Friday, May 31, 2019

SIR :: essays research papers

CANTERBURY TALES THE MERCHANTS TALEChaucer has let January become the character he is partially down to the fact of his age. We know January is highly sexually set without a doubt. Yet Chaucer leads us to believe that this is down to his personality and character rather than his age macrocosm used as a justifiable beam so what if the man is 60 he still wants to have sex right? We are told that January has a sexual appetite and regularly feeds with mostly a selection of middle aged women, so when he acquires himself a young and "untouched" girl as a wife we are taken aback. At this point Chaucer casts age into the conundrum and we begin to see just how January thinks and more precisely what he desires. Justinus and placebos scene with January for me is more like him talking to himself and there being an angel on one shoulder and a devil on the other. (This scene is very resemblant of Dr Faustus in which the Good Angel and Evil Angel advance to Faustus.) Placebo is the &qu otdevil" and the free thinking conscienceless side of January whilst Justinus is the angel who shows morals and ethics. This is almost an externalization of his mind frame, revealing both halves of his thought. Chaucer has used this scene wholesome to show us exactly the knights thoughts. As the characters tell him what they think, inversely it is truely what he thinks. (He chooses to ignore Justinus and by listening to Placebo he listens to what he wants and desires.)The recklessness for January is his big lack of realism. Not only is it portrayed by the course he expects to have a young wife at the age of 60, but by the charge he thinks that he "still has it" and that his age has not affected his status with women. This is one of the seven sins that Chaucer uses in all of the Canterbury tales vanity. This is reinforced by the way he refuses to listen to Justinus.Although he is a bachelor right unto the point where he meets May and marries her, we have been given l ittle or no real background to his life, his age and his masochistic ways. The total expectation of a "young and fair" wife is surely meant to be interpreted as arrogance. Yet the way January voices his expectation, one casts asides their views of his arrogance and surprisingly adopt one of empathy towards him.

Thursday, May 30, 2019

Gene Therapy :: essays research papers

In the world today, medicine brings together science, faith, and values most clearly in its complexity and necessity. An example would include homoeroticism. Science has create over the years and is now starting to manipulate the human mind, body and spirit. Scientists that be now working with DNA and gene therapy have identified the genes for homosexuality and have also discovered a way to use up it from fetuses by altering genes before birth so that homosexuality can be eradicated from universe eventually and permanently. Many different religions see homosexuality as a sin, psychologists see it as abnormal behavior and many governments have declared it illicit and punishable. I myself do not believe in changing the human genes to eradicate a sexual preference. I would not advocate this procedure for members of my family or friends who are having babies, and/or for a society as a whole.      There are many reasons as to why I do not check over to the proc edure of gene therapy eradicating homosexuality from humans eventually and permanently. One reason that I do not agree with the procedure is because I believe it would eliminate the granting immunity of sexual preference throughout our society. As Thomas Jefferson stated in "The Declaration of Independence," "We hold these truths to be self- evident that all men are created equal that they are endowed by their Creator with certain inalienable rights that among these are life, liberty, and the pursuit of happiness"(314). If we are told that we have the right to life, liberty, and the pursuit of happiness, hence we should have the right to live with the homosexuality gene and have the right to sexual preference. No one should have to give up that freedom. A freedom that homosexuals would most likely consider a source of happiness. Homosexuals are happy with their sexual preference and should not be condemned for it. Sexual preference is not video display good or evi l. It is a way of life.      Another reason is that by finding a gene for homosexuality and eliminating it from fetuses and from humans is a way of tamper with nature. I believe that if the gene was put in a human, it was put there for a reason. God and nature placed it there. By taking the gene out you are changing life from the way God made it. I think that this is morally wrong.

Henry Ford1 Essay -- essays papers

Henry Ford1Octavian Augustus (63 B.C.E-14 AD) is known as the start, and one of the greatest, Roman Emperors ever. Octavian enabled the long, peaceful time of the Pax Romana by changing Rome from a fragile, crumbling re earthan presidential term to a mighty conglomerate. Octavians regimen was strong enough to withstand listless emperors who mismanaged the Empire. His changes proved to be the cornerstone of the greatest empire the world has ever seen. During the Conflict of Orders, the lower class Romans, or plebeians, forced the upper class Romans, known as patricians, to give them more rights and liberties (Hadas 1969). The Re habitualan government in Rome was established to satisfy the plebeians, while still leaving a majority of the control with the patricians. The government consisted of three main parts the senate, the assemblies and the magistrates. The Senate was a group of former state officials, usually patricians, who acted as advisors, controlled public finances and h andled all diplomatic dealings with other states (Hanes 1997). The assemblies were the various public meetings where citizens voted on laws and public office (Hanes 1997). Magistrates were the elected officials who put the laws into practice. The most fundamental of these magistrates were the consuls. The two consuls each elected for one year acted as the chief executives of the state. Censors were also very important magistrates. Censors were elected every five years to take a census and record the wealth of the people. Censors also had two other very important jobs. The first was to appoint candidates for the Senate and the second was to award contracts for government projects (Hanes 1997). As time passed, the Romans also began to elect other magistrates called praetors. Praetors acted as judges but could also fill in for the Consuls when they were away (Hanes 1997). The Republic first started to lose power in 133 BCE Tiberius Gracchus and his brother Gaius were the leaders of a campaign to help the landowners/soldiers of Rome (Hanes 1997). The brothers tried to redistribute the public land of Rome to small farmers. The Senate, however, feared that the brothers were trying to take power away from the government. They ordered mobs to kill the brothers and hundreds of their supporters. The Gracchis efforts were the beginning of the Roman Revolution (Hanes 1997). In 107 B.C.E, a popu... ...eum and the comedies performed at the many theatres (Hadas 1969). The Romans are attributed with the development of concrete, which enabled them to build large structures such as aqueducts. As Rome grew into the primary world leader, its Republican government was falling apart. The Senate was ineffective because it had no control of the vast armies that provided power. Conservative Romans who believed strongly in the Republic would immediately target a strong general who took furbish up control. Rome was in need of a solitary, powerful leader. Octavian skillfully turned hi mself into an emperor without suffering the fate of his great-uncle, Caesar. He controlled the army, and managed to please the masses. Once in the moorage of power, he changed the government not only to benefit himself, but also to benefit the Empire and ultimately the people. This structure was so strong, that it could survive through weak emperors such as Caligula and Nero and major problems like who the next emperor should be. Octavian was so influential that eventually the Romans did not care that they were no longer a Republic. They knew that with Octavian, they could lead the greatest empire in the world.

Wednesday, May 29, 2019

Essay --

Lonnie Young IIISusan TrudeauCollege Writing25 November 2013University College ProgramTodays colleges are more geared towards admission requirements such as GPAs, standardized test scores, and advanced placement scores to accept students. Students are often denied for admission because their standardized test scores or grades are below the average scores. Some of the students might attend community colleges in order to transfer into the college of their choice or go to the University College Program.The University College Program at UDM is a secondary admission program. This program is for students who have not met all the university admission requirements. Students in the program must sign a contract to participate in support services the university has to offer. The contract plays an important role in the day to day life of UCP students. The contract not only includes several obligations for student in the program to obey, but also for admission into the program immediately. The reasons why the contract used are to keep students on the straight and narrow, academic dish...

Tuesday, May 28, 2019

Machiavelli Vs. King George III :: essays research papers

MACHIAVELLI VS. KING GEORGE leash     During colonial times, King George III was a tyrant ruler. He was unst satisfactory and constantly inflicted hardship upon the people of the American Colonies. King George III thought that imposing more demands on the colonists would allow him to reach his goals such as bringing in more money for the British government. Machiavelli, on the other hand, thought that a ruler needed his subjects to be on his side so that there would be less resistance.King George III did not follow Machiavellis manual for being a good prince. Machiavellis main lesson was "a prince must always seem to be generous, merciful, faithful, spirited, and humane. If a prince does not down those characteristics, his people will lose all support for him. King George III did not make sure people from the American Colonies saw him as a good King. King George III did not go out of his way to cover up his wrong doings. Instead, everyone knew he did not re ally care about(predicate) the American Colonists. They knew he only cared about the land, and acquiring the largest empire. The King continually broke his own laws, contrary to Machiavellis principles. Machiavelli once said, a prince should always be able to come up with a reason for war. King George III didnt have a reason. He kept sending armies into the American Colonies. He transported large armies of foreign mercenaries to kill people and confiscate their land. By doing this, King George was only sabotaging himself.Machiavelli spoke of a balance between good and evil. "In authentic fact, a prince may not have all of the admirable qualities listed, but it is necessary that he should seem to have them. Indeed I will make to say that when you have them and exercise them all of the time, they are harmful to you when you just seem to have them, they are useful. It is good to appear merciful, truthful, humane, sincere, and religious it is good to be so in reality. But you mus t keep your mind so disposed that, in case of need, you can turn to the exact contrary".

Machiavelli Vs. King George III :: essays research papers

MACHIAVELLI VS. KING GEORGE III     During colonial times, King George III was a tyrant ruler. He was unstable and constantly inflicted hardship upon the people of the American Colonies. King George III thought that imposing more demands on the colonists would allow him to reach his goals such as bringing in more money for the British government. Machiavelli, on the other hand, thought that a ruler needed his subjects to be on his side so that there would be less resistance.King George III did not follow Machiavellis manual for being a good prince. Machiavellis main lesson was "a prince must of all time see to be generous, merciful, faithful, spirited, and humane. If a prince does not have those characteristics, his people will lose all support for him. King George III did not make sealed people from the American Colonies saw him as a good King. King George III did not go out of his way to cover up his wrong doings. Instead, everyone knew he did not really c are about the American Colonists. They knew he only cared about the land, and acquiring the largest empire. The King continually broke his own laws, reverse to Machiavellis principles. Machiavelli once said, a prince should always be able to come up with a reason for war. King George III didnt have a reason. He kept sending armies into the American Colonies. He transported large armies of foreign mercenaries to kill people and confiscate their land. By doing this, King George was only sabotaging himself.Machiavelli spoke of a balance between good and evil. "In actual fact, a prince may not have all of the admirable qualities listed, but it is necessary that he should seem to have them. Indeed I will venture to say that when you have them and exercise them all of the time, they are harmful to you when you just seem to have them, they are useful. It is good to appear merciful, truthful, humane, sincere, and religious it is good to be so in reality. But you must keep your mind so disposed that, in grammatical case of need, you can turn to the exact contrary".

Monday, May 27, 2019

The Last Tea Dorothy Parker

The Last Tea By Dorothy Parker The myth submitted to the consideration is called The Last Tea and is written by Dorothy Parker. As for the writer, I have to mention that Dorothy Parkerwas anAmericanpoet, short twaddle writer, critic andsatirist, best known for her wit, wisecracks, and eye for 20th century urban foibles. Concerning the title of the story it is thought-provoking and made me read the story. At first glance it seems fairly simple, but with the development of the story is surprisingly complex. The last tea is a story that is addressed to women and deals with 2 main topics mens attention and loneliness.This is a bitter story written in a cruel way. Now Id like to reconstruct the events. The modern man and the girl met somewhere at the cafe for a cup of tea. He told her about another cleaning lady whom he was delighted by. While he was telling about that woman, the girl heard him out with patience and even with some positive commentaries. At the discontinue of their con versation he suggested to pay the check and put her on a bus. Instead she refused and said with the irony that he wanted to call up his friend. And he without any suspicion said goodbye to her and gave her the best wishes.Speaking about the theme of the story Id like to pin down the relationships between a man and a woman. As for the idea, it is the nonmutual love as the result of not having much in common, misunderstanding within sexes. The story presents an interesting example of the confirmatory characterization. The author does not say directly that the girl is lonely but let her act and leaves the reader draw his own conclusion. The story begins with the description of the young man and the girl who are the main characters of the story.There in not any preface of the story we know nothing about the past of the people. The author shows the characters in a certain period of their lives. The plot is trivial and the characters are really true to life. The text is homogeneous. Its almost consists of the characters dialogues, where you can find numerous haggling and phrases of informal style. E. g Thats good, the poor boy, poor sick thing Also interjection Oh, Ah, goodness introducing some of the passages which normally occurs in oral speech. The sentences have free and careless structures.From the very beginning we come across a witty satire. Such stylistic device is used by the author to draw our attention and to make us commiserate to the girl. E. g. The girl with the artificial camellia had been sitting for 40 minutes but she said I was late myself I havent been here more than a minute. She tries to be polite and to show the great care to the man. E. g. Im ruined he said. Ah the poor boy Ah and you came way up here to meet me You shouldnt have done that I would have understood. Ah just mean of it coming all the way up here when its so sick She said. But the man begins talking about another woman carol McCall. The man considered her to be perfect. He s aid thats what I call a girl. This part can be regarded as a climax of the story. To conclude it all up, Im to say that the problems presented in this text are very topical in our every-day life. People often dont notice those who are near them, who care about them, who are devoted to them. The best we can do is to pay tribute to the authors peck of life and to her ability of creating the atmosphere of being entirely involved in the process of the story.

Sunday, May 26, 2019

The Role of Diversity Training in Businesses

miscellany cooking has become a necessity in businesses today. Diversity training is necessary because of peoples differences in our work force. Some of these differences are race, gender, culture, age, and disabilities. Because our organization is so diverse, this program volition help educate, sensitize and orchestrate people to get along in our workplace.If done right, I feel that the training programs volition bring our company promising results. One battleground by Katrina Jordan on diversity training in the workplace from the perspective of organization/human resources diversity practitioners and diversity consultants showed positive results. Some of the outcomes found in this study were changes in staff behavior, increases staff sensitivity, increased executive commitment, recognition that diversity training is not just a H.R function, etc. For some diversity training empowers people by helping them to understand others and develop a world view beyond their own. As a res ult they know how to respond to and fragment differences that might otherwise interfere with their work(Jordan).Programs are made up to cover a wide range of topics. These topics include defining, developing and managing diversity, harassment prevention, mar cultural communication, and creating an affirming environment. Workers pass on be able to bring up their own specific topics as well.Training sessions will be of two types. First we will have a series of speakers come in at least once every other week and talk to jumbo groups no larger than 75 people. Also during the week between smaller groups of no more that 20 people will meet for discussions. All sessions will be held at prison terms convenient to all employees. To try to create an informal environment we will serve coffee and donuts.For the training programs to make a positive impact it is important for all levels of employees to take part. Training must begin from the top down. H.R participants say that it is essentia l for top executives to take part in these training sessions. Middle management will be stressed to attend, since they are doing a lot of interaction with people.Following a substantial period of time the company should be able to notice a difference in job performance and hopefully increase profits. Since we can utilize our conference board and auditorium the price for the training program is very inexpensive. The lectures will be brought in from the outside for a standard lecture fee. A small amount will be spent for refreshments to help create a relaxed environment. In the end the program should basically pay for itself.

Saturday, May 25, 2019

Philosophy 201 Essay

Welcome to this introductory course in philosophy. For our first lesson, we be going to examine the question What is philosophy? There atomic number 18 4 ways you can get to know what a discipline is define it, describe it, contrast and compare it with other disciplines, and finally experience it. In this first lesson, we will aim to accomplish the first 3 of these activities. The rest of the course will be an exercise in experiencing philosophy. Tasks View and ware n wizs of the presentation, Misconceptions slightly Philosophy.Read and take notes from chapter 1 of Philosophy Critically Thinking about Foundational Beliefs, What is Philosophy? As you read, make sure you understand the fol ruggeding points and questions * list 4 reasons students often presuppose a low view of philosophy. * agnise Socrates quote What is the unexamined heart? What did he mean when he said it wasnt worthy living? * Know the etymology of the word philosophy. * Know the working definition of philo sophy and explain each of its elements. * List and explain each of the 6 characteristics under the exposition of philosophy.* Contrast and compare philosophy with religion, science, and art. How are they different and how are they similar? * Explain the value of experiential knowledge in distinction to propositional knowledge. Terms go sure you fully understand the interest wrong and concepts * The unexamined life * The rational animal * Normative claim * Wisdom * Philosophy * Critical examination * clarification * Justification * Evaluation * Foundational beliefs * Presupposition * First-order discipline * Second-order discipline * Ambiguous * Vague * Worldview * Scientism * Propositional knowledge * Experiential knowledgeList 4 reasons students often presuppose a low view of philosophy. 1. Its the image that one has to be super-intelligent to do philosophy. 2. As a discipline, most students study it late in their academic development, most take their first philosophy class in college. 3. Most people move intot think it is very practical. 4. The main reason is that student simply dont know what it is or how is can benefit them. Know Socrates quote The unexamined life is not worth living. What is the unexamined life?The unexamined life is to go through the motions of life without making the effort to reflect and think about what life is about. What did he mean when he said it wasnt worth living? When Socrates claims that the unexamined life is not worth living, he is saying that the unexamined life is a sub-human life-it is the life of a lower animal, like a dog or cow. Know the etymology of the word philosophy. Know the working definition of philosophy and explain each of its elements.List and explain each of the 6 characteristics under the description of philosophy. Contrast and compare philosophy with religion, science, and art. How are they different and how are they similar? Explain the value of experiential knowledge in distinction to proposition al knowledge. Terms Make sure you fully understand the following terms and concepts The unexamined life- life as an a animal such as a dog or a cow. The rational animal- unlike other in the animal kingdom, man has the ability to reason and reflect about himself and the world around him.(the cognitive abilities) Normative claim- makes a claim about some action, persons ought to do. (dont lie and help our fellow man) Wisdom- is knowledge applied in a way that benefits your life. Philosophy- is examining life is the love of wisdom is actually the combination of two terms in Greeks Phileo- is a Greek term for love, meant to express great affection for something and Sophos is the word for wisdom Critical examination- analysis of what is read or heard earlier than taken at face value.Clarification-the meaning of what was said. Justification-what validate the true of this statement or observation. Evaluation- the significance of what one wants clarity on. Foundational beliefs- those that are central and fundamental to ones overall worldview and yet are often not thought about. Presupposition- are beliefs one usually doesnt think about or discover to prove. First-order discipline Second-order discipline Ambiguous Vague Worldview Scientism Propositional knowledge Experiential knowledge.

Friday, May 24, 2019

Accounting Statement of Purpose

Hello I am going to apply to disseminated multiple sclerosis Accounting and Finance Management programme. I would be grateful if you could give me feedback. I studied a Bachelors degree in Accounting. During the undergraduate degree I took a variety of subjects in taxes, finance, auditing, economics, accounting and crinkle precaution. Taking a variety of subjects in university allowed me to see where my interests and strengths lie.The subjects that grabbed my attention during the final year in the university were taxation, handicraft management and finance. It was through doing these subjects that I discovered I would like to pursue my career in either of these fields. As part of my desire to pull in a broad knowledge in business management, I wrote the final-year dissertation focused on this field. Which was titled How far proper management lead your business to victor. In July 2007, I was hired by one of the big four accountancy firms, where I develop an employment as tax c onsultant.Through this job, I have understood the important role played by the accountancy in business. Definitely book-keeping, preparing financial statements, establishing and maintaining accurate financial records provide a general overview of how business is doing. In my experience I have realized that accountants specialized in taxation besides technical-legal knowledge, they must have wide knowledge of accounting and its procedures as well as theory to properly evaluate financial information.With this knowledge the consultants must be able to ensure if records are accurate according with organization regulations, identify companies opportunities and provide advice on improving efficiency. The reasons mentioned above besides my long-term goal to pursue a career as a controller gain ground me to seek for a professional accounting and finance management program, which allow me to obtain the ability to effectively analyze accounting records, interpret financial statements as wel l as acquired a wide overview regarding management functions within an organization.Selecting a graduate school is not an easy task there are accredited aspects to look at while considering a school. After comparing some accounting and finance programs provide by Dublin universities. I found the manuscript at Griffith College like the one that meet my academic and professional goals. Other reasons to choose this colleges are its prestige, it is recognized as one of the top private universities in Dublin, program structure which fully meets my academic and professional objectives, the subjects that caught my attention are international financial management.I am certain that the MSC in accounting and finance management provided by Griffith College will provide a lot of advantages besides helping me to achieve my academic and professional objectives, such as improve foreign style skills, opportunity to work with people from diverse backgrounds, exposure to new learning environments, cultures, obtain an international perspective and by this way understand other points of view, conjure future job prospects. I am certain that the wide knowledge that the Msc in accounting and finance management provides, will give me with the required tools to succeed in my career.

Thursday, May 23, 2019

Overcoming Prejudices and Self Acceptance-the Color Purple

Overcoming Prejudices for Self Acceptance Throughout Alice Walkers falsehood, The Color Purple, the main char exerti unitaryr, Celie, reveals all of the hardships she has endured during her life. Celie confides in her younger sister, Nettie, and God to picture the way she feels in certain situations. As the story progresses, Celie eventually finds her voice and breaks away from all the men who oppressed her during her life. For the duration of the novel, prejudice becomes a reoccurring theme. non only does Celie struggle with the external prejudices of sexism and racism, but she also struggles with the internal prejudices toward herself.By using Celies struggles as an good example, Walker teaches the reader that one must(prenominal) overcome prejudices in order to accept themselves. Sexism becomes one of the main external struggles throughout the novel. With the practise of the name Mr. __ for Celies husband, Albert, Walker shows the reader Celies growing resentment towards him . The use of this name suggests fearful effacement of an identity too dangerous to reveal (Heglar). She begins to show bitterness when she says, I scurry bout, doing this, doing that. Mr. __ sit by the door gazing here and there (Walker 43). Celie takes the traditional roll of caring for the house while Mr. _ sits by and tends to his own needs and not the needs of the family. Celies dislike towards him grows throughout the novel as he becomes more selfish. Sexism occurs once more with the use of sexual activity roles in Harpo and Sofias relationship. Sofia represents a strong woman who does not let men subdue her. She and Harpo struggle with these roles throughout the novel. Sophia takes on a more masculine roll and Celie describes their arguments as fighting like two mens (Walker 38). Harpo believes that he should beat Sofia because she does not act like Celie in the sense that she does not give in to his every command.Finally, the use of gender violence is passed down through t he generations. Gerri Bates stated that The act of gender violence is almost handed down from father to son (97). When the conflicts between Sofia and Harpo begin, Mr. __ encourages Harpo to beat Sofia so that she will give in to his ways. He uses Celie as an example because she never fights back and remains very obedient. With the use of sexism throughout the novel, Walker shows the reader all of the struggles Celie faced during this clipping period and how she overcame them. Racism also becomes a major external struggle during this novel.During this time period, lily- dust coats embodied the image of higher class citizens. Many of the women in this novel aspire to look like white women in order to become more sophisticated. The white women of this time period wore an array of bright and vibrant colors that stood out from the rest. Celie describes the barrier between the races when she says, Us dress Squeak like she a white woman, only her clothes patch (Walker 95). This quotati on depicts the difference between the races at the time, and how even though they tested to bring Squeak up in society, they couldnt quite reach that level because of their race.The role of racism occurs again when the mayors wife treats Sofias children like animals. While walking around town one day, the mayors wife approaches Sofia and her children and begins petting them like animals and saying and such strong white teef (Walker 87) she looks down on the family because of their race and treats them like animals. This again builds the wall between the races and shows that the white race believed that they were superior to the black race. The theme of racism contributes to the plot again with the roles of blacks and whites within society.When Sofia begins to work for the mayor and his wife, she is discriminated against solely for her race. This act is seen when she says, Have you even seen a white person and a colored sitting side by side in a car, when one of em isnt showing the o ther how to drive or clean it? (Walker 99). This quotation demonstrates the separation between the races during this time period. The mayors family continually expect her to be fuddle according to their cultural representations of the black mother (Selzer). Whites and blacks could not create friendships and could not talk unless it was for business purposes.The roles of races twist a major role in understanding the attitudes during this time period. With the understanding of the roles that the blacks and whites played in society, one can infer that Celie had to overcome more struggles than what she had before dealt with in order to blossom and become herself. In ultimately finding herself at the end of the novel, Celie had to overcome the internal prejudices against herself. With the use of Shug Avery in the novel, Walker displays the hardships Celie must face with her new found sexuality.Because this relationship uses different and new feelings it evokes so profound an erotic aw akening that Celie believes she was still a virgin prior to it (Hankinson). When Celie begins to have feelings for Shug, they start out innocent and then become more serious. She describes a night that they spent together when she says, Me and Shug sound asleep. Her back to me, my arms round her cannon (Walker 116). Celie begins to allow her feelings with Shug to become reality and shows that she does not have the shy personality that everyone thinks she does.Celie breaks out of her inner prejudices again when she confides in her sister, Nettie. Celie begins to yell at the dinner send back one night when she could no longer take the verbal abuse from Mr. __ and stated You took my sister Nettie away from me, I say. And she was the only person love me in the world (Walker 202). Celie believed that she could only confide in Nettie and God during difficult times, but she began to realize that all of her friendships would help her out in the end to become a strong, independent woman.La stly, the growth of Celie throughout the novel is shown through all of the women that help her along the journey in becoming herself. Although Celie tries to discover herself, Shug Avery and Sophia Butler provide the major alternative influences that allow Celie to grow and develop (Heglar). All of the female relationships throughout the novel help Celie to realize that women do not need men to curb their lives. She also realizes that women can become self-sufficient and brave without the help from other people.With help from all the women in the novel, Celie discovers herself and comes to realize that the support of a man is not necessary in the journey to happiness. By using Celies difficulties as a model, Alice Walker teaches the reader that self acceptance comes over time and that one must overcome prejudices in order to find themselves. During the course of the novel, Celie struggles with both internal and external prejudices. In the end she conquers them all and becomes the p erson that she truly wants to be. She realizes this when she says I am so happy. I got love, I got work, I got money, friends and time (Walker 218).Walker teaches the reader that no matter what other people think, what truly matters is the beauty within and cosmos able to handle ones self in the worst of situations. Works Cited Bates, Gerri. Alice Walker A Critical Companion. Westport, Connecticut Greenwood Press 2005. Print. Hankinson, Stacie Lynn. From Monotheism to Pantheism Liberation from patriarchate in Alice Walkers The Color Purple. Midwest Quarterly. 38. 3. Gale, 2003. literary Resource Center. Web. 1 Feb. 2011. Heglar, Charles J. Named and Nameless Alice Walkers Pattern of Surnames in The Color Purple. ANQ 13. 1 (Winter 2000) 38-41. Rpt. in coeval Literary Criticism. Ed. Janet Witalec. Vol. 167. Detroit Gale, 2003. Literature Resource Center. Web. 1 Feb. 2011. inchell, Donna Haisty. Alice Walker. New York Twayne Publishers, 1992. Print. Selzer, Linda. Race and Domestici ty in The Color Purple. African American Review 29. 1 (Spring 1995) 67-82. Rpt. in Contemporary Literary Criticism. Ed. Janet Witalec. Vol. 167. Detroit Gale, 2003. Literature Resource Center. Web. 1 Feb. 2011. Walker, Alice. The Color Purple. Harcourt, Inc. 2003. Print.

Wednesday, May 22, 2019

Prospects And Consequences Of A Nuclear Winter Environmental Sciences Essay

The predicted clime ensuing from a thermonuclear War is termed nuclear Winter. Scientists predict the explosion of nuclear armories would ensue in colder conditions and decreased sunlight on Earth for old ages. This posting will be limited to explicating the general set up of a Nuclear Winter and how to last them as the hardness of a Nuclear Winter is dependent upon the graduated table of the atomic struggle. fill Figure 1 for inside informations of atomic armories.Direct Environmental effectsThe release of carbon nigrify, aerosols and other particulate aff oxygenise into the stratosphere as a consequence of the tremendous urban fires caused by atomic arm explosion in metropoliss would ensue inOz genius depletionThe carbon black would absorb solar radiation and get down chemical procedures which would ensue in the dislocation of ozone.A icing chest climeAs shown in Figure 2, carbon black blocks out sunniness and this has the possible to do an mean temperature dip every eccen tric person immense as 7 grades.Lower rainfallBesides shown in Figure 2, soot emanation consequences in reduced precipitation and hence trim down rainfall. This is because vaporization peers precipitation.These effects would be long lasting, as air current and rain procedure do non be in the stratosphere to take the particulate affair. See Figure 3 for the predicted sum of carbon black which would be released from states devastated by a atomic warfare.Secondary environmental effectsDecreased agricultural wareAll life beings are sensitive to alterations in clime, incident sunshine and incident UV radiation. A a couple of(prenominal) specific illustrations of how agribusiness would be bear on are shown in Figure 4.Destruction of home chiliad and extinction of speciesSuch dramatic clime alteration would pass over out the plant of home grounds every bit good as pass overing out the species unable to accommodate to the alterations.What to make in the event of a Nuclear WinterProtec t your whole organic structure ( including the eyes ) from the increased UV exposureTry to avoid direct exposure, and if you do necessitate to jeopardize out, wear sunblock, a chapeau and dark glassess.Counter the colder temperaturesWear multiple beds to let motion and sweat excessively dispersed. If you are in an country in all probability to be threatened by a Nuclear Winter, have exigency heating methods readily available as the usual methods of warming by electricity, gas, etc whitethorn non be available.Get a consistent supply of nutrientReduced agriculture means less or no nutrient may be available from the usual beginnings. Hence, a pre-cautionary stock of non-perishable nutrient would be necessary and being able to turn your ain nutrient would be greatly good. closingA atomic winter would be lay waste toing and in that respect would be small civilisation could make to restrict or mend the environmental effects. In a Nuclear Winter, the clime would go a good deal colder, the ozone bed broken down and there would be small rainfall. Consequently, many home grounds would be destroyed and many species forced into extinction. This would alter our planet for good. Hence, it is indispensable that a big scale atomic war neer eventuates.hypertext transfer communications protocol //ptonline.aip.org/journals/doc/PHTOAD-ft/vol_61/iss_12/37_1.shtml? bypassSSO=1hypertext transfer protocol //www.hello2012.com/ fleshs/d.jpghypertext transfer protocol //ptonline.aip.org/journals/doc/PHTOAD-ft/vol_61/iss_12/images/37_1fig1b.jpgFigure 1. Casualties and carbon black. ( a ) Casualties ( human deaths plus hurts ) and ( B ) carbon black generated for several(prenominal) states subjected to 50 detonations of 15-kiloton output or to changing Numberss of 100-kt detonations in a Strategic Offensive Reductions Treaty war as described in the text. ( Results for 15-kt detonations qualified from ref. 5. )hypertext transfer protocol //ptonline.aip.org/journals/doc/PHTOAD-ft/vol_6 1/iss_12/images/37_1box2fig1.jpgNUCLEAR WINTER REVISITEDA A by Dr. Alan Phillips, October 2000Those of us who were involved in peace activities in the 80 s likelyretrieve a good trade somewhat atomic winter.A Those who have manoeuver shortinvolved subsequently may see heard small about it.A No scientific survey hasbeen published since 1990, and really small appears now in the peace oratomic abolishment literature.A *It is still of import. *With 1000s of rocket-launched arms at launch-on-warning , anytwenty-four hours there could be an full-scale atomic war by accident.A The fact thatthere are merely half as many atomic bombs as there were in the 80 smakes no important difference.A Deaths from global famishment after the war would be several timesthe figure from direct effects of the bombs, and the lasting fractionof the human race might so decrease and disappear after a few coevalssof hungriness and disease, in a radioactive environment.*The construct of Nuclear Winter*Bombs directed at missile silos would split at land degree and piddle aimmense sum of dust into the ambiance, as the detonation of a ventdoes.A It is every bit much as a million system of measurement tons from a big atomic bombspliting at land degree.A Bombs bursting over metropoliss and surface installings, like mills oroil shops and refineries, would do immense fires and fire-storms thatwould direct immense sums of fume into the air.A The 1980 s research showed that the dust and the fume would barricade outa big fraction of the sunshine and the Sun s heat from the Earth ssurface, so it would be dark and cold like an north-polar winter.A It wouldtake months for the sunshine to acquire give to near normal.A The cloud of dust and fume would circle the Northern hemispherequickly.A Soon it could impact the Torrid Zones, and cold would conveyabsolute misfortune for all harvests there.A Quite likely it would traverse theequator and impact the southern hemisphere to a smaller grade.A While the temperature at the surface would be low, the temperature ofthe upper portion of the troposphere ( 5-11 kilometer ) would lift because ofsunshine absorbed by the fume, so there would be an perfectly monolithictemperature inversion.A That would maintain many other merchandises of desirous down at the degrees people breathe, doing a smog such as hasneer been seen before.A PYROTOXINS is a word coined for all the noxiousbluess that would be formed by burning of the plastics, gum elastic,crude oil, and other merchandises of civilization.A It is certain that thesetoxi trampts would be formed, simply we do non hold quantitative estimates.A Thesum of combustible stuff is tremendous, and it would bring forraderdioxins, furans, PCB s, nitriles, sulfuric and sulfurous acids, oxidesof N, C monoxide and C dioxide in sums that woulddo current concerns about atmospheric pollution seem absolutely fiddling.There would besides be toxic chemicals like ammonium hydroxide and Cl fromdamaged stora ge armored combat vehicles.A Another bad environmental thing that would go on is devastation of theozone layer.A The decrease in the ozone bed could be 50 % 70 % overthe whole Northern hemisphere really much worse than the current losingssthat we are decently concerned about.A Nitrogen oxides are majorchemical agents for this.A They are formed by combination of the Oand N of the air in any large fire and around atomic detonations,as they are on a smaller graduated table around lightning flashes.A So after thefume cleared and the Sun began to reflect once more, there would be a bigaddition of UV making the Earth s surface.A This is bad for people inseveral ways, but do nt worry about the tegument malignant neoplastic diseases? non many of thesubsisters would populate long chew for that to matter.A UV is besides bad formany other populating things, notably plankton, which are the bottom bedof the whole Marine nutrient chain.A There would probably be plenty UV tocause sightlessness in many animals.A Worlds can protect their eyes if theyare cognizant of the danger.A Animals do non cognize to make that, and craftanimate beings do non survive.A Blind insects do non pollenate flowers, sothere is another ground why human harvests and natural nutrient supplies foranimate beings would neglect.A Altogether, atomic winter would be an ecological catastrophe of the samekind of magnitude as the major extinctions of species thatA haveoccurred in the yesteryear, the most celebrated one being 65 million old ages ago atthe cretaceous extinction.A Of all the species populating at the clip, abouthalf became extinct.A The theory is that a big shooting star made a greatcrater in the Gulf of California, seting a trillion dozenss of stone dustinto the atmosphere.A That is a 1000 times as much stone as ispredicted for a atomic war, but the carbon black from fires blocks sunlightmore efficaciously than stone debris.A In atomic winter there would besidesbe radioactive taint giving w orldwide background radiation dosesmany times larger than has of all time happened during the 3 one million million old ages ofevolution.A The radiation would notably decline things for bingspecies, though it might, by increasing mutants, let quickerdevelopment of bleak(a) species ( possibly chiefly insects and grasses ) that coulddigest the post-war conditions.A ( I should merely advert that there isno manner the radiation from a atomic war could destruct all life onEarth .A hatful must halt stating that.A There will be plentifulness ofdevelopment after a war, but it may non include us. )*Governments did non like the thought of Nuclear Winter*The anticipation of atomic winter was published by a group headed byCarl Sagan in 1983.A The initials of their names were T-T-A-P-S, so the theme and their book has become known as t-taps .A It caused some dismayin authorities circles in U.S.A. and NATO states, non so much becausethis farther catastrophe would follow a atomic war, but because of thehike it gave to the Peace Movement.A A figure of surveies were published in the following few old ages, includingmajor studies by The Swedish Academy of Sciences ( Ambio ) , the worldwide Council of Scientific Unions ( SCOPE ) , and the U.S.National Research Council.A There was a thrust by authorities and the military constitution tominimise the affair, and after a few old ages the media were speaking about atomic fall .A ( The most amazing prevarications were propagated, e.g. thatCarl Sagan admitted that his publication was a propaganda cozenage . ) A Itwas true that islands and coastal countries would hold less terribletemperature beads than the original anticipations, because of themodifying consequence of the ocean.A They would hold violent storms alternatively,because of the large temperature difference between land and H2O.A In 1990 another paper was published by the T-TAPS group reexamining initem the ulterior surveies, and demoing that some alterations to th eir1983 paper were necessary.A Some of these were in the way of moreterrible alterations, others towards milder changes.A The general image wassmall changed.A The book A Path Where No Man Thought by Sagan andTurco ( one of the T s ) , besides published in 1990, gives an invoice ofcurrent decisions for the honest non-specialist reader.A It giveselaborate descriptions of atomic winters of different badness harmonizingto how many arms were used, and against what targets.A If oilrefineries and storage were the chief marks, 100 bombs would be adequateto do a atomic winter, and the smallest sizes of atomic bombs wouldbe effectual in get downing the fires.*A new survey needed*Nuclear Winter seems to be a affair that the peace motion has mostlyforgotten about, and the general populace has wholly forgotten about.Equally far as I can happen out, no new scientific survey has been published onthe affair since 1990.A I feel certain we ought to be reminding the universeof it.A A new scientifi c survey is certainly warranted by now.A Computermodeling is a chief tool in atmospheric research, and the capacity ofcomputing machines available to university scientists and in authoritiesresearch labs has increased really much in the last 10 old ages otheratmospheric research has non been dormant.A The progresss need to beapplied.A If a new survey happened to demo that the wake of atomicwar would *not* include terrible alterations in the conditions and clime itwould be great intelligence for the atomic arm constitutions, and somewhatgood intelligence for those who are working for riddance of atomic arms,but we should transport on merely the same.A If, as seems more likely, the newsurvey mostly confirmed the T-TAPS consequences it would beef up ourplace in duologue and supply a focal point for a promotion run tore-awaken the voting populace to the demand to extinguish atomic arms,and the pressing demand to de-alert them.A An of import country where more information is needed is to demo whether library paste of the cold is likely to impact the tropics.A A new survey couldbe expected to add valuable information.A Many developing states havesuch serious jobs of force, military disbursement, and illness, thatwe can barely anticipate the militants at that place to pass much of their attemptin the necessary undertaking of unifying the universe to press the atomic armsprovinces to extinguish their weapons.A If it were shown that hoar isprobably to make tropical latitudes in the event of a atomic war in thenorthern states, scientists and authoritiess in the Torrid Zones would cognizeit would be an ecological catastrophe for themselves.A Even a autumn oftemperature to 10 Celsius destroys a rice harvest.A I should stress that this is non a inquiry of forestalling proliferation .A The arms that pose the danger of atomic winter arethe bing large arsenals.A It is these that need most desperately to beeliminated.A A war between Pakistan and India with the armories they arebelieved to hold at present, or the usage of the few arms that a knaveprovince might do clandestinely, would be a regional catastrophe of themost awful magnitude but it would non do atomic winter.A Attempts are being started to involvement atmospheric scientists and tosolicit support for a new survey.hypertext transfer protocol //www.peace.ca/nuclearwinterrevisited.htm

Tuesday, May 21, 2019

Where you may get it wrong when writing English Essay

Reporting and ParaphrasingIntroductionParaphrasing is the use of different words to express meaning or clarify either written or spoken statement. Paraphrasing is a commonly used feature when writing. It is when one puts another persons ideas in his or her own words (someone elses ideas in your own words) and not just rewriting a paragraph. Some of the important words in paraphrasing include hands-off this is written from an active judgment of conviction. I.e. John drives a car, this active the passive form of this is a car is driven by John. Existential clause in a sentence refers to the existence of something (there exists or there is) (Barkho, 2011). For example, there are girls in the class this is an existential clause. Extra-position is the act of putting the keywords at the end of a sentence (Barkho, 2011). For example, how frustrated with their kids are they? This faeces be rewritten as how frustrated are they with their kids? cleft sentence is one that contains a main cla use as sanitary as a dependent clause. I.e. who did Stan see at the party? It was Nick that Stan saw at the party. It was Stan who saw Nick at the party. The three sentences can be written as Al starter told me that Stan saw someone at the party that he knew from his high school days. It turns out it was Nick that Stan saw at the party. Fronting or preposing. Is a sentence construction in which a word group that customarily follows the verb is placed at the beginning of a sentence? (Barkho, 2011) For example, the garage was on the right of the house, On the right of the house was the garage. Reported speech is the opposite of the direct speech for example I like ice cream (Direct speech). She says she likes ice cream (Reported speech) (Barkho, 2011).Question 2 article rice paddy and his brother Trig are hanging on a rail outside their home enjoying the motion-picture show of the neighbourhood. Dressed in their trainers, the caretaker to their estate sees them ordering them do wn from the rail. 19 year old rice paddy who himself is a member of the east London gang shouts keep going at the caretaker and threatens to beat him up. These kinds of confrontation between paddy field add the caretaker is the order of the day in the inner-city London, symbolizing broken Britain.Having been raised from a broken family (fronting), his life sentence had gone a mess. He indulged in sex at the age of 14 and at age 15 he was doing drugs. scorn his good carrying into action in GCSE which could have enabled him secure a place in Sixth Form College, he only looked forward to one place that he imagine of joining was Feltham jail (Reported speech). This urge came from the time he watched a documentary on TV which portrayed young inmates. paddy fields wish was achieved (passive) when he was sentenced (passive) for 14 months after being charged (passive) with robberies in east London. According to rice paddy, the Feltham turned to be the scoop place he has ever been. T hree meals in a day, TV, private bedroom (existential) and other luxuries are part of what you enjoy in the jail.The impression to the young people outside is that, they want to be jailed as they think it is an honour, and it is even better than school. The mentality in the jail among the youth is that one does not have to hustle for a living as everything is provided. For the rest of male childs in the streets and outside there, going to Feltham is a key part in their lives. Moreover, they find it a substitute to their homes and the chaotic life associated to the homes. The main irresolution arising from this perception is if the prisons are no longer deterrent, then what could be to the young ones in the society.Lewis refers to paddy field as a head case Mick. This is after redeeming(a) him from the young gang that hand threatened to him. Lewis got Mick into a plumbing course hoping to turn him round but to no avail. Despite the situation Mick talks of other gangs made of you th such as the Black hawk boys and Asian gang. However, his group is the most feared d in east London. Despite the police being aware of his group, they are not successful in hunting them down as there is no particular group leader. Micks day is entailed with taking care of the drug business. He gets the staff from the supplier, and takes to his customers, later in the day he enjoys the evening with his girlfriend. Despite dong the drugs, Mick claims it is easy to sell wind, but it does not make good money as cocaine and heroin do. Despite the rotten life in drugs, Mick has a dream of a good big house and cars and hopes to one day get a job, but he is not sure of the best time to legit.A two year feud with another boy leaves Mick with a gashed lip. Despite respect for Lewis, Mick plans to make it even with the boy by revenging. He likens the life to a video game you either die early or you play to the end. The incident makes Mick always flip around armed with a weapon (9mm Glock pi stol). The jail is not solving the purpose intended, and Lewis looks for an alternative to save the at-risk boys in London. He looks forward to coming up with 1000 Capital Men to save the boys. However, the menace has greatly the black families which the politicians have all feared to address. After a period of 5years in drugs and city crimes, Mick is tired of it now. However, trig who has all time watched his mentor Mick, says, I dint fear Feltham if Mick made it, I can also handle it. At the end, Mick says Young people are like blind people crossing the highway. They cannot be able to spot what coming down road and instead he to me for guidance. Feltham was a good experience but as one gets older, you comprehend there are better places to go on holiday. I can tell Trig that, but I highly doubt he would even listen to me. (Direct speech).ReferencesBarkho, L. (2011).Where you may get it wrong when writing English A serviceable guide forstudents, teachers academics and professional s. Norderstedt Books on Demand.Smaby, R. M. (1971).Paraphrase grammars. Dordrecht Reidel.Source document

Monday, May 20, 2019

The Brain and Language, Personal Memory, and Self-Awareness

Sahan Ratnayake Development of dustup and its influence on self-awarness, face-to-face memory, and higher emotion. lyric is defined as the system of linguistic signs or symbols considered in the snarf. row is purely a gentle concept. Though it is used by many animals on the planet, no other animal uses language to the end or complexity as piece do. This is in fracture to the larger consciousness size of valet de chambre as opposed to animals. Our closest animal relative, the chimpanzee, has a brain size of around 400cc, while humans have a brain that weighs around 1300cc.This larger brain, as allowed humans to use language to a greater extent efficiently to achieve its goals. With the phylogenesis of language rose the characteristics that make us human self-awareness, higher emotion, and personal memory. Though it is impossible to determine when language arose, it has been theorized that the growth of language coincided with the increase in brain volume. The brain is the control system of the body. All aspects of human behavior, language, reflexes, emotions, memory, are controlled by separate organise of the brain.Within these structures are billions of neurons, change cells that transmit in souration throughout the brain in the form of electrical signals. The brain is split into dickens hemispheres, the left wing hemisphere controlling the activities of the right side, and the right hemisphere controlling the activities of the left side. Regarding language, it was discovered that the left hemisphere of the brain is largely account equal for controlling language. More specifically, the outer surface of the central hemisphere, the cortex, is regarded as the center of human address and language processing.Two structure of the cortex, Brocas and Wernickes are responsible for speech production and understanding of written and spoken language, respectively. The development of language isnt due solely to a larger brain, but also to genes and the ph ysiological anatomy of humans. In the 1990s, geneticists discovered the FOXP2 gene. The FOXP2 gene is used for veracious brain and lung development. Upon testing the gene, geneticists discovered that mutation to the FOXP2 gene caused severe speech and language disorder, leading scientists to close up that the gene is infixed in speech and language production.The physical anatomy of humans is also a major percentage in producing speech and language. These speech variety meat are the lungs, the voice box, the throat, the mouth, and the nose. Speech is an channelise pressure that travels from the speaker to the listener. The lungs produce the air pressure for speech while the rest of the speech organs shape this air pressure to create the final sounds that reach the listeners ears. For years, scientists have well-tried to explain the origin of language.Though several theories have been put forth to explain the origin of language, there is no evidence to support any of them. Some scientists have theorized that language is so complex that it idlernot exists in the form modern humans use today but must have evolved from our human ancestors. This theories are called continuity-based theories. in that location are other scientists that ask that human language is unique to humans, leading to the lack of evidence for its existence, and that it suddenly appeared in the evolution from earlyish human ancestors to the humans that we are today.Yet there are other scientist that argue that language is embedded in the human genetic code, and others who see language is cultural, learned through brotherly interaction. Though no solid evidence for any of these theories can be found in the early human ancestors, it is fairly certain that the earliest human ancestors to use language were Homo heidelbergensis, thought to be the common ancestor between Homo neanderthalensis and Homo sapiens. Recent archaeological finds have shown that H. heidelbergensis had an ear struct ure similar to that of H. apiens, which means that they could pick up the same sound frequencies modern humans could. Although this doesnt needs mean they used language to communicate with one another, it is proof that H. heidelbergensis did have a system of communication. With the development of language came the ability of humans to suffer self-aware. Self-awareness is the ability to recognize oneself as an individual that is separate from its surroundings and other individuals. Self-awareness isnt possible without inner speech. It is inner speech that llows individuals to question the past, present, and future. It allows them to think about themselves and to appreciate their actions. Several experiments have shown that, when individuals were asked to talk to themselves or to participate in self-relevant tasks. While doing so, it was discovered that in almost people the Brocas area in the left hemisphere of the brain, showed activity. The Brocas area on the left hemisphere is used for inner speech. People whose Brocas area was damaged showed that they couldnt talk to themselves and disconnected the process of self-awareness.Regarding the self-aware and self-relevant tasks, fMRI scans have shown that the Brocas area lights up. This proves that language is essential for the task of self- evaluation. books has also given many example of self-awareness and the development of language. In the Greek work, Illiad, that lack of subjectivity by the characters and their insistence on divine intervention suggests that the language areas of the brain werent as developed as they are now, causing them to credit the gods for their actions, good and bad.However, in the Odyssey, the use of the pronoun I and Odysseuss rebellion against the gods suggests that the Brocas area is much more(prenominal) developed, thus a more developed self-awareness. Language is also responsible for the human trait of memory. Memory is defined as memory from episodes in ones life. indivi dualized memory is also referred to as personal event memory. Neurologically, memory is stored in the genus Hippocampus and the amygdala. Studies have shown that the hippocampus become active during recollection of memories. The amygdala is used in the recollection of emotional memories.Language is an essential part of recalling a memory. Experiments by Tessler and Nelson in 1993, where a child was asked to talk about a visit to a museum. It was discovered that the child couldnt recall anything that wasnt told to him by his mother. This suggests that language is a key component in recalling a memory. Several other experiments with different age groups have shown that older kids remember more than the younger children, which means that since the older kids have a broader vocabulary than the younger kids, the older participants are able to remember and recall a more vivid memory of a past event.Language is also an essential part of the human trait of higher emotion. Higher emotion dif fers from emotion. Emotion, also known as elementary emotions, stem from the mammalian brain of humans and the amygdala. Such emotions, for example fear, are necessary for survival. Higher emotions acquire in the pre-frontal cortex, a relatively new part of the brain. Higher emotions such as love, are abstract emotion they cannot be expressed using physical movement whereas fear, a basic emotion can be expressed using facial expressions or simulation.Language is extremely important for the expression of higher emotions. Language allows humans to explain, as well as understand, higher emotions. Language is necessary for all human advancements. human have used language to a greater extent than do apes. Though the origin of language is uncertain, it is undisputed that our earlier ancestors, H. hidelbergensis, were able to communicate and language passed down from them to H. sapiens. Language has also allowed humans to become aware of themselves, to develop memory, and to have higher emotions, characteristics that make H. apiens unique. Works Cited 1. Plontke, Ronny. Language and Brain. N. p. , 13 Mar. 2003. Web. 27 Oct. 2012. 2. Rumbaugh, work on Savage. Human Language-Human Consciousness. A On the Human. N. p. , n. d. Web. 27 Oct. 2012. . 3. Morin, Alan. Language and Self-awareness. Science & Consciousness Review. N. p. , 2 Aug. 2007. Web. 27 Oct. 2012. . 4. Morin, Alan. versed Speech and Conscious Experience. Science & Consciousness Review. N. p. , 20 Apr. 2003. Web. 28 Oct. 2012. . 5. Speech Anatomy. Speech Anatomy. N. p. , n. d. Web. 28 Oct. 012. . 6. Language. Wikipedia. Wikimedia Foundation, n. d. Web. 27 Oct. 2012. . 7. Rebeccas Dystopia. The Link Between Memory and Language. N. p. , n. d. Web. 27 Oct. 2012. . 8. Neanderthal Behavior. Wikipedia. Wikimedia Foundation, 23 Oct. 2012. Web. 27 Oct. 2012. . 9. FOXP2. Wikipedia. Wikimedia Foundation, n. d. Web. 27 Oct. 2012. . 10. Language and Emotion. Language and Emotion. N. p. , n. d. Web. 27 Oct. 2012. . 11. Personal Event Memory. Wikipedia. Wikimedia Foundation, 22 Oct. 2012. Web. 27 Oct.

Sunday, May 19, 2019

Assertive Discipline

Miss Collin was a nasty teacher that I had when I was 6 or 7 years old and, as a result of the psychotherapy I underwent in later years, I am now able to ordinate that this teacher is responsible for close of the psychological damage I suffered with resulting suicidal tendencies. She used terror and humiliation to keep sound out in the classroom and did non hesitate to use the strap as her method of control (Warnes 1). School sisterren shouldnt be afraid to attend their naturalise because the teachers humiliate pupils, atomic number 18 mean and pass on strict rules.The boilers suit purpose of public schools is to provide a simple happen uponing environment so a student can obtain a close education. All students should be treated equally no thing where they are and should have the same rights as adults so they can reach their goal of graduating. clear up is much than keeping a group of children or young people static while being talked to. Preserving good demeanor is certainly matchless aspect to condition, for learning it in an atmosphere of confusion is vexed. Children have to learn to conform to the rules of behavior filmed in a classroom.Teachers have the right to ask for a quiet class, keep the students in their seats, and have the right to discipline them if they do not cooperate. When a teacher expresses his or her thoughts, witnessings, and beliefs in direct, honest, and appropriate ways that do not violate the right of others, and when the message does not humiliate, degrade, or dominate the one being talked to, he or she is using Assertive Discipline. In order for a teacher to brinytain control of his or her class they must use Assertive Discipline. In order for a teacher to have his or her inescapably met, they can influence the behavior of the children.Without influence a teacher is powerless and will become burned out. (Canter, 2) There is no simple answer to why this happens. A number of complex factors have combined to cre ate an environment in which teachers are having get to in getting personal and professional take met. Until the past decade, the teacher was looked at as the main person in the classroom by students and parents. The teacher, simply because of their role status, had respect and authority. Thus, the teacher was a mesomorphic figure in the eyes of the students and could easily influence the students behavior, often with just a look, smile, or a threat.All of that is now changed. Today, a teacher has to earn the respect of both the students and their parents. A teachers basic techniques of influence, or discipline, is no longer as effective as getting the desired results. The discipline approaches of the 1950s and 1960s do not work with the students of the 1990s. In addition, the teacher cannot rely on the strong fight of the parents all much. Many parents are openly questioning, the education that their children are receiving, and do not feel they want to bind the needs of their childs teachers.Teachers cannot get their needs met in a classroom unless they have an effective method of discipline in which they thoroughly construe and comfortable utilize. An imperative teacher is One who clearly and firmly communicates his or her wants and needs to his or her students, and is brisk to reinforce their words with appropriate actions. (Canter,9) When a teacher is forceful, and clearly and firmly communicates their wants and feelings to a child, they send a clear message. This message simply states I mean what I say and say what I mean. (Collins, 155) downward(a)wind Canter, a child guidance specialist, has found that while most teachers make lesson plans as a operation matter, very few make discipline plans. Planning is essential to teaching well. Lesson think is second nature to teachers. Lesson plans are breach of a professional routine, and are done almost automati call backy when the need arises. However, planning for discipline is an entirely dif ferent story. The vast majority of teachers have learned or have been exposed to the move involved in planning discipline programs, especially those to be used specifically with roiling students.Because of teachers frustrations, all we often hear is their complaining about how difficult the students really are. Such complaining may help to relieve the strain of dealing with difficult students, but it in no way helps to lap up the problem. Planning your discipline efforts, and utilizing assertive rationales, are as essential to teaching as a lesson plan. (Charles,128) Discipline planning will structure and guide classroom management efforts the same as lesson planning for donnish efforts. Discipline plans are authoritative and helpful to all teachers.Charles, urges to make discipline plans according to the following steps Identify any existing or potential discipline problems, specify the behaviors you want the students to eliminate or engage in, decide on prohibit and posit ive consequences appropriate to the student and situation, and decide how to execute the negative and positive consequences. (Charles, 129) Discipline planning is the systematic applications of the assertive principles the teacher exhibits. It involves focusing your attention on any existing or potential discipline problems you may have.These discipline problems may involve an individual student, or a group of students, or an entire class. Having good discipline enables the teacher to deal assertively with their students. He or she will know how to maximize their potential influence to get their needs met, with to a greater extent difficult situations it may be useful for the teacher to engage in problem-solving and discipline planning with peers, school psychologist, principle or anyone who may be familiar with the students or have successfully managed similar problems.One lowest area needed for discipline planning are special activities. Special activities are those activities th e students do not consistently engage in, for example, field trips or assemblies. A day or so before much(prenominal) an activity, the teacher must have some basic discipline planning. Once again, the teacher must define the behavior wanted and not wanted, the limit setting and positive consequences, and how the program will be started. The assertive teacher get alongs the fact that he or she has wants and needs and has the right to get them met in the classroom.The teacher is to a fault aware of the limitations and realizes that they have the right to ask for assistance, whether it is from the principle, parents, or peers. (Charles,37) The assertive teacher should be aware of the childs need for warmth and support. An assertive teacher is aware that a limit setting response must be delivered in as effective a manner as possible. Eye contact is very important when trying to get a point made. Whenever necessary, the teacher plans how to back up their limit setting education with appropriate consequences.This is done in order to maximize the influence that his or her response can have on the behavior of the child. (Canter, 28) Whenever required, teachers should be prepared to back up their words with consequences in order to trigger off the behavior of more difficult children. He or she is aware some children need more support than others and is prepared to give that child as much as they can. (Canter, 32). The children learn to trust and respect an assertive teacher. The children clearly know the parameters of studyable and unacceptable behavior.This gives them an opportunity to choose how they want to stomach while intimate fully what the consequences will be for their behaviors. This does not mean that every child will like an assertive teacher, and does not mean that every child will behave. Some children may still decide not behave for any reason. All that an assertive teacher can do by his or her behavior is try to establish an atmosphere where he or she maximizes the potential for a positive teacher child relationship. The major area where being an assertive teacher helps a child is when the student has special needs or problems.This when a teacher needs to step things up a notch and become more assertive. Some teachers may lose track of their assertive potential, but they have to teach the child how to behave in the appropriate manner. (Canter, 46) One problem area where a child needs assertive discipline is when he or she is confronted with peer pressure. This is when the students fellow peers force him or her to do something, like throw clapper balls or make funny noises to win the approval of others. This problem can be solved by confronting the child and telling him what he or she is doing wrong.This problem can also be solved by giving out a punishment like, writing on the chalkboard or may be standing in the corner with his or her back turned to the rest of the class. If all else fails, the teacher may want to call the childs home and plan a conference with the students parents. Though most teachers feel be and overwhelmed by parents, especially if they are pushy or manipulative, they need to take a stand and thoroughly explain the situation going on with their child. (Rich, 145) The teacher has to be assertive with the parents and the child.The teacher should not down grade the problems they are having with their child. Instead they should tell the parents the way things are. For instance a teacher should not call the childs parents and say, we have a little problem with your son, when in actuality, the child had a violent tantrum. The teacher should let the parents know that they need their cooperation to discipline the child at home for his tantrum. If the teacher does not tell the parents what they very feel then the childs tantrum will be even worse the next time.The corner pitfall of assertive discipline is the potential positive influence teachers can have on the behavior of their s tudents. kick in in hand with influence goes responsibility. (Canter, 57) When teachers accept the consequences of their potential influence they accept the consequences of their potential influence they accept the responsibility to choose, or not to choose, to utilize this potential for the best interest of both themselves and the students. Assertive teachers recognize the responsibilities they have for the children.They know they cannot assert themselves and get their needs and the children needs met. They know they can have the wallop on their classrooms if they choose to do so. Other teachers choose not to accept the reality of their potential influence. Thus, they are confronted with the following situations they place themselves in a powerless position. They view themselves as a helpless dupe at the mercy of the students, their parents, the principle, and the school system. Such teachers become the complainers.They complain about everyone and everything that victimize them . Charles, 120) They end up blaming all of their problems on others, and never on themselves. Mandatory alikes is an answer that some give to stop the new-fangled and alarming rise in delirium and drop out rates in our public schools. Those that support uniforms argue that uniforms disguise economic and ethnic backgrounds, so students are no longer jealous of others. The pecuniary burden on parents is lifted. But do uniforms really give all of these benefits? Can just one change in public schools make them so much better?The wearing of uniforms in more of the nations public schools has been a much-talked about issue recently, with President Clinton and several members of Congress voicing their support. Supporters of school uniforms say social and economic classes would no longer be revealed by students clothing, schools will have more of a sense of community, and students self-esteem will improve. Some gang members have hurt or murdered not guilty people because of a disguisee d item of clothing they chose to wear. Proponents assert that uniforms will reduce this type of violence in schools and, therefore, make classes safe and orderly.Uniforms have been shown to reduce absentee rates as well. In situations where there are several different financial backgrounds attending the same school students may be under pressure, and possibly ridiculed because of failure to conform to the latest fashion trends. Everybody wearing the same styles of clothes might eliminate that. In response to growing levels of violence in our schools, many parents, teachers, and school officials have come to see school uniforms as one positive and creative way to reduce discipline problems and increase school safety.They observed that the adoption of school uniform policies can promote school safety, improve discipline, and enhance the learning environment. As a result, many local communities are deciding to adopt school uniform policies as part of an overall program to improve sch ool safety and discipline. California, Florida, Georgia, Indiana, Louisiana, Maryland, New York, Tennessee, Utah and Virginia have enacted school uniform regulations. Even though social and economic barriers can be torn down, some schools have not had as much success.In fact, implementing mandatory school uniforms can be dangerous because it provides the community with a false sense of security. It is like putting a small bandage on an enormous wound, alternatively of attempting to find ways to truly deal with the bleeding. Although this can happen, uniforms prove to continue to be a success. In a recent study of uniforms in Georgia Schools, eighty percent of students stated that they did not feel that the uniforms reduced fights and 68. % felt that uniforms did not help to make them feel a part of school. I myself would not feel at any way individually squashed if I were made to wear a uniform. Everyone must look at the main issue pertaining to this topic. Our lives, without our in dividuality is meaningless. I would be more than instinctive to wear a uniform to school and be safe and let my personality express my individualism, and be judged for what I am than to be judged and be put into a life threatening situation for what color I was wearing.

Saturday, May 18, 2019

Reading Strategy Essay

What Is It? To aid their comprehension, skillful endorsers engage themselves questions in the beginning, during, and later on they lead. You green goddess service of process students break down more proficient by modeling this process for them and encouraging them to routine it when they submit fencesitterly. Why Is It Important? Dolores Durkins query in 1979 catered that most instructors withdrawed students questions later on they had read, as inappropriate to questioning to improve comprehension to begin with or piece they read. In the late 1990s, further enquiry (Pressley, et al.1998)Revealed that despite the abundance of research supporting questioning forrader, during, and by and by breeding to help comprehension, t to each oneers still happy post- breeding comprehension questions. Researchers do also found that when big indorsers argon pick outed to judge aloud as they read, they utilize a wide potpourri of comprehension strategies, including ask ing and coiffeing questions before, during, and later on exercise (Pressley and Afflerbach 1995). Proficient adult readers Are aw be of why they be tuition the text editionual matter Preview and make predictions Read selectively Make connections and associations with the text establish on what they already get laid.Refine predictions and expectations use of goods and services context to identify strange words Reread and make nones Evaluate the quality of the text check out important points in the text Consider how the in random variableation might be used in the future Successful practice session is not simply the mechanical process of decoding text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop revolutionary questions as they read, for example What is this story active? What does the main character inadequacy? Will she get it? If so, how? Even subsequently reading, engaged readers still ask questionsWhat is t he meaning of what I hold read? Why did the causality end the paragraph (or chapter, or book) in this elbow room? What was the creators purpose in writing this? Good antecedents anticipate the readers questions and plant questions in the readers mind ( opine of a title such as, Are You My Mother? by P. D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The authors job is to raise questions and thus answer them or contribute several possible answers. Readers cooperate by asking the right questions, paying close attention to the authors answers, and asking questions of their own.HOW CAN YOU MAKE IT HAPPEN? To help readers learn to ask questions before, during, and after reading, speak out aloud the next duration you ar reading a book, article, or tack of directions. deliver each question on a post-it note and stick it on the text you need the question intimately. You may be surprised at how mevery typic completelyy unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the authors choice of title, at a vocabulary word, or virtually how you get out use this information in the future.You should begin to model these kinds of questions in the primary grades during read-aloud measures, when you can say out loud what you are thought process and asking. Read a book or text to the class, and model your recovering and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading in current to help you gain an go outing of the text you are reading. Ask questions such as What clues does the title give me to the highest degree the story? Is this a real or imaginary story? Why am I reading this? What do I already know close to___? What predictions can I make? Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model repair strategies to correct miscomprehension. Start reading the text, and ask yourself questions while reading What do I understand from what I barely read? What is the main topic? What picture is the author painting in my head? Do I need to reread so that I understand? Then reread the text, asking the go withing questions when you are finished Which of my predictions were right?What information from the text tells me that I am correct? What were the main ideas? What connections can I make to the text? How do I feel about it? Encourage students to ask their own questions after you stool modeled this schema, and issue all their questions on chart composition. Students can be grouped to answer one anothers questions and puzzle spic-and-span ones ground on talk ofions. Be sure the rivet is not on determination the correct answers, because many questions may be subjective, but on curio sity, wondering, and asking thoughtful questions.After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that Can be used to gain a deeper understanding of the text Have answers that might be different for everyone Have answers that can be found in the text Clarify the authors intent Can help explain meaning suspensor them make inferences Help them make predictions Help them make connections to other texts or prior(prenominal) association As students begin to read text independently, you should continue to model the questioning process and encourage students to use it lots.In the upper elementary and middle schoolhouse grades, a good example for questions to ask before, during, and after reading can serve as a suck up as students work with more challenging texts and begin to internalize comprehension strategies. You can use an budget items projector to jot notes on the framework as you think aloud while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension.How Can You Stretch Students Thinking? The best way to stretch students thinking about a text is to help them ask increasingly challenging questions. Some of the most challenging questions are Why? questions about the authors intentions and the design of the text. For example Why do you think the author chose this particular saddle horse? Why do you think the author ended the story in this way? Why do you think the author chose to tell the story from the point of view of the daughter? What does the author seem to be assuming about the readers political beliefs? Another way to repugn readers is to ask them open-ended question that require proof from the text to answer. For example What does Huck think about girls? What is your evidence? Which ch aracter in the story is most un desire Anna? Explain your reasons, based on evidence from the novel? What is the authors opinion about affirmative action in higher rearing? How do you know? Be sure to explicitly model your own challenging questions while reading aloud a variety of texts, including novels, subject-area textbooks, articles, and nonfiction.Help students see that answering challenging questions can help them understand text at a deeper level, ultimately making reading a more enjoyable and of import control. As students become proficient in generating challenging questions, require them group the questions the time they were asked (before, during or after reading). Students can determine their own categories, justify their reasons for placing questions into the categories, and determine how this can help their reading comprehension. When Can You use It? Reading/EnglishStudents who require similar interests can read the same text and tinge to discuss their though ts in a book unit of measuremente. Members can be given a set of sticky notes to rate questions they have before, during, and after reading the text. Members can then share their question with one another to clarify understanding within their group. Since students reading level may not necessarily determine which book club they choose to join, accommodations may need to be made, including buddy reading, audio accedeings of the text, or the use of computer-aided reading systems. authorshipGood create verballyrs anticipate their readers questions. Have students jot down the questions they allow attempt to answer in an turn up or short story before they write it, in the order that they plan to answer them. tensity that this should not be a mechanical process as students write they probably will think of additional questions to ask and answer. The key point is to have students think of themselves as having a conversation with the reader and a big part of this is knowing what q uestions the reader is likely to ask. Math Students can ask questions before, during, and after solving a math problem.Have students think aloud or write in groups to breed questions to complete performance tasks related to mathematics. Social Studies Use before, during, and after questions when beginning a new chapter or unit of study in any social studies topic. film a piece of text, and have students generate questions related to the topic. At the end of the unit of study, refer back to the questions and discuss how the questions helped students to understand the content. Science Use before, during, and after questions to review an article or science text.You can discuss articles related to a new scientific discovery with students and then generate questions that would help them to focus their attention on important information. Lesson curriculums Lesson Plan Questioning, The Mitten This lesson is designed to introduce primary students to the importance of asking questions be fore, during, and after listening to a story. In this lesson, victimization the story The Mitten by Jan Brett, students learn how to become good readers by asking questions. This is the first lesson in a set of questioning lessons designed for primary grades. Lesson Plan Questioning, Grandfathers Journey.This lesson is for intermediate students using the strategy with the book, Grandfathers Journey, by exclusivelyen Say. Lesson Plan Questioning, Kokos Kitten This lesson is designed to establish primary students skills in asking questions before, during, and after they listen to a story. You can help students learn to become better readers by modeling how and when you ask questions while reading aloud the true story, Kokos Kitten, by Dr. Francine Patterson. This is the second lesson in a set of questioning lessons designed for primary grades. Lesson Plan communicate Pre-Reading Questions This is a language humanistic discipline lesson for students in grades 3-5.Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Lesson Plan Asking Questions When Reading In this lesson, the teacher will read The contend by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each. 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL http//www. teachervision. fen. com/lesson-plan/reading-comprehension/48698. html Asking Questions When Reading sexual conquest Levels 4 8 Lesson Summary.Generating questions escapes a key role in the process of learning how to read, and then once again in learning how to read better. There are so many question that students may have about the text that they encounter questions about the authors style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking ques tions, then learn to ask the vital questions that will direct their focus and clear up confusion. In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions.The students and the teacher will then categorize the questions according to the criteria for each. Materials When you read the story ahead of time, write any questions that pop up into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate tolerable copies of the book The Wall for partners. Provide a piece of paper for each group of four students. wee a piece of chart paper titled QUESTIONS with different columns of categories Questions that are answered in the text Questions that I have to make an inference to answer Questions that are not important to understanding the story.Questions that require research to answer Questions about the authors style Questions that clear up confusion Objectives Stud ents will ask questions before, during, and after reading. Students will categorize important vs. interesting questions with a focus on important questions. bit Explain that good readers ask questions before, during, and after reading to help them understand a story better. Today, were going to focus on asking questions. Present the book The Wall to the students and say, I will read the title, and the back cover and look at the illustrations and think of as many questions as I can.These are the questions that I have before reading. Read your prepared post-it notes to the students. Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students. When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students. Take your questi ons on post-its, think aloud, and categorize them in the appropriate column according to the type of question that you asked.The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions. Then have the partners share their questions with another diametric group. The groups of four students choose one of their questions and write it on a larger piece of paper. Gather all students and have them share their questions. With help from the class, have students categorize their questions. Discuss the questions that are important vs. interesting, and have students focus on the important questions. 2000-2012 Pearson Education, Inc.All Rights Reserved. Original URL http//www. teachervision. fen. com/lesson-plan/reading-comprehension/48697. html Asking Pre-Reading Questions Grade Levels 3 5 Lesson Summary This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before re ading and will make predictions based on the discussion of the questions. Students should be able to differentiate between a question and a statement, generate questions, and work in cooperative, heterogeneous groups. Objectives Students will brainstorm prior knowledge about the topic of a textStudents will make predictions about the text by asking effective before reading questions in order to improve our reading comprehension. Key Understandings Asking and discussing questions will improve our comprehension of the text. Good readers ask questions before they read. Materials Two narrative texts Pre-reading Show gloss Pledge Procedure Select two narrative texts, one will be used to license the before reading questioning strategy, the other will be used for guided buttocks. It may be easier to choose two texts by the same author or two texts of the same genre.Discuss the ways in which a pre-game show and asking questions before, during, and after reading are similar. Good readers are like sports casters. Just as sports casters discuss the sports event before, during, and after the game, good readers ask and discuss questions before, during, and after reading. This improves comprehension, or understanding, of the text. You may say something such as, Who has watched a football, basketball, or baseball game on television? Sports casters help us understand the game by discussing it. They discuss the game with us before the game, during the game and after the game.Before the game, there is a pre-game analysis. That means that the announcer gives us desktop information about the game, team ups, players, and coaches. This information can be used to make predictions about the outcome of the game. During the game, the announcers provide play-by-play coverage. They discuss important or controversial plays to help us understand whats going on in the game and to explain how original plays may affect the outcome of the game. They even provide replays of the most impo rtant events of the game to make sure we remember them.Finally, after the game, announcers interview the coaches and players to get different perspectives about how the game was played. They review the highlights of the game, confirm or disprove their predictions, and discuss the implications of the outcome of the game. Tell students they are going to focus on asking questions before they begin reading a text. If possible, show a video clip of a pre-game sports cast. Use the affinity of a pre-game show and before reading questions to help students ask effective before reading questions. As you generate questions for each topic.Spend some time wondering about the answers and making predictions about the book. Write your predictions about the book in a separate column. Identify a purpose for reading the text. register = for literary experience/enjoyment Expository = for information Functional = to perform a task/follow directions. Examine the cover illustration and read the title, modeling how to ask questions. Write the questions on chart paper or on an overhead projector. Look at the author and model how to generate questions. Activate background knowledge by winning a picture walk with students.Cover the print with sticky notes, and think aloud as you model how to generate questions, make predictions, and build vocabulary by carefully examining and discussing the illustrations in the text. Ask questions about the setting, characters, events, and genre of the book. Pre-Game Show Questions Before Reading Predictions Team A vs. Team B What teams are playing? What do we know about these teams? Where are they from? Have we ever seen either team play? In your opinion, are they skilled? Is one team better than the other? Title of allegory/Cover What topic might this story be about?What do we already know about this topic? Have we read any other books about this topic? Do we have any experience related to this topic? Where and when did we have the experience? Co ach Who is the coach? What do we know about the coach? What teams has he/she coached in the past? What is his/her coaching style? Author Who is the author? Who is the illustrator? What books have he/she written or illustrated in the past? Can we describe the style of the author/illustrator? Have I ever read other texts by this author? If so, what do I remember about those texts? domain Where is the game being played?Who has the home field advantage? What are the current weather conditions? How will the weather conditions affect the game? Setting Where and when does the story take place? Is the place/time well-known(prenominal) or unfamiliar to us? Have we read any other stories with a similar setting? Players Who are the key players? What positions do they play? What are their skills? Characters Who are the main characters? What role might they play in the story? Can we predict some of their character traits by examining the illustrations? Plays What plays are the coaches likely t o endure?Events What events may take place in this story? Rules/Principles of Game What are the rules of the game? What are agreeable strategies? Genre of Text What genre of story is this? (fairytale, folktale) Have we read other stories of the same genre? What are the characteristics of this genre? Tell students that the class will read the story together tomorrow, and learn to ask new questions while they are reading to help understand the story. Guided practice Give students the opportunity to practice writing and discussing some before reading questions for a new story.Place students in 6 groups and have each group record or role play a pre-reading show for the new book, just as sports casters broadcast a pre-game show. 1. title/cover 2. author/illustrator 3. setting 4. characters 5. events 6. genre of literature Select student leaders to guide each groups through the process of examining the cover of the new story and taking a picture walk. Allow groups to discuss their topic . Students should generate two of their own before reading questions on their topic, and then share their questions and provide feedback to each other.Have groups include information from their prior knowledge and individualised experience as they discuss the before reading questions, and have them discuss the possible answers and make predictions about the book. After each student has had the opportunity to formulate and write two questions, jigsaw the groups to form TV crews for a pre-reading show. Each TV crew should have six students, one student from each group, 1-6. Review the parts of the rubric. Provide a time limit for each TV show, and tell students that each show should include an introduction of the members of the TV crew slogan, jingle, or musica discussion of their prior knowledge about the topic a discussion of each members questions predictions about the book from each member Give groups the opportunity to practice asking and discussing their questions before role p laying or videotaping their show. If time permits, allow students to make larger visual aids to display during the discussion. Microphones can be made rapidly from rolling paper into tubes. Sharing Ideas Distribute rubrics to the class. Allow students to score each TV crew as they present. nonparasitic Practice Have students think of a younger child that they will spend time with this week.Have them think of a book that they can read to the child. Have students use some of the before reading questioning strategies they learned to help the younger child understand the story. Students can use this questions framework worksheet to help them with questions to ask before reading, and help the child make predictions. The worksheet reminds students to ask questions about the title and cover, author and illustrator, setting, characters, events and genre. Assessment Each group will be assessed using the scores from the presentation rubric, scored by their peers and teacher. 2000-2012 Pears on Education, Inc. All Rights Reserved. Running Records Page translation A running record is a way to assess a students reading progress by systematically evaluating a students viva voce reading and identifying error patterns. This template will help you track your students oral reading accuracy. Take advantages from kids that wonder harry potter news Covers from Around the World Harry Potter and the captive of Azkaban Page Description Enjoy comparing and contrasting colorful cover art for J. K. Rowlings Harry Potter and the Prisoner of Azkaban with this printable handout.Discuss the differences in interpretations from around the world with your students. Grade Levels 2 7 Analyzing a Book Character Page Description This chart of questions will help students analyze the cover art of a book. Use this worksheet when talking about the different cover art on each international variance of the Harry Potter books. Grade Levels 3 8 Literacy Glossary Page 1 of 2 verity set out This is the rate, shown as a percent, at which students accurately read the text. Concept Map A image map is a type of graphic organizer which allows students to consider affinitys among various concepts.Often students are back up to draw arrows between related concepts enclosed in oval or other shapes. Error Rate This is a ratio of errors to words in the text. volubility The rate and accuracy with which a person reads. Fluency results from practicing reading skills often and with a high rate of success. Formative Assessment These tests are ongoing and based on the curriculum, providing a way to monitor student progress. They can be used to place students in groups, based on instructional needs. Frustrational Level This is the level at which students are unable to read with equal to(predicate) comprehension.Genre A genre is a particular type of literature, such as narratives, poetry, dramas, or fables. Independent Level This is the level at which students can read without assistanc e. Materials at this level should be chosen for independent reading, or fluency practice. Independent Reading Inventories An informal formative assessment that provides graded word lists and passages designed to assess the oral reading and listening comprehension. Insertion In a running record or informal reading inventory, this is a miscue in which students add another word when reading printed text.For example, if the sentence is The dog played, the student reads The happy dog played. Instructional Level This is the level at which students can read with assistance from the teacher. Materials at this level should be chosen for reading instruction. Metacognition This is thinking about ones own thinking, or being aware of ones own learning. When students are aware of how they think and learn, they can be taught to regulate their thought and learning processes. Omission In a running record or informal reading inventory, this is a miscue in which students do not read a word or words in the printed text.For example, if the sentence is The sky was bright blue, the student reads The sky was blue. trespass The part of a syllable that comes before the vowel of a syllable. The onset of the word box is /b/. Phoneme the smallest unit of sound. It distinguishes one word from another (e. g. , man and fan are distinguished by the initial phoneme). phonemic sense This is a type of phonological awareness that involves the awareness and manipulation of individual sounds. Phonological Awareness The auditory awareness of sounds, words, and sentences.The understanding that speech is composed of sentences made up of words. Words are comprised of syllables, and syllables are comprised of phonemes. Qualitative Data Qualitative data consist of verbal or graphic descriptions of look and experience resulting from processes of observation, interpretation, and analysis. It is often comprehensive, holistic, and expansive. Qualitative Tools These are tools that produce qualitative da ta consisting of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis.Quantitative Data Quantitative data consist of information represented in the form of numbers that can be analyzed by means of descriptive or inferential statistics. It is often precise and narrow data. Reading Conferences Conferences conducted by teachers during independent reading time provide an opportunity to meet with a student to assess progress, to note reading strategies that are being used, monitor books being read, and to provide guidance in developing reading strategies. Rime The part of a syllable that consists of its vowel and any sympathetic sounds that come after it. The rime of the word box is /ox/.Scaffolding A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that helps support students in their learning when they may have difficulties. A goal of scaffolded learning is to have students use a p articular strategy independently. Screening Tests These tests provide information that serves as a baseline. They are usually given to determine the appropriate starting place for instruction. Self-Correction In a running record or informal reading inventory, this is a miscue in which students do not read a word or words correctly, but return to the text and read the word or words correctly.Self-Correction Rate This is the ratio of self-corrections to errors when reading the text. Sound-Print Connection Understanding the relationship between print and sound. Substitution In a running record or informal reading inventory, this is a miscue in which students replace the printed word with another word. For example, if the sentence is She said, No, the student reads She shouted, No. additive Assessment These tests are usually given at the end of a unit or at the end of the year. They assess a students strengths and weaknesses over a period of time.