ISSUES IN GLOBAL LEGAL EDUCATION - Free Essay Example

Sample details Pages: 11 Words: 3345 Downloads: 3 Date added: 2017/06/26 Category Education Essay Type Argumentative essay Did you like this example? CLINICAL LEGAL EDUCATION: A PROBABLE SOLUTION TO ISSUES IN GLOBAL LEGAL EDUCATION à ¢Ã¢â€š ¬Ã…“à ¢Ã¢â€š ¬Ã‚ ¦the rigid demarcation between the à ¢Ã¢â€š ¬Ã‹Å"academicà ¢Ã¢â€š ¬Ã¢â€ž ¢ and vocationalà ¢Ã¢â€š ¬Ã¢â€ž ¢ stages needs to disappear; what is required is a new partnership between the universities and the professional bodies at all stages of legal education and training.à ¢Ã¢â€š ¬Ã‚  (ACLEC, 1996) Introduction Education is not simply about training an inquiring and empirical mind. It is not solely about producing that, which can rehearse, disassemble and analyse the most recondite fact. To do that is valuable but there must be training of intelligence that is at the same time, a training of sensibility, a discipline of thought which is also discipline in scrupulous sensitiveness of response. Don’t waste time! Our writers will create an original "ISSUES IN GLOBAL LEGAL EDUCATION" essay for you Create order To meet the demands of education and especially of legal education, endeavours should be made to bridge the gap between theory and practice, which might prove to be vital to provide a remedy for other problems in the educational curriculum. Towards this objective, various Bar Associations and Universities are setting up legal clinics. The object of this paper, thus, is just not to explore the extent to which the Langdellian revolution[1] has isolated legal education from the practicing Bar (as some academicians would argue), but to forward the concept of legal clinics to deal with the problems which the current legal education suffers. The legal sphere suffers massively from the problems with vocational, ethical, technical and cultural dimensions. It is pertinent that newer and innovative methods are sought to solve these problems, which make the condition of the profession deplorable. It is proposed in this paper that clinical legal education if properly channelled may go to grea t lengths to make the legal education free from the vices which have crept in. Global Legal Problems: The global legal education is fraught with several problems, be it cultural, vocational, technical or ethical. Each one of it has the capacity to jettison the future aspirations of the current legal education. The most important issue is the diversity in cultural climate. In the latter fifty years of the 20th century, notions of an ideal that were fundamental to an older ideal of law have declined. à ¢Ã¢â€š ¬Ã…“To suggest today that a professional class should represent an ideal of manners and aesthetics in which, most important for the law, fair play and civility are signal virtues, and the à ¢Ã¢â€š ¬Ã‹Å"rightà ¢Ã¢â€š ¬Ã¢â€ž ¢ is distinct from the à ¢Ã¢â€š ¬Ã‹Å"winà ¢Ã¢â€š ¬Ã¢â€ž ¢ or the à ¢Ã¢â€š ¬Ã‹Å"profità ¢Ã¢â€š ¬Ã¢â€ž ¢ is to open oneself to changes both of both elitism and of naivetÃÆ' ©.[2]à ¢Ã¢â€š ¬Ã‚  The professional is now seen as interested more in the self that in the client and more interested in the clientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ return for more business than that some notion of justice or any other goal be served. The degradation has, perhaps, sped the cultural inflation of the nature of credentials, so that the ordinary phenomenon that the cachet of credential will always devalue has been accelerated. New cultural elite have arisen based on fame and salary, which may be more democratic than the old cultural system of elite based on manners and money, but which has had the effect of diminishing the significance of the profession, even at a time when they are more universally accessible for membership than ever before.[3] Thus, the idea that a lawyer should have a particular manner and reflect a particular ideal of behavior or virtue is no longer current and the idea that the legal system should ensure such personality in its graduates is in decline. The role of legal education has changed drastically. Young graduate s are more and more using law as a finishing school and moving away from active practice to alternate careers as in publishing, arts, agriculture, management and host of other spheres. Thus, while the preparation of new lawyers remains a defining element of legal education the product of such a change is decline in undergraduate education. Another significant change is in the attitude of the young generation. The product of the television based, consumer society, the majority of the students have come to expect that education should be entertaining, risk- free and easily accomplished. Students have become purchasers of education, willing to buy only the minimum necessary and resisting the purchase of expensive additions to the product the students initially desired. The commodification of education[4] has in turn led to the schools in lessening the standards of both the admissions and performance. There also remains a challenge to make the lawyers à ¢Ã¢â€š ¬Ã‹Å"goodà ¢Ã¢â€š ¬Ã¢â€ž ¢. One of the most difficult tasks of the law teacher is to find out when the students are to be introduced to handling of ethical conflicts.[5] The present teaching of law, despite increasing contact between legal scholarship and ancillary disciplines, remains largely unaffected by other branches of normative sciences. Like ethical and moral philosophy because of the enduring dominance of positivist legal science within majority of law schools.[6] The law students seem more pre- occupied than ever before with the acquisition of grades, knowledge, know- how and skills determining their entry into legal service industry, thus, their self- notions of justice are getting tarnished. There is a belief that the current structure of legal education (mostly based on the innovations made by C.C. Langdell[7] does not sufficiently integrate theory and practice. This is because of several factors; a few being the gap between the doctrinal/ rules oriented Socratic method and realities of the legal profession has grown in recent years. Tied to this has been the growing dissatisfaction of many practicing lawyers with the product of traditional legal education. Unfortunately, when most law students graduate they are not ready to practice law but instead only ready to begin to learn to practice law through the apprenticeship that they will experience as associates. Thus, it can be said that the law schools have become increasingly alienated from the practicing Bar. Another issue, which permeates in the discussion in the legal circles, is the hiatus between law and technology. With the swift development in technology, especially information technology and cyber law, law finds hard to moulds itself at the same pace. To the cannons of common law intact with such rapid changes, the interpretations to them also need to be changed expeditiously. Clinical Legal Education: A Brief Overview Clinical legal education may be simply described as learning through applicat ion, practice and reflection. It is quite different from the traditional legal education. The lecture- seminar method so common in the education of the law students does not meet the clinical demands, however they are vital as they render vital information being predominantly content and assessment led. Types of Legal Clinics Legal clinics may be divided into three types[8], (a) in- house real client clinics, (b) out- house real client (real world) clinics, (c) simulation clinics. The aims and objective of each are in principle the same- the exposure of law students to law in practice setting and to do analysis, management and process of the problems arising. The in house real client clinics In this model the clinic is based in the law school (hence in- house) and the unit is offered, monitored and controlled in house too. The clients are real with actual problems requiring actual solutions (hence real client[9]). The client base may be selected from the public at large or from a section of the public, for example, staff or students at the institution or through specific referral from other agency (for example law centres, or local solicitors) The service might be advice only or advice and assistance. Clients may be interviewed, advised orally and/ or in writing, and helped with the preparation of their cases. The word à ¢Ã¢â€š ¬Ã‹Å"caseà ¢Ã¢â€š ¬Ã¢â€ž ¢ is not strictly used to mean disputes. Clients may, for example, want to draft a will or discuss a new partnership. This help may take the form of the clinic corresponding with opponents, third parties, their lawyers, insurance companies and the courts. The clinic may offer representation either in a specialist area (like, before an industrial tribunal) or more generally. The clinic may operate as paralegal services (which means that there are no solicitors involved and hence no need to adhere to the Law societyà ¢Ã¢â€š ¬Ã¢â€ž ¢s Codes) or a fully-fledged solicitorà ¢Ã¢â€š ¬Ã¢â€ž ¢s practice . The out- house clinic An attractive alternative or addition to the in-house real-client clinic is a clinic that involves students in existing legal work outside the college or university. Those responsible for running such units effectively tap into existing services. These may be found in private legal practise, local and national governments, private and nationalised industries, and the voluntary sector. Again the format is varied. The clinic is à ¢Ã¢â€š ¬Ã‹Å"real-clientà ¢Ã¢â€š ¬Ã¢â€ž ¢ in the sense that it involves real individual clients and their problems. It is the real world input, coupled with clearly worked out leaning objectives that can turn this into a meaningful learning experience becomes little more than an unstructured observation of someone elseà ¢Ã¢â€š ¬Ã¢â€ž ¢s practice. The clinic may operate on the basis of advice giving only, or it may offer representation as well. Students can, for example, take an option to work with free representation unit. S uch agencies are run by trade union councils and other non-statutory bodies. The clinic might also take the form of placement, short or long term, in, say solicitorsà ¢Ã¢â€š ¬Ã¢â€ž ¢ office or barristersà ¢Ã¢â€š ¬Ã¢â€ž ¢ chambers. The principal difficulty in this approach lies in the supervision and monitoring of the clinic. All supervision in the clinical wok is time-consuming and challenging. Simulation clinic This clinic recreates selected elements of the problems, practice and procedures otherwise found in a variety of real-client work. This may be done in number of ways. Cases can be acted out in their entirety, from the taking of initial instructions to a negotiated settlements or Court hearing. Such sessions can be run as intensive courses (where the concentrated efforts tends to make the exercise increasingly real in the studentsà ¢Ã¢â€š ¬Ã¢â€ž ¢ minds) or spread through all or part of the academic year in weekly slots. Parts of a case might be examined in greate r details that at hat of others, e.g., making a bail application in the criminal procedure or drafting pleadings in a civil action. Particular skills can be concentrated on (e.g., legal research, interviewing or advocacy); using staff, students or professional actors to enable role-play to take place. This type of clinical legal education has several advantages. The risks and unpredictability of the real-client work are removed. The process can be regulated to suit the purpose. The same materials can be run and rerun. The cost of offering a stimulation clinic may be substantially real clinic may be less than real client variety in terms of the intensity of the supervision and the need of clerical support. There is not the same requirement in terms of premises and equipment. The staff and students do not carry the same degree of professional responsibility. Simulation can work well in conjunction with a real client clinic using the real cases as material for reproduction. The drawbac ks are that it is hard to craft exercises and administer the simulation, e.g., finding witnesses or expert opinion and also that simulation has less of the cutting edge feel which is found in the real client experience. Contribution to the objectives of under-graduate legal education It is agreed that if the purpose of clinical techniques were purely to develop technical abilities to become a lawyer, it would not be an appropriate part of the law degree. However, there are some vital contributions that cannot be overlooked: It can provide experience of the most important context of all: how the law actually impacts on the lives of the common people. It can encourage students to reflect critically on what their lecturers tell them. It can challenge the inherent elitism of a course of study based on appellate cases and under complete control of the lecturers by introducing cases at the stage at which they affect ordinary people and providing an outlet for different experience and different perspective. It can bring into focus the ethical dilemmas, which underlie legal decision-making at all levels. It can develop the research, analytical and communication skills which are essential for an effective education. It can help people both to work more effectively with others and to develop independence and self-reliance. Clinical Legal Education as a Solution to Global Legal Issues This section postulates that clinical education would prove to be an effective tool to cure the vices crept in legal field and educational curriculum, mentioned in Part II of this paper. Work in moral developments in other fields suggests that changes in moral judgement are triggered by à ¢Ã¢â€š ¬Ã‹Å"crisisà ¢Ã¢â€š ¬Ã¢â€ž ¢ situations which force you to consider your beliefs.[10] This is precisely the valuable function that clinical experiences can provide, when one, as a student or lecturer, is faced (either in a simulation, or when working with real clients) with uncomfortable choices. Such experiences thus achieve more than making moral dilemmas concrete. They may also provide a focus for a critical view of the legal system, the expectations of practice within it and the laws, which it applies. They may also provide the à ¢Ã¢â€š ¬Ã‹Å"crisisà ¢Ã¢â€š ¬Ã¢â€ž ¢ which can simulate serious reflection on your own m oral judgement.[11] The learning of the professional codes per seven can be best left to vocational stage of legal education. The objective is not to achieve a uniformity of approach to ethical problems but to develop in students an awareness of the ethical elements to legal decision making and to encourage ethical behaviour. Some might adopt a particular position (for e.g., maximising client autonomy) which will inform all their decisions. Others might adopt a more pragmatic approach, recognising a variety of principles as potentially relevant and taking the view that the balance between them should be a function of the particular facts and the circumstances of the case. Julian Webb, in his article[12], argues for a three- stage development. He proposes a first- year foundation course, which explores as part of its remit the ethics of the legal system. This would be followed by a second year legal profession and ethics course, which would combine discussions of how to conduct re al cases. Students undergoing such a course will be exposed to the ethical issues arising from legal systems, law itself and its practice. They will be encouraged to reflect on the material they are working with elsewhere upon their degree from an ethics perspective. Experiencing real and realistic situations is the best way for students to deepen their understanding of the law and to acquire competence in its practice. Competence is an ethical duty. It is pointless to sound ethical standards if one is incapable of achieving the goals suggested. Clinical methods contribute both to your critical understanding of ethical issues, and your ability to put that understanding into effect in an ethical and effective practice.[13] Clinical education brings the students closer to the learning process. It emphasises on à ¢Ã¢â€š ¬Ã‹Å"student- centred educationà ¢Ã¢â€š ¬Ã¢â€ž ¢ rather on a à ¢Ã¢â€š ¬Ã‹Å"teacher- basedà ¢Ã¢â€š ¬Ã¢â€ž ¢ learning. It is the student who actively finds lear ning and not the teacher putting the learning in to the passive student. The curiosity of a student dies when the teacher thrusts his knowledge upon them. It is generally observed that a third year student seldom asks question in comparison to a first year one! Graham Gibbs[14] describes education as what is left when the facts are forgotten (emphasis supplied). What one actually knows, matters little. How one finds, uses and assimilates knowledge is important. How what we learn changes us as a person is far more pertinent than any text. Clinical education provides a student with an urge of intellectual enquiry, which is so profound that the student is bound to get affected by it. It leads to self- analysis and self- contemplation, which is the underlying objective of education. This kind of vocational training provides the student with a rigorous schedule, which is suitable and thus, a wet stone to sharpen not only their skills but also their intellect. Vocational education a lso ensures that education is not treated as a mere commodity, which is bought as much as necessary. The students feel responsible and proud of the work they do, thus they start respecting their own work and work done by others. Thus, they come to know the value of the work and thus the true value of education which cannot be bought and sold. Such massive interaction with practising lawyers also makes them to be abreast with the latest technologies prevalent in the profession. Clinical legal education is a bridge, which connects theory to practice. What is learnt through books is easily forgettable as it is seldom applied, but what is learnt through experience can never be forgotten so easily. Thus, clinical education strikes a balance between the students need to be catered with both, the conceptual and the practical aspects of law. Conclusion It is submitted that the concept of legal clinics has yet not been properly concretised, if shaped somewhere, then, it is yet no t properly exploited, explored and utilised. Legal clinics, like a medical clinic has the potential to upgrade the standard of the law students and instill them with more confidence and enthusiasm for the subject. It also gives the student, specially the undergraduate ones, a critical eye over the field and thus makes him aware of the challenges ahead. However, the idea needs to get more organised as it suffers from certain problems. Any discussion of clinical education would be incomplete without a consideration of recourse implication. Thus, the first and the most important problem is of finding and securing resources. A second question regarding clinical education is how do we do the assessment part of the learning? Assessment in a form other than examination or essay assignment can be labour intensive. It is sometimes difficult to ensure that all students, especially in real- client work, are exposed to some quality of material on which they are to be assessed. An assessor ma y also fall prey to unconscious discrimination towards the student he enjoys to work with. However, it is submitted that if the virtues of the clinic are as claimed- an enhanced student centred learning experience which complements the study on the rest of the course- the resources given must be weighed in terms of its overall educational outcome. It other words, the clinic may cost more than other units on a programme, but it may produce more in terms of the quality and even quantity of education that results. The legal clinic is not only to stay but also has an important role fill in the education of lawyers. This has been already acknowledged in UK as the Lord Chancellorà ¢Ã¢â€š ¬Ã¢â€ž ¢s Advisory Committee shows. The establishment of CLEO has been a vital step towards the acceptance of clinic methods. Rest of the legal world should soon follow the footsteps of UK. [1] After Mr. C.C. Langdell. Appointed dean of the Harvard law school in 1870, helped to create the modern paradigm of legal education. He was instrumental in establishing the use of case books and Socratic Method at Harvard. [2] Sheppard, Steve, à ¢Ã¢â€š ¬Ã…“The History of Legal Education in the United Statesà ¢Ã¢â€š ¬Ã‚  , Salem Press Inc., 1999, at p. 1 [3] ibid [4] emphasis supplied [5] Kim Economides, à ¢Ã¢â€š ¬Ã…“Legal Ethics- Three Challenges for the Next Milleniumà ¢Ã¢â€š ¬Ã‚ , 1999 [6] P.A. Thomas (ed.), à ¢Ã¢â€š ¬Ã…“Legal Frontiersà ¢Ã¢â€š ¬Ã‚  Albershot, Dartmouth Publishing , 1997 [7] Supra at Note 2 [8] Brayne, H, Duncan, N and Grimes, R, à ¢Ã¢â€š ¬Ã…“Clinical Legal Education: Active Learning in your Law Schoolà ¢Ã¢â€š ¬Ã‚  1st Edn., (1998), Blackstone Press Limited, at p. 12 [9] Sometimes also referred to a Live Client, however, increasingly becoming uncommon, as there is no antonym of it which can be used. [10] F. Osle r and A. Schufli: à ¢Ã¢â€š ¬Ã…“The this line phenomenon: helping bank trainees from a social and moral identityà ¢Ã¢â€š ¬Ã‚ , in G. Lind, H.A. Hartmann and R.Wakenhurst (eds.), à ¢Ã¢â€š ¬Ã…“ Moral Development and the Social Environmentà ¢Ã¢â€š ¬Ã‚  (Chicago: precedent pub. 1985), p. 150, at p.166 [11] Brayne, H, Duncan, N and Grimes, R, à ¢Ã¢â€š ¬Ã…“Clinical Legal Education: Active Learning in your Law Schoolà ¢Ã¢â€š ¬Ã‚  1st Edn., (1998), Blackstone Press Limited, at p. 209 [12] J. Webb, à ¢Ã¢â€š ¬Ã…“Inventing the Good: A Prospectus for Clinical Education and the Teaching of Legal Ethics in Englandà ¢Ã¢â€š ¬Ã‚ , (1996), 30 Law Teach 270 [13] Ibid at p. 231 [14] G. Gibbs, à ¢Ã¢â€š ¬Ã…“Twenty Terrible Reasons for Lecturingà ¢Ã¢â€š ¬Ã‚  , (Oxford Centre for staff Development)

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Moreover, important decisions are made on the basis of classification

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Question: Discuss about the Features Managing Processing Information? Answer: Introducation According to me the IT is known as information technology. The application of IT is the broad subject which is concerned with all features of managing and processing the information of the user in the large organization and companies. While IT is often referred with respect to the computer description and its networks. From the computer hardware to its software which includes all the operating systems, databases, telecommunication technologies which includes the Internetandbusiness phones. These are the systems are the part and application of the Information technology. Information technology importance in my carrier in my carrier As I aim to be an Information and technology professional my job is in the field of devices for the communication process with each other through the information technology I can connect the devices for the communication purpose. To make the communication faster and effective within the large organization. The application of the Information technology can be used for the real-time interaction which is not synchronized with gaps in time between when a sender transmits a message and when the recipient processes it( Schwalbe, 2015). Thus the information technology has a important role in the carrier of IHT. Usage of IT in business sector With the introduction of computers, the way of doing business world has changed. Using information technology in business is to ensure that various department like human resources, finance, manufacturing, and security in the company are communicating smoothly (Zikmund, et al ,2013). Using information technology, businesses can analyze the changes in the global markets faster than the traditional method. Information technology is also used by the businesses like Amazon who is working for consumers to do their shopping online with a few browsing on company website it will allow the consumer to submit his order and with the help of information technology that order to the company. Emerging Technology Nan sensors and the Internet of Nanothings The Nanothings is the technology which is going to have a huge impact on the future of healthcare, finance, drug manufacturing sector (Waser, 2012). The self driving cars Through the Artificial intelligence companies are trying to make next generation cars which are self driving. Organ on chips The artificial models of human organs which is as small as a memory stick and it could revolutionize medical research and making of medicines by enabling the researchers to analyze the biological mechanism behavior in the way which was not possible before. Enterprise Architecture Enterprise means the business or the company and its architecture means that the art of carrying out the work therefore the enterprise architecture is defined as blueprint of the layout structure and operation of a particular company (Bernard, 2012). The primary purpose of enterprise architecture is to devise that how an organization can achieve its objectives effectively Main risks associated with implementation of new Information Systems To implement the Information system the organization means to store the company data online thus there is the risk of data breach if proper firewall is not used to protect the data. The implementation of information technology requires the huge investment which cannot be afforded by every organization References Bernard, S. A. (2012).An introduction to enterprise architecture. AuthorHouse. Schwalbe, K. (2015).Information technology project management. Cengage Learning. Waser, R. (Ed.). (2012).Nanoelectronics and information technology. John Wiley Sons. Zikmund, W. G., Babin, B. J., Carr, J. C., Griffin, M. (2013).Business research methods. Cengage Learning.

The Teenage Girl free essay sample

It is the most satisfying feeling in the world. So for me to get to go to my first Metal concert a few years ago, you can imagine there was no happier guy on earth that day. It was a school day, but as you can guess, I had no intention of going to school. I had bought that beautiful little piece Of paper reading, Lamb Of God. FIEF My suffering has almost come to an end. My patience is finally about to pay off. The only thing standing between myself, and the most glorious experience of my life, was a few hundred miles of interstate, and a line of eager fans much like myself. We will write a custom essay sample on The Teenage Girl or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Now, I had been waiting for this life changing experience for far too long to not be right up front, looking my idols in the eye. So I planned my trip so I would be the first person in line, and the first to the front of that stage. Its 4 in the morning, and I have to leave right now!Unfortunately, it wasnt quite time for my voyage to start just et, had to pick up a couple people to come with me before I left, but I sure as hell made sure they were ready to go fifteen minutes before I even left to pick them up. My buddy TTY, and my bands manager Dillon were also big fans of all of the bands on the line-up for that night, so they were hitching a ride with me. TTY is pretty much an acquired taste kind of person. He definitely isnt warm and welcoming right off the bat, and he generally never has money. hey man let me bum a smoke, or BRB do you want buy me some food? Were often heard sneaking out of his mouth, as if his mouth didnt really want o let it out because it knew he was being an ass- You could also say he isnt the best looking guy around. We all make jokes that he looks like Lars Lurch of Metallic, poor guy. Then theres Dillon. You know Thomas the Train, The little engine that could? Well Dillon was The big manager that couldnt. Always making horrible deals, and sending us to terrible shows, resulting in his termination as manager, but I digress. Hes a big brute who doesnt take sit from anyone, and loves to drink and listen to heavy metal and hang out with chicks.Thus the reason we hired him. So picked them up, and off we go, on an epic journey to our personal heaven. Once I started the car, It was on. Said, guys, I hope you passed before this morning because Im not stopping until were there. I suppose I should tell you, we lived in the middle of nowhere in Nebraska at the time, and there was in Colorado. Against my will, my screaming stomach forced me to stop at a McDonalds about half-way there, which was good because Dillon had informed me that he was about to pips his pants, and I had just got done extensively cleaning my car. After the short break, it was back to business.More driving, down that seemingly endless stretch of pavement leading to the best day of my life. Im going to go ahead and skip the rest of that agonizing drive for you, because Im too embarrassed to talk about the fact that got us lost for about 20 minutes. So here we come, over a small hill, looking down on the colossal venue that were about to see our idols in, and you can almost hear some triumphant symphony in the distance saying, youre here! . We park in what seems to be a ghost town at the moment, but soon we will be three members f an army of metal heads ready to brutalize this town with metal! Hough that time was done mocking me, seeing how its today, Im here. Was sadly mistaken. Didnt realize that the wait in line would drag on slower than a one legged turtle trying to get across a muddy cornfield. I will tell you right now, that it was far beyond worth the wait when finally, down the street See several tour busses heading our way. I apologize if my language offends you here, but I almost sit myself with excitement when They pulled up. The lock could finally stop staring at me with that devilish smirk, and I could finally take my rightful place as ruler of the front row.The big doors to the venue,which proudly I stood directly in front of, slowly creaked open, as if asking are you sure youre ready? , and we all started scampering in like dogs that had been left outside in the rain all day. I proudly handed the first ticket over to the burly dude collecting tickets, and immediately ran to the front of the stage. Guess I forgot about TTY and Dillon, but they ended up making their way up to the front any. . N. ay. Standing there, you could feel the thick anticipation in the air, and smell the musty, sweaty bodies that had been waiting outside all day. Didnt notice on my way up, probably due to being overly excited, but your shoes stuck to the ground like the floor was made of duct tape. There was apparently a concert the night before that the cleanup crew got lazy on. Oh well, didnt care. My life was about to be complete. Stood patiently through the first three bands who were not nearly as important as the headliners, but very good bands none the less. Finally, those agile words were said that seemed to bring a tidal wave of screams from the floor up that filled the whole stadium and shook the earth. Welcome to the stage, Lamb. Of. GOD! . My heart jumped and so did l. check it out dude! There they are! screamed in Toys ear as the band members came through the back of the stage, surrounded in a sheath of fog. Hell yeah! was the reply I got. We waited, and waited, and waited a little more. Boom! The lights go out and the lasers and strobes immediately go off. It looked like what I imagined the apocalypse to kick like, but the insane music I was hearing Enid those lights assured me, this was far from the apocalypse.

The Upstairs Room essays

The Upstairs Room essays In the story, The Upstairs Room, by Johanna Reiss, the setting is emphasized. This story takes place during the Holocaust, a very important significant time in history. The Upstairs Room is about the lives of two Jewish sisters during the war, but it focuses on the events happening around them. During the story, the two sisters, Sini and Annie, went into hiding so they wouldnt be sent to a concentration camp. This showed how at this time all Jews men, women, and children were in danger of being sent away to a concentration camp and fighting for their lives. Sini and Annie were confined to the upstairs of the house in which they were being kept in secrecy. They could never go into town and they usually had to stay in bed when company was over so they didnt make any noise. The lives that these girls were living represented the lives of all Jews in hiding during the Holocaust. During the war, the German soldiers would go to town and randomly select people off the streets to work for them. Because of this, the family hiding Sini and Annie also had to be careful. They had to limit the times they went to town to buy food and other necessary items. When they did go to town they had to make sure they didnt do anything suspicious to make people wander if they were hiding Jews. They couldnt buy too much food or material for clothes because they didnt before the war and they wanted people to think everything was the same. In the story one of the major events that took place would be listening to the radio every evening. The family, Sini, and Annie would gather around the radio and listen to hear any new news about the progress of the war. On the radio stories of Hitler would be told. One story mentioned was about the gas chambers at the concentration camps. The broadcaster said that people at the camps were told they were allowed to receive a shower, but instead of water, gas would come ...

How to Make Font Size Bigger or Smaller on Your Screen

How to Make Font Size Bigger or Smaller on Your Screen When you encounter a screen with a font thats too small, you can easily adjust it with a few keyboard shortcuts, your browser, or settings within your computer. The steps you take vary depending on what kind of computer you are using, a Mac or PC. Both types of computers allow you to quickly change font size, but the keys you need to hit are different. Keyboard Shortcut for Zoom If youre using a PC, hold down the Ctrl key while also tapping the or - key. Youll find the Ctrl (which means control) key on the lower left-hand part of the keyboard to zoom in and out. The   and - keys are located near the top right-hand corner of the keyboard. These actions trigger a zoom function, that lets you enlarge the screen youre viewing (the sign) or zoom out using the - key. On a Mac, the function is similar, except youll use the Command key with the or - keys. The Command key usually says Command on it and displays a symbol such as âÅ'Ëœ. Youll find it toward the bottom  left corner  of the keyboard. The and - keys are near the top right-hand corner of the keyboard, similar to the configuration for the PC. The zoom functions work across a variety of platforms, including browsers and various software such as Microsoft Word and Adobe Creative Suite products. Windows Change Font Size Buttons You can also change the font size on your computer by using software commands. To change the font on your desktop or folders in Windows 10, Windows Central  describes the process: Right-click on your  desktop and select Display settings.Use the slider to change the size of the text. If you want to temporarily enlarge a portion of the screen, use the built-in magnifier, notes Windows Central. You can  quickly  open it by using the keyboard shortcut  Windows key and the plus sign ()  to zoom in and minus sign (-) to zoom out. Use  Windows key and Esc  to exit the magnifier. Mac Font Size Changes In order to increase the font size on your Mac, you can lower your  computers resolution, change the size of the desktop icons, and increase the size of a sidebar size. From the main Apple menu, select System Preferences.Choose the Displays Menu.Choose the scaled button in the Resolution area.In the next window, select a lower resolution size. You can also change the font size for desktop icons by right-clicking on your desktop and choosing Show View Options. In the window that pops up, youll see options for icon size, grid spacing, text size, and label position. Use these controls to alter your screen view until it meets your needs. Browser Font Adjustment You can also adjust the font size in your browser: Firefox: Select tools - options - content - font, and color. Here, you can change the default font size for the browser. Note that some websites have their font size set and the browser can’t always change it.Safari: From the Safari menu, choose Preferences. Under the advanced tab look for the accessibility section and click the button for Never use font sizes smaller than and choose the font size that best meets your needs.Internet Explorer: Select menu - view - text size. Or, depending on the version, there may be a slider in the bottom right corner you can move to increase the page size, much like zoom.Google Chrome: From the Chrome menu, choose Preferences. This will open a settings window. Scroll down to the Appearance section, find the font size drop-down menu and choose your font size, which ranges from very small to very large. Source Guim, Mark. How to make text, apps, and other items bigger in Windows 10. Windows Central, August 18, 2015.