Procrastination

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My alarm went off. The annoying rings from my alarm clock magnified in my ears as it got louder and louder, signaling me to wake up. I had concluded my alarm was indeed evil. I quickly grabbed the devilish contraption and threw it against my wall. I felt tired. REAL tired. Of course, who wouldn't be after working the night away, and having about only two hours of sleep. I felt as if I had been doing push-ups in my sleep while spinning around a million times. My body ached and my head hurt, due to the lack of sleep and only food consumption in the last 4 hours being mainly caffeine. I knew I had to get up. I stepped into reality and forced myself to get up off my soft and warm bed. I tried hard to walk and I felt the sensation of my feet actually moving step by step, reaching for the bathroom. Of course I ran into my door and dresser before I was actually aware I was moving, or even standing, but I was up. I was up and tired. I was stressed out and sick. We thank our sponsors Procrastination.

Webster's Dictionary states that one who procrastinates puts something off habitually and intentionally. According the an online poll taken by the procrastination research group, 8% of all teenagers procrastinate on a regular basis. Of course, I am definitely one of these habitual procrastinators, characterized by the unusual sleeping patterns, unhealthy diet, unhealthy exercise patterns, high levels of stress, mood swings, constant headaches and ill feelings.

Many teenagers are aware of all these consequences, but they continue to procrastinate. But why does anyone procrastinate? This question can be answered in the book published by various professors at the U of M entitled, "Why Teenagers Procrastinate." According to these professors, teenagers procrastinate for mainly four simple reasons. Reason one poor time management. Poor time managers often think they have all the time in the world so they don't work. Too bad they're completely clueless. Reason two difficulty concentrating. I for one find it really hard to pay attention to my own work and concentrate knowing somewhere out there is the hot Ben Affleck running around looking all wonderful and stuff. When you daydream about hot movie stars, you don't work do you? Reason teenagers find the task boring. Of course they find work boring! Homework and term papers are definitely not on the top of the "Things I Must Have List". Reason four negative beliefs and fear and anxiety. Many think, "I can't do this, I'm not smart enough." And you can't be too sure if they're right. But this also slows them down. Along with fear of bad grades, failure, opinions and perfectionism also messes things up.

I unbelievably suffer from all of this. See, about one month ago I received a ten page free subject essay from my English teacher. She dually noted that this was due in one month and worth half our grade. We'd need a good grade on this essay to pass this class. And you'd think English would be a really easy subject to pass, but its not. All the verb forms and tenses and out of nowhere grammar rules really confuse me. For the reason that I'm horrible in English and the fact that I accidentally hit my teacher's car in the parking lot, I knew it would be extremely difficult to pass this class. Like climbing Everest. And I need to pass this class to be number one to take over the world. So I decided this essay had to be wonderful. Spectacular. Amazing. She would just look at it and automatically know A plus. I needed this to be good. I had to plan it out. Well, as said by Joseph Ferrari from DePaul University, you can't just give a habitual procrastinator a day planner and expect them to not procrastinator, just like you can't tell a chronic depressive to just cheer up. Me not knowing this, I quickly made a schedule I intended to follow. Turns out I followed it in no way whatsoever. See, things popped out of nowhere. I got busy. I got lazy. And when I actually attempted to work I couldn't focus. I kept thinking of severely hurting J. Lo and having Ben Affleck whisk me off to some island paradise. Adding all that wasted time together, we see my one month become one day.

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So, like many others who suffer the wrath of English, I worked the night away with my trusty caffeine foods and beverages by my side. I kept rambling on about my trip to China where I discovered a fossil bone. Believable topic right? Well, I finished around three in the morning, tired and sick to the bone. But I was actually very proud of myself and relieved. I think that was one of the best essays ever. I knew I had an A coming for me. The next day, I mean later that day, I turned in my paper happily expecting appraisal right on the spot. Well, later when I received my paper back with a D plus and the words Not your Best Effort written on it in red pen I felt angry. Two things ran through my mind. First me sticking that red pen down my teachers throat and me jumping out of the second floor window. I wanted and needed an A! I blame my evil teacher entirely, which is other effects of procrastination anger problems and denial.

The next day my D plus and I decided we needed help. We needed to get over this horrible habit. Luckily, I came across an article by the professors at the university of buffalo and academic skills center. These professors listed many ways that could help you stop procrastinating. I decided to give it a try.

Advice on how to stop procrastinating 1. Identify the problem my problem is that I procrastinate a lot. . Identify your goals, values and priorities. Well, my priority is to take over the world, my goal is to pass English class first. . Know your strengths and weakness. My strength being not doing homework and weakness is anything but homework. 4. Discipline yourself to do things on time. Discipline meaning train, not beat yourself up when you do something wrong. 5. Minimize distractions, turn off television and radio and just focus. Have everything you need with you. 6. Take short breaks when working. Short breaks being 5minutes not 5hours. 7. Stop daydreaming. Say bye Ben Affleck. 8. Stop making excuses not to work. Your grandmother does not die every two hours. . Motivate yourself to work. Find some way. You're a smart kid. Or atleast believe you are.

By taking those pieces of advice I think its helped me. I don't procrastinate as much and it seems as if ill be able to overcome this bad habit. I actually have an adequate amount of sleep at night now. And I'm not as stressed out as I was before. I still often think of Ben Affleck but I save him for more appropriate times. My anger problems are at a minimal and I eat nicely now. Not so much caffeine. Procrastination is a hard thing to get over. But I'm getting there. Atleast now in the morning I don't wake up and hurt myself or break any electrical appliances. I just turn the ringing off and start my new day.

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THe Holocaust

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STEP

Questions on information about the Holocaust

1) During what time period did the Holocaust occur?

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The period from January 0th 1, when Hitler became the Chancellor of

Germany, to May 8th 145 when the war ended in Europe, is referred to as the

'Holocaust'.

) Add up the numbers in the column "Jews murdered". What is your answer?

In round numbers, how many Jews were murdered in Europe during the

Holocaust?

Austria 40,000

Belgium 40,000

Bulgaria 0

Czechoslovakia 15,000

Denmark 500

Estonia 1,500

Finland 8

France0,000

Germany 170,000

Greece60,000

Holland 105,000

Hungary00,000

Italy 8,000

Latvia 80,000

Lithuania 15,000

Luxembourg700

Norway 760

Poland,850,000

Romania45,000

USSR 1,5,000

Yugoslavia 60,000

Total58, 4, 68

In round numbers, six million Jews were murdered, in Europe, during

Holocaust.

) For Germans, what was the definition of "Jewish"?

According to the Germans the following persons were considered a Jew

Anyone with three Jewish grandparents; someone with two Jewish

grandparents who belonged to the Jewish community on September 15,

15 or jointed thereafter; or was married to a Jew or Jewess on September

15, 15 or married one thereafter; or was the offspring of a marriage or

extra-marital liaison with a Jew on or after September 15, 15.

4) When were the first anti-Jewish laws enacted? Briefly summarize them.

The first anti-Jewish laws were enacted during April 1.

April 1, 1 A boycott by Nazis of Jewish shops and businesses.

April 7, 1 Law for the Reestablishment of the Civil Service- All non-

Aryans (anyone with a Jewish parent or grandparent) were expelled from

the civil service. Exceptions were made, in the beginning, for those working

since August 114,German World War I veterans and those who had lost a

father or a son fighting for Germany or her allies in World War I.

April 7, 1 Law Concerning Admission to the Legal Profession- This

Law prohibited the admission of lawyers of non-Aryan descent, to the bar

and denied permission to practice law to non-Aryan already admitted to the

bar.

April , 1 Decree Regarding Physicians' Services with the National

health-Patients that were insured by the national medical insurance and

consulted non-Aryan doctors, would not have expenses reimbursed.

April 5, 1 Law Against the over crowding of German schools-Jewish

enrollment in German high school was restricted to 1.5% .

5) Did the Nazis plan to murder the Jews? Explain.

Although Hitler made distinct references to killing the Jews in both his early

writings and in various speeches during the thirties, it is almost certain that

the Nazis had no plan for the systematic extermination of the Jews until

early 141. The decision on the systematic assassination of the Jews was

made in conjunction with the decision to invade the Soviet Union in late

winter or early spring if 141.

6) Why were the Jews singled out for extermination?

The explanation of the Nazis' ruthless hatred of the Jews rests of their bias

world view which saw history as a struggle. They saw the Jews as a race

whose goal was world domination and were therefore an obstruction to

the Aryan dominance. The viewed it as their duty to eliminate the Jews

whom they considered as a threat.

7) What did the German people know about the persecution of the Jews?

It was common knowledge in Germany that the Jews had disappeared

after they had been sent to the far East. It wasn't clear to a large population of

the Germans as to what had happened to them exactly. On the other hand,

there were thousands of Germans who participated in the Final Solution as

members of the death camp or concentration camp guards, police in

occupied Europe etc;.

8) What did the people in the Free World know about the Nazi treatment of the

Jews? What did they do about it?

The various steps taken by the Nazis prior to the final Solution were all taken

publicly and were therefore reported in the press. In every country that the

Nazis' had occupied, they found many locals who were willing to cooperate

fully in the murder of the Jews. Foreign correspondents reported all major

anti-Jewish actions taken by the Nazis in Germany. After World War II

started it was difficult to obtain information but reports were published

regarding the fate of the Jews. The response of the Allies to the destruction

of European Jewry was inadequate. Only in January 144, was 'The War

Refugee Board' started for the purpose of saving the victims. Prior to this date

Very little action was taken. On December 17, 14, the Allies issued a

condemnation of Nazi atrocities against the Jews but this was the only such

declaration made prior to 144. Therefore it is obvious that the free world did

nothing to stop the extermination of the Jews in Germany.

) Who were the Righteous Among the Nations?

Righteous Among the Nations of Righteous Gentiles is a term used to refer to

those non-Jews who aided the Jews during the Holocaust. There were

Righteous Among the Nations in every country overrun or allied with the

Nazis and their deeds often led to the rescue of Jewish lives.

10) What was the response of the churches to the situation in Germany?

Pope Pius XI was the head of the Catholic Church at the time of the Nazis'

rise to power. Throughout his rein, he limited his concern to Catholic

non-Aryans. He neither mentioned nor criticized anti-Semitism. His successor

was Pius XII (cardinal Pacelli). He was a Germanophile and he too maintained

his neutrality throughout the course of World War II. Although the Vatican

received detailed information about the murder of the Jews as early as 14,

the Pope confined his public statements to expressions of sympathy for the

victims. Although the Pope lacked in response, several papal nuncios played

an important role in the rescuing of the Jews. In Germany the Catholic Church

did not oppose the Nazis campaign. In Western Europe, Catholic clergy spoke

out publicly against the persecution of the Jews and helped in the rescue work.

In countries like Belgium, France, Italy and Holland, priests organized the

rescue of Jews. In Eastern Europe, the Catholic clergy, were however reluctant

to help. The response of the Protestant ad Orthodox churches varied. In

Germany, Nazi supporters within the Protestant Church compiled with the

anti-Jewish legislation. In occupied Europe, the situations again varied. In

several countries like Holland, France, Norway and Denmark, local churches

clergy men issued public protests when the Nazis began deporting Jews. In

other countries like Yugoslavia and Bulgaria, the Orthodox church leaders

took steps which in certain cases led to the rescue of the Jews.

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Goal Setting

If you order your cheap custom essays from our custom writing service you will receive a perfectly written assignment on Goal Setting. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Goal Setting paper right on time.

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Everyone, no matter who they might be, has set a goal or two for themselves. As a coach for a high school swim team, I sometimes find it difficult to help my team implement goals for themselves. Although everyone just assumes that they are going to accomplish what they want by putting their skill forth, a goal will help them to obtain what they may what to achieve.

When dealing with high school students, one knows that they have busy lives. They want to hang out with friends, do well in school to provide a good future, and they want to progress on the varsity teams that they participate on. However, all of this cannot be accomplished without setting goals.

Goals can be defined as plans for the future, something that gives you direction. Goals also keep us focused on a purpose. My team, for instance, lacks motivation from time to time. By setting a group goal, all team members work together to achieve that goal while all staying motivated.

Goals can do many things for a team or a group. The first thing that they do is providing a course of action and give direction. Goals motivate members and clarify and communicate what the group is striving for. Goals define the group and help them to provide a basis to measure success and accomplishments. Goals save time and help to allot plans for the future. Goals make each member feel important and allow each person to express their own personal intentions.

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Since my team has a hard time finding motivation within them selves, I decided to give them all a lesson on goal setting. After researching the topic, I found a few steps that will help my team create and obtain their goals.

Before going over the step-by-step process, I wanted my team to learn their abc's. Now, not the abcs that we all have to come to learn since we were little. I'm taking about the abc's of goal setting. Goals should be

§Achievable

§Believable

§Controllable

§Desirable

§Evaluated

§Flexible

§Growth-facilitating

§Helpful

§Inspiring

§Justifiable

§Knowledgeable

§Listed

§Measurable

§Noticeable

§Optimistic

§Prioritized

§Quantifiable

§Realistic

§Success-oriented

§Time-bound

§Understandable

§Valuable

§Worthwhile

§Xciting

§Yielding

§all of Z above!

§(http//www.unm.edu/~sac/goals.html)

After my term learned their abc's, they had many questions on how to create and obtain these goals. Now I knew that my team was ready to learn the step-by-step process.

The first step in setting any goals is to consider what you want to achieve. Maybe you would want to win the state championship. Obviously this is a large goal. With creating a large goal comes several small goals. If wining the state championship is what my team wants to obtain, then what can they do in the next day, week, and month to achieve that?

For example, the team's first goal may be to win as many meets as they can. They may want to put in more hours of practice. I would come up with a workout that consisted of more yardage. The weight room may also come in handy.

Individually, they want to get their times down. Paying close, personal attention to each individual on the team can help the team, as a whole, to obtain his or her goals. If I know what each individual needs and wants to achieve, I can develop personal workouts. By each member of the team setting a personal goal, together they can work to obtain the larger, team goal. All of this can be done in the first few weeks.

Closer to the end of the season, tapering would come in to play. I would also have the team wear more layers, that way, when it came time for the championship meet, they would glide through the water faster with only one suit on. Also, I would have the girls consider shaving their arms.

The next thing to think about is staying on track. Even though the goals are all set, they won't develop them selves. Everyday, the team should think about how far they have come and how much further they need to go. Keep a picture in your mind of what you would want to achieve. By constantly thinking about it and visualizing the success, the more one would want to work on obtaining it.

Another thing to keep in mind is desire. If you really want something, than you need to work hard for it. If you want it, then you've really got to want it.

Finally, there are some common guidelines that one should follow when creating goals. First, set goals as a positive statement. Don't set goals because you are down on yourself. Set goals to because you want to achieve them.

Be precise with the goal. I want my team to set dates, times, and amounts so they can measure their achievement. Set priorities among all of the goals. This would help the team to not feel overwhelmed. Go after one goal at a time. This way, direct attention can be given to each goal. With this, the ultimate goal can be achieved.

I also would like my team to write their goals down. This would crystallize them and give them more force. Most importantly, I would help my team to set realistic goals. I feel that this is the most important. I also wouldn't want them to set their goals to low. By already knowing their abilities, I know what they can and cannot do. As a coach, it is important not to push them towards an unobtainable goal.

After informing my team members about goal setting, now it's time to create the goal and figure out the small goals that would help them to get closer to and achieve the larger goal. As I mentioned earlier, my team lacks motivation. By setting team goals, they will now be able to work together and keep them selves focused.

My team's goal To be the district champions.

Steps to take Talk with them about small goals. Everyone would have to work hard to get their individual times down. More time in the pool and more yardage. The weight room can also be an option. Closer to the end of the season, insert taper workouts. Increase intake of carbs and have the girls shave their arms. Wear extra bathing suits at practice in order to go faster at a meet.

If my team does indeed achieve this goal, it is important for them to take the time to celebrate and to realize how far they have come and what they have accomplished. In order to keep this going in the future, I feel that it is important to have a team meeting early on in the season to go over the potential goals. This way, we can get a head start on the season.

Michael Jordan once said, "I had always set short-term goals. As I look back, each one of those steps or successes led to the next one." As a coach, I think that the most important step in creating goals is to set many small goals in order to achieve the larger one. No matter who you are or what you are affiliated with, goals are important. If goals aren't set, desires won't be met.

Please note that this sample paper on Goal Setting is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Goal Setting, we are here to assist you. Your cheap research papers on Goal Setting will be written from scratch, so you do not have to worry about its originality.

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"A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination

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A Midsummer Nights Dream is one of Shakespeares earlier comedies and as with his others, he appeals to a very broad audience. In doing so, he relies upon his audience to use their imagination in obligatory ways. For example, Shakespeare simply adds a line "it is night" into his character's dialogue and the audience, upon hearing these words, is expected to "see" the darkness on stage. Utilizing this technique many times over in his plays, Shakespeare offers up the impression that he anticipates his audience's ability to use their imagination with comparative ease. In contrast, the rude mechanicals consisting of Bottom the weaver and an assembly of his friends, go into the woods to rehearse their own play (Pyramus and Thisbe) and seem to repeatedly miscalculate their audiences ability to make use of imagination.

Subsequently, Act III Scene I opens with the rude mechanicals discussing the ability of the audience to handle the character Pyramus getting killed with a sword. They do not think that the audience will be able to tolerate it, especially the ladies in the audience Therefore, the rude mechanicals solution to this difficulty is to change the scene by writing in a prologue. Bottom says, "Write me in a prologue, and let the prologue seem to say we will do no harm with our swords and that Pyramus is not killed; indeed for the more better assurance, tell them that I , Pyramus, am not Pyramus, but Bottom the weaver. This will put them out of fear." (.1. 15-1)

In contrast, Shakespeare feels no such need to coddle his audience. Shakespeare's characters uninhibitedly execute all sorts of slaughter, carnage and assassination and never once turns to the audience to say - "Oh, I am just an actor, therefore, do not be alarmed by the events on stage." It would ruin the performance and the fun, such is what happens to the rude mechanicals later when the audience is less than delighted with their performance.

Likewise, the rude mechanicals run into a predicament when they realize that there is a part in the play that requires moonlight. Unfortunately they lack the belief that the audience will be able to go along with this idea without actually seeing moonlight, so they look for a physical prop to illustrate this. One of the rude mechanicals, Snout says, "Doth the moon shine that night we play our play?" (.1) Consequently when they look at a calendar they are elated to find that the moon indeed will be out that night to light their play.

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Shakespeare, instead of depending on props at all to support his assertion of time or place, simply provides a note of this in his actors' conversations or actions. They say things like, "It is dark." or act like they are sleeping to portray night time, or to show a place characters merely make mention of it, "I am in Egypt." Another example of this is the rude mechanicals rehearsing their play in the woods. Shakespeare lets his audience know this (the stage never changes) when Quince says, "Pat, pat; and here's a marvelous convenient place for our rehearsal. This green plot shall be our stage, this hawthorn brake our tiring-house and we will do it in action as we will do it before the duke."(.1.1-5) In this way Shakespeare persuades the audience with a few choice descriptions to glimpse this wood, so green and with a thicket and trees, and not just any thicket but a hawthorn which creates a excellent picture in the spectators mind.

Again, in such a way Lysander says to Hermia early in the play when she is upset , "How now, my love? Why is your cheek so pale? How chance the roses there do fade so fast."(1.1) I can picture Hermia's paleness even today as I read the play without having to actually see it on her face. Similarly, in act II there is a narrative of the seasons that is incredibly vivid, "The seasons alter hoary-headed frosts Fall in the fresh lap of the crimson rose, And on old hiems thin and icy crown An odorous chaplet of sweet summer buds"(.1.107-110) These are visual descriptions in which everyone can relate. All have experienced the change of seasons and as a result, the audience within their imagination, becomes a part of the play encountering the seasons with the actors while gazing at the same plain stage.

In much the same way the rude mechanicals believe that the audience will experience the actions on stage as actual events and in view of this fact they seek to tone down the proceedings on stage. There is a lion in the play which Bottom and the rude mechanicals believe if he roars too loudly it will frighten audience and so they decide to restrain it. Bottom says, "I grant you, friends, if you should frighten the ladies out of their wits thy would have no discretion but to hang us, but I will aggravate my voice so that I will roar you as gently as any suckling dove." (.1.65-68) Furthermore, in this same line of thinking, both Shakespeare and the rude mechanicals belief in their audience's capacity for imagination is so strong they have no trouble considering the audience ability of envisioning a man dressed in woman's clothing, wearing a mask as an genuine woman .

As mentioned earlier, Shakespeare relies completely upon his audience to use their imagination to follow descriptions which generate images that they must accept to achieve any sort of believability in the play itself. In contrast, the rude mechanicals suspect that they must carry the audience to the image using physical elements conveyed on stage. They do not have as much faith in the audience's ability to think for themselves or suspend their disbelief for a moment to wander across a grassy meadow with an actors narrative.

Works Cited

Shakespeare, William. A Midsummer Night's Dream. Gen. Ed. Stephen Greenblatt. New York. W W Norton & Company, 17.

Please note that this sample paper on "A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination, we are here to assist you. Your persuasive essay on "A Midsummer Night's Dream": Rude Mechanicals versus William Shakespeare in Understanding an Audience's Capacity for Imagination will be written from scratch, so you do not have to worry about its originality.

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The consequences of spanking as a form of discipline

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The issue of spanking as a form of discipline has come under harsh scrutiny in the past decade when physical discipline in some schools was still taking place. The debate took on a personal tone when one was confronted as to what their own beliefs were. Many studies have been done on the effects of spanking and other forms of physical discipline on children. These studies focus on a broad context of issues that are crucial in providing a better understanding of this topic. Other factors such as genetics, environment, parent- child relationships, and the severity of the punishment must all be considered when making a general hypothesis about this controversial topic.

Upon first mention of the spanking issue, most people initially refer to their personal experiences from childhood. Beyond the automatic recollection of how they felt about the experience, it is important to evaluate how it shaped their development. In most cases, people do not remember their experiences with spanking as positive. Individual responses differ according to the severity and the how often physical discipline was enforced. It is from these past experiences that we often draw our own conclusions regarding spanking. By considering its long term affects, either positive or negative, most people then determine their stand on this issue based on how it affected them.

Since there is no universal standard on how spanking should be done, there is a fine line between discipline and physical abuse that raises many questions. How much is

too much? In what context should it be used? Is there a cutoff age when other forms of discipline should be applied? How often can it occur before it is considered abuse?

These are just some important questions that many people, along with myself have about this issue that are hard to address due to differing personal beliefs.

Based on evidence and my own beliefs, I believe spanking is not an acceptable form of discipline. Parental figures are the most influential role models in a child's life. They provide an environment in which the child learns and mimics behaviors they are taught to perceive as normal. What lesson are we teaching them when we use physical aggressiveness to solve problems? Instead of addressing the problem in a positive non- physical way such as talking it out, time out, lost privileges, etc…, children are taught that physical behavior is acceptable when confronted with a stressful situation.

Spanking is a shortcut in resolving a problem that would have been better addressed using non- physical tactics which children can learn from and apply to similar situations in the future.

In studies examining the effect of physical discipline on children, most arrive at the hypotheses that harsh discipline promotes aggressive behavior in children. It has also been noted that inconsistent discipline further enhances this. Harsh discipline in eight year old boys was an important predictor of the early onset of delinquency (Farrington & Hawkins, 11). This is only one example of the many studies in where harsh discipline directly affects the aggressive behavior of the child, which continues to be apparent throughout life.

There is no way to monitor the way a parent disciplines a child in their own home. Even if rules were applied to spanking, it would be almost impossible to enforce them. I believe that physical discipline should not be permitted by any means. There is too much at stake regarding the normal development of our children to gamble with this sensitive issue. There are many other effective ways of dealing with discipline problems that teach the children how to evaluate a situation and then take the proper action instead of impulsively relying on physical solutions. Dealing with these problems in an alternative more positive way takes more time and effort on the parent's behalf. Many parents simply do not think they have the time, or are just following their parents' example and applying it to their own children without thinking of the long term consequences it might have.

Society as a whole needs to acknowledge that effective discipline can be enforced with out the use of physical tactics. We are led to believe that physical discipline is the most effective way based on past theories and practices that are extremely outdated and have proved to have lasting negative consequences. Through education, we can learn how to deal with discipline problems in children that do not require aggressiveness and intimidation to be effective. Through communication, parents and children are more likely able to resolve a problem than when it is not discussed and impulsive action is taken. By understanding why what they have done is wrong and why they are being punished, children come away from the situation better equipped to make decisions in the future based on what they have learned.

Although it is hard to keep this rational view in complicated situations, sometimes due a child's temperament, it is crucial rise above and realize that the child is learning from your behavior and does not have the knowledge or skills to effectively deal with a problem. Hitting and spanking only make the child and parent feel worse about themselves and do not accomplish anything except a temporary solution. In most cases the child is not sat down and explained to why they are being punished in a physical manner. Whereas in alternative methods such as grounding a child from certain activities, the child has a better understanding as to why the are loosing privileges because it often involves a more rational discussion about the problem after the fact addressing the issues.

Hopefully, more attention will be drawn to this subject so parents can look at the facts and make an educated decision on how to discipline their children. By doing so, many will realize that the most employed method is not necessarily the best. Through these alternative methods, we are contributing a positive lesson to the normal development while still applying discipline. Enough of a child's experiences in development our out of a parents' control. In an already tough world, it only makes sense to provide your children with positive, enriching experiences that will help instead of hinder their development. By not using physical tactics in discipline, parents are not only setting a good example, but are also taking a negative situation and making it a valuable learning experience that the child will carry with them throughout life.

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"Murder in Greenwich"

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Mark Fuhrman's book, "Murder in Greenwich," is a story about a murder that had been unsolved for twenty-seven years. In the book, Mark Fuhrman sets up the vivid crime scene to give the reader a good picture of exactly what happened on Halloween night 175 in Greenwich, Connecticut.

Martha was fairly new to Greenwich, but already she was very popular with her classmates, especially with the boys. There were two boys in particular Thomas and Michael Skakel. Thomas was 17, and Michael was 15 (Martha's age). These boys were two sons of Rushton Skakel, a very wealthy man who was related to the Kennedy's through his sister's (Ethel Skakel) marriage to Bobby Kennedy. On October 0, 175, Martha and a several of her friends decided to go out for what was supposed to be a night of harmless fun. After meeting up with Helen Ix and Geoffrey Byrne, they went to the Skakel's around nine. Michael Skakel, Martha, Helen, and Geoff sat in the Lincoln and listened to music for a while. Thomas Skakel came out of the house looking for a tape in the car. Instead of taking it and leaving, he got into the front seat with Martha and Michael and began to put the moves on Martha. Michael watched as his older, bigger brother put the moves on the girl that they were both interested in. Around 0, the party inside the house began to break up. Jim Terrien, a cousin of the Skakel's, had been there all evening and was ready to go home, so Rush Skakel, Jr., John Skakel, and Jim came out to tell everyone to get out of the car so that they could go to the Terrien's. Michael decided that he wanted to go, so he asked Martha to come with him. She refused and told him that she had to go home. Everyone left except for Thomas and Martha. Helen and Geoff reported that they saw Thomas and Martha flirting, roughhousing, and eventually kissing as they were leaving. That was the last time they would see their friend Martha.

At the Moxley house, Dorothy was upstairs painting when she heard unfriendly voices around 0 through a closed window and dogs barking loudly, so she went to look out the window but saw nothing. The next morning, Shelia McGuire found the body of Martha Moxley. She immediately ran to the Moxley home, where she told Jean Walker. Jean was a neighbor who was over trying to help Dorothy figure out where Martha was. At this time, the police were called.

It was apparent that Martha had been murdered using a golf club that was found to belong to the Skakel's. The Greenwich police had no clue how to handle a murder. The body was not watched carefully. Many people viewed and moved the body before a medical examiner even saw it. Others tampered with evidence. The whole thing was actually unorganized due to a lack of knowledge of how to handle a homicide. It had been years since Greenwich had to deal with such a thing. Fuhrman blames much of why the case was not solved on the incompetence of the police.

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The Skakel family was very cooperative at first, until the cops began to focus in on Thomas Skakel as the main suspect. Fuhrman suggests in the book that it was not Thomas, but Michael who committed the murder. The only problem in determining this is how the Greenwich Police Department investigated the crime. The case became cold quickly and unsolved.

Mark Fuhrman, an investigator for many years in the LAPD, does show his skills and dedication as a detective as he writes this book. His concern for Martha Moxley and her family is evident. Fuhrman is given virtually no support by the Greenwich, Connecticut Police Department and others involved with the case refuse to talk to him, ostensibly because the case is still open. Fuhrman is persistently determined in his efforts to dig up information and shed some new light on this case, a case that by all rights should have been much more simple than it became.

Fuhrman places much of the blame on the Greenwich Police Department. This police force was comprised primarily of detectives that had never investigated a homicide before. Evidence was bungled from the start. The victims body was not properly handled, witnesses not properly interviewed, evidence carelessly collected and stored. The Skakel family, while initially cooperative, became less so as the focus narrowed in on one of their own.

Mark Fuhrman goes to great length to detail this investigation, but I find his writing to be a bit dry (despite his obvious enthusiasm for the subject matter). I also dislike the way he jumps back & forth between the various timelines in the case. Even so, the book does give a great understanding of the case. I had actually never heard anything about this murder until this book brought it to my attention. It was very insightful in helping me understand how cops can mess up an investigation and, therefore; it never gets solved.

Fuhrman is also quite clear in outlining how and why he comes to his conclusions. I did find, however, that this book read more like a textbook or crime manual than it did a true crime story. It was rather on the dry side and Fuhrman frequently restated his points, which I found annoying. This technique also made me feel as though I was re-reading entire paragraphs & pages of text, again annoying.

One nice aspect of the book is that Fuhrman does a good job of dispensing with police jargon - sometimes a problem when a former investigator writes a book. He also does not over simplify things. He pretty much assumes that someone reading this book will have a basic grasp of true crime & investigative procedures, and goes on from there.

Mark Fuhrman did quite a good job on the investigative angle, especially considering the difficulty he had finding relevant documents or someone willing to speak with him openly about the case. He does lead the reader to some startling new evidence and some new conclusions. In retrospect, seeing that a Grand Jury was convened & Michael Skakel was charged with murder (as a juvenile) following the publishing of the book, one can assume that Fuhrman was definitely headed in the right direction.

In conclusion, the book started off very intriguing. About midway through, it became very redundant and dry. Still, overall, I was impressed with Mark Fuhrman's detective skills. He was able to actually make a good, strong case naming Micheal Skakel as the murderer twenty-five years later; something that the Greenwich police couldn't even do right after the crime took place. It makes you wonder what the Greenwich Police Department was trying to cover up.

Works Cited

Fuhrman, Mark. Murder in Greenwich. HarperCollins. 1.

Works Cited

Fuhrman, Mark. Murder in Greenwich. HarperCollins. 1.

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Much Ado About Teenagers

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Much Ado About Teenagers

Parents today have a difficult job raising teenagers and teenagers have a difficult dealing with their parents. As teenagers try to be independent, parents want to know what they are doing and whom they are with at all times. Teenagers struggle with moodiness, depression, peer pressure, and love. Things were not much different in the Shakespearian era as told in the story of Romeo and Juliet. They may have talked different than we do today, but they still struggled with the same issues.

Romeo and Juliet is a classic story about how love and being a teenager do not go together. Teenagers think that the first person they fall in love with will last forever and nothing else in the world matters. Romeos first love interest comes when he meets Rosaline. Romeo's mom wants to know where he is and Benvolio reports that Romeo has been walking around by himself. Romeo has been secluding himself from everyone.

Later, Benvolio sees Romeo and is determined to find out why Romeo is acting like this. Benvolio speaks to Romeo, "What sadness lengthens Romeo's hours" (I,1,8)? Benvolio finds out the Romeo is in love with a girl named Rosaline. The problem is that Rosaline will not respond to Romeo's advances. Romeo reports to Benvolio that "she'll not be hit/ with Cupid's arrow, she hath Dian's wit/; and, in strong proof of chastity will arm'd/ from love's weak childish bow she lives unharm'd (I,1,10)." This scene happens to every teenager one time or another. They walk around in complete dazes and daydream. We become moody and take it out on others. Benvolio tries to help Romeo by telling him that "be ruled by me, forget to think of her (I,1,11)." Romeo responds by saying, "O, teach me how I should forget to think (I,1,11)." There is a party being given by Capulet. Benvolio suggests Romeo go to this party and find Rosaline. Benolio suggests he "examine other beauties" and compare them to Rosaline. This is typical behavior of teenagers. Friends help each other out and tell them there are other "fish in the sea."

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As the two friends enter the party, Benvolio and Mercutio try to cheer Romeo up. by lightening the mood with vulgar jokes and jests about Queen Mab. He goes on and on …"This is that very Mab/ that plats the manes of horses in the night/, and bakes the elflocks in foul ######## hairs/, this is the hag, when maids lie on their backs…(I,5,.) Many teenagers will ramble and mumble on about nothing. They try to cheer their friends up by talking down about people and telling them they are not as good as you my think they are. This usually makes them feel better. As the friends walk around, Romeo sees Juliet and immediately falls in love. Well, isn't this typical of teenagers. So much for Rosaline, she is instantly forgotten. If his friends asked him about Rosaline now, he would say Rosaline who? Romeo asks a servant "what lady is that, which doth /enrich the hand/ of yonder knight (I,4,4)? Romeo and Juliet talk the night away and Romeo states, "then move not, while my prayer's effect I take/. Thus from my lips, by yours, my sin is purged" (I,5,6). Juliet responds with "then have my lips the sin that they have took (I,5,6). The two kiss and immediately fall in love. We must ask ourselves, since these are teenagers, is this love or lust? Do teenagers, at their age, know what love is? Romeo just had a crush on Rosaline and now he is in LOVE with Juliet?

Romeo weds Juliet. Juliet is awaiting Romeo's return so they can have their wedding night. The Nurses arrives to tell Juliet that Romeo has been banished for killing Tybalt. The nurse tells Juliet where Romeo is hiding. Juliet leaves at once to go to Romeo so they can consummate their marriage. This is so different they today's ideals. Teenagers today, for many, have sex before marriage. Teenagers also struggle with the fact that to have someone love you, you must have sex. Romeo and Juliet meet and are "officially" married. The Friar tells Romeo he must leave and Juliet urges him to do so. Juliet calls upon the Friar to come up with a plan. "Tell me not, friar, that thou hear'st of this/, unless thou tell me how I may prevent it (IV,1,84). The plan has Juliet swallow a potion that will make her appear death-like. "Thou hast the strength of will to slay thyself, then it is likely thou wilt undertake a thing like death to chide away this shame, that copest with death himself to scape from it and, if thou darest, I'll give thee remedy (IV,1,85). Teenagers act on emotions and do not sit down and logically think things out until it's too late. We can predict that this is not going to be a smart move on Juliet's part. Romeo was to receive a letter from Friar Lawrence explaining the situation. However, he does not receive the letter and assumes Juliet is actually dead. Teenagers must be patient and not jump to conclusion. They have not the experience to deal with such issues. Romeo picks up the potion and drinks "O true apothecary! Thy drugs are quick. Thus with a kiss I die" (Act V, Scene , Pg 104). Romeo dies and Juliet awakens. When Juliet sees what has taken place she is very distraught. She picks up Romeo's dagger and says, "this is thy sheath"(Act V, Scene , Pg 107) and stabs herself. Juliet dies beside Romeo's body. These types of relationships happen all too often. There are stories of teenagers who do a murder/suicide. Teenagers and parents must work together to listen to each other. If the two families had not been feuding, then Romeo and Juliet would not have had to hide their relationship. Also, if Romeo and Juliet would have communicated better and had more trust in each other, they both would be alive. Teenagers today have to experience a lot in life before tackling a thing called "love".

In the Shakespearian Era it was expected that you marry in your teenage years or you would become an "old maid". Today, teenagers are waiting until their thirties to plunge into the marriage thing. Today, teenagers are surer of themselves than Romeo and Juliet were of themselves. Many teenagers today would marry whether their parents got along or not. We don't hear much anymore about families like the Capulet's and the Montague's not talking or communicating. We are more tolerating in today's society. Juliet's parents were to choose her future husband. Teenagers would not tolerate that in this era. There are many similarities with today's teenagers and Romeo and Juliet. However, as outlined above, teenagers today struggle with so much more than simply deciding how to hide a marriage from their parents.

Please note that this sample paper on Much Ado About Teenagers is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Much Ado About Teenagers, we are here to assist you. Your persuasive essay on Much Ado About Teenagers will be written from scratch, so you do not have to worry about its originality.

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