Effects of Internet on Child Development

180 to learn was reported in 65 cases, to play was reported in 57 cases, to browse in 35 cases, and to communicate in 27 cases. Thus, the five indices of child home Internet use in cluded: 1) the continuous variable years of home Internet access and the dichotomous (report ed-unreported) variables of child home In ternet use to 2) learn, 3) play, 4) browse, and 5) communicate. Family Socioeconomic Characteristics The parent questionnaire assessed five family characteris tics commonly used to determine socioeconomic status (Bradley & Corwyn, 2002; Sirin, 2005).Two items queried father’s and mother’s employment status. Approximately 70% of mothers and 96% of fathers were employed, full-time or part-time. Two questionnaire items requested father’s and mother’s level of education, coded as: elementa ry = 1, junior high school = 2, high school incomplete = 3, high school complete = 4, technical school/college (complete or incomplete) = 5 and university (complet e or incomplete) = 6. The mean educational level of mothers was 4. 79 (SD = 0. 95) suggesting that many mothers had post-secondary education; the mean educational level of fa thers was 4. 45 (SD = 1. 2) suggesting that some fathers had post-secondary education. The final socioeconomic item on the questionnaire asked parents to indicate annual family income by selecting one of the following options: < $20 000 = 1, $20 000 to $40 000 = 2, $40 000 to $60 000 = 3, $60 000 to $80 000 = 4, $80 000 to $100 000 = 5, > $100 000 = 6. Annual income for participating families was approximately $60,000 CD (M = 4. 07, SD = 1. 48). Table 2 presents a summary of measured constructs which includes: four tests of children’s cognitive development, five indices of children’s home Internet use, and five fa ily socioeconomic characteris tics. Which are the better predictors of cognitive development during childhood, — el ements of the microsystem or elements of the techno- subsystem? Two series of stepwise regression analysis we re conducted with the four c ognitive development scores as the dependant variables. In the first regression analyses , family socioeconomic characteristics (elements of the microsystem) were the independent variables. In the second analyses, indices of home Internet use (elements of the techno-subsystem) were the independent variables. Tab le 2 Description of Constructs and Measures Ecological System System Elements Specific Measures Bioecology Cognitive Development Expressive Language Metacognitive Planning Visual Perception Auditory Memory Techno-Subsystem Home Internet Use Years of Internet Access Online Learning Online Playing Online Browsing Online Communication Microsystem Family Characteristics Father Employment Mother Employment Father Education Mother Education Annual Family Income Results Results of analyses revealed that fa mily socioeconomic characteristics (eleme nts of the microsystem) explained a odest (but significant) amount of the variation in children’s cognitive deve lopment scores. As presented in Table 3, adjusted R 2 values indicated that father’s level of education accounted for approximately 7% of the variation in children’s level of expressive language (as measured by the WISC-IV vocabulary subtest), 5% of the variation in children’s visual perception and auditory memory (as measured by the CAS nonverbal matrices subtest and CAS 181 word series subtest, respectively). Whether or not moth ers were employed, part-tim e or full-time, accounted for pproximately 6% of the differences in children’s capacity to execute metacognitive functions such as planning (as measured by the CAS matching numbers subtest). While the other measures of familial socioeconomic status (e. g. , mother’s education and family income) explained some of the variance in children’s cognitive development, such measures did not improve upon the predictive utility of fa ther ’s education or maternal employment; variation is prerequisite to prediction. Almost all fathers were employed and almost all mothers had finished high school. For participating middle-class families, father’s education a d mother’s employment were more sensitive to children’s cognitive development scores than were family income, father’s employment, and mother’s education. Tab le 3 . Stepwise Regression Analysis: Family Characteristics Predicting Child Cognitive Development Cognitive Score Predictor Beta Weight t value R 2 (adj) F value Expressive Language Father Education . 292 2. 70** . 074 (1, 78) = 7. 29** Metacognitive Planning Mother Employed . 270 2. 46* . 061 (1, 77) = 6. 05* Visual Perception Father Education . 244 2. 22* . 047 (1, 78) = 4. 93* Auditory Memory Father Education . 258 2. 6* . 054 (1, 78) = 5. 55* *p < . 05; **p < . 01 Results of analyses further revealed th at indices of home Internet use (elements of the techno-subs ystem), in general, explained more of the variation in children’s cognitive de velopment than did family socioeconomic characteristics (elements of the microsystem). Summarized in Table 4, specific types on online behavior (i. e. , learning, communicating, and playing) and years of home In ternet access combined to predicted child cognitive developmental outcomes. Indicated by adjusted R 2 , children’s online communication, ears of home Internet access, and online learning (as reported by parents) accounted for ap proximately 29% of the varia tion in children’s level of expressive language as measured by the WISC-IV vocabulary subtest. Online learning and communicating (reported- unreported) combined to explain 13. 5% of the variation in children’s metacognitive planning. Online learning and playing (reported-unreported) combined to explain 10. 9% of the variation in children’s auditory memory. Years of home Internet access explained approximately 3% of the diffe rences in children’s visual perception scores. With the xception of visual perception, indices of home Internet use (elements of the techno-subsystem) were better predictors of children’s cognitive development than were family socioeconomic characteristics (elements of the microsystem). Tab le 4 . Stepwise Regression Analysis: Home Internet Use Predicting Child Cognitive Development Cognitive Score Predictor/s Beta Weight t value R 2 (adj) F value Expressive Language Online Communication . 344 4. 00*** Years of Internet Access . 263 3. 12 ** Online Learning . 256 2. 99** . 287 (3, 101) = 14. 97*** Metacognitive Planning Online Learning . 287 3. 03** Online Communication . 201 2. 12* . 35 (2, 101) = 9. 06*** Visual Perception Years of Internet A ccess . 192 1. 99* . 028 (1, 104) = 3. 98* Auditory Memory Online Learning . 242 2. 60* Online Playing . 228 2. 46* . 109 (3, 101) = 14. 97*** *p < . 05; **p < . 01; ***p < . 001 Discussion A variety of mechanism s linking family socioeconomic status to child cognitive development have been proposed including parenting (Petrill, Pike, Price, & Plomin, 2004 ; Mistry, Biesanz, Chien, Howes, & Benner, 2008) and 182 resources (Bradley & Corwyn, 2002). For the current samp le of middle class children, paternal education and maternal employment were associated with measures of hild cognitive development. More educated fathers tended to have offspring who scored high on three of the four cognitive measures (expressive language, visual perception, and auditory memory). Mothers who were employed tended to have children who scored high on the measure of metacognitive planning. Educated fathers and employed mothers may genetically transmit to their offspring some neurological processing advantage (bioecology). Simultaneously, educated fathers may provide enhanced language models and stimulating environments that facilitate the cognitive development of their children (microsystemic influence). Employed mother may provide models of organization and place increased demands on children to self- regulate thereby enhancing the metacognitive planning abilities of their offspring (microsystemic influence). Family socioeconomic status (as measur ed and for the current sample) accounted for 5% to 7% of differences in child cognitive development scores. In contrast, indices of home Internet use (as measured and for the current sample) accounted for 3% to 29% of differences in child cognitive development scores. Me ta-analysis confirms that the impact of socioeconomic status on academic achie vement is eroding over time (Sirin, 2005). Increasingly ffective structures of social equali zation (e. g. , public education, quality daycare, preschool intervention, and prenatal programs) and the expanding middle class create the need for more precise description of home environments. Current results suggest th at indices of home Internet use (i. e. , elements of the ecological techno- subsystem) pro vide more useful information regarding cognitive development than do family socioeconomic characteristics (elements of the microsystem). Only two of five family socioeconom ic characteristics added to the regres sion equation, suggesting that some measures (i. e. , family income father employment, and mother education) did not differ in relation to children’s cognitive development. In contrast, four of the five indices of home Internet use during childhood added to the regression equation, suggesting that these measures differe d in relation to children’s cognitive development. In the context of the current investigation, soci oeconomic status is a crude construct re lative to home Internet use. Internet use includes both organized (e. g. , search) and disorganized (e. g. , browse) interactions with both human (e. g. , chat) and nonhuman (e. g. , database) elements in online environments (Johnson & Kulpa, 2007).Internet use is a complex set of behaviors that vary widel y across individuals and th at is influenced by cognitive and personality characteristics (Joinson, 2003). For the current sample of children, patterns of home Internet use explained more of the variation in cognitive development than did family socioeconomic characteristics. In the context of middle class families, elements in the techno-subsystem (e. g. , Internet access) may not necessarily facilitate child cognitive development; effective use of those elements, highly dependent upon parent behavior, may promote development.For example, Cho and Cheon (2005) surveyed families and found that parents’ perceived control, obtained through shared web activities and family cohesion, reduced children’s exposure to negative Internet content. Lee and Chae (2007) reported a positive relations hip between parental mediation techniques (website recommendation and Internet co-use) and children’s educa tional attainment. In the current investigation, the cognitive experienc es provided to children by employed moth ers may include Internet skills instruction (e. g. , sending email) and models of information management (e. g. acc essing websites for informa tion). Such experiences, over time, may provide children with enhanced opportunities to direct their own cognitive development via increasingly sophisticated uses of the Internet. According to Livingston and Bober (2005), â€Å"a new divide is opening up between those for whom the internet is an increasingly rich, diverse, engaging and stimulating resource and those for whom it remains a narrow, unengaging, if occasionally useful , resource of rather less significance† (p. 2). Bruner (2005) recen tly reiterated that â€Å"our minds ap propriate ways of representing th world from using and relating to the codes or rules of available technology† (p. x). Cognitive abilities prerequisite to utilization of Internet applications constitute an implicit component of contemporary notions of intel ligence (Maynard, Subrahmanyam, & Greenfield, 2005). The ecological techno-s ubsystem furthers our understanding of environmental influences on child development by emphasizing the impact of digital technologies on cognitive growth during childhood. The techno- subsystem provides precise description of microsystemic mechanisms of developmental influence which lead to intervention strategies.According to Livingston and Bober ( 2005), many parents lack the skills to guide and support their children’s Internet use and Intern et-literate parents have Internet-litera te children. Subsequent research may evaluate the effectiveness of techno-subs ystem interventions for elementary school children at-risk, for example, the provision of home Internet access and pa rent Internet literacy training. As stated elsewhere, â€Å"current anxiety surrounding children’s Internet use should be for those whose cognitive processes are not influenced by the cultural tool† (Johnson, 2 006, p. 570).

Differentiate between fraud and abuse Essay

Fraud is any and all means a person uses to gain an unfair advantage over another person. In most cases, to be considered fraudulent, an act must involve: – A false statement (oral or in writing)  Ã¢â‚¬â€œ About a material fact – Knowledge that the statement was false when it was uttered (which implies an intent to deceive) – A victim relies on the statement – And suffers injury or loss as a result Abuse is to wrongly or improperly; misuse. – abuse alcohol – abuse privilege – abuse drugs – abuse authority Compare and contrast Sutherland’s theory of differential association with Cressey’s final hypothesis. What does Cressey mean by â€Å"non-shareable†? Cressey however, took his own studies in a different direction from Sutherland’s research. He was intrigued by embezzlers, whom he called â€Å"trust violators†. He was especially interested in the circumstances that led them to be overcome by temptation. Upon completion of his research, he developed what still remains as the classic model for the occupational offender. His research was published in â€Å"Other People’s Money: As Study in the Social Psychology of Embezzlement.† Non-shareable is a issue of concern which the individual directed affected believe that he cannot share with another person due to shame or guilt. Describe at least four proactive audit tests that could help detect a shell company scheme. †¢ Maintain and regularly update an approved vendor list †¢ Independently verify all vendors before payment †¢ Identifying shell company invoices – Lack of detail on the fraudulent invoice – Invoice that lacks detailed descriptions of the items billed – Mailing address may be an indicator of fraud – Consecutively numbered invoices over a period of time – Reviewing payables and sorting payments by vendor and invoice number †¢ Testing for shell company schemes – Investigate budget overruns and departments that regularly exceed their budget – Conduct horizontal analysis of expenses – Investigate unexplained increases in â€Å"soft† accounts – Investigate unexplained increases in quantity of items purchased †¢ Testing for shell company schemes – Monitor trends in average unit price – Investigate goods and services that would not normally be purchased – Compare vendor addresses to employee addresses – Run reports of average turnaround time for invoices to look for unusual payment patterns †¢ Verifying whether a shell company exists – Use the phone book to verify the vendor – Contact others in the industry – Conduct a site visit of the vendor †¢ Identifying the employee behind a shell company – Conduct a public records search of the company’s registration – Be alert for related names, addresses, phone numbers, Social Security numbers, and other identities. – Match vendor checks with payroll checks. – Conduct surveillance of mail drops to see who picks up the checks. Describe the five principal categories of check tampering schemes. Detail the methods used by perpetrators to affix a signature to the check. Check tampering is unique among fraudulent disbursements because it is the one group Of schemes in which the perpetrator physically prepares the fraudulent check. In most fraudulent disbursement schemes, the culprit generates a payment to himself by submitting some false document to the victim company such as an invoice or a timecard. The false document represents a claim for payment and causes the victim company to issues a check that the perpetrator then converts. These frauds essentially amount to trickery; the perpetrator fools the company into handing over its money. Check tampering schemes are fundamentally different. In these frauds the perpetrator takes physical control of a check and makes it payable to himself through one Of several methods. Check tampering schemes depend on factors such as access to the Companies check book, access to bank statements, and the ability to forge signatures or Alter other information on the face of the check. There are five principal methods used To commit check tampering: 1. Forged maker schemes 2. Forged endorsement schemes 3. Altered payee schemes 4. Concealed check schemes 5. Authorized maker schemes What internal controls can be implemented to minimize the ability to perpetrate a ghost employee scheme? Mandatory copies of employment picture I D’s and forms and a second level of inspection of them. An employment picture stapled into employment file. Quarterly justification of employment files against payroll w/ a physical inspection of any new employees file. A second level of sign off on all the need for all new employees. For example, if your company has a janitorial staff. in order to hire a new janitor, require copies of the usual I9 ID’s, be included into personal file. Have a signoff sheet for two levels of hiring authorization with clear printed and signed names, justifying the new employee. Have a picture of the new employee attached to the file (a good practice for all employment circumstances, anyway). A quarterly comparing of payroll to new employees. make sure payroll has to get the new documentation signoff sheet and sign it themselves after verifying the two previous sigs., prior to actually placing any new employee on the payroll. And that signoff sheet is then sent to an office manager†¦ who has to quarterly check against the new employee files New employee files are kept separate, until 90 days (or whatever your temp. time is) If employee is terminated prior to end of quarter, file is still held separate from other terminations until manager does quarterly check. I’ve been through a number of these, including one who hired a ghost and gave him the same name as a company vice president, just to confuse things more. Also watch out for time sheets being turned in after employee is not actually working there, but hasn’t been terminated on paper yet.

Presidential Election Campaign Fund Details

The Presidential Election Campaign Fund is a government-run program whose mission is to help candidates for the highest elected office in the United States pay for their campaigns. The Presidential Election Campaign Fund is financed by taxpayers who voluntarily contribute $3 of their federal taxes to publicly financing presidential campaigns. Donors to the fund contribute by checking the yes box on their U.S. income tax return forms in answer to the question: Do you want $3 of your federal tax to go to the Presidential Election Campaign Fund? Purpose of the Presidential Election Campaign Fund The Presidential Election Campaign Fund was implemented by Congress in 1973 following the the Watergate scandal, which in addition to the now-infamous break-in at Democratic Party headquarters involved large, secret contributions to President Richard Nixons re-election campaign. Congress intended to limit the influence of big money and donors on campaigns and level the playing field between presidential candidates. The two national political parties, at one time, also received money from the Presidential Election Campaign Fund to pay for their national conventions, which are held to nominate presidential and vice presidential candidates; in 2012, $18.3 million went to the Republican and Democratic national conventions. Before the 2016 presidential conventions, however, President Barack Obama signed legislation to end the public funding of nomination conventions. By accepting Presidential Election Campaign Fund money, a candidate is limited in how much money can be raised in large contributions from individuals and organizations in the primary run. In the general election race, after the conventions, candidates accepting public financing can raise funds only for general election legal and accounting compliance. The Presidential Election Campaign Fund is administered by the Federal Election Commission. Few Taxpayers Are Willing to Give $3 The portion of the American public who contribute to the fund has shrunk dramatically since Congress created it in the post-Watergate era. In fact, in 1976 more than a quarter of taxpayers—27.5 percent —answered yes to that question. Support for public financing reached its peak in 1980, when 28.7 percent of taxpayers contributed. In 1995, the fund raised nearly $68 million from the $3 tax checkoff. But the 2012 presidential election it had drawn less than $40 million, according to Federal Election Commission records. Fewer than one in ten taxpayers supported the fund in the presidential elections of 2004, 2008, 2012 and 2016, according to Federal Election Commission records. Candidates who claim their share of financial support must agree to limit the amount of money they raise and spend on their campaigns, restrictions that have made public financing unpopular in modern history. In the 2016 presidential election, neither of the major-party candidates, Republican Donald Trump and Democrat Hillary Clinton, accepted public funding. And only two primary candidates, Democrat  Martin O’Malley of Maryland and the Green Partys Jill Stein, accepted money from the  Presidential Election Campaign Fund. Use of  Presidential Election Campaign Fund has been declining for decades. The program cant compete with wealthy contributors and super PACs, which can raise and spend unlimited amounts of money to influence the race. In the 2012 and 2016 elections, the two major-party candidates and the super PACs supporting them  raised and spent $2 billion, far more than the publicly run Presidential Election Campaign Fund offered. The last major-party candidate to accept financial support from the Presidential Election Campaign Fund was John McCain, the 2008 Republican presidential nominee who lost his bid for the White House against Democrat Barack Obama. McCains campaign accepted more than $84 million in taxpayer support for his campaign that year. The public-funding mechanism has outlived its usefulness in its current form and needs to be either overhauled or abandoned altogether, critics say. In fact, no serious presidential aspirant take public financing seriously anymore. â€Å"Taking matching funds has really been seen as the scarlet letter. It says you’re not viable and you’re not going to be nominated by your party,† former Federal Election Commission Chairman Michael Toner told Bloomberg Business. Candidates who agree to accept money from the fund must agree to limit spending to the amount of the grant and may not accept private contributions for the campaign. In 2016, the Federal Election Commission offered $96 million to the presidential campaigns, meaning the candidates - Trump and Clinton - would have been limited to spending the same amount. Both campaigns, which declined to participate in public funding, raised far more than that in private contributions. Clintons campaign brought in $564 million, and Trumps campaign raised $333 million. Why Public Financing Is Flawed The idea of financing presidential campaigns with public money stems from the effort limit the influence of influential, wealthy individuals. So to make public financing work candidates must adhere to restrictions on the amount of money they can raise in a campaign. But agreeing to such limits puts them at a signification disadvantage. Many modern presidential candidates are likely to be unwilling to agree to such limits on how much they can raise and spend. In the 2008 presidential election, Obama became the first major party candidate to reject public financing in a  general presidential election. Eight years earlier, in 2000, Republican Gov. George W. Bush of Texas shunned public financed in the GOP primaries. Both candidates found the public money unnecessary. Both candidates found the spending restrictions associated with it too cumbersome. And in the end both candidates made the right move. They won the race. Presidential Nominees Who Took the Money Here are all the major-party presidential nominees who elected to fund their general-election campaigns with money from the Presidential Election Campaign Fund. 2016: None2012: None2008: Republican John McCain, $84 million.2004: Republican George W. Bush and Democrat John Kerry, $75 million each.2000: Republican George W. Bush and Democrat Al Gore, $68 million each.1996: Republican Bob Dole and Democrat Bill Clinton, $62 million each, and third-party candidate Ross Perot, $29 million.1992: Republican George H.W. Bush and Democrat Bill Clinton, $55 million each.1988: Republican George H.W. Bush and Democrat Michael Dukakis, $46 million each.1984: Republican Ronald Reagan and Democrat Walter Mondale, $40 million each.1980: Republican Ronald Reagan and Democrat Jimmy Carter, $29 million each, and independent John Anderson, $4 million.1976: Republican Gerald Ford and Democrat Jimmy Carter, $22 million each.

Enrico Ferris Criminal Sociology - 1913 Words

Criminal Sociology (1905) In 1905 Enrico Ferri published another book titled â€Å"Criminal Sociology†. In this work he discussed a wide range of problems that he saw within the criminal justice system and criminality as a whole at the time. A lot of the topics he discussed still can be seen in the way we look at criminality today. He discussed how issues in society could affect the outcomes of criminality of the time, he split all offenders up into five different categories that he discussed in depth, and went in depth to discuss if lower prison population really shows that there is less crime (Ferri). When he was going over whether the decreasing prison population was really coming from less criminality he looked into what sentences had†¦show more content†¦When looking at types of offenders, Ferri’s categories can still be used. We still can see that each type of offender that he had, can still be used to categorize offenders that we see in today’s society. The crimes themselves may be different, but a lot of the issues that people have to make them go down the path of a criminal can still be traced back to the main roots that Enrico Ferri discussed. Socialism and Modern Science (1984) The theory of Darwinism has faced many attacks, including one which pitted it against socialism. In Socialism and Modern Science, Ferri argues that socialism and Darwinism are not in opposition, but are actually in harmony with each other. The main point of Darwinism is â€Å"the survival of the fittest, the victory of the best† (16), which at first seems to be the opposite of what socialism calls for. Some proponents of Darwinism, such as Ernest Haeckel, argue against socialism because they feel that it contradicts and harms Darwinism. There are three arguments Ferri addresses in this book, in which he gives his reasoning for why socialism is best. The first argument is that socialism calls for people and their property to be equal, but Darwinism shows the natural inequality of what people are able to do. Ferri rejects this easily by pointing out that socialism â€Å"has never denied the inequality of individuals,† and says people should do what they are best able to do and not be idle. That specialization produces the

Apollo John F. Kennedy Space Center - 1411 Words

Apollo 13 Where Apollo 13 took place and launched, was at the complex 39A at the Kennedy Space Center. It happened at 2:13 p.m. EST, April 11, 1970. What had caused it to orbit the moon and come back, was a ciple in the oxygen tank. One thing that happened was on the Apollo 13 spacecraft, a oxygen tank was crippled and they had to orbit the moon and return home. The main event was that for the third time, they successfully lifted off once more, just to run into a problem with the oxygen tank. The people involved (meaning on the Apollo 13) were: Fred Haise, Jack Swigert, and Jim Lovell. It kind of ties in with Apollo 11 because they both went to the moon but, Apollo 11 was made up to beat the Soviet Union in the Space Race by John F. Kennedy. Apollo 13 ties in with the three theme words, Exploration, Encounter, Exchange in these three different ways: Exploration, they explored outer space and learned many new things about plants, if anything grows on the planets, if anything lived there they d idn t know about, etc. Encounter, they encounter many new materials (plastic is one of those things). They had encounter a cripple and the oxygen tank that happened on the Apollo 13. Exchange, they exchanged ideas about what to do about the cripple of the one of the oxygen tank. They were trying to exchange communication on how they were doing in space. A fun fact about Apollo 13 is that it is the seventh manned mission in the American Apollo Space Program. Shortly after theShow MoreRelatedApollo John F. Kennedy Space Center1502 Words   |  7 PagesWhere Apollo 13 took place and launched, was at the complex 39A at the Kennedy Space Center. It happened at 2:13 p.m. EST, April 11, 1970. What had caused it to orbit the moon and come back, was a ciple in the oxygen tank. One thing that happened was on the Apollo 13 spacecraft, a oxygen tank was crippled and they had to orbit the moon and return home. The main event was that for the third time, they successfully lifted off once more , just to run into a problem with the oxygen tank. The people involvedRead MoreThe Eagle Has Landed Essay913 Words   |  4 Pagesintend to win, and the others, too.† (John F. Kennedy) The nineteen-sixties were the most important decade during the Space Race, because American perseverance overcame a more advanced Soviet space program and reached the moon. Accordingly, national leaders of the sixties were a huge driving force behind the Space Race as they inspired their people to literally shoot for the moon and take the lead in the ‘Space Race’. Likewise, ambitious projects like Apollo and Mercury really took off in the nineteen-sixtiesRead MoreJohn F. Kennedy: An Influential Person Essay1335 Words   |  6 PagesJohn Fitzgerald Kennedy led the start of a new era in human history. He was born on May 29, 1917 in the small Boston suburb of Brookline, Massachusetts. He majored in government and international relations at Harvard University. In 1961 Kennedy serve d as President until his assassination in 1963. John F. Kennedy influenced and touched the lives of people everywhere through his efforts with the Apollo 11 space mission, the Cuban Missile Crisis, and the founding of the Peace Corps. Kennedy wasRead MoreThe Dark Side of the Moon Landing1479 Words   |  6 PagesCold War’s Space Race. The Cold War began in 1947, between the Soviet Union and the United States. There was no actual fighting in the Cold War, just political conflict, military coalitions, and numerous competitions of brain rather than brawn. Among these competitions is the most famous Space Race. Although the Cold War commenced in 1947, the Space Race did not begin until 1955. The President of the United States at this time was Dwight Eisenhower. The first competition of the space race was toRead MoreThe World Of The Soviet Union1699 Words   |  7 PagesSpace Race What would the History of the world have be if the United States never landed on the moon, but instead the Soviet Union was successful at sending cosmonauts to the moon and were the first humans to ever step foot on a celestial body? This is what I wanted to explore in my research, this is all subjective we cannot go back in time to see what the outcome would have been if it never happened the way it did. The idea has been talked about even with the sceptics who think the whole moon landingRead MorePresident John F. Kennedy1738 Words   |  7 Pages President John Fitzgerald Kennedy Our Nation’s 35th President Andrew Hogenson History 112 June 15, 2015 John Fitzgerald Kennedy was the 35th President of the USA and served at that position only for three years as at the end of the third year he was assassinated in Texas. Even though his presidential term was not long, it was significant, mostly with the strong opposition against the USSR (in a person of its Prime Minister of that time, Nikita Khrushchev). President Kennedy’s name is associatedRead MoreThe Presidency Of John Fitzgerald Jr.801 Words   |  4 PagesWhen people think back to the presidency of John Fitzgerald Kennedy Jr., many people think of his assassination, Martin Luther King Jr., and the Cold War. Although there is one major event that forever changed the course of the world, that being the mission labeled Apollo 11. This mission was to put men on the moon. In words it may sound simple, but so much had to be put into this mission. They did some amazing experiments while on the moon. It is also the origin of many famous sayings used on aRead MoreApollo 11 : An Annual Holiday For Americans1110 Words   |  5 PagesFor years the thought of landing on the moon and coming back safely seemed impossible. Before Apollo 11 it was impossible. America proved everyone wrong in the world. It started in 1963 and was a long term project. There were many attempts but were failed. NASA never gave up on this idea because they thought it was achievable and were devoted to landing on another atmosphere. I think we should have a national holiday on July sixteenth every year to celebrate the people who contributed to this goalRead MoreNASA Apollo 11: Neil Armstrong Essay1348 Words   |  6 Pagesthe NASA Apollo 11 expedition to the moon. No man has ever been to the moon before and NASA, The National Aeronautics and Space Administration, was the first to get someone to land on the moon. NASA has had many great accomplishments in exploring the new frontier that have affected the United States ever since it was first created in July 1958. The idea for NASA f irst started when the Soviet Union launched the first satellite on October 4, 1957. United States started up its own space travel programRead MorePresident John F. Kennedy1013 Words   |  5 PagesS.A because we showed we were the leaders of technology in space, and it ended the race to space. â€Å"I believe this nation should commit itself to achieving the goal, before this decade is out, of landing a man on the moon and returning him safely to Earth† said President John F. Kennedy. At this time in history the United States was trailing to the Soviet Union in space developments, and in the cold war (history.com). So President Kennedy proposal came into action and then a team of highly skilled

Of Praise Essay Example For Students

Of Praise Essay Praise is the reflection of virtue; but it is as the glass or body, which giveth the reflection. If it be from the common people, it is commonly false and naught; and rather followeth vain persons, than virtuous. For the common people understand not many excellent virtues. The lowest virtues draw praise from them; the middle virtues work in them astonishment or admiration; but of the highest virtues, they have no sense of perceiving at an. But shews, and species virtutibus similes, serve best with them. Certainly fame is like a river, that beareth up things light and swoln, and drowns things weighty and solid. But if persons of quality and judgment concur, then it is as the Scripture saith Nomen bonum instar unguenti fragrantis: it filleth all round about, and will not easily away. For the odors of ointments are more durable, than those of flowers. There be so many false points of praise, that a man may justly hold it a suspect. Some praises proceed merely of flattery; and if he be an ordinary flatterer, he will have certain common attributes, which may serve every man; if he be a cunning flatterer, he will follow the archflatterer, which is a mans self; and wherein a man thinketh best of himself, therein the flatterer will uphold him most: but if he be an impudent flatterer, look wherein a man is conscious to himself, that he is most defective, and is most out of countenance in himself, that will the flatterer entitle him to perforce, spretÃÆ'ƒÂ ¢ conscientiÃÆ'ƒÂ ¢. Some praises come of good wishes and respects, which is a form due, in civility, to kings and great persons, laudando prÃÆ'ƒÂ ¦cipere, when by telling men what they are, they represent to them, what they should be. Some men are praised maliciously, to their hurt, thereby to stir envy and jealousy towards them: pessimum genus inimicorum laudantium; insomuch as it was a proverb, amongst the Grecians, that he that was praised to his hurt should have a push rise upon his nose; as we say, that a blister will rise upon ones tongue, that tells a lie. Certainly moderate praise, used with opportunity, and not vulgar, is that which doth the good. Salomon saith, He that praiseth his friend aloud, rising early, it shall be to him no better than a curse. Too much magnifying of man or matter, doth irritate contradiction, and procure envy and scorn. To praise a mans self, cannot be decent, except it be in rare cases; but to praise a mans office or profession, he may do it with good grace, and with a kind of magnanimity. The cardinals of Rome, which are theologues, and friars, and Schoolmen, have a phrase of notable contempt and scorn towards civil business: for they call all temporal business of wars, embassages, judicature, and other employments, sbirrerie, which is under-sheriffries, as if they were but matters, for under-sheriffs and catchpoles: though many times those under-sheriffries do more good, than their high speculations. St. Paul, when he boasts of himself, he doth oft interlace, I speak like a fool; but speaking of his calling, he saith, magnificabo apostolatum meum.

Varying Sentence Structure

To add interest, improve flow, and illustrate your sophistication as a writer, always try to vary the sentence structure within paragraphs. Many writers get into the Sally, Dick, and Jane rut, where their sentences are simple constructions of subject-verb-object. This makes for dull reading†¦ but it also can insult the intelligence of the average reader, who is capable of processing information that is presented in sentences of varying lengths and diverse constructions. We’ll use an example from Atlas Shrugged. (Everyone is always suspicious that I harbor Objectivist tendencies when I gush over Ayn Rand, however, this interest was abandoned long ago. Ayn Rand’s writing, and her obsession with perfection, is still to be admired. Sure, she was a little bats, but her writing is incredible.) The following excerpt is written using the same sentence structure, over and over: Her leg was sculptured by the tight sheen of the stocking. Its long line ran straight over an arched instep to the tip of a high-heeled pump. It had a feminine elegance that seemed out of place in the dusty train car. It was also oddly incongruous with the rest of her. Ayn Rand’s original: Her leg, sculptured by the tight sheen of the stocking, its long line running straight, over an arched instep, to the tip of a foot in a high-heeled pump, had a feminine elegance which seemed out of place in the dusty train car and oddly incongruous with the rest of her. While this type of writing contains too much flourish for article writing, and the sentence presents information in a more complex manner than you would want to, notice how the description joins like elements into a seamless whole without butchering it into jarring pieces (just like Dagny’s leg is a long, unbroken line). Whether you’re writing about Dagny Taggart’s sexy games, or the health benefits of carrots, you can still create flow that makes reading and absorbing information interesting. Carrots are healthy. They contain large amounts of vitamin A. Eating carrots is good for your eyes. There is some evidence that eating carrots will help you see in the dark. Better sentence structure: Carrots, which contain large amounts of vitamin A, are extremely healthy. In fact, carrots are great for eye health, and there is some evidence that eating carrots will help you see in the dark. Learning new ways to construct sentences is as simple as opening up a magazine, reading from a respected online publication, or picking up your favorite classic. Of course, you should always adapt your writing style for your topic, your audience, and clarity. However, what you learn from others can always be distilled into basic principles to use to improve your own skills.