Complete and Utter Idiots Guide to Sending an Email Essay Example for Free

Complete and Utter Idiots Guide to Sending an Email Essay This may seem like a completely impossible task, but trust me, it’s easy. An everyday completely normal task for most people, but you are not most people, are you? Well, there’s one thing you must do. We are assuming you already own a computer and have an email, so the first thing that is vital in this†¦ find your computer. I know! You have to get up, use those long things on the end of your body made for walking, and look. No†¦ that’s the telly. We are looking for something that looks like a smaller telly with a keyboard and a mouse. No, no, no! Not a real mouse! Now get down from your sofa and look for a screen. Yes, that’s it! Gosh, if it takes you this long to find your computer this is going to be a long day. Congratulations! Now, as you are looking at the computer, sit down on the chair in front of it. Sit on the seat, not the top, bottom or legs, on the actually seat. Yes, that’s a bit more comfy isn’t it? I hope your computer is in fully working order? Supposing that it is, you need to find a big button that turns your computer on. No, that opens up the CD drive. Don’t push it back in! Press the button again so you don’t break it. Oh my, look! It’s right in front of you on that big box. Woohoo! You found it, now login using your password that you thought up so you would remember it. Yes, it is the word written on the sticky note stuck to the wall above you. Now, the long oblong in front of you, that’s your keyboard. No, an oblong is another word for a rectangle†¦ a long square? Yes, the thing with the buttons. Now, press the buttons with the letters/numbers/punctuation that are identical to the ones written on your sheet. Yes, you have to write them in the same order, otherwise itswrong. Thank the lord, you’ve logged on! You’ve just achieved something in your life! Be proud, be very, very proud. The next ‘impossible’ task you have to face is finding the internet icon and using your mouse to click on it. We have already established that this is not a real mouse, so calm down. Now, your computer screen will generally look like this: This may look big and scary but it’s simple really, if you just listen. As you probably don’t know, there are different types of internet service providers. The most common one is internet explorer which is automatically downloaded onto most computers. So we will just stick with that one. The symbol is a blue E. found it? No, that’s not it†¦ yes, the blue E. Good.

The Stranger Essay -- Literary Analysis

While reading The Stranger I noticed that traits that Albert Camus character depicts in the book are closely related to the theories of Sigmund Freud on moral human behavior. Albert Camus portrays his character of Meursault as a numb, emotionless person that seems to mindlessly play out his role in society, acting in a manner that he sees as the way he’s supposed to act, always living in the moment with his instincts driving him, and if the right circumstance presents itself the primal deep seeded animal will come out. I believe that most of the character’s traits fall under Freud’s notion of the Id and Ego mental apparatus, and don’t believe that his idea of the super-ego is represented in this book. In the beginning of The Stranger Meursault first showed himself as a numb, emotionless person, who goes through the motions of life simply driven by his instincts when he attended his mother’s funeral. When at the funeral he showed no emotion whatsoever, here his mother lies dead and he should be grieving, yet all he really notices is how hot the room was they were holding the funeral in. He didn’t even wish to see her body before she was buried to say his goodbyes. This shows me that he has no moral bind to anyone or anything, and the only feelings he has is those given to him from primal instinct, of which are just needed for survival like being hungry, tired, hot, and so on. Freud would say that’s depicts how all humans are. According to James Strachey, Freud believes that the way we as humans conduct ourselves throughout our lives is directly related to the Id, which is everything that is inherited from our ancestors and is fixed into us at berth, and i t’s the force caused by the need of our Id that is our instincts (14... ...he Stranger. New York: A.A. Knopf, 1946. Print. Costigan, Giovanni. Sigmund Freud, a Short Biography. New York: Macmillan, 1965. Print. "Freud's Personality Factors." Changing Minds and Persuasion -- How We Change What Others Think, Believe, Feel and Do. Web. 02 Dec. 2011. . Freud, Sigmund, and James Strachey. An Outline of Psychoanalysis. New York: W. W. Norton, 1949. Print. Freud, Sigmund, and James Strachey. The Ego and the Id. New York: Norton, 1989. Print Freud, Sigmund, James Strachey, and Peter Gay. An Outline of Psycho-analysis. New York: W.W. Norton, 1989. Print. "Superego." Encyclopedia - Britannica Online Encyclopedia. Web. 29 Nov. 2011. . "The Stranger." SparkNotes: Today's Most Popular Study Guides. Web. 29 Nov. 2011. .

Importance of sports Essay

The importance of sports in the life of a young student is invaluable and goes much further than the basic answer that â€Å"it keeps kids off the streets.† It does in fact keep kids off the streets, but it also instills lessons that are essential in the life of a student athlete. Sports play a pivotal role in the makeup of a young athlete, especially in the middle school to high school years where student athletes are much more mature and mentally developed. Where else can a young, impressionable youth learn values like discipline, responsibility, self confidence, sacrifice, and accountability? Television, which may be the most influential tool in the lives of young adults, does not show enough of these qualities, nor is it on the Internet, or radio. Rather it is up to the parents, teachers, sports teams, clubs, and after school programs to help mold, develop, and instill these qualities into the lives of student athletes. I believe in order for this to happen, school sports programs must have a few components in place. The first thing they need is a good core of coaches that understand the great responsibility that is placed upon their shoulders to help shape and prepare these student athletes not only in sports, but in their everyday lives. Yes, I did say coaches, because it is a responsibility that lies on the shoulders of more than one person and it is going to take more than one person to help lead these student athletes to success. The second component also involves the coaches: It is the ability to capture the admiration and the trust of the athletes. This is crucial because if you can capture a person’s admiration and trust you can motivate them to perform at a higher level not only in sports, but also in their own lives. If you can get the athletes to believe in you and your philosophies you can begin to see significant changes in grades and behavior. It all starts with coaches that have a plan and methodology behind the principles they are teaching. As I said earlier, there is a great responsibility on the coaches to help young student athletes make a smooth transition into society. The third and I believe the most crucial of all is the support that comes from the community, and administration. This is very important because student athletes need to know they are appreciated and there is no greater way than for the community, booster club, and commissioners/treasurers to show that appreciation than to get involved in youth athletics. In order to accomplish this it’s going to take investment and the most valuable investments are  money and time. The more invested, the better the results. I can attest that there is no greater investment than the future of our young student athletes. When these things are in place, I believe student athletes will benefit and the results will be evident not only on the field, but long after they step off of it.

Juvenile Offenders: Race and Ethnicity Essay

â€Å"Researchers have long observed differences in rates of serious juvenile and adult offending among ethnic and racial groups in the United States. These differences have prompted competing theoretical interpretations and public policy debates. However, conclusions about the racial differences in serious and violent juvenile offending have been reached primarily using individual-level data that, when used alone, yield incomplete results. Multilevel analyses that consider community and contextual factors have the potential to produce a fuller understanding of the meaning of these differences (, 2002).† This paper will first describe the racial distribution of serious and violent offending among juveniles in the United States. It will provide a picture of the short-term national trends for offending patterns by race and ethnicity and summarize research findings on racial and ethnic differences in chronic juvenile offending. Various explanations are given for the racial and ethnic differences. This paper will include recommendations for improving understandings of these differences and implications for guiding prevention and intervention efforts. Data from the 1998 UCR indicates that differential rates of arrest for crime are related to race (Snyder, 1999). Arrests of white juveniles (under age 18) constituted 71 percent of all juvenile arrests compared with 26 percent for black youth. American Indian or Alaska Native and Asian or Pacific Islanders account for 1 and 2 percent, respectively (Federal Bureau of Investigation, 1999). Black youth were overrepresented, given the fact that they make up 15 percent of the juvenile population compared with 79 percent white and 5 percent other races. The distribution by index crime type varies, however. Black youth accounted for 42 percent of arrests for violent crime compared with 55 percent for white youth (3 percent were youth of other races). Black youth, when compared with white youth, were most overrepresented in arrests for robbery (54 percent and 43 percent, respectively) and murder and non-negligent manslaughter (49 percent and 47 percent, respectively). Black youth were least disproportionately involved in arson arrests (18 percent and 80 percent, respectively) (Snyder, 1999; Federal Bureau of Investigation, 1999). Juvenile involvement in crime by race has been generally consistent over the past several decades (LaFree, 1995). However, the racial gap in rates of homicide widened dramatically between 1986 and 1994. Black youth were responsible for the majority of the increase in homicides by juveniles in these years â€Å"and for the majority of the decline thereafter† (Snyder and Sickmund, 1999). If all serious crime is considered, a more complex picture emerges. Between 1983 and 1992, the juvenile arrest rates for all types of violent crimes increased 82 percent among white youth and 43 percent among black youth (Snyder and Sickmund, 1995). The pattern of change was greatest for robbery and homicide arrest rates. In 1983, black youth were approximately five times more likely to be arrested for homicide than were white youth; in 1992, that ratio was more than seven to one. What is the meaning of these race-specific trends in violence? Blumstein (1995) attributed the growth of youth homicide to illicit drug markets into which youth had been recruited. Juveniles working in these markets armed themselves, and so the use of guns was â€Å"diffused† to other teenagers in the community. The notion of gun diffusion is supported by the concomitant increase in the homicide rate among black juveniles from 1986 to 1994 but has not been supported by other research (Howell, 1997). More comparative research is needed to understand racial and ethnic differences in rates of offending. In this area of research, a number of case studies were conducted in several U.S. cities in the 1980’s among youth of Hispanic ancestry. Between 1980 and 1985, homicide arrest rates for 10 to 17 year old Hispanics in New York City were more than twice those of whites (Rodriguez, 1988). In southern California, the homicide death rate for 15 to 24 year old Latino males during 1980 was more than four times the rate for white Anglo males (Valdez, Nourjah, and Nourjah, 1988). At the same time in Chicago, Latino males between ages 15 and 19 were homicide victims 4 ½ times more often than non-Latino white males (Block, 1988). These findings suggest the importance of taking ethnicity into consideration when examining youth violence data. Another factor to consider when interpreting racial and ethnic differences is the length of time and degree to which youth are involved in serious crime. UCR data are not helpful in this regard. However, a few longitudinal studies have shed some light on this issue using official data. Relying on police data from a 1945 Philadelphia cohort, Wolfgang, Figlio, and Sellin (1972) found that race and socioeconomic status were related to the frequency and seriousness of offenses. These findings were confirmed using the 1958 Philadelphia cohort. However, more data are needed to fully understand the relationship between race and chronic offending. Researchers and criminologists have long been aware of racial and ethnic differences in serious juvenile offending. Interpreting these disparities, however, is another matter; no one theory has adequately addressed the reasons for them. Criminologists have not paid enough attention to the extent to which socioeconomic disparity accounts for differences in rates of violence, even though they have tended to attribute high rates of crime to economic disadvantages. These omissions are in part due to reliance on individual-level data to identify those persons most likely to offend. However, individual-centered research is unlikely to improve understanding of the group differences. It does not take into consideration the larger socio-structural characteristics that distinguish groups and individuals. For example, the developmental life courses of blacks and whites in the United States are affected by their membership in historically distinct social and economic groups. Community-level research can be used to study this larger context and offer great potential in interpreting the meaning of racial and ethnic differences in offending. Reference Blumstein, A. 1995. Youth violence, guns, and the illicit-drug industry. Journal of Criminal Law and Criminology 86(1):10-36. Howell, J.C. 1997. Youth gang homicides, drug trafficking, and program interventions. In Juvenile Justice and Youth Violence, edited by J.C. Howell. Thousand Oaks, CA: Sage Publications, Inc., pp. 115-132. Federal Bureau of Investigation. 1999. Crime in the United States 1998. Uniform Crime Reports. Washington, DC: U.S. Department of Justice, Federal Bureau of Investigation. Snyder, H.N. 1999. Juvenile Arrests 1998. Bulletin. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Snyder, H.N., and Sickmund, M. 1995. Juvenile Offenders and Victims: A National Report. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Snyder, H.N., and Sickmund, M. 1999. Juvenile Offenders and Victims: 1999 National Report. Washington, DC: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention. Wolfgang, M.E., Figlio, R.M., and Sellin, T. 1972. Delinquency in a Birth Cohort. Chicago, IL: University of Chicago Press.

Out, out Essay Example

Out, out Essay Example Out, out Paper Out, out Paper Essay Topic: Poetry Robert Frost effectively reveals the fragility of life in his poem Out, out-. Through a cold detached tone he explores the consequences of a young boys misfortune, as he has a horrific accident with a buzz saw. Strong, vivid imagery is used to picture the scene and conjure images of the horrific accident. He teaches that life is precious and at any point it can easily be taken. Immediately we can tell from the title that the poem will deal with how delicate life is. Out, out brief candle, is from William Shakespeares Macbeth. The title is used to show that life is fragile and how it is nothing but a walking shadow. Frost uses this to imply life is delicate and, like a candle, can be snuffed out easily and at any time. The poet creates a tranquil and peaceful scene in the opening stanzas, a rhythm is created through the alliteration of: sweet-scented stuff The soft repetition of the s creates a luring sense of security by composing a laid-back rhythm for the boy to perform his work to. Frosts setting conjures a peaceful mood, the boy is working under the sunset however this can be seen as foreshadowing of his death. The sunset can represent a life ending and is extremely foreboding, as we know he is in an uncontrolled daze. By contrasting such a peaceful setting with the buzz saw at the beginning of the poem Frost creates gripping tension that leaves us worrying for the boy. The first line presents a strong sense of danger by telling the reader the saw: snarled and rattled. These are aggressive, powerful words, which personify the buzz saw, indicating to the reader this is a dangerous, animalistic machine. These examples of onomatopoeia are repeated throughout the poem which maintains the sense of menace. It also contrasts with the calm, luring mood. By implying a tragedy will occur in such a peaceful setting the poet reveals how delicate this boys life truly is. Even before this tragic incident takes place Frost effectively uses tone to build up to the danger we sense is awaiting. Once again snarled and rattled is repeated which further personifies the saw. It is like a wild animal ready to pounce. The repetition of the phrase insinuates that his work is boring and monotonous which could suggest that the boy could easily lose concentration. Frost continues this foreboding tone using punctuation effectively: And nothing happened: day was all but done. The colon creates a pause in the rhythm, this allows the reader to pause and think. His day may have ended at that particular point and he could have been saved from the awaiting accident. This adds to the readers shock and allows them to feel sympathetic towards the boy. Throughout the poem Frost uses a detached, impersonal tone, however regretfully states, call it a day, I wish they might have said. This is the only point where he unveils emotion and we are forced to believe the seriousness of the situation. By the use of tone Frost illustrates how easily the accident could have been avoided, revealing the fragility of life. When the tragedy actually occurs the boy primarily does not realise the extent of his injury. His sister creates the boys initial distraction by announcing supper and the saw: leaped out at the boys hand Frosts word choice of leaped is an unusual but an effective way to describe the object. The saw is almost like a savage animal: it understood the calling of the meal and struck the boys arm thinking it was its prey. In the end it was all determined by fate, if the boy was not called at that precise moment he might have lived. The actual disaster is not described in great detail: but the hand! This is the first time we are told any information regarding the accident. The lack of detail suggest it is too tragic and gory to even consider describing. We are only told he tried to keep the life from spilling. This use of metonymy is extremely effective as it shows the severity of the boys accident. His life is spilling along with the blood from his veins. As he held his hand half in appeal we know he urgently needs medical attention as his life is progressively ending at this point. The immediate reaction from the boy was a rueful laugh, a laugh of embarrassment and regret. Frosts word choice of rueful suggests the idea that the boy now knows he was not paying attention to his work and he will have to live with the consequences of this. Since he was old enough to know what was happening he did not even have the comfort of ignorance, the poet contrasts this by once again reiterating his youth to create pity in the reader. As the initial shock wears off the child begins to pictur e his life without this essential limb and then: The boy saw all- This effectively describes the boys realisation of how serious his injury is. The dash creates a pause reflecting the boy actually stopping and thinking of how he may not have his hand any longer. The severity of this catastrophe proves that life can at any point crumble away, leaving nothing. The penultimate lines of the poem tell of the attempts to save the boys life and the reaction from the surrounding spectators. Frost creates a blunt, matter of fact tone when he tells us: the doctor put him in the dark of ether A metaphor is used to describe him being made unconscious by the influence of gas, with the word dark suggesting he is slipping away into his death. As we read on it is evident he may not pull through as he lay and puffed his lips out with his breath, he is distinctly struggling to breathe and as his state worsens Frosts use of sentence structure vividly describes his death: little-less-nothing! In his use of punctuation the dashes imitate his fading heartbeat : each brief pause reflecting the rhythm of his slowing pulse. The truth is even though we were expecting this incident throughout the poem, we are shocked when it actually takes place, but the reality is everyone has his or her time. We will have our time to leave the world but cannot predict when this will be. To conclude, by exploring Robert Frosts Out, out-, I found life is fragile and at any point it can be snatched away from us. This is shown through effective imagery and griping tone to tell the story of an unfortunate child having his hand removed by a buzz saw. The poem taught me to life to the full as we only have one chance. We all go at different times and in different, maybe unexpected, so must make the most of the time we have.

Overview of Minimum Wage in Canada

Overview of Minimum Wage in Canada When Canadas federal minimum wage laws governing all 10 provinces and three territories were eliminated in 1996, the minimum hourly wage rates for experienced adult workers were set by the provinces and territories themselves. These minimum wage rates have periodically changed, and the new minimum wage laws usually take effect in either April or October.   Exceptions to Canadas Minimum Wage Some circumstances circumvent the general minimum wage, applying different minimums to some workers. In Nova Scotia, for example, employers can pay an inexperienced minimum wage to workers for the first three months of employment if they have less than three months prior experience in a field; that wage is 50 cents lower than the general minimum wage. Similarly, in Ontario, the minimum wage for students is 70 cents less than the general minimum wage. Different work situations affect the minimum wage in some provinces, too. In Quebec, the minimum wage for all workers who receive tips is $9.45, which is $1.80 less than the minimum wage of general workers, and the minimum wage for liquor servers in British Columbia is $9.60, more than $1 lower than the general minimum wage. Manitoba has separate minimum wages for security guards ($13.40 per hour in October 2017) and construction workers, whose pay depends on the type of work and experience. Liquor servers in Ontario earn $1.50 less than the minimum wage but home workers earn $1.20 more. Minimum Weekly and Monthly Wages Not all occupations are covered by the general hourly minimum wage. Alberta, for example, passed a three-stage wage increase for sales workers, from $486 per week in 2016 to $542 per week in 2017 and $598 per week in 2018. The province did the same with live-in domestic workers, raising the 2016  wage from $2,316 per month to $2,582 per month in 2017, and to $2,848 per month in 2018. Examples of Minimum Wage Increases in Canada Most provinces have periodically revised minimum wage rates since Canadas federal mandates were eliminated. For example, in 2017 Saskatchewan tied its minimum wage to the Consumer Price Index, which adjusts for the costs of goods and services, and plans to announce on June 30 each year any change to the minimum wage, which will then take effect on Oct. 1 of the same year. In the first fiscal year of this plan, the 2016 minimum wage of $10.72 was raised to $10.96 in 2017. Other local governments have scheduled similar increases based on other criteria. Alberta scheduled its $12.20 rate to rise to $13.60 on Oct. 1, 2017, the same date Manitoba ($11 to $11.15), Newfoundland ($10.75 to $11) and Ontario ($11.40 to $11.60) scheduled minimum wage rate hikes. Province General Wage More Employment Standards Alberta $13.60 Alberta Human Services BC $10.85 B.C. Ministry of Jobs, Tourism and Skills Training Manitoba $11.15 Manitoba Family Services and Labour New Brunswick $11.00 New Brunswick Employment Standards Newfoundland $11.00 Labour Relations Agency NWT $12.50 Education, Culture and Employment Nova Scotia $10.85 Labour and Advanced Education Nunavut $13.00 Ontario $11.60 Ministry of Labour PEI $11.25 Environment, Labour and Justice Quebec $11.25 Commission des normes du travail Saskatchewan $10.96 Saskatchewan Labour Standards Yukon $11.32 Employment Standards

Youth decision for military careers Dissertation

Youth decision for military careers - Dissertation Example This work highlights the importance of the military as an option for America's youth in relation to improved education, financial stability, and as a method of personal goal-attainment. Statistically, there are alarming groups of adolescents who are exposed to gang-related activities and drug abuse that have no significant medium in which to escape negative environments. For these demographic groups, the military is not only a substantial option, but might even by their ONLY method to achieve a better style of living. Today's military is geared toward relationship-building, career accomplishment, and helps to instill methods of teamwork that benefit the teenager in the short-term, but also teaches life enhancement techniques that carry well into adulthood. With the rising cost of university education, some parents and children might be willing to explore a military enlistment as a recognizable outlet for an alternative to providing quality career education.The branches of the United States military are actively working to increase recruitment among young adults at the high school level, however, there is a concerning disconnect. With the current world events and social attitude towards the military and war against terrorism, the somewhat negative perceptions carry over towards recruitment. Much the same as other historical wars, the war on terrorism will eventually end, but the need for high quality recruits will not.