How Language Has Changed From Its Original Form Essay

Picking on a Sunday Afternoon Language is the use of complex symbols, whether spoken, shown through movement, or behavior, to communicate with others. Language may be used to share an idea, experience, thought or feeling that a person has with others that are familiar with the symbols and patterns used. Those who use a specific language must follow the rules of the language, such as grammar and syntax, to communicate with others effectively and meaningfully. Language is important in the field of cultural anthropology because it varies from culture to culture as well as within the same culture. Dialects of a culture can allow an anthropologist to identify where an individual or group came from and the reasons why their dialect has formed the way it has. Language gives anthropological researchers the opportunity to study a culture through the variations of sounds and movements the citizens of that culture make. The purpose of this study is to observe the different forms of language use d in an everyday setting and to study how the language has changed from its original form. As novice anthropologists, we must begin to recognize phonemes and morphemes through studying these sound patterns and word formations in syntax we may recognize or think is ordinary. Through this process we are able to think more deeply about the language we hear on an everyday basis while also learning how to identify social dialects as well as being able to code switch, to a limited degree. ToShow MoreRelatedChanges Due to English Evolution Affect Integrity of the Bible1705 Words   |  7 Pagesquestion whether or not the Bible had been accurately translated from its original Hebrew and Greek manuscripts. Several new English Bibles emerged in the first one hundred years after the Protestant Reformation until Christian authorities accepted the King James Version as the principal Bible in 1611 (Halkin 55). No one seriously challenged The King James Version for the next 300 years, but evolvin g changes in the English language during the past few decades have caused Biblical scholars to considerRead MoreThe Causes Of Sound Change Essay911 Words   |  4 Pagescaused by reinterpreting the features important for contrast in a language. This essay sets out to examine the position that sound changes are caused by changes in phonetic abilities of the speakers of a particular language, for reasons such as migration and a lack of exposure to similar to certain phonemes, but not due to miscommunication. I will use examples from the English language to defend this position. First, migration has been one of the major factors of sound change throughout history.Read MoreThe Main Source Of Rosenzweig s Thoughts About Translation Essay1682 Words   |  7 PagesThe main source of Rosenzweig’s thoughts about translation stems from the Bible. This can be clearly seen in the Star of Redemption, especially when he states: It is the first effect of the spirit to translate, to erect a bridge between man and man, between tongue and tongue . . . God speaks everywhere with the words of men . . . the translator, the one who hears and transmits, knows himself equal to the One who first spoke and received the word. (Rosenzweig 66) This suggests that the essenceRead MoreTranslation As A Science Or Art?1272 Words   |  6 Pagesequivalent meaning from source language into target language. Through the history, some people think translation is a science, someone define it as an art. Whether one consider translation as a science or art, or anything else, it is an activity that help people communication (Mahmoud, 2008). When it comes to translation theory, skopos theory (ST) shouldn’t been ignored. Hans J. Vemeer who proposed ST and developed it during the 1970s in Germany (Du, 2012). The word ‘skopos’ is form Greek, means aimsRead MoreExplore how and why the English Language has changed.1232 Words   |  5 Pagesï » ¿Explore how and why the English Language has changed. The English Language has changed over a long period of time due to a number of different factors which have had different effects on how the Language has progressed. Language is seen to have progressed through different stages, from Old English (beginning in the 3rd century and including the invasions of the Anglo-Saxons, which led to the creation of Englisc) through to Middle English (which may have begun in the 11th century with the ruleRead MoreWriting Self-Reflection Essay759 Words   |  4 Pageswas always haunting me from childhood,little knowing that later in my life the writer in me is taking its shape.At times I thought why I could not solve problems academic as well as personal by using the same kind of thinking which we used when we created them ,as my greatest problem was what to do about all the things I couldnt do anything about. Time passed and I set sails for SJSU.On arriving here ,I realised that I had grown wings and my perception of life had changed,so had ,my line-of-thoughtRead MoreHuckleberry Finn Persuasive Essay1571 Words   |  7 Pages the author of an extraordinary yet controversial novel; The Adventures of Huckleberry Finn had a great way of capturing moments in time and bringing them to life through the use of meaningful and direct diction. The Adventures of Huckleberry Finn has been a vexed novel for it s a use of the â€Å"N-word†. However, many scholars and associations have devised a â€Å"solution† for this problem such as, completely banning the book, creating sanitized versions, or even replacing the book for another AmericanRead More The Vietnamese Language Essay751 Words   |  4 PagesThe Vietnamese Language The Vietnamese Language is comprised of a few separate languages as well as its own original dialects. Like Many languages today, some words get added to the vocabulary of another group. The region of a place can also determine how the language is spoken, and looked at. When people move from one place to another, they bring with them their own language from their region, and it gets mixed in with the current language, increasing the vocabulary. This applies toRead MoreTips on Paraphrasing1520 Words   |  7 Pagesparaphrase what an author has said as opposed to using lengthy direct quotations. But what does it mean ‘to paraphrase’? According to the MacMillan English Dictionary (MacMillan, 2012:online), to paraphrase is â€Å"to express what someone else has said or written using different words, especially in order to make it shorter or clearer.† When you paraphrase another authors writing you rewrite their argument using your own words, phrasing and inte rpreting it in your own way. How to paraphrase Read MoreWhat Is Language Devoid Of The Social Context Of Its Creation And Use1499 Words   |  6 PagesTo make language devoid of the social context of its creation and use is to dislocate it from which it derives its meanings. Thus ridding it of its use with the only benefit of understanding what it is made up of. However, understanding what language is made of and understanding how to use it are two different things, neither of which will give you a complete understanding of language on its own. Using Gardner’s analogy of language being like a fish you dissect as well as observe within its habitat

Crim 301 Literature Review Essay - 4188 Words

Effectiveness of In-School Programs and After School programs A Review of the Literature California State University Los Angeles Criminology 301 Professor Jenny June 7, 2012 Abstract In recent years, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) noticed the increase in the number of teens between the ages of nine to seventeen being involved with gangs in the United States. While most people would agree that gang membership is an individual choice, scholars believe that it is more important to shift the focus of these programs from an individual level to a community level. This literature review examines a few of the prevention programs the OJJDP have implemented in the school’s curriculum and after-school†¦show more content†¦The program is only effective so long as the teenager allows it to be. In other words, growing up in an undeveloped community and a poor family could be contributing factors towards pushing adolescent teens towards violence, drugs, and gangs. However, it is likely that if the teen is able to shift their focus towards the positive aspects in their life, they can overcome the difficulties. I say this because my cousin was raised in a good household, yet he chose to be involved with the wrong crowd even after his parents raised him in a good neighborhood, with a good education, and participated in many extracurricular activities. After sending him off to boot camp to try and straighten him up, he still returned to his gang in which he calls his second family. Therefore, I feel biased towards the effectiveness of these programs. However, I will remain objective in researching this topic. I will look into all contributing factors and all of the preventive techniques in assessing the problem. I will also compare both programs and analyze the two programs in depth. I will look into all the factors and theories contributing to why teens would join gangs. Also I will evaluate the effectiveness of the program based on my research and not my personal experience. IMPORTANCE OF PREVENTION PROGRAMS AND THE LITERATURE REVIEW With the increase in the number of teenagers being involved with gang violence and memberships, scholars agreeShow MoreRelatedExplain Juvenile Delinquency in Terms of Hirschi†S Social Bonding Theory, with Special Reference to the Case Study6009 Words   |  25 Pages2001; Johnson et.al. 2001).   However, there are many studies which have NOT supported this conclusion (Hirschi himself in Hirschi Stark 1969; Jensen Erickson 1979; Evans et.al 1996; and Benda Corwyn 1997).   Most limitations reported in the literature center around the problems of how to measure religiosity as well as what kind of crime to measure.   So-called hellfire by itself (usually measured as beliefs about the consequences of bad behavior) does NOT tend to insulate unless the crime

Wu-Tang Clan - The W free essay sample

The W is Wu-Tangs latest CD to hit theshelves. Producer RZA and fellow Wu-Tang rappers have come together to produceyet another chart-topping, intense, rap and hip-hop album. Fourteen crazysongs that will get your heart pounding make up The W, including thebands newest singles, Protect Ya Neck (The Jump Off) andGravel Pit. Protect Ya Neck brings back the ?s beatcombined with todays style of rapping. Gravel Pit is your typical?s hip-hop tune with a beat that will get you up and dancing. Besides thesingles, The W has other great songs like my favorite, Do YouReally (Thang Thang), which has an addictive beat that will keep you comingback for another listen. Listening to the entire CD, Ive found it to beanother Wu-Tang masterpiece. Like all CDs, however, The W isntperfect. The song Jah World seems to be a clash of sentences throwntogether to make a confusing, beatless song. We will write a custom essay sample on Wu-Tang Clan The W or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also, like any rap or hip-hop CD,The W contains some vulgar language. Coming from a Wu-Tang andhip-hop fans point of view, I think, overall, The W is a great CDthat is well worth the money.

VanderMay Meff Essay Example For Students

VanderMay Meff Essay Hawton et al. (1982) reported that over four fifths of adolescents who had attempted suicide reported being unable to discuss their problems with their parents. Bhugra et al. s (2002) findings also support Geldard Geldards comments. They found, in their study of Asian and white adolescents who had self-harmed over a three year period, that one of the major risk factors for the adolescents in this study was an unfavourable family environment, including issues such as parental separation, especially in the white groups. Abuse of alcohol by a parent or sibling was another risk factor, and physical or sexual abuse at home another precipitating factor of self-harm. These problems seemed to be exacerbated by trouble with peers and problems at school, with over half of the whites and one third of the Asians reporting it. The problems at school varied, from academic problems to bullying, but whatever kind of problem it was, was a large precipitating factor. It is not surprising then, if adolescents are experiencing problems at home as well as problems at school, that they need time out. We will write a custom essay on VanderMay Meff specifically for you for only $16.38 $13.9/page Order now Taking an overdose was reported by the participants in the study as a way of getting time out from all these pressures, even if it was only for a short time (Bhugra et al. , 2002). Only two of the ninety-nine cases in Bhugra et al. s study, however, mentioned racial harassment as a triggering factor, so it would appear in this case that racism is not a major issue. This contradicts results of former studies that have implied racial issues can be a risk factor. When examining the prevalence of suicide among differing ethnic groups, the findings are apparently contradictory. MIND (1995) published statistics that suggest suicide rates are much higher among ethnic minority groups, stating for example, that immigrant status increases the risk of suicide and attempted suicide, and that Asian females have a suicidal rate three times higher for the 15-24 year age group than the national average. However, Bhugra et al. (2002), in the study cited above, found that Asian adolescents are no more likely to take overdoses. This implies that figures may have changed over the last few years. Obviously, there are bound to be discrepancies between different studies, and Bhugra et al. s study did have a relatively small participant sample, and was based purely on case notes. It would be interesting to see the results of a similar study carried out with a larger sample size, and using a more qualitative approach, to try and understand the reasons for the differences between ethnic groups, if any are found at all. This could lead to important discoveries regarding risk factors and triggers for suicide and self-harm within different cultural settings in todays society. The rate of suicide attempts in adolescents is also increased in those who have been abused during childhood, another risk factor identified in Bhugra et al. s research. Adolescents who have been physically abused can experience feelings of powerlessness and helplessness (Kaplan et al. , 1997), and are therefore more at risk of developing other risk factors associated with suicide, such as depression, substance abuse and disruptive behaviour. Sexual abuse during childhood and adolescence has also been documented as contributing to suicidal gestures and attempts (VanderMay Meff, 1982; Bagley et al., 1997). Boys who are sexually abused have significantly more behavioural and emotional problems, including suicidal thoughts and behaviour, than do girls, according to research by Garnefski Diekstra (1996). Another risk factor associated with adolescent suicide is the loss of a loved one. This risk is increased when that person committed suicide themselves, and it has been noticed that bereavement after suicide is more complicated when compared to that of losing someone through natural causes, as there can be more guilt involved (Peters Weller, 1994). .u0ade998dca8f09096bd3f600d0e97973 , .u0ade998dca8f09096bd3f600d0e97973 .postImageUrl , .u0ade998dca8f09096bd3f600d0e97973 .centered-text-area { min-height: 80px; position: relative; } .u0ade998dca8f09096bd3f600d0e97973 , .u0ade998dca8f09096bd3f600d0e97973:hover , .u0ade998dca8f09096bd3f600d0e97973:visited , .u0ade998dca8f09096bd3f600d0e97973:active { border:0!important; } .u0ade998dca8f09096bd3f600d0e97973 .clearfix:after { content: ""; display: table; clear: both; } .u0ade998dca8f09096bd3f600d0e97973 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0ade998dca8f09096bd3f600d0e97973:active , .u0ade998dca8f09096bd3f600d0e97973:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0ade998dca8f09096bd3f600d0e97973 .centered-text-area { width: 100%; position: relative ; } .u0ade998dca8f09096bd3f600d0e97973 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0ade998dca8f09096bd3f600d0e97973 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0ade998dca8f09096bd3f600d0e97973 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0ade998dca8f09096bd3f600d0e97973:hover .ctaButton { background-color: #34495E!important; } .u0ade998dca8f09096bd3f600d0e97973 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0ade998dca8f09096bd3f600d0e97973 .u0ade998dca8f09096bd3f600d0e97973-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0ade998dca8f09096bd3f600d0e97973:after { content: ""; display: block; clear: both; } READ: With Its Long Slender Body The Snakes Probably The Funniest Shaped C EssayFor these reasons, counsellors need to be aware of the nature of the loss suffered by their client. Bhugra et al. (2002) also found a marked increase in the prevalence of suicide in adolescents over the age of 14, highlighting the impact of puberty, and also suggesting that this is the age where individuation begins, causing further stresses at home. The favoured method for the adolescents involved in this study was overdosing on paracetamol, which has preventative implications. If access to drugs is restricted, then the rate of impulsive suicides may be reduced.

Sir Gawain and Feminism Essays

Sir Gawain and Feminism Essays Sir Gawain and Feminism Essay Sir Gawain and Feminism Essay Essay Topic: Sir Gawain and the Green Knight Sir Gawain and Feminism Sir Gawain and the Green Knight is a lively Arthurian romance about a young knight of the round table who takes on the challenge of a mysterious green knight who wanders into Arthurs hall. The Green Knight asks Sir Gawain to strike him with his own axe, and in one years time he will return the blow. Time passes and Sir Gawain does everything in his power to procrastinate his impending meeting with the Green Knight. He leaves for his quest, and on Christmas day after wishing for a lace to hear mass, a shimmering castle appears in the distance and the lord of the castle welcomes Gawain inside. Little does he know, the welcoming lord is actually the Green Knight. This is the part of the story with women become involved, or should I say woman, because there is really only one who plays a large role in the story. There are others who are mentioned, or are included for smaller roles, but there is only one main character who also happens to be a female; that is my first problem with the text. I m aware that it was written in a time of courtly love, and when women werent looked at as contributors to society, but the lack of representation, not to mention the lack of good representation, is troubling. The story progresses and the Lord, whose name we learn is Lord Bertilak strikes a deal with Gawain, a sort of game, if you will. He will go hunting every day with his men and when he returns, he will trade whatever he has won that day for whatever it is that Gawain has acquired while staying at the castle. Gawain agrees to the game, nd they agree to start the next day. Their game progresses like this: Bertilak goes off to hunt and brings back some sort of kill each day, while Gawain stays home, he spends time with the beautiful lady Bertilak. She tries her best to seduce the Knight and each day succeeds in gaining kisses from him. The pals, Bertilak and Gawain exchange their winnings in a friendship reminiscent of todays bromance. That is until the final day when the Lady Bertilak convinces Gawain to let her give him her sash. Gawain of course, is ashamed of his betrayal to his friend and goes to bed nhappy. The next day Gawain is to meet the Green Knight to seal the deal, so he puts on all his armor including the green sash from Lady Bertilak. When big, bad mister Green Knight tries to cut off Sir Gawains head he cant do it. Eventually it is revealed that Lord Bertilak is actually the Green Knight himself and that the entire scheme was put together by Morgan Le Faye, the great evil sorceress mentioned in many Arthurian legends. After this, Lord Bertilak and Sir Gawain have a bro moment about how much women suck, and then go on with their lives. This leads me to my second point, throughout the entire text the women in the story are painted in a negative light. Lady Bertilak spends the whole poem attempting to seduce Sir Gawain, regardless of the fact that she has a husband or that Gawain is friends with said husband. This is regarded negatively by Gawain, and is illustrated by the language that talks about these scenes. Yet, Gawain is never once criticized for his part in the act of kissing Lady Bertilak, a married woman and the wife of his friend. The only egative impact of Gawains role in the courtly romance, is his own shame, but none 0T tne otner cnaracters Teel tne need to call nlm out on nls actions. In tne ena 0T tne story, Sir Gawain and Bertilak lament about how manipulative and deceitful women can be; they go on to discuss how women have been the down fall of many a historical men, such as Adam, Solomon, and Samson, but Gawain is never reprimanded for his actions, only for his dishonesty about the sash. The character of Morgan Le Faye is disguised as an old, ugly woman throughout the telling of the tale ntil the very end. Morgan is arguably an intelligent, yet cunning woman, because she came up the whole plot to test Gawains loyalty, but these characteristics are also played in a negative light. Any trait that a women possesses in this text, whether good or bad, is written off as bad or turned against them in some way. The men in the story are too quick to shed the negative light on the women, and not take any of the blame for themselves. The text as a whole is very enjoyable, but when looked at from feminists prospective, has a lot of problematic and troubling content.

The Best AP World History Study Guide 6 Key Tips

The Best AP World History Study Guide 6 Key Tips SAT / ACT Prep Online Guides and Tips Are you taking AP World History this year? Or considering taking it at some point in high school? Then you need to read this AP World History study guide.Instead of cramming every single name, date, and place into your head, learn how to study for the AP World History exam so that you can learn the major ideas and feel ready for test day. We'll also go over some key strategies you can use to help you prepare effectively. TheAP World History test is challenging- just 8.5% of test takers got a 5 in 2017. But if you study correctlythroughout the year, you could be one of the few students who aces this test. Below are six tips to follow in order to be well prepared for the AP World History exam. Read through each one, apply them to your testprep, and you'll bewell on your way to maximizing your AP score! Why You Should Study for the AP World History Test Is it really that important to study for the AP World History test? The quick answer to this question is absolutely. But why? Let's start by taking a look at the kinds of scores students usually get on the exam. The following chart shows what percentage of test takers received each possible AP score (1-5) on the AP World History test in 2017: AP Score Percentage of Test Takers Who Received Score 5 8.5% 4 19.9% 3 26.7% 2 29.6% 1 15.4% Source: The College Board As you can see, roughly 55% of test takers scored a 2 or 3, a little less than 30% scored a 4 or 5,and just 15% scored a 1. Sincemost test takers scored a 3 or lower on this test, it's safe to say that a lot of AP World History students are not scoring as highly as they could be on this test. While a 3 is not a bad AP score by any means, some colleges such as Stanfordrequire at least a 4in order to get credit for the exam. If the schools you're applying to want a 4 or higher, putting in ample study time for the test is a definite must. In addition, if you're applying to highly selective schools, a 5 on the AP World History test (or any AP test, really) could act as a tipping point in your favor during the admissions process. Finally, getting a low score on this test- i.e., a 1 or 2- might make colleges doubt your test-taking abilities or question your potential to succeed at their school. You don't want this to happen! Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. What's on the AP World History Exam? Before we give you our six expert study tips for AP World History, let's briefly go over the structure and content of the test. The AP World History exam consists oftwo sections: Section I and Section II.Each section, then, also consists of two parts: Part A and Part B.Here is what you'll encounter on each part of each section: Section/Part Total Time Question Type # of Questions Scoring Section I, Part A 55 mins Multiple choice 55 Worth 40% total score Section I, Part B 40 mins Short answer 3 Worth 20% total score Section II, Part A 60 mins Document based 1 Worth 25% total score Section II, Part B 40 mins Long essay 1 Worth 15% total score Source: The College Board And here is an overview of the types of tasks you'll be asked to perform: Analyze historical texts as well as historians' opinions and interpretations of history Assess historical documents and make an argument to support your assessment Write an essay concerning an issue in world history Now that you understand exactly how the AP World History test is set up, let's take a look at our six expert study tips for it. We don't keep our best secrets to ourselves. How to Study for AP World History: 6 Key Tips Below are our top tips to help you get a top score on the AP World History test. Tip 1: Don't Try to Memorize Everything If you start your AP World History class with the expectation of memorizing the entirety of human history, think again. Although AP World History tests a wide span of time, you aren’t expected to learn every tiny detail along the way. Rather, this class focuses on teaching major patterns, key cultural and political developments, and significant technological developments throughout history. AP World History is organized into the following six time periods: Technological and Environmental Transformations (to c. 600 BCE) Organization and Reorganization of Human Societies (c. 600 BCE to c. 600 CE) Regional and Interregional Interactions (c. 600 CE to c. 1450) Global Interactions (c. 1450 to c. 1750) Industrialization and Global Integration (c. 1750 to c. 1900) Accelerating Global Change and Realignments (c. 1900 to the present) Within each period, you should know the major world powers and forces driving economic development, politics, and social change (including technology). However,you don’t have to have every detailmemorized in order to do well on the test. Instead, focus on understanding big patterns and developments, and be able to explain them with a few key examples. For instance, you don’t necessarily need to know that in 1492 Columbus sailed the ocean blue; you also don't need to know the details of his voyages or the particulars of his brutality. However,you should be able to explain why the European colonization of the Americas happened, as well as the economic effects it had on Europe, Africa, and the Americas, and how colonization affected the lives of people on all three continents. Knowing a few concrete examples is essential to succeeding on the short-answer section. The short-answer questions which will typically present you with some information (e.g., a chart, primary source, etc.) and thenask you to provide several specific examples or reasons for a broader theme or historical movement that relates to the information provided. You'll have flexibility in what specific examples you choose, just so long as they are relevant. The short-answer section is four questions long and worth 20% of your total test score (so each question is worth 5%). You'll have 50 minutes within section 1 to complete it. Concrete examplescan also bolster your essays and improve your ability to break down multiple-choice questions on the topic.However, focus first on understanding the big picture before you try to memorize the nitty-gritty details. If you’re coming from AP US History, this advice might seem odd. But unlike US History, which is more fine-grained, the AP World History exam writers do not expect you to know everything, as they test a much larger topic. AP US History is essentially a test of 400 years of history in one location, so it’s fair to expect students to know many proper names and dates. But for World History,that same level of detail isn’t expected; this test takes place over thousands of years all around the world. Instead, you should focus on understanding the general patterns ofimportant topics through history. This won't only save you time but will also keep you sane as your textbook hurls literally hundreds of names, places, and dates at you throughout the year. Speaking of your textbook ... Tip 2: Keep Up With Your Reading! When it comes to AP World History, you can't sleep through the class all year, skim a prep book in April, and then expect to get a perfect 5 on the test. You're learning all of human history, after all! Trying to cram for this test late in the game is both stressful and inefficient because of the sheer volume of material you have to cover. And all that reading would hurt your eyes. Instead, keep up with your reading and do well in your World History class to ensure you're building a strong foundation of knowledge throughout the year. This way, when it hits spring, you can focus on preparing for the exam itself and the topics it’s likely to test, as opposed to frantically trying to learn all of human history in just two months. If your teacher isn’t already requiring you to do something like this, be sure to keep notes of your readings throughout the school year. This could be in the form of outlines, summaries, or anything else that's useful to you. Taking notes will help you process the readings and remember them better. Your notes will also be an invaluable study tool in the spring. Finally, check the website of whatever textbook your class uses. Many textbook websites have extra features, such as pre-made chapter outlines and summaries. These can be excellent study resources for you throughout the year. Tip 3: Read a Prep Book (or Two) in the Spring Even if you keep up with AP World History throughout the year, you’re probably going to be a bit hazy on topics you learned in September when you start studying for the test in March or April. This is why we recommend getting a prep book, which will provide a much broaderoverview of world history, focusing especially on topics tested on the exam. If you’ve been learning well throughout the school year, reading a prep bookwill trigger your background knowledge and help you review. Think of your prep book as your second, much quicker pass through world history. And in case you’re wondering- no, the prep book alone will not fill you in on the necessary depth of knowledge for the entire test. You can't replace reading your textbook throughout the year with reading a prep book in the spring. The AP World History multiple-choice section especially can ask some pretty specific questions, and you'd definitely have blind spots if all you did is read a prep book and not an actual textbook. Furthermore, you wouldn't be able to explain examples in your essay in as much detail if you've only read a few paragraphs about major historical events. Tip 4: Get Ready to Move at 1 M.P.Q. (Minute per Question) To prepare for the AP World History exam, knowing the material is just half the battle. You also need to know how to use your time effectively,especially on the multiple-choice section. The multiple-choice section (Section 1, part A) asks 55 questions in 55 minutes,and is worth 40% of your total score. This gives you just one minuteper question, so you'll have to move fast. And to be ready for this quickpace, practice is key. Taking the AP World History exam without practicing first would be like jumping into a NASCARrace without a driver's license. To practice pacing yourself, it’s crucial that you get a prep book containing practice tests. Even if you've read your textbook diligently, taken notes, and reviewed the material, it's really important to practice actual multiple-choice sections so you can get used to the timing of the test. Althoughthere are a few two-part questions on AP World History,most are stand-alone questions. As a result,you can move from question to question fairly quickly, and even skip and return to tough questions (as long as you keep an eye on the time!). There might be some images, maps, charts, and passages to work through as well, so some questions will likely take longer than others. Your teacher should be giving you multiple-choice quizzes or teststhroughout the year to help you prepare for the test. If your teacher isn't doing this, it will, unfortunately, be up to you to find multiple-choice practice questionsfrom prep books and online resources. See our complete list of AP World History practice tests here. You need to create your own multiple-choice strategy as you study, such as using the process of elimination, being ready to read and analyze pictures and charts, and being constantly aware of your time. I recommend wearing a watch when you practice so you can keep an eye on how long you spend on each question. In short, make sure you practice AP World History multiple-choice questions so that when you sit down to take the exam, you'll feel confident and ready to move fast. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. Tip 5: Practice Speed-Writing for the Free-Response Section The AP World History exam has two essay questions that, together, account for 40% of your total score. You'll get 55 minutes for the Document-Based Question (DBQ), including a 10-minute reading period. The DBQ is worth 25% of your exam grade. You'll then get 35 minutes for the Long Essay, which is worth 15% of your score. For each essay, you need to be able to brainstorm quickly and write an essay that answers the prompt, is well organized, and has a cogent thesis. A thesis is a one-sentence summary of your main argument. For the sake of AP essays, it's best to put your thesis at the end of the introductory paragraph so the grader can find it quickly. When organizing your essay, have each paragraph explain one part of the argument, with a topic sentence (basically, a mini thesis) at the beginning of each paragraph that explains exactly what you're going to say. For the DBQ, you'll need to bring all or most the provided documents into your argument in addition to your background knowledge of the period being tested. For example, in a DBQ about the effects of Spanish Influenza during World War I, you needed to demonstrate your knowledge of WWI as well as your ability to use the documents effectively in your argument. See our complete guide to writing a DBQ here. For the Long Essay, it’s up to you to provide specific historical examples and show your broad understanding of historical trends. (Again, this is why doing your reading is so important, since you'll have to provide and explain your own historical examples!) Throughout the year, your teacher should be having you do writing assignments, including in-class essays, to teach you how to write good essays quickly. Since you'll be writing youressays by hand for the test, you should ideally be writing your practice essays by hand as well. If you struggle with writing by hand fast, you can build up your writing fluency (your ability to quickly translate thoughts to words) by writing additional practice essayson your own. If you need to work on writing fluency, it's best to practice with easier writing topics.First, find a journal prompt to write about (this website has hundreds). Next, set a timer. Between 10 and 15 minutes is best. Finally, write as much (and as fast) as you can about the prompt, without making any big mistakes in spelling or grammar. When time's up, count how many words you wrote. If you do this a few times a week, you'll build up your writing speed, and your word counts will continue to grow. Once you've built up this skill, it will be much easier to tackle the AP World History free response section. You can also practice on your own using old AP World History free-response questions.However, note that the test was revised for 2016-17, so old questions will have old instructions. In fact, there actuallyused to be three essays on the AP World History test- in addition to the DBQ, there was a "Change Over Time" essay and a "Comparison" essay. Now, there's just one long essay. Be sure to compare older questions with the most up-to-date examples from the most current AP Course and Exam Description. Tip 6: Take Practice Exams and Set a Target Score In the spring, aim totake at least one full practice exam- ideally in late March or early April- once you’ve learned most of the World History material. By a full practice exam, we mean the entire AP World History test. Time yourself and take it in one sitting, with a 15-minute break between the multiple-choice/short-answer section and the essays. Why should you do this? It will give you a chance to experience what it’s like to take a full AP World History exam before you sit for the real thing. This helps you build stamina and perfect your timing. All the practice in the world won't help you if you run out of steam on your last essay question and can barely think. Also, set a target score for each section: multiple choice and free response.Good news: you don’t need to be aiming for 100% on the multiple-choice section and a 9/9 on every essay in order to secure a 5 (the highest possible score). Far from it, actually! The truth is that a high multiple-choice score (50/55) with average short-answer and free-response scores (say, 8/12 on short answer, 5/7 on the DBQ, and 4/6 on the long essay) can get you a score of 5. Likewise, an average multiple-choice score (35/55) with high short-answer and free-response scores (say, 11/12 on short answer, 6/7 on the DBQ, and 5/6 on the long essay) can also net you a 5. Setrealistic score targets based on your personal strengths.For example, a really good writing student might go the average multiple choice/strong essay route, while a strong test taker might go the other way around. You could also be somewhere in-between. In addition, don't be intimidated if your target score is a lot higher than your current scores. The whole point of practicing is to eventually meet your target! Once you have a target score, practice, practice, practice! Use old exams, the practice exams in (high-quality) prep books, and thefree-response questions linked above. You can even ask your teacher for old AP World History tests and essay questions. The more you practice before the test, the more likely you are to meet- or exceed!- your score goal. Bottom Line: How to Prep for the AP World History Test Although AP World History is a challenging test, if you follow the advice in this AP World History study guide and preparecorrectlythroughout the year, you can definitely pass, or even be one of the few students who gets a 5! Just make sure to keep up with your reading, use a prep book in the spring, and practice a lot for the multiple-choice and the free-response sections. With clear target scores for each section and plenty of practice under your belt, you'll have the strongest chance of getting a 5 on test day! What’s Next? How many AP classes should you take in total? Find out here. How hard is AP World History compared with other AP tests? We’ve rounded up a list of the hardest and easiest AP tests, as well as the average scores for every exam. For more tips on doing well in all of your classes, from AP to IB to honors, read this expert guide to getting a perfect 4.0, written by PrepScholar founder Allen Cheng. Even if you're not going for perfection, you'll learn all the skills you need to work hard, work smart, and get better grades. Also studying for the SAT/ACT? In a hurry? Learn how to cram for the ACT or SAT. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Realism Vs. Liberalism in terms and regards of International Relations Essay

Realism Vs. Liberalism in terms and regards of International Relations - Essay Example This research will begin with the statement that theories are established or evolved as a way of explaining a complex and often opaque subject in a clear and useful way - when they resonate they become tools to explain and explore subjects. In these statements, a look will be to set a position between the theories of realism and liberalism to examine whether liberalism provides a viable alternative to realism when looking to understand international relations. An argue will be on that both realism and liberalism are useful theories when considering IR, they have two contradictory points. Bayliss and Smith describe these two theories as Realism being the natural party of government and Liberalism (as) the leader of the opposition. This analogy rather underplays the significance, application, and effectiveness of liberalism in our globalized world. Before exploring the various theories to explain international relations, we should first consider what is meant by the term International relations can be used to describe the academic pursuit to gain an understanding of how nations interact with each other. In the globalized and multi-stakeholder world that now subsists, that a center of concentration entirely on the states implicated will not be able to fully explain the actions and reactions on the international stage. In this essay, it is described international relations as the interactions of all stakeholders involved in setting nationally interested policies and the related diplomacy required to execute said policies.

A factor that effect normal speech development Essay

A factor that effect normal speech development - Essay Example At 2 years of age, the child is able to utter 2- word phrases. By 3 years, the child is able to form sentences, uses plurals and past tense, can make sentences with 3 to 5 words and 90% of the talk is understood by strangers. At 4 years of age, the child can make sentences with 6 words, can converse and tell stories. At 5 years of age, the child can make sentences with 6- 8 words, can name 4 colors and can count ten pennies correctly (Schwartz, 1990; qtd. in Leung & Kao, 1999). Delay in the development of speech is a major concern to both parents and pediatricians. Speech delay can occur with or without delay in other milestones. A child is considered to have delay in the development of speech when the speech milestone attained is significantly lower than that which is normal for that age. It is important to identify, investigate and institute appropriate intervention in speech delay because; this can have significant impact on the social, academic, personal and vocational life of th e individual. There are many causes for delayed development of speech. The most common cause of speech delay is mental retardation. Infact, it accounts for more than 50% cases of speech delay (Leung & Kao, 1999). Most often, speech delay occurs due to inadequate stimulation of the child. An older dominating sibling may steal all the attention of the elders of the house. Various hereditary factors can affect speech development. Delayed speech in parents can result in delayed speech in the offspring also. Many genetic diseases which lead to global developmental delay or mental retardation can contribute to delayed speech. Exposure to many languages at a time or frequent changes in the childs environment can contribute to delayed speech. Chronic ear infections, effusions and impacted wax can lead to hearing debility and hence delayed speech. Intact hearing is vital to speech and language development in the first few years of life.

Happiness in marriage Essay Example for Free

Happiness in marriage Essay Happiness in marriage is entirely a matter of chance. With reference to marriages in Pride and Prejudice, to what extent is this statement true? Marriage is the key issue in Pride and Prejudice, and Austen uses class structure, manners and proper behaviour in society to embellish the topic. It is the overall picture given by these subjects that tell us about the happiness a woman could expect from entering the state of marriage, whether marrying for love and felicity, or, as seems the wise choice in the case of many of the characters, for money and financial security. Pride and Prejudice explores the situations that many young ladies found themselves put in, and whether or not it was possible to achieve fulfilment and happiness if you were to marry for the latter. In the Bennet household, particularly, marriage is a very poignant subject. For Mrs Bennet, she feels it is essential for her girls (and for herself) that they should marry well, as otherwise they stand to lose everything without a son to take over the estate. Her feelings are made clear at the beginning, once she has heard that a wealthy Mr Bingley has recently moved to the neighbourhood. Without any knowledge or regard for his character, she immediately jumps to the conclusion that it is a fine thing for our girls. This statement is made purely on the awareness of his handsome fortune, and of the happiness and fortune that it could bring her. She uses the word girls, and this shows that she doesnt care for individual happiness, but she does want one of them married to him, never mind which. Her own marriage is described as lacking in respect, esteem and confidence, and through Elizabeths eyes it is improper and unsuitable. Although their marriage was based chiefly on an attraction on Mr Bennets part, Jane Austen states that it had been an imprudent move, and that he had married a woman whose weak understanding and illiberal mind had very early in their marriage put an end to all real affection. The only happiness he seems to have from the marriage is his constant mocking of his wife for his own amusement, and marvelling at her ignorance. The marriage which exists is based on a fancy rather than the three qualities that Jane Austen, through Elizabeth, attributes to true marital happiness for both partners: respect, esteem and confidence, which is exactly what Mr and Mrs Bennet dont have for each other. Mrs Bennet, for her own daughters marriages, sees the purpose as a way of supporting themselves, and gaining some kind of financial security, and the bigger the fortune, the better the match. When Elizabeth turns down the heir to Longbourn, Mr Collins, she says to her daughter If you go on refusing every offer of marriage, you will never get a husband, and I am sure I do not know who is to maintain you when your father is dead. This view is one shared by Charlotte, although she does not air her opinions so openly. Charlotte Lucas is a realist. Her role in the book is to represent the thoughts and intentions of many ladies in eighteenth century society. What numerous young women were doing, whether they were influenced by their mothers or not, was to make a cautious and prudent marriage. As a girl of twenty-seven, plain, and in danger of dying an old maid, she has taken on the view that happiness in marriage is entirely a matter of chance is a reference to the fact that women did pre-dominantly marry for money, not indeed love. She even goes as far as to advise Elizabeth on a match with Mr Darcy, although Elizabeths feelings are prejudiced towards him. She tells Elizabeth not to be a simpleton, and allow her fancy for Wickham make her appear unpleasant in the eyes of [Darcy] a man ten times his consequence. This shows her prudence, that although Elizabeth has admitted she has feelings for Wickham, she should keep herself open to anyone who pays her a compliment, and is wealthier. It is this theory that influences her own marriage with Mr Collins, for although there is no real affection on her side, he can offer her protection and a comfortable life. The practical nature of her marriage causes her to justify herself to her best friend, and she openly admits to her I am not a romantic, I never was. Immediately, this tells us that this marriage is not the result of a passionate affair, it is the conclusion that her chance of happiness with him is as fair as most people can boast on entering the marriage state. This statement is quite shocking, because it means the wedding takes place with no real affection on either side: it is done merely for self-gain. This view is also made clear when she comments on Jane and Bingleys relationship: When [Jane] is secure of him (i.e. a wedding or engagement has taken place), there will be leisure for falling in love as much as she chuses. Although Mr Collins seems to be happy, when he tells Elizabeth that We (he and Charlotte) seem to have been designed for each other, we have to go back to the fact that Charlotte was his third choice. He had favoured Jane, before Mrs Bennet enlightened him with the information that she believed that she would soon be engaged to Bingley, and it was only afterwards, when Elizabeth had turned his offer of marriage down, that he showed any regard for Charlotte. He proposed twice in three days, and so it is clear that no real feelings of admiration on either part could have developed strongly. This marriage is established on the ground that Mr Collins wants to set an example to his parishioners, and, more importantly in his eyes, to please his wealthy patroness, Lady Catherine. Mr. Collins also remarks on Elizabeths situation, as his wife had done previously when he says that her portion is unhappily so small that it will in all likelihood undo the effects of [her] loveliness and amiable qualifications. The Lucases are by no means wealthy, but Mr Collins is not looking for wealth, he is looking to add to his happiness by obtaining a companion. He came with the intention of returning home with a Bennet bride, but failing that he has an intelligent, practical woman, who has gone into a marriage with no pre-wedding romance, but to be content with her quite prosperous situation. As Elizabeth observes, Charlotte was disgracing herself and sunk in her esteem, was added the distressing conviction that it was impossible for that friend to be tolerably happy in the lot she had chosen. In direct contrast to Charlottes carefully thought about match, Lydia rushes into a passionate and imprudent marriage. Society almost expected women to marry above their own wealth and station, to make a sensible union, but it was a disgrace to have an affair it was essential that a woman should keep her virtue. Lydia, however, did the latter but not the first. Inside these parameters, Lydia is a slur on her already tarnished family name. Herr quite insincere love caused her to follow her heart, and go against the foresight that was instilled in so many young women, essentially from birth. Her love can be described more as a fancy, because it holds none of the virtues so important to Elizabeth, and therefore Jane Austens eyes: respect, esteem and gratitude. However, the match between herself and Wickham gives them both happiness, and, although her family does not share their feelings, her decision, however misguided, does give her happiness. Prior to the marriage, she writes for there is but one man in the world I love, and he is an angel. This view is in opposition to Charlottes, that one must marry into good fortune, and then see what happiness may come of it, if any at all. Lydias perception of Wickham is unchanged when she writes again, once Elizabeth and Darcy are married. She says that If you love Mr Darcy half so well as I do my dear Wickham, you must be very happy. Although on initially embarking on her elopement, the marriage looked as though it was a flirtatious whim, especially on the part of Wickham, by the end, there is no real relationship development, except that they still love each other. From the circumstances surrounding both of their families, it is safe to say that Wickham is not marrying for wealth, it is for his apparent love for Lydia. Previously, he had been engaged to Mary King, a wealthy heiress of ten thousand pounds, and Elizabeth had said of the match a wise and desirable measure for both; handsome young men must have something to live on, as well as the plain. As Colonel Fitzwilliam said of men Our habits of expense make us too dependent, and there are not many in my rank of life who can afford to marry without some attention to money. However, these same motives are not seen in his match with Lydia, although it is true to say that unless Darcy had intervened, they may not have married. Elizabeth also observes that his affections for Lydia were not equal to Lydias for him.that their elopement had been brought on by the strength of her love. She also wonders why he chose to elope with her at all, before coming to the conclusion that some financial gain must have been the reason, and if that were the case, he was not the young man to resist an opportunity of having a companion. However, these reasons have not impaired Lydias enjoyment of married life, nor Wickhams, as she is constantly praising him he is always her dear, and he did everything the best in the world. Whether these observations are made due to Lydias ignorance, or her blindness in her fancy, she does not seem to have tired of him, as Mr Bennet had of Mrs Bennet soon after their wedding. Someone who has married for both money and affection is Jane. There is a mutual attraction between her and Mr Bingley, and this leads onto, we presume, matrimonial bliss. Their relationship is fixed firmly on a rational basis, and they both share an optimistic view of the world. Elizabeth, early on in the book, comments on the likelihood that Janes marriage would be for money, not love, but by the end, Jane and Bingleys equally happy manners and charming countenances mean that there is equality in their affections unlike Wickham and Lydia, where there is more fondness on her side. Their shared admiration for one another gives the foundation for equilibrium, that there will be a good balance of respect, esteem and confidence on both sides. Mr Bingley says that he could not conceive an angel more attractive, while Jane says of Bingley, albeit in private, that she never saw such happy manners. With these observations, this is a match will lead to domestic felicity that luck and chance will have no role in the marriage; it has been carefully thought out, and although it is practical, it is also a match which will bring happiness on both sides. Elizabeth describes him as violently in love, and goes on to say, at the request of her aunt, that he was wholly engrossed in her and his inattention to anyone else, meant that this was the very essence of love. Mr Bennet, immediately after the engagement had been announced tells his daughter that you will be a very happy womanI have no doubt of your doing very well together. These views are ones shared by all, because it is obvious from their first physical attraction, and also their same manner, that they were well suited, and that their pleasure is secured by such high regard. However, when Elizabeth announces her engagement, her father is not as convinced that she will be as happy as Jane is. Her knowledge of Darcys gallantry has grown, whereas her fathers has been stifled, and so he doubts her true happiness when he says: I know your true disposition, Lizzy. I know that you could be neither happy nor respectable unless you truly esteemed your husband. However, his understanding of her true feelings could not be further from the truth. Throughout the entire book, it seems Darcy and Elizabeths relationship is the only one that has grown in understanding and estimation of one another. Respect on both sides has grown, because as they have gained more knowledge, they have also gained more esteem. This is the one relationship where there is a true shift from almost hate to true love. The re-assessment of characters allows us to see the real feelings behind the relationship, and even with Jane and Bingleys, although they respect one another, their connection is based centrally around admiration, whereas Darcy and Elizabeth have had to conquer their own pride and prejudice to have a full understanding of each other. Throughout the novel, Austen dropped hints about Darcys interest into Elizabeths intriguing character, but Elizabeth showed no interest in Darcy, except to air her feelings of intolerance at his proud nature. Mrs Gardiner, whose marriage is a very good example of what a successful relationship should aim to achieve, is very motherly towards Elizabeth and gives her competent advice, rather than nonsensical schemes for marriage. She advises her on her fancy for Mr Wickham: affection for Wickham would be so very imprudent because of his want of fortune. The relationships in the book are mainly seen through the eyes of Elizabeth, and it is she who determines whether they are happy or not. She was full of scorn for Charlottes match with her fathers cousin, and when she advised Elizabeth that Jane should secure him and than fall in love, she made a witty and ironic comment, which tells us that she would only marry for a love that had been determined before a ceremony: Where nothing is in question but the desire of being well married; and if I were determined to get a rich husband, or any husband, I dare say I should adopt it. In short, Lizzy represents Austens own view on marriage, that one should truly know, admire and respect a person before entering the state. Her mother complained to Mrs Gardiner, that had it not been for Lizzys perverseness she could have married Mr Collins. With views such as this, it is little wonder that the intelligent Elizabeth has such guarded opinion of marriage: she had always been aware of the impropriety of her own parents union, that this could put her off entering into marriage with someone she did not hold esteem for. It is this reasoning that allows her to fall in love with Darcy, and visa versa. Her unconventional views on what should be established prior to an engagement contrast with many of the motives for the marriages in the book. Lydia and Wickham, as well as Mr Bennet had all been headlong in their reasons, and these marriages, although they could bring happiness for at least some amount of time would not have been as morally successful as Elizabeth and Darcy, whose marriage is based on mutual esteem. Whereas Charlotte had thought about the espousal, and then agreed, much to the disdain of her friend, her happiness is impaired, because the marriage is not based on love, as Elizabeths is, it is principled on common gain, as were many matches in the society. Not only do Darcy and Elizabeth respect and gratify each other, they also share common interests, such as reading, as well as having the same elegant tastes. These qualities ensure happiness, unlike Mr and Mrs Bennet, where stimulation of the mind is essential to one, and stimulation of the tongue necessary for the other. Pride and Prejudice is a very good example of what different types of marriages can achieve: a good home and security, passion and fun or intelligent companionship. Marriage opens up different ways to different types of happiness, but true happiness can only be achieved on the grounds of honour and deference. Lydia, and to some extent Wickham, are happy, despite the different morals in their marriage, when compared to Charlotte and Mr Collins marriage. Darcy and Elizabeth are happy because they knew, appreciated and respected each other before entering matrimony, whereas Wickham and Lydia entered marriage with little but their fancy for each other to base their lives together on. In my opinion, Darcy and Elizabeths match is better, because their happiness is determined before marriage, not decided afterwards. Happiness in marriage is entirely a matter of chance is true to some marriages, but in a carefully calculated marriage, based on respect, esteem and confidence, the question of chance is indifferent.

Guns and Teen Violence and Death Essay -- Argumentative Persuasive Ess

Each year, guns end the lives of thousands of young people. Families and friends are left to cope with the loss of a life lived and to have a future overshadowed by the violence. Nearly 80% of all teenage deaths are the result of violence like homicides, suicides motor vehicle crashes and other unintentional injury( â€Å"Risk and Protective†).Teenage violence has gone up almost 300% in the last thirty years (â€Å"Teenage Violence in America†,1) and it is still rising. In 1998, among youth ages 10 to 19 in the United States, there were 2,601 homicide deaths, and homicide was the second leading cause of death for the age group (â€Å" Youth Violence Statistics†). Also in 1999, 1,763 youth under 18 were arrested for homicide in the United States ( â€Å"Youth Violence Statistics†). After reading these two statistics there is only one conclusion you could come to. Our young people today are out of control. Teenagers have our world in the palm of their hand and they are slowly destroying our wonderful communities all around the world. It is now generally believed that multiple factors combine to contribute to and shape behavior over the course of adolescent development. Studies suggest it is the confluence to certain â€Å"risk† factors that contribute to violent behavior and the existence of certain â€Å"protective† factors that create resiliency. Risk factors are generally defined as scientifically established factors or determinants for which there is strong objective evidence of causal relationship to a problem. Protective factors are those that potentially decrease the likelihood of engaging in risky behaviors. Both of these factors can influence the level of risk an indicial experience or can moderate the relationship between the risk and the outcome of behavior (â€Å"Risk and Protective Factors†). Researchers have come up with what they call The Ecological Model. In these model there are four levels of factors that they say contributes to the behavior of an individual (â€Å"Risk and Protective†). The first level is Environmental. This level plays an important role in creating conditions that can contribute to a culture of violence among a particular group of people or in given community (â€Å"Risk and Protective†). The environmental factors are those that consider larger issue such as social values and the impact of the media policy of... ...re was an interview with a man whose son was just killed. In the interview the reporter said â€Å"You know, you did everything right. Your son went to the best school. He was an athlete and a scholar. He had a scholarship for college. He was well liked by everyone and he did everything right yet he was killed.† The man then looked up and he said â€Å"I forgot to do one thing. I forgot to raise the other children† ( Prothrow, 2). After I read that I just wanted to cry. Parents are taking the blame for their children’s death when they should not be. A parent can only do so much and it is up to that child to choose how to use what their parents gave them. Every parent in America should realize that as long as they are doing their part it is not their fault. It is not a parent’s responsibility to raise the whole world. It is just their responsibility to raise their own and do a good job with that. To prevent teen violence, there are many obstacles that must be overcome. Children need to be brought up in a safe healthy environment. We need to emphasize youth and community evolvement and we need to have classes to teach out children responsibility and confidence.

Eduation in Malaysia

IntroductionEducation is quickly in Malaysia since independency. Education in Malaysia consist five phases of instruction which are pre-school, primary instruction, secondary instruction, third instruction and post-graduate instruction. Education can be seen as the procedure which is transmits its cognition, values and accomplishments from one coevals to the following coevals. In this instruction is non used merely to transfuse the values and norms of a given society. Different signifiers of instruction have different stucture of larning that define the acquisition procedure. Education is as a tool to cut down poorness, reconstitute the economic system and to raise the criterion of life for the people in this state. The authorities must take a serious base of the on the development of higher and smooth instruction to work passage. Education is one of the most of import investing that state can do it to cut downing poorness and inequality. With instruction, it give a people critical accomplishments and tools to assist them better to supply for themselves and their kids. Besides, it can assist people to work better and make chances for sustainable economic growing now and into the hereafter. Girls and male childs who learn to read, compose and number will supply a better hereafter for households and state. In short, instruction has the power that can do the universe a better topographic point. The elevation of quality instruction in the state is critical for Malaysia to accomplish a high acting instruction system which provides the human capital needed for a high income economic system. It is of import to guarantee the stableness of the person in societal map whereas good instruction gives manner to the position of a occupation and a good wage, contribute positively to the sosioeconomy impact and bring forth psychological development. Many of issue that faced by Malaysia’s instruction system in pull offing the passage of those who complete their surveies as they enter the universe of work such as the job of occupation mismatches, gender instability in instruction and so on. So this subject can analyse what issues that faced by Malaysia’s instruction system.Problems faced by employers in engaging fresh alumnuss From the graph above the bid jobs is hapless bid of English ( 55.8 % ) and these accomplishments are missing among new graduatres. Fresh alumnuss must hold accomplishments when they are using a occupation which are devide to two classs consisting difficult accomplishments and soft accomplishments. Hard skills is a command and pattern of a organic structure cognition whereas soft accomplishments are the development of largerly inter and itra-personnel accomplishments.Issues in instruction3.1The job of occupation mismatches Mismatchs of makings with employers’ demands means that what is expected by the employers in the occupation market does non fit ( Kalaimagal and Norizan, 2012 ) . Lack of experience are the major cause of unemployment among fresh alumnuss. The market is oversupplied with immature and rawness alumnuss as the figure of alumnuss increasing over the twelvemonth. The alumnus glut has resulted that instability of the figure graduates in the relation of the occupation chances available in the market. Harmonizing to the article on â€Å"Close to half of Malayan alumnuss either idle or employed in mismatches fields† , which is attributes up the 40 % public university alumnuss in Malaysia are either idle or are stuck in mismatches business on July 27, 2013. In this article, one of the ways of get the better ofing such jobs is to promote more ( alumnuss ) to be more entrepreneurial and to make that, must guarantee they have more experience that will enable them to be more sustainable. Among the ground side for the unemployment was the deficiency of linguistic communication proficiency peculiarly in English every bit good as non holding sufficient cognition and competence in the occupations that they applied for. The accomplishments mismatches between employers and worker is one is one of many grounds taking to high alumnus unemployment. Malaysia has produced many skilled workers in IT, scientific discipline, and professional alumnuss that were aim to increase R & A ; D and raise productiveness in our cardinal prima sectors. The absence of quality taking establishments to absorb the lead such enterprises has resulted in high unemployment. 3.2Gender Imbalance In Education Gender inequality in instruction and employment poses a major challenge to development. The female advantage in footings of third registration does non necessary straight into advantageous engagement in the labor market. Although adult females are probably more than adult male to hold a university instruction, female alumnus are more likely than male alumnuss to be lower paying occupations or to be unemployed. Female registration has outnumber of males and this phenomenon has been attributed to the new gender spread. Closing the gender spread instruction has now become a development precedence. This identified that instruction is the primary vehicle for adult female that non merely to construct basic capablenesss but besides to play a meaningful function in conveying just societal and economic development. The authorities respects instruction is an of import tool to authorise the adult females of Malaysia and invariably strengthened its instruction system in add-on to supplying more educational chances for adult female. Now, in our system adult female in Malaysia are go toing universities and are enrolled in assorted classs such as humanistic disciplines and humanistic disciplines, scientific discipline and engineering every bit good as vocational and proficient field. Males need to execute good at the school degree in order to vie for topographic points in university. Fewer high paying occupations would be available to work forces taking to alterations in future work force composing. Table 8.3 below in 2013 show the per centum and ratio of pupils at public higher instruction institutes by gender. Percentage of female pupils is the higher which is 61.02 % than the male pupils which is 38.98 % . This information showed the instabilities of gender between female and male pupils. This is because female pupils more to hardworking and to analyze in the higher instituition than male pupils. Lack of Science and Technical GraduatesMalaya is traveling to the rapid displacement of production based economic system to knowledge-based economic system, so companies are increasingly needed more of scientific discipline and proficient alumnuss. On the other custodies, new alumnuss who are non run intoing demands of industry due to the deficiency of important accomplishments and inventions. So, it will be hard when many companies are non willing to put clip and money to develop new alumnuss due to budget and clip restraints because companies have to carry on preparation workshops and classs which can be typically take up to two old ages. Some employers hapless in English bid of the English linguistic communication among fresh alumnuss. In general, local alumnuss are extremely qualified but non adept in English linguistic communication.Lack of accomplishments issueSoft accomplishments are untechnical accomplishments such as communicating, direction and leading which are required to successful pattern. This is because bulk of pupils are non confident with their soft. Soft accomplishments are really of import in procuring a occupation in the occupation market. They are unable to pass on efficaciously because they lack confident and have a hapless bid in English linguistic communication. In add-on, local companies are demanding English proficiency excessively ( The Star, 10 April 2011 ) . Even local company, they are looking for alumnuss who are originative, imaginative and bold to success in the market occupation. It had stated that most employees require workers to possess qualities such as good attitude, strong work moralss, and the ability to pass on good, a willingness to larn and to lend new thoughts. It has been acknowledge by the general consensus of Malayan employers that Malayan graduates lack the soft accomplishments although are good trained in their countries of specialisation ( Nurita, Shaharudin, Ainon, 2004 ) . Soft accomplishments is the most of import accomplishment, this is because they have to pass on clearly and persuasively during the occupation interviews. Malayan instruction system focal point to exam oriented. So, for those who complete their surveies have a deficiency of these accomplishment is common everyplace. Here, new alumnus are a little more cognizant about it now and at that place has been a little betterment but the challenge are the same. There is a fright of failure or being put in the limelight. The Ministry of Higher Education ( MOHE ) has identified seven soft accomplishments that should be possessed by all alumnuss as indicated in the Module for the Development of Soft Skills for Higher Learning Institution Malaysia, 2006 which include the accomplishments for third establishments need to instill among the local alumnuss: critical thought and job resolution accomplishments, communicating accomplishments, womb-to-tomb acquisition and information literacy, squad working accomplishments, professional moralss and morality, entrepreneurship accomplishments and leading accomplishments. Soft accomplishments are identified as generic accomplishments and necessitate preparation in contrast to hard accomplishments which are associated with processs or undertakings that are discernible, measure and mensurable. In confronting the challenge of the occupation market, soft accomplishments are required by university alumnuss. So, larning in third schoolroom has moved off from teacher-centered to student-centered acquisition. Therefore, it can be a necessary for those are seeking a occupation nowadays particularly for new alumnuss. Our system is through test oriented, so many of the pupil are lack in their soft accomplishments. In other to work passage is the supply of work to new fresh alumnuss are small spot. Many of company now need a alumnuss who have a soft accomplishments that will be an advanced individuals. So, our Malayan instruction system must better their system which is exam oriented. Another academic in a private establishment of higher acquisition commented on deficiency of leading in his establishment. Poor leading and deficiency of committedness and motive from top direction is one of the chief grounds which creates a barrier to the growing and effectivity of many private establishments and direction school. A figure of establishments employ retired academicians to busy premier and decision-making places and many of these retired faculty members lack vision, motive and committedness with no involvement in advancing the establishments and direction instruction.Quality IssueCompanies overpoweringly agree that the content and quality of local university instruction do non adequately prepare pupils for the work force while a weak basic instruction is besides to be blame for bring forthing alumnuss with equal soft accomplishments. The Malaysia instruction system must to distinguish between the assorted type of unemployment alumnuss, the ground why they are unable to happen a work, and the intercessions that must be taken to assist them happen employment. One possible account for the comparatively high rate of alumnus unemployment could be employers unwillingness to offer the degree of compensation needed to run into the outlooks of recent alumnuss and pull the needed endowment. So, Malaysia need to turn to the mismatch in skill formation and construct a functioning feedback mechanism between educational establishments and the industry. A university of Malaya seven twelvemonth longitudinal survey of the school work passage ( Nagaraj et al. , 2009: 219 ) found that university alumnuss to hold low respect for creativeness and for hazard pickings. This bring us that fresh alumnuss progressively view of the ability to believe critically and creatively, and work independently. But graduates from Malayan Universities seem to be missing in these countries. In add-on, authorities should look at bettering inducements and enlisting for them for advancing professional development and calling direction ( text book ) Through the analysis of the current public presentation of national instruction based on the design, authorities public scrutiny deficiency of the ability to measure and reflect objectively the academic proficiency of pupils. This harmonizing to non merely did our pupils performed ill in higher degree thought, they besides had troubles with basic cognition. This shows it is a really serious job in pull offing the passage of our pupils. Besides, the public perceptual experience of the quality of instruction from industry position is based on the graph below. Industry position is refer to employers sentiments about university alumnuss and these can be into five failings listed as follows ( Jobstreet study, 2011 ) : ( 1 ) unrealistic salary demands, ( 2 ) bad character, attitude and personality, ( 3 ) hapless bid of English linguistic communication, ( 4 ) deficiency of good communicating accomplishments, ( 5 ) excessively choosey about the occupation. Therefore, issues are faced by Malaysia ‘s instruction system are pupils job to more to their attitude. The jobs non merely in the pupils cognition and acquisition accomplishments but besides in their ways to interacting with people and manage their personal affairs. DecisionAs the decision, Malayan instruction system must hold an inducement to pull offing work passage for those who complete their surveies as they enter the universe of work because many of fresh alumnuss had been seen was unemployment phenomenon. We notice there is over-emphasis on the figure of pupils enrolment. This has reflected that our instruction is pay more attending to measure alternatively of quality. The issues such as the job of occupation mismatches, gender instability in instruction, deficiency of scientific discipline and proficient alumnuss, deficiency of accomplishments issue, choice issue can be a job for instruction system in pull offing for those who complete their surveies as they enter the universe of work. This bring us that fresh alumnuss progressively view of the ability to believe critically and creatively, and work independently. Then, issues are faced by Malaysia ‘s instruction system are pupils job to more to their attitude. The jobs non merely in the pupils cognition and acquisition accomplishments but besides in their ways to interacting with people and manage their personal affairs. This job can be overcome among the pupils if they have options to alter their attitude. Therefore, the work passage will be traveling swimmingly. Mention Azina Ismail. ( 2011 ) , Graduates’ Characteristics And Unemployment: A Study Among Malayan Alumnuss at hypertext transfer protocol: //www.google.com.my/url? sa=t & A ; rct=j & A ; q= & A ; esrc=s & A ; source=web & A ; cd=1 & A ; cad=rja & A ; uact=8 & A ; ved=0CBwQFjAA & A ; url=http % 3A % 2F % 2Fijbssnet.com % 2Fjournals % 2FVol_2_No_16_September_2011 % 2F11.pdf & A ; ei=q3VYVI3EMJS uQTtsoDwAQ & A ; usg=AFQjCNG_ZNPiJMafyPAb3f2z9pKlwkR7ew & A ; sig2=oY8T8Hod1JLQLQzlES7X0w & A ; bvm=bv.78677474, d.c2E Yu Ji. ( July 27, 2013 ) . Close to half of Malayan alumnuss either idle or employed in mismatches Fieldss.The Star. Zainah Anwar. ( July 13, 2007 ) . Why male childs are dawdling behind misss.New Straits Times. Kalaimagal and Norizan. ( 20121 ) , Employment issues among Malayan information and communicating engineering ( ICT ) graduates: A instance survey at hypertext transfer protocol: //www.google.com.my/url? sa=t & A ; rct=j & A ; q= & A ; esrc=s & A ; source=web & A ; cd=8 & A ; cad=rja & A ; uact=8 & A ; ved=0CEgQFjAH & A ; url=http % 3A % 2F % 2Fumexpert.um.edu.my % 2Ffile % 2Fpublication % 2F00005131_86042.pdf & A ; ei=63pjVNeGBY6yuATRpoLgDw & A ; usg=AFQjCNHi_NvMbvrYEErFjGF5k7XxzkuTuA & A ; sig2=m1lBnW15DbwSByNTxHDzMQ & A ; bvm=bv.79189006, d.c2E The star ( 2011 ) . Employment, Pg. F20, 10 April 2011. Nurita, Shaharudin and Ainon ( 2004 ) .Percieved employability accomplishments of graduating pupils: Deductions for SMEs. Ministry of Higher Education, Malaysia, Module for the Development of Soft Skills for Higher Learning Institution Malaysia, 2006. Azmi Anshar. ( 2011 ) , Don’t stew, allow gender ratio germinate of course at hypertext transfer protocol: //www.perdana.org.my/emagazine/2011/07/nst-dont-fret-let-gender-ratio-evolve-naturally/ Blueprint: hypertext transfer protocol: //www.google.com.my/url? sa=t & A ; rct=j & A ; q= & A ; esrc=s & A ; source=web & A ; cd=1 & A ; cad=rja & A ; uact=8 & A ; ved=0CBwQFjAA & A ; url=http % 3A % 2F % 2Fjpt.moe.gov.my % 2FPENGUMUMAN % 2FGE % 2520blueprint % 25202012-2017.pdf & A ; ei=D7h0VKm6Bo6CuwSgu4KQCw & A ; usg=AFQjCNFlZFST4__guwp25NKpubE_7olKBA & A ; sig2=dMhw3RXGPOLNDYtfC81N5w & A ; bvm=bv.80185997, d.c2E reforming national instruction hypertext transfer protocol: //www.google.com.my/url? sa=t & A ; rct=j & A ; q= & A ; esrc=s & A ; source=web & A ; cd=3 & A ; cad=rja & A ; uact=8 & A ; ved=0CCgQFjAC & A ; url=http % 3A % 2F % 2Fklscah.org.my % 2Fwp-content % 2Fuploads % 2F2013 % 2F07 % 2FReforming-National-Education.pdf & A ; ei=gEZ3VIbGB4eyuASotIKYCg & A ; usg=AFQjCNFWXtxgfKhdXtDptdW2cipR6Dqb4w & A ; sig2=UBgLZwYQayOstiRFIPbewQ & A ; bvm=bv.80642063, d.c2E Nagaraj, S. ; Chew, S.B. ; Lee, K.H. ; and Rahimah, A.H ( explosive detection systems. ) ( 2009 ) , Education and Work: The universe of Work, Kuala Lumpur: Faculty of economic sciences and disposal, University of Malaya. jobstreet.com hypertext transfer protocol: //www.jobstreet.com.my/aboutus/preleases163.htm Malaysia educational statistics 2014 hypertext transfer protocol: //www.google.com.my/url? sa=t & A ; rct=j & A ; q= & A ; esrc=s & A ; source=web & A ; cd=2 & A ; cad=rja & A ; uact=8 & A ; ved=0CCYQFjAB & A ; url=http: //emisportal.moe.gov.my/emis/emis2/emisportal2/doc/fckeditor/File/Quickfacts_2014/Buku % 20Quick % 20Facts % 202014.pdf? PHPSESSID=6f0e912c366b9e08e2d1e97d78f59373 & A ; ei=aXd3VOydH8O-uATHhYDQDg & A ; usg=AFQjCNFKlEP6LDq7xuUucVm8OZKGCdx08g & A ; sig2=yOHEjtw6Cmm1jilkqSq0ww & A ; bvm=bv.80642063, d.c2E 1

Draft Process for Major Sports

A draft is a procedure used to apportion certain players to sports teams, particularly college players for involvement in professional sports (Encarta, 2009). During a draft, teams take turns in selecting from a pool of qualified players. Accordingly, when a team selects a player, the former receives exclusive rights to sign the latter to a contract. The most recognized mode of draft is the entry draft, which is utilized to allocate recently qualified players to play in a certain league. NFLThe NFL team that finished with the worst record during the preceding year is granted the first draft pick, unless the team had earlier made a trade that relinquished its right to pick first. NFL draft has seven rounds and, accordingly, every team can each have seven selections. The draft is held in April and is every NFL team’s chance to improve the roster by adding new talented players. Only upon completion of four years of play that a college player becomes eligible to join the NFL draft .In the recent decades, however, a growing number of players have preferred to enter the draft as underclassmen by going out of high school for at least three years. NBA The May NBA Draft Lottery is a yearly event that establishes the order of selection among non-playoff teams to take part in the process of obtaining rights to pick promising young local collegiate and foreign players. For teams that do not win one of the top three picks in the lottery, the order of the selection will be decided by the order of their regular season win-loss record.During the calendar year of the draft an aspirant must be no less than 18 years of age to qualify for the draft. Moreover, a draftee who completed high school basketball eligibility must be separated for no less than one year from the time of his class graduation. MLB Every year the MLB holds two drafts, which lasts up to 50 rounds; however, a much shorter draft is carried out in Rule 5 draft. The Rule 5 draft takes place every December, du ring the general managers’ annual Winter Meeting.The selection order is also based on each team’s previous regular season win-loss record, with the team with the worst record starts every round. MLB draftees are either college baseball players who have played three years and who have turned 21 years of age or high-school graduates who have opted not to go to college. However, players who have been in the organization for four years and were signed at age 18 or younger, or were signed at age 19 or older and have been in the organization for three years but are not on their major league organization's 40-man roster, are eligible for selection in the Rule 5 draft.NHL Every year, the NHL holds a seven-round off-season draft. Similar to the NBA, the NHL makes use of a lottery system to establish which team gets the top pick, beginning with the five teams with worst previous season record. However, like any other drafts, teams are allowed to trade draft picks. Any overseas p layer over 18, and any North American player age 18-20, is eligible to join the draft. Players are generally chosen from overseas clubs, the NCAA, high schools, and junior hockey teams. Cities with teams in the league take turn with the NHL draft's location.MLS MLS teams draft players at the annual MLS SuperDraft. The draft is divided into four rounds with fourteen picks each, with the worst team likewise getting the first draft pick. The selection order is decided as follows: the first six selections are given to teams that did not make it to the playoffs beginning with the team with least previous regular season points; while the other eight positions are ranked by least regular season points amongst the teams that were eliminated in the same round of the preceding playoffs.However, an expansion team is given the first draft pick in each round. In order to be eligible for the draft, aspirants must be: college players who are nominated by MLS teams and no longer have college eligib ility; invited to join in the draft year's MLS Player Combine; or generation adidas-signed players. Conclusion Every year, the NFL, NBA, MLB, NHL and MLS conduct its draft. Depending on the sport, the players may come from junior teams, high school or college teams or teams in other countries.In recent years, these drafts have become spectator events, receiving the attention of millions of audiences throughout their drafting periods. Certain rules are relevant during their respective draft processes, some of which serve to make watching them a thing of some excitement and suspense. Reference Microsoft ® Encarta ® Online Encyclopedia. (2009). Draft (sports). Retrieved July 13, 2009, from http://encarta. msn. com

The Answer to Petals Around the Rose Is ...

The Answer to Petals Around the Rose Is ... Petals Around the Rose is a puzzle game you play with dice and a friend who already knows how to play. The challenge is to answer the question how many petals are around the rose following each roll of the dice. The new player must use inductive reasoning to figure out what the rose is, what the petals are, and how to answer the question posed by the name of the game. How to Play Petals Around the Rose You need five dice (or more, if you want a harder game). They should be traditional dice with from one to six spots on each side. The player who already knows the answer to the game tosses the dice, looks at them and then tells the new player how many petals are around the rose, without revealing the logic behind the answer. The new player then tosses the dice. The player who knows the answer to the puzzle states how many petals there are around the rose of the new players toss without explaining how he arrived at the answer. The players continue to take turns tossing the dice. The player who knows the answer to the game states the number of petals around the rose of both his and the new players tosses, after giving the new player a chance to study his toss and figure out an answer. Eventually, the new player should figure out the secret and give the correct response. Just to confirm the player has solved the puzzle (and didnt make a lucky guess), he tosses the dice a few more times and states the correct answer each time. The Secret to Playing Petals Around the Rose When the dice are rolled, they come to rest with a single side facing upward. The rose is the dot in the center of an upward facing die side. The dice that show a one, three  and five sides each have a rose; the sides with two, four or six dots do not have a dot in the center of the die, so they do not have a rose. The petals are the dots that appear around the center dot (the rose). The one die doesnt have any petals because it doesnt have any dots other than the rose in the center. The two, four and six dies dont have any petals because they dont have a center rose. The three die has two petals around the center rose, while the five die has four petals around the center rose. On each toss of the dice, you need to look only at the dice that display a three and a five. They are the only numbers with both a rose and petals. Count the spots that are not in the center- two on a three die and four on a five die- and speak the total. That is the secret to playing the game.

Character Adjectives Vocabulary Lessons for ESL

Character Adjectives Vocabulary Lessons for ESL This intermediate level lesson employs a fun questionnaire to focus on developing personal description vocabulary. Students can practice conversation skills while also focusing on improving their command of refined character description. This first phase is then followed by a vocabulary development exercise sheet. Aim: Developing and broadening knowledge of character adjective vocabulary Activity: Questionnaire followed by vocabulary matching activity Level: Intermediate Outline Ask students to describe a family member, write descriptive adjectives on the board.Distribute questionnaire and ask students to pair up and ask each other questions contained in survey.Have students report back to the class on what they have learned about their partners best friend.Divide students up into small groups and ask them to complete the adjective worksheet.Check worksheet as a class.Ask students to provide the opposite of each adjective listed on the worksheet - this activity can be done as a class or in small groups.Provide the gap fill as a review exercise for vocabulary learned in this lesson.As a follow-up exercise, have students write a description of one of their family members, friends or relatives with special emphasis on using the adjectives discussed during the lesson. What Kind of Best Friend Do You Have? Exercise 1: Ask your partners the following question about his/her best friend. Make sure to listen carefully to what your partner has to say. Is your friend usually in a good mood?Is it important for your friend to be successful in whatever he/she does?Does your friend notice your feelings?Does your friend often give presents, or pay for lunch or a coffee?Does your friend work hard?Does your friend become angry or annoyed if he/she has to wait for something or someone?Can you trust your friend with a secret?Does your friend listen well when you are speaking?Does your friend keep his/her feelings to him/herself?Is your friend usually not worried by things, no matter what happens?Does your friend think the future will be good?Does your friend often change their opinion about things?Does your friend often postpone things he/she has to do?Is your friend happy one moment and then sad the next?Does your friend like to be with people? Exercise 2: Which of these adjectives describes the quality asked about in each of the survey questions? generouseasygoingambitiouscheerfulhardworkingtrustworthyimpatientoptimisticsensitivemoodysociableindecisivereservedlazyattentive Exercise 3: Use one of the 15 character adjectives to fill in the blanks. Pay special attention to the context for clues. Hes the type of person whos always whistling at work. He rarely gets angry or depressed, so Id say hes a rather ______________ person.Shes a bit difficult to understand. One day shes happy, the next shes depressed. You could say shes a ____________ person.Peter sees the good in everybody and everything. Hes a very _______________ coworker.Hes always in a rush and worried hes going to miss something. Its hard to work with him because hes really ______________.Jennifer makes sure all the Is are dotted and Ts are crossed. Shes very _____________ to detail.You can believe anything she says and rely on her to do anything. In fact, shes probably the most ____________ person I know.Dont count on any work getting done with him around. Hes just a ___________ slob!Id say she cant be disturbed by anything, and shes happy to do whatever youd like. Shes very ________________.Be careful about what you say to Jack. Hes so ______________ that he might start to cry if you made  a joke about his str ange looking shirt.   I swear shed give the shirt off her back to someone if she needed it. To say she is _____________ is an understatement! Answers cheerful / easygoingmoody / sensitiveoptimisticimpatient / ambitiousattentive / trustworthytrustworthylazyeasygoing / cheerfulsensitive / moodygenerous

Cultural Event Report Essay Example | Topics and Well Written Essays - 500 words - 11

Cultural Event Report - Essay Example The museum was established in 1984 and was referred to as the Center of Fine Arts, but later on in 1996 its status was raised and was referred to as the Miami Art Museum. The dates of this event were from January 12th to the 16th of the year 2012. It was dubbed as the Miami International Art Fair. The event had several prominent guests, artists, musicians as well as some government officials. Some of the artists, Christopher Reilly and Richard Prince had attended the event to give full insight on their art work. The event was also where premiere galleries all across the globe, art collectors as well as curators meet yearly. The excitement could be felt while a person made his or her way into the museum. It was like going to a cinema to see a new Spiderman movie debut or having the chance to seat next to your favorite artist and consult with him or her. The Low Country by Elisabeth Condon and the Swimmers by Demi drawings were the two paintings that captured the eyes of the audience. Low Country is a new painting by Elisabeth Condon. The painting is light, balancing and opalescent. It is characterized by rubbings and markings as well as filled forms and emptiness. The painting was set on an acrylic canvas board of 36 by 60 inches in length (MAM, 2012). According to Elizabeth Condon, the painting portrays political resistance that followed after the literati customs. It portrays the Chinese intellectuals who preserved the cultural practice despite pressures by other powers to cease their practice. The second painting, Swimmers by Demi drawings, was painted in the year 2011. The painting was set on a color pencil canvas board. It has a dimension of 11 by 14 inches. This work is composed in an open and flexible way (MAM, 2012). In it, a person can see how painting turns into an escapade without tenets whose freedom and lyricism remind s people of the greatness of Paul Klee. In conclusion, the event could be summarized as a success from the lighting, to the

John Maynard Keynes Essay Example | Topics and Well Written Essays - 500 words

John Maynard Keynes - Essay Example If the existing aggregate expenditure level is not adequate to acquire the whole supplied real GDP, output will be reduced until real GDP level is equivalent to the aggregate expenditure level (Morton 2003). Thus, according to Tucker (2008), if the existing aggregate expenditure level is not adequate to acquire real GDP’s normal level, then the real GDP’s equilibrium level will fall at some point below the normal level. If the falling of prices is prevented, then to prevent too much inventory accumulations supplies should cut back the supplied quantity, even though they would be eager to provide bigger volumes at the existing market prices (Morton 2003). This scenario is a case of equilibrium merely in the quite narrow logic that the ‘quantity actually supplied of final goods and services is equal to the quantity demanded’ (Truett & Truett 1998, 71). The multiplier theory determines an exact correlation between the rate of investment and aggregate income, g iven the slight tendency to consume (Morton 2003). Keynes coined the term ‘investment multiplier’ to refer to that internal factor innate in the economic system which transmits, incorporates, and absorbs an outside ‘shock’ (Truett & Truett 1998, 72).

The Historical Evolution of Oncology and Oncology Nursing Research Paper

The Historical Evolution of Oncology and Oncology Nursing - Research Paper Example The Historical Evolution of Oncology and Oncology Nursing As long as there are humans, there is also the occurrence of cancer. Cancer is controlled by many factors: among these is the presence of cancer-initiating genes or oncogenes; and cancer-inhibiting genes or cancer suppressor genes, both of which are normally present in the human genome (Johnson & Gross, 1998). As early as the Paleolithic period, perhaps even earlier than that, some human remains were studied and found out that there were possible identified traces of cancer that protrude as excessive outgrowths in the skull or other bones of the body. Some 2,400 years ago, samples of these tumor growths were present in some Egyptian and Peruvian mummies and were identified as osteosarcomas or a form of bone cancer (Wagener, 2009). Due to the loss of the capability of these cancer cells to stop dividing after reaching a certain mass and cell thickness is reached (density-dependent growth), tumor cells keep on regenerating, divi ding and multiplying until a disorganized clump of cells are formed, which results in the masses of tissue that need to be treated in order to prevent the recurrence of other cancerous cells in other parts of the body (Johnson & Gross, 1998). Since bone is much more easily preserved due to its mineral contents, cancerous and malignant growths in ancient bone samples were much more easily obtained and identified for further analyses (Wagener, 2009). Hippocrates was one of the first to initiate the study of oncology. Although it has barely any scientific bases with regards to the formation and the development of tumor growth, most of the terms being used today in oncology were from his initial descriptions of the different types of masses present in the afflicted patient (Wagener, 2009). The Greek word for tumor is â€Å"oncos†, which is the root word origin for oncology, â€Å"scirrhos† or hard for tumors that felt hard when palpated, and â€Å"carcinos†, or crab as the root word for carcinoma, which were used by Hippocrates as well as his successors in the identification of the different kinds of cancer in patients. Unfortunately, during the early times most of those afflicted by cancer were women, and due to the disfigurement that the malignant tumors cause, instead of getting treatment these women chose to hide their pains, silencing their chances of getting better and just suffering in secret (ibid.). During the establishment of medical schools in the medieval times, post-mortem examinations of patients with different diseases as well as medical autopsies were undertaken to further track down the effects of diseases to the human body (Wagener, 2009). There were also resurfacings of the ancient texts with regards to the diseases of the body, as well as on how to remove them. Galen, whose works were also derived from the findings of Hippocrates, began as the source of ideas in the field of oncology. However, the causes of cancer still all uded most medical experts during this time, and there was no correlation between the hard and enlarged lumps in the armpits of patients and breast cancer. It was only known at that time that cancer was caused by secretions of toxins formed within the body that eventually causes death (ibid.). Only around the early 1700-1800’