Child and Young Person Development Essay Example for Free

Child and Young Person Development Essay Physical Development birth-3years The physical development for this age group is described below: Baby raises head and chest when lying on stomach and supports its upper body with arms when lying on stomach they are able to stretch their legs out and kick when lying on their stomach or back. They are able to open and shut their hands, pushing down on their legs when their feet are placed on a firm surface. At this age sucking and grasping reflexes develop the baby is able to focus and follow objects with eyes and brings hand to mouth. They begin to take swipes at dangling objects with hands their movements become stronger. They learn to co-ordinate their movements. Most 18month olds usually walk by themselves (even though some of them might become quite wobbly or unsteady). At 3years most can use tricycle, jump, hop and climb A child grows and develops at an astonishing rate during their first 3years of growing stages. Therefore a child’s body grows stronger, in which they start to develop co-ordination movements, By the time a baby reaches their first birthday, they begin to support large amounts of weight and pulls themself up to their feet, standing this is the beginning of walking. As a result an 18months old child will be capable to walk by themselves even though some of them might become quite wobbly or unsteady, also by the age of 3 years a child might be able to run, jump, hop, climb a climbing frame with little support and pedal a tricycle to get around easily. By the age of 2years a child may master scribbling with a large piece of crayon also by 3 years old they develop the skill to thread a large beads and also try to build a tower with eight or more blocks depending on how balanced and flexible they might be. Babies do not start their walking breakthrough with perfect pace. There is much shuffling, toe walking. The leaning for the babys legs to bob out will usually correct itself by the age of 3 years old. Communication and Intellectual Development At this age they watch faces intently following moving objects recognises familiar objects and people at a distance, they start using hands and eyes in coordination smiling at the sound of familiar voice. They smiles and coo in response to others and begins to imitate movements and facial expressions e. g. Sticking out tongue and begin to babble, imitating sounds. They are able to turn their head towards the direction of sound. This stage of development children will make development in both communication and thinking skills. Generally some children might communicate by crying by expressing their feelings that rely on reflex behaviour and simple baby language to children who can speak full sentences, ask questions and use their mind to solve problems to workout things for themselves. A 5year old can communicate using simple sentences and usually understand simple language. Social, Behavioural and Emotional Development At this age they begin to develop a social smile enjoys playing with other people and may cry when playing stops. They become more communicative and expressive with face and body Imitating some movements and facial expressions. Throughout children’s first 3 years of life they will have advanced a lot. A baby will become totally depending on their careers or parents for all of their care. Children become confident and independent individuals by the age of 3years old. But at the age of 3 years old children will become upset when they are faced with separation situations, such as starting nursery or if left with someone else (stranger) other than family members such as a mother or a father. Physical development 3-5 years Children of this age are able to walk in a straight line, backwards, and up and down stairs. They hop on one foot and are able to use paints, scissors, pencils, and crayons to purposefully create shapes, faces, and letters. They are likely to have bladder and bowel control and are able to dresses and undress themselves, feed themselves and do simple chores with assistance and direction. Children start to carry out more body co-ordination movements and start growing in confidence as a result and learn to control their gross motor skills more skilfully. Between three and five years, children’s confidence grows as they start to explore and look for answers and reasons for everything in their world. They love being praised for trying and like to try everything themselves. Both three and four-year-olds are likely to be very active because they are trying to develop their running, climbing and balancing skills. They need plenty of time outdoors to be able to do this. Although many children at four are experts at climbing, they will generally only attempt what they can manage safely. They still need supervision, however, as they sometimes can climb up an object and then are not able to get down without help. Children will start to engage in imaginary play, and pretend to be animals or fairies, or adults like mums or dads, teachers or doctors. Children by the age of 5years develop their fine motor skills as they are learning how to use their controlling skills in order to complete more complex tasks. At the age of 5 years many children can hop, jump and skip as some 5year olds will use a leading hand (either right or left). Communication and intellectual development †¢ Always asks Why? †¢ Uses longer sentences. †¢ Grammar improves. †¢ Starts to understand the difference between real and imaginary. †¢ Listens to, and understands, short stories. †¢ Sings simple songs and recites rhymes from memory. †¢ Has a very active imagination. Children start to understand more challenging theory (like time) and will sense problem-solving skills to work things out for themselves. At this stage their language skills progress very rapidly as the child’s vocabulary expands and they constantly ask questions. Generally on the whole three year olds have wide vocabulary and they can communicate using complex sentences that are most grammatically correct. At this stage children have an active imagination; they listen to, and understand short stories and might tell you their own version of the story. Children can use proper grammar as they are developing and start to ask questions such as why, where and when. They will start to use long sentences to try and explain things, they will sing and dance along to music’s or even they will recites rhymes from memory. Social, emotional and behavioural development At this age the child is able to ever more identify and put a name to their own feelings. They are also able to use words instead of actions to express feelings. They may start to develop fears include real (the dark, animals, and thunderstorms) and imaginary (monsters, ghosts) subjects and may exaggerates and tells tall tales. They enjoy talking about body functions, a sense of humor develops as the begins to share and take turns. This stage of development they start to hit less but will use name calling more, will enjoy playing with other children more at this stage. Children use pretend play more and use their imaginative and theme based to play mamas and papas. Children like to talk and will talk none stop, children enjoy playing group activities and games with other children or by themselves. At the age of three or five years children might undergo numerous changes and for most children this is the stage where they will be starting nursery and then going on to school. Therefore they will have new experiences which is challenging for children but this helps them to learn about managing their feelings and behaviour and develop social skills like sharing and playing together. Between three and five years children are able to understand consequences of behaviour and also the concept of ‘getting in trouble’. Physical development 5-8 years At this age a child may begin to lose baby teeth is able to dress self with little assistance, they learns to skip, throws a ball overhead catches bounced balls rides a tricycle skilfully; may show interest in riding a bicycle with training wheels. This age group is able to balances on either foot for 5-10 seconds, they are able to use fork and knife well, can confidently cut with a scissors, at this stage left or right hand dominance is established. This child walks down stairs, alternating feet without using a handrail; they are able Jumps over low objects, run, gallop, and tumble. They can skip and run on tiptoe and jump rope. They are interested in performing tricks like standing on head, performing dance steps and are capable of learning complex body coordination skills like swimming, ice or roller skating, and riding bicycles. They may be able to tie shoelaces and are able to copy simple designs and shapes. Between five and eight years children develop better co-ordination and more stamina of their gross motor skills. At this stage children become more skilful with their controlling abilities, they also develop team games such as football as it is a very popular game with children especially with boys. This stage of development children are learning to ride a bike with stabiliser, they also have developed the sense of rhythm and enjoy dancing and movement activities. On the whole a 5 year old can tiptoe or run, they will understand time, they have mastered the alphabet, can use simple correct grammar really well and they play really with other children and they can put on their own shoes by themselves. Most five year olds can walk backward, walk heel-to-toe without losing balance, run on toes, hop proficiently, get up without using hands, balance on alternate feet (eyes open or closed), catch a ball using hands more than arms, jump rope and jump down several steps at a time. Communication and intellectual development At this age children are able to use 5-8 words in a sentence, they might like to argue and reason; use words like because. They would know basic colours like red, yellow, and blue, green, orange and are able to memorize their address and phone number. The child at this age understands that stories have a beginning, middle, and end and is able to remember stories and repeat them, they also enjoys creating and telling stories and develops an Understanding, that books are read from left to right, top to bottom. At this age a child enjoys riddles and jokes, draws pictures that represent animals, people, and objects. They enjoy tracing or copying letters and can place objects in order from shortest to tallest. They can understand and use comparative terms like big, bigger, or biggest and are able to Sorts objects by size. They can also identify some letters of the alphabet and a few numbers (if taught). They are able to understand â€Å"more, less, and same and can count up to 10 objects. They recognises categories eg these toys are all animals, these are all toys and understand position of an object. Their dramatic play is much more elaborate and complex and they can maintain a good attention span concentrating well. They develop curiosity and are interested in cause and effect and can understand time concepts like yesterday, today and tomorrow. Children’s great deal of learning takes place in school, while children are in school they develop their skills in literacy such as (reading, writing, speaking and listening) and their understanding of problem solving and reasoning. By the age of eight years children use logical thought. Social, emotional and behavioural development At this stage of development children start to invent games of their own with friends with simple rules and they will organise toys and pretend play with the other children. Children this stage start to confuse between what is a fantasy and reality and might contracted themselves. Every now and then children have fears of loud noises, the dark, animals, and on occasions of some people. This stage children might start to develop ownership or taking control of things and might not want to take turns and share things with others but doesn’t always want to. Children express anger in many different ways; they might hit another child because they were not given the chance or choice to have a turn in playing the same games and sometimes will get jealousy. Occasionally children try to test their muscular strength and motor skills, but are not emotionally ready for competition. Children time and again might exclude other children in play only wanting to stick with best friends, children develop the use of swear words or from time to time bathroom words in order to gain attention from peers or teachers. They can sometimes be very bossy, likes to try new challenges and take risks, and carries on conversations with other children and adults. They want to make decisions for themselves of what they want to do or eat and dress as. They start to develop an understanding of others feelings and might become aware of another child becoming angry or sad. Children might choose company of 1 or 2 children at a time and might even become bossy or sulky when others join in. A child might like to feel grown up; boasts about self to younger, less capable children. They begin to have a very basic understanding of right and wrong. They start to play contentedly and independently without needing a constant supervision; sometimes they take turns or shares with others but might feel a little bit hesitant. A child might sometimes ask for permission, shows respect and understands rules, they understand and enjoys both giving and receiving, enjoys collecting things and at times needs to get away and be alone, children develop understanding of relationships and similarities and differences in other families, a child will seek an adults approval and sometimes be critical of other children and might be embarrassed by own mistakes. They are less fearful of the world than they are of toddlers because they understand the world better, has a good sense of humour, and enjoys jokes and laughter with adults and peers. Children are becoming much more mature and independent. Children are increasingly independent, undertaking most physical care needs for themselves. They enjoy group play and co-operative activities. By this age children have increase sense of personality and gender are developed. Through improved language skills, therefore children are much more of expressing their feelings and managing their behaviour. By this stage children have established friendship and they become much more confident in social situations. Physical development 8-12 By this stage children develop their puberty for both girls and boys from the around the age of 9 and for some girls they may even start to menstruate around the age of 10 or 11 years old. But for most boys puberty starts later at around 13 or 14 years old and this can lead to some self-consciousness between boys and girls. Boys starts get to develop a deepening of their voice and will start to build up apple in their throat. Boys will begin to have growth of their testicles and penis and start to grow pubic hair, most will have spontaneous erections and wet dreams. Communication and intellectual development At this stage children’s thinking skills is developing maturing and most ten years old can now understand abstracts ideas such as (like feelings). Consequently children’s reasoning and problem solving skills becomes more established and also most ten years old can complete quiet complicated calculations. By this stage children will start that enjoy conversing with each other and chatting in friendships groups. Social development †¢ Girls and boys that develop early are often self-conscious of their body and a target for teasing †¢ Your child may become interested in experimenting with holding hands, hugging and kissing other boys or girls Children at this stage may feel unsettled when making transition from primary school to secondary school and as puberty approaches. Most children may find the transition to secondary challenging and demanding might as well experience intense anxiety and real fear the transit to secondary school. Which therefore can leads to problems with self-esteem and as a result some children become victims of bullying. Most children become independent and might make decision more; also they may play unsupervised at times. At this stage children may travel to school by themselves towards and by the end of age band. As they hit teenage stage they develop mood swings. They will also have conflict with parents/careers due to desire for more independence such as why can’t I stay home alone. They also find that rules are unfair (but all my friends are allowed to do it), they will also start challenging rules to see what happens and may also refuse to go along with some decisions made by parents/careers. Physical development 12-19 years By fifteen or sixteen years of age for most girls the process of puberty is completed. On the other hand for boys puberty starts around the age of fourteen years. For both boys and girls their body changes rapidly throughout puberty, even though some boys grow very rapidly, this can lead to some degree of clumsiness and poor spatial awareness. At this stage some children might develop some talents in sport activities. They might even learn or refine controlling skills such as drawing, stitching, carpentry, woodwork and playing instrument. Communication and intellectual development Young people will be faced with challenges in school as they will preparing for examinations and start to think about their future. At this stage of development children’s academic knowledge stats to increase as exam curriculum is followed towards aged sixteen, as a result decisions are made about their future goals such as (college course and university careers). They might become reluctant to directly as adults for advice or information they need. Young people may prefer to access information or advice as anonymously. Young people might become stressful due to the pressure to achieve and succeed becomes a powerful force. Young people’s communication is carried out in number of through electronic means such as text message ia mobile phones, emails or social networking sites such as facebook, twitter and instagram. Social, emotional and behavioural development Young people desire to express understanding starts to develop while at the same time they form strong desire to fit in with peers become apparent and interest in the opposite sex, and also in own sexuality. They might express themselves through creatively such as art/music/dance/drama and even in creative writing. Young people may experience mood swings and they may disregard the opinions/values of parents/careers if they conflict with those of the peer group. As a result many young people experience their first romantic relationships at this stage and this can lead to some complicated emotions for them to manage. Consequently these stages of development young people become overly concerned about their appearances such as weight or body image. In some cases this leads to eating disorders, low self-esteem and depressions. Sometimes young people swing between acting maturely and saying/doing ‘childish things’. Young people are more likely to communicate their inner thoughts and feelings more frequently to friends than they are with adults.

jurassic park :: essays research papers

Introduction–First Iteration Summary Introduction In the late twentieth century, the field of biotechnology and genetic engineering has positioned itself to become one of the great technological revolutions of human history. Yet, things changed when Herber Boyer, a biochemist at the University of California, founded the company Genentech in 1976 to exploit the commercial potential of his research. Since then the field has exploded into a global amalgam of private research firms developing frivolous, profit-hungry products, such as square trees tailor-made for lumber, without any sort of government regulation. The appearance of a company like International Genetic Technologies, then should come as no surprise. InGen, as the company is informally known, apparently was the instigator of some sort of "incident," and filed for Chapter 11 bankruptcy protection in 1989. The proceedings drew little publicity, but certain parties involved were amenable to discussing the events that transpired on a remote island off the shores of Costa Rica... Prologue: The Bite of the Raptor Roberta "Bobbie" Carter, a doctor working in a medical center in Bahia Anasco, Costa Rica, is on duty one stormy night with her paramedic, Manuel. An "InGen Construction" helicopter lands nearby and a red-haired man named Ed Regis brings in a man who he claims was injured in a construction accident. Bobbie suggests Regis bring the patient, a young man around eighteen years old, to San Josà ©, the nearby capital city where better facilities are available. Regis resists, claiming the helicopter cannot make it any further in the bad weather. Bobbie looks at the boy's injuries, tear-like lacerations across his torso and thigh, and is skeptical they were really caused by construction equipment. She asks Regis to leave and takes a few photographs of the injuries, then the boy wakes up whispering, "Lo sa raptor." Manuel is obviously distressed by the slippery, foul-smelling foam they have found on the boy's cuts and by the boy's eerie "raptor" statement. Nonetheless, Manuel claims he does not know what the phrase means. As the boy continues to whisper, Manuel states that the boy has been bitten by one of the raptors or "hupia"—ghosts who, according to a local superstition, live in the islands offshore and kidnap children. The boy suddenly sits up, vomits blood and falls to the floor, convulsing. He is dead. Curious about the word "raptor," Bobbie looks it up in a Spanish dictionary and finds that it means "abductor." She also looks it up in an English dictionary, which says that it means "bird of prey.

The Principal Crusades

The Crusades were a series of Holy Wars launched by the Christian states of Europe against the Saracens and the rescuing of holy places of Palestine from the hands of the Mohammedans. (Alchin 1) There were eight Crusades in number; the first four were sometimes called the Principal Crusades, and the remaining four were the called the Minor Crusades. (Alchin 1) The Principal Crusades, however, were considered to be the most important. (Alchin 1) The Principal Crusades started because of key people or key events, which led to affect history.Every crusade contained key people, which helped spark the crusades, or contained key leaders that were important in conquering them. The first impulse to the Crusade came from an appeal of the eastern emperor, Michael VII to Pope Gregory VII for aid against the Seljuks. (Walker 2) Alexius I, a stronger ruler tan him immediate predecessors in Constantinople, saw the divisive squabbles among the Seljuk chieftain as an opportunity to take the offensiv e. (Walker 2) He, therefore, appealed to Pope Urban II for assistance in raising a body of western knights to help him recover his lost Asiatic provinces. Walker 2) Urban called on all Christendom to take part in the work, promising a complete remission of sins to those who would take the arduous journey. (Walker 2) The leaders of the first Crusade included some of the most distinguished representatives of European knighthood. (Alchin 2) Count Raymond of Toulouse headed a band of volunteers from a Province in southern France. (Alchin 2) Godfrey of Bouillon and his brother Baldwin commanded a force of French and Germans from the Rhinelands. (Alchin 2) Normandy sent Robert, William the Conqueror's eldest son. Waring 167) The Normans from Italy and Sicily were led by Bohemond, a son of Robert Guiscard, and his nephew Tancred. (Alchin 2) All of these men were key leaders in the first Crusade. In 1145, Pope Eugenius III proclaimed a new crusade and in 1147 the second crusade set forth, b ut it showed little of the fiery enthusiasm which the first crusade possessed. (Walker 4) The contagion of the holy enthusiasm seized not only barons, knights, and the common people, but kings and emperors were now infected with the sacred frenzy. (Alchin 11) The key leaders of the second crusade were two monarchs, Louis VII of France and Conrad III of Germany. Alchin 11) Conrad III, emperor of Germany, was persuaded to leave the affairs of his distracted empire in the hands of God, and consecrate himself to the defense of the sepulcher of Christ. (Buddy 11) Louis VII. , king of France, was led to undertake the crusade through remorse for an act of great cruelty that he had perpetrated upon some of his revolted subjects. (Alchin 11) The key men of the third crusade were both distinct leaders. King Richard I of England, who was later given the title the â€Å"Lion-hearted†, was the central figure among the Christians knights of this crusade. Alchin 16) The other was Saladin, c hief of the Mohammedans, who was not lacking in any of those knightly virtues with which the writers of the time invested the character of the English hero. (Alchin 20) At one time, when Richard was sick with a fever, Saladin, knowing that he was poorly supplied with delicacies, sent him a gift of the choicest fruits of the land. (Alchin 20) On another occasion, Richard's horse having been killed in battle, the sultan caused a fine Arabian steed to be led to the Christian camp as a present for his rival. Alchin 20) For two years Richard the Lion-hearted vainly contended in almost daily combat with his generous antagonist for the possession of the tomb of Christ. (Alchin 20) Both of these men contributed to the third crusade. The fourth Crusade was authored by only one person, and that person only had one goal. The young, enthusiastic and ambitious Pope Innocent III sought once more to unite the force of Christendom against Islam. (Cairns 216) No emperor or king answered his summons, but a number of knights took the crusader’s vow. Alchin 24) None of the Crusades, after the Third, effected much in the Holy Land; either their force was spent before reaching it, or they were diverted from their purpose by different objects and ambitions. (Alchin 24) All of these key figures helped spark the Principal Crusades. The results from the key events were the end of the Principal Crusades. These events that follow helped the Christians prevail over the Muslims. Godfrey of Bouillon, Duke of Lorraine, and Tancred lead an expedition to recapture Jerusalem. (Alchin 5) The expedition numbered about seven hundred thousand men, of which one hundred thousand were called knights. Alchin 5) The crusaders traversed Europe by different routes and reassembled at Constantinople. (Alchin 5) Crossing the Bosphorus, they first captured Nicaea, the Turkish capital, in Bithynia, and then set out across Asia Minor for Syria. (Alchin 5) Arriving at Antioch, the survivors captured that place, and then, after some delays, pushed on towards Jerusalem. (Alchin 5) The Siege of Antioch had lasted from  October 1097 to June 1098. (Alchin 5) Reduced now to perhaps one-fourth of their original numbers, the crusaders advanced slowly to the city which formed the goal of all their efforts, Jerusalem. Alchin 6) When the Crusaders were in full view of the Holy City, a perfect delirium of joy seized the crusaders. (Alchin 6) They embraced one another with tears of joy, and even embraced and kissed the ground on which they stood. (Alchin 6) As they passed on, they took off their shoes, and marched with uncovered heads and bare feet before attacking it. (Alchin 6) Then the grand assault came. The first assault made by the Christians upon the walls of the city was repulsed; but the second was successful, and the city was in the hands of the crusaders by July 1099. Alchin 7) Once inside the city, the crusaders massacred their enemies without mercy. (Alchin 7) The fall and massacr e of the city of Edessa sparked the second crusade. In the year 1146, the city of Edessa, the bulwark of the Latin Kingdom of Jerusalem on the side towards Mesopotamia, was taken by the Turks, and the entire population was slaughtered, or sold into slavery. (Alchin 9) This disaster threw the entire West into a state of the greatest alarm, lest the little Christian state and all the holy places should again fall into the hands of the infidels. Alchin 9) The second crusade, though begun under the most favorable auspices, had an unhappy ending. (Alchin 12) Of the great host that set out from Europe, only a few thousands escaped annihilation in Asia Minor at the hands of the Turks. (Alchin 12) Louis and Conrad, with the remnants of their armies, made a joint attack on Damascus, but had to raise the siege after a few days. (Alchin 12) This closed the second crusade. The capture of Jerusalem by Saladin stimulated the third crusade. Having made himself sultan of Egypt, Saladin united the M oslems of Syria under his sway and then advanced against the Latin  Kingdom of Jerusalem. Alchin 14) The Christians met him in a great battle near the lake of Galilee. (Alchin 14) It ended in the rout of their army and the capture of their king. (Alchin 14) Saladin quickly reaped the fruits of victory. (Alchin 14) The Christian cities of Syria opened their gates to him, and at last Jerusalem itself surrendered after a short siege. (Alchin 14) The news of the taking of Jerusalem spread consternation throughout western Christendom. (Alchin 15) The cry for another crusade arose on all sides. (Alchin 15) Once more thousands of men sewed the cross in gold, or silk, or cloth upon their garments and set out for the Holy Land. Alchin 15) When the three greatest rulers of Europe, King Philip Augustus of France, King Richard I of England, and the German emperor, Frederick Barbarossa heard about the catastrophe; they set out, each at the head of a large army, for the recovery of the Holy Cit y of Jerusalem. (Walker 5) Thus the third crusade began. The crusaders of the fourth expedition captured Constantinople instead of Jerusalem. The crusaders took Constantinople by storm. (Alchin 26) No infidels could have been treated in a worse fashion than this home of ancient civilization. Alchin 26) They burned down a great part of it; they slaughtered the inhabitants; they wantonly destroyed monuments, statues, paintings, and manuscripts—the accumulation of a thousand years—and carried away much of the movable wealth. (Alchin 26) Never had there been such plunder since the world began. (Alchin 26) The results of these events played important roles in the Principal Crusades. The effect of the Principal Crusades had historical implications on society. At the recapturing of Jerusalem of the first crusade, a terrible slaughter of the infidels took place. Alchin 7) For seven days the carnage went on, at the end of it, scarcely any of the Moslem faith was left alive. (Al chin 7) The Christians took possession of the houses and property of the infidels, each soldier having a right to that which he had first seized and placed his mark upon. (Alchin 7) All of this was the affect of the first crusade. At the retreating from the siege of Damascus of the second crusade, the strength of both the French and the German division of the expedition was wasted in Asia Minor, and the crusade accomplished nothing. (Alchin 12) Thus was the end of the second Crusade.In the third crusade, although Richard was unsuccessful in recapturing Jerusalem, he did get Saladin to agree to give pilgrims free access to the city without paying tribute. (Cairns 214) After the truce, Richard set sail for England, and with his departure from the Holy Land the third crusade came to an end. (Cairns 214) Thus was the end of the third crusade. Although the crusaders of the fourth crusade had plundered from the sack of Constantinople, it had a negative effect. Constantinople declined in s trength and could no longer cope with the barbarians menacing it. (Alchin 28) Two centuries later the city fell easily to the Turks. Alchin 28) Their greed and lust for power turned the fourth crusade into a political adventure. (Alchin 28) Thus was the ending of the fourth crusade. These were the historical affects of the Principal Crusades. The trigger of the Principal Crusades was from the emulation of key leaders and the stimulation of key events, which both had negative and positive effects on history. The crusades were great military expeditions undertaken by the Christian nations of Europe. There purpose, to take back former Christian nations from pagans and to restore Christianity throughout them. Works CitedAlchin, Linda. â€Å"The Crusades. † Middle Ages. N. S. , 16 July 2006. Web. 3 Mar. 2011. < http://www. middle-ages. org. uk/the-crusades. htm> Buddy. â€Å"A Brief History of the Crusades. † My Discipleship Journal (2010). Print. Cairns, Earl. Christianity through the Centuries: a History of the Christian Church. Grand Rapids: Zondervan, 1996. Print. Walker. â€Å"The Crusades. † Theology Website. N. S. , 1997. Web. 3 Mar. 2011. < http://theologywebsite. com/ history/crusades. shtml>. Waring, Diana. Romans, Reformers, and Revolutionaries. Petersburg: Thomas Nelson Publishers, Inc. , 2008. Print.

Essay Sample about My Mistakes

Essay about my wrongdoings and mistakes Have you ever been involved in some serious wrongdoing? What lesson did you learn from the experience? Highway to Death Making mistakes is a natural part of life, since learning from them helps us to progress. My love for speed started while I was a young girl. I enjoyed watching car races and was fond of playing car speeding games, unlike other girls my age who had a passion for dolls. When my dad noticed my interest, he would take me to the rally competition each year. Five months after my dad’s funeral, I decided to take his 504 Peugeot for a ride. After I had done about 3 miles from home, I pressed on the gas pedal to the far end, shifting gears at an interval of 5 seconds. For a while it felt awesome, but I was starting to get scared, and when the speed approached the 87 mph mark, I could see a grave sign blinking on the dashboard. A dark cloud covered the sky, and for seconds there was a pin drop silence. I drove past a red light at a crossroad, and from the passenger window I could see a trailer driving towards me. My head hit hard on the steering wheel and the shards of broken glass spewed in all direction. From a distance, I could hear the ambulance siren and a male voice that kept repeating the words â€Å"you are going to be alright, hold on, we are almost there†. My whole body was numb, and at some point I thought was dying. Yes, I still love fast cars and cool stunts performed by great drivers, but I chose to be on the spectator side of it all. I fully recovered after 15 months, but I will never forget that deadly ordeal that almost took my life. Observing speed limits and traffic lights have become a compulsory routine to my driving.