Short Mothers Day Quotes for Emails or Cards

The mother-child bond is too strong to be dulled by distance. Even if you are miles away from your dear mother, reach out to her with a thoughtful message. If you have something more elaborate in mind, here are some ideas. Why Use Mothers Day Quotes Usually, it is not too difficult to pick a gift for mothers. Mothers are not fussy creatures. Youd hardly meet a mother who would tell her son, Honey, Id really like the exquisite silver cutlery I saw at Macys. On the contrary, she would mostly say something like, Oh, sweetie, dont bother with these expensive gifts. All I want is to spend time with you. So heres the hint: Your mother needs you. Your mother, though she deserves a lot more, needs just a little bit of your time. If you want to be thoughtful, scribble her a few Mothers Day quotes to make her feel special. Share some happy moments with her, reading these wonderful quotes about mothers. Talk about your beautiful childhood memories, and watch her eyes go misty with those memories. Thats how you can make your mother the happiest woman in the world. Jane SellmanThe phrase working mother is redundant.Spanish ProverbAn ounce of mother is worth a pound of clergy.Bill WattersonMothers are the necessity of invention.Harriet Beecher StoweMothers are instinctive philosophers.Jewish proverbA mother understands what a child does not say.James Russell LowellThat best academy, a mothers knee.D. W. WinnicottThe precursor of the mirror is the mothers face.Henry Ward BeecherThe mothers heart is the childs school-room.Jill ChurchillThere is no way to be a perfect mother and a million ways to be a good one.William Makepeace ThackerayMother is the name for God in the lips and hearts of little children.George WashingtonAll I am I owe to my mother.Lisa AltherAny mother could perform the jobs of several air-traffic controllers with ease.Ian NelsonMommy brain: when your grey matter turns into grey hair.Moorish ProverbEvery beetle is a gazelle in the eyes of its mother.Abraham LincolnAll that I am or ever hope to be, I owe to my angel Mother.The Gold en GirlsIts not easy being a mother. If it were easy, fathers would do it.J. D. SalingerMothers are all slightly insane.Ed AsnerRaising a kid is part joy and part guerilla warfare.Lin YutangOf all the rights of women, the greatest is to be a mother.

Prohibition, A Film By Ken Burns - 1050 Words

Robert Abate Hlth 30 September 30, 2017 Prohibition, A film by Ken Burns – Part 2 Point 1 - Low consensus on an issue (or a law like Prohibition) means ‘enforcement is going to be difficult. To enforce an unpopular law – significant ‘resources need to be committed to the enforcement effort (e.g., regulation surveillance, violation arrests, court enforcement, etc.) How did this play itself out in the case of Alcohol Prohibition? It might be said regarding prohibition that much of America was in favor of drunks drinking less, but still wanted to drink freely themselves because they personally were responsible drinkers. Also, that America was divided politically, religiously, and culturally, along rural (native) and urban (immigrant)†¦show more content†¦The sums of money being exchanged during the dry era proved a corrupting influence in both the federal Bureau of Prohibition and at the state and local level. Police officers and Prohibition agents alike were frequently tempted by bribes or the lucrative opportunity to go into bootlegging themselves. Many stayed honest, but enough succumbed to the temptation that the stereotype of the corrupt Prohibition agent or local cop undermined public trust in law enforcement for the duration of the era. http://www.pbs.org/kenburns/prohibition/unintended-consequences/ Enforcement of the Volstead Act became unpractical as the scope of the problem overwhelmed existing law enforcement resources and there were no concerted efforts to fund law enforcement to the level where the problem could be met with an appropriate response. Point 2 - Illegalizing a common behavior (or commodity) that a large portion of the population feels should be ‘their own business – not only creates instant ‘lawbreakers of people who are not fundamentally ‘criminal – but also creates the conditions for the development of an underground ‘black market – and the organized crime syndicates associated with that ‘black market . Discuss how Prohibition illustrated this point. All of those who produced booze at home or partook of the glamour and glitz of the speakeasy were breaking the law, but doing so was considered chic and to a large percentage ofShow MoreRelatedProhibition : A Film By Ken Burns1771 Words   |  8 PagesRobert Abate HLTH 30 9/14/2017 Prohibition – A film by Ken Burns Point 1 - How did the film impact your own understanding? I was in a general sense aware of the Volstead Act and prohibition prior to viewing the film, its inception, the impact on society, why prohibition ultimately backfired and gave us an era of speakeasies and gangsters, and to its ultimate failure as an act that promised that â€Å"The slums will soonRead MoreEssay on Jazz Ken Burns1444 Words   |  6 PagesJazz by Ken Burns â€Å"JAZZ† is a documentary by Ken Burns released 2001 that focuses on the creation and development of jazz, America’s â€Å"greatest cultural achievement.† The first episodes entitled, â€Å"Gumbo, Beginnings to 1917† and â€Å"The Gift (1917-1924), explain the early growth of jazz as it originates in New Orleans and its expands to Chicago and New York during the Jazz Age. In assessing the first two episodes of Ken Burns 2001 documentary, JAZZ, this essay will explore the history of jazz,Read MoreThe Jazz Age Essay1472 Words   |  6 Pagesconsidered, at the time, outrageous behavior. 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Players like King Oliver, Freddie Keppard, Jelly Roll Morton and Louis Armstrong were among the thousands who moved north and continuedRead MoreVanity Vs. Morality : From Victorian England2183 Words   |  9 Pagesin previous times wealth was the driving force behind the concept of marriage. Emily Bronte discusses the power money has over individuals in her romantic/gothic novel Wuthering Heights, which is paralleled by Baz Luhrman’s 2013 recreation of the film The Great Gatsby. During the industrial revolution, Bronte depicts the story of a poor orphan who falls in love with a privileged girl. Although their romantic feelings are mutual, his lack of wealth deems him as an unsuitable suitor in her eyesRead MoreJazz: Urban and Rural Reactions In the 1920s2349 Words   |  10 Pages1920s. This era was also known as the Harlem Renaissance. During this time one of the most eminent clubs in that area was the Cotton Club. The elite would frequently congregate at this location which was famous for having alcohol, during the age of prohibition, and because of its jazz. Although jazz and black jazz musicians were welcomed and most of the t ime the protagonists on the stage, they were not allowed to be part of the regular crowd or mingle with the white throng; admission to the Cotton ClubRead MoreKevin Hernandez Midyr Ushist3156 Words   |  13 PagesOregon, Supreme Court Decision DOCUMENT #4: Anti-Lynching Writing DOCUMENT #5: Women’s Suffrage Poster DOCUMENT #6: Map of Conservation Lands DOCUMENT #7: Child Labor and Education Statistics DOCUMENT #8: United States Anti-Trust Law DOCUMENT #9: Prohibition Documentary DOCUMENT #10: United States Immigration Law TAKING NOTES on the DOCUMENTS (Pros and Cons) ENGAGING IN ACADEMIC DISCUSSIONS (optional) MY ARGUMENTS ORGANIZER HISTORY WRITING TASK ASSESSMENT ARGUMENTATIVE SCORING RUBRIC – STUDENT VERSIONRead MoreVarian Solution153645 Words   |  615 Pagesobject’s redmoney price in red money and its blue-money price in blue money. (The shops simply have two cash registers, and you have to pay at both registers to buy an object.) It is forbidden to trade one kind of money for the other, and this prohibition is strictly enforced by Mungo’s ruthless and eï ¬Æ'cient monetary police. †¢ There are just two consumer goods on Mungo, ambrosia and bubble gum. All Mungoans prefer more of each good to less. †¢ The blue prices are 1 bcu (bcu stands for blue currencyRead MoreRastafarian79520 Words   |  319 Pagestoward the custodians of power. They would march without acquiring the necessary permits, apparently hoping to provoke a police reaction.4 The smoking of ganja provided another means of resisting the civil authority. Although the governments prohibition of ganja use was well known, the House of Youth Black Faith (HYBF), for instance, heightened the tension with the colonial government by institutionalizing ganja smoking as the most sacred ritual activity of Rastafari, arguing that it is a herbRead MoreStephen P. 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Observing Children Free Essays

Three observations of child development. This is an assignment consisting of three observations pertaining to a child’s development in three core areas, specifically, a young person’s social, emotional and physical maturity. Firstly it contemplates the social development of a four year old boy in an educational nursery setting, via an observation utilizing the narrative technique. We will write a custom essay sample on Observing Children or any similar topic only for you Order Now Secondly the intellectual (cognitive) development of a five year old girl is reflected upon in a home setting, using the sampling approach. Finally the physical maturity of a four year old boy is considered in a home setting, using the checklist method. These individual records highlight areas that are deemed to be pertinent to the applicable study, drawing conclusions and evaluating how the findings are relevant. These inferences are supported by appropriate theory, before conferring recommendations correlating to the observation, considering future needs/requirements. Observation one: Social development. Name of observer: Lee Bogan. Name of child: O. Age of child: Four years, two months. Gender: Male. Time observation started: 9. 15. Time observation finished: 9. 45 Method: Narrative. Number of children: 5. Number of Adults: 2. Date: October 2009. Background: Child O is an only child from a single parent family and spends a lot of time with his mother and grandmother. He also suffers from a disorder which is supposed to infringe upon his social development. Aim: To observe a child aged four years two months playing outdoors in a nursery with other children, concentrating on and highlighting the preschooler’s social development. Objective: To assess O’s confidence in concordance with his ability to develop friendships and interact with peers. Setting: Educational nursery for children aged between three and four. There are places for thirty children in a session, six of which are allocated to resource children who may or may not come from the local area. Brief description: O is outside playing with plastic crates and planks of wood. There are other children in the same vicinity also playing with the materials. Description: O is making a structure comprising of plastic crates and wooden planks. He asks another child for ‘a hand’. This request is not acted upon. It becomes apparent that the edifice being constructed is a bridge when O discusses which way the bridge should face with the supervising adult, who offers him guidance and advice. O then exclaims he’ll ‘move this’, picking up a plastic crate, followed by a plank of wood, creating a new fraction of the bridge. This is achieved devoid of any assistance from other children and with a small amount of structured direction from the attentive adult. Subsequently O directs another child who is holding a plank of wood, asserting ‘put it here’. O then proceeds to move a plastic crate and wooden plank in order to adjoin it to a nearby slide that another child is utilizing. He reiterates ‘give me a hand somebody, I need a hand’. This request is again to no avail. Hereafter O manipulates a cart/pram to reposition a plastic crate which he complements with a wooden plank, resulting in the formation of an extension to the bridge. Other children meanwhile are exploiting the sections of the bridge that have already been assembled. O gives the cart/ pram to another child. He is then asked to ring the bell to signify that it is time to tidy up. O smiles and walks over to where the bell is located. He elevates and rings the bell, smiling. The supervising adult recompenses this action/behaviour with the words ‘well done’. Evaluation: O appears confident around his peers. He explicitly asks for assistance moving building materials on numerous occasions demonstrating that he is not adverse to entering into communication and initiating social interaction with others. He fundamentally invites other children to interact with him, though the other children appear to either not have heard the requests made or chose to ignore them. Given the close proximity of the other children, the latter scenario appears to be most likely. That ascertained, it could be construed that child O was in fact a socially ‘neglected’ child amongst his peer group (Coie, Dodge Coppotelli, 1982). This research describes socially ‘neglected’ children as children who are neither ‘a liked nor disliked companion and appear almost invisible to their peers’. This implies that ‘neglected’ children are not being rejected by peers as they are not disliked; they are not recognised as being either socially favourable or unfavourable. Coie Dodge (1983) actually stipulate that children who are disliked fall into the category of ‘rejected’ children and furthermore their research avers that it is far more advantageous to be ‘neglected’ as opposed to ‘rejected’. This is asserted to be accurate as Cassidy Asher (1992) and Crick Ladd (1993) suggest that ‘neglectees do not feel as lonely as rejectees’. Moreover, ‘neglected’ children are far more likely to ‘attain a more favourable sociometric status’ in comparison to ‘rejected’ children, should they enrol into a new play group (Coie Dodge, 1983). O also appears to be confident when talking and interacting with the adult supervising the play area. When deciding which direction the bridge should rotate towards O listens to the adult and uses their advice to deduce an appropriate conclusion to the immediate problem, declaring, ‘I’ll move this’. It can be intimated from this that O is confident in his own decision making and not afraid to act upon his own rationale of situations. He interacts well and shows purpose and persistence in his behaviour towards the task being undertaken. The way O interacts with other children during his play is perplexing. For the majority of the time he is engaged in his own solitary play, also referred to as ‘non-social activity’ (Parten, 1932). This would infer that child O was not succeeding in or attempting to develop friendships with others, however, it could be insinuated that this is not the case. Although he does spend a large majority of his time in what Parten (1932) depicts as either ‘non-social’ (solitary play) or ‘parallel’ (when children play side by side but interact little and do not try to influence the behaviour of others) play, O does display behaviour in the most advanced phase of Parten’s (1932) stages of play; ‘ co-operative play’. Co-operative play’ incorporates children collaborating to achieve shared goals (Parten, 1932). O asks for assistance on numerous occasions with the building of the bridge, as highlighted earlier, effectively inviting the other children to work with him to build the bridge. The other chil dren appear to ignore him, isolating him from the rest of the group, but it could be reasoned that this is not a reflection of O’s ability to initiate interaction and form friendships but rather a reflection of the way the rest of the group appear to perceive and ignore him. The same can be derived from the behaviour O displays when he gives the pram/cart to another child (sharing toys) and gets no feedback from the beneficiary by way of acknowledgment/thank you, or by the gesture of moving the bridge over to the slide; this could be perceived as an attempt to allow the other children to interact and socialise with him but they instead choose to ignore him, nevertheless exploiting and utilizing the apparatus he has just made accessible to them. O also gives direction to another child in relation to where the plank of wood they are holding should be positioned. This again can be identified to be the more advanced stage of play in four year olds, according to Parten (1932), as it does not fall into the category of ‘non-social’ or ‘parallel play’ since it incorporates other children. Conclusion: O does display behaviour associated with the social developmental norms for four year olds stipulated by Riddall-Leech (2008) in demonstrating that he is ‘confident’ showing ‘purpose and persistence’ as well as showing willingness to ‘develop friendships with peers’. He also shows signs of ‘co-operative play’ (Parten, 1932). However, it is apparent that his peers are not receptive to his attempts at initiating social interaction. From the information gathered it could be argued that this is due to the other children ‘neglecting’ (Coie Dodge, 1983) O in favour of other more auspicious companions. The fact that O also mainly interacts with adults outside of the nursery setting as he is an only child from a single parent family, who spends most of his time with his mother and grandmother, may have an impact on the way he interacts and the language he uses. This may be ‘alien’ to other children who regularly socialise with both adults and children alike, isolating O from the other children, who could be unsure of how to socialise with him. Recommendations: It could be deemed beneficial for O to socialise with another group of children as Coie Dodge (1983) express that children ‘neglected’ by their companions can gain an improved ‘sociometric’ status and increased social acceptance within a group of new peers. This would not necessarily mean O leaving the nursery; on the contrary, this could be achieved via involvement in a club/social activity outside of the nursery. Some kind of social interaction with children outside of the nursery in any situation could be perceived to be beneficial in helping O’s social development. How to cite Observing Children, Essay examples

Gymnastics Research Paper free essay sample

Emily Pascavis Karl Bakkum English Comp. Gymnastics Long ago, gymnastics was very different from what we know today. Gymnastics comes from the Greek prefix â€Å"gymno- or gymn-† which means, â€Å"to be naked†. The Greeks used gymnastics for entertainment, performing naked. When the Romans conquered Greece, they took over the sport. They used it for its functional uses. The used the wooden horses to practice the quick mounting and dismounting of their actual horses during battle. Which later became the men’s event that we know today as pommel horse. Awhile later, Roman Emperor Theodosius banned the sport. It was not seen or used again until the late eighteenth century. Friedrich Ludwig Jahn is credited with starting gymnastics clubs in the late 1700s. Another physical educator, Johann Friedrich GutsMuths, influenced Jahn. Johann had been studying ancient gymnastics, and was interested in bringing it back and improving it to be compatible with the (then-current) culture. We will write a custom essay sample on Gymnastics Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jahns contributions to gymnastics that we are familiar with today include the balance beam (a women’s only event, parallel bars (now known as the uneven parallel bars a women’s only event) and horizontal/high bar (a men’s only event). In 1881 the International Gymnastics Federation (FIG) was formed, later was renamed â€Å"Bureau of the European Gymnastics Federation†. This organization pioneered the international competition. The Amateur Athletic Union (AAU) was formed in United States in 1883. Along with other amateur sports in United States, this organization took over the control of gymnastics in the U. S. and championships started to develop by various clubs and organizations at about the same time during 1880s. The first â€Å"large-scale† competition was the 1896 Olympics in Athens, Greece. Germany had been the dominant team sweeping almost every medal. Only five countries participated in the gymnastics portion. The first international event following the 1896 Olympics was held in 1903 in Antwerp, Belgium. Gymnasts from places such as Belgium, France, Luxembourg and the Netherlands competed. This event is now considered the first World Championships. The first â€Å"mens team† competition was added and held in 1904 Olympics at St. Louis. The1924 Olympics in France marked the beginning of what gymnastics is today. Men started to compete for individual Olympic titles in each event. The first womens gymnastics team debuted during the 1928 Olympics. The first U. S. womens gymnastics team competed in the 1936 Olympics in Berlin, Germany. In 1962 the AAU recognized rhythmic gymnastics within the sport. In 1963 in Budapest and Hungary, the first Rhythmic World Championships took place. It included 28 athletes, from 10 countries. In 1973, the United States joined the sport of rhythmic gymnastics and competed in the Rhythmic World Championships. During the 1984 Olympics in Los Angeles, the rhythmic individual all-around competition was held for the first time. At the Centennial Olympics this same year in Atlanta, Georgia the rhythmic gymnastics group event (multiple gymnasts on the floor at once doing a choreographed routine) became a medal-sport for the first time. Finally in 1970, the United States Gymnastics Federation, now formally known as USA Gymnastics or USAG, was organized and became the governing body on this sport in the U. S. The gymnastics world still runs under this system to this day. There are many components of physical fitness that gymnastics improves. Gymnastics improves ones flexibility, muscular strength, cardiovascular endurance, muscular endurance, and body composition. Gymnasts are some of the strongest people in the athletic world, due to the fact that nearly everything they do is either on their hands or explosive off of their legs. It helps get you physically fit and tones your body (club gymnasts are the more serious gymnasts that practice upwards of 24 hours a week). The one thing that has remained prominent since the beginning of gymnastics is the mental aspect. As a sports psychology consultant, Dr. Alan Goldberg has worked with gymnasts at all levels around the United States from elite all the way down to recreational gymnasts.