Graduation Speech :: Graduation Speech, Commencement Address

Guardians and family members, siblings and sisters, workforce and organization, all of you have come here this evening to see the 2006 Johnson High School graduating class. Much obliged to you for your participation. You have been there for us and will be there for us later on. Much obliged to you. Individual schoolmates, we have shown up! The class of 2006 is graduating. We began as meager green beans and have developed into the leaders of Johnson High as seniors. We have suffered to such an extent. There were the pinnacles and valleys, the ups and the downs, however the classes proceeded and we continued joining in. There was torment, desolation, shock, new region guidelines, catastrophe, thrashing and disappointment. These have taken their costs and there were losses. We began with 550 or more as green beans and are down to around 200 as seniors. Be that as it may, with all the changes, one stands apart the most. No, it isn't the Culminating Exhibition. It is the shameful gas costs. At the point when we were first year recruits, the gas costs arrived at a low 90 pennies a gallon!!! Obviously, we were first year recruits and not driving yet. However, since we are seniors, we need to drive all over. We drive to work, to class, to spend time with our companions and even to EHS exercises. At that point we need to drive back! Since we are driving so a lot, the gas costs are $1.50 a gallon. I state it is a trick. First the academic paper, at that point the CE venture lastly the gas costs. That's it, individuals. Be that as it may, I do see a splendid future for our group. I realize that in any event a couple of us will return to Johnson High and educate. However, a considerable lot of us will become fruitful agents and ladies, making the colossal fortunes. We'll in all probability have a couple congressmen and potentially another incredible congressperson. I was not brought into the world a Seagull like the majority of you were. I was from the outset a Bulldog, at that point a Scottie. I thought I would have been a Kamiakin Brave however I came to Johnson High to turn into a Seagull.

Ethics of Mass Media Article Example | Topics and Well Written Essays - 250 words

Morals of Mass Media - Article Example There is a rising group of measurable proof that demonstrate that mass shooters will in general copy their most notorious antecedents. This copycat issue is intense since the greater part of the individuals who plan and execute such wrongdoings are extraordinarily affected by past attacks’ thrilling news inclusion. Considering, I figure the press ought to be extra aware of the manner in which they spread the news with respect to killers in killings. For example, the manner in which the Mass media secured the Oregon slaughtering represented a moral issue considering the conceivable impact it might have copycat violations. Writers should adopt another moral strategy to help bring down the recurrence of such killings while keeping up their forceful and hearty announcing. I will in general imagine that isn't exceptionally unscrupulous to utilize such graphical pictures or keep the names of the executioners in features as it supports copycats. It is unscrupulous for broad communica tions to advertise proclamation or video tirade of executioners in full. My own reaction is that simply summing up the notable materials will in general be more intelligent than spreading the maniacal offer for wonder of executioners. This won't meddle with the detailing since adolescents and assault casualties charged are never named in news reports but wide inclusion is as yet given to the issue. What's more, news associations seldom spread the situation of American columnists kidnapped abroad to shield their security. Broad communications ought to dodge this dishonest practice while advising people in general to diminish the copycat issue that extraordinarily add to mass shootings.

The Racial Struggles of Puerto Ricans Essay -- Race Racial Culture Ess

The Racial Struggles of Puerto Ricans Another enormous part of Puerto Ricanness is Race. The entirety of the various societies that have from the beginning of time joined to shape Puerto Rico impact their nationality, history, ways of life, customs, music, and nourishments. The revelation or invasion of the island of Borinquen (or Puerto Rico as it was later renamed) in 1493 by Spain brought about the obliteration of the local Taino populace. With the loss of a prompt wellspring of modest work to till the ground for their sugar stick industry, they brought African culture into the locale by bringing in captives to supplant the Taino field laborers. Notwithstanding the presentation of African culture into Puerto Rico deliberate migration brought further difference from the local populace of the island through the flood of outsiders of European plummet. The prosperous sugar and espresso businesses during the Spanish standard pulled in outsiders looking for financial flourishing from territory, for example, France, Italy, Spain (principally Corsica and Mallorca) and different regions in Europe. The appearance of the outsiders came about in the brightening (Gonzalez) of the racial blend of the island’s occupants. Through the Spanish pioneer time quickly depict above, it is obvious that Puerto Rican culture was a socially different island. In spite of this there has consistently been overwhelming accentuation set on the whiteness of the general public by the white tip top that rule the island. Josã © Luis Gonzã ¡lez composed a dubious article titled Puerto Rico: The Four-Storeyed Country in which he communicated his view that Puerto Rican culture was not predominately white but instead dark due to the thousand of slaves that were taken to the island to deal with Sugar estates. Gonz... ...aven, 1997) Guerra, Lilian. Famous Expressions and National Identity in Puerto Rico: The Struggle For Self, Community, and Nation. (College Press of Florida: Gainesville, 1998) Dietz, James. Monetary History of Puerto Rico. (Princeton University Press: Princeton, 1986) Glasser, Ruth. My Music is My Flag: Puerto Rican Musicians and the New York Communities. (College of California Press, Berkaley 1995) Scarano, Franciso. Sugar and Slavery in Puerto Rico, 1815-1849: An Overview from: Scarano, Sugar and Slavery in Puerto Rico: The Plantation Economy of Ponce, 1800-1850. (Madison U. of Wisconsin Press, 1984), 3-34. Morris, Nancy. Culture, Politics, and Identity. (Wetsport: Praeger, 1995) Ferre, Rosario. The House on the Lagoon. (New York: Farrar, Straus and Giroux, 1995) Lopez, Tania. Individual Web Page http://frontpage/tlopez

Five Tips for SAT Subject Tests

SAT Subject Tests are a great way to strengthen your application and showcase interest towards subjects and programs. The tests include English, History, Math, Science and other languages. Many colleges recommend SAT subject tests to applicants. Many colleges use these scores to fit the applicants in specific courses. In some cases, subject tests may also give you credit for introductory courses. Like the actual SAT, you need to follow the best approaches for SAT subject tests. Follow these five tips for SAT subject tests: Time it well – Unlike the SAT, the SAT subject tests showcase your level of knowledge in certain subjects. For subjects such as science and history, take them at the end of the course. For languages, take the test after some years of preparation. This is an important tip recommended by the College Board itself. Typically, students take the subject tests at the end of the junior year or the beginning of the senior year. Don’t take too many subjects – We know you want to impress the admission committee with your knowledge in particular subjects. However, do not go on a test taking spree. Remember that you have to spend time on preparation of SAT subject tests as well as the actual SAT. You have to do justice to the preparation. Do not take more than 2-3 SAT subject tests. Make a study plan – While a SAT subject test may not seem as important as the SAT, doing well in the exam will make your application stand out. Devote atleast 2-3 months, along with an effective study plan, to prepare for the exam. Pay attention to details – Some subject tests such as the language with listening tests require you to bring a CD player along with batteries and headphones. Make sure that you pay attention to every detail. Choose subjects you truly love – Don’t take SAT subject tests just for the heck of it. Choosing subjects that you are passionate about will make your preparation time more enjoyable and worthy. Start Preparing.

Homicide law in the UK - Free Essay Example

Sample details Pages: 4 Words: 1274 Downloads: 3 Date added: 2017/06/26 Category Law Essay Type Narrative essay Did you like this example? 1. The current law of homicide has been criticised widely for being archaic, complex and in need of reform. The Law Commission has reviewed the state of the law and proposed a new statutory framework which simplifies the law of homicide.[1] One of the biggest criticisms of the current common law is the wide definition ascribed to murder. Don’t waste time! Our writers will create an original "Homicide law in the UK" essay for you Create order It is defined as when someone unlawfully kills someone with the intent to kill or to do grievous bodily harm.[2] The breadth of the definition can be seen in the following example. A kicks B who falls over hitting his head on the curb resulting in death. The conduct of A under the current definition could constitute murder because the definition includes the mens rea of intention to inflict grievous bodily harm. Clearly A is guilty of a homicide offence however it is nevertheless odd to find A guilty of the top tier homicide offence in the same category as serial killers and hitmen. By included an intent to do grievous bodily harm within the scope of murder, the current law has been criticised for being skewed and distorting the sentencing process for murder.[3] Judges will often treat cases involving grievous bodily harm as including mitigating circumstances and therefore not impose mandatory sentences. This results in a skewing the murder offence into two tiers. The law is there fore unsatisfactory because of its breadth. Currently judges are being having to ameliorate this problem upon sentencing. Research into public opinion also reveals that the public believes murder is reserved for when there is an intention to kill or a total disregard for human life.[4] The current law does not reflect the general societal view and leaves the judiciary in a quandary when sentencing. Reform is therefore essential. The Law Commissions proposals remove the intention to do grievous bodily harm rule from the definition of murder and introduce a ladder of homicide offences which reflect the seriousness of the crime in the sentencing guidelines suggested. The new offences would be split between first and second degree murder. First degree murder is defined as intentional killing or killing through an intention to do serious injury with an awareness of serious risk of causing death.[5] This offence would reflect the societys view of what constitutes murder and remove the current sentencing difficulties that judges may face. The current intention to do grievous bodily harm found in murder would be captured in the new offence of second degree murder which has a discretionary sentence attached. These two offencs would help better reflect in law public opinion and alleviate any sentencing difficulties faced by judges. 2. It has been firmly established that in English law that there is no defence of necessity in cases where a doctor administers drugs causing death to save a patient from pain.[6] However, according to case law this does not mean that a doctor has to calculate the effect on a patients lifespan of administering drugs down to the day or the week.[7] The critical factor in such cases is mens rea of the doctor. Clearly, if the doctor knew that the act of administering the drugs was only to kill the patient and not to give pain relief he/she will be guilty of murder. This distinction was shown in R v. Cox[8] where the doctor administered pot assium chloride with the sole intention to end the life of a woman in severe pain. A subtle distinction revealed in that case was that if the doctor had instead administered a high dose of pain killing drugs it would be more difficult to prove the intention was to kill the patient. Therefore it appears that the law will tolerate doctors shortening the lives of patients only where this is done under the guise of treating the patient for pain relief and not where it is blatantly intended to end the life immediately. Applying this to the present circumstances it is possible that the doctor could be found guilty of murder or manslaughter depending on the intention which can be shown from the facts. In the event that the doctor did admit to intending to kill the patient there is no defence in law. 3. It is likely that Pip will be charged with murder. It is clear that he pushed Victor into the river knowing that he could not swim; but is that enough to show causation? There are two tests to determine whether a person’s actions caused death. The first test asks ‘but for’ the person’s actions would death have occurred.[9] The second test is used where there was an novus acteus interveniens. It asks whether the person was the â€Å"operating and substantial cause† of death.[10] In this case there was no intervening act therefore the ‘but for test’ will be employed and probably conclude that ‘but for’ Pips actions the death would not have occurred. However, this on its own is not enough to convict Pip of murder. It must also be shown that he possessed the mens rea to kill or cause grievous bodily harm.[11] This question will be decided by a jury on hearing further evidence. In the event that Pip can show that he did not intend to kill or cause grievous bodily harm he may be charged with involuntary manslaughter. Involuntary manslaughter is distinguishable from the offences of murder and voluntary mansl aughter because the defendant lacks the mens rea required to establish those offences. For constructive involuntary manslaughter to be proven the offence requires that: the defendant committed an unlawful act; that the unlawful act was a crime; and the unlawful act was a substantial cause of death.[12] Clearly Pip committed an unlawful act when he pushed Victor into the river. The question remains whether Amys omission to help Victor as he drowned in the river constitutes an offence. By and of itself, Amys failure to help or summon assistance is not an offence because there is no general duty of care between private individuals to be ‘good samaritans’ recognised in English law. Hence, any charge of gross negligence manslaughter would be difficult to prove because the offence requires a duty of care to be owed by one party to the another, for example between and parent and child.[13] It is arguable that because Amy is a police officer, albeit off duty at the time, she may owe a duty of care to Victor. The direction of the judge was wrong in law as section 8 of the Criminal Justice Act 1967 states that a person cannot be held to have intended the natural and probable consequences of his act just because they were natural and probable. The common law requires that a jury must consider all the relevant evidence before they decide whether they are satisfied of having the necessary intention.[14] 1 Footnotes [1]Law Commission, A New Homicide Act for England and Wales, Consultation Paper No.177: Law Com No. 304: ‘Murder, Manslaughter and Infanticide’ (2006). [2]See R. v. Vickers [1957] 2 Q.B. 664; Hyam v. D.P.P. [1975] A.C. 55; R. v. Cunningham [1982] A.C. [3]Above ft 1 at p 5. [4]Ibid. [5]Above a ft 1 page 8. [6]Bodkin Adams [1957] Crim LR 365 [7]Ibid at 368. [8](1992) Winchester Crown Court [9] R v White 2 KB 124. [10] R v. Smith [1981] 1 AER 332. [11] Cunnigham [1982] AC 566. [12] See R v Creamer [1966] 1 QB 72, 82C–D where Lord Parker CJ stated that: â€Å"A man is guilty of involuntary manslaughter when he intends an unlawful act and one likely to do harm to the person and death results which was neither foreseen nor intended. It is the accident of death resulting which makes him guilty of manslaughter as opposed to some lesser offence†. [13] R v Bateman 1925 Cr. App R. 8. [14]See Moloney [1985] 2 WLR 648; and Han kcock and Shankland [1986] 2 WLR 257

The Importance Of Writing An Argumentative Essay - 969 Words

As a student in a beginning English class some elements may seem difficult at the beginning but with practice they become long lasting skills. Writing an argumentative is not an easy task there is a lot of elements that have to come together to create a successful essay but as many other things, it requires constant practice and effort. At the start of this course I wasn’t a very good writer myself, and I can see the huge improvement this course made by looking at my first argumentative essay. I was able to identify and apply the requisites of a good argument essay. A well thought structure, reliable evidence, and a counterargument are three essential components of argumentative writing. The structure of an essay is the foundation to a good argumentative paper. Throughout this course I learned the importance of having an essay structure, before I started this class I didn’t have a very clear vision of how to correctly format my essay. In my diagnostic essay, which was the first one I wrote for English 1302, had five paragraphs. That is considered a standard structure of many essays but it is more of a skeleton. Looking back at that essay I see how poor my introduction was, I did not even have a clear thesis. One only thing even close to one that I could spot was, â€Å"The â€Å"millennials,† people born in the last two decades of the 20th century, are failing to reflect Rich’s model for a good education.† It merely addresses the topic in a simple way. It did not serve the purpose aShow MoreRelatedI Am The Product Of Clark County Educational System Essay1503 Words   |  7 PagesReflection Introduction Writing has never been my forte. Nevertheless, this is not to say that I could not write. Throughout the semester with the assigned reading assignments and the given practical writing exercises I have come to grasp a vague understanding, I had never been taught how to write essays correctly. 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Nevertheless, the course gave meRead MoreMy Writing : A High School Student994 Words   |  4 Pageshigh school student, all my writing projects, or essays seemed meaningless. Always following the five-paragraph format, as well as the cheesy â€Å"hook† sentence that I was never good at. Throughout my four years of high school, I nev er felt my writing was getting any better. Fortunately, in just my first three weeks of college, I feel I have grown more than ever. Receiving more help with my writing, and more feedback than ever before, I’ve grown more confident in my essays, and expressed my appreciationRead MoreHow Can I Write An Essay Essay1285 Words   |  6 PagesFor as long as I can remember, I began writing in Nursery School what is Pre K in the U.S. These moments in kindergarten I was focusing on drawing perfect circles, squares , tracing letters and writing my name so I can begin to writing clearly. 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Continuing o ur work from the first semester, this course emphasized research and argumentative writing for both the social sciences and the humanities, and a very challenging multi-genre project on a topic of our choice. Mrs. Miller encouraged us to strengthen our research skills through the use of annotated bibliographiesRead MoreAnalysis Of Hamlet And An Argumentative Essay892 Words   |  4 PagesEnglish 112 involved writing a large variety of literary pieces focusing on multiple components of writing. I wrote a multigenre on tattoos, literary analysis on Hamlet, and an argumentative essay as well as a summary and response essay on the need for higher education. From this wide array of papers I have learned and grown in my technical writing skills that will contribute in my pursuits of college level classes. I will address each of my papers and what I have learned from them. I have included

Tracing the Word Blood in Macbeth free essay sample

Tracing the Word â€Å"Blood† in Macbeth Act 2 1. 2. 1. 45-46 a. Quotation and Speaker Macbeth: I see thee still/ Find on thy blade and dudgeon gouts of blood. b. Paraphrase and Clarification I can still see the spots of blood on this blade. Macbeth is hallucinating, the blood isn’t really there. c. Conclusions Macbeth sees blood on the blade as a sign that he must commit the murder, the evil act. Evil is represented by the presence of blood. 2. 2. 1. 48-49 a. Quotation and Speaker Macbeth: This is the bloody business which informs this to mine eyes. b. Paraphrase and Clarification The evil deed (murder) that I’m about to do is making me see these things. c. Conclusions Bloody also represents evil here as Macbeth recognizes the murder is an evil deed. 3. 2. 2. 52-53 a. Quotation and Speaker Lady Macbeth: Go carry them and smear/ The sleepy grooms with blood. b. Paraphrase and Clarification Take the daggers and put them near the guards the cover them with blood. We will write a custom essay sample on Tracing the Word Blood in Macbeth or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Lady Macbeth is telling Macbeth to frame the guards. c. Conclusions The literal meaning of blood is used here. However the theme Appearance vs. Reality can be applied as blood is used to make other people look guilty. . 2. 2. 58-60 a. Quotation and Speaker Lady Macbeth: If he do bleed/ I’ll gild the faces of the grooms withal, / For it must seem their guilt. b. Paraphrase and Clarification When Duncan bleeds, cover the faces of the guards with blood so they look guilty. c. Conclusions As the previous passage, blood is used to change the appearance of these and the people found with it are deemed evil. 5. 2. 2. 63-64 a. Quotation and Speaker Macbeth: Will all great Neptune’s ocean wash this blood/ Clean from my hand? b. Paraphrase and Clarification Can all the water in the ocean wash the blood (guilt) from my hands? c. Conclusions Blood represents guilt again here as well. 6. 2. 3. 94-95 a. Quotation and Speaker Macbeth: The spring, the hand and the fountain of your blood/ has stopped, the very source of it has stopped. b. Paraphrase and Clarification Your father has died. c. Conclusions Blood is used in this passage as a biological connection to another person. In this case, it’s the relation of Duncan and his sons. This is the first time it is used like this in this Act. 7. 2. 3. 98-101 a. Quotation and Speaker Lennox: Their hands and faces were all badg’d with blood/ So were their daggers which, unwip’d, we found/ Upon their pillows. . Paraphrase and Clarification They (the guards) were covered in blood, and so was their daggers which were under their pillows. c. Conclusions Blood represents guilt here as well as the guilt of the guards is determined by the presence of it 8. 2. 3. 108-109 a. Quotation and Speaker Macbeth: He’s silver skin lac’d with his golden blood/ And his gash’d stabs look’d like a breach in nature. b. Paraphrase and Clarification His pale skin was covered with his noble blood and the stabs on his body looked like nature itself had been harmed. c. Conclusions The king’s blood has been spilt which is a treacherous thing. Nature itself is in turmoil because of how great this evil is. 9. 2. 3. 122-124 a. Quotation and Speaker Banquo: And when we have our naked frailties hid/ That suffer in exposure, let us meet/ And question this bloody piece of work. b. Paraphrase and Clarification Let’s get dressed in proper attire, then meet and figure this murder out. c. Conclusions Like in the second quote, bloody describes how evil and unnatural the murder is. 10. 2. 3. 135-137 a. Quotation and Speaker Donaldbain: Where we are/ There’s daggers in men’s smiles; the nea’er in blood. The nearer bloody. b. Paraphrase and Clarification If we still stay here, people will pretend to smile at us while hiding daggers. The closer one is related to Duncan, the more likely they will be killed. c. Conclusions There are two meanings to the word blood in this quote. The first one is the biological attachment (family ties) of Donaldbain and Malcolm to Duncan. The second connation given to the word blo od is again the unnatural, evil act of murder, except in this case, they are referring to the murder of the two brothers not their father. 11. 2. 4. 5-6 a. Quotation and Speaker Ross: Thou seest the heavens, as troubled with man’s act/ Threatened his bloody stage. b. Paraphrase and Clarification You can see it in the weather, nature is mad at what has happened and is threatening us. c. Conclusions This quote brings out the same idea of bloody as a synonym to evil or unnatural and how nature is â€Å"unhappy† with this. 12. 2. 4. 22 a. Quotation and Speaker Ross: Is’t known who did this more than bloody deed? b. Paraphrase and Clarification Do you know who committed the murder? c. Conclusions. Again, bloody is used as an adjective in place of the word evil. General Conclusions: 1. In Act 2, blood has a negative connotation attached to it. It is used as a synonym to the word evil. You see this when people, such as Macbeth and Banquo, describe the wicked murder of Duncan as â€Å"bloody business. † 2. Blood is also used to represent guilt. The guards, or grooms, appear guilty because their person and their daggers were covered with blood. Macbeth also refers to his own guilt as the blood on his hands. 3. The final way in which the characters use the word blood it to represent the family ties between Duncan and his sons. The Shakespearean play of Macbeth is a story with great literary applications. It is full of complex themes, intriguing motifs and words with deeper meanings. In Act two, blood, one of these crucial words, is portrayed with a negative connotation. In this Act, blood is used to describe evil, indicate guilt, and represent one’s family ties. The beginning of Act two immediately commences with Macbeth hallucinating by seeing a knife covered with blood and takes it a sign he needs to commit treason. Macbeth recognizes how nature is, and will be, offended by the evil deeds of man, he murder. Ross is part of the other people realize this as it is expressed through his words, â€Å"Thou seest the heavens, as troubled with man’s act/ Threatened his bloody stage† (2. 4. 5-6). This shows that even Ross, as well as others, notices the turmoil in the weather because of the evil of murder. The second way in which the word blood is used is to signify the amount of a personâ₠¬â„¢s guilt. Macbeth and his wife cover the grooms with blood knowing that it would appear they were the culprits in the assassination. This was the initial assumption as everyone associated the presence of blood on their person, the guard’s, as an indication to their guilt. However, the greatest link of the words blood and guilt was displayed through Macbeth. When he said, â€Å"Will all great Neptune’s ocean wash this blood/ Clean from my hand? † (2. 2. 63-64), the blood that he refers to is used figuratively to represent the guilt that he feels. Macbeth expresses his inner struggle with his morality as he realizes how he could never be rid of his great guilt. Family is the final way blood is represented in Act two to show that anyone related to Duncan immediately poses as a threat to the throne, especially towards Macbeth. The reader immediately recognizes this through Malcolm’s word, â€Å"Where we are/ There’s daggers in men’s smiles; the nea’er in blood. / The nearer bloody† (2. 3. 135-137). Blood is something to avoid as it not only represents evil but guilt and a death sentence if one is related to the deceased. All these things show us that blood is not a good omen in Act two of Macbeth.