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Individual Differences is a branch of psychology that studies how and why individuals differ. Its main sub-branches are the study of cognitive abilities, motivation, personality, and temperament (including both mood and emotion).

The focus of investigation in individual differences research is on the variables that form the basis for manifest differences in behavior and performance among individuals and between groups. For example, it is commonly observed that individuals differ in personality, motivation, and intellectual ability

Despite the fact that we humans have certain sameness in our behavior, we also show important individual differences. We all acquire and use language. This is a sameness that interests the evolutionary psychologist. But it is also clear that there are marked individual differences in the way we use language. Shakespeare and Goethe displaced eloquence with language that most of us lack. Evolutionary psychology and behavioral genetics often treat the same phenotypes but approach them from different directions. Take intellect and cognition. Evolutionary psychologists like John Tooby and Leda Cosmides research cognitive modules such as the ability for us humans to detect cheaters. Behavioral geneticists like Thomas Bouchard ask why some people are smarter than others are. Phobias are another area of interest to both disciplines. Evolutionary psychologists wonder why we easily develop phobias of snakes but hardly ever acquire phobias of electrical outlets. Behavioral geneticists ask why Wilbur developed a phobia of heights while his brother, Waldo, never acquired that fear.

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Psychological assessment is broadly defined as the gathering and integration of scientifically acquired data for the purpose of making a psychological evaluation, accomplished through the use of tools such as tests, interviews, case studies, behavioral observation, and specially designed apparatuses and measurement procedures.

The two disciplines of scientific psychology are the experimental, concerned with general laws, and the correlational, concerned with individual differences. As Cronbach pointed out in a celebrated address to the American Psychological Association in 157, both are indispensable to a proper understanding of human beings and their behavior. Indeed, one cannot properly exist without the other. Individual differences interact in almost every case with experimental and situational paradigms to produce results differing profoundly for individuals of different capacities, different personalities, different emotions, and different motivations.

Personality psychology addresses the questions of shared human nature, dimensions of individual differences and unique patterns of individuals. Research in IDs ranges from analyses of genetic codes to the study of sexual, social, ethnic, and cultural differences and includes research on cognitive abilities, interpersonal styles, and emotional reactivity. Methods range from laboratory experiments to longitudinal field studies and include data reduction techniques such as Factor Analysis and Principal Components Analysis, as well as Structural Modeling and Multi-Level Modeling procedures. Measurement issues of most importance are those of reliability and stability of individual differences.

Taxonomies of individual differences

Taxonomic work has focused on categorizing the infinite ways in which individuals differ in terms of a limited number of latent or unobservable constructs. This is a multi-step, cyclical process of intuition, observation, deduction, induction, and verification that has gradually converged on a consensual descriptive organization of broad classes of variables as well as on methods for analyzing them. Most of the measurement and taxonomic techniques used throughout the field have been developed in response to the demand for selection for schooling, training, and business applications.

Personality & ability

Although to some the term personality refers to all aspects of a persons individuality, typical usage divides the field into studies of ability and personality. Tests of ability are viewed as maximal performance measures. Ability is construed as the best one can do on a particular measure in a limited time (speed test) or with unlimited time (power test). Personality measures are estimates of average performance and typically include reports of preferences and estimates of what one normally does and how one perceives oneself and is perceived by others.

The same procedures used to clarify the structure of cognitive abilities have been applied to the question of identifying the domains of personality.

Other researchers have advocated a lexical approach to the taxonomic problem, following the basic assumption that words in the natural language describe all-important individual differences. This shifts the taxonomic question from how are individuals similar and different from each other to how are the words used to describe individuals (e.g., lively, talkative, nervous, anxious) similar and different from each other.

Dimensional analyses of tests developed based on lexical, rational, or theoretical bases suggest that a limited number (between three and seven) of higher order trait domains adequately organize the thousands of words that describe individual differences and the logically infinite way that these words can be combined into self or peer report items.

A psychological test is a standardized instrument designed to measure objectively in one or more aspects of a total personality by means of samples of verbal or nonverbal responses, or by means of other behaviors. The key words are standardized, objectively& samples.

Objectively

The purpose of standardizing a test is to give it objectivity, i.e. to devise an instrument that will be free from personal judgments regarding ability, skill, knowledge, trait or potentiality to be measured. A key is provided with the test is used to score the responses; or in case of Stanford-Binet scales, the scoring criteria are specified and illustrated so that the subjective judgments of individual examiners do not enter or are reduced to a minimum. The most objective kind of scoring is that of group test, graded by hand with the stencil or an electronic machine. However, while highly objective, none of these methods are error free.

Representative population sample

Test of specific aptitude are designed for specified population. Rating scale, personality inventories, projective tests are intended for use with a specified segment of total population. They may be designed for selected group, for particular occupations, for given educational levels, for the diagnosis of clinical cases or even non-clinical population as well. In any event, whatever the traits to be measured, whatever age group specified, the test must be standardized on group that is a representative sample of the total population for which it is intended.

The nature & comprehensiveness of the test undertaken will determine what factors are important in making a population sampling. The samples should yield unbiased data on the population it purports to represent, and the sample should be large enough to provide statistically valid results of the trait or functions being measured by the test. This means, that the test designer must decide at the outset with which group, with what segment of the population, his instrument should be used. Then he must standardized the test on the population sample that is stratified according to relevant factors; and within each stratum the selection of cases should be adequate in number and of correct proportion in the total.

Sampling of traits & functions

Any given test measures a limited aspect of the person being examined. It is essential that the test builder define the aspects he proposes to measure. After this he must develop a series of test items that will best sample the traits or functions with which his test is concerned. Two types of sampling are involved in constructing a psychological test.viz. Gross variable (the broad, comprehensive trait or function) must be selected. Operational levels (i.e. the actual items)

Another approach to analysis of test content is known as construct validity This term means that a test measures what it claims to measure if the mental processes (activities) required by the test items sample as well as the concept, or constructs that the test is designed to measure.

The next task a difficult one is the preparation & experimental selection of numerous individual items to give substances to each of these categories.

Specific aptitudes

A specific aptitude test indicates the probable degree of successful learning & achievement in particular &limited type of activity. A test intended to estimate a person's capacity in any specific area must include parts (sub tests) and items, sufficient in number & extensive enough in scope & level of difficulty to provide an adequate sampling upon which a prediction of subsequent learning & achievement may be based.e.g.Wing standardized test of musical intelligence include 7 aspects chord analysis, pitch range, memory, rhythmic accent, harmony, intensity& phrasing.

Personality inventories

There are inventories, answered by the individual himself, intend to evaluate degrees of introversion-extroversion, neurotic tendencies, security-insecurity & others. In each instance, the author of the test must define the manifestations or symptoms of the trait. e.g. Bernreuter personality inventory is designed to evaluate degrees of 6 traits neurotictendency, self-sufficiency, introversion-extroversion, dominence�submission, confidence in one's self & sociability.

Projective tests

The most famous is the Rorschach test .the other is Murray Thematic Apperception Test. This test rest upon analyses of human needs and of the environmental forces (called press) affecting human behaviour. Murray lists 6 needs & 16 environmental forces to be elicited by the series of ambiguous pictures. These needs included achievement, dominance, intragression and the press included affiliation, dominance, rejection.

Personality& projective tests are the representations of actual behaviors; but are as close to actual behavior and experience as can be approached without observing a person in the behavioral situations themselves.

To understand individual differences, it is important to understand several quantitative principles

The first important concept is that of a distribution. A distribution is a mathematical function that gives the frequency of various trait values. Typically, the trait value is plotted on the horizontal axis while the frequency of that trait value is on the vertical axis. Bell shaped curve of a normal distribution, the most important distribution.. Phenotypic scores in the middle of the distribution are the most frequent. As one moves away from the middle in either direction, the frequencies of the phenotypes become smaller and smaller. Intelligence, most personality traits�indeed, most behavioral phenotypes�show a frequency distribution similar to the normal.

The mean of a distribution is the arithmetic average. It is computed by adding all the scores together and dividing by the number of observations. The mean is a measure of central tendency or location and answers the question, "Around which number do the scores tend to cluster?"

The variance of a distribution is a measure of individual differences around the mean. It is a measure of the degree to which the scores are dispersed away from the mean. A variance can range from 0 to a large positive number. A variance of 0 signifies that there is no dispersion around the mean�every score is the same and every score equals the mean.

For example, the number of eyes for normal individuals in the human species has a variance of 0. We all have two eyes; it is not the case that some humans have one eye, others have two, and yet others have three. The larger the variance, the more the scores are scattered around the mean.The scores for the solid distribution are spread out more about the mean than they are for the blue distribution. Hence, there are differences in behavior.

Distribution in this sense is technically called a probability density function in mathematical statistics.

A closely related statistic to the variance is the standard deviation.Mathematically, the standard deviation is the square root of the variance, so it too must range from 0 to a large positive number. The standard deviation has the same interpretation as the variance. It is a measure of the spread of scores around the mean, and the larger the standard deviation, the greater the individual differences.An important feature of variance is that it can be partitioned.

Variance in the phenotype can be partitioned into a portion due to genetic variance and another portion due to environmental variance. This partitioning helps geneticists to answer two important questions�to what extent are observable individual differences due to individual differences in genotype and to what extent are observable individual differences due to individual differences in the environment?

Correlation coefficients are the most common statistic used to quantify the similarity of relatives for a continuous trait. A correlation coefficient is a measure of the extent to which scores on one variable can predict scores on a second variable. Mathematically, a correlation coefficient can range from -1.0 to 1.0. There are two important attributes of a correlation coefficient.

The first is the sign of the correlation. A positive sign (i.e., a correlation between 0 and 1.0) denotes a direct relationship. This assumes that the two distributions are on the same measurement scale. Many measurement scales for behavioral traits (e.g., IQ, personality scales, etc.) are arbitrary, so the statement in the text does not apply to them. high scores on the first variable predict high scores on the second variable, and conversely low scores on the second variable predict low scores on the second variable.

E.g. The correlation between height and weight is positive.

Negative sign (i.e., a correlation coefficient less than 0) denotes an inverse relationship.In this case, high scores on one variable predict low scores on the second variable, and conversely low scores on the first variable predict high scores on the second variable. The correlation between the amount of time spent partying and grades is negative. Students who spend a very large amount of time partying tend to get lower than average grades while students who spend little time at parties tend to receive higher grades

The second important attribute of the correlation is the square of the correlation

coefficient. Because a correlation can range between -1.0 and 1.0, the square of the correlation must range between 0 and 1.0. The square of the correlation is a measure of the amount of predictability between the two variables. Statistically speaking, the correlation squared gives the proportion of variance in one variable that is predicable from the other variable. Because variance is a measure of individual differences, another way of stating the previous statement is that the correlation squared is a measure of the extent to which individual differences in one variable are predictable from individual differences in the second variable. If the correlation squared is 0, then there is no predictability the two variables are not related to each other. If the squared correlation is 1.0, then we can perfectly predict scores on one variable by knowing scores on the second variable.

The correlation is 0, and then the dots look as if a circle could enclose them. As the correlation increases, then the dots take on an elliptical appearance. As the correlation gets larger and larger, the dots become more and more elliptical. When the correlation is at its maximum of 1.0, then the dots all fall on a straight line.

E.g. Correlations very close to 0 are sometimes encountered in behavioral genetic research for distant relatives. Correlations of .5 are typical of those reported for first-degree relatives (parent-offspring and sibs) for personality traits. . Correlations near .50 are seldom encountered for first-degree relatives but are not unusual for identical twins. Correlations of .75 and above are found only for identical twins and for relatives on some traits that are strongly influence by the family environment, e.g., religious preference

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During the nineties, Americans across the country witnessed the horror of high school youth go bad. News agencies across the country reported breaking news as each incident occurred. The cities where these incidents occurred became common places of interest, due to the incidents that occurred. Places such as Columbine, Colorado; Fayetteville, Tennessee and Edinboro, Pennsylvania, will never be forgotten (Ortmeier 00). The horrible incidents that occurred involved the senseless wounding and murder of teachers, students, and faculty. Almost every incident involved a handgun, rifle, or shotgun. How these youth obtained these weapons is not the question. The question is, what measures could have been taken at the school to avoid these disasters with out nullifying the 4th amendment? Security measures and devices placed in schools provide a safe school environment that could prevent the threat of further disastrous situations.

School security and safety is a major concern in the United States. Not only is a very important concern but it is also a legal concern. Schools are like safe-havens for kids. A place to go and be themselves, to learn and to be comfortable doing so. The events that took place in the nineties almost toppled these feelings. Parents were on edge not knowing whether their child would be back home safe that day. Providing a physically and psychologically safe school, I feel should be a priority of all school administrations.

Administrators, teachers, parents and the public have a responsibility to ensure that our schools are safe and secure places for our children (Safe Schools). How do we do ensure this? Recent studies indicate, students are three times more likely to be victims of nonfatal serious violent crime away from school than at school (Safe Schools). So if this is the case, why is school safety and security a major concern? It is widely known that students suffer from student crime. Student crime consists of theft, vandalism and drug sales to name a few. With these crimes occurring in our schools it has been found that students seem less safe (Safe Schools). Moore states that in a recent study, percent of respondents report that school safety has a strong impact on academic performance. I feel this a highly important topic to promote school safety and security.

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Providing a safe and secure school that ensures a student will feel comfortable begins with access. Access to the school, I feel, is the most simple form of security. However, the type of structure can make this the most difficult challenge (Key to Security). The most important feeling to establish within the building is if the occupants feel safe. According to Garver utilizing a Facilities Security Worksheet can simplify the decision making process. Garver explains that there is six-security objectives within this thought process. They are authorized access, key control, user friendly, serviceable, audit trail and time zones (Key to Security). Discussing the first and the most basic objective, access control, can be simply achieved. Access control is probably the highest level of security. Garver explains that utilizing this objective authorizes access to a specified area only to selected individuals (Key to Security). If all accesses to the facility were controlled to only allow one major entrance, I feel would be a start for providing a safe school. Obviously, many factors need to be taken into consideration such as emergency exit access. However, todays security technologies make this a very easy task.

Controlling access as previously discussed is just a start in providing a safe and secure school. If you think about the incidents that occurred in the nineties, you will remember that they involved weapons. Once again, how could this have been prevented? Before these incidents occurred, the thought of providing security technology in our schools would never have been heard. It was often considered that doing so would make the school a prison. And the infringement of students rights was often considered. When discussing security technology for school facilities, we are discussing video cameras, metal detectors and mobile communication systems (Security Technologies).

Video cameras can provide students and teachers with a sense of safety and have been proven to be a deterrent to crime (Security Technologies). It is common knowledge that no one wants to be caught on tape. Video cameras provide hard evidence of the crime and it is very easy to prove guilt. In the article School Technologies, it recommends that cameras be placed in cafeterias, parking lots, hallways, computer rooms and areas where valuable equipment is kept.

Metal detectors are another security source of concern. Metal detectors can detect the presence of firearms, knives and weapons. There are pros and cons involved in the use of metal detectors. Building layout and experienced operators are two main factors to consider (Security Technologies). When considering the building layout the students access to the school is important. Long lines while waiting to enter the school could cause problems.

Communications systems are another source of security technology. Communications systems include phones, intercoms, call buttons and duress alarm devices (Security Technologies). Phones provide a means of summoning outside assistance such as police, fire or rescue. Call buttons are used within the classroom as a means for teachers to communicate with the administration office (Security Technologies). And duress alarms are strategically mounted buttons that notify the proper authorities that there is a problem (Security Technologies). Utilizing any or all of these communications systems not only make the school a safer environment but also summons help within minutes.

I have discussed the use of access control, security devices such as metal detectors and video cameras and the use of communications systems. These are just a few basic forms of security that can provide a safe environment for our students and faculty. I feel the most important point to keep in mind when planning school security is to think the worst. Using security assessments and lessons learned from previous incidents will prevent, if not eliminate, further disasters. School administrations cannot believe that wont happen to us. They need to take school security as an important objective in providing a safe environment and secure the thoughts of those in attendance.

Works Cited

Ortmeier, P.J.. Security Management An Introduction. New Jersey Upper Saddle River, 00.

Safe and Secure Schools. Ed. Deborah P. Moore. Oct 000 . InfoTrac. 10 Mar. 00

http//olis.sysadm.suny.edu07/itw/infomark/555/678/064105w7/purl=rc1

_ITOF_0_A671666&dyn=1!xrn_1_0_A671666?sw_aep=central.

Security Technologies Cameras, Metal Detectors, Communication Systems. Ed. School

Planning and Management. Oct 000 . InfoTrac. 10 Mar. 00

http//olis.sysadm.suny.edu07/itw/infomark/555/678/064105w7/purl=rc1

_ITOF_0_A671678&dyn=1!xrn_1_0_A671678?sw_aep=central.

Whats the Key to Your Security. Ed. Lee A. Garver. Oct 000 . InfoTrac. 10 Mar. 00

http//olis.sysadm.suny.edu07/itw/infomark/555/678/064105w7/purl=rc1

_ITOF_0_A671676&dyn=!xrn_4_0_A671676&bkm__4?sw_aep=central.

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Cancer is one of the worlds most illusive and deadly killers. There is no permanent cure, yet. Surgery, radiotherapy and chemotherapy are procedures that might result in a permanent effect. Why does it come? Where does it come from? are all questions left to be answered. A close friend of mine contracted cancer, a tumour at the slender age of twelve. Again at sixteen the veracious killer returned. At eighteen years of age when his life was hitting a high, an independent young adult fell to pieces when he received he news of his enemies return.

My friend and I knew of each other and our relationship didn't extent only to the occasional "hi, how are you?" but in the summer of 001 � 00 this bond between us took at a drastic turn. We saw each other everyday, spoke to each other, and did activities together; by the end of camp we knew each other better than we knew ourselves. People found it strange that a fifteen-year-old boy (me) and an almost eighteen-year-old man were so close.

I had always known about his previous tumours when he was a teenager but I never thought I would experience one with him. It was two years before that memorable camp that he had his last tumour. By the end of 00 my friend and I has risen to an even higher depth of friendship.

Twice a year he was required to go to the hospital for a routine "MRI" a magnetic resonance imaging machine which allowed his neurologist to clearly see any unwanted growth, a tumour.

"Hello" I answered the phone, my friend said, "I have something very important to tell you" I replied "what?" he then told me that his "tumour had returned". I sat there in complete silence; I didn't know what to say. I had absolutely no experience with such a situation. "I don't know what to tell you", I replied to my friend "but I will be here with you all the way'.

Almost a week later he was rushed into hospital, for a special type of brain surgery. His past two operations the surgeons entered his head the top of his skull, this time the surgeons thought it best to enter through the back of the head. The surgery ran for about 6 hours and the surgeon reported a massive drop in size of the tumour. The initial reports showed that a bulk of the tumour had been cut away but part of the tumour was too close to brain for the surgeon to cut off.

To destroy the left over tumour he would need Radiotherapy a technique called "stereotactic". In my friends case he was not permitted by the doctors to have Radiotherapy. Because in his previous operations as a precaution Radiotherapy was used and he was "radiotherapied out", the radiotherapy left radionecrosis which is scar tissue that killed living cells, it would mean he would have to be switched to Chemotherapy.

The first time I visited him, I didn't know what to expect. I visioned him lying in bed relaxing, like after any other surgery. I was wrong, as I walked into his room I saw a weak, debilitating pain stricken eighteen year old that had experienced too much. The pain he was encountering was displayed on his face. It was very hard for him to move, the surgery crippled him from moving his neck for a week and half.

Because my friend yearned to get out of the hospital so quickly I believe that his speedy recovery was as a result of this. On each occasion I went to visit him his spirits were rising. After the first visit, a notable change was observed.

After a few weeks of recovery he was allowed to return home. Specialists informed him that 10 months of Chemotherapy was required. Just yesterday I received a call that his tumour after two sessions of chemotherapy had fallen from 11.1 mm in volume to 1. mm. He was overjoyed. Chemotherapy is a very taxing medical procedure on ones body, it not only kills the unwanted cells it also kills good cells. Vomiting, drowsiness and headaches are some of the immediate effects of chemotherapy. Not only is Chemotherapy taxing on ones physical side but also on ones mental side. It is very difficult to enter hospitals every two to three months and almost every week for blood transfusions.

This brings me to an end. This personal encounter with cancer is based on a true story. Bluntly, cancer is unfair and unreasonable. Why my friend got it is unknown but what we can do to help is to donate money to various cancer campaigns and if you know any one with cancer show and provide support and let them know that "You will be there for them, all the way".

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Our staff of freelance writers includes over 120 experts proficient in Cookoos, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Cookoos paper at affordable prices ! I have now read One Flew Over the Cuckoo's Nest, seen the play and now have seen the film version. Each time that I experience the story I enjoy it. I see the movie as a struggle for human dignity. Mr. McMurphy refuses to let the Nurse Ratchet bring him down. The other patience are there, most by there own choice, need that approval from her. They need her to tell them they are normal or healthy. She has this hold over all of them; however, McMurphy does not allow her to take hold of him.

The main focus in the movie is the conflict between the McMurphy and the Nurse Ratchet. He is constantly throughout the movie disagreeing with her and trying to ge the other patience to see that they should question her. As the story progress and you see the other patience questions her authority. They see how McMurphy questions it and they see how she is treated them like children and not like men. You can see this when they vote over the World Series. This first vote McMurphy almost stands alone, then after the second he gets them to stand against her. In the scene with Billy and Nurse Ratchet, after she finds him with the girl, she treats him like little boy. She asks him what he has to say for himself and when tries to stand up for himself she then asks him what would his mother say. She uses this to keep her hold on him knowing it will upset him. This part of the movie for me was the most upsetting. After Nurse Ratchet does this Billy kills himself. This upsets me because due to the need for the Nurse to keep control she must upset Billy so much that rather then have his mother upset with him he would rather be dead.

The whole time I watched the movie, the first time, I thought that McMurphy would finally get out of Nurse Ratchet's clutches. After the whole scene with Billy committing suicide, McMurphy snaps and tried to kill Ratchet. When we see him again after this he is lost. They have fired his brain so much that he just lies there. The character Chief, who we learned earlier is not deaf or mute, does a very symbolic thing. He knows that McMurphy would not want to live like that so he kills him. He then breaks out of the hospital. They had both said that they would leave together and in a way they did. My overall reaction is a good one. It made me feel like no matter what I should never let anyone make me feel like I am not worth anything or that I am not good enough. I feel in a way these characters felt that they were not good enough for society. It makes me feel like if we have nothing else we have our dignity and we should give no one the power to take that away. I enjoy this story every time I experience it.

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The hike began in a moderate vein through the ripe green meadow grasses celebrated with midget bug wings rising a full 11 inches with every footfall. The errant Rudi, a toy poodle, is in tow verses tug, his enthrall rising at the twine of a scent. This dog's nose knows no moderation, the greedy channels locked in full flood of sensory scintillation. Toes tingling with enthusiasm, his whiff-and-pee repeats endlessly.

Passing along the lake, placid now, beckoning the feet with its clear call of cool, this will be missed in the extreme soon, but onward, and indeed upward, for when we find the trail it absolutely soars.

I reach for my truest gear, thinking of the workouts at the "Y", treading in earnest, thirty minutes to the stretch, two miles logged, 400 calories burned. Hunkering into the aerobic gait, the first mile is arduous, breathing with intent, comfort in complete abeyance. Tam Mc Arthur Rim had a formidable look from the lake, but this indirect end walk promises to surmount the obstacle, and what's a bit of optimism for?

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The first plateau is a confidence builder, kind of a walking respite, leg strokes powering, breath taut, but no problem. The next gradients are taken with confidence, slowing to be sure, but glimpsing now and then the promise of the Sisters.

I achieve a vantage point that overlooks the lake, and reveals the famous peaks of the Oregon Cascades, Mt Hood, Mt Jefferson, Three Fingered Jack, Mt Washington, and to the distant north, Mt Adams in Washington.

The onward trail will now not be denied me. I am pumped and my legs will enjoy no sympathy. Upward is the answered call to anticipated vistas supreme.

At its top, the scale of Tam Mc Arthur Rim is beyond anticipation. The scoop of the abyss opening before me is more than I can stomach, and I retreat sheepishly from the edge. Intrepid Rudi, sure footed with four, and closer to the ground, is intolerably venturesome. I call him back from the brink, unable to quell the imagined power of the void (these thrills are not cheap; I worked hard to get here)!

The Sisters, now in full panorama, are a quiet majestic thrill. They are truly sisters, for they are one conjoined prominence, with three very distinct points in the sky, 10,044', 10,085', and 10,50' for South Sister. I can't believe I didn't bring a camera.

It is Broken Top, however, which commands my most fervent interest. Viewed distantly for many years from Davis Lake to the south, it holds the highest degree in my esteem for these citadels of the Cascades. It is Broken Top as much as anything else that has called me forth on this long summer weekend, far from the world of work in the distant Rogue Valley. For long minutes I simply breath in and feed.

At this incredible vantage point I must declare a summit. I am so close to Broken Top, and Broken Hand, a new acquaintance, that to venture closer would afford me a lesser view. That, and my energy is totally spent.

The descent is a welcome gradient, but what took four hours to ascend must surely take two to descend, and the bones that thrust my body to these heights, are starting to complain. And now it is the unholy grail of gin and tonic that becomes the dualism of my quest. I can think of nothing better.

I watch the landmarks of my climb fall dutifully behind me as I observe the reserves of my energy dwindle to the straits of dire. I glimpse the lake finally, alarmingly far below. The brakes of my haunches are tellingly deplete. I look for the place in my mind that knows it will prevail, but its confidence is meager.

The lake comes in and out of view, reluctantly closer, as the trial winds on interminably. It is increasingly hot as I finally gain the road below and settle into the final leg of my return to camp.

As Rudi, the dog of the hour, drinks deep and long from the crystal quench of the lake, I celebrate his out-door doggedness. He has made the grade. Not a whimper passed his fuzzy little lips.

My own quench comes back at camp as the alchemy and fluid dynamics of G&T come together over ice to provide the only bliss I want. The folding camp chair, the lovely shade, a trickle of breeze, and my bones come to rest.

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Joy Harjo's "New Orleans". 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 Joy Harjo's "New Orleans" paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Joy Harjo's "New Orleans", therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Joy Harjo's "New Orleans" paper at affordable prices ! Hernando De Soto was a very famous explorer and conqueror who lived in the 1500s. During his first expedition, he successfully explored, conquered, and colonized Nicaragua, Honduras, and Peru. After this, he returned to Spain in 156 with his share of gold that he had helped take from the Incas. Soon after, he began to hear stories about a region called Florida, which sparked a desire for him to conquer this land as well. Charles V named De Soto the governor of Cuba, and De Soto sailed to the island to prepare for the conquest of Florida.

On May 5, 15, De Soto and his men landed in what is now called Tampa Bay. For the next three years, they moved through Florida, Georgia, Alabama, Mississippi, Louisiana, and Oklahoma, searching for a treasure that seemed to always elude them. Most of this time was spent at war with the Indians, whom they treated brutally whenever they crossed paths. In the biggest battle, in Tuscaluza, Alabama, there were 70 Spaniards and 11,000 Indians killed. Finally in 154, De Soto died after being stricken with fever, and it is said that his body now lies in the Mississippi River

Joy Harjo, a Creek Indian writer, does not view De Soto as a great explorer and conqueror. In fact, she sees him as a man who brought only despair and death to her people. In her poem "New Orleans", she seems to almost mock the life of De Soto, because he was always searching for gold that simply did not exist. Some of this is shown in lines 47-50. "And he knew he was one of the ones who yearned/ for something his heart wasn't big enough/ to handle./ (And DeSoto thought it was gold.)" In his quest for gold, De Soto killed and wounded so many Indians in order to find this non-existant treasure, that he lived his life in vain, not realizing that gold would not buy his happiness.

In lines 4-46, Harjo writes, "Creeks knew of him for miles/ before he came into town./ Dreamed of silver blades/ and crosses." When the Indians knew that De Soto was coming, they knew they were in for a battle. The silver blades, which the Indians did not have, were a big reason why the Spaniards were able to win all of these battles, and shocking numbers of Indians died compared to the low number of Spanish. The Indians also knew that once conquered, the Spanish would try to push their Christian beliefs onto them, and therefore the mention of crosses. To sum up this poem, Harjo shows how one man's greed for gold greatly affected the lives of her people.

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Please note that this sample paper on Joy Harjo's "New Orleans" 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 Joy Harjo's "New Orleans", we are here to assist you. Your persuasive essay on Joy Harjo's "New Orleans" will be written from scratch, so you do not have to worry about its originality.

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If you order your research paper from our custom writing service you will receive a perfectly written assignment on Bowling for Columbine. 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 Bowling for Columbine paper right on time.

Our staff of freelance writers includes over 120 experts proficient in Bowling for Columbine, therefore you can rest assured that your assignment will be handled by only top rated specialists. Order your Bowling for Columbine paper at affordable prices ! In the movie Bowling for Columbine by Michael Moore, talks about the violence that faces the United States of America and other countries. The movie illustrates gun violence, and the number of people killed by guns. Bowling for Columbine, also talks about different countries views on poverty, violent history and the break up of the family unit.

In America, television news programs try to instill fear into the hearts of the people. The news focuses on violence and death, when asked a news reporter said he would go to a gun shooting before he went to a child near drowning. Where in Canada television, the news focuses on what is going around the town. They are not talking about what can kill you or get you sick, those reporters are not trying to scare the Canadian people.

People of the United States of American blame the violence the country faces on our countries violent past; example the whole cowboys and Indians. The only problem is that other countries that have less violence in everyday life have had more violence in their past. The Germans exterminated 1 million; the Japanese occupation of China, the French massacre in Algiers, and the British slaughter in India.

As for the gun violence in the world there are three hundred and eighty one deaths by guns in Germany, two hundred and fifty five in France, one hundred and sixty five in Canada, sixty eight in the United Kingdom, thirty nine in Japan, and eleven thousand one hundred and twenty seven deaths causes by guns in the United States of America. People said that the gun violence was greater in the United States because Americans owned more guns then any other country. In Canada there are seven million guns owners to ten million people but only one hundred and sixty five deaths a year.

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People of the United States of America also blame the poverty levels and the break up of the family unit (divorce) for the everyday violence in the States. The poverty level in Canada is twice as high as the poverty level in the United States. The divorce rate is also higher in Great Britain then it is in the United States. Canada and Great Britain combined still have less gun deaths a year then the United States but the States still blame their gun violence on divorce and poverty.

The only thing that these countries really are different about is their government and military spending. The Canadian government does not spend nearly as much money on their military and Canada uses that extra money to give all Canada residence free health insurance. The Canadian government does not try to instill fear into the people. Most Canadian residence leave their houses unlocked. Even after their houses have been broken into, the people say we are locking ourselves in not someone out. The United States government spends billions and billions of money and invests it into the military. The American people are locked inside of their homes in fear of the world. Everyplace the American people turned they are faced with this will kill you and that will kill you. There is no place to hide and you cannot escape, that is the message that they are receiving from the American government.

By the American government keeping the residence of the United States in fear, the government is in control and not the people. After September 11, 00, Wal-Mart sales in guns increased seventy percent; ammunition increased one hundred and forty percent, and ADT security sales increased thirty percent. Lots of money and careers were built off of making the American people scared. During the day that the Columbine shooting took place more bombs where dropped on Coastivlle then any other time during that war. No questions for asked about that and why the government did that because the whole country was reacting to Columbine and not paying attention to the war.

So what is really at fault for the large amount of gun violence in America, it is not the violent history nor the poverty level or the break up of the family unit, it is not the amount of people who own guns, it must be the government and the way they run their country. The way the government wants to keep everyone in fear of the world and their neighbor. The government controls the gun violence in American by controlling what the residence know and need to know.

Please note that this sample paper on Bowling for Columbine 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 Bowling for Columbine, we are here to assist you. Your persuasive essay on Bowling for Columbine will be written from scratch, so you do not have to worry about its originality.

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