbage. They were not acting on a tip. They followed garbage trucks working Thompsons neighborhood to the site. Clay County Sheriff Rick Beseler said it was a standard operating procedure in a missing person case for police to begin following garbage trucks and search nearby landfills. Pornographer Arrested in Somer Thompson Case A Florida man, who was being held on child pornography charges in Mississippi, was charged with the murder of Somer Thompson. Jarred Mitchell Harrell, 24, faced multiple charges in connection with the murder. Harrell has been in custody in Mississippi since February 11 and was extradited to Florida. Harrell faced a possible death sentence for charges of premeditated murder, sexual battery of a child under 12 and lewd and lascivious battery, according to court records. But Harrell was arrested in Meridian, Mississippi on a Florida warrant on more than 50 charges related to the sexual assault of another girl which he allegedly videotaped. He entered a not guilty plea to the charges. Press reports said at the time of Somers disappearance, Harrell was living with his parents in a house that was on her route to and from school. Harrell ultimately faced three trials: one for the molestation of the 3-year-old, one for the murder of Somer Thompson and another for child pornography.   Somer Thompsons Killer Gets Plea Deal Harrell avoided the death penalty by accepting a plea deal. He was sentenced to life without the possibility of parole after agreeing to drop his right to appeal the sentence later. Somers family members agreed to the plea deal, prosecutors said. After entering his guilty plea, Harrell listened to several victim impact statements, including one from Somers twin brother Samuel. You know you did this, and now youre going to jail, Samuel Thompson told Harrell. Somers mother, Diena Thompson, who attended every court hearing in the case, told Harrell he would never find peace. No Peace in the Afterlife Your punishment does absolutely not fit your crime, she said. Remember now, there is no safe place for you. You do not have an impenetrable cell. There will be no peace in the afterlife. Court papers show that on Oct. 19, 2009, Harrell lured Somer into the Orange Park, Florida house where he was living with his mother on the route on which she walked from school. There he sexually assaulted her, killed her and put her body in the garbage. Harrell pleaded to first-degree murder, kidnapping and sexual battery in the Somer Thompson case. But he also pleaded to possession of child pornography and several other sexual-related charges in connection with an unrelated case involving a 3-year-old. The child was a relative of Harrells, according to court records. House Where Somer Died Is Destroyed On Feb. 12, 2015, Orange Park firefighters burned to the ground the house where Somer Thompson was killed. The Somer Thompson Foundation purchased the property and it was used for a live training exercise after the purchase. Burn, baby, burn, said Somers mother, Diena Thompson, after she tossed a flare inside the brick home while several hundred bystanders looked on. The home, owned by Harrells mother, became vacant after his arrest and ended up in foreclosure when the foundation bought it and offered it to the Orange Park Fire Department for a training exercise. Thompson said burning the house brought her family relief. I get to burn their house down, Thompson said. Im the big bad wolf this time knocking down your door, not the other way around. Its really nice to know that Im not ever going to have to drive in this neighborhood again and see this piece of trash. She said she hoped the property will be turned into something positive for the community one day.

HW Essay Example | Topics and Well Written Essays - 500 words

HW - Essay Example s tend to blend, by themselves, with each other revealing a whole new picture far from the simple colored square-circle-circle pattern you can observe up close. This is where you can view the real image of the person in the portrait. This was not done by Close through simply blotting dots on the canvass but each element in the pattern was carefully done with so much accuracy and precision that the colors are in their respective spaces in order to achieve the perfect disclosure for the actual image of the portrait. This technique has been tried by many artists but has been completed by only a few and yes, it can be asserted that Chuck Close is one of the few who did perfectly well in this art style. Denvir (1999) defined Impressionism as a movement in the Art History focusing on the depiction of the light’s presence in order to represent the passing of time the same way as Claude Monet portrayed in his painting Impression, soleil levant (Impression, sunrise) which clearly showed the breaking of the dawn through the vaporous frontage of the sun. Claude Monet exemplarily embodied Impressionism with the 250 oil paintings he made of the Lilies in the Pond series where each is unique from another in terms of hue and panache qualitatively. The intricate brush strokes vividly illustrate the position of the light indicating the time at which the work was completed. The works of Monet is not just a panorama of lilies in a pond from different perspectives but this series of artworks exemplify the sequence of time in an exquisite manner. The tolerant comportment he applied in his paintings made each of Monet’s work to be so engulfing; captivating enough for you to lose grip of the ground you are in. Monet’s Water Lilies, Morning; Willows is a great inspiration for Optical Arts as it shows imaginary movement through the wobbly patterns and the choice and contrast of colors make the painting appear to be moving. Though there is neither a defined perspective nor a

There is no topic Essay Example | Topics and Well Written Essays - 750 words - 1

There is no topic - Essay Example By utility, Bentham meant anything that would produce happiness or pleasure for the majority of people, and anything that would mitigate suffering or pain. According to utilitarianism, everyone likes pleasure and resents pain, and thus this forms a basis for political and moral judgement. As such, the major point of utilitarianism is to weigh the costs against the benefits of any action before undertaking it (Sandel 32). Bentham’s utilitarianism led to a rise of objections, most of which were concentrated on the impact of utilitarianism on the human rights. The first objection is that utilitarianism holds no value for the rights of individuals. It is argued that this approach cares about the total benefit of individuals in a given situation. It is, therefore, likely to overlook the rights of individuals that could be stamped upon to ensure pleasure for the others. The second objection against utilitarianism is that it assumes that all moral goods can be translated into one sin gle currency. In this case, it means that something is lost in the translation as the definitions of good vary across societies and perceptions (Sandel 32). The issue of economic inequality has been in the limelight in the U.S. with the country’s wealth being in the hands of a few individuals while a majority of the population living from hand to mouth (Sandel 58). The debate goes as far as to the Congress where some believe that the rich should be taxed to offer equal opportunities for economic growth for the poor. However, others believe that such favour taxation is not necessary given that the rich used legal and appropriate methods to acquire their wealth. From the utilitarianism point of view, seems a good idea as it increases the utility of the larger population who are to benefit from the taxes. As such, the taxes imposed on the rich may not affect them as they form a minute fraction of their wealth. However, there are