Data handling

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Data Handling Project looking at a database based in Excel where there is data from Key Stage and 4 from Mayfield High SchoolIntroduction.This Data Handling Project is looking at a database based in Excel where there is data from Key Stage and 4 from Mayfield High School. This data consists of several columns containing both Quantative and Qualitative Information. Examples of this data are

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· Year Group· Name; Surname, Forename 1 and Forename · Age in Months and Years· Month of Birthday· Gender· Hair Colour· Eye Colour· Left/Right Handed· Favourite Colour· Average number of Hours TV Watched per week· SATS Results etc…In this project I am going to make up several Hypothesises that I will use the data from the Data Base to help me prove. However I will not use all of the data, and for each Hypothesis I will Random Sample using the computer 0 entries which fit into certain restrictions applying to that Aim.The Random Sampling method that I am going to use is a computer generated one. The method of doing this is as follows1. Filter or sort the necessary data, copy and paste into a new sheet. Add extra columns before this data. In Column 1 leave blank, and in Column type the numbers 1 to X. . In the top of Column type =RAND()X, this makes a number between 1 and X. In the top of Column 1 put SUM in. In Column 1 next to that number put the number 1 and press enter, a new number will appear, put a 1 next to that number etc… The amount of 1's you have typed will in the top of Column 1 - continue until 0.. Copy and paste the selected data into a new sheet so that you can draw graphs and analyse it etc…Do Female Brunettes have higher IQ's that Blonde Females?The hypothesis of this Question that I want to use the data from the Mayfield High School to prove isThe Females from the Mayfield High School in key Stage 4 that have Brown hair are more intelligent, as shown in their IQ Level, that Females in the same age range and from the same School but with Blonde coloured hair?To get my data and graphs I am going to sort and filter data from the key Stage 4 information. I am going to sort firstly by Hair Colour in ascending order, then by 1q in ascending order. I will then random sample 0 from each and put these into Categories in a tally table, which I can then turn into graphs· A Comparison between the Blonde and brunette females in each of the IQ categories.· Cumulative Frequency of Brunette Females IQ,· Cumulative Frequency of Blonde Females IQ.[See following sheets]From sorting and filtering out my necessary data, and drawing up my Graphs I am now going to put this information into Box and Whisker Diagrams [ with graphs for this section ] also finding the average, mean, and mode information. After I have done this I am then going to analyse my findings.Blonde Females IQ.Median =Lower Quartile =87Upper Quartile =5Brunette Females IQ.Median =88Lower Quartile =85Upper Quartile =0The average IQ forBlonde Females is67 / 0 = 8.Brunette Females is 556 / 0 = 85.The Mode IQ for Blonde Females is1 (5)Brunette Females is 0 (8)From looking at all of the graphs and diagrams that I have drawn I have come to the conclusion that there is no real significant change in IQ Levels between Blonde and Brunette Females from Key Stage 4 in the Mayfield High School. This is because all of the data really evens itself out.The differences between the Blonde and Brunette Females IQ Levels only really showed that there were more Brunettes that had between 6 - 100 IQ's than the Blondes. This is not really strong evidence to base the statement of fact that Brunettes are more intelligent as they have higher IQ's than the Blondes.The Box and Whisker Diagram for the Blonde Females IQ has a larger Lower Quartile, a smaller Median area, and a larger Upper Quartile than the Brunette Females IQ.The spacing of the sections in these diagrams shows to me that due to the Blonde Females having a smaller Lower Quartile IQ space there are less people in this section than in the Brunette Females section. As the Upper Quartile is larger for the Blondes than the Brunettes this agrees with the fact that the Blondes appear to be slightly more intelligent and have higher IQ's. However as there is not a real significant difference i.e., by in the Lower Quartile I don't think that this should really be deemed as a final conclusion as if I was to choose different sample data my results may have been more evenly spread for both hair colours. There was one anomaly in this data that I used to answer this Hypothesis. The piece of data that had the Anomaly was a girl in Yr. 11 with Blonde hair and an IQ Level of 11. I don't think that this is a real piece of data as in the whole IQ Levels for Key Stage 4 there was only students with IQ Levels of under 76. These levels were 11 and 14.Therefore from conducting these graphs I can say that my Hypothesis is not true and that I didn't really find any great significant change in the IQ Levels.Does the Average hours of TV Watched per week affect a persons Weight?The hypothesis of this Question that I want to use the data from the Mayfield High School to prove isIs the increase in the amount of television watched by pupils in Year 10 reflected by their size, in weight? E.g. does the heaviest person in my sample watch the most TV? What are the most common hours of TV Watched and is there a concentrated result of the same weight shown here?To get my data and graphs I am going to sort and filter data from the key Stage 4 information. I am going to sort firstly by Age to filter out all of the Year 10 Students. Then I will delete the irrelevant columns and sample using Random sampling 0 entries. This data will then be sorted into the amount of hours of TV Watched in decreasing order, so that I can then draw up my Graphs. I am going to leave the Gender of the people in my data selection so that I can use this to help me make a more precise and accurate reading from my results in my Conclusion and Analysis of data. The graphs that I am going to draw are going to be· Frequency of the Hours of TV Watched on Average per week in %,· Scatter Diagram to show the relationship.· Bar Graph to show the Average Weight for each TV Hrs category.[See following sheets]The graph of the Frequency of Hours watched showed me that the most popular amount of hours of watching TV is between 11 and 15 hours, shown on the graph as 4%. From looking at my Data in my Table the mean value is 14 with 4 entries. From these 4 entries of 14 Hrs of TV there are 4 different weights. If I average these weights the average weight comes to [6+4+57+6=ans/4]=56 Kg.To answer the question of "does the heaviest person in my sample watch the most TV?" I am going to average all of the weights for each different hrs of TV Watched and plot this in a bar graph.[Bar Graph on the next page]The results from this table and graph show me that there is no real relationship between the heaviest person and the fact that they watch the most television, as predicted in my Hypothesis. This is shown from the fact that the heaviest person watches only 15 Hrs of TV and the person who watches the most TV weighs only 68Kg.Unfortunately from looking at my Graphs I think that there is once again no real correlation between the size of someone and the amount of TV that they watch.However if I look at my Scatter Diagram I can see that, ignoring the anomaly (in a yellow circle), there does seem to be some weak negative correlation. However from looking at the Scatter Diagram even more I can see that this weak positive correlation isn't coming from the fact that the heaviest person watches the most TV but more like the less TV that is watched means that they are of an average weight. This seems to apply until we get to above 0 Hrs of watching TV a week where the results seem to spread up and down. I think that this signifies that when the hours of TV is increased some peoples weight does either increase or decrease from the original concentrated area (average weight). There was one anomaly in my data and this was a male who watched 65 hours of TV a week and Weighed 68 Kg. The reason that I think this is an anomaly is because it is literally impossible to watch this amount of TV a week when the person has to attend school and complete homework of an evening. Also the next person down in my sample only watches 48 hours of TV, so there is a difference range of [68 - 48] 0Hours.The Conclusion to my analysis of data is that my Hypothesis is not true. However from conducting this research and graphs I think that it is evident that the less TV is watched the more that person is of an average weight.Do Girls in general have a higher IQ than Boys in the same years?The hypothesis of this Question that I want to use the data from the Mayfield High School to prove isGirls in Key Stage 4 at the Mayfield High School have a higher IQ Level than the Boys from the same years and school.To get my data and graphs I am going to sort and filter data from the key Stage 4 information. I am going to sort firstly by Gender to filter out all of the Year 10 Female and Male Students and will then put each into a different worksheet. I am then going to Random Sample 15 entries from the boys and 15 entries from the Girls to allow me to compare them easily. In total I will now have 0 Random Sampled entries. The graphs that I am going to draw to help me answer this hypothesis are going to be· Bar Graph to show the comparison between the Girls and Boys IQ Levels,· Bar Graph to show the total IQ Comparison,· Surface Area Graph to show the average for the Boy and Girls IQ,· Cumulative Frequency Graph of both the Boys and Girls.[See following Sheets]From my Bar Graph that show the comparison between the Boys and Girls IQ Levels I can see that overall the Girls do have higher IQ's. Another point that proves this fact is that in the middle of this diagram the Boys have higher amounts of people with Lower IQ's. Looking at my Total IQ results plotted in a Bar Graph, and my Average Results for both the Boys and Girls in my Surface Area Graph it is evident that the Girls IQ levels are much higher. The rise is 40more higher in IQ Levels for the Girls than the Boys. This works out for each student as a rise in [40/15] = .66 IQ Levels. The very sharp increase in my Surface Area diagram also show this off.Therefore as a Conclusion in my Data Analysis I can say that my Hypothesis ofGirls in Key Stage 4 at the Mayfield High School have a higher IQ Level than the Boys from the same years and school.Is true. This can be proved in all of graphs so therefore I think that these are a reliable way of saying that in the Mayfield High School in key Stage 4 the Girls have a much higher IQ in general than the Boys.Evaluation.From doing these hypothesises I have been able to gather some information about Mayfield High School. The hypothesises that I carried out during this coursework were1. The Females from the Mayfield High School in key Stage 4 that have Brown hair are more intelligent, as shown in their IQ Level, that Females in the same age range and from the same School but with Blonde coloured hair?. Is the increase in the amount of television watched by pupils in Year 10 reflected by their size, in weight? E.g. does the heaviest person in my sample watch the most TV? What are the most common hours of TV Watched and is there a concentrated result of the same weight shown here?. Girls in Key Stage 4 at the Mayfield High School have a higher IQ Level than the Boys from the same years and school.Some other hypothesises that I could have used the data to help me prove would be1. Is the favourite subject of a child mean that they score the highest SAT result in this subject?. Pupils who are older than other pupils have a higher IQ.. Someone who lives closer to closer to school travels by bus than someone who lives further away from school.4. Is the amount of siblings you have, have any relationship with the way in which you travel to school.These would use data from the following sections· Favourite Subject· SAT results· Age (years and months)· IQ· Distance from school· Means of travel· Number of SiblingsThe reason that I didn't use some of the other data was because of the fact that the majority of it was qualitative rather than quantative. I can plot quantative and qualitative data but it is not easy to plot sets of quantative (numbers) data. Throughout carrying out these hypothesises I have come across a few anomalies - These I have identified in each section, and explained by reasons behind them. Mainly the reasons were that the data was totally im - practable and must have been mistakes in the entering of the data.If I were to repeat each of these hypothesises again I think that I would do a few things differently. These would be· Use more amounts of data for each hypothesis.This would provide a larger sample and should mean that I will be able to produce a more strong result. E.g. this could change the difference between a positive and a fairly strong positive correlation in a Scatter Diagram of pieces of Quantative data.· Work out the Mean, Mode, Medians for all sets of data within a hypothesis.This will provide more evidence on which to base my conclusion to my hypothesis. Also using a larger sample it may produce more evidential reasons in a simpler form.· Select equal amounts of boys and girls to form my Sample.E.g. 0 or 15 of each. As I experienced choosing unequal amounts of both Boys and Girls can cause a change in the result.· Use a wider range of Interpreting my Data.E.g., using more graphs and diagrams. Although they may just repeat the same information some graphs may show the same results in different and some clearer ways. Also I think that it would also be better to show and perform more calculations within my data. E.g. Converting my data in Percentages. (%) Please note that this sample paper on Data handling 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 Data handling, we are here to assist you. Your persuasive essay on Data handling will be written from scratch, so you do not have to worry about its originality.

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Euthanasia

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Euthanasia is the practice of ending the life of an individual suffering from a terminal illness or an incurable condition by means of lethal injection or the suspension of extraordinary medical treatment. The history of euthanasia dates back for centuries, but it wasnt until 106 when the first bill to legalize euthanasia in America was introduced in the Ohio legislature. For several years, legislatures have been turning down bills aimed at the legalization of euthanasia in the United States. In 17, the Nebraska legislature voted down a bill legalizing voluntary active euthanasia in the U.S. Only two years later, the New York legislature rejected a bill that was also aimed at the legalization of euthanasia in the United States. In 11 the Washington State Initiative Bill legalizing voluntary euthanasia was narrowly defeated. (6) In 14, Oregon passed a law to allow doctors to prescribe lethal drugs, but an injunction prevented it from taking effect. As of today, euthanasia is illegal in almost every country. In fact, it is only legal in the state of Oregon and the Netherlands. These are the only two places in the world where laws specifically permit euthanasia or assisted suicide. Oregon permits assisted suicide while the Netherlands permits both euthanasia and assisted suicide. In 15, Australias northern territory approved a euthanasia bill which went into effect in 16, but it was overturned by the Australian Parliament in 17. Also, in 17, Columbias Supreme Court ruled that penalties for mercy killing should be removed.(4) This ruling will not go into effect though until guidelines are approved by the Columbian Congress. In Belgium, lawmakers have agreed on the provisions of a key article in a draft proposal to legalize euthanasia. The proposed bill would not only allow doctors to euthanasia terminally- ill patients, but also those who are incurably ill with years left to live. (4) In Michigan, the assisted suicide ballot initiative was defeated due to television ads who are now shifting gears to focus on alternatives to assisted suicide such as hospice care. Advocates for assisted suicide in Michigan are releasing their own radio and television ads in attempt to counter the anti-proposal ads. Many court cases have come out of the heated topic as well. While the first euthanasia case in Japan was in 14, it wasnt until 16 that the Nagayo Court created a criteria for lawful active euthanasia. The court concluded if six conditions could be fulfilled, a death should be admitted as lawful euthanasia. (6) In 176, the New Jersey Supreme Court ruled in the Karen Ann Quinlin case that she had the right through her family to refuse life-sustaining treatment. In 181, A Rotterdam court ruled on conditions under which aiding suicide and administering voluntary euthanasia will not be prosecuted. The Supreme Court of the Netherlands declared that voluntary euthanasia is acceptable subject to ten clearly defined conditions in 184, and in 1 the Netherlands passed a law which prevented doctors from being prosecuted when certain guidelines are followed. In 14, Oregon passed a law to allow doctors to prescribe lethal drugs, but an injunction prevented it from taking effect. Also in 14, delegates from the National Peoples Congress in the Republic of China, proposed a law in support of euthanasia. (6) In 15, Australias Northern Territory Rights of the Terminally Ill Bill by Marshall Perron was instated which allowed euthanasia under careful controls. In 15, Singapore introduced a right- to-die law which was originally sought after not to legalize euthanasia but to give the terminally ill the right to make a living will.

College Essays on Euthanasia

Throughout this time many societies that were pro euthanasia began forming all over the world. In 15, the Voluntary Euthanasia Society in England was formed by Lord Moynihan and Dr Killick Millard. In 18, The Euthanasia Society of America was founded in New York City. In 17, voluntary euthanasia societies began forming in the Netherlands. Three years later more societies started forming in Japan and Germany. In 180, The Voluntary euthanasia Society in Scotland published the first suicide guide, How to Die With Dignity. (6) By the 10s euthanasia had become a worldwide topic of debate. There are many pros and cons that deal with euthanasia. In dealing with the pro view, the major argument is that all Americans have a constitutional right to life, and with this control of life also comes the authority to end it. Prohibitions on suicide are viewed by many as a violation of basic constitutional freedoms and governmental interference. (5) Proponents also use the argument that newly diagnosed patients with terminal illnesses may want to end their lives before they endure physical discomfort or suffering. Patients may want to seek euthanasia in order to avoid being seen in a diminished capacity and protect their memory of an able-bodied life. Another argument for the use of euthanasia is to avoid leaving loved ones the expensive costs of medical care and posing a financial burden to them. Choosing assisted suicide may prove to be more cost efficient than long-term medical care. Next to pain and suffering, this is the second major reason why people decide to end their lives.(5) Many proponents see that The argument against assisted-suicide is advanced by a religious minority who believe that a just, loving god should decide the moment of death. () These are some of the major reasons why proponents for euthanasia support the right to die. People who oppose the legalization of euthanasia use the argument that once the gate is opened, others lives will be at risk. Over time statutes may give rise to broader and less stringent laws that provide people with non-terminal disabilities, an excuse to end their lives. (5) Many advocates take the position that legalizing assisted suicide and active voluntary euthanasia today will lead to active involuntary euthanasia tomorrow. (5) Another argument is that many people who are terminally ill and feel themselves to be a burden to their family, are not really tired off life and dont actually want to die. If euthanasia was readily available, the patient might feel obligated to use it. There are many more arguments on the legalization of euthanasia or assisted suicide. One dealing with the con view is that the patients voluntary and informed consent is never certain because most people who want to die are under duress. If a request is made while an individual is suffering or under excruciating pain, then it is arguable that drugs may have prevented the person from making a fully rational decision. Also it is argued that the norms of medicine prohibit a physician from ever acting with the intent to kill a patient or to aid him in killing himself. (1) Some agree as well that Death is never the answer, and precious lives must be preserved. () The Hemlock society is a major proponent in assisted suicide. Hemlock believes that people should be able to have choice and dignity at the end of life. They should have the option of a peaceful, gentle, certain and swift death in the company of their loved ones. (7) The Hemlock society advocated and lobbies for laws that would allow a mentally competent patient to be euthanized with he help of a doctor. Along with this law certain safeguards should be in place such as; a diagnoses of a terminal or irreversible illness by two independent physicians, an evaluation by a mental health professional, a written and witnessed request that is revocable at any time, a waiting period, and monitoring by a state health department. The American Medical Association opposes the use of euthanasia. The AMA supports initiatives that help physicians and their patients deal with the clinical and psychological issues at the end-of-life. (8) They support providing compassionate care for patients nearing death. While modern advances in medical science and technology have helped physicians to treat patients with once critical and life-threatening illnesses, some of these new technologies have merely prolonged the suffering for patients. The AMA still maintains that physicians should practice medicine with respectful and compassionate attitudes. One pro-life group called Not Dead Yet, understands that people have the right to refuse unwanted treatment. They oppose a public policy that singles out individuals for legalized killing based on their health status. () They believe that this violates the Americans With Disabilities Act, which denies the equal protection of the law, and health professionals decide who is eligible. Not Dead Yet does not want pity or lethal mercy but freedom and life. CURE is another pro-life group. Their reasons are for compassion and unity. People of CURE believe that to care is not to kill. (10) They believe there is an alternative to death and euthanasia which is life and hope. Uniting together will bring strength and a prolonged life. The International Task Force of Euthanasia and Assisted Suicide also opposes euthanasia. One of their reasons is complications that can occur from usage. Extreme gasping and muscle spasms can occur and has occurred in 7% of cases. While losing consciousness, a person can vomit and then inhale the vomit which has also occurred in 7% of cases. Panic, feelings of terror, and assaultive behavior can take place from the drug-induced confusion. Other problems can include difficulty in taking the drug and a number of days elapsing before death occurs. In 14% of cases there was a failure of the drugs to induce unconsciousness. Another reason why they are anti-euthanasia is because they dont believe the government should give the right to doctors to kill their patients. They believe that euthanasia is not giving the right to die but the right to kill. There are other alternatives like Hospice which tries to make the patients remaining time comfortable, alleviating pains, and giving spiritual and emotional support. Dr. Jack Kevorkian, a 71 year old retired pathologist, is known to many as the patriarch of assisted suicide. He is currently serving a sentence of 10-5 in a Michigan correctional facility for his involvement in helping at least 10 people die from euthanasia. He was charged for murder in both 11 and 1 when patients of his used a suicide machine he developed, and his medical licence was revoked. Both charges were later dropped though when state judges pointed out that there were no laws against assisted suicide in the state of Michigan. It wasnt until 1 when assisted suicide laws took effect, and Kevorkian, who had killed several more patients by this time, was charged again for murder. He served some jail time when he refused to pay the bail after the judge raised it. He was released from jail though later that year when supporters posted the bail. Between 14 and 16, Kevorkian killed some thirty more patients, and is charged for murder three more times. He is acquitted for these cases as well. In 18, Kevorkian videotaped the injection death of Thomas Youk which aired two months later on 60 Minutes. He is again charged for murder, and in 1 is convicted for second-degree murder and delivery of a controlled substance. Dr. Kevorkian remains one of the most controversial physicians in America today. He has been hailed by some as a hero and by others, little more than a serial killer. I believe that the legalization of euthanasia would be a good thing for America. An individuals right to determine the time and manner of their death is more important than keeping a suffering person alive for the sake of preserving life. I understand that the legalization of euthanasia will most likely lead to an excuse for many people who are not terminally to end their own lives. But I do believe that an evaluation by a mental health professional for those suspected to have clinical depression or mental incompetence can help prevent most of this. There are many good points and bad points to the legalization of assisted suicide like any controversial issue. I understand it to be a good thing though if a person truly is suffering and has no hopeful prospects for the future. Please note that this sample paper on Euthanasia 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 Euthanasia, we are here to assist you. Your persuasive essay on Euthanasia will be written from scratch, so you do not have to worry about its originality.

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St Francis of Assisi

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The aspect of Francis' spirituality, which this paper will try to explore, is the Eucharist and the enormous significance this sacrament held for him. In chapter CL11 of "The Second Life of St Francis" Celano writes that "Francis burned with a love that came from his whole being for the sacrament of the Lord's body…". Celano goes on to tell us that Francis attended Mass daily whenever possible and received Holy Communion frequently, "…with such devotion that he made others also devout." There can be no doubt that the Eucharist was the central part of Francis' spirituality for in this sacrament he encountered the reality of Christ and his love for mankind; in addition, the Mass was important to him because he heard the Gospel proclaimed and participated in the commemoration of Christ's death on the cross. Francis of Assisi (118-16) was a medieval man who had a limited formal education; for instance he probably composed his letters rather than wrote them himself. He was not a scholar or a theologian. Francis lived in an era where "…there was appearing, almost everywhere, a kind of passionate straining towards the pure ideal of the Gospel". There was a general atmosphere of dissatisfaction with monastic life, a demand for a purer preaching of the Gospel, and reform of the secular clergy, many of whom were wealthy and lazy. In response to the lacily of many secular clerics and the rigidity and luxury of monastic life, nonconformist movements arose which focused on penitence and poverty. Such groups as the Cathars, the Albigensians and the Waldensians advocated, "lay preaching" and "apostolic poverty" as ways to return to basic Gospel values. These groups soon found themselves regarded as heretical when their doctrines grew ever more extreme and conflicted with official Church beliefs.

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Francis on the other hand, though inspired by a similar motivation to embrace utter poverty of spirit and a simple, humble life of service in the Lord's name, remained always obedient to the Church authority, and frequently sought guidance from his advocate and friend, The Bishop of Assisi. Francis and his followers lived their lives of poverty and penance within the Church and in complete compliance to Papal directives. Francis was never doubted that the Catholic Church "…was the upholder and guardian of the truth. He thought her doctrine irrefutable and her faith the only guarantee for salvation of man (1Cee 6)" Given St Francis' strong loyalty and love for the Church, it follows that for him as for the Church at large, the central act for worship was the Mass. In his desire to follow absolutely a way of life based on that of Jesus Christ, he found in the mystery of the Eucharist the inspiration to pursue his calling. In the Eucharist he met his crucified Lord, his humble Lord, and above all, his loving Lord. The reverence with which Francis regarded the Eucharist stemmed from his "…deep Theological insight into meaning. In it he discovered all that was required as the foundation for his life of penance. His love for this mystery grew out of his realization through faith that in it the whole redemptive work of God for us is once more made visible and tangible." To discover what Francis actually taught and practiced regarding the Eucharist there is no better place to look than his writings. In the first of the Admonitions, entitled "The Blessed Sacrament", Francis pets out simply and unequivocally his belief that the bread and wine consecrated on the alter by the priest become the "most holy Body and Blood of our Lord Jesus Christ." Speaking of Christ's humanity in this sacrament Francis states that "He shows himself to us in this sacred bread just as he once appeared to his apostles in real flesh." And again he says "We, too, with our own eyes, see only bread and wine, but we must see further and firmly believe that this is his most holy Body and Blood, living and true." For Francis there is no doubt the sacramental bread and wine become the body and blood of Christ as every Mass. This belief compliments Francis' devotion to the person of Jesus. As Ilia Delis states in his article "Francis and the Body of Christ"; "The emphasis on the body and blood of Christ points to the humanity of Christ, the real flesh and blood of God's presence upon earth." There was no more sacred, significant meaningful or precious part of Francis' day that his attendance at Mass, daily Mass was a practice he urged upon his friars. In a letter, which Francis sent to a general chapter towards the end of his life when his followers included priests, he gives the following counselAnd so this is my advice, this is my earnest request in the Lord That in the places where the friars live only one Mass a day be said in the rite of the holy Church. If there are several priests in a place, each should be glad for the love of charity to have assisted at the celebration of the other. The humility of Francis was one of the many ways he put into practice his calling to follow in the footsteps of Jesus Christ. He was profoundly attracted by Christ's humility and poverty; for instance Jesus' birth in the most basic of human circumstances moved him deeply. But above all else the mystery of Christ in the Eucharist was a marvel almost beyond words for him. In another section of his "Letter to a General Chapter" Francis expresses this as followsO sublime humility! O humble sublimity! That the Lord of the whole universe, God and the Son of God, should humble himself like this and hide under the form of a little bread, for our salvation. Being awestruck by Christ's real presence during the celebration of The Mass did not deter Francis from frequently receiving Communion. In this regard he behaved somewhat differently from hi contemporaries, for in the early thirteenth century, frequent Communion was not the normal practice, even amongst monks and nuns. Francis' desire to embrace the reality of Jesus in the Eucharist (as often as possible) runs parallel to his intense devotion to the humanity of Jesus Christ and his desire to follow his personal Savior as intimately as he could. It is not surprising that writers about Francis remark on the respect and veneration towards the reserved Eucharist and his concern that the blessed sacrament be stored in suitable places, that chalices and other items used at Mass be treated with car and reverence, along with the written word of God. It would seem that in Francis' time carelessness and even disrespect in these matters occurred quite often and Francis was at pains to connect practices, which seemed so unworthy to him. There occurs in Francis' own writings a number of instances when he urges greater respect; for instance the "Letter to all Superiors of The Friars Minor", the "Letter to a General Chapter" and the "Letter to all Clerics". In his "testament", written not long before his death, Francis repeats his teaching "Above everything else, I want this most holy Sacrament to be honored and venerated and reserved in places which are richly ornamented". It follows that Francis had enormous respect for all priests and there are many expressions of this in his writings. Admonition XXVI has Francis stating that The Clergy "…are in privileged position because they have change of the Body and Blood of our Lord Jesus Christ…" Celano's "Second Life of St Francis" describes the saint as often saying that if he should have the opportunity to meet a saint from heaven and a poor priest he, Francis, "…would first show honor to the priest and quickly go to kiss his hands" . Whereas to the saint Francis would say "Wait, St Lawrence, for the hands of this one touch the Word of Life, and have something about them that is more than human" . This shows how deeply Francis believed that at the Eucharist the Word of Life becomes flesh among us, irrespective of whether the priest is a worthy on or not . Such faith impresses deeply despite the distance of eight hundred years because of the sincerely of Francis' words both written and reported. What does Francis' attitude to the Eucharist have to offer to Christians of the Third millennium? I believe that in the first place Christians of today could learn from Francis' sense of awe and reverence regarding the Eucharist. Secondly, Francis' understanding that the Eucharist ideally invited one to live a Eucharistic life is relevant in all eras. Thirdly, Francis' emphasis on peace and joy could well begin for modern men and women with the Eucharist, the sacrament of unity. Modern Christians are capable of being as neglectful and irreverent towards the Eucharist as Francis' contemporaries. Believing as we do, that we live in a more sophisticated age than Francis and having the benefit of centuries of education and theological study about the Eucharist available to us, as well as a multitude of other spiritualities which may enrich us, perhaps the centrality of the Eucharist to our lives is not like it was to Francis. Francis' beliefs were not couched in theological terms because he was a man simplicity, yet his belief that the Mass connected him in a real and personal and intimate way to the person of Jesus Christ is so lucidly expressed so often in his writings, that we must conclude that this sacrament was central to his life, that it was supremely important over and above all his other beliefs and religious activities. The wonder of this sacrament was never diminished in Francis' eyes. Today's custom of receiving Communion at every Mass, unlike the practice in Francis' day, could perhaps have contributed to an attitude of greater familiarly and lesser reverence. That which has become routine in today's busy world can also have lost its luster of awe and mystery. I believe St. Francis sets a great example for us today. Just as Jesus Christ lived his life for all, so did Francis in his wish to follow and imitate Christ. Francis' original ministry to the lepers who were society's outcasts, was inspired and sustained by his faith that in the Eucharist he was embraced by Jesus Christ and thereby invited to embrace all he encountered, especially the poor, the sick, the untouchable, those whom Jesus has sought out in his life time. This idea cannot be less relevant in 00 than in the thirteenth century. The Eucharist joins us to all our sisters and brothers and invites us to live out this relationship in daily life, as Francis did so perfectly. Ilia Delis expresses this in following wayIf Eucharist means finding oneself internally related to every other, including one's enemies, and embracing the other in love, than it is indeed the source of a truly catholic personality and the seed of a new creation, whereby all humanity is bound in a unity of love. The example of Francis as a man who so extolled the blessings of peace and joy can be an inspiration in this third millennium where we daily encounter disunity, inequality, social injustice, war and all degrees of enmity. The Eucharist, which Francis saw as the sacrament of unity, remains that today, if we adopt this consciousness. Francis found in the Mass his main source of love, peace and joyful self-giving, always aware that these were the gifts of the Jesus he encountered there. Could not these same gifts transform whatever situation we may be in on a personal level, and assist to bring healing to our imperfect world? Please note that this sample paper on St Francis of Assisi 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 St Francis of Assisi, we are here to assist you. Your

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Adolescent Sex

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In Manitoba, 6 teenagers become pregnant every day. This gives us one of the highest teen pregnancy rates in Canada, 55 pregnancies per 1,000 girls aged 15-1 years (www.thinkagain.ca). What does this say about adolescent sexuality in our province, and even in our community. Why are so many teens sexually active? And are they physically and emotionally ready to have sex? Adolescent sexuality has increased whereas the age of adolescents decreases. There were ,05 pregnancies among 10-1 year olds in 1/000(Teen Sex, 00). Teens are influenced by media (television, music, and magazines), peers, parents, and sex education at school. Unfortunately some of these influences don't talk about the risks of sex, and protection against pregnancy and STI's. The final decision about whether or not to have sex or use birth control is up to the adolescent. When is it right? Most people make a decision about when to have sex for the first time. Part of the decision is asking questions about many parts of sex. There are also questions about the responsibilities and the risks involved with sex. Sex is a pleasurable and exciting part of life. Some risks and problems of sexual activity that affect the body are unprotected sex, disease, or pregnancy. Being able to communicate about such risks and problems is an equally important part of sexual readiness. A teen who is ready for sexual activity needs to understand STDs and be prepared to prevent their spread. Using condoms during sexual activity can be a healthy choice. Females are biologically more likely than males to get an STD (Sexual Readiness, 000). This is because of the way the female body is built. The germs that cause STDs have more places to linger and cause problems in the female body. They must also understand the risks of sex while under the influence of alcohol or other drugs. The combination of alcohol and other drugs with sexual activity is dangerous. Using alcohol and other drugs makes it difficult for a person to think clearly. For example, a couple may not use protection during sex, or a drunk or high partner may not respect the other partner's sexual limits. A Sexual relationship involves many emotions. Choosing to be part of any relationship can be an emotional risk. When sex is involved, the emotional risk can increase because sex can change a relationship. Teens who learn to understand and express their emotions are preparing for sexual readiness. Another part of being ready for a sexual relationship is setting limits and standards for yourself. Limits are boundaries, or points beyond which someone will not go. Standards are expectations of how a relationship should be. It is important to decide how far you are willing to go before any sexual activity takes place. For couples who choose to engage in sexual intercourse, communication is especially important. Communicating about possible outcomes before they happen is important. For example, couples should discuss the method of protection they will use and how they will deal with a possible pregnancy before they have sexual intercourse. Willingness to take responsibility is a sign that a person is ready for a sexual relationship. Responsibility involves establishing, keeping, and respecting sexual limits and standards. Most teens are physically ready to have sexual intercourse at a young age. However, physical ability is only part of being ready to have sex. Being ready for a sexual relationship in all other ways should be a thoughtful, multiple-step process. It is normal for this process to happen over a period of time rather that all at once. Below is a checklist of questions you should ask yourself to judge your own sexual readiness (www.thinkagain.ca )____ Do I feel pressured?

College papers on Adolescent Sex

____ Do I have to "prove" that I love my partner?____ Have I thought about how sex might change the way I feel about myself?____ Will sex change my relationship?____ Do I feel comfortable with my body and how it works?____ Can I openly discuss feelings with my partner without feeling scared or embarrassed? ____ Do I understand that unprotected sex may result in a possible pregnancy or STDs?____ Will I buy and use protection during sexual activity?____ Do I think this will be a fun and pleasurable experience for me?____ How does having sex fit with my beliefs? According to one survey, teens today learn about sex from the following sources friends - 45%, television - %, parents - 7%, and sex-education classes - % (Teen Sex, 00). Children and teens learn about sexuality from their peers, or people their own age. Peer influences on sexuality begin in childhood. Children learn what boys do and what girls do through their play activities. Children put pressure on each other to act and dress in certain ways. They may tease or ridicule a child who doesn't fit their idea of masculine or feminine. Peer influences become strongest during teen years. Teens look to their peer group for support as they begin the process of separating from their family. Friends and classmates influence teen sexuality in several ways. They usually have sharply defined gender roles and rules about sexuality, they may give information about sex, but it may not always be correct, and friends may try to pressure others into having sex. Influences from the media. The media includes television, movies, newspapers, magazines, books, advertising, and, most recently, the Internet. The Media often encourages unhealthy sexual attitudes and behaviours among teens. Teens today live in a world in which sex is everywhere. It appears on billboards, in the lyrics to popular songs, and in newspaper headlines. Nowhere is sex more common than on television. According to one estimate, TV exposes the average teen to 14,000 sexual messages each year (Changing Bodies, Changing Lives, 18). On MTV, 75% of the videos that tell a story use sexual images. Over half involve violence, and 80% combine sex and violence (Sex, 000). The sexual content of TV shows, movies, music videos, and other media may be direct or indirect. There may be scenes of couples kissing passionately, taking off each other's clothes, and preparing for intercourse. This is direct, in-your-face sex. Indirect content includes comedians making jokes about sex or talk show hosts discussing the sex lives of their guests. Sexual scenes in the media usually feature young and attractive people. They may have just met. These people rarely discuss the possibility of an unplanned pregnancy or an STD. Teens may view sex as something couples automatically do in a relationship and may believe that having sex will make them seem mature. Teens may learn a great deal about the physical side of sexual intercourse from the media. However, TV shows and movies usually don't show how sex affects people emotionally and the importance of respect and communication in a relationship. Parents and other caregivers play a major part in shaping a child's sexuality. They help to establish the child's gender identity and gender role and teach attitudes about sex and sexual behaviour. Parents begin the process of gender identity b giving their newborn a "girl's" name or a "boy's" name. Parents teach gender roles by the toys they give their children and through household tasks. Many of today's parents avoid following traditional ideas of masculine and feminine. Parents have many opportunities to influence their children's attitude toward sexuality. Their words and behaviour can contribute to either healthy or unhealthy sexual attitudes. Ideas learned as a child may stay with a person for the rest of his or her life. Parents can have a big influence on sexual behaviour of their teen children. Teens have many questions about dating, romantic relationships, sex, and birth control. They often want help setting limits on sexual activity and saying no to pressure to have sex. Most teens would like to be able to talk with their parents about these matters. Children and teens may learn about sexuality through formal, or planned, sex-education instruction. However, they are more likely to learn about sexuality indirectly from teachers, textbooks, and school activities. Several studies have shown that teachers, educational materials, and school activities influence students' gender identity and role(Sex 000). Knowing about influences on sexuality is important for everyone. It's especially important for teens because they are at a critical stage in their sexual development. Couples who decide to have sexual intercourse must protect themselves against unplanned pregnancy and STDs. Both partners must take responsibility. If a couple can't talk about birth control and protection, they should think again about having sex. Many methods of birth control are available. Two main groups are over-the-counter methods and prescription methods. A few over-the-counter methods also protect against STDs. Over-the-counter birth control and protection can be purchased without a doctor's prescription. It's available in places such as drugstores and supermarkets, and are inexpensive and easy to use. They include male and female condoms, spermicides, and dental dams. The male condom is a latex or soft plastic covering that fits over the erect penis during vaginal, oral, and anal intercourse. Male condoms are 8% effective in preventing pregnancy when used correctly with every act of intercourse. The latex condom protects against certain STDs, including HIV. For this reason, they are strongly recommended for use with other birth control methods. The female condom is a soft plastic pouch that fits inside the vagina. The open end remains outside the vagina for the penis to enter. Female condoms are from 7% - 5% effective in preventing pregnancy. Their effectiveness in preventing STDs is not known. Spermicides include foam, creams or gels, suppositories, and contraceptive film. They are inserted into the vagina. Spermicides are best used as backup protection with male condoms, diaphragms, and cervical caps. They may provide some protection against certain STDs, but this needs more research. The dental dam is a silky, thin latex material that protects against STDs during oral-vaginal or oral-anal sex. A person can lick or kiss through the dam. Prescription birth control must be obtained from a health care professional. Generally, a female first must have a pelvic exam(examination of the reproductive organs). Prescription birth control includes birth control pills, Depo-Provera, Norplant, diaphragms, and cervical caps. None of these methods protect against STDs. Birth control pills when taken exactly as prescribed, prevent pregnancy almost % of the time. They are convenient to use but because they are drugs birth control pills can cause side effects. Depo-Provera is a birth control shot. Every 1 weeks, the female gets a shot in the arm or buttock. Depo-Provera is almost 100% effective in preventing pregnancy, but can also cause side effects. Norplant consists of 6 rubbery capsules. Each capsule is about 1 inch long. A doctor inserts the capsules on the underside of a females upper arm. Norplant is nearly 100% effective in preventing pregnancy. Protection lasts for five years. A diaphragm is a latex cup worn inside the vagina during sex. A doctor or nurse fits a female with a diaphragm. It should be used with a spermicidal cream or gel to be most effective in preventing pregnancy. Without spermicide, a diaphragm is only 8% effective. With spermicide, this figure raises to 4%. A cervical cap is like a diaphragm, only smaller. It fits more tightly over the cervix than a diaphragm does. The cervix is the opening between the vagina and the uterus. The uterus is the hollow organ when an unborn baby develops. When used with spermicide, cervical caps are 1% effective in preventing pregnancy. That concludes the two main groups of birth control, leaving adolescents and adults with many options. The large, complicated, and interrelated accumulation of factors suggest that the course that leads to adolescent sexual activity and pregnancy is complex. Not merely one or two, but a multitude of antecedents are related to one or more sexual behaviours and pregnancy, including characteristics of the teens themselves, their peers and sexual partners, their families and their communities and states. The decision is yours. Please note that this sample paper on Adolescent Sex 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 Adolescent Sex, we are here to assist you. Your persuasive essay on Adolescent Sex will be written from scratch, so you do not have to worry about its originality.

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Keats' Odes and the themes of life and death

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John Keats (175-181) is widely perceived as one of the best poets from the Romantic era. As in most Romantic work, the emphasis is placed on beauty. This beauty is then most often expressed in mythology, nature and personal emotion. Keats presents images clearly and simplistically with a definite sense of joy and pain and an ever-present infinite pathos and tenderness (Downer 16 7-8).Of his vast collection of poetic work, Keats' odes are often argued to be his best work in which he creates "… a new class of lyrical poetry" (Downer 16 1). It is clear that the odes were composed in a state of deep reflection and depending on the mood or theme of the poem, they vary from pensive to felicitous. At the same time the odes are "… always self-contained and natural" (Downer 161). The central and most obvious elements of Keats' work in general Nature, Hellenism and Romance are also found in his odes, but there is also another significant element present - that of the mental state of Keats himself (Downer 16 1).In this assignment two of the odes, namely 'Ode on a Grecian Urn' and 'Ode on Melancholy' will be analysed and discussed with reference to the important themes of the sense of the fleetingness of life and thoughts on eternity and immortality.In 'Ode on a Grecian Urn' a higher sate of philosophical thought is reached than in any other ode of Keats and the Philosophy of Art and the Ethics of Life are touched upon. The degree of personal emotion present in the poem leaves Keats free of any objective thought. A definite undertone of pathos can be observed in the fact that pain always seems to be present even in a state of passion and pleasure. This pathos does, however, seem to elevate the general thought of the poem which involves the contemplation of Beauty that Keats equates with Truth. The advantages of plastic art over human life in regard to permanence are clearly illustrated and thus the themes of transience and immortality (Downer 16 6).

In 'Ode to a Grecian Urn' the poet views an old Grecian urn and recounts to the reader how the urn looks. He then goes deeper by expressing awe at the fact that the urn has survived for such a long time and how the imagery on the urn's surface is able to tell a more meaningful story than a poem would have been able to. Emphasis is also placed on the fact that the figures depicted on the urn will live on into eternity and by doing this Keats makes the reader aware of the fact that human life is transient.An external analysis of the ode reveals five regular stanzas each comprising a quatrain and a sestet. The rhyme in each stanza differs and the irregularity can be found throughout in the last three lines. With regard to metre, the poem is written in iambic pentameter.The poem begins with a very striking metaphor. The use of the word "unravished" indicates that the urn is unspoilt - even pure - and has been able to survive the long time since it was created, relatively intact. In the first two lines particular emphasis is placed on silence and this theme of silence is further explored in the rest of the poem as well (Pettet 157 1-). "quietness", "silence" and "slow time" all illustrate the noiseless state in which the urn exists and by being the "foster-child of silence" it is suggested that the urn has been adopted by this quiet and that it has been in this muted state for a long period stretching from the classic time in which it was created to the modern time (Downer 16 4). According to Jack (Jack 167 14) this emphasis on silence links with the well-known observation of Simonides that a poem is a speaking picture, while a picture is a silent poem. It is thus clear that Keats is not merely concerned with the aesthetic beauty of the urn, but also with silence and time which serves as a link between the ancestors and their offspring for all eternity (Blackstone 15 ). The urn is also equated to a "historian". This metaphor serves to explain that the urn functions as a type of storyteller in the depiction on the urn's surface. The "flowery tale" links with the abovementioned function of the urn and refers to the flowery or leaf-like decorations on the urn. In line 4 a comparison is made between the expressive power inherent in visual art and poetry. Keats prefers visual art and it is clear that he perceives the deeper, hidden meaning of the figures of the urn. By using "legend" the reader once again gets the idea of a continued and sustained situation. The ethereal and romantic nature of the story depicted on the urn is suggested by the word "haunt" (Downer 16 45). In the sestet at the close of the first stanza Keats asks a series of questions regarding the identity of the characters and the setting in which they are found. He leaves these questions unanswered, however, because by not providing answers it leaves the possibility for the imagination to intervene, much as what happens in visual art (Downer 16 45).In the first four lines of stanza the abovementioned power of art to stimulate the imagination is expressed further. Keats believes that the melody of the piper figured on the urn is much more "sweeter" than music which is physically heard as it requires the use of imagination. What makes it even more special, is the fact that every person will have a unique idea of what that melody sounds like. In line , the "sensual ear" refers to the ear of sense. Line 4 seems to add a light touch that continues for the rest of the stanza. The figures and foliage seems almost to be alive (Downer 16 47). The repeated idea of silence comes through in this stanza by the usage of words like "unheard" and "ditties of no tone". The central theme of this ode and one of the most important qualities of art, namely the permanence of it in comparison to the transience of life, is quite clear in the closing sestet of stanza . While the actual piper, the trees and the lover with his object of affection have long since passed away, they will remain forever more as images on the surface of the urn; thus in the form of art. In line 8 we see that although the lover will never be immersed in an actual kiss with his beloved, he is actually extremely privileged as he will always be with his beloved and neither of them will be withered away by time.Stanza is a continuation of the thought in stanza about the permanence of life. Everything that is fleeting in real life the trees, the piper and the lovers lives forever in art. They are all blessed, "... for whatever Art may sacrifice of the loveliness and freshness of Nature, it attains permanence, which Nature attains not" (Downer 16 48). Whereas stanza 1 emphasised the advantage of art over poetry, here we see the advantage it has over nature. Permanence is not, however, the sole advantage. Images in art can attain elements of calmness, elevation and perfect joy. Downer (Downer 16 48) rightfully proclaims that in this ode it is made clear that art has the "… power to awaken the imagination to yet more sweet and exalted perception than reality…"Stanza 4 introduces a new scene where a fawn is led to slaughter as part of a sacrificial, religious ceremony. Silence once again comes into play in this stanza with the comment on the town that "… for evermore will silent be…" The repetition of "little town" seems to suggest a playful tone. The image of this town that will remain silent for all eternity and will leave a bundle of unanswered questions is according to Downer (Downer 16 48) not so much sad as it is a little pathetic and it evokes a sense of empathy in the audience and the reader."Attic" in stanza 5 refers to Athens, which is the centre of Greece, which in its turn is the mother of all arts. "Fair Attitude" is used in reference to the urn that appears extremely beautiful as it stands to be viewed. In lines 4 and 5 Keats makes it clear that it is just as unfathomable for the human mind to grasp the ideas and the feelings that the urn evokes as it is to encompass eternity. The same confused feeling that is produced when an attempt is made to grasp the meaning of the imagery on the urn, is produced when trying to fathom the infinite (Downer 16 4).It is important to note that the urn stands central amidst the "woe" of the world. Blackstone (Blackstone 15 ) argues that the urn thus functions as a friend to mankind that has the power vested in it to soothe and admonish. It maintains its ancient dignity but has become more approachable over the ages. The urn exhibits the great aim of art "…to soothe the cares and lift the thoughts of man" (Blackstone 15 ).The message of the urn as well as the moral of 'Ode to a Grecian Urn' are often said to be encapsulated in line 11 when Keats proclaims, "Beauty is truth, truth beauty…" It is the last two lines of stanza 5, which then carries the real interest of the poem and two philosophical ideas. According to Downer (Downer 16 50) these two ideas are "…the Incomprehensibilty of the Infinite in Art and Nature and the Ethics of Beauty…" It is Keats' conviction that Beauty is the touchstone of Truth.Keats' 'Ode on Melancholy' is very closely related to 'Ode to a Grecian Urn' in regard to the time of composition, its poetic substance as well as the logical statement around which it centres. Where 'Ode to a Grecian Urn' very specifically illustrates the experience of beauty, 'Ode on Melancholy' merely makes a statement on this experience. The Romantic idea of the fact that the experience of joy, ecstasy and beauty is always and inevitably linked to sorrow, comes across as the central theme in 'Ode on Melancholy' (Caldwell 165 166). According to Caldwell (Caldwell 165 167) the same idea can be found in 'Ode to a Grecian Urn' as the poet experiences an intense sense of joy while regarding the urn, but he is indeed fraught with sadness when he realizes that; while the characters on the urn and the urn itself will live on for eternity, his death is inevitable and thus "Mortality weighs heavily as the poet contemplates (the various images)…" (Caldwell 165 167-168).We see in 'Ode on Melancholy' that Keats views the passing away of joy and the fading and dying of beauty as the worst melancholies. In this poem the reader is constantly made aware of the paradox between the experiences of joy and sadness as well as the close relationship between these two emotions (Downer 16 86). Jones (Jones 16 16) points out that 'Ode on Melancholy' is an ode of consciousness where the consciousness "… is spatialised into a landscape of the head" which the reader can clearly distinguish from the "art-space" present in 'Ode to a Grecian Urn'. These two different spaces or spheres link with Keats' idea about the actual experience of life and the thoughts surrounding immortality. Art also comes into the argument, as it is just as important an aspect as life.Although a much more intensive analysis can be made of a larger collection of poetic works by Keats, it is obvious that he was intrinsically a Romantic poet whose contention it was that there is an ever-present conflict between man's sense of life's transience and his immediate understanding of the infinite.BibliographyBlackstone, B. 15. The Consecrated Urn. London Longmans, Green & Co.Caldwell, J.R. 165. John Keats' Fancy. New York Octagon Books.Downer, A.C. 16. The Odes of Keats. Folcroft The Folcroft Press.Jack, I. 167. Keats and the Mirror of Art. Oxford Clarendon Press.Jones, J. 16. John Keats' Dream of Truth. London Chatto & Windus.Pettet, E.C. 157. On the Poetry of Keats. Cambridge Cambridge University Press. Please note that this sample paper on Keats' Odes and the themes of life and death 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 Keats' Odes and the themes of life and death, we are here to assist you. Your cheap custom college paper on Keats' Odes and the themes of life and death will be written from scratch, so you do not have to worry about its originality.

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