Why I Didn t Kill My Wife - 1725 Words

On April 12, 1987, Michael Morton sat down to write a letter. †¨Ã¢â‚¬Å"Your Honor,† he began, â€Å"I’m sure you remember me. I was convicted of murder, in your court, in February of this year.† He wrote each word carefully, sitting cross-legged on the top bunk in his cell at the Wynne prison unit, in Huntsville. â€Å"I have been told that you are to decide if I am ever to see my son, Eric, again. I haven’t seen him since the morning that I was convicted. I miss him terribly and I know that he has been asking about me.† Referring to the declarations of innocence he had made during his trial, he continued, â€Å"I must reiterate my innocence. I did NOT kill my wife. You cannot imagine what it is like to lose your wife the way I did, then to be falsely accused†¦show more content†¦Christine with damp hair, smiling—this was how he wanted to remember her. The last time he had seen her was on the morning of August 13, 1986, the day after his thirty-second birthday. He had glanced at her as she lay in bed, asleep, before he left for work around five-thirty. He returned home that afternoon to find the house cordoned off with yellow crime-scene tape. Six weeks later, he was arrested for her murder. He had no criminal record, no history of violence, and no obvious motive, but the Williamson County Sheriff’s Office, failing to pursue other leads, had zeroed in on him from the start. Although no physical evidence tied him to the crime, he was charged with first-degree murder. Prosecutors argued that he had become so enraged with Christine for not wanting to have sex with him on the night of his birthday that he had bludgeoned her to death. When the guilty verdict was read, Michael’s legs buckled beneath him. District attorney Ken Anderson told reporters afterward, â€Å"Life in prison is a lot better than he deserves.† The conviction had triggered a bitter custody battle between Christine’s family—who, like many people in Michael’s life, came to believe that he was guilty—and Michael’s parents. The question of who would be awarded custody of Eric was to be resolved by state district judge William Lott, who had also presided over Michael’s trial. If Christine’s family won custody, Michael was justifiably concerned that he would never see his son again. TwoShow MoreRelatedI Am Planning On Buying The Xulu Panelbeaters1630 Words   |  7 Pages.. I m planning on buying the Xulu panelbeaters.#10; I want my Valentine. I want to be with her. Nzuzo... is this true? Um... Yes, we love each other. - What do you mean you love each other? - Melusi, I didn t plan any of this. 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How to Write a Critique Essay Free Essays

This guide looks at writing a critique essay (also known as a critical essay).A critique essay looks critically at a particular subject, area or topic. It means evaluating information, comparing and contrasting theories and analysing situations. We will write a custom essay sample on How to Write a Critique Essay or any similar topic only for you Order Now A critical essay does not mean being overly critical, it rather involves being able to challenge points of view and asking questions. Most further education courses involve writing essays of this type. How to Prepare for Writing a Critical Essay Understanding the title is particularly important in a critical essay. You need to deconstruct what you are being asked. First look for the underlying task you are asked to do (are you to produce an argument, argue for a position, or analyse a concept?). Next, identify the content words in the question: what subject are you to write about Also identify any limiting words in the question: what limits the scope of the essay Plan by creating a concept or mind map of your current knowledge and what you need to expand (see figure 1 for example mind map) A useful time-planner for writing a critical essay can be found here: http://www.jcu.edu.au/tldinfo/writingskills/documents/Critical_Essay_Planner.pdf How to Structure a Critical Essay Critique essays share the same structure as other types of essay, that is they should have an introduction, main body and conclusion. However, there are some features that distinguish the critique essay from other types: The introduction needs to include a thesis statement which identifies your position. You should also indicate briefly how you will argue for that position. The main body will present your argument logically and in a coherent way. You could use an appropriate paragraph structure for example starting each paragraph with a topic sentence (explaining the subject and main idea), follows this with one or more supporting sentence(s) (justifying the point you are making with evidence, critiquing opposing viewpoints) and end the paragraph with a conclusion which relates it back to the main question and thesis. The conclusion will summarise the main points of the essay, and relate the evidence discussed back to the original thesis. It may also consider the implications of the conclusions drawn, examine limitations, explore other relevant aspects and make suggestions. Critical Essay Skills You will need to display skills in analysis and the ability to critique in essays of this sort. Analysis involves a systematic and thorough approach to your topic, breaking ideas down into constituent parts, looking at how ideas work in isolation and in the context of a wider theoretical framework, and asking questions. Critical skills involve interpretation, evaluation, judgement and justifying; the ability to compare with other ideas; understanding how phenomena can be interpreted in different ways; and assessing arguments in terms of evidence for and against. The ability to construct an argument is key to successful critical writing. You should develop a line of reasoning which backs up your position. You also need to be able to identify and critique opposing positions. You should present your reasoning in a way which is clear and well structured, and flows logically. There are a number of general critical questions which apply to any text. Keep the following in mind to hone your approach to essay writing: How is this knownWhat makes the writer think it is true How reliable is this What is really going on here WhyHowWhen What has been left unsaid Which argument is stronger and why What is the main argument hereDo I agree with it(Why, Why Not?) Is this relevant How will I use this information How does this information relate to what I already know Bibliography James Cook University (2013) ‘What is a critical essay’, [online] (cited 13th February 2013) available from http://www.jcu.edu.au/tldinfo/writingskills/models/critical.html James Cook University (2013) ‘Guidelines for a critical essay’, [online] (cited 13th February 2013) available from http://www.jcu.edu.au/tldinfo/writingskills/documents/critical_essay_guidelines.pdf James Cook University (2013) ‘Critical Essay Planner’, [online] (cited 13th February 2013) available from http://www.jcu.edu.au/tldinfo/writingskills/documents/Critical_Essay_Planner.pdf Palgrave (2013) ‘Skill development guide: writing a critical essay’, http://www.palgrave.com/business/brattonob2e/student/docs/critical.pdf [online] (cited 13th February 2013) available from University of Bristol Union (2009) ‘Critical Thinking’, [online] (cited 13th February 2013) available from http://www.bristol.ac.uk/enhs/ct.pdf University of Sussex (2013) ‘Critical Writing’ [online] (cited 13th February 2013) available from http://www.sussex.ac.uk/s3/?id=122 How to cite How to Write a Critique Essay, Essay examples

Students With Special Needs Management †Myassignmenthelp.Com

Question: Discuss About The Students With Special Needs Management? Answer: Introduction Cerebral Palsy (CP) refers to a disorder which affects normal body movements caused by a disease of the brain. Cerebral means the brain or cerebrum and the part of the brain affected is that which controls the body's motor functions. Palsy means certain body parts are paralysed and cannot move properly. It is considered as a developmental disorder which is the most rampant. Different individuals express the disorder in different degrees and a wide array of methods. CP is caused by injuries to one or more parts of the brain, during the development of the brain. CP impacts on a child's psychology as well as their physical abilities (Debabneh, 2013). Symptoms The symptoms of CP (Physical characteristics) Include;- Shaky spastic movements Lack of coordination Slow movements Drooling excessively in the face due to lack of control of the facial muscles Excessive loose or hard muscles One side of the body favored more than the other, Small objects become difficult to grasp Inability to control movements of certain body parts Most of the disabilities associated with CP are muscle related. However, most of the time, when a child exhibits muscle related difficulties, they are also likely to exhibit intellectual disabilities (Valle, Connor, 2011) ). Intellectual disabilities Include:- IQ which is below average, which according to the American Academy of psychiatrists is below 70. Children with low IQ levels have problems with solving problems and carrying out daily activities. missed cognitive milestones, like talking, walking and understanding basic grammar or language, at the age they should be, perhaps two years Developmental delays like a child does not sit without assistance at the time they are six months like other children Disabilities in behavior, where they have higher than normal temper, mood swings and even excessive crying (Majnemer, Shevell, Law, Poulin,, Rosenbaum, 2010). Challenges in social behavior CP limits a child from performing in age appropriate activities while also preventing them from engaging in daily activities. CP also limits cognitive activities, communication, sensory development and emotional development of a child. Social functioning is also limited. Sometimes CP causes anxiety and fear in children when they see how they are different from others and sometimes due to lack of control of their bodies (Mastropieri, Scruggs, 2017). Sometimes their frustrations are caused by the inability to feed themselves and even inability to communicate what they feel or want. Also, the symptoms of CP are visible and noticeable, thus making the children embarrassed and afraid to interact with other people and their peers due to how easily emotional they are. Consequently, it is hard for the children to maintain peer relationships (Brossard-Racine, Hall, Majnemer, Shevell, Law, Poulin, Rosenbaum, 2012) Positive challenges Parents need to be trained to be able to have good skills in handling their children with CP. These programs can also help parents assist their children in getting more skills while at the same time helping them reduce the behavioural problems. When parents master the triggers to their children, they can know how to control their children's behaviour and avoid the factors which lead to increased behavioural problems. Consequently, they and modify or change the environment which promotes the inappropriate behaviour. When behavioural problems are reduced, it improves the positive perception of the children while it also increases their cognitive skills, ability to cope and do many things normally. Effective, empowerment and positive behaviour modification can help children with CP have a healthy growth (Santos, Biancardi, Guare, Jardim, 2010)). References Brossard-Racine, M., Hall, N., Majnemer, A., Shevell, M. I., Law, M., Poulin, C., Rosenbaum, P. (2012). Behavioural problems in school age children with cerebral palsy. European Journal of Paediatric Neurology, 16(1), 35-41. Dababneh, K. A. (2013). The socio-emotional behavioural problems of children with cerebral palsy according to their parents' perspectives. International Journal of Adolescence and Youth, 18(2), 85-104. Majnemer, A., Shevell, M., Law, M., Poulin, C., Rosenbaum, P. (2010). Level of motivation in mastering challenging tasks in children with cerebral palsy. Developmental Medicine Child Neurology, 52(12), 1120-1126. Mastropieri, M. A., Scruggs, T. E. (2017). The inclusive classroom: Strategies for effective differentiated instruction. Pearson. Santos, M. T. B. R., Biancardi, M., Guare, R. O., Jardim, J. R. (2010). Caries prevalence in patients with cerebral palsy and the burden of caring for them. Special Care in Dentistry, 30(5), 206-210. Valle, J. W., Connor, D. J. (2011). Rethinking disability: A disability studies approach to inclusive practices. McGraw-Hill.