differences and similarities between huckleberry finn and tom sawyer :: Free Essays

The similarities and differences between Twain’s The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn. The Adventures of Tom Sawyer and The Adventures of Huckleberry Finn are two novels that focus on the lives of two different young men living in the same town. Both young men are the main characters of each novel. Tom’s character was based much on the life of the author Mark Twain. Both lost their mother at a young age and both were too smart for their own good. The novels are similar and different in many ways. One way that they are similar are the titles. Both titles give us an idea that the book is about two different boy’s adventure. Another way is their faith both boys reject religion. Huck reason is that when he prayed for what he wanted, he didn’t get anything so he thinks Christian faith and praying is pointless. Both boys personalities are very different practically opposites. Tom is a very unpredictable, uncooperative, and lazy ch ild with a carefree attitude who gets a thrill out of fighting and playing. He is very intelligent for his age even though he smoked. He’s a mischievous child who lives by the quote â€Å"Work consists of whatever a body is obliged to do, and that play consists of whatever a body is not obliged to do † if there’s something wrong to be done he’s going to be doing it. Deep down inside is a boy who has a very low self esteem and trys to hide it. Tom feels unloved even though he has a family and whenever he feels unloved he imagines his own funeral and questions his existence. Probably that’s the reason why he a troubled child he doesn’t feel that he’s living for any good reason, so he might as well be bad.

Physical Development Essay

Primary school children, aged six to twelve years old, will undergo a variety of developmental changes, both physical and mental, and as teachers it is imperative that we both understand and accommodate the physical needs of students in the learning environment. To fully comprehend these changes, one must consider the actual physical changes that occur, in particular the development of motor skills, as well as how to accommodate the physical needs and development of students during their primary school years. Supplementary to these broader topics are the benefits of physical activity as well as the consequences of prolonged inactivity, and how a student’s physical development can either facilitate or restrict development in other areas. Children between the ages of 6 and 10 (referred to as ‘middle childhood’) will experience a plethora of physical developments. Firstly, they will steadily gain weight and height, though their basic body structure will remain unchanged. Children will also lose their 20 primary or ‘baby’ teeth, which will be replaced by permanent teeth. Some of the most significant skills children of this age will develop are motor skills. Motor skills refer to a learned sequence of movements that combine to create an efficient action in order to become proficient at a certain activity. These can be divided into two subcategories: ‘gross motor skills’ and ‘fine motor skills’. Gross motor skills are â€Å"large movements of the body that permit locomotion through and within the environment† (McDevitt & Ormrod, 2010) and includes such skills as walking and swimming, while fine motor skills are â€Å"Small, precise movements of particular parts of the body, especially the hands† (McDevitt & Ormrod, 2010), and include such skills as writing and drawing. In early childhood, humans rely largely on reflexive (that is, unlearned and involuntary) movement patterns, and thus are lacking fine motor skills. As they reach middle childhood, children develop voluntary movement patterns, and begin refining both their gross and fine motor skills, gaining proficiency in a variety of actions. Children increase the speed and coordination of their running, kicking and throwing, and become able to integrate these movements into sports and other structured play activities. They also make advances in their handwriting, becoming smaller and more consistent, and their drawings, supported by further cognitive development, become more detailed. Finally, the functions of the brain are enhanced in a number of ways. The two hemispheres of the brain develop into more unique sectors, and groups of regularly used neurons are cultivated. The process of myelination, ‘the growth of a fatty sheath around neurons that allows them to transmit messages more quickly’ (McDevitt & Ormrod, 2010), continues, permitting swift and sustained learning. In order to accommodate and encourage student’s physical needs and developments, teachers should first and foremost always ensure that the learning area is safe. The classroom should constantly be checked for hazards, such as sharp edges on desks, loose flooring, or potentially dangerous substances, and teachers should ensure that â€Å"Rooms, bathrooms, and hallways are cleaned daily† (Wilford, 2006). Children should also be educated on how to recognise situations or objects that could harm them, and how to deal with them effectively. As young children are especially vulnerable to illness, it is particularly important to do everything possible to prevent it, by keeping the area clean and sanitizing surfaces, and teaching children sanitary practices, such as washing their hands after toileting. This is a vital area of education; should a child suffer from a serious illness for a long period of time, their physical development may be permanently mired, having serious consequences on their entire lives. It is also important that students have access to healthy and nutritious food at school, and learn about sound eating habits. Certain foods or lack thereof, have varying effects on students’ physical development, and should children be malnourished for an extended period of time, their development may be permanently stunted. A child who is malnourished is â€Å"more prone to infections† (Brewster and White, 2002) which â€Å"further impair (their) nutritional state by depressing (their) appetite and increasing the demand on his reserves of protein and energy† (Brewster and White, 2002), leading to further diminished rates of physical development. For these reasons, it is imperative that primary school students’ learning environment be kept as safe and healthy as possible, through the teacher’s ensuring that the classroom is hazard free and sanitized, and that the children have access to nutritious and healthy food, as well as educating the children so that they may implement such skills themselves. By doing this, educators can accommodate the physical needs and developments of their children, and maximise the effectiveness of their schooling, both physical and academic. During primary school, students are â€Å"at an optimal age in terms of motor skill learning† (Anshel, 1990), and thus motor skills develop rapidly, allowing them to perform skilled tasks. In order to help students develop these motor skills, it is important for teachers to incorporate physical activity into their curriculum. This assists in the development of both fine and gross motor skills. Firstly, they should provide frequent opportunities for students to participate in physical activity throughout the day; these activities would ideally allow the participation of children, regardless of their respective skill levels. For example, when guiding children through skipping rope, the teacher could at first have them use a long rope and simply step over the rope; children who find this easy could then try actual skipping. Should this prove relatively easy, they could skip at a faster pace, and children who showed proficiency at this higher level could try crossing the rope over while skipping. Educators can also integrate physical activity into academic lessons, which will not only shorten the length of time between physical activities, but also keep the students more engaged in the lesson. Conversely, it is also important to give students adequate time to rest. If they spend too much time exercising and overexert themselves, this will only lead to decreased concentration during the rest of their lessons, causing their performance to suffer. Additionally, children progressing through middle childhood still have relatively soft bones, so additional caution should be taken if they perform any high impact exercises, such as lifting heavy weights. To reiterate, young students’ physical development can be accommodated through the utilisation of physical activity at school, however this must be done in moderation, otherwise it may be detrimental to the child’s education and general wellbeing. Finally, educators should be aware of how a child’s physical development can assist with or hinder their development in other areas. For example, a child who has developed at a faster rate than their peers will likely be more proficient at sports, and the strengthened neuron pathways will increase the rate at which they learn and become proficient at academic subjects. The self-confidence this gives them may then be expressed through the child’s interest and application in school, which in turn will make their entire learning experience both easier and more pleasurable. Increased participation in both sport and academic activities will in turn make meeting and befriending other students easier, allowing the student to expand socially, again giving them a more positive outlook on school and further increasing their focus and determination to succeed physically and academically. On the other hand, students who have not physically developed as quickly as others in their year group may not perform as well in either academic or physical activities, and subsequently suffer from ‘learned helplessness’, a situation in which a child’s experience leads them to believe they will always fail, and thus they do not try, acting â€Å"as though they (are) helpless to do better† (U. S. Dep Education, 1992). This lack of confidence and learned helplessness can cause students to become â€Å"listless and inattentive and sometimes disruptive† (U. S. Dep Education, 1992), and â€Å"may be prevent (students) from fulfilling (their) potential† (Seligman, 1990). This is why it is essential to implement scaffolding into the learning environment, to support less physically developed students and assist them in succeeding, building their confidence. Therefore, it is important that teachers carefully monitor the progress of students individually, and provide support and encouragement appropriate to their developmental stage to facilitate the learning experience for them. Children completing their primary education will experience many new things; socially, mentally and physically. It is the role of teachers to make this experience as beneficial as possible, and a key element of doing so is the understanding of the physical developments they undergo during this time. To fully appreciate these developments, educators should consider the benefit of physical activity, as well as the consequences of prolonged inactivity, how a student’s physical development can assist with or hinder their development in other areas, motor development in children and how this is influenced, and finally how to accommodate and support the developments and needs of their students.

Conservation of Mechanical Energy Essay

Background: Kinetic energy is said to be the energy of motion. Kinetic energy can be defined through this equation: KE=12mv2 (equation 1) Where m is the mass of the object in motion, and v is the velocity of the moving object. Potential energy is the energy associated with the forces that depend on the position of the object. However, there are specific types of potential energy and in this lab we will consider gravitational potential energy. Gravitational potential energy is the energy possessed by the objected due to earth’s gravity. This can be specifically defined by the equation: PEgrav=mgy (equation 2) Where m is the mass of the object, g is the acceleration due to gravity and y is the height of the object. With these energies defined, total energy of the system is the sum of its kinetic energy and potential energy at any point in time. Total energy= kinetic energy+ potential energy=constant Therefore the law of conservation of energy is defined as: the total energy is neither increased nor decreased in any process. Energy can be transformed from one to another, and transferred from one object to another, but the total amount remained constant, therefore conserve. Procedure: the procedure of this lab involves a dynamic cart launched up a track towards a motion sensor. Once the equipment is set, measure the angle and record. Then use the coiled spring launcher to launch the dynamic cart by transferring kinetic energy which in turn sets the cart into motion along the cart. The cart will reach a maximum height on the track before it reserve direction. Collect the date of position and time by connecting the motion sensor to data studio which will record the results as the cart as the cart is in motion. Graph position versus time and velocity versus time with the data collected from the motion sensor. Conclusion: In this experiment we observed that no energy was lost in the system, however the energy was not conserved. This can be shown by energy versus time graphs. In the theory the law of conservation assumes that there is no friction, thus conserved energy. However, in this experiment we observed the friction that occurred between the wheels of the coaster and the track, and the wheels of the cart and the track. This friction explains how energy is not conserved and also due to a small fraction of the systematic error that occurred in conducting the lab. This error can be shown in the uncertainty of the angle and the uncertainty of the position of the cart by the motion sensor. With this uncertainty taken into account, it can explain why the line was not horizontal. To conclude the experiment proves that there is no energy lost in the system due to the transfer of potential energy to kinetic, however energy is not conserved due to friction.

Word Choice Imply vs. Infer - Proofeds Writing Tips Blog

Word Choice Imply vs. Infer Word Choice: Imply vs. Infer The words imply and infer are often confused. Both are verbs relating to communication, but one refers to the speaker/writer, and the other applies to the listener/reader. In a conversation, for instance, one person could imply something, while the other would need to infer their meaning. This, in fact, is a good way to remember how these terms should be used: A speaker implies, while a listener infers. Read on to learn more. Imply (To Suggest) The verb imply means to suggest something through speech or writing without explicitly stating it. It would be used in a sentence like this: The President implied that he had no intention to introduce the law. Aside from direct communication, imply can also be used when drawing a conclusion that follows from particular situation, as in the sentence: His suitcase implied that he intended to stay the night. The word imply is occasionally also used to mean necessitates or entails, as in the sentence: A vacation to Japan implies air travel. Infer (Derive by Reasoning) The verb infer means reach a conclusion based on the evidence presented. This involves examining clues and making a judgment based on reasoning, rather than on the basis of explicitly stated factual information. For example, if you were to ask someone whether chocolate milkshake is the best flavor, the person youre speaking to could respond by pointing out that there are lots of different flavors of milkshake. Although this wouldnt be an explicit rejection of the superiority of chocolate milkshake, we could infer that the other person disagrees (or at least that they also like other kinds of milkshake) based upon what they have said. What a listener infers is not necessarily what was intended by the speaker. For instance, the listener might interpret what has been said incorrectly. Imply or Infer? Whether you need to use imply or infer in any given situation is all about point of view. The person speaking or writing is the one doing the implying. The person listening or reading is the one doing the inferring. If you would like more guidance regarding academic writing, or to have up to 500 words of your work checked for free, get in touch with the professionals at Proofed!

Obamacare Essay Example

Obamacare Essay Example Obamacare Essay Obamacare Essay Macey VarneyApril DierksEnglish Composition 1December 3, 2013ObamacareThe great thing about America is our freedom of speech and knowing that there are options for many things. Of course there are laws to keep everything running smoothly, but sometimes boundaries are crossed. Congress and the president crossed major boundaries with the new healthcare laws. Obamacare is not only costly but it is crossing many moral lines for a lot of people. This new healthcare plan is costing everyone, especially businesses, a lot of money. It has become really hard for businesses to remain open and employ people. Obamacare could be good in some ways, like offering everyone health insurance, but people shouldn’t be fined if they do not have health insurance. Personal boundaries are also being crossed by Congress telling the American people that they have to have healthcare. Healthcare is a good thing but, there has to be a better way to do it!Obamacare has been found to be financially burdenso me on businesses. The new healthcare plan will â€Å"cost business owners more money and in the end might even cause some businesses to shut down† (â€Å"Is Obamacare Financially Burdensome†). Most business owners will cut their full-time employees, and hire more part-time or temporary workers. This is not only going to hurt businesses financially, but also full-time employees because of the responsibilities they hold in everyday life. For example, full time employees at fast food restaurants will be fired or have their hours dramatically cut. Small businesses will not be able to afford to keep employees because of the insurance benefits businesses are now required to offer. This creates a lack of jobs in the United States which in turn will lead to a higher unemployment rate, which is already high. Some people might say that Obamacare is going to help businesses and people who work for small businesses because their managers will have to provide them with health insur ance. Fast food workers

Discuss the history and evolution, justifications for, and ultimate Essay

Discuss the history and evolution, justifications for, and ultimate impact(s) of Canadian content regulations in Canadian radio and television broadcasting from the industrys inception to the present - Essay Example the region’s largest media producer, Canadian broadcasting systems have found it cheaper and more convenient to buy popular American music and programs packages as opposed to creating original Canadian content. In response to this, the Canadian Broadcasting Act created regulations and specifications that Canadian programming broadcasters had to meet and fulfill. The aim with this was to raise viewership of Canadian content with the intent to promote national identity and increase support for Canadian talent. The final essay will have a dipper analysis of the Broadcasting Act, Section 3(1) that sets out the general requirements for the broadcast of Canadian content. The Canadian Radio-television and Telecommunication Commission is a key player in terms of broadcasting policy, ensuring that private and public broadcasting systems follow the requirements of the Broadcasting Act for Canadian programming. The essay will also explain the way in which the MAPL system is used to categorize which music is Canadian as well as the detailed airtime requirement for radio and television and what a program must do to get classified as a Canadian program. The Canadian Broadcasting Corporation will be presented as an example of Canada’s national public broadcaster, which follows the requirements set for ‘Canadian content’ on radio and television. According to Armstrong (2010), in 2007-2008 the CBC aired 81 per cent Canadian programming during its primetime (p.116). The Broadcasting Policy in Canada and other readings in the course kit will provide a general idea about creation of radio and television broadcasting as well as serving as a guide to the changes that Canadian broadcasting went through. They will also help in taking a look at the different commissions that were established in order to make recommendations on Canadian broadcasting system. The use of outside sources such as journal articles by Johansen, Boardman and Vipond will allow an in-depth look into the

Business plan for a restaurant Essay Example | Topics and Well Written Essays - 1750 words

Business plan for a restaurant - Essay Example The business should get to meet its financial targets and be aware of its financial position. The business should aspire to meet its social responsibility by running profitably, ethically and in accordance to the legislations and regulations (LLC 2010, p. 67). Goals The restaurants goals shall get tied to its mission and vision statements. The goals should be SMART; specific, measurable, realistic, achievable, and timely (Hatten 2011, p.88). The restaurant’s goals shall allow the business to plan and understand its point of success. The goals shall not become fixed as they will get updated with time as the business proceeds. The restaurant team should aim to achieve the business goals and assist to ensure they are met for the eventual success of the business (LLC 2010, p. 77). The restaurant’s goals shall be to provide impeccable and irresistible service by showing graciousness, warmth, efficiency, knowledge, integrity and professionalism. The restaurant also aims to im prove the quality of life of the local community around the Waterloo station and beyond by conducting donations and fundraisers (Walker 2007, p. 75). Location The Waterloo station serves as a superb location for a restaurant business. The completion of the construction of a retail balcony at the station for retail and catering outlets, the station provides a fantastic location opportunity for a restaurant business (Walker 2007, p.116). The station provides a great strength for the potential business due to its strategic positioning, which serves a large number of passengers. For the restaurant to become successful, it will require a customer base, and this will be partly covered by its location at Waterloo (LLC 2010, p. 97). At Waterloo station, the restaurant will get located...Its location on the first floor of the station also ensures that it is easily visible and accessible to potential customers The business other strength will lie in its pricing. The restaurant plans on offering prices for its services that are slightly lower to its competitors present at the station (Patti 2004, p.44). The other strength lies in the fact that the restaurant shall focus on Italian cuisine. This cuisine is popular and caters for a variety of meals that will attract a wide customer base. Weaknesses Since the establishment will get located at the first floor, there is a slight chance that customers might shun it. Some customers want a quiet place to have their meals and this cannot be promised at the first floor where the movement is relatively high to the second floor. Opportunities The business opportunity lies on the completion of the construction of the retail balcony at the Waterloo station. This makes the restaurant among the first establishments to grasp the retail spaces offered. The other opportunity lies in the restaurant’s menu. The restaurant’s plans on offering diabetic, vegan, and low fat diets makes it standout with the few restaurants offering such services at the station Threats The restaurant faces stiff competition from older restaurant establishments at the station. Some establishments have already developed a devoted customer base, and it will be difficult to lure such customers away