Materials and technology in English language teaching Assignment

Materials and technology in English language teaching - Assignment Example Materials and Technology in English Language Teaching Technology and ideas relevant to it as well as other implementations have continuously changed rapidly. This renders it difficult to provide a definitive picture of CALL in the market, mostly in the web. CALL refers to Computer Assisted Language Learning. It has been in existence since the 1960s, however, the focus as indicated, revolves around its existence and involvement in the market, over the last 15 years. One arm of Applied Linguistics has been gaining in popularity in the past 10 years. A number of scholars have provided us with now well-established definitions. For Levy, CALL is the search for and study of applications of the computer in language teaching and learning. Beatty refers to CALL as any process in which a learner uses a computer and, as a result, ends up improving his or her language. This encompasses a broad spectrum of current practices in teaching and learning at the computer, whilst Egbert states that CALL is learners learning language in any context with, thr ough computer technologies.  As noted, alternative acronyms to CALL emerged in recognition of the rise of the Internet proposed Technology Enhanced Language Learning, which emphasizes the technology the computer provides rather than the computer itself. Web-enhanced Language Learning lay coined to refer to the Internet as a medium for instruction, whilst Warschauer and (Kern 2000) proposed Network-based Language Learning, which stresses computers connected to one another with human-to-human communication as the focus. Most importantly, these definitions and acronyms have at their core the notion of students working on a desktop or laptop computer, usually in order to consciously practice or learn a language. With the computer at the core and applications usually centered on consciously practicing languages, it is not difficult to see how these alternative acronyms effectively became no more than offshoots of CALL, as they did not challenge its defining characteristics. The signifi cance of the English language for all students when using computers outside of their studies is clear to see from the response to Q2. A tiny 3.3% indicated that they use only L1, compared to a massive combined 86.6% who use both L1 and L2. A further 8.1 per cent reported using only English. We have already noted that responses to Q3 included a number of websites and it was references to Google, YouTube, and Wikipedia, which dominated the replies. Comments from the qualitative data provided more detailed insights, into the significance of English for these particular students. In view of an example, I like games in English. It is easy to understand a game in English and a TF uses computers mostly in English and if she does not understand. I can guess and if I don’t know I search online dictionary Longdo, it’s pretty good, it’s easy to use’. However, the dominance of the English language on the internet can also make it difficult for some students as exempl ified by a comment from an EF. Sometimes it is a problem because we do not understand some words and we feel confused. Language pedagogy over the past 25 years has seen a significant shift from teacher- to learner-centered approaches and the notion lies frequently realized in SACs, which have now become an essential feature for many providers. A SAC here refers to the physical location where they make both paper-based materials (PbMs) and CbMs available for

Nature or Nurture Essay Example for Free

Nature or Nurture Essay NURTURE OR NATURE It has been long debated the importance of nature verses nurture. It is hard to prove one from the other since it is shown for them both to play major roles in the development of a child to an adult. I believe that my personality is a combination of both nature and nurture but I think that I am +more nurtured. There are so many behaviors that I have developed from the environment I grew up. I have learnt to respect all people from being influenced at school and by my parents. I have also been trained to be responsible of things such as doing my work. I learnt that if I am not responsible and dont do my work, then I must pay bad consequences. I have also learnt from experiences that if I do what I am supposed to do, I may be rewarded for good things done. My environment has influenced me in many ways to act upon certain things automatically. Things like looking both ways before crossing the street, or other things that appear to be common sense are learnt from nurture. I have gone through many experiences in which I have learnt different lessons. These lessons have taught me how to act in my life. I know that I am very different person than my mom or my dad. I dont have very much in common with either of them. Although we do share some of the same aspects, I feel that I am more different from them than alike. I have developed the majority of my social skills from my friends and not my parents. Most of my social life revolves around my friends, who have influenced me a lot of the decisions I make and in the way I act. I dont socialize with my parents nearly as much as I do with my peers. I dont think I know my parents well enough to say if I am like them when they are around their friends or not. The nature and nurture of a person can vary greatly. Sometimes there are certain things that are hard to decide whether they are inherited or learnt. I might share some qualities with my parents, but they could just be characteristics that I learnt in my life that my parents also learnt in their lives too and were not inherited. I believe that genes indicate the potential for ones behavior and personality, and that the environment helps create the extent as to how that behavior is carried out.

Handmade paper Exporter :: essays research papers

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Walmart Jit

According to Crosson and Needles the Just-In-Time (JIT) operating philosophy requires that â€Å"all resources—material, personnel, and facilities—be acquired and used only when they are need. Its objectives are to improve productivity and eliminate waste. † They go on to sate that this process allows funds to be reallocated according to the goals of the company’s business plan since they are no longer invested in inventory. This method helps retailers like Wal-Mart â€Å"assign more accurate costs to their products and identify the costs of waste and inefficient operation† (2011).And from the looks of things†¦Wally World knows what its doing. Wal-Mart utilizes JIT throughout their stores by having extremely flexible time slots for hourly employees and through contracting with whole sellers. This allows the company to move away from the ‘just in case’ strategy and meet demand as it occurs (Hubpages). This affects their vendors in t hat Wal-Mart will partner with wholesalers only in order to receive the lowest costs possible on goods. They will also be able to put in orders for items as needed without having to go through a ‘middle man’ in order to meet the demand of their consumers.It’s cut and dry. Like most things in business there always seems to be a very dark cloud inside a silver lining. Wal’Mart’s smart business decisions have lead to a monopolization of several local industries, seriously jeopardizing small businesses across the nation. There are labor issues and people across the country actively boycott the superstore†¦But at the end of the day, most American’s are cheerfully spoiled by the, everything, right now, and cheap mentality.And three days ago, I went into to Wal-Mart, picked up a prescription, bought a facial exfoliate, a baby shower gift, and some veggie burgers†¦. It’s a hard truth. Convenience wins out :-/ Crosson, S. V. , & Needl es, B. E. (2011). Managerial accounting. 9th Edition. Mason, Ohio: South-Western Cengage Learning. Hubpages. (2010). Why physical distribution is the key to Wal-Mart’s marketing strategy and lower prices. Retrieved from http://s10ecbiztalk. hubpages. com/hub/keytoWal-Martsmarketingstrategyandlowerprices

Art History Essay

Jose De Ribera, Martydom of Saint Bartholomew, ca. 1639. Oil on canvas * Ribera uses this piece to scorn idealization of any kind. * The drama and brutality expresses the harsh times of the Counter-Reformation. * We notice Caravaggio’s influence on Ribera through the naturalism and drama used in Martydom of Saint Bartholomew and Caravaggio’s many works. Francisco De Zurbaran, Saint Serapion, 1628. Oil on canvas * Serapion was a British martyr who was supposed to fight the Moors in Spain, who ended up being butchered in Algeria. * What makes this piece different is a complete lack of violence. There is no blood or any sign of a wound, as we can see his white robe is spotless. * Unlike most martyr paintings that make the subject seem heroic and brave, Zurbaran captures the true helplessness of the saint, winning the viewer’s emotions. Diego Velazquez, Water Carrier of Seville, ca. 1619. Oil on canvas * This piece captures the social issue of the rich and poor of Spain during the time. * The contrast of dark and light shows elements of Caravaggio, who Velaquez had studied. * Although this scene shows everyday life, the care it conveys suggests a deeper meaning. Diego Velazquez, Surrender of Breda, 1634-1635. Oil on canvas * Velazquez aided Philip IV in regaining power by using Surrender of Breda as propaganda. * This piece was not only a symbol of Spanish nationalism, but a tribute to Ambrogio Spinola, the Spanish general of this war. * Velazquez’s relationship with Spinola made Surrender of Breda especially historically accurate. Diego Velazquez, King Philip IV of Spain (Fraga Philip), 1644. Oil on canvas * Velazquez portrays Philip as a military leader by focusing attention on his marvelous red and silver campaign dress. * The painting is also known as Fraga Philip, because it was painted in the town of Fraga in Aragon. * This portrait was just another example of Velazquez’s propagandistic images used for King Philip IV. Diego Velazquez, Las Meninas, 1656. Oil on canvas * The use of depth and content in this piece helped prove Las Meninas as Velazquez’s masterpiece. * The mirror on the back wall seems to be the reflection of the king and queen, meaning they are being painted on the other side of the room. * Velazquez actually painted himself as the artist in the room. Peter Paul Rubens, Elevation of the Cross, 1610. Oil on panel * Rubens used elements both from the Renaissance and of the Italian Baroque to create the first Pan-European style, as seen in Elevation of the Cross. * The tension is emotional and physical, as seen in Christ’s face and the grief of his followers. * The drama is intensified by the strong use of light and dark. Peter Paul Rubens, drawing of Laocoon, ca. 1600-1608. Black-and-white chalk drawing with bistre wash * The predominantly black chalk drawing shows Rubens’ study of classical representation of the human form. * This piece is obviously a revisit of the marble sculpture that depicted Laocoon and his sons breaking free from serpents. * Rubens had a big focus on mastering the human body, which led him to copy classical works of earlier master artists, such as this piece. Peter Paul Rubens, Arrival of Marie de’ Medici at Marseilles, 1622-1625. Oil on canvas * The painting depicts Marie arriving in France after a long voyage from Italy. * The women waiting for her is an allegory personified to represent France, and the goddesses, Neptune and the Nereids (daughters of the sea god Nereus), represent the sky and the sea rejoicing her safe arrival. * The surfaces are enriched with decoration to further bring the painting together. Peter Paul Rubens, Allegory of the Outbreak of War, 1638. Oil on canvas * The beautiful human forms and energy that take away attention from the chaos of this piece is a recurrent theme in Rubens’ other works. * The Thirty Years’ War was Rubens’ reason to create Allegory. * The woman clothed in black, deprived of her jewels and ornaments is an unhappy Europe. Anthony Van Dyck, Charles I Dismounted, ca. 1635. Oil on canvas * Charles I turns his back on his attendants as he looks over his domain. * His location on higher ground gives us the idea he is higher than all of his observers and followers. * The king impersonates as a noble man for a casual walk in the park, but no one can take their eyes off his regal poise. Hendrick Ter Brugghen, Calling of Saint Matthew, 1621. Oil on canvas * The naturalistic presentation of the subjects echoes the work of Caravaggio. * This piece differs from work of Caravaggio because the use of color, rather than extreme contrast of light and dark. * There is a definite claustrophobic effect as noticed by the figures being crammed into a well-lit room. Gerrit Van Honthorst, Supper Party, 1620. Oil on canvas * In this painting, Honthorst portrays the darker side of humanity. * The man on the right being fed by the woman is sometimes interpreted as a warning by Honthorst to avoid the sin of gluttony. * Honthorst frequently placed a hidden light source in his paintings, such as Supper Party, to work with violent dark and light effects. Frans Hals, Archers of Saint Hadrian, ca. 1633. Oil on canvas * The Archers were one of many militia groups that helped in liberating the Dutch Republic from Spain. * In this portrait, each man is a troop member yet individually different from the next. * The troop members’ attire further helps create a certain rhythm to the piece. Frans Hals, The Women Regents of the Old Men’s Home at Haarlem, 1664. Oil on canvas * This piece captures the details of each sitter and their cultural characteristics. * The women seem to have different emotions all around, from complete disinterest to concern of their environment. * The monochromatic theme of this painting further adds to the painting’s restraint. Rembrandt Van Rijn, Anatomy Lesson of Dr. Tulp, 1632. Oil on canvas * The students’ individual faces tell us each has different feelings and thoughts about the man being dissected. * Van Rijn diagonally placed the body to break away from the strict horizontal orientation found in traditional paintings. * Rembrandt chose to have the students all on the left side to highlight Dr. Tulp and the body.

40 French Expressions En Tout

40 French Expressions En Tout 40 French Expressions â€Å"En Tout† 40 French Expressions â€Å"En Tout† By Mark Nichol English has borrowed heavily from French, including a number of expressions beginning with en (meaning â€Å"as† or â€Å"in†). Some of these, such as â€Å"en masse,† are ubiquitous; others, like â€Å"en ami,† are obscure. Many more listed (and defined) here, italicized in the sample sentences, are not even listed in English dictionaries and are therefore considered still wholly foreign (and should be italicized in your prose as well). Whatever their status, however, given sufficient context, these expressions might be gainfully employed to provide a wry or sardonic touch to a written passage, or to characterize a pompous character: 1. En ami (â€Å"as a friend†): â€Å"I confide in you en ami.† 2. En arriere (â€Å"behind†): â€Å"Discretion is the better part of valor, I reminded myself as, letting my more valorous friends go before me, I marched en arriere.† 3. En attendant (â€Å"meanwhile†): â€Å"I entertained myself en attendant by thumbing through a magazine while she troweled on her makeup.† 4. En avant (â€Å"forward†): â€Å"En avant, comrades. Fortune awaits us through that door.† 5. En badinant (â€Å"in jest†): â€Å"Relax, my friend I meant what I said en badinant.† 6. En bagatelle (â€Å"in contempt†): â€Å"He glared at me en bagatelle, as if I were vermin.† 7. En banc (â€Å"with complete judicial authority†): â€Å"I sentence you en banc, as judge, jury, and executioner, to death.† 8. En bloc (â€Å"in a mass†): â€Å"We can depend on them to vote en bloc in support of the proposal.† 9. En clair (â€Å"in clear language, as opposed to in code†): â€Å"The spy’s telegram was carelessly written en clair.† 10. En deshabille (â€Å"undressed, or revealed†): â€Å"She opened the door to find me standing there en deshabille, and immediately retreated.† 11. En echelon (â€Å"in steps, or overlapping†): â€Å"The flock of geese flew overhead en echelon.† 12. En effet (â€Å"in fact, indeed†): â€Å"You see that I am, en effet, in control of the situation.† 13. En famille (â€Å"with family, at home, informally†): â€Å"Let us now return to that happy household, where we find the denizens lounging en famille.† 14. En foule (â€Å"in a crowd†): â€Å"He had the remarkable ability to blend in en foule.† 15. En garcon (â€Å"as or like a bachelor†): â€Å"I have separated from my wife and am now living en garcon.† 16. En grande (â€Å"full size†): The bouncer approached and, with a scowl, reared up en grande.† 17. En grande tenue (â€Å"in formal attire†): â€Å"She arrived, as usual, en grande tenue, and in consternation that everyone else was dressed causally.† 18. En grande toilette (â€Å"in full dress†): â€Å"The opening-night crowd was attired en grande toilette.† 19. En guard (â€Å"on guard†): â€Å"She assumed a defensive position, as if en guard in a fencing match.† 20. En haute (â€Å"above†): â€Å"From my perspective en haute, as it were I’d say you are both wrong.† 21. En masse (â€Å"all together†): â€Å"The members of the basketball team arrived en masse at the party.† 22. En pantoufles (â€Å"in slippers, at ease, informally†): â€Å"He had just settled down for a relaxing evening en pantoufles when the doorbell rang.† 23. En passant (â€Å"in passing†): â€Å"She nonchalantly mentioned the rumor en passant.† 24. En plein air (â€Å"in the open air†): â€Å"We celebrated by venturing en plein air.† 25. En plein jour (â€Å"in broad day†): â€Å"They boldly rendezvoused en plein jour.† 26. En poste (â€Å"in a diplomatic post†): â€Å"Though he was a friend, I decided to send the memorandum en poste.† 27. En prise (â€Å"exposed to capture†): â€Å"He found himself en prise, beset on all sides.† 28. En queue: (â€Å"after†): â€Å"I bided my time and followed en queue.† 29. En rapport (â€Å"in agreement or harmony†): â€Å"I’m delighted that we are all en rapport on the subject.† 30. En regle (â€Å"in order, in due form†): â€Å"I believe you will find the documents en regle.† 31. En retard (â€Å"late†): â€Å"Typically, they arrived en retard for dinner.† 32. En retraite (â€Å"in retreat or retirement†): â€Å"After uttering the verbal blunder, she ducked her head and exited the parlor en retraite.† 33. En revanche (â€Å"in return, in compensation†): â€Å"En revanche, I invite you to attend my upcoming soiree.† 34. En rigueur (â€Å"in force†): â€Å"We have arrived en rigueur to support you.† 35. En route (â€Å"on the way†): â€Å"En route to the post office, she passed by the derelict house.† 36. En secondes noces (â€Å"in a second marriage†): â€Å"The community was so conservative that she found her matrimonial state, en secondes noces, to be the topic of gossip.† 37. En suite (â€Å"connected, or in a set, as a bedroom with its own bathroom†): â€Å"She was pleased to see that the room was en suite.† (Also spelled ensuite.) 38. En tasse (â€Å"in a cup†): â€Å"I’ll take some en tasse.† 39. En tout (â€Å"in all†): â€Å"We’d like to use your banquet room, please we are a score or more en tout.† 40. En verite (â€Å"in truth†): â€Å"En verite, I am the one responsible.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:100 Beautiful and Ugly WordsEmail EtiquetteFew vs. Several

Abraham Lincoln and the the Civil War Essay Example

Abraham Lincoln and the the Civil War Essay Example Abraham Lincoln and the the Civil War Essay Abraham Lincoln and the the Civil War Essay Abraham Lincoln was the sixteenth president during the civil war. Most people said he was the best president. During the civil war 3 million people went to war and 600,000 died. He was born February 12, 1809, in Harden County, Kentucky. Both of his parents were born in Virginia. Lincoln made extraordinary efforts to study and become smart while he was working on a farm. He also split rails for fences, and worked in a store. He got very little formal education. He became captain in the Black Hawk War. He spent 8 years in the Illinois legislature. He also worked in the courts for many years. His law partner said of him â€Å"his ambition was a little engine that new no rest. † He then ran for Senator, but he lost the election, but he gained a national reputation that won him the Republican Nomination for president in 1860. He built the Republican National Organization. He’s also the one that issued the Emancipation Proclamation that declared to free the slaves that was on January 1, 1863. The Civil War was not entirely caused by Lincoln’s election, but the election was one of the primary reasons the war broke out the following year. Lincoln’s decision to fight rather than to let the southern states succeed was not based upon his feelings towards slavery. Rather, he felt it was his sacred duty to preserve the Union. His first Inaugural speech ended with a message that said â€Å"it shall be peace or the sword. † The southern navy turned away and surrendered after a 34 hour battle. The southern Emancipation Proclamation in 1863, encouraging the border states to outlaw slavery, and helping push through Congress the Thirteenth Amendment to the United States Constitution, which finally freed all the black slaves nationwide in December 1865. Lincoln was reelected in 1864. He figured he would not win, but he did. After he was reelected, a person named John Wilkes Booth assassinated Abraham Lincoln. John Wilkes Booth didn’t want blacks to be free. The assassination was a part of a larger plot to eliminate the Northern Government. Lincoln died the following day, after he was shot, and with him the hope of restructuring the nation without bitterness. Lincoln served our country from Mach 1861 until his assassination in April 1865. The deaths of their sons had profound effects on both parents. Later in life, Mary struggled with the stresses of losing her husband and sons, and Robert Lincoln committed her temporarily to a mental health asylum in 1875. WORKS CITED PAGE: civilwar. org/education/history/biographies/abraham-lincoln. html http://en. wikipedia. org/wiki/Abraham_Lincoln

Chemistry 101 - Introduction and Index of Topics

Chemistry 101 - Introduction and Index of Topics Welcome to the world of Chemistry 101! Chemistry is the study of matter. Like physicists, chemists study the fundamental properties of matter and they also explore the interactions between matter and energy. Chemistry is a science, but it is also used in human communication and interaction, cooking, medicine, engineering, and a host of other disciplines. Although people use chemistry every day with no apparent problem, if the time comes to take a course in chemistry in high school or college, many students are filled with dread. Dont be! Chemistry is manageable and even fun. Ive compiled some study tips and resources to make your encounter with chemistry easier. Not sure where to start? Try Chemistry Basics. Periodic Table of the Elements You need a trusty periodic table for practically all aspects of chemistry! There are links to characteristics of elements groups, too. Periodic TablePrintable Periodic TablesGroups of Elements Periodic Table Helpful Resources Use these resources to look up unfamiliar terms, identify chemical structures, and recognize the elements. Worked Chemistry ProblemsChemistry GlossaryChemical Structures ArchiveInorganic ChemicalsElement PhotographsFamous ChemistsScience Lab Safety Signs Introduction to Chemistry 101 Learn about what chemistry is and how the science of chemistry is studied. What Is Chemistry?What Is a Chemical?What Is the Scientific Method? Math Basics Math is used in all the sciences, including chemistry. To learn chemistry, you need to understand algebra, geometry, and some trig, as well as be able to work in scientific notation and perform unit conversions. Accuracy Precision ReviewSignificant FiguresScientific NotationPhysical ConstantsMetric Base UnitsTable of Derived Metric UnitsMetric Unit PrefixesUnit CancellingTemperature ConversionsExperimental Error Calculations Atoms and Molecules Atoms are the basic building blocks of matter. Atoms join together to form compounds and molecules. Learn about the parts of the atom and how atoms form bonds with other atoms. Basic Model of the AtomBohr ModelAtomic Mass Atomic Mass NumberTypes of Chemical BondsIonic vs Covalent BondsRules for Assigning Oxidation NumbersLewis Structures and Electron Dot ModelsIntroduction to Molecular GeometryWhat Is a Mole?More About Molecules MolesLaw of Multiple Proportions Stoichiometry Stoichiometry describes the proportions between atoms in molecules and reactants/products in chemical reactions. Learn about how matter reacts in predictable ways so that you can balance chemical equations. Types of Chemical ReactionsHow to Balance EquationsHow to Balance Redox ReactionsGram to Mole ConversionsLimiting Reactant Theoretical YieldMole Relations in Balanced EquationsMass Relations in Balanced Equations States of Matter The states of matter are defined by the structure of matter as well as whether it has a fixed shape and volume. Learn about the different states and how matter transforms itself from one state to another. States of MatterPhase Diagrams Chemical Reactions Once you have learned about atoms and molecules, youre ready to examine the type of chemical reactions that can occur. Reactions in WaterTypes of Inorganic Chemical Reactions Periodic Trends The properties of the elements exhibit trends based on the structure of their electrons. The trends or periodicity can be used to make predictions about the nature of the elements. Periodic Properties TrendsElement Groups Solutions Its important to understand how substance dissolve and how mixtures behave. Solutions, Suspensions, Colloids, DispersionsCalculating Concentration Gases Gases exhibit special properties based on having no fixed size or shape. Introduction to Ideal GasesIdeal Gas LawBoyles LawCharles LawDaltons Law of Partial Pressures Acids Bases Acids and bases are concerned with the actions of hydrogen ions or protons in aqueous solutions. Acid Base DefinitionsCommon Acids BasesStrength of Acids BasesCalculating pHpH ScaleNegative pHBuffersSalt FormationHenderson-Hasselbalch EquationTitration BasicsTitration Curves Thermochemistry Physical Chemistry Learn about the relationships between matter and energy. Laws of ThermochemistryStandard State ConditionsCalorimetry, Heat Flow and EnthalphyBond Energy Enthalpy ChangeEndothermic Exothermic ReactionsWhat Is Absolute Zero? Kinetics Matter is always in motion! Learn about the motion of atoms and molecules, or kinetics. Factors that Affect Reaction RateChemical Reaction Order Atomic Electronic Structure Much of the chemistry that you learn is associated with electronic structure, since electrons can move around much more easily than protons or neutrons. Valences of the ElementsAufbau Principle Electronic StructureElectron Configuration of the ElementsAufbau Principle Electronic StructureNernst EquationQuantum Numbers Electron OrbitalsHow Magnets Work Nuclear Chemistry Nuclear chemistry is concerned with the behavior of protons and neutrons in the atomic nucleus. Radiation RadioactivityIsotopes Nuclear SymbolsRate of Radioactive DecayAtomic Mass Atomic AbundanceCarbon-14 Dating Chemistry Practice Problems No matter how well you understand the text or the lecture, sometimes you need to see examples of how to approach and solve chemistry problems. Index of Worked Chemistry ProblemsPrintable Chemistry Worksheets Chemistry Quizzes Test your understanding of key chemistry concepts. How to Take a TestAtomic Structure QuizAcids Bases QuizChemical Bonds QuizElement Number QuizElement Picture QuizUnits of Measurement Quiz Science Fair Projects Doing a science fair project? Learn how to use the scientific method to design an experiment and test a hypothesis. Science Fair Project Help Other Useful Stuff Acids and BasesBefore You Buy a Chemistry TextbookCareers in ChemistryHigh School Courses Needed for College ChemLaboratory Safety RulesLesson PlansMaterial Safety Data SheetsStudy TipsTop Chemistry DemonstrationsTop Ways to Fail a Chemistry ClassWhat is the IUPAC?Why Get a Doctoral Degree?Why Students Fail Chemistry

Analysing data Coursework Example | Topics and Well Written Essays - 1250 words - 1

Analysing data - Coursework Example As indicated from Table 1, the number one purpose of the performance appraisal (PA) for employees is to give feedback where 26.7% of the employees strongly agreed and 57.3% agreed. The second purpose was to develop employees’ performance at 25.3% (strongly agreed) and a staggering 61.3% of the employees agreed. The third most important purpose for the employees is to relieve uncertainty among employees where 22.7% and 56% strongly agreed and agreed, respectively. On the other hand, the results from Table 2 revealed that managers perceive giving feedback as its primary purpose where 33.3% of the respondents strongly agreed and 66.7% agreed. This purpose was seconded by developing employees’ performance at 16.7% (strongly agreed) and 83.3% of the managers agreed. However, second rank for both was to develop employees’ performance. It should be noted that managers also ranked â€Å"to improve communication among employees† as a second most important purpose for PA, where 50% strongly agreed and 33.3% agreed. The third most important purpose for PA, as perceived by managers, is actually three: to allocate financial rewards, to determine promotion, and to motivate employees where 50%, 33.3% and 66.7% strongly agreed, respectively. The least perceived purpose for the PA for employees and managers was to provide a structure of a plan of organizational success with only 9.3% of employees and none of the managers strongly agreed on this; 33.3% and 16.7% of employees and managers, respectively, agreed. There is diversity in response between employees and managers when asked what they think are the problems and challenges associated with PA. Employees ranked not having feedback from managers and identified problem in the PA as number 1. According to Table 3, the most significant challenges and problems associated with PA in the point of view of employees are: â€Å"managers do not have a performance feedback during meetings

International Human Rights Essay Example | Topics and Well Written Essays - 3750 words

International Human Rights - Essay Example rnments act in particular ways or to refrain from given acts, for the reason of protecting and promoting human rights and other fundamental freedoms of people (Buergenthal, 67). Non-discrimination principle is a broadly-based one in the international human rights law. The principle stands out to be so much vital in all the key human rights treaties thereby providing the central theme of a number of international human rights conventions for example, elimination of racial discrimination and discrimination against Women. With respect to all human rights and freedoms the principle of non-discriminatory eliminates discrimination of all aspects be it color, race or any other factor. The equality blends well with the principle of non-discriminatory since every individual is born free and equal to rights and dignity. All human rights are interdependent, interrelated and indivisible, whether the rights are political or civil, for example, the right to life, equality before the law, and freedom of expression; social, economic, and cultural rights, for example the right to housing, work and social security, or even collective rights, for example the rights to self-determination and development. Universality principle of human rights is the foundation of international human rights law. This principle has been reiterated in various international human rights declarations, resolutions, and conventions. For instance, Vienna World Conference of 1993 giving illustrations on human rights stated that it is the role of States to promote and protect all human rights and freedoms, despite of their cultural, political and economic systems. The expression of universality of the human rights is seen when states ratify the fundamental human rights treaties beyond all boundaries and civilizations Human rights are inalienable in that they should not be taken away from the individual they are duet to, except in specific circumstances and with respect to due process. The right to liberty,

#5 Research Paper Example | Topics and Well Written Essays - 500 words

#5 - Research Paper Example In the generic business level strategies, New York Times Company can be positioned as a leader in cost efficiency. The organization has a good and wide reputation in the industry. Therefore, it enjoys some internal efficiency that would see it have a margin that would maintain above average profits. Moreover, the internal efficiency would be instrumental in sustaining the cost to the clients since it would attract customers to purchase the product. The organization engages in standardizing the product in order to have generic goods that are satisfactory to a considerable number of clients and offer it at the lowest price. This generic strategy has been an essential tool for the company in the industry considering it is quality level. The New York Times Company offers its products at the industry’s average prices, and this has enabled it gain the share of the market. The New York Times company business problem originated from its failure to use online services earlier enough than its competitors. It is, consequently, sensible for the company to implement integrated cost leadership and differentiation strategy. This strategy is new and hybrid and had gained more weight and popularity especially in today’s increased global competition (Janice, n.d). In essence, the organization can utilize this strategy to position itself and enhance its ability to adapt faster to the technological changes. In addition, this strategy would be a more efficient core competency in the product line. It would also be useful in producing products with differentiated characteristics that are treasured by the customers and providing the product at a lower cost in comparison to those of its rivals. The airline industry is one industry in which companies have to adapt in order to earn profits continually. In this industry, it is inevitable to charge high ticket prices so as to make profits. The Southwest Airlines confronted this challenge by marketing itself as a cost leader. The

Critical Literature Review Coursework Example | Topics and Well Written Essays - 1250 words

Critical Literature Review - Coursework Example A cultural change is required to counter the widespread acceptance of dishonest practices. De Vries, et al. 2011 Personality traits such as conscientiousness, honesty-humility/integrity are effective predictors of counterproductive academic behaviour. Jones & Spraakman 2011 Faculty member’s instigation of broad-based cheating among students caused the faculty’s dismissal, but administrators excused the students’ participation. Faulty integrity culture skewed students’ perception of ethical behaviour. Kisamore, et al., 2007 Students with poorly-adjusted personality traits are more disposed to cheat due to the influence and interaction of integrity culture. Kitahara, et al., 2009 Case study demonstrated the effectiveness of employing multifaceted, hybrid approaches to ensure academic integrity. Larkin, et al., 2012 Additional enticements to plagiarize and cheat are provided by the use of online media, due to the ease of transmitting exam questions and answer s. Okoro, 2011 Plagiarism in all its forms is often difficult to communicate to students when merely stated in policy. Guided instruction strategies involving student-teacher interaction reduces incidences of unintentional plagiarism. Spain & Robles, 2011 Adoption and enforcement of a systematic Academic Integrity Policy makes adjudication of academic dishonesty cases more effective, reduces future such incidences, and establishes a culture of academic integrity. ... Table 1: Summary of academic journal articles Critical Comparison Determinants of academic integrity: Integrity culture and personality traits A debate exists concerning the factors that determine academic integrity, most commonly cited of which are the academic integrity culture (Tippitt, et al., 2009), and students’ or faculty members’ personal characteristics (De Vries, et al., 2011). Tippitt’s findings on integrity culture is supported by the study by Jones & Spraakman (2011), that fittingly explored the role that faculty members play in advancing academic misconduct. Faculty members’ willingness to cover up graduate students’ plagiarism or other forms of cheating to avoid public scandal, and university administrators’ tendency to overlook these infractions and not discipline faculty members to avoid embarrassment, are common. The Jones et al. study made a good case for integrity culture because it focused on a specific instance where the faculty member himself instigated student misconduct by leaking the departmental examination and quizzes to his class. The faculty member was dismissed, but the administrators decided to excuse the students and merely reduced en masse their grades instead of disciplining them. The cultural issue surfaced in the fact that most of the students interviewed felt there was nothing wrong about obtaining an unfair advantage over the other sections, and did not feel they were responsible for reporting the conduct of their instructor or their peers’ participation. Integrity culture is also central in Thakkar and Weisfeld-Spolter (2012), who determined that acts constituting cheating

The advantages and disadvantages of Tilling as a technique in plant Essay

The advantages and disadvantages of Tilling as a technique in plant breeding - Essay Example It is a technology that used in molecular biology to directly identify mutations in genes. These technologies have their advantages that make them suitable for adoption and use by human life as well as disadvantages that make them a hazard to human life. This paper, therefore, seeks to establish the advantages and disadvantages of TILLING in plant breeding. TILLING is a molecular biology procedure that uses chemicals and x-rays to bring about undirected point mutations in a plant genome. This is usually the first step in the process. The second step involves an analysis of DNA which aids in the selection of plants that have a mutation that contains the desired gene (Schmidt et al 2011). The method combines a standard and an equally effective technique of mutagenesis with the use of a chemical mutagen such as Ethyl methanesulphonate (EMS) that contains a sensitive DNA screening method to which identifies point mutations in a target gene. This process of plant breeding may include mutation effects that may include gene deactivation and sub sequent reverse crossing with other varieties. This results with a plant that has the desirable mutation such as an amylase free potato. Some biotechnology critics such as Greenpeace have done ‘acceptance’ tests on TILLING method and have cited a large difference in genetic engineering. Some of the advantages of this biological process are; This means that the process can be applied on virtually every organism. This is because it entails modifying the molecular unit of heredity in a living organism. Therefore, plants can grow with a certain desired characteristic. This can be used to fight hunger by increasing food production. Another great advantage of TILLING in plant breeding is that the method its adaptability to high throughput genotyping. This is because it allows choosing appropriate technology for the intended goals and stage of an experiment. The method allows for the independence of the

Critical Literature Review Coursework Example | Topics and Well Written Essays - 1250 words

Critical Literature Review - Coursework Example A cultural change is required to counter the widespread acceptance of dishonest practices. De Vries, et al. 2011 Personality traits such as conscientiousness, honesty-humility/integrity are effective predictors of counterproductive academic behaviour. Jones & Spraakman 2011 Faculty member’s instigation of broad-based cheating among students caused the faculty’s dismissal, but administrators excused the students’ participation. Faulty integrity culture skewed students’ perception of ethical behaviour. Kisamore, et al., 2007 Students with poorly-adjusted personality traits are more disposed to cheat due to the influence and interaction of integrity culture. Kitahara, et al., 2009 Case study demonstrated the effectiveness of employing multifaceted, hybrid approaches to ensure academic integrity. Larkin, et al., 2012 Additional enticements to plagiarize and cheat are provided by the use of online media, due to the ease of transmitting exam questions and answer s. Okoro, 2011 Plagiarism in all its forms is often difficult to communicate to students when merely stated in policy. Guided instruction strategies involving student-teacher interaction reduces incidences of unintentional plagiarism. Spain & Robles, 2011 Adoption and enforcement of a systematic Academic Integrity Policy makes adjudication of academic dishonesty cases more effective, reduces future such incidences, and establishes a culture of academic integrity. ... Table 1: Summary of academic journal articles Critical Comparison Determinants of academic integrity: Integrity culture and personality traits A debate exists concerning the factors that determine academic integrity, most commonly cited of which are the academic integrity culture (Tippitt, et al., 2009), and students’ or faculty members’ personal characteristics (De Vries, et al., 2011). Tippitt’s findings on integrity culture is supported by the study by Jones & Spraakman (2011), that fittingly explored the role that faculty members play in advancing academic misconduct. Faculty members’ willingness to cover up graduate students’ plagiarism or other forms of cheating to avoid public scandal, and university administrators’ tendency to overlook these infractions and not discipline faculty members to avoid embarrassment, are common. The Jones et al. study made a good case for integrity culture because it focused on a specific instance where the faculty member himself instigated student misconduct by leaking the departmental examination and quizzes to his class. The faculty member was dismissed, but the administrators decided to excuse the students and merely reduced en masse their grades instead of disciplining them. The cultural issue surfaced in the fact that most of the students interviewed felt there was nothing wrong about obtaining an unfair advantage over the other sections, and did not feel they were responsible for reporting the conduct of their instructor or their peers’ participation. Integrity culture is also central in Thakkar and Weisfeld-Spolter (2012), who determined that acts constituting cheating

Types of Risk Assignment Example | Topics and Well Written Essays - 750 words

Types of Risk - Assignment Example Even though, these value risk models are utilized to quantify risks in the market but there are few limitations that are addressed using stress tests that study the movements of the market on hypothetical grounds (Yufeng, 2011). Supply chains have the aim to increase productivity, ensure cost effective practices and fulfill demands of the markets. However, there are many risks that may disrupt their working thus, in order to manage the risks involved the first step into place them into supply chain risk management (SCRM) (Tummala & Schoenherr, 2011). This would enable them to identify the operations, resources and the sources through which information inflows and outflows, through co-citation analysis. The changing interest are identified in SCRM and then tools such as Failure Modes and Effect Analysis (FMEA), and Fault Tree Analysis (FTA) can be used appropriately in SCRM. Moreover, pricing policies and analysis tools can examine the risks involved in supply chain that help manage supply chain risks in an effective way(Nurmaya, 2012). Credit risk is the kind of risk associated with market and customers. This risk arises when a business feels that borrowers might not pay their debt on time or due date. Thus, in this regard, credit can be managed by setting credits limit. The limits of credits are based on credit ratings. Likewise, funding or liquidity risk occurs when there is the risk that a person is not able to meet his obligations to provide loan commitments. The techniques associated with mitigating funding technique are holding liquid assets, securitizations, creating contingency plans, portfolio management techniques, having extensive databases on defaults and having credit insurance products. Due to increasing number of credit related losses, companies require new analytical solutions to make improvements in their databases

The Non-universality and “Culturality” of Literature Essay Example for Free

The Non-universality and â€Å"Culturality† of Literature Essay Features that Makes Literature Uniquely Cultural and Not Universal By romance novels alone that are judged as trashy and unhelpful to the critical thinking growth of women and yet hundreds of such books are still hoarded, it is already quite evident that literature is one discourse in a person’s life that is deemed as necessary and important—if such romance novels can be considered as literature that is. Romance novels are known to contain sexual innuendos, hot coital sessions, shallow plots and character developments and other literary elements which can be regarded as being unliterary and even mortifying in the conservative circles. For centuries, romance novels in all forms and genres have been created, edited, published, banned, exalted, and burned. Whether those banned and burned novels end up with such fate because they are considered to be too much for the general public for the taboo subjects they depict or because the books does not have any literary value, this could just mean that there are certain subjects that stirs scandals and controversies in particular settings and culture. But a taboo subject in one particular culture does not mean that it is a taboo subject in other cultural settings—it could be something like the Theory of Relativity wherein something is applicable in one setting while it cannot be the same circumstance for other settings. It is because of this aspect that certain genres and forms of literature be regarded as unique only to particular setups. Thus, literature is not something which is seen as universal that involves the entire human race—literature is something which can be judged as a discourse or subject that is cultural and universal the same way that it is only women who are majorly magnetized by romance novels compared to men and the same way that sex is something which is considered as taboo in Asian countries while the West nonchalantly discuss about it. Literature therefore is not universal for if this is true, then why is it that some novels, poetry or plays are majorly disliked by a group of people while another group of people greatly admire it? If literature supposedly connects human beings and links everyone together with a â€Å"universal thread†, then why is it that people still have great conflict on themes, plots, dialogues and characters presented in books? Literature therefore is cultural and particular in a way that it embodies the language of a nation, the history of society, a society of a group, a culture of a country, the customs, traditions and practices of state. Thus, what is literature but something which is uniquely distinct to a culture? Before a discussion on whether literature is universal or not, it should first be explained on what is literature. Literature is often defined as a produce from one’s imagination that has ascetic creativity and which reflects humanity in that one single product of humanity or ascetic creativity: â€Å"Stories from myth and legend persist in our culture because they evoke deep emotional responses from us, shaped as we are by those stories, often from a very young age† (Trupe 164). Then, a written work that is fictional can be considered as literature but this definition is actually wrong and misleading. Going back to the subject of romance novels, can these books be regarded as literature when they so obviously do not contain any ascetic creativity at all? Just because something is ictional or imagined, it does not mean that it is literature. But at the same time, not all literature is fictional—are there not biographies, autobiographies, speeches and essays that are wholly true but are still seen as literature? Maybe, literature is such a broad subject that it is indefinable—even John Spriggs who wrote on literary discourse and criticism wrote that literature should not be defined at all because it would restrict literature to a particular aspect (Easthope 168). But if literature cannot be defined at all, then it means that it is something which can cause confusion among people—academic and common alike. Eagleton though has a different idea on what can be regarded as literature. According to Eagleton, literature is defined by the particular language it utilizes. He asserts that literature â€Å"transforms and intensifies ordinary language, deviates systematically from everyday speech† (2). Thus, any work can be regarded as literature if it uses a special language unique only to literature and very different form â€Å"everyday speech†. Going back to the thesis of the paper, if what Eagleton says is true, then it just means that literature is not universal since there would be people who would fail to understand this special literary language used in literature. If the language in literature is uncommon and unique only to literature, then it uses a particular language which would distinguish it from other words that people use. However, there is a counterargument to this claim presented by Leech and Short (as cited by Simpson). According to Leech and Short, although literature uses a particular set of language and linguistics unique to it, it still manages to use the ordinary language in a way that it is just creatively expressed (as cited by Simpson 6). In fact, what makes the literalists the same as other people is that they follow a particular set of rules the same way that a lawyer or journalist or doctor would be using particular vocabulary and sentence construction that is unique to their profession. Thus, literature is unique in the sense that it uses creative language but it is not unique in the aspect that it is the only discourse that is unique in using a different set of codes or syntax. It is Horace, who first came up with the idea that literature serves two purposes: utile et dulce. That is, literature can educate people and be utilized by the masses (utile) and literature can be appreciated for its sheer ascetic creativity that brings out the beauty in the things around human beings—nature and human nature. Horace concludes that there are two purposes, literature is not something which can only serve one master—to either teach people something or to showcase its literary beauty—instead, it should be a balance of what literature is trying to aim for. However, modern literary critics and academicians believe otherwise: Literature should just either be a utile or be a dulce. L. Insana on â€Å"Redefining Dulce et Utile: Boccacio’s Organization of Literature on Economic Terms† uses this argument on utile and dulce in trying to find out what Boccaccio is trying to express in his controversial Decameron that both teaches the public something and at the same time, it reveals a literary beauty that only Boccaccio can create (n. p. ). Thus, while the concept of dulce and utile may be something that has long been created hundreds of years ago, it can be applied even to economic settings as what Insana has done in the critique of Boccaccio’s Decameron. Nowadays, the argument that literature is either a utile or dulce is not true anymore since literature not serves many other purposes outside utile and dulce. For example, literature can be a means to unite the world through form and content—serving as a means for people to unite in a single universal thread—something which is opposite to the thesis of this paper and something which this paper is trying to disprove of. There are conclusions that literature is connects people because it has the ability to link each culture and group not just by the means of language but also through experiences. People are united because of literature exists to have the â€Å"same universal thread† with other literature. All in all, this is what literature is believed to be used for: â€Å"to give us a better understanding of who we are, and a greater ability to know others and thereby help us to understand others, not destroy them†. This universal thread opinion on the objective and form of literature is truthful in some way since the experiences of societies are almost the same as everyone else: Works of literature consist of ‘human experience’ and so contrast with the texts of mass or popular culture; created by individual authors literature can evoke a ‘genuine personal response’ in the reader—as Leavis explains elsewhere (see Leavis and Thompson 1933), popular culture, collectively and commercially produced, is stereotyped, formulaic, anonymous and deficient in ‘human experience’. (Easthope 4) Each individual, no matter where they come from or what they do experiences the same needs, desires and wants to the person next to him/her. People all suffer, people all feel happiness, people all have the capability to love and be loved and people will die one day. Thus, all the collation of hopes, dreams and fears are true no matter where you may go. However, the experiences of a society are still different from another. Though they do experience the same economic or political problem like the other societies and countries, their own experience is unique only to themselves. Literature, particularly fiction, conspires to human freedom: in this way it has a political effect. But the vision projected by literature, its implicit philosophy, sits opposite the political understanding of the world. (Rolin 40) Thus, though a person in Japan feels the same heart ache as that of a person in Wales and writes the same kind of poem or prose that centers on their grief, it would still be different because of the certain cultural aspects that envelopes them. All in all, this is what is being pointed out why literature can never be the same for all the people in the world—because each group of people contains certain cultural influences and characteristics that are only unique to them. Aside from language which clearly differentiates one culture or country to another, there is also the history to consider, the traditions and even the practices of a particular culture. Zipes clearly gives an example in how fairy tales of a country is used to determine the differences of the locale’s color and beliefs: Each village and community in Europe and in North America developed various modes of storytelling and different types of tales that were closely connected to their customs, laws, morals, and beliefs. (xvi) The same way that a man tends to sway more towards the non-fictional forms of literature or the comic books and sci-fi, women tends to gravitate more to the romantic and whimsical forms of literature, there are also differences in how the literature of a village or community in a particular country in a very specific time would be different from another country in a altogether different time span. Though human experience is the same for everyone, there are still great and tremendous differences in human experiences that would make literature very non-universal and would instead be concluded as being very cultural. A very specific example would be the language of a culture or a nation; Eagleton explains that literature contains a unique language to be identified with just literature, that such â€Å"literary discourse estranges or alienates ordinary speech† (2). However, he also points out that though ordinary speech is alienated, the said literary discourse also â€Å"brings us into a fuller, more intimate possession of experience† (Eagleton 2). Literature through the means of language becomes more complex and yet meaningful—something that each culture can relate to as they have their own distinctive features. Another example would be in how a famous literary figure, Defoe has written fictional works that â€Å"are admired today†¦[and] can be found in the material of journalism he practiced in an age when the boundaries between journalism and fiction, fact and fancy, were less distinguishable than they are today† (Underwood 45). This example illustrates how any form of literature can imitate the life and time of the author making the literature one of its kind when compared to other literary works that also imitates the life and times of their particular authors. But most credible as an evidence and sample to thesis is perhaps the case of how William Shakespeare embodies his play, Henry V as something that reflects the early English life, according to Schwyzer: Henry V is traditionally regarded as the most English of the histories, and hence of all Shakespeare’s works. The words ‘‘England’’ and ‘‘English’’ resound through the play, occurring more than one hundred times. Henry is constantly reminding his men of what they are or should be capable of on the basis of their Englishness, and he is himself referred to by the French king as ‘‘Harry England. ’’ (Schwyzer 126) What Schwyzer presents is not that the play was inspired by England or the life of England, but that it the play itself evokes or contains themes of what it remains to be seemed as English. This â€Å"englishness† as what Schwyzer calls it is another term for the existence of a national literature that aims to mirror what it means for a particular nation to be a nation. In conclusion, there is no universal thread the links human being together even of literature shows the same human experience for everyone. Literature is not universal; it is cultural because of the many distinct features that are embodied in a literary work like language, way of life, background, etc. However, though literature is no universal, it is still an ongoing process of development and improvement that hopefully one day, does indeed bridge the world together and be called universal. Works Cited Eagleton, Terry. Literary Theory: an Introduction. Oxford: Blackwell Publishing, 1996. Print. Easthope, Antony. Literary into Cultural Studies. New York: Routledge, 1991. Print. Insana, L. â€Å"Redefining Dulce et Utile: Boccacio’s Organization of Literature on Economic Terms†. Heliotropia 2. 1 (2004). Web. Heliotropia. org. 17 May 2010. Rolin, Olivier. â€Å"The Subtle Genius of the Novel†. The Review of Contemporary Fiction 28. 3 (2008): 40. Web. Literature Resource Center. 16 May 2010. Schwyzer, Philip. Literature, Nationalism, and Memory in Early Modern England and Wales. New York: Cambridge University Press, 2004. Print. Simpson, Paul. Language Through Literature: an Introduction. New York: Routledge, 1997. Print. Trupe, Alice. Thematic Guide to Young Adult Literature. Connecticut: Greenwood Press, 2006. Print. Underwood, Doug. Journalism and the Novel: Truth and Fiction, 1700-2000. New York: Cambridge University Press, 2008. Print. Zipes, Jack (ed). The Oxford Companion to Fairy Tales. New York: Oxford University Press, 2000.

Battered Women Syndrome

Battered Women Syndrome BATTERED WOMENS SYNDROME: FICTION OR REALITY. Introduction To understand battered womans syndrome one has to know why and how one becomes a â€Å"battered woman.† For a woman to be labeled battered woman has to undergo two complete battering cycles which has three different stages. The stages begins with tension-building, followed by explosion which also known as acute battering incident and then culminating in a calm, loving interval which is known as the honeymoon stage. Battered woman stays in insulting relationship because women are resistant during honeymoon stage and they tend to be peacekeepers in a relationship and they are responsible for marriage work, unfavorable economic costs and its more dangerous to leave than staying before threats by batterer to kill her or the children and this result to psychological paralysis. According to Tennant, 2001 battered woman syndrome is a psychological and behavioral pattern which is a symptom in those women living in rough treatment relationships. There are various characteristics of the syndrome such as woman believing that it was her fault for the violence to happen, she is unable to put the responsibility of the violence elsewhere, she fears for her life and for her childrens and she has an illogical belief that, the abuser is omniscient and omnipresent. This syndrome can be more of a Post Traumatic Stress Disorder rather than being just a mental illness (Tennant). Most women who experience domestic violence suffer from battered women syndrome and they have to undergo two cycles; cycle of abusive which involves repeated abuse which can be either generational or episodic whereby generational is passed down by exposure from parents to children and episodic is a repeated pattern in which two people in the family are involved either child abuse, spousal abuse or elder abuse. (McMahon, 23) ODonovan, 1991 stated that, stages for battered woman syndrome includes; Denial stage which occurs when a woman denies to her or to others that there is a problem, they have excuses why their partners have an abusive happenings and they generally believe the abusiveness will happen again. Stage two is guilt and the woman acknowledges that in their relationship there is a problem and recognizes she is an abuse victim and she blames herself for the incidents and she begins to question her character and she will try to live up with her partner. Stage three is enlightenment, this begins when the woman begins to understand that no one deserves a beat and the beatings she receives are not necessary and then comes to realize that her partner has a problem and she then stays in the relationship with future hopes for a change. Stage four comes when the woman realizes that her abuser has a fixable problem and she realizes that there is nothing they can do to assist him and then she decides to take another step of leaving the spouse and starts a new live. (ODonovan, 219) US Department of Justice, 1996 outlined that, there have been a battered women defense which is a legal defense for the assaulted or murdered people who was suffering from battered person syndrome and the defense is invoked by women. Battered women syndrome is as a result of legal advocacy and it owes the existence of legal advocates needs to support and rationalize claims from the battered women. Battered women syndrome has been used in a diverse assorted cases ranging from ideal self-defense case to the more narrative prosecutorial syndrome use. Courts use the relevance of the syndrome to back up honesty of womens belief in use of deadly force for her mental incapacity for establishment of a necessary mental objective. Battered women syndrome has been employed in criminal cases and experts have to qualify to testify about the syndrome. (US Department of Justice) According to McMahon, 1999 battered women syndrome has been misunderstood even by legal expertise and its not a legal defense but its effects and expert testimony are employed in getting legal system to assist judges understand the experience of a battered woman. Some beliefs show that, battered women syndrome is a fact and others show is a fiction and the fact ones are powerful for they influence the way a battered woman, family and friends encounter and the general public respond to the various instances of battering (McMahon, 25). Battered women syndrome fiction beliefs that, battered women hate and they have to learn that not all men are bad but according to the fact they dont hate men they hate being battered. Mans home is his castle and it shouldnt be interfered with but the fact is battery is an offense and no one has the right to beat or abuse another. Womans beating comes as a result of provoking or nagging her spouse but the fact remains that, people are beaten for a reason and people have no right to violently express their anger. A person still stays with her abuser even after being battered likes being beaten. Beating hurts and no one is fond of being beaten but a woman may decide to continues staying with her abuser due to the fear of further violence, because of religious reasons, financial hardships, emotional attachments and family beliefs that they should stay together. (McMahon, 26) In addition, there has been a fiction that upper and middle class women dont often experience battering like poor women but the fact is that, domestic violence can happen in any socio-economic levels for the rich women are accessible to resources and the poor women make use of the community agencies and they are more visible. Once a battered woman, always a battered woman, this is false belief which has been with people but the fact is that, whereas some battered women have been in one or more abusive relationship, those women who experience domestic violence are least likely to enter to another abusive relationship. Battered women syndrome claims that, battered women have psychological trauma and they are responsible for the violence and men and women should be all accountable for their violence actions. (McMahon, 30) According to ODonovan, 1991 lawyers and judges are indebted to become better consumers of knowledge because battered women syndrome have been originally put in place of disappointment, aggravation, and sometimes anger over domestic violence. Domestic violence worldwide is very real, and an epidemic extent according to reports. Battered women syndrome has been a psychological-styled diagnosis whereby its a womans ill health provoked by husbands battering and the defense for the syndrome now spins around her ironically alleged helplessness and mental deficiency. Battered women syndrome lacks a scientific and reliable technical base and this make it to fall under disuse. (ODonovan, 225) In todays world many women are beaten by their spouse or boyfriends and several violent cases have been reported. Battery causes injuries to women more than even rape, because many miscarriages happen as a result of battery than medical situations and many women die from battery. The battering effects vary and the psychological impact is defined using a general symptoms and women who are battered react differently to violence and these responses may be emotional through fear, sadness and anger, beliefs and attitude changes towards others and they have psychological dysfunction or distress. Womens response to battery is based on violence and abuse, context and environment in which the woman should respond and heal from and who is the battery victim. (Tennant) As argued by McMahon, 1999 women with battered women syndrome are viewed as flawed, disordered, damaged or abnormal in a way. Despite the fact that many battered victims have negative impacts from the act, the syndrome language makes women battered syndrome in a pathology. Medical conditions of battered victims are not gender specific like the law which is bias in self-defense. Domestic violence results to physical abuse and the depressed is not able to take independent measures which enables him/her to escape the violence. This is the reason why many people doesnt seek assistance, leave the abuser or fight the abuser but they can use force to protect themselves and they may end up killing their abuser due to the life threatening situations and the abusiveness. Conclusion Battered women syndrome is considered as a form of post traumatic stress disorder which is recognized as a psychological condition which describes a constant domestic violence victim and for one to be categorized as battered has to undergo through two cycles and the stages of the syndrome. Battered women syndrome is a fact for many have experienced it through domestic violence and even the law has dealt with such cases. Works Cited McMahon, Mark, â€Å"Battered Women and Bad Science: The Limited Validity and Utility of Battered Woman Syndrome.† Psychiatry, Psychology and Law, Vol.6, No. 1, pp. 23-49, 1999 ODonovan, Katherine, â€Å"Defense for Battered Women Who Kill,† Journal of Law and Society, Vol. 18, No. 2, pp. 219-240, summer, 1991 Tennant, Robert, Battered Womens Syndrome, 2001 US Department of Justice, The Validity and use of Evidence Concerning Battering and Its Effects in Criminal Trials: Report Responding to Section 40507 of the Violence Against Women Act, May, 1996

Contagiousness of Violence Essay -- Holocaust, Hitler, Jews

The Holocaust is one of the most researched atrocities of recent History; there are many atrocities that one can research, why the Holocaust? Because along with being a horrific event in human history, it’s also a testament to the strength of the survivors, and a testament to the Horrors that Hitler began. This period in history can be separated into two major parts; the persecution of the Jewish people, and the extermination of all undesirables, which constituted mostly of Jews. Often times when researching the Holocaust you hear about Hitler and his villainy, but he was only part of the problem. This Paper intends to compare the arguments presented by Saul Friedlander in Nazi Germany and the Jews 1939-1945 The Years of Extermination and Peter Longerich in the Holocaust the Nazi Persecution and Murder of the Jews; the paper will examine the contagiousness of violence, hatred, and prejudice that the Germans and the occupied territories participated in between 1933 and 1945 of Hitler’s Nazi Regime. Nazi Germany and the Jews 1939-1945 the Years of Extermination begins the examination into the Holocaust by looking at the person who nurtured and strengthened the anti-Semitic feelings in Germany, and subsequently Europe, Adolf Hitler. Under Hitler’s Germany there was the essence of a political religion that is the devotion Germany felt for his cultural, and political goals is comparable to one’s faith in God. He had absolute loyalty, he ruled with fear, propaganda, and his personality; the key detail in his political rise to power is the externalizing of blame. â€Å"in Hitler’s views the Jews were first and foremost an active (Eventually deadly) threat† (Friedlander 16) he saw the Jews as the root of all evil, behind all the detrimental... ...edlander examines is prevalent in Longerich’s assessment of German control of Soviet occupied territories, the only difference that exist between the two is the detail, Friedlander briefly covers the situation while Longerich dedicates and entire section just to the murder of the Jewish men and then the next to the escalation from just the men to all Jews. The paper thus far has covered Hitler as the catalyst for the infection that took a hold of Europe, then the spread of his atrocious views to the German populace, its disastrous involvement in Poland and soviet territories. Now the paper will cover the extermination of the European Jew. Up until this point the events weren’t part of the Final Solution to the Jewish question only the propaganda, fear, and hatred that the Nazi regime spread along with their infectious views of the Jewish population in Europe.

Classroom Management Goals Essay

To implement an effective teaching procedure, I have established a set of goals which can serve as my guide in teaching. My goals are the following: To establish an environment conducive for learning, interaction and development To encourage and motivate my students for continuous academic progress through academics and social activities. To uphold good behavior and attitude through respect, understanding, integrity and responsibility inside and outside of the classroom.   Classroom is the most important place where the teacher and the students interact and learn from each other. Therefore, a systematic classroom procedure must be established to effectively impart learning in an efficient way (Bosch 2006). It is also very important the students are aware of these procedures before implementing it in the class. An agreement between the teacher and the students should be ensured so that any misunderstanding can be avoided (Walden University 2009). Through this, the teacher can easily control the class and motivate them to do whatever task they are assigned to do. Desks and tales should be arranged properly in order to encourage students to participate in class not only through discussions but also through interaction with other classmates(Laslett and Smith 1984). Students, regardless of their nations will be asked to sit together based on a seat plan that I will established. This strategy will develop the students’ mental and social abilities. I believe that if the students are arranged side by side, they will be more motivated to work and seek learning even among themselves.   I will also implement monthly seat plan to make sure that all the students will be able to work with all their classmates for the entire academic year. The use of facilities such as the computer and other references can be used upon my permission. As a always, the teacher’s desk is off limits to the students and the student will only be allowed to get something from the teacher’s desk given that he/she is permitted by the teacher. Drinking fountain, sink and pencil sharpener can be used even without permission. Lastly, all the facilities and learning materials should be kept clean and neat.

Night World : Soulmate Chapter 12

was sixteen and her name was Ha-nahkt. She was a virgin priestess dedicated to the goddess Isis. She was wearing a fine linen shift that fell from her waist to her ankles. Above the waist, she wore nothing except a deep silver collar strung with beads of amethyst, carnelian, turquoise, and lapis lazuli. There were two silver bracelets on her upper arms and two on her wrists. Morning was her favorite time. This morning she carefully placed her offering in front of the statue of Isis. Lotus blossoms, small cakes, and beer. Then, facing south, she began the chant to wake the goddess up. â€Å"Awaken, Isis, Mother of the Stars, Great of Magic, Mistress of all the World, Sovereign of her father, Mightier than the gods, Lady of the Waters of Life, Powerful of Heart, Isis of the Ten Thousand Names †¦Ã¢â‚¬  A step sounded behind her and she broke off short, feeling startled and annoyed. â€Å"I'm sorry. Did I disturb you?† It was a woman, a beautiful woman with long black hair. â€Å"You're not allowed in here,† Ha-nahkt said sharply. â€Å"Only priests and priestesses†¦Ã¢â‚¬  Her voice trailed off as she looked at the woman more closely. Maybe she is a priestess, she thought. There's something in her face†¦. â€Å"I just want to talk to you,† the woman said. Her voice was husky and persuasive, almost mesmerizing. â€Å"It's very important.† She smiled and Ha-nahkt felt hairs stir at the back of her neck. If she's a priestess, I bet she's a priestess of Set. Set was the most evil of all the gods-and one of the most powerful. Ha-nahkt could sense power in this woman, no question about that. But evil? She wasn't sure. â€Å"My name is Maya. And what I have to tell you may save your life.† Ha-nahkt stood still. Part of her wanted to run from Maya, to go and get her best friend Khet-hetep-â€Å"es. Or, better yet, one of the senior priestesses. But another part of her was curious. â€Å"I really shouldn't stop in the middle of the chant,† she began. â€Å"It's about the stranger.† Ha-nahkt lost her breath. There was a long moment of silence, and then she said, â€Å"I don't know what you're talking about.† She could hear the shake in her own voice. â€Å"Oh, yes, you do. The stranger. Tall, blond, handsome†¦ and with such sad dark eyes. The one you've been meeting on the sly.† Ha-nahkt could feel the shaking take over her whole body. She was a priestess, sworn to the goddess. If anyone found she'd been meeting a man. †¦ â€Å"Oh, don't worry, little one,† Maya said and laughed. â€Å"I'm not here to turn you in. Just the opposite, in fact. I want to help you.† â€Å"We haven't done anything,† Ha-nahkt faltered. â€Å"Just kissed. He says he doesn't want me to leave the temple. He isn't going to stay long. He says he saw me, and he just had to speak to me.† â€Å"And no wonder,† Maya said in a cooing tone. She touched Ha-nahkt's hair lightly and Ha-nahkt moved instinctively away. â€Å"You're such a pretty girl. Such unusual coloring for this part of the world. I suppose you think you love him.† â€Å"I do love him,† Ha-nahkt blurted before she could stop herself. Then she lowered her voice. â€Å"But I know my duty. He says that in the next world we'll be together.† She didn't want to tell the rest of it, the remarkable things she'd seen with the stranger, the way she'd recognized him. The way they were destined for each other. â€Å"And you believed him? Oh, my dear child. You're so innocent. I suppose that comes from living your life in a temple.† She gazed around thoughtfully, then looked back at Hannah. Her face became grave and regretful. â€Å"I hate to have to tell you this,† she said. â€Å"But the stranger does not love you. The truth is that he's a very evil man. The truth is that he's not a man at all. He's an Ur-Demon and he wants to steal your sa.† Oh, Isis, Ha-nahkt thought. Sa was the breath of life, the magical force that allowed you to live. She'd heard of demons who wanted to steal it. But she couldn't believe it of the stranger. He seemed so gentle, so kind†¦ â€Å"It's true,† Maya said positively. She glanced at Ha-nahkt sideways. â€Å"And you know it is, if you think about it. Why else would he want to taste your blood?† Ha-nahkt started and flushed. â€Å"How do you know-?† She stopped and bit her lip. â€Å"You've been meeting him at night by the lotus pool, when everyone else is asleep,† Maya said. â€Å"And I suppose you thought it wouldn't hurt to let him drink a little of your blood. Not much. Just a bit. It was exciting. But I'm telling you the truth, now-it will hurt you. He's a demon and he wants you dead.† The husky, mesmerizing voice went on and on. It was telling all about Ur-Demons who drank blood, and men and women who could change into animals, and a place called the World of the Night, where they all lived. Ha-nahkt's head began to spin. And her heart shattered. Literally. She could feel the jagged pieces of it every time she tried to breathe. A priestess didn't cry, but tears were forcing themselves out of her closed lids. Because she couldn't deny that the stranger did act a little like an Ur-Demon. Why else would he drink blood? And the things she'd seen with him, the feeling of destiny†¦ that must have all been magic. He had tricked her with spells. Maya seemed to have finished her story. â€Å"Do you think you can remember all that?† she asked. Ha-nahkt made a miserable gesture. What did it matter if she remembered it? She only wanted to be left alone. â€Å"Look at me!† Ha-nahkt glanced up, startled. It was a mistake. Maya's eyes were strange; they seemed to turn different colors from moment to moment, and once Ha-nahkt met them, she couldn't look away. She was caught in a spell, and she felt her will slipping. â€Å"Now,† Maya said, and her eyes were deep gold and ancient as a crocodile's. â€Å"Remember all that. And remember this. Remember†¦ how he kills you.† And then the strangest thing of all happened. It suddenly seemed to Ha-nahkt that she was two people. One of them was her ordinary self. And the other was a different self, a distant self, who seemed to be looking on from the future. At this moment, Ha-nahkt and the future self were seeing different things. Ha-nahkt saw that Maya was gone and the temple was empty. And then she saw that someone else was walking in. A tall figure, with light hair and dark fathomless eyes-the stranger. He smiled at her, walked toward her with his arms held out. He grasped her with hands that were as strong as a demon's. Then he showed his teeth. The future self saw something else. She saw that Maya never left the temple. She saw Maya's face and body ripple as if they were made of water-and then change. It was as if there were two images, one on top of the other. The outward image was of the stranger, but it was Maya underneath. That's it. That's how she did it. The voice came from outside Ha-nahkt, and she didn't understand it. She didn't have time to think about it, either, because the next instant she felt the tearing pain of teeth. Oh, Isis, Goddess of Life, guide me to the other world†¦. â€Å"That's how she did it,† Hannah breathed. She was sitting up on the couch. She knew who she was, and more, she knew who she'd been. It was another of those blinding flashes of illumination. She felt as if she were standing at the end of the corridor of time and looking back at a hundred different versions of herself. They each looked slightly different, and they wore different clothes, but they were all her. Her name had been Hanje, Anora, Xiana, Nan Haiane, Honni, Ian, Annette. She had been a warrior, a priestess, a princess, a slave. And right now she felt she had the strength of all her selves. At the far end of the corridor, back where it was misty and blurry and faintly tinted pink and blue, she seemed to see Hana smiling at her. And then Hana turned and walked away, her task accomplished. Hannah took a deep breath and let it out. â€Å"She did it with illusions,† she said, hardly aware that she was talking out loud. â€Å"Maya. And she's done it before, of course. Maybe every time. What do you do with somebody who keeps killing you over and over? Never letting you live to your seventeenth birthday? Trying to destroy you, not just your life, but your heart†¦ ?† She realized that Paul was staring at her. â€Å"You want me to answer that?† Hannah shook her head even as she went on talking. â€Å"Goddess-I mean, God-she must hate me. I still don't understand why. It must be because she wants Thierry herself-or maybe just because she wants him miserable. She wants him to know that I'm terrified of him, that I hate him. And she did it. She convinced me. She convinced my subconscious enough that I started warning myself against him.† â€Å"If any of this is true-which I'm not going to admit for a second, because they would definitely take my license away-then I can tell you one thing,† Paul said. â€Å"She sounds very, very dangerous.† â€Å"She is.† â€Å"Then why are you so happy?† he asked pathetically. Hannah glanced at him and laughed. She couldn't hope to explain it. But she was more than happy, she was exalted. She was buoyant, ecstatic, over the moon. Thierry wasn't evil. She had the confirmation of a hundred selves whispering it to her. Maya was the enemy, the snake in the garden. Thierry was exactly what he'd told her he was. Someone who had made a terrible mistake and had spent millennia paying for it-and searching for her. He is gentle and kind. He does love me. And we are destined for each other. I've got to find him. The last thought came as an additional bright revelation, but one that made her sit up and go still. She had no idea how. Where had he gone? Home. Where was home? She didn't know. It could be anywhere in the world. â€Å"Hannah†¦Ã¢â‚¬  â€Å"Wait,† Hannah whispered. â€Å"Look, Hannah, I think we should maybe do some work on this. Talk about it, examine your feelings †¦Ã¢â‚¬  â€Å"No, hush!† Hannah waved a hand at him. â€Å"She gave me a clue! She didn't mean to, but she gave me a clue! She said he had connections with witches in Vegas.† â€Å"Oh, my God,† Paul muttered. Then he jumped up. â€Å"Hannah, where are you going?† â€Å"I'm sorry.† She darted back into the office, threw her arms around him, and gave him a kiss. Then, smiling into his startled face, she said, â€Å"Thank you. Thank you for helping. You'll never know how much you've done for me.† â€Å"I need money.† Chess blinked, but went on looking at her intently. â€Å"I know it isn't fair to ask you without explaining why. But I can't tell you. It would be dangerous for you. I just have to ask you to trust me.† Chess kept looking at her. The slanted green eyes searched Hannah's face. Then, without a word, she got up. Hannah sat on Chess's crisp white-on-white coverlet and waited. After a few minutes Chess came back into the room and settled her own petite self on the bed. â€Å"Here,† she said, and plunked down a credit card. â€Å"Mom said I could use it to get some things for graduation. I figure she'll understand-maybe.† Hannah threw her arms around her. â€Å"Thank you,† she whispered. â€Å"I'll pay it back as soon as I can.† Then she burst out, â€Å"How can you be so nice? I'd be yelling to know what was going on.† â€Å"I am going to yell,† Chess said, squeezing her back. â€Å"But more than that. I'm going with you.† Hannah drew back. How could she explain? She knew that by going to Las Vegas she would be putting her own life in danger. From Maya, certainly. From the Night World, probably. Even from the witches Thierry had connections with, possibly. And she couldn't drag Chess into that. â€Å"I've got something I want you to hang on to,† she said. She reached into her canvas bag and pulled out an envelope. â€Å"This is for you and for my mom- just in case. If you don't hear from me by my birthday, then I want you to open it.† â€Å"Didn't you hear me? I'm going with you. I don't know what's been going on with you, but I'm not going to let you run off on your own.† â€Å"And I can't take you.† She caught the glowing cat-eyes and held them. â€Å"Please understand, Chess. It's something I have to do alone. Besides, I need you here to cover for me, to tell my mom I'm at your house so she doesn't worry. Okay?† She reached out and gave Chess a tiny shake. â€Å"Okay?† Chess shut her eyes, then nodded. Then she sniffled, her chin trembling. Hannah hugged her again. â€Å"Thank you,† she whispered. â€Å"Let's be best friends forever.† Monday morning, instead of going to school, Hannah started for Billings airport. She was driving the Ford-her mom had fixed it over the weekend. Her mom thought she was spending the next couple of days with Chess to study for finals. It was frightening but exhilarating to fly on a plane by herself, going to a city she'd never been to before. All the time she was in the air, she was thinking, Closer, closer, closer-and looking at the black rose ring on her finger. She'd fished it out of her bedroom wastebasket. Now she turned her hand this way and that to see the black gems catch the light. Her chest tightened. What if I can't find him? she thought. The other fear she didn't want to admit, even to herself. What if she did find him, and he didn't want her anymore? After all, she'd only told him that she hated him a few dozen times and ordered him to stay away from her forever. I won't think about that. There's no point. First I have to track him down, and after that what happens, happens. The airport in Las Vegas was surprisingly small. There were slot machines all over. Hannah collected her one duffel bag at the luggage carousel and then walked outside. She stood in the warm desert air, trying to figure out what to do next. How do you find witches? She didn't know. She didn't think they were likely to be listed in the phone book. So she just trusted to luck and headed where everybody else was heading-the Strip. It was a mistake from the beginning, and that afternoon and night were among the worst times in. her life. It didn't start off so bad. The Strip was gaudy and glittery, especially as darkness fell. The hotels were so bizarre and so dazzling that it took Hannah's breath away. One of them, the Luxor, was shaped like a giant black pyramid with a Sphinx in front of it. Hannah stood and watched colored lasers dart from the Sphinx's eyes and laughed. What would Ha-nahkt have thought of that? But there was something almost sickening about all the lights and the hustling after a while. Something . . . unwholesome. The crowds were so thick, both inside the hotels and out on the street, that Hannah could hardly move. Everyone seemed to be in a rush-except the people nailed in front of slot machines. It feels†¦ greedy, Hannah decided finally, searching in her mind for the right word. All these people want to win free money. All these hotels want to take their money. And of course, the hotels are the winners in the end. They've built a sort of Venus' flytrap to lure people here. And some of these people don't look as if they can afford to lose. Her heart felt physically heavy and her lungs felt constricted. She wanted Montana and a horizon so far away that it pried your mind open. She wanted clean air. She wanted space. But even worse than the atmosphere of greed and commercialism was the fact that she wasn't finding any witches. She struck up conversations a few times with desk clerks and waitresses. But when she casually asked if there were any odd people in town who practiced witchcraft, they looked at her as if she were crazy. By nine o'clock that night she was dizzy, exhausted, and sick with defeat. I'm never going to find them. Which means I'm never going to find him. She collapsed on a bench outside the Stardust Hotel, wondering what to do next. Her legs hurt and her head was pounding. She didn't want to spend Chess's mom's money on a hotel-but she'd noticed police officers making people move on if they tried to sleep on the street. Why did I come here? I should have put an ad in the paper: â€Å"Desperately Seeking Thierry.† I should have known this wouldn't work. Even as she was thinking it, something about a boy in the crowd caught her eye. He wasn't Thierry. He wasn't anything like Thierry. Except for the way he moved. It was that same rippling grace she'd seen in both Thierry and Maya, an easy control of motion that reminded her of a jungle cat. And his face †¦ he was almost eerily good-looking in a ragamuffin way. When he glanced up toward the Stardust's tall neon sign, she thought she could see light reflect from his eyes. He's one of them. I know it. He's one of the Night People. Without stopping to think, she jumped up, slung her bag over her shoulder, and followed him. It wasn't easy. He walked fast and she had to keep dodging tourists. He was headed off the Strip, to one of the quiet dimly-lit streets that ran parallel to it. It was a whole different world here, just one block away from the glitter and bustle. The hotels were, small and in poor repair. The businesses seemed to be mostly pawnshops. Everything had a dingy depressed feeling. Hannah felt a prickling down her spine. She was now following the only figure on a deserted street. Any minute now, he'd realize she was tailing him-but what could she do? She didn't dare lose sight of him. The boy seemed to be leading her into worse and worse areas-sleazy was the word for them, Hannah thought. The streetlights were far apart here with areas of darkness in between. All at once he took a sharp left turn, seeming to disappear behind a building with a sign that read, Dan's Bail Bonds. Hannah jogged to catch up to him and found herself staring down a narrow alley. It was extremely dark. She hesitated a moment, then grimly took a few steps forward. On the third step, the boy appeared from behind a Dumpster. He was facing her, and once again Hannah caught the flash of eyeshine. She stood very still as he walked slowly toward her. â€Å"You following me or something?† he asked. He seemed amused. He had a sharp face with an almost pointed chin and dark hair that looked uncombed. He was no taller than Hannah, but his body seemed tough and wiry. It's the Artful Dodger, Hannah thought. As he reached her, he looked her up and down. His expression was a combination of lechery and hunger. Gooseflesh blossomed on Hannah's skin. â€Å"I'm sorry,† she said, trying to make her voice quiet and direct. â€Å"I was following you. I wanted to ask you something-I'm looking for someone.† â€Å"You found him, baby,† the boy said. He darted a quick glance around as if to make sure that there was nobody in the alley with them. And then, before Hannah could say another word, he knocked her into the wall and pinned her there.

B Wordsworth

â€Å"B. Wordsworth† is the creation of V. S. Naipaul about the story of a boy and a man who felt like being a poet but, unfortunately, could never be one. As one of the most widely read and perhaps interpreted writers of Caribbean descent, V. S. Naipaul presents a poetic view of the challenges of being part of Caribbean society during that time. It reflects the impact that a foreign culture and a foreign language had upon the natives. Yet, it does not condemn this fact but rather embraces it in an unfamiliar way.The main character, B. Wordsworth, is a tramp, a vagabond who resides in a very simple one room hut that is surrounded by weeds, trees and bushes that are overgrown. He not only lives a life of modesty and simplicity but he also has an unusual appreciation for nature. This is shown by his comments on the stars and during the time when he shows the young boy the different trees. The thing that made him different, however, was the fact that while he was a man of simple means he spoke English in a peculiar, unnatural manner.It is this fact which draws the attention of the young boy and invites the scorn of his mother. A critical analysis of the circumstances and the events that transpire in the story will reveal that there is an internal struggle that the characters have to face. The misplaced English that the boy speaks as compared to the flawless English of B. Wordsworth mirrors the social climate in the Caribbean during that time.This contrast also reveals the irony that exists in the life of not only the boy but also the vagabond as the realization of having a dream but not the capacity to pursue such dawns upon him in the twilight of his years. B. Wordsworth and perhaps the boy who followed his dream wanted to be poets but could never be one. The seemingly poetic language of the boy and the poetic nature of B. Wordsworth show that the poetry existed not in language but in his lifestyle. The magically garden that existed amidst the concrete jun gle is a testament to this but is sadly one that was torn down only to exist in the boys memory.

Handgun owners Essay Example | Topics and Well Written Essays - 750 words

Handgun owners - Essay Example The central tenet of this paper is the idea that carrying a concealed hand-gun does not, in point of fact, put the owner of that handgun at greater risk when confronted with a mugger, that carrying a concealed weapon actually makes someone safer when confronted with violent crime.There is a central problem with this paper, however, is that none of the following arguments or topics actually relate directly to the central thesis. After arguing that carrying a concealed hand gun makes one safer when confronted by a thug, the paper moves on to discussing concealed carry laws (without directly relating those to safety), before moving on to arguing that people who carry concealed weapons with permits are law abiding (again, not directly related to safety). The only argument actually related to safety is in the conclusion, when the paper quotes John Stossel without using a source to say that he says that maximum security felons avoid neighborhoods where they perceive a large number of gun o wners. 2. As mentioned above, little evidence is given directly in support of the thesis. There are two concrete pieces of evidence given: the number of permit carriers in the country (which the author uses to counter the notion that there would be lots of violence if there were a lot of gun carriers).).This doesn’t logically link to the argument, however, because a) the number given is very small compared to the population of the US and b) the author doesn’t try to argue that gun violence is rare