Vocabulaire Du Métro - French Subway Vocabulary

Vocabulaire Du Mà ©tro - French Subway Vocabulary Le meÃŒ tro parisien est la facÃŒ §on la plus simple et la plus rapide de voyager aÌ€ Paris et dans sa treÌ€s proche banlieue. Le meÃŒ tro marche tous les jours, de 5h30 du matin aÌ€ minuit et demi environ, c’est un train souterrain qui s’arreÌ‚te automatiquement aÌ€ chaque station. Il faut parfois que vous appuyez sur le bouton de la porte pour l’ouvrir. The Parisian subway is the fastest and easiest way to travel around Paris and in the nearby suburbs. The metro runs every day from 5:30 a.m. until around 12:30 a.m. It is an underground train that stops automatically at each station. It is sometimes necessary that you press the button on the door to open it. Le Tram Le tram est aÌ€ peu preÌ€s la meÌ‚me chose que le meÃŒ tro, sauf qu’il est aÌ€ l’exteÃŒ rieur, sur des rails dans la rue. The tram is almost the same thing as the subway except that it is above-ground and runs on rails in the street. Le RER Le RER est un train plus rapide, qui couvre de plus grandes distances et va dans les banlieues proches de Paris. Attention qu’il existe des trains express qui ne s’arreÌ‚tent pas aÌ€ toutes les stations. The RER is a faster train that travels greater distances and goes to the nearby Paris suburbs. Be careful, as there are express trains that do not stop at all the stations. And now, lets study the related vocabulary. Un ticket de meÃŒ tro : a ticketUn carnet de ticket : a book of tickets (usually ten)Un titre de transport : a ticket (more official)Un abonnement : a subscription, a pass  PoincÃŒ §onner / composter : to validateUn controÌ‚le : a check pointUn controÌ‚leur : a subway agentUne amende : a fineUn guichet : a boothUn bureau de tabac : a store where you buy tobaccoUn kiosque à  journaux : a newspaper standUne ligne de meÃŒ tro : a subway lineUn terminus : the last stopSouterrain : undergroundUn quai : a platformUne rame : a subway trainUne voiture : a train carUne correspondance : a connectionUn couloir : a corridorDes escaliers : stairsDes escaliers roulants : escalatorsUn plan de meÃŒ tro : a subway mapUn sieÌ€ge : a seatUn strapontin : a folding seatLes rails : rails To be informed of new articles, make sure you subscribe to my newsletter (its easy, you just enter your email address - look for it its somewhere on the French language homepage) or follow me on my social network pages below. As usual, Ill be posting daily mini lessons and tips on my  Facebook, Twitter  and  Pinterest  pages - so join me there!

Is AP World History Hard Expert Discussion

Is AP World History Hard Expert Discussion SAT / ACT Prep Online Guides and Tips AP World History seems like it would be a pretty hard class. There's so much to cover - I mean, it's everything that's ever happened to humans! But how much do you reallyneed to know? And how do people usually do on the AP test? In this article, I will examine five different factors to make a conclusion about the difficulty level of AP World History. What Factors Determine the Difficulty of an AP Class? Before we try to answer the question at hand ("Is AP World History hard?"), let's go over the factors that determine how challenging a particular AP class is. There are five factors, grouped into three categories: Testing Statistics This section deals with hard data about students' performance on the AP exam. Passing Rate The passing rate is the percentage of students who earn 3s or above on the AP exam.A low passing rate taken at face value indicates a harder test.However, sometimes classes that are more popular have artificially low passing rates because there’s a higher proportion of underpreparedstudents in the testing pool. It’s important to consider the passing rate in context. Five Rate The five rate is the percentage of students earning 5s on the AP exam.This can be a slightly more accurate indicator of difficulty than the passing rate because it shows how hard it is to master the material.Still, the five rate can also be affected by the popularity of the class, so it’s important to keep that information in mind. Objective and Subjective Assessments of the Content These factors relate to the actual difficulty of the course content according to students and educators. Objective Content Difficulty This is determined by the scope of the content and the types of skills required in the class to be successful. Courses with a large volume of complex content are going to be more challenging.Sometimes, these objectively difficult courses have strangely high passing rates and five rates because only the most dedicated students are willing to take them. Student Testimonials Student opinions of the class are important to consider apart from an objective assessment of the content.Is there a ton of homework? Do you have to do projects all the time?Even if the content isn’t the most complex, these factors can make a big difference in the time commitment required for the class. Timing When do students take the class? If it’s freshman or sophomore year, this can cause students to perceive the content as more difficult, since they may not be used to AP classes yet.If students are encouraged to wait until junior or senior year to take the class, they might compare their experience to other AP classes and come up with a more reliable assessment of how hard the class is. There's a big difference between sophomore year and senior year. For example, this girl gained the confidence to express her true self with a unique fashion statement. Seriously, though, graduation robes are hideous. We need to kill that tradition. What Do Statistics Say About the AP World History Exam? First, I’d like to note that AP World Historyis one of the more popular AP exams;265,308 students took it in 2015!The only AP exams to surpass that number of participants were US History, Psychology, US Government, English Literature Composition, English Language Composition, and Calculus AB. The popularity of this exam means that five rates and passing rates may be skewed lower.The greater the number of students taking an exam, the more likely it is that a large proportion of them will come into it underprepared. This often happens whenan AP is closely related to a class many students need to take to graduate (like world history). Sometimes students are pushed into the AP version of the class when they aren't ready or when they have little interest in the material but have to take the class to fulfill graduation requirements. On the other hand, if an exam is less popular, the students who take it are usually interested inthe subject and, therefore, more likely to be well-prepared for the test. In these cases, they've typically chosen to take a class outside of core requirements because they want to learn more about the subject. The 2016 passing rate for the AP World History exam was 51.2 percent.The only exams with lower passing rates were Physics 1, Environmental Science, and US Government.We can say definitively that this is a low passing rate compared to most other AP exams. The popularity of the test can partially account for the lower passing rate, but it’s so close to the bottom of the stack that it does seem to indicate a difficult test.More shockingly, the average document-based question score in 2016 was only 2.96 out of 9 points! This emphasizes the difficulty of the document-based question in particular for most students. Now, let’s take a look at the five rate.The 2016 five rate was a 6.5 percent, which isvery low by anyone’s standards.Only Physics 1 and Biology had lower five rates in 2016.Like the passing rate, this also seems to indicate that AP World History is a difficult test.Although test popularity can partially account for such a low five rate, the rate is so low that it points to a high inherent difficulty level. Just like five-star reviews, fives on the AP World History exam are hard to come by. Is the AP World History Content Difficult? For this class, you’re dealing with the entirety of human history. It would seem that the content is difficult just based on its scope! That's a little deceptive, though.The class is mainly about being able to understand long-term trends in history and identify how the five themes of the course relate to events throughout the six designated historical eras.It’s slightly different from classes like US History and European History, which focus more on specifics. AP World History requires critical thinking about the relevance of particular themes at certain historical moments (and knowledge of some specific examples to back up your conclusions).It’s not necessary to memorize everything that’s ever happened to do well, so the content isn’t as hard as it appears at first glance. Whether you find the class difficult depends partially on your skills in writing and analysis.If you’re good at those things, you’ll probably find AP World History manageable.If you have trouble answering vague thematic questions and are more memorization-oriented, the class will likely be more of a struggle. You don't have to possess Godlike powers of recall to do well in AP World History, but you DO have to know how religious beliefs shaped the formation of early civilizations. Do Students Think AP World History Is Hard? Students typically find AP World History to be a medium-difficulty class with relatively simple concepts but a significant workload. As I mentioned in the previous section, it’s more of a general overview of history compared toclasses like AP US History and AP European History. AP World Historyoffers greater flexibility in answering essay questions, and it doesn’t ask for specific facts as often.Once you have a handle on the main themes and how they connect key developments in history, you should be able to answer most questions that are thrown your way. However, there’s no denying that there’s a lot of material to cover, so you’ll have to do frequent readings and prepare for quizzes regularly.Even if you’re not struggling to master the content, you still will have to put in a significant amount of time. Most students take AP World History in 10th grade, so they’re still underclassmen who have less experience with AP classes.The fact that students are encouraged to take this class before classes like AP US History (typically taken junior year) indicates that it’s more of a basic foundational course.Also, these younger students don’t seem to think it’s an extraordinarily hard class, which supports our conclusions about the difficulty level being somewhere in the middle range. This brings up an interesting discrepancy. Why do students think the class isn't that hard when so few of them end up earning a high score on the exam?Since this is one of the first AP classes most students take, history teachers might present them with in-class assignments that are less challenging than the material on the exam. The class is likely to be less thematically-focused and more fact-based than the exam because the information is taught in smaller chunks. Students also don't necessarily know the best way to prepare for the AP exam if it's one of the first ones they've seen.Even if they do practice with real AP materials, it's common to write practice essays without adhering to realistic time constraints or do practice questions that test factual recall and not real analysis. Most students take AP World History when they are still lil' academic saplings that have yet to grow to their full potential. Will AP World History Be Hard for You? After considering the general factors in the previous sections, you should also think about your specific situation. Every student has different strengths and weaknesses, and every school is different in its treatment of the course. Here are a few steps you can take to find out exactly how hard AP World History will be for you. Ask Knowledgeable People about the Class The most reliable way to figure out if the class will be hard is to ask other students who have already taken it for their opinions.You can also ask your current history teacher what he or she thinks about the AP World History class at your school and whether it will be manageable for you.You might even talk to your guidance counselor about your options. He or she should have a good sense of how you might fare in the course based on experiences with other students. Every AP teacher does things slightly differently, so you shouldn’t make broad assumptions about the difficulty level without taking your specific situation into account.Some teachers assign tons of projects and quizzes all the time while others adopt a less intense style that’s focused on larger long-term assignments. Think About Your Academic Strengths and Weaknesses If you have strong skills in critical reading and writing, you’ll find this class easier than someone who struggles with writing and prefers questions with clearly defined answers. Strong English studentsshouldn’t have much trouble getting through this class.As I’ve mentioned, memorization isn’t as important as the ability to connect the themes of the course to events throughout history. Consider the Rest of Your Schedule It might be harder for you to manage this class if you’re also taking other classes that involve oodles of writing and memorization.It would be a big challenge to take AP World History alongside another AP history class (US or European) or one of the AP English classes, just based on the sheer amount of work.But this also depends on the way the teacher at your school structures the class and how much work you can expect on a weekly basis. Be mindful of your limits, and try not to overload yourself! Even a class that wouldn’t be that hard for you normally can become overwhelming if you have to do the work on top of a million other assignments. If you have to drag yourself through metaphorical barbed wire to overcome your limits, it's usually not worth it. Conclusion: Is AP World History Hard? Based on the factors examined in this article, AP World History is a medium-difficulty AP class, verging on slightly more difficult.The statistics indicate that the test is challenging, but it’s also taken by a large number of students, many of whom are still underclassmen whoaren’t used to APs.The content of the class is also not as hard as you might think. It’s more about making sense of broad themes than actually remembering everything that's ever happened. You’ll probably do fine if you practice honing your writing skills and keep up with the homework assignments! What's Next? Looking for ways to practice your skills in AP World History? Check out this article that lists all the practice tests that are available online. The document-based question is the scariest part of the AP World History exam for most students. Read our article on what the DBQ is and how you can prepare for it effectively. Still not sure which AP classes you want to take in high school? This article will help you decide which APs fit best with your goals and academic strengths.

Cellular Phone Usage While Operating Motor Vehicle Essay - 1

Cellular Phone Usage While Operating Motor Vehicle - Essay Example as per a study published by the National Highway Traffic Safety Administration (NHTSA) (Utter, 2001 cited by Tseng, Nguyen, Liebowitz, & Agresti, 2005). The use of cellular phones while driving has been established as the major cause of driver inattention. The Harvard Center for Risk Analysis found that use of cell phones while driving caused 330,000 moderate to severe injuries and approximately 2,600 deaths each year (Sundeen, 2003 cited by Tseng et al., 2005). At the same time, according to Brookhuis, de Vries, & de Waard (1991), while talking on the cell phone drivers demonstrated decreased lane deviations (cited by Horrey & Wickens, 2004). Despite these inconsistencies, a total ban of cellular phone usage while operating a motor vehicle may drastically reduce road accidents. Driver distraction can be classified into two types (internal distraction and external stimuli) and four categories – visual, cognitive, auditory and biomechanical distraction. Of these, auditory distraction is associated with cell phone usage (Tseng et al., 2005). This is more likely in case of hand-held phones but other studies demonstrate that primary cause of inattention is cognitive, which implies that even hands-free phones are equally dangerous (Horrey & Wickens). Several studies have been conducted and on an average, it has been found that drivers talking on the mobile phones while driving have higher risks in car accidents compared to non-mobile phone users (Laberge-Nadeau et al., 2003; Wilson et al., 2003; Redelmeier and Tibshirani, 1997; Strayer and Drews, 2004 cited Tseng et al.). Use of mobile phones while driving increases the risk of collisions by four times, which is also confirmed by Redelmeier and Tibshirani (1997). In addition, frequent mobile phone users had relatively higher risk than rare-users. Being engaged on the cell phone while driving, is definitely more risky than listening to the radio or talking to other passengers while driving. Horrey & Wickens,

Proposing a solution to overcome the challenges of implementing Dissertation

Proposing a solution to overcome the challenges of implementing unified E- healthcare information system standards at Armed Forc - Dissertation Example The healthcare sector lacks the infrastructure to address the nation’s problems. Long-term planning is affected due to lack of reliable data on health facilities available in the Kingdom of Saudi Arabia. The motivation for the study has arisen to evaluate how the situation can be improved in the armed forces sector, as this sector operates independent of the MOH. If the armed forces hospitals are able to effectively adopt and implement IT in the healthcare sector, the government too could be keen to emulate. Thus, with the aim to propose technological solutions to overcome the challenges in implementing the best healthcare system at the armed forces hospital in KSA, three objectives were set. Through extensive literature review and through a quality study based purely on secondary data, the study objectives have been achieved. Lack of funds, lack of a national regulatory body, shortage of national medical experts, lack of IT infrastructure, lack of standards across vendors, la ck of national data exchange plan are some of the barriers to adoption of healthcare standards in Saudi Arabia. Efforts have been made to identify the best healthcare systems in the world. Sweden appears to have the best e-healthcare strategy in the world. It even surpasses the healthcare system of the United States if the measure of quality is based on the life index of a country. Autonomy and medical data exchange are some of the other salient features in these two countries. Developing an efficient archetype, clinical process mapping and resource templates are some of the tools which have emerged as best practices in Sweden. Sweden now practices e-prescription and patient empowerment, both of which has reduced the patient healing time, reduced costs and enhanced efficiency. To implement such as strategy, training and support is essential to promote user engagement and user involvement during the system design stage. Shared vision is essential before any strategy can be implemente d. Transformational leadership is essential to challenge the existing assumptions. The study concludes that the situation in Saudi Arabia, though grim, is not insurmountable. Recommendations for an effective HIT strategy based on the findings of the study have been made. Table of Contents Chapter 1. Introduction page 1.1 Chapter Overview 1 1.2 Background 1 1.3 Rationale for Research 3 1.4 Research Aims & Objectives 4 1.5 Scope of the Study 5 1.6 Structure of the Study 5 Chapter 2. Background and Literature Review 2.1 Health-care background in Saudi Arabia 7 2.2 Health Information Technology 9 2.3 Barriers and Challenges in health-care standards 11 2.4 Background of health-care providers 15 2.5 Barriers to implementation of ICT in healthcare 18 2.6 Factors that influence healthcare technologies 20 2.7 Organizational Issues in adoption and implementation of IT innovation 21 2.8 Chapter Summary 23 Chapter 3. Methodology 3.1 Research Philosophy 24 3.2 Research Phenomenon 24 3.3 Research Design 25 3.4 Research Approach 27 3.5 Case Study Method – justification 27 3.6 Data Collection – justification for secondary research 29 3.7 Data Sources 29 3.8 Data Analysis 26 3.9 Reliability & Validity 30 3.10 Ethical Concerns 31 Chapter 4. Findings & Discussion 4.1 E-Health strategy and model from Sweden 32 4.2 Healthcare system in the United States 38 4.3 Data Analysis 43 4.4 Health-care success factors 44 4.5

A Problem By Society Children And Young People Essay

A Problem By Society Children And Young People Essay Limited scholarships and seats for admission in schools and colleges imply a rise in the competition level. Overcrowded schools lead to indiscipline and a lack of control. Teachers are unable to cater for the individual needs of children. This issue has been further discussed under the heading entitled School. According to Pearson (1983), intervention of social welfare services have a big role in crime prevention. They detect and help abused and ill-treated children. However, in disorganized areas social welfare officers have many families to look after. The cry for help of many children and parents in these areas remain unheard. It is only when the issue has become serious that the authorities intervene. It is often too late. Some end up being traumatized for life or victims of un-repairable damage do. Since there is much insecurity in these localities, businesses to move away and investors refrain from putting their money in developments occurring. This increases problems of unemployment. It is hard in itself to live in suburbs and when employers see that a job applicant comes from a badly reputed region, the chances of the later getting the job diminishes considerably. Moreover, as mentioned earlier, most youngsters coming from these areas already have police records, poor academic knowledge and without legitimate means of obtaining success, they feel social and psychological strain (Merton;1920s). Furthermore, as French sociologist Pierre Bourdieu said: Parents occupation and level of education have significant effects on the life chances of their children. From an economic perspective, these youths breach the law for their financial well being. This rational choice seems acceptable from the youngsters point of view when we consider the lack of proper educational system, equal and legal job opportunities. It is his survival strategy just like it had been for his family members and neighbors. (See School failure) Aggressive and violent youth Another problem which arises when there is a high rate of teenage population is a demographic area is that of violent crimes. Their poor problem-solving skills, overly sensitive or emotional personality and explosive temperament combined with their biological and physical predisposition of being violent and aggressive because of their age; make them apt of committing aggressive assaults and crimes. Small discussions and debates can end up into bloody attacks. Indeed, disorganized neighborhoods suffer from social incivility. It is common to hear swearing words and see people fighting on the streets, to see graffiti, broken window panes, young children roaming till late on the road, and sex workers almost everywhere. Family disruption Community fear, lack of social facilities, unemployment and bad quality of education for the children create a lot of fuss and stress on parents. Also families, in these areas of high violence rate, have disrupted social relationships. It is common to find families which have financial problems, depressive and stressed parents who adopt drinking and other bad habits and who have problems in growing up their children. This has been further discussed in Family. Social mobility Residents of these areas try to get used such disorder and atrocious crimes that occur on the streets around them. They lose trust in authorities and feel abandoned. They rarely report offences they witness or are victims of. On the contrary, fearing for their life and security they join gangs and peer groups which will protect them in case of difficulty. This leads to the development of criminal areas and generations of criminals. Many families want leave these deteriorated communities and look for a better place to grow their children into better adults. This social mobility leads to limited collective efficacy. There is weakened social control. Neighbors might not know and trust each other. This is constant fear and insecurity and no cohesiveness among inhabitants. Government policies and initiatives taken up by NGOs do not work since residents do not stay for long to implement them. Indiscipline in schools, the lack of individual care for needy students, availability of drugs and arms and a troublesome family life can result tragic incidents. On December 14, 2012 Adam Lanza shot 20 children and 6 staff members in a school in Connecticut. Growing up in a disorganized and less privileged society is tough enough without having to be worried about being killed while going to class. Unfortunately, events like these occur because of a multitude of factors which are not always controllable. Duncan and Murnanes book, Neighborhood and Family Impacts on Schools, examines à ¢Ã¢â€š ¬Ã‚ ¦how factors as family functioning, neighborhood conditions, school quality, and local labor markets impact schools ability to improve academic and educational attainment of disadvantaged students. We have seen how the education system favors academic learning and neglects personality development. Where a class is supposed to be a team of young learners, with each and every member being valuable, it has now become competitive environment in itself where making others lose seem to be synonym of victory. Some students find this sort of system challenging and do their best to be toppers in exams but on the other hand students who have, since their very young age, been exposed to severe and prolonged stress, are likely to have developed learning disabilities and emotional and behavioral problems which make is difficult for them to successfully go through the educational system. These students have to undergo a lot of pressure from members of their family, school and society. They may have attention deficit disorder, a lot of anxiety and can be depressive. However, instead of being spotted as care-needing students, teachers and also other students often labeled as stupid and lazy an d antisocial. Teachers do not actively listen to their problems. They simply lecture and maintain peace and order in classrooms. Teaching techniques are not adapted to the needs of children. There is no individualized care and support. Teachers who do not encourage students to succeed and condemn them because of their learning disabilities fail in their traditional role as gurus, guides and role models and add on to the distrust that children and youths have in adults. Subcultures Children tend to do what we do rather than what we say to do. To understand how a violent community affects teenagers and how it is related to youth crime we to take the social learning theory developed by Bandura, the differential learning theory developed by Matza, Sutherland, Cressy and others, and theories on subcultures. According to Gottfredson and Hirschi, family environment is the most important institution which has to foster self-control, good values and manners in a child. However as demonstrated by Bandura in the Bobo Doll experiment, there are different ways through which a child learns how to be aggressive but the main one is through observation and interaction with others. Parents living in a violent society cannot fully restrain and protect their children from all negative influences. Children can do both good and bad and discipline should be appropriately used for the former to prevail (Anderson; 1980). Parents cannot be held sole responsible for the social and moral education of their children. Other institutions have a crucial role to play. As seen earlier, the failure of one institution can lead to the failure of all the other institutions. Children who are abused and neglected by parents, experience school failure, rejection from society and have a low self-esteem are more likely to join gangs. We have seen under School failure and Indiscipline in schools how gangs form and function in schools. In a violent community, there are considerable numbers of gangs which operate. Sutherland and Cressy suggest that criminal behavior is learnt through criminal association. Criminal motives, techniques, attitudes and rationalizations are developed through interaction with others. Moreover, as Cohen suggests crime is collective in nature. Moreover, in most subcultures the violation of institutionalized and traditional behaviors is seen as normal as they have their own street rules and regulations. It is true that protective factors like social bonding and self-control mitigate the risk of offending but studies have proved that it is highly probable for children who grow up in violent environments to learn deviant behavior at home or at school or on the streets. In the longitudinal study of 400 London school boys, West and Farrington (1970) suggested that delinquency arises from a complex interaction between individual home atmosphere, the personal qualities of the boy and the circumstances in which the family lives. Hutchings We have also observed that inner controls can be a strong protective factor but it has to be fostered by not only parents but also teachers and society, who have to act like role models. Social controls, like attachment, commitment, involvement, and belief (Hirschi; 1970) are also protective factors which stop youth from acting delinquently. To conclude we can say that young children in violent communities are most likely to grow up as aggressive adults. The period of adolescence is characterized by physical changes, cognitive development, mood swings and social reorganization having as aim to grow into maturity and help fulfilling social and cultural expectation of becoming a responsible adult. Love, support, care and right education are more than essential for adolescents. A cozy environment can make all the difference. Unfortunately, for children who are in stressful environment, their life experiences will affect their personality, perspective and the type of adult they end up being. If parents, schools, peer networks, neighbors and other social welfare services are work in strong coordination and collaboration the duty of rearing children into responsible adults, not deviant ones, is like to be fulfilled. Since long, the responsibility of growing up a child into a responsible citizen has been bowled from the shoulders of parents and families to that of the government. Their transition from puberty to an age of maturity should be eased with love, support and care. Nowadays, the concept of childhood is being slowly wiped out. The transition period between childhood and adolescence and adolescence to adulthood seems to be shortening as years go by. Children and adolescents are partaking in adult activities at very early ages. Fashion brands, celebrity magazines, tv serials, advertisings and other bla bla are marketedly directly to them. Where media can be used to sensitize children, it is being used to provoke certain behaviors. Tv serials like Gossip Girls and Teen Mom, among among many others, promote dangerous sexual behaviors and pregnancies. Cognitive development- less reasoning ability Despair of parents/ cry for help should be heard by authorities + social welfare services appropriate actions should be taken each family has its own concerns and problems- tailor-made programs

Hero’s Heart Essay

â€Å"Not the glittering weapon fights the fight, but rather the hero’s heart. † (Proverbs Quotes) I agree with Proverbs, that the hero’s heart fights the fight because I believe that a hero can be a hero without having to use a weapon. I believe that a hero is someone that is mentally strong and has the ability to lead, that it is showing dedication to a quest, and that is not giving up even when the world around you seems like it has given up on you. Heroism is being capable of being mentally strong and has the ability to be a leader. In the poem A Man by Nina Cassian a man has lost an arm in while fighting for his country. The man knows that he â€Å"shall only be able to do things by halves. † (Line 3) Even though â€Å"the man† has lost an arm he realized that he had to â€Å"set himself to do everything with twice as much enthusiasm. † The man recognizes his limitations but still has the will in his mind to push forward and never stop living life just because of one little set back. Also, a daughter writes about her mother, Ana, who is struggling through cancer. Ana’s daughter says that even though she is going through cancer again â€Å"she gets up with a smile and still has the strength to be a mother to me. † This shows that Ana is mentally strong because she is able to care for her loved ones as for someone else they would most likely give up and not want to deal with the pain any longer, especially if they have already gone through cancer and it has come back. In addition, in the movie Mulan, the main character has to be strong and take her father’s place in the army to save his life. She has to be mentally strong to deal with all of the things that she may face when she goes to war. Examples of heroism are when people, whether they are real people in movies or characters out of books dedicate their lives to a quest. In the Odyssey, Odysseus goes on the quest of killing the Cyclops. He has to go on this quest so that he can protect the people in his village. He is a hero because he gave the Cyclops wine â€Å"so that he could taste the sort of drink he carried on his ship. † This shows he is a hero that goes on a quest because he had to give the Cyclops wine in order to kill him once he became drunk. Another example of heroism is Mulan the movie. In the movie Mulan, Mulan goes on a quest with the Chinese army to take the place of her father because he was too sick to fight; therefor Mulan chose to dress up as man to save her father’s life. In the passages written by Ana’s family members, they all feel that she is â€Å"strong† and that she has the â€Å"strength to carry on each an everyday. † Ana’s quest makes her a hero because even though she going through a rough patch she never gives up. Heroism is not giving up when the world around you seems as if they have given up on you. For in the poem A Man, he does not give up living his life even though he has lost an arm. He has turned this accident into a positive. He believes that â€Å"where the arm had been torn away a wing grew. † (Lines 17-18) I believe that this shows the man not giving up because he could have easily let his arm that was lost be the thing that he focuses on most every day but instead makes it a good thing. The man â€Å"set himself to do everything with twice as much enthusiasm. † Also, Ana, a cancer patient has to stay strong for her family. The only thing keeping Ana from giving up is her loving family. Ana’s daughter states that her mother says â€Å"keep going; keep going, like a giant guardian angel above the roaring crowd. † (Piece 3- lines 5-6) Lastly in Moco Limping, a dog named Moco had a dead leg. Moco wants his owner to love him as much as he loves him. â€Å"I feel his warm fur and his imperfection is forgotten. † In present day life the pop culture makes everything seem like if you don’t get fame for it then it is not important. Heroism isn’t about the fame and fortune, it’s about doing something for someone else or just for yourself; meaning that a hero is someone that is brave and has noble qualities. Being a hero can be as simple as saving one’s cat from a tree, pulling a dog out of a whole, or even fighting a deathly disease like cancer. When you have the will power and the courage to do something to help someone else or protect them you could be considered that person’s hero. You never know if you are a hero until you do something heroic. Throughout the process of analyzing these heroic qualities I have realized that a hero can be an everyday person in everyday life. If I am ever given the task to rise up and become a hero like the people and things I analyzed I hope I will have the courage like my characters did.

Understanding Journal Research Writing Services

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