The Only Two Holidays for Muslims Essay Example

The Only Two Holidays for Muslims Essay Example The Only Two Holidays for Muslims Essay The Only Two Holidays for Muslims Essay The Only Two Holidays for Muslims â€Å"You had two days for celebrating joy before Islam, and glorious Allah has replaced them for you by which is better, Eid Al-Adha and Eid Al-Fitr,† prophet Mohammed said, after he asked the people of Madeenah why were they celebrating two special days before Islam. From his words, we know that they are the only holidays for Muslims, and how much important are they. Eid means a festival and a holiday in Arabic language. Eid Al-Fitr and Eid Al-Adha are two religious holidays. They fall after two great pillars of Islam, Fasting and Hajj. Muslims are awarded by these two holidays for their success in performing the fasting and Hajj. These two holidays are pretty similar in providing the happiness and the enjoyment for people, however, they are different in two points: the main occasion and major activities during these holidays. Both of Eid Al-Fitr and Eid Al-Adha have unique dates. Eid Al-Fitr falls at the first day of the month of Shawwal, the tenth month of the lunar calender or the Islamic calender, after the holy month of Ramadan. The word Al-Fitr means breaking the fast. Due to the fact that Muslims fasting the day-time during the whole month of Ramadan, they celebrate Eid Al-Fitr to mark the end of this month. Eid Al-Adha is different because it is after the great Hajj. The date of Eid Al-Adha is the tenth day of the month of Dhul-Hijjah which is the twelfth month of the Islamic calender. Al-Adha word is derived from the sacrifice due to the fact that people are slaughtering a sheep, a goat, a camel or a cow for the sake of Allah. This sacrifice is embodying the sacrifice made by prophet Abrahams when he was about to offer his son for a sacrifice to obey Gods command.

A Parenthetical Puzzle

A Parenthetical Puzzle A Parenthetical Puzzle A Parenthetical Puzzle By Mark Nichol Writers sometimes trip themselves up when they try to introduce a parenthetical element in a sentence without ensuring that the main clause of the sentence remains grammatically coherent. Here’s a troublesome example of this type of error, with a discussion of possible revisions. In the sentence â€Å"Smith was one of, if not the first, female members of the organization,† the writer is attempting to communicate two related ideas too early in the syntactical structure: Smith was one of the first female members of the organization, and she may have been the first female member of the organization. The preceding sentence is a possible revision, but the two thoughts can be expressed more concisely. To untangle the original sentence, revise it so that if the parenthetical element what is positioned between the commas (or a pair of parentheses or dashes) is deleted, what remains stands as a coherent sentence. The sentence without the parenthesis, â€Å"Smith was one of female members of the organization,† is not grammatically sound, because â€Å"the first† is expected to bear the responsibility of serving both points of the sentence. With the parenthesis, â€Å"female members† is expected to apply both to â€Å"one of† and â€Å"the first,† but the phrases are not parallel in structure. How about aligning the two points by using â€Å"the first† in each phrase? â€Å"Smith was one of the first, if not the first, female members of the organization† is closer to correct, but the parenthetical phrase still doesn’t agree with â€Å"female members.† (I’ve also seen constructions like â€Å"Smith was one of the, if not the, first female members of the organization.† The sentence is valid if the parenthesis is deleted, but the full sentence, again, is not parallel in structure.) Let’s try moving the phrase â€Å"female members† before the parenthesis: â€Å"Smith was one of the first female members, if not the first, of the organization.† That’s better, but it still reads awkwardly. How about moving â€Å"of the organization† before the parenthetical, too? (â€Å"Smith was one of the first female members of the organization, if not the first.†) The parenthetical is no longer a parenthetical it’s just a truncated phrase tacked onto the end of the main clause that implies the wording â€Å"if not the first female member of the organization† but the grammatical architecture is now sound. Sometimes, as in this case, a sentence is flawed in form it just won’t support a parenthetical element and must be restructured. This post analyzes three similarly impaired sentences. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:25 Subordinating ConjunctionsTop 11 Writing Apps for iOS (iPhone and iPad)Forming the Comparative of One-syllable Adjectives

How I robbed myself Essay Example | Topics and Well Written Essays - 500 words

How I robbed myself - Essay Example I had been exposed to drugs and my addiction grew to such an extent that it forced me into rehabilitation, which destroyed my life and self-respect and has forced me to start my life all over again.. When I look back upon those years when I had taken to drugs, it makes me wonder with utmost surprise and despair in the way in which I prefer to go along a wrong path in spite of having knowledge that these substances are harmful for the body and are addictive. Given these premises, I have quite often been trying to discover the root causes that have encouraged me to take to drugs. One of the most primary aspects that determine whether a person is vulnerable to drug abuse is his/her friends’ circle. This is because the nature of his/her friends explains the degree to which they are closest to witness people using drugs and see the aftermath. Secondly, it also depends on the person’s inner strength and resolve to stay away from these ill effects of life. A person takes to drugs either when he finds the sensation under drugs to be calming and enjoyable and in many cases people are pushed into it whenever they are encouraged by their friends to do so. This has always proved to have an adverse effect not only on the person, bit also on their families and friends. At a personal level, drugs have destroyed me mentally, emotionally and financially as well. They have turned me into something that I wasn’t before and it makes me very sad when some of the people around me keep referring to those times even though I have come out of it. It makes me realize the seriousness of my mistake and I now understand the degree to which drugs tarnish one’s image. Drugs provide an illusory sense of well being, where the person is reduced merely to an object, but destroy them internally by silently attacking their metabolism. Apart from this, drugs also create such an effect within the person’s body that

Financial accounting theories in a real life Assignment - 1

Financial accounting theories in a real life - Assignment Example Different researchers have dissimilar views regarding financial accounting theories (McGraw-Hill, 2006). There are different types of accounting theories that can be implemented in real life scenario. One of them is the Repo 105 theory. This theory is used by many of the companies. Moreover, it needs to be mentioned that the misuse of such theories can result in negative functioning of the companies. There are many such cases where improper use of accounting theories result in complete demise of the companies. Financial regulations can play a major role in reducing such cases (Liu & Schaefer, 2011; Eisinger, 2012). The report intends to discuss the role of Repo 105 scheme in the enhanced performance and subsequent downfall of the Lehman Brothers. The report would further depict the different motives that encourage companies to manipulate their financial accounts with reference to a few well known cases. Moreover, the report also intends to illustrate the importance of financial regulations in reducing such cases. Repo 105 is an accounting trick where a company depicts a short-term loan as a part of the sales of the company. Moreover, this loan would be further used by the company to repay its liabilities. A repo agreement would include temporary transfer of assets from one party to another which would also be accompanied by an agreement of repurchase of the same assets after a particular phase of time. After a certain period of time, the transferee returns the securities to the borrowers, which in turn repays the loan with a considerable interest. It needs to be mentioned that as a part of the exchange process, one party would receive securities as guarantee for the cash loaned, while the other party would receive cash guarantee for the securities loaned. It has been observed that these agreements are widely used as well as recognised as a legal means of

Child Welfare Information Gateway Essay Example for Free

Child Welfare Information Gateway Essay In every state in the United States, teachers are subject to mandatory reporting laws (Smith 2006). In most cases that means the teacher is required to contact a law enforcement agency or child protective services regarding the allegations of abuse.   The law is rapidly changing regarding the requirements for reporting abuse and in many cases mandatory reporting laws have been extended from child care professionals and medical professions to the clergy as well (Smith 2006). Each state’s definition of when a teacher must report suspected abuse varies, but there is no state that penalizes a teacher who, acting in good faith made a report that turned out to be wrong. In the case of Mary, once her friend tells the teacher that Mary’s new step-father is â€Å"doing bad things to her†, the teacher is under a legal and moral obligation to report the suspected abuse to the proper authorities for investigation. If the teacher has reason to question the validity of Mary’s friend’s statement, she should explain that to the investigating authority as well, but making the report is an indisputable necessity. Teachers and others who are listed as mandatory reporters can face civil and criminal penalties for failing to report suspected abuse if something untoward should happen to the child. More importantly, though teachers are trained to spot early signs of abuse and neglect and report them, teachers do not have the extensive training necessary to investigate the accusations and make a determination whether abuse is happening. In this way, a teacher is not only protecting the child, but also protecting herself in reporting (Smith 2006). The issue for the teacher can be one of legal protection and emotional protection. Most people, including teachers, would feel tremendous guilt if they determine no abuse was happening, failed to report it to other authorities and then the child was injured through abuse. The decision then to talk to Mary about the accusations is a difficult one. Obviously, if Mary has been a student that the teacher is close with and has routinely shared her private life with her teacher, then approaching the subject delicately can let Mary know there is someone on her side. However, if talking with Mary is mishandled, it could hamper her future school relationships and potentially hamper the official investigation into the abuse. The correct way for a teacher to handle this would be to talk to the student privately at a time when it does not appear that talking with the teacher is punishment. Talking with her over a recess break or during a fun classroom activity could lead a seven-year-old to believe that she had done something wrong and was being punished for it. Therefore, given Mary’s age it might be appropriate to begin the conversation in as non-threatening a manner as possible. Selecting Mary for a chance to offer â€Å"special assistance† to the teacher might be an easy way to arrange to have the conversation. If Mary is helping the teacher to retrieve supplies or set up a fun classroom segment, she might be more at ease than if a formal meeting were set up. Remember, the key is making Mary comfortable. Once the when has been established, the how of the discussion becomes less arduous, though it is still a difficult task. The teacher must again continue to be as non-threatening as possible and must be certain not to betray Mary’s friend’s trust. If Mary believes her friend is â€Å"tattling† on her, she is likely to become more withdrawn and less willing to talk.   One approach that might work is to ask Mary about the symptoms she was exhibiting in a non-accusatory way. For example, asking Mary if she’s having trouble sleeping or casually discussing Mary’s home life. A teacher could consider an opening question like, â€Å"Mary, I noticed you seemed really sleepy this morning (last week, Tuesday, whenever). Do you have trouble sleeping at night like I do?† The teacher immediately establishes a common thread with Mary and does not appear to be asking about troubling or scary situations. Then, the teacher should ask deeper more pertinent questions based on the flow of the conversation. If it is determined that Mary has been abused, the consequences for her could be grave. Most studies report that the age and amount of psychological development at the time of the abuse largely affect the long-term consequences. (Child Welfare 2006). In Mary’s case, long term physical effects can include poor health or injury, depending on what types of bag things her step-father is doing to her. Children who are exposed to sexual abuse face a danger of sexually-transmitted diseases in addition to the physical effects of the abuse. Psychological consequences of the abuse can be even more damaging, long term.   An abused child is likely to have inappropriate social boundaries, either being to gregarious and open sexually or becoming withdrawn. They often also face cognitive development problems and mental health issues. As teens, children who were abused face greater risks of drug and alcohol abuse and greater instances of juvenile delinquency and crime. In short, if this is occurring, then Mary needs to be protected as soon as possible. (Child Welfare 2006). Longitudinal studies have shown that the longer the abuse continues, the more drastic the consequences might be. REFERENCES Child Welfare Information Gateway, 2006 , http://www.childwelfare.gov/pubs/factsheets/long_term_consequences.cfm, July 24, 2007. Smith, Susan K. â€Å"Mandatory Reporting of Child Abuse and Neglect† Nov. 2, 2006, http://www.smithmoorellc.com/mandatory_reporting.htm July 24, 2007.

The Koppen Climate Classification and its Purpose :: Climatology

What is climatology? How does it differ from weather? Describe the Koppen Climate Classification and its purpose.   Ã‚  Ã‚  Ã‚  Ã‚  Climatology is one of the several branches of physical geography, but it differs from weather in several ways. The term climate implies an average, or long term record of weather conditions at a certain region. It conveys a generalization of all the recorded weather observations in a given area. Weather conditions are recorded in specifics for any given moment in time: the temperature, percentage of rainfall, and percentage of humidity. Climate on the other hand, is described in more general terms. Humid Equatorial climates, Dry climates, and Cold Polar climates are marked by certain prevailing characteristics that can be mapped such as continuous snow or deserts.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most popular classification systems is the Koppen Climate Classification system, which gives different climates three letters that describe that climate. The Koppen Climate Classification system is comparatively simple and is based on a triad of letter symbols. The first (capital) letter is the critical one; the A climates are humid and tropical; the B climates are very dry; the C climates are humid and mild; the D climates reflect increasing cold; and the E climates mark the polar areas. The first letter is followed by two more letters that further define the climate of that region. The second letter represents and explains the dry season: whether there is or isn't a dry season, whether it is a short or long dry season, and what season it comes in either a dry winter or a dry summer. The third letter defines the temperature of different seasons either a hot or cool summer or a cold or warm winter.   Ã‚  Ã‚  Ã‚  Ã‚  The purpose of the Koppen Climate Classification system is to assist in

Montessori Practical life Essay

Most children are passionately interested in practical life activities because the activities respond to all the sensitive periods (important periods of childhood development). Practical life activities build a foundation on which the children will grow and carry over into the other areas of the classroom, and over in to their every day life. The Montessori Practical Life exercises respond to the need for: Order of activities (sequences, routine, hierarchy, a cycle or full rotation of an activity) Movement. All practical life activities involve great movements that are varied and attractive. The variety of movements help the child’s self-awareness within the environment and increase the child’s acquisition of intelligent movement. Sensorial exploration (sights, sounds, smells, and eventually language). Needs and tendencies are responded to, to help the children adapt so that they can actively participate and grown within their environment. A child’s love of work. Practical life activities feed their natural desire to work and play an active role in their environment. Practical Life Lessons Guide Children 1. Construction and integration of the child’s personality through their freedom of choice, and through the variety of their choices. Freedom of choice is necessary for the healthy development of the will. 2. Spontaneous purposeful activity that is only possible when children are allowed to exercise their curiosity through repetition. It is only through repetition that abstraction is possible. This abstraction brings about a feeling of completion for the growing child. 3. Development of co-ordination of movement. The child thinks of the activity, wills himself to the activity, and then does the activity. 4. Development of the physical, mental, and emotional aspects of the child. 5. Purposeful movement that helps the development of the mind, and a sense  of achievement. The development of the child’s mind, movement, and senses will in turn, develop the will. 6. Concentration. The child will concentrate on completing an activity as perfectly as possible; all activities are intelligible, logical, sequential, and exact. Children will internalize this and try to repeat the exercises as perfectly as possible; all exercises have a motive for perfection. 7. Orderly work habits. The children need to internalize presentations in an orderly manner in order to reproduce it in an orderly manner. 8. The practical life exercises develop logical thought through the definite logic in the exercises. There is a beginning, middle, and end to each exercise. 9. The exercises give the children a sense of responsibility from the result of freedom (freedom which is a result of co-ordination of movement and awareness of the environment). Children have the freedom and ability to exercise their will within their environment. 10. Social development. All of the practical life exercises teach the children grace, courtesy, patience, and respect. These elements of social development are re-enforced through the actions of the other children and through the actions of the teacher. 11. Establish a sense of reality, rooted in real activities (nothing is make-believe). Exercises are lucid, logical, and realistic. This helps the children pursue reality. If an activity is not meaningful and purposeful than the mind cannot develop or construct itself. 12. Emotional stability helps the children become familiar with the real world and their environment. It builds self-esteem, and through that, their dignity will flourish. Materials and activities are therapeutic, meaning the mind and body work together. Scope and Sequence of the Montessori Practical Life area Before beginning you must observe the child, know what kind of activities they are drawn to, and understand their current skills and abilities. Not all children will be capable of each activity in the order it is shown below. The order below is a guideline only – not a steadfast rule. It is possible to skip over certain activities as long as the next activity the child chooses does not require knowledge/skill that the child does not yet have. The key is to follow the child and offer appropriate activities according to their abilities. The goal is always to set the child up for success. That’s not to say that the child won’t have to work through an activity and repeat it over and over again before being successful. The child needs to be adequately prepared for the activity, physically and mentally. And last, but not least, adults must use their own judgment and decide if an activity is safe for the child. Many practical life activities do not require expensive ‘Montessori materials’ to be effective. As well, practical life activities will vary from culture to culture. You can read Practical Life Lessons and Practical Life FAQ’s for more information. If you are homeschooling your child and wish to have a little more theory and direction on the presentation of Practical Life materials you can purchase our Practical Life Teaching Manual.

Analysis of newton’s second law lab

Law Lab The first lab we did for chapter 4, Newton's Second Law, dealt with the relationships between force, acceleration, and mass. Our goal was to verify Newton's Second Law that says force is equal to the mass multiplied by the acceleration. Our procedures included setting up the lab according to the directions and collecting data as someone moved the cart that we set up forward and backward in two settings – with additional mass and without additional mass.For the part where we had to attach mass, we observed that the mass can be rotated sideways as we did our data collecting, so we decided to fix its position with tape, which did not affect the significant digits of the mass. After we were done with both trials, we showed linear relationships for both the force vs†¦ Acceleration graphs. In our first trial, we had a . 629 keg cart and an equation of F=O. AAA+O. 1289; in our second trial, we had a 1 . 143 keg cart with the added mass and an equation of F=l . AAA-1. 075 . In the equations, F represented force and a represented acceleration.We observed in the equations that he slope of the graphs were equal to, ignoring the insignificant digits, the mass of the cart used in the corresponding trials. The data were viable; the observations that we had made perfect sense to us since we knew that force is equal to mass times acceleration. The y-intercept, however, was unexpected; y Intercepts were not present in the second law of Newton. The Increased/decreased force then, I presumed, must have been caused by discrepancies made from minor friction caused by the wheel of the cart. Experiments regarding these y-landscapes should also be Interesting future experiments.

What Does a Home Health Aide Do

What Does a Home Health Aide Do If you’re looking for a highly sought after, exceptionally stable job in the growing field of healthcare, you’ve come to the right place: home health aides are poised for remarkable success in the years ahead. Not sure whether a career as a home health aide is right for you? Read on to learn everything you need to know about this important job. The 411 on Home Health AidesHome health aides offer a variety of assistance to people with special needs, including those who are cognitively impaired, chronically ill, or disabled. They also care for seniors in need of assistance. Depending on the particular job, the responsibilities of home health aides include everything from helping clients with personal hygiene tasks and checking vital signs to shopping, light housekeeping, and arranging for transportation. Home health aides also offer another vital service to the people for whom they care: companionship.Unlike personal care aides who may be directly employed by their client s, home health aides usually work for agencies. With specialized training, home health aides may also provide simple medical care, such as administering medication and working with ventilators, although these functions must be performed under the direct supervision of a registered nurse or other trained healthcare professional.Home health aides also play a vital role in the continuum of care. Not only do they track the condition and progress of their clients, but they are also tasked with reporting any changes to a client’s physical, mental or emotional state. This can help ensure that they receive the treatment they need as it arises.Why Become a Home Health Aide?With a projected growth rate of 48 percent between 2012 and 2022, home health aide positions offer unprecedented job security with a minimal investment of time and training. In fact, there are no formal education requirements to work in this field, although some employers - typically certified home health and hospi ce agencies - do require that employees undergo formal training and are certified by the National Association for Home Care Hospice.While you may not need a college degree, some other attributes are particularly important when it comes to working as a home health aide. These healthcare workers are detail oriented, skilled at time management, and have strong people skills. They should also be comfortable with performing physical tasks, as clients who are disabled may need to be lifted or turned.And while the current salary for a home health aide is relatively low at $20,820 a year, as demand continues to skyrocket due to the aging â€Å"Baby Boomer† population and their increasing preference for â€Å"aging in place,† so is the potential that salaries will rise in relationship to demand.Coming in behind industrial-organized psychologists (53 percent growth) and personal care aides (49 percent growth), home health aides claim the third spot on the U.S. Department of La bor’s list of the â€Å"10 Fastest Growing Jobs.† For many people, the combination of job security and the chance to make a difference in the lives of others adds up to a career that doesn’t just offer financial stability, but also professional fulfillment.

Battle of Borodino During the Napoleonic Wars

Battle of Borodino During the Napoleonic Wars The Battle of Borodino was fought on September 7, 1812, during the Napoleonic Wars (1803-1815). Battle of Borodino Background Assembling La Grande Armà ©e in eastern  Poland,  Napoleon prepared to renew hostilities with Russia in mid-1812. Though great efforts had been made by the French to procure the needed supplies for the effort, barely enough had been collected to sustain a short campaign. Crossing the Niemen River with a massive force of nearly 700,000 men, the French advanced in several columns and hoped to forage for additional supplies. Personally leading the central force, numbering around 286,000 men, Napoleon sought to engage and defeat Count Michael Barclay de Tollys main Russian army. Armies Commanders Russians General Mikhail Kutuzov120,000 men French Napoleon I130,000 men Precursors to the Battle It was hoped that by winning a decisive victory and annihilating Barclays force that the campaign could be brought to a speedy conclusion. Driving into Russian territory, the French moved swiftly. The speed of the French advance along with political infighting among the Russian high command prevented Barclay from establishing a defensive line. As a result, Russian forces remained uncommitted which prevented Napoleon from engaging in the large-scale battle he sought. As the Russians retreated, the French increasingly found forage harder to obtain and their supply lines growing longer. These soon came under attack by Cossack light cavalry and the French quickly began consuming the supplies that were on hand. With Russian forces in retreat, Tsar Alexander I lost confidence in Barclay and replaced him with Prince Mikhail Kutuzov on August 29. Assuming command, Kutuzov was forced to continue the retreat. Trading land for time soon began to favor the Russians as Napoleons command dwindled down to 161,000 men through starvation, straggling, and disease. Reaching Borodino, Kutuzov was able to turn and form a strong defensive position near the Kolocha and Moskwa Rivers. The Russian Position While Kutuzovs right was protected by the river, his line extended south through ground broken by woods and ravines and ended at the village of Utitza. To strengthen his line, Kutuzov ordered the construction of a series of field fortifications, the largest of which was the 19-gun Raevsky (Great) Redoubt in the center of his line. To the south, an obvious avenue of attack between two wooded areas was blocked by a series of open-backed fortifications known as flà ¨ches. In front of his line, Kutuzov constructed the Shevardino Redoubt to block the French line of advance, as well as detailed light troops to hold Borodino. The Fighting Begins Though his left was weaker, Kutuzov placed his best troops, Barclays First Army, on his right as he was expecting reinforcements in this area and hoped to swing across the river to strike the French flank. In addition, he consolidated nearly half his artillery into a reserve which he hoped to use at a decisive point. On September 5, the cavalry forces of the two armies clashed with the Russians ultimately falling back. The next day, the French launched a massive assault on the Shevardino Redoubt, taking it but sustaining 4,000 casualties in the process. The Battle of Borodino Assessing the situation, Napoleon was advised by his marshals to swing south around the Russian left at Utitza. Ignoring this advice, he instead planned a series of frontal assaults for September 7. Forming a Grand Battery of 102 guns opposite the flà ¨ches, Napoleon commenced a bombardment of Prince Pyotr Bagrations men around 6:00 AM. Sending the infantry forward, they succeeded in driving the enemy from the position by 7:30, but were swiftly pushed back by a Russian counterattack. Additional French assaults re-took the position, but the infantry came under heavy fire from Russian guns. As the fighting continued, Kutuzov moved reinforcements to the scene and planned another counterattack. This was subsequently broken up by French artillery which had been moved forward. While fighting raged around the flà ¨ches, French troops moved against the Raevsky Redoubt. While assaults came directly against the redoubts front, additional French troops drove Russian jaegers (light infantry) out of Borodino and attempted to cross the Kolocha to the north. These troops were driven back by the Russians, but a second attempt to cross the river succeeded. With support from these troops, the French to the south were able to storm the Raevsky Redoubt. Though the French took the position, they were pushed out by a determined Russian counterattack as Kutuzov fed troops into the battle. Around 2:00 PM, a massive French assault succeeded in securing the redoubt. Despite this achievement, the assault had disorganized the attackers and Napoleon was forced to pause. During the fighting, Kutuzovs massive artillery reserve played a little role as its commander had been killed. To the far south, both sides battled over Utitza, with the French finally taking the village. As the fighting lulled, Napoleon moved forward to assess the situation. Though his men had triumphed, they had been badly bled. Kutuzovs army worked to reform on a series of ridges to the east and was largely intact. Possessing only the French Imperial Guard as a reserve, Napoleon elected not to make a final push against the Russians. As a result, Kutuzovs men were able to withdraw from the field on September 8. Aftermath The fighting at Borodino cost Napoleon around 30,000-35,000 casualties, while the Russians suffered around 39,000-45,000. With the Russians retreating in two columns towards Semolino, Napoleon was free to advance and capture  Ã¢â‚¬â€¹Ã¢â‚¬â€¹Moscow on September 14. Entering the city, he expected the Tsar to offer his surrender. This was not forthcoming and Kutuzovs army remained in the field. Possessing an empty city and lacking supplies, Napoleon was forced to begin his long and costly retreat west that October. Returning to friendly soil with around 23,000 men, Napoleons massive army had effectively been destroyed in the course of the campaign. The French army never fully recovered from the losses suffered in Russia. Sources Napoleon Guide: Battle of BorodinoBattle of Borodino, 1812War Times Journal: Battle of Borodino

Critical Analysis of a Research Article-Driving Behavior of Licensed Essay

Critical Analysis of a Research Article-Driving Behavior of Licensed and Unlicensed Teeagers - Essay Example The hypothesis in the article on driving behavior of licensed and unlicensed teenagers concerns the undesirable effects of teenage driving. It has been observed that teenagers are involved in a higher number of accidents as compared to other groups of people leading to a high death rate and serious injuries. The study determines the prevalence and the risks and associated factors for unlicensed drivers in their teenage years. The major purpose of the study is for exploratory reasons. This kind of study is a form of social research that is conducted by use of questionnaires and formulation of hypotheses. The current case of study is appropriate for this kind of research as it does not have to endorse its typicality. The students who took part in the research gave details about their race, driver education history, alcohol or substance use and their grades in the previous month. The students also gave information on how often they drove and for what purpose. The students also gave information on the most helpful person in teaching them how to drive and the driver’s education. The school location was also an important variable and it was classified into rural, town, suburban and central city. Students were also expected to report on their driving behaviors and occurrences including number of accidents experienced, number of hours driven weekly, the use of seatbelts and the speeding rate they used according to American Academy of Pediatrics (2010). A national representative school based survey was carried out to establish whether students in their teenage years practiced unlicensed driving, the associated behaviors, the risks they are exposed to and demographic factors. Unlicensed driving is driving when one has no official license or when one is not authorized to do so. American Academy of Pediatrics (20100 explains that the survey was conducted on all school attending students regardless of their

Why Sex Education Should Be Taught In Schools Essay

Why Sex Education Should Be Taught In Schools - Essay Example The research will be that of a case study analyzing, in detailed and succinct manner, teenage pregnancies as the most effective factor in sex education. Recent research reveals that there have been high increases in the cases of teenage pregnancies. Studies conducted over the last five years state that for every 100 school going/teenage girls, two of them are dropouts due to pregnancies. The statistics or findings have been backed up by the increased abortion cases in the state. The major cause of abortion has been discovered to be teenage pregnancies. This discussion stresses that several questionnaires were distributed to several respondents in Chicago with an aim of investigating the people’s reactions, views, or attitudes towards sex education in schools. The questionnaires were distributed in three different areas; Oak Park, Cicero, and Illinois. Six hundred questionnaires were distributed in each location. The questionnaires were of two types, the different being the ages of correspondents. The first types targeted the old age, most of whom were married people with their kids at school. These questionnaires constituted to a third of the total number of questionnaires distributed in each region. The remaining two thirds were distributed to school going students, both in college, university, and high school.  Interviews were conducted on 100 people from different places in the state and results were recorded, and analyzed.