What will the founders do with weapons of mass destruction?

下面为大家整理一篇优秀的essay代写范文 -- What will the founders do with weapons of mass destruction?，文章讲述实际上，早期美洲没有天花。天花来自欧洲，是一种地方病。在革命战争期间，天花多次爆发。报告显示，英国人故意传播疾病，并将感染者送往美国军队，从而参与了生物战。幸运的是，华盛顿在他19岁那年抓到了天花，使他终生享有免疫力。在福奇谷冬季，他通过在受控条件下用天花感染其士兵来接种美国军队。华盛顿从自然界和敌人手中拯救了他的部队。

What will the founders do with weapons of mass destruction?

In the past years, the founders had no notion of atomic or chemical weapons, but they knew one biological weapon: deliberate infection by smallpox.
Actually, there is no smallpox in the Americas in early time. Smallpox was from Europe and it was a kind of endemic diseases. During Revolutionary War, smallpox broke out several times. Reports showed that the British were involved in biological warfare, by deliberately spreading the disease and by sending infected persons to the American army. Fortunately, Washington had caught smallpox when he was nineteen years old, giving him a lifetime immunity. During the Valley Forge winter, he inoculated the American army by infecting his soldiers with smallpox under controlled conditions. Washington saved his troops from nature and from the enemy.
However, today's weapons of mass destruction generally refer to: Nuclear weapons (including radioactive weapons), Chemical weapons and Biological weapons. Weapons of mass destruction do not have practical, because once use means that the other party will also use a similar weapon, the scale of the damage is enough to destroy the entire human civilization. Meanwhile, because nuclear weapons are much stronger and more powerful than biological or chemical weapons, some people think of weapons of mass destruction should only include nuclear weapons. In our current world, it is simply impossible to win a nuclear war. Nuclear states are governed by the theory of Mutually Assured Destruction (M.A.D.), the assumption that launching a nuclear attack on a state with the capacity to strike back will result in a counter attack.
Weapons of Mass Destruction have been pushed to the forefront of public consciousness.In the debate, one of the most problematic assertions is that nuclear weapons have no value in fact because they cannot be applied. The nuclear disarmament advocates argue and claim that nuclear weapons should be eliminated because they have no value and, are extremely dangerous at the same time. However, according to states which think nuclear weapons are weapons of deterrence, they nevertheless continue to consider them to have tremendous strategic value.
In 1997, the President of the United States, upon the advice and consent of the Senate, ratified the Convention on the Prohibition of the Development, Production, Stock- piling, and Use of Chemical Weapons and on Their De- struction. S. Treaty Doc. No. 103–21, 1974 U. N. T. S. 317. The nations that ratified the Convention (State Parties) had bold aspirations for it: “general and complete disarmament under strict and effective international control, including the prohibition and elimination of all types of weapons of mass destruction.”
Up to the 1990s, however, chemical weapons remained in use both in and out of wartime, with devastating consequences. Iraq’s use of nerve agents and mustard gasduring its war with Iran in the 1980s contributed to international support for a renewed, more effective chemical weapons ban. Id., at 6, 10–11. In 1994 and 1995, longheld fears of the use of chemical weapons by terrorists were realized when Japanese extremists carried out two attacks using sarin gas. Id., at 6. The Convention was conceived as an effort to update the Geneva Protocol’s protections and to expand the prohibition on chemical weapons beyond state actors in wartime. Convention Preamble, 1974 U. N. T. S. 318 (the State Parties are “determined for the sake of all mankind, to exclude completely the possibility of the use of chemical weapons . . . thereby complementing the obligations assumed under the Geneva Protocol of 1925”). The Convention aimed to achieve that objective by prohibiting the development, stockpiling, or use of chemical weapons by any State Party or person within a State Party’s jurisdiction.
From the government's behavior, we can see that the world is to try to reduce the Weapons of Mass Destruction, strive for world peace, and sustain human civilization and development.

Works Cited
“BOND v. UNITED STATES” Web. 2 June 2014.
http://www.supremecourt.gov/
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This course is a good platform to improve writing ability

下面为大家整理一篇优秀的essay代写范文 -- This course is a good platform to improve writing ability，文章讲述本文旨在介绍我对英语131课程的批判性反思，该课程为学生提供了一个平台，可通过探索不同的研究传统，“受众”的构造以及寻找和综合主要或次要来源的方法来加强其学术写作。在本文的批判性反思中，将有六个部分提供我在本课程中学到的知识和实现的知识。第一部分是引言部分，可以在第一段中看到。

This course is a good platform to improve writing ability
Introduction
This essay is to introduce my critical reflection for my course English 131, which gives students a platform to bolster their academic writing by exploring different research traditions, constructions of “audience,” and approaches to finding and synthesizing primary or secondary sources. In this paper of critical reflection, there will be six sections that provide what I have learned and achieved in this course. The first section is the introduction part, which can be seen in the first paragraph. The four sections after the introduction section from the second to the fifth section are to introduce and demonstrate what I have got and reached in this course, reflecting the whole series of assignments of this course. The last section is the conclusion section to conclude the paper of the critical reflection and summarize what I have done in this portfolio of this course and discuss what I have benefited from the course on the whole. Among the six sections, the second to the fifth section is to discuss what I have acquired during the course, which can be illustrated specifically as follows. The second section is to demonstrate an awareness of the strategies that the writers use in different writing contexts, which is the first goal of the course that I have reached. In this section, I will try to discuss my understanding of wring for the different audience or contexts with the examples of assignment SP 2.1 a letter to Mr. Yuan and assignment SP 2.3 my letter to Moa Arquiza. As for the third section, I will tend to discuss how to quote evidence of sources from other authors in a paper, which is my second achievement in this course. The third section provides a detailed discussion what I have learned on the quotation of the sources and my better understanding of quoting evidence of sources from other authors in the paper by using the examples of my major paper 2 Gender Stereotype and assignment SP 2.2 Gender Stereotype Annotated Bibliography. The fourth section is to introduce my comprehension on producing persuasive arguments, which is the third achievement I acquired in this course. In this section, I utilize my papers of MP 2 Gender Stereotype and my letter to Moa Arquiza to reflect the aspects building good arguments that I have made a great progress in this course. As for the fifth section, I mainly focus on my improvement on the substantial revision, which is of great importance to me and is not so good at before. In this section, I will try to share my feelings and achievements about the revision that this course provides by using my assignment papers SP 1.1 Sperm and Eggs: Reflection on Gender Equity and SP 2.1 the letter to Mr. Yuan.

Demonstration of Writing for Audience
In this part, I will try to talk about one of the goals what I have reached in this course, which is to demonstrate an awareness of the strategies that the writers use in different writing contexts. As is known to us, different writing context or writing audience require different writing strategies and pay attention to the writing aspects of content, structure, tone, word choice, etc. Specifically, it can be illustrated as follows: to make the writing content and tone appropriate to the demands of a particular genre and situation; to be able to write for different audiences and contexts; to understand clearly how the paper goes on; to articulate and assess the effects of the word choices. Here I will try to analyze and discuss how I improve my writing skills based on what I have written, assignment SP 2.1 a letter to Mr. Yuan and assignment SP 2.3 my letter to Moa Arquiza, which can largely show and reflect the aspects of the first writing goal of the course.
First of all, I believe I have done well in making my writing paper suitable to the right genre and situation particularly on the content and tones. This paper, one of the assignments of the course, is required to give responses to the writers after reading his papers and should be in the form of business letter, which not only points out the strengths of the paper, but also puts forward some constructive critiques to the paper. My letter to Moa Arquiza takes the form of business letter and shows my appreciations to Moa’s strengths and some of my suggestions for his improvement of his paper. The letter is composed of two parts: one part is to praise Moa where he did well in his paper, and the other part is to give him constructive critiques, which can be witnessed clearly in the paper. Also, in the letter, I try to use euphemistic words like “I would like to”, “it should be”, etc., which shows the tones and conventions of the traditional business letter and meets its demands of genre and situation.
Second, I think my letter to Moa presents well to demonstrate my ability to write for different audience or contexts. As is admitted, what I have written before is almost the traditional academic paper for academic audience. This paper is of great difference from that before this time, as it does not require APA format or MLA format or quite a business letter. Though the paper seems to be easy, its audience has changed and required different writing style and tones. In spite of the situation, I believe I have managed to write for the right audience, as I use the second person like talking to a friend about what I think of his paper in the whole paper. Moa, the audience, must have trusted what I have said in this letter by my listing examples, for example, I quoted his words “The usage of English in Filipino classroom...” to convince him more in my letter.
Third, I believe I have provided enough support to prove my clear structure of how paper goes on or how to write paper logically. After reading the letter to Moa, it is easy to be divided the letter into two parts clearly, as is mentioned above. The letter is tightly centered on the theme that tells the strengths of Moa’s paper and gives him some suggestions help improve his paper. So the letter points out the intent of the paper at the beginning and expresses the pleasure for Moa’s finishing his paper. And the following parts try to give my responses to his paper with euphemistic words and convincing examples. Meanwhile, as for the SP 2.1 the letter Mr. Yuan, readers can see the letter is logical and clear as well. The letter goes on the clues from the statements of the letter’s intent and reason first, then stating the limitation of the problem issued in the letter, and then advocating Mr. Yuan to highlight the issue by illustrating the research on the next paragraph, to the future wish of the issue expressed in the last paragraph. Overseeing the letter, readers are easy to get its points because of its logical and clear structure.
Fourth, I think I have not failed to articulate and address the effects of my word choices. The paper is to provide some responses to the writer after reading his or her paper, so it had better take the form of the business letter, and I just take the form of business letter as well. And the business letter requires two major parts, which can be seen above. I think I do well in this letter. For example, at the beginning I write “would like to…”, while in the later parts, I say “However, as far as I am concerned, it is a general and inevitable problem when we are learning any new language. The same problem will also occur when we are learning other languages”. The examples show that it is effective to take the right words if the writer wants to gives some response to others after he or she has read others’ paper. Also, in the letter to Mr. Yuan, I frequently use some strong words, such as deeply, apparent, etc., to express my strong feelings and hopes, and euphemistic words, like sincerely, would like, etc., to advocate Mr. Yuan to highlight what I have issued in the letter.
In conclusion, this part provides students a good opportunity to practice and master the ability to write for different audience or context. I have never done such before, as what I have written before is a kind of academic paper. By the course, I have learned that how to write papers for different audience or context. Also, I think I have demonstrate my abilities to make structure and tones to write for audience and context, to grasp the right audience and various aspects of the writing address, and to articulate and address effects of the word choices. In a word, I will try to practice my abilities learned in this course in the future.

Better Usage of Evidence in Writing
When writing a paper, it is pretty common to utilize the sources from other authors as a secondary research. And it is important to synthesize complex texts and incorporate various kinds of evidence purposefully in order to generate and support the paper that you write convincingly. However, when quoting the sources from other authors, the problems would come into being if the writer is the first time to utilize the sources: how to quote the evidence of sources from other authors in the context, how to quote the content or texts of the evidence from other authors in good and strategic ways to make the paper that you write more convincing, where to find the convincing evidence of sources from other authors, and what the system of the quotation of the evidence is. Through this course, I have better understanding of course texts quotation and can do well in the quoting the course in the paper in the future, which can be witnessed in my paper “Gender Stereotype” in major paper 2 and Gender Stereotype Annotated Bibliography in SP 2.2.
Through the course, I think I have provided enough support on my demonstration of an understanding of how the evidence of sources from other authors is quoted in the context. As is known to us, when writing a paper, especially a traditional academic research paper, the writer almost needs some courses texts that are used to support his or her paper. When I wrote my paper “Gender Stereotype”, I have found several sources to make may paper more convincing in the reference part of the paper. For example, “Aina Olaiya E. and Cameron, Petronella A. “Why Does Gender Matter? Counteracting Stereotypes with Young Children.” Dimensions of Early Childhood. 2011:20-11.Print.” and “Allen Kate, Ingulsrud John E. “What Do You Want to Be When You Grow Up? An Analysis of Primary-School Textbooks in the People's Republic of China.” Journal of Multilingual and Multicultural Development. 1998:171-81.Print.”, etc. These courses can be convincing sources to support my paper and enhance my paper’s attraction. Also, when quoting the sources inner the context of the paper, there are several kinds of quotation in the context. Take my major paper 2 “Gender Stereotype” as an example. “Kate Allen and her partner… found ‘Analysis of …’ (1998).” Such the form can be turned into “a research found ‘Analysis of …’ (Allen, 1998).” as well.
Meanwhile, the usage of the course texts in the paper give rise to attention as well, as there should be some strategic and focused ways to be abided by to support the goals of the writing. As can be seen in my paper “Gender Stereotype”, I think I have done well in quoting the sources by summarizing, directly citing and paraphrasing the sources. For example, As Mark D, an educator who advocates to reconsider the role of gender stereotype, says, “stereotypes are …” (2004). This is the way of directly citing other author’s research. Cherlyn Skromme… found that women and men were equally likely to value achievement, contributing to the family, and collectivism as career goals and to use loyalty to superiors, and networking as career tactics. Women were more likely than men to try to learn more and to want to get more education as career tactics (2007). The second is the summary from the author CHerly Skromme. Thus, it is easy to see that the course texts should be used in the some way, which I think I have got the right way.
In addition, I know where and how to find multiple kinds of evidence from different sources to support my writing paper, such as the library research, the interviews, questionnaires, observations, etc. In my paper “Gender Stereotype”, I mainly utilize the first source of library research to find evidence to support my paper. Through the study of the course, I realize that the library research is easier and richer to find evidence, although the library research belongs to a secondary research. For example, as is seen in my bibliography, I can easily find 10 evidences about my study topic at the short time, which is more adaptable to my academic research as well.
At the same time, as far as I am concerned after the study of the course, I understand that the quotation of the writing has certain documenting system of sources, for example, the MLA system. Through the course, I believe I know how to deal with the reference of sources presenting in my paper and how to apply the quotation of sources inside the paper. For example, as Petronella A and his partner, researchers who study the role of educators in curbing gender stereotype, point out, “educators can help children develop a positive sense of their own gender. ...” (2011) or Agars, Mark D. “Reconsidering the Impact of Gender Stereotypes on the Advancement of Women in Organizations.” Psychology of Women Quarterly. 2004:111-103.Print.
In summary, through this course, I have better understanding on how to deal with the quotation of sources from other authors. I think I can be easier to synthesize complex texts and incorporate various kinds of evidence in the paper. Also, this course has told me where and how to find the evidence to support the writing paper, such as the library research, the interviews, the observations, the questionnaire, etc. Taking the course, I understand the importance and necessity of the quotation of evidence from other sources to make paper more convincing and supportive, and I will pay more attention to the quotation of purposeful evidence in the paper, one for supporting the paper and the other for avoiding repeating other authors’ research in the paper.

On Producing Persuasive Arguments
A strong paper should be tightly developed around its arguments. Therefore, successful arguments have direct link with the quality of the paper. Then what kind of arguments can be counted as successful arguments and where do they come from? Those are the questions that keep puzzling me in the past time before I had the class. After participating in this course, I did make significant progress by solving these problems and internalizing the answers and key points of developing strong arguments. Strong arguments emerge from and explore a line of inquiry and they definitely should be complex with articulated stakes, organizational strategy, effective transition and involved analysis, evidence and assumption, taking counterclaim in consideration. Among my writing papers, the combination between MP2 “Gender Stereotype in” and my letter to Moa Arquiza can best reflect the every aspect of building good arguments.
Through the course, I believe I can do arguments based on a claim. The target I would like to discuss in the paper “Gender Stereotype in China” is gender stereotype. However, the set up of this topic and the craft of arguments in this paper have gone through a long process. I always keep in mind that arguments evolve from a line of inquiry and that really helps me when I was looking for my claim and arguments. As an overseas student, I am interested in observing all the intriguing phenomena around me and compare it with that in China. I discovered that female students in United States tend to be as confident as male students and they are brave enough to challenge all types of courses, which are different from the most of Chinese female students who are prone to humanities courses. Based on this observation, questions began. I started to ask myself about the reason resulting in this problem in China. Gender stereotype turned out to be the paramount factor. I realized that gender stereotype would be the focus of my major paper, while claim and arguments were still unsettled. Exploration continued. Question that whether gender stereotype in China is correct or limited has been put forward sequently. I assumed that it was limited and had numerous adverse effects.
In the process of the writing, I have deeper understanding and experience of the arguments on how to make them more persuasive and articulated. I embarked on my research on this issue and found that there were considerable evidences confirming my assumption. I figured out that with these evidences, one of my arguments has been set up. Consequently, if gender stereotype was limited, then this problem must be relieved. Thus another question came forth: who was responsible. I attributed this responsibility to educators and schools China. Evidences have continued to be found to support my assumption. Thus, the other argument of my paper has also been established: educators and schools are responsible in terms of this issue. Finally, I set up my claim and argument as “gender stereotype is limited and brings forth numerous adverse effects; furthermore, schools and educators in China should share some responsibilities in cubing its impacts”. It demonstrates a fluent process of my setting up complex arguments through a line of inquiry, assumption and evidence. For me, through this process of exploration, I smoothly progress in terms of crafting arguments and it also helps me understand the important position of inquiry, assumption and evidence in this aspect.
However, one problem had been neglected when I was producing complex arguments. That is the element of stake. In the draft of my MP2, it has been pointed out by my teacher that I should clarify all the stakes of my arguments for my audience. It suddenly enlightens me that I should take into consideration of my audience when producing my arguments, and ponder over the significance of my arguments for them. Paper is the interaction between writers and audiences. Thus standing in the audience’s position should be a priority.
Organizational strategy and effective transition are another two important elements in developing arguments, which can be best reflected in my letter to Moa Arquiza. The most difficult challenge of this letter is that Moa Arquiza is my classmate and how I can point out the issues in her paper and propose my suggestions without hurting her. I decided to apply the organizational strategy and effective transition. I organized my letter into two main parts. In the former part, I mainly focused on complementing the excellent parts of her paper. In the first paragraphs, I pointed out that she has “already make up a natural and comfortable introduction” and “the use of subtitles has played an active role in making the structure more clear” and she utilize “concrete and persuasive example”. This aims to make her more confident and more focus on my words and reduce her psychological repellence. Then my paper is transited into my suggestions of her paper. I put forward my transition as “It should be admitted that this paper you write has many merits deserving learning. However, there are some points I would like to point out that I consider as deserving improvement”. I pointed out that “In the first paragraph ‘The usage of English in Filipino classroom...’, it seems like that I cannot see supportive point of your argument” and the subtitles have “ no regular relations among these three parts” and she should give out more direct citation”. Thus, the arguments are presented in an organizational manner with valid transition. Organization and transition should always be adjusted according to the paper’s audience and purpose.
The last point I would like to present is about analysis and counterclaim. Analysis is one skill that I am good at when making my own argument, while counterclaim is one element I always forget to take into consideration. I used to tend to propose my own point of view and analyze it, while forget others’ opinion. In this letter, I again make this mistake. After putting out my suggestion, I totally lose myself in analyzing my reasons of making the suggestion. For example, I debate her evidence through such analysis: “it is a general and inevitable problem when we are learning any new language. The same problem will also occur when we are learning other languages. Therefore, in my opinion, it has no direct link with your argument that the prevalence of English hinders Filipino’s cultural development”. It should be admitted that detailed analysis does help me make my suggestion acceptable, but if I can take into consideration counterpart’s opinion, it can make my arguments more convincing. Therefore, both analysis and counterclaim should be paid attention to when making arguments.

Better Understanding of Substantial Revision
This section is of great importance to the course on the whole, as it requires students acquire the skills of revising, editing and proofreading writing after the study of course. Without doubt, the revision and proofreading of writing is very beneficial to writers by finding their mistakes in the paper and improving their writing skills or providing another writing thought. After revising and proofreading five papers during the course, I think I have improved myself on the increasing abilities of revision in my paper and understand the necessity of substantial revision after finishing one paper, as I always are lazy and reluctant to revise my paper every time I complete one paper. In this part, I will take the revised versions of SP 1.1 Sperm and Eggs: Reflection on Gender Equity and SP 2.1 the letter to Mr. Yuan as examples to show my achievements of the goals required by the course.
First, during the course, I found my ability of revision gets large improvement. On the first drafts of SP 1.1 and SP 2.1, I both lack the thesis statement, which confuses the readers to a large extent. And I pay no attention to symbolizing the sources of quotation in the paper and thus may give rise to the suspicion of repeating other authors’ research materials. What my biggest problem is that I often do not notice the expression of the sentences that many unclear sentences are seen in the paper and many Chinese English sentences seem obvious in the paper as well. However, with the large exercise of revision, I have solved many problems and improved myself a lot. My Chinese English expressions seemly reduce to some extent and I pay attention to the quotation every time I write paper as well.
Also, when revising my papers, many small detailed mistakes that I often make become fewer and fewer, such as error of grammar, punctuation and mechanics. And I form a habit of proofreading carefully my essay about those mistakes every time I finish one paper, after I study the course. Just as what I can see in my paper of SP 1.1 and SP 2.1, I find that there is only one or two grammatical mistakes in the paper, while there are many grammatical and punctuation or even spelling mistakes in my paper. Thus, I can say to myself that I have improved myself a lot after taking the course.
In addition, after the substantial revisions of my papers in this course, I finally realize the importance and necessity of the paper revision, which is one of the largest achievements I get from the course. With the substantial revisions, I find I have better understanding how to write a paper and how to avoid the common mistakes that I often make before, such as the lack of thesis statement, vague arguments, or vague titles. For example, in my paper Sperm and Eggs: Reflection on Gender Equity, I found I can provide a better thesis statement with a specific and clear center idea, as the original statement seems a little bit vague to the paper.
Finally, I do think I have improve myself on the aspect of revision after the taking the course. Through the course, I have a relatively clear thinking of how to revise a paper, as I do not know how to revise a paper, which is one of the important reasons that I do not revise my papers before. In my former time, I only focused on nothing but the grammatical mistakes if I was required to revise my papers by my teachers, which I felt very unnecessary to revise papers. Now after the substantial revisions through this course, I know how to revise a paper better from the aspects as follows: confirmation of the audience of the writing paper, the requirement of the paper, the thesis statement, the arguments, grammatical mistakes, structures of the paper, the tone, word choice, etc.
To summarize, the course provides a good platform for students to practice revising, editing and proofreading writing. And as for me, what I have got most from this course is that I realize the importance and necessity of the paper revision and understand how to revise a paper better by myself. The small and detailed mistakes, including grammar mistake, punctuation mistake, and mechanics, are often made by the students, such as the tense mistake, the usage of comma, etc. After taking the course, I not only acquire the knowledge writing skills, but also improve myself on the revision of writing a paper. I will continue to study hard and hope to acquire more writing skills.

Conclusion
The course provides a good opportunity for students to explore different types of writing contexts and thus improves students writing skills to a large extent. During the course, I have seven papers in different forms, including the form of letter, the persuasive argument, the complex argument, etc. These papers are good platforms for me that I have made great progress on my writing ability. Of the papers, I have acquire the abilities of using different writing strategies to write for different audience, producing persuasive arguments, utilizing better the quotation of evidence from other authors and revising papers that I have seldom done before. Meanwhile, the project of the course this time endows me other achievements as well, such as employing different types of tones, conventions to adapt to the demands of particular genre and situation, reading and analyzing the complex text and incorporate multiple kinds of evidence to generate and support writing, producing complex and analytic arguments and paying attention to the small mistakes that are easy to be made in the writing. All in all, the course is a good platform for students to exercise and acquire their writing abilities by a series of papers writing.

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The secret of Genie the Wild child

下面为大家整理一篇优秀的essay代写范文 -- The secret of Genie the Wild child，文章讲述吉妮（Genie）是个野孩子，她的父母把她锁在一个房间里，绑在便盆椅子上，几乎看不到东西，也没有人可以说话十年以上。1970年11月4日在洛杉矶被发现。 ，吉妮（Genie）被带到洛杉矶儿童医院，许多科学家开始思考如何修复野生儿童吉妮（Genie）。

The secret of Genie the Wild child
Genie, a wild child, who was locked by her parents in a room and tied to a potty chair and had little to look at and no one to talk to for more than ten years was discovered in Los Angeles on November 4, 1970. Afterwards, Genie was taken to Children's Hospital in Los Angeles and many scientists started to thinking about how to rehabilitate the wild child—Genie. For example, Susan Curtiss want to figure out whether people can learn language after the critical period ,James Kent, her psychologist who wanted to help Genie by building a normal relationship for her and so on. Although there were disagreement on how to rehabilitate Genie or whether Genie can be rehabilitated, James Kent's plan was to be adopted finally. what was excited was that Genie made progress under the help and guide of those experts. Initially, her expression changed from happy to sad to indicate her inside feelings, then she can spoke some single words, and make some simple sentences at last which, however, were wrong grammatically.
Similarly, there was a case about Victor, a wild boy began in 1800, which provided documents for a movie called The Wild Child. Many experts and their ilk were convinced that careful study of Victor could help to answer the question, what is it that makes us human? Unfortunately, the study or the experiment of Victor was stopped without the success in teaching Victor to talk.
Likely, the plan to rehabilitate Genie was stopped because the National Institute of Mental Health stopped funding the Genie project. And Genie returned to her mother who was not able to take care of Genie at last, and Genie has changed the foster home for many times after the ending of the case study. What is more, Genie’s mother charged the Genie team with excessive and outrageous testing from which we can see the ethical dilemma in this kind of research.
In conclusion, the possibility of Genie is very wide and her potential was very powerful as long as we give her opportunity. And the future generations are going to study Genie's case, not only for what it can teach us about human development, but also for what it can teach us about the rewards and the risks of conducting "the forbidden experiment."
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The Secret Life of the Brain—The Teenage Brain

下面为大家整理一篇优秀的essay代写范文 -- The Secret Life of the Brain—The Teenage Brain，文章讲述看完视频后，我认为视频主要关注青春期期间大脑的发育，尤其是前额叶皮层。该视频重点介绍了一些由大脑引起的重要疾病或症状，例如精神分裂症，药物和酒精成瘾。因此，我将视频分为五个部分。

The Secret Life of the Brain—The Teenage Brain
After watching the video, I think the video mainly focuses on the development of the brain especially the prefrontal cortex during adolescence. The video highlights some important diseases or symptoms caused by brain, such as Schizophrenia, drug and alcohol addiction. Thus I will divide the video into five parts.
Part one is the introduction of the video’s topic—teenage brain.
Part two tells a story of a young man who is diagnosed with the Schizophrenia.
Part three is about some young men and young women who are addicted to the drugs such as cocaine.
Part four is an experiment taken to identify the influence of alcohol on teenagers’ brain.
And part five is the summary of the topic—teenage brain.
There is no doubt that the teenage brain is full of mystery, frustration and complexity. And researchers have confirmed that the prefrontal cortex is the center of reasoning and impulse control. Many physiological activities are commanded by the prefrontal cortex. If the prefrontal cortex gets out of control, people will fall ill or get unhinged. A major challenge to the adolescent brain is schizophrenia. Throughout the world and across cultural borders, teenagers from as early as age 12 suffer from this brain disorder.
In the second part, the video takes a young man as an example. The young man took Schizophrenia unluckily while he was highly normal when he was a boy. The scientists did a lot of examinations to him and asked him what bothered him the most. It was the Schizophrenia that often bothered him. In the video, doctors took many examinations and tests to help the young man. And in the end the young man got healthy. When the young man took the brain examinations, I can see the brain structure diagrams. The brain plays an important and essential role in teenagers’ life. During adolescence, the brain uses current experience to decide what to do and what not to do.
The video also addresses the role of addiction. The video has showed that the brain’s reward system can be captured by addictive drugs and alcohol. When I watch the science documentaries, I usually can’t understand some technical terms and specific progress. But this video tells complex physiological progress through some animations. I think it is very easy to understand the connections between teenagers’ brain and the drugs such as cocaine. In the third part, Animations illustrate synaptic transmission and how drugs can chemically resemble neurotransmitters or prevent neurotransmitter reuptake.
And in the fourth part, the scientists took an experiment to examine the reactions of brain when the teenagers drank. Due to the alcohol, the teenagers’ brain had interesting and surprising changes. The result is extremely similar to the influence of the drugs. To a large extent, I think the drugs and alcohol have a bad effect on teenagers’ brain.
The secret life of teenagers’ brain is complex and various. And I think the video just shows a part of them. There are still a large number of mysteries that are not found by scientists. But the video teach me a lot. Through the documentary, I know the mechanism of the Schizophrenia. And I also know the influence of drugs and alcohol on teenagers’ brain. So perfect!

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The power of confidence

下面为大家整理一篇优秀的essay代写范文 -- The power of confidence，文章讲述长期以来，人们发现大多数杰出人才都充满信心；因此，人们在讨论成功时，信心已成为主要话题。自信的确对成功产生如此显着的影响值得我们关注，因为它可以帮助我们找到更好地塑造自己的方法。在诺曼·文森特·皮尔（Norman Vincent Peale）博士撰写的《积极思考的力量》一书中，他强调了自信的重要作用及其可以为我们带来的好处，并批评了自卑感所带来的危害。从Peale和我的个人经验来看，很明显，自信确实可以在我们的生活中发挥强大的力量，因为它可以带给我们制定目标和信念的动力，以付出自己不懈的努力。


The power of confidence
For a long time, it has been discovered that most of the outstanding talents are confident; thus confidence has turned out to be a main topic when people are discussing success. Whether being confident indeed has such remarkable impact on success deserves our attention because it may help us to find a way to better shape ourselves. In the book The Power of Positive Thinking written by Dr. Norman Vincent Peale, he emphasizes the important role of being confident and the benefits it can bring for us, as well as criticizing the harm given by the sense of inferiority. From Peale and my personal experience, it is clear that being confident does have strong power in our lives given that it can deliver us the impetus to set goal and faith to pay unremitted efforts.
People who have confidence will always gain the power to set goal and work hard persistently. According to Dr. Norman Vincent Peale, “Without humble but reasonable confidence in your own power you cannot be successful or happy. But with sound self-confidence you can succeed. A sense of inferiority and inadequacy interferes with the attainment of your hopes, but self-confidence leads to self-realization and successful achievement”. Actually, the reason why being confident can lead a person to success is a process that can be analyzed. People who have strong while reasonable confidence are always ambitious and deeply believe that they can be successful; thus they will practically analyze their own strength and weakness, and then set a goal and plan that are suitable for themselves. However, confident ones will not stop in the phase of thinking; instead, they will continue to take action. It is well known that the process of attaining success requires considerable efforts. People with great confidence will keep the faith that they will be strong and successful in their minds and try their best to overcome the difficulty they come across. Therefore, confidence helps people set not only target, but also the faith to pay continuous efforts.
My personal experience of learning swim can be the best proof for the power of confidence. When I was in high school, it was required that every student should pass the exam of swimming so that they can successfully graduate from school. For students like me who were not good at sports, it was totally a nightmare. The biggest challenge I met was that I cannot breathe when swimming. I felt shamed of it so that later I even refused to enter the water. My teacher decided to talk with me. He praised me that my motion was quite standard and beautiful and all that I needed was a little breakthrough. My confidence was completely inspired at that moment. I set a goal of mastering the skill of swimming and made a practical plan. After having class everyday, I chose to use the spare time to practice. It should be admitted that the process was much more difficult that I had imagined and I drunk a lot of water. However, confidence gave me the faith that I could be successful so that I decided to continue my efforts. Finally, I knew how to breathe when swimming and successfully passed the exam.
As Peale has said, the power of positive thinking is really strong. Confidence can guide you to find success and happiness, while sense of inferiority can only make you frustrated. People who are reasonably confident can set themselves suitable goals and plans, and use confidence as their spiritual drive to support their continuous efforts.
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