The Youth Criminal Justice Act Summary and Background free essay sample

This essay will discuss the Justice System. The Youth Criminal Justice Act, (YCJA) is the law that governs Canada’s Youth Justice System. It applies to youth who are at least 12 to 17 years old, who are alleged to have committed crimes. These are the three arguments that will explain that the Youth Criminal Justice Act (YCJA) is fair and equitable Including; How justice system protect the innocents, protect society, and ensure that those who break the law face appropriate consequences.firstly, the YCJA protecting innocents. (A youth that has committed a crime unintentionally will be affected by this for the rest of his/her life especially those pure and innocent. ) This might prevent them from applying for jobs and joining the society. (The consequences for a serious crime which is convicted to a crimeless youth is harsh enough. Young offenders are not prepared to receive heavy adult sentences such as a sentence of more than 10 years of imprison. We will write a custom essay sample on The Youth Criminal Justice Act Summary and Background or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page ) (The YCJA controls criminal action by implementing probation and rehabilitation. This puts a youth criminal under supervision until the end of the sentence)Secondly, how the YCJA protect society. (The YCJA wants to protect society, as well as to manage and reduce the risk of offending for young people.) In order for YCJA to protect society. They try to put a young offender out of the adult sentence. And rehabilitate the young offender, so when they get out of prison they will be part of society. They Influence young offenders to make better choices. Tries to make the young offender return back to how they lived before they did their crime. (The YCJA is really effective for changing youth criminal behavior. This act gives the youth chance to change. This also helps them make better decisions to avoid any more troubles. )Finally, the YCJA ensuring that those who break the law will face appropriate consequences. (The YCJA allows police, prosecutors, judges, and volunteers and professionals from the community to decide what happens to each young offender. (These all consider factors such as the following: The seriousness, depending on how serious the crime is the more consequences received. The records, depending on the history, they will get much worse consequences due to their criminal records. The personality, depending on their attitude and responsibility for what they did, they will face a consequence much worse if their behavior is unacceptable. The actions, depending on what they do in their community, home, or school when they figure out they will receive a social worker to help them.)Conclusion, (the justice system treats all young offenders the same, equally and fairly. The court and everyone involved in the justice system considers the youth’s situation and circumstances. They are not treated in an exact manner, but judgments are still carried out fairly and non-biased.)

Letter Recognition for Special Education

Letter Recognition for Special Education Letter recognition is the first skill a child needs to learn before beginning the task of learning decoding skills and then word recognition. Small children often learn to recognize the letters in their name first, and with that, they gain the understanding that letters, when put together, lead to meaning. Learning disabled children often do not. A reading disability can start anywhere on the chain that leads to reading fluency. It can often begin at the beginning: with letter recognition. Teachers sometimes make the mistake of â€Å"piling on,† trying to teach letter sounds at the same time as teaching letter recognition. Children who are clearly developmentally and intellectually ready to begin reading will quickly begin to see the relationship between letters and letter sounds. Learning disabled children will only find it confusing. Helping Learning Disabled Children with Letter Recognition: Consonants: When matching letters to pictures, stick to initial letter sounds for any letter matching and stick to one sound. Stick to the hard c and hard g. Never use â€Å"Circus† for the letter C. Never use gymnasium for the letter g. Or the vowel Y sound for the letter Y (Yellow, not Yodel.) Don’t try to get children to master the consonant sounds in the middle or final position until they are 100% with lower case d, p, b, and q. Vowels:  When teaching the vowels, stick to words that start with the short vowel sound, a is ant, not auto, aardvark, or Aspergers (none of which start with the short a sound.) Stick to short vowels, since they will be the glue for single syllable words. In Wilson Reading, a direct instruction program for reading, these are called closed syllables. Problems with Letter Orientation. Back in the 70s, reading professionals focused a lot on â€Å"dyslexia† with the belief that the primary problem was a letter or word reversal. It is true there are some children who do have a problem with letter orientation, but often learning disabled children have weak left-right orientation. We have noticed that young learning disabled children often have poor coordination and lack muscle tone. Multisensory Approaches to Letter Recognition Multi-sensory approaches are good to help learning disabled students build strong directionality. Hand over hand students who are not starting their letters correctly. This is not a place for creativity. Lower case d’s are circle stick. Lower case p’s are tail and circle. In that order. Always.   Sand writing: Wet sand in a dishpan or a wading pool. Have the children working on letter recognition make the letters as you call them out. Then give each of the children a turn to call out a letter for the others to make. Stick to one or two problem letters: b and p, g and q, or r and n. Try using a ruler for your letter bases.Pudding writing: Be sure hands are clean before initiating this activity. Tape waxed paper or clear wrap practice in on a table surface, and spoon out some chocolate (or another favorite) pudding on the paper/wrap. Have children spread the pudding out, like finger painting, and write the letters in the pudding as you call them out. Licking is allowed. Be sure to have plenty of paper towels handy.Sidewalk writing: Have your students write letters with sidewalk chalk as you call them out.Letter tag. Write letters on a hard surface playground. Stick to the ones you are focusing on. Call out a letter: anyone standing on the letter is safe. Call out another letter : the children need to run to another letter to be safe.

All art is a lie that helps us see the truth more clearly- Pablo Essay

All art is a lie that helps us see the truth more clearly- Pablo Picasso - Essay Example When we say art, we mean something that a person can look at and interpret. Art is a visual perception of its author; it highlights the main subject to depict its reality. The exaggeration of the illusion can be considered as a lie that reveals the truth behind the scenes much more clearly through the art performed, painted or sung. (Simon, 2007) In his own quote, Picasso illustrates an artistic touch to call art, a lie. By that he meant the illusion, the self created image of any topic and the observed scenario which an artist creates to send the message through. Hence, using all the human senses, the artist uses self expression to make analysis about the truth that lies behind the mirror. It is on one part the mirror image but much more of a deep scan that illustrated all the parts. Many artist find that in variety of subjects, much like Yehudi Menuhin, the famous American violinist on NY Times explained: â€Å"I look upon music as the most complete exposition of the body and spir it of man – and of our universe† (NY Times, June 1986)... , The Romantic Manifesto, 47) The excerpt explains it very deeply of how no real apple can actually look like the painted apple but yet gives the direct image of how delicious and ripe the apple is. Art hence covers dimensions of a human brain for it to pursue its desires. Arts that include poetry and theatre performance play a major role in defining how a simple lie, much like Ayn Rands’ Visual Abstractions can sum up major historical events and move people to find the truth amongst the words. In stage direction, now a day, art is being judged on the amount of hits it can get rather the quality of work and the meaning behind the scenes. It is taken as a time past rather, as Harold Clurman says â€Å"as a real communication through the mask of a fable†. (Lies like Truth, 1958) Poetic illusions As Art discovers many dimensions, it plays with words and thoughts, creating images and lies that a person is inclined to look into, to make it a reality. Shel Silverstein through is versatile poetic sense creates an illusion of a tree that can speak, â€Å"Once there was a tree... and she loved a little boy. And every day the boy would come and he would gather her leaves and make them into crowns and play king of the forest. ....... and the tree was happy But the time went by And the boy grew older. And the tree was often alone† (The Giving Tree) In this exemplary piece of art, the poet looks into a lie that is a tree that can speak, but infact is much more than that, for many the tree can be our family on which we stand by every day and they are there to help. Through art, Silverstein emphases that how reality revolves around how human wants are never ending but by the end of everything we go back to nature, where it all start. Too look behind the lie is the art of the reader,

PARENT INVOLVEMENT IN A CHILD'S EDUCATION Essay Example | Topics and Well Written Essays - 500 words

PARENT INVOLVEMENT IN A CHILD'S EDUCATION - Essay Example What are the best practices of parental involvement employed in schools? This section will highlight the characteristics of parental involvement and the strategies employed by parents and schools. It gives insight into how parental involvement can successfully enhance student achievement. The benefits of parental involvement in the child’s education will be discussed here. This section will highlight several research studies that provide support for the advantages of parental involvement. A critical discussion is provided based on the findings gathered from various research articles. Adolescent years is perhaps one of the, if not the most, trying years of parenthood. Studies have shown that parental involvement in the early years of education is related to the type of relationship that develops between parent and child during the adolescent years. This section of the paper will discuss the relationships of parental involvement in light the educational years of an adolescent child. Despite the recognition of parental involvement’s significance in the education of children, bringing the parent’s to a meaningful level of participation in schools remains challenging. The challenges and how they can be best addressed will be discussed in this section. Based on the previous discussions, through existing literature on parental involvement, recommendations on the programs and initiatives will be outlined in this section. This section will also summarize the findings and give conclusions on the role of parental involvement in children’s

What does Intel's presentation of their financial information tell you Essay - 1

What does Intel's presentation of their financial information tell you about how they use financial information in decision making - Essay Example The information technology industry in 2006 generated approximately $3 trillion, a figure that is expected to increase to $4 trillion by 2009 (Plunkett Research, 2008). Such a profitable market attracts many new firms into a very competitive industry with thousands of companies competing for market share. Countries such as India have created economic models for growth based on the exporting of information technology into markets such as the US, Europe and Canada. It is very in this industry for a company to generate revenues based on a projects which represents revenue generating contracts of IT services. The Ansoff matrix is a strategic marketing tool which could very useful for IT managers. The first payoff of the matrix position (1,1) is know as a market penetration strategy. The market penetration strategy is a strategic move to seek greater market share of an existing product a firm offers. In the 1990’s the IT firm which was the most successful at achieving market penetr ation in its main product offering was Microsoft Corporation which was able to achieve a market penetration of above 90% for a prolonged period of time. The market penetration strategy can be exploited by the IT manager in companies whose product offering is above the competition offering, the company has many competitive advantages over the rest of the players in the industry including good economic resources to pay for the high advertising expenses and other marketing initiatives required to successfully implement a market penetration strategy. The second position of the Ansoff Matrix (1,2) is called product development. This strategy is based on an IT manager developing a product in an existing market. Such a strategy can be extremely profitable. Microsoft Corporation is currently in the last stages of product development for a new product called IPTV which is broadcasting channels similar to those

Theories of Third World Development

Theories of Third World Development Post-development calls for development of theories based on the culture and struggles of the people from the Third World countries. Discuss whether or not theories derived from the culture of Third World countries could be free from the problems affecting the universal theories of development and if so how? To begin the discussion on whether or not theories derived from the culture of Third World countries as propagated by post-development could be free from the problems affecting the universal theories of development, it is imperative to understand the concepts of ‘development’ and ‘post-development’. The following table provides a basic overview in the form of comparison, between the two concepts: Development has increasingly become an unsettled concept. From the initial decades of the development era providing a clear agreement on the need for some sort of development, despite an array of positions, we have come to a decade where the status of development has become difficult to ascertain. What makes development knotty is the tension between the universe of those who study the Third World and the universe of those who inhabit this world. Development is touted to be a pervasive cultural discourse with intense consequences for the production of social reality in the so-called Third World. This has been largely due to the problems that are associated with universal theories of development: Authoritarian and specification of goal and processes: Development, by virtue of a universal scale on which it can be measured, leading to the identification of â€Å"developed† and â€Å"less developed† (or â€Å"underdeveloped† or â€Å"developing†) units, specifies the existence of a particular goal (development itself) and dictates the processes needed to achieve that goal, i.e. economic growth, industrialisation, and modernisation through the transfer of capital, technology, and knowledge from the North/West. The fact that these theories are based on one particular conception, which is then assumed to be universal (while ignoring/subordinating other conceptions) they make development authoritarian as they prescribe interventions in people’s lives that these people themselves may disapprove of. Ethnocentrism: Universal development theories entail emulating Western History and are synonymous with Westernization. These theories give a ready-made development recipe from the west and at their heart is the idea that economic growth can be stimulated in any country, by following a US/European model. This recipe was driven by behaviorist, positivist and empiricist approaches in the mould of â€Å"scientific model† that prevailed in western universities and Research Centres and assumes that Western societies as ideal models and are complete in contrast to other societies of the Third World countries, the â€Å"less developed† ones. These theories have been accused for viewing Third world countries as inferior versions of the European countries, because the standards of a good society are assumed to be both universal and identical with particular (European) standards. It is also believed that colonial tutelage gave way to diffusion of development (development aid/proje cts, etc.), but retained the purpose by providing Europe’s past formula for development as the only workable one. In other words, development is like a phoenix rising from the ashes of imperialism. Decontextualisation and Generalization: Another problem with universalization is that it groups all Third World countries into one category and ignores differences among them in an attempt to overgeneralize. Indians, Kenyans, Mexicans, etc. are not seen as being diverse and non-comparable, but as somehow lacking in terms of what has been achieved by the advanced countries. It assumes that all Third World countries have the same problems linked to a lack of capital, knowledge, technology, productivity, institutions, etc. which can be solved with technocratic solutions, unconcerned with politics, relations of power and conflicts of interest, solutions that are rational and that no one can object to. It also neglects the differences between the supposed beneficiaries such as farmers and landless labourers, rural and urban poor, men and women, wage labourers and company owners, ruling elites and marginalised groups, etc. Universal development theories also do not take into account that t he underdevelopment in the Third World is a result of Western Capitalist Explanation. Thus, when their starting points and journeys aren’t the same, how can the future discourse of the Third World ape the past of the First World? The ‘a priori’ approach of development for the developing and underdeveloped make it infeasible as the decision of the route is based on circumstances that are no longer there. For formulating bankable processes of upliftment, it is important that these nations be viewed as very different constructions of societal, economic, political, and cultural structures. Their progress into democratization or economic success will not come from mirroring the histories of the First World but must instead be unique to the needs, cultures, traditions, and prior establishments of each individual country. Exogenous Nature: The theories were developed by a body of so called experts who merely drew from their own personal thinking in their task of changing the Third World countries, making it external. Can a theory or method be forced upon people without first engaging in a conversation with the subject? If so, is the â€Å"product† created from this exercise of value? Can years of lived experience be erased through a series of strategic planning sessions, or campaigns not rooted in any significant way to the reality of the subject being trained or required to participate in the activity? These are the question that the paradigm of post-development answers in the negative. Theories derived from the culture of Third World countries could be free from the problems affecting the universal theories of development because of the following features of post development and thus of these theories: Non-authoritarian with flexible goals and processes: The primary concern of post-development is to look for alternatives to development through an interest in culture and local knowledge by promotion of localized, pluralistic grassroots movements and its strength is in its anti-authoritarian sensibility. It also believes that there are numerous ways of living a good life and every society is free to invent its own and involves responses given by a group of people to particular problems or direct instances of power. Thus, post development is neither imposing a goal nor a process and distances itself from technocratically pre-defined standards and universal models. Therefore, the theories emanating from the Third World within the ambit of post development respect alterity and anonymity in the construction of subjectivities, with each society asserting its right to define its own path. These theories allow the subjects to use their own tools, and to go alone to not only develop answers, but also its own questions. Cultural Relativism: Since these theories are based on the struggles and cultures of the people of the third world countries, local culture, artistic aspects and communal aspirations are often important concerns. These theories are generally deeply interested in the history of their communities and the place they occupy in regional or national contexts. Post-development takes into account people’s self-definitions as a crucial part in its inquiry and tends to create a new awareness of cultural difference, which contributes to the breakdown of ethnocentrism and universal values. Therefore, these theories entail discourses on difference, particularly cultural difference. Contextualisation: Post-development is related to the visibility of the grassroots and entails local contexts. It situates itself within the context of local struggles and the linkages of local people in the world systems, lending it relevance and usability to people of the Third World in their daily lives and struggles. It encompasses a plurality of collective actors and revolutions at the micro level, with their own spheres of autonomy. The theories emerging from the Third World with applicability to the Third World presuppose an adequate understanding of the different social, political and economic structures of these countries and their respective histories. Endogenous Nature: Post-development heavily relies on the knowledge of the Third World countries and this knowledge occupies an important role in the creation of theories for them and the decision making processes. It involves intellectuals from the Third World, alongside grassroots activists. Post-development counters the problems of universalization of development theories by instating faith in theories based on the culture and struggles of the people from the Third World countries, taking into account their needs, wants, desires, histories, structures, etc. An example of a theory arising from indigenous knowledge is presented in Jane C. Horan’s (2002) study of indigenous economic development. In this, female textile producers in the Kingdom of Tonga received money as part of a ‘Women in Development’ aid-funded credit scheme. Though it was anticipated that the loans would be used to produce textiles for the local tourist economy, the women produced indigenous koloa textiles for the Tongan ceremonial economy which, according to Horan, enabled a â€Å"greater range of ideological, spiritual and material gains including cash† (2002, p.206). Though â€Å"the default rate on the loans was low, and the women were engaged in a Tongan notion of development known as fakalakalaka, the funders and the critics of the schemes were either unable to or would not recognise development taking place† (Horan, 2002, p.210). The study acknowledges what people are doing vis-à  -vis what development doctrines expect them to d o. Other instances are indigenous movements originating from the south of Mexico, the south of Colombia, Ecuador and Bolivia, picking up also in Peru because of anti-mining protests. These are social movements in which the indigenous component is stark, but there is also a black, Afro-Latin American component in several countries, and also a peasant one represented by those connected to Via Campesina, a federation of peasant movements who are opposing free trade and the privatisation of seeds. What one needs to understand is that since development and post-development are at the extreme ends of the spectrum, therefore the problems of universalization as seen in development are not seen in the paradigm of post-development due to its highly localized nature. However, post-development (thus by extension the theories propagated by it) has its own set of problems, even though it forces us to confront the failures of the development agenda. Critiques of post-development believe that it overstates its case and neglects all the possibilities of positive development interventions, such as techniques of modern medicine raising health and life expectancy of people, by taking an extremely homogenized view of development. Further, it romanticizes local communities and at times, legitimizes oppressive traditions, and becomes just as paternalistic as the chastised development paradigm. It ignores the local forms of oppression and violence and is accused for being indifferent to the viola tion of human rights. While the movement towards cultural sensibilities that accompanies post development is a welcome shift, the plea for people‘sculture, indigenous culture, local knowledge and culture, can lead if not to ethno-chauvinism, to reification of both culture and locality or people. Furthermore, by propagating thinking local and acting local, it tends to avoid global structures of inequality. Though, the second wave of post-development counters a few of the aforementioned shortcomings by suggesting alternatives like the conception of communal solidarity, direct democracy, social movements, indigenous knowledge, etc. and state that the it is not the aim of post-development to offer a normative, new solution, the loopholes aren’t still completely plugged and will not be till the time a viable alternative to development is proposed by this school of thought. In the absence of a feasible solution put for by it, post-development remains merely deconstructive of an existing paradigm. In today’s world, what is needed is a middle way, something between development and post-development that can incorporate the positives of universalization as well as localization. Till the time such an approach is developed, the choice pertains to choosing the lesser evil of the two. References: Horan, J.C. (2002) Indigenous wealth and development: micro-credit schemes in Tonga, Asia Pacific Viewpoint, 43(2), 205-221.

Isabel Allendes The House of the Spirits Essay examples -- Isabel All

Isabel Allende's The House of the Spirits In many novels, relationships shape a character. Throughout Isabel Allende's The House of the Spirits dissimilar individuals constantly come together to form relationships that change or develop their disposition. While Allende uses relationships to build upon a character, she also depicts a character's living environment in order to confirm their true soul and lifestyle. Due to the observation of both relationships and environments, a character's true qualities are expressed to a reader. The relationship between two individuals, Ferula and Clara, proves itself a positive product of the union of differing people. Through analysis of Ferula's home and close observation of her bond with Clara, Allende reveals Ferula's true character as she illustrates Ferula's dramatic change from a desolate soul to the selfless and loving character that molds Clara into the confident woman she aspires to. Ferula's life story, the desolation of her soul, and the connection she eventually has with Clara all became evident in the mere description of her living environment. At one point in the novel, Clara wrote of her experience in the vicinity of Ferula?s home. Clara explained that ?The tenement was a long passageway of ruined houses, all exactly the same; small impoverished dwellings built of cement, each with a single door and two windows. They were painted in drab colors and their peeling walls were linked across the narrow passageway by wires hung from side to side. [She] walked deeper into the neighborhood, avoiding puddles of dirty water that overflowed from the gutters and dodging piles of garbage in which cats were digging like silent shadows. In the center of the little... ...ship with Clara, Ferula became one of the most dynamic characters within The House of the Spirits. From ?ruined houses? to a life giving ?fountain? Allende demonstrated the great transformation of Ferula?s soul from complete desolation to true love. The bond she shared with Clara proved itself as one that could not compare to any others within the novel. Clara ?always was thinking of [Ferula]?(152), demonstrating the great impression Ferula left with her. No other relationships developed such a transformation as did this one. Truly, Ferula?s love influenced Clara?s life and molded her heart with the love and confidence that forever remained in the Trueba household and its memories. Works Cited: Allende, Isabel. The House of the Spirits. Trans. Magda Bogin. New York: Bantam Books, 1986. Trans. of La casa de los espiritus. Barcelona: Plaza and James. 1982.

Chemical Reactions

Chemical Reactions Chemical Change †¢ reorganization †¢ original substances form new substances with different formulas †¢ may or may not involve a change of state †¢ symbols used to describe chemical reaction are known as a chemical equation †¢ Chemical equations do not have equal signs (=) they have an arrow Chemical Equations †¢ Must follow the Law of Conservation of Matter †¢ atoms can neither be created or destroyed during a chemical reaction †¢ What goes in must come out! Chemical Equations †¢ Reactants = Products same number of atoms of each element on each side of the reaction arrow Equations must be balanced! †¢ other symbols †¢ (s)solid †¢ (l)liquid †¢ (g)gas †¢ (aq)aqueous, dissolved inwater Balancing Chemical Equations †¢ First check all ionic formulas to see if they are correct! Five steps to balancing equations 1. Count the number of atoms of each element (or polyatomic ion) on the reactant side and then on the product side. You may want to use a chart or table. 2. Determine which are out of balance – these need to be balanced 3. Pick an element or polyatomic ion to start with†¦ †¢ Balance using coefficients. †¢ Do not use coefficients of 1 †¢ No changes may be made to the subscripts †¢ use least common multiples 5. Check and recheck! †¢ Practice balancing these equations †¢ H2(g) + O2(g) > H2O †¢ KCl + BaSO4 > K2SO4 + BaCl2 Types of Chemical Reactions †¢ Combination /Direct Combinationsynthesis †¢ 2Na(s) + Cl2(g) > 2 NaCl(s) Single Displacement †¢ single substitution †¢ anion always replaces anion †¢ cation always replaces cation Mg + 2 HCl > MgCl2 + H2 †¢ Complete the following Single Displacement (formula is correct) Al + CuSO4 Double Displacement †¢ 2 substitutions †¢ ion-exchange †¢ MgSO4 + BaCl2 >BaSO4 + MgCl2 †¢ Types of Chemical Reactions †¢ Double Displacement †¢ What are the expected products of MgSO4 + BaCl2 †¢ Types of Chemical Reactions †¢ KOH + MgCl ( †¢ check formulas and complete) Decomposition †¢ HgO > Hg + O2 (balance) †¢ 2 HgO > 2 Hg + O2 †¢ carbonic acid in lab activity Oxidation / Reduction †¢ oxidize iron into rust 4Fe + 3O2 ( 2Fe2O3 Oxidation reactions †¢ add O (or remove H) Reduction reactions †¢ add H ( or remove O) Redox reaction †¢ Combination of oxidation and reduction Practice †¢ How many grams of diatomic oxygen (O2) are needed to make 4 moles of magnesium oxide (MgO) from magnesium ribbon (Mg)? †¢ Hint balance equation and use coefficient as mole. Energy in a Chemical Reaction Endothermic †¢ heat in †¢ requires activation energy †¢ A + B + 100kcal => C + D Exothermic †¢ heat out †¢ A + B => C + D + 100 kcal

Robert the Bruce Biography

Robert the Bruce Biography Robert the Bruce (July 11, 1274–June 7, 1329) was king of Scotland for the last two decades of his life. An ardent proponent of Scottish independence and a contemporary of William Wallace, Robert remains one of Scotlands most beloved national heroes. Early Years and Family Born into an Anglo-Norman family, Robert was no stranger to royalty. His father, Robert de Brus, was the 6th Lord of Annandale and a great-great-grandson of King David mac Mail Choluim, or David I of Scotland. His mother, Marjorie, was the Countess of Carrick, descended from the Irish King Brian Boru. His sister Isabel became the Queen of Norway by marrying King Eric II, long before Robert ascended to the Scottish throne. Robert’s grandfather, also named Robert, was the 5th Earl of Annandale. In the autumn of 1290, Margaret, the Maid of Norway, who was the seven-year-old heiress to the Scottish throne, died at sea. Her death set off a whirlwind of disputes regarding who should succeed to the throne, and the 5th Earl of Annandale (Roberts grandfather) was one of the claimants. Robert V, with the aid of his son Robert VI, captured a number of strongholds in the southwest of Scotland during the period between 1290 – 1292. Naturally, young Robert supported his grandfather’s claim to the throne, but ultimately, the role of king was given to John Balliol. Corbis via Getty Images / Getty Images Association With William Wallace King Edward I of England was known as the Hammer of the Scots, and worked diligently during his reign to turn Scotland into a feudal tributary state. Naturally, this did not sit well with the Scots, and soon Edward found himself having to deal with uprisings and rebellions. William Wallace led a revolt against Edward, and Robert joined in, believing that Scotland needed to remain independent of England. The Battle of Stirling Bridge, in September 1297, was a devastating blow for the English. Shortly afterwards, Bruce family lands were sacked by Edwards troops in retaliation for the familys role in the rebellion. In 1298, Robert succeeded Wallace as one of the Guardians of Scotland. He served alongside John Comyn, who would become his chief rival for the country’s throne. Robert resigned his seat after just two years, when the conflicts with Comyn escalated. In addition, there were rumors that John Balliol would be restored as king despite his abdication in 1296. Instead, Scotland functioned without a monarch, and under the guidance of the countrys Guardians, until 1306, one year after Wallace was captured, tortured, and executed. Rise to the Throne In early 1306, two very important events took place that would shape the future of Scotland. In February, matters came to a head between John Comyn and Robert. During an argument, Robert stabbed Comyn at a church in Dumfries, killing him. When word of Comyn’s death reached King Edward, he was livid; Comyn had been distantly related to the king, and Edward saw this as a deliberate plot to stir up dissent. Comyn’s son, John IV, was immediately whisked off to England for his own safety, and put into the care of a nobleman who was raising Edward’s own children. John Comyn was stabbed by Robert the Bruce in 1306. Print Collector / Getty Images Just a few weeks later, at the beginning of March, Robert’s father, the 6th Earl of Annandale, died. With his father now dead, and Comyn also out of the way, Robert was the chief claimant to the Scottish throne. He moved rapidly to take power. Robert was crowned king on March 25, but an attack by Edward’s army pushed him out of the country. For a year, Robert hid out in Ireland, raising a loyal army of his own, and in 1307 he returned to Scotland. In addition to battling Edward’s troops, he laid waste to the lands of Scottish nobles who supported the English king’s claim to rule Scotland. In 1309, Robert the Bruce held his first parliament. Bannockburn and Border Raids Over the next few years, Robert continued to fight against the English, and was able to reclaim much of Scotlands land. Perhaps his most famous victory of all took place at Bannockburn in the summer of 1314. That spring, Roberts younger brother Edward had laid siege to Stirling Castle, and King Edward II decided it was time to move up north and take Stirling back. Robert, upon hearing of these plans, rounded up his army and moved into position above the marshy area that surrounded the Bannock Burn (a burn is a creek), intending to stop English troops from reclaiming Stirling. The Scottish army was thoroughly outnumbered, with an estimated five to ten thousand men, compared to an English force of more than twice that size. However, despite the larger numbers, the English were not expecting to encounter any Scottish resistance, so they were caught completely by surprise in the narrow, low-lying area of the marsh, as Roberts spearmen attacked from the wooded hillside. With English archers at the far back of the marching formation, the cavalry was rapidly decimated, and the army retreated. King Edward is said to have barely escaped with his life. Following the victory at Bannockburn, Robert grew bolder in his attacks on England. No longer content to just wait around defending Scotland, he led incursions into the border regions of northern England, as well as into Yorkshire. By 1315, he had attacked English troops in Ireland, at the request of Donall ONeill, the king of Tyrone, one of Gaelic Irelands eastern kingdoms. A year later, Roberts younger brother Edward was crowned as High King of Ireland, temporarily cementing the bond between Ireland and Scotland. Robert attempted for several years to bring about an alliance between the two countries, but eventually it crumbled, as the Irish saw Scottish occupation as no different than English occupation. The Declaration of Arbroath In 1320, Robert decided that diplomacy rather than military force might be a viable method of asserting Scottish independence. The Declaration of Arbroath, which later served as the template for Americas Declaration of Independence, was sent to Pope John XXII. The document outlined all of the reasons that Scotland should be considered an independent nation. In addition to detailing the atrocities committed upon the countrys people by King Edward II, the declaration specifically said that although Robert the Bruce had saved the country from English dominion, the nobility would not hesitate to replace him if he became unfit to rule. One of the results of the declaration was that the Pope lifted Roberts excommunication, which had been in place since he murdered John Comyn in 1306. Some eight years after the Declaration of Arbroath was sealed by more than fifty Scottish nobles and dignitaries, King Edward III, the fourteen-year-old son of Edward II, signed the Treaty of Edinburgh-Northampton. This treaty declared peace between England and Scotland, and recognized Robert the Bruce as Scotlands lawful king. Statue of Robert the Bruce at Stirling. Jeff J Mitchell / Getty Images Death and Legacy After a two-year-long illness, Robert the Bruce died at the age of fifty-four. Although there has been speculation that his death was caused by leprosy, there is no evidence to indicate that he suffered from the disease. Western University anthropology professor Andrew Nelson studied Roberts skull and foot bone in 2016, and concluded: The anterior nasal spine (the bone support around the nose) in a healthy person is teardrop-shaped; in a person with leprosy, that structure is eroded and almost circular. King Robert’s nasal spine is teardrop-shaped... In a person with leprosy, the end of th[e] metatarsal bone [from the foot] would be pointed, as if inserted into a pencil sharpener. This bone shows no sign of â€Å"pencilling.† After his death, Roberts heart was removed and buried at Melrose Abbey, Roxburghshire. The rest of his body was embalmed and interred at Dunfermline Abbey in Fife, but was not discovered until construction workers found the casket in 1818. Statues in his honor exist in several Scottish cities, including Stirling. Robert the Bruce Fast Facts Full Name:  Robert I, also Robert the Bruce, Roibert a Briuis in medieval Gaelic.Known for:  King of Scotland and a celebrated warrior in the Scottish fight for independence from England.Born:  July 11, 1274 in Ayrshire, Scotland.Died:  June 7, 1329 at Cardross Manor, Dunbartonshire, Scotland.Parents’ Names:  Robert de Brus, the 6th Earl of Annandale, and Marjorie, Countess of Carrick. Sources Letter from Robert the Bruce to Edward II Reveals Power Struggle in the Build Up to Bannockburn. University of Glasgow, 1 June 2013, www.gla.ac.uk/news/archiveofnews/2013/june/headline_279405_en.html.Macdonald, Ken. â€Å"Reconstructed Face of Robert the Bruce Is Unveiled - BBC News.†Ã‚  BBC, BBC, 8 Dec. 2016, www.bbc.co.uk/news/uk-scotland-38242781.Murray, James. â€Å"Robert the Bruce in Battle: A Battlefield Trail from Methven to Bannockburn.†Ã‚  30 Aug. 2018, www.culture24.org.uk/history-and-heritage/military-history/pre-20th-century-conflict/art487284-Robert-the-Bruce-in-Battle-A-battlefield-trail-from-Methven-to-Bannockburn.Watson, Fiona. â€Å"Great Scot, Its Robert the Bruce!†Ã‚  The History Press, www.thehistorypress.co.uk/articles/great-scot-it-s-robert-the-bruce/.

How to Locate TreeView Node By Text

How to Locate TreeView Node By Text While developing Delphi applications using the TreeView component, you may bump into a situation where you need to search for a tree node given by only the text of the node. In this article well present you with one quick and easy function to get TreeView node by text. A Delphi Example First, well build a simple Delphi form containing a TreeView, a Button, CheckBox and an Edit component- leave all the default component names. As you might imagine, the code will work something like:  if GetNodeByText given by Edit1.Text returns a node and MakeVisible (CheckBox1) is true then select node. The most important part is the GetNodeByText function. This function simply iterates through all the nodes inside the  ATree  TreeView starting from the first node (ATree.Items[0]). The iteration uses the  GetNext  method of the TTreeView class to look for the next node in the ATree (looks inside all nodes of all child nodes). If the Node with text (label) given by  AValue  is found (case insensitive) the function returns the node. The boolean variable  AVisible  is used to make the node visible (if hidden). function GetNodeByText(ATree : TTreeView; AValue:String; AVisible: Boolean): TTreeNode;var Node: TTreeNode;begin Result : nil; if ATree.Items.Count 0 then Exit; Node : ATree.Items[0]; while Node nil dobeginif UpperCase(Node.Text) UpperCase(AValue) thenbegin Result : Node; if AVisible then Result.MakeVisible; Break; end; Node : Node.GetNext; end;end; This is the code that runs the Find Node button OnClick event: procedure TForm1.Button1Click(Sender: TObject);var tn : TTreeNode;begin tn:GetNodeByText(TreeView1,Edit1.Text,CheckBox1.Checked); if tn nil then ShowMessage(Not found!) elsebegin TreeView1.SetFocus; tn.Selected : True; end;end; Note: If the node is located the code selects the node, if not a message is displayed. Thats it. As simple as only Delphi can be. However, if you look twice, youll see something is missing: the code will find the FIRST node given by AText.

The Flat Woods On Top Of the Hill Essay Example | Topics and Well Written Essays - 1000 words

The Flat Woods On Top Of the Hill - Essay Example The year 1938 foster the town's transformation where it was incorporated under the name Flatwoods and correspondingly, the post office carries its new name. The newly named town is named after the areas of original topography which consists of a belt of flat wooded land, approximately sixty feet in elevation, which runs parallel to the Ohio River. This quiet and charming town was once rolling farmland with green gardens and active pastures. The people are ever so hard working and maintain a closely knit relationship among each other. It was a harmonious town where people help each other in life as in the death of a family. Aside from these, the people likewise enjoy hearty meals together over succulent dishes of foods. My fondest memory of the place was Mr. and Mrs. Wilburn. The Wilburns lived at the top of my street in a charming old farmhouse. The couple had lived in Flatwoods all their lives. It has been said that Mr. Wilburn had moved in the neighborhood of Flatwoods at around 1910. As a child, he has been my depiction of the way life has been. His large overpowering farmhouse stood majestically across our modest home. He drove his antique Model-T Ford around town like it was the newest thing from Detroit. He and his wife were kind and giving people. I particularly enjoyed visiting them at night in their porch where they would animatedly tell stories of the old times. The old man at 70, does not show any sign of aging as he lovingly tends to his overflowing fruits and vegetable garden. Being the kind-hearted couple that they were, they always gave us fruits and vegetables like apples and tomatoes, which in turn we bring home to our parents. Aside from this, another neighbor's house used to be a church. I have lived in Wilburn Street, which was named after the kind-hearted couple. My family's redwood ranch style house is with a small front yard, but with a large fenced-in backyard which sat on a dead end gravel street. The huge back yard is surrounded with healthy green oak trees and scented bushes, a perfect place to be one with nature or just spend a quiet afternoon with a book or sharing the afternoon sun playing games with friends. The house looked bigger than it really was because of the attached two car garage. There were large picture windows in the front that rose to the sky with flower boxes stretching around the house, such an ideal place for family bonding and get together. I have been blessed with a wonderful family.  Ã‚  

English Assignment Example | Topics and Well Written Essays - 250 words

English - Assignment Example In this song, they proudly wear the discriminatory remarks as ornaments as if saying, ‘yes! We are who we are, what are can you do about it?’ The poems ‘Rhythm Blues’ and ‘Bang Bang Outishly’ by Amiri Baraka also talk about racisms and how dangerous they are for the growth of a healthy society. One poem says that â€Å"if capitalism won’t kill me, racism will† while the other stresses on â€Å"Let it be!† These poems are just more decent and more spiritual form of repelling racism. What the rap music have portrayed in the 90s in a very raw and unedited format, these poems by Baraka do the same only in a very gentle yet powerful way with subtle but meaningful choice of words. Dear John, Dear Coltrane by Michael Harper is also a poem talking about racial discrimination in North Carolina. But what is common in all of these poetic masterpieces is the fact that they all give a message to all humanity that they need to embrace people as they are. For instance, in his poem, at one point Harper takes up a question-answer format where he asks,† Why you so black?† and the a nswer come â€Å"cause I am† then again, â€Å"Why you so funky?† and the answer is â€Å"cause I am†. This is just another way of saying that black people are who they are, it is not a disease or something that they control. Being an African American in an identity and the world needs to take this community as they