Joseph Gatto, Former New York City Teacher Of The Year And...

John Taylor Gatto, former New York City Teacher of the Year and author of â€Å"Against School: How public education cripples our kids, and why,† believes that forced schooling essentially molds young minds into society’s servants. Gatto begins his argument by drawing on his own experience as a teacher and the history of schooling. He then demonstrates how schools turn children into consumers. Despite the fact that he believes that public education cripples young minds, he concludes by offering a solution. Although Gatto argues his point well by bringing in personal experience, background history, and effects, he generalizes many points, lowering his credibility. Teaching in the best and worst schools in America, Gatto himself experienced†¦show more content†¦Therefore, this lack of maturity leads children to believe everything they hear, stripping them of their independence, instead of independently thinking of something by themselves. Because everything is made more convenient, the demand for items, and more accessible, the kids are easily trained to become consumers by always wanting more. Concluding his writing, Gatto offers a fix to the traps of forced schooling. He advises to, instead, educate children to be independent leaders, speaking for themselves and within themselves. Throughout his years of teaching in the public schools, he finds geniuses are everywhere. Despite schools drilling and managing kids, Gatto believes the solution is to let kids manage themselves. While Gatto’s credibility leads the readers to subconsciously agree with all he writes, he over generalizes. While writing to students, he introduces bias by using words and phrases such as â€Å"wringer† or â€Å"deadly routine.† He generalizes by applying one thing to a whole subject matter. Gatto has only taught in Manhattan, but not everywhere in the United States. While many people may experience boredom, not everyone is diagnosed with it. Not all homeschoolers may be â€Å"happy,† as he states. The historical figures he mentions were not educated in the same way students are educated now; they were born of the selected type, genius or simply just lucky. He

American Prison Systems Do They Really Work - 4530 Words

American Prison Systems: Do They Really Work? Introduction: A History of American Prison Systems Prisons were among the first public buildings erected in the New World, and were considered as essential as a cemetery in every town (Lynch, n.d.). However, colonial American prisons were not houses of punishment, as they would later evolve to be (Lynch, n.d). A person who committed a crime was sent to prison only while awaiting trial, and after the trial was complete, the sentence would entail something quick and decisive either death or release. Thus, early American prison systems certainly worked to the extent that they were only designed to temporarily detain suspects and occasionally house convicted criminals for longer periods. The concept of the prison as a house of punishment and a place where criminals would be segregated from society is one that emerged later. After the American Revolution, the core social and political climate began to change. Americans began to question the extent to which the death penalty was being issued (Lynch, n.d.). Values, social norms, and political philosophies also changed, and so too did the demographics of the nation. The transformations in American society during the early modern and modern eras led to a transformation of the physical form of prisons and also their function and their place in American consciousness, (Lynch, n.d.). American prison historians generally describe two movements in early American prison history:Show MoreRelatedInside Look At The Prison Industrial Complex1484 Words   |  6 Pages2014 An Inside Look at the Prison-Industrial Complex Business’s that appear to be removed from the corrupt corporation of prison are ultimately expanding the prison industrial complex. Prison incarceration has become a multi-billion dollar industry that needs more than 2 million U.S. citizens to put into prison on any given day. 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Disaster Management Communications Plan - Case Study, Nevis free essay sample

DISASTER AN OVERVIEW WHAT IS DISASTER? Natural or man-caused event which causes intense negative impacts on people, goods and services and/or the environment, exceeding the affected community’s internal capability to respond adequately. HAZARD It is the potential for a natural or man-caused event to occur with negative consequences. A hazard becomes a disaster when the event causes intense negative impacts on people, goods and services. Hazards could classified in five groups: Natural Disaster, Technology disaster, Health disaster, Crime Disaster and Personal/man-made disaster. * Natural disaster (hurricane, tornado, flood, fire) Technology disaster: building failure (roof collapse, water pipes burst) or computer failure (data or hardware lost or in jeopardy) * Health disaster (epidemics, environmental catastrophe) * Crime disaster: violent crime (workplace assault, hostage situation, bomb detonation, robbery) and cybercrime (hacking, identity theft/phishing, employee sabotage ) * Personal disaster (sudden death or disability, succession crisis due to retirement or illness) VULNERABILITY The extent to which a community’s structure, services or environment is likely to be damaged or disrupted by the impact of a hazard. Vulnerability can be changed via prevention, mitigation and development activities. RISK The probability that a disaster will occur given the hazard and vulnerability. DISASTER MANAGEMENT A collective term encompassing all aspects of planning for and responding to disasters, including both pre- and post disaster activities. It refers to both the risk and consequences of a disaster. DEVELOPMENT The cumulative and lasting increase, tied to social changes, in the quantity and quality of a community’s goods, services and resources, with the purpose of maintaining and improving the security and quality of human life. DISASTER CYCLE The idea here is that disasters happen in cycles. Parallel with the cycle, is the nonstop process of development. Consequently, disasters and cycle activities affect development. It is worth noting that disaster management has just recently been studied and described as a cycle. Seven stages of the disaster cycle This cycle has been described in terms of an interconnected chain of stages, which are: 1. Prevention 2. Mitigation 3. Preparedness 4. Alert 5. Response 6. Rehabilitation 7. Reconstruction Three Phases of Disaster When the time of an event(s) is considered, it is obvious that disaster could be stratified in three phases: Before During After (BDA). Hence the seven stages mentioned above could conveniently be divided into these three phases, according to the activities that occur. First Phase (Before the event) The following stages are considered under this phase: †¢ Prevention †¢ Mitigation †¢ Preparation †¢ Alert Prevention Measures taken for the purpose of preventing natural or man-caused phenomena from causing or giving rise to disasters or other emergency situations. Mitigation It refers to the measures taken to reduce the loss of life, livelihood and property by disasters, either by reducing vulnerability or by modifying the hazard, where possible. Although some disasters may be prevented, most of them cannot be. Mitigation tends to reduce damaging effects to life and property caused by non-preventable disaster forces. The difference between Prevention and Mitigation is that; Prevention refers to when the event doesn’t occur. Meanwhile Mitigation simply means that the event occurs but the impact is reduced because the vulnerability has been reduced or the hazard modified. Preparedness These are measures taken to reduce to the minimum level possible the loss of human lives and other damage through the organizing of prompt and efficient actions of response and rehabilitation. Such measures include the following: * Organize local disaster committee. * Develop a plan for emergencies * Train personnel and practice. * Inform the community about risks and actions. * Locate resources and inventory physical, human and financial. Alert The notice or signal issued indicating that specific precautions should be taken because of the probability or proximity of a dangerous event. It is the official, and in some cases, lawful notice of the action approved due to successive evaluation of threat indicators, that tends to limit the phenomenon’s impact through preparedness measures. Different types of alert are defined based on the level of certainty that an event will occur. Declarations of alert must be: 1. Public – must be given by all available media. 2. Timely – any delay may be interpreted in the sense that the danger is not real or imminent. 3. Clear and concise – there must be no contradictions. 4. Official – emanating from accepted or trustworthy sources. When an event becomes imminent, then an alarm is issued. The community alert actions are as follows; * Establish monitoring of hazard. * Inform public of hazard and risk. * Activate plans. * Establish communications with NDO, media and public. Second Phase (During the event) * response-relief. Response Actions carried out in a disaster situation with the objective to save lives, alleviate suffering and reduce economic losses. It is worth noting that response is the implementation of a previously developed Emergency Plan. Success depends on the work in the before the event phase. The response actions are: * Evacuation of risk areas * Search and rescue * Medical assistance * Damage assessment and needs analysis * Establishment of temporary lodging, food, clothes and supply management. Third Phase (after the event) †¢ Rehabilitation †¢ Reconstruction Rehabilitation It is the restoration of basic services and the beginning of the repair of physical, social and economic damage. Rehabilitation actions involve: * Provide potable water and food supply. * Restore power. * Maintain health. * Restore transportation and communication. Provide temporary housing. Reconstruction It is the medium- and long-term repair of physical, social and economic damage, and the return of affected structures, to a condition equal to or better than before the disaster. Reconstruction actions include the following: * Physically re-arrange the community. * Construct permanent housing and public buildings. * Rebuild roads and bridges. * Re-establish agriculture production. Phase o ne, amongst the others should be the most concentrated phase. Remember, â€Å"Prevention is better than Cure†. COMMUNICATIONS AN OVERVIEW The media obviously has a significant impact not only in the reporting of disaster relief, but also in inducing greater responsiveness on the part of individuals and corporations. Communication is an important element of preparedness, mitigation, alert, relief, recovery, and prevention of future disasters. WHAT IS COMMUNICATIONS? Communication is the process of sharing our ideas, thoughts, and feelings with other people and having those ideas, thoughts, and feelings understood by the people we are talking with through their feedback(s) (verbal / non-verbal, attitude, behavior or action). When we communicate we speak, listen, and observe. In simple terms, communication is the process by which one person (or group) shares and imparts information to another person (or group) so that both persons/groups clearly understand one another. EFFECTIVE COMMUNICATIONS It is to share meaning and understanding between the person sending the message (Nevis Disaster Management Department) and the person receiving the message (the entire Nevis Island-wide society). The key element is â€Å"understanding. † Poor communication can waste time and energy and cause conflict between people. ELEMENT OF COMMUNICATIONS Communication is a process and therefore has pertinent elements, which must be available for it to occur. More so these elements operate in a cycle chain than a linear series. They are: Source – Message – Channel – Receiver – Feedback Source In this case, the Disaster Management department is the source of information, with all its strengths and weaknesses, its knowledge and skills. It includes its research and the elements that make up that research. And your partners, with whom you exchange information. One or more objectives — These objectives will vary depending on the target audience. Message Disaster messages compel the targeted audience to think, feel, or act. They can: * Show the importance, urgency, or magnitude of the issue. * Show the relevance of the issue. * Put a â€Å"face† on the issue. * Be tied to specific audience values, beliefs, or interests of the audience. * Reflect an understanding of what would motivate the audience to think, feel, or act. * Be culturally relevant and sensitive * Be Memorable The Disaster message approach varies depending on the target audience. It includes data that have been processed and adapted to make sure the disaster message can be understood by its addressees and it takes into account the information needs of the various groups the department wishes to reach. The following questions could serve as a guideline: * What information does the disaster department want to transmit? * What needs to be known and understood? * What behaviours/attitude is the department researching? The consideration of these factors has greatly enhanced the composition of the message†¦ â€Å"Plan Now, Don’t Wait, Disasters Don’t Discriminate† Transmission / Channel The channel is both the medium that the Nevis Disaster Management Department uses to transmit its information and the understanding that it expects to achieve in those who receive the message. The department’s channel(s) ranges from intra department to mass media. The channels used for this strategy are: * radio, * TV, * Cartoons * Billboards * Social media – facebook, twitter, etc * Newspaper. * Newsletter * magazine * Posters contest by schools. * Disaster drill. * Community centre display posters Receiver The receiver is the destination of the disaster message. The receiver interprets the message according to his or her own perspective, knowledge, and logic. A good disaster message takes the following into account: * To whom does the department want to transmit its information? * What groups, people, associations, projects, departments might be interested in the methods and outcomes of its research? Stratification of the NDMD Target Audience Groups The Nevis Island society has been structured into seven broad categories of target audiences with sub-branches under each of the main groups. 1. Audience Group One Government Officials * Ministers of Government Government Departments * Entire civil servants 2. Audience Group Two Education Unit * Preschool – Grade two * Grade three – grade Six * First Form Fifth Form * Sixth Form – University * Teachers * Auxiliary staff * Educations Officers * Parents. 3. Audience Group Three Social Groups * Families * Senior Citizens * Clubs / groups / associations ( numerous) * N. G. Os 4. Audience Group Four Religious Bodies ( churches, etc) * Leaders * Men * Women * Young Adults * Children 5. Audience Group Five Business Sectors * Banks * Hotels * Super markets * Companies * Legal firms 6. Audience Group Six Media Newspapers * TV * Radio * Internet social network 7. Audience Group Seven Regional And International Agencies * CDEMA * USAID * OECS * CARICOM Feedback Communication is not a one-way process: The Department sends a message to its audience and that audience reacts to the message received. It is important to test the effect of the message and the communication tool before finalizing it. Then the department can make adjustments based on the receiver’s feedback. Noise Unfortunately whether we like it or not, the uninvited noise will always present itself at any point in the communication cycle. Noise is anything that interferes with the smooth flow of communication. It is the main hindrance to effective communications. Noise could be classified at three levels. Semantic Noise: This occurs when words are used in communication which the other party does not know their meaning, hence creating obstacles in communications. Semantic noise is something that we all need to be aware. Semantic noise is the interpretation of words and phrases that distract us from the meaning of the communication. Mechanical Noise: It is when the tool of communication gets affected, hence hindering the smooth flow of the message. For instance, the bad mic will affect the audience from hearing clearly. In written communications, a bad pen may not write words clearly, making it harder for the receiver to get the message. Environmental Noise: This is the most common noise. It refers to the noise from the environment, which affects the smooth flow of communications. For instance, conversing in a political campaign crowd could be difficult because of the environmental noise from the mass audience. THE NEVIS DISASTER MANAGEMENT STRATEGIC COMMUNICATIONS PLAN INTRODUCTION CHALLENGES AND IDIOSYNCRASIES TO COMBAT In as much as Comprehensive Disaster Management deserves a level of serious attention from every section of the Nevis society – young and old, public and private, etc, unfortunately, the reverse seems to be true. PROBLEM STATEMENTS The following problem-assessment questions have been developed to guide this strategic communications plan to a credible direction: 1. Is disaster awareness the top of minds of Nevis respondents? 2. Are disasters on Nevis considered near and real or somewhat far and abstract? 3. Do people say: God is a Nevisian? Does the religious cliche â€Å"God is in our island† serve as justification for an attitude of unpreparedness on Nevis? 4. Does Nevis have the tendency of last-minute preparation? 5. Are disaster messages ignored on Nevis because major threats did not materialize after warnings and alerts were made? 6. Do business institutions on Nevis steadily and enthusiastically sponsored Disaster management programmes and projects? As a result of these lukewarm attitudes mentioned above, these twelve idiosyncrasies have been built consciously or unconsciously on every mind. 1. It won’t happen to me 2. God is in our Island.. so. 3. I meant to.. but . Forgot to do it 5. I’m safe here 6. If it happens, it will be minor 7. I can handle it at the last minute 8. I just can’t be bothered 9. Never going to happen 10. Waste of time and money 11. Yeah right, tomorrow maybe 12. Got other things to worry about. DISASTER MANAGEMENT STRATEGIC COMMUNICATIONS PLAN FOR NEVIS MISSION S TATEMENT * To make all target publics (audiences) aware, involved and committed to consistent actions in Comprehensive Disaster Management. OBJECTIVES: * To achieve public education and information sharing by targeting the right audiences with the correct message and right tools in the most effective manner; To disseminate straight-forward messages to different audiences via the most appropriate medium. * To strengthen and increase Nevis Disaster Management Department’s effectiveness and improve its co-coordinating abilities within the Island. * To motivate the target audiences to contribute in policy making through public opinion polling (participatory approach). * To build a culture of safety via a consistent involvement of the public to all the phases of disaster management. TARGET AUDIENCE GROUPS The Nevis Island society has been structured into seven broad categories of target audiences 8. Audience Group One Government Officials * Ministers of Government * Government Departments * Entire civil servants 9. Audience Group Two Education Unit * Preschool – Grade two * Grade three – grade Six * First Form Fifth Form * Sixth Form – University * Teachers * Auxiliary staff * Educations Officers * Parents. 10. Audience Group Three Social Groups * Families * Senior Citizens * Clubs / groups / associations ( numerous) * N. G. Os 11. Audience Group Four Religious Bodies ( churches, etc) * Leaders * Men * Women * Young Adults * Children 12. Audience Group Five Business Sectors Banks * Hotels * Super markets * Companies * Legal firms 13. Audience Group Six Media * Newspapers * TV * Radio * Internet social network 14. Audience Group Seven Regional And International Agencies * CDEMA * USAID * OECS * CARICOM MESSAGE (SLOGAN, BRANDING) * Plan now! Don’t Wait! Disasters Don’t Discriminate * Hazards awareness, * Actions to be taken before, during and after their ( hazards) occurrences COMMUNICATIONS CHANNELS * Television stations: Nevis Newscast * Radio stations: Von Radio, Choice FM, Praise FM * Newspapers: The Leeward’s Time, Observer, Links, etc * Web sites:www. evisdm. com * Community centres:All the five parishes on the Island * Independence Square:Charlestown * Schools:Pre-school to Sixth form * Libraries Charlestown and Gingerland Libraries * Recreation centers (e. g. basketball courts, soccer fields, drag race) * Community non-profit offices: Red Cross and clubs * Supermarkets:Best Buy, Bargain house, Rams, TDC.. * Fast food restaurants: * Literature Racks: Brochures, Flyers, newsletters, magazines ACTIVITIES GROUP ONE: Government Departments Officials * PSA Audio Visual productions * Radio talk or call-in shows (Disaster and U) Information tips * Web links (www. nevisdm. com) * Expose on Disaster topics * Speeches * One-on-one meetings * Conferences * Disaster Preparedness Department for the month * Magazin e * Audio-Visual Production to Disaster messages via dramatizations, monologue, poetry, etc. * Drills * Training GROUP TWO: Education Unit * PSA Audio Visual productions * Radio talk or call-in shows (Disaster and U) * Social media – facebook, tweeters, hi5, tag, etc * Poster / drawing Competition * Poetry * Rhyme songs for Preschool – Grade 2 * Puppet productions * Debates * Dramatisation /skits /monologue /dialogue Quizzes competitions * Expose on Disaster topics * A benefit race * Web links (www. nevisdm. com) * Parades (Ms Disaster Management) * One-on-one meetings * Open houses * Speeches * Music competition on disaster themes * Disaster Clubs * Training * Drills GROUP THREE: Social Groups * PSA Audio Visual productions * Radio talk or call-in shows (Disaster and U) * Social media – facebook, twitters, hi5, tag, etc * Dramatisation /skits /monologue /dialogue * Expose on Disaster topics * Testimonials * Training * Drills GROUP FOUR: Religious Bodies (church es, etc) PSA Audio Visual productions * Radio talk or call-in shows (Disaster and U) * Social media – facebook, tweeters, hi5, tag, etc * Dramatisation /skits /monologue /dialogue * Expose on Disaster topics * Testimonials * Training * Drills * Weekly multi-hazard tips to churches GROUP FIVE: Business Sector * PSA Audio Visual productions * Radio talk or call-in shows (Disaster and U) * Training * Sponsorship * Annual award to the most disaster-prepared organisation. GROUP SIX: Media * Tools of disseminations * Assist in the productions of Comprehensive Disaster Management messages News conferences * Editorial board meetings at newspapers * Training GROUP SEVEN: Regional and International Agencies * Sponsorship * Update on all strategic communications activities. MATERIALS TO SUPPORT ACTIVITIES * News releases * Puppet production * PSAs on multi-hazards * Fliers and brochures * Opinion editorials (op-eds) * Letters to the editor * Posters * Public service announcements (PSAs) * Bookmarks * Video presentations * Web pages * A float in a parade * Buttons, pins, and ribbons * Promotional items and giveaways * Stickers * Audio visual equipment TO BE CONTINUED

The Effects of Globalization toward Leadership and Management Essays

The impact of globalisation over the last thirty years has been immense. Globalisation has provided companies with the option to operate in many different countries. A global corporation not only sells its products in a variety of diverse markets, but it may also manufacture its products and the components that make up those products in a number of different countries. How would these factors effect the management and leadership of a global corporation? Challenges for marketing and sales management While it may be safe to assume that people want the same things wherever they are, the way that the marketing message is carried across must change to suit local conditions. Simply translating an advertising slogan from one language to another may not produce the desired result. Errors can and do occur. The marketing department should include at least one person that is familiar with the language and culture of the target market. A mistake that unintentionally insults the market may not be easily forgiven. Local knowledge Different markets also have different levels of sensitivity about nudity. While is is commonly accepted that sex sells, in some countries it could lead to people taking offence. It is not only the culture and language that are important when opening a new market. The company will need an understanding of market conditions as well. Will the product be competitively priced? Is there a competitor that currently dominates the market? What about brand loyalty? Local knowledge is a crucial part of marketing in different countries. Labour practices The production process is also quite different in different regions. Labour practices vary quite dramatically from one country to the next. Understanding the local labour market is an important consideration. What may be overlooked is the response at home when a plant is relocated to a region where labour is cheaper. Dealing with the home market is quite an important part of the process. Unions and displaced workers may produces much resistance and could even lead to consumer boycotts in extreme cases. Knowledge of the local labour market is crucial. The local labour laws, the extent of unionisation, the local work ethic and the quality of the work force are all of great importance. Global production requires knowledge and understanding of the local conditions. It also means that as a rule it is necessary to recruit management from local communities. Again, it is a question of understanding the language, culture and local labour practices. Political knowledge and sensitivity Another aspect of globalisation requires an understanding of the political stability of the target market. Economic and political considerations are important for management to take a view on future investment and development. A global view of business coupled with a broad knowledge of varying cultural, political and economic differences around the world are required when a business decides to engage in the global economy.

Be Different. 9 Easy Tips to Standout from Others

Be Different. 9 Easy Tips to Standout from Others Be Different. 9 Easy Tips to Standout from Others A great number of articles and psychological investigations are dedicated to the issue of personality traits. However, life’s circumstances as well as typical problems somehow make people all look very much the same. Individuals tend to lose confidence, get easily bewildered and misled. At times, it may even seem that many lose their identity. However, the ability to stand out and achieve personal and professional success greatly depends on the power of one’s spirit coupled with certain personality traits. So, how do you demonstrate your originality without showing off and looking stupid or arrogant? First, self-awareness is important. Know what you want and how you are going to get it. You should be able to set goals and plan how to achieve those goals. Here are some tips on how to be different from others while highlighting your gifts and natural abilities that lead to success. Tip 1. Maintain confidence that you can be successful. First, think in positive terms about your ability to succeed. Avoiding self-doubt and thinking positively increases your chances of becoming successful. Every time you think about good things, like success and prosperity, you will attract them into your life as if you were a magnet. Try this. It works! Tip 2. Stay positive and optimistic. Staying positive and optimistic in ordinary everyday situations is very important as the power of positive thinking can help remove obstacles, making hardships much easier to deal with! Having a positive attitude helps with your level of energy. In addition, you are less likely to accept the situation as it is and more likely to problem-solve if you think something can be done about it. Tip 3. Be well-organized. Your emotional disposition is truly essential. So, pay special attention to the way you arrange your time, address everyday concerns, and plan meetings. Make sure you use your time effectively so that every moment of your life is used in the best possible way. Keep in mind there are no unimportant periods of time or insignificant breaks in terms of ones determination to experience true success! Tip 4. Complete each step in the best possible way. Famous actors often say that There are no minor roles, only minor actors. To apply this idea to everyday life could be interpreted as the need to do any job you have in the best possible way, no matter how unimportant this job may seem, whether delivering the mail, babysitting, or walking someones dog. All actions are important, and a job well-done will continue to pay you in the future through your reputation and recommendations from others. A capable and diligent attitude toward even the smallest and insignificant tasks will develop a professional approach to everything that may come your way in the future. Tip 5. Master communication skills. The ability to communicate effectively with other people can lead to fruitful collaborations. Its impossible to achieve your goals without help from others. Moreover, people eagerly socialize and work with those who have good communicative skills, a willingness to compromise, and respect for other’s opinions (Vail, 2013). Tip 6. Practice the idea of continuing education and strong emotional stamina. Getting involved in the process of self-improvement will keep you on the cutting edge. It will provide you with a fundamental advantage over your competitors with relevant knowledge, experience, and skills. Increasing your emotional stamina is vital. You must be able to reject the emotional pressure from those whose main intention is to discourage you. Often, these individuals are insecure in their own abilities and so they seek to pull you down in an attempt to appear superior to you. Tip 7. Pay attention to your manners and project a positive self-image. The statement that People are likely to treat you the way you treat them works equally well both in business and in personal relationships. Try to be polite on every occasion. Respond in a timely fashion and professional manner to e-mail messages and phone calls. Make your friends, relatives and colleagues feel that you respect them and their points of view. Stress their importance in your life (Vail, 2013). Tip 8. Dont get discouraged by mishaps. No one is perfect. Mishaps occur for everyone, with no exceptions! Learn to take your failures as a significant part of practical experience. Wise people say that Experience is the best teacher. Regardless of whether the experience is positive or negative, you can benefit from the experience. Make good use of it! Tip 9. Stay focused on your goals. Always keep your goals in mind. Choose no more than 3 long-term goals at a time. This number is enough for major projects. Avoid suddenly changing your goals. The ability to concentrate on your aim is likely to sharpen your spirit and build a persistent, strongly-motivated and, thus, successful personality. All these tips are good for helping you to stand out from others and moving toward your aims, making your dreams come true. Be yourself by cultivating the best traits you have. In addition, remain calm and goal-oriented, friendly, and easy-going. Also, demonstrate enthusiasm and let the success and prosperity you deserve enter your life!

Advanced English Tense Review (ESL, EFL, TESL, TOEFL)

Advanced English Tense Review (ESL, EFL, TESL, TOEFL) Its back-to-school time. Before you or your students get down to studying the specifics of various grammar structures, it is a good idea to review the basic English tenses. If you are an advanced student, a review will help remind you of the tenses and also point out any weaknesses or insecurity that you may have. If you are an upper-level student but not yet aware of all the tenses, these exercises will make a good introduction to some of the important structures ahead. For an overview of conjugation in detail of all 12 tenses in English, use the tense tables for reference. Teachers can use theses guides on how to teach tenses for further activities and lesson plans in class The following exercises serve two purposes: Re-familiarization of standard tense names Tense conjugation practice The first exercise is very important as you may not remember exactly the names of the various tenses. This exercise will help you remember the names of the tenses. Once you have finished the first exercise, read the text through one more time to familiarize yourself with it completely. Go on to the next exercise that asks you to conjugate the verbs in the extract. You should be very familiar with the extract so you can concentrate on the correct conjugation. Notice how the tenses relate to each other in time. Remember that many verbs are conjugated based on how they relate to one another. Teachers can use these exercises in class by using the following lesson plan which includes the exercises in a format useful for the classroom. Tense Review Lesson Plan and Materials Here is the original text. Once you have finished, click on the exercise link to begin exercise one. John has always traveled a lot. In fact, he was only two years old when he first flew to the US. His mother is Italian and his father is American. John was born in France, but his parents had met in Cologne, Germany after they had been living there for five years. They met one day while Johns father was reading a book in the library and his mother sat down beside him. Anyway, John travels a lot because his parents also travel a lot. As a matter of fact, John is visiting his parents in France at the moment. He lives in New York now, but has been visiting his parents for the past few weeks. He really enjoys living in New York, but he also loves coming to visit his parents at least once a year. This year he has flown over 50,000 miles for his job. He has been working for Jackson Co. for almost two years now. Hes pretty sure that hell be working for them next year as well. His job requires a lot of travel. In fact, by the end of this year, hell have traveled over 120,000 miles! His next journey will be to Australia. He really doesnt like going to Australia because it is so far. This time he is going to fly from Paris after a meeting with the companys French partner. Hell have been sitting for over 18 hours by the time he arrives! John was talking with his parents earlier this evening when his girlfriend from New York telephoned to let him know that Jackson Co. had decided to merge with a company in Australia. The two companies had been negotiating for the past month, so it really wasnt much of a surprise. Of course, this means that John will have to catch the next plane back to New York. Hell be meeting with his boss at this time tomorrow. Follow the links to begin the exercise: Exercise One: Tense Identification Exercise Two: Tense Conjugation

Historical Letter Essay Example | Topics and Well Written Essays - 750 words

Historical Letter - Essay Example The Iroquois lived in villages and were mainly farmers who stayed near their fields of crops. We only lived and cultivated lands within the period of 10-20 years after the soil proved infertile due to the worn out form of farming. Although we stayed along the streams, we later moved on to hilltops so that we could protect ourselves from the attacking tribes and even used palisade which had watch towers to spot invaders (De 17-27). Farm lands were cleared by men and women followed with the actual planting by using tiny wooden spades in creating mounds. We believed that mounds would play a major role in protecting the seeds from cold, and that the three crops grown could provide both physical and spiritual sustainers of life. We used a companion planting method in growing corns. We used to plant three main agricultural crops which included corn, squash, and beans which were commonly referred to as â€Å"Three Sisters†. We always planted the crops together in a very close distanc e where some flat topped mounds of soil were created for every cluster of crops. Every mound was almost 30cm high and 50cm wide, and numerous corn seeds were collectively planted in the middle of the mounds and rotten fish or even eels were buried together with the seeds to act as fertilizer (De 17-27). It was interesting to note that the crops mutually benefited from each other like the maize provided its stalk for the beans to climb, beans provided nitrogen for other plants to utilize, while squash nicely covered the ground to prevent the growth of weeds and retain moisture in the soil. We strongly believed that the mixture of maize and beans provided a great balanced diet. The natural relationship of the three crops was very vital, hence, requiring us to plant them together. During the harvest crops were gathered, women and seniour girls did the part of scrapping the kernels off the corn ears immediately the corns dried and later stored in the containers made of bark. We made a n ice soup from the dry corn and bread with the grounded ones (Kleinberg, Boris & Ruiz 30-35). Apart from the three crops, we grew sunflowers so that we could use oil from their seeds in cooking, protecting us from the sun or cold after rubbing on our bodies and even in healing cuts. Women could gather fruits at times as men hunted bear, beaver, rabbit or deer using bows and arrows or even trapping the animals in snares. Despite the abundance of food, we ate only one great meal in the late morning using our wooden spoons, bowls or shells. We used deerskin and other animals’ hides and furs to make our clothes which we commonly used both for protection and decoration. We wore our clothes considering different times of the year: during the summer we used loincloths of soft deerskin, while during cold weather men got dressed in leather leggings and tunics and women in skirts and leggings. Shells, beads, and porcupine quills provided a lovely decoration for the clothes, necklaces, a nd bracelets (Kleinberg, Boris & Ruiz 30-35). Our customs and beliefs were simply amazing. We believed that there existed numerous spirit forces that were created by a supreme being such as the sky spirit which included the moon and the sun as well as the earth spirits that included animals and plants. Every Iroquoian believed that their dreams would become true, and it was, therefore, common to see someone cutting him or herself in a harmless way whenever he or

Art history from 1580-1980 Essay Example | Topics and Well Written Essays - 250 words

Art history from 1580-1980 - Essay Example This was 1793 painting of nude man with an appearance a real classical young man. Other paintings before 1800 that show naturalism are Francisco Goya’s paintings named â€Å"And so Was His Grandfather† and â€Å"You who cannot†. Artists highly engaged with the nature from 1580-1980. They did this by spending their time to study nature. They started shifting from religious and supernatural paintings to nature paintings. They engaged with nature in their art by portraying objects in their arts as they appear exactly in reality. This was done based on the artists’ scientific knowledge. There was a strong connection between science and art. Examples of paintings that depict nature include John constable’s â€Å"The Hay Wain† and Joseph Mallord’s â€Å"Snowstorm: Hannibal and Army† (Rothko & Rothko 65). Other nature paintings include Theodore Gericault’s â€Å"The Raft of Medusa† and William Blake’s â€Å"Dante Running from The Three Beasts†. All these were painted after 1800. Nature was depicted in the renaissance arts in various forms. For instance, it was presented in paintings, sculptures and music during that period. Naturalism was significant to many artists and movements. For instance, it was significant to humanisms movement. During the renaissance period the society had started to focus more on human values than religious values. As such, artists painted humans in the natural world to show their position on earth. Nature was also significant to naturalism movement where artists were recognized based on how well their represented nature in their paintings. Nature became a source idea for many artists. They got their ideas by simply studying or observing it (Rothko & Rothko

Good and Evil (a Wrinkle in Time, and Frankenstein Review) Essay Example for Free

Good and Evil (a Wrinkle in Time, and Frankenstein Review) Essay â€Å"Life is neither good or evil, but only a place for good and evil. † Marcus Aurelius. A Wrinkle in Time is a book about the journey through the war of good versus evil and the ultimate triumph of love. Every character is clearly distinguished with either good or evil: the â€Å"good† characters include Meg, her family, Calvin, the Mrs. W’s, Aunt Beast, and the Happy Medium; the â€Å"evil† characters include IT, The Dark Thing, and the Man with the Red Eyes. Frankenstein, on the other hand, is a story told in a series of letters, as Robert Walton, the captain of a ship bound for the North Pole, recounts to his sister back in England the progress of his dangerous mission. Successful early on, the mission is soon to be disturbed by seas full of impassable ice. Trapped, Walton encounters Victor Frankenstein, who had been travelling by dog-drawn sledge across the ice and is weakened by the cold. Walton take him abroad the ship, helps nurse him back to health, and hears the fantastic tale of the monster the Frankenstein created. This tale that Frankenstein is reciting reveals the two sides that a person, or a living creature can portray: good and evil. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent†, while A Wrinkle in Time was banned for having a fantasy-related genre throughout the plot, including witches and demons. Themes are the fundamental and often universal ideas explored in a literary work. â€Å"Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; obey! † (Shelley 149). In Frankenstein, the monster represents evil, as it comes to life, and terrorizes its creator. Dangerous knowledge is an ideal theme in Frankenstein. The pursuit of knowledge is right in the middle of Frankenstein, as Victor attempts to go beyond accepted human limits and find out the secret of life. Likewise, Robert Walton attempts to pass the past human explorations by being determined to reach the North Pole. In A Wrinkle In Time, comfort and individuality is a major theme that I saw throughout the plot. The main character, Meg, is caught between the desire for conformity and the expression of her own creative nature. At the beginning of the novel Meg feels embittered towards other students at her school that make fun of her and tease her for being different, as well as those who see her little brother as being weird or odd. She desperately wants to be more like her twin brothers who have little problem fitting in. The theme that the two stories share, and that I have mentioned before, is the theme titled good and evil: â€Å"Suddenly there was a great burst of light through the Darkness. The light spread out and where it touched the Darkness the Darkness disappeared. The light spread until the patch of Dark Thing had vanished, and there was only a gentle shining, and through the shining came the stars, clear and pure. Then, slowly, the shining dwindled until it, too, was gone, and there was nothing but stars and starlight. No shadows. No fear. Only the stars and the clear darkness of space, quite different from the fearful darkness of the Thing† (L’Engle 102). Its interesting that the defeat of the Black Thing doesnt lead to the universe being lit up like a baseball stadium, but rather to an absence of unnatural darkness. Its almost like the battle isnt so much between evil and good as between evil and the normal. Characters are â€Å"Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations† Ray Bradbury. In Frankenstein, the main character or the creator of the monster. Victor becomes obsessed with the idea of creating an artificial human form and eventually attempts to make it. Immediately after creating the monster, he falls into a depression and starts to fear. He leaves the school and returns home to his family, where he finds only tragedy. Not fully aware of the consequences of his creating a new human, he ends up really spending his entire life trying to destroy the same creation he was working to make for so long. In a Wrinkle In Time however, the protagonist is portrayed a bit differently: Meg Murry, The books hero, an awkward, but loving high school student who is sent on an adventure through time and space with her brother Charles Wallace and friend Calvin to rescue her father from the evil force that is attempting to take over the universe. Megs greatest faults are her anger, impatience, and lack of self-confidence, but she changes and overcomes them, and in the end is victorious, as the story ends with a stereotypical kid’s-story ending. A happy ending for the protagonist. The main differences that I saw between the two are the two protagonists: Meg Murry (A Wrinkle In Time), and Victor Frankenstein (Frankenstein), are to begin with, set in different times. A Wrinkle In Time could be set anywhere in the recent past. Frankenstein however, is set in the late 18th century. The whole concept of Frankenstein is much darker, and in fact I would say it could be classified as gothic science fiction, as the characters are much darker, and seem more serious and cold-hearted by the way Shelley describes them compared to the other book. A Wrinkle In Time is much lighter, as the characters, their actions, and abilities are all easier, and always give the advantage to the â€Å"good guys†. Also the whole concept of the book, and the idea of it, is more for a child’s imagination to handle and comprehend compared to Frankenstein, and I would classify it as plain science and fantasy fiction. Although these differences shape the stories in totally different directions, there are some similarities: The similarities between the characters and their traits are that they both have solid downsides to them. As I mentioned before, Meg’s (A Wrinkle In Time) faults are her temper, impatience, and lack of confidence in herself, and Victor’s (Frankenstein) faults are that he is in a depression and great fear throughout the plot after the Monster is created and is woken. Another trait I can compare between the two protagonists, are their determination to reach their final goal. Although I cannot see it in either book, but both books were officially banned in one place or another for ridiculous reasons. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent† in 1955. Maybe 57 years ago there were different rules and traits a person had to portray to be defined as â€Å"good†, but to make this specific book banned for being â€Å"obscene† (which means that it is offensive or the opposite of accepted manner). A Wrinkle In Time is banned for having witches, crystal balls and demons. Also, because Jesus is listed among the names of great artists, philosophers and teachers, and it is banned in the U. S. â€Å"Thus strangely are our souls constructed, and by such slight ligaments are we bound to prosperity or ruin† (Shelley 37). All in all, these books have more differences than similarities in my opinion. Although both are really good, one is dark while the other is light compared. The similarities that I saw in the characters, the themes, and the reason they were censored are mostly because of the relationship between good and evil throughout it. Studying these two books and the reason for them being banned has surprisingly changed my life in a minor way, as I learned how people from different cultures and education they grew up with react to different things, and I learned to compare and contrast, not only the books, but real life situations such as the South Africans who banned Frankenstein versus my lifestyle and way-of-thinking. â€Å"Life is neither good or evil, but only a place for good and evil. † Marcus Aurelius. A Wrinkle in Time is a book about the journey through the war of good versus evil and the ultimate triumph of love. Every character is clearly distinguished with either good or evil: the â€Å"good† characters include Meg, her family, Calvin, the Mrs. W’s, Aunt Beast, and the Happy Medium; the â€Å"evil† characters include IT, The Dark Thing, and the Man with the Red Eyes. Frankenstein, on the other hand, is a story told in a series of letters, as Robert Walton, the captain of a ship bound for the North Pole, recounts to his sister back in England the progress of his dangerous mission. Successful early on, the mission is soon to be disturbed by seas full of impassable ice. Trapped, Walton encounters Victor Frankenstein, who had been travelling by dog-drawn sledge across the ice and is weakened by the cold. Walton take him abroad the ship, helps nurse him back to health, and hears the fantastic tale of the monster the Frankenstein created. This tale that Frankenstein is reciting reveals the two sides that a person, or a living creature can portray: good and evil. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent†, while A Wrinkle in Time was banned for having a fantasy-related genre throughout the plot, including witches and demons. Themes are the fundamental and often universal ideas explored in a literary work. â€Å"Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have power; you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master; obey! † (Shelley 149). In Frankenstein, the monster represents evil, as it comes to life, and terrorizes its creator. Dangerous knowledge is an ideal theme in Frankenstein. The pursuit of knowledge is right in the middle of Frankenstein, as Victor attempts to go beyond accepted human limits and find out the secret of life. Likewise, Robert Walton attempts to pass the past human explorations by being determined to reach the North Pole. In A Wrinkle In Time, comfort and individuality is a major theme that I saw throughout the plot. The main character, Meg, is caught between the desire for conformity and the expression of her own creative nature. At the beginning of the novel Meg feels embittered towards other students at her school that make fun of her and tease her for being different, as well as those who see her little brother as being weird or odd. She desperately wants to be more like her twin brothers who have little problem fitting in. The theme that the two stories share, and that I have mentioned before, is the theme titled good and evil: â€Å"Suddenly there was a great burst of light through the Darkness. The light spread out and where it touched the Darkness the Darkness disappeared. The light spread until the patch of Dark Thing had vanished, and there was only a gentle shining, and through the shining came the stars, clear and pure. Then, slowly, the shining dwindled until it, too, was gone, and there was nothing but stars and starlight. No shadows. No fear. Only the stars and the clear darkness of space, quite different from the fearful darkness of the Thing† (L’Engle 102). Its interesting that the defeat of the Black Thing doesnt lead to the universe being lit up like a baseball stadium, but rather to an absence of unnatural darkness. Its almost like the battle isnt so much between evil and good as between evil and the normal. Characters are â€Å"Plot is no more than footprints left in the snow after your characters have run by on their way to incredible destinations† Ray Bradbury. In Frankenstein, the main character or the creator of the monster. Victor becomes obsessed with the idea of creating an artificial human form and eventually attempts to make it. Immediately after creating the monster, he falls into a depression and starts to fear. He leaves the school and returns home to his family, where he finds only tragedy. Not fully aware of the consequences of his creating a new human, he ends up really spending his entire life trying to destroy the same creation he was working to make for so long. In a Wrinkle In Time however, the protagonist is portrayed a bit differently: Meg Murry, The books hero, an awkward, but loving high school student who is sent on an adventure through time and space with her brother Charles Wallace and friend Calvin to rescue her father from the evil force that is attempting to take over the universe. Megs greatest faults are her anger, impatience, and lack of self-confidence, but she changes and overcomes them, and in the end is victorious, as the story ends with a stereotypical kid’s-story ending. A happy ending for the protagonist. The main differences that I saw between the two are the two protagonists: Meg Murry (A Wrinkle In Time), and Victor Frankenstein (Frankenstein), are to begin with, set in different times. A Wrinkle In Time could be set anywhere in the recent past. Frankenstein however, is set in the late 18th century. The whole concept of Frankenstein is much darker, and in fact I would say it could be classified as gothic science fiction, as the characters are much darker, and seem more serious and cold-hearted by the way Shelley describes them compared to the other book. A Wrinkle In Time is much lighter, as the characters, their actions, and abilities are all easier, and always give the advantage to the â€Å"good guys†. Also the whole concept of the book, and the idea of it, is more for a child’s imagination to handle and comprehend compared to Frankenstein, and I would classify it as plain science and fantasy fiction. Although these differences shape the stories in totally different directions, there are some similarities: The similarities between the characters and their traits are that they both have solid downsides to them. As I mentioned before, Meg’s (A Wrinkle In Time) faults are her temper, impatience, and lack of confidence in herself, and Victor’s (Frankenstein) faults are that he is in a depression and great fear throughout the plot after the Monster is created and is woken. Another trait I can compare between the two protagonists, are their determination to reach their final goal. Although I cannot see it in either book, but both books were officially banned in one place or another for ridiculous reasons. Frankenstein was banned in South Africa for being â€Å"obscene† and â€Å"indecent† in 1955. Maybe 57 years ago there were different rules and traits a person had to portray to be defined as â€Å"good†, but to make this specific book banned for being â€Å"obscene† (which means that it is offensive or the opposite of accepted manner). A Wrinkle In Time is banned for having witches, crystal balls and demons. Also, because Jesus is listed among the names of great artists, philosophers and teachers, and it is banned in the U. S. â€Å"Thus strangely are our souls constructed, and by such slight ligaments are we bound to prosperity or ruin† (Shelley 37). All in all, these books have more differences than similarities in my opinion. Although both are really good, one is dark while the other is light compared. The similarities that I saw in the characters, the themes, and the reason they were censored are mostly because of the relationship between good and evil throughout it. Studying these two books and the reason for them being banned has surprisingly changed my life in a minor way, as I learned how people from different cultures and education they grew up with react to different things, and I learned to compare and contrast, not only the books, but real life situations such as the South Africans who banned Frankenstein versus my lifestyle and way-of-thinking.

The Flea by John Donne Essay -- The Flea John Donne Songs and Sonnets

The Flea by John Donne â€Å"The Flea†, a witty poem of seduction and conceit, taken from John Donne’s â€Å"Songs and Sonets† is the poem that I have chosen to compare to â€Å"Song†, another poem of John Donne’s where he is passionately pleading with his wife not to be disheartened about his departure abroad. Both poems which belong to â€Å" Songs and Sonets†, written around the time of the 16th century, show that their title suggests they are both short poems, following the traditional form of a sonnet, consisting of fourteen lines. However, they are not â€Å"songs† in the conventional sense we think of and none of them are written as a sonnet. In fact, Donne’s poems were intended for circulation around his local pub, â€Å"Lincoln’s Inn†, where he could impress his male friends with his bawdy poetic nature. â€Å" The Flea†, emphatically rejects the Petrarchan tradition of love poetry, where the woman is seen as a goddess, an object of desire worth worshipping by a man. Instead, Donne wrote poems that saw the earthy reality of sexual relations between a man and woman. The poem, whose historical convention probably started with Ovid, shows that it was common in Elizabethan times to envy a flea for its access to the female body. Donne throughout the poem makes references to the flea, presenting a conceit produced of wit, integrity and persuasion. The title, which presents the conceit, is in fact the structure of the poem, the entire poem depends on this conceit. At first, this is a puzzling image to the reader, it seems bizarre and inappropriate. However, as the poem continues, Donne’s argument does also, and we see how reality is conveyed by the vivid imagery of the flea. Donne uses a three-part syllogism in this poem whic... ...while, they will always have each other in each other’s hearts, and that they will never really be parted. His final argument of persuasion is that they don’t really need the physical presence, as long as there is the matter of trust then he will return to her once more. Overall, by the structure and language used in â€Å"Song†, the poem is very consoling and reassuring. Compared to â€Å"The Flea,† it is very different as the respect for the women the two poems are written for differ enormously. Indeed both poems are extremely clever and logical, with well thought out ideas for argument and persuasion, and are full of wit and clever analogies. However, â€Å"Song† shows a different side to John Donne’s character than â€Å"The Flea† presents, he appears more softer and respectful, consoling and loving than when he appears bawdy and obscene, shallow and disrespectful.

Cell Biology Meiosis and Mitosis

Cell Biology (CP8121) Experiment 2: Observing Mitosis and Meiosis on cell specimens (Formal report) Name: Wong Chung An Class: DMLS/FT/1B/02 Admin number: P1138687 Summary This experiment aims to observe mitosis and meiosis on cell specimens. It involves the modelling of the stages of meiosis and also the staining procedures to identify mitosis in onion root tip. There are two parts to the procedure of the experiment whereby the first is staining and observing mitosis in onion root tips and the second being observing and comparing mitosis between whitefish blastula and onion root tip. The results are that the five stages of mitosis have been observed and sketched, together with a comparison of telophase in plant and animal cells. The difference between the two types of cell division mitosis and meiosis has also been recorded. The conclusion is that all the objectives of the experiment have been met and it is recommended that the mitotic spindle be stained for a more complete picture of the various stages of mitosis. 1) Introduction It is important that the experiment is carried out so as to differentiate between the two types of nuclear division, mitosis and meiosis. Mitosis is a process mainly for the growth and replacement of somatic cells and it involves the replication of chromosomes which results in having two daughter cells each same as the parent nucleus. On the contrary, meiosis is for the production of gametes which is essential for an organism’s reproduction and it comprises of two successive nuclear divisions which results in the production of four haploid cells. Mitosis: A process which replicates chromosomes exactly so that each of the daughter cells contains identical information. The process of mitosis involves five stages. The five stages are: Interphase, Prophase, Metaphase, Anaphase and Telophase respectively. Meiosis: A process whereby two successive nuclear divisions will produce four haploid cells. There are two rounds of cell division in meiosis, mainly meiosis I and meiosis II. Meiosis I is identical to that of mitosis whereas meiosis II is a round of reductional division. The process of meiosis has allowed for an escalation of genetic variations because of the crossing over of the genes. This process is crucial as it produces half the number of chromosomes as per the human sex cells. For humans, every gamete contains 23 chromosomes and fertilisation of an egg by a sperm will restitute the diploid number of 46 chromosomes 2) Objectives * Learn a staining procedure to identify mitosis using onion root tip. * Compare and contrast mitosis in plants and animals. * Compare and contrast stages of mitosis and meiosis * Model stages of meiosis. 3) Procedures (a) Preparation and observation of onion root tip slide ) An onion root tip was obtained and the first 1-3mm of its root tip was cut off using a scalpel. The root tip was then placed at the centre of a clean slide using a forceps. 2) Then, the root tip was covered with 2-3 drops of 1N HCL solution and then placed over the hot plate for 3-5 seconds using a slide holder. 3) Without touching the root tip, the excess acid was then blotted off using a paper towel. 4) After which, the root tip was then covered once again, this time in 3-4 drops of 0. 5% Toluidine Blue solution. 5) The excess stain was blotted off and a cover slip was added. ) To spread out the stained root tip for visualisation, the slide was placed in the middle of a folded paper towel and applied pressure upon by placing the thumb directly above the cover slip and having it gently pressed on against a lab bench. 7) The slide was examined on low power on the microscope and embryonic cells which are square-like were looked for. 8) Once the mitotic figures were found, the microscope was switched to a higher power. 9) The phases that were seen were sketched on the datasheet. (b) Observation of prepared slides: Mitosis in Onion root tip & Whitefish blastula ) The prepared slides provided were reviewed by using a low power (10x) to locate the cells and high power (40x) to change the focus. 2) This time, instead of sketching the different phases of mitosis in onion root tip, the differences in mitosis between the plant and animal cells were re corded. 4) Results and Discussion *For the results, refer to the datasheet archived under appendix at the end of the report. 5. 1 Explanation and reasons for results The results of the datasheet have shown that all the five main phases of mitosis can be observed. This can because of several reasons such as the choice of use of onion root tips, flattening of the onion root tips, addition of hydrochloric acid and 0. 5% Toluidine Blue solution. Onion root tips are easy to grow in large numbers and the cells at its tips are actively dividing, thus many of its cells will be in different stages of mitosis. The reason for using the last 1-3mm of the root tip is because it is where the region of cell division (meristem) is located. This is the region whereby cells are dividing but not significantly increasing in size. The flattening of the onion root tips allows the chromosomes of each individual cell to be observed. The hydrochloric acid added, plays a part in fragmenting the root tissues by weakening and removing the bonds between cells so that each cell will not be attached to the other cell, obstructing the observation. Toluidine Blue solution acts as a colorant, giving a blue colour to the chromosomes and so that it is more easily spotted and examined. 5. 2 Evaluation of the results achieved Interphase: The interphase is the phase in which the cell is involved in metabolic activity and fulfilling its role as part of a tissue in the body. During this phase, the DNA duplicates as it is preparing for mitosis and the chromosomes are cannot be easily distinguished. However, the nucleolus, a dark spot may be visible instead. Prophase: During the prophase, the chromatin within the nucleus will begin to condense and become visible in the microscope as chromosomes. Then the nuclear membrane will dissolve, signalling the start of Prometaphase. After which, proteins would then attach to the centromeres, creating kinetochores in which the microtubules will attached to. The chromosomes would then start moving. Metaphase: The chromosomes would then be aligned by the spindle fibres at the equator of the spindle. This alignment helps to ensure that in the anaphase, when the chromosomes are separated, each of the new nucleuses will receive a copy of each of the chromosomes. Anaphase: In the anaphase, the two sister chromatids of each chromosome at the centromeres would start to separate. This movement is due to the shortening of the kinetochore microtubules. Telophase: The two sets of daughter chromosomes would arrive at the two poles and the mitotic spindle would disappear. A nuclear envelope would start to form around each set of daughter chromosomes at both ends of the poles. Cytokinesis may have also begun during this phase depending on each individual cell. 5. 3 Descriptions of problems encountered The problem that we have encountered during this experiment was during the preparation of the first slide of onion root tip. The amount of toluidine blue solution may not be enough as only a few of the cell nucleus have been stained. This makes it difficult for us trace the various stages of mitosis. This problem is resolved however by making a new set of the onion root tip slide. 5) Conclusions and Recommendations In conclusion, the experiment was a success and all of the objectives of the experiments were met. All five stages of mitosis have been observed and a comparison of mitosis between plant and animal cells has been made. Although we did not get to observe the stages of meiosis, we have modelled the stages of meiosis and acquired knowledge of it. In my opinion, I would recommend that the mitotic spindles of the onion root tip cells be stained as well. This would allow a more in depth observation of mitosis and instead of solely looking at the movement of the chromosomes and the nucleus, we could observe the reason behind the movement of the chromosomes. 6) Appendix http://www. marietta. edu/~biol/introlab/Onion%20root%20mitosis. pdf Clark, D. C. and P. M. Mathis. (2000). Modeling mitosis and meiosis: a problem-solving activity. The American Biology Teacher Mickle, J. E. 1990. A model for teaching mitosis and meiosis. The American Biology Teacher Carmen Chan Yuen Man (2011). Cell Biology lecture notes (CP8121). Singapore Polytechnic.

Problem gambling Essay

She took one last look out the window as they drove away, the tears streaming down her face. At the age of four, her world had fallen apart. Karina’s life started out as a perfect middle-class family, and soon turned into a broken mess. They had everything, a perfect house in a really nice part of the city, a nice car; everything was wonderful. As Karina got older, she began to notice things weren’t perfect. Her dad was never there. He was always out gambling in one way or another. â€Å"As time progressed we lost the car, and other possessions due to my dad’s gambling problem. It’s not only about gambling and the money. When people gamble, they do other stupid things, he had an affair. My parents decided to get a divorce. My dad didn’t argue, in fact he said that for the safety of our family it would probably be better because a lot of people were angry at him for what he owed them. It was all because of gambling and snowballed into a mess that could have been really dangerous for my mom and me had we stayed around. I’m sad that my life played out in that way at such a young age, and it’s very unfortunate. I know that if he wouldn’t have had gambling around none of those things would have taken place and we would probably still be the family that we were, but unfortunately that’s not how it played out. † Although many people think that legalizing gambling will have a great effect on the economy, I think the negative effects are much more evident. People’s views on subjects often have to do with their ethics. Ethics, as defined by Seiler and Beall, are an individual’s system of moral principles. My ethics lead me to believe that gambling is wrong because I was raised to believe that my family is more important than economic wealth. As it is evident in the story above, gambling can have a major negative effect on someone’s life, and so it is too much of a risk to legalize this dangerous game. Three main reasons that gambling should be kept illegal are that gambling creates tension among the family members, gambling increases crime in the society, and the addiction to gambling is too great for many to overcome. The first reason that gambling should be kept illegal is that gambling creates tension among the family members as the money that should be used for the family is being spent on gambling. Even though gambling might, in some cases, bring money into the state and local economies, there are side effects to having a casino down the street. Forshey (1998) states, â€Å"The gambling jobs, taxes, and recreational values provided by the industry cannot compensate for the social pain-in the form of bankruptcies, white-collar crime, divorce, a compromised political process, an increase in alcoholism-it inflicts. † The drain of a working person’s money that wager’s his or her paycheck and loses is not compensated with the amount of jobs a casino brings to a community. Gambling is a greedy industry that produces nothing more than empty hopes, empty dreams and empty wallets. Anderson states, â€Å"Proponents argue that state lotteries are an effective way to raise taxes painlessly. But the evidence shows that legalized gambling often hurts those who are poor and disadvantaged. † Without casino gambling, many local citizens would spend their money on groceries or clothes, instead of reducing their savings on gambling. As William Thompson states in his article â€Å"Gambling: A Controlling Substance,† It [gambling] is a pleasure, like other entertainment, but in that regard, it is an expensive pleasure. † Thompson then continues with this thought: â€Å"Politicians must recognize that the benefits of gambling are bounded by market structures. Gambling money does not grow on trees. It comes out of the pockets or real people, who otherwise would have spent it on something else. † All of this evidence shoes that gambling should be kept illegal because it creates tension among the family members as the money that should be used for the family is being spent on gambling. A second reason that gambling should be kept illegal is that gambling increases the amount of crime within a society. Gambling often becomes associated with crime, a relationship that seems quite understandable. Not only does gambling continue to be illegal in some forms which makes it a crime to participate in, but also the second half of the issue occurs when gambling increases the amount of street crime in a surrounding area. Crime rates have been significantly higher in places that allow gambling. Kindt states, â€Å"Atlantic City showed a jump in crime when gambling was legalized. The city went from 50th in the nation in per capita crime to first. Problem gamblers may also become more likely to have financial troubles and use illegal activities as a way to pay off their debts and keep up their unhealthy habit. † This graphic shows a report done by the U. S. Department of Justice studied people that were arrested in Las Vegas and Des Moines, Iowa. The results show many connections between gambling and crime. â€Å"More than 30 percent of pathological gamblers who had been arrested in Las Vegas and Des Moines reported having committed a robbery within the past year, nearly double the percentage for low-risk gamblers. Nearly one-third admitted that they had committed the robbery to pay for gambling or to pay gambling debts. In addition, about 13 perfect said they had assaulted someone to get money. † As is evident, gambling should be kept illegal because it increases the amount of crime within a society. We will now look at the last reason why gambling should be kept illegal. Finally, a third reason that gambling should be kept illegal is that the addiction to gambling is too great for many to overcome, resulting in psychological problems for the gambler. Some people argue that if a person wants to gamble badly enough they will do it. They say that one will be able to control his or herself and only gamble when it’s appropriate, but gambling is an addiction that some people can’t escape. The addiction is a nationwide problem, and as much a part of gambling as the dice. As an article in the Omaha World Herald states, â€Å"Problem gambling is the urge to gamble despite harmful negative consequence or the desire to stop, and pathological gambling involves wagering to such excess that it has a severe negative effect on the gambler’s life. † Getting hooked on gambling comes mainly from the action and thrill, an experience chemically the same as those with inhaled substances. They fall under the spell of action. Action is an aroused, joyous state involving excitement, tension, and anticipation of the outcome of a gambling event. It is the thrill of living on the edge. Gambling has little to do with money and everything to do with the feelings of a gambler. William Thompson states, â€Å"People will lie to themselves, also in calculating the money because they don’t want to tell themselves that they were foolish about gambling. † Problem gamblers describe gambling as â€Å"highs† similar to that experienced from many drug substances. Some experience these sensations when just thinking about gambling. How is a person supposed to avoid gambling if he or she is constantly being surrounded with opportunities to place bets and be involved in the â€Å"action†? As Frey suggests casinos increase the number of problem gamblers, and make it that much more difficult to stop for those already addicted. In order to stop the number of pathological gamblers from increasing, the amount of gambling in the United States must decrease as a whole. Pathological gamblers were twice as likely to describe their general health as fair to poor over the past two years and were more likely to acknowledge mental or emotional problems. Rates of alcohol and drug dependence, job loss, and bankruptcy were also significantly higher for pathological gamblers relative to non-gamblers. According to Weinstock and Meyers, â€Å" Almost 20 percent of the people diagnosed as pathological gamblers file for bankruptcy compared to the less than 5 percent of those in the general population. † Percentage of Population with Gambling Problems In order to stop the number of pathological gamblers from increasing, the amount of gambling in the United States must decrease as a whole. As is evident in this bar graph the amount of people with gambling disorders has greatly increased. According to Weinstock and Meyers, â€Å"Recent studies have found that approximately 2 percent of Americans have had severe levels of disordered gambling at some point in their lifetime. Alarmingly, the rate in the Mid-South is even higher. Studies with Mississippi and Louisiana reveal that about 5 percent of the residents in Mississippi have a gambling problem, while in New Orleans, Louisiana 8 percent of the population reported significant problems because of their gambling. † Gambling should be kept illegal because the addiction to gambling is too great for many, even adolescents to overcome. According to Welte, Barnes, Tidwell, and Hoffman, â€Å"Over 2% of U. S. adolescents have experienced problem gambling (i. e. , sub-clinical pathological gambling) in the past year. Females have a . 1% problem gambling rate, and males a 4. 2% problem gambling rate within the past year. † If we don’t put a stop to this now the future of pathological gambling will continue. Regrettably, these pathological gamblers will most likely have to deal with many adverse life events because of their addiction. Many problem gamblers are under so much stress, they commit domestic violence or suicide. There are other, less dangerous ways to find entertainment. So many people suffer every day from their addiction to gambling. The United States should put a stop by banning the gambling industry, and therefore eliminating the harmful side effects of legalized gambling. All of this evidence shows that gambling should be kept illegal because the addiction to gambling is far too great for some people to overcome, resulting in psychological problems for the gambler. The negative effects of gambling out-weigh the positive. The tension created among family members, increased crime in society, and the addiction resulting in psychological problems are just too great of a risk for the people of our society to undergo. So the next time you walk into a casino, remember Karina’s story and how the gambling may affect your life, because even if you’re willing to take the chance, odds are the negative effects of gambling will leave you unlucky in life. It is important for all of you to take note of the consequences and refrain from gambling. Staying away from the dangers of gambling, and setting an example to others is extremely important. No matter what type of personality you have, you can be an influence to others and help stop the spread of gambling all over the nation. I want to challenge you that if you know someone that gambles or you yourself gamble share what you know about gambling and try to put a stop to the habit! References: * Anderson, K. Gambling. Gambling Probe Ministries.Retrieved October 31, 2001 from http://www. probe. org/site/c. fdKEIMNsEoG/b. 4219137/k. C8BD/Gambling. htm * Brandt, K. (Personal communication, October 21, 2011) * Forshey, G. E. (1998). Lonely crusade: Fighting the Gambling Industry. The Christian Century. Retrieved October 31, 2011 from http://vnweb. hwwilsonweb. com/hww/results/getResults. jhtml? _DARGS=/hww/results/results_common. jhtml. 35 * Kindt, J. (1994). The Economic Impacts of Legalized Gambling Activities. Drake Law Review, 40 (1), 50-87. Retrieved October 26, 2011 from https://www.ideals. illinois. edu/handle/2142/16297 * Meyers, A. Whelan, J. Weinstock. (June 1998). Gambling: When it is not a Game Anymore. Business Perspectives, 16-22. Retrieved October 27, 2011 from http://www. allbusiness. com/specialty-businesses/291076-1. html * Problem Gambling: Be aware of warning signs. Omaha World Herald. (March, 19, 2010). Retrieved October 23, 2011 from Library. * Seiler, W. J. and Beall, M. L. (2009). Communication and Ethical Behavior. In Communication: Making Connections (8th Ed) (pp. 8-9). Boston, MA: Pearson Education, Inc. Allyn.

Crafting the Top-Notch Geography Essay a Guide for Successful Writing and Editing

Crafting the Top-Notch Geography Essay a Guide for Successful Writing and Editing The Key Principles of a Geography Essay The Geography essay is an obligatory assignment for all students who study geography and other related subjects, such as geology and environmental studies. One of the central aims of this type of paper is to check students’ understanding of the presented material. Besides, a professor may assign a Geography essay with the aim of encouraging students to investigate some issues or matters. This type of essay should describe or present a subject which is closely connected to Geography, for example, the factors that induce climate change, the influence of floods on the soils, or the role of the geographical information system. As a result, you should conduct in-depth research in order to receive a high mark. Apart from that, you have to create a good structure and content for your Geography essay. The process of creating the content for the essay is not an easy task because you should present your understanding of the ideas and concepts. You can extend other peoples ideas, but you have to be very careful with it since your paper should be original, unique, and free from plagiarism. What is more, you should organize your ideas in accordance with the particular essay to not confuse the readers. In general, there are plenty of essay types but you have to choose only one and strictly follow its requirements. Consequently, the most popular types of essay are going to be described to help you to select the best one which will assist you in presenting the chosen topic. Types of Essays Used in Academic Writing Generally, there are many types of essay that can be applied during the process of writing. In spite of the significant number of essay types, not all of them are appropriate for a Geography essay. For example, a narrative essay is not suitable for describing or explaining some geographic phenomenon as its central point is to tell a story. In addition, there is a great need to mention that different essay types require a specific topic to be explored due to its structure requirements. Hence, you should consider the most popular essay types to choose the most appropriate one. Descriptive Essay The primary aim of this essay type is to describe the issue or phenomenon in detail, and therefore, you should investigate the topic thoroughly. The descriptive Geographic essay requires you to present the topic of your essay from various perspectives. You have to be very careful with this essay type since you should properly cite the ideas of other people in order not to be suspected of plagiarism. Therefore, one can claim that this type of essay perfectly suits when you desire to describe or explain a particular geographic matter. Comparison and/or Contrast Essay This essay type requires you to analyze two or more subjects and present their similarities and/or differences point by point. Therefore, you have to select these subjects and compare and/or contrast them according to a few particular points. For example, you can compare and/or contrast the ways how different countries cope with the consequences of floods. Thus, you should investigate the effects of floods in each country and what measures those countries have taken. As a result, one should state that this essay type requires in-depth research and profound knowledge of the matter. Cause and Effect Essay The cause and effect essay is one of the most popular types for writing a Geography essay due to the fact that it allows you to describe one of the geographic phenomena and present its influence on the Earth. This essay type asks you to analyze the causes of a certain phenomenon or explore the results of particular events. For example, you may choose any natural calamity and demonstrate its possible effect on a specific region in the future, or you may present the real consequences of the selected geographic issue from the past. Argumentative Essay The argumentative geographic essay is supposed to make a claim that will be supported by various examples and evidence. The evidence and examples mentioned earlier should be retrieved from the reliable sources. You may begin writing your argumentative geographic essay by deciding on a particular matter, such as a controversial issue. Then, you have to conduct research to obtain as much information as possible. You should apply different kinds of information, such as observances, interviews, statistics, reports, and studies, throughout the essay to support your arguments and convince the reader. As a consequence, one may claim that this type of essay is quite complicated because you should support every single claim you make. Choose a Topic You Dont Mind Debating Usually, the professor provides you with the list of appropriate topics for your Geography essay. However, you may have to select the topic for your paper on your own. Therefore, you will be able to choose a topic of your interest and the process of writing will bring you a lot of pleasure. Therefore, the field of Geography covers plenty of contemporary issues and matters. Consequently, the spectrum of topics is broad enough, and you will not face any problems while choosing the topic for your essay. To select an appropriate topic, you should investigate the recent events and choose the most debated and discussed issue in the community. Thus, you will be able to find a significant number of reliable sources for your Geography essay. The following topics are considered to be appropriate for your paper: The Factors that Cause Earthquakes in South America The Influence of Global Warming on the North Pole How Floods Affect the United States’ Economy? The Effects of Toxic Dumping in Oceans The Role of Resource Conservation How to Select Appropriate Sources To start writing your Geography essay, you should search for some reliable sources. With the help of these sources, you will be able to find some interesting ideas and thoughts which you can develop in your paper. In general, the professor may ask you to go to the library to find appropriate sources for investigation. However, if you do not have enough time and ability to attend the library, you can use the Internet. In this case, you should ask the professor to provide you with the particular websites to avoid misunderstandings. In general, the particular websites, such as those which end in .edu and .gov, are considered to be reliable. Besides, you may find various geographic databases, online journals, and books which will help you to explore the selected topic. The list of reliable sources provided below is supposed to be appropriate for your Geography essay: GEOBASE (is a website which identifies the journal literature in various fields, such as ecology, oceanography, geomechanics, geosciences, and Earth sciences). The Geographical Review (is a website which identifies different books, articles, and publications on earth sciences and geology). GeoRef (is a scholarly journal which contains diverse essays about new fields of study in geography, and therefore, it includes various reviews of books, atlases, and monographs). Writing the Geography Essay: How to Start Moving from the Dead Point In general, there are four steps one should take to start writing the Geography essay. First of all, you have to understand the central points of the essay topic. Then, you should choose particular objects to be discussed. This step requires you to generate ideas and gather all necessary materials with the help of various credible sources mentioned in the previous paragraph. Second of all, you should create the detailed work outline. This will help you to organize and write your paper easier and quicker since you will know what exactly you should write in particular paragraph. Third of all, you should divide your writing process into fragments since you should not write the entire essay at one time. In addition to the first step, you may consider the following pre-writing strategies. The strategy which is called Brainstorming or Listing requires you to generate a lot of information within a short period of time and write it in the form of a list. With the help of this pre-writing strategy, you may create a topic sentence for each paragraph or even a thesis statement for the entire essay. To start, you have to recollect or search for some terms that are suitable for your topic. Then, you should develop those terms into ideas, and as a consequence, to explain or describe those ideas to receive a complete sentence. This type of pre-writing activity works especially well if you work in a team as some people will generate ideas while only one will write them. The next prewriting strategy is called Clustering or Mind Mapping. It allows you to expand your ideas further and explore the relationship between them. For this strategy, you have to put your central ideas in circles and draw some lines which will symbolize the arguments or supportive ideas. Besides, you should link the new ideas to the central ones with lines. Therefore, when you finish completing this pre-writing strategy, you will receive a web of ideas. Furthermore, you can apply the following pre-writing strategy which is called Freewriting. This technique is similar to Brainstorming, but here you should generate a lot of information by writing non-stop. You do not need to edit your sentences since you should focus on the ideas, but not grammar or spelling. The last pre-writing activity is called The Journalists’ Questions. The core idea of it is to ask six particular questions to yourself. Those questions include â€Å"Who?†, â€Å"What?†, â€Å"Where?†, â€Å"When?†, â€Å"Why?†, and â€Å"How?†. This kind of pre-writing activity perfectly fits the descriptive essay type since it helps you to describe the selected subject in detail. As a result, if you complete all of the techniques mentioned before, the further writing process will be much easier because you will have the accurate outline of your paper. Structure Your Geography Essay Properly This part of the writing process requires you to organize the ideas gathered during the prewriting activity. Therefore, the outline prepared beforehand can help you to write the entire essay. The structure of the Geography essay may depend on the selected essay type. Hence, if you have chosen an argumentative essay type, you have to create a paragraph for each argument. However, in general, each essay type contains Introduction, at least two Main Body paragraphs, and Conclusion. If you structure your paper correctly, the reader will perceive your ideas properly. As a consequence, the effects of toxic dumping in oceans has been taken as an example to present the approximate structure of the Geography essay. Introduction This part of the essay always contains only one paragraph. The introductory part has a peculiar structure. It begins with background information, then continues with some arguments, and ends with a thesis statement. One should mention that the thesis statement should represent the claim that will be described and supported during the entire essay. Therefore, the thesis statement like â€Å"The toxic dumping in oceans have a dramatic effect on both human beings, flora, and fauna† can be quite suitable for the chosen topic, namely the effects of toxic dumping in oceans. Apart from that, this part of the essay should not contain any direct quotations and in-text citations. As a result, it can be stated that the introduction has to be well organized to attract readers but not confuse them. Main Body The main body paragraphs should contain two and more paragraphs to support the thesis statement properly. Unlike the introductory paragraph, you are allowed to apply various quotations and in-text citations to support your claims. If you desire to insert a direct quote or in-text citation, you should strictly follow the selected referencing style. Usually, students are asked to utilize either MLA or APA referencing style in their papers. For MLA referencing style, you have to put the selected text into inverted commas, and then, you should mention the last name of the author/authors and the number of the page where you have found the inserted text. Therefore, your in-text citation should look like the following sentence â€Å"The human beings have already removed almost two-thirds of the large ocean fish. One in three fish populations has collapsed since 1950† (Author’s/authors’ last name page number).† The same sentence in APA referencing style will look l ike the following sentence â€Å"The human beings have already removed almost two-thirds of the large ocean fish, and one in three fish populations have collapsed since 1950† (Author’s/authors’ last name, year of publication).† If you desire to know more about referencing styles, you may visit the website which is called â€Å"Purdue OWL.† Conclusion The concluding part of the essay is similar to the introductory paragraph since it should be one paragraph long and should not contain any quotations and in-text citations. Furthermore, you should restate the thesis statement and support it with the help of the arguments mentioned in the main body paragraphs. You must remember that any new information should not be applied in this paragraph. In general, this part of the essay has to resemble the short version of the entire paper. Polishing Your Geography Essay to Make it Shine This part of the writing process is as important as the other ones since you can eliminate plenty of mistakes that were made during the previous steps of the writing process. To know how to polish your essay, ensure to read it again, but not immediately after having written the essay. You should put aside the text and get distracted. Therefore, when you return to your paper, you will be able to look at it from a new perspective. You should pay special attention to the particular details, such as the use of the personal pronoun â€Å"I,† contractions, and vague language. Hence, if you used the personal pronoun â€Å"I,† you should substitute it with the indefinite pronoun â€Å"one.† The contracted forms of auxiliary verbs should be replaced by full forms. The vague language has to be eliminated or substituted with suitable academic phrases. What is more, you should check not only grammar but punctuation as well since many students forget to put a comma before â€Å"and† while enumerating points and after linking words. Furthermore, you can ask your friend to check your essay for mistakes. You should remember that the selected person should have strong writing skills in order to be able to spot and explain your mistakes. Besides, you may ask the person to tell you what can be changed or added to make the paper better. As a result, if you complete most of the advice mentioned before, your Geographic essay will receive a high mark. References â€Å"Prewriting Strategies.† KU Writing Center, 25 July 2017, writing.ku.edu/prewriting-strategies. â€Å"Steps of a Basic Essay.† Nova Southeastern University, www.nova.edu/tutoring-testing/study-resources/forms/steps-to-a-basic-essay.pdf. McWhorter, Kathleen T. â€Å"The College Students Guide to Writing Five Types of Essays.† Center for Academic Support, www.missouriwestern.edu/cas/wp-content/uploads/sites/217/2015/06/FIVE-TYPES-OF-ESSAYS-Kellie-F..pdf. Australian Geography Teachers Association. â€Å"Contemporary Geographical Issues.† GeogSpace, Education Services Australia Ltd., 2013, â€Å"Department of Geography, Environment Society Writing and Research Guide.† University of Minnesota, 2018.